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Книги з теми "Language teacher emotions"

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Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 28 січня 2023

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1

McLeod, Susan H. Notes on the heart: Affective issues in the writing classroom. Carbondale, [Ill.]: Southern Illinois University Press, 1997.

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2

Brunello, Loreta A. Teachers' ratings of oral language, attention, social-emotional, reading and arithmetic performance in children with attention deficit hyperactivity disorder and nonverbal learning disabilities. Ottawa: National Library of Canada, 1993.

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3

Harchenko, Vera. The richness of color in Russian. ru: INFRA-M Academic Publishing LLC., 2022. http://dx.doi.org/10.12737/1895948.

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Анотація:

The monograph explores direct color designations with various ways of translating color characteristics: emotional, figurative, playful, tint. The analysis of various objects embodying color (animals and plants, food and minerals, fabrics and natural phenomena) is given. Some color meanings lost in modern Russian are analyzed. Color in painting, iconography, fiction, poetry, colloquial discourse, science, medicine, production, folklore is also included in the structure of the book. Throughout the narrative, the amazing subtlety of the Russian language in the transmission of the color palette is emphasized. It can be useful to students, postgraduates and teachers of philological universities and faculties, as well as to all readers interested in the issues of color designation.

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4

Juan de Dios Martínez Agudo. Emotions in Second Language Teaching: Theory, Research and Teacher Education. Springer, 2019.

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5

Juan de Dios Martínez Agudo. Emotions in Second Language Teaching: Theory, Research and Teacher Education. Springer, 2018.

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6

Medina, Rosemary, Angelo Lumansoc, and Cynthia Long. Sign Language Emotions Activity Book 12: ASL Teacher and Student Resources. ASL Teaching Resources, 2022.

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7

Medina, Rosemary, Angelo Lumansoc, and Cynthia Long. Sign Language Emotions Lesson Plan Book 12: ASL Teacher and Student Resources. ASL Teaching Resources, 2022.

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8

Emotions and English Language Teaching: Exploring Teachers' Emotion Labor. Routledge, 2017.

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9

Benesch, Sarah. Emotions and English Language Teaching: Exploring Teachers' Emotion Labor. Taylor & Francis Group, 2017.

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10

Benesch, Sarah. Emotions and English Language Teaching: Exploring Teachers' Emotion Labor. Taylor & Francis Group, 2017.

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11

Benesch, Sarah. Emotions and English Language Teaching: Exploring Teachers' Emotion Labor. Taylor & Francis Group, 2017.

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12

Benesch, Sarah. Emotions and English Language Teaching: Exploring Teachers' Emotion Labor. Taylor & Francis Group, 2017.

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13

Simons, Mathea, and Tom Smits. Language Education and Emotions: Research into Emotions and Language Learners, Language Teachers and Educational Processes. Taylor & Francis Group, 2020.

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14

Simons, Mathea, and Tom Smits. Language Education and Emotions: Research into Emotions and Language Learners, Language Teachers and Educational Processes. Taylor & Francis Group, 2020.

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15

Language Education and Emotions: Research into Emotions and Language Learners, Language Teachers and Educational Processes. Taylor & Francis Group, 2022.

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16

Simons, Mathea, and Tom Smits. Language Education and Emotions: Research into Emotions and Language Learners, Language Teachers and Educational Processes. Taylor & Francis Group, 2020.

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17

Simons, Mathea, and Tom Smits. Language Education and Emotions: Research into Emotions and Language Learners, Language Teachers and Educational Processes. Taylor & Francis Group, 2020.

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18

Barkhuizen, Gary. Language Teachers Studying Abroad: Identities, Emotions and Disruptions. Multilingual Matters, 2022.

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19

Barkhuizen, Gary. Language Teachers Studying Abroad: Identities, Emotions and Disruptions. Multilingual Matters, 2022.

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20

Barkhuizen, Gary. Language Teachers Studying Abroad: Identities, Emotions and Disruptions. Multilingual Matters, 2022.

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21

Barkhuizen, Gary. Language Teachers Studying Abroad: Identities, Emotions and Disruptions. Multilingual Matters, 2022.

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22

Emotions and English Language Teaching. Routledge, 2017.

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23

Ku, Eric K. Teachers of Multiple Languages: Identities, Beliefs and Emotions. Multilingual Matters, 2023.

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24

Ku, Eric K. Teachers of Multiple Languages: Identities, Beliefs and Emotions. Multilingual Matters, 2023.

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25

Ku, Eric K. Teachers of Multiple Languages: Identities, Beliefs and Emotions. Multilingual Matters, 2023.

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26

Ku, Eric K. Teachers of Multiple Languages: Identities, Beliefs and Emotions. Multilingual Matters, 2023.

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27

Copeland, Rita. Emotion and the History of Rhetoric in the Middle Ages. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780192845122.001.0001.

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Анотація:

Rhetoric is an engine of social discourse and the art charged with generating and swaying emotion. The history of rhetoric provides a continuous structure by which we can measure how emotions were understood, articulated, and mobilized under various historical circumstances and social contracts. This book is about how rhetoric in the West from Late Antiquity to the later Middle Ages represented the role of emotion in shaping persuasions. It is the first book-length study of medieval rhetoric and the emotions, coloring in what has largely been a blank space between about 600 CE and the cusp of early modernity. Rhetoric in the Middle Ages, as in other periods, constituted the gateway training for anyone engaged in emotionally persuasive writing. Medieval rhetorical thought on emotion has multiple strands of influence and sedimentations of practice. The earliest and most persistent tradition treated emotional persuasion as a property of surface stylistic effect, which can be seen in the medieval rhetorics of poetry and prose, and in literary production. But the impact of Aristotelian rhetoric, which reached the Latin West in the thirteenth century, gave emotional persuasion a core role in reasoning, incorporating it into the key device of proof, the enthymeme. In Aristotle, medieval teachers and writers found a new rhetorical language to explain the social and psychological factors that affect an audience. With Aristotelian rhetoric, the emotions became political. The impact of Aristotle’s rhetorical approach to emotions was to be felt in medieval political treatises, in poetry, and in preaching.

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28

King, Jim, Jean-Marc Dewaele, and Christina Gkonou. Emotional Rollercoaster of Language Teaching. Multilingual Matters, 2020.

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29

King, Jim, Jean-Marc Dewaele, and Christina Gkonou. Emotional Rollercoaster of Language Teaching. Multilingual Matters, 2020.

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30

Steedman, Carolyn. Lord Mansfield’s Voices. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198802648.003.0013.

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This chapter examines the emotions experienced in archives by historians and other scholars. It discusses the way in which different disciplinary formations inculcate and teach emotional responses to things, including things found in archives. Voice—language—is treated as a thing—a material object—around which emotion is articulated; other, past emotional responses inhere in it. The case study is Lord Chief Justice William Mansfield (1705–93), who, in many of the cases he adjudicated, wrote his own notes as a kind of a play script, transcribing the evidence of plaintiffs and defendants so that they appear to speak directly out of the past; a long-lost courtroom echoes with the clamorous, insistent voices of poor and middling-sort people. The chapter describes the effect of these voices on the researcher, whose listening is dictated by the accreted stories of the poor that have circulated since the end of the eighteenth century.

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31

Notes on the Heart: Affective Issues in the Writing Classroom. Southern Illinois University, 1996.

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32

McLeod, Susan. Notes on the Heart: Affective Issues in the Writing Classroom. Southern Illinois University, 1996.

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33

Ersch, Christina Maria, and Marion Grein, eds. Multikodalität und Digitales Lehren und Lernen. Frank & Timme, 2021. http://dx.doi.org/10.26530/20.500.12657/51398.

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Анотація:

Nothing has highlighted the importance of digital teaching and learning opportunities more obviously than the Corona pandemic. This book therefore focuses on multicodal or multimedia digital teaching. The authors examine it from various perspectives and make suggestions for successful didactic implementation. In addition to general topics of digital teaching, they devote particular attention to visual literacy, which plays a special role in multimedia teaching. Criticism of teachers' lack of digital skills alone will not lead to success. Therefore, ways are shown here how these skills can be acquired. Tips and concrete examples for suitable apps, serious games, and online training courses round off the volume. Christina Maria Ersch is a staff member/DaF coordinator at the International Office of the University of Applied Sciences Mainz and lecturer at the University of Mainz. Her research interests lie in (university) didactics, especially in the implementation of competence orientation and digitalization of teaching of teaching, intercultural communication, and the influence of emotions in of emotions in (foreign language) teaching. Dr. Marion Grein is head of the Master's program DaF/DaZ at the the University of Mainz. Her work focuses on language teaching research (neurodidactics), intercultural communication, and digital teaching.

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34

Sappok, Tanja, Sabine Zepperitz, and Mark Hudson. Meeting Emotional Needs in Intellectual Disability: The Developmental Approach. Hogrefe Publishing, 2021. http://dx.doi.org/10.1027/00589-000.

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Анотація:

Using a developmental perspective, the authors offer a new, integrated model for supporting people with intellectual disability (ID). This concept builds upon recent advances in attachment-informed approaches, by drawing upon a broader understanding of the social, emotional, and cognitive competencies of people with ID, which is grounded in developmental neuroscience and psychology. The book explores in detail how challenging behaviour and mental health difficulties in people with ID arise when their basic emotional needs are not being met by those in the environment. Using individually tailored interventions, which complement existing models of care, practitioners can help to facilitate maturational processes and reduce behavior that is challenging to others. As a result, the ‘fit’ of a person within his or her individual environment can be improved. Case examples throughout the book illuminate how this approach works by targeting interventions towards the person’s stage of emotional development. This book will be of interest to a wide range of professionals working with people with ID, including: clinical psychologists, psychiatrists, occupational therapists, learning disability nurses, speech and language therapists, and teachers in special education settings, as well as parents and caregivers.

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35

Knoors, Harry, and Marc Marschark, eds. Evidence-Based Practices in Deaf Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.001.0001.

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This volume presents the latest research on language, literacy and numeracy, cognition, and social and emotional development of deaf learners. It is written by internationally recognized researchers and practitioners. In their contributions they discuss the backgrounds and contexts of their research, take interdisciplinary perspectives in merging their own research results with outcomes of relevant research of others, and examine the consequences and future directions for teachers and teaching. The volume focuses on the topic of transforming state-of-the-art research into teaching practices in deaf education. It does so by addressing how we can improve outcomes of deaf education through professional development of teachers, construction and implementation of evidence-based teaching practices, and considering “the whole child,” thus emphasizing the importance of integrative, interdisciplinary approaches.

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36

Brunello-Prudencio, Loreta A. Teachers' ratings of oral language, attention, social-emotional, reading and arithmetic performance in children with attention deficit hyperactivity disorder and nonverbal learning disabilities. 1994.

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37

Ensuring Equity and Excellence for English Learners: An Annotated Bibliography for Research, Policy, and Practice. Center for Equity for English Learners - Loyola Marymount University, 2021. http://dx.doi.org/10.15365/ceel.publication.2021.0002.

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Leveraging Equity and Excellence for English Learners: An Annotated Bibliography is comprised of 320 annotations from both recent and seminal literature (released between 1992–2021) that have significant implications for research, policy, and practice for English learner (EL) linguistic, social, and academic achievement. This annotated bibliography serves as a resource for researchers, policymakers, educators, and advocates who are working for equity and excellence for ELs. The authors provide a comprehensive selection of works focused on theory, research, and practice. The annotations are a result of purposeful searches of 23 topics in empirical and theoretical articles from peer-reviewed journals, books, book chapters, and reports from leading scholars in the field. Among the topics addressed relevant to EL education are broad areas such as: bilingual teacher preparation, teaching and professional development, university partnerships, digital learning, social emotional development, culturally sustaining pedagogy, and English Language Development (ELD) for elementary and secondary level students. The Integrated ELD (content instruction) topic is subcategorized according to specific disciplines including: English language arts, history, mathematics, science, visual & performing arts, and STEM. In order to provide additional information for readers, each annotation includes: (1) the source description (e.g., book, journal article, report), (2) type of source (e.g., empirical, guidance, theoretical), and (3) keywords.

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38

The Expected Knowledge: What can we know about anything and everything? Tiruchirappalli: Sivashanmugam Palaniappan, 2012.

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