1. Focus on items that occur with high frequency in the language as awhole (see Table 3.1 for examples). Such items will occur often inmany different texts.2. Focus on strategies that can be used with most texts (see Table 3.1for examples).

Language teaching has been my career since I left university, I completed my Post Graduate Certificate of Education (PGCE) back in the 1980s at Warwick and I had worked for 15 years in secondary education rising to a leadership role before joining the Language Centre as a part-time tutor when my children were still young

Realmente promueve la construcción de conocimiento porque obliga a activar el pensamiento individual, a buscar formas de investigar sea en forma independiente o en grupo, y promueve valores en forma semiconsciente como la cooperación, la responsabilidad, la comunicación, el trabajo en equipo, la autoevaluación individual y de los compañeros (ITESM,2001).

School was a universe of straightforwardly right and wrong answers, of authoritative texts and authoritarian teachers.

we spoke of the need to conceive meaning-making as a form of design or active and dynamic transformation of the social world, and its contemporary forms increasingly multimodal, in which the linguistic, the visual, the audio, the gestural and the spatial modes of meaning were increasingly integrated in everyday media and cultural practices. These constituted the second of the ‘multis’—the inherent multimodality of contemporary forms of representation. As a consequence, the traditional emphasis on alphabetical literacy (letter sounds in words in sentences in texts in literatures) would need to be supplemented in a pedagogy of Multiliteracies by learning how to read and write multimodal texts which integrated the other modes with language.

In my classroom, we spend a lot of time talking about how to summarize a text by finding pertinent points and casting them in one’s own words.

Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication.

The Automated R Instructor

This means that teachers spend a lot of time adapting and creating their own materials

allowing it to offer dual-language instruction