An accessible guide to using English in the classroom for non-native speaker teachers.

Bringing Creative Teaching into the Young Learner Classroom (Into the Classroom)

Reference

McKay, Penny

Cameron, Lynne

English as a Second Language

Oxford University Press

Sixteen years after her father was killed by an IRA bomb, Jo Berry had her first conversation with the man responsible. She had made a long journey, ‘walking the footsteps of the bombers’ as she put it, determined not to give in to anger and revenge but to try to understand his motivations and perspective. Her preparedness to meet Pat Magee opened up a path to empathy that developed through their conversations over the following years. This book studies their growing understandings of each other by focusing on the rich networks of metaphors that appear in their conversations, and how these evolve in the process of reconciliation. The innovative research method, reported in a rigorous but accessible style, together with the rich and often poignant data, make this book a valuable addition to the study of metaphor and discourse. In uncovering the development of empathy between these two extraordinary people, Cameron illuminates the moral necessity, and the potential rewards, in trying to imagine the world and mind of the Other. Implications are drawn for how mediators in reconciliation contexts might make positive use of metaphor in supporting the dynamics of empathy.

Metaphor and Reconciliation: The Discourse Dynamics of Empathy in Post-Conflict Conversations (Routledge Studies in Linguistics)

Self-Help

Relationships

Routledge

Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.

Teaching Languages to Young Learners (Cambridge Language Teaching Library)

Foreign Language Study & Reference

Cambridge University Press and Assessment

Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.

Cambridge University Press

‘Metaphor in Educational Discourse is a superb piece of applied linguistics research that integrates Vygotsky's theory of concepts with current work on metaphor into a coherent framework for investigating how teachers and learners negotiate figurative language in order to promote development in the classroom setting. In what is likely to become the standard for future studies in this area, Lynne Cameron meticulously demonstrates the central role of linguistic metaphors in classroom learning - designed to lead learners to a deeper understanding of complex mathematical and scientific concepts.'James P. Lantolf, Professor of Applied Linguistics, The Pennsylvania State University.This book reports research into metaphor in use with school students. The setting for the research is a UK school and the participants are around ten years old, with their first language well established but still developing concepts and understandings. Close examination of a corpus of classroom spoken discourse reveals how metaphor is employed by their teachers, not just in explaining ideas, but, in managing and mediating the activity of the classroom and the learning of the students. Particular issues discussed include: the problems of identifying metaphors in spoken discourse, the conventionalism of metaphors in the discourse of socio-cultural groups, and how a socio-cultural approach can account for systematicity in metaphor use.

Metaphor in Educational Discourse (Advances in Applied Linguistics Series)

Bloomsbury Academic

'Metaphor in Educational Discourse is a superb piece of applied linguistics research that integrates Vygotsky's theory of concepts with current work on metaphor into a coherent framework for investigating how teachers and learners negotiate figurative language in order to promote development in the classroom setting. In what is likely to become the standard for future studies in this area, Lynne Cameron meticulously demonstrates the central role of linguistic metaphors in classroom learning - designed to lead learners to a deeper understanding of complex mathematical and scientific concepts.'James P. Lantolf, Professor of Applied Linguistics, The Pennsylvania State University.This book reports research into metaphor in use with school students. The setting for the research is a UK school and the participants are around ten years old, with their first language well established but still developing concepts and understandings. Close examination of a corpus of classroom spoken discourse reveals how metaphor is employed by their teachers, not just in explaining ideas, but, in managing and mediating the activity of the classroom and the learning of the students. Particular issues discussed include: the problems of identifying metaphors in spoken discourse, the conventionalism of metaphors in the discourse of socio-cultural groups, and how a socio-cultural approach can account for systematicity in metaphor use.

Metaphor in Educational Discourse (Advances in Applied Linguistics)

Literature & Fiction

History & Criticism

Continuum

Metaphor Analysis: Research Practice in Applied Linguistics, Social Sciences and the Humanities (Studies in Applied Linguistics)

Metaphor is recognised as an important way of thinking, constructing analogies, and making connections between ideas, and an important way of using language to explain abstract ideas or to find indirect but powerful ways of conveying feelings. By investigating peoples use of metaphors, we can better understand their emotions, attitudes and conceptualisations, as individuals and as participants in social life. This book describes practice in the analysis of metaphor in real-world discourse. When real-world language use is taken as the site of metaphor study, researchers face methodological issues that have only recently begun to be addressed. The contributors to this volume have all had to find ways to deal with methodological issues in their own research and have developed techniques that are brought together here. Using as a basis the discourse dynamics approach to metaphor developed by the editor, the book explores links between theory and empirical investigation, exemplifies data analysis and discusses issues in research design and practice. Particular attention is paid to the processes of metaphor identification, categorisation and labelling, and to the use of corpus linguistic and other computer-assisted methods.

University of Toronto Press

Metaphor is recognised as an important way of thinking, constructing analogies, and making connections between ideas, and an important way of using language to explain abstract ideas or to find indirect but powerful ways of conveying feelings. By investigating peoples use of metaphors, we can better understand their emotions, attitudes and conceptualisations, as individuals and as participants in social life. This book describes practice in the analysis of metaphor in real-world discourse. When real-world language use is taken as the site of metaphor study, researchers face methodological issues that have only recently begun to be addressed. The contributors to this volume have all had to find ways to deal with methodological issues in their own research and have developed techniques that are brought together here. Using as a basis the discourse dynamics approach to metaphor developed by the editor, the book explores links between theory and empirical investigation, exemplifies data analysis and discusses issues in research design and practice. Particular attention is paid to the processes of metaphor identification, categorisation and labelling, and to the use of corpus linguistic and other computer-assisted methods.

See the best price to sell, buy, or rent books by Cameron, Lynne. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Cameron, Lynne

See the best price to sell, buy, or rent books by Cameron, Lynne. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Bringing Creative Teaching into the Young Learner Classroom (Into the Classroom)

Metaphor and Reconciliation: The Discourse Dynamics of Empathy in Post-Conflict Conversations (Routledge Studies in Linguistics)

Teaching Languages to Young Learners (Cambridge Language Teaching Library)

Teaching Languages to Young Learners (Cambridge Language Teaching Library)

Metaphor in Educational Discourse (Advances in Applied Linguistics Series)

Metaphor in Educational Discourse (Advances in Applied Linguistics)

Metaphor Analysis: Research Practice in Applied Linguistics, Social Sciences and the Humanities (Studies in Applied Linguistics)

Metaphor Analysis: Research Practice in Applied Linguistics, Social Sciences and the Humanities (Studies in Applied Linguistics)