This book offers essential insights into the challenges and complexities surrounding the medium of instruction (MOI), its impact on all languages and stakeholders in multilingual contexts, educational processes, developments and outcomes.
This volume seeks to recover a specific historical moment within the tradition of anthropologists trained in the United States under Franz Boas, arguably the father of modern American anthropology.
This textbook provides a clear and concise overview of the main schools of linguistic thought and scholarship from the late 18th century to the present day, examining the key tenets and leading figures of each approach and assessing their impact on the field.
This volume presents new conceptual and experimental studies which investigate the connection between vagueness and rationality from various systematic directions, such as philosophy, linguistics, cognitive psychology, computing science, and economics.
This book focuses on Portuguese as an additional language and its young learners in threecase studies within the Portuguese-speaking world: Portuguese as a second language inCape Verde, Portuguese as a heritage language in Switzerland and Portuguese as a foreignlanguage in Macao SAR.
This volume provides descriptions and interpretations of social and cognitive phenomena as well as processes that emerge at the interface of languages and cultures in the context of contrastive and contact linguistics and media discourse.
To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens.
This edited book examines the crucial role still played by African languages in pedagogy and literatures in the 21st century, generating insights into how they effectively serve cultural needs across the African continent and beyond.
This edited collection explores the historical dimensions, cultural practices, socio-economic mechanisms and political agendas that shape the notion of a national cuisine inside and outside of Japan.
This volume is the first published collection of papers on the impact of diglossia and dialectal variations on language and literacy acquisition, impairment, and education.
This book challenges neurocentrism by advocating a systemic view of cognition based on investigating how action shapes the experience of thinking, placing interactivity at its heart.
This book showcases current research on language in new media, the performing arts and music in Africa, emphasising the role that youth play in language change and development.
This book presents an extended account of the language of dystopia, exploring the creativity and style of dystopian narratives and mapping the development of the genre from its early origins through to contemporary practice.
This book examines language contact and shift in Nepal, a multilingual context where language attitudes and policies often reflect the complex socio-cultural and socio-political relationship between minority, majority and endangered languages and peoples.
This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences.
This volume examines how internationalization, stakeholders, and educational contexts have a reciprocal influence on multilinguals and their communities both as individual and collective variables.
This book adopts an integrated approach to the study of contact literature through collaboration between theories of World Englishes and translation studies.
This edited book offers culturally-situated, critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings, showcasing authentic examples of how CLIL can be applied to different educational levels from primary to tertiary.
This book offers a linguistic-semantic analysis of the expression 'Eastern Europe' in international English-language media discourse and academic discourse.
This book presents a new analytical approach that will advance the establishment of a new discourse within the study of language and communication disorders.
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.
This book builds on the idea that pragmatics and philosophy are strictly interconnected and that advances in one area will generate consequential advantages in the other area.
This book critically refines and adds depth to current understandings and practices in EAP (English for Academic Purposes) and EMI (English-Medium Instruction), using empirical research examining the experiences of English language learning and use of undergraduate and postgraduate international students in the UK.
The book illustrates how the human ability to adapt to the environment and interact with it can explain our linguistic representation of the world as constrained by our bodies and sensory perception.
In this volume a group of well-known experts of the field cover topics ranging from basic visual and auditory information processing to higher order cognition in reading and dyslexia, from basic research to remediation approaches and from well-established theories to new hypotheses about reading acquisition and causes for its failure.
This book aims to expand what scholars know and who is included in this discussion about black studies, which aids in the democratization of American higher education and the deconstruction of traditional disciplines of high education, to facilitate a sense of social justice.
This present book discusses issues related to languages, cultures, and discourses by addressing a variety of topics ranging from culture and translation, cognitive and linguistic dimensions of discourse, and the role of language in political discourses and bilingualism.
This book offers a novel framework for describing and understanding student identity via the central concept of "e;genre practices"e;, developed through an empirical focus on multimodality within the genre of English as a medium of instruction (EMI) undergraduate presentations.
This book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); and judging their performance (usually by assigning a score or grade to it).
