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Affiche du document Traversée de mots

Traversée de mots

Bernard Barraud

57min45

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77 pages. Temps de lecture estimé 58min.
Bernard Barraud est né à Mont-de-Marsan (Landes), en 1961. Il a vécu une bonne partie de son enfance à Bourges (Cher), puis est arrivé à Nantes (Loire-Atlantique) où il réside toujours actuellement. Après des études de Lettres (en philosophie, linguistique, psychologie cognitive), il a enseigné auprès de publics très variés. Il est actuellement fonctionnaire territorial dans le secteur des solidarités humaines. Bernard Barraud a publié une trentaine de poèmes dans des revues, ainsi que sur des blogs. Traversée de mots est son deuxième livre. la foudre d’Alexandre s’abat-elle sur les étagères d’une bibliothèque ? Qu’est-ce qui se trame au dernier étage d’une tour carrée des îles Shetland ? Pourquoi des millions de mots meurent-ils chaque année ? Laissez-vous emporter par des histoires captivantes, des pensées éphémères et poétiques. Traversée de mots vous promet un voyage fantastique et extraordinaire, dans une réalité parallèle d’une logique implacable. Au rendez-vous, un humour iconoclaste qui secoue les certitudes, une magie des mots qui intrigue et une chorégraphie sémantique qui danse avec les subtilités de la langue. Par moments aussi, la mélancolie s’empare des mots, au détour d’une sombre actualité, pendant que des notes d’optimisme tentent de se faire entendre... Dans ce livre, poèmes, aphorismes, nouvelles s’y succèdent, tel un défilé de mots fantasques et tragiques, joyeux et mystérieux, aux frontières de la réalité et du rêve. Et si le poème, l’aphorisme et la nouvelle se présentent ici comme trois genres littéraires distincts, pourtant, entre chaque, c’est souvent un interstice où se glissent un peu de l’un, un peu de l’autre...
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Affiche du document Teacher Emotions as Personal and Professional Development in Applied Linguistics

Teacher Emotions as Personal and Professional Development in Applied Linguistics

2h30min45

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201 pages. Temps de lecture estimé 2h31min.
Underscores the need for more emotional reflexivity in language teachingPreviously, most studies in this area have focused on the reciprocal effects of language teachers’ emotions, identity, well-being and agency, with emotions often being portrayed as consequential entities. However, this book advances the field by exploring specifically how language teacher emotions can be used as tools for personal and professional development. The authors provide empirical, theoretical, conceptual and practical contributions which demonstrate how emotional responses provide data that can be analyzed and reflected upon and how emotions can be seen not as occurrences that are suffered, but as actions, judgments, choices, responsibilities and data that can be used to improve personal growth and professional lives. The chapters shed light on the potential of emotions as tools for teachers’ personal and professional development, such as, but not limited to, emotional literacy, emotional intelligence, emotional agility and regulation, emotional memory and self-exploratory and self-reflective inquiries.Contributors Acknowledgments Juyoung Song: Foreword Part 1: Establishing Teacher Emotions as Personal and Professional Development Chapter 1. Mohammad N. Karimi, Luis Javier Pentón Herrera and Behzad Mansouri: Introducing Teacher Emotions as Personal and Professional Development in Applied Linguistics                                  Chapter 2. Luis Javier Pentón Herrera and Anna Becker: Emotions in the Making: The Temporal Spectrum of Emotion Research in Applied Linguistics Chapter 3. Juyoung Song: Language Teacher Emotion as Critical Inquiry for Professional Development and Personal Growth Chapter 4. Pamela Kimario, Ruth Harman, Shuang Fu and Elizabeth W. Mutunga: Navigating Immigration Issues: Leveraging Teachers’ Emotions for Critical Awareness and Professional Development Chapter 5. Mohammad N. Karimi, Marzieh Khazraie and Behzad Mansouri: A Review-Based Model of the Interactions of Emotions, Psychological Well-Being and Personal/Professional Development Among Language Teachers Chapter 6. Mostafa Nazari: The Interplay between Language Teacher Reflection and Emotion: Surface Acting, Deep Acting and Expression of Genuine Emotions                                                                                            Chapter 7. Julia Goetze: Appraisal Theory – Exploring Emotions as Indicators of Teachers’ Goals and Beliefs  Part 2: Teacher Emotions as Personal Development Chapter 8. Zia Tajeddin and Maedeh Valamohammadi: Early Career Teachers’ Emotion Regulation in the Triadic Ecology of the Institution, Family and Teaching Experience Chapter 9. Mikel Gartziarena, Artzai Gaspar and Nerea Villabona: Pre-Service Teachers’ Emotions, Attitudes and Beliefs: Language Learning Experiences as Professional Development Enhancers in the Basque Country Chapter 10. Liv H. Detwiler and James Coda: 'It’s Never Finished': A Duoethnographic Retracing of Our Becoming as Language Educators Chapter 11. Takaaki Hiratsuka: Confronting Depression as an ALT in Japan Chapter 12. Eduardo Castro: We Feel, Therefore We Teach: Exploring Early-Career Language Teachers’ Emotion Regulation in Brazil Part 3: Teacher Emotions as Professional Development Chapter 13. Luis Javier Pentón Herrera, Ufuk Keleş and Bedrettin Yazan: Autoethnographic Writing as Professional Development in Language Teacher Education: Promoting Emotional, Critical and Transformative Self-Reflexivity Chapter 14. Eva Seidl: A Teacher’s Emotional Journey Towards Translation- and Interpreting-Oriented Language Teaching Chapter 15. Agnieszka Kałdonek-Crnjaković: Working with Language Learners with ADHD-like Behaviors: How a Postgraduate Course Shaped English Language Teachers’ Emotions Awareness and Agency in the Context of Their Professional Development Chapter 16. Jacob Rieker: Examining the Role of Language Teacher Educator Intentionality in Leveraging Novice Teacher Emotions as Sites for Professional Development: A Vygotskian Sociocultural Theoretical Perspective        Chapter 17 Sarah Louise Mason, and Alice Chik: Emotional Labor and English Language Teacher Professional Identity Development: Two Cases from Higher Education Peter I. De Costa: Afterword Index
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Affiche du document Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective

Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective

2h35min15

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207 pages. Temps de lecture estimé 2h35min.
Addresses the dual challenge of assessing content knowledge and language proficiency in multilingual classroomsThis book examines assessment, testing and evaluation within English-medium education contexts globally. It explores how assessments can effectively measure learning outcomes, integrating both content mastery and language proficiency in multilingual and multicultural classrooms. It features contributions from diverse experts worldwide and offers a comprehensive analysis of assessment practices, emerging trends and their implications for teaching and learning. The authors emphasise inclusivity, equity and effectiveness in English-medium instruction (EMI) assessment. The chapters address a range of topics within assessment, including designing assessments for both content and language goals; addressing challenges in EMI assessment; and incorporating emerging practices such as formative assessments and translanguaging. The book also discusses policy influences on EMI assessment, teacher assessment literacy and the role of innovative technologies like AI in EMI assessments. It provides practical examples and strategies, aiming to enhance EMI assessment practices and bridge the gap between theory and classroom implementation.Tables and Figures Contributors Acknowledgements Jack Pun, Samantha Curle and Pramod K. Sah: Introduction Chapter 1. Samantha Curle and Pınar Koçer: Exploring the Frontier: Efficacy, Challenges and Future Directions in English Medium Instruction Assessment Practices Chapter 2. Winfred Xuan: Understanding College Students’ Translanguaging Practice in Collaborative Writing from an ESP Course: Voices from Hong Kong  Chapter 3. Karna Rana and Pramod K. Sah: University Teachers’ Experiences of Online Testing in English-Medium Instruction Programmes in Nepal Chapter 4. Jieting Jerry Xin and Yuen Yi Lo: A Multiple-Case Study of Teachers’ Assessment Practices in EMI Chapter 5. Shuang He, Weihong Wang and Yonghua (Yoka) Wang: The Washback Effects of Assessment in a Chinese University EMI Programme Chapter 6. Prithvi N. Shrestha: Students’ Academic Reading in EMI and Assessment for Social Justice: The Case of a University in Nepal Through the Lens of Honneth’s Mutual Recognition  Chapter 7. Siyan Dang and Masakazu Iino: The Use of Artificial Intelligence in Japanese EMI Assessments: Under the Framework of Activity Theory Chapter 8. Mo Li and Rui Yuan: EMI Teachers’ Perceptions and Implementation of Assessment in Chinese Higher Education Chapter 9. Barry Lee Reynolds and Melissa H. Yu: Established Conceptual Frameworks for Exploring English-as-a-Medium-of-Instruction and Classroom Assessment in Taiwan: New Perspectives for Reflecting Assessment Practices Chapter 10. Joyce Kling and Slobodanka Dimova: An Exploratory Study to Examine the Role of Assessment Literacy in the EMI Classroom Chapter 11. Ron Martinez and Larissa Giordani Schmitt: Perceptions of English Medium Instruction in Brazil: How do Students and Instructors of Varying English Proficiency Levels Experience EMI? Chapter 12. Wenyun Jia and Qiuyi Zhu: Assessing Students’ Discipline-Specific Comprehension Ability in a Secondary English Medium Instruction Economics Classroom: The Role of Teacher–Researcher Collaboration Chapter 13. Slobodanka Dimova: Assessment in English-Medium Instruction in Higher Education: Current Research and Future Considerations Index
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Affiche du document Pedagogical Translanguaging

Pedagogical Translanguaging

2h11min15

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175 pages. Temps de lecture estimé 2h11min.
Addresses the pressing need to develop evidence-based teaching practices that lead to high-quality educationWith increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world. The volume breaks new ground in that all chapters share a focus on teachers as ‘knowledge generators’ and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school. Chapters 1, 3, 4 and 8 are free to download as open access publications under a CC BY NC ND licence. You can access them here: Chapter 1: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. An Introduction by Päivi Juvonen and Marie Källkvist https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden https://zenodo.org/records/5269113#.YSjxzI5KjIVContributors Nancy H. Hornberger: Foreword: Teaching and Researching in Linguistically and Culturally Diverse Classrooms  Chapter 1. Päivi Juvonen and Marie Källkvist: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives – An Introduction This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 2. Jim Cummins: Translanguaging: A Critical Analysis of Theoretical Claims Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 5. Gudrun Svensson: Developing Pedagogical Translanguaging in a Primary and Middle School Chapter 6. Valentina Carbonara and Andrea Scibetta: ‛我的…futuro?’: Multilingual Practices Shaping Classroom Interaction in Italian Mainstream Education Chapter 7. Anne Reath Warren: Semiotic Assemblages in Study Guidance in the Mother Tongue Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269113#.YSjxzI5KjIV Chapter 9. Jessica Sierk: Language 'Barriers' or Barriers to Translanguaging? Language as a 'Problem' in the New Latinx Diaspora Chapter 10. Jenny Rosén and Berit Lundgren: Challenging Monolingual Norms through Pedagogical Translanguaging in Adult Education for Immigrants in Sweden? Chapter 11. Oliver St John: Doing Multilingual Language Assistance in Swedish for Immigrants Classrooms Chapter 12. Anne Pitkänen-Huhta: Multilingualism in Language Education: Examining the Outcomes in the Context of Finland Francis M. Hult: Afterword Index
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Affiche du document Television Drama in Spain and Latin America

Television Drama in Spain and Latin America

Paul Julian Smith

1h47min15

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143 pages. Temps de lecture estimé 1h47min.
Television Drama in Spain and Latin America addresses two major topics within current cultural, media, and television studies: the question of fictional genres and that of transnational circulation. While much research has been carried out on both TV formats and remakes in the English-speaking world, almost nothing has been published on the huge and dynamic Spanish-speaking sector. This book discusses and analyses series since 2000 from Spain (in both Spanish and Catalan), Mexico, Venezuela, and (to a lesser extent) the US, employing both empirical research on production and distribution and textual analysis of content. The three genres examined are horror, biographical series, and sports-themed dramas; the three examples of format remakes are of a period mystery (Spain, Mexico), a romantic comedy (Venezuela, US), and a historical epic (Catalonia, Spain).Acknowledgements Introduction: TV Nations Genres 1. Transnational Horror Light: Production, Fandom, and Scholarship 2. Biopic TV in Mexico: Juana Inés (Canal Once, 2016), Hasta que te conocí: Juan Gabriel, mi historia [Until I Met You: Juan Gabriel, My Story] (Azteca, 2016) 3. Football TV: Club de Cuervos (Netflix, 2015–) Format Translations 4. Copycat Television? Gran Hotel [Grand Hotel] (Bambú/Antena 3, 2011–13) and El hotel de los secretos [The Hotel of Secrets] (Televisa, 2015–16) 5. Second Tier Reproduction: Juana la virgen (RCTV, 2002) and Jane the Virgin (CW, 2014–present) 6. Television Without a State: Temps de silenci [Time of Silence] (TV3, 2001–02) and Amar en tiempos revueltos [Loving in Troubled Times] (Diagonal/TVE1, 2005–) Conclusion: Series Planet Interview with Patricia Arriaga Jordán, Creator of Juana Inés (23 December 2016) Bibliography Index
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Affiche du document Language Teacher Emotion Regulation

Language Teacher Emotion Regulation

Sam Morris

1h42min45

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137 pages. Temps de lecture estimé 1h43min.
Responds to the demand into more research on causes of stress and burnout among teachersThis book seeks to understand how language teachers regulate and use their emotions to best serve themselves and their students. It furthers research in the field by providing an in-depth theoretical discussion of emotion regulation alongside a comprehensive exploration in Japan. The study at the heart of the book focuses on three important features: the strategies language teachers employ to regulate their emotions, the motives that they regulate in aid of, and the various contextual factors shaping their strategy and motive decision-making. The findings reveal numerous ways that language teacher emotion regulation is empowered and constrained by identities, notions of good practice, critical experiences and external pressures. The book provides theoretical models of emotion regulation alongside recommendations for researchers, trainers and teachers who are interested in understanding more about the emotional dimension of the language classroom.Acknowledgements Copyright Notice Acknowledgement of Financial Support Figures and Tables Foreword Chapter 1. Introduction to Language Teacher Emotion Regulation              Chapter 2. Theoretical Perspectives on Emotion Regulation        Chapter 3. Emotion Regulation in Applied Linguistics       Chapter 4. The Non-Japanese Teacher in Japan     Chapter 5. A Study of Emotion Regulation Chapter 6. Environment         Chapter 7. Attention Chapter 8. Cognition Chapter 9. Response              Chapter 10. Conclusion: Language Teacher Emotion Regulation Appendices References Index
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Affiche du document The Pragmatics of Intercultural Communicative Competence

The Pragmatics of Intercultural Communicative Competence

J. César Félix-Brasdefer

1h57min00

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156 pages. Temps de lecture estimé 1h57min.
Adds significantly to our understanding of meaning makingThis book presents a pragmatic perspective on the development of intercultural communicative competence and intercultural understanding by language learners in the foreign language classroom and in study abroad contexts. Using data from role-play interactions, intercultural episodes and student reflections, including both US learners of Spanish and multilingual learners of other languages, the book examines how a focus on pragmatics and metapragmatic awareness aids the development of intercultural competence. It also addresses current topics such as intercultural impoliteness, the negotiation of and reflection on speech acts at the discourse level, pragmatic competence, agency and pragmatic resistance. The book concludes with a reflection on what it means to be an intercultural speaker along with suggestions for both teaching and assessment.Figures and Tables Acknowledgements Transcription Conventions Introduction Chapter 1. Intercultural Communicative Competence as Language Use: A Pragmatic Perspective Chapter 2. Pragmatic Competence and Metapragmatic Awareness in Intercultural Understanding Chapter 3. Pragmatic-Discursive Perspective on Language Use and Intercultural Understanding Chapter 4. Pragmatic Learning and Intercultural Understanding in the Foreign Language Classroom    Chapter 5. Negotiating Refusals: Sociopragmatic Awareness and Insights from Study Abroad Learners Chapter 6. Intercultural Impoliteness, Reflexive Awareness, and Agency in Study Abroad Contexts Conclusion References Index
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Affiche du document Children's Additional Language Learning in Instructional Settings

Children's Additional Language Learning in Instructional Settings

Yuko Goto Butler

2h10min30

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174 pages. Temps de lecture estimé 2h10min.
Provides a comprehensive overview of the current understanding of young learners’ additional language learningThis book provides the first comprehensive overview of young children’s language learning in pre-primary and primary education. It collates research to date on language development and pedagogy among children learning a language in addition to their home language(s) in instructional settings, providing readers with a thorough understanding of the topic and directions for further study. The book promotes a learner-centered approach to research and teaching and encourages critical reflection on how best to conduct research among children. It recognizes the substantial diversity of young language learning experiences and pays attention to individual differences and variability in children’s language development, embracing an ecological perspective sensitive to contextual factors. Closing the gap between research and practice, each chapter opens with pedagogical or policy-related questions, explores relevant theories and research findings from instructed second language acquisition, and offers discussion questions and recommended reading for further reflection and study. This will be invaluable reading for all those who are undertaking research and working with young language learners.Abbreviations Introduction Chapter 1. Exploring Children’s Additional Language Learning in School Why understanding their development is so challenging? Chapter 2. First Language Development and its Diversity What do children know about and do with language before attending additional language classes? Chapter 3. The Influence of Starting Age Is "the younger, the better" true for additional language learning? Chapter 4. The Roles of Cognitive Development and First Language What distinguishes children’s additional language learning from their first language learning and adults’ additional language learning? Chapter 5. Written Language Development How do children learn to read and write in an additional language? Chapter 6. Tasks and Interactions in Language Classrooms How do tasks and interactions promote children’s additional language learning? Chapter 7. Affect and Social Factors What do we know about the role of affect and social factors in children’s additional language learning? Chapter 8. Digital Technology and Children’s Language Learning How does digital technology influence children’s additional language learning? Chapter 9. Teaching and Teachers of Young Language Learners What is unique about teaching additional language to children? Chapter 10. Assessing Additional Language Learning What should teachers keep in mind when assessing children’s additional language learning? Chapter 11. Learning Additional Languages through Academic Content How do children learn both language and content? Chapter 12. Future Directions for Research What considerations are necessary when researching children’s additional language learning? References Discussion Questions and Additional Readings Index
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Affiche du document Language Diversity, Policy and Social Justice

Language Diversity, Policy and Social Justice

1h51min45

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149 pages. Temps de lecture estimé 1h52min.
Advocates for social justice for language minoritized populations around the worldThis book honors the impactful work of Terrence G. Wiley on advancing social justice in the areas of language diversity and language policy. It brings together a group of experienced scholars to provide an overview of research and progress in three areas: heritage and community language education, ideologies of language and literacies, and language policy. The chapters cover a wide range of formal and informal learning spaces and address language policies and practices from the national to the local levels. The international appeal of Wiley’s work is represented through the rich diversity of the contributing scholars and research contexts. With an emphasis on advancing scholarship and advocacy for language minoritized populations in the United States and around the world, this book will be of interest to graduate students and researchers in the fields of language education, language policy and sociolinguistics.Contributors Kellie Rolstad, Wayne Wright, Na Liu and Jeff MacSwan: Preface 1. Kellie Rolstad: The Multipurpose Professor: The Life and Legacy of Terrence G. Wiley Part 1: Heritage and Community Language Education 2. Jin Sook Lee and Samantha Harris: Hallyu’s Role in Changing the Landscape of Korean Heritage Language Education 3. Teresa L. McCarty: Local Knowledge, Border Thinking and Activism: Keystones in Terrence Wiley’s Interdisciplinary Scholarship for Indigenous Language Education 4. Wayne E. Wright and Virak Chan: Khmer Heritage Language in Linguistic and Broadcast Media Landscape of Cambodia Town USA 5. Na Liu and Byeong-Keun You: From Researchers to Parent Stakeholders: Case Studies of Chinese and Korean Heritage Language-Community Language (HL-CL) Education Part 2: Ideologies of Language and Literacies 6. Kellie Rolstad, Jeff MacSwan, Christian J. Faltis and Carole Edelsky: The Legacy of the Great Divide in Multilingual Education: Historical Methods in the Study of Language Ideology 7. Peter Sayer: Language Policy and Ideological Tensions in TESOL and Bilingual Education 8. Jennifer Renn and Annie Laurie Duguay: Dismantling English-Only and Standard Language Ideologies in Education through Researcher-Practitioner Collaboration Part 3: Language Policy 9. Jeff Bale: History, (Dis-)Continuity and Language Policy 10. Sarah C.K. Moore: Historical and Contemporary Language Policymaking: The Politics of English-Only and Persistence of Bilingual Education 11. Karen E. Lillie and M. Beatriz Arias: Language Policy, Social Justice and the Law 12. Jingning Zhang and Huifeng Zeng: Chinese EFL Students’ Attitudes Towards China English Accents and the ‘Critical Moments’ of Attitudinal Change Terrence G. Wiley: Afterword: In Appreciation Appendix Publications by Terrence G. Wiley Index
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Affiche du document Intercultural Service Learning

Intercultural Service Learning

Petra Rauschert

2h27min00

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196 pages. Temps de lecture estimé 2h27min.
First book dedicated to ISL that examines service learning in foreign language classroomsThis book provides a much-needed overview of the theory and practice of intercultural service learning (ISL), an approach that combines curricular learning, intercultural encounters and community service. It includes a model that outlines the essential components of this pedagogy and which is intended to serve as a foundation for practitioners developing their projects. Practical examples offer templates and inspiration, while the scholarly examination of the projects demonstrates the approach's potential. The book concludes with considerations on how to assess intercultural and democratic competences in ISL projects and practical implementation guidelines. Suitable for both in-service foreign language educators at all levels and for use in teacher training, the book provides a practical guide to a holistic pedagogy that is increasingly being used by educators keen to engage their students in an ever more interconnected world.Tables and Figures Contributors Acknowledgements Abbreviations Student Voices Michael Byram: Foreword Petra Rauschert: Introduction  Part 1: Intercultural Service Learning (ISL) – Concepts and Standards 1.1 Petra Rauschert and Jacqueline Alexander: Interculturality in the Foreign Language Classroom 1.2 Jacqueline Alexander: Defining Intercultural Service Learning 1.3 Jacqueline Alexander: Quality Standards 1.4 Jacqueline Alexander: Effects and Potential of ISL  1.5 Petra Rauschert: Critical Perspectives  1.6 Petra Rauschert: Pedagogies Related to ISL  Part 2: Theoretical Frameworks 2.1 Petra Rauschert: Integrating ISL and Intercultural Citizenship Education  2.2 Petra Rauschert: A Comprehensive Model of Intercultural Service Learning in Foreign Language Education  2.3 Petra Rauschert: Structuring ISL Projects Part 3: ISL in Practice: Ideas, Examples and Evaluation 3.1 ISL Type I (Within One Country) 3.1.1 Petra Rauschert and Claudia Mustroph: Global Peace Path  3.1.2 Jacqueline Alexander, Petra Rauschert and Michelle Stannard: Around the World in 30 Recipes 3.1.3 Ilianna Mitskopoulou: Museum Project 3.2 ISL Type II (Between Countries) 3.2.1 Petra Rauschert: Happiness – Perspectives from India and Germany 3.2.2 Petra Rauschert: Students Training Managers 3.2.3 Xinrui Chang, Petra Rauschert and Aman Verma: Wiser Decisions – An Ecopedagogical Approach Based on Literature  Part 4. Assessing ISL Projects 4.1 Jacqueline Alexander: Assessing Learning in ISL Projects – General Considerations  4.2 Jacqueline Alexander: Assessing Intercultural Citizenship Competence  4.3 Petra Rauschert: Assessing Democratic Competences in ISL Projects  Jacqueline Alexander: Concluding Remarks Glossary Index
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Affiche du document Dynamics of L2 Sociolinguistic Development in Adulthood

Dynamics of L2 Sociolinguistic Development in Adulthood

Mason A. Wirtz

1h53min15

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

Teacher Agency in Multilingual Pedagogies

Thomas Quehl

1h23min15

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

Discourses, Identities and Investment in Foreign Language Learning

Jennifer Martyn

1h25min30

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

Professional Development through Teacher Research

2h18min45

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

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

1h22min30

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

Person to Person Peacebuilding, Intercultural Communication and English Language Teaching

Amy Jo Minett

2h02min15

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