One in five students are identified as speaking English as an Additional Language (EAL) and all teachers are highly likely to be teaching multilingual students in their classrooms. As our schools become more culturally and linguistically diverse, they must respond to the needs of the students in front of them, and this book provides a range of strategies and resources to ensure teaching is adaptive and responsive so that all learners thrive and fulfil their academic potential.

At the heart of the book is developing an understanding of how languages are acquired and an awareness that all students, regardless of their current English language proficiency, need to be offered a challenging and supportive environment. Chapters offer:

• High-yielding, practical approaches and strategies to ensure that students are able to access content-appropriate lessons and simultaneously develop their language
• A plethora of resources and step-by-step examples, showcasing how explicit vocabulary and grammar learning can be context-based for the benefit of all learners

Each teacher is positioned as a language teacher, with the responsibility of planning sessions where language is not perceived as an add-on, but as an integral and pivotal part. This book will empower you as an educator and ensure that your classroom is a language-aware and stimulating environment for your students. It will be essential reading for all secondary school educators and teaching assistants who support EAL students in mainstream lessons and are responsible for producing resources and implementing classroom strategies.

This volume provides insights into EAP practitioners' identity and agency in varied contexts and field positions.

Each chapter delves into a theoretical perspective (Bourdieu's field theory, Post-humanism, Legitimation Code Theory, Symbolic Interactionism..), and a variety of methodologies, enabling different questions to be explored. Each chapter is also a window into the everyday life of practitioners as they navigate their professional lives, and the specificities of their EAP contexts, the politics and struggles over power, domination, legitimacy, status, ambition and recognition. The authors' concerns and strategies vary and show that the weight of powerful structures and collective habitus is difficult - but not impossible- to resist.

From a socio-analysis of EAP and its narratives of origins, to a discussion on Ethics in EAP and a critique of the Global South label, the reader will explore contributions from Canada, Hong Kong, Malaysia, Pakistan, Singapore, South Africa, the UK, and Zimbabwe.

The chapters reveal a field which is made up of a constellation of worlds, each with its own logic but importantly, a field with no centre. The studies in the chapters are likely to intrigue, inspire, but also disrupt some readers' expectations and challenge their assumptions about the field and its practitioners.

This book extensively explores the various influences and connections between Joseph Ratzinger and a number of leading philosophers; engaging with his work by means of Spanish, Portuguese, German, and English schools of thought through the contributions of a global body of scholars.

Each chapter in this volume examines precisely how Ratzinger has dealt with the ideas of a particular philosopher, and how he has appropriated their ideas and thoughts. Moving from philosophers he has modified or critiqued - such as Kant, Comte or Wittgenstein - to those who have contributed to his philosophical theology, such as Guardini and Pieper, this truly international endeavour is an extraordinary journey into Ratzinger's engagement with his competing and congenial schools of thought.

This text provides an accessible, reader-friendly guide to conducting Cognitive Analytic Therapy (CAT) on a one-to-one basis, developed in partnership with service users who have lived experience of CAT.

The book will cover the applications of CAT in clinical practice including: assessment; introducing CAT; the main concepts and how to build a therapeutic relationship; mapping; the middle phase and the integration of other models; monitoring; developing exits; the ending and saying goodbye. Grounded in CAT theory, the content will be ordered sequentially, as one would conduct the therapy, and will feature first-hand accounts from CAT-experienced service users including their own perspectives on the model and the impact it had on their wellbeing.

A straightforward, beginner's introduction to practicing CAT, this book will be useful for trainee practitioners, assistant and trainee clinical/counselling psychologists, and those practising CAT-informed therapy in supervision.

This book delves into the various aspects of a person's relationship with their inner selves and the impact this crucial relationship can have on their well-being. It offers insights, tools, and practices to understand and nurture this relationship focusing not only on the 'what' but also on the 'how' of it. Designed to be a self-help guide, this book takes readers on an exciting journey into their inner worlds and dives into the various voices within a person. Drawing from the fields of psychology, coaching, and mindfulness, the book breaks down complex ideas like acceptance, authenticity, and selfcompassion into actionable steps.

The book will be indispensable for readers interested in improving well-being and enhancing personal development skills. It will also be useful for students and researchers of positive psychology and behavioral psychology and mental health and wellness rofessionals including therapists, counsellors, and executive coaches.

What do therapists not talk about? What do we ignore/miss/sidestep? What factors-personal, social, political-inform our areas of blindness? This book names and explores what psychoanalytic theory often skips over or simplifies-how, when, and why we fail to uphold the professional ideal.

Turning a critical eye on her own theory, Slochower reflects on how it, she, and the field have evolved and what remains unspoken. In so doing, she pushes us to do the same.

With its sharp focus on both theory and clinical work, this book is essential reading for psychoanalysts and psychotherapists.

Over the last twenty-five years, the 'history of emotion' field has become one of the most dynamic and productive areas for humanities research. This designation, and the marked leadership of historians in the field, has had the unlooked-for consequence of sidelining literature - in particular secular literature - as evidence-source and object of emotion study. Secular literature, whether fable, novel, fantasy or romance, has been understood as prone to exaggeration, hyperbole, and thus as an unreliable indicator of the emotions of the past.

The aim of this book is to decentre history of emotion research and asks new questions, ones that can be answered by literary scholars, using literary texts as sources: how do literary texts understand and depict emotion and, crucially, how do they generate emotion in their audiences - those who read them or hear them read or performed?

George Bell was one of the most significant British church leaders of the mid-20th century and in many ways he came to define the involvement of British church people with the issues which arose from the Third Reich. The George Bell-Alphons Koechlin Correspondence, 1933-54 presents the extensive correspondence between Bell and a leading Swiss pastor and President of the Basel Church Council, Alphons Koechlin.

The letters of Bell and Koechlin make an important contribution to our understanding of ways in which the unfolding history of the Hitler regime was interpreted in an international context from its earliest months in 1933 to its final destruction in 1945. In presenting the letters, this book captures a sustained meeting of European minds, thinking together in the midst of a crisis that was altering the conventional perimeters of politics and religion, and by degrees changing the life of the whole European continent - and drawing British politics into its vortex.

This volume provides for the first time all the letters exchanged between Bell and Koechlin in their original English, with full scholarly apparatus and connected material. It contributes valuably to the historiography of the Third Reich and develops our understanding of Nazism not simply as an episode in German history, but as a fundamental crisis in international politics, religion and society.

This collection of essays examines the ways in which poverty was conceptualised in the social, political, and religious discourses of eighteenth-century Europe. It brings together experts with a wide range of expertise to offer pathbreaking discussions of how eighteenth-century thinkers thought about the poor. Because the theme of poverty played important roles in many critical issues in European history, it was central to some of the key debates in Enlightenment political thought throughout the period, including the controversies about sovereignty and representation, public and private charity, as well as questions relating to crime and punishment. The book examines some of the most important contributions to these debates, while also ranging beyond the canonical Enlightenment thinkers, to investigate how poverty was conceptualised in the wider intellectual culture, as politicians, administrators and pamphlet writers grappled with the issue.

An electronic edition of this book is freely available under a Creative Commons (CC BY-NC-ND) licence.

This volume collects together a wide selection of primary texts that explain the processes behind the enormous changes undergone by France and Europe between 1787 and 1815, from the origins of the Revolution to the counterrevolution and from Marie-Antoinette to Bonaparte.

The achievements, terror and drama of the French Revolutionary and Napoleonic period restructured politics and society on a grand scale, making this the defining moment for modern European history. While bringing the impact of historical events to life, Philip Dwyer and Peter McPhee provide a clear outline of the period through the selection of key documents, lucid introductory passages and commentary. They illustrate the meaning of the Revolution for peasants, sans- culottes, women and slaves, as well as placing events within a wider European and global context.

Students will find this an invaluable source of information on the Revolution and its international significance.

Shortlisted for the BAAL Book Prize 2025

Presenting a detailed examination of the origins, evolutions, and state-of-the-art of linguistic landscape research, The Bloomsbury Handbook of Linguistic Landscapes is a comprehensive guide to the burgeoning field of linguistic landscapes and the study of meaning and interpretation in public spaces and settings.

Providing a thorough synopsis of the theories, methodologies, and objects of study which inflect linguistic landscape research across the world, this book is the ideal companion for both new and experienced readers interested in the processes of communication in public spaces across diverse settings and from a broad range of perspectives. Through a wide selection of case studies and original research, the handbook highlights the global reach of linguistic landscape theories and practices. Scrutinising an array of qualitative, quantitative, and mixed methodological approaches for analysing a wide spectrum of meaning-making phenomena, it investigates semiosis in contexts ranging from graffiti and street signs to tattoos and literature, visible across a variety of sites, including city centres, rural settings, schools, protest marches, museums, war-torn landscapes, and the internet.

This book explores the possibilities that exist for navigating out of and away from multiple levels of oppression through memoir-based research. It considers how those raised in oppressive, high-demand communities, colloquially referred to as "cults," can emancipate themselves from controls and expectations inculcated from early childhood and examines processes surrounding the psychological reclamation of self. Exploring and metaphorically tending to an orienting psychological dynamic that the ancient Greeks related to as "the daimon" and using the perspectives of Jungian and post-Jungian depth psychology, the author investigates how subjects can reclaim agency and avoid excessive control over their thoughts, attention, and life's intentions. They suggest that depth psychologically oriented modes can be used to this attunement and explore this notion through a study of memoirs of individuals who were raised in "cults." Suggesting a more aligned approach to working with varying levels of psychological constraint and utilizing a phenomenological hermeneutic study, it will appeal to scholars and professionals in depth psychology and other psychological orientations, as well as individuals who are interested in more deeply understanding the psychological mechanisms involved in leaving a high-demand group or other oppressive situations.

This thorough text provides a complete overview of the drive in Lacanian psychoanalysis.

Divided into four key areas, the book considers clinical, theoretical, historical, and cultural aspects of the drive, with editorial headnotes throughout. The introduction to the collection provides a comprehensive overview of the theory and history of the drive as a concept and is followed by discussion of clinical cases. Critical Essays on the Drive then assesses theoretical aspects, with chapters by world-leading Lacanian scholars. The final parts of the book explore the history of drive theory and its impact on art and culture, debunking the notion that the drive is a dormant or defunct concept and considering its applications by artists, academics, and cultural theorists.

Critical Essays on the Drive will be essential reading for psychoanalysts, psychologists, psychotherapists, and psychiatrists in practice and in training. It will also be of great interest to academics and scholars of psychoanalytic and Lacanian theory, critical theory, and cultural theory.

Inviting readers on a journey of self-reflection, Educaring from the Heart offers an approach to education which places care, empathy, and compassion at the core of the educator's role.

Within the book, the reader is introduced to the principles underpinning educaring from the heart and encouraged to consider their own positionality when reflecting on the role they play in supporting both the learning and wellbeing of their students. Practical exercises are woven throughout to allow the reader to critically engage with how they understand themselves and their values as educators, and how this then shapes their wellbeing and practices in the classroom.

The book is divided into three distinct sections:

• The "I" as Educator
• The "Us" as Educator and Student
• The "We" as Cocreators for Wellbeing

With a focus on nurturing wellbeing and learning within the classroom, as well as the power of co-creativity, this book is an essential read for any educator seeking to re/discover their purpose within education and to foster positive outcomes for their students.

Recognising the urgent need for further progress in teacher education and preparation for the success of early language learning, this volume presents research on the education and professional development of teachers, exploring how they can foster multilingual spaces in the early years of formal education.

Investigating a range of European contexts, the book examines the effectiveness of teacher education for early language learning, covering contexts of multilingualism and English as a foreign language (EFL) with children under the age of 12. Split into three parts examining research into teacher practices, education, and curricula, chapters cover emerging topics such as teacher education and local linguistic encounters; global citizenship and transcultural education; linguistic landscapes and visual narratives; mixed-age classrooms and literacy skills; pre-service and in-service teacher education; and teacher and teacher educator competencies and beliefs.

Offering a unique combination of foci on teachers, teacher education and classroom practice, this book will be of great interest to researchers and postgraduate students in the fields of early language education, multilingualism, EFL and teacher education more broadly. Student teachers and teachers working in early language learning contexts may also find the volume of interest.

Introduction, Chapters 7, 11, 12 and 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

Lester Grabbe here distills his wide body of work on the subject of prophecy. The volume considers prophecy in different cultural contexts across ancient Israel and surrounding areas. Beginning with a consideration of prophecy in the Hebrew Bible, Grabbe then looks at it as phenomenon in the ancient near east, including Mesopotamia, Egypt and the Levant.

From this background in the immediate context of ancient Israel, Grabbe then widens the cultural lens to consider prophecy in more global environments, including Africa and the Americas, and recent examples of pseudo-biblical prophets such as Joseph Smith. In the final part of the book Grabbe then analyses these different prophetic types and forms, looking at the continuing traditions of prophecy alongside their ancient roots.

What are the best ways to enhance metacognition in the course of classroom teaching? This research-to-practice book shows how to go beyond simple student reflection to use any of 19 different practical strategies. Each chapter describes a different method, gives the research evidence to support the effectiveness of the method and then provides guidelines for implementation. You will learn about programs within traditional curriculum subjects, programs across the traditional curriculum, programs focusing especially on self-regulation, programs for disabled and special needs students, and programs embedded in a digital environment. You will also discover common features of the methods, so you can see the similarities across the methods and ultimately devise your own ways to develop metacognition and self-regulated learning. With the powerful practices in this book, students will develop a refined ability to think about how they think and learn, preparing them for their futures beyond school.

The T&T Clark Handbook of the Doctrine of Creation provides an expansive range of resources introducing the doctrine of creation as understood in Christian traditions. It offers an examination of: how the Bible and various Christian traditions have imagined creation; how the doctrine of creation informs and is informed by various dogmatic commitments; and how the doctrine of creation relates to a range of human concerns and activities.

The Handbook represents a celebration of, fascination with, bewilderment at, lament about, and hope for all that is, and serves as a scholarly, innovative, and constructive reference for those interested in attending to what Christian belief has to contribute to thinking about and living with the mysterious existence named 'creation'.

This text rearticulates understandings of materials-blocks of clay, sheets of paper, brushes and paints, fabrics, and plastics-to formulate new ideas about what happens when we think with materials and apply them to early childhood development and classrooms.

Through a series of ethnographic examples and engagement with existing ideas of relationality in the visual arts, feminist ethics, science studies, philosophy, anthropology, and environmental humanities, Encounters with Materials in Early Childhood Education highlights how materials can be conceptualized as active participants in early childhood education. Updated to include choreographies with fabrics and the process of reparation with plastics, this second edition shows how educators, young children, and researchers have explored what materials are capable of in their encounters with other materials and with children.

The book is key reading for undergraduate students, graduate students, and pre-service teachers in early childhood education and art education programs. Access the Instructor and Student Resources at www.encounterswithmaterials.com.

The book aims to design and construct early warning mechanisms based on the dynamic temporal tracking technology for online learning behaviors, driven by educational big data.

By studying a massive amount of learning behavior instances generated in various interactive learning environments worldwide, the book explores the continuous sequences of correlated learning behaviors and characteristics. From various angles, the authors have devised a series of early warning measures that could effectively solve multiple issues in learning behaviors driven by educational big data. Additionally, the book predicts patterns and identifies risks by analyzing the temporal sequences of the entire learning process. While presenting a range of theoretical achievements and technical solutions to improve and design new online learning mode, it also provides relevant technical ideas and methodologies for research on similar problems.

The book will attract scholars and students working on learning analytics and educational big data worldwide.

Chan and Colloton's book is one of the first to provide a comprehensive examination of the use and impact of ChatGPT and Generative AI (GenAI) in higher education.

Since November 2022, every conversation in higher education has involved ChatGPT and its impact on all aspects of teaching and learning. The book explores the necessity of AI literacy tailored to professional contexts, assess the strengths and weaknesses of incorporating ChatGPT in curriculum design, and delve into the transformation of assessment methods in the GenAI era. The authors introduce the Six Assessment Redesign Pivotal Strategies (SARPS) and an AI Assessment Integration Framework, encouraging a learner-centric assessment model. The necessity for well-crafted AI educational policies is explored, as well as a blueprint for policy formulation in academic institutions. Technical enthusiasts are catered to with a deep dive into the mechanics behind GenAI, from the history of neural networks to the latest advances and applications of GenAI technologies.

With an eye on the future of AI in education, this book will appeal to educators, students and scholars interested in the wider societal implications and the transformative role of GenAI in pedagogy and research.

The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book illustrates how Life Positioning Analysis can be used as a theoretical and methodological approach to sociocultural psychobiography.

Life positioning psychobiography studies lives as they unfold within a world of interactivity. It recognizes and portrays us as social beings embedded and developing within our life relationships and circumstances and striving to make something of our lives. Here, Jack Martin presents both single-subject and dual-subject studies of social psychologist Stanley Milgram, former Canadian Prime Minister Pierre Elliott Trudeau, existential humanist Ernest Becker, American heiress and child advocate Dorothy Burlingham and her life partner, renowned psychoanalyst Anna Freud, and indigenous athlete Jim Thorpe and his college coach Glenn "Pop" Warner. These case studies provide vividly memorable demonstrations of how we are positioned by circumstances and others, and come to position ourselves as socioculturally constituted, psychological persons. In so doing, they offer a systematic framework for studying the lives of people that shows sociocultural and social psychological development without resorting to mentalistic theories, concepts, and interpretations.

The book will be of interest to students and scholars in areas related to sociocultural and developmental psychology, the psychology and sociology of personhood, theoretical psychology, qualitative methodology, and social science and life writing more generally.

This important book considers how youth of color and other marginalized youth experience socio-cultural deprivation from the repetition of traumatic socio-historic experiences as well as from the institutions they interact with such as schools, mental health organizations, and social services agencies. Focusing on the importance of connection to cultural heritage, the book shows how young people's cognitive development can be mediated in educational settings through humanizing and culturally sustaining rituals that build rapport and facilitate learning and healing.

The authors define socio-cultural deprivation and locate its origins for marginalized youth in post-traumatic slave syndrome, post-apocalyptic stress syndrome and similar socio-historic trauma, epigenetic trauma, and contemporary trauma. They weave theory and research, autobiography, and professional anecdotes to identify and elaborate upon socio-cultural deprivation and to provide rituals for rapport-building that can be applied to classrooms, group counselling, social work practices, and other human-centred work. Rituals include those acknowledging indigeneity; exploring personal ancestry and alternative forms for those who have no connection to their biological family; healing experiences through yoga, meditation, progressive relaxation, and visualization practices; and explicit relationship-building activities.

From Cultural Deprivation to Cultural Security will be a crucial text for training and practising psychologists, educators, social workers, youth workers and counsellors, concerned with the positive development of children, adolescents, and young adults.

This book encapsulates a period of history of human progress by highlighting crucial social, economic, and cultural dynamics. It presents recent historiography and new analytical tools used to analyse multi-dimensional themes involved in social formation. This is a reader-friendly book with simple and lucid language and fulfils the pressing needs of students studying the paper 'Social Formations and Cultural Patterns of Ancient and Medieval World' at various universities across the world. The summary, keywords, and representative questions at the end of each chapter would assist in revision and better understanding of the issues dealt therein. A detailed chapter-end reference would enable and motivate the readers to engage in further studies for better understanding of the themes.

This book will be of interest to students, researchers, and academics in the area of history-ancient and medieval world history in particular and anthropology. It will also be an interesting read for general readers interested in knowing about the ancient and medieval world.