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This collection provides a comprehensive overview of Russian language research in Canada and Russia, with a focus on elements of structure, as well as on language dynamics and change.
This book provides an overview of current trends and practices in English Language Teaching (ELT) across the European Union. It offers insights into key ELT issues which are at the forefront of twenty-first-century classrooms. It discusses theoretical and empirical work based on topics such as linguistic imperialism, English as a Medium of Instruction, contrastive language analysis, and the interplay between English and the use of countries’ respective native languages. It also explores the challenges of English Language Teaching under different circumstances such as, while using different technological platforms, working with different learner groups (those with Special Educational Needs) and revising traditional practices in grammar and vocabulary teaching. Throughout the book, the link between policy, theory and practice is explicitly highlighted and exemplified. The book is of interest to ELT instructors, course designers, language teachers and teacher trainers, and students enrolled in pre-service English training courses.
Education in the USSR examines the current and official Soviet educational philosophy, with emphasis on social, moral, and political aspects of Soviet education. Organized into five chapters, this book begins with a discussion on the origins of Soviet educational philosophy. Then, the Soviet school as an organization is explained. Subsequent chapters elucidate the moral education and political socialization of Soviet schoolchildren, and the education for labor, patriotism, and defense. The education of Soviet teachers is also addressed.
The bibliography records doctoral and selected masters' theses (over 3,300 in all) from British and Irish universities in the field of Russian, Soviet and East European studies. This is broadly interpreted to include all disciplines in the humanities and social sciences as they relate to the area of Russia, the former USSR and Eastern Europe. Taken as a whole, the work probably forms the fullest and longest record of British and Irish postgraduate research in any sector of area studies. Besides its primary function as a bibliographic tool, it makes it possible to trace the effects of academic developments, institutional policies, and the changes in direction in this highly diversified field of study over the last hundred years. Entries are arranged by subject and area, supported by full author and subject indexes to aid searching. Dr Gregory Walker is a former Head of Slavonic and East European Collections at the Bodleian Library, University of Oxford. The late John S.G. Simmons, OBE, was Senior Research Fellow and Librarian, All Souls College, Oxford.
As the effects of European integration become more widely felt the effective teaching of modern languages is moving towards the centre of the educational agenda and more and more schools are considering starting pupils on a first foreign language other than French - a development encouraged by the National Curriculum orders in Modern Languages. Diversification in Modern Language Teaching gives language teachers and heads of department the evidence upon which to decide if diversification is right for them. It looks at the factors which effect children's learning in this area and at the managerial issues both within and outside the school. Throughout it argues that the decision must be a purely educational one, based on pupil motivation and accessibility as well as on particular local strengths among staff and parents.