This book introduces Critical Language Awareness (CLA) Pedagogy as a robust and research-grounded framework to engage and support students in critical examinations of language, identity, privilege and power. Starting with an accessible introduction to CLA, chapters cover key topics—including World Englishes, linguistic prejudice, news media literacy, inclusive language practices, and more—in an inviting and thought-provoking way to promote reflection and analysis. Part I provides an overview of the foundations of CLA pedagogy, while Part II highlights four instructional pathways for CLA pedagogy: Sociolinguistics, Critical Academic Literacies, Media/Discourse Analysis, and Communicating Across Difference. Each pathways chapter is structured around Essential Questions and Transferrable Skills, and includes three thematic learning sequences. Part III offers tools and guidance for tailoring CLA pedagogy to the reader’s own teaching context and to students’ individual needs. The volume’s wealth of resources and activities are a pedagogical toolkit for supporting and embracing linguistic diversity in the classroom. The cohesive framework, concrete strategies, engaging activities, and guiding questions in this volume allow readers to come away with not only a deeper understanding of CLA, but also a clear roadmap for implementing CLA pedagogy in the classroom. Synthesizing relevant research from educational linguistics and writing studies, this book is ideal for courses in English/literacy education, college composition, L2 writing instruction, and educational linguistics.
Understand the needs and contributions of international students. The increase in the number of international students attending English-dominant schools brings benefits as well as challenges for institutions. Shapiro, Farrelly, and Tomaš provide a lively, informative discussion that answers the questions instructors commonly ask when seeking to ensure success for these students: What do I do to help students be successful in U.S. academic culture? How can I ensure that the content for my course is comprehensible to students who are still learning English? How do I design assignments and assessments that are fair while still acknowledging the difficulty of doing academic work in a second or foreign language? How might I treat international students as a linguistic and cultural asset in the classroom, and help them to become institutionally integrated? This best-selling book is filled with anecdotes, reflection questions, strategies, resources, and activities that can easily be adapted to curricula in various disciplines and provide instructors, as well as academic advisors and administrators, with tools for responding to common classroom challenges. - Back cover.
This book introduces Critical Language Awareness (CLA) Pedagogy as a robust and research-grounded framework to engage and support students in critical examinations of language, identity, privilege and power. Starting with an accessible introduction to CLA, chapters cover key topics—including World Englishes, linguistic prejudice, news media literacy, inclusive language practices, and more—in an inviting and thought-provoking way to promote reflection and analysis. Part I provides an overview of the foundations of CLA pedagogy, while Part II highlights four instructional pathways for CLA pedagogy: Sociolinguistics, Critical Academic Literacies, Media/Discourse Analysis, and Communicating Across Difference. Each pathways chapter is structured around Essential Questions and Transferrable Skills, and includes three thematic learning sequences. Part III offers tools and guidance for tailoring CLA pedagogy to the reader’s own teaching context and to students’ individual needs. The volume’s wealth of resources and activities are a pedagogical toolkit for supporting and embracing linguistic diversity in the classroom. The cohesive framework, concrete strategies, engaging activities, and guiding questions in this volume allow readers to come away with not only a deeper understanding of CLA, but also a clear roadmap for implementing CLA pedagogy in the classroom. Synthesizing relevant research from educational linguistics and writing studies, this book is ideal for courses in English/literacy education, college composition, L2 writing instruction, and educational linguistics.
Does the CNN Effect exist? Political communications scholars have debated the influence of television news coverage on international affairs since television news began, especially in relation to the coverage of massive human rights violations. These debates have only intensified in the last 20 years, as new technologies have changed the nature of news and the news cycle. But despite frequent assertion, little research into the CNN Effect, or whether television coverage of human rights violations causes state action, exists. Bridging across the disciplines of human right studies, comparative politics, and communication studies in a way that has not been done, this book looks at television news coverage of human rights in the US and UK to answer the question of whether the CNN Effect actually exists. Examining the human rights content in television news in the US and UK yields insights to what television news producers and policy makers consider to be human rights, and what, if anything, audiences can learn about human rights from watching television news. After reviewing 20 years of footage using three different types of content analyses of American television news broadcasts and two different types of British news broadcasts, and comparing those results with human rights rankings and print news coverage of human rights, Shawns M. Brandle concludes that despite rhetoric from both countries in support of human rights, there is not enough coverage of human rights in either country to argue that television media can spur state action on human rights issues. More simply, the violations will not be televised. A welcome and timely book presenting an important examination of human rights coverage on television news.
This book presents a mathematical programming approach to the analysis of production frontiers and efficiency measurement. The authors construct a variety of production frontiers, and by measuring distances to them are able to develop a model of efficient producer behaviour and a taxonomy of possible types of departure from efficiency in various environments. Linear programming is used as an analytical and computational technique in order to accomplish this. The approach developed is then applied to modelling producer behaviour. By focusing on the empirical relevance of production frontiers and distances to them, and applying linear programming techniques to artificial data to illustrate the type of information they can generate, this book provides a unique study in applied production analysis. It will be of interest to scholars and students of economics and operations research, and analysts in business and government.
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