Second or additional languages Books
Multilingual Matters Reimagining Dialogue on Identity, Language and
Book SynopsisIn this book dialogue is used as a research, knowledge-sharing and community-building tool in which participants engage with each other in reflecting upon the perspectives of self and others: challenging, complementing and contradicting each other as critical peers. The book aims to be an enactment of sociological reimagination, as a way to reimagine public conversations that inspire criticality, innovation and multimodality around the intersection of identity (self), language (mediating mechanism) and power (sociocultural domain). Each chapter illustrates the use of dialogue as a participatory research tool as a way in which the sharing of knowledge and the growth of understanding occurs through meaning- and strategy-making processes. Together they present dialogue as an integrative model of self-inquiry and social activism and provide a valuable standpoint to understand the participatory nature of our very effort to question and investigate our sense of self in the world.Trade ReviewA provocative read! This innovative and risk-taking volume reimagines dialogue by putting it front and center as research method, demonstrating the potential of methods such as critical and collaborative authoethnography, dialogic testimonio, and digitally mediated public scholarship to uncover new insights in identity, language and power. * Wayne E. Wright, Purdue University, USA *With distinct contributions from around the world, this volume is a refreshing reminder and call for attending to dialogue as transformative research. The editors have brought together a select group of authors who are pushing the boundaries of language research with critical and innovative methods approaching dialogue to better understand the nexus of language, identity, and power. * Bedrettin Yazan, The University of Texas at San Antonio, USA *This book embodies the dialogical approach to research, learning and knowledge co-making. The many simultaneously ‘personal’ and ‘political’ narratives and conversations break through the straitjacket of conventional academic writing and illustrate how methodological innovation and epistemological pluralism can be beautifully achieved. * Angel M. Y. Lin, The Education University of Hong Kong *Table of ContentsContributors Suresh Canagarajah: Foreword Ching-Ching Lin and Clara Vaz Bauler: Introduction Part 1: Dialogic Testimonio Chapter 1. Sandra Rodriguez-Arroyo, Laura C. Walls and Ferial Pearson: Ni de Aquí, Ni de Allá: Reflections on Trying to Fit into a Box Chapter 2. Priscila Fabiane Farias, Leonardo da Silva and Litiane Barbosa Macedo: On the (Constant) Process of Becoming a Critical Language Educator in the Brazilian Context Chapter 3. Sumeyra Gok and Angelina Gillispie: Unpacking Raciolinguistic Ideologies and Power Dynamics in Teacher Education through Intersectionality Chapter 4. Kinsella Valies and Lisa M. Hunsberger: Black Women's Ibasho: Creating a Space of Belonging in Japan Chapter 5. Lan Wang-Hiles, Ekaterina Goodroad, Tong Zhang and Judith Szerdahelyi: Negotiating Identity, Language and Power: Dialogic Reflections on Non-Native English-Speaking Writing Instructors in the US Composition Classroom Part 2: Digitally-Mediated Public Scholarship Chapter 6. Clara Vaz Bauler and Vanja Karanović: Twitter/X as Thinking Communities: Responding, Reacting and Acting on Linguistic Discrimination Chapter 7. Ching-Ching Lin, Derek Baylor, Yasmeen Coaxum and Shuzhan Li: Forming Performative Space through Legitimate Peripheral Participation: Digitally-Mediated Dialogic Inquiry of Four BIPOC TESOL Professionals Chapter 8. A.R. Shearer and Clara Vaz Bauler: Professional Communities in the Making: Critical Dialogues in the ELT Field Chapter 9. JPB Gerald and Clara Vaz Bauler: Escaping the H-Index: On the Value and Voice of Public Engagement for Racialized Scholars Part 3: Through a Critical Incident Lens Chapter 10. Ribut Wahyudi and M. Faisol: When Daily Uses of Language, Identity and 'Power' Intersect with the Global (Center) versus Local (Periphery) Power Relations: An Interdisciplinary Study Chapter 11. Luciana C. de Oliveira, Destini Braxon, Jia Gui and Tara Willging: A Critical Dialogue Among Participants in a Professional Learning Community Chapter 12. Edmund Christopher Melville, Rasha Ashkar and Nicholas Douglas: Ebbs, Flows, What’s New is Old: A Collaborative Autoethnography of Three EFL Educators in Turkey Chapter 13. Julia E. Kiernan, Joyce Meier and Xiqiao Wang: Critical Listening: A Teacher-Scholar Dialogue on the Challenges of Linguistically- and Culturally-Centered Coursework Chapter 14. Wing Shuen Lau and Kristine Mensonides Gritter: Curiosity Matters: Envisioning Intercultural Dialogue in Qualitative Research Practice Index
£28.45
Multilingual Matters Reimagining Dialogue on Identity, Language and
Book SynopsisIn this book dialogue is used as a research, knowledge-sharing and community-building tool in which participants engage with each other in reflecting upon the perspectives of self and others: challenging, complementing and contradicting each other as critical peers. The book aims to be an enactment of sociological reimagination, as a way to reimagine public conversations that inspire criticality, innovation and multimodality around the intersection of identity (self), language (mediating mechanism) and power (sociocultural domain). Each chapter illustrates the use of dialogue as a participatory research tool as a way in which the sharing of knowledge and the growth of understanding occurs through meaning- and strategy-making processes. Together they present dialogue as an integrative model of self-inquiry and social activism and provide a valuable standpoint to understand the participatory nature of our very effort to question and investigate our sense of self in the world.Trade ReviewA provocative read! This innovative and risk-taking volume reimagines dialogue by putting it front and center as research method, demonstrating the potential of methods such as critical and collaborative authoethnography, dialogic testimonio, and digitally mediated public scholarship to uncover new insights in identity, language and power. * Wayne E. Wright, Purdue University, USA *With distinct contributions from around the world, this volume is a refreshing reminder and call for attending to dialogue as transformative research. The editors have brought together a select group of authors who are pushing the boundaries of language research with critical and innovative methods approaching dialogue to better understand the nexus of language, identity, and power. * Bedrettin Yazan, The University of Texas at San Antonio, USA *This book embodies the dialogical approach to research, learning and knowledge co-making. The many simultaneously ‘personal’ and ‘political’ narratives and conversations break through the straitjacket of conventional academic writing and illustrate how methodological innovation and epistemological pluralism can be beautifully achieved. * Angel M. Y. Lin, The Education University of Hong Kong *Table of ContentsContributors Suresh Canagarajah: Foreword Ching-Ching Lin and Clara Vaz Bauler: Introduction Part 1: Dialogic Testimonio Chapter 1. Sandra Rodriguez-Arroyo, Laura C. Walls and Ferial Pearson: Ni de Aquí, Ni de Allá: Reflections on Trying to Fit into a Box Chapter 2. Priscila Fabiane Farias, Leonardo da Silva and Litiane Barbosa Macedo: On the (Constant) Process of Becoming a Critical Language Educator in the Brazilian Context Chapter 3. Sumeyra Gok and Angelina Gillispie: Unpacking Raciolinguistic Ideologies and Power Dynamics in Teacher Education through Intersectionality Chapter 4. Kinsella Valies and Lisa M. Hunsberger: Black Women's Ibasho: Creating a Space of Belonging in Japan Chapter 5. Lan Wang-Hiles, Ekaterina Goodroad, Tong Zhang and Judith Szerdahelyi: Negotiating Identity, Language and Power: Dialogic Reflections on Non-Native English-Speaking Writing Instructors in the US Composition Classroom Part 2: Digitally-Mediated Public Scholarship Chapter 6. Clara Vaz Bauler and Vanja Karanović: Twitter/X as Thinking Communities: Responding, Reacting and Acting on Linguistic Discrimination Chapter 7. Ching-Ching Lin, Derek Baylor, Yasmeen Coaxum and Shuzhan Li: Forming Performative Space through Legitimate Peripheral Participation: Digitally-Mediated Dialogic Inquiry of Four BIPOC TESOL Professionals Chapter 8. A.R. Shearer and Clara Vaz Bauler: Professional Communities in the Making: Critical Dialogues in the ELT Field Chapter 9. JPB Gerald and Clara Vaz Bauler: Escaping the H-Index: On the Value and Voice of Public Engagement for Racialized Scholars Part 3: Through a Critical Incident Lens Chapter 10. Ribut Wahyudi and M. Faisol: When Daily Uses of Language, Identity and 'Power' Intersect with the Global (Center) versus Local (Periphery) Power Relations: An Interdisciplinary Study Chapter 11. Luciana C. de Oliveira, Destini Braxon, Jia Gui and Tara Willging: A Critical Dialogue Among Participants in a Professional Learning Community Chapter 12. Edmund Christopher Melville, Rasha Ashkar and Nicholas Douglas: Ebbs, Flows, What’s New is Old: A Collaborative Autoethnography of Three EFL Educators in Turkey Chapter 13. Julia E. Kiernan, Joyce Meier and Xiqiao Wang: Critical Listening: A Teacher-Scholar Dialogue on the Challenges of Linguistically- and Culturally-Centered Coursework Chapter 14. Wing Shuen Lau and Kristine Mensonides Gritter: Curiosity Matters: Envisioning Intercultural Dialogue in Qualitative Research Practice Index
£94.95
Multilingual Matters Second Language and Heritage Learners in Mixed
Book SynopsisThis book addresses the complexity of mixed language classroom learning environments in which heritage learners (HL) and second language (L2) learners are concurrently exposed to language learning in the same physical space. Heritage speakers, defined widely as those exposed to the target language at home from an early age, tend to display higher oral proficiency and increased intercultural proficiency but lesser metalinguistic and grammatical awareness than L2 learners. The theoretical and pedagogical challenges of engaging both types of learners simultaneously without polarizing the classroom community dictates the need for well-defined, differentiated learning strategies; in response this book offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction. The chapters address themes including translanguaging, linguistic identity, metalinguistic awareness and intercultural competence, with contributions from Europe, Africa and the United States.Trade ReviewThis much-needed volume presents key research and practical applications for addressing the challenges and reaping the rewards of mixed classes. Written by specialists from different educational levels, language backgrounds, and geographical locations, this is a must-read for current and future language teachers. * Maria M. Carreira, Professor Emerita, California State University, Long Beach, USA *More than an anthology, this volume is a masterful resource for teachers, scholars, and administrators faced with a mix of heritage and second-language speakers in the same learning environment. The contributions, ranging from theory to praxis, provide a first-ever handbook for navigating the social and linguistic complexities of multilingual classrooms. * John Lipski, Pennsylvania State University, USA *Heritage speakers cannot always be in separate language tracks; this volume gathers a range of theory and tools that will help teachers best meet students’ needs in mixed classrooms. Notably, it includes critical language awareness as well as a range of age contexts and world locations. Particularly useful are the concrete recommendations for practice and for department-wide workshops. A timely and important collection. * Kim Potowski, University of Illinois at Chicago, USA *Second Language and Heritage Learners in Mixed Classrooms contributes to the scarce literature on the complex issue of teaching language in mixed classrooms with learners with very different types of knowledge, motivation and needs [...] the volume will certainly offer both a strong theoretical background, and inspiration and ideas for practical classroom implementation. * Amàlia Llombart-Huesca, California State Polytechnic University Pomona, USA, Hispania, Volume 106, Number 3, September 2023 *Table of ContentsContributors Elena García-Martín: Introduction: Addressing the Cognitive, Affective and Sociolinguistic Challenges in the Mixed Language Classroom Part 1: Language Pedagogy: Promoting Student Engagement through Differentiation Chapter 1. Patricia Bayona: Bi-Directional Scaffolding: Heritage Speakers and L2 Learners Complementing Each Other in the Mixed Classroom Chapter 2. Ruben Benatti: Advanced and Heritage Learners of Italian in Mixed Language Classrooms: Methods and Strategies to Teach Derivational Morphology Chapter 3. Paola Guerrero-Rodríguez and Avizia Long: Feedback in the Mixed Classroom: What are Students’ Preferences and Perceptions? Part 2: Sociolinguistic and Psychological Investigations: Language Identity in Mixed Classrooms Chapter 4. Marta Ramírez Martínez: Bridging Gaps in Mixed-Class Settings Chapter 5. Evelyn Gámez and Mirna Reyna: Dismantling Raciolinguistic Ideologies: Más Allá del Aula de Herencia Chapter 6. Rosti Vana: Countering Negative Attitudes toward Heritage Students’ Spanish in Mixed L2-H2 Classes Chapter 7. Naraina de Melo Martins Kuyumjian: Intercultural Education in Early Childhood Education or How to Enhance Language Learning and Social Cohesion in a Mixed Language Classroom Part 3: Cognitive Approaches to Language Learning: Metalinguistic Competency and Language Variation Chapter 8. Justin P. White and Paul B. Mandell: Processing Instruction in Mixed Language Classrooms Chapter 9. Eftychia Damaskou: Promoting Multilingual Metalinguistic Awareness within Young Foreign Language Learners Chapter 10. Emily Bernate: Incorporating Lessons on Language Contact for Grammar Instruction in HL and L2 Mixed Classrooms Part 4: Plurilingualism, Translanguaging and Translation: Enhancing Language Learning through Multilingualism Chapter 11. Sibhekinkosi Anna Nkomo and Erasmos Charamba: Translanguaging for Academic Success: A Strategy for Accessing Disciplinary Discourse in a Multilingual Undergraduate Classroom Chapter 12. Anna Krulatz, MaryAnn Christison and Koeun Park: Implementing the Multilingual Approach to Diversity in Education (MADE) as a Tool for Instructional Design in Mixed-Language Classrooms Chapter 13. Sandra Martini and Jacopo Torregrossa: Developing Compound Awareness by Translanguaging: The Design of Learning Activities for Multilingual Classrooms Index
£35.96
Multilingual Matters Second Language and Heritage Learners in Mixed
Book SynopsisThis book addresses the complexity of mixed language classroom learning environments in which heritage learners (HL) and second language (L2) learners are concurrently exposed to language learning in the same physical space. Heritage speakers, defined widely as those exposed to the target language at home from an early age, tend to display higher oral proficiency and increased intercultural proficiency but lesser metalinguistic and grammatical awareness than L2 learners. The theoretical and pedagogical challenges of engaging both types of learners simultaneously without polarizing the classroom community dictates the need for well-defined, differentiated learning strategies; in response this book offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction. The chapters address themes including translanguaging, linguistic identity, metalinguistic awareness and intercultural competence, with contributions from Europe, Africa and the United States.Trade ReviewThis much-needed volume presents key research and practical applications for addressing the challenges and reaping the rewards of mixed classes. Written by specialists from different educational levels, language backgrounds, and geographical locations, this is a must-read for current and future language teachers. * Maria M. Carreira, Professor Emerita, California State University, Long Beach, USA *More than an anthology, this volume is a masterful resource for teachers, scholars, and administrators faced with a mix of heritage and second-language speakers in the same learning environment. The contributions, ranging from theory to praxis, provide a first-ever handbook for navigating the social and linguistic complexities of multilingual classrooms. * John Lipski, Pennsylvania State University, USA *Heritage speakers cannot always be in separate language tracks; this volume gathers a range of theory and tools that will help teachers best meet students’ needs in mixed classrooms. Notably, it includes critical language awareness as well as a range of age contexts and world locations. Particularly useful are the concrete recommendations for practice and for department-wide workshops. A timely and important collection. * Kim Potowski, University of Illinois at Chicago, USA *Second Language and Heritage Learners in Mixed Classrooms contributes to the scarce literature on the complex issue of teaching language in mixed classrooms with learners with very different types of knowledge, motivation and needs [...] the volume will certainly offer both a strong theoretical background, and inspiration and ideas for practical classroom implementation. * Amàlia Llombart-Huesca, California State Polytechnic University Pomona, USA, Hispania, Volume 106, Number 3, September 2023 *Table of ContentsContributors Elena García-Martín: Introduction: Addressing the Cognitive, Affective and Sociolinguistic Challenges in the Mixed Language Classroom Part 1: Language Pedagogy: Promoting Student Engagement through Differentiation Chapter 1. Patricia Bayona: Bi-Directional Scaffolding: Heritage Speakers and L2 Learners Complementing Each Other in the Mixed Classroom Chapter 2. Ruben Benatti: Advanced and Heritage Learners of Italian in Mixed Language Classrooms: Methods and Strategies to Teach Derivational Morphology Chapter 3. Paola Guerrero-Rodríguez and Avizia Long: Feedback in the Mixed Classroom: What are Students’ Preferences and Perceptions? Part 2: Sociolinguistic and Psychological Investigations: Language Identity in Mixed Classrooms Chapter 4. Marta Ramírez Martínez: Bridging Gaps in Mixed-Class Settings Chapter 5. Evelyn Gámez and Mirna Reyna: Dismantling Raciolinguistic Ideologies: Más Allá del Aula de Herencia Chapter 6. Rosti Vana: Countering Negative Attitudes toward Heritage Students’ Spanish in Mixed L2-H2 Classes Chapter 7. Naraina de Melo Martins Kuyumjian: Intercultural Education in Early Childhood Education or How to Enhance Language Learning and Social Cohesion in a Mixed Language Classroom Part 3: Cognitive Approaches to Language Learning: Metalinguistic Competency and Language Variation Chapter 8. Justin P. White and Paul B. Mandell: Processing Instruction in Mixed Language Classrooms Chapter 9. Eftychia Damaskou: Promoting Multilingual Metalinguistic Awareness within Young Foreign Language Learners Chapter 10. Emily Bernate: Incorporating Lessons on Language Contact for Grammar Instruction in HL and L2 Mixed Classrooms Part 4: Plurilingualism, Translanguaging and Translation: Enhancing Language Learning through Multilingualism Chapter 11. Sibhekinkosi Anna Nkomo and Erasmos Charamba: Translanguaging for Academic Success: A Strategy for Accessing Disciplinary Discourse in a Multilingual Undergraduate Classroom Chapter 12. Anna Krulatz, MaryAnn Christison and Koeun Park: Implementing the Multilingual Approach to Diversity in Education (MADE) as a Tool for Instructional Design in Mixed-Language Classrooms Chapter 13. Sandra Martini and Jacopo Torregrossa: Developing Compound Awareness by Translanguaging: The Design of Learning Activities for Multilingual Classrooms Index
£107.96
Multilingual Matters Advanced Students’ Knowledge of Vocabulary in a
Book SynopsisThis book offers a comprehensive investigation into advanced students’ knowledge of vocabulary in their L1 and L2. As a cross-sectional study, it examines the quantitative aspects of students’ vocabulary knowledge through parallel tests of upper secondary level vocabulary, specialised vocabulary, and advanced vocabulary in both their L1 and L2. It also, primarily in qualitative terms, investigates students' L1 and L2 knowledge of polysemous words, lexical fields of near synonyms and false friends. Knowledge of derivative forms, idioms, proverbs, idiomatically used prepositions and multi-word verbs offer insights into both the breadth and depth of students’ L1 and L2 vocabulary knowledge. Finally, it considers the extent to which students’ results can be attributed to differences between inferencing skills in their L1 and L2. In each subfield, the pedagogical implications of the findings are discussed. This book will be of interest to teachers and researchers focusing on the teaching and learning of vocabulary.Trade ReviewThe monograph will be an invaluable resource for anyone interested in teaching vocabulary in a second language. A broad range of quantitative and qualitative studies are carried out, providing a deeper understanding of advanced students’ L1 and L2 mental lexicon by testing their knowledge of vocabulary. * Karin Aijmer, University of Gothenburg, Sweden *For those interested in how vocabulary is learnt and organized in the mental lexicon, this book has it all: a comprehensive survey of previous studies, ingenious parallel tests of informants’ vocabulary in L1 (Swedish) and L2 (English), and practical applications of the findings. Suitable both for researchers and language teachers. * Solveig Granath, Karlstad University, Sweden *Karlsson’s book is ground-breaking in that it offers a comprehensive analysis of various aspects of vocabulary knowledge in L1 (Swedish) and L2 (English), as well as factors influencing this knowledge, highlighting in particular the importance of inferencing skills. This impressive work is bound to provide an impulse for future studies and brings with it crucial, context-independent pedagogical implications. * Mirosław Pawlak, Adam Mickiewicz University, Poland *Table of ContentsAcknowledgements Chapter 1. Introduction Chapter 2. Vocabulary Taught at Upper Secondary School Level, Specialised Uses of Vocabulary and Advanced Vocabulary Chapter 3. Word Formation: With a Focus on Derivational Suffixation Chapter 4. Idioms and Proverbs Chapter 5. Idiomatically Used Prepositions and Multi-Word Verbs Chapter 6. Polysemous Words, Lexical Fields of Near Synonyms and False Friends Chapter 7. Inferencing Chapter 8. Summing Up and Directions for Future Research Appendices References Index
£107.96
Multilingual Matters Grammar in ELT and ELT Materials: Evaluating its
Book SynopsisThis book investigates the content of the grammar syllabus typically employed in mainstream English Language Teaching. Using a mixed-methods approach, the author examines how the syllabuses used in coursebooks are actually constructed, how they evolved and how valid their contents are as a basis for teaching. The research reported consists of a broad exploration of primary sources in order to outline the evolution of ELT pedagogical grammar; ten interviews with key ELT authors and publishing professionals, which allows for the investigation of the decision-making processes underlying the choice of grammar content in ELT teaching materials; and finally, the presentation of case studies which examine three areas of grammar, analysing the evolution of their treatment in ELT materials (both historical and contemporary) and comparing their current treatment to data on real learner use. This book contributes to the literature on syllabus design and pedagogical grammar and builds on existing research into materials design. It will be of interest to researchers and professionals working in the fields of applied linguistics, pedagogical grammar, curriculum design and materials design.Trade ReviewBurton takes the reader on a thought-provoking tour of ELT grammar instruction that includes a historical perspective, interviews with stake holders, and detailed case studies of several popular coursebooks. It is an interesting picture of grammar and grammar instruction that leaves the reader with plenty of food for thought. * Randi Reppen, Northern Arizona University, USA *This is a very readable, well-researched book, which provides a useful and much needed evaluation of the grammatical ‘canon’ in ELT. It helps us to understand how this canon has developed and also raises important questions about the areas which tend to feature in materials and those which do not. Essential reading for teachers, materials designers and researchers in this area. * Christian Jones, University of Liverpool, UK *This book addresses the mystery of the grammar we teach – why are coursebook syllabuses so similar? It made me reflect critically on the grammar content of my own materials and challenged my thinking about pedagogical grammar syllabuses. Highly recommended for all grammar teachers, authors and ELT publishers. * Heather Buchanan, University of York, UK *Table of ContentsInterviewees Chapter 1. Introduction Chapter 2. ELT Grammar in its Broader Context Chapter 3. ELT Grammar Canon and Consensus: An Evolutionary Perspective Chapter 4. Interviews with Authors and Editors: The Canon Today Chapter 5. Interviews with Authors and Editors: The Canon in the Past and Present Chapter 6. Conditionals, Relative Clauses and Future Forms: Contemporary Canon in the Spotlight Chapter 7. Conditionals, Relative Clauses and Future Forms: Evolution of the Canon Chapter 8. Conclusion References Index
£94.95
Multilingual Matters Promoting Reflection on Language Learning:
Book SynopsisThis book brings together a wide range of studies, practical applications and reflective accounts written by academics working at a university in Japan to present a cohesive overview of their collaborative efforts to promote learner reflection within their institution. The book contributes to a shift in language education towards promoting learner responsibility and ownership of their learning through developing a deeper sense of awareness of and motivation for the learning process. It makes a convincing case for showing that not only is promoting reflection possible, but it can also be effectively integrated into language learning activities with significant benefits to the learners. The chapters are highly practical for researchers and practitioners, with the research chapters containing instruments which make them ideal for replication studies. The text includes a wealth of practical tools and activities for practitioners, who will be able to experience first-hand how to facilitate student success and increase satisfaction.Trade ReviewThis is an excellent collection on how university language learners (especially in Japan) can reflect on their learning using different tools and evaluate whether their learning goals are succeeding. The book provides valuable insights and proven methods of support for language learners in developing reflective awareness about their own learning. * Thomas S.C. Farrell, Brock University, Canada *A refreshing take on this important aspect of language learning! It brings together theoretical perspectives and a variety of small-scale studies which collectively serve to demystify the process of enhancing learner reflection. The focus on practical tools and activities makes this book invaluable for educators looking to promote reflection in their contexts. * Katherine Thornton, Otemon Gakuin University, Japan *This comprehensive volume provides a wealth of knowledge and insightful perspectives on the importance of reflection in language learning. With an array of innovative practices, readers will discover and be inspired by effective strategies to promote reflection both inside and outside the classroom, individually and collaboratively. Don't miss out on this inspiring read! * Åsta Haukås, University of Bergen, Norway *Table of ContentsContributors Foreword. Hayo Reinders Part 1: Setting the Scene Chapter 1. Jo Mynard, Neil Curry and Phoebe Lyon: Promoting Reflection on Language Learning: Introduction Chapter 2. Neil Curry: Overview of the Institutional and Educational Context Part 2: Theoretical Constructs Chapter 3. Jo Mynard: Promoting Reflection on Language Learning: A Brief Summary of the Literature Chapter 4. Satoko Kato: Reflecting through Dialogue Part 3: Insights from Initial Studies Chapter 5. Phoebe Lyon, Amanda J. Yoshida, Heather Yoder, Ewen MacDonald, Dominique Vola Ambinintsoa and Neil Curry: Fostering Learner Development through Reflection: How the Project Started Chapter 6. Neil Curry, Phoebe Lyon, Amanda J. Yoshida, Heather Yoder, Ewen MacDonald and Dominique Vola Ambinintsoa: Developing Instruments and Tools to Examine Reflection in Our Context Chapter 7. Ross Sampson: Encouraging Introspection on Speaking Performance in Class: Findings from Student Reflections Part 4: Intervention Studies Chapter 8. Ewen MacDonald: Tools and Techniques for Helping Language Learners Manage their Target Language Use in the Classroom Chapter 9. Dominique Vola Ambinintsoa and Ewen MacDonald: A Reflection Intervention: Investigating Effectiveness and Students’ Perceptions Chapter 10. Amanda J. Yoshida: Learner Reflection on Group Work and Leadership Skills Chapter 11. Christine Pemberton and Jo Mynard: Promoting and Evaluating Students’ Development of Self-Directed Language Learning and Reflective Abilities Chapter 12. Allen Ying and Haruka Ubukata: Understanding the Effectiveness of Reflection on Fluency Writing and Grammar Logs Part 5: Reflection and Technology Chapter 13. Charlotte Lin and Jo Mynard: Considerations for Promoting Reflection on Language Learning with Technology: Insights from Stakeholders Chapter 14. Jared R. Baierschmidt: Incorporating Reflective Practices into a Class about Learning English through Video Games Chapter 15. Prateek Sharma: Facilitating Student Reflection Using an Online Platform Chapter 16. Robert Stevenson and Phillip A. Bennett: Reflective Practice for Transformative Learning in a MOOC Course Part 6: Tools and Activities for Promoting Reflection in Practice Chapter 17. Yuri Imamura and Isra Wongsarnpigoon: Promoting Reflective Dialogue through Introductory Self-Directed Learning Courses Chapter 18. Huw Davies and Amelia Yarwood: Training Reflective Learners: Designing, Implementing and Evaluating Reflective Activities in a Self-Study Module Chapter 19. Malgorzata Polczynska, Jeffrey Goncalves and Eduardo Castro: Fostering Interactive Reflection on Language Learning through the Use of Advising Tools Part 7: Retrospective Reflections Chapter 20. Haruka Ubukata and Tim Murphey: Reflective Action Logging: Well-Becoming and Learning Chapter 21. Amanda J. Yoshida: A Teacher Learns How to Advise Chapter 22. Phillip A. Bennett: Practice What You Teach: Supporting from Student Perspectives Part 8: Conclusions Phoebe Lyon: Conclusions: How Can We Promote Reflection on Language Learning? Index
£107.96
Multilingual Matters Early Language Learning in Context: A Critical
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
£28.45
Multilingual Matters Early Language Learning in Context: A Critical
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
£89.96
Multilingual Matters Teaching Languages to Students with Specific
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
£89.96
Multilingual Matters The Observation Protocol for Academic Literacies:
Book SynopsisThis book presents a validated observation instrument to support and further develop the pedagogic expertise of teachers of English Learners in US schools. Based on sociocultural and second language teaching and learning theories, the Observation Protocol for Academic Literacies (OPAL) has a variety of uses across teacher preparation programs, pre-K-12 classroom contexts and school districts. This book leads the reader through the process of using OPAL with real classroom observations in the form of vignettes, in order to develop confidence and reliability scoring evidence in research-based practices. The book provides examples of its non-evaluative uses to conduct research, support teachers and identify areas of strength and weakness in their professional development. It also offers researchers and policymakers a tool for collecting classroom-based evidence to inform the implementation and refinement of English Learner programs.Trade ReviewThis is a well-written, detailed, and clear description of the development and use of the OPAL that walks the reader through the process using actual classroom examples – well-positioned as an important, flexible resource for courses in assessment, second language acquisition, instructional methodology, and related areas as well as for professional development communities and coaching. * Robert Rueda, Professor Emeritus, University of Southern California, USA *In the current landscape of linguistically diverse classrooms, there is no excuse for not providing equitable, high-quality, engaging learning experiences to English learners. Remarkably well-written and user-friendly, this book provides invaluable information for educators to elevate their practice and guarantee that all students have full access and effective participation in instruction. * Carola Oliva-Olson, EDvance College, USA *Building on decades of critical reflection on the education of English learners, Lavadenz and Armas offer us this wonderful book designed to engage teachers in reflection and dialogue over how to better promote deep learning with their students. The instrument, OPAL, and the vignettes presented capture the essentials of good teaching. I highly recommend it as a tool both for personal and collective professional reflection. * Aída Walqui, Director, National Research and Development Center to Improve the Education of Secondary English Learners, WestEd *Table of ContentsAcknowledgments Chapter 1. Building Expertise for Teachers of English Learners: Introduction to the Observation Protocol for Academic Literacies (OPAL) Instrument Chapter 2. Seeing What’s There: Sharpening Our Observation Skills Chapter 3. OPAL Domain 3: Comprehensibility Chapter 4. OPAL Domain 4: Interactions Chapter 5. OPAL Domain 1: Rigorous and Relevant Curriculum Chapter 6. OPAL Domain 2: Connections Chapter 7. Using the OPAL for Professional Learning, Research and Evaluation Purposes Appendices References Index
£23.70
Multilingual Matters The Observation Protocol for Academic Literacies:
Book SynopsisThis book presents a validated observation instrument to support and further develop the pedagogic expertise of teachers of English Learners in US schools. Based on sociocultural and second language teaching and learning theories, the Observation Protocol for Academic Literacies (OPAL) has a variety of uses across teacher preparation programs, pre-K-12 classroom contexts and school districts. This book leads the reader through the process of using OPAL with real classroom observations in the form of vignettes, in order to develop confidence and reliability scoring evidence in research-based practices. The book provides examples of its non-evaluative uses to conduct research, support teachers and identify areas of strength and weakness in their professional development. It also offers researchers and policymakers a tool for collecting classroom-based evidence to inform the implementation and refinement of English Learner programs.Trade ReviewThis is a well-written, detailed, and clear description of the development and use of the OPAL that walks the reader through the process using actual classroom examples – well-positioned as an important, flexible resource for courses in assessment, second language acquisition, instructional methodology, and related areas as well as for professional development communities and coaching. * Robert Rueda, Professor Emeritus, University of Southern California, USA *In the current landscape of linguistically diverse classrooms, there is no excuse for not providing equitable, high-quality, engaging learning experiences to English learners. Remarkably well-written and user-friendly, this book provides invaluable information for educators to elevate their practice and guarantee that all students have full access and effective participation in instruction. * Carola Oliva-Olson, EDvance College, USA *Building on decades of critical reflection on the education of English learners, Lavadenz and Armas offer us this wonderful book designed to engage teachers in reflection and dialogue over how to better promote deep learning with their students. The instrument, OPAL, and the vignettes presented capture the essentials of good teaching. I highly recommend it as a tool both for personal and collective professional reflection. * Aída Walqui, Director, National Research and Development Center to Improve the Education of Secondary English Learners, WestEd *Table of ContentsAcknowledgments Chapter 1. Building Expertise for Teachers of English Learners: Introduction to the Observation Protocol for Academic Literacies (OPAL) Instrument Chapter 2. Seeing What’s There: Sharpening Our Observation Skills Chapter 3. OPAL Domain 3: Comprehensibility Chapter 4. OPAL Domain 4: Interactions Chapter 5. OPAL Domain 1: Rigorous and Relevant Curriculum Chapter 6. OPAL Domain 2: Connections Chapter 7. Using the OPAL for Professional Learning, Research and Evaluation Purposes Appendices References Index
£85.45
Equinox Publishing Ltd Exploring the Principles of Reflective Practice
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
£23.70
Equinox Publishing Ltd Knowledge-Based Vocabulary Lists
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
£23.70
Pavilion Publishing and Media Ltd Elementary Communication Games 2.0
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.
£34.95
Pavilion Publishing and Media Ltd Intermediate Communication Games 2.0
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.
£34.95
Rily Publications Ltd Del Does Social Media
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.
£6.93
The Catholic University of America Press A Primer of Pastoral Spanish
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.
£19.96
Tesol Press Classroom Research for Language Teachers
Book Synopsis
£18.36
Tesol Press Language Classroom Assessment
Book Synopsis
£19.51
Springer International Publishing AG Instructed Second Language Pragmatics for The
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
£98.99
De Gruyter Second Language Teaching and Learning through
Book SynopsisVirtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.
£88.82
De Gruyter Second Language Teaching and Learning through Virtual Exchange
Book SynopsisVirtual exchanges provide language learners with a unique opportunity to develop their target language skills, support inter-cultural exchange, and afford teacher candidates space to hone their teaching craft. The research presented in this volume investigates the role of virtual exchanges as both a teaching tool to support second language acquisition and a space for second language development. Practitioners obtain guidance on the different types of exchanges that currently exist and on the outcome of those exchanges so that they can make informed decisions on whether to include this type of program in their language teaching and learning classrooms. To this end, this edited volume contains chapters that describe individual virtual exchanges along with results of research done on each exchange to show how the exchange supported specific second language teaching and learning goals.
£17.58
V&R unipress GmbH Didactics of Polish as a Foreign and Second
Book Synopsis
£38.69
Brill EFL Teachers’ Beliefs about Reading and Reading
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
£90.44
Springer Verlag, Singapore ICT in English Language Education: Bridging the
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.
£42.74
Springer Verlag, Singapore Developing Global Awareness for Global
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.
£104.49
Information Age Publishing Narratives of TESOL Professionals: Experiences
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.
£48.45
Information Age Publishing Narratives of TESOL Professionals: Experiences Navigating the Doctoral Program
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.
£86.70
