This book focuses on the challenges of teaching in diversely multilingual classrooms, discussing how these challenges and complexities interact in the preparation of teachers (language & content areas) in and for multilingual settings, and how they impact on educational processes, developments, and outcomes.
**Honored as a 2013 Choice Outstanding Academic Title**Comprising state-of-the-art research, this substantially expanded and revised Handbook discusses the latest global and interdisciplinary issues across bilingualism and multilingualism.
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 volume explores the instructional use of creative writing in secondary and post-secondary contexts to enhance students' language proficiency and expression in English as a second or foreign language (ESL/EFL).
This skills-oriented handbook for English Medium Instruction (EMI) learners provides students with a toolbox of strategies and approaches to maximise their performance in their courses.
Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 7, is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning.
The 19th-century European notion of the one people-one language nation as the ideal state has been a very pervasive influence in spite of the fact that most countries in the world today are multilingual, that is they contain ethnic groups in contact and not infrequently in competition.
This collection re-imagines language and communication through an ethnographic sociolinguistic lens, foregrounding perspectives on collective projects that grapple with the relationship between past, present, and future towards confronting structural inequalities.
The first book-length treatment of its type, Ultimate Attainment in Second Language Acquisition is a case study with a solid theoretical grounding that examines the language of an immigrant learner of English, and thereby presents a much needed understanding of the linguistic competence of second language speakers.
The present volume represents a variety of portraits of what happens when families attempt to raise children in Spanish while living in English-speaking societies.
This volume problematizes the concept and practice of translation in an interconnected world in which English, despite its hegemonic status, can no longer be considered a coherent unified entity but rather a mobile resource subject to various kinds of hybridization.
This edited collection addresses the link between second language pragmatics (including interlanguage and intercultural) research and English language education.
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.
For the first time, the major theoretical and pedagogical approaches to genre and related issues of social construction are presented in a single volume, providing an overview of the state of the art for practitioners in applied linguistics, ESL/EFL pedagogies, rhetoric, and composition studies around the world.
This text provides an in-depth exploration of rural community literacy, examining the ways in which community-building, social networks, time, race, and politics interplay.
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.
This book draws on original research and a language based pedagogy approach to examine how secondary schools in the UK can devise and implement coherent language and literacy across curriculum policies and strategies, so that grammar and associated metalanguage becomes an integral part of their day to day curriculum practices.
Sprechen und sich verstandlich ausdrucken lernen ohne Hemmungen und dabei Spa in der Gruppe und im Alltag haben - das ist das Motto, und genau danach entstand das etablierte und gleichzeitig aktuelle Lehrwerk fur Junggebliebene aus dem bel Verlag "e;Autumn Years- Englisch fur Senioren"e;.
Applying a critical lens to language education, this book explores the tensions that Latinx students face in relation to their identities, social and institutional settings, and other external factors.
How do educators balance the rights of the rapidly growing percentage of the United States' population whose first language is not English or whose English differs from standard usage with the rights of the majority of students whose first and generally only language is English?
This book examines the benefits of an Australian in-country study (ICS) in China programme and explores ways to maximise the short-term ICS experience in a multilingual space.
The second edition addresses new theoretical and empirical developments since its initial publication, including the burgeoning influence of globalization and the relentless rise of English as the current world language.
Now in its second edition, this volume offers a strong synthesis of classic and current work in conversation analysis (CA), usefully encapsulated in a model of interactional practices that comprise interactional competence.
This book covers research topics in bilingual education, language policies, language contact, identity of bilingual speakers, early bilingualism, heritage languages, and more, and provides an overview of current theory, research and practice in the field of bilingualism.
An important contribution to the scholarship on student writing and composition theory, this book presents a new approach to writing instruction based on linguistic research and theory.
English Medium Instruction in Multilingual and Multicultural Universities analyses the issues related to EMI at both a local and international level and provides a broad perspective on this topic.
Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs.
Silicon Valley software entrepreneur Ron Unz took on the education establishment, both major political parties, the ACLU, and several activist groups with his "e;English for the Children"e; movement that began in 1996 and ended on Election Day 2002.
This collection bridges disciplinary scholarship from critical language studies, Latinx critical communication, and media studies scholarship for a comprehensive exploration of Spanish-English bilingualism in the US and in turn, elucidating, more broadly, our understanding of bilingualism in a post-digital society.
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 comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia.
At the forefront of current digital literacy studies in education, this handbook uniquely systematizes emerging interdisciplinary themes, new knowledge, and insightful theoretical contributions to the field.
This book gives educators important answers to the urgent question of how teachers and schools can facilitate language minority and immigrant students' progress in school.
