Books: 'French teaching practice'

1

Steele, Ross. Teaching French culture: Theory and practice. National Textbook Co., 1994.

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Katz, Stacey L. Teaching French grammar in context: Theory and practice. Yale University Press, 2007.

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Anthony, Mollica, ed. French immersion: Selected readings in theory and practice. Canadian Modern Language Review, 1987.

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4

Hares, Rod. Bravo!: Practice and revision for French GCSE. John Murray, 1996.

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Gross, Michael. Practice in French grammar: For students starting post-16 courses. Glasgow, 1991.

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Vera, Regan, and Ni Chasaide Caitriona 1974-, eds. Language practices and identity construction by multilingual speakers of French L2: The acquisition of sociostylistic variation. Peter Lang, 2009.

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Dochartaigh, Pól Ó. Effective practices in assessment in the modern languages: An interim report. University of Ulster, 1999.

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8

Books, Francophile, and Wonderful World Press. French Cursive Practice Paper. Wonderful World Press, 2024.

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9

Deslys, Alizée, and Nancy Dyer. Learn French for Kids: French for Toddler - French Reading Practice, Teaching French to Preschoolers. Independently Published, 2019.

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10

Teaching French Grammar in Context: Theory and Practice. Yale University Press, 2007.

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11

Practice in French Grammar. Nelson Thornes Ltd, 2001.

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12

Gross, Michael. Practice in French Grammar. Nelson Thornes Ltd, 2001.

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13

National 5 French Practice Papers for SQA Exams. Leckie & Leckie, 2014.

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14

National 5 French Practice Papers for SQA Exams. HarperCollins Publishers Limited, 2019.

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15

Klar, Melanie, and Francophile Books. French Cursive Practice Paper: French Ruled Paper Plus Bonus 100 Most Common French Verbs, Ideas for Vocabulary Building and Much More! Wonderful World Books, 2024.

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16

O'Donnell, Haley, and Laura Fontaine. My First 100 Words in French: Learn French for Toddlers and Kids - 100 Nice Pictures with French and English Words - French Reading Practice, Teaching French to Preschoolers. Independently Published, 2021.

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17

Kittson, Edward Creagh. Theory And Practice Of Language Teaching: With Special Reference To French And German (1918). Kessinger Publishing, LLC, 2010.

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18

Winston and Rinehart And Winston Staf Holt. Allez, Viens!: Practice and Activity Book : Holt French Level 1. Holt Rinehart & Winston, 2000.

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19

Au courant: Teaching French vocabulary and culture using the mass media (Language in education : theory and practice). Center for Applied Linguistics, ERIC Clearinghouse on Languages and Linguistics, 1986.

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20

Jean, Gladys. Grammar practice in interactive/experiential core French classes at the secondary level: Exploring form-meaning connections. 2003.

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21

Holt French Level 1 Practice and Activity Book (Allez, viens!) (Teacher's Edition with Overpinted Answers). Holt, Rinehart and Winston, 1992.

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22

Griffee, Dale T., and Greta Gorsuch. Using Theories for Second Language Teaching and Learning. Bloomsbury Publishing Plc, 2023. http://dx.doi.org/10.5040/9781350258945.

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This book helps second language teachers use theories in their practice, exploring in concrete and practical ways the intersections between teachers, learners, and institutions, and theories of teaching, theories of learning, and theories of language. These intersections provide language teachers with critical insights on how to deal with professional complexities and practical guidance on how to develop appropriate pedagogical practice. By focusing on theories of teaching, the authors give readers the tools to create a clear image of the kind of teacher they wish to be. By exploring theories of learning, they promote the formation of teachers’ personal theories which allow them to identify their own areas of special interest in learner achievement and enrichment. By examining theories of language, the book shows how administrators and teachers can use theories to identify course goals and plan priorities for class time. Using Theories for Second Language Teaching and Learning treats theory as a concept in its own right and promotes knowing theory as a means of teacher discovery, reflection, and learning through case studies, which are descriptions and analyses of teachers thinking and acting in classrooms and in the institutions in which they work. Every chapter presents case studies with examples from the teaching of different languages, including Chinese, English, French, German, and Korean. An array of theories from multiple disciplines are featured and reflective projects are offered that lead readers to discover the importance and role of theory in daily professional life.

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23

A French Restoration. How To Books, 2006.

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24

Harwood, Jonathan. Technology's Dilemma: Agricultural Colleges Between Science And Practice in Germany, 1860-1934. Peter Lang Publishing, 2005.

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25

Harwood, Jonathan. Technology's Dilemma: Agricultural Colleges Between Science and Practice in Germany, 1860-1934. Lang AG International Academic Publishers, Peter, 2017.

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26

Technology's Dilemma: Agricultural Colleges Between Science And Practice in Germany, 1860-1934 (French Studies of the Eighteenth and Nineteenth Centuries). Peter Lang Publishing, 2005.

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27

LEARN FRENCH with WORD SEARCH PUZZLES for ADVANCED - Discover How to Improve Foreign Language Skills with a Fun Vocabulary Builder. Find 2000 Words to Practice at Home - 100 Large Print Puzzle Games - Teaching Material, Study Activity Workbook. Independently Published, 2020.

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28

LEARN FRENCH with WORD SEARCH PUZZLES for INTERMEDIATE LEVEL - Discover How to Improve Foreign Language Skills with a Fun Vocabulary Builder. Find 2000 Words to Practice at Home - 100 Large Print Puzzle Games - Teaching Material, Study Activity. Independently Published, 2020.

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29

LEARN FRENCH with WORD SEARCH PUZZLES for TEENS - Discover How to Improve Foreign Language Skills with a Fun Vocabulary Builder. Find 2000 Words to Practice at Home - 100 Large Print Puzzle Games - Teaching Material, Study Activity Workbook. Independently Published, 2020.

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30

LEARN FRENCH with WORD SEARCH PUZZLES for BEGINNERS - Discover How to Improve Foreign Language Skills with a Fun Vocabulary Builder. Find 2000 Words to Practice at Home - 100 Large Print Puzzle Games - Teaching Material, Study Activity Workbook. Independently Published, 2020.

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31

LEARN FRENCH with WORD SEARCH PUZZLES for ADULTS - Discover How to Improve Foreign Language Skills with a Fun Vocabulary Builder. Find 2000 Words to Practice at Home - 100 Large Print Puzzle Games - Teaching Material, Study Activity Workbook. Independently Published, 2020.

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32

LEARN FRENCH with WORD SEARCH PUZZLES for SENIORS - Discover How to Improve Foreign Language Skills with a Fun Vocabulary Builder. Find 2000 Words to Practice at Home - 100 Large Print Puzzle Games - Teaching Material, Study Activity Workbook. Independently Published, 2020.

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33

LEARN FRENCH with WORD SEARCH PUZZLES for KIDS 9 - 12 - Discover How to Improve Foreign Language Skills with a Fun Vocabulary Builder. Find 2000 Words to Practice at Home - 100 Large Print Puzzle Games - Teaching Material, Study Activity Workbook. Independently Published, 2020.

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34

LEARN FRENCH with WORD SEARCH PUZZLES for KIDS 6 - 8 - Discover How to Improve Foreign Language Skills with a Fun Vocabulary Builder. Find 2000 Words to Practice at Home - 100 Large Print Puzzle Games - Teaching Material, Study Activity Workbook. Independently Published, 2020.

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35

CLASSICS, Lingua LINGUA. LEARN FRENCH with WORD SEARCH PUZZLES for KIDS 8 - 10 - Discover How to Improve Foreign Language Skills with a Fun Vocabulary Builder. Find 2000 Words to Practice at Home - 100 Large Print Puzzle Games - Teaching Material, Study Activity Workbook. Independently Published, 2020.

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36

Tolich, Martin. Qualitative Research: practices and challenges. Ludomedia, 2020. http://dx.doi.org/10.36367/ntqr.1.2020.i-viii.

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The eleven chapters in this volume were selected from presentations made at the 4th World Conference on Qualitative Research held in Porto in October 2019. The chapters are wide-ranging substantively, methodologically, and geographically. The authors write about their research experiences or teaching innovations in India, the United States, Portugal, the Philippines, France, Italy, Columbia and there are two chapters each from Brazil and South Africa. The 11 chapters presented in three thematic sections focus on qualitative research at work, qualitative health research, and teaching and learning qualitative research. The substantive topics are eclectic ranging from young people adjusting to a chronic kidney diagnosis, rural health inequality, intimate partner violence among adolescents, emotional labor of French sales staff to inventive ways to teach students unfamiliar with qualitative research. Methodologically these chapters adopt a diverse range of techniques as if current qualitative research practice does not use a unified methodology. It does not. Techniques included the traditional narrative research, unstructured interviews, community based participatory research to the more innovative critical incident and basic content analysis to those that used computer analysis to facilitate qualitative research.

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37

Steiner, Eva. Case Notes. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198790884.003.0009.

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This chapter discusses the importance of case notes as an aid to interpreting and evaluating judicial decisions in France. In doing so, the chapter highlights the crucial role played by academic writers in the understanding of court decisions. Although case notes are not peculiar to France, the French notes d'arrêts have a much greater impact on the legal research, teaching, and practice of French law than elsewhere. This is due to the particular form they take, and also to the specific functions they perform. Notes d'arrêts take the form of extended footnotes to reported cases in private law reports. Their functions are principally for clarifying the meaning of judicial decisions and for shaping precedent.

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38

Pelletier, Janet Patricia. Children's understanding of school and teachers' beliefs and practices in French immersion and regular English language kindergarten. 1994.

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39

Steiner, Eva. Legal Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198790884.003.0010.

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This chapter shows how legal education further contributes to the reasoning process typical of French lawyers. A striking feature of French legal education is the high level of abstraction that pervades the teaching. The emphasis is on theoretical rather than practical knowledge, to which a strong methodological component must be added. Legal education in France is primarily aimed at providing a sound knowledge of general principles together with the development of a capacity to manipulate abstract concepts and construct logical arguments. This emphasis on abstract concepts and methodology associated with French legal education is historically based and has, in part, been ascribed by legal historians to the dominant role played in the past by the systematic study of Roman law in law schools.

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40

Pouliot, Vincent. Teaching International Political Sociology. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.311.

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Teaching international political sociology (IPS) is intellectually rewarding yet pedagogically challenging. In the conventional International Relations (IR) curriculum, IPS students have to set aside many of the premises, notions, and models they learned in introductory classes, such as assumptions of instrumental rationality and canonical standards of positivist methodology. Once problematized, these traditional starting points in IR are replaced with a number of new dispositions, some of which are counterintuitive, that allow students to take a fresh look at world politics. In the process, IPS opens many more questions than it provides clear-cut answers, making the approach look very destabilizing for students. The objective of teaching IPS is to sow the seeds of three key dispositions inside students’ minds. First, students must appreciate the fact that social life consists primarily of relations that make the whole bigger than the parts. Second, they must be aware that social action is infused with meanings upon which both cooperative and conflictual relations hinge. Third, they have to develop a degree of reflexivity in order to realize that social science is a social practice just like others, where agents enter in various relations and struggle over the meanings of the world. There are four primary methods of teaching IPS, each with its own merits and limits: induction, ontology, historiography, and classics.

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41

Frierson-Campbell, Carol, Clare Hall, Sean Robert Powell, and Guillermo Rosabal-Coto, eds. Sociological Thinking in Music Education. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780197600962.001.0001.

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Sociological Thinking in Music Education: International Intersections presents sociological thinking about music teaching and learning as important social, political, economic, ecological, and cultural ways of being. At the book’s heart is the intersection between theory and practice where readers gain glimpses of intriguing social phenomena as lived through music learning and teaching. The vital roles played by music and music education from various societies around the world are illustrated through pivotal intersections between music education and sociology: community, schooling, and issues of decolonization. In this book, emerging as well as established authors mobilize the links between applied sociology, music, education, and music education in ways that intersect the scholarly and the personal. These interdisciplinary vantage points fulfill the book’s overarching aim to move beyond mere descriptions of what is by analyzing how social inequalities and inequities, conflict and control, and power can be understood in and through music teaching and learning at both individual and collective levels. The result is not only encountering new things regarding the social construction of music education practices in specific places but also seeing and hearing familiar things in fresh ways. Digital assets enable readers to meet the authors and the points of their inquiry via various audiovisual media including videos, a documentary music film, and multilingual video précis for each chapter in English and in each author’s language of origin.

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42

Currie, Jan, Richard Deangelis, Harry deBoer, Jeroen Huisman, and Claude Lacotte. Globalizing Practices and University Responses. Greenwood Publishing Group, Inc., 2003. http://dx.doi.org/10.5040/9798400658051.

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Investigates the impact that certain globalizing practices have on European and American universities. Due to dwindling resources and the ideology of privatization, universities are becoming more corporatized and managerial. The authors investigate the consequences of these changes on the lives of academics and analyze how globalizing practices such as managerialism, accountability, and employment flexibility penetrate different universities. Globalization is a contested term. It exists in the form of an integrated world economy and global communication networks. Along with this material world, politicians have created a neoliberal ideology that exhorts nation states to open up their economies to free trade, reduce their public sector, and allow market forces to reshape their public agencies. In effect, this means a reduced role for government, lower taxes, and diminishing funds for public institutions like universities. The underlying thesis of this book is that globalization is not an inexorable force. All nations need to debate its consequences. The authors analyze how globalizing practices are penetrating universities. Are they creating a certain uniformity? Are academics adapting to or resisting particular globalizing practices? The premise at the beginning of the study was that European universities were responding differently to globalizing practices than Anglo-American universities. This premise was confirmed as some universities saw certain globalizing practices as inevitable and other universities resisted them. The authors asked academics and key managers how their funding had changed, and which accountability mechanisms their universities adopted. They also investigated the use of the Internet in their teaching. They found differences between European and American universities in their approach to permanent employment. The French and Norwegian universities were maintaining many of their traditional values and only the Dutch university showed some movement towards the globalizing practices, which American universities were more readily adopting.

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43

Claxton, Mae Miller, and Julia Eichelberger, eds. Teaching the Works of Eudora Welty. University Press of Mississippi, 2018. http://dx.doi.org/10.14325/mississippi/9781496814531.001.0001.

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While recent scholarship has amply demonstrated that Eudora Welty was a writer with cosmopolitan sensibilities and progressive politics, she continues to be categorized as a “regionalist” writer whose works valorize the white privilege from which she benefited. To assume this is Welty’s intention is to misread much of her work. This volume offers ways to navigate Welty’s sometimes complex prose and enriches readers’ understanding of Welty’s era and region. It offers teachers less simplistic approaches to the stories most frequently taught, and it steers them to less familiar texts. In addition, this book seeks to move Welty beyond a discussion of region to reflect new scholarship that “remaps” her work onto a larger canvas. Now more than ever, teachers need guidance in navigating the critical landscape and in preparing to introduce Welty texts to students in varied teaching settings and diverse classrooms. As the essays in this book demonstrate, Welty’s works are being read and taught across the globe. Her works enrich courses taught at many levels, from high school to community college to the university level. This book gives readers a window into the teaching practices of distinguished and veteran scholars as well as those at the beginning of their careers. Their work can guide instructors new to Welty as well as seasoned Welty scholars who are eager for fresh classroom approaches and new material to offer a new generation of students.

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44

John Baptist de la Salle. Paulist Press, 2004. https://doi.org/10.5040/9780809171422.

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This volume in the Classics of Western Spirituality makes available to a broad readership a selection of the core writings of John Baptist de La Salle (1651-1719), a French priest and educator who changed the face of education in his time and whose reforms continue to influence the ways we educate our children today. Born to a wealthy family, de La Salle turned his attention early on to the education of the poor and the marginalized and, at the same time, unwittingly founded a new type of religious community: Brothers who were teachers and active religious. Through his dedication to the vocation of teaching, de La Salle instituted several procedures that are still in practice in public and parochial institutions. student cooperative learningtuition-free attendanceinvolvement of parentsstudent service and ownership. De La Salle's spirituality for educators, which melds prayer and action, compassion and practicality, can be read afresh in every age: it transcends time and place.

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Brake, Kate Vande. Tips and Other Bright Ideas for Elementary School Libraries. Visit www.abc-clio.com for details., 2010. http://dx.doi.org/10.5040/9798216026037.

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This valuable collection of handy, nifty, thrifty ideas from library media specialists across the country can make a positive impact on any elementary school library media program. From library administration to reading promotion to the use of Web 2.0 tools, to providing positive public relations and promoting special events, implementing the tips in this book in any school setting can seem life-saving. These practical and creative methods are collected from the best ideas published in Library Media Connection. These constructive ideas are helpful to elementary school librarians who crave fresh ideas and best practices and are looking for more engaging ways to present library materials and lessons. Tips and Other Bright Ideas for Elementary School Libraries: Volume 4 is organized into logical sections that tackle topics such as managing the library, working with students, working with teachers, promoting reading, teaching library skills, and using technology. The contents give elementary school library professionals a clear, complete handbook to making their media and research center a success on every level.

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46

Theory and Methodology in International Comparative Classroom Studies. Cappelen Damm Akademisk, 2021. http://dx.doi.org/10.23865/noasp.130.

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This anthology is addressed to researchers, students and professionals within education and special needs education as well as related fields such as psychology, health sciences and other fields within the social sciences and humanities. Part One contains two articles; one is an introduction to the anthology, while the other gives the reader insight into the history of educational ideas from the beginning of elementary education “for all and everyone” in 1739 to current efforts being made to implement the principles of the inclusive school. Part Two contains seven articles that mainly provide perspectives from cultural-historical and didactic-curricular theories, focusing on certain aspects of practice such as communication and care as well as teaching, learning and development. Why does it take such a long time to realise the principle of inclusion? Amongst the many and legitimate assumptions, there is an increasing awareness of ethical issues. Part Three addresses these issues by paying specific attention to Bulgarian-French scholar Julia Kristeva’s social critique and her introduction of an ethical-political programme where our shared human sense of vulnerability is at the centre of civic solidarity and inclusion. Part Four is devoted to methodological considerations and choices. Small-scale research projects are in focus, particularly classroom studies related to international comparative analysis. Various qualitative approaches are investigated, including case studies and “mixed methods”. Action research has in particular attracted interest from classroom researchers and is therefore outlined and discussed in several articles. This is the second of three anthologies related to the international comparative research cooperation project WB 04/06: Development towards the Inclusive School: Practices – Research – Capacity Building.

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47

MacDonald, Raymond A. R., and Graeme B. Wilson. The Art of Becoming. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190840914.001.0001.

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With a focus on music, this book outlines what improvisation is and why it is an important creative and social activity. Drawing on the emerging psychological literature in this area, as well as evidence from authors’ research with musicians, this text outlines innovative ideas on what defines improvisation and the psychological, creative, and social processes involved. It explores the role of specialist skills, the importance of musical identities and the nature of understanding in improvised interaction and between improvisers. It discusses how we develop as improvisers and the role of improvisation within therapeutic applications of music. Each chapter proceeds from discussion of an illustrative instance of musical improvisation. Providing fresh and provocative insights for anyone interested in playing, studying, teaching, or listening to improvised music, the authors offer suggestions for approaching this practice in new ways at any level, and identify potential developments in cross-disciplinary improvising. Asserting that everyone can and should improvise, the book provides a resource for courses teaching improvisation in contemporary practice, and has strong relevance for those applying musical improvisation in community and therapeutic contexts. The book deals with such questions as: What constitutes improvisation? Do all forms of improvisation represent the same thing? Faced with myriad possibilities, how do improvisers decide what to play? How does an improviser in a group know what the others will do? How might improvisation influence our well-being? In response to such questions, a definition of improvisation based on its unique behavioural features is set out as an exciting context for psychological investigation.

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48

Alexander, Christine. Water Fitness Progressions. Human Kinetics, 2019. http://dx.doi.org/10.5040/9781718214088.

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Water fitness classes are more popular than ever—and with good reason, since they are fun, accessible, and effective. But how do you, as an instructor or trainer, keep them fresh? How do you continue to challenge your participants, who have varied interests and goals? Water Fitness Progressions has the answers. Water Fitness Progressions is designed to help you create programs that gradually, and systematically, progress your participants. Inside you will discover the following: • Over 150 ready-to-use lesson plans • Variations of the shallow-water and deep-water exercises offer over 590 possibilities • Specific programming for shallow and deep water • Suggestions for introducing equipment to a workout • High-intensity and low-intensity training plans • Tips for using water resistance to improve strength With step-by-step instructions, detailed photos, and expert advice, Water Fitness Progressions is the comprehensive, yet practical, resource that you’ve been waiting for. With an entire year of plans, you will spend more time teaching and less time preparing.

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49

Pipkin, Amanda C. Dissenting Daughters. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780192857279.001.0001.

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This book reveals that devout women made vital contributions to the spread and practice of the Reformed faith in the Dutch Republic in the sixteenth and seventeenth centuries. The six women at the heart of this study—Cornelia Teellinck, Susanna Teellinck, Anna Maria van Schurman, Sara Nevius, Cornelia Leydekker, and Henrica van Hoolwerff—were influential members of networks known for supporting a religious revival known as the Further Reformation. These women earned the support and appreciation of their religious leaders, friends, and relatives by seizing the tools offered by domestic religious study and worship, and forming alliances with prominent ministers including Willem Teellinck, Gijsbertus Voetius, Wilhelmus à Brakel, and Melchior Leydekker as well as with other well-connected, well-educated women. They deployed their talents to bolster the Dutch Reformed Church from 1572, the first year its members could publicly organize, to the death of this book’s last surviving subject Cornelia Leydekker in 1725. In return for their adoption of religious teachings that constricted them in many ways, they gained the authority to minister to their family members, their female friends, and a broader audience of men and women during domestic worship as well as through their written works. These “dissenting daughters” vehemently defended their faith—against Spanish and French Catholics, as well as their neighbors, politicians, and ministers within the Dutch Republic whom they judged to be lax and overly tolerant of sinful behavior, finding ways to flourish among the strictest orthodox believers within the Dutch Reformed Church.

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50

Ruyter, Nancy. The Cultivation of Body and Mind in Nineteenth-Century American Delsartism. Praeger, 1999. http://dx.doi.org/10.5040/9798400634888.

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This study chronicles the American adaptation of the theory and practice of the French acting, singing, and aesthetics teacher, Francois Delsarte. Delsartism was introduced in the United States by Steele Mackaye, Delsarte's only American student. American Delsartism, with its emphasis on physical culture and expression, differed significantly from Delsarte's works in France. The system evolved from professional training for actors and orators to a means of physical culture and expression that became popular among middle and upper class American women and girls. It allowed nineteenth-century women to pay attention to their bodies, to explore their own physicality, and to perform in a socially acceptable venues. In its later manifestations, Delsartism influenced the innovative dance of such artists as Isadora Duncan, Ruth St. Denis, and Ted Shawn. Biographical information on the most notable figures in the development of American Delsartism is presented along with a discussion of the spread of Delsartism throughout the United States and to Germany. The Delsartean approach to training and expression is traced from Delsarte and Mackaye through the theory, teaching, and performance of Genevieve Stebbins, the most notable American proponent of the system. This work will appeal to scholars of dance history and of late nineteenth-century women's studies. Theater historians will appreciate the detailed account of the system as developed and taught by Steele Mackaye as training for actors. Although Delsartism has been acknowledged as relevant to the history of modern dance, scant information and research has previously been published which explores the movement in depth and discusses its importance to women's physical and cultural education in nineteenth-century America. Photographs illustrate the text and an extensive bibliography serves as a useful guide for further research.

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Books on the topic 'French teaching practice'

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