{"title":"Andrea Decapua","description":null,"products":[{"product_id":"crossing-cultures-in-the-language-classroom-second-edition-book-andrea-decapua-9780472036417","title":"Crossing Cultures in the Language Classroom, Second Edition","description":"A MICHIGAN TEACHER TRAINING title   Teachers are often in the forefront of today’s cross-cultural contact, whether in the language classroom or in the K–12 or university\/college classroom, but they are not always prepared to handle the various issues that can arise in terms of cross-cultural communication. The intent of this book is to make education in cross-cultural awareness accessible to a broad range of teachers working in a variety of educational settings.  Crossing Cultures in the Language Classroom attempts to balance theory and practice for pre-service and in-service teachers in general education programs or in ESL\/EFL, bilingual, and foreign language teacher training programs, as well as cross-cultural awareness workshops. This book is unique in that it combines theory with a wide range of experiential activities and projects designed to actively engage users in the process of understanding different aspects of cross-cultural awareness. The goals of the book are to help readers:    expand cultural awareness of one’s own culture and that of others achieve a deeper understanding of what culture is and the relationship between culture and language acquire the ability to observe behaviors in order to draw conclusions based on observation rather than preconceptions understand and implement observations of cultural similarities and differences develop an attitude of tolerance toward cultural differences and move away from the “single story.”  The new edition has been thoroughly updated and includes a Suggested Projects section in each chapter. This section provides opportunities for users of the text to explore in greater depth an area and topic of interest. It also includes even more Critical Incidents--brief descriptions of events that depict some element or elements of cultural differences, miscommunication, or culture clash. Critical Incidents develop users’ ability to analyze and understand how multiple perspectives of the same situation are rooted in differing culturally influenced beliefs, behaviors, norms of interaction, and worldviews.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49880661688593,"sku":"CIN0472036416G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":50352372318481,"sku":"CIN0472036416VG","price":0.0,"currency_code":"GBP","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/0472036416.jpg?v=1751103387"},{"product_id":"making-the-transition-to-classroom-success-book-andrea-decapua-9780472035335","title":"Making the Transition to Classroom Success","description":"Features a chapter on flipped classrooms  \u003cbr\u003eLearners with no, minimal, or limited exposure to formal education generally do not share the expectations and assumptions of their new setting; as a result, they are likely to find themselves confounded by the ways in which the language and content are presented, practiced, and assessed in Western-style educational settings. Institutions and teachers must tailor therefore their instruction to this population. Making the Transition to Classroom Success: Culturally Responsive Teaching for Struggling Language Learners examines how understanding secondary and adult L2 learners educational paradigm, rooted deeply in their past experiences and cultural orientations, provides a key to the solution to a lack of progress. Making the Transition to Classroom Success builds on and expands on two earlier books, Meeting the Needs of Students with Limited or Interrupted Formal Schooling and Breaking New Ground: Teaching Students with Limited or Interrupted Formal Education in U.S. Secondary Schools. These previous books focused specifically on a subset of struggling L2 learners--those with limited or interrupted formal education (SLIFE) in U.S. secondary schools and detailed the instructional model (MALP). 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Dr. DeCapua approaches grammar from a descriptive rather than a prescriptive standpoint, discussing differences between formal and informal language, and spoken and written English. The text draws examples from a wide variety of authentic materials to illustrate grammatical concepts. The many activities throughout the book engage users in exploring the different elements of grammar and in considering how these elements work together to form meaning. Users are encouraged to tap into their own, often subconscious, knowledge of grammar to consciously apply their knowledge to their own varied teaching settings. The text also emphasizes the importance of understanding grammar from the perspective of English language learners, an approach that allows teachers to better appreciate the difficulties these learners face.  Specific areas of difficulties for learners of English are highlighted throughout.","brand":"WoB","offers":[{"title":"US \/ GOOD \/ SBYB","offer_id":49969859363089,"sku":"CIN3319339141G","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ NEW \/ INGRAM","offer_id":51066741588241,"sku":"NIN9783319339146","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"US \/ VERY_GOOD \/ SBYB","offer_id":51135971066129,"sku":"CIN3319339141VG","price":0.0,"currency_code":"GBP","in_stock":false},{"title":"GB \/ NEW \/ INGRAM","offer_id":52588399329553,"sku":"NLS9783319339146","price":0.0,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0784\/4072\/6801\/files\/3319339141.jpg?v=1751126961"},{"product_id":"grammar-for-teachers-book-andrea-decapua-9781441945495","title":"Grammar for Teachers","description":"Grammar for Teachers: A Guide to American English for Native and Non-Native Speakers is a result of my frustrations over many years of teaching graduate-level structure courses and not being able to ?nd an appropriate grammar text for the pre- and in-service teachers enrolled in these classes. The students in these courses have represented a variety of teaching backgrounds: ESL and EFL teachers, native and non-nativespeakersof English,and mainstreamcontent-areateacherswith ESL students in their classes, to name a few. Some of these students have had a strong knowledge of English grammar, but often have dif?culties in applying their kno- edge to real-life discourse. Other students’ exposure has been limited to lessons in “correctness,” and are generally unaware of which language features are central to teaching ESL\/EFL learners. Some students are resistant to taking this course, but are required to do so, whether to satisfy speci?c degree requirements, for state or professional certi?cation, or for other reasons. A few students have had some l- guistics, many not. The challenge has been ?nding a way to convey the essentials of AmericanEnglishgrammarclearly,toengagestudentsactivelyin theirownlearning and understanding of grammar as applicable to ESL\/EFL learners, and to motivate them to undertake perceptive analyses of grammatical elements and structures, and of ESL\/EFL learner needs and dif?culties. 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The book is designed to help readers observe, evaluate, and appreciate cultural differences in values, beliefs, behaviors, attitudes, and worldviews by focusing on the underlying and mostly invisible reasons for these differences. Developing an awareness of one's own cultural assumptions deepens understanding and empathy and contributes to the breaking down of the cultural barriers that can affect communication. \u003cp\u003e\u003c\/p\u003e A goal of this book is to help readers strike a balance between minimizing cultural differences and assuming similarities across cultures on one hand, and exoticizing other cultures or accentuating surface differences on the other. \u003cp\u003e\u003c\/p\u003e The myths about culture as it relates to the classroom that are explored in this book are: \u003cul\u003e\n\u003cli\u003eWe are all human beings, so how different can we really be?\u003c\/li\u003e\n\u003cli\u003eThe goal of education is to develop each individual's potential.\u003c\/li\u003e\n\u003cli\u003eFocusing on conversational skills in the classroom is overrated.\u003c\/li\u003e\n\u003cli\u003eNot looking at the teacher shows disrespect.\u003c\/li\u003e\n\u003cli\u003eHow something is said is not as important as what is said.\u003c\/li\u003e\n\u003cli\u003eEveryone knows what a good instructional environment is.\u003c\/li\u003e\n\u003cli\u003eBy the time students get to middle or high school, they know how to be a student.\u003c\/li\u003e\n\u003c\/ul\u003e\u003cp\u003e\u003ci\u003eCulture Myths\u0026gt;\u003c\/i\u003eis intended for all educators who work with culturally and linguistically diverse students. 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