By Amanda Cant

ISBN-10: 0230010083

ISBN-13: 9780230010086

A part of a 6 point sequence of readers for kids studying English, which brings jointly numerous fiction and non-fiction titles. This paintings goals to supply reinforcement of the fundamental constructions and vocabulary inside the such a lot significant basic classes.

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Xiii) is by using a multilingual lens to explore language use and emotions. Training this lens on the use of emotion words and expressions informed her inquiry into whether multilinguals have “a single set of unitary emotions” or multiple “affective repertoires” (p. xiii), each mapped onto one of the user’s languages. Though Pavlenko sought to transform the language research agenda by using a multilingual lens and exploring the relationship between multiple language use and emotions, these were not her sole objectives.

This more calibrated way of working requires navigating various emotions and, rather than demanding political purity, maintaining hope when goals are not achieved or even when gains are reversed. Pedagogically speaking, I have begun to consider emotions more centrally, in the context of critical teaching, trying to bring together the politics of public education, language, testing, and my own and students’ emotions. For example, in the past, when asking students about their experience taking the CUNY assessment tests, I would pose questions such as: What did you find most difficult about the tests?

Questioning the traditional goal of getting students to speak and write like a native speaker, however that is defined, she instead proposes encouraging and valuing students’ unpredictable subjectivities that may form as they engage with additional languages. Kramsch claims that an exclusive focus on native-like proficiency obscures other benefits, such as identities students may construct for themselves by adopting another language, regardless of their level of proficiency. Kramsch explores the neglected aspects of foreign language learning, the “embodied perceptions, memories, and emotions of speakers” (p.

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A Picnic Surprise (Macmillan Children's Readers) by Amanda Cant

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