In this practical and accessible book, you'll learn how to create equitable and meaningful assessments in your instruction through an inquiry-based approach.
Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners.
The Routledge Handbook of Heritage Language Education provides the rapidly growing and globalizing field of heritage language (HL) education with a cohesive overview of HL programs and practices relating to language maintenance and development, setting the stage for future work in the field.
This innovative, timely text introduces the theory and research of critical approaches to language assessment, foregrounding ethical and socially contextualized concerns in language testing and language test validation in today's globalized world.
This text illustrates the crucial role of the mother tongue literacy in second language acquisition by presenting findings from a comparative study conducted in primary schools in Senegal.
Offering an in-depth view of adult literacy/biliteracy by merging two fields-adult literacy and English as a Second Language-this volume brings to the forefront linguistic, demographic, sociocultural, workforce, familial, academic, and other issues surrounding the development of bilingualism and biliteracy by adults in the U.
Initial Language Teacher Education provides language teacher researchers, as well as teachers of teachers, with an introduction to research on how language teachers learn to teach before they begin practicing.
This book seeks to contribute to the critical applied linguistics by investigating the dynamic role of English on social media, focusing on EFL university students in East Asia - Mongolia and Japan.
Bringing together leading scholars and practitioners, Rethinking Writing Education in the Age of Generative AI offers a timely exploration of pressing issues in writing pedagogies within an increasingly AI-mediated educational landscape.
From leading scholar and applied linguist Paul Nation, this book describes and explains the 20 most effective and efficient language teaching techniques and why they work.
This volume is the first full-length publication to systematically unpack and analyze the linguistic practices and ideologies of "e;new speakers"e; specifically in an Irish language context.
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.
La Clase Magica: Imagining Optimal Possibilities in a Bilingual Community of Learners vividly captures the social and intellectual developments and the promises of an ongoing after-school project called La Clase Magica.
This book contributes significantly to our understanding of bilingualism and bilingual education as a sociocultural and political process by offering analyses of the stories of five Tibetan individual journeys of becoming bilingual in the Tibetan areas of China at four different points in time from 1950 to the present.
This book is the first hands-on roadmap for conducting rigorous experimental research on second language speech processing and spoken word recognition.
The literacy autobiography is a personal narrative reflecting on how one's experiences of spoken and written words have contributed to their ongoing relationship with language and literacy.
Teacher Development Over Time: Practical Activities for Language Teachers addresses teacher learning over the span of the careers of both novice and experienced teachers in English Language Teaching (ELT).
This practical and research-based introduction to current and effective English grammar instruction gives pre-service and in-service teachers and teacher educators a strong foundation for teaching second language grammar and helps them develop their professional knowledge and skills.
This study addresses the debate about whether adult language learners have access to the principles and parameters of universal grammar in constructing the grammar of a second language.
As digital platforms become increasingly common and even the norm for literacy learning environments, established frameworks, pedagogies, and theories do not always translate neatly to these new contexts.
This cross-cultural edited volume presents a rich tapestry of experiences, challenges, and innovations, focusing on assessment, course and curriculum design, approaches to pedagogy and teacher professional development in computer-assisted language learning (CALL) in the Global South.
By introducing a framework for culturally sustaining Systemic Functional Linguistics (SFL) praxis, Harman, Burke and other contributing authors guide readers through a practical and analytic exploration of youth participatory work in classroom and community settings.
This innovative collection is the first of its kind to showcase global perspectives on learning minority languages as second languages, offering unique insights into their acquisition and specific characteristics and raising greater awareness around other languages and contexts where SLA occurs.
This revised and updated second edition is an accessible companion designed to help science and technology students develop the knowledge, skills and strategies needed to produce clear and coherent academic writing in their university assignments.
A general introduction to the area of theoretical linguistics known as cognitive linguistics, this textbook provides up-to-date coverage of all areas of the field, including recent developments within cognitive semantics (such as Primary Metaphor Theory, Conceptual Blending Theory, and Principled Polysemy), and cognitive approaches to grammar (such as Radical Construction Grammar and Embodied Construction Grammar).
This very original, inspirational book globalises our understanding of languages in education and changes our understanding of bilingual and multilingual education from something mostly western to being truly transnational: it spotlights the small, celebrates African and Asian cases of multilingual classrooms and demonstrates that such education is universally successful.
*RUNNER UP FOR 2022 BAAL BOOK PRIZE*Community, solidarity and multilingualism in a transnational social movement presents a critical sociolinguistic ethnography of the Emmaus movement that analyses linguistic and discursive practices in two local communities in order to provide insight into solidarity discourses and transnational communication more broadly.
This state-of-the-art exploration of language, culture, and identity is orchestrated through prominent scholars' and teachers' narratives, each weaving together three elements: a personal account based on one or more memorable or critical incidents that occurred in the course of learning or using a second or foreign language; an interpretation of the incidents highlighting their impact in terms of culture, identity, and language; the connections between the experiences and observations of the author and existing literature on language, culture and identity.
Codeswitching occurs when multilingual speakers embed elements of more than one language into the dominant (or Matrix) language within individual utterances of conversation.
Language in Society introduces the study of the relationship between language and society, also known as sociolinguistics, without assuming any prior knowledge of linguistics.
Practical Grammar Teaching for the Second Language Classroom provides a well-rounded foundation for teaching second language (L2) grammar for pre-service, novice, and practicing teachers, as well as for teacher educators who seek to develop their professional knowledge and skills.
Arguably the first book-length exploration of decolonizing English as a Foreign Language (EFL) writing education, this novel volume uses poetic autoethnography to provide a situated, dynamic, and complex view of multilingual writers through their second language (L2) academic writing and creative writing.
Making linguistics accessible and relevant to all teachers, this text looks at language issues in the classroom through an applied sociocultural perspective focused on how language functions in society and in schools-how it is used, for what purposes, and how teachers can understand their students' language practices.
Taking a critical, research-oriented perspective, this exploration of the theoretical, empirical, and pedagogical connections between the reading and teaching of young adult literature and adolescent identity development centers around three key questions: Who are the teens reading young adult literature?
This volume focuses on multidisciplinary approaches to multilingualism, multiculturalism and language teaching and learning at (pre)primary, secondary and tertiary levels.
