Language teaching theory and methods Books

Book SynopsisThe concept of reflective practice has proliferated over the last few decades in many professions such as medicine, law, business and education. Within the field of education reflective practice has become a very popular concept within teacher education and development programs and perhaps its main appeal according to Loughran (2000: 33) is that it 'rings true for most people as something useful' to practice. Indeed as McLaughlin (1999:9) has remarked, 'Who would want to champion the unreflective practitioner?' The general consensus is that teachers who are encouraged to engage in reflective practice can gain new insight of their practice. There have been similar developments in the field of teaching English to speakers of other languages (TESOL) where the allure of reflective practice seems to have also been embraced as an important educational paradigm that should be supported in teacher education and development programs. This book is the first in a new series consisting of several practical oriented books that introduce cutting-edge research and practical applications of that research related to reflective practice in language education. Written by the series editor, it acts an introduction to the series and outlines and discusses the concept of reflective practice in general, the various models and approaches to reflective practice and gives guidance on cultivating reflective practice.

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Book SynopsisThis book synthesises current theory and research on L2 motivation in the EFL Japanese context carried out by internationally recognized researchers and upcoming researcher-educators working in various educational contexts in Japan. Topics covered include the issues of cultural identity, demotivation, language communities, positive psychology, possible L2 selves and internationalisation within a key EFL context. The studies in the book utilise a wide variety of research methodologies aiming to narrow the gap between theory and practice and examine L2 motivation in primary, secondary and tertiary education. This volume will be of interest to research/teacher professionals who are currently engaged in active ESL/EFL practice, EFL educators, researchers, and teacher-trainers both inside and outside Japan, who are interested in research on L2 motivation in general and within the Japanese context in particular, as well as graduate and postgraduate researchers.Trade ReviewThis volume explores a variety of exciting topics regarding L2 motivation research in Japan. A particular strength of this anthology is the focus on the importance of the cultural context. In addition, various research methods and approaches are presented in a well-balanced manner. I am sure that no reader will leave this volume empty-handed. -- Osamu Takeuchi, Kansai University, JapanThis volume presents a rich set of theoretical frameworks, research questions, methodologies, and reviews that shed light on the potential and actual synergies between effective second language learning and motivation. While using exemplars from Japan the distinguished group of authors provide a platform for discussing related language learning issues internationally. This is a very strong volume and I commend it highly. -- Dennis M. McInerney, Chair Professor Educational Psychology, The Hong Kong Institute of Education, Hong KongThe book offers contextualised confirmation of research findings from elsewhere as well as useful theoretical and practical implications for further research in EFL motivation and classroom practices that are not only relevant to Japan but also transferrable elsewhere. -- Kevin W. H. Yung, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 3 No. 2 *This book makes a good contribution to addressing L2 motivation theory, including teaching practices through studies on language learning I do not doubt that this volume will be a valuable addition to university libraries and the bookshelves of researchers both in Japan and around the world.motivation. -- Dominic G. Edsall, Ritsumeikan Primary School, Japan * JALT Journal, 36.2, November 2014 *The reviewed publication presents a wide and thorough scope of research on assessments and attitudes regarding motivation in second language learning. One of the major advantages of this book is its diversified notional structure and empirical analyses based on both quantitative and qualitative research, which undoubtedly provides every interested reader with a deep insight into this field of study. All of the texts that make up this insightful publication consider numerous and multi-faceted issues of cultural identity, motivation and de-motivation, language communities and other social phenomena related to language learning. This professional publication also provides its readers with basic aspects of L2 motivational research, which is an additional advantage. -- Jan E. Okuniewski, University of Warsaw, Poland * Psychology of Language and Communication, Volume 18, Issue 1 (May 2014) *Table of ContentsContributor information Editors’ Preface 1. Ema Ushioda: Foreign Language Motivation Research in Japan: An “Insider” Perspective from Outside Japan 2. Kimberly Noels: Promoting the Motivation of Japanese Learners of English through Autonomy, Competence, and Relatedness 3. Tomoko Yashima: Imagined L2 Selves and Motivation for Intercultural Communication 4. Matthew Apple, Joseph Falout, and Glen Hill: Exploring Classroom-Based Constructs of EFL Motivation for Science and Engineering Students in Japan 5. Hideo Hayashi: Dual Goal Orientation in the Japanese Context: A Case Study of Two EFL Learners 6. Rieko Nishida: A Comprehensive Summary of Empirical Studies of Motivation Among Japanese Elementary School EFL Learners 7. Kay Irie and Damon Brewster: L2 Self Motivation Development from Within: A Longitudinal, Multiple-Case Study of Japanese University Students 8. Scott Aubrey and Andrew G. P. Nowlan: Effect of Intercultural Contact on L2 Motivation: A Comparative Study 9. Yoko Munezane: Motivation, Ideal L2 Self, and Valuing of Global English 10. Tatsuya Taguchi: Motivation, Attitudes, and Selves in the Japanese Context: A Mixed Methods Approach 11. Michael Johnson: A Longitudinal Perspective on EFL Learning Motivation in Japanese Engineering Students 12. Keita Kikuchi: Demotivators in the Japanese EFL Context 13. J Lake: Positive L2 Self: Linking Positive Psychology with L2 Motivation 14. Joseph Falout, Yoshifumi Fukada, Tim Murphey, and Tetsuya Fukuda: What’s Working in Japan? Present Communities of Imagination 15. Ryo Nitta: Understanding Motivational Evolution in the EFL Classroom: A Longitudinal Study from a Dynamic Systems Perspective 16. Tomohito Hiromori: Motivational Design for Effective Second Language Instruction 17. Yoshiyuki Nakata: Perspectives on L2 Motivation: Bridging the Gaps Between Teachers, SLA Researchers and Teacher Educators

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Book SynopsisThis book synthesises current theory and research on L2 motivation in the EFL Japanese context carried out by internationally recognized researchers and upcoming researcher-educators working in various educational contexts in Japan. Topics covered include the issues of cultural identity, demotivation, language communities, positive psychology, possible L2 selves and internationalisation within a key EFL context. The studies in the book utilise a wide variety of research methodologies aiming to narrow the gap between theory and practice and examine L2 motivation in primary, secondary and tertiary education. This volume will be of interest to research/teacher professionals who are currently engaged in active ESL/EFL practice, EFL educators, researchers, and teacher-trainers both inside and outside Japan, who are interested in research on L2 motivation in general and within the Japanese context in particular, as well as graduate and postgraduate researchers.Trade ReviewThis volume explores a variety of exciting topics regarding L2 motivation research in Japan. A particular strength of this anthology is the focus on the importance of the cultural context. In addition, various research methods and approaches are presented in a well-balanced manner. I am sure that no reader will leave this volume empty-handed. -- Osamu Takeuchi, Kansai University, JapanThis volume presents a rich set of theoretical frameworks, research questions, methodologies, and reviews that shed light on the potential and actual synergies between effective second language learning and motivation. While using exemplars from Japan the distinguished group of authors provide a platform for discussing related language learning issues internationally. This is a very strong volume and I commend it highly. -- Dennis M. McInerney, Chair Professor Educational Psychology, The Hong Kong Institute of Education, Hong KongThe book offers contextualised confirmation of research findings from elsewhere as well as useful theoretical and practical implications for further research in EFL motivation and classroom practices that are not only relevant to Japan but also transferrable elsewhere. -- Kevin W. H. Yung, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 3 No. 2 *This book makes a good contribution to addressing L2 motivation theory, including teaching practices through studies on language learning I do not doubt that this volume will be a valuable addition to university libraries and the bookshelves of researchers both in Japan and around the world.motivation. -- Dominic G. Edsall, Ritsumeikan Primary School, Japan * JALT Journal, 36.2, November 2014 *The reviewed publication presents a wide and thorough scope of research on assessments and attitudes regarding motivation in second language learning. One of the major advantages of this book is its diversified notional structure and empirical analyses based on both quantitative and qualitative research, which undoubtedly provides every interested reader with a deep insight into this field of study. All of the texts that make up this insightful publication consider numerous and multi-faceted issues of cultural identity, motivation and de-motivation, language communities and other social phenomena related to language learning. This professional publication also provides its readers with basic aspects of L2 motivational research, which is an additional advantage. -- Jan E. Okuniewski, University of Warsaw, Poland * Psychology of Language and Communication, Volume 18, Issue 1 (May 2014) *Table of ContentsContributor information Editors’ Preface 1. Ema Ushioda: Foreign Language Motivation Research in Japan: An “Insider” Perspective from Outside Japan 2. Kimberly Noels: Promoting the Motivation of Japanese Learners of English through Autonomy, Competence, and Relatedness 3. Tomoko Yashima: Imagined L2 Selves and Motivation for Intercultural Communication 4. Matthew Apple, Joseph Falout, and Glen Hill: Exploring Classroom-Based Constructs of EFL Motivation for Science and Engineering Students in Japan 5. Hideo Hayashi: Dual Goal Orientation in the Japanese Context: A Case Study of Two EFL Learners 6. Rieko Nishida: A Comprehensive Summary of Empirical Studies of Motivation Among Japanese Elementary School EFL Learners 7. Kay Irie and Damon Brewster: L2 Self Motivation Development from Within: A Longitudinal, Multiple-Case Study of Japanese University Students 8. Scott Aubrey and Andrew G. P. Nowlan: Effect of Intercultural Contact on L2 Motivation: A Comparative Study 9. Yoko Munezane: Motivation, Ideal L2 Self, and Valuing of Global English 10. Tatsuya Taguchi: Motivation, Attitudes, and Selves in the Japanese Context: A Mixed Methods Approach 11. Michael Johnson: A Longitudinal Perspective on EFL Learning Motivation in Japanese Engineering Students 12. Keita Kikuchi: Demotivators in the Japanese EFL Context 13. J Lake: Positive L2 Self: Linking Positive Psychology with L2 Motivation 14. Joseph Falout, Yoshifumi Fukada, Tim Murphey, and Tetsuya Fukuda: What’s Working in Japan? Present Communities of Imagination 15. Ryo Nitta: Understanding Motivational Evolution in the EFL Classroom: A Longitudinal Study from a Dynamic Systems Perspective 16. Tomohito Hiromori: Motivational Design for Effective Second Language Instruction 17. Yoshiyuki Nakata: Perspectives on L2 Motivation: Bridging the Gaps Between Teachers, SLA Researchers and Teacher Educators

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Book SynopsisThis book brings the voices of teachers into the fierce debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for immigrants. The author explores the development of teacher identity in these two very different contexts, and through the narratives of both experienced and novice teachers demonstrates how teacher identity affects the cultural pedagogies enacted in their classrooms.Trade ReviewMenard-Warwick's comparative study of English language teachers in Chile and California is consistently insightful and theoretically engaging, particularly in its treatment of Bakhtin and the exploration of dialogue and interculturality through 'discursive faultlines'. This important book is also timely, given current field interest in identity pedagogies and the inner world of language teachers as a key dimension of professional development. -- Brian Morgan, Glendon College/York University, CanadaJulia Menard-Warwick offers here a rich trove of testimonies by English teachers in Chile and California on their experiences trying to make English as a global language locally relevant and pedagogically appropriate for their students. In this book, the ideologically ambiguous power of TESOL is addressed with nuance and empathy within a Bakhtinian framework that calls for more 'dialogism' and for a 'cultural pedagogy' that goes beyond mere communicative language teaching. -- Claire Kramsch, University of California, Berkeley, USATable of ContentsAcknowledgements 1. English Language Teachers in Sociohistorical Context 2. In Dialogue with Bakhtin 3. Language Ideologies in Chile and California 4. Representing Cultural Identities 5. Intercultural Case Studies 6. Cultural Pedagogies 7. Teaching on the Faultlines Appendix 1. Transcription Conventions Appendix 2. Teachers Information and Schedule of Data Collection Appendix 3. Interview Protocols Appendix 4. TESOL’s Mission References

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Book SynopsisWinner of the AAAL First Book Award 2017! This book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. The framework focuses on the appropriation of sociopragmatic concepts as psychological tools that mediate pragmalinguistic choices. Using multiple sources of metalinguistic and performance data collected during a six-week pedagogical enrichment program involving one-on-one tutoring sessions, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. The book represents an important contribution to second language instructional pragmatics research as well as to second language sociocultural psychology scholarship. It will be of interest to all those researching in this field and to language teachers who will find the pedagogical recommendations useful.Trade ReviewThis book provides a remarkably robust theoretical reconceptualization of L2 instructional pragmatics. The book is situated in a cutting edge treatment of sociocultural theory that is adeptly related to pedagogical practice in the difficult-to-teach area of pragmatics. Throughout the text, the theoretical and pedagogical discussions are richly illustrated with empirical examples. Overall, the work has significant implications for pragmatics and other discourse-based research in applied linguistics. -- American Association for Applied Linguistics Book Award CommitteeThis remarkable book recounts an empirical study of L2 instructional pragmatics from a Vygotskian perspective...Combining rigorous scholarship and clever application, van Compernolle’s study reflects SCT’s commitment to praxis, understood as the unification of educational theory and practice. In brief, the book’s theoretical import lies in its careful reconceptualization of instructional pragmatics in terms of SCT, while its practical significance derives from its insightful pedagogical recommendations for materials, teaching and assessment. The end result is a work that will be of great interest to many kinds of readers—researchers, teachers, and graduate students. -- Carl S. Blyth, University of Texas at Austin, USA * The Modern Language Journal 99 (2015) *Van Compernolle's research presents a theoretically motivated and evidence-based instructional framework for mediating the development of pragmatic ability in language learners. He brings together important pedagogical applications of sociocultural theory, e.g. dynamic assessment, concept-based instruction, and the use of strategic interaction scenarios as an instruction tool. As such, the book makes a significant contribution to the sociocultural literature and provides a new direction for the theory and practice of developing pragmatic variation in language learners. * Richard Donato, University of Pittsburgh, USA *This work is the first book-length proposal to reconceptualize instructional pragmatics from the perspective of Vygotskian Sociocultural Theory. Based on a cogent reconceptualization of 'appropriateness', the book offers a coherent approach to sociopragmatic and pragmalinguistic competencies as learning targets and to the instructional practices through which these competencies can effectively be developed and assessed in language instruction. With its profound theoretical grounding and empirical rigor, van Compernolle's book significantly advances scholarship on the instructed development of second language pragmatics. * Gabriele Kasper, University of Hawaii at Mānoa, USA *Table of Contents1. Introduction 2. Appropriateness in Language Learning and Language Teaching 3. Understanding Learners as People 4. Developing Awareness of Pragmatic Knowledge through Verbalized Reflections 5. Developing Pragmatic Knowledge through Appropriateness Judgment Tasks 6. Developing Performance Abilities through Strategic Interaction Scenarios 7. The Future of Vygotskian Approaches to Instructional Pragmatics

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Book SynopsisStarting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the ‘multilingual turn’ in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts.Trade ReviewThe volume edited by Conteh and Meier is a more diverse collection consisting of three parts: (a) societal perspectives on the multilingual turn in language(s) education, (b) perspectives on the multilingual turn in education, and (c) visions of the multilingual turn in pedagogy and practice. Consisting of new research, these articles, many of which are co-authored by new and established researchers, show multilingual practices in a variety of contexts in education and around the world, in countries ranging from New Zealand to China to the Alsace region of France. What appealed to me in this volume was precisely this variety, and I hoped that the students would be interested in the different contexts too, as well as in the research methods and findings that are described. -- Alison Stewart, Gakushuin University, Japan * The Learner Development Journal, Issue 5 *This volume is a very welcome addition to a number of recent books on multilingual pedagogy and is a must for teacher educators/researchers and students of applied linguistics who wish to rethink their approach to languages education and embrace linguistic and cultural diversity as a resource to implement equality and social cohesion in their classrooms. * Christine Hélot, University of Strasbourg, France *Conteh & Meier’s important volume builds and expands upon recent key developments that have increasingly problematized and contested the monolingual norm that still underpins so much theory, pedagogy and practice in language teaching and learning. With an emphasis on schools and pedagogical practices, the volume solidifies and exemplifies how 'the multilingual turn' in education can make a difference for all, especially for those whose multilingualism has been ignored and/or pathologized until now. Like the multilingual turn itself, this volume provides us with a timely and important intervention into the theory, practice and pedagogies needed for a multilingual, globalized world – and not before time. * Stephen May, The University of Auckland, New Zealand *Drawing on recent theoretical developments in sociolinguistics, this charming and important book reminds us once again of how our schools can value and build on multilingualism, and why it is important that they do so if we want more socially just education for not only multilingual learners but ALL learners. * Nancy H. Hornberger, University of Pennsylvania, USA *Table of ContentsContributors Foreword Acknowledgments Jean Conteh and Gabriela Meier: Introduction PART I Gabriela Meier: Introduction to Part I 1. Mooznah Auleear Owodally: Socialized into Multilingualism: A Case Study of Mauritian Preschools 2. Ken Cruickshank: Exploring the -Lingual between Bi- and Mono-: Young People and their Language in an Australian Context 3. Guangwei Hu and Sandra McKay: Multilingualism as Portrayed in a Chinese English Textbook 4. Andrea Young: Looking through the Language Lens: Monolingual Taint or Plurilingual Tint? PART II Jean Conteh: Introduction to Part II 5. Laurent Gajo: From Description to Didactization of Multilingualism: European and Francophone Research at the Crossroads between Linguistics and Didactics 6. Gabriela Meier: Our Mother Tongue is Plurilingualism: An Orientation Framework for Integrated Multilingual Curricula 7. Jean Conteh, Fiona Copland and Angela Creese: Multilingual Teachers’ Resources in three different Contexts: Empowering Learning 8. Gabriela Meier: Multilingualism and Social Cohesion: Two-Way Immersion Education meets Diverse Needs PART III Jean Conteh and Gabriela Meier: Introduction to Part III 9. Jean Conteh, Shila Begum and Saiqa Riasat: Multilingual Learning in Primary Settings - From the Margins to the Mainstream 10. Enrica Piccardo and Joëlle Aden: Plurilingualism and Empathy: Beyond Instrumental Language Learning 11. Ofelia García and Naomi Kano: Translanguaging as Process and Pedagogy: Developing the English Writing of Japanese Students in the US 12. Jim Anderson and Yu-Chiao Chung: Transforming Learning, Building Identities: Arts Based Creativity in the Community Languages Classroom Gabriela Meier and Jean Conteh: Conclusion

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Book SynopsisStarting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the ‘multilingual turn’ in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts.Trade ReviewThe volume edited by Conteh and Meier is a more diverse collection consisting of three parts: (a) societal perspectives on the multilingual turn in language(s) education, (b) perspectives on the multilingual turn in education, and (c) visions of the multilingual turn in pedagogy and practice. Consisting of new research, these articles, many of which are co-authored by new and established researchers, show multilingual practices in a variety of contexts in education and around the world, in countries ranging from New Zealand to China to the Alsace region of France. What appealed to me in this volume was precisely this variety, and I hoped that the students would be interested in the different contexts too, as well as in the research methods and findings that are described. -- Alison Stewart, Gakushuin University, Japan * The Learner Development Journal, Issue 5 *This volume is a very welcome addition to a number of recent books on multilingual pedagogy and is a must for teacher educators/researchers and students of applied linguistics who wish to rethink their approach to languages education and embrace linguistic and cultural diversity as a resource to implement equality and social cohesion in their classrooms. * Christine Hélot, University of Strasbourg, France *Conteh & Meier’s important volume builds and expands upon recent key developments that have increasingly problematized and contested the monolingual norm that still underpins so much theory, pedagogy and practice in language teaching and learning. With an emphasis on schools and pedagogical practices, the volume solidifies and exemplifies how 'the multilingual turn' in education can make a difference for all, especially for those whose multilingualism has been ignored and/or pathologized until now. Like the multilingual turn itself, this volume provides us with a timely and important intervention into the theory, practice and pedagogies needed for a multilingual, globalized world – and not before time. * Stephen May, The University of Auckland, New Zealand *Drawing on recent theoretical developments in sociolinguistics, this charming and important book reminds us once again of how our schools can value and build on multilingualism, and why it is important that they do so if we want more socially just education for not only multilingual learners but ALL learners. * Nancy H. Hornberger, University of Pennsylvania, USA *Table of ContentsContributors Foreword Acknowledgments Jean Conteh and Gabriela Meier: Introduction PART I Gabriela Meier: Introduction to Part I 1. Mooznah Auleear Owodally: Socialized into Multilingualism: A Case Study of Mauritian Preschools 2. Ken Cruickshank: Exploring the -Lingual between Bi- and Mono-: Young People and their Language in an Australian Context 3. Guangwei Hu and Sandra McKay: Multilingualism as Portrayed in a Chinese English Textbook 4. Andrea Young: Looking through the Language Lens: Monolingual Taint or Plurilingual Tint? PART II Jean Conteh: Introduction to Part II 5. Laurent Gajo: From Description to Didactization of Multilingualism: European and Francophone Research at the Crossroads between Linguistics and Didactics 6. Gabriela Meier: Our Mother Tongue is Plurilingualism: An Orientation Framework for Integrated Multilingual Curricula 7. Jean Conteh, Fiona Copland and Angela Creese: Multilingual Teachers’ Resources in three different Contexts: Empowering Learning 8. Gabriela Meier: Multilingualism and Social Cohesion: Two-Way Immersion Education meets Diverse Needs PART III Jean Conteh and Gabriela Meier: Introduction to Part III 9. Jean Conteh, Shila Begum and Saiqa Riasat: Multilingual Learning in Primary Settings - From the Margins to the Mainstream 10. Enrica Piccardo and Joëlle Aden: Plurilingualism and Empathy: Beyond Instrumental Language Learning 11. Ofelia García and Naomi Kano: Translanguaging as Process and Pedagogy: Developing the English Writing of Japanese Students in the US 12. Jim Anderson and Yu-Chiao Chung: Transforming Learning, Building Identities: Arts Based Creativity in the Community Languages Classroom Gabriela Meier and Jean Conteh: Conclusion

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Book SynopsisFamily Language Learning is a practical guide designed to support, advise and encourage any parents who are hoping to raise their children bilingually. It is unique in that it focuses on parents who are not native speakers of a foreign language. It gives parents the tools they need to cultivate and nurture their own language skills while giving their children an opportunity to learn another language. The book combines cutting-edge research on language exposure with honest and often humorous stories from personal interviews with families speaking a foreign language at home. By dispelling long-held myths about how language is learned, it provides hope to parents who want to give their children bilingual childhoods, but feel they don’t know where to start with learning a foreign language.Trade ReviewFamily Language Learning is a delight! It demystifies language learning through a mixture of family experiences, good common sense, and clearly reported second language acquisition research. In addition to supporting parents who want to bring up their children bilingually, it offers excellent language learning advice to anyone who wants to improve their own proficiency in a new language. -- Elaine K. Horwitz, Director, Graduate Program in Foreign Language Education, The University of TexasChristine Jernigan strikes the right tone with her readers and keeps it straightforward, sharing a wealth of well-researched information in a lighthearted way. Family Language Learning is loaded with practical tips which add up to a complete game plan before you know it. An easy, enjoyable read that will make you feel like picking up a language and sharing it with your child. -- Stéphanie Pellet, Wake Forest University, USAA very inspiring testimonial which will undoubtedly help those trying to raise bilingual children and also parents who have not considered that possibility due to lack of information. -- José Célio da Silva, Universidade Federal de Santa Catarina, Brazil and Managing Director, CELIL ImmTable of ContentsPreface Introduction How to Use This Book 1. There is a Free Lunch! Bilingual Benefits the Easy Way 2. Forget the Unicorn: Why “Non-Native” is Just Fine 3. Start Small, Start Now: Choosing a Language and Moving Forward 4. Be Your Favorite Teacher: Learn What You Want, When You Want It 5. Many Methods: Flexible Approaches to Fit Your Lifestyle 6. Marketing Strategies: Finding New Ways to Increase Motivation 7. Talk Talk Talk: Strategies for When to Talk and What to Talk About 8. The Play’s the Thing: Fun and Simple Resources 9. Right to Read: Growing Kids' Independence Through Books 10. Delight to Write: Sharing Ways to Create and Tell 11. Plane Jane, Bus Gus: Finding Ways to Actually Go There 12. Meeting Challenges: Skillfully Riding the Ups and Downs Parting Words

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Book SynopsisThis book examines how critical literacy pedagogy has been implemented in a classroom through a year-long collaboration between the author (a researcher) and an EAP teacher. It details the teacher's introduction to functional grammar and accompanying critical literacy approaches to EAP, and her growing critical language and discourse awareness of power and meaning making in the classroom. The book traces her evolving classroom practices and addresses how powerful discourses in social circulation found their way into the classroom via the curriculum materials the students encountered. The main themes of the book are threefold: narrowing the divide between critically-oriented researchers and practitioners; how critical literacy is actually implemented in a teacher's classroom; and how people (students and the teacher) engage in and with the representations and discourses of the everyday world that include neoliberal globalization, racial and cultural identities, and consumerism. It will be of interest to both researchers and practitioners for the ethnographic and pedagogical issues it raises as well as its accessible theoretical frameworks illustrated by relevant classroom interactional data, mediated, multimodal and critical discourse analysis.Trade ReviewThis book should be widely read because it addresses an acute and current linguistic issue which we language teachers should seriously take into consideration. This book invites critical language educators to revisit an EAP classroom with a critical lens. Chun has done a wonderful job in challenging us to revisit our classroom and realize a meaningful connection of theory and practice in EAP. -- Adcharawan Buripakdi, Suranaree University of Technology, Thailand * rEFLectionsVol 26, No.2 *Christian Chun's book is a true must for anyone involved in EAP teaching and researching, for anyone who is captive to the dilemmas of neoliberal higher education. -- Catalina Neculai, Coventry University, UK * Journal of English for Academic Purposes (2015) 1-4 *This book is an important contribution to the research of critical pedagogies in English language education; it will doubtlessly be useful for language education researchers who intend to conduct classroom research with practicing teachers, and for EAP instructors interested in understanding how critical pedagogies can empower their students in learning the language while developing their critical literacy skills. -- Kongji Qin, Michigan State University, USA * Discourse & Society 28(3) *Table of ContentsAcknowledgments Chapter One: Introduction Chapter Two: An EAP Classroom Chapter Three: Exploring the Making of Meanings Chapter Four: The Multimodalities of Neoliberal Globalization Discourses in YouTube Videos Chapter Five: Engaging with Neoliberalization Discourses, Part Two: Summer Term Class Chapter Six: Who is ‘Jennifer Wong’? Multiculturalism and the Model Minority Consumer Chapter Seven: Bringing the Political into an EAP Classroom? Chapter Eight: Everyday Life of an EAP Classroom

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Book SynopsisThis book examines how critical literacy pedagogy has been implemented in a classroom through a year-long collaboration between the author (a researcher) and an EAP teacher. It details the teacher's introduction to functional grammar and accompanying critical literacy approaches to EAP, and her growing critical language and discourse awareness of power and meaning making in the classroom. The book traces her evolving classroom practices and addresses how powerful discourses in social circulation found their way into the classroom via the curriculum materials the students encountered. The main themes of the book are threefold: narrowing the divide between critically-oriented researchers and practitioners; how critical literacy is actually implemented in a teacher's classroom; and how people (students and the teacher) engage in and with the representations and discourses of the everyday world that include neoliberal globalization, racial and cultural identities, and consumerism. It will be of interest to both researchers and practitioners for the ethnographic and pedagogical issues it raises as well as its accessible theoretical frameworks illustrated by relevant classroom interactional data, mediated, multimodal and critical discourse analysis.Trade ReviewThis book should be widely read because it addresses an acute and current linguistic issue which we language teachers should seriously take into consideration. This book invites critical language educators to revisit an EAP classroom with a critical lens. Chun has done a wonderful job in challenging us to revisit our classroom and realize a meaningful connection of theory and practice in EAP. -- Adcharawan Buripakdi, Suranaree University of Technology, Thailand * rEFLectionsVol 26, No.2 *Christian Chun's book is a true must for anyone involved in EAP teaching and researching, for anyone who is captive to the dilemmas of neoliberal higher education. -- Catalina Neculai, Coventry University, UK * Journal of English for Academic Purposes (2015) 1-4 *This book is an important contribution to the research of critical pedagogies in English language education; it will doubtlessly be useful for language education researchers who intend to conduct classroom research with practicing teachers, and for EAP instructors interested in understanding how critical pedagogies can empower their students in learning the language while developing their critical literacy skills. -- Kongji Qin, Michigan State University, USA * Discourse & Society 28(3) *Table of ContentsAcknowledgments Chapter One: Introduction Chapter Two: An EAP Classroom Chapter Three: Exploring the Making of Meanings Chapter Four: The Multimodalities of Neoliberal Globalization Discourses in YouTube Videos Chapter Five: Engaging with Neoliberalization Discourses, Part Two: Summer Term Class Chapter Six: Who is ‘Jennifer Wong’? Multiculturalism and the Model Minority Consumer Chapter Seven: Bringing the Political into an EAP Classroom? Chapter Eight: Everyday Life of an EAP Classroom

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Book SynopsisLanguage teachers are key figures in preparing young people for participation in an increasingly multilingual and culturally diverse world, yet little is known about how they go about this in practice. This book uses examples of classroom interaction to reveal how teachers of languages act as intercultural mediators and the implications of this for practice. To date, there has been little exploration of how teachers mediate language and culture learning from an intercultural perspective, and what underlies their mediation practices in terms of their conceptions of intercultural language teaching and learning. This book offers an account of what teachers are thinking, feeling and doing as they enact an intercultural perspective on language teaching and learning.Trade ReviewThis timely and engaging book makes a significant contribution to our knowledge about language teaching. It provides a detailed and thoughtful examination of teachers' practice in language classrooms that opens up new insights into how teachers work with complex ideas of language and culture and mediate these for their learners. It is essential reading for anyone interested in the intercultural in language education. Anthony J. Liddicoat, University of South Australia, Australia This interesting, well-written and important volume takes readers into the promising and exciting domain of intercultural communication in which speakers are not just representing, but enacting, different cultures in discourse. Michelle Kohler's highly readable and theoretically well-grounded contribution to this emerging field of specialisation is a tribute to her but it also distils a now well established Australian tradition of intercultural theorising that is attracting worldwide interest. Joseph Lo Bianco, The University of Melbourne, Australia Little work has been done to understand how the concept of mediation works in practice. This book addresses this gap. It provides a rich account of the way in which three teachers seek to mediate language learning, with their students in the day-to-day lived experience of teaching and learning as they themselves come to terms with an intercultural orientation to language learning. The value of this book resides in the sensitive understanding of the reality of classroom language teaching and learning and its demonstration of how, in language learning, people matter. Angela Scarino, University of South Australia, AustraliaTable of Contents1. Introduction 2. Understandings of Language and Culture in Language Teaching and Learning 3. Teachers’ Understandings of Language and Culture, and their Relationship 4. Understandings of Mediation 5. Teachers’ Ways of Mediating 6. Understanding Language Teachers as Mediators and the Implications for Intercultural Language Teaching and Learning 7. Appendices 8. Appendix 1: Materials used in Establishing and Guiding the Study Overall 9. Appendix 2: Examples of Materials Developed by Participating Teachers 10. Appendix 3: Data Analysis 11. References

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Book SynopsisWinner of the AAAL First Book Award 2017! This book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. The framework focuses on the appropriation of sociopragmatic concepts as psychological tools that mediate pragmalinguistic choices. Using multiple sources of metalinguistic and performance data collected during a six-week pedagogical enrichment program involving one-on-one tutoring sessions, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. The book represents an important contribution to second language instructional pragmatics research as well as to second language sociocultural psychology scholarship. It will be of interest to all those researching in this field and to language teachers who will find the pedagogical recommendations useful.Trade ReviewThis book provides a remarkably robust theoretical reconceptualization of L2 instructional pragmatics. The book is situated in a cutting edge treatment of sociocultural theory that is adeptly related to pedagogical practice in the difficult-to-teach area of pragmatics. Throughout the text, the theoretical and pedagogical discussions are richly illustrated with empirical examples. Overall, the work has significant implications for pragmatics and other discourse-based research in applied linguistics. -- American Association for Applied Linguistics Book Award CommitteeThis remarkable book recounts an empirical study of L2 instructional pragmatics from a Vygotskian perspective...Combining rigorous scholarship and clever application, van Compernolle’s study reflects SCT’s commitment to praxis, understood as the unification of educational theory and practice. In brief, the book’s theoretical import lies in its careful reconceptualization of instructional pragmatics in terms of SCT, while its practical significance derives from its insightful pedagogical recommendations for materials, teaching and assessment. The end result is a work that will be of great interest to many kinds of readers—researchers, teachers, and graduate students. -- Carl S. Blyth, University of Texas at Austin, USA * The Modern Language Journal 99 (2015) *Van Compernolle's research presents a theoretically motivated and evidence-based instructional framework for mediating the development of pragmatic ability in language learners. He brings together important pedagogical applications of sociocultural theory, e.g. dynamic assessment, concept-based instruction, and the use of strategic interaction scenarios as an instruction tool. As such, the book makes a significant contribution to the sociocultural literature and provides a new direction for the theory and practice of developing pragmatic variation in language learners. * Richard Donato, University of Pittsburgh, USA *This work is the first book-length proposal to reconceptualize instructional pragmatics from the perspective of Vygotskian Sociocultural Theory. Based on a cogent reconceptualization of 'appropriateness', the book offers a coherent approach to sociopragmatic and pragmalinguistic competencies as learning targets and to the instructional practices through which these competencies can effectively be developed and assessed in language instruction. With its profound theoretical grounding and empirical rigor, van Compernolle's book significantly advances scholarship on the instructed development of second language pragmatics. * Gabriele Kasper, University of Hawaii at Mānoa, USA *Table of Contents1. Introduction 2. Appropriateness in Language Learning and Language Teaching 3. Understanding Learners as People 4. Developing Awareness of Pragmatic Knowledge through Verbalized Reflections 5. Developing Pragmatic Knowledge through Appropriateness Judgment Tasks 6. Developing Performance Abilities through Strategic Interaction Scenarios 7. The Future of Vygotskian Approaches to Instructional Pragmatics

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Book SynopsisThis book provides educators with an accessible guide to best practices concerning content-based instruction (CBI) models and their use in English learner inclusive classrooms. The author effectively bridges the gap between theory and practice with a critical analysis of practical examples and diverse strategies for the inclusion of English learners into K-12 general education courses. The book also raises controversial questions regarding who is qualified to teach English learners and who is responsible for doing so, looking at the difficulties faced by both general educators and ESL teachers in Inclusive Classrooms. By providing a lens through which both ESL teachers and general educators are able to analyze, compare and contrast a range of widely-employed CBI methods, this book allows teachers to make informed decisions in their EL program development and work with English learners in K-12 schools.Trade ReviewIn this volume, Kate Mastruserio Reynolds has made a compelling argument for the need to prepare all educators, particularly mainstream teachers, to be knowledgeable about the needs of English language learners. Most notable is the evaluative framework she has developed based on a variety of content-based models from which educators may select an approach which is most appropriate for their educational context. -- Marguerite Ann Snow, California State University, Los Angeles, USAThis volume, a welcome addition to the professional literature, is important for those of us who are concerned about meeting the pressing content- and language-learning needs of English learners. The author has done an excellent job demonstrating that there is more than one way to reach these students. The book conveys important information for pre- and in-service teachers, ESL coordinators, content teachers, program administrators, policy makers, and teacher educators. -- Fredricka L. Stoller, Northern Arizona University, USAThe presence of many English language learners in English-medium, mainstream classrooms makes this new book by Kate Mastruserio Reynolds a must-read. The book brings together a range of curricular and pedagogical approaches to English language K-12 teaching and makes them accessible for mainstream teachers and will provide them with the tools to effectively work with a wide range of English language learners in their classrooms. -- Ester de Jong, University of Florida, USAApproaches to Inclusive English Classrooms is packed with information... While the target audience is primarily U.S. based educators who are grappling with the complex issues of effective programs for ELs, all readers will benefit from the detailed treatment of CBI models and in-depth evaluation of their strengths and weaknesses. -- Marguerite Ann Snow, California State University, Los Angeles, USA * Journal of Immersion and Content-Based Language Education, 4:2 *Table of ContentsIntroduction Section I: Orientations to English Language Inclusion Chapter 1: Why Must I Do This? The Drawbacks, Benefits and Challenges with EL Inclusion and the Impetus for General Educator Preparation in EL Inclusion Chapter 2: I Just Want to Teach Math! Language is a Foundation for all Content Areas Chapter 3: A Framework for General Educator Development in EL Instruction Section II: Models of English Language Inclusion Chapter 4: Models: Sheltered Instruction Observation Protocol (SIOP) Model Chapter 5: Models: Cognitive Academic Language Learning Approach (CALLA) Chapter 6: Models: Response to Intervention (RTI) Chapter 7: Models: Specially Designed Academic Instruction in English (SDAIE) Chapter 8: Models: Center for Research on Education, Diversity & Excellence (CREDE) Standards and the Expediting Comprehension for English Language Learners (ExC-ELL) Chapter 9: Models: Content and Language Integrated Learning (CLiL) and Content-Based Language Learning through Technology (CoBaLTT) Models Chapter 10: The “Winner”: Which Model Should Be Chosen? Appendices Glossary

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Book SynopsisThis book offers an insight into the dynamics and complexities of learning and teaching English as a foreign language at primary level. Taking a Dynamic Systems Theory perspective, the chapters present the findings of longitudinal research undertaken in Croatia into the development of English in young learners. The book includes both qualitative and quantitative research and provides insights into internal individual learner factors and external micro and macro contextual factors which impact English learner development. Importantly, it tackles the unique position of English in today’s globalised world in detail. It therefore makes a major contribution to work on learning English by the digitalised generation and to understanding the impact of practices in the modern EFL classroom. The volume will appeal to anyone interested in new ways of researching the complex and dynamic phenomenon of the early learning of English.Trade ReviewGrounded in the Croatian socioeducational context, this impressive volume has relevance beyond the borders of a single country. It draws on contemporary theories in finding support for a complex, dynamic process of primary English development. It also contributes important lessons concerning new learner characteristics, such as their digital literacy, which teachers and researchers alike would do well to heed. I have learned a great deal! -- Diane Larsen-Freeman, Professor Emerita, University of Michigan, USAThis edited volume showcases eight studies on key issues of early EFL learning that are addressed from multiple theoretical perspectives and expertly assembled into a coherent and inspiring text culminating in a conceptually sound model of early EFL learning. Here, finally, is a book – accessible to a world-wide readership – documenting the notable contribution Croatian experts have made to the understanding of early EFL learning dynamics that stems from the decades-long dedication to this topic. -- Višnja Pavičić Takač, University of Osijek, CroatiaThis volume offers valuable insight into the nature and dynamics of EFL acquisition and formal instruction from a first-hand experience of a language classroom. It is my sincere hope that this book, a very interesting publication not only for primary EFL researchers but also for in-service and prospective teachers, will be both a refreshing and thought-provoking read. -- Anna Parr-Modrzejewska, University of Łódź, Poland * SSLLT 6 (2). 2016. 339-343 *Table of ContentsIntroduction 1. Jelena Mihaljević Djigunović: Context and Structure of the Study 2. Jelena Mihaljević Djigunović: Individual Differences among Young EFL Learners: Age- or Proficiency-related? A Look from the Affective Learner Factors Perspective 3. Višnja Josipović Smojver: Croatian Primary School Pupils and English Pronunciation in the Light of the Emergence of English as a Lingua Franca 4. Lovorka Zergollern-Miletić: Acquisition of the Markers of Definiteness and Indefiniteness in Early EFL 5. Marta Medved Krajnović and Irena Kocijan Pevec: Present Tense Development in 11- to 13-Year-Old EFL Learners 6. Smiljana Narančić Kovač and Ivana Milković: Associating Temporal Meanings with Past and Present 7. Renata Geld: What Vocabulary Networks Reveal about Young Learners' Language 8. Renata Šamo: Receptive Skills in the Linguistic and Non-Linguistic Context of EFL Learning 9. Stela Letica Krevelj and Marta Medved Krajnović: Early EFL Development from a Dynamic Systems Perspective Afterword

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Book SynopsisThis new edition of Teaching Languages Online supports the professional development of language educators as they teach all or part of their courses online. Containing extensive additions, this revised edition includes new models, illustrations and heuristics to further support research-based conceptualization, creativity and practice. In non-technical prose with emphasis on excellence in pedagogical practice, the text takes both the new and experienced language instructor through the nuts and bolts of online teaching practices, using a wide range of examples to illustrate these practices. As well as providing new resources and models, this new edition also considers the impact of broader technological and pedagogical changes, including mobility (learning on the move) and learning in 3D environments.Trade ReviewIn the authors' words, ‘Language educators are the crux’ (p. xi) and they need to upgrade their skillset to include knowledge on how to put new technologies to good pedagogical use. The result is a succession of real-life online TeachereStudent dialogues together with accompanying analysis, with page after page of helpful illustrations provided by computer screenshots. As you work your way through them, you encounter a wide assortment of languages being taught and this adds a degree of both breadth and weight to the authors' claims, in addition to being a rather nice exotic touch.We are, in fact, informed that there are indeed seventy more examples of instructional conversations than in the first edition and this is a statistic worth pausing over, because it gives a sense of just how replete the book is with concrete cases. -- Peter Saunders, University of Oxford, UK * System 56 (2016) 140-152 *Table of ContentsIntroduction to the 2nd Edition 1: Teaching Languages Well Online: The Essentials 2: Language Learning and Teaching in Oral Synchronous Environments 3: Language Learning and Teaching in Oral Asynchronous Environments 4: Oral Venues Amplified via Text and Visuals 5: Language Learning and Teaching in Written Synchronous Environments 6: Language Learning and Teaching in Written Asynchronous Environments 7: Written Venues Amplified via Sound and Visuals 8: Continuing the Conversation Glossary of Terms Index

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Book SynopsisThis book explores connections between the fields of foreign/second language teaching and adult learning. This interdisciplinary approach serves as a framework in order to: (a) understand the teaching methods that promote the deeper, more critical sort of language learning advocated by scholars and professional organizations, (b) understand how adult students learn and transform through language study, and (c) reinforce the immense value of beginning language courses. Johnson studies a classroom of adult language learners for one semester, exploring issues of motivation and perceived value for these short-term learners as well as touching on issues around intercultural communication teaching and learning. The book will be of interest to adult language teachers as well as researchers studying adult education and second language learning.Trade ReviewStacey Margarita Johnson has written a highly accessible analysis of adult beginners in a Spanish class, revealing how their learning is much more than acquiring competences. It transforms their lives and understanding of the world, and thus provides a much needed counter-balance to impoverished instrumental justifications for language teaching. Language learning enriches. -- Michael Byram, Professor Emeritus, University of Durham, UKThis is an important piece of scholarship that challenges traditional assumptions and expectations on the goals of adult language learning. This book will certainly be an invaluable resource and guide for any college professor who wishes to incorporate transformative learning experiences into the novice or intermediate language class. -- Linwood J. Randolph Jr., University of North Carolina, Wilmington, USAJohnson presents a carefully constructed case for focusing language classes on helping students to achieve transformative learning in addition to improving language skills. While the book combines arguments about college and adult settings, it provides clear, relatable information that could help language instructors at all levels to modify their practices. -- Mariya Gyendina, University of Minnesota Twin Cities, USA * Language and Education, 30:6 *This book reports a very interesting study in an adult foreign language class from a new perspective. The findings are exciting and encouraging to language educators, language learners, and program developers. They help us look at lower-level foreign language classes from a new interdisciplinary perspective and help us see the value of these classes in promoting deeper and more reflective kind of learning among the students. These kinds of learning are not only the goals of language education but also of the undergraduate education in general. This book is, in some sense, an eye opener for practitioners in the area of foreign language education. -- Hongying Xu, University of Wisconsin-La Crosse, USA * LINGUIST List 27.3096 *Johnson’s book presents a refreshing and positive view of the effects that FL teaching and learning can have on college students. Her work is an invitation for teachers of adult FL to reflect on ways they can make their courses more relevant to the lives of adult learners. It is also an invitation for practitioners and researchers to establish connections between the fields of adult learning and adult FL teaching. In addition, the book reports on best practices while teaching FL to college students that are applicable to other settings teaching adult learners (...) For all of these reasons, I believe this book to be interesting, relevant, and useful, and I recommend it to everyone interested in adult learning and research. -- Clarena Larrotta, Texas State University, USA * Adult Education Quarterly 2016, Vol. 66(2) 188– 193 *Postsecondary educators interested in the application of adult learning theory in the L2 classroom will find an honest and informative case study of an elementary level Spanish class in Johnson’s latest work. Reflecting on the practical benefits of language learning, this book showcases the “transformative potential” of studying a foreign language and emphasizes the applied skills that can be acquired in just a single semester’s worth of study. -- Alexis McBride, Vanderbilt University, USA * The Teaching and Learning of Cultures SIG Newsletter, 3:1, January 2016 *Table of ContentsChapter 1: Introduction Chapter 2: Adult Learning Theory Chapter 3: Adult Language Education Chapter 4: This Class Chapter 5: How the Class was Taught Chapter 6: What Students Learned Chapter 7: Transformation and Development Chapter 8: Applications References Appendix

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Book SynopsisThis book tells the story of a project in Mexico which aimed to decolonize primary English teaching by building on research that suggests Indigenous students are struggling in educational systems and are discriminated against by the mainstream. Led by their instructor, a group of student teachers aspired to challenge the apparent world phenomenon that associates English with “progress” and make English work in favor of Indigenous and othered children’s ways of being. The book uses stories as well as multimodality in the form of photos and videos to demonstrate how the English language can be used to open a dialogue with children about language ideologies. The approach helps to support minoritized and Indigenous languages and the development of respect for linguistic human rights worldwide.Trade ReviewThis is a remarkable book. In a precise, theoretically well-documented, yet engaging narrative, the reader is situated within contexts where the voices of the participants (trainee teachers, young students and researchers) provide fascinating insights into how they experienced being confronted with a critical vision of English and their own languages from the perspective of colonial difference. * Anne-Marie de Mejía, Universidad de los Andes, Colombia *This book represents an important addition to critical views of English language teaching. It is truly innovative, not only in its theoretical stance and in the research project which is at its heart, but also in the original way it is narrated. López-Gopar gives both a voice and a face to those who are usually silenced in ELT, making this book a highly engaging and thought-provoking must-read for all those involved in the field of English language teaching. * Sue Garton, Aston University, UK *This book is a thrilling departure from mainstream academia in three ways: teaching English to underprivileged indigenous children in Mexico is a provocation for the status quo; teaching the Empire’s language without reproducing its dominant values is close to blasphemy in the trade; and letting those children create their voice through empowerment in English stops just short of a pedagogical revolution. This action research boldly integrates Latin American theory on pedagogy and colonialism with Western critical thought. * Rainer Enrique Hamel, Universidad Autónoma Metropolitana, Mexico *Table of ContentsDedication List of Tables List of Figures Acknowledgements Chapter One: Decolonizing Primary English Language Teaching (PELT) Chapter Two: Indigenous Peoples and English in Mexico Chapter Three: Los de la Banda (The Gang Members) Chapter Four: The Children Chapter Five: Language Practices and Ideologies Chapter Six: Praxicum and Change Chapter Seven: Student Teachers and Children as Authors and Language Subjects Chapter Eight: Decolonizing PELT: Grounded Principles References

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Book SynopsisThis book explores second language (L2) learning, teaching and assessment from a comprehensible input (CI) perspective. This focus on the role of input is important for deepening our understanding of interactions between the learner, teacher and the environment as well as of the nature of the learning, teaching and assessment processes. The book takes a blended approach that promotes the intertwining of theory, research and practice in L2 pedagogy and assessment and aims to address the commonly used concept of CI and its role in L2 education. Content includes a comprehensive discussion of the conceptual foundation of CI; a multimodal and dynamic interpretation of CI from numerous perspectives; a critical discussion of well-known L2 acquisition theories and research; a practical examination of the role of multimodal forms of CI in L2 pedagogy; an analytical review of factors to be considered when modifying CI for pedagogical purposes in different settings and an overview of CI in L2 assessment. It will be of interest to students in the fields of L2 learning, teaching and assessment, teachers in second/foreign language settings and researchers of SLA and teacher education.Trade Review'Input' or more appropriately 'comprehensible input' is now recognized as an indispensable component of state-of-the-art second language instruction. Language teachers are regularly reminded that processing oral and written input is fundamental to building the learner’s underlying language capacity. Professor Nihat Polat has produced a remarkable volume explaining and contextualizing the theoretical and practical aspects of using input effectively and meaningfully in the language classroom. -- Elaine K. Horwitz, The University of Texas at Austin, USANihat Polat has created a significant update to the concept of comprehensible input. The text provides a systematic, well-organized, wide-ranging, and nuanced overview of the topic. The breadth of information and incorporation of multiple perspectives will guide readers toward a deeper understanding of complex, intertwined teaching and learning processes. -- Peter D. MacIntyre, Cape Breton University, CanadaTable of ContentsIntroduction Acknowledgements PART I: Encountering Comprehensible Input: Conceptual Foundation Chapter 1. Comprehensible Input Defined Chapter 2. Theoretical Foundation of Input and Comprehensibility Chapter 3. Linguistic Perspectives on Input PART II: Comprehensible Input: Second Language Acquisition Chapter 4. Input in Cognitive Processing-Oriented Theories Chapter 5. Input in Learner and Interaction-Oriented Theories Chapter 6. Input in Socially-Oriented Theories Chapter 7. Input in Alternative SLA Theories PART III: Comprehensibility-Related Factors in L2 Teaching and Assessment Chapter 8. Input Related Factors Chapter 9. Learner Related Factors Chapter 10. Culture and Context Related Factors Chapter 11. Interaction and Discourse Related Factors Chapter 12. Modifications in Assessment-Related Factors Chapter 13. Conclusions

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Book SynopsisThis book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes and other relevant scholarly communities.Trade ReviewIn this important new book on Teaching English as an International Language, Aya Matusuda has brought together a unique collection of more than 30 EIL practitioners and researchers from around the world, including Australia, Brazil, Italy, Japan, Russia, Singapore, Turkey, Vietnam and elsewhere. The inclusion of a collection of pedagogical ideas in the final chapter makes this an original and welcome contribution to the EIL literature. * Andy Curtis, Anaheim University, USA *This book is timely in that it takes up the challenge of change: it brings together, from the perspectives of World Englishes and English as a Lingua Franca, various innovative proposals for teacher education that seek to take appropriate pedagogic account of the global role of English in today's world. * Barbara Seidlhofer, University of Vienna, Austria *This volume is a significant contribution to the field of EIL and ELT education. Each chapter responds to fill the gap about teaching of EIL that still remains at theoretical level (Matsuda, 2012) in teacher education. Thus, it is clear that this volume achieves its purpose of bridging the theory/practice division and offering both theoretical models and a wide range of sample materials for teacher educators who are interested in adopting or integrating EIL perspectives in their teacher education programs, courses, units, or lessons. -- Seyma Toker, Pennsylvania State University, USA * LINGUIST List 29.1646 *Table of ContentsContributors Aya Matsuda: Introduction Part I: Theoretical Frameworks 1. Yasemin Bayyurt and Nicos Sifakis: Foundations of an EIL-aware Teacher Education 2. Seran Dogancay-Aktuna and Joel Hardman: A Framework for Incorporating an English as an International Language Perspective into TESOL Teacher Education Part II: Teacher Preparation Programs 3. Raúl Alberto Mora and Polina Golovátina-Mora: A New Model for Reflexivity and Advocacy for Master’s-level EIL In-service Programs in Colombia: The Notion of “Learning and Teaching Processes in Second Languages” 4. Seong-Yoon Kang: US-Based Teacher Education Program for “Local” EIL Teachers Part III: Courses Dedicated to Teaching EIL 5. Nicola Galloway: Global Englishes for Language Teaching: Preparing MSc TESOL Students to Teach in a Globalised World 6. Nobuyuki Hino: Training Graduate Students in Japan to be EIL Teachers 7. Roby Marlina: Practices of Teaching Englishes for International Communication 8. Ali Fuad Selvi: Preparing Teachers to Teach Englishes as an International Language: Reflections from Northern Cyprus Part IV: EIL-informed Courses on Another ELT Topic 9. Thuy Ngoc Dinh: Preparing Pre-service Teacher for EIL/WE-oriented Materials Development 10. Eduardo H. Diniz de Figueiredo and Aline M. Sanfelici: Addressing Culture from an EIL Perspective in a Teacher Education Course in Brazil 11. Nugrahenny T. Zacharias: Practicing EIL pedagogy in a Microteaching Class Part V: Independent Units on Teaching EIL 12. Heath Rose: A Global Approach to English Language Teaching: Integrating an International Perspective into a Teaching Methods Course 13. Michele Salles El Kadri, Luciana Cabrini Simões Calvo and Telma Gimenez: English as a Lingua Franca in an Online Teacher Education Program Offered by a State University in Brazil 14. Paola Vettorel and Lucilla Lopriore: WE, EIL, ELF and Awareness of Their Pedagogical Implications in Teacher Education Programs in Italy Part VI: Lessons, Activities and Tasks for EIL Teacher Preparation 15. Various Contributors: Lessons, Activities and Tasks for EIL Teacher Preparation

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Book SynopsisThis book highlights the pivotal role that nonverbal behavior plays in target language communication, affect and cognition. It integrates research tenets and video demonstrations of nonverbal behavior with structured activities that will guide teachers and learners of any language to capitalize on the nonverbal means at their disposal. It does not shy away from the challenges that nonverbal communication poses in target language communication, including issues of personal and cultural identity that emerge with languages around the world. With its easy-to-use format, solid research support, and fully integrated activities and videos, this book is an essential resource for anyone interested in working with the nonverbal dimensions of communication. The text will be especially valuable for language educators, pre- and in-service teachers who are looking for classroom resources and ideas, who want to create positive classroom environments and want to improve learner interaction and communication while increasing language proficiency. This book is a valuable resource for anyone who interacts with other people in more than one language.Trade ReviewA must-read for 2017, this book is an excellent primer in nonverbal behavior and its related concepts. The text is easy to read, discusses the nonverbal codes at length, and contains detailed exercises on all the chapters. The book includes many research citations, so you can be confident that you are getting an up-to-date tool. Please be sure to put this on the top of your adoption book list in the beginning of the year. -- Michael H. Eaves, Valdosta State University, USAGregersen and MacIntyre steer us skilfully through the complex field of nonverbal communication. They provide an in-depth examination of the multitude of ways nonverbal behaviour influences communication, and a cornucopia of activities for teachers to use with their learners. This book is a welcome addition to the literature that succeeds in moving this important field forward. -- Marion Williams, University of Exeter, UKGregersen and MacIntyre focus attention on the often neglected aspects of non-verbal behavior, giving first an overview of key areas, and then presenting more than a hundred ready-made activities for language teachers to use in the classroom. A valuable addition to the library of any language teacher or motivated intercultural traveler. -- Joe McVeigh, co-author Tips for Teaching Culture: A Practical Approach to Intercultural Communication, USATable of ContentsPart 1: Introduction Part 2: Codes 1. Gesture 2. Posture 3. Facial Expression 4. Eye Behavior 5. Space and Touch 6. Prosody Part 3: Activities 1. Communicative Techniques 2. Affective Techniques 3. Cognitive Techniques Conclusion – Nonverbal Positive Communication References Author Index Subject Index

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Book SynopsisThis book highlights the pivotal role that nonverbal behavior plays in target language communication, affect and cognition. It integrates research tenets and video demonstrations of nonverbal behavior with structured activities that will guide teachers and learners of any language to capitalize on the nonverbal means at their disposal. It does not shy away from the challenges that nonverbal communication poses in target language communication, including issues of personal and cultural identity that emerge with languages around the world. With its easy-to-use format, solid research support, and fully integrated activities and videos, this book is an essential resource for anyone interested in working with the nonverbal dimensions of communication. The text will be especially valuable for language educators, pre- and in-service teachers who are looking for classroom resources and ideas, who want to create positive classroom environments and want to improve learner interaction and communication while increasing language proficiency. This book is a valuable resource for anyone who interacts with other people in more than one language.Trade ReviewA must-read for 2017, this book is an excellent primer in nonverbal behavior and its related concepts. The text is easy to read, discusses the nonverbal codes at length, and contains detailed exercises on all the chapters. The book includes many research citations, so you can be confident that you are getting an up-to-date tool. Please be sure to put this on the top of your adoption book list in the beginning of the year. -- Michael H. Eaves, Valdosta State University, USAGregersen and MacIntyre steer us skilfully through the complex field of nonverbal communication. They provide an in-depth examination of the multitude of ways nonverbal behaviour influences communication, and a cornucopia of activities for teachers to use with their learners. This book is a welcome addition to the literature that succeeds in moving this important field forward. -- Marion Williams, University of Exeter, UKGregersen and MacIntyre focus attention on the often neglected aspects of non-verbal behavior, giving first an overview of key areas, and then presenting more than a hundred ready-made activities for language teachers to use in the classroom. A valuable addition to the library of any language teacher or motivated intercultural traveler. -- Joe McVeigh, co-author Tips for Teaching Culture: A Practical Approach to Intercultural Communication, USATable of ContentsPart 1: Introduction Part 2: Codes 1. Gesture 2. Posture 3. Facial Expression 4. Eye Behavior 5. Space and Touch 6. Prosody Part 3: Activities 1. Communicative Techniques 2. Affective Techniques 3. Cognitive Techniques Conclusion – Nonverbal Positive Communication References Author Index Subject Index

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Book SynopsisThis book investigates new English language policies and initiatives which have been introduced and implemented across Argentina, Brazil, Chile, Colombia, Ecuador, Uruguay and Venezuela. Chapters are organized around three themes. Chapters in the first section critically examine newly-implemented English language policies, as well as factors that contribute to and prevent the implementation of such policies. Chapters in the second section describe and analyze current teacher preparation and teacher development initiatives, in addition to the challenges and opportunities associated with such initiatives. Finally, the third section features school- and classroom-based research designed to investigate the status of English language teaching and the implementation of innovative programs. All authors have a first-hand understanding of the South American context and draw on references and resources which originate beyond Inner Circle countries. The book showcases examples of innovation and success in a variety of complex contexts and will serve as a starting point for researchers, as well as being of interest to students, policymakers and stakeholders. This book is open access under a CC BY NC ND licence.Trade ReviewCovering several countries in South America, this collaborative book raises important pedagogical issues, discusses teacher preparation, and clarifies educational policies within this very rich but often forgotten region of the world. An enlightening read for those interested in education, culture, language policy, TESOL, sociolinguistics, and so many related fields. * Patricia Friedrich, Arizona State University, USA *A most welcome book! Set in the context of teaching English to Spanish and Portuguese speakers across South America, it explores and evaluates important innovations over the recent past. The chapters probe salient changes based on a wide range of innovative research, emerging in teacher-training as well as in language teaching and learning across a variety of settings. * Robert B. Kaplan, University of Southern California, USA *I am excited about this much-needed volume on English language teaching in South America. The chapters are written by extremely knowledgeable authors and cover an impressive range of topics of current interest to researchers, teacher educators, policymakers, and teachers who work in South America, as well as English language teachers in other countries that receive students and immigrants from South America. * Kathleen M. Bailey, Middlebury Institute of International Studies at Monterey, USA *This edited volume is a commendable effort to describe and analyse the ELT processes in South America through examination of policies, teacher education, and research. We, South American educators should celebrate this book together with other recent publications from the southern cone because they are channeling our stories and experiences and allow us to share them with the international English-speaking community. -- Darío Luis Banegas * Argentinian Journal of Applied Linguistics Vol. 5, No. 2, November 2017, 40-42 *Table of ContentsContributors Acknowledgements Lía D. Kamhi-Stein, Gabriel Díaz-Maggioli and Luciana C. de Oliveira: Introduction Section I. English Language Policy 1. Cristina Banfi: English Language Teaching Expansion in South America: Challenges and Opportunities 2. Gabriel Díaz-Maggioli: Ideologies and Discourses in the Standards for Language Teachers in South America: A Corpus-based Analysis 3. Claudia A. Brovetto: Language Policy and Language Practice in Uruguay: A Case of Innovation in English Language Teaching in Primary Schools 4. Adriana Maria Tenuta, Miriam Jorge and Ricardo Augusto de Souza: Language Teaching in the Brazilian Changing Scenario of Language Education Policies Section 2. English Language Teacher Preparation and Professional Development 5. Natalie Kuhlman and Elisabeth Serrano: Teacher Educational Reform: The Case in Ecuador 6. Mary Jane Abrahams and Pablo Silva Ríos: What Happens with English in Chile? Challenges in Teacher Preparation 7. Patricia Veciño: Integrating Technology In Argentine Classrooms: The Case of a Buenos Aires Teacher Education School Section 3. School-based Research and Innovative Practices 8. Rebecca Pozzi: Examining Teacher Perspectives on Language Policy in the City of Buenos Aires, Argentina 9. Carmen T. Chacón: Film as a Consciousness-Raising Tool in ELT 10. M. Inés Valsecchi, M. Celina Barbeito and M. Matilde Olivero: Students’ Beliefs about Learning English as a Foreign Language at Secondary Schools in Argentina 11. Danielle Almeida and Velúcia Guimarães de Souza: Towards a Multimodal Critical Approach to the Teaching of EFL in Brazil 12. Mónica Rodríguez-Bonces: Seeking Information to Promote Effective Curriculum Renewal in a Colombian School Epilogue Topic Index Author Index

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Book SynopsisThis book explores the realities of feminist EFL teachers’ lives through interviews and classroom observations with eight EFL teachers at Japanese universities. The data contained in the book broaden our understanding of feminist teaching in the language classroom while also providing suggestions for practice. The book examines not only how the teachers’ feminist identities influence their pedagogical beliefs and practices but also how the teachers actually practice feminist teaching in their classrooms. The tensions, dilemmas and pleasures of feminist teaching converge in this book, which attempts to shed light on a question that is often asked in either ESL or EFL teaching contexts: is teaching about gender-related topics (including controversial sociopolitical topics) in the language classroom education or indoctrination?Trade ReviewReiko Yoshihara has given us a theoretically rich case study of feminist pedagogy in Japan from the perspectives of several Japanese and non-Japanese university teachers of English. Both the theoretical discussions and detailed portrayals of individual teachers' beliefs and practices help dismantle stereotypes and reveal the diversity and tensions inherent in a feminist pedagogy. The issues and examples apply well beyond Japan. * Christine Pearson Casanave, Temple University, Japan Campus, Japan and Middlebury Institute of International Studies at Monterey, USA *Reiko Yoshihara’s volume is an important contribution to the topic of feminist pedagogy, especially in TESOL/TEFL contexts. A comprehensive outline traces the course of feminist theory and how present-day feminist educators can help to promote a more gender-equal society. The narrative research methodology proved to be a particularly viable approach for highlighting the complex lives of the study’s participants. * Andrea Simon-Maeda, Nagoya Keizai University, Japan *I am enthusiastic about and grateful for this outstanding contribution to the under-addressed topic of feminist EFL teaching. This is top-notch qualitative research. The participant teachers’ voices vividly reveal their experiences grappling with issues of gender and pedagogy. For anyone interested in gender and language teaching, this is a must-read. * Stephanie Vandrick, University of San Francisco, USA *Table of ContentsAcknowledgements 1. Introduction 2. Method, Data Collection, and Participants 3. On Becoming a Feminist EFL Teacher 4. Teaching According to Feminist Principles 5. Incompatibility Between Feminist Identity and Classroom Practices 6. Conclusion Epilogue References Appendix Index

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Book SynopsisThis book examines racism and racialized discourses in the ELT profession in South Korea. The book is informed by a number of different critical approaches to race and discourse, and the discussions contained in the chapters offer one way of exploring how the ELT profession can be understood from such perspectives. Observations made are based on the understanding that racism should not be viewed as individual acts of discrimination, but rather as a system of social structures. While the book is principally concerned with language teaching and learning in South Korea, the findings are situated in a wider discussion of race and ethnicity in the global ELT profession. The book makes the following argument: White normativity is an ideological commitment and a form of racialized discourse that comes from the social actions of those involved in the ELT profession; this normative model or ideal standard constructs a system of racial discrimination that is founded on White privilege, saviorism and neoliberalism. Drawing on a wide range of data sources, this book is a must-read for anyone interested in critically examining ELT.Trade ReviewChristopher Jenks perceptively draws from his personal experience as a biracial professional in diverse communities in the East and West to “color” the field of English language teaching, in order to expose invisible and unspoken racial inequalities and unleash the creative potential of diversity in language learning and communication. * Suresh Canagarajah, Pennsylvania State University, USA *This refreshing critique of racialized discourses in the English language teaching profession in South Korea takes the debates about White normativity and privilege and neoliberialism to a new level. It is empirically rich and theoretically sharp. It is a key reference in the growing body of critical literature on race, ethnicity and equity in education and society. * Li Wei, UCL Institute of Education, UK *Using South Korea as a case study, this book explores key questions about race and hegemonic discourses in ELT that impact teachers, teacher educators, researchers, material developers, administrators, students, and policy makers around the world. This book forces us to unearth and question the axioms that our field is built on and, by doing so, create the possibility of making our profession more equitable and free of discrimination. * Ahmar Mahboob, The University of Sydney, Australia *Table of ContentsChapter 1: Introduction: Overview and Objectives Chapter 2: Critical Approaches to Race Chapter 3: Korea in Context Chapter 4: White Normativity in ELT Chapter 5: White Saviorism in ELT Chapter 6: White Neoliberalism in ELT Chapter 7: Beyond Korea: Racial Capitalism and White Public Spaces Chapter 8: Conclusion and Future Directions References Index

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Book SynopsisThis book examines racism and racialized discourses in the ELT profession in South Korea. The book is informed by a number of different critical approaches to race and discourse, and the discussions contained in the chapters offer one way of exploring how the ELT profession can be understood from such perspectives. Observations made are based on the understanding that racism should not be viewed as individual acts of discrimination, but rather as a system of social structures. While the book is principally concerned with language teaching and learning in South Korea, the findings are situated in a wider discussion of race and ethnicity in the global ELT profession. The book makes the following argument: White normativity is an ideological commitment and a form of racialized discourse that comes from the social actions of those involved in the ELT profession; this normative model or ideal standard constructs a system of racial discrimination that is founded on White privilege, saviorism and neoliberalism. Drawing on a wide range of data sources, this book is a must-read for anyone interested in critically examining ELT.Trade ReviewChristopher Jenks perceptively draws from his personal experience as a biracial professional in diverse communities in the East and West to “color” the field of English language teaching, in order to expose invisible and unspoken racial inequalities and unleash the creative potential of diversity in language learning and communication. * Suresh Canagarajah, Pennsylvania State University, USA *This refreshing critique of racialized discourses in the English language teaching profession in South Korea takes the debates about White normativity and privilege and neoliberialism to a new level. It is empirically rich and theoretically sharp. It is a key reference in the growing body of critical literature on race, ethnicity and equity in education and society. * Li Wei, UCL Institute of Education, UK *Using South Korea as a case study, this book explores key questions about race and hegemonic discourses in ELT that impact teachers, teacher educators, researchers, material developers, administrators, students, and policy makers around the world. This book forces us to unearth and question the axioms that our field is built on and, by doing so, create the possibility of making our profession more equitable and free of discrimination. * Ahmar Mahboob, The University of Sydney, Australia *Table of ContentsChapter 1: Introduction: Overview and Objectives Chapter 2: Critical Approaches to Race Chapter 3: Korea in Context Chapter 4: White Normativity in ELT Chapter 5: White Saviorism in ELT Chapter 6: White Neoliberalism in ELT Chapter 7: Beyond Korea: Racial Capitalism and White Public Spaces Chapter 8: Conclusion and Future Directions References Index

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Book SynopsisOver the last two decades drama pedagogy has helped to lay the foundations for a new teaching and learning culture, one that accentuates physicality and centres on performative experience. Signs of this ‘performative turn’ in education are especially strong in the field of foreign/second language teaching. This volume introduces scholars, language teachers, student teachers and drama practitioners to the concept of a performative foreign language didactics. Approaching the subject from a wide variety of contexts, the contributors explore the extent to which performative approaches, emphasising the role of the body as a learning medium, can achieve deep intercultural learning. Drama activities such as improvisation, hot seating and tableaux are shown to create rich opportunities for intercultural encounters that transport students beyond the parameters of conventional language, literature and culture education.Trade ReviewThis is a thought-provoking collection that provides a series of rich insights into the way intercultural education is enhanced by performative approaches. It makes a significant contribution to the field. The variety of perspectives from different countries and contexts, and the open, enquiring tone means that the book itself embodies some of the key principles of interculturality. * Mike Fleming, Durham University, UK *A most timely publication, Going Performative in Intercultural Education provides important impulses for thought and action. Crutchfield and Schewe have compiled an impressive collection of theoretical and practical approaches by international scholars, practitioners, teacher trainers, and artists. The contributions demonstrate the transformative potential that ‘going performative’ possesses for intercultural education. * Barbara Schmenk, University of Waterloo, Canada *This book is an important contribution to performative education, introducing the reader to the theories and practices of this complementary or alternative teaching and learning approach [...] These empirical studies provide positive results suggesting that the traditional approaches used worldwide could or should be completed by more holistic experiences. -- Leïla G-Blili, University of Toulouse 3, France * Études en Didactique des Langues, No. 34 *Table of ContentsJohn Crutchfield and Manfred Schewe: Introduction I: First Impressions 1. Magdalena Haftner and Alexander Riedmüller: The Intercultural Surprise – Teaching Improvisational Theatre in Different Cultural Contexts II: Focus on Schools (Immigrant/Refugee Children) 2. Katja Frimberger: The Ethics of Performative Approaches in Intercultural Education 3. Evi Kompiadou, Antonis Lenakakis and Roula Tsokalidou: Diadrasis – An Interactive Project on Language Teaching to Immigrant Families in a Greek School 4. Joëlle Aden: Developing Empathy through Theatre – A Transcultural Perspective in Second Language Education III: Focus on Teacher Training 5. Micha Fleiner: Interculturality in Foreign Language Teacher Training – Performing Arts Projects across National, Language and Cultural Borders 6. Almut Küppers: Exploring Diversity through Drama Education – English-Turkish Perspectives on National German Stereotypes in Foreign Language Teacher Training 7. John Crutchfield and Michaela Sambanis: Staging Otherness – Three New Empirical Studies in Dramapädagogik with Relevance for Intercultural Learning in the Foreign Language Classroom IV: Focus on Specific Performative Approaches: Process Drama and Playback Theatre 8. Julia Rothwell: Using Process Drama to Engage Beginner Learners in Intercultural Language Learning 9. Erika Piazzoli: Intercultural/Dramatic Tension and the Nature of Intercultural Engagement V: Focus on Performance and Biography 10. Daniel Feldhendler: Enacting Life: Dialogue and Mediation in Cross Cultural Contexts 11. Jane Arnfield: Suitcase of Survival – Performance, Biography and Intercultural Education VI: Performative Approaches to Intercultural Education – A Culture-Specific Perspective 12. Eucharia Donnery: The Intercultural Journey – Drama-Based Practitioners in JFL in North America, and JSL and EFL in Japan

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Book SynopsisThis is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.Trade ReviewThis book connects theory and practice in a way that is rare in writing about language learner autonomy. Based on more than 25 years of research and practice, it is an invaluable source on strategies for autonomy in the language classroom. Chapters on autonomy and inclusion extend our understanding of strategies for teaching students with behavioural difficulties and new migrants. * Phil Benson, Macquarie University, Australia *At last, we have a book-length synthesis of a longstanding and hugely influential body of work on language learner autonomy. Firmly grounded in accounts of actual classrooms and rich in illustrative detail and empirical evidence, the book integrates theory, practice, research, and teacher education in a clear, coherent and compelling manner. * Ema Ushioda, University of Warwick, UK *A rich resource for language teachers, language teacher educators, and researchers! Detailed descriptions of successful autonomous learning techniques and materials (extremely useful for practitioners) are followed by insights into the theoretical framework and research basis of language learner autonomy. Practical examples for preparing teachers to create an autonomy classroom are especially welcome. * Anna Uhl Chamot, The George Washington University, USA *Language Learner Autonomy is a refreshing take on a topic which has been debated and discussed for a long time. The authors are clearly passionate about what they feel is the best way for achieving autonomous learning. The book is a very worthwhile read for anyone involved in language education and offers much food for thought on the role we assign to learners for their own learning. -- Rory O’Kane, EAP teacher at IIBIT, Adelaide, Australia * IATEFL Voices, 266, January/February 2019 *This is an excellent book and one that will become a key reference for language teachers and researchers. It draws upon years of dedicated practice, research and collaborative theorising. It shares some important and compelling theoretical ideas supported by research-based principles and practical applications. In addition, it suggests some future directions. -- Jo Mynard, Kanda University of International Studies, Japan * SiSAL Journal Vol. 8, No. 4, December 2017 *For readers who are seeking to find answers to widespread educational challenges such as lack of learners’ motivation, low TL proficiency achievements or the inclusion of students with different educational needs, this is a must-read book. -- Mariangel Carreño, Universidad Interamericana de Puerto Rico - Ponce * LINGUIST List 29.3214 *Table of ContentsPreface Introduction Part I: The Autonomy Classroom In Practice: An Example From Lower Secondary Education 1. Using the Target Language: Spontaneity, Identity, Authenticity 2. Interaction and Collaboration: The Dialogic Construction of Knowledge 3. Letting Go and Taking Hold: Giving Control to the Learners 4. Evaluation: The Hinge on Which Learner Autonomy Turns Part II: Language Learner Autonomy: Evidence Of Success 5. Exploring Learning Outcomes: Some Research Findings 6. Language Learner Autonomy and Inclusion: Two Case Studies Part III: Language Learner Autonomy: Meeting Future Challenges 7. The Linguistic, Social and Educational Inclusion of Immigrants: A New Challenge for Language Learner Autonomy 8. Teacher Education for Language Learner Autonomy: Some Reflections and Proposals Conclusion References

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Book SynopsisThis ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations. Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, the authors describe a collaborative project in which graduate students and teachers planned, implemented and reported on units which integrated intercultural competence in a systematic way in classrooms ranging from elementary to university level. The authors are clear and honest about what worked and what didn’t, both in their classrooms and during the process of collaboration. This book will be required reading for both scholars and teachers interested in applying academic theory in the classroom, and in the teaching of intercultural competence.Trade ReviewThis long-awaited book bridges theory to practice in an accessible and engaging way; teachers explain to other teachers how they successfully integrated an intercultural component in their pre-existing unit plans. Each of the eight chapters models the optimal use of authentic cultural contexts and provides theoretical justifications for the inclusion of an intercultural component. This book is a valuable resource for new teachers, veteran teachers, and pre-service teachers. * Paula Garrett-Rucks, Georgia State University, USA *This collection provides both inspiration and a practical roadmap for language teachers interested in supporting the development of intercultural competence. Clear, accessible, and focused on classroom practice (yet thoroughly grounded in theory and research), this an invaluable resource for teachers! * Stacey Margarita Johnson, Vanderbilt University, USA *This is action research at its finest. Authors who feel like trusted colleagues design lessons and then adapt them in accordance with their observations of student behavior and learning. This work includes open and honest discussions about the triumphs and learning opportunities associated with their research, making suggestions for moving ahead with the project and adapting the project for future iterations. * Joan Campbell, Lincoln Sudbury Regional High School, USA *[This book] makes an essential contribution to the field of ICC and language education by systematically applying the theory of ICC to foreign language pedagogy and promotes a greater understanding of the concerns, strategies, and challenges associated with designing and implementing ICC lessons by examining teachers’ perspectives as they teach ICC in their language classrooms. -- Renzhong Peng and Rongrong Fu, Huazhong University of Science and Technology, China * International Journal of Communication 14 (2020) *Table of Contents1. Manuela Wagner, Dorie Conlon Perugini and Michael Byram: Introduction 2. Patty Silvey and Silke Gräfnitz: Houses Around the World (4th grade) 3. Dorie Conlon Perugini: Discovering Modes of Transportation (4th grade) 4. Philip Rohrer and Lauren Kagan: Using the Five Senses to Explore Cities (6th grade) 5. Jean Despoteris and Komo Ananda: Intercultural Competence: Reflecting on Daily Routines (8th grade) 6. Deanne Wallace and Jocelyn Tamborello-Noble: Diverse Perspectives of the Immigrant Experience (10th and 11th grade) 7. Chelsea Connery and Sarah Lindstrom: Beauty and Aesthetics (11th and 12th grade) 8. Manuela Wagner and Niko Tracksdorf: IC Online: Fostering the Development of Intercultural Competence in Virtual Language Classrooms (University students) 9. Lauren Rommal and Michael Byram: Becoming Interculturally Competent Through Study and Experience Abroad (Teachers) 10. Rita Oleksak, Manuela Wagner, Dorie Conlon Perugini and Michael Byram: Conclusion Appendix

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Book SynopsisThis ground-breaking book is the first to describe in detail how teachers, supported by university educators and education advisers, might plan and implement innovative ideas based on sound theoretical foundations. Focusing on the teaching and learning of intercultural communicative competence in foreign language classrooms in the USA, the authors describe a collaborative project in which graduate students and teachers planned, implemented and reported on units which integrated intercultural competence in a systematic way in classrooms ranging from elementary to university level. The authors are clear and honest about what worked and what didn’t, both in their classrooms and during the process of collaboration. This book will be required reading for both scholars and teachers interested in applying academic theory in the classroom, and in the teaching of intercultural competence.Trade ReviewThis long-awaited book bridges theory to practice in an accessible and engaging way; teachers explain to other teachers how they successfully integrated an intercultural component in their pre-existing unit plans. Each of the eight chapters models the optimal use of authentic cultural contexts and provides theoretical justifications for the inclusion of an intercultural component. This book is a valuable resource for new teachers, veteran teachers, and pre-service teachers. * Paula Garrett-Rucks, Georgia State University, USA *This collection provides both inspiration and a practical roadmap for language teachers interested in supporting the development of intercultural competence. Clear, accessible, and focused on classroom practice (yet thoroughly grounded in theory and research), this an invaluable resource for teachers! * Stacey Margarita Johnson, Vanderbilt University, USA *This is action research at its finest. Authors who feel like trusted colleagues design lessons and then adapt them in accordance with their observations of student behavior and learning. This work includes open and honest discussions about the triumphs and learning opportunities associated with their research, making suggestions for moving ahead with the project and adapting the project for future iterations. * Joan Campbell, Lincoln Sudbury Regional High School, USA *[This book] makes an essential contribution to the field of ICC and language education by systematically applying the theory of ICC to foreign language pedagogy and promotes a greater understanding of the concerns, strategies, and challenges associated with designing and implementing ICC lessons by examining teachers’ perspectives as they teach ICC in their language classrooms. -- Renzhong Peng and Rongrong Fu, Huazhong University of Science and Technology, China * International Journal of Communication 14 (2020) *Table of Contents1. Manuela Wagner, Dorie Conlon Perugini and Michael Byram: Introduction 2. Patty Silvey and Silke Gräfnitz: Houses Around the World (4th grade) 3. Dorie Conlon Perugini: Discovering Modes of Transportation (4th grade) 4. Philip Rohrer and Lauren Kagan: Using the Five Senses to Explore Cities (6th grade) 5. Jean Despoteris and Komo Ananda: Intercultural Competence: Reflecting on Daily Routines (8th grade) 6. Deanne Wallace and Jocelyn Tamborello-Noble: Diverse Perspectives of the Immigrant Experience (10th and 11th grade) 7. Chelsea Connery and Sarah Lindstrom: Beauty and Aesthetics (11th and 12th grade) 8. Manuela Wagner and Niko Tracksdorf: IC Online: Fostering the Development of Intercultural Competence in Virtual Language Classrooms (University students) 9. Lauren Rommal and Michael Byram: Becoming Interculturally Competent Through Study and Experience Abroad (Teachers) 10. Rita Oleksak, Manuela Wagner, Dorie Conlon Perugini and Michael Byram: Conclusion Appendix

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Book SynopsisEnglish-Medium Instruction in Japanese Higher Education provides a touchstone for higher education practitioners, researchers and policy makers. It enables readers to more clearly understand why policies concerning English-medium instruction (EMI) are in place in Japan, how EMI is being implemented, what challenges are being addressed and what the impacts of EMI may be. The volume situates EMI within Japan’s current policy context and examines the experiences of its stakeholders. The chapters are written by scholars and practitioners who have direct involvement with EMI in Japanese higher education. They look at EMI from perspectives that include policy planning, program design, marketing and classroom practice.Trade ReviewThis edited volume provides the reader with deep insights into a whole range of issues connected with the EMI phenomenon in Japanese higher education. Whether the reader is involved in Japanese education or not, the book acts as an excellent model of how to compose a case study of one particular country, how language policies are arrived at, how EMI is conceptualised and how to evaluate the reactions of the various stakeholders. * Ernesto Macaro, University of Oxford, UK *In the rapidly expanding field of English Medium Instruction, this important volume covers a range of challenges and good practice relevant to contexts where English is not the dominant language. It provides a touchstone for policy and implementation in the use of EMI as a support for internationalization at home. * Elspeth Jones, Emerita Professor, Leeds Beckett University, UK *This is a book about content instruction delivered in English, in the particular national context of contemporary Japan. As such, it is likely to be of the greatest interest to stakeholders in Japanese higher education, but it also offers insights for those seeking to implement EMI programs in other similar contexts - those where English is not a lingua franca - outside Japan. It also offers an excellent example of how to identify and conduct research on the perceptions of key stakeholders. -- Caroline Hutchinson, Juntendo University, Japan * LINGUIST List 29.4800 *The diverse range of contributors provides the volume with an excellent overview of the current status of and challenges facing EMI in Japanese higher education [...] Sharing the volume amongst relevant stakeholders might help encourage greater understanding of both the need to work together and the level of work that a successful EMI program requires. -- Imogen Custance, Kwansei Gakuin University, Japan * JALT Journal, 41.1, May 2019 *Table of ContentsAnnette Bradford and Howard Brown: Introduction Section 1: English-Medium Instruction in Context Annette Bradford and Howard Brown: ROAD-MAPPING English-Medium Instruction in Japan Hiroko Hashimoto: Government Policy Driving English-Medium Instruction at Japanese Universities: Responding to a Competitiveness Crisis in a Globalizing World Bern Mulvey: Recent Government Policy and its Impact on English-Medium Instruction: Why this Time may be Different Section 2: The Implementation of English-Medium Instruction in Japan Hiroyuki Takagi: Development of English-Medium Instruction as a Key for Internationalizing Curricula in Japan Beverley Anne Yamamoto and Yukiko Ishikura: A Pebble that Creates Great Waves? Global 30 Classes and Internationalization of the Student Body Section 3: Challenges and Solutions for English-Medium Instruction in Japan Gregory Poole: Administrative Impediments: How Bureaucratic Practices Obstruct the Implementation of English-Taught Programs in Japan Hiroshi Ota and Kiyomi Horiuchi: How Accessible are English-Taught Programs? Exploring International Admissions Procedures Sarah Louisa Birchley: A Marketing Perspective on English-Medium Instruction at Universities in Japan Section 4: The Student and Faculty Experience Christopher G. Haswell: Accepting Neighboring Englishes: Investigating the Attitudes and Preconceptions of English-Medium Instruction Students at an International University in Japan Juanita Heigham: Center Stage but Invisible: International Students in an English-Taught Program Sae Shimauchi: Gender in English-Medium Instruction: Differences in International Awareness? Bernard Susser: A Tale of Two Classes: From EFL CBI to ELF EMI Miki Horie: Faculty Training for Non-Native Speakers of English at Japanese Universities: Effective English-Medium Teaching for a Culturally Diversified Student Population Section 5: Curriculum Contexts Bethany Mueller Iyobe and Jia Li: Factors for Success and Sustainability of an Elective English-Medium Instruction Program Jim McKinley: Making the EFL to ELF Transition in English-Medium Instruction at a Global Traction University Nílson Kunioshi and Harushige Nakakoji: Features, Challenges and Prospects of a Science and Engineering English-Taught Program Section 6: Future Directions for English-Medium Instruction Akira Kuwamura: The Future of English-Medium Instruction in Japan Annette Bradford and Howard Brown: Final Thoughts: Have We Seen this Before? The Information Technology Parallel

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Book SynopsisMany language teachers recognise the importance of integrating intercultural learning into language learning, but how this can be best achieved is not always apparent. This is particularly the case in foreign language learning contexts where teachers are working with a prescribed textbook and opportunities to use the language outside the classroom are limited. This book argues that teachers can work creatively with conventional resources and utilise classroom experiences in order to help learners interpret aspects of communication in insightful ways and develop awareness of the influence of cultural assumptions and values on language use. The book provides extensive analysis of a range of classroom interactions to demonstrate how teachers and learners can work together to construct opportunities for intercultural learning through reflection on pragmatics.Trade ReviewIn this timely book Troy McConachy offers a theoretically engaging and deeply insightful argument for developing in learners an ‘intercultural perspective on language use’. It highlights, through rich exemplification, the way in which even the most ordinary discussions in the foreign language learning classroom become an opportunity to explore, in reflective and analytic ways, the intricacies entailed in exchanging meanings in interaction across languages and cultures. * Angela Scarino, University of South Australia, Australia *It has been a long time since I have read a book as important as this in the ‘jungle’ of language and intercultural education. Troy McConachy has done a great job in tying together the thorny issues of interculturality and language use. His approach is novel, bold and illuminating in a number of ways. No doubt this book will have a profound impact on the field! * Fred Dervin, University of Helsinki, Finland; Renmin University of China, China *Table of ContentsFigures and Tables Foreword Preface Introduction Chapter 1: Pragmatics and Culture in Communicative Language Teaching Chapter 2: Linking Pragmatics and Intercultural Language Learning Chapter 3: Developing a View of Language Use as Social Action Chapter 4: Reflection on Experience as Resource for Intercultural Learning Chapter 5: Combining Performance and Reflection for Learning Chapter 6: Developing Intercultural Perspectives on Language Use Conclusion List of References Subject Index

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Book SynopsisThis book presents a new and comprehensive framework for the analysis of representations of culture, society and the world in textbooks for foreign and second language learning. The framework is transferable to other kinds of learning materials and to other subjects. The framework distinguishes between five approaches: national studies, citizenship education studies, cultural studies, postcolonial studies and transnational studies. In a series of concrete analyses, the book illustrates how one can describe and uncover representations of the world in textbooks for English, German, French, Spanish, Danish and Esperanto. Each analysis is accompanied by suggestions of possible supplements and changes. The book points to the need for language learning materials to deal seriously with knowledge about the world, including its diversities and problems.Trade ReviewThe cultural dimensions of language learning are important and complex. Teachers and researchers will therefore welcome this accessible introduction to culture for language learning. Risager breaks through the seemingly impenetrable divide between theory and practice by analyzing textbooks through multiple theoretical perspectives on culture. * Carol A. Chapelle, Iowa State University, USA *This important research-based book is unique in that it addresses the issue of representation in materials for the teaching of a range of modern foreign languages – English, German, French, Spanish, Danish and Esperanto. Written by a well-established author, the book deftly combines theoretically informed analysis with practical suggestions for language teaching professionals and materials writers and producers. * John Gray, UCL Institute of Education, UK *This intensely scholarly work provides an exhaustive study of textbooks used in Danish schools in six languages. It focuses on discourses of culture and potentials for intercultural learning. It will be core reading for researchers in textbook analysis and the problematised concepts of nation and its relationship with language and culture. * Adrian Holliday, Canterbury Christ Church University, UK *[Representations of the World in Language Textbooks] is an excellent book. Ambitious in scope and detail, it is a must read for anyone interested in the analysis of language teaching materials. Risager manages to inform us about the textbooks that she focuses on, but more importantly, she has managed to develop a multidisciplinary framework that is applicable to any language textbook in any context. And that is no small feat. -- David Block, University Pompeu Fabra, Spain * Pragmatics and Society 10:4 *Table of ContentsPreface Chapter 1. Representations of the World Chapter 2. Culture in Textbook Analyses around the World Chapter 3. National Studies Chapter 4. Citizenship Education Studies Chapter 5. Cultural Studies Chapter 6. Postcolonial Studies Chapter 7. Transnational Studies Conclusion Appendix 1: Textbooks Selected Appendix 2: Survey Corpus Appendix 3: List of Photos from Textbooks References Author Index Subject Index

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Book SynopsisThis book brings together renowned scholars and new voices to challenge current practices in ELT materials design in order to work towards optimal learning conditions. It proposes ideas and principles to improve second language task design through novel resources such as drama, poetry, literature and online resources; and it maps out a number of unusual connections between theory and practice in the field of ELT materials development. The first section of the book discusses how innovative task-writing ideas can stretch materials beyond the current quality to make them more original and inspiring; the second part examines how different arts and technologies can drive innovation in coursebooks; the third section describes how teachers and learners can participate in materials writing and negotiate ways to personalize learning.Trade ReviewThis book brings new and exciting ingredients into the materials design mix, such as learner-centred visuals and process drama. Its contributors, representing the many faces of the ELT profession, include both loved ELT 'greats' and the fresh perspectives of new practitioners. Together they invite us to revisit what we know, or think we know, about ELT materials, and to re-assess the design tension between constraint and creative possibility. * Jane Spiro, Oxford Brookes University, UK *This volume provides a fresh and original look at ELT materials development that goes beyond the general view of the field. The various chapters provide a wealth of information and ways of developing ELT materials that will be useful for materials writers and teachers. The book is user-friendly and well-organized, and the 13 chapters are clearly written. I highly recommend it to ELT professionals. * Richard Day, University of Hawaii, USA *This accessible edited book should be essential reading for ELT methods and materials courses and for programmes in teacher development to inspire flexibility, creativity and innovative learner involvement in a comprehensive range of classroom practices. * Martin Cortazzi, University of Nottingham Ningbo, China; University of Warwick, UK *[This book] is delivered in an engaging and insightful manner and the chapters piece together nicely. It encourages readers to consider the importance of creativity, for both teachers and learners, because it can nurture individuality and expression throughout the language learning process. The volume keeps the learner at its core and shows the importance of using contextually based (self-) developed materials, but also displays how both teachers and learners can express agency when using materials developed by third parties. -- Michael Karas, University of Western Ontario, Canada * TESOL Journal, March 2020 *[...] the process of materials delivery, adaptation and development needs to be well aligned to bring out the optimal learning impact. Along this line, [this book] represents a good source of support for these meaningful endeavours. I would highly recommend it to academic scholars and classroom practitioners alike. -- Mayyer Ling, Universiti Brunei Darussalam, Brunei * Transitions: Journal of Transient Migration, Volume 3, Number 2 *I welcome this book as an important contribution to the ever-increasing materials development literature. It holds the possibility to stimulate both ELT practitioners and materials writers who would like to diverge from the current practice of materials design. -- Luis Carabantes, University College London, UK * TESOL Quarterly, Volume 53, Issue 1 *This volume presents an impressive repertoire of ideas, theory-driven and proven in practice, and convincingly argues for the need to prioritise innovation and creativity in task design. Through concrete examples in a range of contexts, coursebook developers and teachers are shown inspiring ways of facilitating the learning process. -- Jennifer St. John, University of Ottawa, Canada * IATEFL VOICES 268 – May/June 2019 *The book is a welcome addition to the field of materials design and helps bring new perspectives from practitioner-based observations and pedagogy [...] The key strength of the collection is certainly the varied contexts and perspectives from which the authors derive their content. Showing how practice differs across cultures and education settings offers the chance to share insightful innovation amongst practitioners and researchers. -- Tara McIlroy, Rikkyo University, Japan * JALT Journal, 42.2, Nov 2020 *Table of ContentsList of Contributors Authors’ Bio Data Preface 1. Dat Bao: Expanding the Discourse in ELT Materials Development through Creativity and Innovations Part A - Improving In ELT Materials Through Creative Pedagogies 2. Brian Tomlinson: Making Typical Coursebook Activities More Beneficial For the Learner 3. Alan Maley: Creative Materials: An Oxymoron? 4. Dat Bao: Materials for Creativity: A Constructivist Perspective 5. Dat Bao and Ranran Liu: Incorporating Creativity in Primary English Coursebooks 6. Tan Bee Tin: Promoting Autonomy through Creative Tasks: Broadening Possibilities within Constraints Part B - Improving In ELT Materials through Specific Resources 7. Hae-Ok Park: ELT Materials Using Process Drama 8. Paul Hullah: Living in the Materials World: Why Literature Has A Place Here 9. Dat Bao and Xiaofang Shang: ICT Integration in Second Language Materials: Challenges and Insights 10. Flora D. Floris, Willy A. Renandya and Dat Bao: Mining Online L2 Learning Resources: From SLA Principles to Innovative Task Design Part C – Improving In ELT Materials through Teacher and Learner Involvement 11. Rajeevnath Ramnath: Localizing the Genre-Based Approach: Materials Developing Lessons from Thailand 12. Dat Bao: Fostering Self-Expression: Learners Create Their Own Visuals 13. Mohammod Moninoor Roshid, Md Zulfeqar Haider and Hosne Ara Begum: Bangladeshi EFL Teachers’ Views On The English For Today Textbook: What Do They Have To Offer Inside The Classroom? Index

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Book SynopsisIt is clear that a proper understanding of what academic English is and how to use it is crucial for success in college, and yet students face multiple obstacles in acquiring this new 'code', not least that their professors often cannot agree among themselves on a definition and a set of rules. Understanding Language Use in the Classroom aims to bring the latest findings in linguistics research on academic English to educators from a range of disciplines, and to help them help their students learn and achieve. In this expanded edition of the original text, college educators will find PowerPoint presentations and instructor materials to enhance the topics covered in the text. Using these additional resources in the classroom will help educators to engage their students with this crucial, but frequently neglected, area of their college education; and to inform students about the unexamined linguistic assumptions we all hold, and that hold us back. You can find additional materials on the Resources tab of our website.Trade ReviewI am pleased to recommend this essential book on academic English from a renowned linguist. The accessible style, lesson plans, PowerPoints, and current topics make it a more useful text for students and instructors. Information on voice and speech science enhances the material on form and function of language. * Robert M. Goldfarb, Adelphi University, USA *This important and highly accessible book demonstrates how an understanding of basic linguistics can help students improve their academic English. The comprehensive resources mean that the reader does not require a background in linguistics, and the clear and entertaining accompanying teaching materials will greatly assist educators with their lesson plans. * Kerry Mullan, RMIT University, Australia *Meticulously researched and methodically organized, this book is written in a clear, accessible style. Informed by extensive interviews and her own years of classroom experience, Behrens’ engaging examples demystify the academic English that we want our students to master. I value this book as a resource for understanding the needs of my students, particularly those in their first year. * Mary Boldt, York College of Pennsylvania, USA *Table of ContentsContents Author Biography Acknowledgments Introduction Part 1: The Role of Academic English in Higher Education 1. Linguistic Obstacles to Better Teaching and Learning 2. Examining Academic English: Form and Function Definitions 3. Linguistics and Pedagogy Part 2: The Linguistic Conversations (Including Lesson Plans) 4. Introducing the Conversations: Linguistic Principles 5. Word Formation/Morphology 6. Word Meaning/Semantics 7. Grammatical Markers/Morphosyntax 8. Grammar and Punctuation/Syntax 9. Narrative Structure/Discourse 10. Pronunciation/Phonology 11. Voice Quality and Speech Melody/Prosody Part 3: Study Sheets: Review Materials for More Conversations Appendix Glossary References Index

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Book SynopsisIt is clear that a proper understanding of what academic English is and how to use it is crucial for success in college, and yet students face multiple obstacles in acquiring this new 'code', not least that their professors often cannot agree among themselves on a definition and a set of rules. Understanding Language Use in the Classroom aims to bring the latest findings in linguistics research on academic English to educators from a range of disciplines, and to help them help their students learn and achieve. In this expanded edition of the original text, college educators will find PowerPoint presentations and instructor materials to enhance the topics covered in the text. Using these additional resources in the classroom will help educators to engage their students with this crucial, but frequently neglected, area of their college education; and to inform students about the unexamined linguistic assumptions we all hold, and that hold us back. You can find additional materials on the Resources tab of our website.Trade ReviewI am pleased to recommend this essential book on academic English from a renowned linguist. The accessible style, lesson plans, PowerPoints, and current topics make it a more useful text for students and instructors. Information on voice and speech science enhances the material on form and function of language. * Robert M. Goldfarb, Adelphi University, USA *This important and highly accessible book demonstrates how an understanding of basic linguistics can help students improve their academic English. The comprehensive resources mean that the reader does not require a background in linguistics, and the clear and entertaining accompanying teaching materials will greatly assist educators with their lesson plans. * Kerry Mullan, RMIT University, Australia *Meticulously researched and methodically organized, this book is written in a clear, accessible style. Informed by extensive interviews and her own years of classroom experience, Behrens’ engaging examples demystify the academic English that we want our students to master. I value this book as a resource for understanding the needs of my students, particularly those in their first year. * Mary Boldt, York College of Pennsylvania, USA *Table of ContentsContents Author Biography Acknowledgments Introduction Part 1: The Role of Academic English in Higher Education 1. Linguistic Obstacles to Better Teaching and Learning 2. Examining Academic English: Form and Function Definitions 3. Linguistics and Pedagogy Part 2: The Linguistic Conversations (Including Lesson Plans) 4. Introducing the Conversations: Linguistic Principles 5. Word Formation/Morphology 6. Word Meaning/Semantics 7. Grammatical Markers/Morphosyntax 8. Grammar and Punctuation/Syntax 9. Narrative Structure/Discourse 10. Pronunciation/Phonology 11. Voice Quality and Speech Melody/Prosody Part 3: Study Sheets: Review Materials for More Conversations Appendix Glossary References Index

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Book SynopsisEnglish-medium instruction (EMI) is a complex educational innovation and a prerequisite for active participation in the process of internationalizing academia. Given its impact on today's universities, it is crucial that EMI should be effectively and responsibly implemented.This book draws on a range of theoretical and empirical insights to explore the implications of EMI for stakeholders and describe the measures that should be taken to capitalize on its strengths and respond to its challenges. Using questionnaires, interviews and classroom observation, the authors investigate two academic communities one that has undertaken instruction in English and one that has not to weave together teacher and student attitudes, experiences, expectations and needs, along with comparative findings from classroom practice in Croatian and English.By analysing EMI in a local academic context against the backdrop of the global higher education landscape, this book offers a glocal perspective and opens up new avenues for reflection and action that will be relevant toeducational institutions undergoing change.

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Book SynopsisResearch into the analysis of classroom-based writing is replete with techniques and methods meant to bring clarity to the question of how to best conduct instruction and assessment. Findings and suggestions for practice are rooted in a philosophy that asks teachers and linguists to judge students? writing against a pre-determined standard. Too often, the results do little more than inform teachers and researchers as to which students met the standard and which did not.This book offers research into the analysis of classroom writing that does not use a set standard or rubric to assess student writing but instead relies on insights from cognitive linguistics to explore the connections between cognition and language in student writing. The result is a creative and linguistically driven analysis of classroom writing that allows the linguist or teacher to view student writing on its own terms.

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Book SynopsisThis volume employs a range of empirical methodologies including eyetracking, direct observation, qualitative research and corpus analysis to describe the use of discourse markers in second language acquisition. The variety of different approaches used by the contributors facilitates the observation of correlations between morphosyntactic, semantic and pragmatic features of discourse markers and enriches our understanding of the cognitive behaviour of L2 speakers, both in the understanding and production of texts. Some of the essays examine the acquisitional paths of discourse markers in instructional and natural contexts, with a particular focus on situations of language contact and social integration; others describe experimental studies that analyse the cognitive processing of discourse markers in L2 learners. All the contributions aim to offer new insights which will expand and develop existing theoretical claims about this area of study and open up avenues for further research.

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Book SynopsisThis fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.Trade ReviewIn a world that needs new visions and ethics, this book stimulates important and original conversations. Theoretically grounded in new materialism Toohey rethinks classrooms as assemblages, joining the human and non-human as we take rides with pens on paper, follow fingers on iPads, and play with objects. This is a generous open-ended critical inquiry into the lives of children, complete with research stories from which we can all learn. * Angela Creese, University of Birmingham, UK *Kelleen Toohey writes of her transition from her groundbreaking sociocultural studies to an engagement with emergent socio-material perspectives. The result is an important new vision for the field: at once theoretically generative while never losing focus on the lifeworlds of students, classrooms and their communities. * Allan Luke, Emeritus Professor, Queensland University of Technology, Australia *I read this book with a deep sense of appreciation for how children engage in and with socio-material worlds. It is the kind of writing and research that comes with years of experience in the field, observing teachers and young children in respectful, ethical and attentive ways. Toohey tells stories that celebrate and venerate children as complex and persistent feelers, makers and thinkers. It is a book that belongs on our book shelves. * Jennifer Rowsell, Brock University, Canada *Table of ContentsAcknowledgements Introduction 1. Framing Story: Theory, Setting and Methodology 2. New Materialism and Language Learning 3. Kindergarten Stories 4. Constructing School Identities: Kindergarten 5. ‘Break Them Up, Take Them Away’: Practices in the Grade 1 Classroom 6. Discursive Practices in Grade 2: Language Arts Lessons 7. Appropriating Voices and Telling Stories References Index

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Book SynopsisThis fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.Trade ReviewIn a world that needs new visions and ethics, this book stimulates important and original conversations. Theoretically grounded in new materialism Toohey rethinks classrooms as assemblages, joining the human and non-human as we take rides with pens on paper, follow fingers on iPads, and play with objects. This is a generous open-ended critical inquiry into the lives of children, complete with research stories from which we can all learn. * Angela Creese, University of Birmingham, UK *Kelleen Toohey writes of her transition from her groundbreaking sociocultural studies to an engagement with emergent socio-material perspectives. The result is an important new vision for the field: at once theoretically generative while never losing focus on the lifeworlds of students, classrooms and their communities. * Allan Luke, Emeritus Professor, Queensland University of Technology, Australia *I read this book with a deep sense of appreciation for how children engage in and with socio-material worlds. It is the kind of writing and research that comes with years of experience in the field, observing teachers and young children in respectful, ethical and attentive ways. Toohey tells stories that celebrate and venerate children as complex and persistent feelers, makers and thinkers. It is a book that belongs on our book shelves. * Jennifer Rowsell, Brock University, Canada *Table of ContentsAcknowledgements Introduction 1. Framing Story: Theory, Setting and Methodology 2. New Materialism and Language Learning 3. Kindergarten Stories 4. Constructing School Identities: Kindergarten 5. ‘Break Them Up, Take Them Away’: Practices in the Grade 1 Classroom 6. Discursive Practices in Grade 2: Language Arts Lessons 7. Appropriating Voices and Telling Stories References Index

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Book SynopsisRising enrollments of students for whom English is not a first language mean that every teacher – whether teaching kindergarten or high school algebra – is a language teacher. This book explains what teachers need to know about language in order to be more effective in the classroom, and it shows how teacher education might help them gain that knowledge. It focuses especially on features of academic English and gives examples of the many aspects of teaching and learning to which language is key. This second edition reflects the now greatly expanded knowledge base about academic language and classroom discourse, and highlights the pivotal role that language plays in learning and schooling. The volume will be of interest to teachers, teacher educators, professional development specialists, administrators, and all those interested in helping to ensure student success in the classroom and beyond.Trade ReviewQuality instruction requires an understanding of the language demands of learning. This is an essential book that provides extraordinary resources for educators, striking a chord with anyone who cares about learning for all children (not just those who are learning English as an additional language). * Young-Suk Grace Kim, University of California, Irvine, USA *The second edition of What Teachers Need to Know About Language is an outstanding volume that makes a significant contribution to the field in so many ways, furthering our understanding of the issues surrounding what teachers need to know about language to be effective educators in today’s K12 public school climate. Reading this book is like discovering a goldmine and I am eager to discuss it with colleagues at my institution. * MaryAnn Christison, University of Utah, USA *Table of ContentsIntroduction by Carolyn Temple Adger, Catherine E. Snow, and Donna Christian Chapter 1. Lily Wong Fillmore and Catherine E. Snow: What Teachers Need to Know About Language Chapter 2. Mary Schleppegrell: Analyzing Themes: Knowledge about Language for Exploring Text Structure Chapter 3. Paola Uccelli and Emily Phillips Galloway: What Educators Need to Know About Academic Language: Insights from Recent Research Chapter 4. Sarah C. K. Moore, Lindsey A. Massoud, and Joanna Duggan: Language and Instruction: Research-Based Lesson Planning and Delivery for English Learner Students Chapter 5. Rebecca M. Alper, Lillian R. Masek, Kathy Hirsh-Pasek, and Roberta Golinkoff: “Languagizing” the Early Childhood Classroom: Supporting Children’s Language Development Chapter 6. Sonia Nieto: Working with Families of Diverse Backgrounds: Learning from Teachers Who “Read” Their Students Chapter 7. Li-Rong Lilly Cheng: What Teachers Need to Know About Language: A Focus on Language Disorders Chapter 8. Kimberly C. Feldman, Daniel Ginsberg, and Iris Kirsch: What Teachers Know About Language Chapter 9. Jeffrey Reaser: Language Awareness Programs: Building Students’ and Teachers’ Sociolinguistic Knowledge Chapter 10. Kristin Denham and Anne Lobeck: Reflections on What Teachers Need to Know About Language (2002) Chapter 11. Elizabeth R. Howard and Thomas H. Levine: What Teacher Educators Need to Know about Language and Language Learners: The Power of a Faculty Learning Community Index

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Book SynopsisRecent developments in education, such as the increasing linguistic diversity in school populations and the digital revolution which has led to new ways of being, learning and socialising, have brought about fresh challenges and opportunities. In response, this book shows how technology enriches multilingual language learning, as well as how multilingual practices enrich computer assisted language learning (CALL) by bringing together two, thus far distinct, fields of research: CALL and multilingual approaches to language learning. The collection includes contributions from researchers and practitioners from three continents to illustrate how native languages, previously studied languages, heritage languages or dialects are activated through technology in formal and informal learning situations. The studies in this book showcase multilingual language use in chat rooms, computer games, digital stories, ebook apps, online texts and telecollaboration/virtual exchange via interactive whiteboards. This volume will be of interest to researchers interested in language learning and teaching and to practitioners looking for support in seizing the opportunities presented by the multilingual, digital classroom.Trade ReviewFollowing ‘the multilingual turn’ in SLA and bilingual education approaches, Buendgens-Kosten and Elsner argue cogently for the multicompetences of learners to be acknowledged in CALL. They coin ‘MCALL’ to foreground the pluralism that best reflects the multilingual realities of individual learners, groups and materials. These realities are further highlighted in this collection that shows the breadth of technologies, their affordances and constraints, applied to facilitate the needs and competences of different groups of language learners. * Ingrid Gogolin and Sarah McMonagle, University of Hamburg, Germany *This inspiring volume sets the stage for a radical shift in language learning pedagogy. The rich collection of studies draws on a diverse range of multimodal digital technologies to illustrate their potential for establishing exciting multilingual learning environments. MCALL has arrived – a must-read for teachers, teacher educators and researchers everywhere! * Janet Enever, University of Reading, UK; Umeå University, Sweden *This inspirational and timely volume demonstrates that we have finally reached a tipping point with respect to the impact of digital technologies on education. In these pages we see the immense potential of new technologies to promote not only learner autonomy but also collaborative learning of languages and academic content both within the classroom and across the globe. * Jim Cummins, University of Toronto, Canada *This volume takes strides forward to uncover an overlapping while understudied area in both multilingualism and CALL. -- Xue Zhang and Yue Huang, Washington State University, USA * International Journal of Computer-Assisted Language Learning and Teaching Volume 9, Issue 2 *Table of ContentsJudith Buendgens-Kosten and Daniela Elsner: Multilingual CALL: Introduction Multiliteracies and MCALL Chapter 1. Wolfgang Hallet: The Multiple Languages of Digital Communication Chapter 2. Oliver Meyer, Do Coyle and Kevin Schuck: Learnscaping – Creating Next-Gen Learning Environments for Pluriliteracies Growth Multilingual Texts Chapter 3. Sonja Brunsmeier and Annika Kolb: “I like the character, weil er so richtig funny ist” - Reading Story Apps in the Primary EFL Classroom Chapter 4. Daniela Elsner and Judith Buendgens-Kosten: Awareness Of Multilingual Resources: EFL Primary Students' Receptive Code-Switching During Collaborative Reading Chapter 5. Henriette Dausend: This Is How I Say It! Discourse With Tablets among Multilingual Learners Chapter 6. John Michael Alvarez: Über die Grenzen des einsprachigen Habitus: Application of Computer Assisted Language Learning through Home Language Content in Secondary Level Classrooms Chapter 7. Judith Buendgens-Kosten and Daniela Elsner: Playful Plurilingualism? Exploring Language(S) With the Multilingual Serious Game Melang-E Intercomprehension and CALL Chapter 8. Manuela Pohl: (A) CALL For Slavic Intercomprehension: The Promotion of Minority Languages in the Modern Foreign Language Classroom Chapter 9. Sílvia Melo-Pfeifer: When Non-Romance Languages Break the Linguistic Contract in Romance Languages Chat Rooms: Theoretical Consequences for Studies on Intercomprehension Multilingual Online Exchange and Telecollaboration Chapter 10. Euline Cutrim Schmid: Developing Plurilingual Competence in the EFL Primary Classroom through Telecollaboration Chapter 11. Antonie Alm: Advanced Language Learners as Autonomous Language Users on Facebook MCALL and Professional Development of Teachers Chapter 12. Rae Si‘ilata: Multilingual Digital Translanguaging and Storying With New Zealand Pasifika Learners Chapter 13. Heike Niesen: The Use of Teacher Trainees’ Own and Peer Videos for the Introduction of Multilingual-Sensitive Teaching Approaches In Pre-Service Teacher Training Classes Concluding Remarks Afterword: Gabriela Meier: Learning In Multilingually and Digitally Mediated Spaces: The MCALL Approach 

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Book SynopsisRecent developments in education, such as the increasing linguistic diversity in school populations and the digital revolution which has led to new ways of being, learning and socialising, have brought about fresh challenges and opportunities. In response, this book shows how technology enriches multilingual language learning, as well as how multilingual practices enrich computer assisted language learning (CALL) by bringing together two, thus far distinct, fields of research: CALL and multilingual approaches to language learning. The collection includes contributions from researchers and practitioners from three continents to illustrate how native languages, previously studied languages, heritage languages or dialects are activated through technology in formal and informal learning situations. The studies in this book showcase multilingual language use in chat rooms, computer games, digital stories, ebook apps, online texts and telecollaboration/virtual exchange via interactive whiteboards. This volume will be of interest to researchers interested in language learning and teaching and to practitioners looking for support in seizing the opportunities presented by the multilingual, digital classroom.Trade ReviewFollowing ‘the multilingual turn’ in SLA and bilingual education approaches, Buendgens-Kosten and Elsner argue cogently for the multicompetences of learners to be acknowledged in CALL. They coin ‘MCALL’ to foreground the pluralism that best reflects the multilingual realities of individual learners, groups and materials. These realities are further highlighted in this collection that shows the breadth of technologies, their affordances and constraints, applied to facilitate the needs and competences of different groups of language learners. * Ingrid Gogolin and Sarah McMonagle, University of Hamburg, Germany *This inspiring volume sets the stage for a radical shift in language learning pedagogy. The rich collection of studies draws on a diverse range of multimodal digital technologies to illustrate their potential for establishing exciting multilingual learning environments. MCALL has arrived – a must-read for teachers, teacher educators and researchers everywhere! * Janet Enever, University of Reading, UK; Umeå University, Sweden *This inspirational and timely volume demonstrates that we have finally reached a tipping point with respect to the impact of digital technologies on education. In these pages we see the immense potential of new technologies to promote not only learner autonomy but also collaborative learning of languages and academic content both within the classroom and across the globe. * Jim Cummins, University of Toronto, Canada *This volume takes strides forward to uncover an overlapping while understudied area in both multilingualism and CALL. -- Xue Zhang and Yue Huang, Washington State University, USA * International Journal of Computer-Assisted Language Learning and Teaching Volume 9, Issue 2 *Table of ContentsJudith Buendgens-Kosten and Daniela Elsner: Multilingual CALL: Introduction Multiliteracies and MCALL Chapter 1. Wolfgang Hallet: The Multiple Languages of Digital Communication Chapter 2. Oliver Meyer, Do Coyle and Kevin Schuck: Learnscaping – Creating Next-Gen Learning Environments for Pluriliteracies Growth Multilingual Texts Chapter 3. Sonja Brunsmeier and Annika Kolb: “I like the character, weil er so richtig funny ist” - Reading Story Apps in the Primary EFL Classroom Chapter 4. Daniela Elsner and Judith Buendgens-Kosten: Awareness Of Multilingual Resources: EFL Primary Students' Receptive Code-Switching During Collaborative Reading Chapter 5. Henriette Dausend: This Is How I Say It! Discourse With Tablets among Multilingual Learners Chapter 6. John Michael Alvarez: Über die Grenzen des einsprachigen Habitus: Application of Computer Assisted Language Learning through Home Language Content in Secondary Level Classrooms Chapter 7. Judith Buendgens-Kosten and Daniela Elsner: Playful Plurilingualism? Exploring Language(S) With the Multilingual Serious Game Melang-E Intercomprehension and CALL Chapter 8. Manuela Pohl: (A) CALL For Slavic Intercomprehension: The Promotion of Minority Languages in the Modern Foreign Language Classroom Chapter 9. Sílvia Melo-Pfeifer: When Non-Romance Languages Break the Linguistic Contract in Romance Languages Chat Rooms: Theoretical Consequences for Studies on Intercomprehension Multilingual Online Exchange and Telecollaboration Chapter 10. Euline Cutrim Schmid: Developing Plurilingual Competence in the EFL Primary Classroom through Telecollaboration Chapter 11. Antonie Alm: Advanced Language Learners as Autonomous Language Users on Facebook MCALL and Professional Development of Teachers Chapter 12. Rae Si‘ilata: Multilingual Digital Translanguaging and Storying With New Zealand Pasifika Learners Chapter 13. Heike Niesen: The Use of Teacher Trainees’ Own and Peer Videos for the Introduction of Multilingual-Sensitive Teaching Approaches In Pre-Service Teacher Training Classes Concluding Remarks Afterword: Gabriela Meier: Learning In Multilingually and Digitally Mediated Spaces: The MCALL Approach 

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