This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers’ experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the "conventional calculus" in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts. Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.

Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity. Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for 'minority' and 'heritage' languages, as well as discussing controversies about the current provision of English and Languages programs around the world.

Students learn best when they are connecting with the language as used in real-world settings, with each other as a community and with authentic culture. En avant! sparks the curiosity that builds these connections as students advance toward communicative and cultural competence in the introductory classroom. The En avant! program is built around the following distinctive principles: * A focused approach with systematic review and recycling* Active learning* Integration of culture Now in its third edition, En avant! includes many targeted changes prompted by reviewer feedback to more readily engage students with the grammatical and cultural content while making that content even more user-friendly and logical. In our revision process, we placed the biggest emphasis on creating and integrating new features, based on the ACTFL World Readiness Standards, in order to better engage and inspire a new, digitally minded generation of French learners.

This book explores how young children's language development is intricately connected to the context in which it takes place. The term 'context' not only specifies a geographical location, but also encompasses notions of culture, community and activity. 'Context' also refers to discourse features and functions, and to the relationships between the speakers. Every context thus embodies specific practices, intentions and values which privilege particular words, phrases, meanings and communication conventions. Each chapter highlights the dynamic, fluid and multifaceted interplays between language and context to illustrate how context, in every sense, is inextricably intertwined with young children's language and literacy learning opportunities. The chapters interrogate the topic of 'Young Children's Language in Context' by collectively exploring the multiple ways that context, broadly and variously conceptualised, intersects with language and literacy experiences. Authors examine how contexts shape language and literacy learning opportunities, how children's language shapes their social-interactive and relationship contexts, and how their language and literacy experiences are, themselves contexts which create socially and culturally endorsed ways to represent ideas, intentions and expectations. This book will be of interest to researchers and advanced students of early childhood education and language development. It was originally published as a special issue in the International Journal of Early Years Education.

NAKAMA 1 ENHANCED is a complete, flexible introductory program designed to present the fundamentals of the Japanese language to college students. Presented in two parts, NAKAMA 1A and NAKAMA 1B, the program focuses on proficiency-based language learning, emphasizes practical communication and student interaction, and fosters the development of all four language skills and cultural awareness. Thematically organized chapters focus on high-frequency communicative situations and introduce users to the Japanese language and its three writing systems: hiragana, katakana, and kanji. Maintaining the program's balanced approach, the new edition features updated technology resources, new authentic art, and practical, contemporary vocabulary to enhance learning.

With an estimated 1.6 million English as an Additional Language (EAL) learners in the UK, and over 5 million in the USA, EAL research is urgently needed to inform practice. This edited volume investigates the multifaceted elements that shape EAL pedagogy and research in a variety of settings and research areas including linguistic ability influences on subject-specific skills, integrating learners' home languages into classroom environments, and the importance of supporting EAL teachers in the classroom. In doing so, the contributors provide an international perspective on the emerging field of EAL research. The research-based chapters detail fundamental concerns related to EAL learner education. The text is composed of three parts: Part 1 explores the question of what is EAL and how a definition can shape policy construction; Part 2 examines the challenges EAL learners face in the classroom, including the use of first languages and the relative impact learner language proficiency has on subject-specific classes; and Part 3 investigates concerns relating to supporting EAL teachers in the classroom. The volume draws on researcher expertise from a variety of universities and institutions worldwide. It explores diverse language backgrounds in multilingual contexts. It covers empirical studies with pedagogical, policy and further research implications. The volume represents a single resource invaluable for EAL teachers, trainers and trainees, as well as researchers in the field of education, language learning and teaching, bilingualism and multilingualism, and second language acquisition.

This book offers a thorough examination of the history of a Chinese female pronoun—the Chinese character "Ta (她, She)" and demonstrates how the invention and identification of this new word is inextricably intertwined with matters of socio-cultural politics. The Chinese character Ta, for the third-person feminine singular pronoun was introduced in the late 1910s when the voices of women’s liberation rang out in China. The invention and dissemination of this word not only reflected an ideological gendering of the Chinese script but also provoked heated academic and popular debate well into the 1930s. Thus, the history of Ta provides a prism through which to explore modern Chinese history. The author provides an ambitious and informed examination of how Ta was invented and promoted in relation to the gender equality movement, the politics of neologism, and other domestic elements and international catalysts. This book is the first major work to survey Ta’s creation. It draws on diverse sources, including interviews with eight historians who experienced the popularization of Ta as youths in the 1930s and 40s. This book will be an essential read for students and scholars of East Asian Studies, Chinese Cultural History and those who are interested in the history of China.

English for Vocational Purposes provides a linguistic description of English in the context of the trades and investigates how this specialist language is used in real-world contexts. As the demand for English-speaking workers in the trades grows internationally, a major gap in the research on language in the trades is evident. Based on courses in construction and engineering at a polytechnic in New Zealand, this book offers an empirical response to this gap in research. Features of this book include: new research on linguistic features of written and spoken texts in trades education, with a special focus on discourse, visual elements of written texts and vocabulary; real-life examples of the language in context, along with implications for teaching and learning and a chapter devoted to putting research findings into practice; qualitative and quantitative data to support examples and shed light on the most complex aspects of English as a trades language; supplementary material online which includes technical word lists in areas of carpentry, plumbing, automotive technology and fabrication (welding). Paving the way for a new research agenda in the field of ESP, English for Vocational Purposes is key reading for advanced students, researchers and practitioners in the areas of ESP, trades education and vocational education.

English Explorer is a motivating new four-level series for students at secondary level, with a strong International focus. It combines a communicative approach to learning English with stunning National Geographic images, video and content. With English Explorer, students: EXPLORE amazing places and fascinating cultures with National Geographic, bringing real people, real places, and real stories into the English language classroom. LEARN how to use English to communicate effectively in the real world, by developing language skills through age-appropriate print and multimedia resources. DEVELOP critical thinking and other practical, real-world skills, including study skills and writing techniques.

A rich exploration of health disparities in U.S. linguistically minoritized communities - and the steps applied linguists can take to advance health equity A valuable resource for jumpstarting cross-disciplinary conversations about language, power, and health Offers ideas for service-learning projects, community-engaged research directions, and coalition-building Keywords, end-of-chapter questions and extension activities support reader engagement Afterword by Dr. Pilar Ortega, bilingual physician and founder of the National Association of Medical Spanish

* Arabic code-switching and translanguaging in written Arabic has recently emerged as a powerful form of communication online and the connection between these forms of communication and the socio-political impact they have within the ongoing tumultuous transformations in the Arab world makes this study very appealing to students and researchers * addresses the colloquial/standard variation of written Arabic for students of Arabic sociolinguistics * many scholars/teachers in the filed of Arabic are re-thinking the ways in which the Arabic language can be taught in a more efficient way that would address the challenges posed by Arabic diglossia * a useful practical and theoretical tool that scholars could use in their explorations and teaching. This book would appeal to: sociolinguistic researchers mixed Arabic writing and the concepts of code-switching, code-mixing and translanguaging teachers and students of Arabic wishing to understand better the mixed forms of writing we find in modern Arabic literature and on social media. Early literacy advocates, researchers and teachers, who wish to better understand the issues young learners face and possible solutions to overcoming the barriers to achieving higher literacy and attainment policy makers and educators interested in Arabic phonics, a new yet popular concept in Arabic language teaching and learning

The Routledge Handbook of Second Language Acquisition and Individual Differences provides a thorough, in-depth discussion of the theory, research, and pedagogy pertaining to the role individual difference (ID) factors play in second language acquisition (SLA). It goes beyond the traditional repertoire and includes 32 chapters covering a full spectrum of topics on learners' cognitive, conative, affective, and demographic/sociocultural variation. The volume examines IDs from two perspectives: one is how each ID variable is associated with learning behaviors, processes, and outcomes; the other is how each domain of SLA, such as vocabulary or reading, is affected by clusters of ID variables. The volume also includes a section on the common methods used in ID research, including data elicitation instruments such as surveys, interviews, and psychometric testing, as well as methods of data analysis such as structural equation modeling. The book is a must-read for any second language researcher or applied linguist interested in investigating the effects of IDs on language learning, and for any educator interested in taking account of learners' individual differences to maximize the effects of second language instruction.

Thriving as a Graduate Writer offers a comprehensive guide to the multifaceted challenges of writing in graduate school. It shows readers how to think about academic writing, how to manage an academic text, and how to establish an effective writing practice. Graduate students from all disciplines will find concrete strategies and motivation for the enterprise of academic writing. Intended for both multilingual writers and those for whom English is a first language, Thriving as a Graduate Writer offers essential writing support in quick, easily digestible chunks. Readers of Thriving as a Graduate Writer will: - Learn how to establish an effective writing practice - Discover how to position themselves as competent and engaged writers - Learn how to structure their writing, craft effective sentences, and create movement with a text - Develop processes for draft revisions - Create individual writing strategies that will last throughout their careers

This innovative volume is one of the first to represent the usage of bilingual writers in both their languages, offering insight into language corpora as extremely valuable tools in contemporary applied linguistics research, and in turn, into how much of the world's population operate daily. This book discusses one of the first examples of a bilingual writer corpus, the Zayed Arabic-English Bilingual Undergraduate Corpus (ZAEBUC), which includes writing by hundreds of students in two languages, with additional information about the writers and the texts. The result is a rich resource for research in multilingual use and learning of language. The book takes the reader through the design and use of such a corpus and illustrates the potential of this type of corpus with detailed studies that show how assessment, vocabulary, and discourse work across two very different languages. This volume will be of interest to scholars, policymakers, and educators in bilingualism, plurilingualism, language education, corpus design, and natural language processing.

By providing a contemporary understanding of theories on classroom dialogue through a sociocultural lens, Sybing offers innovative ways to observe and foster more engaged interaction between teacher and student particularly in language learning contexts. How teachers interact with students has a profound impact on learning outcomes and learner development, yet remains a topic that requires more attention in language education. As research and practice in all education domains shift toward more dialogic approaches to the co-construction of knowledge, language education can also benefit from a more comprehensive approach to classroom dialogue that is relevant to interaction with language learners. This book provides a foundational understanding of theories of classroom dialogue relevant to language classroom contexts, which will guide an analysis of teacher-student interactions taken from observations of a language classroom in order to propose a framework for language classroom dialogue for theory and practice. Researchers and practitioners in language education will benefit from a comprehensive overview of discussion of and contemporary research in classroom interaction, sociocultural theory, and intercultural communication. This book offers useful guidance to scholars where such discussions are especially useful for addressing issues of native-speakerism and language ownership.

This collection offers a comprehensive account of the development of intercultural communication strategies through Virtual English as a Lingua Franca, reflecting on the ways in which we make pragmatic meaning in today’s technology-informed globalized world. The volume places an emphasis on analyzing transmodal, transsemiotic, and transcultural discourse practices in online spaces, providing a counterpoint to existing ELF research which has leaned toward unpacking formal features of ELF communication in face-to-face interactions. Chapters explore how these practices are characterized and then further sustained via non-verbal semiotic resources, drawing on data from a global range of empirical studies. The book prompts further reflection on readers’ own experiences in online settings and the challenges of VELF while also supplying educators in these contexts with the analytical resources to better bridge the gap between formal and informal learning. Highlighting the dynamic complexity of online intercultural communication in the 21st century, this book is a valuable resource for students and scholars in applied linguistics, language education, digital communication, and intercultural communication.

English Explorer is a motivating new four-level series for students at secondary level, with a strong International focus. It combines a communicative approach to learning English with stunning National Geographic images, video and content. With English Explorer, students: EXPLORE amazing places and fascinating cultures with National Geographic, bringing real people, real places, and real stories into the English language classroom. LEARN how to use English to communicate effectively in the real world, by developing language skills through age-appropriate print and multimedia resources. DEVELOP critical thinking and other practical, real-world skills, including study skills and writing techniques.

Against the backdrop of uncritical promotions of English-Medium instruction (EMI) in higher education globally, this edited volume maps out the political, ideological, and policy-related issues of EMI programs in multilingual and multicultural universities in Asia. In this volume, EMI researchers and practitioners involved in different Asian countries and regions have collaboratively unpacked the critical dimensions of EMI programs in higher education, with a goal to provide must-needed resources for researchers, graduate students, higher education leaders, and policymakers. This volume is the first of its kind in that it provides an exclusive and critical tapestry of EMI at multilingual universities from all parts of Asia, including Central Asia (Kazakhstan), East Asia (China, Korea, Japan, and Taiwan), South Asia (Bangladesh and Nepal), Southeast Asia (Brunei, Malaysia, Philippines, Thailand, and Vietnam), and Western Asia (United Arab Emirates). The key takeaway for the reader is to not only understand the current phenomenon of EMI in Asian universities but to also learn the dark side of its policies, programs, and practices that have led to unequal teaching and learning spaces in diverse societies. This collection will be of interest to scholars and policymakers in English-medium instruction, English language teaching, TESOL, and applied linguistics.

Linguistic Choices in the Contemporary City focuses on how individuals navigate conversation in highly diversified contexts and provides a broad overview of state of the art research in urban sociolinguistics across the globe. Bearing in mind the impact of international travel and migration, the book accounts for the shifting contemporary studies to the workings of language choices in places where people with many different backgrounds meet and exchange ideas. It specifically addresses how people handle language use challenges in a broad range of settings to present themselves positively and meet their information and identity goals. While a speaker's experience runs like a thread through this volume, the linguistic, cultural and situational focus is as broad as possible. It runs from the language choices of Chinese immigrants to Beijing and Finnish immigrants to Japan to the use of the local lingua franca by motor taxi drivers in Ngaoundere, Cameroon, and how Hungarian students in their dorm rooms express views on political correctness uninhibitedly. As it turns out, language play, improvisation, humour, lies, as well as highly marked subconscious pronunciation choices, are natural parts of the discourses, and this volume provides numerous and extensive examples of these techniques. For each of the settings discussed, the perspective is taken of personalised linguistic and extra-linguistic styles in tackling communicative challenges. This way, a picture is drawn of how postmodern individuals in extremely different cultural and situational circumstances turn out to have strikingly similar human behaviours and intentions. Linguistic Choices in the Contemporary City is of interest to all those who follow theoretical and methodological developments in this field. It will be of use for upper level students in the fields of Sociolinguistics, Pragmatics, Linguistic Anthropology and related fields in which urban communicative settings are the focus.

This is the first hands-on methods guide for second-language (L2) reading research. The authors expertly and critically situate L2 reading and literacy as a multivariate, interactive process and define terms, concepts, and research tools in connection with theory and a rich body of past empirical work, with lessons to learn and pitfalls to avoid. They concretely detail how to design empirical studies, collect data, and analyze findings in this important area. Authored by world experts on first-language (L1) and L2 reading, this book provides a comprehensive, critical, theory-driven review of methods in L2 reading research, offering a step-by-step guide from research design to study execution and data analysis. With useful pedagogical features and a unique database of L2 reading studies from around the world over three decades, this will be an invaluable resource to students and researchers of second-language acquisition, applied linguistics, education, and related areas.

This volume forms part of a five volume set charting the progress of the nineteenth century movement which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the twentieth century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition. The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.

This volume forms part of a five volume set charting the progress of the nineteenth century movement, which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the 'applied linguistic' approach to language teaching in the twentieth century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition. The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the nineteenth century, still have relevance today.

This volume forms part of a five-volume set charting the progress of the 19th century movement, which was instrumental in establishing international guidelines for the teaching of modern languages. It was during this period that for the first time, co-operation between phoneticians and teachers culminated in the publication of works that were instrumental in establishing the "applied linguistic" approach to language teaching in the 20th century. For the first time, too, the new science of psychology influenced a scientific theory of second language acquisition. The Reform Movement attracted support across Europe, spurring the development of new professional associations and journals. In turn, the publication in these journals of reports of innovative practice contributed to a greater sense of autonomy and professionalism among modern language teachers, who had hitherto tended to live under the shadow of classical language teaching. The practical innovations and theoretical suggestions for the foreign language teaching, although rooted in the 19th century, still have relevance today.

Translating Tagore's 'Stray Birds' into Chinese explores the choices in poetry translation in light of Systemic Functional Linguistics (SFL) and illustrates the ways in which readers can achieve a deeper understanding of translated works in English and Chinese. Focusing on Rabindranath Tagore's 'Stray Birds', a collection of elegant and philosophical poems, as a source text, Ma and Wang analyse four Chinese target texts by Zheng Zhenduo, Yao Hua, Lu Jinde and Feng Tang and consider their linguistic complexities through SFL. This book analyses the source text and the target texts from the perspectives of the four strata of language, including graphology, phonology, lexicogrammar and context. Ideal for researchers and academics of SFL, Translation Studies, Linguistics, and Discourse Analysis, Translating Tagore's 'Stray Birds' into Chinese provides an in-depth exploration of SFL and its emerging prominence in the field of Translation Studies.