Teaching and Learning in early years

This book is an attempt to distil the current state of knowledge about the ways in which young children (up to the age of 7) develop and learn, to show how educational principles derive from this, and to illustrate these principles with practical examples drawn from work in early years classrooms. It is principally directed at early years trainee teachers, but it is also hoped that it contains material which will be of interest to the whole range of teaching and non-teaching professionals and other adults concerned with the education of young children. .

There follows a section on basic principles and approaches, which discusses issues related to the management of the early years learning environment. This is followed by a series of chapters concerned with play and language, the basics of early years education. A further section examines the wider curriculum of the arts, maths, technology and science, the social sciences and physical development. Each chapter examines basic principles and illuminates them with inspiring, practical examples of classroom, outdoor and out-of-school activities.

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Dictionary of Language and Linguistics

The present dictionary differs fundamentally from these monumental works. In its scope and format, it fills a gap which, in spite of David Crystal’s Dictionary of Linguistics and Phonetics (Oxford 19852), has existed up until now: in a handy one-volume format, this dictionary provides a thorough overview of all areas of linguistics. Not restricted to specific theories, it encompasses descriptive and historical, comparative and typological linguistics, as well as the applied subdisciplines. Along with the traditional core areas (phonology, morphology, syntax, semantics and pragmatics), interdisciplinary fields (such as sociolinguistics, psycholinguistics, neurolinguistics and ethnolinguistics), as well as stylistics, rhetoric and philosophy of language are represented. In addition, the dictionary includes basic terminology from logic, mathematical and computational linguistics as well as applied linguistics; finally, descriptions of individual languages and language families are provided. With this broad range of content and its succinctly written articles, this dictionary is meant for both students and professional scholars in linguistics and allied fields.

This book is the result of over twenty years of development, in which numerous scholars from Germany and other countries were involved. The first German edition appeared in 1983 as the result of this author’s ten-year efforts. Owing to the rapid development of linguistics, a second, completely revised edition became necessary.

Seventeen scholars revised, corrected and extended the texts of the first edition. Their work was based on dozens of peer reviews and, no less importantly, on their own research.

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Teaching English as a Foreign Language

This book is written for teachers of all backgrounds. Our aim is to discuss a wide range of teaching problems—from classroom techniques to school organization—in order to help practicing teachers in their daily tasks. We have adopted an eclectic approach, recognizing that the teaching of English must be principled without being dogmatic and systematic without being inflexible. We have tried to show how the underlying principles of successful foreign language teaching can provide teachers in a wide range of EFL situations with a basic level of competence which can be a springboard for their subsequent professional development. We gratefully record our debt to colleagues and students past and present at the London University Institute of Education, whose experience and thinking have helped shape our own. Particularly, we would like to thank our colleague John Norrish for compiling the bibliography.

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