Achievers B1+ is an engaging six-level English course matched to the CEFR which aims to motivate and challenge teenage students throughout the language learning process.
Recognizing that there are many ways to learn and that children can use different intelligences to comprehend a skill or concept, the JumpStart Advanced series provides a personalized learning environment that suits how each child learns best. In addition, the JumpStart Advanced series offers greater play value with an enhanced motivational game-reward structure that empowers kids to create and express their creativity, along with fun activities that encourage active learning to reinforce skills beyond the computer, and advanced curricula to better prepare kids for the next grade.
This book analyses the classroom blending of face-to-face and online technologies in the teaching and learning of second languages. Its theoretical framework integrates the rapidly changing and developing fields of both applied linguistics and computer-assisted language learning (CALL). It examines such themes as the normalization of the computer and the rise of mobile devices, the development of open educational resources, flipped learning, gamification, and the increased focus on communication and problem-solving tasks in class.
This book offers a unique perspective on creativity in an educational environment where there is a relative dearth of literature on this subject. The authors link practice and principle to provide a practical and valuable guide for more creative language learning and teaching, using not only theoretical ideas but useful practical advice and recommendations on how better to introduce creativity into teaching and daily life. This innovative volume is sure to become a crucial reference point for teachers and practitioners of language teaching, and anyone interested in the ways in which creativity can be channelled into the teaching and learning process.
This integrated collection of perspectives on the spaces of teaching and learning uses ‘learning space’ to place educational practice in context. It considers the complex relationships involved in the design, management and use of contemporary learning spaces. It sheds light on some of the problems of connecting the characteristics of spaces to the practices and outcomes of teaching and learning. The contributions show how research into learning spaces can inform broader educational practices and how the practices of teaching, learning and design can inform research.
