In a world where migration is a daily reality, the ways in which affirming educational experiences can be provided for all children remain high on the agendas of schools, colleges and teachers. This book provides practical ideas for how children, young people and parents can feel welcomed and affirmed in their multilingual identities and all learners can feel intrigued and excited by the linguistic diversity of the world’s people. The book will be an invaluable resource for educational practitioners, researchers, trainee teachers, teacher educators and all who are passionate about bringing together creative arts approaches with language learning and teaching. By blending academic theory with tried-and-tested classroom practice the authors will inspire readers to adapt the featured activities for their own contexts and learners.

Language Learning with Technology is for teachers interested in integrating technology into their classroom practice. The book contains 150 classroom activities for beginner to advanced level learners, incorporating a wide range of up-to-date technologies, such as mobile technologies and social networking. It puts pedagogy first, with the content organised around areas of language learning rather than technology types. Chapters cover language skills and the language areas of grammar, pronunciation and vocabulary, as well as project work and assessment and evaluation.

In the last part of the twentieth century, the human sciences witnessed three paradigmatic turns' that made it possible to comprehend each individual discipline in the light of a unitary object of study, the text: the pragmatic turn within linguistics, the linguistic turn within historical and cultural studies, and the cultural turn within literary studies. Combined with the more comprehensive nature of the texts studied (the mass media, postcolonial studies, etc.), reflection on the theoretical approach is more important today than ever as a means of interdisciplinary practice across both disciplines and languages. Most of the contributions in this book were originally presented at a conference on Disciplines and Interdisciplinarity in Foreign Language Studies. The conference took place at the University of Aarhus, Denmark, 19-20 September 2003 and was organised by The Language and Culture Network. Founded in 2002, the network promotes interdisciplinary collaboration between the traditional branches of Foreign Language Studies.

Extensively revised and updated, this second edition provides, in an A-Z format, an analysis of the most important generalizations that have been made on the unidirectional change of grammatical forms and constructions. Based on the analysis of more than 1,000 languages, it reconstructs over 500 processes of grammatical change in the languages of the world, including East Asian languages such as Chinese, Korean and Japanese. Readers are provided with the tools to discover how lexical and grammatical meanings can be related to one another in a principled way, how such issues as polysemy, heterosemy, and transcategoriality are dealt with, and why certain linguistic forms have simultaneous lexical and grammatical functions. Definitions of lexical concepts are provided with examples from a broad variety of languages, and references to key relevant research literature. Linguists and other scholars will gain a better understanding of languages on a worldwide scale.

The Matter of Practice presents work by teacher-scholars from around the world who are rethinking the relationship between matter and meaning. By emphasizing spatial, bodily, and sensual dimensions of language and literacy practices, this volume offers a portrait of language pedagogy and research that challenges traditional barriers between subjects and objects, speech and noise, and languages and things. We envision the term 'new materialisms' as an invitation to locate theorizing, researching, and teaching practices within the rhythms and textures of our material, sensory, and perceptual lives. These chapters enact a hope that increased engagement with our physical surroundings and sensory experiences can extend the sphere of our social, creative, and intellectual labor and expand our understanding of what 'counts' as meaningful action.

Corrective feedback is a vital pedagogical tool in language learning. This is the first volume to provide an in-depth analysis and discussion of the role of corrective feedback in second and foreign language learning and teaching. Written by leading scholars, it assembles cutting-edge research and state-of-the-art articles that address recent developments in core areas of corrective feedback including oral, written, computer-mediated, nonverbal, and peer feedback. The chapters are a combination of both theme-based and original empirical studies carried out in diverse second and foreign language contexts. Each chapter provides a concise review of its own topic, discusses theoretical and empirical issues not adequately addressed before, and identifies their implications for classroom instruction and future research. It will be an essential resource for all those interested in the role of corrective feedback in second and foreign language learning and how they can be used to enhance classroom teaching.

How can theories of language development be understood and applied in your language classroom? By presenting a range of linguistic perspectives from formal to functional to cognitive, this book highlights the relevance of second language acquisition research to the language classroom. Following a brief historical survey of the ways in which language has been viewed, Whong clearly discusses the basic tenets of Chomskyan linguistics, before exploring ten generalisations about second language development in terms of their implications for language teaching. Emphasising the formal generative approach, the book explores well-known language teaching methods, looking at the extent to which linguistic theory is relevant to the different approaches. This is the first textbook to provide an explicit discussion of language teaching from the point of view of formal linguistics. Key features * Deconstructs a lesson plan to show the translation of theory to classroom practice * Provides 'For Discussion' sections at the end of every chapter * Includes a Glossary of key terms and concepts in the field

This book is the first to explore the varied ways in which invented languages can be used to teach languages and linguistics in university courses. There has long been interest in invented languages, also known as constructed languages or conlangs, both in the political arena (as with Esperanto) and in the world of literature and science fiction and fantasy media - Tolkien's Quenya and Sindarin, Dothraki in Game of Thrones, and Klingon in the Star Trek franchise, among many others. Linguists have recently served as language creators or consultants for film and television, with notable examples including Jessica Coon's work on the film Arrival, Christine Schreyer's Kryptonian for Man of Steel, and David Adger's contributions to the series Beowulf. The chapters in this volume show how the use of invented languages as a teaching tool can reach a student population who might not otherwise be interested in studying linguistics, as well as helping those students to develop the fundamental core skills of linguistic analysis. Invented languages encourage problem-based and active learning; they shed light on the nature of linguistic diversity and implicational universals; and they provide insights into the complex interplay of linguistic patterns and social, environmental, and historical processes. The volume brings together renowned scholars and junior researchers who have used language invention and constructed languages to achieve a range of pedagogical objectives. It will be of interest to graduate students and teachers of linguistics and those in related areas such as anthropology and psychology.

Materials Development in Language Teaching aims to help readers apply current theoretical principles and research findings to the practical realities of developing and exploiting classroom materials. The authors also suggest new ideas and directions in materials development, which readers can pursue for themselves. This book is accessible to readers with little previous experience in the field, and is essential reading for all those involved in developing materials for language teaching. In the second edition of this highly popular title, each chapter has been comprehensively revised and updated to take into account both recent research and the significant technological developments since the first edition was published in 1998. Two new chapters have been added to assess the potential of electronic media for materials development. These chapters include an overview of the technologies available, as well as individual case studies and activities.

The role of interaction and corrective feedback is central to research in second language learning and teaching, and this volume is the first of its kind to explain and apply design methodologies and materials in an approachable way. Using examples from interaction, feedback and task studies, it presents clear and practical advice on how to carry out research in these areas, providing step-by step guides to design and methodological principles, suggestions for reading, short activities, memory aids and an A-Z glossary for easy reference. Its informative approach to study design, and in-depth discussions of implementing research methodology, make it accessible to novice and experienced researchers alike. Commonly used tools in these paradigms are explained, including stimulated recalls, surveys, eye-tracking, metanalysis and research synthesis. Open research areas and gaps in the literature are also discussed, providing a point-of-departure for researchers making their first foray into interaction, feedback and task-based teaching research.

This book is the first to explore the varied ways in which invented languages can be used to teach languages and linguistics in university courses. There has long been interest in invented languages, also known as constructed languages or conlangs, both in the political arena (as with Esperanto) and in the world of literature and science fiction and fantasy media - Tolkien's Quenya and Sindarin, Dothraki in Game of Thrones, and Klingon in the Star Trek franchise, among many others. Linguists have recently served as language creators or consultants for film and television, with notable examples including Jessica Coons work on the film Arrival Christine Schreyers Kryptonian for Man of Steel, David Adgers contributions to the series Beowulf, and David J. Peterson's numerous languages for Game of Thrones and other franchises. The chapters in this volume show how the use of invented languages as a teaching tool can reach a student population who might not otherwise be interested in studying linguistics, as well as helping those students to develop the fundamental core skills of linguistic analysis. Invented languages encourage problem-based and active learning; they shed light on the nature of linguistic diversity and implicational universals; and they provide insights into the complex interplay of linguistic patterns and social, environmental, and historical processes. The volume brings together renowned scholars and junior researchers who have used language invention and constructed languages to achieve a range of pedagogical objectives. It will be of interest to graduate students and teachers of linguistics and those in related areas such as anthropology and psychology.

Die Untersuchung von Verstehensprozessen im Umgang mit transkultureller Literatur hat einen hohen Stellenwert in der Fremdsprachenlehr- und -lernforschung. Lerngruppen, in denen diese Prozesse gefoerdert werden, sind jedoch selbst immer heterogener. Die Studie untersucht sprachlich-kulturelle Identitatskonstrukte und Prozesse der Selbst- und Weltreflexion von Franzoesischlernern sowie soziale Prozesse der Bedeutungsaushandlung wahrend der Arbeit mit einem "film beur" in unterschiedlich heterogenen Lerngruppen. Anschliessend wird ein Bildungskonzept fur mehrsprachige Lerngruppen modelliert, das die Lerner darin unterstutzt, ihr Differenzerleben in einer pluralen Lebenswelt konstruktiv zu nutzen. Eine zentrale Rolle fur die Modellierung spielen biographisch relevante Emotionen der Lerner.

Dieses Buch gibt einen UEberblick uber die Rolle des Deutschen als plurizentrische Sprache am Beispiel der oesterreichischen Varietat des Deutschen. Dabei werden Aspekte wie Diminutive, der historisch-kulturelle Hintergrund oder die Zensur der oesterreichischen Literatur (Austriazismenwegfall) angefuhrt sowie weitere Funktionen der oesterreichischen Varietat herausgearbeitet. Nach einer Analyse von Woerterbuchern wird auf die noetigen Konsequenzen fur die Sprachdidaktik (plurizentrische Lehrbucher) und Translatorik (plurizentrisch geschulte UEbersetzer) eingegangen. Eventuelle Kontroversen in der Auffassung, ob und inwieweit das Deutsche eine plurizentrische Sprache sei, werden schlussendlich durch die Theorie der anthropozentrischen Linguistik ausgeraumt.

Methodische und methodologische empirische Grundlagen wurden uber einen langen Zeitraum aus der Psychologie, der Soziologie und aus den Erziehungswissenschaften in die fachdidaktische Forschung "exportiert" und sind mitverantwortlich fur die gelungene empirische Wende auch in den Fachdidaktiken. Der Tagungsband der Kasseler Methodentage 2016 zu den drei rekonstruktiven Analyseverfahren Lautes Denken, "Stimulated Recall" und Dokumentarische Methode spiegelt den Austausch junger Promovendinnen und Promovenden sowie Habilitandinnen und Habilitanden uber relevante methodisch-methodologische Themen der Sprachlehr- und -lernforschung. Er leistet einen Beitrag zur Konsolidierung und Verbreiterung des forschungsmethodischen Wissens in diesem Bereich.

The aim of this book is to offer a broad picture of the current state of academic research on foreign language teaching for the tourism sector from different perspectives and cultural backgrounds. This multilingual volume includes sixteen essays written in four different languages – Spanish, German, French and English – of relevance for tourism. The articles offer different approaches and methods – most of them in applied linguistics – and constitute research studies as well as practical teaching proposals for different languages. The practical teaching proposals have been offered in training programmes for tourism studies at different European universities. This volume will contribute to the foundation of a specific discipline which combines foreign language teaching and learning on the one hand and tourism on the other, its main trends and the skills it requires, and suggests fruitful directions for future research in this field.

The first edition of this highly successful book received praise from many practioners in the field of language and learning difficulties. "Any practioner with an interest in the acquisition of literacy who takes the time to study Overcoming Dyslexia in some detail...will gain fresh insights iinto how they might approach the teaching of reading and spelling." ----British Journal of Special Education The second edition of this practical book has been richly nourished by the experience of teachers and pupils usiing the first edition in the classroom. The authors have created new links between multisensory learning and the National Literacy Strategy and have applied these to the National Literacy Framework and the structure of the Literacy Hour. Part one gives an informative account of ther development of literacy skills and the barriers to learning for the dyslexic learner. Part two, a Skills in Action,a provides a clear route to the development of Individual Education Plans, and will appeal to SENCOs and teachers and assistants working with the updated Code of Practice, providing additional support at school level and a School Action Plus.a Part three, a The Step by Step Programme,a details a systematic approach to learning letter sounds and high frequency words that can be used as part of a specialist programme or within the Literacy Hour.

Designed for complete beginners, and tested for years with real learners, Complete Middle Egyptian offers a bridge from the textbook to the real world, enabling you to learn the grammar, access inscriptions in documents and monuments and even teaching you how to draw hieroglyphs yourself. Structured around key artefacts and introducing both the original hieroglyphs and transliteration (for easier understanding) this course also features: -16 learning units plus pronunciation section, grammar reference, sign list overview and sign list explanation -Stepped progression - clearly graduated progress through different levels of the language -Authentic materials - language taught through key artefacts and texts -Teaches the key skills - reading and understanding hieroglyphs -Culture insights - learn about the culture, society and politics in ancient Egypt -Self tests and learning activities - see and track your own progress Rely on Teach Yourself, trusted by language learners for over 75 years.

This landmark volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections:

• Social Contexts in Research on Second Language Teaching and Learning
• Second Language Research Methods
• Second Language Research and Applied Linguistics
• Research in Second Language Processes and Development
• Methods and Instruction in Second Language Teaching
• Second Language Assessment
• Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning
• Language Planning and Policy.

Changes in Volume 2

• captures new and ongoing developments, research, and trends in the field
• surveys prominent areas of research that were not covered in Volume 1
• includes new authors from Asia, Australia, Europe, and North America to broaden the Handbook s international scope.

Volume 2 is an essential resource for researchers, faculty, teachers, and students in MA-TESL and applied linguistics programs, as well as curriculum and material developers.