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Impact helps teenage learners to better understand themselves, each other, and the world they live in. By encouraging self-expression, global citizenship, and active participation, Impact motivates students to explore who they are and who they want to be, all while learning English!

This volume promotes a thought-provoking discussion on contemporary issues surrounding the teaching of language and literacy based on first hand experiences and research. Drawing on the authors' experiences as teacher educators, language and literacy teachers, and researchers on literacy issues it brings together the multiple traditions. What makes the proposed volume unique is the common theme that runs through all the chapters: the examination of the term literacy, the complexity of this term and the importance of having a wide understanding of what it is before tackling educational issues of pedagogy, assessment and student engagement. What is more, as the editors argue, it is necessary to join up the dots and explore the commonalities that form the core of the literacy spectrum.

This book addresses issues surrounding writing centers in the Arabian Gulf region. Including a foreword by Professor Ken Hyland, it brings together a number of thought-provoking chapters on the history, concept, and ground realities coupled with critical comparative discussions of writing centres in the region. The book begins by offering critical historical accounts of writing centers in the Gulf countries, before moving onto empirical research and reports on pedagogical practices that vividly capture the on-the-ground realities faced and experienced by different actors. These accounts serve to highlight how the writing centers vary between countries, as well as how they differ from the more well-known writing centers in the US and the UK. Finally, the book explores what sort of commonalities and differences the current trend of writing centres is producing within and between the six countries of the Arabian Gulf. This book will be highly relevant to those involved with writing centres along with directors, policymakers, researchers and teacher educators in the fields of Education and Sociology, particularly those with an interest in the Arabian Gulf area.

This book presents the experiences of Chinese Language researchers in Singapore to Chinese Language researchers and teachers in other countries and regions, such as the USA, the UK and Asia, that are home to a large number of learners, young and old. As such, the innovative ideas it provides can be applied in practising teachers' classrooms to promote more effective and efficient student learning. Beyond pedagogical innovations, the book also includes papers on the assessment of Chinese Language learning and teacher literacy - two areas that have been largely neglected by the Chinese Language research and teaching communities, not only here in Singapore, but also around the world. This book, the sequel to "Teaching Chinese Language in Singapore: Retrospect and Challenges" (Springer, 2016), is future-oriented, highlighting ideas that merit further attention from researchers and practitioners alike.

Already the focus of much interest for 50 years, the study of foreign language learning anxiety (FLLA) still remains a popular research topic among scholars in Western countries. FLLA is believed to be an important cause of students' "dumb English". Considering the paucity of monographs on FLLA in China, this book represents an important step towards filling this gap. The author uses his PhD dissertation as a foundation for reviewing and discussing previous literature, as well as the current status of and major issues concerning FLLA worldwide. The book explores FLLA in China by using innovative triangulated research methodology, combining both quantitative and qualitative methods, namely surveys, focused interviews, and classroom observations. It also highlights the significance and implications of the research results and predicts the future of global FLLA research with a particular focus on China. Readers will discover the latest developments and issues concerning FLLA, causes of FLLA, and verified, effective strategies for alleviating such anxiety.

This book presents folktales in the Herati dialect of the Afghan Persian language, along with useful transcriptions and translations. This dialect is spoken by the sedentary population of Herat city and the adjacent area situated in the northwest of Afghanistan. Historically, the area in question was part of the Persian province of Khorasan that was known for its significant role in the development of Persian culture in general and literature and philosophy in particular. Suffice it to say that the classical Persian language (Farsi) is considered to have originated in that region. For centuries, Herat has been one of the main cultural centers of the Khorasan province, and according to a reliable historic source, it was in Herat that the first poetical piece in Farsi was composed. The area was the birthplace of many most prominent Persian-speaking poets such as Ferdowsi, F. 'Attar, Khayyam, to mention a few. Others such as Jami and Ansari were originally from the Herat area and their shrines are located in the city. Given the fact that many early Persian-speaking poets came from this region (Khorasan) and from Herat in particular, their native Khorasani dialects--including Herati-- considerably influenced the language of Persian classical literature. The Herati dialect linguistic importance from the synchronic perspective is based on the fact that it serves as a bridge between the Persian dialects of western Iran and the Tajiki of Central Asia. In addition, given the geographic position of Herat (situated on the border between modern Afghanistan and Iran), its dialect also shares many common characteristics with the Persian dialects of Iran and those of Afghanistan. Despite its cultural and linguistic importance for studies in Iran, Afghanistan and Central Asia, this region has never been open to field research (especially by westerners) because of its long political instability and constant wars. There is no similar published work in English on this particular Persian dialect and its oral literature. Based on academically informed fieldwork and presented in a scientific fashion, this study provides information previously unavailable and is thus valuable to the academic discourse in Iranian linguistics. The materials were collected by the author during field research in Afghanistan in the 1980s from illiterate dialect speakers (a category which has preserved the dialect the most in terms of purity and entirety). The book helpfully provides a grammatical introduction to the Herati dialect, a glossary of dialectal and common words, as well as approximately 500 explanatory notes. This book will be of interest to linguists and language learners, especially those studying Afghan Persian. It will also be useful as a language learning aid for intermediate and advanced students of spoken Afghan Persian in general and of Persian (in the broader sense) dialectology in particular, foreign NGO workers or interpreters/translators who find themselves in the field in western Afghanistan or far eastern Iran. Though the present book is by no means a study in folklore literature or anthropology, these texts containing ethnographic data will also be of value to folklorists or ethnographers.

German Grammar in Context presents an accessible and engaging approach to learning grammar. Each chapter opens with a real-life extract from a German newspaper, magazine, poem, book or internet source and uses this text as the starting point for explaining a particular key area of German grammar. A range of exercises follow at the end of the chapter, helping students to reinforce and test their understanding, and an answer key is also provided at the back of the book. This second edition features: Updated texts with current newspaper and magazine articles and new extracts from digital media such as chatrooms or blogs Inclusion of a wide-ranging selection of sources and topics to further students' engagement with issues relevant to contemporary Germany and Austria Clear and user-friendly coverage of grammar, aided by a list of grammatical terms A wide variety of inventive exercises designed to thoroughly build up grammatical understanding, vocabulary acquisition and effective comprehension and communication skills Helpful 'keyword boxes' translating difficult vocabulary in the texts A recommended reading section offering advice on additional grammar resources and website links German Grammar in Context will be an essential resource for intermediate to advanced students of German. It is suitable for both classroom use and independent study.

This edited collection provides a state-of-the art overview of research on willingness to communicate (WTC) in a second and foreign language. In particular, it includes innovative studies seeking to demonstrate the ways in which WTC can be examined within the framework of complex dynamic systems, how the construct is related to self-assessment, reticence and extroversion, and what is signifies in the case of immigrants. Another group of papers is related to the role of technology in fostering WTC in different contexts. The volume also comprises papers that touch on methodological issues in the study of WTC such as experience case sampling, the network approach or the integration of the macro- and micro-perspective. The book will be of values to researchers interested in the study of WTC but will also provide inspiration for students, teachers and materials writers.

This book probes for a post-native-speakerist future. It explores the nature of (English and Japanese) native-speakerism in the Japanese context, and possible grounds on which language teachers could be employed if native-speakerism is rejected (i.e., what are the language teachers of the future expected to do, and be, in practice?). It reveals the problems presented by the native-speaker model in foreign language education by exploring individual teacher-researcher narratives related to workplace experience and language-based inclusion/exclusion, as well as Japanese native-speakerism in the teaching of Japanese as a foreign language. It then seeks solutions to the problems by examining the concept of post-native-speakerism in relation to multilingual perspectives and globalisation generally, with a specific focus on education.

Educators and researchers in variety of locations around the world increasingly encounter linguistically and socio-culturally diverse groups of students in their classrooms and lecture halls. The chapters in this edited collection explore how students, teachers and researchers understand and engage with this diversity by examining everyday forms of talk and writing in relation to standardised forms and schooling expectations. It brings to our attention sets of sites and themes from around the world concerned with developing critical responses to the challenges and opportunities provided by social and linguistic diversity in education. Such diversity requires more dynamic and mobile concepts of language and literacy than has often been the case in educational discourse and the chapters show how these might work, making the book's contribution to the field both timely and challenging.

This monograph provides the first cross-linguistic study of repair strategies in verbal fronting, verb doubling and do-support, addressing both typological properties and theoretical aspects. First, it brings together data hitherto scattered across the empirical and theoretical literature and adds newly collected data from two African languages. For each of the 47 languages, the properties of verbal fronting are documented in detail. Based on this sample, the empirical part establishes two novel typological generalizations regarding the interaction between the size of the fronted category and the type of repair strategy used. The first of these identifies a systematic typological gap: No language that allows both verb and verb phrase fronting has do-support with the former and verb doubling with the latter. In the theoretical part, it is shown that previous theories of verb doubling/do-support are unable to account for both generalizations. A new approach within the Copy Theory of the Minimalist Framework is developed, that rests on the interaction of head movement, copy deletion, and the properties of different movement types. The book thus provides the first comprehensive empirical and theoretical overview of repair patterns in verbal fronting.

This monograph mainly focuses on the idea that language teaching in higher education involves making use of new approaches and technology. It identifies the key determinants of the materials needed to improve language teaching on the basis of the actual experimental research included in the respective contributions. Thanks to its unique perspective, the book offers a distinctive approach to addressing empirical research on second language teaching, translator training and technology. As universities are some of the best arenas for analyzing teaching techniques for various subjects, higher education teachers can use this book to thoroughly prepare for the application of pilot studies and learn more about students' responses to new teaching and translation techniques. An enlightening guide for scholars and students with an academic interest in acquiring the basic principles of language teaching and translation, this book mainly provides actual cases in which the implementation of technology was useful to second language teachers and translation trainers. As the authors are experienced scholars, readers will not only come to understand how to use new teaching strategies, but also discover that the proposals described in each chapter can be useful to any level of second language training for teachers and translators.

Farmers in India are having a serious problem. A local animal is eating their food. However, the farmers cannot hurt the animal because it has a special name. How can a name protect an animal? What will the farmers do?