Uniquely bridging theory and practice, this text introduces and overviews the various domains associated with the term critical pedagogy in the field of TESOL/ELT. Critical pedagogy addresses ...concepts, values, curriculum, instructional and associated practices involved in language teaching for social justice. Bringing critical pedagogy to classroom practitioners in a practical and comprehensible way, the text is designed to help teachers get started on critically grounded work in their own teaching. Features• Textbook extracts offer direct and quick illustration of what this perspective might look like in practice• Coverage of feminist and anti-racist pedagogies; sexual identity, oppression and pedagogy; peace and environmental education; and critical English as a foreign language—and their implications for second-language teaching • Historical background• Theoretical background on language and learning• Consideration of applicability of critical/radical educational concepts and traditions to non-Western cultural contexts • A focus on issues of compromise and resistance
This original, timely, and informative text is ideal for any course on methods and approaches in TESOL.
General Overview AIN-93 Purified Diets for the Study of Trace Elements Metabolism in Rodents, P.G. Reeves Basic Tissue Preparation for Electron Microscopy Assessment of Rodents, R. Wildman Iron ...Dietary Iron: Deficiency or Excess, S.M. Smith and H.C. Lukaski The Use of Iron-Dextran to Produce Iron Overload in Rodents, P. Carthew and A.G. Smith Extraction and Analysis of Iron Species in Diet and Gut, R.J. Simpson, C. Oguakoya, and T.J. Peters Manganese Manganese Deficiency and Excess in Rodents, J.W. Finley and P.E. Johnson Manganese Uptake in Tissues In Vitro: Tissue Slices as Models, G.D.V. van Rossum and T. Galeotti Selenium Selenium Diets: Deficiency and Excess, M. Christensen Selenium in Tissue Culture, C.A. Wardle and A. Shenkin Copper Copper Deficient and Excess Diets: Theoretical Considerations and Preparations, M.J. Werman and S.J. Bhathena Copper in Tissue Culture, E. Harris, E. Tiffany-Castiglioni, and Y. Qian Zinc Zinc Diets: Deficiency and Excess, M. Panemangalore and F.N. Bebe Zinc Radiotracer in the Study of the Mechanisms of Zinc Homeostasis, D. Oberleas Other Trace Elements Dietary Boron Deficiency and Supplementation, C.D. Hunt Measurements of Boron in Rodent Diets and Tissues, C.D. Hunt Methods for Studying Dietary Lead and its Toxicity in Rodents, J.D. Bogden Methods in Chromium Dietary Supplementation and Deficiency, G.S. Morris, M. Hegsted, and D.L. Hasten Isolation and In Vitro Analysis of Biologically Active Chromium, D.M. Stearns Calcium Bioavailability Using a Rat Model, M.A. Bock and C. Weaver Vanadium Quantitation, Essentiality, and Pharmacologic and Toxicological Studies in Rodents, B.D. Martin, R.A. Felty, D.M. Stearns, and K.E. Wetterhahn Nickel-Low Diet Formulation and Tissue Nickel Measurement, E.O. Uthus Index
Este estudio investiga la relación entre la pragmática de una segunda lengua y la competencia lingüística en la conciencia pragmática sobre las respuestas a cumplidos (RCs). Los participantes fueron ...estudiantes españoles de inglés como lengua extranjera. Su conocimiento pragmático perceptivo se evaluó mediante una tarea audiovisual donde se debía indicar el nivel de adecuación de 15 RCs (de 1, inapropiado a 6, muy apropiado). Los alumnos se dividieron en grupos de alto y bajo nivel de competencia de acuerdo con el tamaño de su vocabulario. Luego, sus respuestas fueron comparadas con la evaluación de hablantes nativos. Los resultados indican una correlación inversa moderada entre el nivel de lengua y la valoración de los nativos. Los resultados sugieren que la competencia lingüística por sí sola no es un factor determinante para adquirir conocimiento pragmático, ya que existen otros factores que pueden influir en el desarrollo pragmático. Palabras clave: conciencia pragmática de la L2; competencia lingüistica; respuestas a cumplidos; inglés como lengua extranjera; material audiovisual This study investigates the interface between second language pragmatics and proficiency by focusing on pragmatic awareness of compliment responses (CRs). The participants were Spanish learners of English as a foreign language. Their perceptive pragmatic knowledge was tested via a pragmatic awareness video elicitation task where they had to rate the appropriateness of 15 CRs from 1 (inappropriate) to 6 (very appropriate). Learners were divided into high and low proficiency groups according to their vocabulary sizes to check in what ways their responses to the task differed. Their ratings were then compared to a native speaker benchmark to obtain a sameness score and results indicate a moderate inverse correlation between proficiency level and near-nativeness. Findings suggest that the first language plays an important role in pragmatic awareness and that proficiency alone is not a determining factor to acquire pragmatic knowledge, as there are other factors that may influence pragmatic development. Keywords: L2 pragmatic awareness; proficiency; compliment responses; EFL; audio- visual input