Mike Levy

The grocer, the teacher, the soldier, the Quaker... Mike Levy shines a light on the courageous deeds of twenty-two women and men who transformed the lives of the Kindertransport and other refugees. In 1938, when the Government refused to act and those around them turned a blind eye, these heroic individuals took it upon themselves to orchestrate one of the greatest lifesaving missions the world has ever seen. Until now the compelling accounts of these extraordinary rescue missions have remained untold. Mike Levy is a researcher for the US Holocaust Memorial Museum and the Association for Jewish Refugees, an educator with the Holocaust Education Trust and Chair of The Harwich Kindertransport Memorial and Learning Trust. In support of Safe Passage £1 from the Sale of this book will be donated to Safe Passage and used to help child refugees find legal routes to sanctuary. You can find out more about the vital work done by Safe Passage on their website.

Unsung heroes of the Kindertransport

Get the Children Out!

Glenn Stockwell

This volume gives language teachers, software designers, and researchers who wish to use technology in second or foreign language education the information they need to absorb what has been achieved so far and to make sense of it. It is designed to enable the kind of critical reading of a substantial literature that leads to a balanced and detailed knowledge of the field. Chapter by chapter, the book builds, through description, analysis, examples, and discussion, a detailed picture of modern CALL. In this book, the label “CALL” is interpreted broadly to include technology-enhanced language learning, Web-enhanced language learning, and information and communication technologies for language learning. The work is distinguished by its attention to a range of languages rather than just English. The authors first set the scene and introduce major areas of interest and growth in CALL, and then look in depth at seven important dimensions: design, evaluation, computer-mediated communication, theory, research, practice, and technology. Chapters on each of these topics include a description that reviews the recent literature, identifies themes, and presents representative projects that illustrate the dimension, followed by a discussion that provides in-depth analysis, and a conclusion offering suggestions for further work. Detailed references and links connect the description and discussion with original works and primary sources so the reader can follow up easily on areas of personal interest. Two concluding chapters discuss how the various dimensions might be brought together, the first from a practical point of view, the second with a view to the development of CALL as a whole.

Options and Issues in Computer-Assisted Language Learning

CALL Dimensions

Some websites get it right, many get it wrong. This guide divulges what makes a successful site. It covers identifying the audience and its needs, choosing the right model for your site, choosing the right technology and ISP, getting the best help with implementation, design and branding, risk management and testing procedures.

Secrets of Successful Web Sites

Persuasive Presentations

Philip Hubbard

This volume addresses the need for a more considered and systematic approach to teacher education and training in Computer-Assisted Language Learning (CALL), in all its forms: Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning and so on. The 20 chapters of the book are divided into five parts: (1) foundations of teacher education in CALL; (2) CALL degree programs; (3) CALL pre-service courses; (4) CALL in-service projects, courses, and workshops; (5) alternatives to formal CALL training. The chapters cover a broad range of levels, environments, countries, and languages. Rather than simply offering inspired speculation, the chapters provide practical information to readers, reporting on what has actually been done in a wide variety of teacher education programs and courses around the world. In many cases, the chapters describe how programs and courses have evolved, and include either qualitative or quantitative research, or both, to inform the structure of CALL courses, tasks and activities.

Mike Levy

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