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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

Ethical and Methodological Issues in Researching Young Language Learners in School Contexts
2h17min15
Langues
Youscribe plus
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 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

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 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

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 Developing and Evaluating Quality Bilingual Practices in Higher Education — Developing and Evaluating Quality Bilingual Practices in Higher Education
1h51min00
Etudes supérieures
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148 pages. Temps de lecture estimé 1h51min.
Widens the traditional focus on the construction of quality in HEIs and stresses that quality equates fit for purposeThis book provides an overview and evaluation of the quality of bilingual education found in internationalised higher education institutions. Its authors focus on the multifaceted roles that language(s) play in these growing multilingual spaces and analyse and identify the many factors that account for quality multilingual degree programmes. The chapters cover themes such as language policy, quality assurance tools and indicators of quality and the authors approach issues of quality from very different and complementary perspectives, adopting for example, temporal, evaluative and developmental positioning, and taking micro, meso and macro level perspectives, while still keeping sight of the local realities, practices and possibilities. The contributions are written by authors working in Brazil, Finland, Mexico, Portugal, Spain, Sweden, Switzerland and the UK and have implications for researchers, education coordinators, practitioners and other stakeholders who are looking to design, launch and evaluate new programmes in any higher education context worldwide.Contributors Emma Dafouz: Foreword: Quality in Multilingual Higher Education: From Supra-National Strategies to Institutional Realizations Fernando D. Rubio-Alcalá & Do Coyle: Introduction Chapter 1. Patrick Studer: Internationalization, Quality and Multilingualism in Higher Education: A Troublesome Relationship Chapter 2. Inmaculada Fortanet-Gómez: Building a Language Policy for Quality Multilingualism in Higher Education: From Theory to Practice Chapter 3. Kyria Finardi, Pat Moore and Felipe Guimarães: Glocalization and Internationalization in University Language Policy Making Chapter 4. Karin Båge and Jennifer Valcke: From EME to SDG. The Journey of a Medical University Chapter 5. Víctor Pavón Vázquez: The Role of Languages in the Internationalization of Higher Education: Institutional Challenges Chapter 6. David Marsh and Wendy Díaz Pérez: A Key Development Indicator Matrix for Systemizing CLIL in Higher Education Environments Chapter 7. Javier Ávila-López, Francisco Rubio-Cuenca and Rocío López-Lechuga: AGCEPESA Project: Designing a Tool to Measure Quality of Plurilingual Programs in Higher Education Chapter 8. David Lasagabaster: Team Teaching: A Way to Boost the Quality of EMI Programmes? Chapter 9. Maria Ellison: Understanding the Affective for Effective EMI in Higher Education Index

Developing and Evaluating Quality Bilingual Practices in Higher Education
1h51min00
Etudes supérieures
Youscribe plus
148 pages. Temps de lecture estimé 1h51min.
Widens the traditional focus on the construction of quality in HEIs and stresses that quality equates fit for purposeThis book provides an overview and evaluation of the quality of bilingual education found in internationalised higher education institutions. Its authors focus on the multifaceted roles that language(s) play in these growing multilingual spaces and analyse and identify the many factors that account for quality multilingual degree programmes. The chapters cover themes such as language policy, quality assurance tools and indicators of quality and the authors approach issues of quality from very different and complementary perspectives, adopting for example, temporal, evaluative and developmental positioning, and taking micro, meso and macro level perspectives, while still keeping sight of the local realities, practices and possibilities. The contributions are written by authors working in Brazil, Finland, Mexico, Portugal, Spain, Sweden, Switzerland and the UK and have implications for researchers, education coordinators, practitioners and other stakeholders who are looking to design, launch and evaluate new programmes in any higher education context worldwide.Contributors Emma Dafouz: Foreword: Quality in Multilingual Higher Education: From Supra-National Strategies to Institutional Realizations Fernando D. Rubio-Alcalá & Do Coyle: Introduction Chapter 1. Patrick Studer: Internationalization, Quality and Multilingualism in Higher Education: A Troublesome Relationship Chapter 2. Inmaculada Fortanet-Gómez: Building a Language Policy for Quality Multilingualism in Higher Education: From Theory to Practice Chapter 3. Kyria Finardi, Pat Moore and Felipe Guimarães: Glocalization and Internationalization in University Language Policy Making Chapter 4. Karin Båge and Jennifer Valcke: From EME to SDG. The Journey of a Medical University Chapter 5. Víctor Pavón Vázquez: The Role of Languages in the Internationalization of Higher Education: Institutional Challenges Chapter 6. David Marsh and Wendy Díaz Pérez: A Key Development Indicator Matrix for Systemizing CLIL in Higher Education Environments Chapter 7. Javier Ávila-López, Francisco Rubio-Cuenca and Rocío López-Lechuga: AGCEPESA Project: Designing a Tool to Measure Quality of Plurilingual Programs in Higher Education Chapter 8. David Lasagabaster: Team Teaching: A Way to Boost the Quality of EMI Programmes? Chapter 9. Maria Ellison: Understanding the Affective for Effective EMI in Higher Education 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

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 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

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 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

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 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

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 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

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 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

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 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

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 (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

(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 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

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 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

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 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

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 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

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 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

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 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

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 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

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 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

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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