Catalogue - page 67

Affiche du document (Auto)traduction et mondialisation des imaginaires des langues

(Auto)traduction et mondialisation des imaginaires des langues

1h47min15

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143 pages. Temps de lecture estimé 1h47min.
La traduction est plus que jamais centrale à l’heure de la mondialisation, la part de l’anglais n’ayant cessé de décroître sur Internet, phénomène que ne font qu’amplifier les progrès spectaculaires accomplis par la traduction automatique, qui pourraient faire croire que nous n’aurons bientôt plus besoin d’apprendre de langues étrangères, les nouvelles technologies s’en chargeant pour nous comme dans les films de science-fiction hollywoodiens. Pourtant, et contrairement à une idée reçue, les langues ne sont pas interchangeables, celles-ci contenant ce qu’Edouard Glissant appelle, dans Introduction à une poétique du divers, leurs propres imaginaires. Pour les mettre à profit, il faut donc se placer sur le plan de ce qu’on entend habituellement par traduction, d’une langue à l’autre, mais aussi celle au sein de sa propre langue — «  On ne peut plus écrire une langue de manière monolingue  », soutient encore Edouard Glissant — tout comme celle de la traduction intersémiotique, mettant ainsi en relation les cultures les plus diverses sous toutes leurs formes. C’est justement ce qu’aucune machine, aussi perfectionnée soit-elle, ne sera jamais en mesure d’accomplir. De ce point de vue, il est artificiel de faire une séparation radicale entre traduction et autotraduction : les deux vont en réalité de pair, sans oublier un cas intermédiaire, celui de la traduction en collaboration avec l'auteur. Ce sont toutes ces problématiques qu'illustrent les contributions de ce numéro.
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Affiche du document Contacts, conflits, incertitudes

Contacts, conflits, incertitudes

Philippe BLANCHET

1h30min45

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121 pages. Temps de lecture estimé 1h31min.
Ce numéro des Cahiers Internationaux de Sociolinguistique réunit des travaux francophones internationaux (Algérie, Canada, Égypte, Espagne, France, Maroc), qui exemplifient, approfondissent et complètent l’analyse d’une question centrale en sociolinguistique : les effets de conflits et d’incertitudes que produisent — et réciproquement — les contacts entre variétés linguistiques (et donc entre populations diverses) dans ces différents contextes sociétaux.
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Affiche du document Identity and Language Learning

Identity and Language Learning

Bonny Norton

2h06min45

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169 pages. Temps de lecture estimé 2h7min.
Identity and Language Learning draws on a longitudinal case study of immigrant women in Canada to develop new ideas about identity, investment, and imagined communities in the field of language learning and teaching. Bonny Norton demonstrates that a poststructuralist conception of identity as multiple, a site of struggle, and subject to change across time and place is highly productive for understanding language learning. Her sociological construct of investment is an important complement to psychological theories of motivation. The implications for language teaching and teacher education are profound. Now including a new, comprehensive Introduction as well as an Afterword by Claire Kramsch, this second edition addresses the following central questions: - Under what conditions do language learners speak, listen, read and write? - How are relations of power implicated in the negotiation of identity? - How can teachers address the investments and imagined identities of learners? The book integrates research, theory, and classroom practice, and is essential reading for students, teachers and researchers in the fields of language learning and teaching, TESOL, applied linguistics and literacy. This book is open access under a CC BY ND licence.Preface Introduction 1. Fact and Fiction in Language Learning 2. Researching Identity and Language Learning 3. The World of Adult Immigrant Language Learners 4. Eva and Mai: Old Heads on Young Shoulders 5. Mothers, Migration and Language Learning 6. Second Language Acquisition Theory Revisited 7. Claiming the Right to Speak in Classrooms and Communities Afterword by Claire Kramsch
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Affiche du document Theorizing and Analyzing Language Teacher Agency

Theorizing and Analyzing Language Teacher Agency

1h54min45

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153 pages. Temps de lecture estimé 1h55min.
The first book to examine the agency of second/foreign language teachers in diverse contextsThis volume examines the agency of second/foreign language teachers in diverse geographical contexts and in both K-12 and adult education. It offers new understandings and conceptualizations of second/foreign language teacher agency through a variety of types of empirical data. It also demonstrates the use of different methodologies or analytic tools to study the multidimensional, dynamic and complex nature of second/foreign language teacher agency. The chapters draw on a range of theories and approaches to language teacher agency (including ecological theory, positioning theory, complexity theory and actor-network theory) that expand our understanding of the concept, while at the same time presenting various analytic approaches such as discourse studies and narrative inquiry. The chapters also analyze the connection of agency to other relevant topics, such as teacher identity, emotions, positioning and autonomy.Chapter 1. Hayriye Kayi-Aydar, Xuesong (Andy) Gao, Elizabeth R. Miller, Manka Varghese, Gergana Vitanova: Introduction      Chapter 2. Hayriye Kayi-Aydar: Language Teacher Agency: Major Theoretical Considerations, Conceptualizations, and Methodological Choices SECTION I: LANGUAGE TEACHER AGENCY IN K-12 CONTEXTS Chapter 3. Aliza Fones: Examining High School English Language Learner Teacher Agency: Opportunities and Constraints Chapter 4. G. Sue Kasun, J. Spencer Clark, A. Jyoti Kaneria & Emmie Staker: “What if you don’t have boots,” let alone bootstraps? An ELL Teacher’s Use of Narrative to Achieve and Generate Agency in the Face of Contextual Constraints               Chapter 5. Amber N. Warren: Language Teacher Agency and High-Stakes Teacher Evaluation: A Positioning Analysis               Chapter 6. Alison Stewart: Using Actor-Network Theory to Problematize Agency and Identity Formation of Filipino Teachers in Japan            Chapter 7. Michele Back: World Language Teachers Performing and Positioning Agency in Classroom Target Language Use        Chapter 8. Patricia Venegas-Weber: Bi/multilingual Teachers’ Professional Holistic Lives: Agency to Enact Inquiry-based and Equity-oriented Identities Across School Contexts   SECTION II: LANGUAGE TEACHER AGENCY IN ADULT ESL/EFL CONTEXTS Chapter 9. Emily Edwards: English Language Teachers’ Agency and Identity Mediation through Action Research: A Vygotskian Sociocultural Analysis             Chapter 10. Wenjing Li & Peter De Costa: Problematizing English Language Teaching in China through a Local Chinese English Teacher Agency Lens      Chapter 11. Patricia Mayes: Teacher Authority and the Collaborative Construction of Agency in Second Language Writing Instruction Chapter 12. Karin Zotzmann: Language Teacher Agency: A Critical Realist Perspective      Chapter 13. Xia Chao: Volunteer Teacher Agency in a Church-based ESL Program: An Ethnography Chapter 14. Priti Sandhu: English Language Instructors, Medium of Education, and Professional Agency: An Indian Perspective       Afterword. Anne Feryok Index 
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Affiche du document Exploring Language Teacher Efficacy in Japan

Exploring Language Teacher Efficacy in Japan

Gene Thompson

1h25min30

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114 pages. Temps de lecture estimé 1h25min.
First book to focus exclusively on language teacher efficacy and to provide an in-depth study on the topicThis book examines language teacher efficacy beliefs, focusing on the individual and collective beliefs of Japanese high school teachers. It discusses personal and collective dimensions of language teacher efficacy related to personal second language (L2) capability, instructional L2 efficacy and collective capability towards collaboration. The book provides a detailed discussion about the ways in which these beliefs develop and situates the findings within the wider field of teacher efficacy research. It helps further understanding of factors that may influence teacher self-efficacy and suggests new directions for research to explore in future studies. It will appeal to postgraduates and researchers with an interest in language teacher cognition, the psychology of language teaching and those in the wider fields of self-efficacy, teacher efficacy and teacher agency. It is also of use to those with an interest in the high school English education system in Japan, as well as researchers investigating similar contexts.Preface Chapter 1. Introduction Chapter 2. Teacher Efficacy as a Form of Self-Efficacy       Chapter 3. Language Teacher Efficacy      Chapter 4. Approaches for Investigating Language Teacher Efficacy Chapter 5. Developing a Language Teacher Efficacy Scale Chapter 6. JTE Language Teacher Efficacy Beliefs and Dimensions               Chapter 7. Language Teacher L2 Efficacy and L2 Usage    Chapter 8. Efficacy for Language Instruction         Chapter 9. Efficacy Towards Collaborative Practice and Collective Action Chapter 10. Language Teacher Efficacy Belief Development          Chapter 11. Where Next for LTE Research?
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Affiche du document Second Language Writing Instruction in Global Contexts

Second Language Writing Instruction in Global Contexts

2h57min45

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237 pages. Temps de lecture estimé 2h58min.
Extends the conversation on teacher education and second language writing to global contextsThis book revisits second language (L2) writing teacher education by exploring the complex layers of L2 writing instruction in non-English dominant contexts (i.e. English as a foreign language contexts). It pushes the boundaries of teacher education by specifically examining the development of teacher literacy in writing in under-represented L2 writing contexts, and re-envisions L2 writing teacher education that is contextually and culturally situated, moving away from the uncritical embracement of Western-based writing pedagogies. It explores and expands on writing teacher education – how language teachers come to understand their own writing practices and instruction, and what their related experiences are in non-English dominant contexts across the globe. Chapter 4 is free to download as an open access publication under a CC BY NC ND licence. You can access it here: https://zenodo.org/record/7096127#.YymCsHbMLcsIntroduction. Lisya Seloni and Sarah Henderson Lee: Issues and Perspectives in Second Language Writing Teacher Education in Non-English Dominant Contexts Chapter 1. Alan Hirvela: Exploring Second Language Writing Teacher Education: The Role of Adaptive Expertise Chapter 2. Icy Lee: Second Language Writing Teacher Education and Feedback Literacy Development: Perspectives from Hong Kong Chapter 3. Zhiwei Wu and Xiaoye You: English Writing Teachers’ Concept Development in China Chapter 4. Keiko Hirose and Chris Harwood: Factors Influencing English as a Foreign Language Writing Instruction in Japan from a Teacher Education Perspective This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/7096127#.YymCsHbMLcs Chapter 5. Sarah J. McCarthey: Teacher Preparation for Writing Instruction in Singapore Chapter 6. Tanita Saenkhum: English Writing Instruction and Teacher Preparation in Thailand: Perspectives from the Primary and Secondary Schools Chapter 7. Sarah Henderson Lee and Shyam B. Pandey: Writing Pedagogy and Practice in South Asia: A Case of English Language Teachers and Teacher Trainers in Nepal Chapter 8. Thomas D. Mitchell and Silvia Pessoa: Scaffolding Second Language Disciplinary Writing in Qatar: A Case Study of a Design Teacher’s Development Chapter 9. Aylin Ünaldi, Lisya Seloni, Şebnem Yalçin, and Nur Yiğitoğlu Aptoula: The Role of Writing in an English as a Foreign Language Teacher Preparation Program in Turkey: Institutional Demands, Pedagogical Practices and Student Needs Chapter 10. Alev Özbilgin and Betil Eröz: Opportunities and Resources for Pre-service English Teachers to Teach Writing: The Case of Northern Cyprus Chapter 11. Lourdes Cerezo, Belén González-Cruz and José Ángel Mercader: English as a Foreign Language Writing Teacher Education and Development in Spain: The Relevance of a Focus on Second Language Writing as a Tool for Second Language Development Chapter 12. Darío Luis Banegas, Marianela Herrera, Cristina Nieva, Luisina Doroñuk and Yanina Salgueiro: ‘Writing Makes us Professional’: Second Language Writing in Argentinian Teacher Education Chapter 13. Solange Aranha and Luciana C. de Oliveira: Second Language Writing Teacher Education in Brazil Chapter 14. Melinda Reichelt: Preparing Teachers to Teach Writing in Various English as a Foreign Language Contexts
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Affiche du document Duoethnography in English Language Teaching

Duoethnography in English Language Teaching

2h15min00

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180 pages. Temps de lecture estimé 2h15min.
Introduces duoethnography in ELT as a form of dialogic qualitative research focusing on the life histories of the researchersThis book sets out duoethnography as a method of research, reflective practice and as a pedagogical approach in English Language Teaching (ELT). The book provides an introduction to the history of duoethnography and lays out its theoretical foundations. The chapters then address duoethnography as a research method which can be used to explore critical and personal issues among ELT teachers, discuss how duoethnography as a reflective practice can aid teachers in understanding themselves, their colleagues or their context, and demonstrate how duoethnography can be used as a pedagogical tool in ELT classrooms. The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.Richard D. Sawyer: Foreword Chapter 1. Luke Lawrence and Robert J. Lowe: An Introduction to Duoethnography Part 1: Duoethnography for ELT Research              Chapter 2. Daniel Hooper, Momoko Oka and Aya Yamazawa: Not all Eikaiwas (or Instructors) are Created Equal: A Trioethnography of ‘Native Speaker’ and ‘Non-Native Speaker’ Perspectives on English Conversation Schools in Japan Chapter 3. Yuzuko Nagashima and Chris Hunter: Critical ELT in Japan: A Duoethnographic Exploration of Origins, Identities, Obstacles, and Concerns          Chapter 4. Richard Pinner and Ema Ushioda: Personalisation and Professionalism: Managing the Relationship between Teacher and Learner as People Part 2: Duoethnography for Reflection and Teacher Education     Chapter 5. Ben Smart and Charles Cook: Professional Development through Duoethnography: Reflecting on Dialogues between an Experienced and Novice Teacher Chapter 6. Nick Kasparek and Matthew W. Turner: Puzzling about Special Educational Needs in EFL Teacher Development: A Duoethnographic Inquiry            Chapter 7. Matthew Schaefer and Peter Brereton: Developing Understandings of Reflective Practice and Teacher Training                Part 3: Duoethnography for Language Teaching  Chapter 8. Robert J. Lowe and Luke Lawrence: Duoethnography in the Language Class      Chapter 9. Robert J. Lowe: Language Development though Duoethnographic Peer Interaction Chapter 10. Luke Lawrence: Collaboration and Cohesion: Using Duoethnography to Enhance Group Dynamics and Pair Relationship Building in a University Speaking Class
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Affiche du document Language, Culture and Identity in Two Chinese Community Schools

Language, Culture and Identity in Two Chinese Community Schools

Sara Ganassin

1h13min30

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98 pages. Temps de lecture estimé 1h13min.
Challenges homogenous and stereotypical constructions of Chinese language, culture, and identityThis book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved. To understand the interrelation of ‘language’, ‘culture’ and ‘identity’, the book adopts a ‘bricolage’ approach that brings together a range of theoretical perspectives. This book challenges homogenous and stereotypical constructions of Chinese language, culture and identity – such as the image of Chinese pupils as conformist and deferent learners – that are often repeated both in the media and in academic discussion.Chapter 1. Introduction Chapter 2. Constructing the Term ‘Chinese’ Chapter 3. Research Design Chapter 4. Chinese Community Schools: ‘Spaces for People to Come Together and Learn from Each Other’ Chapter 5. One of Many Chinese Heritage Languages: ‘I Can’t Speak Mandarin but When I Speak Cantonese People Think that I am Local’ Chapter 6. Teaching ‘Real’ Chinese Culture: The Fable of the Frog at the Bottom of the Well Chapter 7. Fluidity and Complexity in Pupils’ Chinese Identities: ‘I am Happy to be Chinese’ Chapter 8. Conclusions
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Affiche du document The Complexity of Identity and Interaction in Language Education

The Complexity of Identity and Interaction in Language Education

2h42min00

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216 pages. Temps de lecture estimé 2h42min.
This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts in which they occur. Collectively, the chapters envision classrooms and educational institutions as sites both shaping and shaped by larger (trans)communal negotiations of being and belonging, in which individuals affirm and/or problematize essentialized and idealized nativeness and community membership. The volume, comprised of chapters contributed by a diverse array of researcher-practitioners living, working and/or studying around the globe, is intended to inform, empower and inspire stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.Nathanael Rudolph, Ali Fuad Selvi, and Bedrettin Yazan: Introduction: The Complexity of Identity and Interaction in Language Education Section I: Learners, Teachers, and the “Ares,” “Cans” and “Shoulds” of Being and Becoming Chapter 1: Syed Abdul Manan, Maya Khemlani David, Liaquat Ali Channa and Francisco Perlas Dumanig: The Monolingual Bias: A Critique of Idealization and Essentialization in ELT in Pakistan Chapter 2: Meike Wernicke: Constructing “Other” Identities as a French Second Language Teacher Chapter 3: Lobat Asadi, Stephanie Moody and Yolanda Padrón: “English is the Commercial Language Whereas Spanish is the Language of My Emotions:” An Exploration of TESOL and Bilingual Teacher Identity and Translanguaging Ideologies Chapter 4: Véronique Lemoine-Bresson: Identity Dynamics in the Speeches of Language Teachers' in French and German Primary Schools: How Do They Go About Constructing “Interculturality”? Chapter 5: Jeremy Gombin-Sperling and Melanie Baker Robbins: English in Cuba: Reflections on a Study of Cuban Teachers’ and Students’ Relationships to English Section II: Teacher Identity As/In/Beyond Practice Chapter 6: Şeyma Toker: From Being a Language Teacher to Becoming a Graduate Student-Teacher: in the Midst of Professional Identities Chapter 7: Naashia Mohamed: Who am I and Where Do I Fit In: A Narrative Analysis of One Teacher’s Shifting Identities Chapter 8: April Salerno and Elena Andrei: Suntem Profesori / We Are Teachers: Self-Exploration as a Pathway to Language Teacher Education Chapter 9: Alfredo Urzúa: Teacher Identity Construction in Progress: The Role of Classroom Observations and Interactive Reflective Practices in Language Teacher Education Chapter 10: Sedat Akayoğlu, Babürhan Üzüm and Bedrettin Yazan: Preservice Teachers’ Cultural Identity Construction in Telecollaboration Section III: Learner Negotiations of Identity in and Beyond the Classroom Chapter 11: Shinji Kawamitsu: Meaning-Making as a Site of Struggle: One Japanese Language Learner’s Negotiation with Identity and Writing Chapter 12: Adolfo Arrieta and Nayibe Rosado: Negotiating Complex Identities through Positionings in On-Going Interaction: A Case Study in a Foreign Language Teacher Education Program in Colombia Chapter 13: Sarah Hopkyns: Dancing Between English And Arabic: Complexities in Emirati Cultural Identities Chapter 14: Eliana Hirano and Caroline Payant: The Story of Tabasum: An Exploration of a Refugee Student’s Developing Identities Glenn Toh: Afterword
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Affiche du document Learning and Not Learning in the Heritage Language Classroom

Learning and Not Learning in the Heritage Language Classroom

Kimberly Adilia Helmer

1h50min15

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147 pages. Temps de lecture estimé 1h50min.
Provides unique and frank insights into Mexican-origin student engagement with and resistance to learning Spanish as a heritage languageLearning and Not Learning in the Heritage Language Classroom, a critical ethnography, describes the first year of a teacher-founded charter high school and presents a case-study of compulsory Spanish heritage language instruction with two Spanish-language teachers, one English dominant and the other Spanish dominant. The study follows the same cohort of Mexican-origin students to their humanities-English class, bringing into focus what works and what does not with this group of learners. Unlike many Spanish heritage language studies, the students in this book did not choose to take part in Spanish class and thus provide unusually raw feedback on their teachers and classes. The engagement and resistance of these students suggests pedagogical directions for engaging Spanish heritage language learners. The book will be of interest to scholars, administrators, students and teachers involved in the delivery and assessment of heritage language classes.Chapter 1. Beginnings and Endings Chapter 2. From Cecilia Paulson to Downtown High School, Research Questions, Methodology and Theoretical Frameworks, (Fall 2004)  Chapter 3. Hablais Como Pachucos Chapter 4. It’s Not Real; it’s Just Spanish Class Chapter 5. The Tao of Teaching  Chapter 6. Place and Project-Based Spanish Heritage Language Teaching and Learning Chapter 7. Then and Now 
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Affiche du document Essays on Conference Interpreting

Essays on Conference Interpreting

James Nolan

1h28min30

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118 pages. Temps de lecture estimé 1h28min.
Practical text on what constitutes good interpretingThis book condenses the important lessons learned at key points during the author’s 30-year career as an intergovernmental conference interpreter and trainer, seeking to define what constitutes good interpreting and how to develop the skills and abilities that are conducive to it, as well as fostering practices and technologies that help to maintain high professional standards. The book places interpreting in its historical context as a time-honoured discipline and discusses the effect of modern technology on translating and interpreting, identifying areas where it is most useful (electronic communications media, broadcasting) while stressing that professional education and training of linguists are more important than reliance on technological shortcuts. The book is an invaluable resource to all those working or training in conference interpreting, as well as being a stimulating read for those engaged in the wider work of interpreting.Chapter 1. Interpreting in the Global Arena Chapter 2. Analyzing a Speech Chapter 3. Translatability and Untranslatability in Interpreting Chapter 4. A Primer for Interpreting Trainees Chapter 5. An Overview of Interpreting Skills Chapter 6. Protocol and Etiquette of Interpreting Chapter 7. Situations: Ethical and Practical Considerations Chapter 8. The Status of English in the European Union and as a Global Language Chapter 9. Interview with James Nolan
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Affiche du document Dual Language Bilingual Education

Dual Language Bilingual Education

Kathryn I. Henderson

59min15

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79 pages. Temps de lecture estimé 59min.
A timely and critical window into the experiences of teachers tasked with implementing DLBE programs in new policy contextsThis book explores the role of the teacher in dual language bilingual education (DLBE) implementation in a time of nationwide program expansion, in large part due to new and unprecedented top-down initiatives at state and district level. The book provides case studies of DLBE teachers who: (a) implemented the DLBE model with fidelity; (b) struggled to implement the DLBE model; and (c) adapted the DLBE model to meet the needs of their local classroom context. The book demonstrates the way teachers as language policymakers navigate and interpret district-wide DLBE implementation and the tensions that surface through this process. The research, conducted over four years using a variety of methods, highlights the challenges and opportunities faced by teachers implementing DLBE, and will be of interest to both teachers and administrators of DLBE programs as well as scholars working in bilingual education.Chapter 1: Large Scale Implementation of Dual Language Bilingual Education: A Key Moment in History Chapter 2: Guiding Theories: A Language Policy and Language Ecology Framework for Exploring DLBE Program Implementation Chapter 3: Teacher Perspectives on a District-Wide Dual Language Bilingual Education Language Policy Implementation: An Overview Chapter 4: Teacher Cases: Implementing with Fidelity or Language Separation in a Bilingual Context Chapter 5: Teacher Cases: Struggling to Implement DLBE or Multiple and Contradictory Policy Mandates Chapter 6: Teacher Cases: Adapting the Model or Valuing Linguistic Hybridity in DLBE Chapter 7: Discussion and Conclusions: Implementing DLBE to Serve Emerging Bilinguals  
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Affiche du document Tasks, Pragmatics and Multilingualism in the Classroom

Tasks, Pragmatics and Multilingualism in the Classroom

Sofía Martín-Laguna

1h15min45

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101 pages. Temps de lecture estimé 1h16min.
First book to combine research on three key areas of SLA literature: pragmatics, task-based language teaching and multilingual classroomsThis book reports on a longitudinal study of the acquisition of pragmatic markers in written discourse in a third language (English) by secondary students living in the bilingual (Spanish and Catalan) Valencian Community in Spain. It examines pragmatic transfer, specifically positive transfer, in multilingual students from a holistic perspective, taking into account their linguistic repertoire and using ecologically valid classroom writing tasks in a longitudinal study. It tackles the issue of task-based language teaching from a multilingual perspective by presenting a study which takes place in natural classroom contexts where real classroom tasks are used to explore the interaction between languages in multilinguals. The book combines a focus on multilingual language development and pragmatics and discusses the resources multilingual learners take to the classroom.Chapter 1. Tasks, Pragmatics and Multilingualism in the Classroom: An Introduction           Chapter 2. Pragmatics in Instructional Contexts  Chapter 3. Multilingual Pragmatic Transfer Chapter 4. Doing Classroom Research in a Multilingual Context   Chapter 5. Development of Pragmatic Transfer in Multilingual Learners   Chapter 6. Effect of Proficiency on Pragmatic Transfer     Chapter 7. Summary and Conclusion        Chapter 8. Appendices 
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Affiche du document Global TESOL for the 21st Century

Global TESOL for the 21st Century

Heath Rose

1h59min15

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159 pages. Temps de lecture estimé 1h59min.
Calls for change in English language teaching practices in response to globalisationThis book explores the impact of the spread of English on language teaching and learning. It provides a framework for change in English language teaching to better reflect global realities and current research. The authors examine the pedagogical implications of the global spread of English, drawing on world Englishes, English as a lingua franca, and global Englishes research. The book proposes key innovations for teaching English as an international language, and outlines key areas for future classroom-based research. The book is essential reading for postgraduate researchers, teachers and teacher trainers in TESOL and second language education programmes.Tables and Figures About the Authors Section One: Theoretical Foundations Chapter 1. Theorising the Teaching of English in Global Contexts Chapter 2. Models for Teaching English as an International Language Section Two: Global Classrooms and Curricula Chapter 3. Language Norms in the Global TESOL Curriculum Chapter 4. Material Evaluation and Development in Teaching English as an International Language Chapter 5. Testing and Assessing a Global Language Section Three: Teachers and Learners of a Global Language Chapter 6. Learners’ Attitudes and EIL-oriented Activities Chapter 7. Teachers of a Global Language Chapter 8. Global Language and Identity Section Four: Initiating Change in TESOL Chapter 9. Initiating Change: An Invitation to Teachers and Teacher Educators Chapter 10. Initiating Change: An Invitation to Researcher-Practitioners
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Affiche du document The Emotional Rollercoaster of Language Teaching

The Emotional Rollercoaster of Language Teaching

2h30min00

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200 pages. Temps de lecture estimé 2h30min.
Research aiming to combat the epidemic levels of stress and burnout currently seen within the language teaching professionThis book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience while teaching are shaped and function. The book is based on the premise that teaching is not just about the transmission of academic knowledge but also about inspiring students, building rapport with them, creating relationships based on empathy and trust, being patient and most importantly controlling one’s own emotions and being able to influence students’ emotions in a positive way. The book covers a range of emotion-related topics on both positive and negative emotions which are relevant to language teaching including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing among others. These topics are studied within a wide range of contexts such as teacher education programmes, tertiary education, CLIL and action research settings, and primary and secondary schools across different countries. The book will appeal to any student, researcher, teacher or policymaker who is interested in research on the psychological aspects of foreign language teaching.Tables, Figures and Images  Acknowledgements Contributors Jane Arnold: Foreword Chapter 1. Christina Gkonou, Jean-Marc Dewaele and Jim King: Introduction to the Emotional Rollercoaster of Language Teaching          Chapter 2. Nicole Hofstadler, Kyle Talbot, Sarah Mercer and Anita Lämmerer: The Thrills and Ills of CLIL    Chapter 3. Kris Acheson and Robert Bruce Nelson: Utilising the Emotional Labour Scale to Analyse the Form and Extent of Emotional Labour among Foreign Language Teachers in the US Public School System                                                                                                   Chapter 4. Sarah Benesch: Theorising Emotions from a Critical Perspective: English Language Teachers’ Emotion Labour When Responding to Student Writing       Chapter 5. Emily Edwards and Anne Burns: ‘Opening Pandora’s Box’: Language Teachers’ Dynamic Emotional Experiences of Conducting Action Research          Chapter 6. Achilleas Kostoulas and Anita Lämmerer: Resilience in Language Teaching: Adaptive and Maladaptive Outcomes in Pre-service Teachers            Chapter 7. Joseph Falout: Past L2 Selves, Emotions and Classroom Group Dynamics: The Don’t Ask, Can’t Tell Policy                Chapter 8. Christina Gkonou and Elizabeth R. Miller: ‘Critical Incidents’ in Language Teachers’ Narratives of Emotional Experience         Chapter 9. Simon Humphries: “Please Teach Me How to Teach”: The Emotional Impact of Educational Change      Chapter 10. Maiko Ikeda, Osamu Takeuchi and Hiroyuki Imai: Investigating Dynamic Changes in Elementary School Teachers’ Anxiety when Teaching English              Chapter 11. Sam Morris and Jim King: Emotion Regulation among University EFL Teachers in Japan: The Dynamic Interplay between Context and Emotional Behaviour       Chapter 12. Peter I. de Costa, Wendy Li and Hima Rawal: Should I Stay or Leave? Exploring L2 Teachers’ Profession from an Emotionally-inflected Framework            Chapter 13. Tammy Gregersen, Peter D. MacIntyre, & Nicole Macmillan: Dealing with the Emotions of Teaching Abroad: Searching for Silver Linings in a Difficult Context Chapter 14. Rebecca Oxford: The Well of Language Teachers’ Emotional Well-Being          Chapter 15. Jean-Marc Dewaele: What Psychological, Linguistic and Sociobiographical Variables Power EFL/ESL Teachers’ Motivation?   Chapter 16. Jim King, Christina Gkonou and Jean-Marc Dewaele: Concluding Thoughts on the Emotional Rollercoaster of Language Teaching     Index 
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Affiche du document Usage-Based Dynamics in Second Language Development

Usage-Based Dynamics in Second Language Development

2h36min00

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208 pages. Temps de lecture estimé 2h36min.
Brings together the latest thinking on dynamic usage-based approaches to language developmentThis book honours the contribution of Marjolijn Verspoor to the development and implementation of dynamic usage-based (DUB) approaches in second language (L2) research and pedagogy. With chapters written by renowned experts in the field, the book addresses the dynamics of language, language learning and language teaching from a usage-based perspective. The book contains both theory and empirical work: the initial theoretical chapters present cutting-edge thinking in relation to both the scope of DUB theory and its applications, providing conceptual perspectives from cognitive grammar and linguistics, thinking-for-speaking (TFS), and Complex Dynamic Systems Theory (CDST) approaches, united by their shared underpinnings of language as a dynamic system of conventionalized routines. The second half of the volume showcases state-of-the-art methodologies to study dynamic trajectories of language learning, empirical investigations into the above-mentioned theoretical concepts, and innovative classroom implementations of DUB language pedagogy.Contributors Prologue Kees de Bot Introduction Chapter 1. Teresa Cadierno: Thinking for Speaking in an L2: From Research Findings to Pedagogical Implications Chapter 2. Akira Murakami: On the Sample Size Required to Identify the Longitudinal L2 Development of Complexity and Accuracy Indices Chapter 3. Bram Bulté & Alex Housen: A DUB-inspired Case Study of Multidimensional L2 Complexity Development: Competing or Connected Growers? Chapter 4. Hongying Peng, Sake Jager, Steven Thorne, & Wander Lowie: A Holistic Person-centred Approach to Mobile-Assisted Language Learning Chapter 5. Søren Eskildsen: Creativity and Routinization in L2 English: Two Usage-Based Case-Studies Chapter 6. Attila Wind & Luke Harding: Attractor States in the Development of Linguistic Complexity in Second Language Writing and the Role of Self-Regulation: A Longitudinal Case Study Chapter 7. Peter MacIntyre & Samantha Ayers-Glassey: Competence Appraisals: Dynamic Judgements of Communication Competence in Real Time Chapter 8. Giulia Sulis, Joanna Davidson, & Marije Michel: Dynamic Changes in Motivation and Willingness to Communicate (WTC) in the Second Language (L2) Classroom: A Multiple Case Study Chapter 9. Ronald W. Langacker: Nested Locatives: Conceptual Basis and Theoretical Import Chapter 10. Andrea Tyler, Hana Jan, Nargas Mahpeykar, & Brandon Tullock: Getting Out the Word on Phrasal Verbs: It Turns Out Phrasal Verb Construction (PVC) Meanings are Systematic and Teachable Chapter 11. Leslie Piggott, Elena Tribushinina, & Rick de Graaff: The Icing on the Cake? Effects of Explicit Form-Focused Instruction After Two Years of Implicit EFL Learning Chapter 12. Tim Kassenberg, Fabio Galati, Diana de Vries-Zhuravleva, & Iryna Menke-Bazhutkina: Film-Language-Integrated-Learning (FLIL): A Usage-Inspired L2 Teaching Approach Epilogue Diane Larsen-Freeman Index 
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Affiche du document (Re)defining Success in Language Learning

(Re)defining Success in Language Learning

Katie A. Bernstein

1h21min45

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109 pages. Temps de lecture estimé 1h22min.
Unique focus on both teaching processes and outcomes and suggests that different approaches work for different learnersThis book follows four emergent bilingual students in an English-medium pre-kindergarten in the US as they navigate the social and linguistic demands of school. It illustrates how students’ differing classroom social positions shaped their participation in interaction and, in turn, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.Introduction Chapter 1: Participation in Interaction and Language Learning: A Layered Approach Chapter 2: Language and Language Learning as Social Practice Chapter 3: From Bhutan, Uzbekistan, and Berkeley to River City: Arrivals and Approaches Chapter 4: Adults as Context-makers: Parents’ and Teachers’ Belief About Language Chapter 5: The Social Field of Classroom Three: Policies and Practices Chapter 6: Becoming Students, Becoming Speakers: Social Positioning and Learning in Classroom Three Chapter 7: Who Learned What?: Three Perspectives on Success in Language Learning Chapter 8: Beyond English: Multimodal, Multilingual Repertoires at Work Chapter 9: The Edge Has its Advantages: Participation and Learning on the Periphery Chapter 10: Concluding Thoughts: Success Stories References
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Affiche du document Using Tasks in Second Language Teaching

Using Tasks in Second Language Teaching

2h58min30

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238 pages. Temps de lecture estimé 2h58min.
Caters to the needs of teachers who are using tasks in second language instruction in EFL and ESL contexts internationallyThis book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners’ concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.Contributors Chapter 1. Craig Lambert & Rhonda Oliver: Introduction: Tasks in Context Section 1: Issues in Using Tasks Chapter 2. Craig Lambert: Instructional Frameworks for Using Tasks in Second Language Instruction Chapter 3. Jonathan Newton and Trang Le Diem Bui: Low-Proficiency Learners and Task-Based Language Teaching Chapter 4. Curtis Kelly: Some Principles for Interactive Task Design: Observations from an EFL Materials Writer Chapter 5. Marta Gonzalez-Lloret: Using Technology-Mediated Tasks in Second Language Instruction to Connect Speakers Internationally Chapter 6. Lindy Norris: Using Tasks within Neo-liberal Educational Environments Chapter 7. Rod Ellis: Teacher-Preparation for Task-based Language Teaching Section 2: Approaches to Using Tasks Chapter 8. Kyoko Hillman & Mike Long: A Task-based Needs Analysis for U.S. Foreign Service Officers: The Challenge of the Japanese Celebration Speech Chapter 9. Rhonda Oliver: Developing Authentic Tasks for the Workplace using Needs Analysis: A Case Study of Australian Aboriginal Vocational Students Chapter 10. Tatiana Bogachenko & Rhonda Oliver: The Potential use of TBLT in Post-Soviet Society: Case Studies from Ukraine Chapter 11. Priscila Fabiane Farias & Raquel Carolina Souza Ferraz D`Ely: Task Design and Implementation for Beginning-Level Elementary School Learners in South-Brazil: Challenges and Possibilities Chapter 12. Maria Elena Solares Altamirano: Teachers’ Responses to an Online Course on Task-Based Language Teaching in Mexico Section 3: Research on Using Tasks Chapter 13. Masatoshi Sato: Metacognitive instruction for Collaborative Interaction: The Process and Product of Self-regulated Learning in the Chilean EFL Context Chapter 14. Mohammad Ahmadian & Abbas Mansouri: Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL Context Chapter 15. YouJin Kim, Hyejin Cho & Haoshan Ren: Collaborative Writing Tasks in an L3 Classroom: Translanguaging, the Quality of Task Outcomes and learners’ Perceptions Chapter 16. Scott Aubrey: The Role of Task-Based Interaction in Perceived Language Learning in a Japanese EFL Classroom Chapter 17. Ainara Imaz Agirre & María del Pilar García Mayo: The Impact of Agency in Pair Formation on the Degree of Participation in Young Learners’ Collaborative Dialogue Chapter 18. Justin Harris & Paul Leeming: The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese University Chapter 19. Rhonda Oliver & Craig Lambert: Future Directions for Research on Tasks in Second Language Instruction Index 
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Affiche du document Cross-Linguistic Transfer of Writing Strategies

Cross-Linguistic Transfer of Writing Strategies

Karen Forbes

1h36min45

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129 pages. Temps de lecture estimé 1h37min.
Reveals how learning a foreign language can positively influence writing skills in the native languageIn the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.Acknowledgements Chapter 1. Introduction Chapter 2. The Position of First Language and Foreign Language Learning in Schools Chapter 3. An Overview of Strategy Research and the Role of LLSI Chapter 4. Considerations for Researching the Effects of a Cross-Linguistic Intervention of LLSI Chapter 5. Teaching for Transfer: Developing a Cross-Linguistic Approach to LLSI Chapter 6. An In-depth Exploration of Patterns of Strategy Development in FL and L1 Writing Chapter 7. Exploring the Cross-Linguistic Transfer of Strategies Chapter 8. Negotiating LLSI: Individual Trajectories Chapter 9. The Role of Learners’ Individual Differences Chapter 10. Reflecting Back and Looking Forward: Implications and Conclusions Appendix A: Student Questionnaire  Appendix B: Writing Strategy Task Sheet References  Subject Index  Author Index
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Affiche du document Peacebuilding in Language Education

Peacebuilding in Language Education

2h39min00

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212 pages. Temps de lecture estimé 2h39min.
Demonstrates how educators can promote peaceful communication across language groups and culturesThis innovative, much-needed book shares powerful wisdom and practical strategies to help language teachers, teacher educators and peace educators communicate peace, contribute to peace and weave peacebuilding into classrooms and daily life. The clear, six-part Language of Peace Approach underlies more than 50 creative activities that can promote peacebuilding competence in secondary and post-secondary students, current and prospective educators and community members outside of academia. Chapters span the spectrum from cross-cultural peace education to the positive psychology of peace, from nonverbal peace language to transformative language teaching for peace, and from the needs of language learners to the needs of language educators. The book makes a unique and valuable contribution to the discussion of how we can live together peacefully in a changing world. Foreword. Gregory Hadley Introduction. Melinda Harrison Section I Language Education Responds to the Call for Peace Chapter 1. Rebecca L. Oxford, Tammy Gregersen, Melinda Harrison and M. Matilde Olivero: The Call for Peace in Language Education: This Book's Purpose, Themes and Peace Approach Chapter 2. Christina Gkonou, M. Matilde Olivero and Rebecca L. Oxford: Empowering Language Teachers to be Influential Peacebuilders: Knowledge, Competencies and Activities Chapter 3. Tammy Gregersen and Peter D. MacIntyre: The Nonverbal Channels of Peacebuilding: What Teachers, Trainers and Facilitators Need to Know Section II Applying Peacebuilding for Inner, Interpersonal and Intergroup Peace Chapter 4. María Celina Barbeito and Adelina Sánchez Centeno: Inner Peace and Emotion Regulation During Oral Production in ESL/EFL Teacher Education Chapter 5. Carmen M. Amerstorfer: How Increased Self-regulation, Learner Autonomy and Learner Cooperation Raise Self-esteem and Consequently Inner Peace and Interpersonal Peace: Insights from an Innovative School Context Chapter 6. Ana María F. Barcelos: Revolutionary Love and Peace in the Construction of an English Teacher’s Professional Identity Chapter 7. Josephine Prado, Gönül Uguralp-Cannon, John Marc Green, Melinda Harrison and Laurie Franz Smith: Seeking Connection through Difference: Finding the Nexus of Transformative Learning, Peacebuilding and Language Teaching Section III Applying Peacebuilding for Intercultural and International Peace Chapter 8: James E. Bernhardt, Christine M. Campbell and Betty Lou Leaver: Can Foreign Languages Be Taught for Peace at U.S. Government Institutes?  Chapter 9. Michael Wei and Yalun Zhou: International Faculty and International Students in Universities: Their Roles in Fostering Peace across Languages and Cultures Chapter 10. Laura Mahalingappa, Terri L. Rodriguez and Nihat Polat: Promoting Peace through Social Justice Pedagogies for Students from Immigrant Muslim Communities: Using Critical Language Awareness in Second Language Classrooms Section IV Applying Peacebuilding through Positive Psychology, Peace Linguistics and Peace Language Chapter 11. Tammy Gregersen and Peter D. MacIntyre: Acting Locally to Integrate Positive Psychology and Peace: Practical Applications for Language Teaching and Learning Chapter 12. Rebecca L. Oxford: From Hate Speech to Empathy: Lessons for Language Educators and Society Chapter 13. Andy Curtis and Rebecca L. Oxford: Applying Peace Linguistics: What Peacebuilders Can Learn from the Languages of Hurt, Hate and Harm Chapter 14. Rebecca L. Oxford and Andy Curtis: Exploring Peace Language: Hope, Help and Harmony Section V Moving Further with Peacebuilding Chapter 15. M. Matilde Olivero, Melinda Harrison and Rebecca L. Oxford: Peacebuilding through Classroom Activities: Inner, Interpersonal, Intergroup, Intercultural, International and Ecological Peace Chapter 16. M. Matilde Olivero, Tammy Gregersen, Melinda Harrison and Rebecca L. Oxford: Conclusion: Integrating Peace Concepts, Personal Insights and Future Peace Directions Index
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Affiche du document Situating Language Learning Strategy Use

Situating Language Learning Strategy Use

2h30min00

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200 pages. Temps de lecture estimé 2h30min.
Leading experts in the field discuss the latest research and future trends in language learning strategy useThis book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It comprises a wide selection of studies which cover topics such as strategic training of young EFL learners, promoting critical thinking through video gaming, language learning strategies for languages other than English, and the contribution of language learning strategies to the development of the four language learning skills. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes. The contributing authors share research from their various contexts, which range from primary to tertiary education, and discuss the need for fine-tuned strategy categorization, conscious self-regulation and proposed strategy instruction.Figures and Tables Contributors Peter Yongqi Gu: Foreword Preface Introduction PART 1: Language Learning Strategies: Where Do We Go from Here? Chapter 1. Andrew D. Cohen: Language Learner Strategies: A Call for Fine-Tuned Strategy Categorization Chapter 2. Rebecca L. Oxford: Consciously Keeping Watch: Self-Regulation and Learning Strategies PART 2: New Pathways to Language Learning Strategy Research Chapter 3. Milevica Bojović: Speaking Strategies and Speaking Ability in ESP Classrooms in a Higher Education Setting Chapter 4. Richard LaBontee: Vocabulary Learning Strategy Surveys in Second Language Acquisition: Design, Context and Content Chapter 5. Višnja Pavičić Takač and Sanja Marinov: Exploring EFL Learners' Paths through Vocabulary Learning Using Narrative Frames Chapter 6. Thomaϊ Alexiou, Lydia Mitits and James Milton: The Language of the Home in Learning L2 Vocabulary Chapter 7. Ana Petanjak Dedić and Renata Geld: Strategic Construal of Particle Verbs (PVs) in Croatian Secondary School Learners of English PART 3: Language Learning Strategies in Context Chapter 8. Angeliki Psaltou-Joycey: Situating Language Learning Strategy Use and Instruction: The Greek Context Chapter 9. Iris Papadopoulou, Ifigeneia Machili and Zoe Kantaridou: Task-Specific Strategy Use in Video-Mediated Integrated Writing: The Greek EAP Context Chapter 10. Zoe Gavriilidou, Irina Tresorukova and Antonios Mylonopoulos: Understanding Language Learning Strategies in Context: The Case of Russian Students Learning Greek as a Foreign Language Chapter 11. Lydia Mitits, Zoe Gavriilidou and Athina Vrettou: EFL Learning Strategies and Motivational Orientations of Multilingual Learners in Mainstream and Dual-immersion Schools PART 4: Aspects of Language Learning Strategy Instruction Chapter 12. Maria Mitsiaki and Anna Anastassiadis-Symeonidis: Morphological Segmentation in Strategy-based Instruction: Towards a Graded Morphological Syllabus of Modern Greek Chapter 13. Nae-Dong Yang: Promoting Learner Autonomy through Learning Strategy Instruction with College EFL Students Chapter 14. Vasiliki-Agathi Theodoridou and Anna-Maria Hatzitheodorou: Promoting Learners’ Critical Thinking and Developing Reading Strategies through Critical Video-gaming Chapter 15. Anna-Theodora Veliki and Angeliki Psaltou-Joycey: Using Digital Supportive Feedback for the Strategic Training of Young EFL Learners Appendix A: VLS Surveys Appendix B: A Completed and Coded Narrative Frame Appendix C: Class A Course Syllabus Appendix D: Class B Course Syllabus Appendix E: Unit 4 Lesson Plan Appendix F: Unit 4 Activities and Tasks Appendix G: Needs Analysis Questionnaire Appendix H: Sample Diary Entry Appendix I: Learner Beliefs Questionnaire  Appendix J: Questionnaire and Vocabulary Tests  Appendix K: Interactive Material  Subject Index Author Index
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Affiche du document Teaching and Assessing Intercultural Communicative Competence

Teaching and Assessing Intercultural Communicative Competence

Michael Byram

1h47min15

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143 pages. Temps de lecture estimé 1h47min.
2nd edition of a classic text that has been used around the world in teacher trainingThis 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.Foreword 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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Affiche du document English-Medium Instruction and Translanguaging

English-Medium Instruction and Translanguaging

1h57min45

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157 pages. Temps de lecture estimé 1h58min.
First book to unite two integral topics of language education research: translanguaging and English-medium instructionThis book offers a critical exploration of definitions, methodologies and ideologies of English-medium instruction (EMI), contributing to new understandings of translanguaging as theory and pedagogy across diverse contexts. It brings together a number of conceptual and empirical studies on translanguaging in EMI at different educational levels, in a variety of countries, with different approaches to translanguaging, different named languages, and different policies. These studies include several underrepresented contexts across the globe, providing a broad view of how translanguaging in EMI is understood in these educational settings. Furthermore, this book addresses the complexities of translanguaging through a discussion of the affordances and constraints associated with the use of multiple linguistic resources in the EMI classroom.Transcription Key Contributors Bassey E. Antia: Foreword BethAnne Paulsrud, Zhongfeng Tian and Jeanette Toth: Introduction Chapter 1. Kari Sahan and Heath Rose: Problematising the E in EMI: Translanguaging as a Pedagogic Alternative to English-Only Hegemony in University Contexts Chapter 2. John L. Adamson and Naoki Fujimoto-Adamson: Translanguaging in EMI in the Japanese Tertiary Context: Pedagogical Challenges and Opportunities Chapter 3. Colin Reilly: Malawian Universities as Translanguaging Spaces Chapter 4. Kathy Luckett and Ellen Hurst-Harosh: Translanguaging Pedagogies in the Humanities and Social Sciences in South Africa:  Affordances and Constraints Chapter 5. Eowyn Crisfield, Isla Gordon and Alexandra Holland: Translanguaging as a Pathway to Ethical Bilingual Education: An Exploratory Case Study from Kenya Chapter 6. Naashia Mohamed: Transcending Linguistic and Cultural Boundaries: A Case Study of Four Young Maldivians' Translanguaging Practices Chapter 7. Jack Pun: Translanguaging in Partial EMI Secondary Science Classrooms in Hong Kong Chapter 8. Sovicheth Boun and Wayne E. Wright: Translanguaging in a Graduate Education Programme at a Cambodian University Chapter 9. Fiona Dalziel and Marta Guarda: Student Translanguaging Practices in the EMI Classroom: A Study of Italian Higher Education Chapter 10. Bridget A. Goodman, Sulushash Kerimkulova and D. Philip Montgomery: Translanguaging and Transfer of Academic Skills: Views of Kazakhstani Students in an English-Medium University Chapter 11. Margie Probyn: Translanguaging for Learning in EMI Classrooms in South Africa: An Overview of Selected Research Ute Smit: Epilogue BethAnne Paulsrud, Zhongfeng Tian and Jeanette Toth: Conclusion References Index
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Affiche du document Assessment for Learning in Primary Language Learning and Teaching

Assessment for Learning in Primary Language Learning and Teaching

Maria Britton

1h36min00

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128 pages. Temps de lecture estimé 1h36min.
Detailed case study on the impact of assessment in the primary language classroomThis volume provides a detailed account of the practical use of Assessment for Learning (AfL) in primary language classrooms. It gives an in-depth account of the ways in which eight experienced primary language teachers incorporated this type of assessment into their practice and discusses the possible impact of AfL on primary language learning. Key themes discussed in the volume include the relationship between AfL and language learning in childhood, which assessment methods are appropriate for primary-aged language learners, which methods support learner agency and engagement in the learning processes, and possible paths for future action, with a focus on implementation and researching AfL in primary language contexts. The findings of this book are relevant to global contexts and it will be of interest to postgraduate students and researchers in the fields of language education, language assessment and teacher education, as well as to primary and language teachers and school leaders.Illustrations Abbreviations Acknowledgements Chapter 1. Introduction to the Book Part 1: Defining Assessment for Learning in Primary Contexts Chapter 2. What is AfL in Primary Language Teaching Contexts? Chapter 3. What Research Tells Us About the Use of AfL in Primary Language Teaching Chapter 4. Assessment and Cognitive Development in Childhood Chapter 5. The Importance of Interactions and Affect in Assessing Primary-Aged Language Learners Part 2: Implementing AfL in the Classroom Chapter 6: Setting Expectations and Monitoring Progress Chapter 7: Evaluating Achievement Chapter 8: Teaching and AfL: Tasks, Skills and Age-Related Differences Chapter 9: Types of Implementation of AfL Part 3: Impact of AfL on Learning Chapter 10: Interactions through Assessment Chapter 11: Assessment Spiral Chapter 12: Looking into the Future References Appendices Index
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Affiche du document Open Education and Second Language Learning and Teaching

Open Education and Second Language Learning and Teaching

2h15min00

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180 pages. Temps de lecture estimé 2h15min.
The first book to examine the disruptive effects of open education on language educationCompared with STEM fields, foreign language (FL) education and second language acquisition have only slowly embraced open education and the new knowledge ecologies it produces. FL educators may have been hesitant to participate in the open education movement due to a lack of research which investigates the benefits and challenges of FL learning and teaching in open environments. This book contextualizes open education in FL learning and teaching via an historical overview of the movement, along with an in-depth exploration of how the open movement affects FL education beyond the classroom context; fills the research void by exploring aspects of open second language learning and teaching across a range of educational contexts; and illustrates new ways of creating, adapting and curating FL materials that are freely shared among FL educators and students. This book is open access under a CC BY ND licence. Contributors Carl S. Blyth and Joshua J. Thoms: Introduction: Second Language Education as an Open Knowledge Ecology Part 1: The Microsystem: Developing Knowledge in L2 Instructional Environments Chapter 1. Gabriela C. Zapata and Alessandra Ribota: Open Educational Resources in Heritage and L2 Spanish Classrooms: Design, Development and Implementation Chapter 2. Sabine Levet and Stephen L. Tschudi: Open by Design: The Cultura Project Chapter 3. Sergio Romero: Open Educational Resources as Tools to Teach the Indigenous Languages of Latin America: Where Technology, Pedagogy, and Colonialism Meet Chapter 4. Katerina Zourou and Anthippi Potolia: Openness in a Crowdsourced Massive Online Language Community Part 2: The Mesosystem: Developing Knowledge in L2 Teacher Education Chapter 5. Joshua J. Thoms and Frederick Poole: Second Language Teachers and the Open Education Movement in the United States: A National Survey Chapter 6. Beatrice Dupuy: Raising the Curtain on OER/OEP: Opening Pathways from Awareness to Engagement in a Graduate Course on Foreign Language Program Direction Chapter 7. Carl S. Blyth, Chantelle Warner and Joanna Luks: The Role of OER in Promoting Critical Reflection and Professional Development: The Foreign Languages and the Literary in the Everyday Project Part 3: The Exosystem: Developing Knowledge in the Field of L2 Education Chapter 8. Dorothy Chun and Trude Heift: The Affordances and Challenges of Open-access Journals: The Case of an Applied Linguistics Journal Chapter 9. Tita Beaven: Analyzing Language Teachers’ Tacit Professional Knowledge of OER: The Case of Languages Open Resources Online (LORO) Chapter 10. Rebecca F. Davis and Carl S. Blyth: Towards a Pedagogy of Openness: Bridging English-language and Foreign-language Digital Humanities Chapter 11. Christian Hilchey: Finding and Using the Good Stuff: Open Educational Practices for Developing Open Educational Resources
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Affiche du document Language Teacher Noticing in Tasks

Language Teacher Noticing in Tasks

Daniel O. Jackson

1h42min00

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136 pages. Temps de lecture estimé 1h42min.
The first book devoted exclusively to teacher noticing in the context of second language educationThis book provides an accessible, evidence-based account of how teacher noticing, the process of attending to, interpreting and acting on events which occur during engagement with learners, can be examined in contexts of language teacher education and highlights the importance of reflective practice for professional development. Central to the work is an innovative mixed-methods study of task-based interaction which was undertaken with pre-service English language teachers in Japan. Through close analyses of task interaction coupled with recall data, it illustrates the ways in which pre-service teachers noticed their student partners’ use of embodied and linguistic resources. This focus on what teachers attend to, how they interpret it, and their subsequent decisions has multiple implications for language learning and teacher development. It demonstrates the value of teacher noticing for developing rapport, supporting pupils’ language acquisition, enhancing participation, fostering reflection and guiding observation, a central feature of language teachers’ career advancement.Tables and Figures Acknowledgements Abbreviations Used in the Book Part 1: Situating Noticing among Teachers 1. Introduction and Overview 2. Noticing: An Integrative Perspective 3. Language Teacher Noticing Part 2: A Study of Pre-Service Teachers 4. Contextualizing the Study 5. Researching Teacher Noticing 6. Influences on Teacher Noticing 7. Noticing of Embodied Resources 8. Noticing of Verbal Resources 9. Noticing and Pre-Service Teachers Part 3: Conclusion 10. Future Directions Appendices References Index
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Affiche du document Ethical and Methodological Issues in Researching Young Language Learners in School Contexts

Ethical and Methodological Issues in Researching Young Language Learners in School Contexts

2h17min15

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183 pages. Temps de lecture estimé 2h17min.
Explicitly addresses the methodological and ethical components of research with young language learnersThis book focuses on ethical and methodological issues faced by researchers working with young language learners in formal school contexts. It uncovers and explicitly discusses a range of ethical dilemmas, challenges and experiences that researchers have encountered and grappled with, in studies of all kinds from large scale, experimental studies to ethnographic studies focused on just a handful of children. The chapters are written by researchers working with children in different classroom contexts around the world and highlight how ethical dilemmas and tensions take on a complex form in child-focused research, requiring researchers to pay particular attention to the social and cultural norms of the different communities within which children are educated as well as their school-based experiences. The book comprises three sections, with the first part focused on involving children as active participants in research; part two on ethical challenges in multilingual contexts and part three on links between teacher education and researching children. The book includes a critical discussion of the opportunities and challenges associated with applying the UNCRC (1989) document in second language research with children which will be of use to any researcher working in this area.Contributors Chapter 1. Kuchah Kuchah and Annamaria Pinter: Researching Young Language Learners in School Contexts: Setting the Scene PART 1: ENCOURAGING CHILDREN TO PLAY ACTIVE ROLES Chapter 2. Yuko Goto Butler: Researching with Children as an Opportunity for Active and Interactive Learning: Lessons from a Digital Game Design Project Chapter 3. Samaneh Zandian: Constructing Joint Understandings of Research with Children Chapter 4. María del Pilar García Mayo: ‘Are you coming back? It was fun’: Turning Ethical and Methodological Challenges into Opportunities in Task-based Research with Children PART 2: RESEARCH WITH CHILDREN IN MULTILINGUAL CONTEXTS Chapter 5. Victoria A. Murphy: Social Justice and Questions of Marginalization in Research with Linguistically Diverse Children Chapter 6. Gail Prasad: Reframing Expertise: Learning with and from Children as Co-investigators of their Plurilingual Practices and Experiences Chapter 7. Nayr Ibrahim: Artefactual Narratives of Multilingual Identity: Methodological and Ethical Considerations in Researching Children Chapter 8. Jane Andrews: "I don’t want to talk any more": Reflecting on Research into Young Children's Perspectives on their Multilingual Lives Chapter 9. Kuchah Kuchah and Lizzi O. Milligan: Navigating Cultural and Methodological Complexities in Research with Children in a Sub-Saharan African Context PART 3: TEACHER EDUCATION AND RESEARCH WITH CHILDREN Chapter 10. Gail Ellis and Nayr Ibrahim: Teachers' Image of the Child in an ELT Context Chapter 11. Rama Mathew and Annamaria Pinter: Children and Teachers as Co-researchers in Indian Classrooms: Some Ethical Issues Chapter 12. Sandie Mourão: The Ethical Practices of Collecting Informed Consent from Child Participants in Action Research Projects Chapter 13: Annamaria Pinter and Kuchah Kuchah: Revisiting and Expanding Opportunities for Participatory Research with Young Learners in School Contexts Index
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Affiche du document Critical Perspectives on Plurilingualism in Deaf Education

Critical Perspectives on Plurilingualism in Deaf Education

2h16min30

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182 pages. Temps de lecture estimé 2h16min.
Provides a significant development in understanding deaf children's language useThis book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families’ communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.Contributors Foreword Kristin Snoddon and Joanne C. Weber: Introduction: Plurilingualism and (In)competence in Deaf Education Part 1: Plurilingual Language Planning in Deaf Education Chapter 1. Krister Schönström and Ingela Holmström: Four Decades of Sign Bilingual Schools in Sweden: From Acclaimed to Challenged Chapter 2. Kristin Snoddon: Sign Language Language Planning and Policy in Ontario Teacher Education Chapter 3. Dai O’Brien: Bourdieu, Plurilingualism and Sign Languages in the UK Chapter 4. Saskia Mugnier: Plurilingualism in Deaf Education in France: Language Policies, Ideologies and Practices for the Bimodal Bilingual Skills of Deaf Children Chapter 5. Joanne C. Weber: Plurilingualism and Policy in Deaf Education Part 2: Plurilingual Education Practices and Models Chapter 6. Camilla Lindahl: Sign Bilingualism as Semiotic Resource in Science Education: What Does It Mean? Chapter 7. Charlotte Enns, Karen Priestley and Shauna Arbuckle: Bimodal Bilingual Programming at a Canadian School for the Deaf Chapter 8. Joni Oyserman and Mathilde de Geus:  Implementing a New Design in Parent Sign Language Teaching: The Common European Framework of Reference for Languages Chapter 9. Julie Mitchener and Christi Batamula: Family Language Policy and Planning: Families with Deaf Children Chapter 10. Debra Russell: Critical Perspectives on Education Mediated by Sign Language Interpreters: Inclusion or the Illusion of Inclusion? Index
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Affiche du document Teaching EAL

Teaching EAL

Robert Sharples

2h07min30

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170 pages. Temps de lecture estimé 2h07min.
A coherent, concise and comprehensive resource for all teachers of multilingual childrenThis book offers an evidence-based guide to EAL for everyone who works with multilingual learners. It provides a concise, helpful introduction to the latest research underpinning three key areas of EAL practice: How children acquire additional languages How language works across the curriculum How you can establish outstanding EAL practice in your school. Other key features include case studies from experienced EAL specialists, extensive reading recommendations for teachers who want to build on their knowledge, and a detailed chapter on Ofsted based on interviews with senior inspectors. This book will prove an invaluable guide and support for everyone working with bilingual learners. In clear, short chapters it gives a thorough grounding in the evidence and principles needed to create outstanding EAL provision.Figures, Tables and Case Studies Acknowledgements Abbreviations and Acronyms Chapter 1: Introduction Chapter 2: EAL in the National and International Context Part 1: How Additional Languages Are Learned Chapter 3: Key Principles and a Theory of Language Chapter 4: Learning or Acquiring? Chapter 5: Masses of Input Chapter 6: Earlier isn’t Necessarily Better Chapter 7: Implicit and Explicit Learning Chapter 8: First Languages Are Important for Learning English Chapter 9: Pulling It All Together: Learning Trajectories and Second Language Pedagogy Part 2: Language Across the Curriculum Chapter 10: Five Principles for Language Across the Curriculum Chapter 11: BICS and CALP Chapter 12: Oracy: Talking and Learning Chapter 13: Reading in a New Language Chapter 14: Making Meaning in Writing: Field, Tenor and Mode Chapter 15: Disciplinary Language, Disciplinary Knowledge Chapter 16: Pulling it all Together: What Counts as Proficiency Part 3: The EAL Specialist Chapter 17: Getting to Grips with the Role Chapter 18: Establishing Effective Assessments Chapter 19: Welcoming Students Chapter 20: Getting Connected Chapter 21: Making Friends and Influencing People Chapter 22: From Mono to Multi Chapter 23: CPD for EAL Specialists Chapter 24: For Everyone References Index
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Affiche du document Transnational Identities and Practices in English Language Teaching

Transnational Identities and Practices in English Language Teaching

2h40min30

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214 pages. Temps de lecture estimé 2h40min.
Captures the diverse voices of ELT practitioners and scholars from different backgrounds in the Global South and NorthThe self-inquiries in this edited volume exemplify the dynamism that permeates global ELT, wherein English language educators and teacher educators are increasingly operating across blurred national boundaries, creating new ‘liminal’ spaces, charting new trajectories, crafting new practices and pedagogies, constructing new identities, and reconceptualizing ELT contexts. This book captures the diverse voices of emerging and established ELT practitioners and scholars, originally from and/or operating in non-Western contexts, spanning not only the so-called non-Western ‘peripheries’, but also peripheries created within the ‘center’ when certain members are minoritized on the basis of their race, language, and/or place of origin. The chapters address a range of related issues occurring at the intersections of personal and professional identities, pedagogy and classroom interactions, as well as research and professional practices in liminal transnational spaces. Contributors Chapter 1. Rashi Jain, Bedrettin Yazan, and Suresh Canagarajah: An Invitation into the Transnational ELT Landscape of Practices              Chapter 2. Sumyat Thu and Suhanthie Motha: Critical Transnational Agency: Enacting through Intersectionality and Transracialization Chapter 3. Anastasiia Kryzhanivska and Lucinda Hunter: The Person in Personal Narrative: Two ESOL Instructors Teaching Away from Home          Chapter 4. April S. Salerno and Elena Andrei : Dialoguing as Transnational Professional Mothers: Our Intersectional Identities as Transnationals, Parents and Language Teacher Educators    Chapter 5. Tuba Angay-Crowder, Jayoung Choi and Gertrude Tinker Sachs: Three ELT Transnational Practitioners’ Identities and Critical Praxis Through Teaching and Research        Chapter 6. Christina Ponzio, Elizabeth Robinson, Laura M. Kennedy, Abraham Ceballos, Zhongfeng Tian, Elie Crief and Maíra Lins Prado: Unpacking Identities and Envisioning TESOL Practices through Translanguaging: A Collective Self-Study    Chapter 7. Bita Bookman and Luciana C. de Oliveira: 'My transnational experiences shape who I am and what I do': Reflections of a Latina Transnational Teacher–Scholar      Chapter 8. Sujin Kim: An Autoethnography of Trans-Perspective Development Through Translanguaging Research and Practice Chapter 9. Martha Sidury Christiansen: Ni de aquí, ni de allá: How Technology has Changed the Way We See Transnationalism              Chapter 10. Brooke R. Schreiber: Shifting Roles and Negotiating Returns in Transnational TESOL Research               Chapter 11. Ahmad A. Alharthi: Globalized Writing Instruction: The Multilingual Composition Section as a Fluid Pedagogical Space Chapter 12. Yi-Wen Huang: 'It’s crazy that we are from very different countries, but we are similar': My Navajo Students’ and my Co-Existing Translingual Identities Chapter 13. Rasha S. Mohamed: The Inclusion of Culture and Shift Toward Translingualism in My TESOL Classes Chapter 14. Kristof Savski: Negotiating Boundaries while becoming a TESOL Practitioner in Southern Thailand Chapter 15. Ribut Wahyudi: A Transnational TEGCOM Practitioner’s Multiple Subjectivities and Critical Classroom Negotiations in the Indonesian University Context Index
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Affiche du document Multilingual Testing and Assessment

Multilingual Testing and Assessment

Gessica De Angelis

1h08min15

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91 pages. Temps de lecture estimé 1h08min.
Fills an important gap in the literature on how best to test multilingual studentsThe field of multilingual testing and assessment has grown rapidly in recent years due to the widespread need to integrate immigrant populations into mainstream education and to provide fair and equitable forms of assessment for all students. However, a continuing emphasis on bilingual students has created a significant gap in testing and assessment research. This book addresses the need for research and guidance on testing multilingual students: at its heart is the difference between designing multilingual tests and testing multilingual individuals. The author introduces an integrated approach to testing and assessment, a flexible approach that combines information about multilingual learners' knowledge, skills and abilities with information about their language background and living environment. The book provides an overview of existing research conducted with multilingual populations; provides guidelines for test-writers, teachers and educators that outline the steps involved in the design, administration, scoring and interpretation of tests for multiple language speakers; and demonstrates how to use the integrated approach to testing and assessment in a multilingual educational context.Acknowledgements Chapter 1. Multilingual Testing and Assessment                           Chapter 2. Traditional, Holistic and Integrated Approaches to Testing and Assessment         Chapter 3. From Bilingual to Multilingual Education Chapter 4. Multilingual Assessment Practices in Education Chapter 5. Developing Tests for Multilingual Populations Chapter 6. Assessing Multilingual Narratives Chapter 7. Multilingual Narratives: The South Tyrol Study Chapter 8. Looking Ahead References
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Affiche du document The Preparation of Teachers of English as an Additional Language around the World

The Preparation of Teachers of English as an Additional Language around the World

1h59min15

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159 pages. Temps de lecture estimé 1h59min.
Offers critical perspectives that can help improve EAL teacher education programs around the worldThis book fills a critical gap in a neglected area in current educational research: international teacher education. It focuses on the preparation of teachers of English as an additional language (EAL) in several world regions. The book consists of chapters by researchers in well-established teacher education programs in 11 countries: Brazil, Canada, China, Finland, Greece, New Zealand, Russia, Saudi Arabia, South Korea, Turkey and the United States of America.  It takes a cross-national, comparative approach around four major focus areas: policy, research, curriculum and practice, offering critical implications that can help improve EAL teacher education programs in different parts of the world. Teacher education is an area that has great potential for international cross-pollination of ideas and actions, and this book represents an important first step along this road.Contributors Chapter 1. Introduction: Nihat Polat, Laura Mahalingappa and Hayriye Kayi-Aydar Chapter 2. Dilma Mello, Valeska Souza and Viviane C. Bengezen: Preparation of Teachers of EAL in Brazil: Research, Policy, Curriculum and Practice Chapter 3. Farahnaz Faez and Michael Karas: Preparation of Teachers of EAL in Canada: Research, Policy, Curriculum and Practice Chapter 4. Guofang Li, Chunmei Yan and Qiang Wang: Preparation of Teachers of EAL in China: Research, Policy, Curriculum and Practice        Chapter 5. Maria Ruohotie-Lyhty: Preparation of Teachers of EAL in Finland: Research, Policy, Curriculum and Practice Chapter 6. Evdokia Karavas and Christina Gkonou: Preparation of Teachers of EAL in Greece: Research, Policy, Curriculum and Practice         Chapter 7. Martin East, Jocelyn Howard and Constanza Tolosa: Preparation of Teachers of EAL in New Zealand: Research, Policy, Curriculum and Practice Chapter 8. Yuliya Ardasheva and Natalia V. Sabelnikova: Preparation of Teachers of EAL in Russia: Research, Policy, Curriculum and Practice Chapter 9. Ali H. Al-Hoorie, Maha Al-Shahrani, Ahmed Al-Shlowiy and Connie Mitchell: Preparation of Teachers of EAL in Saudi Arabia: Research, Policy, Curriculum and Practice Chapter 10. Ho-Ryong Park, Deoksoon Kim and Tae Youn Ahn: Preparation of Teachers of EAL in South Korea: Research, Policy, Curriculum and Practice      Chapter 11. Hayriye Kayi-Aydar and Betil Eröz: Preparation of Teachers of EAL in Turkey: Research, Policy, Curriculum and Practice Chapter 12. Laura Mahalingappa and Nihat Polat: Preparation of Teachers of EAL in USA: Research, Policy, Curriculum and Practice Chapter 13. Laura Mahalingappa, Hayriye Kayi-Aydar and Nihat Polat: Conclusions and Future Directions Index
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Affiche du document Crossing Borders, Writing Texts, Being Evaluated

Crossing Borders, Writing Texts, Being Evaluated

1h11min15

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95 pages. Temps de lecture estimé 1h11min.
Offers readers the latest research on second language writing and its assessmentThis book provides critical perspectives on issues relating to writing norms and assessment, as well as writing proficiency development, and suggests that scholars need to both carefully examine testing regimes and develop research-informed perspectives on tests and testing practices. In this way schools, institutions of adult education and universities can better prepare learners with differing cultural experiences to meet the challenges. The book brings together empirical studies from diverse geographical contexts to address the crossing of literacy borders, with a focus on academic genres and practices. Most of the studies examine writing in countries where the norms and expectations are different, but some focus on writing in a new discourse community set in a new discipline. The chapters shed light on commonalities and differences between these two situations with respect to the expectations and evaluations facing the writers. They also consider the extent to which the norms that the writers bring with them from their educational backgrounds and own cultures are compromised in order to succeed in the new educational settings.Acknowledgements Contributors Preface  Chapter 1. Anne Golden and Lars Anders Kulbrandstad: Crossing Borders Chapter 2. Anne Golden and Lars Anders Kulbrandstad: When Errors Are Corrected Chapter 3. Rosmawati: Writing Academically in English as a Second Language: The Case of Syntactic Constructions Chapter 4. Zhihui Fang and Guofang Li: Writing in School Science for EAL Students: Linguistic Challenges and Pedagogical Response  Chapter 5. Morena Botelho de Magalhães: Supporting EAL Writing Development in the Early Stages of the Doctorate: Candidates from the East Writing in the West Chapter 6. Kirsi Leskinen: Agency in L2 Academic Literacies: Immigrant Students’ Lived Experiences in Focus Chapter 7. Jihua Dong: Constructing Persuasion: A Cross-cultural Comparison of Chinese and English Student Writings Chapter 8. Lawrence Jun Zhang: Crossing Literacy Borders through Writing: Transformational Apprenticeship and Repositioning of EAL Learners Index
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Affiche du document Relanguaging Language from a South African Township School

Relanguaging Language from a South African Township School

Lara-Stephanie Krause-Alzaidi

1h42min00

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136 pages. Temps de lecture estimé 1h42min.
A daring thought experiment based on the innovative concept of ‘relanguaging’ Using data from a long-term ethnographic study of English language classrooms in a South African township, this book highlights linguistic expertise in a setting where it is not usually expected or sought. Rather than being ‘peripheral and unskilled’, South African township teachers and learners emerge as skilled (re)languagers central to the workings of South African education, and to our understanding of how language classrooms work. This book foregrounds the heterogeneity, flexibility and creativity of day-to-day language practices that African urban spaces are known for, and conceptualises language teaching not as a progression from one fixed language to another, but as a circular sorting process between linguistic heterogeneity (languaging) and homogeneity (a standard language).  Chapter 1. Introduction Chapter 2. Relanguaging Language towards an Alternative Perspective Chapter 3. A Linguistic Ethnography for Seeing More       Chapter 4. An Eagle Learning to Fly and an Analyst Learning to See           Chapter 5. Complexities around Uing and Testing in Khayelitsha Chapter 6. Rewriting Nomolanguages     Chapter 7. Conclusion: So What?           Notes Appendices References        
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Affiche du document Liberating Language Education

Liberating Language Education

2h59min15

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239 pages. Temps de lecture estimé 2h59min.
Takes a radical approach to language education that is both situated and decentredThis book responds to a growing body of work in sociolinguistics and applied linguistics that places an emphasis on situated descriptions of language education practices and illuminates how these descriptions are enmeshed with local, institutional and wider social forces. It engages with new ways of understanding language that expand its meaning by including other semiotic resources and meaning-making practices and bring to the fore its messiness and unpredictability. The chapters illustrate how a translingual and transcultural orientation to language and language pedagogy can provide a point of entry to reimagining what language education might look like under conditions of heightened linguistic and cultural diversity and increased linguistic and social inequalities. The book unites an international group of contributors, presenting state-of-the-art empirical studies drawing on a wide range of local contexts and spaces, from linguistically and culturally heterogeneous mainstream and HE classrooms to complementary (community) school and informal language learning contexts.Contributors Vally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy: Introduction: Why Liberating Language Education?  Part 1: Policies, Discourses and Ideologies Chapter 1.Thomas Quehl: 'I don’t think we encourage the use of their home language…': Exploring ‘Multilingualism Light’ in a London Primary School  Chapter 2. Ambarin Mooznah Auleear Owodally: Recognising the Creole Community: Discursive Constructions of Enslavement and the Enslaved in Kreol Textbooks in Mauritius  Chapter 3. Cátia Verguete: Appropriating Portuguese Language Policies in England Chapter 4. Vally Lytra: Making Sense of the Internal Diversities of Greek Schools Abroad: Exploring the Purposeful Use of Translation as Communicative Resource for Language Learning and Identity Construction Ana Souza: Commentary for Part 1 Part 2: Language-Living: Materialities, Affectivities and Becomings Chapter 5. Nuria Polo-Pérez and Prue Holmes: Languaging in Language Cafés: Emotion Work, Creating Alternative Worlds and Metalanguaging Chapter 6. Eszter Tarsoly and Jelena Ćalić: Language Studies as Transcultural Becoming and Participation: Undoing Language Boundaries across the Danube Region Chapter 7. Cristina Ros i Solé: The Textures of Language: An Autoethnography of a Gloves Collection Simon Coffey: Commentary for Part 2 Part 3: Transcultural Journeying and Aesthetics  Chapter 8. Jim Anderson: Visual Art in Arabic Foreign and Heritage Language-and-Culture Learning: Expanding the Scope for Meaning-Making Chapter 9. Maria Charalambous: Creating Pedagogical Spaces for Translingual and Transcultural Meaning-Making and Student Agency in a London Greek Complementary School    Chapter 10. Koula Charitonos: Opening Spaces of Learning: A Sociomaterial Investigation of Object-Based Approaches with Migrant Youth in and beyond the Heritage Language Classroom Chapter 11. Dobrochna Futro: Translanguaging Art: Exploring the Transformative Potential of Contemporary Art for Language Teaching in the Multilingual Context. Alison Phipps: Commentary for Part 3 Part 4: Voices, Identities and Citizenship Chapter 12. Yu-chiao Chung and Vicky Macleroy: How Weird is Weird? Young People, Activist Citizenship and Multivoiced Digital Stories Chapter 13. Gabriele Budach, Gohar Sharoyan and Daniela Loghin: ‘Animating Objects’: Co-Creation in Digital Story Making between Planning and Play  Chapter 14. Jessica Bradley, Zhu Hua and Louise Atkinson: Visual Representations of Multilingualism: Exploring Aesthetic Approaches to Communication in a Fine Art Context Kate Pahl: Commentary for Part 4 Vally Lytra, Cristina Ros i Solé, Jim Anderson and Vicky Macleroy: Conclusion: Language Education Collages Index
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Affiche du document Digital Genres in Academic Knowledge Production and Communication

Digital Genres in Academic Knowledge Production and Communication

María José Luzón

1h20min15

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107 pages. Temps de lecture estimé 1h20min.
Provides the first detailed examination of the impact of technology on research activity and communicationThis book presents an overview of the wide variety of digital genres used by researchers to produce and communicate knowledge, perform new identities and evaluate research outputs. It explores the role of digital genres in the repertoires of genres used by local communities of researchers to communicate both locally and globally, both with experts and the interested public, and sheds light on the purposes for which researchers engage in digital communication and on the semiotic resources they deploy to achieve these purposes. The authors discuss the affordances of digital genres but also the challenges that they pose to researchers who engage in digital communication. The book explores what researchers can do with these genres, what meanings they can make, who they interact with, what identities they can construct and what new relations they establish, and, finally, what language(s) they deploy in carrying out all these practices.List of Figures List of Tables Acknowledgments Chapter 1. Introduction: Why Focus on Digital Genres? Chapter 2. Genre as a Framework for the Analysis of Digital Communication Chapter 3. Knowledge Communication in the Digital Era Chapter 4. Performing Multiple Identities and Enhancing Academic Visibility Chapter 5. Sharing Research in Progress with Peers: Online Laboratory Notebooks Chapter 6. Interacting in Academic Social Networking Sites Chapter 7. Disseminating Knowledge to Diversified Audiences Chapter 8. Engaging The Public in Research Chapter 9. ‘Showing’ Research through Audiovisual Genres Chapter 10. Assessing Research and Participating in Research Discussions Online Chapter 11. Final Considerations and Future Directions References
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Affiche du document An Intercultural Approach to English Language Teaching

An Intercultural Approach to English Language Teaching

John Corbett

2h24min45

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193 pages. Temps de lecture estimé 2h25min.
Revised edition of a practical introduction to intercultural education for teachers of English as a second languageThis is a thoroughly revised, updated and expanded edition of a practical introduction to intercultural education for teachers of English as a second language. It provides a concise summary of the intellectual and pedagogical traditions that have shaped intercultural language education, from ethnography to critical pedagogy and cultural studies. The book offers clear illustrations of the practical impact of these traditions on curriculum design, classroom activities and assessment. As well as addressing developments in the field since the publication of the 1st edition, this new edition also reflects on the impact of online resources for English language education. The book continues to make a powerful case for developing intercultural as well as linguistic competences and will remain invaluable reading for English language teachers across the world.Foreword Preface to the Second Edition and Acknowledgements Image Credits Chapter 1. Linguistic and Ethnographic Perspectives on Culture Chapter 2. From Intercultural Communication to Literary, Media and Cultural Studies Chapter 3. Defining Intercultural Communicative Competence Chapter 4. Implementing an Intercultural Approach to ELT Chapter 5. Culture and Conversation Chapter 6. Developing an Ethnographic Frame of Mind Chapter 7. Interviewing Skills for the Intercultural Learner Chapter 8. Virtual Ethnographies: Intercultural Telecollaboration Chapter 9. Developing Visual Literacy Chapter 10. Using Literary, Media and Cultural Studies Chapter 11. Assessing Intercultural Communicative Competence Chapter 12. Further Prospects for Intercultural Language Education  Appendix: Checklist of questions to promote visual literacy References
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Affiche du document Person to Person Peacebuilding, Intercultural Communication and English Language Teaching

Person to Person Peacebuilding, Intercultural Communication and English Language Teaching

Amy Jo Minett

2h02min15

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163 pages. Temps de lecture estimé 2h02min.
Explores the rarely heard voices of US-based tutors of EAL and adult Afghan English learnersThis book maps the discursive terrain and potential of person to person peacebuilding as it intersects with, and is embedded in, intercultural communication. It foregrounds the voices and discourses of participants who came together in the virtual intercultural borderlands of online exchange through a service-learning project with a non-profit organization which focused on peace through education in Afghanistan, primarily through English language tutoring. By analyzing the voices and perspectives of US-based tutors who are pre-service teachers of English as an Additional Language, in equal measure with the voices and perspectives of adult English learners in Afghanistan, the authors examine how intercultural interactants begin to work as peacebuilders. The participants describe the profound transformations they undergo throughout their intercultural tutoring journeys, transformations which evidence three dimensions of person to person peacebuilding: the personal, relational and structural. Inspired by these voices, the book further explores ways teachers and teacher educators of language and intercultural communication can more deliberately leverage the affordance of peacebuilding, whether face to face or in the virtual intercultural borderlands of online exchange.Preface and Dedication: With and Without Chapter 1: Introduction  Chapter 2: Understandings of Peacebuilding and Intercultural Communication      Chapter 3: Context(s)      Chapter 4: Person to Person Peacebuilding at the Personal Level Chapter 5: The Relational Dimension of Person to Person Peacebuilding   Chapter 6: Person to Person Peacebuilding at the Structural Level Chapter 7: Fostering Person to Person Peacebuilding While Teaching Language and Intercultural Communication             Afterword: August 2021 References
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Affiche du document Translanguaging in Translation

Translanguaging in Translation

Eriko Sato

2h15min45

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181 pages. Temps de lecture estimé 2h16min.
Takes a unique approach of explicitly linking translanguaging with translationThis book brings applied linguistics and translation studies together through an analysis of literary texts in Chinese, Hindi, Japanese and Korean and their translations. It examines the traces of translanguaging in translated texts with special focus on the strategic use of scripts, morphemes, words, names, onomatopoeias, metaphors, puns and other contextualized linguistic elements. As a result, the author draws attention to the long-term, often invisible contributions of translanguaging performed by translators to the development of languages and society. The analysis sheds light on the problems caused by monolingualizing forces in translation, teaching and communicative contexts in modern societies, as well as bringing a new dimension to the burgeoning field of translanguaging studies. Figures and Tables             Preface and Acknowledgments  Chapter 1. Introduction   Chapter 2. Scripts Chapter 3. Names            Chapter 4. Words              Chapter 5. Contexts        Chapter 6. Roles of Translanguaging and Translation Chapter 7. Conclusion     References          Primary Sources               Appendices Index
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Affiche du document Reflecting on the Common European Framework of Reference for Languages and its Companion Volume

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume

1h22min30

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110 pages. Temps de lecture estimé 1h22min.
The first book to focus on the Companion Volume from the broader perspective of the CEFRThe Common European Framework of Reference for Languages (CEFR) and its Companion Volume have established themselves as an indispensable reference point for all aspects of second and foreign language education. This book discusses the impact of the CEFR on curricula, teaching/learning and assessment in a wide range of educational contexts, identifies challenges posed by the Companion Volume and sheds light on areas that require further research and development. Particular attention is paid to three features of the two documents: their action-oriented approach, their focus on plurilingualism, and the potential of their scales and descriptors to support the alignment of curricula, teaching/learning and assessment. The book suggests a way forward for future engagement with the CEFR, taking account of new developments in applied linguistics and related disciplines.Acknowledgements Contributors David Little and Neus Figueras: Introduction Part 1: The Common European Framework of Reference for Languages: Past, Present and Future David Little: Introduction Chapter 1. Masashi Negishi: The Impact of The CEFR in Japan Chapter 2. Margaret E. Malone: ACTFL and CEFR: Relationships, Influences and Looking Forward Chapter 3. Brian North: The CEFR Companion Volume Project: What Has Been Achieved  Part 2: The Action-oriented Approach: A Change of Paradigm? David Little: Introduction Chapter 4. John H.A.L. de Jong: The Action-oriented Approach and Language Testing: A Critical View Chapter 5. Mark Levy and Neus Figueras: The Action-Oriented Approach in The CEFR and The CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain Chapter 6. Constant Leung: Action-oriented Plurilingual Mediation: A Search for Fluid Foundations Part 3: Plurilingualism, Plurilingual Education and Mediation  David Little: Introduction Chapter 7. Bessie Dendrinos: A Data-driven Curriculum with Mediation Descriptors for Plurilingual Education  Chapter 8. Peter Lenz: Some Thoughts about the Testing of Mediation Chapter 9. Déirdre Kirwan and David Little: Implementing Plurilingual Education: The Experience of an Irish Primary School Part 4: Descriptors, Scales and Constructive Alignment David Little: Introduction Chapter 10. Armin Berger: Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points Chapter 11. Elaine Boyd: Commonality versus Localization in Curricula Chapter 12. Elif Kantarcıoğlu: The CEFR Companion Volume and Mediation: An Assessment Perspective   Part 5: Afterword Chapter 13. Barry O’Sullivan: Making the CEFR Work: Considerations for a Future Roadmap Index
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Affiche du document Professional Development through Teacher Research

Professional Development through Teacher Research

2h18min45

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185 pages. Temps de lecture estimé 2h19min.
Seeks to reduce the gap between educational research and educational practice in language teachingLittle is known about how language teacher educators become, and also develop professionally as, teachers of teachers. One avenue for teacher education professional development is that of teacher research, whereby teacher educators can not only improve their practices in their immediate context but also help develop transformative pedagogies in wider contexts by sharing their research. This volume aims to understand how language teacher educators around the world continue developing professionally by examining their own teaching practices. It seeks to understand the professional gains teacher educators see in conducting research with their own students/future teachers; to promote knowledge democratisation by including teacher educators from under-represented contexts such as Latin America and Africa; to examine language teacher educators’ motivations to write for publication; and to reduce the gap between educational research and educational practice in BA and MA programmes in language teaching.Tables and Figures Abbreviations Contributors Chapter 1. Darío Luis Banegas, Emily Edwards and Luis S. Villacañas de Castro: Introduction Chapter 2. Anh Tran: Promoting Pre-service Teachers’ Collaborative Reflective Practice: Voices from a TESOL Teacher Education Programme in Vietnam Chapter 3. Neil Johnson and Michael Hepworth: Ghosts in the Machine? Exploratory Teaching on a Distance Learning Development Project Chapter 4. Hongzhi Yang: Developing Languages Pre-service Teachers’ Epistemic Agency in Using Technology in Languages Teaching Chapter 5. María Gimena San Martín: Student-Teachers’ Beliefs and Emotions about an EFL Teaching Practicum: A Proposal to Support their Development Processes  Chapter 6. Alan Huang: Exploring the Ways in which Modern Languages Student-Teachers Conceptualise Practitioner Enquiry in Scotland Chapter 7. Bushra Ahmed Khurram: Engaging Students in Learning through Teacher Research Chapter 8. María Cristina Sarasa: Narrative Pedagogies in Argentinean University English Language Teacher Education Chapter 9. Paula A. Echeverri Sucerquia: Scaffolding Conscientisation and Praxis in Critical Language Teacher Education Chapter 10. Tammy Fajardo-Dack, Mónica Abad Célleri and Juanita Argudo Serrano: Supervising Student-Teachers’ Research: Between Reinforcing our Supervisor-Researcher Identities and Enabling Novice Teacher-Researchers Chapter 11. Liliana Cuesta Medina and Jermaine S. McDougald: Mapping Transformations in Teacher Education: Colombian Teachers’ Enactments through Mentoring Chapter 12. Nancy N. Kamweru and Alice Kiai: Teaching Oral Skills to Student-Teachers: A Visually Impaired Teacher Educator’s Experiences Chapter 13. Darío Luis Banegas, Emily Edwards and Luis S. Villacañas de Castro: Conclusion Index
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Affiche du document Discourses, Identities and Investment in Foreign Language Learning

Discourses, Identities and Investment in Foreign Language Learning

Jennifer Martyn

1h25min30

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114 pages. Temps de lecture estimé 1h25min.
The first significant study to explore the foreign language learning experiences of secondary school students in IrelandThis book explores discourses of foreign language education in Ireland through an ethnographic lens. Taking a critical approach to SLA, it locates students’ language ideologies within wider discourses of language learning, such as discourses of gender and language learning and discourses of elite multilingualism. It also examines the role of the imagined identity in language learning investment in a world where English and a limited number of other ‘global’ languages dominate the foreign language learning experience. The ethnographic approach provides a unique insight into the way in which dominant discourses of identity, gender, and foreign language learning are both constructed and resisted in the institutional context, shaping our understanding of what it means to be a gendered being and what it means to be a language learner in a globalised world. This book will be of interest to postgraduate students and researchers in the fields of SLA and sociolinguistics, as well as language teachers and language policymakers.Acknowledgements Transcription Conventions Introduction Chapter 1: Language Education in Ireland: Sociolinguistic and Scholarly Contexts Chapter 2: Language Learning and Identity, Ideology and Elite Multilingualism Chapter 3: Gender and Language Education: Theoretical Approaches and Current Trends Chapter 4: Fieldwork in SMSS: Community, Space and Identity Chapter 5: Language Choice, Discourse and Investment Chapter 6: Addressing the Issues and Moving Forward References Index
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