Bilingualism and multilingualism Books
Taylor & Francis Ltd Handbook of Research on Teaching the English
Book SynopsisNow in its fifth edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Literacy Association and the National Council of Teachers of English--remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around big ideas in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more. Table of ContentsPrefaceSection IThe Language ArtsChapter 1An International Focus of Language Arts LiteracyChapter 2 The Power of LanguageChapter 3 Reading Instruction across Preschool Through Grade 12Chapter 4 Writing Instruction: Evidence Based Practices and Critical PerspectivesChapter 5 Teaching Multimodal and Digital LiteraciesChapter 6 Research in Children’s LiteratureChapter 7Adolescent Literature Comes of AgeSection IIEquity, Identity, and Belonging in the ClassroomChapter 8 Cultivating Equitable Language Arts PracticesChapter 9 Multilingual Learners Extending to "Multiculturating": Enacting Complex Linguistically and Culturally Enriched TeachingChapter 10 Literacy Development for Students with Disabilities Chapter 11Student Agency in the Adaptive ClassroomChapter 12 Identity Safe SchoolsSection III Influences on Learning the Language ArtsChapter 13 Roles of Motivation and Engagement in Teaching the English Language ArtsChapter 14Assessment in Language Arts ClassroomsChapter 15 Self-Regulation and Executive Function in Language Arts LearningEpilogue and New Directions State of the Field: The Research We Have, Research We NeedIndex
£114.00
Taylor & Francis Ltd Handbook of Research on Teaching the English
Book SynopsisNow in its fifth edition, the Handbook of Research on Teaching the English Language Arts--sponsored by the International Literacy Association and the National Council of Teachers of English--remains at the forefront in bringing together prominent scholars, researchers, and professional leaders to offer an integrated perspective on teaching the English language arts and a comprehensive overview of research in the field. Reflecting important developments since the publication of the fourth edition in 2017, this new edition is streamlined and completely restructured around big ideas in the field related to theoretical and research foundations, learners in context, and new literacies. Addressing all the language arts within a holistic perspective (speaking/listening, viewing, language, writing, reading), it covers new and important topics, such as online learning, multimodalities, culturally responsive learning, and more. Table of ContentsPrefaceSection IThe Language ArtsChapter 1An International Focus of Language Arts LiteracyChapter 2 The Power of LanguageChapter 3 Reading Instruction across Preschool Through Grade 12Chapter 4 Writing Instruction: Evidence Based Practices and Critical PerspectivesChapter 5 Teaching Multimodal and Digital LiteraciesChapter 6 Research in Children’s LiteratureChapter 7Adolescent Literature Comes of AgeSection IIEquity, Identity, and Belonging in the ClassroomChapter 8 Cultivating Equitable Language Arts PracticesChapter 9 Multilingual Learners Extending to "Multiculturating": Enacting Complex Linguistically and Culturally Enriched TeachingChapter 10 Literacy Development for Students with Disabilities Chapter 11Student Agency in the Adaptive ClassroomChapter 12 Identity Safe SchoolsSection III Influences on Learning the Language ArtsChapter 13 Roles of Motivation and Engagement in Teaching the English Language ArtsChapter 14Assessment in Language Arts ClassroomsChapter 15 Self-Regulation and Executive Function in Language Arts LearningEpilogue and New Directions State of the Field: The Research We Have, Research We NeedIndex
£237.50
Taylor & Francis Ltd Language Policy and the Future of Europe
Book SynopsisThis volume offers an insider perspective on language policy in the EU, bringing together two key figures well acquainted with its development to reflect critically on the future of language policy and practices in post-Brexit Europe.Born out of Alice Leal's English and Translation in the European Union, this volume features annotated interviews with Seán Ó Riain, newly appointed Multilingualism Officer by the Irish diplomatic service, whose decades of experience in key milestones in EU language policy offer a unique perspective on its development. Each chapter, bookended by a contextual introduction and a closing commentary by Leal, addresses such key questions as: How long can the EU keep linguistic and cultural spheres off the policy-making agenda? How has the ECRML impacted linguistic diversity in the region? How widespread is the dominance of English in EU institutions today and what impact does it have on EU multilingualism? Why is EU language policy not given the attenTable of ContentsPreface (Seán Ó Riain)Introduction (Alice Leal)Chapter 1: The European Charter for Regional or Minority LanguagesQuestions 1-3Chapter 2: The status of multilingualism in the European CommissionQuestions 4-5Chapter 3: The European Commission and English as a “lingua franca”Questions 6-8Chapter 4: Migrant and non-territorial languages in the EUQuestions 9-10Chapter 5: Language policy and official EU statusQuestions 11-12Chapter 6: Ireland and multilingualism in a post-Brexit EUQuestions 13-15Conclusions (Alice Leal & Seán Ó Riain)
£49.39
Taylor & Francis Ltd Demystifying Academic Reading
Book SynopsisFoundational and accessible, this book equips pre-service and practicing teachers with the knowledge, understanding, tools, and resources they need to help students in grades 412 develop reading proficiencies in four core academic subjectsliterature, history, science, and mathematics. Applying a disciplinary literacy approach, Fang describes the verbal and visual resources, expert strategies, inquiry skills, and habits of mind that students must learn in order to read carefully, critically, purposefully, and with an informed skepticism across genres and content areas. He also shows how teachers can promote language learning and reading/literacy development at the same time that they engage students in content area learning.With informative synthesis and research-based recommendations in every chapter, this text prepares teachers to help students develop discipline-specific, as well as discipline-relevant, discursive insights, literacy strategies, and ways of thinking, reasoniTable of ContentsPrefaceChapter 1 Reading and Learning in Academic Content AreasChapter 2 Reading Literature Chapter 3 Reading HistoryChapter 4 Reading ScienceChapter 5 Reading MathematicsChapter 6 Developing Teacher Expertise for Academic Reading InstructionIndex
£37.04
Taylor & Francis Ltd ELT
Book SynopsisELT: The Basics offers a clear, non-jargonistic introduction to English language teaching for EFL/ESL teachers in training, early career teachers, those considering taking up ELT, and experienced teachers who may want to read about the way the profession has developed and continues to evolve.Key features of this book include: Real classroom data and data from ELT training programmes Discussion of a wide range of learning contexts and different types of learners (young learners, adults, third age, academic, refugees and immigrants, etc.) Comparisons of different types of syllabuses and methods, and discussion of current technologies An emphasis on classroom interaction as the key to maximising learning Featuring a glossary of key terms, cartoons and illustrations, further reading, personal reflection points, and discussion of the most important and relevant research, thTrade ReviewThis admirably accessible introduction to ‘the basics’ of ELT provides a review of key elements of English language teaching that is ideally suited to trainee teachers and those early in their career. Drawing on the authors’ wide-ranging knowledge and expertise, this informative text combines real world data with reflective tasks as it outlines key elements of language teaching and learning. With its suggestions for further reading and discussion of pathways for professional development, it provides an excellent overview for those starting out in ELT.Graham Hall, Northumbria University, UKTable of ContentsAcknowledgementsIntroduction to the Reader1 THE RAW MATERIAL: LANGUAGE KNOWLEDGE THE EL IN ELTSUBSTANCETHE STUFF OF LANGUAGESOUNDSINTONATIONWRITINGFORMWORDSGRAMMARLEXICOGRAMMARMEANINGHEALTH, SAFETY, AND DINOSAURSWHAT DO YOU MEAN?COMPLETING THE LANGUAGE PUZZLETHE DISCOURSE PROCESSDISCOURSE IN THE CLASSROOMTEMPLATES AND GENRESWRITING, SPEAKING, OR BOTH AT ONCE?ENGLISH IN THE WORLDFROM VARIATION TO VARIETIESACCENTS AND DIALECTSTHEN WHAT?FURTHER READING2 LANGUAGE SKILLSKNOWLEDGE AND SKILLTHE COMMUNICATION MATRIXLISTENINGA STREAM OF SOUNDBEFORE, DURING, AND AFTERTALKING BACKBOX-TICKINGTHE TWO-SIDED COINWHOSE VOICE?SPEAKINGGO WITH THE FLOWTELL MEWHO’S LISTENING?MIND THE GAPTHINGS TO CONSIDERREADINGWHY READ?STRATEGIESTEXTS: EASY OR HARD?TEXTS: KEEP IT SIMPLE?WRITINGPENS AND KEYBOARDSTIME DELAYAUDIENCE DESIGNPRODUCT AND PROCESSTHE FIFTH SKILLFURTHER READING3 THE MAIN ACTORS: LEARNERS AND LEARNINGWHO ARE OUR LEANERS?AN EARLY STARTNATALIA THE COMMUNICATORSCHOOL AND PEERSIN AT THE DEEP ENDGROWING UPCLILTHE TEENSADULT LEARNERSPATHWAYSA BUSY LIFENATALIA’S MOTHERTHE THIRD AGELEVELS AND LABELSEFL? ESL?MORE PATHWAYSMOVING THROUGH ABCCAN-DO AND CORPORAHOW DOES IT HAPPEN?ACQUISITIONALL IN THE MIND?SLA: HAPPENING OR DOING?LANGUAGE OUT THEREA SOCIO-CULTURAL ANGLECONCLUSIONFURTHER READING4 SYLLABUSES, MATERIALS, METHODSORGANISING LEARNINGCURRICULUM AND SYLLABUSORGANISING A SYLLABUSGRAMMAR AT THE CENTREVOCABULARYTHE LEXICAL SYLLABUSTAKEN TO TASKTASKS TO THE FOREA MIXED GRILLMATERIALSMATERIAL ISSUESARE THEY REAL?DO THEY WORK?METHODOLOGYFASHIONS COME AND GOWHAT LIES BEYOND?FURTHER READING5 BEING A TEACHERORGANISING YOUR WORKTHE CLASSROOMPLANNING THE LESSONCLASSROOM MANAGEMENTYOU AND YOUR COLLEAGUESNATIVE AND EXPERT USERSOBSERVATIONYOU AND YOUR STUDENTSTHE HUMAN FACTORINTELLIGENCEPOWER, ROLES, RELATIONSHIPSIDENTITIESWE ARE WHAT WE SAYJUST YOU AND MEDOING LANGUAGE TEACHINGSO FARPPP? III? TBL? PLEASE NOTICEERROR CORRECTIONGRAMMAR IN THE CLASSROOMSIMPLICITY TO COMPLEXITYPOWER OF THE -ING FORMVOCABULARY: IN THE MIND AND IN USEGETTING TO THE COREREALISTIC GOALSALL IN THE MINDPRONUNCIATIONWHOSE PRONUNCIATION?INTONATION PLUS PRONUNCIATIONCONCLUSIONFURTHER READING6 CLASSROOM INTERACTIONINTERACTINGTALKING THE TALKEASY AS 1, 2, 3SETT: SELF EVALUATION OF TEACHER TALKMANAGERIAL MODEMATERIALS MODESKILLS AND SYSTEMS MODECLASSROOM CONTEXT MODECOULD DO BETTER (CIC)CONCLUSIONFURTHER READING7 LEARNING HOW TO DO IT: TEACHER EDUCATIONELTE PATHWAYSWHAT TEACHERS SAYGETTING STARTED: PRESETCELTABY DEGREES: BA AND MAGAINING ENTRYKEEPING GOING: INSETDELTAPROFESSIONAL DEVELOPMENT ‘IN THE WILD’THINKING IT THROUGHA WAY FORWARD?WHERE’S THE EVIDENCE?IT’S GOOD TO TALKTHE RIGHT TOOLS FOR THE JOBSTIMULATED RECALLENHANCING SETT: SETTVEOFURTHER READING8 TECHNOLOGY IN AND OUT OF THE CLASSROOMOUT WITH THE OLD, IN WITH THE NEWCORPORALOOKING AT LANGUAGECORPORA, TEACHERS, AND LEARNERSELT ONLINETECHNOLOGICAL COMPETENCIESMANAGEMENT COMPETENCIESTEACHER INTERACTIONAL COMPETENCIESTAMING THE WILDERNESSMOBILE LEARNINGSCREENING MATERIALSLET THE MACHINE DECIDE?AUTOMATED ASSESSMENTINTERACTION AND THE BOTTHE JOURNEY AHEADFURTHER READINGGlossary of Key TermsReferencesIndex
£24.51
Taylor & Francis Ltd Enhancing BeginnerLevel Foreign Language
Book SynopsisThis book is an authoritative text that explores best classroom practices for engaging adult learners in beginner-level foreign language courses. Built around a diverse range of international research studies and conceptual articles, the book covers four key issues in teaching language to novice students: development of linguistic skills, communicative and intercultural competence, evaluation and assessment, and the use of technology. Each chapter includes teaching insights that are supported by critical research and can be practically applied across languages to enhance instructional strategies and curriculum designs. The text also aims to build intercultural competence, harness technology, and design assessment to stimulate effective learning in formal instructional settings, including colleges, universities, and specialist language schools.With its broad coverage of language pedagogy at the novice level, this book is a must read for graduate students, scholars, reseTrade Review"This book delivers exciting research focused exclusively on the vital first year of language study. Its four thematic sections – Approaches, Intercultural Competence, Technology, and Assessment and Evaluation – will be immensely useful to all language instructors, regardless of language taught." - Jason Merrill, Professor of Russian, Michigan State University; Director of the Middlebury College, Kathryn Wasserman Davis School of Russian, USA"This book presents critical research findings and practical recommendations focused on language instruction at the elementary level in colleges and universities. I recommend this well-organized volume to all those working to encourage these language learners in their efforts to become effective communicators in today’s globalized world." - Marilyn S. Severson, Professor Emerita, Seattle Pacific University, USA"With a thoughtful collection of empirical studies on a range of critical issues in the field of foreign language education, this volume fills in the gap of research devoted to novice level adult language learners in college and university programs. I highly recommend this reference book for professionals looking for research ideas and pedagogical recommendations in program design and curriculum innovation." - Yilin Sun, Professor, Seattle Colleges-South Seattle College; President of TESOL International Association (2014-2015), USATable of ContentsForeword by Benjamin RifkinAcknowledgments List of contributors1. Introduction: Enhancing beginner-level foreign language education for adult learnersEkaterina NemtchinovaPart I: Teaching Language Competence2. Postsecondary language learners’ ideal L2 self in a beginning Chinese, French, and Spanish classroomsYan Xie and Laura Ziebart 3. Experience with application of usage-based model of language to beginning L2 instructionSerafima Gettys 4. Enhancing grammar acquisition among beginner-level learners of Chinese using the flipped learning modelHongying Xu 5. Building beginning Spanish language learners’ linguistic and cultural competence through online task-based instruction Lina Lee Part II: Teaching Intercultural Competence6. Integrating culture in language curriculum from beginning to intermediate level in a blended learning environment: A design-based empirical studyShenglan Zhang 7. Intercultural competence in elementary-level language classes in higher educationIslam Karkour8. The culture portfolio: Assessing growth toward intercultural competence Julianne Bryant9. Employing concept maps in teaching foreign language culture Elmira GerfanovaPart III: Teaching with Technology10. Pathways to digital L2 literacies for text-based telecollaboration at the beginning levelMaria Bondarenko and Liudmila Klimanova11. Student satisfaction and engagement in a beginning Ukrainian blended-learning course: Debunking fears of blending and lessons learnedAlla Nedashkivska12. Data-driven learning in a low-level language classroomKatya Goussakova13. Поехали! Training Russian prefixed verbs of motion in virtual realityKristin Bidoshi and Ekaterina NemtchinovaPart IV: Assessment and Evaluation14. An exploration of beginner-level Korean learners’ perceptions and participation in collaborative writing tasks for learning-oriented assessmentYunjung Nam and Hakyoon Lee15. Feminist assessment in elementary world language coursesVeta Chitnev16. Assessment of the relationship between derivational morphological awareness and second language reading comprehensionAnna Shur
£34.99
Taylor & Francis Ltd Russian as a Heritage Language
Book SynopsisRussian as a Heritage Language: From Research to Classroom Applications brings together linguistically and pedagogically oriented research traditions in a comprehensive review of current Russian heritage language (HL) studies.Divided into three parts, the collection offers a variety of frameworks and approaches spanning research on HL speakers' linguistic and pragmatic competence, literacy development, and sociocultural characteristics of Russian in diaspora. Presenting a wide range of new empirical findings, the volume explores topics at the forefront of HL studies, from assessment of HL learners' linguistic competence and language attitudes to research on communities and institutional affordances impacting HL acquisition and maintenance. Each chapter connects current research with specific classroom applications, presenting Russian as a global language in various sociopolitical and majority-language contexts.Combining methodological rigor with theoretical insi
£43.69
Taylor & Francis Ltd Going Global in the World Language Classroom
Book SynopsisWith this practical resource, you'll learn how to promote global readiness and build international connections in the world language classroom. Master educator Erin E.H. Austin shares original strategies to facilitate productive language learning and demonstrates how to foster a rigorous, inclusive, and enriching environment. Designed to improve student motivation and engagement, the book is a shift from teaching about the world to teaching with the world. You'll come away with plenty of inspiring and effective ways to not only invite the world into the classroom but also bring the classroom to the world and, in so doing, support an inviting classroom environment.The book abounds with low-cost, ready-to-implement tools, activities, and lesson ideas. The approaches in this book include coordinating international and world language events at school, using online resources to connect students to new languages and cultures, and broadening student horizons through boTrade Review"Educators will find this text as a useful guide for promoting engagement with local and global language communities, centering equity and cross-cultural understanding, and preparing students to be globally competent change agents—all while supporting language proficiency goals. This innovative, accessible, and practical text is sure to challenge, encourage, and inspire educators as they imagine the possibilities of a global education within their teaching contexts."--L. J. Randolph Jr., Ed.D, University of Wisconsin-Madison"Erin Austin’s excellent work in explaining global education's real essence is commendable. This concept needs to be more understood in today's times, where classrooms are becoming increasingly diverse. [Her book] is a crucial read for individuals seeking to enhance their global competence."--Sheldon L. Eakins, Ph.D., Founder of the Leading Equity Center and Host of the Leading Equity Podcast"Get ready to ... ‘change the world.’ Going Global in the World Language Classroom will ignite a spark in you to challenge your current understanding of global education and what it means to bring global competence to the classroom. With humility and empathy, Erin E. H. Austin presents the need for global perspectives and provides tools to support global readiness. Discover educators' and students' inspiring first-hand experiences and explore ways to bring global perspectives to your school. Your classroom will never be the same." --Sara A. Sneed, President & CEO, The NEA FoundationTable of ContentsAcknowledgementsMeet the AuthorForewordPrefaceSection 1: The Case for a Global Connection PlanChapter 1: Understanding Global EducationChapter 2: Creating a Global Connection PlanSection 2: Leveraging Lower-Cost OptionsChapter 3: Hosting Chapter 4: World Language StorytimeChapter 5: World Language Day at _____Chapter 6: EmpaticoChapter 7: ePalsChapter 8: International Events in an International Baccalaureate SettingChapter 9: International Student PanelChapter 10: Video OptionsChapter 11: PodcastsChapter 12: Window SwapChapter 13: City WalksChapter 14: News in Slow _____Chapter 15: Sustainable Development Goal UnitsSection 3: Leveraging Higher-Cost OptionsChapter 16: Student Trips AbroadChapter 17: Concordia Language VillagesChapter 18: Global LiteratureChapter 19: Global Volunteers and Global Leaders Chapter 20: CIEE High School Summer Study AbroadChapter 21: Virtual RealityChapter 22: Forging Your Own Path Section 4: The Way ForwardChapter 23: Increasing Our Own Global CompetenceChapter 24: Converting the NaysayersChapter 25: Igniting the SparkResources
£26.99
Taylor & Francis The Seal of Biliteracy in Higher Education
Book SynopsisThis book brings together the work of those implementing, using, or researching the Seal of Biliteracy (SoBL) in higher education contexts. Book chapters detail how various institutions of higher education (IHEs) are leveraging their stateâs SoBL policy and/or the Global SoBL to promote biliteracy within and across communities. In all 50 United States, high school graduates can earn a state SoBL, which is noted on the high school transcript to certify the ability to read, write, speak, and listen in more than one language. An increasing number of IHEs recognize the SoBL, and evidence suggests that such policies can serve as a recruitment tool, boost enrollment in modern language departments, and facilitate placement into modern language coursework. This book provides examples of how IHEs can implement the state SoBL, the Global SoBL, or their own recognition to recognize studentsâ multilingualism, boost enrollment, enhance practice, and nurture biliteracy in their communities
£37.04
Taylor & Francis An Introduction to Discourse Analysis
£37.99
Taylor & Francis The Psychology of the Language Learner Revisited
Over the past decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individualsâ dynamic interactions with diverse contexts. This revisit of the bestselling The Psychology of the Language Learner reflects on these developments by challenging some of the assumptions upon which the original text was based, maintaining the familiar structure of the original, while situating the discussion within a very different theoretical framework.Written in a lively, accessible style, the book considers how the field has evolved and maintains a keen eye on the future, suggesting exciting new directions for the psychology of SLA. The Psychology of the Language Learner Revisited will appeal to students and researchers in a wide range of disciplines, including applied linguistics, second language acquisition, modern languages, and psychology.
£58.99
Taylor & Francis ContentBased Language Teaching The Routledge
Book SynopsisThis module explores the content-driven approach to language teaching, or the teaching of nonlinguistic content such as geography, history, or science using the target language. It lays out effective techniques that help facilitate studentsâ comprehension of curricular content and also discusses how teacher collaboration and studentsâ L1s affect this approach to language teaching. With an instructional sequence comprising noticing, awareness, and practice activities as well as examples of content-and-language integrated units, the Content-Based Language Teaching module is the ideal main textbook for instructors seeking a clear and practical treatment of the topic for their courses, which can also be taught in conjunction with other modules in the series. Table of ContentsContent-Based Language Teaching
£21.05
Taylor & Francis Ltd Reflexivity in Language and Intercultural
Book SynopsisWith the impact of accelerated globalization, digital technologies, mobility, and migration, the fields of Applied Linguistics, Language, and Intercultural Education have been shifting. One shift in need of further exploration is that of systematic and coherent reflexivity in researching language and culture. This unique and timely book thus examines the significance of reflexivity as an integral process, particularly when researching the multifaceted notions of multilingualism and interculturality in education. It also contributes to current critical approaches to representations of languages and cultures in identity politics. As such, the authors offer innovative ways of engaging with reflexivity in teaching, learning, and research through multimodal and complex ways. The chapters span a diverse range of educational settings in Asia, Australia, Europe, and North America.Trade Review"The collection of chapters is valuable particularly because it emphasises that reflexivity should be seen as a dynamic and evolving notion that is applicable to all those involved in research and pedagogy and that can be applied positively to equalise power relationships and lead to greater centrality and legitimacy of the research participant or learner." - John Kullman, School of Language Studies and Applied Linguistics, Canterbury Christ Church University, EnglandTable of ContentsIntroduction Julie S. Byrd Clark and Fred Dervin 1. The Process of Becoming Reflexive and Intercultural: Navigating Study Abroad and Reentry Experience Jane Jackson 2. "Or, just it’s my fault right?": Language Socialization through Reflexive Language Writing Feedback Jérémie Séror 3. Reflexivity and Self-Presentation in Multicultural Encounters: Making Sense of Self and Other Alex Frame 4. Researching Chinese Students’ Intercultural Communication Experiences in Higher Education: Researcher and Participant Reflexivity Prue Holmes 5. Critical Reflexive Ethnography and the Multilingual Space of a Canadian University: Challenges and Opportunities Sylvie A. Lamoureux 6. Reflexivity in Motion in Language and Literacy Learning David Malinowski and Mark Evan Nelson 7. Uses of Digital Text in Reflexive Anthropology: The Example of Educational Workshops for Out-of-school/Educationally Excluded Adolescents Eric Chauvier 8. Reflexivity and Critical Language Education at Occupy L.A. Christian W. Chun 9. Weaving a Method: Mobility, Multilocality, and the Senses as Foci of Research on Intercultural Language Learning Ulrike Najar 10. Everyday Practices, Everyday Pedagogies: A Dialogue on Critical Transformations in a Multilingual Hong Kong School Miguel Pérez-Milans and Carlos Soto Conclusion: Reflexivity in Research and Practice: Moving On? Fred Dervin and Julie S. Byrd Clark Commentary Claire Kramsch
£43.99
Taylor & Francis Ltd Learning to Plan Modern Languages Lessons
Book SynopsisLearning to Plan Modern Languages Lessons contains a wealth of guidance and ideas for those learning to teach in secondary schools. Drawing on extensive experience and research in the field, it offers detailed explanation of basic lesson planning methods and the principles that underpin them, illustrated by worked examples of well-planned lessons.The book shows how to progress from planning smaller activities to full lessons to sequences of lessons, and how to ensure progression for your students. Specific aspects of language learning such as grammar and culture are explored, together with ideas for how to make your planning skills more effective in long-term collaborative and reflective practice. Starting from a presentation, practice, production (PPP) model of language teaching, the book aims to: provide structured, practical starting points in lesson planning for beginning teachers of modern languages (ML); <Table of ContentsAcknowledgements List of Abbreviations Preface Introduction Part I: Getting Started Chapter 1: Basics done well Chapter 2: Planning for individual activities Part II: Well planned lessons Chapter 3: Planning whole lessons Chapter 4: Lesson planning process Part III: Planning for a balanced language learning experience Chapter 5: Different sorts of ML lessons Chapter 6: Longer-term planning Part IV: Getting better at planning Chapter 7: Developing your planning abilities during the ITE period Chapter 8: Next steps Final reflections Annotated List of Further Reading and Sources
£26.99
Taylor & Francis DataDriven Learning for the Next Generation
Book SynopsisDespite advancements in and availability of corpus software in language classrooms facilitating data-driven learning (DDL), the use of such methods with pre-tertiary learners remains rare. This book specifically explores the affordances of DDL for younger learners, testing its viability with teachers and students at the primary and secondary years of schooling. It features eminent and up-and-coming researchers from Europe, Asia, and Australasia who seek to address best practice in implementing DDL with younger learners, while providing a wealth of empirical findings and practical DDL activities ready for use in the pre-tertiary classroom.Divided into three parts, the volume's first section focuses on overcoming emerging challenges for DDL with younger learners, including where and how DDL can be integrated into pre-tertiary curricula, as well as potential barriers to this integration. It then considers new, cutting-edge innovations in corpora and corpus software for use with Trade Review'This book is an exciting, thoughtful and wide-ranging collection of papers from some of the leaders in the area of DDL. It is an understatement to say that it is long overdue! Amazingly, almost three decades have passed since DDL emerged as a pedagogical approach in language teaching and, in all of that time, this is the first edited volume to curate work on the use of DDL specifically in the context of young learners. While the volume is very forward-looking in the context of ever-improving technology and availability of corpus data and tools, contributors do not shy away from the challenges that have prevailed over the years to limit the mainstreaming of DDL as a pedagogical practice. Authors, exploring primary and secondary school learning contexts, showcase the potential of DDL for young learners but they consistently point to the need for more research, better teacher development and more equitable access to technology in primary and secondary schools. This book is a fanfare to what DDL has to offer in the context of language teaching in primary and secondary schools and, for sure, it will inspire teachers and researchers to open up to the opportunities of DDL for young learners.' - Dr Anne O'Keeffe, MIC, University of Limerick, Ireland'This is a very timely collection of papers that showcase recent research on pedagogical corpus use in primary and secondary school settings. The book will no doubt serve as an invaluable resource for anyone who is curious about whether and how DDL can work with younger learners, and for anyone who is ready to be inspired by some of the leading teacher-researchers in the field. Highly recommended!' - Ute Römer, Associate Professor of Applied Linguistics, Georgia State University, USA'This interesting and timely collection of studies is an essential reading for anyone conducting research on Data-Driven Learning (DDL) or considering using this approach with young learners. Together, the authors of the chapters present an in-depth review of the relevant literature on DDL, explain its strengths and weaknesses, and discuss the conceptual barriers and technical difficulties that might need to be overcome before the approach can be successfully adopted in the classroom. The book also describes some innovative uses of mainstream and custom DDL tools as well as offering many practical suggestions for designing useful DDL activities. In short, it is an extremely valuable resource.' - Laurence Anthony, Professor, Faculty of Science and Engineering, Waseda University, JapanTable of ContentsForewordAlex Boulton1. Data-driven learning and younger learners: Introduction to the volumePeter CrosthwaitePart 1: Overcoming emerging challenges for DDL with younger learners2. A case for constructive alignment in DDL: Rethinking outcomes, practices and assessment in (data-driven) language learning Fanny Meunier3. Data-driven Learning in the Secondary Classroom: A Critical Evaluation from the Perspective of Foreign Language Didactics Oliver Wicher 4. Barriers to trainee teachers' corpus useEva Schaeffer-Lacroix Part 2: Applying new DDL methods for younger learners5. The pedagogic advantage of teenage corpora for secondary school learners Pascual Pérez-Paredes6. The development of multi-modal corpus tool for EFL Young learners: A case study on the integration of DDL in teacher education Eri Hirata7. Query complexity and query refinement: Using web search from a corpus perspective with digital natives Maristella GattoPart 3: Infusing DDL into practice – New empirical findings from younger learners8. Effects of data-driven learning on enhancing the phraseological knowledge of secondary-school learners of L2 English Paweł Szudarski9. "It helps me get ideas on how to use my words": Primary school students’ initial reactions to corpus use in a private tutoring setting. Peter Crosthwaite and Annita Stell10. Teaching French to young learners through DDL Sonia Di Vito 11. Data-driven learning in a Greek Secondary education setting: The implementation of a blended approach Vasiliki Papaioannou, Marina Mattheoudakis, Eleni Agathopoulou12. The effect of data-driven learning activities on young EFL learners’ processing of English idioms Trisevgeni Liontou13. Afterword Peter Crosthwaite
£35.14
Taylor & Francis Ltd Team Teaching and Team Learning in the Language
Book SynopsisThis book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of team' to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation Trade Review"Team Teaching and Team Learning in the Language Classroom not only provides a comprehensive review of team teaching over its initial decades and valuable classroom strategies and techniques, it also highlights innovations in content learning, the integration of new technologies, curriculum design and teacher training all in the context of furthering education as a collaborative social endeavor.In the midst of top-down policy interventions in education, this volume confronts the trends toward standardization and personal competitiveness by embracing the social nature of education, collaboration and innovation, and provides a framework for quality learner outcomes in an array of language learning contexts throughout Asia and Europe." - Larry Walker, Kyoto Prefectural University"Overall this book succeeds in its purpose: The connection between practice and theory and how theoretical models can be applied to team teaching are explained. The importance of creating social awareness is evident in the overarching theme of collaboration. Throughout the chapters, it is made clear that communication and collaboration between educators can be a powerful tool for learning. Using some of the ideas outlined in this book, teachers can develop ideas for collaboration with their students and fellow teachers." - Steven G. B. MacWhinnie, JALT JournalTable of ContentsForeword: Dick Allwright Preface: Akira Tajino Part 1: Characterising ELT collaboration and innovation 1. Introduction: Situating collaboration, team teaching, team learning and innovation in ELT practice, Tim Stewart 2. Beyond team teaching: An introduction to team learning in language education, Akira Tajino and Craig Smith Part 2: Team teaching collaborations 3. A sociocultural analysis of effective team teaching in a Japanese language classroom, Tatsuhiro Yoshida 4. Collaboration between English language and content teachers: Breaking the boundaries, Chris Davison 5. Doing international development through team teaching, Bill Perry 6. Beyond the deficit model: Co-constructing team teaching to address learner goals and needs, Francesco Bolstad and Lori Zenuk-Nishide 7. Interdisciplinary collaboration to promote L2 science literacy in Hong Kong, Chaoqi Fan and Yuen Yi Lo Part 3: Collaborative innovations beyond team teaching 8. Communication, technology and collaboration for innovation, Julian Edge and Mariam Attia 9. The dynamics of team learning in the creation of a higher education learning community: A narrative inquiry, Tim Stewart 10. The leregogy of curriculum design: Teaching and learning as relational endeavours, David Rehorick and Sally Rehorick 11. A 5000-mile virtual collaboration of team teaching and team learning, David Dalsky and Mikel Garant 12. Peer mentoring for beginning teachers: Factors contributing to professional identity development, Hoa Thi Mai Nguyen
£44.64
Taylor & Francis Ltd Teacher Agency and Policy Response in English
Book SynopsisThe role of English in the global arena has prompted official language-in-education policy makers to adopt language education policies to enable its citizens to be proficient in English and to access knowledge. Local educational contexts in different countries have implemented English education in their own ways with different pedagogical goals, motivations, features and pedagogies. While much of the research cited in English language planning policy has focused on macro level language policy and planning, there is an increasing interest in micro planning, in particular teacher agency in policy response. Individual teacher agency is a multifaceted amalgam, not only of teachers' individual histories, professional training, personal values and instructional beliefs, but also of how these interact with local interpretations and appropriations of policy.Teacher Agency and Policy Response in English Language Teaching examines the agency of the teacher in negotiating educational reTrade ReviewTeacher agency in TESOL – should we be pessimistic or optimistic? This book provides much needed data and analysis across a diverse range of international sites. Now we can begin to answer the question based on more than just pessimism of the intellect and optimism of the will. -- Graham Crookes, University of Hawai’iMany new policies for the teaching of English give the distinct impression of being introduced, not so much because they are based on sound research and evidence of their success, but because of ‘common-sense’ assumptions about how languages are learned and how they should be taught. Into this equation, in recent decades, has entered a kind of universal anxiety on the part of educational policy makers that without English, their nations will be left behind politically, economically and socially. ... Readers of this volume will find in these pages an intriguing compilation of classroom scenarios, instructional contingencies, and policy responses, at the heart of which is the agency of the language teacher. In response to the currently limited scope of research on micro-level language education policy, the editors have found a niche that is richly filled by the accounts that follow. -- Anne Burns, ForewordTable of Contents1. Introduction 2. English language teaching in China: teacher agency in response to curricular innovations3. Acceptance and adaption: teacher agency during the introduction of English activities in Japanese elementary schools 4. Monolingual education in policy discourse and classroom practice: a look into Japanese junior high school EFL classrooms5. Teacher agency, the native/nonnative dichotomy, and “English Classes in English” in Japanese high Schools6. Teacher-designed high stakes English language testing: washback and impact7. ESOL teacher advocacy: a response to teacher education standards8. Teacher agency and policy response in the Australian adult ESL literacy classroom: a multi-site case study9. Incorporating academic skills into EFL curriculum: teacher agency in response to global mobility challenge10. Navigating Change: Kazakhstani English language teachers’ response to multi-scalar education reforms11. A call for English teachers in Morocco to practice agency through action research12. Sociocultural factors affecting teacher agency in English-medium instruction in Japan13. Introducing curricular change in ESL composition: an action research perspective14. A primary school English teacher’s response to language policy: teacher agency and autonomy in rural Vietnam
£44.64
Taylor & Francis Ltd Corpus Linguistics for English for Academic
Book SynopsisThis book shows how corpus analyses can enhance students', practitioners' and researchers' knowledge of academic language. The book provides a reader-friendly discussion of the key concepts, practices and research applications of corpus linguistics which are relevant to the EAP community.The volume: empowers readers to compile and analyze EAP-relevant corpora to support their practice; draws on open-access resources, allowing readers in all contexts to engage in corpus analyses; examines how corpus studies have advanced the description of spoken, written and computer-mediated academic discourses; contains numerous reflective and hands-on tasks.Corpus Linguistics for English for Academic Purposes is an essential book for EAP students, practitioners and researchers who wish to develop corpus analytical skills to support their learning, teaching and research practice. It is equally important to novice corpus linguists who wish to find ouTrade Review"This important and timely addition to the EAP literature provides a wealth of information and practical know-how on the potential of corpus analysis to support students, EAP practitioners and EAP researchers in developing understanding of academic English. Readers will come back to this book time and time again for evidence-based information on academic English and as a practical guide to using corpus analysis. The book should be essential reading on EAP teacher education programs." -Prof Helen Basturkmen, University of Auckland"In the last 20 years corpora have become central to EAP: transforming how we study and teach language for academic purposes by providing more detailed and robust descriptions of texts and encouraging students to take a more active and reflective part in their learning. In this up-to-date and highly accessible book, Viana and O’Boyle provide a well-structured and highly readable introduction to the use of corpus analysis in English for Academic Purposes, taking the reader from basic word searches to more complex analyses of tagged texts and lexical phrases. The book is packed with clear definitions, authentic examples, useful classroom ideas and step-by-step guides on how to conduct analyses of corpora which are freely available online. Regular comprehension questions and reflective tasks help scaffold this journey of research-informed reflective EAP practice. This, then, is an exceptionally valuable addition to the literature on EAP and will be extremely useful to those seeking to learn how they can use corpora to both research and teach academic English." -Prof Ken Hyland, University of East Anglia"Corpus Linguistics for English for Academic Purposes is a very welcome addition to volumes specifically targeting EAP practitioners and researchers. First and foremost, the book provides clear, practical step-by-step guidance on exploring academic discourse through freely accessible corpora and search tools. In this way, the book is also of use to anyone interested in approaches to investigating language use. But this book offers even more. Including examples from corpus studies of written, spoken and computer-mediated academic discourse, the book provides those in the field of EAP with a range of insights into academic communication – not least the importance of attending to disciplinary variation. Each chapter is very clearly set out, with regular tasks and practical activities to engage the reader and develop skills. The practical tools and techniques are also exemplified throughout showing just how invaluable how corpus linguistics can be for the EAP practitioner. If you are interested in learning more about how corpus linguistics can inform EAP practice, wish to develop practical skills for exploring corpora, or are leading courses exploring academic discourse, then this is book for you." –Dr Carole MacDiarmid, University of Glasgow"The book has several strengths. First is the high replicability of the clear and detailed methodological explanations, allowing readers from various backgrounds to replicate the procedures in their explorations. Readers are pointed toward corpus tools not only allowing for working with freely general and specialized available corpora (Chapter 3), but also for self-built corpora (Chapter 5); not only for online corpora examination but also for offline corpora investigation (Chapter 6). Second is its comprehensiveness because of its broad coverage of topics, disciplines, genres (e.g., occluded genres in Chapter 4) and registers (e.g., CMAD in Chapter 9). The third one is its accessibility. It provides the types of corpora available, with home page hyperlinks and key compositions, saving readers considerable time compiling corpora." –Review by Hongyan Zhao and Jingyuan Zhang (both from the University of Science and Technology Beijing) in the Journal of English for Academic PurposesTable of Contents Chapter 1: Introduction 1.1) What is EAP? 1.2) Why have we written this book? 1.3) How is this book structured? Chapter 2: EAP in its contexts 2.1) How do English and changing academic landscapes shape each other? 2.2) What is academic discourse? 2.3) How do academic disciplines relate to English language use? Chapter 3: CL for the EAP community 3.1) What is a corpus? 3.2) What is the difference between general and specialized corpora? 3.3) How else can corpora be categorized? 3.4) What specialized academic English corpora are freely available? 3.5) What are the principles of corpus analysis? Chapter 4: EAP and CL (non-)interfaces 4.1) What can a corpus perspective bring to EAP? 4.2) What EAP questions cannot be answered by corpus analyses? 4.3) What EAP questions can be answered by corpus analyses? Chapter 5: Specialized corpus compilation for EAP 5.1) Why would you compile a corpus? 5.2) How specialized can your corpus be? 5.3) What criteria can inform your corpus compilation plan? 5.4) What should you consider in relation to sampling, balance and size? 5.5) What ethical matters are involved in corpus compilation? 5.6) What relevant decisions should you make before collecting data? 5.7) What practical aspects can impact your data collection plan? 5.8) What tasks do you need to undertake when building your corpus? 5.8.1) What is particular about corpora of spoken academic discourse? 5.8.2) What is particular about corpora of written academic discourse? 5.8.3) What is particular about corpora of CMAD? 5.9) What else should you consider before project completion? Chapter 6: Corpus analysis for EAP 6.1) What do you need to do before the analysis? 6.2) What information do wordlists provide? 6.3) What information do lists of word sequences provide? 6.4) What information do concordance lines provide? 6.5) What information do keywords provide? 6.6) What information do collocations provide? Chapter 7: Corpus research on spoken academic discourse 7.1) What is spoken academic discourse (or how is it different from written academic discourse)? 7.2) Whose turn is it anyway? 7.3) I’m listening – can’t you tell? 7.4) Can I ask? 7.5) Does formulaic language contribute to spoken academic fluency? ‘Oh, I don’t know’ 7.6) Can you present your thesis in three minutes? Chapter 8: Corpus research on written academic discourse 8.1) What do outward and inward examinations of written academic discourse reveal? 8.2) To cite or not to cite? The actual question is how… 8.3) Is it the case or does it seem so? 8.4) What lexical maps can CL offer EAP? 8.5) In which discipline would these bundles be found? Chapter 9: Corpus research on computer-mediated academic discourse 9.1) CMD vs. CMAD: what difference does ‘A’ letter make? 9.2) Blogging for academic purposes –What is the point? 9.3) How do I e-m@il u? 9.4) How do I participate in discussions forums? □□ ☹ Chapter 10: Conclusion
£36.99
Taylor & Francis Ltd Reflective Practice in English Language Teaching
Book SynopsisOffering a unique, data-led, evidence-based approach to reflective practice in English language teaching, this book brings together theory, research and practice in an accessible way to demonstrate what reflective practice looks like and how it is undertaken in a range of contexts. Readers learn how to do and to research reflective practice in their own settings. Through the use of data, dialogue and appropriate tools, the authors show how reflective practice can be used as an ongoing teaching tool that supports professional self-development.Table of ContentsAcknowledgementsIntroductionChapter 1. Reflective Practice reviewed Chapter 2. Reflective Practice revisited Chapter 3. Pre-service teacher training Chapter 4. In-service teacher education Chapter 5. Reflection ‘in the wild’ Chapter 6. Reflection in Writing Chapter 7. Reflection in Speaking Chapter 8. Dialogic Reflection Chapter 9. Practitioner research Chapter 10. Researching Reflective Practice Appendices References Index
£39.99
Taylor & Francis Ltd Social Linguistics and Literacies
Book SynopsisIn its first edition, Social Linguistics and Literacies was a major contribution to the emerging interdisciplinary field of sociocultural approaches to language and literacy, and was one of the founding texts of the New Literacy Studies'.This book serves as a classic introduction to the study of language, learning and literacy in their social, cultural and political contexts. It shows how contemporary sociocultural approaches to language and literacy emerged and: Engages with topics such as orality and literacy, the history of literacy, the nature of discourse analysis and social theories of mind and meaning Explores how language functions in a society Surveys the notion of discourse' with specific reference to cross-cultural issues in communities and schools. This fifth edition offers an overview of the sociocultural approaches to language and literacy that coalesced into the New Literacy Studies.Table of ContentsINTRODUCTIONCHAPTER 1: IDEOLOGYCHAPTER 2: MEANINGCHAPTER 3: LITERACY CRISESCHAPTER 4: LITERACY AS SOCIALCHAPTER 5: ORALITY AND LITERACY: THE GREAT DEVIDECHAPTER 6: THE LITERACY MYTH AND THE HISTORY OF LITERACYCHAPTER 7: THE CAPACITIES OF LITERACY AND PAULO FREIRECHAPTER 8: THE NEW LITERACY STUDIES CHAPTER 9: SOCIAL LANGUAGES, SITUATED MEANINGS, AND CULTURAL MODELS CHAPTER 10: CULTURAL MODELS/FIGURED WORLDS IN ACTIONCHAPTER 11: DISCOURSE ANALYSISCHAPTER 12: DISCOURSE ANALYSIS STORIES GO TO SCHOOLCHAPTER 13: DISCOURSES AND LITERACIES CHAPTER 14: MORE ON (BIG "D") DISCOURSESCHAPTER 15: LANGUAGE, INDIVIDUALS, AND DISCOURSESCHAPTER 16: DISCOURSES, INDIVIDUALS, AND PERFORMANCESCHAPTER 17: SCIENCE AND THE LIFEWORLDCONCLUSIONREFERENCES
£49.39
Taylor & Francis The Routledge Handbook of Language and
Book SynopsisThe Routledge Handbook of Language and Superdiversity provides an accessible and authoritative overview of this growing area, the linguistic analysis of interaction in superdiverse cities. Developed as a descriptive term to account for the increasingly stratified processes and effects of migration in Western Europe, âsuperdiversityâ has the potential to contribute to an enhanced understanding of mobility, complexity, and change, with theoretical, practical, global, and methodological reach.With seven sections edited by leading names, the handbook includes 35 state-of-the art chapters from international authorities. The handbook adopts a truly interdisciplinary approach, covering: Cultural heritage Sport Law Education Business and entrepreneurship. The result is a truly comprehensive account of how people live, work and communicate in superdiverse spaces.This volumeTrade ReviewSuresh Canagarajah, Penn State, USAI am of the view that this book will be an important publication in the fields of applied linguistics and sociolinguistics to further our understanding of language diversity in our globalizing world.. The editors succeed in showing the need for the handbook and the way it carves its own niche in the market.He had a few very constructive suggestions, including adding a section on education, which I am discussing with the editors.John Gray, Univ of East London, UKA handbook at this stage would be an invaluable resource, given this proliferation and indeed recent critique of the concept... Such a volume would also sit well in the Applied Linguistics series, given the centrality of language in work on superdiversity.. There are many strengths – the involvement of a team of already recognised scholars of international standing; the interdisciplinary focus and the centrality of language are all noteworthy.Main suggestion was to add a section on education, as SC above. This does reflect the background of both readers but it is clearly important.Table of ContentsDedicationAcknowledgementsList of illustrationsList of contributorsIntroduction - Adrian Blackledge and Angela CreesePART I – edited by Jenny Phillimore and Li WeiLanguage and superdiversity Repertoires, registers, and linguistic diversity Alastair Pennycook Linguistic (super)diversity, post-multilingualism and translanguaging moments Li Wei Superdiversity perspective and the sociolinguistics of social media Sirpa Leppänen, Saija Peuronen and Elina Westinen Superdiversity as a lens to understand complexities Dirk Geldof "All the people speak bad English". Communicating across differences in a super-diverse context Susanne Wessendorf PART II – edited by Lisa Goodson and Caroline Tagg Researching communication in superdiverse contexts Superdiversity and linguistic ethnography: researching people and language in motion Martha Karrebaek and Constadina Charalambous Blurred vision? "Superdiversity" as a lens in research on communication in border contexts Robert Gibb and Julien Danero Iglesias Using researcher vignettes to explore co-production in a large diverse team: implications for research in superdiverse contexts Lisa Goodson and Caroline Tagg Moving methods online: Researching digital language practices Jannis Androutsopoulos and Andreas Staehr Reflecting on the ethics of researching communication in superdiverse contexts Fiona Copland PART III – edited by Adrian Blackledge and Mike Robinson Language, superdiversity and heritage The multivocality of heritage: Moments, encounters and mobilities Ana Deumert Dialect as heritage Joan Beal Discourses of ‘Chineseness’ and superdiversity Jing Huang Talking of heritage: The past in conversation Mike Robinson Superdiverse heritage and the question of authenticity: Reframing ‘brokenness’, comprehending change Sabina Vakser PART IV – edited by Zhu Hua and Janice Thompson Language, superdiversity and sport Language policy and planning and the Olympic Games Rachelle Vessey Linguistic practices, social identities and sports Lian Malai Madsen Football language in the age of superdiversity Gunnar Bergh and Sölve Ohlander Race, ethnicity and ‘Africa’ in football discourse – perspectives in the age of superdiversity Samu Kytölä Language and sport, physical activity and health among Black and Asian ethnic minority groups Symeon Dagkas and Whitney B. Curry PART V – edited by Mike Baynham and Kiran Trehan Language, superdiversity and business Language, Superdiversity, and Self-Employment Adrian Blackledge and Kiran Trehan Mobile messaging by migrant micro-entrepreneurs in contexts of superdiversity Caroline Tagg and Agnieszka Lyons Managing superdiversity in multinational companies Jiří Nekvapil and Tamah Sherman You are now one of us - negotiating ‘fitting in’ in the workplace Marta Kirilova and Jo Angouri Multilingualism in migrant-tailored businesses: The case of telecommunications multinationals and "ethnic" call shops Maria Sabaté Dalmau PART VI – edited by Bharat Malkani and Frances Rock Language, superdiversity and law Sociolinguistic superdiversity and asylum Marco Jacquemet Legal interpreting in domestic and international courts: Responsiveness in action Ludmila Stern Joanna Drugan and Krzysztof Kredens Superdiversity and the relationship between law, language and translation in a supranational legal order Karen McAuliffe and Aleksandar Trklja The development of deaf legal discourse Christopher Stone and Gene Mirus PART VII – edited by Melanie Cooke and James Simpson Language, superdiversity and education Multilingual education policy, superdiversity and educational equity Kendall A. King and Martha Bigelow Translanguaging as pedagogy - a critical review Jean Conteh Adult migrant language education in a diversifying world Sari Pöyhönen, Mirja Tarnanen and James Simpson The multilingual University Mbulungeni Madiba Linguistic diversity in online and mobile learning Agnes Kukulska-Hulme and Mark PegrumIndex
£204.25
Taylor & Francis Ltd The Routledge International Handbook of Language
Book SynopsisThis must-have handbook offers a comprehensive survey of the field. It reviews the language education policies of Asia, encompassing 30 countries sub-divided by regions, namely East, Southeast, South and Central Asia, and considers the extent to which these are being implemented and with what effect. The most recent iteration of language education policies of each of the countries is described and the impact and potential consequence of any change is critically considered. Each country chapter provides a historical overview of the languages in use and language education policies, examines the ideologies underpinning the language choices, and includes an account of the debates and controversies surrounding language and language education policies, before concluding with some predictions for the future.Trade Review'It can be a difficult task to keep up with the rapid changes in language education policy as Asian nations try their best to balance preservation of their own languages and adding proficiency in other languages as demanded by the globalized market. This new handbook, edited by two scholars with long experience in the field and with chapters written by local experts, is exactly the resource you need to navigate this everchanging area. It is a significant addition to the literature on the topic.' - Bernard Spolsky, Professor Emeritus, Bar-Ilan University, Israel'Choices in language education policy in Asia are remarkably complex. The region contains the most linguistically diverse societies on earth, enriched by ancient and validated literary traditions and dozens of scripts and orthographic traditions. This Handbook will be an invaluable intellectual and practical resource for researchers, teachers, policy makers and community members. It is an impressive effort with a comprehensive coverage of countries and geographic regions, language education policy types and their effects.' - Joseph Lo Bianco, Professor of Language and Literacy Education, University of Melbourne, AustraliaTable of ContentsNotes on contributorsPart 1: Overview1. Language education policy in Asia: An overviewAndy Kirkpatrick and Anthony J. Liddicoat2. Minority Language Learning in Mainland Southeast AsiaDavid Bradley3. L1-based multilingual education in the Asia and Pacific region and beyond: Where are we, and where do we need to go? Carol BensonPart 2: Asia4. Language Policies in Education in the People’s Republic of ChinaAnwei Feng and Bob Adamson5. Language education policy in Hong KongAnita Y.K. Poon6. Educational Language Policy in Macau: Finding balance between Chinese, English and PortugueseAndrew Moody7. Language education policy in Japan Nobuyuki Honna and Junko Saruhashi8. Language Education Policies in South KoreaJihyeon Jeon 9. Language education policy in North KoreaJae Jung Song10. Mongolia: Language Education PolicyPhillip Marzluf and Myagmar Saruul-Erdene11. Language education policy in TaiwanLi-ying Wu and Ken LauPart 3: South-East Asia12. Language-in-Education Policy Development in the PhilippinesCatherine Young and Tony Igcalinos13. Language education policy in VietnamXuan Nhat Chi Mai Nguyen and Van Huy Nguyen14. Lao Language Policy Cliff Meyers15. Language education policy in CambodiaKimmo Kosonen16. Language education policy in ThailandJohn Draper17. Language Policy in MyanmarPatrick McCormick18. Malaysia’s Complex Language Policy Journey via Bahasa Melayu and EnglishSaran Kaur Gil and Azianura Hani Shaari19. Language Education Policy: Singapore Ritu Jain and Lionel Wee20. Language education policy in Indonesia –a struggle for unity in diversity Michelle Kohler21. Postcolonial language-in-education policy in globalised times: The case of Timor-LesteKerry Taylor-Leech22. Language Policy and Practice in Brunei DarussalamNoor Azam Haji-Othman, James McLellan and Gary JonesPart 4: South Asia23. Language policy in education in IndiaAjit K. Mohanty24. Language Education Policy and Inequalities of Multilingualism in Nepal: Ideologies, Histories and Updates Prem Phyak and Laxmi Prasad Ojha25. Language Policy in BhutanLhundup Dukpa26. Mother Tongue Education Policy in PakistanTariq Rahman27. Language in education policy in Bangladesh: A neoliberal turn? M. Obaidul Hamid and Arifa Rahman28. Language Education Policy in Sri LankaIndika Liyanage29. From a monolingual to a multilingual nation: Analysing the language education policy in the MaldivesNaashia MohamedPart 5: Central Asia30. Language education policy in AfghanistanBrian Spooner and Senzil Nawid31. Language Planning and Language Policy in KazakhstanTimothy Reagan32. Language-in-education policy in the Central Asian republics of Kyrgyzstan, Tajikistan, Turkmenistan, and UzbekistanAnthony J. Liddicoat.Index
£199.50
Cambridge University Press Acquisition of Two Languages A Case Study Cambridge Studies in Linguistics
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Cambridge University Press The Cambridge Handbook of Language Policy
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