front cover of Teaching About Place
Teaching About Place
Learning From The Land
Laird Christensen
University of Nevada Press, 2008
The sixteen essays in this anthology describe the practice of teaching about place, with the goal of inspiring educators as well as other readers to discover the value of close investigation of their own places. The contributors discuss places from the desert river canyons of the American West, to the bayous of Texas, to wildlife refuges on the Atlantic Coast, to New England’s forests and river, and back to the wildland-urban interface in suburban Southern California. <br> These essays reveal broader lessons about the possibilities and limitations that come with teaching about place and inhabiting our own places outside the classroom. Contributors include: Ann Zwinger, Bradley John Monsma, SueEllen Campbell, Terrell Dixon, and John Elder.<br> <br>

front cover of Teaching and Learning in Bilingual Classrooms
Teaching and Learning in Bilingual Classrooms
New Scholarship
Kristin J. Mulrooney
Gallaudet University Press, 2014
A new initiative known as the Scholarship of Teaching and Learning (SoTL) strives to improve education today by methodically examining and assessing the vital component of classroom interaction. This collection presents research by five professors who adopted SoTL methodology to study their own classrooms at Gallaudet University, a uniquely diverse bilingual institution that employs both American Sign Language (ASL) and written English. The Gallaudet study, called the GSTLI, intended to create an engaged learning community that investigated, reflected upon, and documented strategies that most effectively enhance learning for linguistically diverse, visually oriented populations.

     After extensive SoTL training, the GSTLI professors reviewed interaction in their respective classrooms. Through meticulous study of class videos and written assignments in three General Studies Requirements courses for first-year students, the teachers learned how to ensure connecting with students who have a variety of language differences and communication methods.

     The other professors assessed bottlenecks in classes on the linguistic structure of ASL, and on criminal justice. The linguistics professor identified the bottleneck as the students’ inability to conceptualize the interrelationship between definitions and examples, a fundamental skill to scientific thinking. In the criminal justice class, the professor saw the need to guide students through linguistic bottlenecks by providing materials in both ASL and English. The successes of the GSTLI presented in this unique volume can benefit other teachers by better preparing them to meet the needs of bilingual diverse learners in more effective ways.

front cover of Teaching What You Don’t Know
Teaching What You Don’t Know
Therese Huston
Harvard University Press, 2012

Your graduate work was on bacterial evolution, but now you're lecturing to 200 freshmen on primate social life. You've taught Kant for twenty years, but now you're team-teaching a new course on “Ethics and the Internet.” The personality theorist retired and wasn't replaced, so now you, the neuroscientist, have to teach the "Sexual Identity" course. Everyone in academia knows it and no one likes to admit it: faculty often have to teach courses in areas they don't know very well. The challenges are even greater when students don't share your cultural background, lifestyle, or assumptions about how to behave in a classroom.

In this practical and funny book, an experienced teaching consultant offers many creative strategies for dealing with typical problems. How can you prepare most efficiently for a new course in a new area? How do you look credible? And what do you do when you don't have a clue how to answer a question?

Encouraging faculty to think of themselves as learners rather than as experts, Therese Huston points out that authority in the classroom doesn't come only, or even mostly, from perfect knowledge. She offers tips for introducing new topics in a lively style, for gauging students' understanding, for reaching unresponsive students, for maintaining discussions when they seem to stop dead, and -yes- for dealing with those impossible questions.

Original, useful, and hopeful, this book reminds you that teaching what you don't know, to students whom you may not understand, is not just a job. It's an adventure.


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"This Book of Starres"
Learning to Read George Herbert
James Boyd White
University of Michigan Press, 1995
"A real pleasure. . . . Reading this book was like revisiting a country I thought I knew well with a guide who could show me all kinds of delights I had missed in my previous sojourns. . . . A terrific, engaging book." --Michael Schoenfeldt, author of Prayer and Power: George Herbert and Renaissance Courtship
"This Book of Starres" is one of those all-too-rare books in which an author's love of someone's work--in this case, the seventeenth-century English poet George Herbert--leads to a journey of exploration.
Herbert's poetry presents a special set of challenges: It is to the modern ear archaic, difficult in thought and structure, and entirely theological in character. Yet no poet is more deeply admired by those who know him well. "This Book of Starres" is meant to engage the reader in a process of reading by which this verse can be seen to be vivid and alive. It is the record of one person's life-changing involvement with the poetry of George Herbert; in this it is about not only how, but why we read great poetry.
"It is a joy to experience Herbert's poetry in the company of James Boyd White, whose affinity for the work is always convincing and seems at times preternatural. 'This Book of Starres' is a necessary pleasure: all readers of poetry, whether expert or inexpert, will find it enriching." --Alice Fulton
". . . both a delight to read, and one of the most instructive exercises in literature and theology I have read for a long time. . . . Herbert emerges as one of the greatest, a writer to test and change the imagination, the very way in which we think about the world and that which is beyond it." --Literature and Theology
James Boyd White is Hart Wright Professor of Law, Professor of English, and Adjunct Professor of Classical Studies, University of Michigan.

front cover of Two Centuries of English Language Teaching and Learning in Spain
Two Centuries of English Language Teaching and Learning in Spain
Alberto Lombardero Caparrós
Amsterdam University Press, 2019
This book provides an exhaustive historical account of how the English language was taught and learnt in Spain over two centuries. Since its origins back in 1769 with the publication of San Joaquín de Pedro's 'Gramática inglesa' until 1970, a key year in European and World affairs. A period of time ample enough to accurately gauge the impact of this social phenomenon against the backdrop of social and political unrest which looms over the whole period but also with scientific breakthroughs that shaped our modern world. The history of ELT runs parallel to those events adopting diffferent mainstrem trends ranging from the Traditional or Latin-like approach to foreign language teaching to the so-called Grammar-Translation Method and the Direct or Oral Method. However, special attention is also given to 'minor' trends such as Ecclecticism which constantly overlaps the mainstream trends. This book is the first to take a close look at how the English language was taught and learnt in Spain for a two-century period when the French language was the Spaniard's first choice when it came to learning a foreign language.

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