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Vragen uw studenten zich vaak af waarom de taal die ze in de taalklas leren zo anders is dan de geproken taal die ze buiten de klas tegenkomen? Dit boek biedt praktische ideeën om studenten te leren omgaan met gesproken taal in verschillende contaxten door het gebruik van transcripties en authentieke gesprekken. Dit boek bevat meer dan 100 dialoogactiviteiten die leerkrachten in hun klas kunnen gebruiken.

English language --- Study and teaching --- Foreign speakers --- Spoken English --- mondelinge communicatie --- Didactic strategies --- talenonderwijs --- Didactics of languages --- Engels --- Lerarenopleiding --- Study and teaching. --- Foreign speakers. --- (vak)didactiek talen. --- English language - Study and teaching - Foreign speakers --- English language - Spoken English

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Linguistics --- English language --- Anglais (Langue) --- Textbooks for foreign speakers --- Periodicals --- Manuels pour allophones --- Périodiques --- Second language acquisition --- Written communication --- Second language acquisition. --- Study and teaching --- Foreign speakers --- Foreign speakers. --- Study and teaching. --- Arts and Humanities --- General and Others --- Language & Linguistics --- tweede taal --- talenonderwijs

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grammatica --- Didactics of French --- Frans --- French language --- Français (Langue) --- Grammar --- Study and teaching --- Foreign speakers --- Grammaire --- Etude et enseignement --- Allophones --- Schoolbooks - Didactic material --- Français (Langue)

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"The volume provides a welcome addition to the literature. It contributes through the reframing of support for English as an Additional language (EAL) international students through the lens of 'academic literacies'. This approach, and the vignettes throughout, show how institutions can develop in learners the practices required to 'communicate with confidence, clarity and care'. The result will be thought-provoking reading for practitioners in the field, as well as university policy developers, management and leadership." - Thomas Roche, Pro Vice-Chancellor (Academic Quality) and Dean of SCU College at Southern Cross University at the Gold Coast, Coffs Harbour & Lismore campuses, Australia "A major strength of this book is the holistic and highly reflective approach it takes in addressing a persistent concern in higher education globally - the quality and impact of academic literacies provision. Its presentation of data-informed insights on this issue from the interlinked perspectives of institution, academic practitioner and student gives it an edge over similarly themed books, making it a must read for students, academics and policy makers alike." - Bongi Bangeni, Associate Professor, University of Cape Town, South Africa This book reinterprets the relevance, quality and impact of academic literacies provision at university in light of recent higher education developments in a pandemic-transformed world. Drawing on the author's own experience of researching, implementing and assessing academic literacies provision, and on insights from broader scholarship and professional debates, the book helps set a new direction of travel for academic literacies professionals working in a variety of roles to enable and resource students' academic and professional growth. It makes recommendations for policy, strategy and scholarship-informed practice that place value on communicating with confidence, clarity and care at university and beyond. Lia Blaj-Ward is Associate Professor of Teaching and Scholarship at Nottingham Trent University, UK. She is the author of two previous Palgrave Macmillan volumes: Researching Contexts, Practices and Pedagogies in English for Academic Purposes (2014) and Language Learning and Use in English-Medium Higher Education (2017).

Teaching --- Didactics of languages --- Linguistics --- Literature --- geletterdheid --- talenonderwijs --- linguïstiek --- literatuurwetenschap --- lesgeven --- Academic language. --- English language --- Second language acquisition. --- Study and teaching (Higher) --- Foreign speakers.

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This book illustrates the latest developments in literacy and language assessment in the digital context, and subsequently presents a rigorous validation study on a newly proposed form of assessment (scenario-based assessment, SBA) that seeks to respond to the contextual change of literacy activities. It combines theories and innovative practices in both the literacy and language assessment sectors. The empirical validation study on SBA, presented here, can help readers understand how digital scenarios can be realized in assessment practices with the aid of computer technology, and how the scenario settings in the digital context can affect EFL learners' reading-to-writing performance. In this way, it can facilitate the reconceptualization of L2 literacy in the digital context. Moreover, the evidence and critical examination presented here can offer readers more comprehensive insights into the value or validity of a given innovative approach before it is adopted in their contexts. .

Human sciences --- Computer assisted instruction --- Audiovisual methods --- Information systems --- Linguistics --- onderwijstechnologie --- sociale media --- geletterdheid --- taalverwerving --- computerondersteund onderwijs --- Digital humanities. --- Humanities --- English language --- Study and teaching --- Foreign speakers.