English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English offers a detailed discussion of key aspects of teaching and learning English in the Saudi context and offers a comprehensive overview of related research authored or co-authored by Saudi researchers. It provides readers with an understanding of the unique cultural, linguistic, and historical context of English in Saudi Arabia-with a focus on the principal factors that may influence successful teaching and learning of English in this country. Uniquely, the book looks separately at issues pertaining to in-country English learning and learners, and those pertaining to in-country English teaching and teachers. The volume also explores issues concerning Saudi learners and teachers in overseas contexts. Lastly, the book touches on the future of English as a Foreign Language and TESOL in Saudi Arabia and its implications for the field.

During the past decades, literacy has gradually become a major concern all over the world. Though there is a great diversity in both the distribution and degree of literacy in different countries, there has been an increasing awareness of the number of illiterates and the consequences of being illiterate. However, literacy is no longer seen as a universal trait. When one focuses on culturally-sensitive accounts of reading and writing practices, the concept of literacy as a single trait does not seem very feasible. A multiplicity of literacy practices can be distinguished which are related to specific cultural contexts and associated with relations of power and ideology. As such, literacy can be seen as a lifelong context-bound set of practices in which an individual's needs vary with time and place.
This volume explores the use of literacy outside the mainstream in different contexts throughout the world. It is divided into four sections. Section 1 presents an anthropological perspective--analyzing the society and the individual in a society. Section 2 presents a psychological perspective--focusing on the individuals themselves and analyzing the cognitive and affective development of young children as they acquire literacy in their first and second languages. Section 3 presents an educational perspective--highlighting the variations in educational approaches in different societies as well as the outcomes of these approaches. Section 4 summarizes the studies presented in this volume. Both theoretical issues and educational implications related to the development of literacy in two languages are discussed. An attempt is also made to open up new directions in the study of literacy development in multilingual contexts by bringing these various disciplinary perspectives together.

During the past decades, literacy has gradually become a major concern all over the world. Though there is a great diversity in both the distribution and degree of literacy in different countries, there has been an increasing awareness of the number of illiterates and the consequences of being illiterate. However, literacy is no longer seen as a universal trait. When one focuses on culturally-sensitive accounts of reading and writing practices, the concept of literacy as a single trait does not seem very feasible. A multiplicity of literacy practices can be distinguished which are related to specific cultural contexts and associated with relations of power and ideology. As such, literacy can be seen as a lifelong context-bound set of practices in which an individual's needs vary with time and place.
This volume explores the use of literacy outside the mainstream in different contexts throughout the world. It is divided into four sections. Section 1 presents an anthropological perspective--analyzing the society and the individual in a society. Section 2 presents a psychological perspective--focusing on the individuals themselves and analyzing the cognitive and affective development of young children as they acquire literacy in their first and second languages. Section 3 presents an educational perspective--highlighting the variations in educational approaches in different societies as well as the outcomes of these approaches. Section 4 summarizes the studies presented in this volume. Both theoretical issues and educational implications related to the development of literacy in two languages are discussed. An attempt is also made to open up new directions in the study of literacy development in multilingual contexts by bringing these various disciplinary perspectives together.

Cultural Geography is the first book to introduce culture from a geographical perspective. It tracks the ideas, practices and objects that together form cultures - and how these cultures form identities for individuals and populations. Crang examines a range of scales as he considers the role of states, empires and nations, firms and corporations, shops and goods, books and films, in creating identities.
Cultural Geography looks at the way different processes come together in particular places and how those places develop meanings for people, whether at a global scale or the intimate scale of everyday life. Specifically designed for use on modular courses this text features clear writing, boxed case studies, chapter summaries, further reading guides and a glossary of key terms.

Cultural Geography introduces culture from a geographical perspective. This text focuses on how cultures work in practice and looks at cultures embedded in real-life situations, as locatable, specific phenomena. Definitions of 'culture' are diverse and complex. Crang presents no single answer but explores a wealth of different cases and different approaches people have taken to various issues and ideas. Looking at how cultures are spread over, and make sense of, space, this book tracks the ideas, practices and objects that together form cultures - and how these cultures form identities for individuals and populations. Crang examines a range of scales as he considers the role of states, empires and nations, firms and corporations, shops and goods, books and films, in creating identities.
Cultural Geography looks at the way different processes come together in particular places and how those places develop meanings for people, whether at a global scale or the intimate scale of everyday life. Exploring the diversity and plurality of life in all its variegated richness; how the world, space and places are interpreted and used by people; and how those places then help to perpetuate the culture, Crang develops the relationship of change and the possibility that current societies may develop a more pick and mix relationship to culture.

The title seeks to show how people are embedded culturally, socially and linguistically in a certain peripheral geographical location, yet are also able to roam widely in their use and takeup of a variety of linguistic and cultural resources. Drawing on data examples obtained from ethnographic fieldwork trips in Mongolia, a country located geographically, politically and economically on the Asian periphery, this book presents an example of how peripheral contexts should be seen as crucial sites for understanding the current sociolinguistics of globalization. Dovchin brings together several themes of wide contemporary interest, including sociolinguistic diversity in the context of popular culture and media in a globalized world (with a particular focus on popular music), and transnational flows of linguistic and cultural resources, to argue that the role of English and other languages in the local language practices of young musicians in Mongolia should be understood as "linguascapes." This notion of linguascapes adds new levels of analysis to common approaches to sociolinguistics of globalization, offering researchers new complex perspectives of linguistic diversity in the increasingly globalized world.

This book grew out of the joys and challenges the author experienced as a Spanish/English bilingual teacher of culturally and linguistically diverse students. It tells what it is like to be a bilingual teacher. As a result, it helps other teachers and prospective teachers understand the complex nature of bilingual teaching, shares some successful teaching strategies that other teachers have used, and encourages teachers to find their own solutions despite limited support.
The book is structured in three parts. The introduction explains how the book evolved, defines its relation to other qualitative research, and offers suggestions for how to use the book. The second part consists of eight bilingual teachers' stories that provide a glimpse of them as people, their schools and programs, their successes and struggles, and their solutions and coping mechanisms within their contexts. It concludes with a discussion chapter that looks at the teachers' collective strengths and struggles comparatively, connecting these to broader issues. The final section presents bilingual education resources -- useful information for practitioners. This includes foundation texts on the theories and practices of bilingual education, demographic information, a glossary of bilingual education terms, listings of curricula, tests, and literature mentioned by the teachers, and professional network sources.

This innovative collection brings together contributions from established and emerging scholars highlighting the "appliability" of Systemic Functional Linguistics and the ways in which theoretical and analytical conclusions drawn from its applications can inform and advance the study of language. The book discusses SFL's theoretical foundations and development in recent years to demonstrate its evolution into a more effective analytical tool. Building on this theoretical framework, the volume showcases the theory's applications in case studies exploring four sub-disciplines of language study: multilingual studies; translation studies; language learning and language teaching; and genre analysis. This all-inclusive volume demonstrates both Systemic Functional Linguistics' efficacy as a means of theoretical analysis, but also its value as a unique approach to the study of language and meaning, making this an indispensable resource for researchers and scholars in applied linguistics, discourse analysis, genre studies, translation studies, and multilingualism.

Before conclusions about Spanish in the United States can be drawn, individual communities must be studied in their own contexts. That is the goal of "Puerto Rican Discourse." One tendency of previous work on Spanish in the United States has been an eagerness to generalize the findings of isolated studies to all Latino communities, but the specific sociocultural contexts in which people -- and languages -- live often demand very different conclusions. The results of Torres' work indicate that the Spanish of Puerto Ricans living in Brentwood continues to survive in a restricted context. Across the population of Brentwood -- for Puerto Ricans of all ages and language proficiencies -- the Spanish language continues to assume an important practical, symbolic, and affective role.
An examination of the structural features of 60 oral narratives -- narrative components and the verbal tenses associated with each, overall Spanish verb use, and clause complexity -- reveals little evidence of the simplification and loss across generations found in other studies of Spanish in the United States. English-dominant Puerto Ricans are able Spanish language narrators demonstrating a wide variety of storytelling skills. The structure of their oral narratives is as complete and rich as the narratives of Spanish-dominant speakers.
The content of these oral narratives of personal experience is also explored. Too often in studies on U.S. Spanish, sociolinguists ignore the words of the community; the focus is usually on the grammatical aspects of language use and rarely on the message conveyed. In this study, oral narratives are analyzed as constructions of gendered and ethnically marked identities. The stories demonstrate the contradictory positions in which many Puerto Ricans find themselves in the United States. All of the speakers in this study have internalized, to a greater or lesser extent, dominant ideologies of gender, ethnicity, and language, at the same time that they struggle against such discourse. The analysis of the discourse of the community reveals how the status quo is both reproduced and resisted in the members' narratives, and how ideological forces work with other factors, such as attitudes, to influence the choices speakers make concerning language use. A special feature of this book is that transcripts are provided in both Spanish and English.
This volume combines ethnographic, quantitative, and qualitative discourse methodologies to provide a comprehensive and novel analysis of language use and attitudes of the Brentwood Puerto Rican community. Its rich linguistic and ethnographic data will be of interest to researchers and teachers in cultural communication, ethnic (Hispanic-American) studies, sociolinguistics, and TESL.

Shadowing, an active and highly cognitive technique for EFL listening skill development, in which learners track heard speech and vocalize it simultaneously, is gradually becoming recognized. However, there remain a lot of mysteries and misunderstandings about it. This book uncovers shadowing in terms of theory and practice. This book cements shadowing as a separate technique from other similar techniques such as Elicited Imitation, Mirroring, and simple repetition, and provides ample empirical data to explain the function of Shadowing. It also elaborates on how Shadowing should be used in terms of materials, procedure, and learners' psychology, which would aid in instructors' use of Shadowing in teaching. A guide on a method effective in improving learners' bottom-up listening skills, this book will certainly prove useful to English Language learners and instructors in their linguistic pursuits.

Introducing Course Design in English for Specific Purposes is an accessible and practical introduction to the theory and practice of developing ESP courses across a range of disciplines. The book covers the development of courses from needs analysis to assessment and evaluation, and also comes with samples of authentic ESP courses provided by leading ESP practitioners from a range of subject and global contexts. Included in this book are: The basics of ESP course design The major current theoretical perspectives on ESP course design Tasks, reflections and glossary to help readers consolidate their understanding Resources for practical ESP course development Examples of authentic ESP courses in areas such as business, aviation and nursing Introducing Course Design in English for Specific Purposes is essential reading for pre-service and in-service teachers, and students studying ESP and applied linguistics.

A volume on second-language acquisition theory and pedagogy is, at the same time, a mark of progress and a bit of an anomaly. The progress is shown by the fact that the two disciplines have established themselves as areas of study not only distinct from each other, but also different from linguistic theory. This was not always the case, at least not in the United States. The anomaly results from the fact that this book deals with the relationship between L2 theory and pedagogy despite the conclusion that there is currently no widely-accepted theory of SLA.
Grouped into five sections, the papers in this volume:
* consider questions about L2 theory and pedagogy at the macro-level, from the standpoint of the L2 setting;
* consider input in terms of factors which are internal to the learner;
* examine the question of external factors affecting the input, such as the issue of whether points of grammar can be explicitly taught;
* deal with questions of certain complex, linguistic behaviors and the various external and social variables that influence learners; and
* discuss issues surrounding the teaching of pronunciation factors that affect a non-native accent.

* An accessible and reader-friendly book on teaching grammar using digital tools for pre-service and in-service teachers * Includes 10 fun, creative lesson plans on teaching grammar through digital literacy * Michelle Devereaux and Darren Crovitz speak and present on teaching grammar and are stars in the field.

Assessment and accreditation of prior learning systems are now widely used in colleges to open up access for potential students by harnessing their prior learning, knowledge and skills. But one major issue, language and literacy, has not yet been adequately addressed, and our education system still presents many barriers for non-native speakers of English. "APL and the Bilingual Learner" focuses on practical and pro-active ways of approaching these problems.
Meena Wood explores both ways of resourcing APL systems and also how to integrate them into the college's organizational structures. The central chapters look in detail at model systems for assessing prior linguistic ability, accrediting evidence from overseas qualifications, and also explore the role of the guidance advocate worker. There is a strong focus on teaching and learning skills, and case studies and examples illustrate how APL systems can be of benefit to all students.

At the forefront of current digital literacy studies in education, this handbook uniquely systematizes emerging interdisciplinary themes, new knowledge, and insightful theoretical contributions to the field. Written by well-known scholars from around the world, it closely attends to the digitalization of writing and literacies that is transforming daily life and education. The chapter topics-identified through academic conference networks, rigorous analysis, and database searches of trending themes-are organized thematically in five sections: Digital Futures Digital Diversity Digital Lives Digital Spaces Digital Ethics This is an essential guide to digital writing and literacies research, with transformational ideas for educational and professional practice. It will enable new and established researchers to position their studies within highly relevant directions in the field and to generate new themes of inquiry.

Over the past two decades, the Arabian oil-rich Gulf countries have faced enormous social, political, economic, cultural, religious, ideological and epistemological upheaval. Through detailed, critical comparative investigation, Neoliberalism and English Language Education Policies in the Arabian Gulf examines the impact of such disruption on education policies in a political and economic union, consisting of six countries: Saudi Arabia, the United Arab Emirates, Oman, Qatar, Bahrain and Kuwait. Using data collected from a wide range of sources, this thought-provoking book documents the inner workings of neoliberalism across a strategic geographical area of the Islamic world. The book teases apart the complex issues surrounding the ways in which access to English has been envisioned, contested, and protected from being challenged among different players within and between the Gulf countries. Osman Z. Barnawi explores the intensifying ideological debates between Islamic culture and Western neoliberal values, and questions whether Islamic values and traditions have been successfully harmonised with neoliberal capitalist development strategies for nation building in the Arabian Gulf region. Neoliberalism and English Language Education Policies in the Arabian Gulf will be of interest to academics, researchers and postgraduates working in the fields of language education and, more specifically, TESOL, applied linguistics, education policy, and teacher education.

This revised edition of Bilingualism in Schools and Society is an accessible introduction to the sociolinguistic and educational aspects of and the political issues surrounding bilingualism, including code-switching in popular music, advertising, and online social spaces. It also addresses the personal aspect of the topic in a well-informed discussion of what it means to study and live with multiple languages in a globalized world and practical advice on raising bilingual children. Extensive new material has been added that deals with more holistic understandings of bilingual performance, including translanguaging, flexible bilingualism, and code-meshing; blending standard and vernacular languages/dialects in hybrid texts; and recent developments in policies surrounding the education of English Learners and EL assessment, including Common Core State Standards (CCSS), PARCC and SBAC testing, WIDA and ELPA21 language assessments, and Every Student Succeeds Act (ESSA). Updated and new discussions on community-based heritage language programs and 'super-diversity' further enhance this new edition, along with updated statistics on bilingual populations and the world's top languages. Each chapter includes lists of further readings, helpful digital resources and study questions, as well as student activities and boxed vignettes. Firmly grounded in the analysis of empirical work with bilingual children and adults in various multilingual settings throughout the world, Bilingualism in Schools and Society is the ideal text for courses on bilingualism in language education programs.

Designed for courses on theories and methods of teaching college writing, this text is distinguished by its emphasis on giving teachers a foundation of knowledge for teaching writing to a diverse student body. As such, it is equally relevant for teacher training in basic writing, ESL, and first year composition, the premise being that in most colleges and universities today teachers of each of these types of courses encounter similar student populations and teaching challenges. Many instructors compile packets of articles for this course because they cannot find an appropriate collection in one volume. This text fills that gap. It includes in one volume: the latest thinking about teaching and tutoring basic writing, ESL, and first year composition students; seminal articles, carefully selected to be accessible to those new to the field, by classic authors in the field of composition and ESL, as well as a number of new voices; attention to both theory and practice, but with an emphasis on practice; and articles about non-traditional students, multiculturalism, and writing across the disciplines. The text includes suggestions for pedagogy and invitations for exploration to engage readers in reflection and in applications to their own teaching practice.

To most Americans, the law-especially noncriminal law-is a mystery that only someone with a law degree can solve. Understanding Law in a Changing Society renders the complexity of law at a level that everyone can understand. The book walks readers through the structure of the legal system, different divisions of civil law, and the core concepts and distinctions that underlie contemporary legal thought. It also provides insight into the way law and social change affect one another. With this revised and updated third edition, the authors have incorporated an updated preface and a new introduction; outlined a "How to Brief a Case" section; included new case studies, readings, and "You be the Judge" features for selected chapters; and for the first time added a glossary of legal terms and key websites to the book. Important developments in judicial selection, the state secrets doctrine, and family law (including same sex marriage, child custody, and unwed fathers' rights) are highlighted.

Taking a sociocultural and educational approach, Language and Linguistics in Context: Readings and Applications for Teachers:introduces basic linguistic concepts and current perspectives on language acquisition;considers the role of linguistic change (especially in English) in the politics of language;acknowledges the role of linguists in current policies involving language; offers insights into the relationship between the structure of language systems and first- and second-language acquisition; the study of language across culture, class, race, gender, and ethnicity; and between language study and literacy and education; andprovides readers with a basis for understanding current educational debates about bilingual education, non-standard dialects, English only movements, literacy methodologies, and generally the importance to teaching of the study of language. The text is organized into three thematic units - "What is Language and How is It Acquired?"; "How Does Language Change?"; and "What is Literacy?". To achieve both breadth and depth - that is, to provide a "big picture" view of basic linguistics and at the same time make it specific enough for the beginner - a selection of readings, including personal language narratives, is provided to both introduce and clarify linguistic concepts. The readings, by well-known theoretical and applied linguists and researchers from various disciplines, are diverse in level and range of topics and vary in level of linguistic formalism. Pedagogical features: This text is designed for a range of courses in English and language arts, bilingualism, applied linguistics, and ESL courses in teacher education programs. Each unit contains a substantive introduction to the topic, followed by the readings. Each reading concludes with Questions to Think About including one Extending Your U

Linguistic Diversity and Teaching raises questions and provides a context for reflection regarding the complex issues surrounding new English learners in the schools. These issues exist within a highly charged political climate and involve not only language, but also culture, class, ethnicity, and the persistent inequities that characterize our educational system. The text addresses these issues through conversations among experts, practitioners, and readers that are informed by representative case studies and by a range of theoretical approaches. It is designed to engage readers in beginning to evolve their own practical theories, to help them explore and perhaps modify some basic beliefs and assumptions, and to become acquainted with other points of view. Throughout, readers are encouraged to interact with the text and to develop their own perspective on the issue of linguistic diversity and teaching. This is the fourth volume in Reflective Teaching and the Social Conditions of Schooling: A Series for Prospective and Practicing Teachers, edited by Daniel P. Liston and Kenneth M. Zeichner. It follows the same format as previous volumes in the series.Part I includes four cases dealing with different aspects of the impacts of the changing demographics of public schools. Each case is followed by space for readers to write their own reactions and reflections, and a set of reactions to the cases written by prospective and practicing teachers, administrators, and professors. Part II presents three public arguments representing very different views about linguistic diversity: in public schools, English should be the only language of instruction; all children should receive instruction in both their first language and English; planning for instruction should be based not on absolutes, but on what is realistically possible in particular settings.Part III offers the authors' own interpretations of the issues raised throughout the text, outlin

Assessment in Second Language Pronunciation highlights the importance of pronunciation in the assessment of second language speaking proficiency. Leading researchers from around the world cover practical issues as well as theoretical principles, enabling the understanding and application of the theory involved in assessment in pronunciation. Key features of this book include: Examination of key criteria in pronunciation assessment, including intelligibility, comprehensibility and accentedness; Exploration of the impact of World Englishes and English as a Lingua Franca on pronunciation assessment; Evaluation of the validity and reliability of testing, including analysis of scoring methodologies; Discussion of current and future practice in assessing pronunciation via speech recognition technology. Assessment in Second Language Pronunciation is vital reading for students studying modules on pronunciation and language testing and assessment.

This book details online academic collaborations between universities in Europe, the USA and Palestine. The chapters recount the challenges and successes of online collaborations which promote academic connections and conversations with the Gaza Strip, despite a continuing blockade imposed on Gaza since 2007, and forge relationships between individuals, institutions and cultures. The chapters examine, from different perspectives, what happens when languages and the internet facilitate encounters, and the fundamental importance this has as a form of defiance and of resistance to the physical confinement experienced by Palestinian academics, students and the general population of Gaza. They highlight the limitations of multilingual and intercultural encounters when they are deprived of the sensory proximity of face-to-face situations and what is lost in the translation of languages, practices and experiences from the 'real' to the 'virtual' world.

This book examines the sociolinguistics of some of Iran's languages at home and in the diaspora. The first part of the book examines the politics of minority languages and the presence of hegemonic discourses which favour Persian (Farsi) in Iran, exploring issues such as language maintenance and shift, linguistic ideologies and practices among Azerbaijani and Kurdish-speaking communities. The authors then go on to examine Iranians' linguistic ideologies, practices and (trans)national identity construction in the diaspora, investigating both the challenges of maintaining a home language and the strategies and linguistic repertoires employed when constructing a diasporic identity away from home. This book will be of interest to students and scholars of minority languages and communities, diaspora and migration studies, and language policy and planning.