Language teaching and learning Books

Book SynopsisAppropriate for beginning and advanced students of Biblical Hebrew, this easy-to-use reference provides a concise summary of basic grammar concepts in an accessible format. Condensed into a six-page trifold format, the Biblical Hebrew Grammar Card neatly presents topics such as prefixes, nouns, adjectives, and suffixes, as well as numbers, weights, and measures. The verb charts are straightforward and comprehensive, with hundreds of examples organized according to stem, tense, and root.

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Book SynopsisA comprehensive guide to Russian-language instruction combining the latest research, pedagogy, and practice. The Art of Teaching Russian offers practitioners current research, pedagogical thinking, and specific methodologies for teaching the Russian language and culture in the twenty-first century. With contributions from the leading professionals in the field, this collection covers the most important aspects of teaching the Russian language. The book begins with an overview of the past and current trends in foreign language education and in Russian instruction in the United States. Other topics include the effects of ACTFL's World-Readiness Standards on the field; different pedagogical approaches to teaching at various levels of proficiency; curriculum and materials development; and teaching Russian culture to develop students' intercultural competence. The collection concludes with a discussion on how to use technology in the Russian-language classroom to enhance students' learning. The Art of Teaching Russian includes practical approaches for successful teaching, supported by original research. Teachers and graduate students will rely upon this collection to enhance their instruction.Trade ReviewThe Art of Teaching Russian: Research, Pedagogy, and Practice will clearly be filling the existing gap and hopefully creating a bridge to more data and research in the field as well as a development of more innovative teaching materials, including textbooks for different levels of proficiency and online programs with new technologically mediated teaching methods. The book should also facilitate the conversation about teaching and learning Russian among Russian instructors and promote further research in the field. * Rocky Mountain Review *Table of ContentsList of IllustrationsAcknowledgmentsIntroduction Part I. The State of the Profession 1. Language Education in the United States: Yesterday, Today, and TomorrowAline Germain-Rutherford 2. Looking Back, Moving Forward: Teaching and Learning Russian in the United States in the Post-Soviet EraCynthia L. Martin 3. Russian Programs in the 21st-Century University: Preparing for the FutureAngelika Kraemer, Jason Merrill, and David Prestel 4. Russian Language Readiness in Graduate Teaching Assistants: Implications for Teaching and LearningCori Anderson, Julia Mikhailova, and Anna Tumarkin Part II. The Teaching of Russian and the World-Readiness Standards for Learning Languages 5. Making the Standards the Standard: World-Readiness Standards and the Teaching of Russian Language and CultureThomas J. Garza 6. The Goals of Collegiate Learners of Russian and the US Standards for Learning LanguagesDianna Murphy, Narek Sahakyan, and Sally Sieloff Magnan Part III. Approaches to Teaching Russian 7. The Shifting Paradigm in Russian Language Pedagogy: From Communicative Language Teaching to Transformative Language Learning and TeachingBetty Lou Leaver and Christine Campbell 8. Reconceptualizing Grammar Instruction: Making It Meaningful and CommunicativeWilliam J. Comer 9. Content, Language, and Task in Advanced RussianLynne deBenedette 10. Oral History in the Russian Language Curriculum: A Transformative Learning ExperienceBenjamin Jens, Colleen Lucey, and Benjamin Rifkin 11. Language and Cultural Learning through Song: Three Complementary ContextsKaren Evans-Romaine, Stuart Goldberg, Susan Kresin, and Vicki Galloway Part IV. Curriculum and Materials Development 12. Developing a Textbook: A Framework and ReflectionsOlga E. Kagan and Anna S. Kudyma 13. Addressing the Representation of Diversity in Russian Language Textbooks Rachel Stauffer 14. Corpus Linguistics and Russian Language PedagogyOlesya Kisselev and Edie Furniss Part V. Teaching Culture 15. Developing Intercultural Competence in a Russian Language ClassEkaterina Nemtchinova 16. The Literary Canon and Precedent Texts in Teaching Russian Language and Culture at the Intermediate LevelTatiana Smorodinska 17. Extracurricular Activities in Russian Language and Culture Programs: Challenges and Perspectives Alla Epsteyn and Maia Solovieva Part VI. Teaching and Learning Russian with Technology 18. Mixing it Up with Blended LearningShannon Spasova and Kristen Welsh 19. Research-Based Internet Writing Projects in the Russian CurriculumCori Anderson and Irina Walsh EditorsList of ContributorsIndex

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Book SynopsisGOURMAND AWARD WINNER 2023, BEST ILLUSTRATEDA delightfully illustrated selection of 100 commonly used Egyptian food expressions Can you guess what Egyptians mean when they say that something is “a peeled banana” or that someone is “sleeping in honey” or has "turned the sea to tahini"? You may find the answers quite unexpected when you open the pages of this delightful giftbook featuring some one hundred popular food-inflected phrases and sayings used by native speakers of Egyptian Arabic.Idiomatic expressions lend color, dynamism, and humor to everyday speech, and convey complex ideas and beliefs with an economy of words that also tell us something about the culture from which they spring. Each expression in Fish, Milk, Tamarind is given in Arabic script and English transliteration followed by its literal and intended meanings, while humorous color illustrations throughout help readers visualize and remember the expressions. Learners and native speakers of Arabic, as well as Egypt enthusiasts and language lovers will find much in this book to teach, entertain, and enthrall them.Trade Review"Thoroughly 'user friendly' in organization and presentation, Fish, Milk, Tamarind: A Book of Egyptian Arabic Food Expressions is a unique and unreservedly recommended addition to personal, professional, community, college, and university library Arabic Language collections."—Midwest Book Review

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Book SynopsisTe Huarahi Maori Initial Teacher Education programme began in 1997, and sincethen it has proved to be radical and innovative. The programme enables itsgraduates to teach in Maori-medium and te reo Maori programmes at primary andintermediate level. It broke new ground and impacted the entire education sector.

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Book SynopsisThis book provides an overview of current theory, research and practice in the field of language anxiety and brings together a range of perspectives on this psychological construct in a single volume. Chapters in the volume are divided into three sections. Part 1 revisits language anxiety theory, showing that it can be viewed as a complex and dynamic construct and that it is linked to other psychological variables, such as the self and personality. In Part 2, a series of contextualised studies on language anxiety are presented, with a key feature of these studies being the diverse research designs which are applied in different instructional settings across the globe. Part 3 bridges theory and practice by presenting coping strategies and practice activities with a view to informing classroom practice and pedagogical interventions.Trade ReviewMuch of the current research in SLA and the neurosciences points to the strong influence of affective factors, such as anxiety, on the process of language learning. With chapters from important experts in the field, this book makes a valuable contribution to understanding the research and theoretical proposals regarding anxiety and also makes useful suggestions for reducing its influence in the classroom. * Jane Arnold, University of Seville, Spain *In this excellent and much-needed collection, the authors bring inspiring theoretical and empirical insights to one of the most perplexing affective factors in language learning and teaching: language anxiety. It offers insightful and refreshing perspectives for research within diverse methodologies for contexts and participants across the globe! * Ana Maria F. Barcelos, Federal University of Viçosa, Brazil *As someone who both lives and works in a Turkish speaking environment, and still suffers from LA even after 30 years, I felt like a patient listening to his doctor. I found this title most enlightening, especially in relation to identifying and treating its symptoms. I would certainly recommend adding this title to reading lists for courses at all higher levels of teacher development. I feel participants would be made much more aware of both causes and effects of LA. They would also of course be more knowledgeable in how to deal with such matters in a professional manner. -- Wayne Trotman, İzmir Kâtip Çelebi University, Turkey * EL Gazette, October 2017 *This collection is recommended to anyone interested in learning about the latest progress of LA. Importantly, it can also be used as a reference for researchers to learn how to do LA research in the new dynamic era. -- Honggang Liu, Northeast Normal University, China * ELT Journal 2018 *Table of Contents1. Mark Daubney, Jean-Marc Dewaele and Christina Gkonou: Introduction Part 1: Theoretical Insights 2. Peter D. Macintyre: An Overview of Language Anxiety Research and Trends in Its Development 3. Elaine Horwitz: On the Misreading Of Horwitz, Horwitz, and Cope (1986) and the Need to Balance Anxiety Research and the Experiences of Anxious Language Learners Part 2: Empirical Investigations 4. Erdi Şimşek and Zoltán Dörnyei: Anxiety and L2 Self-Images: The ‘Anxious Self’ 5. Jean-Marc Dewaele: Are Perfectionists More Anxious Foreign Language Learners and Users? 6. Jim King and Lesley Smith: Social Anxiety and Silence in Japan’s Tertiary Foreign Language Classrooms 7. Tammy Gregersen, Peter D. Macintyre and Tucker Olson: Do You See What I Feel? An Idiodynamic Assessment of Expert and Peer’s Reading of Nonverbal Language Anxiety Cues 8. Christina Gkonou: Towards an Ecological Understanding of Language Anxiety 9. Zsuzsa Tóth: Exploring the Relationship between Anxiety and Advanced Hungarian EFL Learners’ Communication Experiences in the Target Language: A Study of High- Vs. Low-Anxious Learners Part 3: Implications for Practice 10. Rebecca L. Oxford: Anxious Language Learners Can Change Their Minds: Ideas and Strategies from Traditional Psychology and Positive Psychology 11. Fernando D. Rubio-Alcalá: The Links between Self-Esteem and Language Anxiety and Implications for the Classroom 12. Christina Gkonou, Jean-Marc Dewaele and Mark Daubney: Conclusion

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Book SynopsisTo date, the majority of work in language learning psychology has focused on the learner. In contrast, relatively little attention has been paid to teacher psychology. This volume seeks to redress the imbalance by bringing together various strands of research into the psychology of language teachers. It consists of 19 contributions on well-established areas of teacher psychology, as well as areas that have only recently begun to be explored. This original collection, which covers a multitude of theoretical and methodological perspectives, makes a significant contribution to the emerging field of language teacher psychology as a domain of inquiry within language education.Trade ReviewThis book convincingly establishes a new field of enquiry, showing that language teacher psychology – though frequently neglected – really matters! Sarah Mercer and Achilleas Kostoulas have assembled a rich array of expert contributions, uniting hitherto disparate areas in a coherent, ground-breaking collection. The book will inspire new research and action for teacher well-being and learner achievement. * Richard Smith, University of Warwick, UK *In contrast to the study of learners, the study of teachers in the field of second language acquisition has been noticeably rare. In this masterful collection of recent research, Mercer and Kostoulas draw together a compelling rationale for attention to teachers as central players in language learning. The chapters in the book are compulsory reading for anyone wishing to gain deeper insights into language teacher psychology. * Anne Burns, University of New South Wales, Australia *The chapters in this book have succeeded in laying out a rich, colourful and textured landscape of research into language teachers. With its diverse conceptual frameworks and innovative methodologies, the book is bound to become a primary reference for anyone wishing to orient themselves in this terrain and/or contribute to it. * Maggie Kubanyiova, University of Leeds, UK *Language Teacher Psychology demonstrates successfully that a teacher-centered approach within the field of psychology of language learning deserves further attention at both a theoretical and empirical level, recognizing the value of studying psychological constructs as isolated entities, while ultimately providing more holistic, emergent, and situated approaches, which add practical insight to the subject. -- Brian Cullen, Nagoya Institute of Technology, Japan * JALT Journal, 41.1, May 2019 *Heralding language teacher psychology as a movement gaining ascendancy in SLA, the book realistically acknowledges the difficulties of taking on such research while also underscoring its timeliness and exigency. One notably strong aspect of this book is the range of contributors with varied backgrounds and voices who reflect a broad scope of possibilities and make a strong and concerted argument for further investigation. -- Sharona Moskowitz, Birkbeck College, University of London, UK * International Journal of Applied Linguistics, 2018 *The volume successfully promotes LTP as an important research area in that it introduces theories closely related to LTP research, suggests possible topics for future LTP studies, and exemplifies research methods in the area. -- Honggang Liu, Northeast Normal University, China * Applied Linguistics 2019 *Table of ContentsAbout The Editors About The Authors List of Tables List of Figures List of Abbreviations Zoltán Dörnyei: Foreword Chapter 1. Sarah Mercer and Achilleas Kostoulas: Introduction to Language Teacher Psychology Chapter 2. Phil Hiver, Tae-Young Kim and Youngmi Kim: Language Teacher Motivation Chapter 3. Paula Kalaja and Katja Mäntylä: ‘An English Class of My Dreams’: Envisioning Teaching a Foreign Language Chapter 4. Taguhi Sahakyan, Martin Lamb and Gary Chambers: Language Teacher Motivation: From the Ideal to the Feasible Self Chapter 5. Manka M. Varghese: Drawing On Cultural Models and Figured Worlds to Study Language Teacher Education and Teacher Identity Chapter 6. Wendy Li and Peter I. De Costa: Exploring Novice EFL Teachers’ Identity Development: A Case Study of Two EFL Teachers in China Chapter 7. Anne Feryok: Language Teacher Cognition: An Emergent Phenomenon in an Emergent Field Chapter 8. Mark Wyatt: Language Teacher Self-Efficacy Beliefs: An Introduction Chapter 9. Jim King and Kwan-Yee Sarah Ng: Teacher Emotions and the Emotional Labour of Second Language Teaching Chapter 10. Christina Gkonou and Sarah Mercer: The Relational Beliefs and Practices of Highly Socio-Emotionally Competent Language Teachers Chapter 11. Jean-Marc Dewaele and Sarah Mercer: Variation in ESL/EFL Teachers’ Attitudes towards Their Students Chapter 12. Cynthia J. White: Language Teacher Agency Chapter 13. Joseph Falout and Tim Murphey: Teachers Crafting Job Crafting Chapter 14. Phil Hiver: Teachstrong: The Power of Teacher Resilience for L2 Practitioners Chapter 15. Achilleas Kostoulas and Anita Lämmerer: Making the Transition into Teacher Education: Resilience as a Process of Growth Chapter 16. Tammy Gregersen and Peter D. MacIntyre: Signature Strengths as a Gateway to Mentoring: Facilitating Emergent Teachers’ Transition into Language Teaching Chapter 17. Rebecca L. Oxford, Andrew D. Cohen and Virginia G. Simmons: Psychological Insights from Third-Age Teacher Educators Chapter 18. Mehvish Saleem: Exploring Language Teacher Psychology: A Case Study from a Holistic Perspective Chapter 19. Achilleas Kostoulas and Sarah Mercer: Conclusions: Lessons Learnt, Promising Perspectives.

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Book SynopsisSpeech and language impairment can have a huge impact on cognitive development. Identifying what is going wrong - and what effective intervention looks like - can be daunting. Short of retraining you as a speech and language therapist, this thorough guide will give you everything you need to change that.An essential resource, the book contains a wide variety of online resources, including phonological and sound awareness documents, assessment tools, and recording forms that can be downloaded straight to your device, providing excellent materials and activities to use in the classroom.Written by speech and language therapists and designed exclusively for Early Years practitioners, this book provides a complete overview of how children acquire language and what language impairments look like at this age. You will find both strategic and practical advice on how to manage and encourage the development of speech and language skills. Creating the optimum communication environment for every child in your setting is an important part of what the book offers. Equally, practitioners are supported to be able to recognise the features of specific language difficulties such as Developmental Language Disorder (DLD) and feel confident to intervene when children are struggling.Trade ReviewThis book is written by experienced SLTs to help Early Years Practitioners (EYPs) understand early communication and development and how they can help. It includes an overview of how children learn language, developmental norms, support recognising specific difficulties, case studies and downloadable checklists. It's easy to read with chapter summaries, signposting and additional materials which supplement and support the learning. Practitioners can dip into the parts that are most relevant to them. It's also framed to get us thinking about why communication is important to EYPs as well as thoroughly evidence based. I will definitely be dipping into this and recommending it to EYPs too. (Five stars) -- Royal College of Speech and Language TherapistsThe book is brimming with practical ideas and tips steeped in theory and expertise. It is a book to dip into time and time again to enhance universal, targeted and specialist practice in early years provision. A professional book for practitioners and students of child development, inclusion workers and those working to develop integrated services for children. -- Rebecca Fisk Early Years SEND Service Manager and Early Intervention Foundation AssociateDuring my 25-year career in early years I have never come across a more useful tool for early years practitioners. This book and the resources in it are a breath of fresh air for a novice who is developing an understanding of how speech and language develops in young children and beyond. The book also supports knowledgeable practitioners and leaders to embed good practice in their settings. The learning points and toolbox is a valuable addition. I wish this book had been available years ago. -- Kerry Whitehouse, BA in Childhood and Family StudiesThis book has been greatly valuable to my development as a student speech and language therapist and has provided me with a level of support no other resource has given. The additional online resources along with the 'learning points' throughout the book help to make it feel as though there is someone supporting me right the way through my paediatric year of study. I find myself reaching for this book often, especially when I feel that I need some added support, whether that be; planning intervention or assessment in a clinical setting on placement, to solidify the theory that I have learnt in lectures and how it is applied to practice or to further develop my understanding in particular areas of difficulty. The tone of writing and language used throughout has allowed the book to feel accessible to me as a student, even in areas where I only have a very base level of knowledge, or have not yet learnt about through university... I feel that this book has significantly increased not only my knowledge and practical skills but in turn my confidence in my ability as a speech and language therapist, especially in situations where without the support and knowledge provided by this book I may feel lost or panic in a clinical setting. This is a book I have and would recommend to anyone working in areas of child development, but particularly those studying, early in their career or looking to further develop their skill set. -- Abigail Hemming, MSci speech and language therapy studentThis book is my new bible! As an early years practitioner I have found the amount of young children coming into nursery with speech, language and communication delay in the last year, especially, to be not only worrying but also frustrating as getting the right help and meeting the maze of referral criteria can and has been sometimes very overwhelming. However, reading this book has been a reassuring journey and makes so much sense of what is needed in terms of child development knowledge, screening, assessing and targeted intervention. This book is packed with knowledge, tips, ideas, downloadable resources plus a never ending supply of further info via links and research. It covers every topic you can think of in a thought provoking way such as how to engage parents, the link between SCLN difficulties and Physical development, Selective Mutism and how to audit your learning environment. I like the fact that I can use this book as a study book to read in chunks or to just dip into for an on the spot reference or idea. I really liked the format, it is not a tedious read and the navigation points keep it interesting and easy to follow. I particularly liked the 'Learning Points' that are strategically placed within the book and give standout information on the main focus being discussed. I definitely recommend this book to any level of Practitioner working within Early Years, it is without doubt the missing piece of the Speech, Language and Communication jigsaw puzzle that we are all facing at the moment. -- Lead Practitioner in a school based Nursery ClassFollowing the Covid-19 pandemic more children than ever are needing additional support with their speech, language and communication at a time when services and support are stretched more than ever. With this in mind, this book and accompanying resources could not be more welcomed. Reading this book is a bit like having a chat with a really lovely Speech and Language Therapist. The style feels incredibly supportive and it is packed full of useful, practical advice and tips that will make a huge difference to children. The chapter 'Think like a therapist' will be so beneficial to help educators recognise their own skills and knowledge and how they can support children in the here and now while waiting for specialist support. Too often as educators, we doubt our own skills and attributes when we've identified children who need additional support. This book not only helps educators to develop their skills further but positions them as experts in their own right; those with incredibly useful knowledge about the child that can be used to provide early intervention. One of the key themes of the book is the importance of universal support that will benefit all children, so this resource does not just become useful for supporting children who have difficulties with speech, language and communication, but supporting every child. Reflective practice is such an important element of early years practice and the resources included will help all educators to think about what elements of their provision, interactions and environments can be developed further. I wouldn't hesitate to recommend this book and I think it has the potential to make a significant difference to how children in early years education are supported. -- Jenny Shaw, (MA in Early Childhood Education) Lead Academic and Research Developer (Busy Bees)As an experienced teacher it is great to see the book and its resources available to support practitioners. I only wish this book was available when I first started working with children who are developing language as the book clearly explains the development of speech and language as well as providing resources to support those children who need intervention to enhance and support their development. This book is a great tool for all teachers, not just those teaching in the Early Years, as it will equip them to support children with delayed development. -- Julie Jones, Deputy Headteacher

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Book SynopsisThis book defines engagement for the field of language learning and contextualizes it within existing work on the psychology of language learning and teaching. Chapters address broad substantive questions concerned with what engagement is or looks like, and how it can be theorized for the language classroom; methodological questions related to the design, measurement and analysis of engagement in language classrooms and beyond; as well as applied issues examining its antecedents, factors inhibiting and enhancing it, and conditions fostering the re-engagement of language learners who have become disengaged. Through a mix of conceptual and empirical chapters, the book explores similarities and differences between motivation and engagement and addresses questions of whether, how and why learners actually do exert effort, allocate attention, participate and become involved in tangible language learning and use. It will serve as an authoritative benchmark for future theoretical and empirical research into engagement within the classroom and beyond, and will be of interest to anyone wishing to understand the unique insights and contributions the topic of engagement can make to language learning and teaching.Trade ReviewIn the best of times, when schools are functioning optimally, student engagement is central to quality education. At times of upheaval, when new modes of learning and teaching are being improvised and trialled, it is imperative that we understand how to generate, sustain and measure student engagement. This book could not be more timely and will have enduring value. * Martin Lamb, University of Leeds, UK *For anyone who has ever taught unengaged second language (L2) learners, this volume explores the cognitive, emotional, behavioral, and social aspects of engagement. The authors always have an eye to the classroom, never forgetting a teacher's goal of increasing L2 learner engagement. Whether you’re new to the topic or an established researcher, this volume provides something for you. * Shawn Loewen, Michigan State University, USA *This volume provides a clear rationale for why understanding student engagement in the language classroom is important. It unpacks the complexities of what is meant by student engagement, and brings together a rich array of conceptual, empirical and pedagogical perspectives that researchers and teachers will find thought-provoking and illuminating. * Ema Ushioda, University of Warwick, UK *This edited volume renders itself an important and timely contribution as it fruitfully demystifies engagement, the complex construct or meta-construct through comprehensively delving into the conceptualizations and operationalizations of engagement and exemplifying empirical research in the field of second language acquisition. -- Jian-E Peng and Yuanlan Jiang, Shantou University, China * Applied Linguistics 2021: 1–5 *Table of ContentsExternal Reviewers Contributors Foreword: Richard M. Ryan Chapter 1. Phil Hiver, Sarah Mercer, & Ali Al-Hoorie: Introduction Part I: Conceptual Chapters Chapter 2. Yuan Sang and Phil Hiver: Engagement and Companion Constructs in Language Learning: Conceptualizing Learners’ Involvement in the L2 Classroom Chapter 3. Agneta M-L Svalberg: Engagement with Language in Relation to Form-Focused Versus Meaning--Focused Teaching and Learning Chapter 4. Ye Han and Xuesong (Andy) Gao: Research on Learner Engagement with Written (Corrective) Feedback: Insights and Issues Chapter 5. Shiyao (Ashlee) Zhou, Phil Hiver, and Ali H. Al-Hoorie: Measuring L2 Engagement: A Review of Issues and Applications Part II: Empirical Chapters Chapter 6. Giulia Sulis and Jenefer Philp: Exploring Connections between Classroom Environment and Engagement in the Foreign Language Classroom Chapter 7. Carly Carver, Daniel Jung, and Laura Gurzynski-Weiss: Examining Learner Engagement in Relationship to Learning and Communication Mode Chapter 8. Sarah Mercer, Kyle R. Talbot and Isobel Kai-Hui Wang: Fake or Real Engagement – Looks can be Deceiving Chapter 9. Linh Phung, Sachiko Nakamura, and Hayo Reinders: The Effect of Choice on Affective Engagement: Implications for Task Design Chapter 10. Tetsuya Fukuda, Yoshifumi Fukada, Joseph Falout and Tim Murphey: How Ideal Classmates Priming Increases EFL Classroom Prosocial Engagement Chapter 11. Nicole Mills: Engagement and Immersion in Virtual Reality Narratives Chapter 12. W. L. Quint Oga-Baldwin and Luke K. Fryer: Engagement Growth in Language Learning Classrooms: A Latent Growth Analysis of Engagement in Japanese Elementary Schools Chapter 13. Gholam Hassan Khajavy: Modeling the Relations Between Foreign Language Engagement, Emotions, Grit and Reading Achievement Chapter 14. Isobel Kai-Hui Wang and Sarah Mercer: Conceptualizing Willingness to Engage in L2 Learning beyond the Classroom Chapter 15. Phil Hiver, Sarah Mercer, and Ali H. Al-Hoorie: Engagement: The Active Verb between the Curriculum and Learning Index

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Book SynopsisThis book presents and discusses theoretical and practical perspectives on English pronunciation theory, research and practice in order to establish evidence-based pronunciation teaching models, teaching and research priorities, and recommendations for best practices in teaching English pronunciation. The chapters provide a balanced view of theory and practice based on the authors’ empirical findings and their extensive professional experiences in English as a second/foreign language (ESL/EFL) and lingua franca contexts. The book identifies pronunciation teaching priorities that take into account individual learner variables, disseminates knowledge about theoretical frameworks, explores teachers’ and learners’ beliefs and practices regarding pronunciation instruction, and shares empirical findings regarding teacher education and teaching interventions in diverse contexts with English learners of different ages and language backgrounds. Overall, the chapters highlight the need to focus on intelligibility models that consider individual learner differences, and teacher and contextual variables.Trade ReviewThis broad collection of work on the learning and teaching of L2 English pronunciation is invaluable to researchers, teachers and teacher educators. Research-informed pronunciation teaching takes a step forward with this volume, showing us how to learn from our collective experience and apply new knowledge about pronunciation learning and teaching. * Una Cunningham, Stockholm University, Sweden *For a balanced, comprehensive look at the state-of-the-art in English pronunciation teaching, look no further. This volume, co-edited by two influential voices in the field, not only offers a superb framing of theoretical perspectives but also, through its practice-oriented contributions, gives language teachers and learners a voice in explaining their lived experience. I’m thrilled to be able to draw on this book both for me and for my students. * Pavel Trofimovich, Concordia University, Canada *This volume brings together an excellent collection of inspiring theoretical and methodological studies by leading scholars in the field of pronunciation teaching and learning. It offers very insightful research perspectives on second language pronunciation, making an extremely valuable contribution to bridging the gap between research and practice. * Joan C. Mora, Universitat de Barcelona, Spain *Table of ContentsAbbreviations and Acronyms Phonetic Symbols Contributors Preface Part 1: Introduction Chapter 1. Veronica G. Sardegna and Anna Jarosz: Introduction Chapter 2. Anna Jarosz: Key Aspects of Pronunciation Learning and Teaching Part 2: Theoretical Perspectives Chapter 3. Veronica G. Sardegna: The Effects of Learner and Instructional Variables on English Pronunciation Learning: What Teachers Need to Know Chapter 4. Marnie Reed: The Limitations of Imitation: Instilling Metalinguistic Awareness of the Discourse and Pragmatic Functions of English Intonation Chapter 5. Mirosław Pawlak: The Mediating Role of Individual Differences in Pronunciation Instruction: Extending the Research Agenda Chapter 6. Mara Haslam: English Pronunciation in a Context between ESL and EFL: The Swedish Case Part 3: Practical Perspectives and Research Findings Chapter 7. Veronica G. Sardegna and Wayne B. Dickerson: Improving the Pronunciation of English Polysyllabic Words Through Orthographic Word-Stress Rules Chapter 8. Magdalena Szyszka: Intelligibility and Situated Pronunciation Learning Strategies Chapter 9. Alice Henderson and Arkadiusz Rojczyk: Foreign Language Accent Imitation: Matching Production with Perception Chapter 10. Anastazija Kirkova-Naskova: Learners’ Views on the Usefulness of L2 Perceptual Training Chapter 11. Esther Gómez-Lacabex and Francisco Gallardo-del-Puerto: Pronunciation and Intelligibility in English-Medium Instruction (EMI): Lecturers’ Views and Skills Chapter 12. Anna Jarosz: Exploring how Teachers’ Pronunciation Beliefs Affect their Classroom Practices Chapter 13. Pekka Lintunen, Aleksi Mäkilähde and Pauliina Peltonen: L2 Pronunciation Feedback: Pre-Service Teachers’ Beliefs and Practices Part 4: Teacher Preparation Chapter 14. Tracey M. Derwing: Lessons Learned from Teaching Teachers to Teach Pronunciation Chapter 15. John M. Levis and Tim Kochem: Pronunciation Tutoring as Teacher Preparation Chapter 16. Rebecca Oreto: Teaching Pronunciation to International Teaching Assistants (ITAs) and Graduate Students Chapter 17. Małgorzata Baran-Łucarz: Teaching Pronunciation to Older Adult EFL Learners Part 5: Conclusion Chapter 18. Veronica G. Sardegna and Anna Jarosz: Pronunciation Teaching: Lessons Learned and Future Directions Index

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Book SynopsisThis book explores the reasons why adult ESL learners drop out of their language classes and suggests explicit strategies for keeping students engaged. The most effective strategies may be personal rather than technical or curricular. Based on a study of a group of Mexican immigrants to the US, the author proposes that superación or ‘self-actualization’ is crucial to understanding the relative success of adult ESL learners. Learners’ decisions to drop out were not hasty or superficial but were based on a commonsense assessment concerning how the class might improve the quality of their lives. Those involved in delivering ESL to adult learners should stress the tangible, practical advantages that accrue with learning English, and at the same time strive to make instruction relevant.Trade ReviewDr. Kim offers an insightful, ground-level perspective of the daily lives and dreams of English Learners. Teaching English to hard-working adults involves more than reconsidering curriculum; it requires a radical reorientation, founded upon caring relationships and knowledge of student aspirations. Dr. Kim explains how to transform your teaching and why it matters. * Lawrence Baines, Berry College, USA *This book is an invaluable addition to the field of Second Language Acquisition and English teaching. Practitioners and researchers alike will find the emphasis on ‘learner investment’ to be a useful angle to approach their work. Teachers, educators, and scholars will gain insight into the challenges of real adult learners and some potential solutions suggested by the author. * Kyungsook Yeum, Sookmyung Women’s University, South Korea *Why do adult English language learners drop out of language programs? In this book, Dr. Taewoong Kim tackles this problem in a very insightful and humanistic way. He gives voice to those that are often not heard. All teachers wanting to empower this unique demographic of students should read this. * Daniel Rueckert, California State University, Fullerton, USA *Table of ContentsAcknowledgements Preface Introduction: A Broken Car Chapter 1. Voices Unheard from the Margins Chapter 2. Theoretical Frameworks Chapter 3. Adult English Literacy Learners in America and Research Context Chapter 4. The Six Persistent Learners Chapter 5. Who They Are: Thematic Identity of the Six Adult English Learners Chapter 6. What Drives Investment Chapter 7. What Makes Adult ELs Drop Out Chapter 8. What Makes Adult ELs Stay Chapter 9. Discussion Chapter 10. Implications and Conclusion References About the Author Index

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Book SynopsisThis book examines dilemmas faced by second language (L2) Japanese speakers as a result of persistent challenges to their legitimacy as speakers of Japanese. Based on an ethnographic interview study with L2-Japanese speakers and their L1-Japanese-speaking friends, co-workers and significant others, the book examines ideologies linked to three core speech styles of Japanese – keigo or polite language, gendered language and regional dialects – to show how such ideologies impact L2-Japanese speakers. The author demonstrates that speaker legitimacy is often tenuous for L2 speakers and argues that, despite increasing numbers of Japanese-speaking foreign residents in Japan, native speaker bias remains a persistent issue for L2-Japanese speakers living and working in Japan. This book extends the discussion of native speaker bias beyond educational contexts, and in the process reveals tensions between how L2 speakers aspire to speak and how L1 speakers expect them to speak.Trade ReviewLanguage Ideologies and L2 Speaker Legitimacy is a sophisticated and important contribution to our understanding of linguistic capital, language attitudes, and intercultural communication. At a time when language norms in Japan are being vividly discussed, this book adds empirical detail and new insight to what it means to speak Japanese as a second language. * Patrick Heinrich, Ca' Foscari University, Italy *Takeuchi’s study on L2 Japanese speakers’ experience is timely and eye opening, particularly when foreign workers have started returning to Japan in the post-COVID-19 era. Practitioners and policymakers will benefit from her insightful analysis of the role of keigo and dialects that contribute to reinforcing divisions between Japanese and non-Japanese people. * Kayoko Hashimoto, University of Queensland, Australia *Takeuchi’s fascinating new book provides sophisticated and nuanced analyses focused on “speaker legitimacy” and the ownership of language for L2 Japanese speakers in Japan. Her thoughtful suggestion that L2 speakers should be treated simply as speakers rather than targets of judgment rings true for education of any language. A must read. * Neriko Musha Doerr, Ramapo College of New Jersey, USA *Table of ContentsAcknowledgements Chapter 1. Introduction Chapter 2. This Study: L2 Speakers in Japan Chapter 3. 'Foreigners Don’t Need Keigo': Excusing L2 Speakers from Keigo Chapter 4. Trying (Not) to Sound Like a 'Girly-Girl' or a 'Manly-Man' Chapter 5. 'You’re Speaking Dialect, That’s Funny Cuz You’re a Foreigner' Chapter 6. 'His Japanese Makes No Sense' Chapter 7. Conclusion Appendix A: Sample L2 Interview Protocol Appendix B: Sample L1 Interview Protocol Appendix C: Transcription Conventions Appendix D: Sample Questionnaires References Index

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Book SynopsisThis is the first edited volume to bring together research on the interaction between language teacher identity and wellbeing. It addresses the need for further research on the experience of language teachers and the vulnerability and resilience they demonstrate in the face of threats to their wellbeing. Naming, describing and analyzing issues with a view to sensitively addressing them, this book contributes to research as a social enterprise which can raise public consciousness of these issues. Exploring how language teacher identity influences and is influenced by wellbeing, the chapters develop a theoretical and empirical understanding of this interaction using Indigenous, psychological, critical and postmodern frameworks and the personal perspectives of teachers and researchers. Spanning a wide range of cultural and institutional contexts, this book provides a wealth of insights for teacher learners, practicing teachers andresearchers.

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Book SynopsisA light-hearted, fully illustrated retro-style picture book with 60+ phrases you can use to practice your Jersey French with your furry best friend. Pronunciation guide for every phrase, most of which can be used in non-dog-related situations too!

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Book SynopsisLearn Welsh the fun way! This is the third book in the exciting Handy Learners series. Featuring a cast of quirky characters in comic strip-style illustrations, this book acts as a perfect step in starting to learn a bit of Welsh. Includes FREE audio. When you see the QR code symbol in the book, scan it with your phone or tablet to hear how the phrases are pronounced.

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Book SynopsisThis is not a list of every Welsh Word you will ever need, nor a long list of words to enable you to cope with the Mynediad level course for adults. This is a core vocabulary and is based on research by experts in the Welsh for Adults field. These are the words you will need to know by the end of the Mynediad course level. The easy to use size means it will fit neatly in your bag.

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Book SynopsisJennifer Webb collaborates with six expert writers to offer practical teaching strategies for the English classroom. With advice for primary to sixth form, it helps in the teaching of writing skills of distinct and specific forms, including: play-writing, novels, spoken poetry, written poetry, journalism and speech-writing.

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