Now in its third edition, this popular introduction to the foundations of research methods is designed to enable students and professionals in the field of applied linguistics to become not just casual consumers of research who passively read bits and pieces of a research article, but discerning consumers able to effectively use published research for practical purposes in educational settings.
CALL Research Perspectives creates a foundation for the study and practice of computer-assisted language learning and provides an overview of ways to conceptualize and to conduct research in CALL.
The Routledge Handbook of Translation and the City is the first multifaceted and cross-disciplinary overview of how cities can be read through the lens of translation and how translation studies can be enriched by an understanding of the complex dynamics of the city.
This book focuses on a wide range of topics about the current and emergent roles and uses of translation and translanguaging in the teaching and learning of foreign languages.
This volume provides an important contribution to the study of vocabulary and its relationship to English for Specific Purposes (ESP) research and teaching.
Making pragmatics accessible to a wide range of students and instructors without dumbing down the content of the field, this text for language professionals: raises awareness and increases knowledge and understanding of how human beings use language in real situations to engage in social action fosters the ability to think critically about language data and use helps readers develop the ability to "e;do pragmatics"e; The book features careful explanations of topics and concepts that are often difficult for uninitiated readers, a wealth of examples, mostly of natural speech from collected data sources, and attention to the needs of readers who are non-native speakers of English, with non-Western perspectives offered when possible.
This book extends lines of inquiry at the nexus of migration, adult language learning, and multilingualism, illuminating the lived experiences of migrants in the Faroe Islands and critical new insights into sociolinguistics from the periphery.
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 introductory text for students of linguistics, language, and education provides background and up-to-date information and resources that beginning researchers need for studying language diversity and education.
This book is about the challenges that come with initiatives to develop a more humanized, intersectional and negotiable landscape for English Language Teaching (ELT).
This book is carefully designed to inform and train readers in the techniques of content-based ESL instruction and to assist them in developing and implementing content-based materials and programs appropriate to their educational institutions and situations.
This book explores the lives of five Mexican immigrant-origin youths in the United States, documenting their language and literacy journeys over an eight-year period from adolescence to young adulthood.
How is language acquired when infants are exposed to multiple language input from birth and when adults are required to learn a second language after early childhood?
Post-colonial Curriculum Practices in South Asia gives a conceptual framework for curriculum design for English Language Teaching, taking into account context specific features in the teaching-learning settings of post-colonial South Asia.
Appropriate for those new to the topic and established scholars, this holistic text examines the nexus of advocacy and English-language teaching, beginning with theories of advocacy, covering constraints and challenges in practice, and offering a range of hands-on perspectives in different contexts and with different populations.
This book addresses the rise of the concept of the "e;Global Anglophone"e; in contemporary literary studies, both as an intellectual category and as a field designation.
Negotiating Critical Literacies in Classrooms brings together accounts of educators who have sought to make a difference in the lives of their students through literacy education--from university classrooms in the United States, England, and South Africa, to policy and curriculum development in Singapore and Australia.
Studying for a Masters in TESOL or Applied Linguistics provides the definitive go-to text for all students studying an MA in TESOL or Applied Linguistics, as well as closely related degrees such as an MA in English Language Teaching.
Although proficiency in vocabulary has long been recognized as basic to reading proficiency, there has been a paucity of research on vocabulary teaching and learning over the last two decades.
'Intercultural dialogue', as a concept and ideology in the European Union, stimulates a rational 21st century society where people can engage in (intercultural) communication on a global scale, and can do so openly and freely in conditions of security and mutual respect.
The Spanish Language in the United States addresses the rootedness of Spanish in the United States, its racialization, and Spanish speakers' resistance against racialization.
While there is much in the literature on ESL development, this book is the first of its kind to track the development of specific language abilities in an Intensive English Program (IEP) longitudinally and highlights the implications of this particular study's findings for future IEP implementation and practice and ESL and SLA research.
English Literacy Educators Working with Refugee Families highlights best practices for English literacy instruction when working with refugees in the United States.
Developing the Global Student addresses the question of how students of higher education can emerge from their university life better equipped to dwell more effectively, ethically, and comfortably amidst the turmoils of a globalizing world.
This book is the eighth volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF).
This book critically engages with theoretical shifts marked by the 'multilingual turn' in applied linguistics, and articulates the complexities associated with naming and engaging with the everyday language practices of bi/multilingual communities.
Presenting a mixed methods study conducted in a bilingual mathematics classroom in Zimbabwe, this text reveals the semantic pedagogical functions and linguistic forms of code-switching during STEM instruction.
Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy.
This book presents case studies of five schools engaged in radical change in order to engage with children's home languages and cultures in a more multilingual and inclusive way.
Designed for pre-service and novice teachers in ELT, What English Language 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 to help their students to learn English?
An in-depth study of a group of multilingual students from widening participation backgrounds on a first-year undergraduate academic writing programme.
Understanding how task complexity affects second language learning, interaction and spoken and written performance is essential to informed decisions about task design and sequencing in TBLT programs.
