Language teaching and learning

The field of second language learning research has grown rapidly in recent years.

Reflexionskompetenz wird als Schlusselkompetenz in der (Fremdsprachen-)Lehrerbildung angesehen.

Reflexionskompetenz wird als Schlusselkompetenz in der (Fremdsprachen-)Lehrerbildung angesehen.

Through insiders' perspectives and narratives, this edited collection provides insight into the lived experiences of recent graduates of various English Applied Linguistics and/or TESOL doctoral programs in North America.

The twenty-first century Reading War is, in fact, nothing new, but some of the details are unique to our current culture driven by social media.

This edited volume examines topics related to digital and internet-based research methods in the interdisciplinary field of applied linguistics.

This edited volume examines topics related to digital and internet-based research methods in the interdisciplinary field of applied linguistics.

The twenty-first century Reading War is, in fact, nothing new, but some of the details are unique to our current culture driven by social media.

This unique volume focuses on the development of Chinese as a Second Language (CSL) teachers in the global context.

Through insiders' perspectives and narratives, this edited collection provides insight into the lived experiences of recent graduates of various English Applied Linguistics and/or TESOL doctoral programs in North America.

The twenty-first century Reading War is, in fact, nothing new, but some of the details are unique to our current culture driven by social media.

This edited volume examines co-teaching and integrated service delivery for English learners (ELs).

This book is written for K-12 teachers and educators to understand the school experiences and life journeys of the English Language Learners (ELLs) through four Chinese ELLs by documenting their transitional experiences into an American school.

This volume sheds new light on the question of a "e;Soviet model"e; by examining how a particular Soviet system of science and higher education emerged, how it was exported and imported across varying local, national and international settings, and how key aspects of it outlived the political system that fostered it.

The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987).

American author Kurt Vonnegut has famously declared that writing is unteachable, yet formal education persists in that task.

The Readings in Language Studies series presents international perspectives on important and emergent themes in language studies: critical pedagogy, language and power, language and identity, second language acquisition, conceptualizations of language, teachers and teaching.

Second Language Testing for Student Evaluation and Classroom Research and its accompanying Student Workbook are introductory-level resources for classroom teachers of all levels of experience, and early-career graduate students in applied linguistics, TESOL, and second/foreign language teaching programs.

This book is designed to provide practical applications of sociocultural theory with regard to teachers' roles in second language education.

The Matter of Practice presents work by teacher-scholars from around the world who are rethinking the relationship between matter and meaning.

The book, Teaching ELLs Across Content Areas: Issues and Strategies, is a unique, useful text written for K-12 teachers.

This book is a synthesis of important topics in studying multilingualism: dynamic multilingualism, translanguaging, language policy, bilingual education, and bilingualism and cognition.

In 2002, this series was launched with its first volume, Literacy and the Second Language Learner, which contained many noteworthy research studies in the learning and teaching of second language reading.

Service-Learning for Diverse Communities: Critical Pedagogy and Mentoring English Learners (2nd Edition) provides a foundation for understanding service-learning (SL) practices for those working with English Learners or pre-service teachers who have ELs in their classroom.

This book provides an alternative to the more conventional modes of qualitative and quantitative inquiry currently used in professional training programs, particularly in education.

Typically, books on evaluation in the second and foreign language field deal with large programs and often result from large-scale studies done by the authors.

This book challenges the reader to consider issues of language and linguistic discrimination as they impact world language education.

Through insiders' perspectives and narratives, this edited collection provides insight into the lived experiences of recent graduates of various English Applied Linguistics and/or TESOL doctoral programs in North America.

This book provides an alternative to the more conventional modes of qualitative and quantitative inquiry currently used in professional training programs, particularly in education.

Critical Questions, Critical Perspectives: Language and the Second Language Educator is intended primarily for language educators, broadly conceived, and thus is appropriate for not only foreign language teachers, but also individuals teaching English to speakers of other languages in both Anglophone and non-Anglophone settings, teachers in bilingual education programs, heritage language teachers in both formal and informal settings, and others whose work involves language teaching and learning.

This book sets out to explore the intersections between matters not frequently yoked in academic discussions: spirituality, social justice, and the learning of world languages.

The field of second language learning research has grown rapidly in recent years.

There is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world.

Second Language Testing for Student Evaluation and Classroom Research and its accompanying Student Workbook are introductory-level resources for classroom teachers of all levels of experience, and early-career graduate students in applied linguistics, TESOL, and second/foreign language teaching programs.

The topic of bilingualism has aroused considerable interest in research on language acquisition in recent decades.

American author Kurt Vonnegut has famously declared that writing is unteachable, yet formal education persists in that task.

This book introduces pre-service and in-service foreign language teachers to the basic concepts of critical educational study as applied to the sociological position occupied by foreign language education in the United States.

In 2002, this series was launched with its first volume, Literacy and the Second Language Learner, which contained many noteworthy research studies in the learning and teaching of second language reading.

Zhao (Michigan State U.

This book is intended for high school content teachers, preservice teachers preparing to teach in a subject matter area, college faculty involved in both pre-service and in-service teacher preparation, curriculum developers, and policy makers in teacher education.

Typically, books on evaluation in the second and foreign language field deal with large programs and often result from large-scale studies done by the authors.

Sometimes you need to hear the story from the beginning.

The vision of this book has been to represent the work of educators and scholars invested in moving education beyond insular models of language study and cultural awareness to more globally representative and inclusive interactions that range from the studied word to the lived experience, and from reading the word to read the world (Freire & Macedo, 1987).

This book is written for K-12 teachers and educators to understand the school experiences and life journeys of the English Language Learners (ELLs) through four Chinese ELLs by documenting their transitional experiences into an American school.

Typically, books on evaluation in the second and foreign language field deal with large programs and often result from large-scale studies done by the authors.

The book, Teaching ELLs Across Content Areas: Issues and Strategies, is a unique, useful text written for K-12 teachers.

There is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world.

There is pressure on world language educators to prepare learners with 21st century skills to meet the challenges of an increasingly interconnected globalized world.

Dewey's idea of Project-based Learning (PBL) was introduced into the field of second language education nearly two decades ago as a way to reflect the principles of student-centered teaching (Hedge, 1993).

Critical Questions, Critical Perspectives: Language and the Second Language Educator is intended primarily for language educators, broadly conceived, and thus is appropriate for not only foreign language teachers, but also individuals teaching English to speakers of other languages in both Anglophone and non-Anglophone settings, teachers in bilingual education programs, heritage language teachers in both formal and informal settings, and others whose work involves language teaching and learning.