Teaching and Learning in a Multilingual School: Choices, Risks, and Dilemmas is for teachers and teacher educators working in communities that educate children who do not speak English as a first language.
This timely book provides effective methods and authentic examples of teaching about climate change through digital and multimodal media production in the English Language Arts classroom.
The Second Language Learning Processes of Students with Specific Learning Difficulties is the only recent book available to offer a detailed and in-depth discussion of the second language learning processes of students with specific learning difficulties (SpLDs).
This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum.
Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers' professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers' work.
Anglophone Literature in Second Language Teacher Education proposes new ways that literature, and more generally culture, can be used to educate future teachers of English as a second language.
Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective.
This volume brings together scholars in sociolinguistics and the sociology of new media and mobile technologies who are working on different social and communicative aspects of the Latino diaspora.
Navigating TESOL is a comprehensive, research-based resource which serves as a practical guide for students of Teaching English to Speakers of Other Languages (TESOL) for the duration of their master's or certificate program.
Teaching English to Second Language Learners in Academic Contexts: Reading, Writing, Listening, and Speaking provides the fundamental knowledge that ESL and EFL teachers need to teach the four language skills.
Bringing together a comprehensive collection of newly-commissioned articles, this Handbook covers the most recent developments across a range of sub-fields relevant to the study of second language Spanish.
Putting a multiliteracies framework at the center of the world language curriculum, this volume brings together college-level curricular innovations and classroom projects that address differences in meaning and worldviews expressed in learners' primary and target languages.
Literacy researchers at all stages of their careers are designing and developing innovative new methods for analyzing data in a range of spaces in and out of school.
This book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language.
2024 AESA Critics' Choice Book AwardThis volume demonstrates how multilingual schooling can enhance democracy through a connection with the policies and practices of critical education.
This book's innovative approach proposes Language for Teaching Purposes as a distinct field of enquiry and practice within Language for Specific Purposes.
The role of English in the global arena has prompted official language-in-education policy makers to adopt language education policies to enable its citizens to be proficient in English and to access knowledge.
This book explores the present-day Irish Diaspora in Argentina, using oral narrative and a sociolinguistic theoretical framework to draw out the features that define contemporary Hiberno-Argentine identity.
Despite the key role played by second language acquisition (SLA) courses in linguistics, teacher education and language teaching degrees, participants often struggle to bridge the gap between SLA theories and their many applications in the classroom.
A number of previous approaches to linguistic borrowing and contact phenomena in general have concluded that there are no formal boundaries whatsoever to the kinds of material that can pass from one language into another.
In Equitable Instruction for English Learners in the Content Areas, ESL expert Valentina Gonzalez shows you how to meet the needs of English learners in K-8 classrooms.
This collection of thirteen essays examines sociolinguistic phenomena in a wide variety of marginal environments, providing both an overview of globalizaiton on the margins and a foundation for an expanded understanding of the processes of linguistic and cultural changes at work in these settings.
This book showcases how teacher educators from diverse backgrounds, contexts, and realities approach English language teacher education with a critical stance.
Provides a comprehensive overview of third language acquisition (additive multilingualism) in adulthood, an increasingly important subfield of language acquisition.
Taking a critical, research-oriented perspective, this exploration of the theoretical, empirical, and pedagogical connections between the reading and teaching of young adult literature and adolescent identity development centers around three key questions: Who are the teens reading young adult literature?
This volume theorizes parent participation in a bilingual school community in California, unpacking broader issues around language ideologies, language and power, and parent collaboration in diverse educational contexts.
This volume provides an up-to-date and evaluative review of theoretical and empirical stances on emotion and its close interaction with language and cognition in monolingual and bilingual individuals.
The impact of globalisation is increasingly evident through both mass migration and the social, political, and economic changes that have produced new and growing social divides.
Currently, linguistic minority students - students who speak a language other than English at home - represent 21% of the entire K-12 student population and 11% of the college student population.
Bridging Cultures Between Home and School: A Guide for Teachers is intended to stimulate broad thinking about how to meet the challenges of education in a pluralistic society.
With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives.
In an increasingly interconnected world, supporting students as they learn to communicate in linguistically diverse intercultural settings is a significant aim of English language and international education.
Recognizing new opportunities and challenges brought about by technological and social change, as well as the COVID-19 pandemic, this volume explores innovative design, implementation, and pedagogy for practica experiences in teacher education programs in the field of Teaching English to Speakers of Other Languages.
A much-needed resource on plurilingual pedagogies, this book counters the common dominant English-only approach found in writing and composition classrooms by identifying practices and pedagogies that support multilingual students.
