This innovative collection brings together contributions from established and emerging scholars highlighting the "e;appliability"e; of Systemic Functional Linguistics and the ways in which theoretical and analytical conclusions drawn from its applications can inform and advance the study of language.
Die Mehrsprachigkeitsforschung verdeutlicht, welche Chancen sich für Kinder bieten, die in einer mehrsprachigen Umgebung aufwachsen, und wie der Weg zu mehr als einer Muttersprache bewältigt werden kann.
This comprehensive look at Chinese-heritage students' academic, sociocultural, and emotional development in the public schools examines pertinent educational theories; complex (even inconvenient) realities; learning practices in and outside of schools; and social, cultural, and linguistic complications in their academic lives across diverse settings, homes, and communities.
Standardized tests demand Standard English, but secondary students (grades 6-12) come to school speaking a variety of dialects and languages, thus creating a conflict between students' language of nurture and the expectations of school.
This volume illustrates the high potential of learner corpus investigations for research into the CAF triad by presenting eleven original learner corpus-based studies which are set within solid theoretical frameworks, examine learner corpora with state-of-the-art analytical techniques and yield highly interesting findings.
Navigating Languages, Literacies and Identities showcases innovative research at the interface of religion and multilingualism, offering an analytical focus on religion in children and adolescents' everyday lives and experiences.
This comprehensive, interdisciplinary handbook reviews the latest methods and technologies used in automated essay evaluation (AEE) methods and technologies.
This research-based, highly practical volume presents ways teachers and schools can accelerate literacy achievement with bilingual K6 students in both English and their home languages.
This book addresses translingual identities through an innovative multimodal analysis of the language learning histories of a class of advanced learners of English in Japan who grew up between two or more languages.
This edited volume provides innovative insights into how critical language pedagogy and taboo topics can inform and transform the teaching and learning of foreign languages.
This book examines medium of instruction in education and studies its social, economic, and political significance in the lives of people living in South Asia.
Questioning the construction of the 'native speaker' as an authority and ideal in language education, this book offers a critical and accessible engagement with research problematising notions of 'nativeness' while emphasising the interactional and ongoing nature of identity construction.
Studies of bilingual behavior have been proliferating for decades, yet short shrift has been given to its major manifestation, the incorporation of words from one language into the discourse of another.
This book invites readers to explore the complexity of becoming a teacher through the stories of two novice ELA teachers, Emelio and Rachel, over the course of their first two years.
This book equips pre-service teachers, research postgraduate students, teacher educators, and language specialists with specific knowledge and skills about the principles, research, and applications of digital portfolios within the EFL writing contexts.
This book focuses on how to address persistent linguistically structured inequalities in education, primarily in relation to South African schools, but also in conversation with Australian work and with resonances for other multilingual contexts around the world.
On Second Language Writing brings together internationally recognized scholars in a collection of original articles that, collectively, delineate and explore central issues with regard to theory, research, instruction, assessment, politics, articulation with other disciplines, and standards.
This book offers a comprehensive account of the methods and practice of learning modern languages, particularly Italian, in late sixteenth and early seventeenth century England.
This book introduces the Multilingual Approach to Diversity in Education (MADE), a framework that provides an extensive, holistic instrument with research-based teacher indicators for teachers, teacher educators, and administrators to deliver optimal education to multilingual learners in a range of contexts.
Building on Zoltan Dornyei's authoritative work in the field of learner motivation, this book introduces a new conceptualization-Directed Motivational Currents (DMCs)-and sets out the defining aspects of what they are, what they are not, and how they are related to language learning motivation.
Chamisso-Literatur – deutschsprachige Literaturerzeugnisse von Autorinnen und Autoren, die nicht deutscher Muttersprache sind – birgt großes didaktisches Potenzial.
In the study of bilingualism, the lexical level of language is of prime importance because, in practical terms, vocabulary acquisition is an essential prerequisite for the development of skill in language use; from a theoretical point of view, the mental lexicon, as a bridge between form and meaning, plays a crucial role in any model of language processing.
This collection brings together cutting-edge research and theoretical discussions on the linguistic, cultural, and political forces that shape multilingual Colombia, highlighting the country's unique sociolinguistic landscape and offering new insights into multilingualism in the Global South.
Developing Notetaking Skills in a Second Language combines theoretical perspectives with an analysis of empirical classroom studies and offers a detailed discussion that increases pedagogical awareness of factors impacting second language (L2) notetaking performance and instruction.
Uniquely bridging theory and practice, this text introduces and overviews the various domains associated with the term critical pedagogy in the field of TESOL/ELT.
This edited book makes a significant contribution to the relatively under-explored field of multilingualism and politics, approaching the topic from two key perspectives: multilingualism in politics, and the politics of multilingualism.
What if our notions of the nation as a site of belonging, the home as a safe place, or the mother tongue as a means to fluent comprehension did not apply?
This innovative, accessible book is an introduction to using digital storytelling in language teaching, with a focus on English as an Additional Language (EAL) instruction.
This guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency, using a framework based on principles of teaching and learning.
This volume looks at the preparation of future critical language teachers in the face of an increasingly multilingual and transcultural contemporary world.
Backed by evidence and research, this practical book presents an innovative yet comprehensive approach to teaching non-native English speakers the main communication and cultural competencies that are required to succeed in an international English-speaking workplace.
This book brings together new theoretical perspectives and bilingual education models from different sociopolitical and cultural contexts across the globe in order to address the importance of sociocultural, educational and linguistic environments that create, enhance or limit the ways in which diasporic children and young people acquire the 'Chinese' language.
CLIL is a pedagogical approach which has gained traction in different educational and geographical contexts as a key tool in language learning and teaching.
Contrary to previously held beliefs that bilingualism wonder hinder cognitive and language development in children, research has shown that bilingual children show enhanced cognitive flexibility and an ability to better focus their attention.
The importance of the early years in young children's lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young children's language and literacy development.
In their book, Othman and Senom provide a unique insight into the challenges faced by novice English as a Second Language (ESL) teachers and establish how mentoring can provide effective support for new teachers' professional development.
