Forgiven, not Forgotten: Communicative Translation Activities in Second Language Teaching

Although frequently discarded and despised in the 20th century, translation now seems to find wider acceptance within the Second Language Teaching (SLT) field. However, it still has a long way to go before recovering its due place in the L2 classroom. The aim of this paper is to suggest a number of translation (and interpreting)-based activities covering the different competence levels, thus showing that communicative content and translation can perfectly go hand in hand so that old, unjustified prejudices can be superseded once and for all.

References for teachers of English as a foreign language: a bibliography /

Mode of access: Internet.

Second language and international studies : policy study and recommentations /

"February, 1986."

A compendious grammar of the primitive English or Anglo-Saxon language : a knowledge of which is essential to every modern English grammarian who would fully understand the true origin and idiom of his own language : being chiefly a selection of what is most valuable and practical in The elements of the Anglo-Saxon grammar : with some additional observations /

An extract of the author's 1823 grammar.

Articulation diagrams of English vowels and English consonants (especially for teachers of English as a foreign language)

Mode of access: Internet.

The Hebrew prophets for English readers, in the language of the Revised version of the English Bible, printed in their poetical form, with headings and brief annotation.

v. 1. Amos, Hosea, Isaiah (1-39) and Micah.-v.2. Zephaniah, Nahum, Habakkuk, and Jeremiah.-v.3. Obadiah, Ezekiel, and Isaiah (40-71)-v.4. Haggai, Zechariah, Malachi, Joel, Deutero-Zechariah, Jonah, and Daniel.

Intersectionality in the Language and Writing Classroom

Thesis (Ph.D.)--University of Washington, 2016-06

English teachers' choice of language for publication: Qualitative insights from Bangladesh

The aim of this small-scale research was to gain some understanding of Bangladeshi English language teachers' language preference for publication purposes & the extent of the use of Bangla (Bengali), the L1, in their professional practice. Qualitative data for the study were gathered by means of a self-produced questionnaire. Results show that about three-quarters of the teachers published or would publish entirely in English because they believed that it was, among other reasons, the usual professional practice. More importantly, a number of teachers stated that they felt more comfortable writing academic essays in English. Regarding the use of L1, all 37 respondents pointed out that they used it sparingly in the classroom, & only a small number considered it a barrier in learning English, the L2. While emphasising the study's limitations, the paper suggests that English teachers' lack of confidence in L1 academic writing may be seen as indicating the potential direction of a slowly emerging individual bilingualism among university teachers of English. However, the paper also argues that the emergence of this potential bilingualism can be seen only at the individual rather than societal level, &, within the academic context, only in the limited domain of academic writing. Figures, References. Adapted from the source document

Review of doctoral research in second-language teaching and learning in Australia (2003–2006)

This article reviews recent doctoral research in Australian universities in the area of language teaching and learning. Doctoral work in three main areas of research concentration is described: language teaching, language learning, and writing. The authors whose studies are reviewed are graduates of the Australian National University, Griffith University, Macquarie University, the University of Technology, Sydney, the University of Sydney, the University of New South Wales, the University of Melbourne, Monash University, La Trobe University, Deakin University and Murdoch University.