This book examines the development of English as a written vernacular and identifies that development as a process of community building that occurred in a multilingual context.
Located at the intersection of sociolinguistics and Hip Hop Studies, this cutting-edge book moves around the world - spanning Africa, Asia, Australia, the Americas and the European Union - to explore Hip Hop cultures, youth identities, the politics of language, and the simultaneous processes of globalization and localization.
This volume, containing fourteen invited papers on foreign-language policy, starts off with a brief history of foreign-language teaching policy in the Netherlands.
In this powerful, multidisciplinary book, Tove Skutnabb-Kangas shows how most indigenous and minority education contributes to linguistic genocide according to United Nations definitions.
Drawing on the underrepresentation of the Global South in global knowledge production with a focus on the existing inequalities, the book highlights the importance of postcolonial narratives within Global Southern epistemologies in English language teaching (ELT) and Teaching English to Speakers of Other Languages (TESOL).
Shortlisted for the 2020 ESSE Book Award in English Language and LinguisticsThis monograph is the first comprehensive study of topicalization in Asian second-language varieties of English and provides an in-depth analysis of the forms, functions, and frequencies of topicalization in four Asian Englishes.
Longitudinal Studies of Second Language Learning: Quantitative Methods and Outcomes provides a how-to guide to choosing, using, and understanding quantitative longitudinal research and sampling methods in second and foreign language learning.
The Routledge Handbook of Contemporary English Pronunciation provides a comprehensive survey of this field covering both theoretical and practical perspectives on pronunciation.
Present-day globalization, migration, and the spread of English have resulted in a great diversity of social and educational contexts in which English learning is taking place.
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.
Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners.
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.
Technology- mediated language learning has matured over the past few decades, with various tools and contexts now widely used in language education for all ages and levels.
This text offers pre-service and in-service teachers pragmatic strategies for teaching middle-grades literacy in culturally proactive and sustaining ways.
From the time of its inception in Canada, multiculturalism has generated varied reactions, none more starkly than between French and English Canadians.
This volume examines revolutionary constructs in literacy education and demonstrates how they have been gentrified, whitewashed, and appropriated, losing their revolutionary edge so as to become palatable for the mainstream.
In this cutting-edge book on L2 teacher education, experts Johnson, Verity, and Childs demonstrate how praxis-oriented pedagogy grounded in the principles of Vygotskian Sociocultural Theory (VSCT) can have a meaningful impact on L2 teachers' development.
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.
This book seeks a better understanding of the sociocultural and ideological factors that influence English study in Japan and study-abroad contexts such as university-bound high schools, female-dominant English classes at college, ESL schools in Canada, and private or university-affiliated ESL programs in Singapore and Malaysia.
This edited book offers a new look at community and heritage languages schools around the world, providing a comprehensive and nuanced portrait of language education and cultural understanding in and beyond school contexts.
The Routledge Handbook of Language and Superdiversity provides an accessible and authoritative overview of this growing area, the linguistic analysis of interaction in superdiverse cities.
This edited volume examines current themes in the neurolinguistic study of multilingual and monolingual adults and highlights several new directions the field is moving toward.
This book examines how foreign language speakers establish and maintain social and transactional relationships in their target language, and how pedagogic intervention can help learners implement practices that will allow them to participate and react in both socially acceptable and individualistically empowering ways.
By reconceptualizing successful communication in a foreign language as an enjoyable and uplifting experience, this volume moves beyond a focus on grammatical accuracy and fluency to foreground the ways in which foreign language learners can be encouraged to build on previous achievements and communicative successes in the target language and so develop confidence, commitment and cross-cultural relational ability.
Language, Literacy and Diversity brings together researchers who are leading the innovative and important re-theorization of language and literacy in relation to social mobility, multilingualism and globalization.
This book aims to contribute to the discipline of teaching English as an international language by exploring teachers' reflections on the recent changes within the English language for their teaching profession.
This edited volume unpacks the familiar concepts of language, literacy and learning, and promotes dialogue and bridge building within and across these concepts.
In this special edited volume, the editors and invited English Medium Instruction (EMI) researchers, from different parts of the world, outline the latest EMI research methods.
Enriching ESOL Pedagogy: Readings and Activities for Engagement, Reflection, and Inquiry is a collection of thought-provoking articles and activities designed to engage practicing and prospective ESOL teachers in an ongoing process of reflecting on, critically examining, and investigating theory and practice.
