English studies today are driven by demanding curriculum, but this need is often met with unenthusiastic students. “Fun” work—like movie days or projects—is often seen as what to do after the real work is finished. But what if instructors could blend the two pieces together more effectively, motivating students with interesting material while still achieving curriculum goals? This text attempts to fuse the pieces in to a cohesive philosophy. Yin and Yang in the English Classroom: Teaching With Popular Culture Texts is designed to provide college professors and high school teachers with both halves they need to tackle the job of teaching students literature and writing skills: theoretical foundations of, and practical applications for, the modern classroom. In addition to theory and research, each chapter also offers ready-to-use activities and projects that can be immediately brought into the classroom. Whether you’re new and need a guide to begin your journey as a teacher, or you’re experienced and want to add some spice to your classroom, this text can offer new ways to fold popular culture effectively into your teaching toolbox. Other key features of this book include: Clear, easy-to-read sections for each chapter, including a Review of Current Literature and Classroom Connections Student-centered solutions to increase engagement with popular culture and technology Step-by-step plans for taking the activities from the page to the classroom easily

China has become one of the largest study and teach-abroad, travel, and business destinations in the world. Yet few books offer a diversity of perspectives and locales for Westerners considering the leap. This unique collection of letters offers a rarely seen, intimate, and refreshingly honest view of living and working in China. Here, ordinary people--recent college graduates, teachers, professors, engineers, lawyers, computer whizzes, and parents-- recount their experiences in venues ranging from classrooms to marketplaces to holy mountains. The writers are genuine participants in the daily life of their adopted country, and woven throughout their correspondence is the compelling theme of outsiders coping in a culture that is vastly foreign to them and the underlying love-hate struggle it engenders. We follow their initial highs; the shift to general discomfort and then to full-blown culture shock; and slowly, the return of a sense of balance, identity, and normalcy; and finally, the decision to return home or stay. Written in a down-to-earth, personal, often humorous, always authentic style, these tales of trials, successes, and failures offer invaluable insight into a country that remains endlessly fascinating.

In his dreams, Su Yue traveled to a strange place and became an ancient rich and handsome man with a concubine. However, this was a strange place. There were mysterious Taoists, Phantoms, Phantoms, and even paper men riding bicycles! He wanted to leave this strange place, but he couldn't leave no matter what. Gradually, he realized that there was something strange here. He even changed his body, but the mark was still there. It was as if the only way to leave this place was to end all the Karma in this place! Where would he go? Could he leave this place? After he left, would he still dream of teleporting to other places? Everything was unknown ...

This is an open access book.International Conference on English Language and Teaching (ICOELT) is an Annual conference hosted by English Department of Faculty of Languages and Arts, Universitas Negeri Padang. It was firstly conducted in 2013 as International Seminar on English Language and Teaching (ISELT). This event consistently invites reputed speakers and having competence in English Language Teaching from around the world.

The book entitled “Pedagogy-Driven Technology Integration in English Language Teaching” discusses pedagogical soundness and appropriateness of technology to address problems or issues in the teaching and learning process, especially in the English as a Foreign Language (EFL) learning context. It is a relatively new genre, similar to a book review section, in academic journals and magazines. With technology's rapid and disruptive development, teaching and learning in the EFL context may not be the same anymore. Numerous tools, prominently digital ones, have been massively utilized within and beyond the classroom walls. Yet, one thing remains the same, the pedagogical aspects comprising clear and scaffolded learning stages incorporated with technologies must present insights and bring about benefits to the instruction.

Over the past thirty years, the field of language learning strategies has generated a massive amount of interest and research in applied linguistics. Teaching and Researching Language Learning Strategies redraws the landscape of language learning strategies at just the right time. In this book Rebecca Oxford charts the field systematically and coherently for the benefit of language learning practitioners, students, and researchers. Offering practical, innovative suggestions for assessing, teaching, and researching language learning strategies, she provides examples of strategies and tactics from all levels, from beginners to distinguished-level learners, as well as a new taxonomy of strategies for language learning. In demonstrating why self-regulated learning strategies are necessary for language proficiency, Oxford integrates socio-cultural, cognitive, and affective dimensions, and argues convincingly for the need for conceptual cross-fertilization. Providing clear and concise explanations of the advantages and limitations of the different approaches, this book is full of practical value and theoretical insights. The book is designed to guide the reader with the use of a range of features, including: key quotes and concept boxes preview questions and chapter overviews glossary and end-of-chapter further readings sources and resources section

The objective of the 2nd International Conference on Green Communications and Networks 2012 (GCN 2012) is to facilitate an exchange of information on best practices for the latest research advances in the area of communications, networks and intelligence applications. These mainly involve computer science and engineering, informatics, communications and control, electrical engineering, information computing, and business intelligence and management. Proceedings of the 2nd International Conference on Green Communications and Networks 2012 (GCN 2012) will focus on green information technology and applications, which will provide in-depth insights for engineers and scientists in academia, industry, and government. The book addresses the most innovative research developments including technical challenges, social and economic issues, and presents and discusses the authors’ ideas, experiences, findings, and current projects on all aspects of advanced green information technology and applications. Yuhang Yang is a professor at the Department of Electronic Engineering, Shanghai Jiao Tong University. Maode Ma is an associate professor at the School of Electrical & Electronic Engineering, Nanyang Technological University.

This book explores language teachers' identity learning through the lens of teacher emotions. This qualitative study, utilizing a longitudinal case study design, sets out to trace how four college English teachers at the case study university in East China respond emotionally towards the curriculum reform, how teacher identity learning takes place, and how emotions interact with the identity learning processes. Guided by the theoretical framework, this book adopts diversified methods to collect data across one academic year of curriculum implementation. It also discusses the findings which reveal that curriculum reform poses great emotional challenges for English as a Foreign Language (EFL) teachers, teachers who traverse across emotional geographies, orient to feeling rules, and perhaps translate emotion work into emotional capital. This book explores language teachers' identity learning. This book helps the researchers, policymakers, and other stakeholders involved in higher education policymaking to understand how EFL teacher emotions can be utilized to support EFL teachers' identity learning and thus sustain curriculum reform efforts.

This book presents a thought-provoking challenge to mainstream theories of second language learning. Focusing on Chinese Hanzi, a self-sufficient meaning-making system that operates via visual shape and the logic built into its formation, it analyses ‘post-lingual’ pedagogy. The author examines this ‘language beyond language’ or linguistic theories, demonstrating that Hanzi is not made up simply of arbitrary signs but is the result of a complete conceptualisation process. In doing so, she creates a conceptual framework that builds on Hanzi’s humanistic spirit of language learning. This intriguing book will interest students and scholars of language education, and offers practical advice for those involved in teaching and learning Chinese as a foreign language.

Language learning and library learning in a university setting are closely related endeavors that intersect at various times and locations, and with various teachers and learners. This book is an examination of how these intersections are experienced by language learners. Its aim is to explore the two types of learning to help sustain and develop the learning in both areas. The Intersection of Library Learning and Second-Language Learning: Theory and Practice is aimed at practitioners, both librarians and language instructors, and describes everyday scenarios which will resonate with academic librarians and language instructors. It presents practical experiences and accompanies them with a consideration of the literature of both librarianship and language education. It reviews and evaluates professional practices employed by working librarians and language instructors in their dealings with international students. Considerations of the intersections between language learning and library learning are placed within a theoretical framework of learner autonomy. This framework offers librarians and language instructors methods and practices that enable students to take control of their learning in the areas of both language learning and library learning. A concluding chapter offers ways to connect the framework of learner autonomy to settings outside that of a university context.