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Awarded the Elma Dangerfield Prize by the International Byron Society in 2013 The nineteenth century is sometimes seen as a lacuna between two literary periods. In terms of women’s writing, however, the era between the death of Mary Wollstonecraft and the 1860s feminist movement produced a coherent body of major works, impelled by an ongoing dialogue between Enlightenment ‘feminism’ and late Romanticism. This study focuses on the dynamic interaction between Lord Byron and Madame de Staël, Lady Morgan, Mary Shelley and Jane Austen, challenging previous critics’ segregation of the male Romantic writers from their female peers. The Romantic movement in general unleashed the creative ambitions of nineteenth-century female novelists, and the public voice of Byron in particular engaged them in transnational issues of political, national and sexual freedom. Byronism had itself been shaped by the poet’s incursion onto a literary scene where women readers were dominant and formidable intellectuals such as Madame de Staël were lionized. Byron engaged in rivalrous dialogue with the novels of his female friends and contemporaries, such as Caroline Lamb, Mary Shelley and Jane Austen, whose critiques of Romantic egotism helped prompt his own self-parody in Don Juan. Later Victorian novelists, such as George Sand, the Brontë sisters and Harriet Beecher Stowe, wove their rejection of their childhood attraction to Byronism, and their dawning awareness of the significance for women of Lady Byron’s actions, into the feminist fabric of their art.
Pivotal to the transformation of higher education in the 21st Century is the nature of pedagogy and its role in advancing the aims of various stakeholders. This book brings together pre-eminent scholars to critically assess teaching and learning issues that cut across most disciplines. Systematically explored throughout the book is the avowed linkage between classroom teaching and motivation, learning, and performance outcomes in students.
The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism and multilingualism at individual, group and societal levels. Updates to the new edition include: Thoroughly updated chapters with over 500 new citations of the latest research. Six chapters with new titles to better reflect their updated content. A new Chapter 16 on Deaf-Signing People, Bilingualism/Multilingualism, and Bilingual Education. The latest demographics and other statistical data. Recent developments in and limitations of brain imaging research. An expanded discussion of key topics including multilingual education, codeswitching, translanguaging, translingualism, biliteracy, multiliteracies, metalinguistic and morphological awareness, superdiversity, raciolinguistics, anti-racist education, critical post-structural sociolinguistics, language variation, motivation, age effects, power, and neoliberal ideologies. Recent US policy developments including the Every Student Succeeds Act (ESSA), Seal of Biliteracy, Proposition 58, LOOK Act, Native American Languages Preservation Act, and state English proficiency standards and assessments consortia (WIDA, ELPA21). New global examples of research, policy, and practice beyond Europe and North America. Technology and language learning on the internet and via mobile apps, and multilingual language use on the internet and in social media. Students and Instructors will benefit from updated chapter features including: New bolded key terms corresponding to a comprehensive glossary Recommended readings and online resources Discussion questions and study activities
This book brings together and compares the teacher education policies and practices of eight high-achieving countries to consider what creates high-quality teachers in today's world.