Book Announcement: Theories of Affect and Concepts in Generic Skills Education: Adventurous Encounters

Theories of Affect and Concepts in Generic Skills Education: Adventurous Encounters now available from Cambridge Scholars Publishing

9781443895736
Hardback, pp231, £61.99 / $104.95

Cambridge Scholars Publishing is pleased to announce the publication of Theories of Affect and Concepts in Generic Skills Education: Adventurous Encounters, edited by Edyta Just and Wera Grahn.

During the last few years, the concept of generic skills and competences has become widespread across universities. An introduction to generic competences is, as such, important because it enables redefinition of educational goals and may positively rearrange forms of interaction in classes. It also indicates that education should inspire students to develop and use critical and creative forms of thinking, feeling and doing. On the one hand, the need to promote generic skills can be seen as driven by neoliberal desire. On the other, however, generic competences can enable students to think, feel and act differently, but also respect and welcome various forms of life and ways of living. Responding to the growing need to reflect upon generic competences, this book contributes to the various ways of conceptualising generic skills and the methods in which they might be acquired. The volume engenders adventurous encounters between different theories, which predominantly come from the feminist conceptual framework, that result in appealing meanings of affect and concepts. It also experimentally explores and discusses ways in which theories of affect and concepts may complicate understanding of generic competences and inspire generic skills-oriented education. Consequently, this collection revitalizes the concept of generic skills, but also advocates daring pedagogical practices that invigorate the meaning of and approach to teaching and learning in present landscapes of higher education. Continue reading

Editorial Advisory Board’s ‘Recommended Read’ – August 2017

This August, our Editorial Advisory Board member Professor Jon Nixon has chosen his ‘Recommended Read’: one of our best-selling titles, noteworthy for the contribution it makes to its field. Jon has authored more than a hundred chapters and peer-reviewed articles over the last thirty years, and is currently a Senior Research Fellow at the Centre for Lifelong Learning Research and Development at the Education University of Hong Kong.

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Editorial Advisory Board’s ‘Recommended Read’ – July 2017

This July, our Editorial Advisory Board chair Professor David Weir has chosen his ‘Recommended Read’: one of our best-selling titles, noteworthy for the contribution it makes to its field. David, who is currently Visiting Professor at York St John University, has had an extraordinarily successful academic career which has included leading four university Business Schools and initiating the very first part-time executive MBA in a University business school at Glasgow University in the United Kingdom.

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Book Announcement: The Role of Agency and Memory in Historical Understanding: Revolution, Reform, and Rebellion

The Role of Agency and Memory in Historical Understanding: Revolution, Reform, and Rebellion now available from Cambridge Scholars Publishing

9781443873598
Hardback, pp410, £67.99 / $114.95

Cambridge Scholars Publishing is pleased to announce the publication of The Role of Agency and Memory in Historical Understanding: Revolution, Reform, and Rebellion, edited by Gordon P. Andrews and Yosay D. Wangdi.

This book, the first in a series entitled Historical and Pedagogical Issues: Insights from the Great Lakes History Conference, addresses historical and pedagogical issues. It explores the agency of historical actors tied to larger movements, demonstrating the efficacy and power of individuals to act with historical impact. It also describes the nuanced role of memory, often neglected in larger national or global social movements. This volume explores these powerful themes through a broad range of topics, including the research and pedagogy of revolution, reform, and rebellion as they are applied to race, ethnicity, political movements, labour, reconciliation, memory, and moral responsibility. The book will interest researchers that have an interest in both, or either, history and pedagogy. Continue reading

Book Announcement: Pedagogical Innovations in Foreign Language Learning via Interlocutor Familiarity

Pedagogical Innovations in Foreign Language Learning via Interlocutor Familiarity now available from Cambridge Scholars Publishing

9781443881678
Hardback, pp155, £58.99 / $99.95

Cambridge Scholars Publishing is pleased to announce the publication of Pedagogical Innovations in Foreign Language Learning via Interlocutor Familiarity by Christine E. Poteau.

Creating classroom spaces that allow for increased learner participation and lowered anxiety levels allows for an inclusive learning environment. Continuing collaborative efforts to challenge theories and further test methodologies by drawing upon research studies helps researchers and educators to become more informed about individual learner preferences and classroom contextual factors and to foster meaningful learning environments across disciplines. Specifically, examining distinct learner contexts can allow educators to explore new avenues of pedagogical design to improve learning contexts. Continue reading

Book Announcement: Digital Resources, Creativity and Innovative Methodologies in Language Teaching and Learning

Digital Resources, Creativity and Innovative Methodologies in Language Teaching and Learning now available from Cambridge Scholars Publishing

9781443886147
Hardback, pp516, £70.99 / $119.95

Cambridge Scholars Publishing is pleased to announce the publication of Digital Resources, Creativity and Innovative Methodologies in Language Teaching and Learning, edited by Adriana Teresa Damascelli.

The concept of university language centres has changed in recent decades. Initially conceived as laboratories for practical and autonomous language-learning, they are now considered as places with more specific and complex functions in language teaching and learning. University language centres now constitute networks for exchanging knowledge and know-how in order to respond to ever-changing, multilingual and multicultural contexts. At the same time, the availability and acquisition of new technologies is contributing to the creation of new tools for the provision of appropriate services and training.
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Book Announcement: Taking Stance in English as a Lingua Franca: Managing Interpersonal Relations in Academic Lectures

Taking Stance in English as a Lingua Franca: Managing Interpersonal Relations in Academic Lectures now available from Cambridge Scholars Publishing

9781443886383
Hardback, pp230, £61.99 / $105.95

Cambridge Scholars Publishing is pleased to announce the publication of Taking Stance in English as a Lingua Franca: Managing Interpersonal Relations in Academic Lectures by Maicol Formentelli.

English is undoubtedly the lingua franca of global communication today, and plays a major role in the internationalisation of universities, where it is increasingly being used as the medium of instruction. The use of English as a Lingua Franca (ELF) in higher education has spread at different speeds throughout Europe over recent decades, with Nordic and central-western countries leading the way and the regions of southern Europe lagging behind. In Italy, English-taught programmes are a rather new and emerging phenomenon which needs to be empirically investigated to uncover the complex mechanisms of classroom interaction in this foreign language.
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