This book explores the issue of "e;integration"e; in content and language integrated learning (CLIL), and addresses the need for effective content and language integration by proposing the thematic-pattern-based "e;Concept+Language Mapping"e; (CLM) approach.
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.
This book introduces research-based pedagogical practices for supporting and enhancing language development and use in school-based immersion and dual language programs in which a second, foreign, heritage, or indigenous language is used as the medium of subject-matter instruction.
Drawing on critical and sociocultural frameworks, this volume presents narrative studies by or about Latinas in which they speak up about issues of identity and education.
This volume--the first edited book on the education of Puerto Ricans written primarily by Puerto Rican authors--focuses on the history and experiences of Puerto Rican students in the United States by addressing issues of identity, culture, ethnicity, language, gender, social activism, community involvement, and policy implications.
This edited volume provides a single coherent overview of vocabulary teaching and learning in relation to each of the four skills (reading, writing, listening, speaking).
In this Handbook leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system.
This book explores a new approach to understanding the evolution of mind and consciousness by examining the perceptual abilities of animals and the way they experience their world.
This groundbreaking text provides practical, contextualized methods for teaching and discussing topics that are considered "e;taboo"e; in the classroom in ways that support students' lived experiences.
This book aspires to provide a reflective and descriptive account of innovative research works and practices related to promoting and accommodating cultural and linguistic diversity in education.
Figurative language, such as verbal irony, metaphor, hyperbole, idioms, and other forms is an increasingly important subfield within the empirical study of language comprehension and use.
Language Diversity in the Sinophone World offers interdisciplinary insights into social, cultural, and linguistic aspects of multilingualism in the Sinophone world, highlighting language diversity and opening up the burgeoning field of Sinophone studies to new perspectives from sociolinguistics.
Speech Bubbles 1 is the first set in an exciting new series of picture books designed to be used by Speech Language Therapists/Pathologists, parents/caregivers, and teachers with children who have delayed or disordered speech sound development, children receiving speech therapy, or by those wanting to provide sound awareness activities for their children.
Developmental Play Assessment for Practitioners (DPA-P) Guidebook and Training Website: Project Play offers a comprehensive assessment of naturally occurring play activities for evaluating young children's developmental progress accurately, so that useful interventions can take place as early as possible.
This Handbook, with 45 chapters written by the world's leading scholars in second language acquisition (SLA) and language testing, dives into the important interface between SLA and language testing: shared ground where researchers seek to measure second language performance to better understand how people learn their second languages.
This book critically reflects on the challenges faced by refugee aspirant professionals in securing employment and the ways in which professional intercultural competence development and attendant language learning practices can help facilitate the professional (re)integration in these communities.
Perspectives on Language and Language Development brings together new perspectives on language, discourse and language development in 31 chapters by leading scholars from several countries with diverging backgrounds and disciplines.
The latest title in the Cognitive Science and Second Language Acquisition Series presents a comprehensive review of connectionist research in second language acquisition (SLA).
A Place To Be Navajo is the only book-length ethnographic account of a revolutionary Indigenous self-determination movement that began in 1966 with the Rough Rock Demonstration School.
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.
Historically, the social aspects of language use have been considered the domain of social psychology, while the underlying psycholinguistic mechanisms have been the purview of cognitive psychology.
This hands-on, practical guide for ESL/EFL teachers and teacher educators outlines, for those who are new to doing action research, what it is and how it works.
This book showcases the latest thinking and cutting-edge research of scholars working on topics at the intersection of gender and conversation analysis.
This collection lends a critical decolonising lens to intercultural communication research, bringing together perspectives on how forms of education embedded in the arts and humanities can open up intercultural understanding among young people in conditions of conflict and protracted crises.
The worldwide spread, diversification, and globalization of the English language in the course of the twentieth and early twenty-first centuries has significant implications for English Language Teaching and teacher education.
Originally published in 1987 this volume presented a comprehensive state-of-the-art account of what was known about the psychology of reading at the time.
