14.2866, Books: App Ling: Celce-Murcia, Olshtain/Norton, Toohey

Tue Oct 21 18:31:06 UTC 2003

LINGUIST List:  Vol-14-2866. Tue Oct 21 2003. ISSN: 1068-4875.

Subject: 14.2866, Books: App Ling: Celce-Murcia, Olshtain/Norton, Toohey

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1)
Date:  Thu, 16 Oct 2003 12:22:43 +0000
From:  jreid at cup.org
Subject:  Discourse and Context in Language Teaching: Celce-Murcia, Olshtain

2)
Date:  Thu, 16 Oct 2003 16:27:39 +0000
From:  jreid at cup.org
Subject:  Critical Pedagogies and Language Learning: Norton, Toohey (eds)

-------------------------------- Message 1 -------------------------------

Date:  Thu, 16 Oct 2003 12:22:43 +0000
From:  jreid at cup.org
Subject:  Discourse and Context in Language Teaching: Celce-Murcia, Olshtain

Title: Discourse and Context in Language Teaching
Subtitle: A Guide for Language Teachers

Publication Year: 2001
Publisher: Cambridge University Press
           http://www.cup.org

Book URL: http://us.cambridge.org/titles/catalogue.asp?isbn=0521640555

Author: Marianne  Celce-Murcia, University of California, Los Angeles
Author: Elite  Olshtain, Hebrew University of Jerusalem

Hardback: ISBN: 0521640555, Pages: 288, Price:  U.S. $: 74.00
Hardback: ISBN: 0521640555, Pages: 288, Price:  U.K. £: 47.30
Hardback: ISBN: 0521640555, Pages: 288, Price:  AUS $: 166.00
Hardback: ISBN: 0521640555, Pages: 288, Price:  Europe EURO: 65.69

Abstract:

This book recommends that language teachers incorporate an awareness
of discourse and pragmatics in their teaching if they truly wish to
implement a communicative approach in their classrooms. After two
introductory chapters on discourse and pragmatics, the authors show
how a discourse perspective can enhance the teaching of traditional
areas of linguistic knowledge (pronunciation, grammar, and vocabulary)
and the teaching of language processing skills (listening, reading,
writing, and speaking). This awareness of discourse is then carried
over to curriculum development, assessment, and classroom
research. With discussion questions and activities at the end of each
chapter, this book can be used in methods courses or in-service
training programs.

PART 1:BACKGROUND
Chapter 1 Introduction to Discourse Analysis
Chapter 2 Pragmatics in Discourse Analysis

PART II: LANGUAGE KNOWLEDGE
Chapter 3 Phonology
Chapter 4 Grammar
Chapter 5 Vocabulary
Epilogue to Part II: Interrelationships among the language resources

PART III: LANGUAGE PROCESSING
Chapter 6 Listening
Chapter 7 Reading
Chapter 8 Writing
Chapter 9 Speaking
Epilogue to Part III: Integration of Language Skills and Discourse
          Processing

PART IV: IMPLEMENTATION
Chapter 10 Curriculum Design and Materials
Development
Chapter 11 Assessment
Chapter 12 Discourse Training for Teachers and Learners			

Lingfield(s):   Applied Linguistics
		Discourse Analysis
		Pragmatics

Written In: English (Language Code: English)

     See this book announcement on our website:
	 http://linguistlist.org/get-book.html?BookID=7692

-------------------------------- Message 2 -------------------------------

Date:  Thu, 16 Oct 2003 16:27:39 +0000
From:  jreid at cup.org
Subject:  Critical Pedagogies and Language Learning: Norton, Toohey (eds)

Title: Critical Pedagogies and Language Learning
Series Title: Cambridge Applied Linguistics

Publication Year: 2003
Publisher: Cambridge University Press
           http://www.cup.org

Book URL: http://us.cambridge.org/titles/catalogue.asp?isbn=0521828023
Availability: Available

Editor: Bonny  Norton, University of British Columbia, Vancouver
Editor: Kelleen  Toohey, Simon Fraser University, British Columbia

Hardback: ISBN: 0521828023, Pages: 350, Price:  U.S. $: 75.00
Hardback: ISBN: 0521828023, Pages: 350, Price:  U.K. £: 47.50

Abstract:

Critical pedagogies are instructional approaches and materials that
are aimed at transforming existing social relations in the interest of
greater equity in schools and communities. Interest in this area is
rapidly gaining momentum. This important new volume applies the
critical pedagogical approach to the area of language learning, and in
so doing, it addresses such topics as critical multiculturalism,
gender and language learning, and popular culture. Committed to
language education that contributes to social justice - and the
political, economic, and sociocultural changes such justice requires -
the contributors explore the meaning of creating equitable and
critical instructional practices, exploring diverse representations of
knowledge; they also make recommendations for further research in this
area, and for critical testing practices and teacher
education. Graduate students and researchers in TESOL, applied
linguistics, and education will find this volume a thought-provoking
and comprehensive presentation of theory and practice in this
important new area of scholarship.

Part I.
Introduction
1. Two takes on critical pedagogies. Allan Luke
2. Introduction. Bonny Norton and Kelleen Toohey

Part II. Reconceptualizing Second Language Education:
3. Critical Multiculturalism and Second Language Education. Ryuko
   Kubota
4. Gender and sexuality in foreign/second language education: critical
   and feminist approaches to research and pedagogy. Aneta Pavlenko
5. Representation, rights and resources: multimodal pedagogies in the
   language and literacy classroom. Pippa Stein
6. Assessment in multicultural societies: applying democratic
   principles and practices to language testing

Part III. Challenging Identities:
7. Subversive identities, pedagogical safe houses and critical
   learning. Suresh Canagarajah
8. "Why does this feel empowering?": thesis writing concordancing and
   the corporatizing university. Sue Starfield
9. Modals and memories: a grammar lesson on the Quebec Referendum on
   Sovereignty. Brian Morgan

Part IV. Researching Critical Practices:
10. The logic of non-standard teaching: a course in Cape Verdean
    culture and history. Ines Brito, Ambrizeth Lima and Elsa Auerbach
11. Comic book culture and second language learners. Bonny Norton and
    Karen Vanderheyder
12. Putting Classroom interaction in its Place: understanding gender
    and foreign language learning. Jane Sunderland
13. Living with inelegance in qualitative research on task-based
    learning. Constant Leung, Roxy Harris and Ben Rampton

Part V. Educating Teachers for Change:
14. Introducing a critical pedagogical curriculum to a MATESL course:
    a reflexive account from feminist perspectives. Angel M. Y. Lin
15. Negotiating expertise in an action research community. Kelleen
    Toohey and Bonnie Waterstone
Performed Ethnography for critical language teacher education. Tara
    Goldstein
Critical moments in a TESOL praxicum. Alastair Pennycook.

Lingfield(s): Applied Linguistics
	      Language Acquisition

Written In: English (Language Code: English)

     See this book announcement on our website:
	 http://linguistlist.org/get-book.html?BookID=7705

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