In today's globalized world, telecollaboration offers a valuable tool to foster language learners' intercultural communicative competence, which is strongly related to pragmatic competence. Therefore, both pragmatic and intercultural skills need to be fostered in the foreign language classroom. As telecollaboration projects can be carried out in many ways, further study on the latest original research is required. Telecollaboration Applications in Foreign Language Classrooms reports current empirical research methods and reviews relevant theoretical advances in the implementation of telecollaboration for the teaching of foreign languages, second languages, languages for specific purposes, and telecollaboration as a means to foster intercultural and pragmatic competence. Covering key topics such as augmented reality, second language learning, and foreign language learning, this premier reference source is ideal for policymakers, administrators, scholars, researchers, academicians, instructors, and students.

The Readings in Language Studies series presents international perspectives on important and emergent themes in language studies: critical pedagogy, language and power, language and identity, second language acquisition, conceptualizations of language, teachers and teaching. Each volume in the series is developed and edited in partnership with the International Society for Language Studies (www.isls.co), an interdisciplinary association of scholars who explore critical perspectives on language. A resource for students and scholars, each themed volume in the series represents the latest thought, literature, research, and methodology in language studies and features authors from across the globe. The series, which includes this current volume, is an essential scholarly resource for universities and personal libraries.

This open access book argues that what makes writing academic emerges from socio-academic and historical practices rather than conventionalised stylistic, linguistic or syntactic forms. Using a critical realist lens, it re-imagines academic writings as 21st-century open systems that change according to affordances perceived by writers. By re-imagining how, which and whose knowledge emerges, conceptual spaces are created whereby writing practices can be pluralised and democratised. Academic communication hinges on being able to write in certain forms but not others, which risks excluding knowledge that may lend itself to alternative forms of representation, such as dialogues, chronicles, manifestos, blogs, poems and comics. Moreover, because academic ability tends to be misleadingly conflated with writing ability, limiting how the academy writes to a relatively narrow set of forms (such as the traditional essay or thesis) may be preventing a range of abilities from emerging. Standardised forms require abstracts, introductions, main bodies and conclusions that are also predominantly monolingual and monomodal: this can narrow, distort, constrain or flatten epistemic representation, leading to a range of epistemic losses (as well as gains). Based on examples from a range of academic writers, including students, and drawing on the history of academia, philosophy, socio-semiotic research, integrational and sociolinguistics as well as studies in multimodal and visual thinking, the book proposes that academic writings be re-imagined as multimodal artefacts that allow a wider range of epistemic affordances to emerge. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by Knowledge Unlatched.