ReviewsFoxy Tales: The Cunning Plan Caryl Hunt and Alex T. Smith ISBN:978-1-444-90931-9 Published by: Hodder Children's Books Cost: £4.99 (paperback)MyMaths online numeracy resource Published by Oxford University Press. Cost: Annual subscription £250 for primary schools. www.mymaths.co.ukWordsmith online literacy resource Published by Pearson Cost: Annual subscriptions from £135 depending on school size, see www.pearsonprimary.co.uk/abacusPTU for detailsUnhomework - How to get the most out of homework without really setting it Mark Creasy Published by Independent Thinking Press SBN:978178135 Cost: £12.99Better Than Best Practice: Developing Teaching and Learning Through Dialogue Adam Lefstein and Julia Snell Published by Routledge ISBN:978 0415618 Cost: £26.99 (paperback)DYSLEXIA Pocketbook 2nd edition Julie Bennett ISBN:9781906610647 Cost: £8.99

2014 ◽  
Vol 2014 (34) ◽  
pp. 56-57
Author(s):  
John Davis ◽  
Poppy Gibson ◽  
Tim Taylor ◽  
Debbie Chalmers
Keyword(s):  
Primary Schools ◽  
School Size ◽  
Teaching And Learning ◽  
Best Practice ◽  
Annual Subscription ◽  
Children's Books ◽  
Online Literacy ◽  
Oxford University ◽  
Independent Thinking ◽  
Oxford University Press

Trade Publishing

2017 ◽  
Author(s):  
Angus Phillips
Keyword(s):  
Children's Books ◽  
Children’S Books ◽  
Trade Publishing ◽  
Oxford University ◽  
Domestic Trade ◽  
Non Fiction ◽  
The Press ◽  
Level Of Risk ◽  
Commercial Trade ◽  
Oxford University Press

Trade publishing at Oxford University Press included those titles aimed at a broader audience, including general non-fiction, illustrated histories and encyclopedias, World’s Classics, and children’s books. Originally a separate operation of the London Business, overseas trade publishing later devolved to the branches while domestic trade titles were amalgamated into the Oxford academic lists. Trade titles involved a higher level of risk, deeper discounts to booksellers, larger author royalty payments, and investment in marketing and sales. The Press gradually minimized these risks by introducing greater oversight from the Delegates on manuscript selection, and by reducing the number of individual titles and concentrating on series. The chapter highlights the significant series and individual trade titles from across the Press, and considers the trade list both in its interaction with OUP’s wider academic and scholarly interests and within the context of commercial trade publishing.

Three Centuries of Children's Books in Europe, ed. 2, by Bettina Hürlimann, translated and edited by Brian W. Alderson. London: Oxford University Press, 1967, 297 pp., 45 s ($5.40)

PEDIATRICS ◽  
1969 ◽  
Vol 44 (3) ◽  
pp. 465-465
Author(s):  
Thomas E. Cone
Keyword(s):  
Children's Books ◽  
Children’S Books ◽  
Present Position ◽  
Literary Style ◽  
Modern Times ◽  
Oxford University ◽  
The Past ◽  
Cultural Hero ◽  
Oxford University Press

Why so few physicians have acquired an interest in the books written for children over the past two or three centuries—either to educate or to amuse them—has long puzzled me. For the pediatrician especially, even a cursory knowledge of the changing contents and of the literary style of these books will immensely broaden his perspective and understanding of how it came about that the child has risen from his older place as an ill-formed adult at the edges of society to his present position as the cultural hero of our society—an invention of modern times.

scholarly journals Word families

2020 ◽  
Author(s):  
Laurie Bauer ◽  
Paul Nation
Keyword(s):  
Teaching And Learning ◽  
Systematic Approach ◽  
Vocabulary Size ◽  
Lexical Development ◽  
Related Form ◽  
Oxford University ◽  
Word Families ◽  
Inflectional Affixes ◽  
Oxford University Press

The idea of a word family is important for a systematic approach to vocabulary teaching and for deciding the vocabulary load of texts. Inclusion of a related form of a word within a word family depends on criteria involving frequency, regularity, productivity and predictability. These criteria are applied to English affixes so that the inflectional affixes and the most useful derivational affixes are arranged into a graded set of seven levels. This set of levels and others like it have value in guiding teaching and learning, in standardising vocabulary load and vocabulary size research, in investigating lexical development and lexical storage, and in guiding dictionary making. © 1993 Oxford University Press.

scholarly journals LEITURA CRÍTICA E LETRAMENTO CRÍTICO EM LÍNGUA INGLESA RESPALDADA NAS NOVAS TECNOLOGIAS

Trama ◽  
2019 ◽  
Vol 15 (35) ◽  
pp. 47-69
Author(s):  
Alex Alves EGIDO
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Sao Paulo ◽  
São Paulo ◽  
Critical Reading ◽  
Oxford University ◽  
Textual Practice ◽  
Critical Literacies ◽  
Oxford University Press

O constante e crescente uso de ferramentas digitais no ensino de línguas tem (re)significado a prática de professores (DOOLY; SADLER, 2016). Do mesmo modo, esse fenômeno tem influenciado campos de pesquisa na área da Linguística Aplicada como, por exemplo, processos de ensino e aprendizagem, que focam em affordances promovidas pelo uso de ferramentas digitais em aulas de língua inglesa (DOOLY; SADLER, 2016; RAMA et al, 2012; SILVA, 2015; TOUR, 2015). Este trabalho, de natureza teórico-prática, visa a aproximar conceitos de Leitura Crítica (SCOTT, 1988) e Letramento Crítico (LANKSHEAR; KNOBEL, 1997; SINGH; MORAN, 1997) do Letramento Digital (DOOLY; SADLER, 2016). Após advogar o uso de ferramentas digitais para a leitura e transformação da realidade social, apresenta-se uma proposta didática que materializa tais conceitos teóricos.   Referências:AGUDELO, O. L.; SALINAS, J. Flexible Learning Itineraries Based on Conceptual Maps. New Approaches in Educational Research, Colombia, v.4, n.2, p.70-76, 2015.CORADIM, J. N. Ensino de língua inglesa e letramento crítico: uma proposta didática de leitura e produção escrita. In: EL KADRI, M. S.; PASSONI, T. P.; GAMERO, R. (Org.). Tendências contemporâneas para o ensino de língua inglesa: propostas didáticas para a educação básica. Campinas: Pontes, 2014, p.99-124.DAWSON, M. A. (Ed.) Developing comprehension – including critical reading. Newark: International Reading Association, 1968.D’ALMAS, J. Da passividade à agência: desenvolvimento de professoras como resultado de empoderamento. 2016. 314f. Tese (Doutorado em Estudos da Linguagem) – Universidade Estadual de Londrina, Londrina, 2016.DOOLY, M.; SADLER, R. Becoming little scientists: Technologically-enhanced project-based language learning. Language Learning and Technology, Hawai, v.20, n.1, 54-78. 2016.FAIRCLOUGH, N. Language and power. London: Longman, 1989.FRANCESCON, P. K.; REIS, S. Contexto da situação em foco em leituras críticas do cotidiano. In: EL KADRI, M. S.; PASSONI, T. P.; GAMERO, R. (Org.). Tendências contemporâneas para o ensino de língua inglesa: propostas didáticas para a educação básica. Campinas: Pontes, 2014, p.83-98.FREIRE, P. Pedagogia do oprimido. São Paulo, SP: Paz Terra, 2015 [1974], 59ed.______. Education for critical consciousness. New York, NY: Continuum, 2005 [1974].GIROUX, H. A. Os professores como intelectuais: rumo a uma pedagogia crítica da aprendizagem. Porto Alegre, RS: Artes Médicas, 1997 [1988].GOODMAN, K. The reading process. In: CARRELL, P. L.; DEVINE, J.; ESKEY, D. (Eds.). Interactive Approaches to Second Language Reading. London, UK: Cambridge Press, 1988, p.11-21.GUILLEMIN, M.; GILLAM, L. Ethics, reflexivity, and “ethically important moments” in research. Qualitative Inquiry, California, n.10, v.2, p.261-280. 2004.HALLIDAY, M. A. K.; HASAN, R. Language, Context, and Text: aspects of language in a social-semiotic perspective. Oxford, UK: Oxford University Press, 1989.LANKSHEAR, C.; KNOBEL, M. Critical Literacy and Active Citizenship. In: MUSPRATT, S.; LUKE, A.; FREEBODY, P. (Eds.). Constructing Critical Literacies: Teaching and Learning Textual Practice. Broadway, NY: Hamption Press, 1997, p.95-124.LEFFA, V. J. Perspectivas no estudo da leitura: texto, leitor e interação social. In: ______. (Org.). O ensino da leitura e produção textual: alternativas de renovação. Pelotas, RS: EDUCAT, 1999, p.13-37.LINCOLN, Y. S.; GUBA, E. G. Paradigmatic Controversies, Contradictions, and Emerging Confluences. In: DENZIN, N. K.; LINCOLN, Y. S. (Ed.). Handbook of Qualitative Research. Thousand Oaks, CA: Sage, 2000. p. 253-291.MOORE, J. et al. Effectiveness of Adaptive Concept Maps for Promoting Conceptual Understanding: Findings from a Design-Based Case Study of a Learner-Centered Tool. Advances in Engineering Education, Virginia, v.[s], n.[s], p.1-35, 2015.PESSOA, R. R.; URZÊDA-FREITAS, M. T. Challenges in Critical Language Teaching. TESOL Quartely, v. [s], n.[s], p.1-24, 2012.REA-RAMIREZ, M. A.; RAMIREZ, T. M. Changing Attitudes, Changing Behaviors. Conceptual Change as a Model for Teaching Freedom of Religion or Belief. Journal of Social Science Education, Germany, v.16, n.4, p.97-108.REIS, S.; EGIDO, A. A. Ontologia, Epistemologia e Ética como determinantes metodológicos em Estudos da Linguagem. In: REIS, S. (Org.). História, Políticas e Ética na área profissional da linguagem. Londrina: Eduel, 2017. p.227-250.REIS, S.; D’ALMAS, J.; MANTOVANI, L. Leituras críticas para transformação do cotidiano. In: EL KADRI, M. S.; PASSONI, T. P.; GAMERO, R. (Org.). Tendências contemporâneas para o ensino de língua inglesa: propostas didáticas para a educação básica. Campinas: Pontes, 2014, p.125-150.SAITO, L. M. Leitura crítica: origens conceituais e sugestões de atividades didáticas para aulas de língua inglesa. 2018. 72f. Dissertação (Programa de Mestrado Profissional em Letras Estrangeiras Modernas) – Universidade Estadual de Londrina, 2018.SCOTT, M. Critical reading needn’t be left out. The ESPecialist, São Paulo. v.9, n.1, p.123-137. 1988.                SELWYN, N. Discourses of digital “disruption” in education: A critical analysis. Paper presented to Fifth International Roundtable on Discourse Analysis, City University, Hong Kong. 2013.SILVA, A. T. Affordances e restrições na interação interpessoal escrita online durante a aprendizagem de inglês como língua estrangeira. 2015. 342 f. Tese (Doutorado em Linguística) – Universidade Federal do Ceará, Centro de Humanidades.SINGH, M. G.; MORAN, P. Critical Literacies for Informed Citizenship: Further Thoughts on Possible Actions. In: MUSPRATT, S.; LUKE, A.; FREEBODY, P. (Eds.). Constructing Critical Literacies: Teaching and Learning Textual Practice. Broadway, NY: Hamption Press, 1997, p.125-136.STREET, B. V. Letramentos sociais: abordagens críticas do letramento no desenvolvimento, na etnografia e na educação. São Paulo, SP: Parábola, 2014 [1995],TOUR, E. Digital Mindsets: Teachers’ technology use in personal life and teaching. Language Learning Technology, Hawai, v.19, n.3, p.124-139, 2015.URZÊDA-FREITAS, M. T.; PESSOA, R. R. Discursos de identidades, ensino crítico de línguas e mudança social: análise de uma experiência localizada. In: MATEUS, E.; OLIVEIRA, N. B. (Org.). Estudos Críticos da Linguagem e Formação de Professores/as de Línguas: contribuições Teórico-Metodológicas. Campinas: Pontes, p. 365-396, 2014.VAN LIER, L. From input to affordance: Social-interactive learning from an ecological perspective. In: LANTOLF, J. (Ed.). Sociocultural theory and second language learning. Oxford: Oxford University Press. 2000.Recebido em 31-12-2018.Aceito em 21-03-2019. 

Sign in / Sign up

Export Citation Format

Share Document