Providing a comprehensive survey of cutting-edge work on second language learning, this Handbook, written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas.

This book argues that teachers of multiple languages (TMLs) form a distinct group of language teachers and that the study of this largely overlooked demographic group can reveal new insights into how we perceive and research language teachers. The book highlights the narratives of three TMLs from diverse global contexts, examining their journeys in navigating their careers as well as traversing multiple worlds and developing additional ways of being through new identities, beliefs and emotions. The author offers new, globally-relevant insights for language teaching research at individual, pedagogical and institutional level and demonstrates that teaching multiple languages is an emerging transnational phenomenon that cuts across age, languages, countries, institutions and career stages. By furthering our understanding of why and how some multilingual language teachers have expanded and changed their careers through teaching additional languages, the book offers a new perspective on how language teaching careers are changing in an increasingly globalized, multilingual world.

Internationally recognised as one of the leading texts in its field, this volume offers a comprehensive introduction to vocabulary for language teachers who would like to know more about the way vocabulary works. Two leading specialists make research and theory accessible, providing the background knowledge necessary for practitioners to make informed choices about vocabulary teaching and testing. This second edition retains the popular format of the first edition, and has been rewritten to take account of the many developments in the past 20 years. There is a greater focus on the vocabulary learning process, with new chapters on incidental learning, and intentional learning, and a new wide-ranging discussion of formulaic language. The book now also includes extensive treatment of word lists and vocabulary tests, with explanations of their various strengths and limitations. Updated further reading sections, and new Exercises for Expansion make this volume more invaluable than ever.

Now in its second edition, this volume provides an up to date, accessible, yet authoritative introduction to feedback on second language writing for upper undergraduate and postgraduate students, teachers and researchers in TESOL, applied linguistics, composition studies and English for academic purposes (EAP). Chapters written by leading experts emphasise the potential that feedback has for helping to create a supportive teaching environment, for conveying and modelling ideas about good writing, for developing the ways students talk about writing, and for mediating the relationship between students' wider cultural and social worlds and their growing familiarity with new literacy practices. In addition to updated chapters from the first edition, this edition includes new chapters which focus on new and developing areas of feedback research including student engagement and participation with feedback, the links between SLA and feedback research, automated computer feedback and the use by students of internet resources and social media as feedback resources.

Now in its second edition, this volume provides an up to date, accessible, yet authoritative introduction to feedback on second language writing for upper undergraduate and postgraduate students, teachers and researchers in TESOL, applied linguistics, composition studies and English for academic purposes (EAP). Chapters written by leading experts emphasise the potential that feedback has for helping to create a supportive teaching environment, for conveying and modelling ideas about good writing, for developing the ways students talk about writing, and for mediating the relationship between students' wider cultural and social worlds and their growing familiarity with new literacy practices. In addition to updated chapters from the first edition, this edition includes new chapters which focus on new and developing areas of feedback research including student engagement and participation with feedback, the links between SLA and feedback research, automated computer feedback and the use by students of internet resources and social media as feedback resources.

This is a second edition of this classic text on language testing. Over the years the first edition has established itself as a core text on many ESL teacher training programs. There is no other text that is as comprehensive and accessible as Testing for Language Teachers. All of the chapters for this second edition have been revised and updated. It also has new chapters on tests for young learners and testing overall ability, as well as new and accessible appendices on statistical analysis and item banking. No other book on language testing covers the areas that all language teachers need to know when testing their students' language skills.

From the origins of writing to today's computer-mediated communication, material technologies shape how we read and write, how we construe and share knowledge, and ultimately how we understand ourselves in relation to the world. However, communication technologies are themselves designed in particular social and cultural contexts and their use is adapted in creative ways by individuals. In this book, Richard Kern explores how technology matters to language and the ways in which we use it. Kern reveals how material, social and individual resources interact in the design of textual meaning, and how that interaction plays out across contexts of communication, different situations of technological mediation, and different moments in time. Showing how people have adapted visual forms to various media as well as to social needs, this study culminates in five fundamental principles to guide language and literacy education in a period of rapid technological and social change.

This book explores language teacher wellbeing across the career span from an ecological perspective. It reports on empirical findings from an extensive investigation into language teacher wellbeing in various social, cultural and linguistic contexts. It is unique in casting light on the professional trajectory of language teachers and opening up discussions on the characteristics, psychological needs and strengths of language teachers at different points in their careers. It examines wellbeing in terms of the dynamic interplay between the challenges individuals encounter in their personal and professional lives, and the psychological, social and contextual resources that they draw on to buffer the impact of these challenges. The findings of the study will help readers to understand how language teachers can protect and nurture their wellbeing, not only to remain in the profession, but also to thrive in the long-term. The book will be a valuable resource for anyone interested in the lives, wellbeing and psychology of language teachers in diverse contexts and career phases.

The spread of English as a global language has resulted in the emergence of a number of related fields of research within applied linguistics, including English as an International Language, English as a Lingua Franca, and World Englishes. Here, Heath Rose and Nicola Galloway consolidate this work by exploring how the global spread of English has impacted TESOL, uniting similar movements in second language acquisition, such as translanguaging and the multilingual turn. They build on a number of concrete proposals for change and innovation in English language teaching practice, whilst offering a detailed examination of how to incorporate a Global Englishes perspective into the multiple faces of TESOL, putting research-informed practice at the forefront. Global Englishes for Language Teaching is a ground-breaking attempt to unite discussions on the pedagogical implications of the global spread of English into a single text for researchers and practicing teachers.

A proper understanding of intelligibility is at the heart of effective pronunciation teaching, and with it, successful teaching of speaking and listening. Far from being an optional 'add-it-on-if-we-have-time' language feature, pronunciation is essential because of its tremendous impact on speech intelligibility. Pronunciation dramatically affects the ability of language learners to make themselves understood and to understand the speech of others. But not all elements of pronunciation are equally important. Some affect intelligibility a great deal, while others do not. With a strong emphasis on classroom practice and how pronunciation teaching can be more effectively approached in different teaching contexts, this book provides an important resource for pronunciation researchers, with a distinctly practical focus. It shows how intelligibility research informs pronunciation teaching within communicative classrooms, enabling language teachers to incorporate intelligibility findings into their teaching. Professionals interested in oral communication, pronunciation, and speech perception will find the book fascinating.

Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now mandated by many educational authorities throughout the world and this book serves as a core source of information for researchers, teachers and students.

Eyes on China is the ideal textbook for students entering the third year of a four-year course of Chinese language study and those who are ready to move from an intermediate to advanced level. Bridging the gap between informal spoken Chinese and more formal written Chinese, this textbook presents an on-the-ground perspective of what a visitor to China today might see and experience. Unlike other advanced-level textbooks, which typically feature essays, articles, and reviews from Chinese newspapers and magazines, the selections included here have all been written by the authors expressly for this book. They cover a range of timely China-related topics, including the problem of air pollution, corruption, infrastructure development, the development of high-speed rail, the prevalence of knock-off products in the marketplace, new tech trends, the contemporary art scene, and the relationship between mainland China and Taiwan. Each chapter's featured text is accompanied by grammar structure explanations, a vocabulary list, and other useful tools. * An ideal textbook for students progressing to advanced-level Chinese language study * Brand-new materials present a comprehensive understanding of China today * Features original selections enhanced by grammar explanations, vocabulary lists, and other tools

This fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.

Der Autor prasentiert einen theoretischen UEberblick zu wichtigen inhaltsbezogenen Themengebieten beim Einsatz von Liedern und Musik im interkulturell orientierten DaF-Unterricht. Im Zusammenhang mit der theoretischen Auseinandersetzung werden unterrichtsbezogene Beispiele aus der Praxis und fur die Praxis vorgestellt. Das Buch hebt den Stellenwert von Liedern und Musik und ihren Beitrag zur Foerderung der interkulturellen Kompetenz in der DaF-Didaktik hervor. Es untersucht das deutschsprachige Liedgut im Hinblick darauf, dass auch DaF-Lernende fur neue musikalische Ausdrucksmoeglichkeiten und neue Hoereindrucke sensibilisiert werden. "Die (...) Publikation ist die erste Bearbeitung in der gegenwartigen polnischen Fremdsprachendidaktik (und eine der ersten der gegenwartigen europaischen DaF-Didaktik), die sich umfassend und systematisch mit den Implikationen der Verwendung von Liedern und Musik im Sprachunterricht auseinandersetzt." Dieses Buch "kann (...) als Lehrerhandbuch und als Wegweiser fur reflexive Fremdsprachenlehrer fungieren, die in ihrem Unterricht das asthetische, sprachliche und kulturelle Potenzial von Liedern und Musik im Lichte interkulturellen Lernens nutzen moechten." Prof. Przemyslaw E. Gebal, Universitat Warschau

Beginning Latin for College Students is the fruit of the author's 40 years of teaching Latin in higher education. Clear, compact and concise, this book helps students progressively master grammatical concepts, acquire meaningful vocabulary, and begin to successfully read real Latin from Roman authors. All practice sentences, passages, and illustrative examples in the book are taken verbatim from over 150 primary works by 38 classical Roman authors. Students are transported back in time through this encounter with real Latin by real Romans writing about things humans have always cared about-life and death, love and betrayal, war and peace. This authentic material provides instructors the opportunity to bring the Roman world to life. The condensed number of carefully selected vocabulary words helps students build a strong foundation and complete exercises without being overwhelmed by excessive annotations or needing to consult a dictionary. Core vocabulary words are used multiple times throughout the book allowing students to see them in various permutations. Grammatical concepts are gradually introduced in clear, simple language over the course of 66 compact chapters-making it easier for college students to learn and enjoy Latin.

Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical and personal aspects of integration also need to be considered.

This book highlights the pivotal role that nonverbal behavior plays in target language communication, affect and cognition. It integrates research tenets and video demonstrations of nonverbal behavior with structured activities that will guide teachers and learners of any language to capitalize on the nonverbal means at their disposal. It does not shy away from the challenges that nonverbal communication poses in target language communication, including issues of personal and cultural identity that emerge with languages around the world. With its easy-to-use format, solid research support, and fully integrated activities and videos, this book is an essential resource for anyone interested in working with the nonverbal dimensions of communication. The text will be especially valuable for language educators, pre- and in-service teachers who are looking for classroom resources and ideas, who want to create positive classroom environments and want to improve learner interaction and communication while increasing language proficiency. This book is a valuable resource for anyone who interacts with other people in more than one language.

Linguistica hispanica actual provides step-by-step instructions on how to plan, design, and teach introductory Hispanic Linguistics courses. It is a versatile resource, which can be used in conjunction with Introduccion a la linguistica hispanica actual: teoria y practica. It contains an answer key for all the activities in the main textbook. It also includes additional activities, with clear and accessible explanations for students and instructors, and can accompany other existing texts and courses on Hispanic Linguistics. Features include: * A comprehensive selection of materials which gradually introduce students to the main areas of Hispanic Linguistics: General Linguistics, Phonology and Phonetics, Morphology, Syntax, Semantics and Pragmatics, History of the Spanish Language, Language Variation, and Second Language Acquisition and Language Teaching. * A wide range of carefully-crafted classroom and homework activities, essay questions and research projects to engage students and enrich their learning of Hispanic Linguistics. * Detailed guidance on how to successfully implement each activity in the classroom, suggestions for how to expand and adapt activities for different needs, and a full annotated answer key for instructors to save time planning and implementing lessons. * An extensive bilingual glossary of terms for each of the disciplines covered in the guide helps teachers introduce key concepts and terms in the classroom. Linguistica hispanica actual provides a wealth of activities specially designed to make learning Hispanic Linguistics more dynamic and enjoyable for students.

Adult migrants who received little or no formal education in their home countries face a unique set of challenges when attempting to learn the languages of their new countries. Few adult migrants with limited or no literacy in their native languages successfully attain higher levels of literacy in their additional languages, even if they attain high levels of oral proficiency. This book, the result of a European- and United States-wide collaborative research project, aims to assist teachers working with adult migrants to address this attainment gap and help students reach the highest possible levels of literacy in their new languages. The chapters provide the latest research-informed evidence on the acquisition of linguistic competence and the development of reading in a new language by adults. The book concludes with a chapter that addresses the challenges and opportunities faced by this group of learners and their teachers, with specific instructional strategies that can be used. The book will be an invaluable resource for teachers, tutors and training providers, as well as volunteers, who work with adult migrants.

Originally published in 1909 and written by British born Australian academic and Emeritus Professor of Classics in the University of Adelaide, Henry Darnley Naylor, this textbook is aimed at school students as well as undergraduates and provides 'assistance in acquiring Livian style'. Featuring an index for quick reference, this book includes a full explanation of language points and is written for practical use: 'if the reader will cover the columns on the right hand side of chap. iii and then compare his version with that of Livy, he can have no ground of complaint, for he will have learnt a great amount of valuable Latin'. This book will be of value to scholars of Latin, classics and the history of education. A later publication More Latin and English Idiom in 1915 accompanies this book.

First published in 1909, as the fourth edition of an 1898 original, this book presents a discussion of the educational process in relation to modern languages. The text is divided into two main sections: the first relates to the teaching of modern languages in secondary schools; the second relates to the training of modern language teachers. A bibliography is included and notes are incorporated throughout. This book will be of value to anyone with an interest in the development of modern language teaching and the history of education.

A state of the art critical review of research into literature in language education, of interest to teachers of English and modern foreign languages. Includes prompts and principles for those who wish to improve their own practice or to engage in projects or research in this area.