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Affiche du document Dynamics of L2 Sociolinguistic Development in Adulthood — Dynamics of L2 Sociolinguistic Development in Adulthood
Mason A. Wirtz
1h53min15
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151 pages. Temps de lecture estimé 1h53min.
Enhances our theoretical and empirical knowledge on acquiring sociolinguistic competence in bi-dialectal communitiesThis book constitutes a holistic study of sociolinguistic development among adult second language (L2) learners in a naturalistic setting. Combining results from a cross-sectional and longitudinal micro-development study, it examines the acquisition of both the productive and interpretive skills necessary to engage with the contextually sensitive use of vernacularity in Austria. The studies focus on issues of inter- and intra-individual variation and aim to shed much-needed light on why L2 learners acquire sociolinguistic variation, which aspects of it they acquire, which factors influence it and when they acquire it. Drawing on methodological and theoretical frameworks from diverse fields such as developmental and cognitive psychology, psycho- and sociolinguistics, as well as second language acquisition, the book connects topics rarely found in the same empirical piece, including the role of cognitive functioning and socioaffective factors, the temporal specificity of L2 sociolinguistic development in production and perception, and the issue of group-to-individual generalizability. The studies showcased in this work provide ample evidence that late starters of a L2 in early adulthood and midlife can acquire the skills necessary to successfully navigate the complex sociolinguistic variation within the target-language community, but the process is certainly not one without hurdles.Acknowledgments Chapter 1. The Big Picture Chapter 2. Mapping the Terrain Chapter 3. The Current Empirical Study Chapter 4. Unpacking the INTER and INDIVIDUAL in L2 Sociolinguistic Development Chapter 5. The Systematicity of Outcomes in L2 Sociolinguistic Development Chapter 6. Signature Dynamics of L2 Sociolinguistic Micro-Development Chapter 7. Reconciling the INTER and INTRA in Variationist SLA Chapter 8. Conclusion and Future Perspectives References Index

Dynamics of L2 Sociolinguistic Development in Adulthood
Mason A. Wirtz
1h53min15
Langues
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151 pages. Temps de lecture estimé 1h53min.
Enhances our theoretical and empirical knowledge on acquiring sociolinguistic competence in bi-dialectal communitiesThis book constitutes a holistic study of sociolinguistic development among adult second language (L2) learners in a naturalistic setting. Combining results from a cross-sectional and longitudinal micro-development study, it examines the acquisition of both the productive and interpretive skills necessary to engage with the contextually sensitive use of vernacularity in Austria. The studies focus on issues of inter- and intra-individual variation and aim to shed much-needed light on why L2 learners acquire sociolinguistic variation, which aspects of it they acquire, which factors influence it and when they acquire it. Drawing on methodological and theoretical frameworks from diverse fields such as developmental and cognitive psychology, psycho- and sociolinguistics, as well as second language acquisition, the book connects topics rarely found in the same empirical piece, including the role of cognitive functioning and socioaffective factors, the temporal specificity of L2 sociolinguistic development in production and perception, and the issue of group-to-individual generalizability. The studies showcased in this work provide ample evidence that late starters of a L2 in early adulthood and midlife can acquire the skills necessary to successfully navigate the complex sociolinguistic variation within the target-language community, but the process is certainly not one without hurdles.Acknowledgments Chapter 1. The Big Picture Chapter 2. Mapping the Terrain Chapter 3. The Current Empirical Study Chapter 4. Unpacking the INTER and INDIVIDUAL in L2 Sociolinguistic Development Chapter 5. The Systematicity of Outcomes in L2 Sociolinguistic Development Chapter 6. Signature Dynamics of L2 Sociolinguistic Micro-Development Chapter 7. Reconciling the INTER and INTRA in Variationist SLA Chapter 8. Conclusion and Future Perspectives References Index

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Affiche du document Teacher Agency in Multilingual Pedagogies — Teacher Agency in Multilingual Pedagogies
Thomas Quehl
1h23min15
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111 pages. Temps de lecture estimé 1h23min.
Timely and useful in-depth exploration of teacher agency in multilingual pedagogies in the primary school Through an ethnographic study that took place in highly diverse primary school classrooms in London and the East of England, UK, this book engages with teachers’ perspectives and children's descriptions of their plurilingual experiences, as it explores what constitutes, hinders and potentially facilitates teachers’ agency in multilingual pedagogies. The concept of teacher agency offers a powerful lens for critical reflections on the – often monolingual – status quo and on possible transformations in schools, where teachers seek to create pedagogical spaces that acknowledge, engage and promote pupils’ plurilingual repertoires. This book develops a nuanced framework for understanding and enhancing teacher agency in multilingual pedagogies. It also encourages teacher educators and policymakers to recognise multilingual pedagogies as an integral part of (primary) school pedagogy and to support the capacity of present and future teachers to build on their professional knowledge and experiences, when normalising multilingual pedagogies in mainstream schools.Acknowledgements Key to Transcripts Introduction Chapter 1. Multilingual Pedagogies and Teacher Agency – Mapping out the Frameworks Chapter 2. Researching Teacher Agency: The Study Chapter 3. Classrooms in Real Schools: Contexts for Teacher Agency Chapter 4. Schools: Contexts for Multilingualism? Chapter 5. Between the Monolingual Norm and Superdiverse Voices Chapter 6. Teachers’ Perspectives in Busy Multilingual Classrooms Chapter 7. Towards Possibilities of Multilingual Pedagogies Chapter 8. Teacher Agency in Multilingual Pedagogies: No Guarantees References Index

Teacher Agency in Multilingual Pedagogies
Thomas Quehl
1h23min15
Langues
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111 pages. Temps de lecture estimé 1h23min.
Timely and useful in-depth exploration of teacher agency in multilingual pedagogies in the primary school Through an ethnographic study that took place in highly diverse primary school classrooms in London and the East of England, UK, this book engages with teachers’ perspectives and children's descriptions of their plurilingual experiences, as it explores what constitutes, hinders and potentially facilitates teachers’ agency in multilingual pedagogies. The concept of teacher agency offers a powerful lens for critical reflections on the – often monolingual – status quo and on possible transformations in schools, where teachers seek to create pedagogical spaces that acknowledge, engage and promote pupils’ plurilingual repertoires. This book develops a nuanced framework for understanding and enhancing teacher agency in multilingual pedagogies. It also encourages teacher educators and policymakers to recognise multilingual pedagogies as an integral part of (primary) school pedagogy and to support the capacity of present and future teachers to build on their professional knowledge and experiences, when normalising multilingual pedagogies in mainstream schools.Acknowledgements Key to Transcripts Introduction Chapter 1. Multilingual Pedagogies and Teacher Agency – Mapping out the Frameworks Chapter 2. Researching Teacher Agency: The Study Chapter 3. Classrooms in Real Schools: Contexts for Teacher Agency Chapter 4. Schools: Contexts for Multilingualism? Chapter 5. Between the Monolingual Norm and Superdiverse Voices Chapter 6. Teachers’ Perspectives in Busy Multilingual Classrooms Chapter 7. Towards Possibilities of Multilingual Pedagogies Chapter 8. Teacher Agency in Multilingual Pedagogies: No Guarantees References Index

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Affiche du document Epistle of Forgiveness — Epistle of Forgiveness
l-?Ala? al-Ma?arri Abu
5h11min15
Dictionnaires
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415 pages. Temps de lecture estimé 5h11min.
One of the most unusual books in classical Arabic literature, The Epistle of Forgiveness is the lengthy reply by the prolific Syrian poet and prose writer, Abu l-''Ala'' al-Ma''arri (d. 449/1057), to a letter by an obscure grammarian, Ibn al-Qarih. With biting irony, The Epistle of Forgiveness mocks Ibn al-Qarih’s hypocrisy and sycophancy by imagining he has died and arrived with some difficulty in Heaven, where he meets famous poets and philologists from the past. He also glimpses Hell, and converses with the Devil and various heretics. Al-Ma''arri—a maverick, a vegan, and often branded a heretic himself—seems to mock popular ideas about the Hereafter. This second volume is a point-by-point reply to Ibn al-Qarih’s letter using al-Ma''arri’s characteristic mixture of erudition, irony, and admonition, enlivened with anecdotes and poems. Among other things, he writes about hypocrites; heretical poets, princes, rebels, and mystics; apostates; piety; superstition; the plight of men of letters; collaborative authorship; wine-drinking; old age; repentance; pre-Islamic pilgrimage customs; and money. This remarkable book is the first complete translation in any language, all the more impressive because of al-Ma''arri’s highly ornate and difficult style, his use of rhymed prose, and numerous obscure words andexpressions.A bilingual Arabic-English edition.

Epistle of Forgiveness
l-?Ala? al-Ma?arri Abu
5h11min15
Dictionnaires
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415 pages. Temps de lecture estimé 5h11min.
One of the most unusual books in classical Arabic literature, The Epistle of Forgiveness is the lengthy reply by the prolific Syrian poet and prose writer, Abu l-''Ala'' al-Ma''arri (d. 449/1057), to a letter by an obscure grammarian, Ibn al-Qarih. With biting irony, The Epistle of Forgiveness mocks Ibn al-Qarih’s hypocrisy and sycophancy by imagining he has died and arrived with some difficulty in Heaven, where he meets famous poets and philologists from the past. He also glimpses Hell, and converses with the Devil and various heretics. Al-Ma''arri—a maverick, a vegan, and often branded a heretic himself—seems to mock popular ideas about the Hereafter. This second volume is a point-by-point reply to Ibn al-Qarih’s letter using al-Ma''arri’s characteristic mixture of erudition, irony, and admonition, enlivened with anecdotes and poems. Among other things, he writes about hypocrites; heretical poets, princes, rebels, and mystics; apostates; piety; superstition; the plight of men of letters; collaborative authorship; wine-drinking; old age; repentance; pre-Islamic pilgrimage customs; and money. This remarkable book is the first complete translation in any language, all the more impressive because of al-Ma''arri’s highly ornate and difficult style, his use of rhymed prose, and numerous obscure words andexpressions.A bilingual Arabic-English edition.

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Affiche du document Epistle of Forgiveness — Epistle of Forgiveness
l-?Ala? al-Ma?arri Abu
4h47min15
Dictionnaires
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383 pages. Temps de lecture estimé 4h47min.
One of the most unusual books in classical Arabic literature, The Epistle of Forgiveness is the lengthy reply by the prolific Syrian poet and prose writer Abu l-''Ala'' al-Ma''arri (d. 449/1057), to a letter written by an obscure grammarian, Ibn al-Qarih. With biting irony, The Epistle of Forgiveness mocks Ibn al-Qarih''s hypocrisy and sycophancy by imagining he has died and arrived with some difficulty in Heaven, where he meets famous poets and philologists from the past. He also glimpses Hell, and converses with the Devil and various heretics. Al-Ma''arri—a maverick, a vegan, and often branded a heretic himself—seems to mock popular ideas about the Hereafter. This book, the first of two volumes, includes Ibn al-Qarih’s initial letter to al-Ma''arri, as well as the first half of The Epistle of Forgiveness.This translation is the first complete translation in any language and retains the many digressions, difficult passages, and convoluted grammatical discussions of the original typically omitted in other translations. It is accompanied by a comprehensive introduction and detailed annotation. Replete with erudite commentary, amusing anecdotes, and sardonic wit, The Epistle of Forgiveness is an imaginative tour-de-force by one of the most pre-eminent figures in classical Arabic literature.A bilingual Arabic-English edition.

Epistle of Forgiveness
l-?Ala? al-Ma?arri Abu
4h47min15
Dictionnaires
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383 pages. Temps de lecture estimé 4h47min.
One of the most unusual books in classical Arabic literature, The Epistle of Forgiveness is the lengthy reply by the prolific Syrian poet and prose writer Abu l-''Ala'' al-Ma''arri (d. 449/1057), to a letter written by an obscure grammarian, Ibn al-Qarih. With biting irony, The Epistle of Forgiveness mocks Ibn al-Qarih''s hypocrisy and sycophancy by imagining he has died and arrived with some difficulty in Heaven, where he meets famous poets and philologists from the past. He also glimpses Hell, and converses with the Devil and various heretics. Al-Ma''arri—a maverick, a vegan, and often branded a heretic himself—seems to mock popular ideas about the Hereafter. This book, the first of two volumes, includes Ibn al-Qarih’s initial letter to al-Ma''arri, as well as the first half of The Epistle of Forgiveness.This translation is the first complete translation in any language and retains the many digressions, difficult passages, and convoluted grammatical discussions of the original typically omitted in other translations. It is accompanied by a comprehensive introduction and detailed annotation. Replete with erudite commentary, amusing anecdotes, and sardonic wit, The Epistle of Forgiveness is an imaginative tour-de-force by one of the most pre-eminent figures in classical Arabic literature.A bilingual Arabic-English edition.

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Affiche du document Favoriser l'apprentissage et le bien-être : Tutorat et autres dispositifs d'accompagnement — Favoriser l'apprentissage et le bien-être : Tutorat et autres dispositifs d'accompagnement
Cathia Papi
2h27min00
Maternelle et primaire
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196 pages. Temps de lecture estimé 2h27min.
La gestion de la pandémie de COVID-19 a exacerbé les failles du système scolaire et a entraîné des répercussions importantes sur l’apprentissage des élèves ainsi que sur la santé physique et mentale des enfants, des adolescents et des adultes qui les entourent. Réalisée entre l’été 2021 et l’été 2023, la recherche présentée dans cet ouvrage s’intéresse aux mesures instaurées par le gouvernement québécois concernant le bien-être de ces derniers, le tutorat et la glissade de l’été. Elle se fonde sur une revue de la littérature à ce sujet, sur 153 entretiens menés auprès d’actrices et d’acteurs des milieux scolaires, d’instances régionales de concertation et de différentes organisations, ainsi que sur les réponses de 309 directions d’écoles à un questionnaire. Cet ouvrage vise à faire le point sur la situation actuelle pour permettre de s’y adapter et s’adresse aux professionnelles et aux professionnels de l’éducation et de la recherche dans le domaine ainsi qu’aux responsables politiques et aux familles. La première partie permet de faire le point sur l’évolution de la situation et met en évidence une augmentation des lacunes et des difficultés constatées chez certains élèves ainsi que leurs répercussions sur les personnes qui leur enseignent. Elle présente également différentes initiatives prises par les directions d’écoles pour soutenir les élèves et le personnel scolaire. La deuxième partie porte sur les dispositifs d’accompagnement scolaire et tout particulièrement le tutorat. Elle fait ressortir la diversité des dispositifs proposés pour faciliter l’apprentissage et leurs effets positifs. La troisième et dernière partie traite des oublis qui ont lieu durant les vacances estivales et des dispositifs déployés pour aider les enfants et les adolescents à maintenir leurs acquis. Elle met en lumière l’existence d’une grande variété d’activités susceptibles de soutenir le bien-être et l’apprentissage durant l’été.

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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

Discourses, Identities and Investment in Foreign Language Learning
Jennifer Martyn
1h25min30
Langues
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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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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

Professional Development through Teacher Research
2h18min45
Langues
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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 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

Reflecting on the Common European Framework of Reference for Languages and its Companion Volume
1h22min30
Langues
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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 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

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 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

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 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

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 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

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 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

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 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

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 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

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 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

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 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

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 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

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 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

Teaching EAL
Robert Sharples
2h07min30
Langues
Youscribe plus
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 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

Critical Perspectives on Plurilingualism in Deaf Education
2h16min30
Langues
Youscribe plus
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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