Documents pour «Channel View Publications»

Documents pour "Channel View Publications"
Affiche du document Teacher Reflection

Teacher Reflection

3h00min45

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241 pages. Temps de lecture estimé 3h1min.
Explores practitioners’ and researchers’ reflective practice in more diverse contexts than previous studies This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers’ identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice. Figures and Tables Contributors Acknowledgments Zia Tajeddin and Atsuko Watanabe: Introduction Part 1: MACRO-PERSPECTIVES ON TEACHER REFLECTION Chapter 1. Thomas S.C. Farrell: Reflection on Reflective Practice Chapter 2. Zia Tajeddin, Atsuko Watanabe and Hossein Ali Manzouri: Language Teacher Reflection: A Systematic Review of Two Decades of Research Part 2: TEACHER REFLECTION POLICIES Chapter 3. Laura Baecher, Marcus Artigliere and Lauren McCoy: Applying Farrell’s Evidence-Based Reflection to Strengthen TESOL Teacher Education: A Reflective Practice Report Chapter 4. Mark Wyatt and Ashraf Darwish: Tensions in Language Teachers’ Reflective Practice in Continuing Professional Development Chapter 5. Minh Hue Nguyen and Nur Hayati: The Positioning of Teacher Reflective Practice in TESOL-Related Policies Chapter 6. Ann M. Glazer and Kathleen M. Bailey: Reflecting and Connecting: Creating Opportunities for Teacher Trainees to Connect Theory and Practice Part 3: TEACHER REFLECTION PRACTICES AND IMPACTS Chapter 7. Tammy Gregersen and Sarah Mercer: An Appreciative-Inquiry and Strengths-Based Approach to Pre-Service Teacher Reflection During the Practicum Chapter 8. Michael Karas, Juliane Martini and Farahnaz Faez: Duoethnography for Reflective Practice: Triumphs and Challenges Chapter 9. Atsuko Watanabe: Researcher Reflexivity and Reflective Dialogue: An Exploration of Pre-Service Teachers’ Professional Identity Development Chapter 10. Minoo Alemi and Zahra Maleknia: Novice and Experienced Language Teachers’ Collaborative Reflection on Their Professional Identity Chapter 11. Bedrettin Yazan: Reflective Practice as Identity Work: A Teacher Educator’s Reflections on Identity Tensions Chapter 12. Rui Yuan and Min Yang: 'I Come Up With a New Way of Seeing Life': Pre-Service Language Teachers’ Reflective Practice During Overseas Immersion Chapter 13. Zia Tajeddin and Neda Khanlarzadeh: Raising Teachers’ Awareness of Intercultural Language Pedagogy Through Collaborative Reflection Chapter 14. Angela Farrell: Reflecting on Native/Non-Native Identity from the Perspective of EFL Teachers Chapter 15. Katie Webb, Steve Mann and Kamal Aqili Shafie: Using Computer-Mediated Cooperative Development in a Virtual Reflective Environment Among English Language Teachers Chapter 16. Fiona Farr: More than Words: Phraseology and Significance in the Reflective Practice Discourses of English Language Teacher Education Chapter 17. Hatime Çiftçi and Kenan Dikilitaş: Discourse of Reflections on Instant Joint Engagement in Online ELT Graduate Courses Atsuko Watanabe and Zia Tajeddin: Epilogue Index
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Affiche du document Language Learning and Forced Migration

Language Learning and Forced Migration

2h00min45

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161 pages. Temps de lecture estimé 2h1min.
First edited volume devoted to language learning and forced migrationThis pioneering piece of research on the situated study of language issues in the context of forced migration provides interdisciplinary insights into language as learned, used and lived by 12 Congolese refugees in Norway. It offers an innovative contribution to the field of SLA by bringing together structural, cognitive, social and critical approaches to data collected among the same individuals, these individuals being underrepresented within the field of SLA research as both refugees and learners whose experiences with language stem from the Global South. Their histories of mobility and their learning contexts are rarely reflected in theories and concepts from the Global North and this book thus makes a much-needed contribution to the field.Contributors Acknowledgements Foreword Chapter 1. Guri Bordal Steien and Marte Monsen: Introduction: Language Learning and Forced Migration Part 1: Emic Perspectives and Learning Contexts Chapter 2. Marte Monsen and Guri Bordal Steien: Women, Children, Dogs, Flowers and Men: Constructions of Norway and Investment in Norwegian Language Learning Chapter 3: Guri Bordal Steien: 'In Uganda, We Collected Them in the Streets': On (the Absence of) the Street as a Language Learning Space Chapter 4. Verónica Pájaro: Scripts and Texts as Technologies of Refugee Governmentality in the Norwegian Introduction Programme Chapter 5. Marte Monsen and Marianne Eek: 'Because I Was the Only One Who Dared': Approaches to Multilingual Repertoires in Adult Language Training Chapter 6. Marte Monsen: Resettling Literacies: The Case of Sarah and Simon Part 2: Language Practices, Knowledge and Learning Chapter 7. Ida Syvertsen: Syllable Structures in English Speech Produced by Multilingual Speakers with Histories of Mobility Chapter 8. Sylvi Rørvik: Word Order in Additional Language English Spoken by Multilinguals Chapter 9. Gunhild Tveit Randen: 'The Sound of Asking a Question': Metalanguage and Crosslinguistic Awareness in Adults Learning Norwegian as an Additional Language Chapter 10. Bård Uri Jensen: Syntactic Complexity in Early Adult Additional Language Norwegian Chapter 11. Marte Nordanger: A Year Goes By: A Longitudinal Study of Verb–Locative Constructions in Additional Language Norwegian Chapter 12. Paulina Horbowicz: Pragmatic Development in Four Congolese Refugees’ Norwegian: Response to Topic Initial Elicitors and Topic Proffers Chapter 13. Guri Bordal Steien and Marte Monsen: Conclusion: Towards a Research Agenda on Language Learning and Forced Migration Index
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Affiche du document Antisocial Language Teaching

Antisocial Language Teaching

JPB Gerald

1h27min00

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116 pages. Temps de lecture estimé 1h27min.
Provides a much-needed challenge to the ELT industry and demands a full decentering of whitenessThe centering of whiteness in English Language Teaching (ELT) renders the industry callous, corrupt and cruel; or, antisocial. Using the diagnostic criteria for Antisocial Personality Disorder as a rhetorical device, this book examines major issues with the ideologies and institutions behind the discipline of ELT and diagnoses the industry as in dire need of treatment, with the solution being a full decentering of whiteness. A vision for a more just version of ELT is offered as an alternative to the harm caused by its present-day incarnation. With a unique linkage of discourse on whiteness, language and ability, this book will be necessary reading for students, academics and administrators involved in ELT around the world.Prologue Introduction Part One: Disorder The Great Pyramid Scheme Justified A Dark Projection Dis/abling Blackness Ability, Intelligence and Language Bad at English Language Teaching as an Instrument of Pathologization Part Two: Symptoms Criterion 1 Criterion 2 Criterion 3 Criterion 4 Criterion 5 Criterion 6 Criterion 7 Part Three: Treatment...? The Ezel Project Prosocial Language Teaching Conclusion Acknowledgments References
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Affiche du document Hybrid Identities and Adolescent Girls

Hybrid Identities and Adolescent Girls

Laurel D. Kamada

3h28min30

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278 pages. Temps de lecture estimé 3h28min.
This is the first in-depth examination of “half-Japanese” girls in Japan focusing on ethnic, gendered and embodied ‘hybrid’ identities. Challenging the myth of Japan as a single-race society, these girls are seen struggling to positively manoeuvre themselves and negotiate their identities into positions of contestation and control over marginalizing discourses which disempower them as ‘others’ within Japanese society as they begin to mature. Paradoxically, at other times, within more empowering alternative discourses of ethnicity, they also enjoy and celebrate cultural, symbolic, social and linguistic capital which they discursively create for themselves as they come to terms with their constructed identities of “Japaneseness”, “whiteness” and “halfness/doubleness”. This book has a colourful storyline throughout - narrated in the girls’ own voices - that follows them out of childhood and into the rapid physical and emotional growth years of early adolescence.Chapter 1: Constructing Hybrid Identity in Japan Chapter 2: Examining Discourses of ‘Otherness’ in Japan Chapter 3: The Participants and the Data Collection Chapter 4: Negotiating Identities Chapter 5: Claiming Good Difference; Rejecting Bad Difference Chapter 6: Celebration of Cultural, Symbolic, Linguistic, and Social Capital Chapter 7: Discursive ‘Embodied’ Identities of Ethnicity and Gender Chapter 8: Discursive Construction of Hybrid Identity in Japan: Where has it Taken Us?
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Affiche du document A Linguistic Approach to the Study of Dyslexia

A Linguistic Approach to the Study of Dyslexia

2h58min30

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238 pages. Temps de lecture estimé 2h58min.
While previous studies in dyslexia have focused on English, this volume covers other languages as well as multilingualismThis volume contributes to the growing body of research on developmental dyslexia, focusing on the disorder’s behavioural manifestations at different levels of the language system. It is organised into three sections that cover the three main vantage points from which the effects of dyslexia on communication can be observed:  neuropsychology, linguistics and the perspective of educators. Together, the chapters provide an insightful overview of the ways in which dyslexia impacts different components of language, including lexical and pragmatic abilities, and present data from experimental and applied research, with suggestions for the application of research-based data in both innovative and traditional language teaching, ways to rehabilitate reading dysfunctions, as well as  teacher training. The book will be essential reading for researchers and students investigating dyslexia, as well as foreign language teachers and professionals who work on the rehabilitation of linguistic performance dysfunctions in people with dyslexia.Gloria Cappelli and Sabrina Noccetti: Introduction  Part 1: Psychological and Neurobiological Foundations of Language Skills in People with Dyslexia Chapter 1. Enrico Ghidoni: The Neurobiological Basis of Language Skills and Dyslexia Chapter 2. Claudia Casalini, Daniela Brizzolara, Anna Maria Chilosi, Filippo Gasperini and Chiara Pecini: Late Effects of Early Language Delay on Complex Language and Literacy Abilities: A Clinical Approach to Dyslexia in Subjects with a Previous Language Impairment  Chapter 3. Filippo Gasperini: Foreign Language Learning Difficulties in Developmental Dyslexia: A Narrative Review of the Existing Evidence Part 2: Theoretical and Experimental Linguistic Research on Dyslexia Chapter 4. Marijan Palmović, Ana Matić, Mirta Zelenika Zeba, Melita Kovačević: Phonological and Lexical Effects on Reading in Dyslexia Chapter 5. Cristina Burani: Morphemes as Reading and Spelling Units in Developmental Dyslexia Chapter 6. Rachel Berthiaume, Amélie Bourcier and Daniel Daigle: Morphological Knowledge in French-speaking Children with Dyslexia Chapter 7. Giovanna Marotta: Developmental Dyslexia and Morphosyntactic Competence in Italian Young Adults Chapter 8. Anna Cardinaletti, Elisa Piccoli and Francesca Volpato: Dyslexia and Syntactic Deficits: Overview and a Case Study of Language Training Chapter 9. Gloria Cappelli: The Impact of Dyslexia on Lexico-Semantic Skills: An Overview Chapter 10. Gloria Cappelli, Sabrina Noccetti, Nicoletta Simi, Giorgio Arcara and Valentina Bambini: Dyslexia and Pragmatic Skills Part 3: Applied Linguistic Research and Dyslexia Chapter 11. Sabrina Noccetti: Visual and Auditory Stimuli for Teaching EFL Vocabulary to Learners with Dyslexia Chapter 12. Francesca Santulli and Melissa Scagnelli: Reading as a Multi-Layer Activity: Training Strategies at Text Level Chapter 13. Rossella Iovino: Teaching Latin to Dyslexic Learners: A Methodological Proposal Chapter 14. Joanna Nijakowska: Foreign Language Teacher Training and Preparedness to Teach Learners with Dyslexia Index
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Affiche du document Reconceptualizing English for International Business Contexts

Reconceptualizing English for International Business Contexts

Vildana Dubravac

1h24min45

  • Marketing et communication
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113 pages. Temps de lecture estimé 1h25min.
Assesses whether traditional English language teaching with emphasis on grammar and accuracy is necessary in business contextsThis book presents a critique of current English as a Business Lingua Franca (BELF) practices using research conducted in Bosnia and Herzegovina. The authors identify English communication behaviors that hinder or promote success in the workplace, and trace these back to curricula and teaching practices. The authors suggest which skills employers need and expect from employees, and question whether English courses concerned with general academic English skills and business vocabulary are sufficient training for linguistically-complex workplaces. The book also examines whether the focus on achieving native-like proficiency with high grammatical standards and a strong emphasis on form are adequately preparing students who aspire to use English in professional contexts as a means to ‘get their job done’.Abbreviations Introduction 1 The Role of English in the Global Community 2 BELF 3 The Use of English in the Bosnian Context 4 Business Communication in B&H from the BELF Perspective 5 Conclusions and Implications Appendices References Index
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Affiche du document Language Management

Language Management

Natalie Victoria Wilmot

1h31min30

  • Marketing et communication
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122 pages. Temps de lecture estimé 1h31min.
Seeks to understand how British organisations make decisions about language diversity in their professional communicationsThis book draws on case studies of language management within British organisations to examine the decisions they make about language diversity in their professional communications in order to be successful in a multilingual world. It explores the practices that the organisations use to manage language diversity in interorganisational relationships, and why certain practices occur in some situations and not others. The book highlights how organisations rely on individual employees to perform a variety of language tasks and the implications of this; the effect of English as a global lingua franca; and the translation challenges which organisations face. The book demonstrates that practices to manage language diversity are often a result of the resources organisations have at given moments in time, rather than being part of a deliberate language management strategy.Figures and Tables Chapter 1. Introduction  Chapter 2. Organisational Language Management Practices  Chapter 3. Managing Language Diversity as an SME Chapter 4. Overcoming Language Barriers through the Use of Boundary Spanners Chapter 5. Translation and the Challenge of Meaning Chapter 6. BELF and its Malcontents Chapter 7. Conclusion Appendix References Index
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Affiche du document Early Language Learning in Context

Early Language Learning in Context

David Hayes

1h50min15

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147 pages. Temps de lecture estimé 1h50min.
Argues for a broader perspective of foreign language learning to include regional and non-dominant indigenous languages rather than focusing solely on EnglishThis book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness. It focuses on four Asian contexts – Malaysia, South Korea, Sri Lanka and Thailand – while providing a discussion of policy and practice in Canada and Finland as a comparison. Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy. It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction. The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages. This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.Acknowledgements Chapter 1. Rationales for Early Language Learning in State Sector Education Systems Chapter 2. Thailand: An Educational Paradox Chapter 3. South Korea: A Severe Case of ‘English Fever’ Chapter 4. Sri Lanka: Language Education and Peace-Building in Primary Schools Chapter 5. Equity and Multilingual Diversity in Primary School Language Teaching and Learning in Malaysia Chapter 6. Early Language Teaching and Learning in Ontario, Canada and Finland: Experiences of Bilingualism and Multilingualism Chapter 7. Rethinking Early Language Learning in State Sector Education Systems References Index
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Affiche du document Early Language Learning in Context

Early Language Learning in Context

David Hayes

2h32min15

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203 pages. Temps de lecture estimé 2h32min.
Argues for a broader perspective of foreign language learning to include regional and non-dominant indigenous languages rather than focusing solely on EnglishThis book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness. It focuses on four Asian contexts – Malaysia, South Korea, Sri Lanka and Thailand – while providing a discussion of policy and practice in Canada and Finland as a comparison. Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy. It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction. The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages. This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.Acknowledgements Chapter 1. Rationales for Early Language Learning in State Sector Education Systems Chapter 2. Thailand: An Educational Paradox Chapter 3. South Korea: A Severe Case of ‘English Fever’ Chapter 4. Sri Lanka: Language Education and Peace-Building in Primary Schools Chapter 5. Equity and Multilingual Diversity in Primary School Language Teaching and Learning in Malaysia Chapter 6. Early Language Teaching and Learning in Ontario, Canada and Finland: Experiences of Bilingualism and Multilingualism Chapter 7. Rethinking Early Language Learning in State Sector Education Systems References Index
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Affiche du document Patient-centred Communication

Patient-centred Communication

Kayo Kondo

2h07min30

  • Medecine
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170 pages. Temps de lecture estimé 2h07min.
Adapts western-originated communication theories and applies them to non-western communication situationsThis book presents a comprehensive analysis of the use of patient-/person-centred communication in providing healthcare for ageing populations through an ethnographic approach to physician in-home medical consultations in Tokyo, Japan, alongside interviews with physicians. It focuses on illustrating how linguistic dimensions of person-centred communication work by citing examples of case studies, as well as the sociocultural differences between the US, the UK, Japan and other societies in which person-centred communication models are employed. The author uses her own framework, which takes into account face and politeness theory, and makes recommendations for future training.Figures and Tables Acknowledgments Acronyms Introduction Scope of the Book Chapter 1. Introduction to Patient-centred Communication          Chapter 2. Face and Linguistic Politeness                 Chapter 3. Fieldwork and Data    Chapter 4. Listening to Patients and Identifying Issues      Chapter 5. Empathy and Acceptance          Chapter 6. Work Towards Shared Decision-making              Chapter 7. Leave Space for the Patient and Respecting the Patient’s Freedom         Chapter 8. Transferring into Future Training           Chapter 9. Appendices      References Index
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Affiche du document Transnational Research in English Language Teaching

Transnational Research in English Language Teaching

2h15min00

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180 pages. Temps de lecture estimé 2h15min.
Deepens understanding of the complex global ELT landscape across various countries and English language teaching and learning settingsThis edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.Contributors Chapter 1. Rashi Jain, Bedrettin Yazan and Suresh Canagarajah: A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT Settings Part 1: Transnational Practices and Identities of ELLs in the US Chapter 2. Jungmin Kwon: Understanding Transnational Childhoods through Young Immigrant Children’s Photographs Chapter 3. Semi Yeom: 'I’m not belonged': Examining Transnational Undergraduate Students’ Sense of Belonging as English Learners Chapter 4. Hatice Altun: Dubious Battle in 'Otherness': Pride or Shame Chapter 5. Ufuk Keles and Bedrettin Yazan: Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency and Navigating Emotions Part 2: Transnational Practitioners and Participants in Global Contexts Beyond the US Chapter 6. Ozgehan Ustuk and Peter I. De Costa: 'Started working as a global volunteer...': Developing Professional Transnational Habitus through Erasmus+ Chapter 7. Tabitha Kidwell: Intercultural Experience and Transnational Culture Education: A Case Study of One Novice Teacher’s Personal and Professional Development Chapter 8. David Martínez-Prieto and Kristen Lindahl: National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges Chapter 9. Emrah Cinkara: Syrian Immigrants as Transnational TESOL Practitioners in Turkey Part 3: Transnational Practices and Identities of TESOL Practitioners in the US Chapter 10. Kyung Min Kim: A Korean-American Teacher’s Journey of Professionalization: A TESOL Teacher Educator’s Identity Formation across Transnational Contexts Chapter 11. Pei Chia (Wanda) Liao: Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and Agency Chapter 12. Min-Seok Choi, Tamara Mae Roose and Christopher E. Manion: Teaching as Transnational Spaces: Exploring the Teacher Identity Construction of International Graduate Teaching Associates of Second-Year Writing Courses Chapter 13. Willa Black, Danning Liang and Gloria Park: Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language Teachers Afterword Index
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Affiche du document Struggles for Multilingualism and Linguistic Citizenship

Struggles for Multilingualism and Linguistic Citizenship

2h33min45

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205 pages. Temps de lecture estimé 2h34min.
This book offers a fresh perspective on the social life of multilingualism through the lens of the important notion of linguistic citizenship. All of the chapters are underpinned by a theoretical and methodological engagement with linguistic citizenship as a useful heuristic through which to understand sociolinguistic processes in late modernity, focusing in particular on linguistic agency and voices on the margins of our societies. The authors take stock of conservative, liberal, progressive and radical social transformations in democracies in the north and south, and consider the implications for multilingualism as a resource, as a way of life and as a feature of identity politics. Each chapter builds on earlier research on linguistic citizenship by illuminating how multilingualism (in both theory and practice) should be, or could be, thought of as inclusive when we recognize what multilingual speakers do with language for voice and agency.Contributors Kenneth Hyltenstam & Caroline Kerfoot: Foreword: Linguistic Citizenship: Unlabeled Forerunners and Recent Trajectories Chapter 1. Quentin Williams, Ana Deumert & Tommaso M. Milani: Introduction Part 1: Linguistic Citizenship as Theory and Practice of Multilingualism Chapter 2. Lionel Wee: The Myth of Orderly Multilingualism Chapter 3. Kathleen Heugh: Linguistic Citizenship as a Decolonial Lens on Southern Multilingualisms and Epistemologies Chapter 4. Ben Rampton, Melanie Cooke and Sam Holmes: Linguistic Citizenship and the Questions of Transformation and Marginality Part 2: Multilingual Narratives and Linguistic Citizenship Chapter 5. Lauren van Niekerk, Keshia R. Jansen and Zannie Bock: “I Am My Own Coloured”: Navigating Language and Race in Post-Apartheid South Africa Chapter 6. Marcelyn Oostendorp: Linguistic Citizenship and Non-Citizens: Of Utopias and Dystopias Part 3: Linguistic Citizenship for Linguistic Knowledge, Digital Activism and Popular Culture  Chapter 7. Linus Salö and David Karlander: The Travels of Semilingualism: Itineraries of Ire, Impact and Infamy Chapter 8. Amy Hiss and Amiena Peck: Turbulent Twitter and the Semiotics of Protest at an Ex-Model C School Chapter 9. Quentin Williams: Remixing Linguistic Citizenship Part 4: Postscripts: Taking Linguistic Citizenship towards New Directions  Chapter 10. Emanuel Bylund: WEIRD Psycholinguistics Chapter 11. Don Kulick: The Sociolinguistics of Responsibility Christopher Stroud: Afterword: Seeding(Ceding) Linguistically: New Roots for New Routes Index
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Affiche du document Second Language Use Online and its Integration in Formal Language Learning

Second Language Use Online and its Integration in Formal Language Learning

Andrew D. Moffat

1h35min15

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127 pages. Temps de lecture estimé 1h35min.
Uses a quantitative approach to explore the scale of L2 English use onlineThis book explores the relationship between online second language (L2) communicative activities and formal language learning. It provides empirical evidence of the scale of L2 English use online, investigating the forms most commonly used, the activities likely to cause discomfort and the challenges experienced by users, and takes a critical approach to the nature of language online beyond the paradigms of ‘written’ versus ‘spoken’. The author explores the possibilities for language teaching practices that engage with and integrate learners’ L2 English online use, not only to support it but to use it as input for classroom learning and to enhance and exploit its incidental learning outcomes. This book will be of interest to postgraduate students and researchers interested in computer-mediated communication, online discourse and Activity Theory, while language teachers will find the practical ideas for lesson content invaluable as they strive to create a successful language learning community.Figures Tables Acknowledgements Abbreviations Chapter 1. A Thoroughly Modern Medium Chapter 2. Situating the Research Chapter 3. Research Methods Chapter 4. EL2 CMC Activities and Communicative (Dis)Comfort Chapter 5. Contexts and Attitudes Chapter 6. Difficulties Encountered in EL2 CMC Interactions Chapter 7. Language Online: A Corpus Study Chapter 8. Towards an Integration of EL2 CMC and Formal Instruction Chapter 9. Conclusion References Appendix A Appendix B Index
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Affiche du document Speaking Subjects in Multilingualism Research

Speaking Subjects in Multilingualism Research

2h48min45

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225 pages. Temps de lecture estimé 2h49min.
Argues for the importance of speaker-centred research in linguistics, providing a counter movement to multilingualism research focused on corpus dataThis book discusses salient moments of multilingual encounters and brings together contributions focused on the interplay between language use by individuals and societies, and language-related inequalities or opportunities for speakers. The chapters demonstrate how biographical and speaker-centred approaches can contribute to an understanding of linguistic diversity, how researchers can empirically account for lived experiences of languages, and how such accounts are embedded in a larger discussion on social (in)equality. Together the chapters make a powerful case for the importance of speaker-centred methodologies in multilingual and multilingualism research. The book is a rich source of theoretical and methodological reflections and will thus be a valuable resource for both experienced researchers and students beginning to explore biographical research methods.Figures and Tables Contributors Acknowledgments Part 1: Introducing Speaking Subjects Chapter 1. Mi-Cha Flubacher and Judith Purkarthofer: Speaking Subjects in Multilingualism Research: Biographical and Speaker-centred Approaches Chapter 2. Judith Purkarthofer: And the Subject Speaks to You: Biographical Narratives as Memories and Stories of the Narratable Self Chapter 3. Tim McNamara: Discourse and the Agency of the Subject in Autobiographical Narratives Chapter 4. Mi-Cha Flubacher: Ethnography as a Speaker-centred Approach? Methodological Reflections Part 2: Empirical Insights Language Portraits as a Starting Ground Chapter 5. Christine Anthonissen: Profiles of Multilingualism: An Analysis of Language Biographies and Linguistic Repertoires of University Students Chapter 6. Maartje De Meulder and Annelies Kusters: Experiencing Multimodal Languaging: The Use of Language Portraits with Deaf and Hearing Multilingual Signers Chapter 7. Ruth Singer: Linguistic Biographies and Language Portraits as Tools for Developing Shared Understandings of Multilingualism with an Indigenous Australian Community Linguistic Repertoires and Language Learning in Time and Space Chapter 8. Xolisa Guzula: Children’s Use of Their Full Linguistic Repertoire to Establish a Social and Linguistic Third Space for Learning: A Case Study of the Stars of Today Literacy Club Chapter 9. Simangele Mashazi and Marcelyn Oostendorp: Belonging: The Interplay of Linguistic Repertoires, Bodies and Space in an Educational Context  Chapter 10. Julie Choi: Learning about Multilingual Language Learning Experiences through Language Trajectory Grids Chapter 11. Andrea Sedlaczek: Using Media Diaries to Study Multilingual Media Repertoires: A Pilot Study with Language Learners in a Rural Community Education Setting Addressing Trauma Chapter 12. Julia Sonnleitner: A Past of Flesh and Blood: Chronotopic Agency and Embodiment in Biographic Narrative Chapter 13. Mastura Raschidy: Freedom is Suffering for a Caged Bird: Biographical Approaches and Psychotraumatology Chapter 14. Mascha Dabić: Speaking about the Unspeakable: Interpreter-mediated Psychotherapy for Survivors of War and Torture Part 3: Unsettling and Extending Biographical Research and Speaker-centred Approaches   Chapter 15. Ana Deumert, Zolani Kupe and Nkululeko Mabandla: Ilwiimi Zisulungekile: Reflections on Language, Meaning and Communication Chapter 16. Jürgen Spitzmüller: Ideologies of Communication: The Social Link between Actors, Signs and Practices Chapter 17. Anne-Christel Zeiter-Grau: Language Issues? On Collecting Language Biographies without Focusing on Language Chapter 18. Brigitta Busch: A Few Remarks on Working with Auto-Socio-Bio-Ethnography Index 
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Affiche du document Decolonial Voices, Language and Race

Decolonial Voices, Language and Race

1h32min15

  • Politique
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123 pages. Temps de lecture estimé 1h32min.
Uses a unique, conversational approach to document global interactions between cutting-edge scholarsIn the wake of #MeToo, Black Lives Matter, #rhodesmustfall and the Covid-19 pandemic, this groundbreaking book echoes the growing demand for decolonization of the production and dissemination of academic knowledge. Reflecting the dynamic and collaborative nature of online discussion, this conversational book features interviews with globally-renowned scholars working on language and race and the interactive discussion that followed and accompanied these interviews. Participants address issues including decoloniality; the interface of language, development and higher education; race and ethnicity in the justice system; lateral thinking and the intellectual history of linguistics; and race and gender in a biopolitics of knowledge production. Their discussion crosses disciplinary boundaries and is a vital step towards fracturing racialized and gendered epistemic systems and creating a decolonized academia.Contributors Acknowledgements Foreword Sinfree Makoni, Magda Madany-Saa, Bassey E. Antia, Rafael Lomeu Gomes: Introduction Chapter 1. Kwesi Kwaa Prah: Language and Decolonization in Institutions of Higher Learning in Africa Chapter 2. Christopher Hutton: Linguistics, Race and Fascism Chapter 3. Monica Heller and Bonnie McElhinny: Struggle, Voice, Justice: A Conversation and Some Words of Caution about the Sociolinguistics We Hope For    Chapter 4. Robbie Shilliam: Black Bodies Chapter 5. John Baugh: Linguistics for Legal Purposes Bassey E. Antia: Epilogue: Transcending Metonymic Reason: Foregrounding Southern Coordinates of Sociolinguistic Thought and Rethinking Academic Cultures Index
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Affiche du document International Students' Multilingual Literacy Practices

International Students' Multilingual Literacy Practices

1h17min15

  • Sciences humaines et sociales
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103 pages. Temps de lecture estimé 1h17min.
Takes a multi-disciplinary approach to explore international students’ university experienceThis book presents the results of research that focused on international students receiving writing instruction on a US university campus. It explores how the students developed their foreign-student identities and their own ways of grappling with the unique issues they encountered as they worked to improve their academic literacy skills. The book extends the theoretical horizons of language socialization research by integrating insights from other disciplinary frameworks, such as a translingual approach, multilingual literacies and writing center theory, to explore international students’ university experiences. By adopting these varied lenses, the book provides readers with a more holistic, integrative and ecological understanding of students’ language and literacy development. The authors also investigate how a translingual pedagogy informs language instructors and literacy instructors in facilitating multilingual students’ academic literacy development across a variety of codes, registers, genres, modes and media.Contributors Patricia A. Duff: Foreword: Examining and Experiencing Academic Discourse Socialization through Collaborative Research Introduction: Academic Socialization, International Students and Multilingual Literacies Chapter 1. Peter I. De Costa, Jongbong Lee and Wendy Li: Diversity Matters: Problematizing Academic Discourse Socialization in International Higher Education Chapter 2. Jongbong Lee and Wendy Li: Academic Socialization in a Collaborative Research Project: Developing Identities as Emergent Scholars Part 1 : Literacy Practices and Identity Development Chapter 3. Xiaowan Zhang: Second Language Academic Discourse Socialization, Identity and Agency: The Case of a Chinese International Student Chapter 4. Bree Straayer-Gannon and Xiqiao Wang: Reinventing Transnational Identities and Sponsors Part 2: Navigation of Resources and Services Chapter 5. Wenyue (Melody) Ma and Curtis Green-Eneix: International Chinese Students’ Navigation of Linguistic and Learning Resources Chapter 6. Myeongeun Son: International Students' Writing Development from an Activity Theory Perspective Chapter 7. Joseph Cheatle and Scott Jarvie: Responding to ELL Students Across Disciplines: Using Education Research to Inform Writing Center Practice Part 3: Theoretical and Pedagogical Orientations Chapter 8. Steven Fraiberg: Shifting from Linguistic to Spatial Repertoires: Extending and Enacting Translingual Perspectives in Our Research and Teaching Chapter 9. Xiqiao Wang: Writing About Where We Are From: Writing Across Languages, Genres and Spaces Wenhao Diao: Afterword Index
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Affiche du document English Linguistic Imperialism from Below

English Linguistic Imperialism from Below

Leya Mathew

1h46min30

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142 pages. Temps de lecture estimé 1h46min.
Provides fresh insights on questions related to the intersection of political economy and English language pedagogyImperialism may be over, but the political, economic and cultural subjugation of social life through English has only intensified. This book demonstrates how English has been newly constituted as a dominant language in post-market reform India through the fervent aspirations of non-elites and the zealous reforms of English Language Teaching experts. The most recent spread of English in India has been through low-fee private schools, which are perceived as dubious yet efficient. The book is an ethnography of mothering at one such low-fee private school and its neighboring state-funded school. It demonstrates that political economic transitions, experienced as radical social mobility, fuelled intense desire for English schooling. Rather than English schooling leading to social mobility, new experiences of mobility necessitated English schooling. At the same time, experts have responded to the unanticipated spread of English by transforming it from a second language to a first language, and earlier hierarchies have been produced anew as access to English democratized.Figures and Tables Acknowledgments Series Editors' Preface Chapter 1. Moral Aspiration Chapter 2. Development and its Afterlives Chapter 3. Temporal Migrations Chapter 4. Social Lives of Rote Chapter 5. Scripted Lives of Communication Chapter 6. Obsessive Hope Chapter 7. Mandated Resistance Chapter 8. Rote to Interaction Chapter 9. Conclusion: Linguistic Imperialism from Below References
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Affiche du document International TESOL Teachers in a Multi-Englishes Community

International TESOL Teachers in a Multi-Englishes Community

Phan Le Ha

2h12min00

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176 pages. Temps de lecture estimé 2h12min.
Offers a unique in-depth case study of English language teaching in a highly multilingual and mobile contextThis book embarks on an ever-expanding array of language, academic mobility, neoliberalism, and accompanying rich scholarly debates. It examines the ways in which international English language teachers in Saudi Arabia’s higher education system position themselves, negotiate, interact, adjust, make sense of their classroom dynamics, and validate their senses of selves and pedagogies in their day-to-day (dis)engagement with their institutions and encounters at work. Informed by rich empirical data from a multi-year, multi-site project in addition to other qualitative studies, the book reveals on-the-ground complexities involving speaker status, language, ethnicity, nationality, race, religion, sociocultural factors, emotion labour, work dynamic and professionalism. It promotes thinking beyond normative ideologies on marginalisation, the native and non-native speaker dichotomy, linguistic, racial, religious and ethnic (inter)relations, and translanguaging pedagogies, while also offering new material for original theorisation in multi-Englishes multilingualism, local-trusting-local and the limits of negotiability.     Acknowledgements Preface: Putting Curiosities in Action: An Uneasy Journey of Exploration 1: International TESOL Teachers: What’s Missing on the Ground? 2: International Teachers of English in the ‘New’ Middle East: Saudi Arabia in Focus 3: Engaging (with) Flavors of TESOL: Mobility, Space, Place, Neoliberalism, Multilingualism and Emotion Labor 4: Unpacking Mobility Drive: Geographical, Personal, Financial, Professional and More 5: Unpacking Often-Hidden Layers of Factors behind International Mobilities 6: English, ELT and Perceptions of Peers and Students 7: On-the-Ground Realities: From Training, Experience and Perception to Actual Classrooms 8: Every Teacher is Different, Every Classroom has its Own Dynamic 9: Sulaiman Jenkins: Examining the (Im)mobility of African American Muslim TESOL Teachers in Saudi Arabia 10: Unpacking Hardly-Ever-Revealed Emotions, Pains and Complexities 11: Abdullah Alshakhi and Phan Le Ha: A Much-Needed Conversation with Native-English-Speaking Caucasian Teachers: Emotion Labor and Affect in Transnational Encounters 12: International TESOL Teachers Working in the Saudi ‘Trust House’: (Re)Conceptualization of Key Constructs Ryuko Kubota: Afterword References Index
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Affiche du document Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings

Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings

3h08min15

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251 pages. Temps de lecture estimé 3h08min.
Offers fresh approaches to foreign language teaching in multilingual settings based on teacher-researcher partnershipsThis book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.Figures and Tables Acknowledgements Acronyms Contributors Introductions Part 1: Towards a Multilingual Paradigm in Foreign Language Education Chapter 1. Anna Krulatz, Georgios Neokleous and Anne Dahl: Multilingual Approaches to Additional Language Teaching: Bridging Theory and Practice Chapter 2. Nayr Ibrahim: Mainstreaming Multilingualism in Education: An Eight-Ds Framework Chapter 3. Ngoc Tai Huynh, Angela Thomas and Vinh To: Enhancing Foreign Language Teachers’ Use of Multicultural Literature with an Analytical Framework for Interpreting Picturebooks about East Asian Cultures Part 2: Languaging Practices in Multilingual Classrooms Chapter 4. Tanja Angelovska: The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language  Chapter 5. Mirjam Günther-van der Meij and Joana Duarte: ‘There are Many Ways to Integrate Multilingualism’: All-inclusive Foreign Language Education in the Netherlands Chapter 6. Spyros Armostis and Dina Tsagari: Learning English as a Foreign Language in a Bi(dia)lectal Setting  Chapter 7. Rasman Rasman and Margana Margana: Constructing Translanguaging Space in EFL Classrooms in Indonesia: Opportunities and Challenges  Part 3: Teacher and Learner Perspectives Chapter 8. Georgios Neokleous: Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus Chapter 9. Ylva Falk and Christina Lindqvist: Teachers’ Attitudes towards Multilingualism in the Foreign Language Classroom: The Case of French and German in the Swedish Context Chapter 10. Will Travers: Inside the L3 Classroom: Learner Reflections on University-level Foreign Language Classes for Bilinguals in the United States Chapter 11. Romana Kopečková and Gregory Poarch: Teaching English as an Additional Language in German Secondary Schools: Pluralistic Approaches to Language Learning and Teaching in Action Chapter 12. Yeşim Sevinç, Anna Krulatz, Eivind Torgersen and MaryAnn Christison: Teaching English in Linguistically Diverse Classrooms in Norway: Teachers’ Beliefs, Practices, and Needs in Multilingual Education Chapter 13. Mieko Yamada: EFL Education for Social Justice: A Study of Japanese EFL Student Teachers’ Perceptions about Diversity and Minority Part 4: Innovative Multilingual Pedagogies in Foreign Language Classrooms Chapter 14. Antoinette Camilleri Grima: Adopting Pluralistic Approaches when Teaching an Additional Language Chapter 15. Manon Megens and Elisabeth Allgäuer-Hackl: An Applied Perspective on Holistic Multilingual Approaches to Foreign Language Learning and Teaching Chapter 16. MaryAnn Christison and Adrian S. Palmer: Promoting Multilingualism through Immersion Education: A Case Study in a Thai K12 International School Chapter 17. Gisela Mayr: Plurilingual Inputs in Task-based TEFL: A Way of Promoting Inclusion Chapter 18. Marina Prilutskaya, Rebecca Knoph and Jessica Allen Hanssen: The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper-secondary School Chapter 19. Gro-Anita Myklevold: Operationalizing Multilingualism in A Foreign Language Classroom in Norway: Opportunities and Challenges Kristen Lindahl: Afterword Index
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Affiche du document Creating Welcoming Learning Environments

Creating Welcoming Learning Environments

1h36min45

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129 pages. Temps de lecture estimé 1h37min.
Combines academic theory with tried-and-tested classroom practice to inspire practitioners to use creative arts approaches in language learning and teachingIn a world where migration is a daily reality, the ways in which affirming educational experiences can be provided for all children remain high on the agendas of schools, colleges and teachers. This book provides practical ideas for how children, young people and parents can feel welcomed and affirmed in their multilingual identities and all learners can feel intrigued and excited by the linguistic diversity of the world’s people. The book will be an invaluable resource for educational practitioners, researchers, trainee teachers, teacher educators and all who are passionate about bringing together creative arts approaches with language learning and teaching. By blending academic theory with tried-and-tested classroom practice the authors will inspire readers to adapt the featured activities for their own contexts and learners.Contributors Chapter 1. Jane Andrews and Maryam Almohammad: Introduction: Connecting Creative Arts Approaches with Supporting Children and Young People Developing English as an Additional Language Chapter 2. Alison Phipps: The Well in Welcoming Chapter 3. Maryam Almohammad: Working with Community Filming in Multilingual and Intercultural Language Education   Chapter 3.1. Gemma Sharland: Celebration through Film   Chapter 3.2. Alicja Lievaart: A Filmmaking Project Chapter 4. Lyn Ma: Creating Together: The Role of Creative Arts in an ESOL Classroom Chapter 4.1. Su Tippett: Working with Children’s Needs and Preferences Using Creative Techniques   Chapter 4.2. Judith Prosser: Assessing Children’s Language Using Creative Techniques Chapter 4.3. Karen Thomas and Rebecca Reeve: Building Cohesion in School through Crafting Chapter 5. Gameli Tordzro and Naa Densua Tordzro: Adinkra Creative Links: Music and Textiles in Welcoming Learning Environments   Chapter 5.1. Alison Grotzke: Working with Adinkra Symbols and Printing: Unlocking Creativity in Children   Chapter 5.2. Dominique Moore: A School Radio Station   Chapter 5.3. Lois Francis: Singing Songs from Jamaica in Early Years Settings and Primary Schools in South Gloucestershire Chapter 5.4. Judith Prosser: Audio in School: School Languages on the Tannoy System Chapter 6. A Conversation with Tawona Sithole, Poet and Musician Chapter 6.1. Anna Comfort: Creative Arts Processes for Working with EAL Children Chapter 6.2. Dominique Moore: GCSE English, Using Poetry Written in Students’ First Languages Chapter 7. Luci Gorell Barnes: The Welcome Banner: Cultural Exchange through Creative Collaboration Chapter 8. Jean Conteh: Creativity, Collaboration and Ways Forward for EAL Learners Jane Andrews and Maryam Almohammad: Afterword: Summary of Ideas for Practice
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