This book focuses on the nexus of language, disciplinary content and knowledge communication against the background of the economic, cultural and ideological forces of Higher Education’s current push for internationalisation. It suggests the need for a greater synergy between language and content experts and argues that change needs to be implemented through policy rather than on an ad-hoc basis by individual teachers. It is a call to action for English for Academic Purposes practitioners to find a way out of the silo of their own centres and work to assert influence over the wider context in which they work. The book begins and ends in the practice of teaching, with a focus throughout on understanding the barriers and enablers to that practice within a particular context.

A proven program for enhancing students' thinking and comprehension abilities Visible Thinking is a research-based approach to teaching thinking, begun at Harvard's Project Zero, that develops students' thinking dispositions, while at the same time deepening their understanding of the topics they study. Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines?small sets of questions or a short sequence of steps?as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon. Helps direct student thinking and structure classroom discussion Can be applied with students at all grade levels and in all content areas Includes easy-to-implement classroom strategies The book also comes with a DVD of video clips featuring Visible Thinking in practice in different classrooms.

This book presents an ambitious model for how educators can design high-quality, challenging, and supportive learning opportunities for English Learners and other students identified to be in need of language and literacy support. Starting with the premise that conceptual, analytic, and language practices develop simultaneously as students engage in disciplinary learning, the authors argue for instruction that amplifies—rather than simplifies—expectations, concepts, texts, and learning tasks. The authors offer clear guidance for designing lessons and units and provide examples that demonstrate the approach in various subject areas, including math, science, English, and social studies. This practical resource will guide teachers through the coherent design of tasks, lessons, and units of study that invite English Learners (and all students) to engage in productive, meaningful, and intellectually engaging activity. “This book offers the most detailed guide available for designing instruction for students categorized as ELLs. Theoretically grounded and informed by years of implementation and study, this work is without equal in the field. I recommend the book enthusiastically as required reading in all teacher preparation programs.” —Guadalupe Valdés, Bonnie Katz Tenenbaum Professor of Education, Stanford Graduate School of Education “Reflecting its title, this book is an amplification of what it means to provide the best learning opportunities for English Language learners. Drawing on classroom-based research, Amplifying the Curriculum offers many practical examples of intellectually engaging units and tasks. This innovative book belongs on the bookshelves of all teachers.” —Pauline Gibbons, UNSW Sydney “This timely book is a call to educators across the nation to integrate language, literacy, and disciplinary knowledge to improve the education of our new American students.” —Tatyana Kleyn, The City College of New York

The Making Learning Visible Project draws attention to the power of the group as a learning environment. In the first phase of MLV (1997-1999), Project Zero, a research group at the Harvard Graduate School of Education, in collaboration with the Municipal Infant-toddler Centers and Preschools of Reggio Emilia, Italy, explored documentation as a central component of group learning and produced a book: Making learning visible: children as individual and group learners. In phase II (1999-2002) Project Zero researchers collaborated with prekindergarden to grade 8 teachers from the Cambridge Children's Center and the Cambridgeport School in Cambridge, MA and the Exra H. Baker and John Simpkins schools in the Dennis-Yarmouth, MA school district. Together they explored how the ideas emerging from the Italian context and practices could enhance preschool, elementary, and middle-school education in the United States--p. X.

As the first book in the Making Disciplinary Language Visible series, this practical toolkit helps teachers promote disciplinary literacy development for Multilingual learners and their peers in the 5–12 social studies classroom. Using systemic functional linguistics (SFL) and the SFL-informed genre pedagogy, the Teaching and Learning Cycle for Disciplinary Genres, the book shows teachers how to teach content using language as a meaning-making resource. Besser and Westerlund provide clear guidance on understanding how language is used in the discipline and provide practical tools to empower teachers to teach language in the service of social studies disciplinary genres. Chapters feature authentic vignettes to illustrate problems of practice, annotated social studies texts, practical curriculum design tools, exercises for readers to develop knowledge about language, and sample scripts for practical application.

Make learning visible in the early years Early childhood is a uniquely sensitive time, when young learners are rapidly developing across multiple domains, including language and literacy, mathematics, and motor skills. Knowing which teaching strategies work best and when can have a significant impact on a child’s development and future success. Visible Learning in Early Childhood investigates the critical years between ages 3 and 6 and, backed by evidence from the Visible Learning® research, explores seven core strategies for learning success: working together as evaluators, setting high expectations, measuring learning with explicit success criteria, establishing developmentally appropriate levels of learning, viewing mistakes as opportunities, continually seeking feedback, and balancing surface, deep, and transfer learning. The authors unpack the symbiotic relationship between these seven tenets through Authentic examples of diverse learners and settings Voices of master teachers from the US, UK, and Australia Multiple assessment and differentiation strategies Multidisciplinary approaches depicting mathematics, literacy, art and music, social-emotional learning, and more Using the Visible Learning research, teachers partner with children to encourage high expectations, developmentally appropriate practices, the right level of challenge, and a focus on explicit success criteria. Get started today and watch your young learners thrive!

This book highlights the centrality of political and ideological issues as they relate to the positioning and practice of English for Academic Purposes (EAP), demonstrating that EAP cannot flourish as a profession or a discipline without an awareness of the macro- and meso-level political shifts that impact the wider university. The volume states that the practices of EAP are, in fact, political acts and examines these as yet unexplored power dynamics. The volume begins by considering key influences that have shaped universities and their governance and management over the last three decades and how these relate to the role and practice of EAP. These influences include neoliberal economic policies, governmental demands for widening participation, globalization, entrepreneurial approaches to higher education, students as clients and therapeutism in universities. Following consideration of these broader contextual issues, specific chapters focus on politics and policies surrounding the recruitment and participation of international, fee-paying students, their positioning and identity within English-medium universities, including issues relating to English language, standards and academic integrity. Further chapters then consider more local influences that shape EAP programmes, such as their strategic roles within universities, their management, their teaching and wider academic impact.