Shortlisted for the UK Literacy Association's Academic Book Award 2021 This volume explores the literacy education master's degree program developed at Universidad de Guadalajara in Jalisco, Mexico, with the aim of addressing the nation's emerging social, economic, technological, and political needs. Developing the program required taking into account the cultural diversity, historical economic disparities, indigenous and colonial cultures, and power inequities of the Mexican nation. These conditions have produced economic structures that maintain the status quo that concentrates wealth and opportunity in the hands of the very few, creating challenges for the education and economic life for the majority of the population. The program advocates providing tools for youth to critique and change their surroundings, while also learning the codes of power that provide them a repertoire of navigational means for producing satisfying lives. Rather than arguing that the program can be replicated or taken to scale in different contexts, the editors focus on how their process of looking inward to consider Mexican cultures enabled them to develop an appropriate educational program to address Mexico's historically low literacy rates. They show that if all teaching and learning is context-dependent, then focusing on the process of program development, rather than on the outcomes that may or may not be easily applied to other settings, is appropriate for global educators seeking to provide literacy teacher education grounded in national concerns and challenges. The volume provides a process model for developing an organic program designed to address needs in a national context, especially one grounded in both colonial and heritage cultures and one in which literacy is understood as a tool for social critique, redress, advancement, and equity.

Lingua Latina Latine Doceo is designed to provide background to the methodology and philosophy of the Lingua Latina series. It includes the prefaces of many earlier editions and to some of the worldwide editions of Lingua Latina. It also includes a wealth of teaching tips and strategies for the book as a whole and for each of the specific chapters in the first book. It is an invaluable for instructors at colleges, schools and at home.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which disseminates information, knowledge and expertise in the broad area of applied linguistics. This special issue consists of ten articles which focus on current perspectives on teaching English as an additional language to refugee-background students. Topics discussed in this volume include: - Reading pedagogy for young adults learning literacy for the first time in EAL - Multiple literacies in the classroom - Digital storytelling and academic confidence - Encountering and accommodating diversity - Assessing students? linguistic and cultural resources - Social positioning and intercontextuality in classroom discourse - Understanding indigenous education practices

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.

Many language teachers recognise the importance of integrating intercultural learning into language learning, but how this can be best achieved is not always apparent. This is particularly the case in foreign language learning contexts where teachers are working with a prescribed textbook and opportunities to use the language outside the classroom are limited. This book argues that teachers can work creatively with conventional resources and utilise classroom experiences in order to help learners interpret aspects of communication in insightful ways and develop awareness of the influence of cultural assumptions and values on language use. The book provides extensive analysis of a range of classroom interactions to demonstrate how teachers and learners can work together to construct opportunities for intercultural learning through reflection on pragmatics.

The European Journal of Applied Linguistics and TEFL is a refereed academic publication which aims to disseminate information, knowledge and expertise in the broad area of Applied Linguistics. Strong preference is given to contributions relating to second language acquisition, EFL pedagogy, teacher training and classroom innovation. This issue includes ten articles presenting the latest theoretical deliberations, research and scholarship from Germany, Australia, Norway, Japan, Armenia, the USA, Brazil, the UK, Austria and Bahrain, and covers important topics in the field, including, but not limited to: * the Lingua Franca Core in English pronunciation teaching; * reconceptualising memorisation for effective language learning practice; * dynamic assessment in CLIL; * perceptions of multimodal technologies and video games for language instruction; * translanguaging in multilingual classrooms; * pre-service teachers' preparedness to work with multilingual learners; * professional identities of TESOL teachers. This provides a valuable source of reference for applied linguists, teacher educators, materials developers and practitioners in the field of TESOL. The content also offers readers a deeper insight into current issues and practices, broadening their knowledge and promoting professional development.