In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education.
This book considers what is at stake for professionals whose work increasingly involves communicating in linguistically and culturally diverse contexts, and argues for the need to better understand the crucial role of languages and cultures in the modern workplace.
Corpus Use in Italian Language Pedagogy: Exploring the Effects of Data-Driven Learning provides a comprehensive overview of corpus use in Italian L2 Pedagogy.
Fast-paced, practical, and innovative, this text for pre-service and in-service teachers features clear, easily accessible lessons and professional development activities to improve the delivery of academic language/literacy education across the content areas in junior/middle school and high school classrooms.
In a social setting where speakers with several languages interact extensively, a major source of variation in Colloquial Singapore English comes from the complex interaction between crosslinguistic influences and various social and linguistic factors.
Now in its fourth edition, ESL (ELL) Literacy Instruction combines a comprehensive scope with practical, research-based tools and applications for reading instruction.
This Handbook provides a comprehensive treatment of basic and more advanced research methodologies in applied linguistics and offers a state-of-the-art review of methods particular to various domains within the field.
This book focuses on literary multilingualism and specifically on the challenging condition of writing in Trieste, a key European borderland located at the intersection between the Latin, Germanic and Slav civilisations.
Japanese Grammar: The Connecting Point is instrumental for anyone learning Japanese who seeks to gain a firm grasp of the most important aspect of the language: verb usage.
Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English?
The book explores the pedagogical potential of autobiographical writing in English-as-a-foreign language, approaching the topic from an educational, longitudinal, dialogical, and social perspective.
This book contributes to overcoming the deficit in research on emotions in foreign language learning in the domain of computer-assisted language learning (CALL) in both traditional and virtual settings.
Designed for courses on theories and methods of teaching college writing, this text is distinguished by its emphasis on giving teachers a foundation of knowledge for teaching writing to a diverse student body.
In this book, Phan Le-Ha identifies and discusses four growing self-sustained/sustaining fundamental phenomena in transnational education (TNE), namely (1) the planned, evolving and transformative mediocrity behind the endorsement of English-medium education legitimized by the interactive Asia-the West relationship; (2) the strategic employment of the terms 'Asia/Asian' and 'West/Western' by all stakeholders in their perceptions and construction of choice, quality, rigour, reliability and attractiveness of programs, courses, and locations; (3) the adjusted desire for an imagined (and often misinformed) 'West' among various stakeholders of transnational education; and (4) the assigned and self-realized ownership of English by otherwise normally on-the-margin groups of speakers.
Doing Research in Applied Linguistics: Realities, dilemmas, and solutions provides insight and guidance for those undertaking research, and shows the reader how to deal with the challenges of this research involving real people in real settings.
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.
Transformative L2 Teacher Education Innovations features empirical research studies informed by Vygotskian Sociocultural Theory (VSCT) that are explicitly and intentionally designed to transform second language (L2) teacher reasoning and thinking, as well as L2 teaching practices and pedagogical choices.
Bringing a fresh and lively approach to language study, Learning about Language is an exciting collection of fun, creative activities and warm-up games that explore the multifaceted nature of the English language.
Drawing on work from both eminent and emerging scholars in translation and interpreting studies, this collection offers a critical reflection on current methodological practices in these fields toward strengthening the theoretical and empirical ties between them.
Teaching Social Studies to English Language Learners provides readers with a comprehensive understanding of both the challenges that face English language learners (ELLs) and ways in which educators might address them in the social studies classroom.
*Winner of the 2019 AAAL First Book Award*Racialized Identities in Second Language Learning: Speaking Blackness in Brazil provides a critical overview and original sociolinguistic analysis of the African American experience in second language learning.
Researching Education for Social Justice in Multilingual Settings provides innovative guidance on carrying out qualitative research in education by offering a wide range of examples of research projects with a focus on the methodologies and data collection strategies used.
Written for Higher Education educators, managers and policy-makers, Plagiarism, the Internet and Student Learning combines theoretical understandings with a practical model of plagiarism and aims to explain why and how plagiarism developed.
This multidisciplinary collection examines the connections between education, migration and translation across school and higher education sectors, and a broad range of socio-geographical contexts.
In this book, Joel Spring offers a powerful and closely reasoned justification and definition for the universal right to education--applicable to all cultures--as provided for in Article 26 of the United Nation's Universal Declaration of Human Rights.
This book shines a light on novel and less familiar domains of early English language education for children aged 3 to 12, in mainstream and out-of-school settings.
An essential text on discourse theory and analytic methods, this book demonstrates the possibilities of using discourse analysis to better understand language, literacy, culture, and teaching.
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.
TESOL and the Cult of Speed in the Age of Neoliberal Mobility argues that because the nexus between TESOL and the cult of speed in an age of increased neoliberal mobility has not yet been explicitly unpacked, discussed, identified and theorized, the implications of this socio-economic phenomenon for TESOL policies, curricula, pedagogies and practices have been overlooked.
Power, Culture, and Family-School Relations: Towards Culturally Sustaining Practices explores the extent to which common practices in school-based family outreach advance equity or sustain the status quo in power and cultural relations.
This book empirically explores how different linguistic resources are utilized to achieve appropriate workplace role inhabitance and to achieve work-oriented communicative ends in a variety of workplaces in Japan.
