This Seventh Edition of the best-selling intermediate Italian text, DA CAPO, reviews and expands upon all aspects of Italian grammar while providing authentic learning experiences (including new song and video activities) that provide students with engaging ways to connect with Italians and Italian culture. Following the guidelines established by the National Standards for Foreign Language Learning, DA CAPO develops Italian language proficiency through varied features that accommodate a variety of teaching styles and goals. The Seventh Edition emphasizes a well-rounded approach to intermediate Italian, focusing on balanced acquisition of the four language skills within an updated cultural framework. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Da Capo is a collection of stories, plays, poems and journals in which Tom Bissinger takes on his world, whether reading Shakespeare to a blind bag lady, observing three playwrights comically vying to destroy each others career amidst the bustle of a Korean deli, or meditating on his father in a Sao Paulo swimming pool. Part autobiography, part story telling, part poetic explorations of dream world, and part social satire, Bissinger conveys the theatricality of so called ordinary existence by pulling his life towards him, hungering for the nuggets of mirth and meaning, ultimately owning it in original, daring prose. He takes on the challenge of staying awake in a troubled, violent world, while addressing his yearning for reverie and revelation.
Teaching World Languages for Social Justice: A Sourcebook of Principles and Practices offers principles based on theory, and innovative concepts, approaches, and practices illustrated through concrete examples, for promoting social justice and developing a critical praxis in foreign language classrooms in the U.S. and in wider world language communities. For educators seeking to translate these ideals into classroom practice in an environment dominated by the current standards movement and accountability measures, the critical insights on language education offered in this text will be widely welcomed. The text is designed as a sourcebook for translating theory into practice. Each chapter includes the theoretical base, guidelines for practice, discussion of the relationship to existing practices in the world language classroom, suggestions for activity development (which can be integrated into a professional portfolio), illustrative examples, questions for reflection, and additional suggested readings. Teaching World Languages for Social Justice is a primary or supplementary text for second and foreign language teaching methods courses and is equally appropriate for graduate courses in language education or educational studies.
DA CAPO, the best-selling intermediate Italian text in the market, reviews and expands all aspects of Italian grammar while providing an authentic and accurate tool to communicate with Italian people and understand their culture. The sixth edition of DA CAPO gives new emphasis to a well-rounded approach to intermediate Italian, focusing on balanced acquisition of the four language skills within an enhanced and updated cultural framework. The sixth edition follows the guidelines established by the National Standards for Foreign Language Learning by developing proficiency through varied features that can accommodate many teaching styles and goals. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.
Language Arts & Disciplines by Danuta Gabryś-Barker
People are increasingly reaching the so-called third age, a period when seniors search for a renewed purpose to life and spend time undertaking activities that they consider motivating, such as the learning of a foreign language. The study of language learning among aging populations has become a fast-growing area of research and this book is one of the first attempts to bring together what we know about this age group and their profiles as foreign language learners. Contributors to the volume discuss the issue from various psychological, neurological and pedagogical perspectives. Each of the chapters provides an updated theoretical background and offers some initial conclusions on the basis of original empirical studies carried out. Chapters challenge certain familiar preconceptions and assumptions about senior learners, offer the reader ideas for future research in this under-studied area and provide some practical advice for applying the proposals and solutions offered in real foreign language third-age classrooms.