Documents pour «Channel View Publications»

Affiche du document Maintaining Three Languages — Maintaining Three Languages
Xiao-Lei Wang
2h36min45
Etudes littéraires
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209 pages. Temps de lecture estimé 2h37min.
The teenage years are a fascinating time in the life of any family, but what happens when the challenges of parenting teenagers are combined with the desire to help your children build on their multilingual abilities? In this follow-up to Growing up with Three Languages: Birth to Eleven, Xiao-lei Wang offers a unique insight into the dynamics of a multilingual family. She combines practical, evidence-based advice with rich detail from observations of her own family to offer support and inspiration on an aspect of multilingual parenting that has received comparatively little attention. By placing language within the wider context of teenagers’ cognitive and social development, this book will enable parents everywhere to help and guide their children through the next step in their multilingual journey.Chapter 1. Introduction Chapter 2. Heritage-Language Maintenance and Multilingual Development in the Teenage Years Chapter 3. Multilingual Sound System Development During Adolescence Chapter 4. Multilingual Word and Meaning Development During Adolescence Chapter 5. Multilingual Word- and Sentence-Structure Development During Adolescence Chapter 6. The Development of Multilingual Knowledge and Usage During Adolescence Chapter 7. Multilingual Literacies Development During Adolescence Chapter 8. Developing Multiple Identities During Adolescence Chapter 9. Multilingual Childrearing and Family Welfare Chapter 10. Pulling It Together: Concluding Thoughts Appendix: Examples of Standardized Language Assessments Glossary

Maintaining Three Languages
Xiao-Lei Wang
2h36min45
Etudes littéraires
Youscribe plus
209 pages. Temps de lecture estimé 2h37min.
The teenage years are a fascinating time in the life of any family, but what happens when the challenges of parenting teenagers are combined with the desire to help your children build on their multilingual abilities? In this follow-up to Growing up with Three Languages: Birth to Eleven, Xiao-lei Wang offers a unique insight into the dynamics of a multilingual family. She combines practical, evidence-based advice with rich detail from observations of her own family to offer support and inspiration on an aspect of multilingual parenting that has received comparatively little attention. By placing language within the wider context of teenagers’ cognitive and social development, this book will enable parents everywhere to help and guide their children through the next step in their multilingual journey.Chapter 1. Introduction Chapter 2. Heritage-Language Maintenance and Multilingual Development in the Teenage Years Chapter 3. Multilingual Sound System Development During Adolescence Chapter 4. Multilingual Word and Meaning Development During Adolescence Chapter 5. Multilingual Word- and Sentence-Structure Development During Adolescence Chapter 6. The Development of Multilingual Knowledge and Usage During Adolescence Chapter 7. Multilingual Literacies Development During Adolescence Chapter 8. Developing Multiple Identities During Adolescence Chapter 9. Multilingual Childrearing and Family Welfare Chapter 10. Pulling It Together: Concluding Thoughts Appendix: Examples of Standardized Language Assessments Glossary

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Affiche du document Learning to Read and Write in the Multilingual Family — Learning to Read and Write in the Multilingual Family
Xiao-Lei Wang
1h56min15
Sciences humaines et sociales
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155 pages. Temps de lecture estimé 1h56min.
This book is a guide for parents who wish to raise children with more than one language and literacy. Drawing on interdisciplinary research, as well as the experiences of parents of multilingual children, this book walks parents through the multilingual reading and writing process from infancy to adolescence. It identifies essential literacy skills at each developmental stage and proposes effective strategies that facilitate multiliteracy, in particular, heritage-language literacy development in the home environment. This book can also be used as a reference for teachers who teach in community heritage language schools and in school heritage (or foreign) language programmes.Chapter 1: Introduction Chapter 2: Understanding the Multilingual Reading and Writing Process Chapter 3: The Importance of Active Planning Chapter 4: Infancy and Early Childhood (Birth–5 Years) Chapter 5: Middle Childhood (6 -11 Years) Chapter 6: Adolescence (12 -18 Years) Chapter 7: Parents’ Practices, Voices, and Concluding Remarks

Learning to Read and Write in the Multilingual Family
Xiao-Lei Wang
1h56min15
Sciences humaines et sociales
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155 pages. Temps de lecture estimé 1h56min.
This book is a guide for parents who wish to raise children with more than one language and literacy. Drawing on interdisciplinary research, as well as the experiences of parents of multilingual children, this book walks parents through the multilingual reading and writing process from infancy to adolescence. It identifies essential literacy skills at each developmental stage and proposes effective strategies that facilitate multiliteracy, in particular, heritage-language literacy development in the home environment. This book can also be used as a reference for teachers who teach in community heritage language schools and in school heritage (or foreign) language programmes.Chapter 1: Introduction Chapter 2: Understanding the Multilingual Reading and Writing Process Chapter 3: The Importance of Active Planning Chapter 4: Infancy and Early Childhood (Birth–5 Years) Chapter 5: Middle Childhood (6 -11 Years) Chapter 6: Adolescence (12 -18 Years) Chapter 7: Parents’ Practices, Voices, and Concluding Remarks

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Affiche du document Growing up with Three Languages — Growing up with Three Languages
Xiao-Lei Wang
2h05min15
Divers
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167 pages. Temps de lecture estimé 2h05min.
A long-term study of one trilingual family and how they negotiated language development. This book is based on an eleven-year observation of two children who were simultaneously exposed to three languages from birth. It tells the story of two parents from different cultural, linguistic, and ethnic-racial backgrounds who joined to raise their two children with their heritage languages outside their native countries. It also tells the children’s story and the way they negotiated three cultures and languages and developed a trilingual identity. It sheds light on how parental support contributed to the children’s simultaneous acquisition of three languages in an environment where the main input of the two heritage languages came respectively from the father and from the mother. It addresses the challenges and the unique language developmental characteristics of the two children during their trilingual acquisition process.Prologue Acknowledgement Introduction Chapter 1 The Complexity of Trilingualism Chapter 2 In the Beginning Chapter 3 The Home Years (Birth to Ages Three and Four) Chapter 4 Transition from Home to Preschool and Kindergarten Chapter 5 The Elementary School Years Chapter 6 Identity and Personality Development: Children’s Voices Chapter 7 Concluding Remarks Epilogue Appendix: Useful Websites for Parents

Growing up with Three Languages
Xiao-Lei Wang
2h05min15
Divers
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167 pages. Temps de lecture estimé 2h05min.
A long-term study of one trilingual family and how they negotiated language development. This book is based on an eleven-year observation of two children who were simultaneously exposed to three languages from birth. It tells the story of two parents from different cultural, linguistic, and ethnic-racial backgrounds who joined to raise their two children with their heritage languages outside their native countries. It also tells the children’s story and the way they negotiated three cultures and languages and developed a trilingual identity. It sheds light on how parental support contributed to the children’s simultaneous acquisition of three languages in an environment where the main input of the two heritage languages came respectively from the father and from the mother. It addresses the challenges and the unique language developmental characteristics of the two children during their trilingual acquisition process.Prologue Acknowledgement Introduction Chapter 1 The Complexity of Trilingualism Chapter 2 In the Beginning Chapter 3 The Home Years (Birth to Ages Three and Four) Chapter 4 Transition from Home to Preschool and Kindergarten Chapter 5 The Elementary School Years Chapter 6 Identity and Personality Development: Children’s Voices Chapter 7 Concluding Remarks Epilogue Appendix: Useful Websites for Parents

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Affiche du document Second Language Anxiety — Second Language Anxiety
Richard L. Sparks
2h43min30
Sciences humaines et sociales
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218 pages. Temps de lecture estimé 2h43min.
The first book-length work to examine the relationship between language anxiety, language aptitude and language achievementThis book traces and summarizes theoretical insights and empirical findings on the topic of whether or not anxiety for language learning could be a causal variable for individual differences in language learning. The author brings together three decades of research to show that first language (L1) skills and second language (L2) aptitude are confounding variables in studies of language anxiety and that learners’ levels of anxiety for L2 learning are strongly related to their levels of language achievement. These findings have suggested that language anxiety instruments reflect students’ (accurate) self-perceptions of their language skills and their levels of L1 achievement and L2 aptitude. The research presented in this book holds the potential to change the ways in which L2 educators and researchers think about language anxiety, how language anxiety is assessed, how investigations into language anxiety are conducted and how L2 teachers respond to anxiety in the classroom.Acknowledgments Prelude: A Cautionary Tale about Causal Explanations Richard L. Sparks: Introduction and Overview Part 1: Theoretical Insights into Language Anxiety: Is Language Anxiety Related to Students’ Levels of L1 Achievement, L2 Aptitude and L2 Achievement? Chapter 1. Richard L. Sparks and Leonore Ganschow: Foreign Language Learning Differences: Affective or Native Language Aptitude Differences? Chapter 2. Richard L. Sparks and Leonore Ganschow: A Strong Inference Approach to Causal Factors in Foreign Language Learning: A Response to MacIntyre Chapter 3. Richard L. Sparks, Leonore Ganschow, Reed Anderson, James Javorsky, Sue Skinner and Jon Patton: Differences in Language Performance among High-, Average-, and Low-Anxious College Foreign Language Learners Chapter 4. Leonore Ganschow and Richard L. Sparks: Anxiety about Foreign Language Learning among High School Women Chapter 5. Richard L. Sparks, Leonore Ganschow, Marge Artzer, David Siebenhar and Mark Plageman: Language Anxiety and Proficiency in a Foreign Language Part 2: Do L2 Anxiety Scales Measure Anxiety or Language Ability?: Evidence from a Ten-Year Longitudinal Study Chapter 6. Richard L. Sparks and Leonore Ganschow: Is the Foreign Language Classroom Anxiety Scale (FLCAS) Measuring Anxiety or Language Skills? Chapter 7. Richard L. Sparks and Jon Patton: Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale Part 3: L2 Reading Anxiety and Language Achievement: Déjà Vu All Over Again? Chapter 8. Richard L. Sparks, Leonore Ganschow and James Javorsky: Déjà Vu All Over Again: A Response to Saito, Horwitz and Garza Chapter 9. Richard L. Sparks, Julie Luebbers, Martha Castañeda and Jon Patton: High School Spanish Students and Foreign Language Reading Anxiety: Déjà Vu All Over Again All Over Again Chapter 10. Richard L. Sparks, Jon Patton and Julie Luebbers: L2 Anxiety and the Foreign Language Reading Anxiety Scale (FLRAS): Listening to the Evidence Part 4: Is L2 Anxiety a Causal Variable for L2 Learning? Evidence from Studies Using Structural Equation Modeling and Latent Growth Curve Modeling Chapter 11. Richard L. Sparks and Abdullah Alamer: Long-Term Impacts of L1 Language Skills on L2 Anxiety: The Mediating Role of Language Aptitude and L2 Achievement Chapter 12. Richard L. Sparks and Abdullah Alamer: How Does First Language Achievement Impact Second Language Reading Anxiety? Exploration of Mediator Variables Chapter 13. Richard L. Sparks and Abdullah Alamer: It’s Not Anxiety that Predicts L2 Writing Growth, It’s L1 Writing Achievement: The Latent Growth Curve Model Approach Part 5: Other Issues, Other Voices on Language Anxiety Chapter 14. Benjamin J. Lovett: General Problems with Anxiety Explanations: The Case of Test Anxiety Chapter 15. Ekaterina Sudina: Scale Quality in L2 Anxiety Research: Issues and Challenges Chapter 16. Abdullah Alamer: The Mirage of Cause-and-Effect in Cross-Sectional Data: The Case of Language Anxiety Research Richard L. Sparks: Conclusions and Implications Appendices References Index

Second Language Anxiety
Richard L. Sparks
2h43min30
Sciences humaines et sociales
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218 pages. Temps de lecture estimé 2h43min.
The first book-length work to examine the relationship between language anxiety, language aptitude and language achievementThis book traces and summarizes theoretical insights and empirical findings on the topic of whether or not anxiety for language learning could be a causal variable for individual differences in language learning. The author brings together three decades of research to show that first language (L1) skills and second language (L2) aptitude are confounding variables in studies of language anxiety and that learners’ levels of anxiety for L2 learning are strongly related to their levels of language achievement. These findings have suggested that language anxiety instruments reflect students’ (accurate) self-perceptions of their language skills and their levels of L1 achievement and L2 aptitude. The research presented in this book holds the potential to change the ways in which L2 educators and researchers think about language anxiety, how language anxiety is assessed, how investigations into language anxiety are conducted and how L2 teachers respond to anxiety in the classroom.Acknowledgments Prelude: A Cautionary Tale about Causal Explanations Richard L. Sparks: Introduction and Overview Part 1: Theoretical Insights into Language Anxiety: Is Language Anxiety Related to Students’ Levels of L1 Achievement, L2 Aptitude and L2 Achievement? Chapter 1. Richard L. Sparks and Leonore Ganschow: Foreign Language Learning Differences: Affective or Native Language Aptitude Differences? Chapter 2. Richard L. Sparks and Leonore Ganschow: A Strong Inference Approach to Causal Factors in Foreign Language Learning: A Response to MacIntyre Chapter 3. Richard L. Sparks, Leonore Ganschow, Reed Anderson, James Javorsky, Sue Skinner and Jon Patton: Differences in Language Performance among High-, Average-, and Low-Anxious College Foreign Language Learners Chapter 4. Leonore Ganschow and Richard L. Sparks: Anxiety about Foreign Language Learning among High School Women Chapter 5. Richard L. Sparks, Leonore Ganschow, Marge Artzer, David Siebenhar and Mark Plageman: Language Anxiety and Proficiency in a Foreign Language Part 2: Do L2 Anxiety Scales Measure Anxiety or Language Ability?: Evidence from a Ten-Year Longitudinal Study Chapter 6. Richard L. Sparks and Leonore Ganschow: Is the Foreign Language Classroom Anxiety Scale (FLCAS) Measuring Anxiety or Language Skills? Chapter 7. Richard L. Sparks and Jon Patton: Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale Part 3: L2 Reading Anxiety and Language Achievement: Déjà Vu All Over Again? Chapter 8. Richard L. Sparks, Leonore Ganschow and James Javorsky: Déjà Vu All Over Again: A Response to Saito, Horwitz and Garza Chapter 9. Richard L. Sparks, Julie Luebbers, Martha Castañeda and Jon Patton: High School Spanish Students and Foreign Language Reading Anxiety: Déjà Vu All Over Again All Over Again Chapter 10. Richard L. Sparks, Jon Patton and Julie Luebbers: L2 Anxiety and the Foreign Language Reading Anxiety Scale (FLRAS): Listening to the Evidence Part 4: Is L2 Anxiety a Causal Variable for L2 Learning? Evidence from Studies Using Structural Equation Modeling and Latent Growth Curve Modeling Chapter 11. Richard L. Sparks and Abdullah Alamer: Long-Term Impacts of L1 Language Skills on L2 Anxiety: The Mediating Role of Language Aptitude and L2 Achievement Chapter 12. Richard L. Sparks and Abdullah Alamer: How Does First Language Achievement Impact Second Language Reading Anxiety? Exploration of Mediator Variables Chapter 13. Richard L. Sparks and Abdullah Alamer: It’s Not Anxiety that Predicts L2 Writing Growth, It’s L1 Writing Achievement: The Latent Growth Curve Model Approach Part 5: Other Issues, Other Voices on Language Anxiety Chapter 14. Benjamin J. Lovett: General Problems with Anxiety Explanations: The Case of Test Anxiety Chapter 15. Ekaterina Sudina: Scale Quality in L2 Anxiety Research: Issues and Challenges Chapter 16. Abdullah Alamer: The Mirage of Cause-and-Effect in Cross-Sectional Data: The Case of Language Anxiety Research Richard L. Sparks: Conclusions and Implications Appendices References Index

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Affiche du document Artificial Intelligence Literacy in Higher Education — Artificial Intelligence Literacy in Higher Education
Imre Fekete
1h21min45
Informatique
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109 pages. Temps de lecture estimé 1h22min.
Seeks to prepare educators and students to interact with AI responsibly and effectivelyThis book explores the concept of artificial intelligence (AI) literacy within higher education, addressing both instructors’ and students’ preparedness to engage with AI technologies responsibly and effectively. By synthesising existing frameworks and empirical studies, alongside presenting two original research studies, the book bridges theoretical foundations with practical applications tailored for modern educational contexts. Practical recommendations include methods to develop AI literacy skills, focusing on ethical awareness, technological competence, and the potential for AI to enhance teaching and learning processes. Aimed at higher education instructors, stakeholders and students, the book offers actionable insights and tools for fostering informed and critical engagement with AI, aligned with lifelong learning goals and professional development needs.Acknowledgements Foreword: What is this Book About and How is it Structured? Chapter 1. Artificial Intelligence in the Educational Arena Chapter 2. Conceptual and Theoretical Background of AI in Education Chapter 3. Previous Studies into the Application of AI in Higher Education Chapter 4. A Study into Learners’ AI Literacy Chapter 5. The Study into Instructors’ AI Literacy Chapter 6. Tools for AI Literacy Development and Ways to Enhance Instructors’ Methodological Repertoire Chapter 7. Conclusion and Future Directions References Appendices Index

Artificial Intelligence Literacy in Higher Education
Imre Fekete
1h21min45
Informatique
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109 pages. Temps de lecture estimé 1h22min.
Seeks to prepare educators and students to interact with AI responsibly and effectivelyThis book explores the concept of artificial intelligence (AI) literacy within higher education, addressing both instructors’ and students’ preparedness to engage with AI technologies responsibly and effectively. By synthesising existing frameworks and empirical studies, alongside presenting two original research studies, the book bridges theoretical foundations with practical applications tailored for modern educational contexts. Practical recommendations include methods to develop AI literacy skills, focusing on ethical awareness, technological competence, and the potential for AI to enhance teaching and learning processes. Aimed at higher education instructors, stakeholders and students, the book offers actionable insights and tools for fostering informed and critical engagement with AI, aligned with lifelong learning goals and professional development needs.Acknowledgements Foreword: What is this Book About and How is it Structured? Chapter 1. Artificial Intelligence in the Educational Arena Chapter 2. Conceptual and Theoretical Background of AI in Education Chapter 3. Previous Studies into the Application of AI in Higher Education Chapter 4. A Study into Learners’ AI Literacy Chapter 5. The Study into Instructors’ AI Literacy Chapter 6. Tools for AI Literacy Development and Ways to Enhance Instructors’ Methodological Repertoire Chapter 7. Conclusion and Future Directions References Appendices Index

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Affiche du document Teacher Emotions as Personal and Professional Development in Applied Linguistics — Teacher Emotions as Personal and Professional Development in Applied Linguistics
2h30min45
Langues
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201 pages. Temps de lecture estimé 2h31min.
Underscores the need for more emotional reflexivity in language teachingPreviously, most studies in this area have focused on the reciprocal effects of language teachers’ emotions, identity, well-being and agency, with emotions often being portrayed as consequential entities. However, this book advances the field by exploring specifically how language teacher emotions can be used as tools for personal and professional development. The authors provide empirical, theoretical, conceptual and practical contributions which demonstrate how emotional responses provide data that can be analyzed and reflected upon and how emotions can be seen not as occurrences that are suffered, but as actions, judgments, choices, responsibilities and data that can be used to improve personal growth and professional lives. The chapters shed light on the potential of emotions as tools for teachers’ personal and professional development, such as, but not limited to, emotional literacy, emotional intelligence, emotional agility and regulation, emotional memory and self-exploratory and self-reflective inquiries.Contributors Acknowledgments Juyoung Song: Foreword Part 1: Establishing Teacher Emotions as Personal and Professional Development Chapter 1. Mohammad N. Karimi, Luis Javier Pentón Herrera and Behzad Mansouri: Introducing Teacher Emotions as Personal and Professional Development in Applied Linguistics Chapter 2. Luis Javier Pentón Herrera and Anna Becker: Emotions in the Making: The Temporal Spectrum of Emotion Research in Applied Linguistics Chapter 3. Juyoung Song: Language Teacher Emotion as Critical Inquiry for Professional Development and Personal Growth Chapter 4. Pamela Kimario, Ruth Harman, Shuang Fu and Elizabeth W. Mutunga: Navigating Immigration Issues: Leveraging Teachers’ Emotions for Critical Awareness and Professional Development Chapter 5. Mohammad N. Karimi, Marzieh Khazraie and Behzad Mansouri: A Review-Based Model of the Interactions of Emotions, Psychological Well-Being and Personal/Professional Development Among Language Teachers Chapter 6. Mostafa Nazari: The Interplay between Language Teacher Reflection and Emotion: Surface Acting, Deep Acting and Expression of Genuine Emotions Chapter 7. Julia Goetze: Appraisal Theory – Exploring Emotions as Indicators of Teachers’ Goals and Beliefs Part 2: Teacher Emotions as Personal Development Chapter 8. Zia Tajeddin and Maedeh Valamohammadi: Early Career Teachers’ Emotion Regulation in the Triadic Ecology of the Institution, Family and Teaching Experience Chapter 9. Mikel Gartziarena, Artzai Gaspar and Nerea Villabona: Pre-Service Teachers’ Emotions, Attitudes and Beliefs: Language Learning Experiences as Professional Development Enhancers in the Basque Country Chapter 10. Liv H. Detwiler and James Coda: 'It’s Never Finished': A Duoethnographic Retracing of Our Becoming as Language Educators Chapter 11. Takaaki Hiratsuka: Confronting Depression as an ALT in Japan Chapter 12. Eduardo Castro: We Feel, Therefore We Teach: Exploring Early-Career Language Teachers’ Emotion Regulation in Brazil Part 3: Teacher Emotions as Professional Development Chapter 13. Luis Javier Pentón Herrera, Ufuk Keleş and Bedrettin Yazan: Autoethnographic Writing as Professional Development in Language Teacher Education: Promoting Emotional, Critical and Transformative Self-Reflexivity Chapter 14. Eva Seidl: A Teacher’s Emotional Journey Towards Translation- and Interpreting-Oriented Language Teaching Chapter 15. Agnieszka Kałdonek-Crnjaković: Working with Language Learners with ADHD-like Behaviors: How a Postgraduate Course Shaped English Language Teachers’ Emotions Awareness and Agency in the Context of Their Professional Development Chapter 16. Jacob Rieker: Examining the Role of Language Teacher Educator Intentionality in Leveraging Novice Teacher Emotions as Sites for Professional Development: A Vygotskian Sociocultural Theoretical Perspective Chapter 17 Sarah Louise Mason, and Alice Chik: Emotional Labor and English Language Teacher Professional Identity Development: Two Cases from Higher Education Peter I. De Costa: Afterword Index

Teacher Emotions as Personal and Professional Development in Applied Linguistics
2h30min45
Langues
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201 pages. Temps de lecture estimé 2h31min.
Underscores the need for more emotional reflexivity in language teachingPreviously, most studies in this area have focused on the reciprocal effects of language teachers’ emotions, identity, well-being and agency, with emotions often being portrayed as consequential entities. However, this book advances the field by exploring specifically how language teacher emotions can be used as tools for personal and professional development. The authors provide empirical, theoretical, conceptual and practical contributions which demonstrate how emotional responses provide data that can be analyzed and reflected upon and how emotions can be seen not as occurrences that are suffered, but as actions, judgments, choices, responsibilities and data that can be used to improve personal growth and professional lives. The chapters shed light on the potential of emotions as tools for teachers’ personal and professional development, such as, but not limited to, emotional literacy, emotional intelligence, emotional agility and regulation, emotional memory and self-exploratory and self-reflective inquiries.Contributors Acknowledgments Juyoung Song: Foreword Part 1: Establishing Teacher Emotions as Personal and Professional Development Chapter 1. Mohammad N. Karimi, Luis Javier Pentón Herrera and Behzad Mansouri: Introducing Teacher Emotions as Personal and Professional Development in Applied Linguistics Chapter 2. Luis Javier Pentón Herrera and Anna Becker: Emotions in the Making: The Temporal Spectrum of Emotion Research in Applied Linguistics Chapter 3. Juyoung Song: Language Teacher Emotion as Critical Inquiry for Professional Development and Personal Growth Chapter 4. Pamela Kimario, Ruth Harman, Shuang Fu and Elizabeth W. Mutunga: Navigating Immigration Issues: Leveraging Teachers’ Emotions for Critical Awareness and Professional Development Chapter 5. Mohammad N. Karimi, Marzieh Khazraie and Behzad Mansouri: A Review-Based Model of the Interactions of Emotions, Psychological Well-Being and Personal/Professional Development Among Language Teachers Chapter 6. Mostafa Nazari: The Interplay between Language Teacher Reflection and Emotion: Surface Acting, Deep Acting and Expression of Genuine Emotions Chapter 7. Julia Goetze: Appraisal Theory – Exploring Emotions as Indicators of Teachers’ Goals and Beliefs Part 2: Teacher Emotions as Personal Development Chapter 8. Zia Tajeddin and Maedeh Valamohammadi: Early Career Teachers’ Emotion Regulation in the Triadic Ecology of the Institution, Family and Teaching Experience Chapter 9. Mikel Gartziarena, Artzai Gaspar and Nerea Villabona: Pre-Service Teachers’ Emotions, Attitudes and Beliefs: Language Learning Experiences as Professional Development Enhancers in the Basque Country Chapter 10. Liv H. Detwiler and James Coda: 'It’s Never Finished': A Duoethnographic Retracing of Our Becoming as Language Educators Chapter 11. Takaaki Hiratsuka: Confronting Depression as an ALT in Japan Chapter 12. Eduardo Castro: We Feel, Therefore We Teach: Exploring Early-Career Language Teachers’ Emotion Regulation in Brazil Part 3: Teacher Emotions as Professional Development Chapter 13. Luis Javier Pentón Herrera, Ufuk Keleş and Bedrettin Yazan: Autoethnographic Writing as Professional Development in Language Teacher Education: Promoting Emotional, Critical and Transformative Self-Reflexivity Chapter 14. Eva Seidl: A Teacher’s Emotional Journey Towards Translation- and Interpreting-Oriented Language Teaching Chapter 15. Agnieszka Kałdonek-Crnjaković: Working with Language Learners with ADHD-like Behaviors: How a Postgraduate Course Shaped English Language Teachers’ Emotions Awareness and Agency in the Context of Their Professional Development Chapter 16. Jacob Rieker: Examining the Role of Language Teacher Educator Intentionality in Leveraging Novice Teacher Emotions as Sites for Professional Development: A Vygotskian Sociocultural Theoretical Perspective Chapter 17 Sarah Louise Mason, and Alice Chik: Emotional Labor and English Language Teacher Professional Identity Development: Two Cases from Higher Education Peter I. De Costa: Afterword Index

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Affiche du document Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective — Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective
2h35min15
Langues
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207 pages. Temps de lecture estimé 2h35min.
Addresses the dual challenge of assessing content knowledge and language proficiency in multilingual classroomsThis book examines assessment, testing and evaluation within English-medium education contexts globally. It explores how assessments can effectively measure learning outcomes, integrating both content mastery and language proficiency in multilingual and multicultural classrooms. It features contributions from diverse experts worldwide and offers a comprehensive analysis of assessment practices, emerging trends and their implications for teaching and learning. The authors emphasise inclusivity, equity and effectiveness in English-medium instruction (EMI) assessment. The chapters address a range of topics within assessment, including designing assessments for both content and language goals; addressing challenges in EMI assessment; and incorporating emerging practices such as formative assessments and translanguaging. The book also discusses policy influences on EMI assessment, teacher assessment literacy and the role of innovative technologies like AI in EMI assessments. It provides practical examples and strategies, aiming to enhance EMI assessment practices and bridge the gap between theory and classroom implementation.Tables and Figures Contributors Acknowledgements Jack Pun, Samantha Curle and Pramod K. Sah: Introduction Chapter 1. Samantha Curle and Pınar Koçer: Exploring the Frontier: Efficacy, Challenges and Future Directions in English Medium Instruction Assessment Practices Chapter 2. Winfred Xuan: Understanding College Students’ Translanguaging Practice in Collaborative Writing from an ESP Course: Voices from Hong Kong Chapter 3. Karna Rana and Pramod K. Sah: University Teachers’ Experiences of Online Testing in English-Medium Instruction Programmes in Nepal Chapter 4. Jieting Jerry Xin and Yuen Yi Lo: A Multiple-Case Study of Teachers’ Assessment Practices in EMI Chapter 5. Shuang He, Weihong Wang and Yonghua (Yoka) Wang: The Washback Effects of Assessment in a Chinese University EMI Programme Chapter 6. Prithvi N. Shrestha: Students’ Academic Reading in EMI and Assessment for Social Justice: The Case of a University in Nepal Through the Lens of Honneth’s Mutual Recognition Chapter 7. Siyan Dang and Masakazu Iino: The Use of Artificial Intelligence in Japanese EMI Assessments: Under the Framework of Activity Theory Chapter 8. Mo Li and Rui Yuan: EMI Teachers’ Perceptions and Implementation of Assessment in Chinese Higher Education Chapter 9. Barry Lee Reynolds and Melissa H. Yu: Established Conceptual Frameworks for Exploring English-as-a-Medium-of-Instruction and Classroom Assessment in Taiwan: New Perspectives for Reflecting Assessment Practices Chapter 10. Joyce Kling and Slobodanka Dimova: An Exploratory Study to Examine the Role of Assessment Literacy in the EMI Classroom Chapter 11. Ron Martinez and Larissa Giordani Schmitt: Perceptions of English Medium Instruction in Brazil: How do Students and Instructors of Varying English Proficiency Levels Experience EMI? Chapter 12. Wenyun Jia and Qiuyi Zhu: Assessing Students’ Discipline-Specific Comprehension Ability in a Secondary English Medium Instruction Economics Classroom: The Role of Teacher–Researcher Collaboration Chapter 13. Slobodanka Dimova: Assessment in English-Medium Instruction in Higher Education: Current Research and Future Considerations Index

Assessment, Testing and Evaluation in English-Medium Education from a Global Perspective
2h35min15
Langues
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207 pages. Temps de lecture estimé 2h35min.
Addresses the dual challenge of assessing content knowledge and language proficiency in multilingual classroomsThis book examines assessment, testing and evaluation within English-medium education contexts globally. It explores how assessments can effectively measure learning outcomes, integrating both content mastery and language proficiency in multilingual and multicultural classrooms. It features contributions from diverse experts worldwide and offers a comprehensive analysis of assessment practices, emerging trends and their implications for teaching and learning. The authors emphasise inclusivity, equity and effectiveness in English-medium instruction (EMI) assessment. The chapters address a range of topics within assessment, including designing assessments for both content and language goals; addressing challenges in EMI assessment; and incorporating emerging practices such as formative assessments and translanguaging. The book also discusses policy influences on EMI assessment, teacher assessment literacy and the role of innovative technologies like AI in EMI assessments. It provides practical examples and strategies, aiming to enhance EMI assessment practices and bridge the gap between theory and classroom implementation.Tables and Figures Contributors Acknowledgements Jack Pun, Samantha Curle and Pramod K. Sah: Introduction Chapter 1. Samantha Curle and Pınar Koçer: Exploring the Frontier: Efficacy, Challenges and Future Directions in English Medium Instruction Assessment Practices Chapter 2. Winfred Xuan: Understanding College Students’ Translanguaging Practice in Collaborative Writing from an ESP Course: Voices from Hong Kong Chapter 3. Karna Rana and Pramod K. Sah: University Teachers’ Experiences of Online Testing in English-Medium Instruction Programmes in Nepal Chapter 4. Jieting Jerry Xin and Yuen Yi Lo: A Multiple-Case Study of Teachers’ Assessment Practices in EMI Chapter 5. Shuang He, Weihong Wang and Yonghua (Yoka) Wang: The Washback Effects of Assessment in a Chinese University EMI Programme Chapter 6. Prithvi N. Shrestha: Students’ Academic Reading in EMI and Assessment for Social Justice: The Case of a University in Nepal Through the Lens of Honneth’s Mutual Recognition Chapter 7. Siyan Dang and Masakazu Iino: The Use of Artificial Intelligence in Japanese EMI Assessments: Under the Framework of Activity Theory Chapter 8. Mo Li and Rui Yuan: EMI Teachers’ Perceptions and Implementation of Assessment in Chinese Higher Education Chapter 9. Barry Lee Reynolds and Melissa H. Yu: Established Conceptual Frameworks for Exploring English-as-a-Medium-of-Instruction and Classroom Assessment in Taiwan: New Perspectives for Reflecting Assessment Practices Chapter 10. Joyce Kling and Slobodanka Dimova: An Exploratory Study to Examine the Role of Assessment Literacy in the EMI Classroom Chapter 11. Ron Martinez and Larissa Giordani Schmitt: Perceptions of English Medium Instruction in Brazil: How do Students and Instructors of Varying English Proficiency Levels Experience EMI? Chapter 12. Wenyun Jia and Qiuyi Zhu: Assessing Students’ Discipline-Specific Comprehension Ability in a Secondary English Medium Instruction Economics Classroom: The Role of Teacher–Researcher Collaboration Chapter 13. Slobodanka Dimova: Assessment in English-Medium Instruction in Higher Education: Current Research and Future Considerations Index

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Affiche du document 2075 – The Future(s) of Food Tourism — 2075 – The Future(s) of Food Tourism
2h26min15
Emploi et carrières
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195 pages. Temps de lecture estimé 2h26min.
Rethinks business models in the food and tourism industry to suggest ways in which they could be made fit for the futureThis book explores the future(s) of food tourism in 2075 and beyond. It uses the principles of multiple futures to demonstrate, analyse and examine different pathways that food tourism may take using the principles of scenario planning. It aims to provide a comprehensive account of the phenomena of food tourism future(s) and presents an analysis and discussion on the key topics relating to the future(s) of food tourism using the process of scenario planning. It demonstrates an application of scenario planning as a theory-building framework for food tourism and presents four scenarios representing different pathways, theories, drivers, trends and concepts associated with food tourism in the future. This is a timely and important volume given the issues of global food supply, climate change, authenticity, changing diets and the rise of food tourism as the core of the experience economy.Figures and Tables Contributors Foreword PART 1. INTRODUCTION 1. Ian Yeoman, Sangkyun Kim, Eerang Park and Una McMahon-Beattie: Food Tourism and the Future(s) 2. Eerang Park and Ian Yeoman: Food Tourism: Why Is It an Important Concept Today? 3. Ian Yeoman and Una McMahon-Beattie: Food Tourism in 2075: Scenarios and Drivers of Change PART 2. DR SPOCK’S RESTAURANT 4. Li Ding: A New Restaurant Dining Experience with Laboratory-based Food Alternatives in the Future 5. Demos Parapanos: Science in Food: The Example of Meat-substitutes and Cell-based Meat - A Day at Dr Spock’s Restaurant 6. Linda Hofman and Danielle Naafs: ‘License to Eat’: Speculative Trend Explorations of the Future 7. Anke Arts and Ben Wielenga: Dr Spock’s Floating Sea Farm Restaurant in the Dutch Wadden Sea 8. Seden Dogan, Faizan Ali, Mehtap Yücel Güngör and Ozan Güngör: Impact of Food Neophobia and Food Neophilia on Attitude and Behavior Towards Food Cooked by a Robotic Chef PART 3. ROOTS 9. Sangkyun Kim, Eerang Park and Kyungjae Jang: We’ll Still be Here: (Re)Negotiating ‘Staged Authenticity’ or Safeguarding Local Food and Foodways? 10. Denian Cheng: Sociotechnological Authentication of Iconic Food Attractions and Experiences 11. Eunice Tan: Peranakan Tables of Futures Past: Traditional Foodways, Collective Nostalgia, and the Multimodality of Tasting our Roots PART 4. ROYAL MAYFAIR 12. Tracy Harkison: The Monopoly of the Royal Mayfair 13. Felipe Koch: Liquid Jewels: Drinking the Last Bottles of Wine 14. Daniel W.M. Wright: WARNING! The Royal Mayfair Scenario is a Narcissistic Consumers Playground 15. Kyungjae Jang and Sangkyun Kim: Virtual Lux Gourmet: Future of Virtual Food Tourism PART 5. LA NATURA FOOD TRAIL 16. Francesc Fusté-Forné and Alicia Orea-Giner: Home Hospitality: A Crafted Food Vision 17. Stuart R.M. Reid and Olga Rauhut Kompaniets: Elysium Near and Far: Food Tourism Futures in Sweden 18. Amalina Andrade and Trisha Dwyer: Therapeutic Wellness: A Down-to-Earth Journey into Tuscany’s Food Trail PART 6. THE CORE THEORY OF FOOD TOURISM FUTURES 19. Ian Yeoman, Una McMahon-Beattie, Eerang Park and Sangkyun Kim: The Futures of Food Tourism Index

2075 – The Future(s) of Food Tourism
2h26min15
Emploi et carrières
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195 pages. Temps de lecture estimé 2h26min.
Rethinks business models in the food and tourism industry to suggest ways in which they could be made fit for the futureThis book explores the future(s) of food tourism in 2075 and beyond. It uses the principles of multiple futures to demonstrate, analyse and examine different pathways that food tourism may take using the principles of scenario planning. It aims to provide a comprehensive account of the phenomena of food tourism future(s) and presents an analysis and discussion on the key topics relating to the future(s) of food tourism using the process of scenario planning. It demonstrates an application of scenario planning as a theory-building framework for food tourism and presents four scenarios representing different pathways, theories, drivers, trends and concepts associated with food tourism in the future. This is a timely and important volume given the issues of global food supply, climate change, authenticity, changing diets and the rise of food tourism as the core of the experience economy.Figures and Tables Contributors Foreword PART 1. INTRODUCTION 1. Ian Yeoman, Sangkyun Kim, Eerang Park and Una McMahon-Beattie: Food Tourism and the Future(s) 2. Eerang Park and Ian Yeoman: Food Tourism: Why Is It an Important Concept Today? 3. Ian Yeoman and Una McMahon-Beattie: Food Tourism in 2075: Scenarios and Drivers of Change PART 2. DR SPOCK’S RESTAURANT 4. Li Ding: A New Restaurant Dining Experience with Laboratory-based Food Alternatives in the Future 5. Demos Parapanos: Science in Food: The Example of Meat-substitutes and Cell-based Meat - A Day at Dr Spock’s Restaurant 6. Linda Hofman and Danielle Naafs: ‘License to Eat’: Speculative Trend Explorations of the Future 7. Anke Arts and Ben Wielenga: Dr Spock’s Floating Sea Farm Restaurant in the Dutch Wadden Sea 8. Seden Dogan, Faizan Ali, Mehtap Yücel Güngör and Ozan Güngör: Impact of Food Neophobia and Food Neophilia on Attitude and Behavior Towards Food Cooked by a Robotic Chef PART 3. ROOTS 9. Sangkyun Kim, Eerang Park and Kyungjae Jang: We’ll Still be Here: (Re)Negotiating ‘Staged Authenticity’ or Safeguarding Local Food and Foodways? 10. Denian Cheng: Sociotechnological Authentication of Iconic Food Attractions and Experiences 11. Eunice Tan: Peranakan Tables of Futures Past: Traditional Foodways, Collective Nostalgia, and the Multimodality of Tasting our Roots PART 4. ROYAL MAYFAIR 12. Tracy Harkison: The Monopoly of the Royal Mayfair 13. Felipe Koch: Liquid Jewels: Drinking the Last Bottles of Wine 14. Daniel W.M. Wright: WARNING! The Royal Mayfair Scenario is a Narcissistic Consumers Playground 15. Kyungjae Jang and Sangkyun Kim: Virtual Lux Gourmet: Future of Virtual Food Tourism PART 5. LA NATURA FOOD TRAIL 16. Francesc Fusté-Forné and Alicia Orea-Giner: Home Hospitality: A Crafted Food Vision 17. Stuart R.M. Reid and Olga Rauhut Kompaniets: Elysium Near and Far: Food Tourism Futures in Sweden 18. Amalina Andrade and Trisha Dwyer: Therapeutic Wellness: A Down-to-Earth Journey into Tuscany’s Food Trail PART 6. THE CORE THEORY OF FOOD TOURISM FUTURES 19. Ian Yeoman, Una McMahon-Beattie, Eerang Park and Sangkyun Kim: The Futures of Food Tourism Index

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Affiche du document Rethinking the Education of Multilingual Learners — Rethinking the Education of Multilingual Learners
Jim Cummins
4h03min45
Sciences humaines et sociales
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325 pages. Temps de lecture estimé 4h4min.
Ground-breaking and topical commentary from a leading thinker within the field of multilingual educationA ground-breaking and topical commentary from a leading thinker within the field of multilingual education. Over the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory – Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory – in a way that significantly clarifies this controversial concept. Acknowledgements Lily Wong Fillmore: Foreword Series Editor’s Preface Tove Skutnabb-Kangas: Preface Part 1: Evolution of a Theoretical Framework: A Personal Account Chapter 1. Core Ideas and Background Influences Chapter 2. Resolving Contradictions: Cognitive Consequences of Bilingualism Chapter 3. Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development Chapter 4. Language Proficiency and Academic Achievement Chapter 5. Power Relations in School: Constructing or Constricting Identities? Chapter 6. Reversing Underachievement: An Integrated Framework Part 2: Critical Analysis of Competing Theoretical Claims Chapter 7. How Do We Assess the Legitimacy of Theoretical Constructs and Claims? Chapter 8. Is ‘Academic Language’ a Legitimate Theoretical Construct? Chapter 9. Are ‘Linguistic Interdependence’ and the ‘Common Underlying Proficiency’ Legitimate Theoretical Constructs? Chapter 10. Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis Part 3: Instructional Practice in Dialogue with Theoretical Concepts Chapter 11. Teachers as Knowledge Generators: Learning from Inspirational Pedagogy About the Author References Index

Rethinking the Education of Multilingual Learners
Jim Cummins
4h03min45
Sciences humaines et sociales
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325 pages. Temps de lecture estimé 4h4min.
Ground-breaking and topical commentary from a leading thinker within the field of multilingual educationA ground-breaking and topical commentary from a leading thinker within the field of multilingual education. Over the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory – Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory – in a way that significantly clarifies this controversial concept. Acknowledgements Lily Wong Fillmore: Foreword Series Editor’s Preface Tove Skutnabb-Kangas: Preface Part 1: Evolution of a Theoretical Framework: A Personal Account Chapter 1. Core Ideas and Background Influences Chapter 2. Resolving Contradictions: Cognitive Consequences of Bilingualism Chapter 3. Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development Chapter 4. Language Proficiency and Academic Achievement Chapter 5. Power Relations in School: Constructing or Constricting Identities? Chapter 6. Reversing Underachievement: An Integrated Framework Part 2: Critical Analysis of Competing Theoretical Claims Chapter 7. How Do We Assess the Legitimacy of Theoretical Constructs and Claims? Chapter 8. Is ‘Academic Language’ a Legitimate Theoretical Construct? Chapter 9. Are ‘Linguistic Interdependence’ and the ‘Common Underlying Proficiency’ Legitimate Theoretical Constructs? Chapter 10. Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis Part 3: Instructional Practice in Dialogue with Theoretical Concepts Chapter 11. Teachers as Knowledge Generators: Learning from Inspirational Pedagogy About the Author References Index

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Affiche du document Ideologies of Communication in Japan — Ideologies of Communication in Japan
2h00min00
Sciences humaines et sociales
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160 pages. Temps de lecture estimé 2h00min.
Expands the notion of language ideologies by shifting from the study of language to that of communicationThis book presents case studies of ideologies of communication in Japan which respond to recent epistemological and methodological developments in the field and reflect the subject-wide shift from ideologies of language to ideologies of communication. Chapters explore a wide range of language contexts, from formal language learning settings to video games, smartphones and language use in couples and by immigrants. The authors use an array of innovative methodological approaches and theoretical perspectives, including language portraits, soundscapes and social space. The book also contains chapters that present positive perspectives on ideologies, examining how they can be created and mobilized to inspire specific groups to pursue their interests. Together the chapters give a complex and inclusive picture of language in Japan and the current breadth of the field of ideologies of communication.Tables and Figures Contributors Acknowledgements Conventions Chapter 1. Florian Grosser, Patrick Heinrich, Saana Santalahti: Ideologies of Communication in Japan: An Introduction and Overview Part 1. International Encounters Chapter 2. Riikka Länsisalmi: Constructing the 'seikatsusha' through Japanese as a Second Language: Ideologies of Communication in Language Education Policy and Locally Produced Learning Materials Chapter 3. Kayoko Hashimoto: Monolingual Approach and Multilingual Learners: A New Phase of Japanese Language Education Policy Chapter 4. Jae DiBello Takeuchi: L2 Japanese Speakers and Language Ideologies: The Impact of Monolingual Bias on Beliefs about Unwanted Code-Switching Chapter 5. Florian Grosser: Emotion, Competence and Context in a Multilingual Relationship: A Metapragmatic Perspective Chapter 6. Patrick Heinrich: Ameyoko Shopping Street in Tokyo: Urban Space as an Ideological Palimpsest Part 2. Mediated Communication in the Digital Age Chapter 7. Wesley C. Robertson: Orthography, Identity and Ideology: Script Variation as a Social Practice in Japan(ese) Chapter 8. Eugenia Diegoli: Normative Practices of Linguistic Correction on Hatsugen Komachi: A Corpus-Assisted Approach to (Meta)discourses around Linguistic 'Mistakes' Chapter 9. Lorenzo Moretti: Enregisterment, Indexicality and Iconisation in Contemporary Japanese Fictionalised Orality: Creativity of Independent Game Developers in Written Video Game Dialogue Chapter 10. Francesco Vitucci: Language Ideologies and Gender Stereotypes: Representation of Adult Masculine Speech in the Japanese Dub of the American Series Never Have I Ever Part 3. Minoritized Communities Chapter 11. Takeshi Nakashima: Ableism toward Language by People with Disabilities: The Relationship between the Body and Ideology Chapter 12. Saana Santalahti: Sowing Seeds of Knowledge for Future Generations: Possibilities to Empower Ainu Language and People through Tourism Chapter 13. Yumiko Ohara: Questioning, Challenging and Reformulating Dominant Language Ideologies in Japan: The Cases of Ainu and Uchinaaguchi Saana Santalahti, Florian Grosser, Patrick Heinrich: Conclusion: The Creation and Contestation of Difference Index

Ideologies of Communication in Japan
2h00min00
Sciences humaines et sociales
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160 pages. Temps de lecture estimé 2h00min.
Expands the notion of language ideologies by shifting from the study of language to that of communicationThis book presents case studies of ideologies of communication in Japan which respond to recent epistemological and methodological developments in the field and reflect the subject-wide shift from ideologies of language to ideologies of communication. Chapters explore a wide range of language contexts, from formal language learning settings to video games, smartphones and language use in couples and by immigrants. The authors use an array of innovative methodological approaches and theoretical perspectives, including language portraits, soundscapes and social space. The book also contains chapters that present positive perspectives on ideologies, examining how they can be created and mobilized to inspire specific groups to pursue their interests. Together the chapters give a complex and inclusive picture of language in Japan and the current breadth of the field of ideologies of communication.Tables and Figures Contributors Acknowledgements Conventions Chapter 1. Florian Grosser, Patrick Heinrich, Saana Santalahti: Ideologies of Communication in Japan: An Introduction and Overview Part 1. International Encounters Chapter 2. Riikka Länsisalmi: Constructing the 'seikatsusha' through Japanese as a Second Language: Ideologies of Communication in Language Education Policy and Locally Produced Learning Materials Chapter 3. Kayoko Hashimoto: Monolingual Approach and Multilingual Learners: A New Phase of Japanese Language Education Policy Chapter 4. Jae DiBello Takeuchi: L2 Japanese Speakers and Language Ideologies: The Impact of Monolingual Bias on Beliefs about Unwanted Code-Switching Chapter 5. Florian Grosser: Emotion, Competence and Context in a Multilingual Relationship: A Metapragmatic Perspective Chapter 6. Patrick Heinrich: Ameyoko Shopping Street in Tokyo: Urban Space as an Ideological Palimpsest Part 2. Mediated Communication in the Digital Age Chapter 7. Wesley C. Robertson: Orthography, Identity and Ideology: Script Variation as a Social Practice in Japan(ese) Chapter 8. Eugenia Diegoli: Normative Practices of Linguistic Correction on Hatsugen Komachi: A Corpus-Assisted Approach to (Meta)discourses around Linguistic 'Mistakes' Chapter 9. Lorenzo Moretti: Enregisterment, Indexicality and Iconisation in Contemporary Japanese Fictionalised Orality: Creativity of Independent Game Developers in Written Video Game Dialogue Chapter 10. Francesco Vitucci: Language Ideologies and Gender Stereotypes: Representation of Adult Masculine Speech in the Japanese Dub of the American Series Never Have I Ever Part 3. Minoritized Communities Chapter 11. Takeshi Nakashima: Ableism toward Language by People with Disabilities: The Relationship between the Body and Ideology Chapter 12. Saana Santalahti: Sowing Seeds of Knowledge for Future Generations: Possibilities to Empower Ainu Language and People through Tourism Chapter 13. Yumiko Ohara: Questioning, Challenging and Reformulating Dominant Language Ideologies in Japan: The Cases of Ainu and Uchinaaguchi Saana Santalahti, Florian Grosser, Patrick Heinrich: Conclusion: The Creation and Contestation of Difference Index

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Affiche du document Pedagogical Translanguaging — Pedagogical Translanguaging
2h11min15
Langues
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175 pages. Temps de lecture estimé 2h11min.
Addresses the pressing need to develop evidence-based teaching practices that lead to high-quality educationWith increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world. The volume breaks new ground in that all chapters share a focus on teachers as ‘knowledge generators’ and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school. Chapters 1, 3, 4 and 8 are free to download as open access publications under a CC BY NC ND licence. You can access them here: Chapter 1: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. An Introduction by Päivi Juvonen and Marie Källkvist https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden https://zenodo.org/records/5269113#.YSjxzI5KjIVContributors Nancy H. Hornberger: Foreword: Teaching and Researching in Linguistically and Culturally Diverse Classrooms Chapter 1. Päivi Juvonen and Marie Källkvist: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives – An Introduction This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 2. Jim Cummins: Translanguaging: A Critical Analysis of Theoretical Claims Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 5. Gudrun Svensson: Developing Pedagogical Translanguaging in a Primary and Middle School Chapter 6. Valentina Carbonara and Andrea Scibetta: ‛我的…futuro?’: Multilingual Practices Shaping Classroom Interaction in Italian Mainstream Education Chapter 7. Anne Reath Warren: Semiotic Assemblages in Study Guidance in the Mother Tongue Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269113#.YSjxzI5KjIV Chapter 9. Jessica Sierk: Language 'Barriers' or Barriers to Translanguaging? Language as a 'Problem' in the New Latinx Diaspora Chapter 10. Jenny Rosén and Berit Lundgren: Challenging Monolingual Norms through Pedagogical Translanguaging in Adult Education for Immigrants in Sweden? Chapter 11. Oliver St John: Doing Multilingual Language Assistance in Swedish for Immigrants Classrooms Chapter 12. Anne Pitkänen-Huhta: Multilingualism in Language Education: Examining the Outcomes in the Context of Finland Francis M. Hult: Afterword Index

Pedagogical Translanguaging
2h11min15
Langues
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175 pages. Temps de lecture estimé 2h11min.
Addresses the pressing need to develop evidence-based teaching practices that lead to high-quality educationWith increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world. The volume breaks new ground in that all chapters share a focus on teachers as ‘knowledge generators’ and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school. Chapters 1, 3, 4 and 8 are free to download as open access publications under a CC BY NC ND licence. You can access them here: Chapter 1: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. An Introduction by Päivi Juvonen and Marie Källkvist https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden https://zenodo.org/records/5269113#.YSjxzI5KjIVContributors Nancy H. Hornberger: Foreword: Teaching and Researching in Linguistically and Culturally Diverse Classrooms Chapter 1. Päivi Juvonen and Marie Källkvist: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives – An Introduction This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5267290#.YSd2vI5Kjcs Chapter 2. Jim Cummins: Translanguaging: A Critical Analysis of Theoretical Claims Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269023#.YSeV9o5Kjcs Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269102#.YSjxl45KjIV Chapter 5. Gudrun Svensson: Developing Pedagogical Translanguaging in a Primary and Middle School Chapter 6. Valentina Carbonara and Andrea Scibetta: ‛我的…futuro?’: Multilingual Practices Shaping Classroom Interaction in Italian Mainstream Education Chapter 7. Anne Reath Warren: Semiotic Assemblages in Study Guidance in the Mother Tongue Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden This chapter is open access under a CC BY NC ND licence and can be downloaded for free at: https://zenodo.org/records/5269113#.YSjxzI5KjIV Chapter 9. Jessica Sierk: Language 'Barriers' or Barriers to Translanguaging? Language as a 'Problem' in the New Latinx Diaspora Chapter 10. Jenny Rosén and Berit Lundgren: Challenging Monolingual Norms through Pedagogical Translanguaging in Adult Education for Immigrants in Sweden? Chapter 11. Oliver St John: Doing Multilingual Language Assistance in Swedish for Immigrants Classrooms Chapter 12. Anne Pitkänen-Huhta: Multilingualism in Language Education: Examining the Outcomes in the Context of Finland Francis M. Hult: Afterword Index

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Affiche du document Pronatalism — Pronatalism
Sarah Benesch
1h12min45
Sciences humaines et sociales
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97 pages. Temps de lecture estimé 1h13min.
One of the most original and powerful scholarly works written on gender and women’s power to chooseThis book addresses a topic that until recently had been underexplored: women who voluntarily forgo having and raising children. Grounded in a discourse approach, it examines reproductive decision-making in the context of pronatalist discourses, such as 'maternal instinct', 'biological clock' and 'having it all', that encourage procreation in some while discouraging it in others. To contextualize pronatalism sociohistorically, the book also examines the relationship between pro- and anti-natalist discourses that emerged during the 20th-century eugenics movement in the United States, especially its promotion of white middle-class women’s procreation while discouraging, or preventing, poor immigrant women and women of color from reproducing. Other topics include online communities devoted to childfreedom, 20th- and 21st-century women authors who wrote about their decision not to procreate, responses of academic women in the field of applied linguistics to questions about their childlessness, and a personal narrative of the author’s childlessness. The author calls for solidarity between mothers and 'nothers' (her term for childless women) to defy the policing of women’s bodies worldwide.Acknowledgements Series Editors' Preface Chapter 1. Introduction Chapter 2. Eugenics: Relationships between Pro- and Anti-Natalist Discourses Chapter 3. Pronatalist Discourses and Counterdiscourses in Popular Culture: Biological Clock Chapter 4. Pronatalist Discourses and Counterdiscourses in Popular Culture: Having it All Chapter 5. Discourses of Nothering Online: Seeking Community or Celebrating a Lifestyle? Chapter 6. Discourses of Notherhood: Writers Claim Their Time, Space, Energy, Money, and Reproductive Rights Chapter 7. Academic Women and Notherhood Chapter 8. My Notherhood: Discourses and Counterdiscourses Chapter 9. Reproductive Solidarity References Index

Pronatalism
Sarah Benesch
1h12min45
Sciences humaines et sociales
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97 pages. Temps de lecture estimé 1h13min.
One of the most original and powerful scholarly works written on gender and women’s power to chooseThis book addresses a topic that until recently had been underexplored: women who voluntarily forgo having and raising children. Grounded in a discourse approach, it examines reproductive decision-making in the context of pronatalist discourses, such as 'maternal instinct', 'biological clock' and 'having it all', that encourage procreation in some while discouraging it in others. To contextualize pronatalism sociohistorically, the book also examines the relationship between pro- and anti-natalist discourses that emerged during the 20th-century eugenics movement in the United States, especially its promotion of white middle-class women’s procreation while discouraging, or preventing, poor immigrant women and women of color from reproducing. Other topics include online communities devoted to childfreedom, 20th- and 21st-century women authors who wrote about their decision not to procreate, responses of academic women in the field of applied linguistics to questions about their childlessness, and a personal narrative of the author’s childlessness. The author calls for solidarity between mothers and 'nothers' (her term for childless women) to defy the policing of women’s bodies worldwide.Acknowledgements Series Editors' Preface Chapter 1. Introduction Chapter 2. Eugenics: Relationships between Pro- and Anti-Natalist Discourses Chapter 3. Pronatalist Discourses and Counterdiscourses in Popular Culture: Biological Clock Chapter 4. Pronatalist Discourses and Counterdiscourses in Popular Culture: Having it All Chapter 5. Discourses of Nothering Online: Seeking Community or Celebrating a Lifestyle? Chapter 6. Discourses of Notherhood: Writers Claim Their Time, Space, Energy, Money, and Reproductive Rights Chapter 7. Academic Women and Notherhood Chapter 8. My Notherhood: Discourses and Counterdiscourses Chapter 9. Reproductive Solidarity References Index

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Affiche du document Decolonial Options in Higher Education — Decolonial Options in Higher Education
2h04min30
Politique
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166 pages. Temps de lecture estimé 2h04min.
Chapters drive change through a conscious emphasis on challenging received understandings and actively pursuing alternativesIn order for decolonization to avoid becoming yet another orthodoxy, this book argues that it is necessary to recognize the neoliberal ideologies and imperatives that drive so much work in universities in both the Global Norths and Global Souths, and to understand the enmeshment (both historical and ongoing) of universities in colonial practices. The chapters interrogate both these issues and the terms in which they are usually critiqued in order to identify the cracks and fissures within institutions that may enable decolonization to be leveraged as a praxis and a means of radical change. The chapters explore a range of issues across Higher Education including reparations, allyship, soft power, academic publishing and the politics of race within the university; together they represent an argument for the necessity of continually rethinking and re-making the theories, methods and assumptions of decolonization.Contributors André Keet: Foreword Sinfree Makoni and Chanel van der Merwe: Introduction: Decolonial Options in Higher Education: Cracks and Fissures 1. Horace G. Campbell: Reparations and the University in the 21st Century 2. Jonathan Jansen: How Institutions Defang Radical Curriculum Ideas: The Fate of Decolonization in South African Universities 3. Tshepo Madlingozi: Decoloniality as the Forging of Communities of Critical Consciousness or Beloved Communities 4. Pedro Mzileni and Chanel van der Merwe: Interlude: A Conversation with Dr Pedro Mzileni about #RhodesMustFall and Decolonial Options in Higher Education 5. Shirley Anne Tate: The Impossibility of Black–White Feminist Allyship: A Summary 6. Raewyn Connell: The Good University 7. Kenneth King: China and India’s Higher Education Cooperation with Africa: Cultural Diplomacy and Soft Power 8. Diana Jeater: Imperial Standards in African Publishing 9. Adam Habib: Structural Racism, Social Change and the Politics of Race in Universities in the United Kingdom Cécile B. Vigouroux: Epilogue Index

Decolonial Options in Higher Education
2h04min30
Politique
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166 pages. Temps de lecture estimé 2h04min.
Chapters drive change through a conscious emphasis on challenging received understandings and actively pursuing alternativesIn order for decolonization to avoid becoming yet another orthodoxy, this book argues that it is necessary to recognize the neoliberal ideologies and imperatives that drive so much work in universities in both the Global Norths and Global Souths, and to understand the enmeshment (both historical and ongoing) of universities in colonial practices. The chapters interrogate both these issues and the terms in which they are usually critiqued in order to identify the cracks and fissures within institutions that may enable decolonization to be leveraged as a praxis and a means of radical change. The chapters explore a range of issues across Higher Education including reparations, allyship, soft power, academic publishing and the politics of race within the university; together they represent an argument for the necessity of continually rethinking and re-making the theories, methods and assumptions of decolonization.Contributors André Keet: Foreword Sinfree Makoni and Chanel van der Merwe: Introduction: Decolonial Options in Higher Education: Cracks and Fissures 1. Horace G. Campbell: Reparations and the University in the 21st Century 2. Jonathan Jansen: How Institutions Defang Radical Curriculum Ideas: The Fate of Decolonization in South African Universities 3. Tshepo Madlingozi: Decoloniality as the Forging of Communities of Critical Consciousness or Beloved Communities 4. Pedro Mzileni and Chanel van der Merwe: Interlude: A Conversation with Dr Pedro Mzileni about #RhodesMustFall and Decolonial Options in Higher Education 5. Shirley Anne Tate: The Impossibility of Black–White Feminist Allyship: A Summary 6. Raewyn Connell: The Good University 7. Kenneth King: China and India’s Higher Education Cooperation with Africa: Cultural Diplomacy and Soft Power 8. Diana Jeater: Imperial Standards in African Publishing 9. Adam Habib: Structural Racism, Social Change and the Politics of Race in Universities in the United Kingdom Cécile B. Vigouroux: Epilogue Index

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Affiche du document Indigenous Language Education in Critical Times — Indigenous Language Education in Critical Times
1h36min45
Sciences humaines et sociales
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129 pages. Temps de lecture estimé 1h37min.
Inspires readers to contemplate how Indigenous language reclamation is essential for our planet’s futureThis book builds a space in which a diversity of voices – Indigenous teachers, activists and committed academics – are foregrounded in the processes of Indigenous education with the goal of Indigenous language reclamation. It decenters state systems of education (e.g. schooling) and instead considers the efforts of teachers (defined broadly), community activists and scholars who are developing initiatives to support Indigenous language practices in, around and beyond schooling, thereby emphasizing diverse processes of language reclamation in complex and varied settings. The authors invite the reader to reconsider language reclamation in the face of climate change and neocolonial exploitation, offering a source of radical hope for the future. Central to the book are narratives regarding community-based collaborations, which subvert the asymmetrical power relations between academia and educational practitioners and activists, and call into question the categories constructed by a top-down approach, as well as the colonial relationships that linguistic anthropology and linguistics have constructed within the spaces and people they ‘study’.Contributors Map Elizabeth Alva Sumida Huaman: Foreword: Weaving Indigenous Words and Worlds and the Work of Everyday Hope Julieta Briseño-Roa, Paulina Griñó, Vanessa Anthony-Stevens and José Antonio Flores Farfán: Introduction Part 1: Narratives of Reclamation: Lifework and Learning in Dialogue Chapter 1. Julee Dehose, Jennie Burns and Vanessa Anthony-Stevens: 'We Are Not Going to Be Who We Were Meant to Be if We Don’t Speak Our Language' Chapter 2. David E.K. Smith and Richard Atuk: Nunayaaġviŋmi Itut Uvlumini in Anchorage: A Conversation about Language Revitalization and Reciprocal Research Practices Chapter 3. Angel Sobotta Talaltlílpt: Reclamation of Language, Stories, Relationship to the Land: Niimíipuu Female as a Storyteller Poem by Celerina Patricia Sánchez Santiago: Nchií Naá Kuú/¿Quién Soy? /Who Am I? Part 2: Pedagogies and Practices of Indigenous Language Reclamation in and around Schools Chapter 4. Erika Candelaria Hernández Aragón and Haydée Morales Flores: Communal Education, Existence of Shared Autonomy Chapter 5. Teresa Damian Jara: Experiences and Spaces of Opportunity for Work with the Ngigua Language Chapter 6. Beatriz González and Cornelio Hernández Pérez: The Use of Indigenous Languages in Community-based Indigenous Education in Oaxaca, Mx Chapter 7. Ernesto Colín: Toward a Methodology of Urban Indigenous Youth Language Learning Poem by Felipe Ruiz Jiménez: Gidro’ Lihdxan/Placenta Part 3: Redefining Language Learning in Diverse Spaces and Modes Chapter 8. Louie Lorenze and Philip Stevens: Nłt’éégo Bénáłdiih: The Dissemination of Ndee Epistemology in Contemporary Times Chapter 9. Jessica Matsaw and Sammy Matsaw: Reconnecting to Homelands through Digital Storywork Chapter 10. Marta Silva Fernández, Jennifer Brito Pacheco and Paulina Griñó: Learning from Narratives: Life Stories of Indigenous Students in Chilean Graduate Science Programs as Voices of Advocacy for University Space Reclamation Chapter 11. Carolina Kürüf Poblete, Silvia Calfuqueo and Kelly Baur: Reflections and Actions on Linguistic Resistance in Formal and Informal Spaces as a Proposal for Decolonization in Wallmapu/Wajmapu Poem by Celerina Patricia Sánchez Santiago: Kuú Teku/Ser de colores/Being of Colours Julieta Briseño-Roa, Paulina Griñó, Vanessa Anthony-Stevens and José Antonio Flores Farfán: Epilogue Index

Indigenous Language Education in Critical Times
1h36min45
Sciences humaines et sociales
Youscribe plus
129 pages. Temps de lecture estimé 1h37min.
Inspires readers to contemplate how Indigenous language reclamation is essential for our planet’s futureThis book builds a space in which a diversity of voices – Indigenous teachers, activists and committed academics – are foregrounded in the processes of Indigenous education with the goal of Indigenous language reclamation. It decenters state systems of education (e.g. schooling) and instead considers the efforts of teachers (defined broadly), community activists and scholars who are developing initiatives to support Indigenous language practices in, around and beyond schooling, thereby emphasizing diverse processes of language reclamation in complex and varied settings. The authors invite the reader to reconsider language reclamation in the face of climate change and neocolonial exploitation, offering a source of radical hope for the future. Central to the book are narratives regarding community-based collaborations, which subvert the asymmetrical power relations between academia and educational practitioners and activists, and call into question the categories constructed by a top-down approach, as well as the colonial relationships that linguistic anthropology and linguistics have constructed within the spaces and people they ‘study’.Contributors Map Elizabeth Alva Sumida Huaman: Foreword: Weaving Indigenous Words and Worlds and the Work of Everyday Hope Julieta Briseño-Roa, Paulina Griñó, Vanessa Anthony-Stevens and José Antonio Flores Farfán: Introduction Part 1: Narratives of Reclamation: Lifework and Learning in Dialogue Chapter 1. Julee Dehose, Jennie Burns and Vanessa Anthony-Stevens: 'We Are Not Going to Be Who We Were Meant to Be if We Don’t Speak Our Language' Chapter 2. David E.K. Smith and Richard Atuk: Nunayaaġviŋmi Itut Uvlumini in Anchorage: A Conversation about Language Revitalization and Reciprocal Research Practices Chapter 3. Angel Sobotta Talaltlílpt: Reclamation of Language, Stories, Relationship to the Land: Niimíipuu Female as a Storyteller Poem by Celerina Patricia Sánchez Santiago: Nchií Naá Kuú/¿Quién Soy? /Who Am I? Part 2: Pedagogies and Practices of Indigenous Language Reclamation in and around Schools Chapter 4. Erika Candelaria Hernández Aragón and Haydée Morales Flores: Communal Education, Existence of Shared Autonomy Chapter 5. Teresa Damian Jara: Experiences and Spaces of Opportunity for Work with the Ngigua Language Chapter 6. Beatriz González and Cornelio Hernández Pérez: The Use of Indigenous Languages in Community-based Indigenous Education in Oaxaca, Mx Chapter 7. Ernesto Colín: Toward a Methodology of Urban Indigenous Youth Language Learning Poem by Felipe Ruiz Jiménez: Gidro’ Lihdxan/Placenta Part 3: Redefining Language Learning in Diverse Spaces and Modes Chapter 8. Louie Lorenze and Philip Stevens: Nłt’éégo Bénáłdiih: The Dissemination of Ndee Epistemology in Contemporary Times Chapter 9. Jessica Matsaw and Sammy Matsaw: Reconnecting to Homelands through Digital Storywork Chapter 10. Marta Silva Fernández, Jennifer Brito Pacheco and Paulina Griñó: Learning from Narratives: Life Stories of Indigenous Students in Chilean Graduate Science Programs as Voices of Advocacy for University Space Reclamation Chapter 11. Carolina Kürüf Poblete, Silvia Calfuqueo and Kelly Baur: Reflections and Actions on Linguistic Resistance in Formal and Informal Spaces as a Proposal for Decolonization in Wallmapu/Wajmapu Poem by Celerina Patricia Sánchez Santiago: Kuú Teku/Ser de colores/Being of Colours Julieta Briseño-Roa, Paulina Griñó, Vanessa Anthony-Stevens and José Antonio Flores Farfán: Epilogue Index

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Affiche du document Language Teacher Emotion Regulation — Language Teacher Emotion Regulation
Sam Morris
1h42min45
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137 pages. Temps de lecture estimé 1h43min.
Responds to the demand into more research on causes of stress and burnout among teachersThis book seeks to understand how language teachers regulate and use their emotions to best serve themselves and their students. It furthers research in the field by providing an in-depth theoretical discussion of emotion regulation alongside a comprehensive exploration in Japan. The study at the heart of the book focuses on three important features: the strategies language teachers employ to regulate their emotions, the motives that they regulate in aid of, and the various contextual factors shaping their strategy and motive decision-making. The findings reveal numerous ways that language teacher emotion regulation is empowered and constrained by identities, notions of good practice, critical experiences and external pressures. The book provides theoretical models of emotion regulation alongside recommendations for researchers, trainers and teachers who are interested in understanding more about the emotional dimension of the language classroom.Acknowledgements Copyright Notice Acknowledgement of Financial Support Figures and Tables Foreword Chapter 1. Introduction to Language Teacher Emotion Regulation Chapter 2. Theoretical Perspectives on Emotion Regulation Chapter 3. Emotion Regulation in Applied Linguistics Chapter 4. The Non-Japanese Teacher in Japan Chapter 5. A Study of Emotion Regulation Chapter 6. Environment Chapter 7. Attention Chapter 8. Cognition Chapter 9. Response Chapter 10. Conclusion: Language Teacher Emotion Regulation Appendices References Index

Language Teacher Emotion Regulation
Sam Morris
1h42min45
Langues
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137 pages. Temps de lecture estimé 1h43min.
Responds to the demand into more research on causes of stress and burnout among teachersThis book seeks to understand how language teachers regulate and use their emotions to best serve themselves and their students. It furthers research in the field by providing an in-depth theoretical discussion of emotion regulation alongside a comprehensive exploration in Japan. The study at the heart of the book focuses on three important features: the strategies language teachers employ to regulate their emotions, the motives that they regulate in aid of, and the various contextual factors shaping their strategy and motive decision-making. The findings reveal numerous ways that language teacher emotion regulation is empowered and constrained by identities, notions of good practice, critical experiences and external pressures. The book provides theoretical models of emotion regulation alongside recommendations for researchers, trainers and teachers who are interested in understanding more about the emotional dimension of the language classroom.Acknowledgements Copyright Notice Acknowledgement of Financial Support Figures and Tables Foreword Chapter 1. Introduction to Language Teacher Emotion Regulation Chapter 2. Theoretical Perspectives on Emotion Regulation Chapter 3. Emotion Regulation in Applied Linguistics Chapter 4. The Non-Japanese Teacher in Japan Chapter 5. A Study of Emotion Regulation Chapter 6. Environment Chapter 7. Attention Chapter 8. Cognition Chapter 9. Response Chapter 10. Conclusion: Language Teacher Emotion Regulation Appendices References Index

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Affiche du document Health and Wellness Tourism — Health and Wellness Tourism
Malcolm Cooper
3h07min30
Emploi et carrières
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250 pages. Temps de lecture estimé 3h07min.
Geothermal springs constitute a major tourism resource, providing spectacular settings, recreation facilities, a recognised value in treatments beneficial for health and wellness, a sense of heritage and adventure, and links with the natural environment. Health and wellness tourism accounts for a significant proportion of the world’s tourism consumption, with components ranging from hot spring bathing for leisure and recreation, through mineral water use in health treatments under the supervision of highly specialised medical professionals, to water treatments in the wellness and beauty therapy sector and the use of mineral water for drinking purposes. This makes it an economically and socially important area of tourism demanding in-depth analysis. This book explores health and wellness tourism from a range of perspectives including usage, heritage, management, technology, environmental and cultural features, and marketing.1 Introduction: The Development of the Health and Wellness Spa Industry 2 The Health and Wellness Concept: A Global Overview 3 The Use of Natural Hot and Mineral Springs throughout History 4 The Cultural and Religious Use of Water 5 The Geological Background of Natural Hot and Mineral Springs 6 The Health and Wellness Spa Tourism Industry Environment 7 The Technology and Economics of Health and Wellness Spa Tourism 8 Aspects of Management and Marketing in Health and Wellness Spa Tourism 9 Case Studies from the Contemporary World 10 Conclusions: Retrospect, Challenges and the Future

Health and Wellness Tourism
Malcolm Cooper
3h07min30
Emploi et carrières
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250 pages. Temps de lecture estimé 3h07min.
Geothermal springs constitute a major tourism resource, providing spectacular settings, recreation facilities, a recognised value in treatments beneficial for health and wellness, a sense of heritage and adventure, and links with the natural environment. Health and wellness tourism accounts for a significant proportion of the world’s tourism consumption, with components ranging from hot spring bathing for leisure and recreation, through mineral water use in health treatments under the supervision of highly specialised medical professionals, to water treatments in the wellness and beauty therapy sector and the use of mineral water for drinking purposes. This makes it an economically and socially important area of tourism demanding in-depth analysis. This book explores health and wellness tourism from a range of perspectives including usage, heritage, management, technology, environmental and cultural features, and marketing.1 Introduction: The Development of the Health and Wellness Spa Industry 2 The Health and Wellness Concept: A Global Overview 3 The Use of Natural Hot and Mineral Springs throughout History 4 The Cultural and Religious Use of Water 5 The Geological Background of Natural Hot and Mineral Springs 6 The Health and Wellness Spa Tourism Industry Environment 7 The Technology and Economics of Health and Wellness Spa Tourism 8 Aspects of Management and Marketing in Health and Wellness Spa Tourism 9 Case Studies from the Contemporary World 10 Conclusions: Retrospect, Challenges and the Future

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Affiche du document The Pragmatics of Intercultural Communicative Competence — The Pragmatics of Intercultural Communicative Competence
J. César Félix-Brasdefer
1h57min00
Langues
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156 pages. Temps de lecture estimé 1h57min.
Adds significantly to our understanding of meaning makingThis book presents a pragmatic perspective on the development of intercultural communicative competence and intercultural understanding by language learners in the foreign language classroom and in study abroad contexts. Using data from role-play interactions, intercultural episodes and student reflections, including both US learners of Spanish and multilingual learners of other languages, the book examines how a focus on pragmatics and metapragmatic awareness aids the development of intercultural competence. It also addresses current topics such as intercultural impoliteness, the negotiation of and reflection on speech acts at the discourse level, pragmatic competence, agency and pragmatic resistance. The book concludes with a reflection on what it means to be an intercultural speaker along with suggestions for both teaching and assessment.Figures and Tables Acknowledgements Transcription Conventions Introduction Chapter 1. Intercultural Communicative Competence as Language Use: A Pragmatic Perspective Chapter 2. Pragmatic Competence and Metapragmatic Awareness in Intercultural Understanding Chapter 3. Pragmatic-Discursive Perspective on Language Use and Intercultural Understanding Chapter 4. Pragmatic Learning and Intercultural Understanding in the Foreign Language Classroom Chapter 5. Negotiating Refusals: Sociopragmatic Awareness and Insights from Study Abroad Learners Chapter 6. Intercultural Impoliteness, Reflexive Awareness, and Agency in Study Abroad Contexts Conclusion References Index

The Pragmatics of Intercultural Communicative Competence
J. César Félix-Brasdefer
1h57min00
Langues
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156 pages. Temps de lecture estimé 1h57min.
Adds significantly to our understanding of meaning makingThis book presents a pragmatic perspective on the development of intercultural communicative competence and intercultural understanding by language learners in the foreign language classroom and in study abroad contexts. Using data from role-play interactions, intercultural episodes and student reflections, including both US learners of Spanish and multilingual learners of other languages, the book examines how a focus on pragmatics and metapragmatic awareness aids the development of intercultural competence. It also addresses current topics such as intercultural impoliteness, the negotiation of and reflection on speech acts at the discourse level, pragmatic competence, agency and pragmatic resistance. The book concludes with a reflection on what it means to be an intercultural speaker along with suggestions for both teaching and assessment.Figures and Tables Acknowledgements Transcription Conventions Introduction Chapter 1. Intercultural Communicative Competence as Language Use: A Pragmatic Perspective Chapter 2. Pragmatic Competence and Metapragmatic Awareness in Intercultural Understanding Chapter 3. Pragmatic-Discursive Perspective on Language Use and Intercultural Understanding Chapter 4. Pragmatic Learning and Intercultural Understanding in the Foreign Language Classroom Chapter 5. Negotiating Refusals: Sociopragmatic Awareness and Insights from Study Abroad Learners Chapter 6. Intercultural Impoliteness, Reflexive Awareness, and Agency in Study Abroad Contexts Conclusion References Index

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Affiche du document Children's Additional Language Learning in Instructional Settings — Children's Additional Language Learning in Instructional Settings
Yuko Goto Butler
2h10min30
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174 pages. Temps de lecture estimé 2h10min.
Provides a comprehensive overview of the current understanding of young learners’ additional language learningThis book provides the first comprehensive overview of young children’s language learning in pre-primary and primary education. It collates research to date on language development and pedagogy among children learning a language in addition to their home language(s) in instructional settings, providing readers with a thorough understanding of the topic and directions for further study. The book promotes a learner-centered approach to research and teaching and encourages critical reflection on how best to conduct research among children. It recognizes the substantial diversity of young language learning experiences and pays attention to individual differences and variability in children’s language development, embracing an ecological perspective sensitive to contextual factors. Closing the gap between research and practice, each chapter opens with pedagogical or policy-related questions, explores relevant theories and research findings from instructed second language acquisition, and offers discussion questions and recommended reading for further reflection and study. This will be invaluable reading for all those who are undertaking research and working with young language learners.Abbreviations Introduction Chapter 1. Exploring Children’s Additional Language Learning in School Why understanding their development is so challenging? Chapter 2. First Language Development and its Diversity What do children know about and do with language before attending additional language classes? Chapter 3. The Influence of Starting Age Is "the younger, the better" true for additional language learning? Chapter 4. The Roles of Cognitive Development and First Language What distinguishes children’s additional language learning from their first language learning and adults’ additional language learning? Chapter 5. Written Language Development How do children learn to read and write in an additional language? Chapter 6. Tasks and Interactions in Language Classrooms How do tasks and interactions promote children’s additional language learning? Chapter 7. Affect and Social Factors What do we know about the role of affect and social factors in children’s additional language learning? Chapter 8. Digital Technology and Children’s Language Learning How does digital technology influence children’s additional language learning? Chapter 9. Teaching and Teachers of Young Language Learners What is unique about teaching additional language to children? Chapter 10. Assessing Additional Language Learning What should teachers keep in mind when assessing children’s additional language learning? Chapter 11. Learning Additional Languages through Academic Content How do children learn both language and content? Chapter 12. Future Directions for Research What considerations are necessary when researching children’s additional language learning? References Discussion Questions and Additional Readings Index

Children's Additional Language Learning in Instructional Settings
Yuko Goto Butler
2h10min30
Langues
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174 pages. Temps de lecture estimé 2h10min.
Provides a comprehensive overview of the current understanding of young learners’ additional language learningThis book provides the first comprehensive overview of young children’s language learning in pre-primary and primary education. It collates research to date on language development and pedagogy among children learning a language in addition to their home language(s) in instructional settings, providing readers with a thorough understanding of the topic and directions for further study. The book promotes a learner-centered approach to research and teaching and encourages critical reflection on how best to conduct research among children. It recognizes the substantial diversity of young language learning experiences and pays attention to individual differences and variability in children’s language development, embracing an ecological perspective sensitive to contextual factors. Closing the gap between research and practice, each chapter opens with pedagogical or policy-related questions, explores relevant theories and research findings from instructed second language acquisition, and offers discussion questions and recommended reading for further reflection and study. This will be invaluable reading for all those who are undertaking research and working with young language learners.Abbreviations Introduction Chapter 1. Exploring Children’s Additional Language Learning in School Why understanding their development is so challenging? Chapter 2. First Language Development and its Diversity What do children know about and do with language before attending additional language classes? Chapter 3. The Influence of Starting Age Is "the younger, the better" true for additional language learning? Chapter 4. The Roles of Cognitive Development and First Language What distinguishes children’s additional language learning from their first language learning and adults’ additional language learning? Chapter 5. Written Language Development How do children learn to read and write in an additional language? Chapter 6. Tasks and Interactions in Language Classrooms How do tasks and interactions promote children’s additional language learning? Chapter 7. Affect and Social Factors What do we know about the role of affect and social factors in children’s additional language learning? Chapter 8. Digital Technology and Children’s Language Learning How does digital technology influence children’s additional language learning? Chapter 9. Teaching and Teachers of Young Language Learners What is unique about teaching additional language to children? Chapter 10. Assessing Additional Language Learning What should teachers keep in mind when assessing children’s additional language learning? Chapter 11. Learning Additional Languages through Academic Content How do children learn both language and content? Chapter 12. Future Directions for Research What considerations are necessary when researching children’s additional language learning? References Discussion Questions and Additional Readings Index

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Affiche du document Language Diversity, Policy and Social Justice — Language Diversity, Policy and Social Justice
1h51min45
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149 pages. Temps de lecture estimé 1h52min.
Advocates for social justice for language minoritized populations around the worldThis book honors the impactful work of Terrence G. Wiley on advancing social justice in the areas of language diversity and language policy. It brings together a group of experienced scholars to provide an overview of research and progress in three areas: heritage and community language education, ideologies of language and literacies, and language policy. The chapters cover a wide range of formal and informal learning spaces and address language policies and practices from the national to the local levels. The international appeal of Wiley’s work is represented through the rich diversity of the contributing scholars and research contexts. With an emphasis on advancing scholarship and advocacy for language minoritized populations in the United States and around the world, this book will be of interest to graduate students and researchers in the fields of language education, language policy and sociolinguistics.Contributors Kellie Rolstad, Wayne Wright, Na Liu and Jeff MacSwan: Preface 1. Kellie Rolstad: The Multipurpose Professor: The Life and Legacy of Terrence G. Wiley Part 1: Heritage and Community Language Education 2. Jin Sook Lee and Samantha Harris: Hallyu’s Role in Changing the Landscape of Korean Heritage Language Education 3. Teresa L. McCarty: Local Knowledge, Border Thinking and Activism: Keystones in Terrence Wiley’s Interdisciplinary Scholarship for Indigenous Language Education 4. Wayne E. Wright and Virak Chan: Khmer Heritage Language in Linguistic and Broadcast Media Landscape of Cambodia Town USA 5. Na Liu and Byeong-Keun You: From Researchers to Parent Stakeholders: Case Studies of Chinese and Korean Heritage Language-Community Language (HL-CL) Education Part 2: Ideologies of Language and Literacies 6. Kellie Rolstad, Jeff MacSwan, Christian J. Faltis and Carole Edelsky: The Legacy of the Great Divide in Multilingual Education: Historical Methods in the Study of Language Ideology 7. Peter Sayer: Language Policy and Ideological Tensions in TESOL and Bilingual Education 8. Jennifer Renn and Annie Laurie Duguay: Dismantling English-Only and Standard Language Ideologies in Education through Researcher-Practitioner Collaboration Part 3: Language Policy 9. Jeff Bale: History, (Dis-)Continuity and Language Policy 10. Sarah C.K. Moore: Historical and Contemporary Language Policymaking: The Politics of English-Only and Persistence of Bilingual Education 11. Karen E. Lillie and M. Beatriz Arias: Language Policy, Social Justice and the Law 12. Jingning Zhang and Huifeng Zeng: Chinese EFL Students’ Attitudes Towards China English Accents and the ‘Critical Moments’ of Attitudinal Change Terrence G. Wiley: Afterword: In Appreciation Appendix Publications by Terrence G. Wiley Index

Language Diversity, Policy and Social Justice
1h51min45
Langues
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149 pages. Temps de lecture estimé 1h52min.
Advocates for social justice for language minoritized populations around the worldThis book honors the impactful work of Terrence G. Wiley on advancing social justice in the areas of language diversity and language policy. It brings together a group of experienced scholars to provide an overview of research and progress in three areas: heritage and community language education, ideologies of language and literacies, and language policy. The chapters cover a wide range of formal and informal learning spaces and address language policies and practices from the national to the local levels. The international appeal of Wiley’s work is represented through the rich diversity of the contributing scholars and research contexts. With an emphasis on advancing scholarship and advocacy for language minoritized populations in the United States and around the world, this book will be of interest to graduate students and researchers in the fields of language education, language policy and sociolinguistics.Contributors Kellie Rolstad, Wayne Wright, Na Liu and Jeff MacSwan: Preface 1. Kellie Rolstad: The Multipurpose Professor: The Life and Legacy of Terrence G. Wiley Part 1: Heritage and Community Language Education 2. Jin Sook Lee and Samantha Harris: Hallyu’s Role in Changing the Landscape of Korean Heritage Language Education 3. Teresa L. McCarty: Local Knowledge, Border Thinking and Activism: Keystones in Terrence Wiley’s Interdisciplinary Scholarship for Indigenous Language Education 4. Wayne E. Wright and Virak Chan: Khmer Heritage Language in Linguistic and Broadcast Media Landscape of Cambodia Town USA 5. Na Liu and Byeong-Keun You: From Researchers to Parent Stakeholders: Case Studies of Chinese and Korean Heritage Language-Community Language (HL-CL) Education Part 2: Ideologies of Language and Literacies 6. Kellie Rolstad, Jeff MacSwan, Christian J. Faltis and Carole Edelsky: The Legacy of the Great Divide in Multilingual Education: Historical Methods in the Study of Language Ideology 7. Peter Sayer: Language Policy and Ideological Tensions in TESOL and Bilingual Education 8. Jennifer Renn and Annie Laurie Duguay: Dismantling English-Only and Standard Language Ideologies in Education through Researcher-Practitioner Collaboration Part 3: Language Policy 9. Jeff Bale: History, (Dis-)Continuity and Language Policy 10. Sarah C.K. Moore: Historical and Contemporary Language Policymaking: The Politics of English-Only and Persistence of Bilingual Education 11. Karen E. Lillie and M. Beatriz Arias: Language Policy, Social Justice and the Law 12. Jingning Zhang and Huifeng Zeng: Chinese EFL Students’ Attitudes Towards China English Accents and the ‘Critical Moments’ of Attitudinal Change Terrence G. Wiley: Afterword: In Appreciation Appendix Publications by Terrence G. Wiley Index

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Affiche du document Intercultural Service Learning — Intercultural Service Learning
Petra Rauschert
2h27min00
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196 pages. Temps de lecture estimé 2h27min.
First book dedicated to ISL that examines service learning in foreign language classroomsThis book provides a much-needed overview of the theory and practice of intercultural service learning (ISL), an approach that combines curricular learning, intercultural encounters and community service. It includes a model that outlines the essential components of this pedagogy and which is intended to serve as a foundation for practitioners developing their projects. Practical examples offer templates and inspiration, while the scholarly examination of the projects demonstrates the approach's potential. The book concludes with considerations on how to assess intercultural and democratic competences in ISL projects and practical implementation guidelines. Suitable for both in-service foreign language educators at all levels and for use in teacher training, the book provides a practical guide to a holistic pedagogy that is increasingly being used by educators keen to engage their students in an ever more interconnected world.Tables and Figures Contributors Acknowledgements Abbreviations Student Voices Michael Byram: Foreword Petra Rauschert: Introduction Part 1: Intercultural Service Learning (ISL) – Concepts and Standards 1.1 Petra Rauschert and Jacqueline Alexander: Interculturality in the Foreign Language Classroom 1.2 Jacqueline Alexander: Defining Intercultural Service Learning 1.3 Jacqueline Alexander: Quality Standards 1.4 Jacqueline Alexander: Effects and Potential of ISL 1.5 Petra Rauschert: Critical Perspectives 1.6 Petra Rauschert: Pedagogies Related to ISL Part 2: Theoretical Frameworks 2.1 Petra Rauschert: Integrating ISL and Intercultural Citizenship Education 2.2 Petra Rauschert: A Comprehensive Model of Intercultural Service Learning in Foreign Language Education 2.3 Petra Rauschert: Structuring ISL Projects Part 3: ISL in Practice: Ideas, Examples and Evaluation 3.1 ISL Type I (Within One Country) 3.1.1 Petra Rauschert and Claudia Mustroph: Global Peace Path 3.1.2 Jacqueline Alexander, Petra Rauschert and Michelle Stannard: Around the World in 30 Recipes 3.1.3 Ilianna Mitskopoulou: Museum Project 3.2 ISL Type II (Between Countries) 3.2.1 Petra Rauschert: Happiness – Perspectives from India and Germany 3.2.2 Petra Rauschert: Students Training Managers 3.2.3 Xinrui Chang, Petra Rauschert and Aman Verma: Wiser Decisions – An Ecopedagogical Approach Based on Literature Part 4. Assessing ISL Projects 4.1 Jacqueline Alexander: Assessing Learning in ISL Projects – General Considerations 4.2 Jacqueline Alexander: Assessing Intercultural Citizenship Competence 4.3 Petra Rauschert: Assessing Democratic Competences in ISL Projects Jacqueline Alexander: Concluding Remarks Glossary Index

Intercultural Service Learning
Petra Rauschert
2h27min00
Langues
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196 pages. Temps de lecture estimé 2h27min.
First book dedicated to ISL that examines service learning in foreign language classroomsThis book provides a much-needed overview of the theory and practice of intercultural service learning (ISL), an approach that combines curricular learning, intercultural encounters and community service. It includes a model that outlines the essential components of this pedagogy and which is intended to serve as a foundation for practitioners developing their projects. Practical examples offer templates and inspiration, while the scholarly examination of the projects demonstrates the approach's potential. The book concludes with considerations on how to assess intercultural and democratic competences in ISL projects and practical implementation guidelines. Suitable for both in-service foreign language educators at all levels and for use in teacher training, the book provides a practical guide to a holistic pedagogy that is increasingly being used by educators keen to engage their students in an ever more interconnected world.Tables and Figures Contributors Acknowledgements Abbreviations Student Voices Michael Byram: Foreword Petra Rauschert: Introduction Part 1: Intercultural Service Learning (ISL) – Concepts and Standards 1.1 Petra Rauschert and Jacqueline Alexander: Interculturality in the Foreign Language Classroom 1.2 Jacqueline Alexander: Defining Intercultural Service Learning 1.3 Jacqueline Alexander: Quality Standards 1.4 Jacqueline Alexander: Effects and Potential of ISL 1.5 Petra Rauschert: Critical Perspectives 1.6 Petra Rauschert: Pedagogies Related to ISL Part 2: Theoretical Frameworks 2.1 Petra Rauschert: Integrating ISL and Intercultural Citizenship Education 2.2 Petra Rauschert: A Comprehensive Model of Intercultural Service Learning in Foreign Language Education 2.3 Petra Rauschert: Structuring ISL Projects Part 3: ISL in Practice: Ideas, Examples and Evaluation 3.1 ISL Type I (Within One Country) 3.1.1 Petra Rauschert and Claudia Mustroph: Global Peace Path 3.1.2 Jacqueline Alexander, Petra Rauschert and Michelle Stannard: Around the World in 30 Recipes 3.1.3 Ilianna Mitskopoulou: Museum Project 3.2 ISL Type II (Between Countries) 3.2.1 Petra Rauschert: Happiness – Perspectives from India and Germany 3.2.2 Petra Rauschert: Students Training Managers 3.2.3 Xinrui Chang, Petra Rauschert and Aman Verma: Wiser Decisions – An Ecopedagogical Approach Based on Literature Part 4. Assessing ISL Projects 4.1 Jacqueline Alexander: Assessing Learning in ISL Projects – General Considerations 4.2 Jacqueline Alexander: Assessing Intercultural Citizenship Competence 4.3 Petra Rauschert: Assessing Democratic Competences in ISL Projects Jacqueline Alexander: Concluding Remarks Glossary Index

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