This book investigates the current EFL market in East Asia, focusing on K-12, university, and cram school English education in Japan, China, and Korea. It explores prevailing educational practices by both Asian learners and teachers of English, contrasting them with Western practices, and illuminating why Western pedagogical methods have often encountered tremendous resistance from teachers, administrators, parents, and students in the East Asian classroom context. After establishing this cultural contrast of pedagogical norms, the book presents a series of practical means for adapting Western teaching practices and philosophies to better suit the learning styles of East Asian students and the cultural context and practical realities of the East Asian classroom, offering both Western teachers working in East Asia and native East Asian teachers realistic plans for turning theory into successful practice. These plans are divided by subsections, focusing on the linguistic subskills being taught: listening/speaking, reading, and writing. Each section includes two contrasting lesson plans to demonstrate how the educational theories and practices promoted by the author can often be implemented by making relatively simple changes to existing practices that incorporate a fuller understanding of how to actively assist students in developing new learning styles and behaviors.
The culminating volume in The Papers of Henry Clay begins in 1844, the year when Clay came within a hair's breadth of achieving his lifelong goal-the presidency of the United States. Volume 10 of Clay's papers, then, more than any other, reveals the Great Compromiser as a major player on the national political stage. Here are both the peak of his career and the inevitable decline. On a tour through the southern states in the spring of 1844, Clay seemed certain of gaining the Whig nomination and the national election, until a series of highly publicized letters opposing the annexation of Texas cost him crucial support in both South and North. In addition to the Texas issue, the bitter election was marked by a revival of charges of a corrupt bargain, the rise of nativism, the influence of abolitionism, and voter fraud. Democrat James K. Polk defeated Clay by a mere 38,000 popular votes, partly because of illegal ballots cast in New York City. Speaking out against the Mexican War, in which his favorite son was a casualty, the Kentuckian announced his willingness to accept the 1848 Whig nomination. But some of his closest political friends, including many Kentucky Whig leaders, believed he was unelectable and successfully supported war hero Zachary Taylor. The disconsolate Clay felt his public career was finally finished. Yet when a crisis erupted over the extension of slavery into the territories acquired from Mexico, he answered the call and returned to the United States Senate. There he introduced a series of resolutions that ultimately passed as the Compromise of 1850, the most famous of his three compromises. Clay's last years were troubled ones personally, yet he remained in the Senate until his death in 1852, continuing to warn against sectional extremism and to stress the importance of the Union-messages that went unheeded as the nation Clay had served so well moved inexorably toward separation and civil war. Publication of this book is being assisted by a grant from the National Historical Publications and Records Commission.
Athletics and politics collide in a critical event for Nazi Germany and the contemporary world. The torch relay—that staple of Olympic pageantry—first opened the summer games in 1936 in Berlin. Proposed by the Nazi Propaganda Ministry, the relay was to carry the symbolism of a new Germany across its route through southeastern and central Europe. Soon after the Wehrmacht would march in jackboots over the same terrain. The Olympic festival was a crucial part of the Nazi regime's mobilization of power. Nazi Games offers a superb blend of history and sport. The narrative includes a stirring account of the international effort to boycott the games, derailed finally by the American Olympic Committee and the determination of its head, Avery Brundage, to participate. Nazi Games also recounts the dazzling athletic feats of these Olympics, including Jesse Owens's four gold-medal performances and the marathon victory of Korean runner Kitei Son, the Rising Sun of imperial Japan on his bib.
A new edition of the notorious carpetbagger's personal and political memoir A memoir of the ambitious life and controversial political career of Louisiana governor Henry Clay Warmoth (1842-1931), War, Politics, and Reconstruction is a firsthand account of the political and social machinations of Civil War America and the war's aftermath in one of the most volatile states of the defeated Confederacy. An Illinois native, Warmoth arrived in Louisiana in 1864 as part of the federal occupation forces. Upon leaving military service in 1865, he established himself in private legal practice in New Orleans. Taking full advantage of the chaotic times, Warmoth rapidly amassed fortune and influence, and soon emerged as a leader of the state's Republican Party and, in 1868, was elected governor. Amid an administration rife with scandal and corruption, the Louisiana Republican Party broke into warring factions. Warmoth survived an impeachment attempt in 1872, but a second attempt in 1873 culminated with his removal from office. This fall from Republican grace stemmed from his allegiance with white conservatives, remnants of the old guard, and staunch opponents of those Republicans who sought a wider role for African Americans in Louisiana's changing political landscape. Never again to hold political office, Warmoth remained in his adopted Louisiana, enjoying the fruits of his investments in plantations and sugar refineries. In 1930, the year before his death, he published War, Politics, and Reconstruction, a vindication of his public life and a rebuttal of his reputation as an opportunistic carpetbagger. Despite Warmoth's obvious self-serving biases, the volume offers unparalleled depth of personal insight into the inner workings of Reconstruction government in Louisiana in the words of one of its key architects. A new introduction by John C. Rodrigue places Warmoth's memoir within the broader context of evolving perceptions and historiography of Reconstruction. Rodrigue also offers readers a more balanced portrait of Warmoth by providing supplemental information omitted or slighted by the author in his efforts to cast his actions in the most positive light.
Emancipation is an important and impressive work; one cannot read it without being inspired by the legal acumen, creativity, and resiliency these pioneer lawyers displayed. . . . It should be read by everyone interested in understanding the road African-Americans have traveled and the challenges that lie ahead."—From the Foreword, by Justice Thurgood Marshall
For Secretary of State Henry Clay and the Adams administration, 1827 is a year of crisis. Turbulent relations with Latin America are marked by the seizure of American trading vessels off Montevideo. Border strife with Britain threatens in northern Maine, while American retaliation for the closing of the British West Indies to U.S. trade provokes warnings of war from the opposition in Congress. With the campaign for the next presidency in full swing, Clay is again forced to defend himself against Andrew Jackson's charges of "bribery and corruption." Opposition gains in the fall elections foreshadow Jackson's 1828 victory, but at year's end, the resilient Clay continues to hope. Publication of this book was assisted by a grant from the National Historical Publications and Records Commission.
Nazi Games" recounts how the Olympic festival was a crucial part of the Nazi regime's mobilization of power. The narrative also includes a stirring account of the international effort to boycott the games, which was ultimately derailed by the American Olympic Committee.
This book investigates the current EFL market in East Asia, focusing on K-12, university, and cram school English education in Japan, China, and Korea. It explores prevailing educational practices by both Asian learners and teachers of English, contrasting them with Western practices, and illuminating why Western pedagogical methods have often encountered tremendous resistance from teachers, administrators, parents, and students in the East Asian classroom context. After establishing this cultural contrast of pedagogical norms, the book presents a series of practical means for adapting Western teaching practices and philosophies to better suit the learning styles of East Asian students and the cultural context and practical realities of the East Asian classroom, offering both Western teachers working in East Asia and native East Asian teachers realistic plans for turning theory into successful practice. These plans are divided by subsections, focusing on the linguistic subskills being taught: listening/speaking, reading, and writing. Each section includes two contrasting lesson plans to demonstrate how the educational theories and practices promoted by the author can often be implemented by making relatively simple changes to existing practices that incorporate a fuller understanding of how to actively assist students in developing new learning styles and behaviors.
This book investigates inherent, structural differences in the Chinese and English writing systems which predispose learners from childhood to develop specific literacy-learning strategies, which can impair later efforts at learning foreign language literacy if the foreign language script varies significantly from the native language script. It compares educational practices and philosophies in Chinese and English-speaking classrooms, and examines the psychological underpinnings of these literacy learning strategies. This book presents psychometric testing of adult reading strategy defaults and examines case study data, revealing that Chinese students are susceptible to misapplying Chinese character-level processing strategies to English word identification tasks, which decreases reading efficiency, and ultimately can lead to learning failure. Finally, a new educational framework is proposed for teaching beginning language-specific word identification and literacy-learning skills to learners whose first language script varies significantly from that of the target language.
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