Kacho Bee

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Till Summer Do Us...
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by Meghan Quinn (Goodreads Author)
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EMP After the Lig...
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Unlikely Story
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by Ali Rosen (Goodreads Author)
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Chimamanda Ngozi Adichie
“When Sister Ibinabo was talking to Christie, with that poisonous spite she claimed was religious guidance, Ifemelu had looked at her and suddenly seen something of her own mother. Her mother was a kinder and simpler person, but like Sister Ibinabo, she was a person who denied that things were as they were. A person who had to spread the cloak of religion over her own petty desires. Suddenly, the last thing Ifemelu wanted was to be in that small room full of shadows. It had all seemed benign before, her mother’s faith, all drenched in grace, and suddenly it no longer was.”
Chimamanda Ngozi Adichie, Americanah

Chimamanda Ngozi Adichie
“People were saying, Oh, why did he slap her when she’s a widow, and that annoyed her even more. She said she should not have been slapped because she is a full human being, not because she doesn’t have a husband to speak for her. So some of her female students went and printed Full Human Being on T-shirts. I guess it made her well-known.”
Chimamanda Ngozi Adichie, Americanah

“Tasks are the real-world activities people think of when planning, conducting, or recalling their day. That can mean things like brushing their teeth, preparing breakfast, reading a newspaper, taking a child to school, responding to e-mail messages, making a sales call, attending a lecture or a business meeting, having lunch with a colleague from work, helping a child with homework, coaching a soccer team, and watching a TV program. Some tasks are mundane, some complex.”
Mike Long, Second Language Acquisition and Task-Based Language Teaching

“There is some evidence, after all, that a certain degree of tension, or classroom anxiety, can have a positive effect on learning (Scovel 1978), probably because it activates a process known to be critical for language learning: attention.”
Mike Long, Second Language Acquisition and Task-Based Language Teaching

“They have a right to expect language courses, like medical treatments, to be relevant and, ideally, to be designed just for them or, at the very least, for learners like them. That is why, to be rational, relevant, and successful, language course development should begin with an identification of learners' goals and an analysis of their present or future communicative needs to achieve those goals.”
Mike Long, Second Language Acquisition and Task-Based Language Teaching

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