Second or additional languages Books

Book SynopsisWritten with a range of international contexts in mind, this three-level course provides full coverage of the Cambridge Lower Secondary English as a Second Language curriculum framework (0876) from 2020. With an engaging Student's Book, stimulating Workbook and supportive Teacher's Guide, the course offers progression within and across levels.Designed to be used alongside the Student's Book, the Stage 7 Workbook offers a range of reading, writing and grammar activities that can be accessed by all students to consolidate the language learnt in the Student's Book. Following the same topic-based units, it provides further practice and extension material for learners of all levels.Provides learner support as part of a set of resources for Cambridge Lower Secondary English as a Second Language curriculum framework from 2020.This series is endorsed by Cambridge Assessment International Education to support the new curriculum framework 0876 from 2020.

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Book SynopsisCollins Cambridge IGCSE English as a Second Language Third Edition has been fully updated to support the revised Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Exam Board: Cambridge Assessment International EducationFor examination from 2024Written and edited by experienced English as a Second Language authors and examinersProvides learner support for the Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Coverage of each of the four skills of listening, reading, speaking and writingSupportive write-in resource for use in the classroom, as homework, or for self-studyEngaging content to practise and consolidate language skills, grammar and vocabularyThe third edition includes a new section on synonyms to consolidate and expand vocabulary and a new section with speaking skills adviceThis resource is endorsed by Cambridge Assessment International EducTrade Review‘Excellent exercises in the new synonyms section. The simplified approach to understanding synonyms is absolutely wonderful. It also helps in learning different connotations and telling written language apart from colloquial language. In the speaking advice section, the step-by-step strategies have been judiciously woven with the wonderful activities to help all students think and develop their lines of thought. Special care has been taken to empower the students with the right intonation, stress words and syllables to guide them along varying stages of their structure and articulation of ideas. The suitably designed short exercises help the students hone their speaking skills in the event of online schooling or virtual learning.’ – Mr. Abhinandan Bhattacharya, JBCN International School, Oshiwara, Mumbai

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Book SynopsisThis book aims to shed light on the ways in which Reflective Practice (RP) is exploited in the Turkish context, by introducing the research and practical applications in different language education settings. It is important to note that in Turkey there is a great amount of knowledge and research in ELT in general, and RP in particular. Extensive publications and national and international conference presentations on reflection related topics are increasingly common in Turkey. The book includes examples of this scholarly work, so that ELT professionals in different parts of the globe may benefit from the advances made in context-dependent RP applications in Turkey. This book, overall, is a call to action for all ELT professionals, whether experienced, novice or student teachers, leaders, managers or teacher educators, who wish to invest in their own professional development by engaging in Reflective Practice. It is hoped that the book contributes to the diversity of understanding and interpretations of this practice, by sharing a variety of perspectives from scholars in Turkey.Table of ContentsIntroduction Bahar Gün and Evrim Üstünlüoğlu 1. Reflection and Collaboration in EFL Teacher Professional Development in Turkey: A Systematic Review Serhat Başar (İzmir Institute of Technology, Turkey), Esat Kuzu (Dokuz Eylül University, Turkey) and İrem Çomoğlu (Dokuz Eylül University, Turkey) 2. Pre-service EFL Teachers’ Reflective Thinking Levels and Cognitive Presence in Online Learning Settings: A Correlational Study Ceyhun Yükselir (Osmaniye Korkut Ata University, Turkey) and Saadet Korucu Kış (Necmettin Erbakan University, Turkey) 3. Engaging in Systematic Digital Reflection: A Case of Pre-Service English Teachers Ali Öztüfekçi (Bahçeşehir University, Turkey) and Kenan Dikilitaş (University of Stavanger, Norway) 4. Reflective Practice Groups in ELT: An Emergent Model for Professional Development Burak Aydın (Izmir Katip Celebi University, Turkey) and Irem Çomoğlu 5. Mediating Reflective Practice Through Lesson Study: The Case of an EFL Teacher Özgehan Uştuk (Balikesir University, Turkey) and İrem Çomoğlu 6. Payoffs and Pitfalls of Reflective Practice as Perceived by Novice EFL Teachers İlknur Bayram and Özlem Canaran (both at TED University, Turkey) 7. A Blended Reflection Cycle for Trainers: A Case Study Mehmet Haldun Kaya (Izmir University of Economics, Turkey) 8. Concluding Remarks Bahar Gün and Evrim Üstünlüoğlu

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Book SynopsisThis book applies a psycholinguistic perspective to instructed second language acquisition, seeking to bridge the gap between second language acquisition research and language teaching practices. It challenges the traditional divide between conscious and unconscious processes, or explicit and implicit learning, and re-envisions this as a continuum of the varying levels of consciousness which can be applied by learners to different language behaviors in the second language classroom. It applies this model to learner development and the classroom context, discussing pedagogical applications for instructors at all levels. This book will be of interest to researchers and graduate students in second language acquisition, psycholinguistics and language pedagogy. The accessible discussion of research findings, pedagogical approaches and classroom tasks and activities make this book particularly relevant for language teachers, providing the tools needed to apply second language acquisition research in their classroom.Trade ReviewA richly comprehensive and at the same time very practical introduction to two research strands that often remain disconnected. Walter links psycholinguistic approaches with instructed second language acquisition while focusing on pedagogical implications and student needs. An ideal book for language educators and researchers who value synthesis of theory and practice. * Angelika Kraemer, Cornell University, USA *Walter's book would be a great resource for a L2 pedagogy seminar. Major research insights, including from cognitive science, provide the foundation for accessible recommendations for curriculum and pedagogical planning. Best of all: the integration of K-12 perspectives and research showing the importance of multilingual cultures' insights into language learning. * Silja Weber, Tampere University, Finland *Walter does a lovely job of weaving together the two central traditions of psycholinguistics and pedagogy for understanding instructed second language learning. Based on a detailed survey of the most important research findings, Walter then shows how these findings can profitably illuminate classroom practice and the construction of pedagogical materials and methods. * Brian MacWhinney, Carnegie Mellon University, USA *Table of ContentsAcknowledgements Introduction Chapter 1 Instructed SLA: A (Modern) History Chapter 2 The Conscious|Unconscious Divide Chapter 3 Re-envisioning a Conscious–Unconscious Continuum Chapter 4 The Conscious Continuum in Individual Development Chapter 5 Psycholinguistic Processes in the Classroom Chapter 6 Curricular and Pedagogical Recommendations References Index

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Book SynopsisCollins Cambridge IGCSE English as a Second Language Third Edition has been fully updated to support the revised Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Exam Board: Cambridge Assessment International EducationFor examination from 2024Written and edited by experienced English as a Second Language authors and examinersIn-depth coverage of the Cambridge IGCSE and IGCSE (9-1) English as a Second Language syllabuses (0510/0511/0991/0993) for examination from 2024Equal coverage of each of the four skills of listening, reading, speaking and writingFun and creative projects at the end of each chapterTopic-based chapters provide engaging content so that language is developed through real-world contextsRich variety of texts and audio to help students develop their reading and listening skillsProvides extensive support and advice to help students prepare for assessmentThis resource is endorsed by Cambridge Assessment ITrade Review‘The Collins resources develop the skills that our students need. The content is authentic, the information relevant, and all four skills (reading, writing, listening and speaking) are covered equally. Our students become more fluent readers and better writers.’ – Rula Qandalaft , English teacher, Jerusalem

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Book SynopsisOnline collaboration can be a powerful means of encouraging language learners to make connections between their local community and people from other cultural backgrounds. In doing so, learners develop their language skills while exploring different attitudes, values and beliefs. The authors of this book draw on 20 years of participation in numerous online intercultural exchanges to offer teachers a down-to-earth guide to finding partners, choosing a platform and designing online exchanges. They share their experience of working with learners to ensure that deep intercultural learning occurs alongside language development. This book offers strategies for mediating conflict with partners and participants, and guidance on the assessment of linguistic and intercultural competences. It is a practical resource for language teachers, informed by the latest research on language teaching and intercultural telecollaborations and situated in the reality of classrooms around the world.Trade ReviewWritten in an accessible and unpretentious style, this volume offers educators a practical, step-by-step guide to setting up and running an online intercultural exchange project with their students. The book is full of real examples and personal anecdotes from the authors' own experiences and it will go a long way to answering many of the questions that teachers have when they come to this activity for the first time. * Robert O'Dowd, University of León, Spain *This highly practical and accessible guide provides valuable insights into task design, implementation and assessment in intercultural online exchanges while highlighting how to use emergent tensions for a better understanding of identity dynamics in intercultural dialogue. Suitable for beginners and experienced practitioners, it equips readers with strategies to establish, guide, and evaluate impactful intercultural exchanges in digital contexts. * Melinda Dooly Owenby, Universitat Autònoma de Barcelona, Spain *Table of ContentsAcknowledgements Chapter 1. Introducing Online Intercultural Exchanges Chapter 2. Finding Partners Chapter 3. Choosing an Appropriate Platform Chapter 4. Agreeing Goals Chapter 5. Ethics, Netiquette and Security Chapter 6. Initiating Online Discussions: Breaking the Ice Chapter 7. Designing Online Intercultural Tasks Chapter 8. Negotiating Identity and Managing Rapport Chapter 9. The Instructor’s Roles: To Intervene or Not? Chapter 10. Coping with Problems Chapter 11. Organising a Videoconference Chapter 12. Learners’ Language as Classroom Data Chapter 13. Assessing Participants’ Performance Chapter 14. Evaluating an Online Intercultural Exchange Chapter 15. Developing an Action Research Project Afterword References Index

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Book SynopsisWritten with a range of international contexts in mind, this three-level course provides full coverage of the Cambridge Lower Secondary English as a Second Language curriculum framework (0876) from 2020. With an engaging Student’s Book, stimulating Workbook and supportive Teacher’s Guide, the course offers progression within and across levels.

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Book SynopsisExplains how various lists like the Academic Word List (AWL) have become popular tools in the ESL classroom for teaching vocabulary. Following a discussion on the importance of teaching vocabulary, Keith Folse explains why word lists are useful in language learning and how they can help address the lexical gap.

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Book SynopsisThis revised edition of Michael Byram’s classic 1997 book updates the text in light of both recent research and critiques and commentaries on the 1st edition. Beginning from the premise that foreign and second language teaching should prepare learners to use a language with fluency and accuracy, and also to speak with people who have different cultural identities, social values and behaviours, the book is an invaluable guide for teachers and curriculum developers, taking them from a definition of Intercultural Communicative Competence through planning for teaching to assessment. This edition refines the definitions of the five ‘savoirs’ of intercultural competence, and includes new sections on issues such as moral relativism and human rights, mediation, intercultural citizenship and teachers’ ethical responsibilities.Trade ReviewWith remarkable educational integrity, Michael Byram revisits his highly successful 1997 book and responds to his critics. The result is a rich and thoughtfully revamped version of the original classic, adapted to our multicultural societies and mindful of the need to educate language learners to global intercultural citizenship through intercultural communicative competence. The added sections on mediation, teachers' ethical responsibility, and pluralism and human rights are particularly noteworthy. * Claire Kramsch, University of California, Berkeley, USA *This new edition not only clarifies the ambiguities and inclusiveness of the ICC theory, but also situates it in a more contemporary and global teaching environment. Byram’s conceptualization of critical cultural awareness leading to democratic citizenship has far more importance now for other non-European regions including Asia, where foreign language is taught mostly for instrumental purposes and the value of wholesome humanistic education is often left behind. * Kahoko Matsumoto, Tokai University, Japan *There is little way that anyone can read this book and not believe that all universities should have a foreign language requirement [...] Though gifting this book to your administrator may be a longshot, it definitely belongs in the hands of anyone that will be teaching and/or creating content for language education from now on. -- Boris Yelin, Northeastern University, USA * LINGUIST List 32.2158 *Table of ContentsForeword Preface (2020) Preface (1997) Introduction Chapter 1. Defining and Describing Intercultural Communicative Competence Chapter 2. A Model for Intercultural Communicative Competence Chapter 3. Objectives for Teaching, Learning and Assessment Chapter 4. Curriculum Issues Chapter 5. Assessment Chapter 6. Conclusion Appendix - Glastonbury Public Schools Project References Index

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Book SynopsisThis book investigates the impact of language learning and study abroad on the career options and choices of US-based alumni of all ages. It reports on the results of a mixed-methods study which used both an extensive nationwide survey and qualitative life history interviews with 54 participants systematically selected to represent a broad range of backgrounds and professions. International education experiences are shown to exert considerable influence on the aspirations and career paths of individuals in a wide variety of fields (e.g. education, healthcare, business, government service). The long-term benefits of language study are illustrated both in narratives from individuals whose work requires proficiency beyond English and from participant comments on improvement in their use of English for international communication. The book will be of relevance to a wide audience of international education professionals in addition to researchers and students in applied linguistics and language education.Trade ReviewThis remarkable book represents a real tour de force. Through their thoughtful, comprehensive and sociohistorically contextualized approach, Kinginger and Zhuang have managed to paint a much more nuanced picture of the value of Study Abroad (SA) than heretofore achieved in Applied Linguistics. Their surveys and interviews of some 11,000 Anglophone alumni of American SA programs abroad offer credible and powerful insights into students’ motivations, experiences abroad and post-SA life trajectories. * Claire Kramsch, University of California, Berkeley, USA *This absorbing and very readable book provides exceptionally rich insights into the impact on the later life paths of American citizens of language learning through study abroad. Together, its large scale survey findings and detailed individual narratives make a compelling case for continuing educational investment and improved access to study abroad. * Rosamond Mitchell, University of Southampton, UK *Table of ContentsFigures, Tables and Box Simplified Transcription Conventions Acknowledgements Chapter 1: Introduction and Literature Review Chapter 2: Research Design Chapter 3: Using Languages at Work Chapter 4: Discovering a Calling Chapter 5: Quests for Identity Chapter 6: Exploring Features of Study Abroad Programs Chapter 7: Multilingual Dispositions and Lessons for Life Chapter 8: Conclusion Appendices References

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Book SynopsisThe Communication Games 2.0 series is a collection of resources for English language teachers, and Intermediate Communication Games 2.0 is designed for language learners at CEFR B1–B2 level. Earlier editions of the series have been best sellers globally and have already been translated into 12 languages. Taking on board feedback from these earlier generations and modern viewpoints, global issues and topical discussions, and current teaching practices into account – including the dramatic rise of teaching online and hybrid lessons – the new generation of the series has emerged. The idea behind this new generation is to be a go-to resource of communication games and activities, providing a wide variety of activities for communicative and interactive practice during lesson time with the teacher as a guide, facilitator and linguistic coach, for both the live online, hybrid and face-to-face classrooms of today and in the teaching of tomorrow. Organised into 50 activities with varying time frames according to level and type of activity, each book in the Communication Games 2.0 series consists of comprehensive teacher’s notes with aims, language summaries and detailed procedure for each game or activity for both teaching face to face in class and live online; pages of photocopiable materials for each game or activity; and photocopiable rules sheets for the learners.

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Book SynopsisThis book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition. In addition, the book explores the particular inclusive methods and techniques of teaching and assessment that foster success in language learning. Language teaching is embedded in a wider social and educational context, and therefore the book also provides an in-depth discussion of general educational issues related to identifying and disclosing disabilities and to making transitions from one institution to the other. The content has been thoroughly updated and revised for the second edition, particularly in the areas of inclusive pedagogies, new evidence-based methods and tools for identifying SpLDs, and new conceptualisations of neurodiversity. The book also includes the latest research on assessment, transition and progression, and the impact of SpLDs on additional language learning.Trade ReviewThis timely and informative book addresses the impact of specific learning differences (SpLDs) on learning additional languages and the knowledge and teaching strategies that teachers need to enhance the language learning of SpLDs. This accessible volume promises to be a useful companion for teacher educators in teacher training and in-service contexts. * Esther Geva, University of Toronto, Canada *This book provides a comprehensive overview of how to teach languages to learners with SpLDs. The practical tips included are immensely beneficial for anyone engaged in language teaching. This is a book that every language teacher should keep as a guide for everyday use, and an extremely valuable resource for teacher education programmes. * Bimali Indrarathne, University of York, UK *I am excited about the second edition of this book, and I am truly looking forward to using it in my teaching! The writing style is very accessible, even for those for whom English is not their L1, and the summary of key points at the end of each chapter will be a useful tool for students. * J. Buendgens-Kosten, Goethe University Frankfurt, Germany *Table of ContentsPreface Chapter 1. Discourses of Disability in Education Chapter 2. What are Specific Learning Differences? Chapter 3. The Impact of SpLDs on Learning Additional Languages Chapter 4. Identification and Disclosure Chapter 5. Inclusive Language Teaching Chapter 6. Techniques for Inclusive Language Teaching Chapter 7. Assessment of the Language Skills of Language Learners with SpLDs Chapter 8. Transition and Progression Appendices References Index

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Book SynopsisExam Board: WJECLevel: GCSESubject: Welsh Second LanguageSuitable for the 2024 examsTargeted practice questions covering the GCSE curriculumThis Collins WJEC Welsh Second Language GCSE Workbook contains topic-based questions as well as a full practice paper and answers. With lots of realistic practice opportunities for a variety of different exam-style questions.With a workbook and practice exam paper in one book, it contains plenty of practice opportunities to ensure the best results.Includes: selection of questions covering each topic topic-by-topic practice complete exam-style paper

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Book SynopsisThe Right Periphery in L2 Chinese is among the first books to try to incorporate both advanced linguistic and acquisition perspectives to show how eight sentence-final particles are represented in English-speaking learners' L2 Chinese. This book will inform researchers of the general construction of the right periphery in L2 grammars. Drawing on up-to-date theoretical frameworks and findings from advanced empirical studies, it sketches the general picture of the periphery that these particles occupy in English-Chinese interlanguages. Readers will grasp the problems and difficulties, and particularly the ambiguities, which learners of Chinese must grapple with in the process of acquiring sentence-final particles. Possible influential factors underlying the acquisition process are explicitly discussed as well. Researchers will also find insights in the advanced methodologies and statistics that are used to study Chinese. The book will be illuminating for researcTable of ContentsList of figuresList of tablesList of boxesPrefaceAcknowledgementsList of abbreviations1 Introduction2 Core concepts in SFP and L2 theories2.1 Chinese SFPs in CP2.1.1 SFPs in split-CP2.1.2 Relationship with other CP elements2.1.3 Head-directionality2.1.4 Homomorphous SFP: one SFP or several SFPs2.2 CP in English2.3 Feature in generative theories2.3.1 Feature2.3.2 Feature in L1 and L2 acquisition2.4 Theoretical frameworks in SLA2.4.1 L1 transfer2.4.2 Feature Reassembly Hypothesis2.4.3 Dormant Feature Hypothesis2.4.4 Form-meaning connections2.4.5 Interface Hypothesis2.5 Summary3 SFP1 layer: cluster of tense and aspects3.1 SFP le3.1.1 Features attached to the SFP le3.1.2 L2 acquisition of the SFP le3.2 SFP ne13.2.1 Features attached to the SFP ne13.2.2 L2 acquisition of the SFP ne13.3 Methodological issues3.4 Summary4 SFP2 layer: force and clause-typing 4.1 SFP ma4.1.1 Features attached to the SFP ma4.1.2 Typing yes-no questions in L2 grammars4.2 SFP ba14.2.1 Features attached to the SFP ba14.2.2 Imperative force in L2 grammars4.3 SFP ne24.3.1 Features attached to the SFP ne24.3.2 L2 acquisition of the SFP ne24.4 Methodological issues4.5 Summary5 SFP3 layer: attitudes and discourses5.1 SFP ba25.1.1 Features attached to the SFP ba25.1.2 Behaviors of the SFP ba2 in L2 grammar5.2 SFPs a and ne35.2.1 Features attached to the SFP a and the SFP ne35.2.2 Behaviors of the SFPs a and ne3 in L2 grammars5.3 Methodological issues5.4 Summary6 Interaction among layers and SFPs in terms of their similarities6.1 Homomorphous SFPs6.1.1 SFP ba1 and SFP ba26.1.2 SFP ne1, SFP ne2, and SFP ne36.2 SFPs with similar features6.2.1 SFP ma and SFP ba26.2.2 SFP a and SFP ne36.3 Co-occurrence of SFPs6.3.1 Behaviors and reasons for the (non)co-occurrence of SFPs6.3.2 Co-occurrence of SFPs in L2 grammars6.4 Summary7 Conclusions7.1 Establishment of the right periphery7.2 Factors affecting the building of the blocks7.2.1 L1 transfer7.2.2 L2 effect7.2.3 Feature reassembly and feature dormancy7.2.4 Interfaces7.2.5 Form-meaning connections7.3 The role of sentence-final particles in L2 Chinese7.4 Future directions and pedagogical implications7.4.1 Future directions for the study of Chinese SFPs7.4.2 Pedagogical implications7.5 SummaryBibliographyIndex

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Book SynopsisThis book explores the gap between policy, practice and academic literature within language learning for refugees and argues that a multilingual approach, which combines translanguaging principles, decolonising methodology and linguistic hospitality, provides a more accessible starting point than current monolingual pedagogies. It considers the multilingual and multilateral approach laid out within Scotland’s New Scots Refugee Integration Strategy, which recognises the importance of linguistic diversity and two-way integration. The divide between policy, practice and theory points towards the need to counteract the dominant monolingual/social cohesion narrative through suitable pedagogies which highlight linguistic diversity in a positive way. The author suggests ‘ecologising’ as an alternative language pedagogy, drawing on three key findings: the significance of decolonising, collaborative learner/teacher relationships during the liminal phase of refugee arrival; the importance of place and orientation; and an increased understanding of language and ‘languaging’.Trade ReviewSarah Cox gracefully weaves together hitherto disparate strands of scholarship in this exciting, methodologically rigorous treatment of language ecology, multilingualism, translanguaging, and learner identities. Her study exposes the weaknesses and fissures in well-meaning instruction for newcomers, particularly as it impacts women. She then develops a compassionate, decolonised pedagogy representing genuine linguistic hospitality through which learners are truly heard and the teacher becomes the learner. * Glenn Levine-West, University of Vermont, USA *Cox’s book is an act of historical witness in an age of state-engineered hostility toward people seeking refuge. Throughout, Cox makes plain that hope isn’t just a feeling; it is a material, multilingual, ecological, collaborative, and political activity. This is a gorgeous picture of love, vigilance, humility, and courage on so many levels – from Cox’s own voice as a teacher and researcher, to the many careful drafters raising expectations across Scotland for better, deeply humane civic policy. * David Gramling, University of British Columbia, Canada *This book invites the reader into a journey of personal connection and stories with warmth and languages. Sarah Cox creates a unique process of research by engaging and providing space for people to share their experiences, and to do so in a spirit of togetherness and patience with one another. * Pinar Aksu, University of Glasgow, UK *Table of ContentsFigures Acknowledgements Abbreviations Foreword Prologue Introduction Part 1: Contextualising the Research Chapter 1. The Policy Context Chapter 2. Establishing an Ecological, Multilingual Framework Chapter 3. Implementing a Decolonising Approach Chapter 4. Wales and Germany Part 2: Beginning to Co-construct a Multilingual, Ecological Praxis for Refugee Families in Scotland Chapter 5. Learning a Language is Hard Work Chapter 5½. Uncovering Three Ecologies Part 3: Towards an 'Ecologising' of Language Learning Chapter 6. Ecology 1: Relationships Chapter 7. Ecology 2: Place Chapter 8. Ecology 3: Language and 'Languaging' Chapter 9. Conclusions and Recommendations References Index

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Book SynopsisThe Communication Games 2.0 series is a collection of resources for English language teachers, and Elementary Communication Games 2.0 is designed for beginners and elementary language learners at CEFR A1–A2 level. Earlier editions of the series have been best sellers globally and have already been translated into 12 languages. Taking on board feedback from these earlier generations and modern viewpoints, global issues and topical discussions, and current teaching practices into account – including the dramatic rise of teaching online and hybrid lessons – the new generation of the series has emerged. The idea behind this new generation is to be a go-to resource of communication games and activities, providing a wide variety of activities for communicative and interactive practice during lesson time with the teacher as a guide, facilitator and linguistic coach, for both the live online, hybrid and face-to-face classrooms of today and in the teaching of tomorrow. Organised into 50 activities with varying time frames according to level and type of activity, each book in the Communication Games 2.0 series consists of comprehensive teacher’s notes with aims, language summaries and detailed procedure for each game or activity for both teaching face to face in class and live online; pages of photocopiable materials for each game or activity; and photocopiable rules sheets for the learners.

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

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Book SynopsisIn teaching second language (L2) vocabulary, it is useful to have a way of prioritizing words to teach from among the multitude available. Word frequency, i.e. how often various words appear in written and spoken discourse, has typically been used to inform the emphasis taken. This volume explores the need for word lists based on direct tests of learner knowledge to inform L2 pedagogy. The Knowledge-based Vocabulary Lists (KVL) are introduced, and a description of the theoretical and practical basis for their development is given, highlighting pedagogical and assessment situations in which it is beneficial to know whether learners are likely to be able produce and correctly spell the words they know. A focus on L2 learners of English from Chinese, German, and Spanish L1 backgrounds resulted in three ranked lists of English-language word knowledge. The comparative probability of learners from these language backgrounds knowing each word are presented, and the correspondence with existing information about word frequency, word acquisition sequence, and word difficulty is explored. The value of the KVL is discussed in terms of providing one of the few evidence-based descriptions of L2 form-recall vocabulary knowledge available to teachers and researchers.Table of Contents1.The Need for Knowledge-based Vocabulary Lists (KVL) 2. Creating a List of Lemmas to Test 3. Developing the Vocabulary Test 4. Piloting the Online Test 5. Writing and Revising the Test Items, Developing the Online Test, and Main Data Collection 6. Analysis and Ranking of Lemmas 7. Comparison of the KVL with Frequency Lists 8. Effects of Cognateness on KVL Rankings 9. Comparison of the KVL with Alternative Lists 10. Assessing and Using the KVL 11. Further Research Directions Appendix 1: Instructions to the Item Writers Appendix 2: List of Offensive Words Removed Appendix 3: Screenshots from the Vocabulary Challenge Website Appendix 4: Technical Explanation of the General Linear Mixed Modeling (GLMM) Rankings Appendix 5: Technical Explanation of the Precision of the GLMM Rankings Appendix 6: Interlanguage Comparision of Incorrect/Missing Spanish responses to Higher Frequency Lemmas that were Less Well Known than Expected Appendix 7: Patterns of Incorrect/Missing German responses to Higher Frequency Lemmas that were Less Well Known than Expected Appendix 8: Patterns of Incorrect/Missing Chinese responses to Higher Frequency Lemmas that were Less Well Known than Expected Appendix 9: Lemmas for which the Spanish Test Prompt was Exactly the Same as the English Test Answer (Cognate) Appendix 10: Lemmas for which the German Test Prompt was Exactly the Same as the English Test Answer (Cognate) Appendix 11: Comparison of the 114 Words Known by All Respondents in Brysbaert, Keuleers, and Mandera (2020) with KVL Results Appendix 12: Best-known 30 Lemmas on the Spanish-KVL Appendix 13: Best-known 30 Lemmas on the German-KVL Appendix 14: Best-known 30 Lemmas on the Chinese-KVL Appendix 15: Sample of the KVL-Spanish-Technical Spreadsheet

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Book SynopsisModern Standard Arabic: Advanced to Superior Level is designed to prepare students with Intermediate High proficiency in standard Arabic to move successfully towards Advanced to Superior level. Following the communicative-proficiency-learner approach, the book uses guided learning strategies, which encourage students to collaborate, share information, and negotiate meaning through critical study and analysis of the topics. This teaching methodology promotes the learning of four key skills in the use of modern standard Arabic: speaking, listening, reading, and writing. Drawing on the authors'' long experience in teaching Arabic, and training Arabic teachers at all levels, the book includes twenty lessons, accompanied by a range of supplementary online materials including short stories, essays, plays, poems, interviews, and audio and video clips. The combination of authentic texts with multimedia material showing real people and places, enlivens Arabic instruction and engenders an appreciation of Arabic language, culture and society.Trade Review'This is a long-awaited contribution to Modern Standard Arabic-based textbooks, filling a particularly large gap at the advanced level of instruction. As a follow-on from Elementary Modern Standard Arabic, it has a number of attractive features: e.g., the introduction and repetition of practical vocabulary words and cultural expressions; realistic dialogues; the targeted development of higher-level skills such as expressing opinions, persuading, comparing, and contrasting; instructions and explanations that are almost entirely in Arabic. It pointedly uses the root and pattern system to aid in students' expansion of vocabulary, and engenders true conversation in the classroom.' Darlene R. May, Ph.D., Full Teaching Professor of Arabic, Emerita, Wake Forest University'A valuable textbook for students of Arabic at the advanced to superior level. The authentic materials in this work, spread over twenty lessons and selected from various sources, are organized in well-planned steps to cover reading comprehension, audio and video listening comprehension, and writing. Extra attention is paid to reviewing various grammar points and lexical studies.' Mohammed Sawaie, Professor, University of Virginia'Combining the new insights of foreign language pedagogy with the classical sensibility of Arabic grammar and modern Arab-Islamic culture, this textbook is an immensely rich achievement. Clearly written, well rounded, and meticulous, this series responds to Arabic programs' severe shortage of scholarly textbooks in English. An integral path to Arabic proficiency has now been paved for learners.' A. Z. Obiedat, Assistant Professor of Arabic, Wake Forest University; author of Modernity and the Ideals of Arab-Islamic and Western-Scientific Philosophy, 2022Table of ContentsAbbreviations and Symbols; Acknowledgements; Introduction; Lesson 1; Lesson 2; Lesson 3; Lesson 4; Lesson 5; Lesson 6; Lesson 7; Lesson 8; Lesson 9; Lesson 10; Lesson 11; Lesson 12; Lesson 13; Lesson 14; Lesson 15; Lesson 16; Lesson 17; Lesson 18; Lesson 19; Lesson 20; Glossary; Lexical Notes Index; Grammatical Notes Index.

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Book SynopsisOffering a solid, research-based approach along with sound practical advice, this book equips you with the skills you need to analyse your own contexts and develop your practice, whether through formal study or alone. Badger explores teaching English as a problem-solving activity addressing three fundamental questions: what aspect of language do students needs to learn, how do they learn it, and how can teachers support this learning. This new edition includes updated references, a chapter on pragmatics, coverage of concepts such as translanguaging, CLIL, EMI, English as a lingua franca and sections on digital learning. Topics covered include: Psychological and social learning processes TESOL teaching methods and approaches Lesson planning and classroom management English teacher professional development The book also includes chapter summaries, activities for students and key readings recommendations, and online resources such as vTrade ReviewIn 16 concise chapters of very readable prose, [the book] presents an even-handed account of the field ... University lecturers and students alike should find this book accessible and useful ... There was much to enjoy, including the odd surprise; for example, a chapter on spelling — an innovative flourish and fascinating to read. * IATEFL Voices (of the first edition) *An excellent introduction to and overview of TESOL teaching along with providing a revision of TESOL theories, methodologies and strategies ... It is extensively researched with around 500 references to enable readers to extend their knowledge and skills in TESOL ... Reader-friendly. * Journal of Applied Learning & Teaching (of the first edition) *The book gives a comprehensive overview of many key areas and concepts in TESOL – learning, teaching, and assessing. Students who join a graduate TESOL programme without prior knowledge or training in language studies, linguistics, or the study of English language will find the book especially useful. -- Soe Marlar Lwin, Associate Professor in the Applied Linguistics (TESOL) Programme, Singapore University of Social Sciences, SingaporeA very valuable and accessible resource for every student-teacher and every teacher-practitioner who is wanting to take their knowledge about language, language learning and teaching to a theoretically more advanced and practically more informed level. I recommend it to my own Master’s students. * Oksana Afitska, Lecturer in TESOL, Lancaster University, UK (of the first edition) *With experience teaching English in diverse places like Malaysia, Algeria and the UK, Badger is able to explain the theories he discusses using examples from the real world of English teaching. What I like most about this book, as an English Language teacher and one who trains other teachers, is the concise chapters and the way Badger breaks down the component parts of the language. Easy to read, up to date, and easy to teach from. * Jaala Shaw, Lecturer, University of Colorado Boulder, International English Center, USA (of the first edition) *A comprehensive introduction to the field of TESOL with an attempt to integrate the three domains of language, learning and teaching within a unifying framework for teacher professional development. The jargon-free writing makes the book particularly accessible to practitioners from different cultural backgrounds across the world. * Yongcan Liu, Senior Lecturer in Second Language Education, University of Cambridge, UK (of the first edition) *The text is like a kind of toolkit with live examples for students to work on. The companion website is invaluable too. * Ayo Amuda, Senior Lecturer, University of South Wales, UK (of the first edition) *I have used this book as a core module text on MA TESOL programmes and have found it to be informative and clearly written. Students with both minimal and extensive prior knowledge or training in language studies and teaching have found it a very useful resource to support their learning. The way each chapter is organised from looking at how someone learners a particular skill or language area to the implications for teaching is excellent. This has helped my students reflect on teaching and learning of language and skills in their own TESOL contexts. -- Laura Grassick, Programme Lead for the MA in TESOL Studies, University of Leeds, UKTable of ContentsList of Figures List of Tables 1. Introduction Part I: Language, Learning and Teaching 2. Language 3. Learning 4. Teaching 5. Programme and Lesson Planning 6. Evaluation and Assessment Part II: Teaching Language Levels 7. Pronunciation 8. Spelling 9. Grammar 10. Vocabulary 11. Discourse 12. Pragmatics Part III: Teaching Four Skills 13. Reading 14. Writing 15. Listening 16. Speaking Part IV: Conclusion 17. Professional Development References Index

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Book SynopsisJusuur 1 presents a well-rounded curriculum that encourages active communication in Arabic from day one and is suitable for engaging students at a variety of levels including high school, community college, and four-year colleges. Students learn the letters and sounds of Arabic with the accompanying Jusuur 1 Arabic Alphabet Workbook, while they simultaneously use Jusuur 1 to work through thematically organized lessons on such topics as greetings, hospitality, free time, and family. Jusuur 1 invites students to make the linguistic, social, and cultural connections key to language acquisition through carefully scaffolded vocabulary and grammar activities, cultural explanations, and frequent opportunities for reflection. A series of companion videos, filmed in Jordan, offers a unique introduction to common everyday interactions in the Arab world. Jusuur 1 is the first of two books in the Jusuur Arabic Language Program; students who successfully finish the program will be able to communicate at novice-high or intermediate-low levels of proficiency. The Jusuur curriculum, which draws from the pedagogical strengths of the best-selling Al-Kitaab Arabic Language Program, provides students with a wealth of written and audio-visual materials to develop skills in speaking, listening, reading, and writing. Instructors will benefit from extensive complementary instructor’s resources, including teacher’s guides, worksheets, and audio recordings, making it easy to design an enriching and engaging experience for students.

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Book SynopsisJusuur 1 presents a well-rounded curriculum that encourages active communication in Arabic from day one and is suitable for engaging students at a variety of levels including high school, community college, and four-year colleges. Students learn the letters and sounds of Arabic with the accompanying Jusuur 1 Arabic Alphabet Workbook, while they simultaneously use Jusuur 1 to work through thematically organized lessons on such topics as greetings, hospitality, free time, and family. Jusuur 1 invites students to make the linguistic, social, and cultural connections key to language acquisition through carefully scaffolded vocabulary and grammar activities, cultural explanations, and frequent opportunities for reflection. A series of companion videos, filmed in Jordan, offers a unique introduction to common everyday interactions in the Arab world. Jusuur 1 is the first of two books in the Jusuur Arabic Language Program; students who successfully finish the program will be able to communicate at novice-high or intermediate-low levels of proficiency. The Jusuur curriculum, which draws from the pedagogical strengths of the best-selling Al-Kitaab Arabic Language Program, provides students with a wealth of written and audio-visual materials to develop skills in speaking, listening, reading, and writing. Instructors will benefit from extensive complementary instructor’s resources, including teacher’s guides, worksheets, and audio recordings, making it easy to design an enriching and engaging experience for students.

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Book SynopsisThis book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.Trade ReviewDriven by passion, the authors in this inspiring book contribute to the paradigm shift in foreign language teaching in multilingual classrooms. The researchers explore innovative ways to close the gap between theory and classroom practices in the interest of learners and teachers. The book represents an important contribution to this expanding field. * Durk Gorter, University of the Basque Country; Ikerbasque, Basque Foundation for Science, Spain *This innovative, timely volume bridges the gap between the exciting theoretical advancement of the multilingual turn and the classroom practices in foreign language teaching. It is genuinely inspiring for multilingually aware teachers, especially those who work in traditional foreign language settings and who wish to draw on learners' holistic linguistic repertoire and to enact pedagogical translanguaging in diverse language classrooms. * Yongyan Zheng, Fudan University, China *Multilingualism is the norm in most societies across the globe. In this ambitious and highly relevant book, the authors bring together fresh and significant insights on multilingualism from a variety of perspectives and educational contexts. * Åsta Haukås, University of Bergen, Norway *The main advantage of the volume is that it presents real-life examples reductionistically, by breaking down aspects of certain multilingual teaching practices by specific multilingual contexts and levels of education, and then drawing conclusions holistically [...] Overall, the volume succeeds in illustrating hands-on approaches to FL instruction, always respecting the complexities of multilingualism and inclusion. -- Elena I. Madinyan, Peoples’ Friendship University of Russia and Maurice Cassidy, International House London * Training, Language and Culture, Volume 6 Issue 3, 2022 *Table of ContentsFigures and Tables Acknowledgements Acronyms Contributors Introductions Part 1: Towards a Multilingual Paradigm in Foreign Language Education Chapter 1. Anna Krulatz, Georgios Neokleous and Anne Dahl: Multilingual Approaches to Additional Language Teaching: Bridging Theory and Practice Chapter 2. Nayr Ibrahim: Mainstreaming Multilingualism in Education: An Eight-Ds Framework Chapter 3. Ngoc Tai Huynh, Angela Thomas and Vinh To: Enhancing Foreign Language Teachers’ Use of Multicultural Literature with an Analytical Framework for Interpreting Picturebooks about East Asian Cultures Part 2: Languaging Practices in Multilingual Classrooms Chapter 4. Tanja Angelovska: The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language Chapter 5. Mirjam Günther-van der Meij and Joana Duarte: ‘There are Many Ways to Integrate Multilingualism’: All-inclusive Foreign Language Education in the Netherlands Chapter 6. Spyros Armostis and Dina Tsagari: Learning English as a Foreign Language in a Bi(dia)lectal Setting Chapter 7. Rasman Rasman and Margana Margana: Constructing Translanguaging Space in EFL Classrooms in Indonesia: Opportunities and Challenges Part 3: Teacher and Learner Perspectives Chapter 8. Georgios Neokleous: Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus Chapter 9. Ylva Falk and Christina Lindqvist: Teachers’ Attitudes towards Multilingualism in the Foreign Language Classroom: The Case of French and German in the Swedish Context Chapter 10. Will Travers: Inside the L3 Classroom: Learner Reflections on University-level Foreign Language Classes for Bilinguals in the United States Chapter 11. Romana Kopečková and Gregory Poarch: Teaching English as an Additional Language in German Secondary Schools: Pluralistic Approaches to Language Learning and Teaching in Action Chapter 12. Yeşim Sevinç, Anna Krulatz, Eivind Torgersen and MaryAnn Christison: Teaching English in Linguistically Diverse Classrooms in Norway: Teachers’ Beliefs, Practices, and Needs in Multilingual Education Chapter 13. Mieko Yamada: EFL Education for Social Justice: A Study of Japanese EFL Student Teachers’ Perceptions about Diversity and Minority Part 4: Innovative Multilingual Pedagogies in Foreign Language Classrooms Chapter 14. Antoinette Camilleri Grima: Adopting Pluralistic Approaches when Teaching an Additional Language Chapter 15. Manon Megens and Elisabeth Allgäuer-Hackl: An Applied Perspective on Holistic Multilingual Approaches to Foreign Language Learning and Teaching Chapter 16. MaryAnn Christison and Adrian S. Palmer: Promoting Multilingualism through Immersion Education: A Case Study in a Thai K12 International School Chapter 17. Gisela Mayr: Plurilingual Inputs in Task-based TEFL: A Way of Promoting Inclusion Chapter 18. Marina Prilutskaya, Rebecca Knoph and Jessica Allen Hanssen: The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper-secondary School Chapter 19. Gro-Anita Myklevold: Operationalizing Multilingualism in A Foreign Language Classroom in Norway: Opportunities and Challenges Kristen Lindahl: Afterword Index

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Book SynopsisThis edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.Trade ReviewWhat are the insights gained from the multifarious trajectories and lived experiences of English language teaching professionals as they engage in developing critical practices and identities? This rare volume comprises a wide range of transnational research on this important subject. Highly recommended for students, teachers, researchers and teacher educators in English language education. * Angel M. Y. Lin, Simon Fraser University, Canada *This compelling volume admirably decenters and decolonizes English language teaching research, extends its geographical and conceptual range, and yields powerful insights. Welcome features include diverse voices; broadened perspectives on issues of identity; and criticality throughout. Readers are given renewed hope for the editors' vision of 'a new TESOL landscape – a more just and equitable one.' * Stephanie Vandrick, University of San Francisco, USA *This is a fine collection of timely contributions to the scholarship on transnational practices and identities in the field of ELT. The editors’ and contributors’ critical explorations into the complex landscapes in global ELT settings set a significant agenda for scholarly activities along this line in the years to come. * Lawrence Jun Zhang, University of Auckland, New Zealand *Table of ContentsContributors Chapter 1. Rashi Jain, Bedrettin Yazan and Suresh Canagarajah: A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT Settings Part 1: Transnational Practices and Identities of ELLs in the US Chapter 2. Jungmin Kwon: Understanding Transnational Childhoods through Young Immigrant Children’s Photographs Chapter 3. Semi Yeom: 'I’m not belonged': Examining Transnational Undergraduate Students’ Sense of Belonging as English Learners Chapter 4. Hatice Altun: Dubious Battle in 'Otherness': Pride or Shame Chapter 5. Ufuk Keles and Bedrettin Yazan: Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency and Navigating Emotions Part 2: Transnational Practitioners and Participants in Global Contexts Beyond the US Chapter 6. Ozgehan Ustuk and Peter I. De Costa: 'Started working as a global volunteer...': Developing Professional Transnational Habitus through Erasmus+ Chapter 7. Tabitha Kidwell: Intercultural Experience and Transnational Culture Education: A Case Study of One Novice Teacher’s Personal and Professional Development Chapter 8. David Martínez-Prieto and Kristen Lindahl: National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges Chapter 9. Emrah Cinkara: Syrian Immigrants as Transnational TESOL Practitioners in Turkey Part 3: Transnational Practices and Identities of TESOL Practitioners in the US Chapter 10. Kyung Min Kim: A Korean-American Teacher’s Journey of Professionalization: A TESOL Teacher Educator’s Identity Formation across Transnational Contexts Chapter 11. Pei Chia (Wanda) Liao: Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and Agency Chapter 12. Min-Seok Choi, Tamara Mae Roose and Christopher E. Manion: Teaching as Transnational Spaces: Exploring the Teacher Identity Construction of International Graduate Teaching Associates of Second-Year Writing Courses Chapter 13. Willa Black, Danning Liang and Gloria Park: Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language Teachers Afterword Index

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Book SynopsisThis edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.Trade ReviewWhat are the insights gained from the multifarious trajectories and lived experiences of English language teaching professionals as they engage in developing critical practices and identities? This rare volume comprises a wide range of transnational research on this important subject. Highly recommended for students, teachers, researchers and teacher educators in English language education. * Angel M. Y. Lin, Simon Fraser University, Canada *This compelling volume admirably decenters and decolonizes English language teaching research, extends its geographical and conceptual range, and yields powerful insights. Welcome features include diverse voices; broadened perspectives on issues of identity; and criticality throughout. Readers are given renewed hope for the editors' vision of 'a new TESOL landscape – a more just and equitable one.' * Stephanie Vandrick, University of San Francisco, USA *This is a fine collection of timely contributions to the scholarship on transnational practices and identities in the field of ELT. The editors’ and contributors’ critical explorations into the complex landscapes in global ELT settings set a significant agenda for scholarly activities along this line in the years to come. * Lawrence Jun Zhang, University of Auckland, New Zealand *Table of ContentsContributors Chapter 1. Rashi Jain, Bedrettin Yazan and Suresh Canagarajah: A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT Settings Part 1: Transnational Practices and Identities of ELLs in the US Chapter 2. Jungmin Kwon: Understanding Transnational Childhoods through Young Immigrant Children’s Photographs Chapter 3. Semi Yeom: 'I’m not belonged': Examining Transnational Undergraduate Students’ Sense of Belonging as English Learners Chapter 4. Hatice Altun: Dubious Battle in 'Otherness': Pride or Shame Chapter 5. Ufuk Keles and Bedrettin Yazan: Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency and Navigating Emotions Part 2: Transnational Practitioners and Participants in Global Contexts Beyond the US Chapter 6. Ozgehan Ustuk and Peter I. De Costa: 'Started working as a global volunteer...': Developing Professional Transnational Habitus through Erasmus+ Chapter 7. Tabitha Kidwell: Intercultural Experience and Transnational Culture Education: A Case Study of One Novice Teacher’s Personal and Professional Development Chapter 8. David Martínez-Prieto and Kristen Lindahl: National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges Chapter 9. Emrah Cinkara: Syrian Immigrants as Transnational TESOL Practitioners in Turkey Part 3: Transnational Practices and Identities of TESOL Practitioners in the US Chapter 10. Kyung Min Kim: A Korean-American Teacher’s Journey of Professionalization: A TESOL Teacher Educator’s Identity Formation across Transnational Contexts Chapter 11. Pei Chia (Wanda) Liao: Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and Agency Chapter 12. Min-Seok Choi, Tamara Mae Roose and Christopher E. Manion: Teaching as Transnational Spaces: Exploring the Teacher Identity Construction of International Graduate Teaching Associates of Second-Year Writing Courses Chapter 13. Willa Black, Danning Liang and Gloria Park: Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language Teachers Afterword Index

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Book SynopsisThis book focuses on the study-abroad experiences of pre-service and in-service language teachers and language teacher educators. The diverse contributions to this volume provide readers with a deep understanding of what this mobility means for individuals and the language teaching and learning communities they encounter and return to post-sojourn. Considering the broad variability of study-abroad programs and arrangements, as well as the multidimensional, complex nature of study-abroad social, geographical and digital environments, the chapters discuss the teachers’ psychological experiences in cognitive, affective and social terms. Readers will discover the effect of mobility on identity, beliefs, practices, self-efficacy, agency, self-confidence, independence and personal growth, as well as how transitions across borders can result in feelings of self-doubt, anxiety and insecurity. This is essential reading for language teacher educators, mentors and supervisors, managers of study-abroad programs and researchers working in the fields of study abroad, international education and language teacher education.Trade ReviewThis wide-ranging and well-structured resource provides fascinating insights into various aspects of study-abroad experiences. Including views from pre-service, in-service language teachers and language teacher educators, it captures diverse and multidimensional perspectives. The chapters’ ‘practical implications’ will be invaluable for teacher educators in their efforts to design and support appropriate educational experiences. * Steve Mann, University of Warwick, UK *COVID has disrupted, and demanded a re-imagining of studying abroad, often a crucial component in language teacher education programmes. This book brings together soul-searching empirical studies from diverse educational contexts to explore the meaning of studying abroad for language teachers. These deeply reflective narratives from language teachers and language teacher education researchers provide an up-to-date and humanistic understanding of a critical approach to internationalisation studies. * Alice Chik, Macquarie University, Australia *Table of ContentsAcknowledgements Contributors Chapter 1. Gary Barkhuizen: Language Teachers Studying Abroad Part 1: Identities and Professional Development Chapter 2. Julia Menard-Warwick, Enrique David Degollado and Shannon Kehoe: Emotionality in Field Trip Narratives: Confronting Deficit Perspectives Chapter 3. Steve Marshall: Japanese English Teachers’ Professional Development in a Canadian University: Perceptions of Self and Imagining Practice Chapter 4. Rosemary Wette and Gary Barkhuizen: Study Abroad as a Site of Transformative Learning: Post-Sojourn Knowledge and Identity Change of Two Cambodian Teachers Chapter 5. Donna Starks and Howard Nicholas: Life and Learning through Study Abroad: Trajectories Connecting Identity and Communicative Repertoires Chapter 6. Danping Wang: ‘They Say My Job is Propaganda’: Professional Identities of Pre-Service Chinese Language Teachers in Overseas Schools Part 2: Interculturality and Intercultural Learning Chapter 7. Rachel Shriver, Magda Madany-Saa, Eleanor Sweeney, Elizabeth Smolcic, Sharon Childs, Ana Loja Criollo and Yolanda Loja Criollo: Re-Imagining Immersion for Teachers: Exploring the Seedlings of Decolonial Roots within Ecuadorian/United States Partnerships Chapter 8. Roswita Dressler and Colleen Kawalilak: The Experience of Pre-Service Language Teachers Learning an Additional Language through Study Abroad Chapter 9. Chiou-lan Chern, Angel M. Y. Lin and Mei-Lan Lo: Border-Crossing and Professional Development of Taiwanese EFL Teachers in a Study Abroad Program Chapter 10. Sin Yu Cherry Chan and Jane Jackson: ‘I Thought it was Really a No!’: A Narrativized Account of an L2 Sojourn with a Homestay Chapter 11. Erik Jon Byker and Natalia Mejia: Language for the Heart: Investigating the Linguistic Responsiveness of Study Abroad Part 3: Emotions and Personal Growth Chapter 12. Takaaki Hiratsuka: Dreams Cut Short but Heads Held High: Study Abroad in Times of Coronavirus Chapter 13. John Macalister: No Ordinary Time: Language Teachers Abroad in an Extraordinary Year Chapter 14. Shondel Nero: When Teachers become ‘The Other’: Studying Abroad in the Dominican Republic Chapter 15. Harold Castañeda-Peña, Carmen Helena Guerrero Nieto and Pilar Méndez Rivera: Study Abroad as Subjection: Doctoral Students’ Emotions during Academic Short Stays Chapter 16. Diana Feick and Petra Knorr: Emotional Aspects of Online Collaboration: Virtual Exchange of Pre-Service EFL Teachers Part 4: Relationships and Careers Chapter 17. Rosamond Mitchell and Nicole Tracy-Ventura: From Language Teaching Assistant Abroad to Language Professional: A Longitudinal Study of Career Entry Chapter 18. Christine Biebricher and Yue You: Understanding Pre-Service Teachers’ Study Abroad Experiences through Duoethnography: Challenges, Emotions and Developments Chapter 19. Michael Burri: From ESL Student to Teacher Educator: Reflections on Transnational and Transcultural Professional Identity Development Chapter 20. Anja Wilken and Andreas Bonnet: Transformative Learning and Professionalization through Uncertainty? A Case Study of Pre-Service Language Teachers During a STIE Chapter 21. Meredith D’Arienzo and YouJin Kim: The Impact of a Two-Week Study Abroad Teacher Development Program on Pre-Service L2 Teachers Index

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Book SynopsisOver the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory – Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory – in a way that significantly clarifies this controversial concept. Trade ReviewIn this book, Jim Cummins not only presents his ideas and writings, giving insights into their origins and evolution, but importantly, he answers his critics. The volume provides an up-to-date analysis of translanguaging, considering its strengths and its criticisms, and offers practical translanguaging ideas for classrooms and curriculum activities. This book is Jim Cummins’ finest contribution to the literature. * Colin Baker, Emeritus Professor, Bangor University, UK *This evidence-based, nuanced and scholarly volume is Cummins at his best. Courteous and collegial, Cummins distinguishes between defensible complementary theory, and enthusiastic but conjectural false dichotomy. The single purpose is to guide educators towards how best multilingual students can learn and succeed if we are to ensure equity and social justice. * Kathleen Heugh, University of South Australia, Australia *In this volume Cummins brings the reader along on an inspiring journey that spans over 40 years and offers a unique synthesis of a life-long dedication and contribution within the field of bi- and multilingual education. The journey starts with a retrospective look at Cummins’ revolutionary and frontier-pushing theoretical hypothesis on early research in bilingual development within education and ends with presentations of innovative and creative crosslinguistic and multilingual pedagogies. * Siv Björklund, Åbo Akademi University, Finland *Table of ContentsAcknowledgements Lily Wong Fillmore: Foreword Series Editor’s Preface Tove Skutnabb-Kangas: Preface Part 1: Evolution of a Theoretical Framework: A Personal Account Chapter 1. Core Ideas and Background Influences Chapter 2. Resolving Contradictions: Cognitive Consequences of Bilingualism Chapter 3. Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development Chapter 4. Language Proficiency and Academic Achievement Chapter 5. Power Relations in School: Constructing or Constricting Identities? Chapter 6. Reversing Underachievement: An Integrated Framework Part 2: Critical Analysis of Competing Theoretical Claims Chapter 7. How Do We Assess the Legitimacy of Theoretical Constructs and Claims? Chapter 8. Is ‘Academic Language’ a Legitimate Theoretical Construct? Chapter 9. Are ‘Linguistic Interdependence’ and the ‘Common Underlying Proficiency’ Legitimate Theoretical Constructs? Chapter 10. Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis Part 3: Instructional Practice in Dialogue with Theoretical Concepts Chapter 11. Teachers as Knowledge Generators: Learning from Inspirational Pedagogy About the Author References Index

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Book SynopsisThis book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness. It focuses on four Asian contexts – Malaysia, South Korea, Sri Lanka and Thailand – while providing a discussion of policy and practice in Canada and Finland as a comparison. Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy. It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction. The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages. This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.Trade ReviewHayes’ detailed and critical analyses of early language learning policies in six different countries – Thailand, South Korea, Sri Lanka, Malaysia, Finland, and Canada – beautifully and powerfully illustrate the complex realities and importance of situating policies in specific societal and linguistic contexts. This book is highly recommended for anyone interested in language education policies. * Yuko Goto Butler, Graduate School of Education, University of Pennsylvania, USA *I thoroughly enjoyed reading this book because it educated me about little-known contexts of early language education, thereby critically analysing – and partly dissecting – the political, economic and educational rationales underlying policies and practice of early language learning. The spirit of equity and justice ingrained in many aspects of the analysis and argumentation in this book is admirable. * Eva Wilden, University of Duisburg-Essen, Germany *This book brings alive the vital role of the socio-educational context on the success, or otherwise, of foreign language learning in primary school. The book bristles with research insights from a range of contexts and provides a solid basis for re-imagining language education in state-sector primary education globally. It is a wonderful resource for language policy makers, researchers, teachers, and teacher educators. * Kuchah Kuchah, University of Leeds, UK *Table of ContentsAcknowledgements Chapter 1. Rationales for Early Language Learning in State Sector Education Systems Chapter 2. Thailand: An Educational Paradox Chapter 3. South Korea: A Severe Case of ‘English Fever’ Chapter 4. Sri Lanka: Language Education and Peace-Building in Primary Schools Chapter 5. Equity and Multilingual Diversity in Primary School Language Teaching and Learning in Malaysia Chapter 6. Early Language Teaching and Learning in Ontario, Canada and Finland: Experiences of Bilingualism and Multilingualism Chapter 7. Rethinking Early Language Learning in State Sector Education Systems References Index

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Book SynopsisLanguage teachers are concerned with the relationship between what they know or believe and what they practice. In this book, Yang Gao thus addresses this gap. Using the complex dynamic system theory, he reports the characteristics of the Chinese EFL teachers’ belief system and highlights the complexity of the system, the non-linearity, and unpredictability of the subsystems. He further explores the relationships between the stated beliefs and the actual practices among the Chinese EFL teachers. One of the key contributions through the book is the conceptualized model in studying EFL teachers’ beliefs and practices.Table of ContentsForeword  Xiaofei Lu Acknowledgments List of Figures and Tables 1 Introduction  1 How the Book Came Out  2 Purpose and Research Questions  3 Rationale and Stages of the Exploratory Sequential Mixed-Methods Design  4 Biographical Information of the Participants in the Book  5 Structure of the Book 2 Revisiting the Messy Construct: A Synopsis Review of Teacher Beliefs  1 From Teacher Psychology, Cognition to Beliefs  2 Defijining Teacher Beliefs  3 Nature and Features of Teacher Beliefs  4 Content of Teacher Beliefs  5 Research on Teacher Beliefs  6 Evaluation of Teacher Beliefs  7 Beliefs about Languages, Reading, and EFL Teachers: An Even More Complex Picture  8 Conclusion 3 Paradigm Shifts in Teachers’ Beliefs and Practices  1 Introduction  2 Research Paradigms and Language Teacher Belief-Practice Research  3 The Influx of Paradigms in the New Era  4 Theoretical Paradigm Selected for the Present Study  5 Conclusion 4 Complex Dynamic Systems Theory as a Theoretical Framework to Study Beliefs and Practice of EFL Reading Teachers  1 Introduction  2 Introducing Complex Dynamic Systems Theory  3 Complex Dynamic Systems Theory and the Pragmatism Paradigm  4 Complex Dynamic Systems Theory in Educational Settings  5 Complex Dynamic Systems Theory in Language Education  6 Complex Dynamic Systems Theory in EFL Reading Studies  7 Steps in Conducting the Study with a CDST Lens  8 Conceptual Frameworks 5 Characteristics of Chinese Teachers’ Belief Systems  1 An Overview of the Chapter  2 Characteristics of Chinese EFL Teachers’ Beliefs about English Reading and Teaching Reading  3 Conceptualization of the Dynamics and Agents in the Belief System  4 Conclusion 6 Exploring Interaction between Reading Beliefs and Reading Teaching Beliefs in Dominant Orientations  1 Introduction  2 Analyses of Reading Beliefs vs. Teaching Beliefs in the Dominant Orientations  3 Possible Explanations for the Interaction  4 Conceptualization of the Interaction between the Two Stated Belief Systems  5 Conclusion 7 The Nexus of Chinese EFL Teachers’ Beliefs and Practices  1 Introduction  2 Purposive Participants  3 Within Case Findings  4 Cross-Case Analysis  5 Conceptualization of the Coadaptive and Self-organizing Subsystems  6 Conclusion 8 Conclusion: A CDST Model to Study Language Teacher Beliefs and Practices  1 Overview of the Chapter  2 Characteristics of Chinese EFL Teachers’ Stated Beliefs about English Reading and Teaching Reading  3 Teachers’ Stated Beliefs about English Reading and Teaching Reading  4 Teachers’ Stated Beliefs and Actual Practices  5 Theoretical Implication: A CDST Model on EFL Teacher Beliefs and Practice  6 Practical Implications for EFL Teachers and Teacher Team Leaders  7 Conclusion Glossary Index

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Book SynopsisLanguage teachers are concerned with the relationship between what they know or believe and what they practice. In this book, Yang Gao thus addresses this gap. Using the complex dynamic system theory, he reports the characteristics of the Chinese EFL teachers’ belief system and highlights the complexity of the system, the non-linearity, and unpredictability of the subsystems. He further explores the relationships between the stated beliefs and the actual practices among the Chinese EFL teachers. One of the key contributions through the book is the conceptualized model in studying EFL teachers’ beliefs and practices.Table of ContentsForeword  Xiaofei Lu Acknowledgments List of Figures and Tables 1 Introduction  1 How the Book Came Out  2 Purpose and Research Questions  3 Rationale and Stages of the Exploratory Sequential Mixed-Methods Design  4 Biographical Information of the Participants in the Book  5 Structure of the Book 2 Revisiting the Messy Construct: A Synopsis Review of Teacher Beliefs  1 From Teacher Psychology, Cognition to Beliefs  2 Defijining Teacher Beliefs  3 Nature and Features of Teacher Beliefs  4 Content of Teacher Beliefs  5 Research on Teacher Beliefs  6 Evaluation of Teacher Beliefs  7 Beliefs about Languages, Reading, and EFL Teachers: An Even More Complex Picture  8 Conclusion 3 Paradigm Shifts in Teachers’ Beliefs and Practices  1 Introduction  2 Research Paradigms and Language Teacher Belief-Practice Research  3 The Influx of Paradigms in the New Era  4 Theoretical Paradigm Selected for the Present Study  5 Conclusion 4 Complex Dynamic Systems Theory as a Theoretical Framework to Study Beliefs and Practice of EFL Reading Teachers  1 Introduction  2 Introducing Complex Dynamic Systems Theory  3 Complex Dynamic Systems Theory and the Pragmatism Paradigm  4 Complex Dynamic Systems Theory in Educational Settings  5 Complex Dynamic Systems Theory in Language Education  6 Complex Dynamic Systems Theory in EFL Reading Studies  7 Steps in Conducting the Study with a CDST Lens  8 Conceptual Frameworks 5 Characteristics of Chinese Teachers’ Belief Systems  1 An Overview of the Chapter  2 Characteristics of Chinese EFL Teachers’ Beliefs about English Reading and Teaching Reading  3 Conceptualization of the Dynamics and Agents in the Belief System  4 Conclusion 6 Exploring Interaction between Reading Beliefs and Reading Teaching Beliefs in Dominant Orientations  1 Introduction  2 Analyses of Reading Beliefs vs. Teaching Beliefs in the Dominant Orientations  3 Possible Explanations for the Interaction  4 Conceptualization of the Interaction between the Two Stated Belief Systems  5 Conclusion 7 The Nexus of Chinese EFL Teachers’ Beliefs and Practices  1 Introduction  2 Purposive Participants  3 Within Case Findings  4 Cross-Case Analysis  5 Conceptualization of the Coadaptive and Self-organizing Subsystems  6 Conclusion 8 Conclusion: A CDST Model to Study Language Teacher Beliefs and Practices  1 Overview of the Chapter  2 Characteristics of Chinese EFL Teachers’ Stated Beliefs about English Reading and Teaching Reading  3 Teachers’ Stated Beliefs about English Reading and Teaching Reading  4 Teachers’ Stated Beliefs and Actual Practices  5 Theoretical Implication: A CDST Model on EFL Teacher Beliefs and Practice  6 Practical Implications for EFL Teachers and Teacher Team Leaders  7 Conclusion Glossary Index

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Book SynopsisDefines task-based listening (TBL) and describes how to build a task-based listening program, how to create a task-based listening lesson, ways to activate vocabulary acquisition and improve grammatical knowledge, and the links between listening and pronunciation.

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Book SynopsisWeaves together cutting-edge research and practices from the fields of theatre and TESOL. After providing an overview of how drama can be used in the language classroom, the authors present a collection of resources teachers need to begin using drama, including practical classroom-tested and evidence-based techniques.

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Book SynopsisCurrently, there are many research articles across a wide array of teacher education journals that present promising practices in video as a tool in teacher learning, but no practitioner-friendly text that organizes a variety of approaches for application in the field. This book fills that gap by helping educators to greatly expand their repertoire and confidence in introducing, designing, implementing, and assessing video-based professional development. The authors focus on the variety of ways in which video can support and encourage reflection, increase awareness, foster collaboration, share practice, provide a tool for analysis, aid in materials production, and establish online communities of practice. Video allows more possibilities for context-sensitive noticing, editing, sharing, repackaging, and tagging, especially in combination with screen-capture software, and there is an increasing array of tools that can be harnessed to support teacher learning and reflection. These can help to make aspects of classrooms, methodology and learning more concrete and visible. Across the chapters, the book draws on a growing community of educators using video in a wide range of approaches and features some of their experiences and views through data and vignettes. In doing so, this text acts as a conduit for innovative and effective video and visual media use in language teacher education.Table of Contents1. Video and Teacher Development 2. The Context of Viodeo Use 3. Video as a Process and a Material in Learning about Teaching 4. Learning to Look Descriptively at Teaching through Video 5. Reflecting through Video: Self-observation 6. Video Observation with Peers 7. The Role of Video in Supervision 8. Video in Research

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Book SynopsisThis book focuses on the practice cycle, or practicum, of ELT education programmes. Practice teaching is a key component of all good ELTE programmes, and provides a forum for novice teachers to begin to cross the theory/practice divide in a way which allows them to try out ideas in a classroom setting. This typically happens after a period of theoretical induction and the observation of more experienced teachers, and can often begin in a very scaffolded way through micro- or team- teaching, before moving to more independence. At all stages of this practice-oriented process, reflection is a fundamental and obligatory underlying principle, the integration of which leads to informed decisions on change implementation to improve teaching. The book begins with a theoretical and research-informed introduction to both Reflective Practice (RP) and the practicum, followed by definitions and typologies. Various tools and sources of evidence to support the RP process during the practicum are investigated, using many data-rich examples from our own and others' professional contexts over a number of years. These are applied to observation of more experienced teachers and self-observation of one's own practice as facilitators of informed decisions for change. Finally, the process of RP as a life-long developmental practice is explored.Table of Contents1. An Introduction to Reflective Practice and the Practicum 2. Frameworks and Approaches for Reflecting on Practice 3. Preparing for Teaching: Social Learning, Mentors and Observations 4. Reflecting on Preparation and Planning 5. Reflecting on the L2 Classroom Environment 6. Reflecting on Teaching Grammar, Vocabulary and Pronunciation 7. Reflecting on Teacher Talk and Interactional Skills 8. Post-Observation Feedback: A Tale of Two Teachers 9. Conclusions and Looking Forward

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Book SynopsisA Primer of Pastoral Spanish is designed to provide religious and non-religious alike with the linguistic and cultural tools to minister in Spanish. This primer is modeled after Madrigal's Magic Key to Spanish (1953), whose author, Margarita Madrigal, bases her methodology on creating with the language instead of memorizing it. Previous knowledge of Spanish is not necessary, although, as you will discover, you already know thousands of words in Spanish. The vocabulary you know in English is the foundation on which you can build your knowledge of Spanish vocabulary. There are thousands of English words that become Spanish words if you can recognize the slight change that takes place from one language to the other. For example, you will learn how to conjugate a verb in Spanish to the first-person singular of the past tense by dropping a letter from its translation in English and adding an accent. There are 40 units in this primer. If you were to study each unit 20-30 minutes a day throughout Lent, for example, think about how far you could progress. Each unit consists of four sections: Vocabulary, Prayer or Culture, Cornerstones, and Vocabulary Review. There are four units called Check Your Progress. These units consist of Challenges based on the grammar, vocabulary, and culture you learned in the previous units. The answers to the Challenges are at the end of the units.

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Book SynopsisPragmatic instruction has received momentous attention in Second Language Acquisition (SLA) over the last decades. In order to scrutinize the effectiveness of L2 instruction, meta-analyses are warranted; nonetheless, meta-analyses have been largely neglected, despite the fact that they provide a systematic explanation of the findings from the previous studies. Since meta-analysis is flourishing by leaps and bounds in each and every field, pragmatic studies are not the exception, and among miscellaneous constructs and units of analysis in pragmatics, the speech acts of request, apology, and refusal are investigated in this book. To bridge this gap, this book mainly presents the variables which can moderate the effectiveness of L2 instruction such as age, gender, proficiency, outcome measures, psycholinguistic features, research design, and treatment types. The first chapter of the book outlines the theoretical underpinnings of the study, accentuating the importance of conducting meta-analysis in this field of study. The second chapter elaborates on the empirical studies and a thorough review of the relevant research. The third chapter deals with the design of the study in which the inclusion and exclusion criteria, effect size calculation, coding of the variables, and reliability have been outlined while chapter four presents the obtained outcomes and results of the study. The last chapter describes the final remarks of the study, the limitations, implications, and the directions for future research in the field of pragmatics instruction. Table of ContentsOverview of Theoretical Frameworks 1.1 Introduction 1.2 Theoretical Underpinnings 1.2.1 Models of Communicative Competence and Pragmatics 1.2.2 Defining Pragmatics and Interlanguage Pragmatics 1.2.3 Theoretical Methods and Approaches 1.2.3.1 Cognitive Approaches in L2 Pragmatic Research 1.2.3.2 The Noticing Hypothesis 1.2.4 Speech Acts 1.2.5 Instructed Second Language Acquisition 1.2.6 Meta-Analysis 1.2.7 The Synopsis of the Book 2. 2. Empirical Background 2.1.1 Studies on L2 Pragmatics for the Speech Acts of Request, Apology, and Refusal 2.1.2 Meta- Analyses in L2 Pragmatics 2.2 Conclusion Design of the Study 3.1 Introduction 3.2 Aims and Research Questions 3.3 Research Design 3.4 Inclusion and Exclusion Criteria 3.5 Effect Size Calculation 3.6 Coding of Moderator Variables 3.7 Missing Data 3.8 Reliability 3.9 Publication Bias 3.10 Conclusion Results 4.1 Introduction 4.2 Overall Meta-Analysis Results of L2 Pragmatic Instrcution in an Iranian Context 4.3 Moderator Analyses 4.4 Discussion 4.4.1 RQ1: What is the Overall Effectiveness of L2 Pragmatic Instruction? 4.4.2 RQ2: Which Variables Moderate the Effectiveness of L2 Pragmatic Instruction? 4.5 Conclusion Conclusions, Pedagogical Implications, and Directions for Future Research 5.1 Conclusions 5.2 Limitations 5.3 Implications 5.4 Directions for Future Research

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Book SynopsisThis book discusses the use of Web 2.0 tools to leverage students’ own use of New Media, which can take learning beyond the classroom. This paradigmatic book will help language educators gain a better understanding of the shift in pedagogic practices through the incorporation of technology in language learning programs. It explores the theoretical underpinnings of ICT in education, before moving on to pragmatic considerations and subsequent implementation of ICT within and beyond language classrooms in the South Asian context. The book covers a wide range of topics, such as the context within which ICT can be placed vis-à-vis teaching and learning in the digital age, as well as the role of ICT in communicative practices, and strategies used to bring these practices to the language classroom. It illustrates how ICT can be incorporated for both receptive as well as productive language learning skills, such as listening, reading, speaking, and writing within pedagogic frameworks. Accordingly, it addresses affordable technologies and how they can be made a part of the teaching–learning experience. Finally, in terms of ICT beyond the classroom, the book provides a broader perspective on ICT in terms of selecting platforms or software, as well as the evaluation of ICT with special reference to ICT policies that offer language educators guidance on managing ICT frameworks within their institutions. Given its scope, the book offers a valuable asset for language educators, teacher trainers, students, and researchers in education and linguistics programs within and outside South Asia.Table of ContentsChapter 1. ICT and the World around Us.- Chapter 2. ICT, Communication, and the Curriculum.- Chapter 3. ICT in the Classroom: Active Listening and Reading.- Chapter 4. ICT in the Classroom: Speaking and Writing.- Chapter 5. ICT beyond the Classroom: New Media and Learning.- Chapter 6. Managing ICT: Administration, Evaluation, and Policy Making.- Chapter 7. Conclusion.

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Book SynopsisThis book has explored in depth the beliefs and practices of foreign language teachers regarding global awareness in the context of a Chinese senior high school. This book defines global awareness as a combination of global knowledge, global attitudes, and global skills for a global citizen to act from the local community to the global community. By analysing qualitative data such as classroom observations, interviews and focus groups with language teachers and linking these findings to language education policy and practice in China, this book has explored how English language teachers teach English language, intercultural communicative competence and global awareness in China. This book will be of interest to researchers, language teachers and students in the fields of language education and intercultural communication. It also provides a readable overview for those new to the field of ICC and global citizenship education.Table of ContentsPart I Exploring Core Issues of Global Awareness and Global Citizenship.- 1 Introducing the Global Awareness Study.- 2 Global Awareness, Intercultural Communicative Competence, and Global Citizenship.- 3 Global Englishes, Global Learning, and Teacher Cognition.- 4 Global Awareness and Intercultural Language Teaching in China.- Part II Teacher Cognition about Global Awareness.- 5 Teachers’ Beliefs and Reported Practices Regarding Global Awareness.- 6 Factors that Shape Teachers’ Beliefs about Global Awareness.- Part III Global Awareness in Classroom Practice.- 7 Chinese English Teachers’ Classroom Practices.- 8 Classroom Practices of Three Canadian English Teachers.- Part IV Discussion and Conclusions.- 9 Discussion.- 10 Preparing Language Teachers for Intercultural/Global Citizenship Education.- 11 Conclusions.

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Book SynopsisThrough insiders' perspectives and narratives, this edited collection provides insight into the lived experiences of recent graduates of various English Applied Linguistics and/or TESOL doctoral programs in North America. The authors document how their personal and professional identities intersected during their doctoral studies and how these doctoral programs, as learning environments, supported them in their professional development and dissertation research. As such, their insider perspectives and narratives are of special value to those contemplating pursuing such a program, or are in progress towards their own degree, as well as the faculty members who advise and support these doctoral students. Chapters focus on topics immediately relevant to success and persistence in a doctoral program, such as developing a network of mentors, establishing a work-life balance, and professional socialization, among others.All authors are recent graduates of their programs who have been intentionally selected for their recent memories in navigating the process. At a time when doctoral program persistence declines at the intersection of students' gender and racial background (see Okahana & Zhou, 2019) there is a pressing need to share the insights and lived experiences of those less commonly featured in narratives of the successful doctoral scholar. This need is especially true among TESOL professionals who will teach and learn in diverse, global settings throughout their careers following their graduation. This book contributes to that need, and it is an essential resource for scholars in TESOL/English Applied Linguistics and other similar doctoral programs.

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Book SynopsisThrough insiders' perspectives and narratives, this edited collection provides insight into the lived experiences of recent graduates of various English Applied Linguistics and/or TESOL doctoral programs in North America. The authors document how their personal and professional identities intersected during their doctoral studies and how these doctoral programs, as learning environments, supported them in their professional development and dissertation research. As such, their insider perspectives and narratives are of special value to those contemplating pursuing such a program, or are in progress towards their own degree, as well as the faculty members who advise and support these doctoral students. Chapters focus on topics immediately relevant to success and persistence in a doctoral program, such as developing a network of mentors, establishing a work-life balance, and professional socialization, among others.All authors are recent graduates of their programs who have been intentionally selected for their recent memories in navigating the process. At a time when doctoral program persistence declines at the intersection of students' gender and racial background (see Okahana & Zhou, 2019) there is a pressing need to share the insights and lived experiences of those less commonly featured in narratives of the successful doctoral scholar. This need is especially true among TESOL professionals who will teach and learn in diverse, global settings throughout their careers following their graduation. This book contributes to that need, and it is an essential resource for scholars in TESOL/English Applied Linguistics and other similar doctoral programs.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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