A fiery spirit dances from the pages of the Great Book. She brings the aroma of scorched sand and ozone. She has a story to tell.... The Book of Phoenix is a unique work of magical futurism. A prequel to the highly acclaimed, World Fantasy Award-winning novel, Who Fears Death, it features the rise of another of Nnedi Okorafor’s powerful, memorable, superhuman women. Phoenix was grown and raised among other genetic experiments in New York’s Tower 7. She is an “accelerated woman”—only two years old but with the body and mind of an adult, Phoenix’s abilities far exceed those of a normal human. Still innocent and inexperienced in the ways of the world, she is content living in her room speed reading e-books, running on her treadmill, and basking in the love of Saeed, another biologically altered human of Tower 7. Then one evening, Saeed witnesses something so terrible that he takes his own life. Devastated by his death and Tower 7’s refusal to answer her questions, Phoenix finally begins to realize that her home is really her prison, and she becomes desperate to escape. But Phoenix’s escape, and her destruction of Tower 7, is just the beginning of her story. Before her story ends, Phoenix will travel from the United States to Africa and back, changing the entire course of humanity’s future.

This landmark volume provides a broad-based, state-of-the-art overview of current knowledge and research into second language teaching and learning. Fifty-seven chapters are organized in eight thematic sections: *social contexts of second language learning; *research methodologies in second-language learning, acquisition, and teaching; *contributions of applied linguistics to the teaching and learning of second language skills; *second language processes and development; *teaching methods and curricula; *issues in second or foreign language testing and assessment; *identity, culture, and critical pedagogy in second language teaching and learning; and *important considerations in language planning and policies. The Handbook of Research in Second Language Teaching and Learning is intended for researchers, practitioners, graduate students, and faculty in teacher education and applied linguistics programs; teachers; teacher trainers; teacher trainees; curriculum and material developers; and all other professionals in the field of second language teaching and learning.

This volume examines contemporary reformulations of the ‘Final Girl’ in film, TV, literature and comic, expanding the discussion of the trope beyond the slasher subgenre. Focusing specifically on popular texts that emerged in the 21st century, the volume asks: What is the sociocultural context that facilitated the remarkable proliferation of the Final Girls? What kinds of stories are told in these narratives and can they help us make sense of feminism? What are the roles of literature and media in the reconsiderations of Carol J. Clover’s term of thirty years ago and how does this term continue to inform our understanding of popular culture? The contributors to this collection take up these concerns from diverse perspectives and with different answers, notably spanning theories of genre, posthumanism, gender, sexuality and race, as well as audience reception and spectatorship.

This handbook provides a comprehensive and up-to-date survey of a wide range of developmental and clinical issues in pragmatics. Principally, the contributions to this volume deal with pragmatic competence in a native language, in a second or foreign language, and in a selection of language disorders. The topics which are covered explore questions of production and comprehension on the utterance and discourse level. Topics addressed concern the acquisition and learning, teaching and testing, assessment and treatment of various aspects of pragmatic ability, knowledge and use. These include, for example, the acquisition and development of speech acts, implicatures, irony, story-telling and interactional competence. Phenomena such as pragmatic awareness and pragmatic transfer are also addressed. The disorders considered include clinical conditions pertaining to children and to adults. Specifically, these are, among others, autism spectrum disorders, Down syndrome, and Alzheimer's disease.

This book is a systematic attempt to address the issue of fossilization in relation to a fundamental question in second language acquisition research, which is: why are learners, adults in particular, unable to develop the level of competence they have aspired to in spite of continuous and sustained exposure to the target language, adequate motivation to learn, and sufficient opportunity to practice?

The SoJo Journal: Educational Foundations and Social Justice Education is an international, peer-reviewed journal of educational foundations. San Jose State University hosts the journal. It publishes essays that examine contemporary educational and social contexts and practices from critical perspectives. The SoJo Journal: Educational Foundations and Social Justice Education is interested in research studies as well as conceptual, theoretical, philosophical, and policy-analysis essays that challenge the existing state of affairs in society, schools, and (in)formal education. The SoJo Journal: Educational Foundations and Social Justice Education is necessary because currently there is not an exclusively international foundations of education journal. For instance, three of the leading journal in education foundations journals (e.g., The Journal of Educational Studies, British Journal of Sociology of Education, The Journal of Educational Foundations) solicit manuscripts and support scholarship mainly from professors who reside in Britain and the United States. This journal is also unique because it brings together scholars and practitioners from disciplines outside of educational foundations, who are equally committed to social change and promoting equity and social justice inside and outside of K–16 schools. The SoJo Journal: Educational Foundations and Social Justice Education’s audience is K–12 teachers, K–12 teacher educators, educational leaders, social activists, political economists, and higher education personnel across the globe. The journal is marketed to Educational Foundation, Teacher Education, and Educational Leadership programs, which have embraced the intellectual work of the various editorial members.

The Handbook of Second Language Acquisition presents an integrated discussion of key, and sometimes controversial, issues in second language acquisition research. Discusses the biological and cognitive underpinnings of SLA, mechanisms, processes, and constraints on SLA, the level of ultimate attainment, research methods, and the status of SLA as a cognitive science. Includes contributions from twenty-seven of the world's leading scholars. Provides an invaluable resource for all students and scholars of human cognition, including those in linguistics, psychology, applied linguistics, ESL, foreign languages, and cognitive science.