The Grammar Activity Book: A Resource Book of Grammar Games for Young Students

Games are a fascinating way of learning for children. The Grammar Activity Book is a resource book for teaching grammar to young adults using games. Games can provide purposeful contexts for language use by stimulating interaction, promoting focus, and inspiring enthusiasm for learning. This book is meant for teachers of English whose students are in the age group 12-16 years. It provides a range of activities for learners, from elementary to upper-intermediate level of language learners. The activities are designed to encourage learners to observe new aspects of the structure and use of language, to manipulate new forms and integrate them with the linguistic skills that they already have. They also help the learners to use their skills in meaningful tasks in order to experience the interplay of the language complexities with a view to achieve communicative competence

Word sorts for within word pattern spellers

Words Their Way is a very popular series of books that is highly recommended by teachers to teach children how to read and learn spellings in English in the United States of America. Word Sorts for Within Word Pattern Spellers is a companion volume to the core text Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction which provides the theory and research that underlies the curriculum. This series is targeted for children from kindergarten to fifth grade who can correctly identify one-syllable words in context, but struggle to spell those words when they write them. This series helps children build reading, writing, spelling, fluency, comprehension and vocabulary skills

Problematizing language studies

Problematizing language studies is an edited volume that consists of thirty-six essays written in honour of Professor Rama Kant Agnihotri. Language is a multi-dimensional field of study: from the politics of language, to the histories of the individuals and societies that speak them, to the theories of how language manifests itself at the sentence, sound, word and meaning level, to the application of language in teaching and language planning

700 Classroom Activities: Instant lessons for busy teachers

As the title suggests, this book consists of 700 activities for busy EFL and ESOL elementary and upper-intermediate teachers. It is an important tool for teachers who wish to make teaching English fun and engaging.The activities suggested in the book are intended to provide on-the-spot practice as part of the lesson plan, as supplementary material or when a change of focus is needed. Most of the activities do not require any preparation

Developing Materials for Language Teaching

There are many books that have raised important issues in the field of material development for language learning. However, this book is different from the others because not only does it provide a comprehensive coverage of the main aspects and issues in the domain of material development in language studies, but it also covers current developments in the subject through the eyes of developers and users of material throughout the world. Also, in addition to English, this book examines material development for language teaching from the perspective of other languages such as Spanish, Italian and Japanese

Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development

Professional development of second language teachers is extremely important for effective second language (L2) acquisition. This book fills the gap in our understanding of the complexities involved in the professional development of second language teachers in diverse socio- cultural, institutional and historical contexts in which second language teacher education takes place. It represents research from both native and non-native English speaking L2 teachers including those in pre-service, in-service, ESL, EFL, K-12 and higher education. It consists of fourteen empirical research studies that embrace a sociocultural theoretical perspective on diverse Second Language Teacher Education (SLTE) programs around the world including North America, South America, Asia and Europe

Assessing young language leaners

Assessing Young Language Leaners provides a framework for assessment of language learning in the early years of formal education (5-13 years), in both foreign language (language rarely heard outside the classroom) and second language (learning a language to communicate with the community at large) learning situations. It comprises of 10 chapters. The first chapter introduces the readers to the importance of assessment in the case of young language learners. In terms of cognitive growth, the author suggests that children between the ages of 5-7 years learn by direct experience; from 8 to 10 years students can manipulate ideas, but direct experience is still important; and from the ages of 11 to 13 years, they are able to talk about recent events, plans for the future and career aspirations. It is important to take into account all these cognitive stages of development for appropriate assessment. Moreover, effective assessment should also take into account the child’s likes and interests, the impact of peer influence, and his / her physical growth and culture. In chapter 2, the author discusses the theoretical background for ‘language use ability’. She also discusses the ideas of social language, academic language and the concept of linguistic interdependence. Chapter 3 outlines the current research in the assessment of young language learners. Chapter 4 is about the Volume 3 Number 2 Issue 6 July 2014 55assessment of language through tasks. Chapter 5 deals with classroom assessments such as formative, summative, on-the-run and planned assessment. Chapter 6 talks about learnin

Emergent Literacy: Children’s books from 0-3. Studies in Written Language and Literacy 13

There are very few studies on the impact of books and picture books on children under the age of 3 years. Picture books and stories have a great influence on young minds in terms of developing a sense of literacy and a love for reading. Emergent Literacy looks at how we know what very young children between the ages of 10 months and 3 years learn by looking at pictures in a picture book with someone or by listening to a story from a children’s book? What are the mental prerequisites that enable such learning processes? These are also the main questions in the emergent literacy research today. The chapters in this book are revised versions of papers presented at an international conference held at the Picture book museum Burg Wissem in Troisdorf near Cologne, Germany in March 2009

Reading in a Second Language: Moving from Theory to Practice

This book is an important contribution in understanding the cognitive process and the pedagogical application for ‘reading’. Although it is about second language (L2) reading, it has a comprehensive review of theories and practices in first language reading research as well. Grabe has given a very detailed account of current research in reading theories in both L1 and L2 studies and their applications in pedagogical practices

Stromal Expression of CD10 in Invasive Breast Carcinoma and Its Correlation with ER, PR, HER2-neu, and Ki67

CD10 is a cell surface zinc-dependent endopeptidase, which degrades many bioactive peptides. CD10 expression in tumour stroma is associated with biological aggressiveness of many epithelial malignancies. To date, only one study has correlated with expression of CD10 with well-known prognostic markers of breast, that is, ER, PR, HER2-neu, and tumour grade; however, its correlation with ki67 is still not studied. The aim of this study is to evaluate stromal CD10 expression in breast carcinoma and to examine its correlation with ER, PR, HER2-neu, and Ki67. Methods and Results. CD10 expression in fifty patients was assessed by immunohistochemistry and scored as negative, weak and strong. CD10 was found to be positive in stroma of 40/50 (80%) cases. Stromal CD10 showed positive correlation with tumour grade, HER2-neu (P = .000), and ki67 (P = .027), negative correlation with ER and PR. Conclusions. Hence CD10 expression correlated strongly with well-established negative prognostic markers, that is, HER2-neu and ki67 positivity, ER/PR negativity, and higher tumour grade, thus indicating that CD10 can be used as independent marker indicating poor prognosis and can be used as target for the development of novel therapies