English Language

This book focuses on the assessment of English language writing in China mainland, the territories of Hong Kong and Macau, and Taiwan. The first part of the book describes how writing in English has been assessed in Chinese contexts in the past 25 years, and how it continues to be assessed at present. The second part of the book presents reports of work such as formative classroom-based assessment, feedback-based or feedback-led approaches, learning-oriented assessment, portfolios, as well as the important issue of teacher professional development in writing assessment. This two-part division relates to and reflects what has been happening in writing assessment internationally, in the UK from the 1940s, and in the US in the past 25 years.

Master the English Language - Learn English Grammar English Conversation English Pronunciation Spoken English

Learn English for Beginners (A1->A2+) with a Native teacher: English Speaking, English Grammar, English Pronunciation

Unlike other histories of the English language, this introduction cuts away traditional divisions into old, middle and modern English to chart the rise of and changes in standard English. It covers the English and historical background, changes in phonology, vocabulary and syntax, and offers close analyses of individual texts of English from a wide range of periods. The final chapter focuses on the place of English as a world language and the growing array of the varieties of English spoken today. A useful appendix gives definitions of technical terms and phonetic symbols.

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With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by Graham Crookes, Hilary Janks and Allan Luke, this book promotes critical language education and illustrates how a critical agenda can be enacted in English language education in real classrooms. It presents four cases located in primary and secondary schools in the province of Buenos Aires in Argentina in contexts that can be characterised as vulnerable or difficult.

With a Foreword by Hugh Starkey and Audrey Osler, and Afterwords by Graham Crookes, Hilary Janks and Allan Luke, this book promotes critical language education and illustrates how a critical agenda can be enacted in English language education in real classrooms. It presents four cases located in primary and secondary schools in the province of Buenos Aires in Argentina in contexts that can be characterised as vulnerable or difficult.

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