An intelligibility-based approach to teaching that presents pronunciation as critical, yet neglected, in communicative language teaching.

The aim of this book is to bridge the gap between the theory and practice of teaching language for communication. It is written principally for teachers who wish to adopt a communicative approach and would like to reflect on the principles that underlie it.

What do you do when you need to express the meaning of a word that you don’t know in a foreign language? How do you start and close a conversation, and how do you keep it going? What can you do if you are not sure about what to say in an unfamiliar situation?Communication strategies is a book about the ways and means that users of a second or foreign language can employ when they have to face problems due to gaps in their linguistic, communicative or intercultural competence. Strategies also enable them to deal with uncertainty in personal and intercultural contacts and to increase their autonomy in using languages.Communication strategies is both a handbook for teachers, teacher trainers and educators, providing them with a sound methodological background, and a collection of 30 practice activities, games and tasks for language learners and users. Photocopiable worksheets are provided, as well as freely downloadable recordings of native and non-native speakers of English.

This book examines the place of talk in learning and the role of such talk in literacy education. It builds on a strong tradition of research into the role of talk in constructing curriculum knowledge, the relationship between talking and thinking, and the significance of extended, in-depth dialogic interaction in classroom talk. However, it differs from tradition with its emphasis on the need to make the role of language in learning more visible and more explicit. This book places particular emphasis on the relationship between dialogic pedagogy and language-based approaches to learning. Contributions range from discussions on educational linguistics and dialogic pedagogy as complementary perspectives to needs of students for whom English is an additional language or dialect. This volume was originally published as a special issue of Research Papers in Education.

America frequently talks about impeaching a president, but the impeachment provisions of the American constitution are widely misunderstood. In High Crimes and Misdemeanors, constitutional scholar Frank O. Bowman, III offers unprecedented clarity to the question of impeachment, tracing its roots to medieval England through its adoption in the Constitution and 250 years of American experience. By examining the human and political history of those who have faced impeachment, Bowman demonstrates that the Framers intended impeachment to be a flexible tool, adaptable to the needs of any age. Written in a lively, engaging style, the book combines a deep historical and constitutional analysis of the impeachment clauses, a coherent theory of when impeachment should be used to protect constitutional order against presidential misconduct, and a comprehensive presentation of the case for and against impeachment of President Trump. It is an indispensable work for the present moment.

How can teachers provide effective instruction for students with learning disabilities while meeting the needs of all students? The second edition of this accessible text gives K-12 educators research-based answers, straight from two highly respected voices in the field. The first teacher training text to cover all four learning disabilities that require differentiated instruction, dysgraphia, dyslexia, dyscalculia, and oral and written language learning disability (OWL LD), this book prepares educators to deliver explicit and engaging instruction customized to the needs of their students.

Whether considering the art of debate; understanding dialogic teaching methods; the necessity of questioning; or the ability to assess and develop these skills, this book has been written by a classroom teacher, for classroom teachers, in the hope that oracy is dragged out of the shadows and recognised for its significance to improving students’ life skills and future aspirations. When we think about the transferable skills all students will take with them post-academia, oracy, literacy and numeracy should logistically stand proudly side by side. This triad of skillsets are the key components that are used to measure intellectual development in childhood, as well as being further instilled and nurtured in all students throughout their education. However, as children become students and as these students become critical thinkers, an element of this crucial triad appears to have been disowned in recent years. In 2020, oracy appeared to have even less relevance in academia, with the only supportive provision for both Language and Literature to deal with any missed learning being the eradication of any recorded proof of this skill. Yet another indication that oracy has, in some circumstances, been cast into the shadows and banished into the realm of the subject specific curricular. We need to be realistic and embrace the idea that this skill is a necessity to success for all learners post-academia. Training students in the ability to communicate effectively with different audiences in different contexts, needs to be brought back into the spotlight in the hopes that we can attempt to resolve any misconceptions regarding oracy’s place in the curriculum. Through the recognition of the theoretical understanding of communication that will provide the foundations for this book, the aim is that it acts as a supportive guide that will provide suggestions and strategies in order to hopefully empower and encourage educators in all subjects in education, thus restoring the use and appreciation for this necessary skill both inside and outside the classroom. For so long, focus has been on the stress and rigor of assessments, and the fulfilment of the curriculum to ensure that all students can navigate their GCSE examinations. This book will question whether this will have a detrimental effect on students who may have been exposed to fewer of the skills that they will require when leaving an educational setting and venturing into everyday life. So, let’s address the elephant in the room, and provide it a voice.