This book is one of the few textbooks designed to teach advanced Chinese language and culture through film. Uses ACTFL's theoretical framework to design the book: This book includes 10 recently released films with different genres, such as drama, ethical film, romance film, science fiction film, and animation. The themes of the films cover a wide range of Chinese social and cultural issues, like family values, youth culture, love , Chinese parenting styles, challenges faced by migrant workers, etc. Accordingly, students can learn and experience contemporary Chinese society and culture through watching and discussing these films. Teacher-friendly: a wealth of discussion points, including not only pre-class preparation questions, but also in-depth questions for teachers to conduct in-class discussion. These topics provide teachers with a wealth of ideas for classroom teaching, which greatly reduces the teacher's lesson preparation work. Explores the artistic characteristics of films: For each film, the authors provided commentary on film cinematography covering topics like film type, lens type, sound, editing and light in order to allow students to explore and analyse the artistic characteristics of film more systematically.

What is going on in English studies? Bernard Bergonzi, a literary critic and teacher, who has also published poetry and fiction and has been involved in university administration, seeks to answer this frequently-raised question. With the advent of theory and the accompanying bitter controversies, English studies have changed rapidly and the author describes the developments he has experienced in England and the United States since he began university teaching in 1959. Exploding English brings together elements of critical theory, intellectual history, and the sociology of knowledge, with a linking thread of autobiography.

"This Critical Perspectives on Language Teaching Materials" brings together a collection of critical voices on the subject of language teaching materials for use in English, French, Spanish, German and Content and Language Integrated Learning (CLIL) classrooms. It is firmly located within the 'critical turn' in Applied Linguistics and seeks to build on the growing body of work in this vein. Collectively the authors take it as axiomatic that the politics of representation and identity, and issues of ideology and commercialism cannot be neglected in any serious study of language teaching materials. Rather, it sees these issues as central. The book draws on research carried out in the UK, Spain, North America and Brazil, and is aimed at language teachers, teacher educators, students, researchers, materials writers and those working in the materials publishing industry.

The Routledge Handbook of Second Language Acquisition and Pragmatics is a comprehensive critical survey of the field of L2 pragmatics, collecting a number of chapters that highlight the key theories, methods, pedagogies, and research findings throughout its development over the last four decades. Demonstrating the ways in which pragmatics has long served as a lens through which to examine patterns of L2 development, the volume is divided into six parts which reflect the field's structure and evolution: * Constructs and units of analysis * Theoretical approaches * Methodological approaches * Pedagogical approaches * Contexts and individual considerations * L2 pragmatics in the global era The handbook has a particular focus on covering not only traditional topics in the field, such as constructs of pragmatic competence (e.g., speech acts, implicature), teaching and assessment, and pragmatics learning in a study abroad program, but also emerging areas of study, including interactional pragmatics, intercultural pragmatics, usage-based approaches, corpus linguistics, and psycholinguistic experimentation. Each chapter introduces the topic and follows with a description of its theoretical underpinnings, an overview of existing literature, appraisal of current practice, concluding with a discussion of future directions for research and key readings. The Routledge Handbook of Second Language Acquisition and Pragmatics is an essential resource for those with an interest in second language acquisition, pragmatics, and language teaching.

This book explores the use of mobile devices for teaching and learning language and literacies, investigating the ways in which these technologies open up new educational possibilities. Pegrum builds up a rich picture of contemporary mobile learning and outlines of likely future developments.

Spanish in Health Care fills an important gap by offering a panoramic overview of the research on Spanish in health settings that is emerging from a variety of disciplines. Synthesizing research from diverse disciplines such as sociolinguistics, discourse analysis, health services research, behavioral health research, health policy and administration, and social epidemiology, the volume offers a uniquely unified approach to the subject of Spanish in healthcare. This volume will be of interest to researchers in Spanish linguistics, sociolinguistics, health communication, and languages for specific purposes.

This book sets out duoethnography as a method of research, reflective practice and as a pedagogical approach in English Language Teaching (ELT). The book provides an introduction to the history of duoethnography and lays out its theoretical foundations. The chapters then address duoethnography as a research method which can be used to explore critical and personal issues among ELT teachers, discuss how duoethnography as a reflective practice can aid teachers in understanding themselves, their colleagues or their context, and demonstrate how duoethnography can be used as a pedagogical tool in ELT classrooms. The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.

This book explores the usage patterns of a group of adversative and concessive conjunctions in English texts written by Chinese EFL learners and their native speaker counterparts. Focusing on probability profiles and systemic potentials, the study encompasses three stages and combines the strengths of two research methods - the corpus-based approach and text-based analysis - to examine the conjunctions under the theoretical framework of systemic functional linguistics and rhetorical structure theory. Starting with an overview of seventeen conjunctions across two corpora in terms of overall frequency, positional distribution and distribution of semantic categories, the book then offers a more detailed discussion of three individual conjunctions, highlighting the interconnections between 1) syntactic positions and co-occurrence patterns and 2) semantic relations encoded by these conjunctions. Lastly, it presents a case study of one full-length text taken from the learner corpus, applying rhetorical structure theory to provide new insights into the relevance of adversative and concessive relations to text structure. This comprehensive, in-depth analysis is both diagnostic and pedagogically informative.

This book provides an overview of affective individual variables that are considered relevant for second language learning and outlines a novel approach to researching them. In the first part of the book, the most prominent concepts and theories in connection with affective individual variables and tasks are discussed, followed by a literature review of the most significant empirical studies conducted on the reviewed individual variables with the help of tasks. The second part of the monograph reports the findings of a research project which investigated the relationships of motivation, emotions, flow experiences, and self-efficacy beliefs of secondary school students studying English in Hungary. These constructs are examined at two levels: in connection with learners' English classes in general and in connection with a particular language task, thus linking task performance measures to specific affective states experienced while performing a task and their general trait versions reported in connection with the language classes. Teacher interviews provide further insights into the language tasks used by the teachers of the students taking part in the study and their affective correlates. The book offers multi-level interpretations of the results, puts forward pedagogical implications, and delineates further research directions.

Die Fremdsprachendidaktik befindet sich auf dem Weg zu inklusivem Fremdsprachenunterricht. Ziel dieses Buches ist es, diesen Weg fur den Englischunterricht zu dokumentieren und einen Beitrag zur Weiterentwicklung sprachdidaktischer Prinzipien zu leisten. Hierzu werden wichtige Bezugsdisziplinen wie die Sonderpadagogik und die Psychologie in diese Entwicklung miteinbezogen. Die Basisbeitrage betrachten die ausgewahlten Heterogenitats- und Diversitatsdimensionen Lese-Rechtschreibschwierigkeiten, Autismus-Spektrum-Stoerung, Aufmerksamkeitsdefizit-/ Hyperaktivitatsstoerung, Hoerstoerungen und Spracherwerbsstoerung. Die Praxisbeitrage zeigen Moeglichkeiten dafur auf, wie im Fremdsprachenunterricht Barrieren fur Lerner*innen abgebaut und Teilhabe ermoeglicht werden kann.

The role of teaching reading, spelling, and writing in two languages at primary school has become more important over the last few years. Current research therefore needs to answer more specific questions than ever before and, e.g., explore the challenges of developing literacy skills in a foreign language, appropriate teaching approaches and innovative assessment procedures. This volume features contributions on theoretical and methodological aspects, teachers' diagnostic skills and issues in educational policy. Researchers from Germany, Great Britain, Portugal, and Switzerland share their findings with the objective of improving foreign language teacher education at university level and primary school classrooms of English, French and Spanish as a foreign language.

Here at last is the first systematic study of the teaching and learning of Latin in thirteenth century England based on evidence from nearly 200 manuscripts where the text has been glossed in the vernacular. These glosses provide the key to discovering the linguistic competence and interest of students at an elementary level: men and women who needed a working knowledge of Latin for practical purposes. The received view that Latin was the exclusive language of the schoolroom is shown to be mistaken and the exhaustive recording of the vernacular glosses provides a hitherto untapped source of lexical materials in French and Middle English. An essential source-book for medievalists interested in language, literacy and culture.

Whilst the promotion of Intercultural Communicative Competence (ICC) is described as the main aim of foreign language pedagogy in Germany, its development from a performative-linguistic perspective lacks in research. To address this issue, this book argues that an extension of Byram's model of ICC to encompass a further newly-developed savoir is necessary. Savoir agir makes explicit the interplay of intercultural and communicative competences present in the model and foregrounds its embodiment in ad-hoc oral interaction. Furthermore, the book emphasises the potential of methods derived from Improvisational Theatre for developing savoir agir in the language classroom. The second part of the book presents a longitudinal, two-year mixed-methods action-research study in which improvisational tasks were designed and implemented on a regular basis in four English classes with the aim of promoting savoir agir.

This book is intended for readers who seek information on issues related to plurilingualism and the integration of subject content teaching with additional languages such as heritage, autochthonous, regional and foreign languages that are taught in school contexts. The book provides information on recent theoretical and pedagogical paradigm shifts in applied linguistics and highlights the links between research, theory and pedagogy. It provides a comprehensive review of concepts and epistemologies related to AL pedagogies and plurilingualism. The last part of the book presents various interaction types used in AL classrooms and proposes interaction analysis as a research method and teacher education tool.

* Focuses exclusively on Learning by Design and all the theoretical and pedagogical aspects pertaining to it * Provides an in-depth picture of the significance of this pedagogy for L2 learning through the establishment of connections between L2 students' needs and the principles and tenets of the framework. * Bridges theory and practice and incorporates tools and instructional resources that can be used at different levels of instruction (i.e., elementary, high school, and university L2 classes).

* Focuses exclusively on Learning by Design and all the theoretical and pedagogical aspects pertaining to it * Provides an in-depth picture of the significance of this pedagogy for L2 learning through the establishment of connections between L2 students' needs and the principles and tenets of the framework. * Bridges theory and practice and incorporates tools and instructional resources that can be used at different levels of instruction (i.e., elementary, high school, and university L2 classes).

For decades, students learning the Arabic language have begun with Modern Standard Arabic (MSA) and then transitioned to learning spoken Arabic. While the MSA-first approach neither reflects the sociolinguistic reality of the language nor gives students the communicative skills required to fully function in Arabic, the field continues to debate the widespread adoption of this approach. Little research or evidence has been presented about the effectiveness of integrating dialect in the curriculum. With the recent publication of textbooks that integrate dialect in the Arabic curriculum, however, a more systematic analysis of such integration is clearly becoming necessary. In this seminal volume, Mahmoud Al-Batal gathers key scholars who have implemented integration to present data and research on the method's success. The studies address curricular models, students' outcomes, and attitudes of students and teachers using integration in their curricula. This volume is an essential resource for all teachers of Arabic language and those working in Teaching Arabic as a Foreign Language (TAFL).

This book showcases the breadth of research-informed pedagogical approaches for Portuguese as an Additional/Foreign Language (PAL/PFL) carried out on topics ranging from the development of specific skills in PAL, to language awareness in PAL and innovative pedagogical approaches in PAL, involving new and experimental methodologies.

This volume reports on the main results of the research project Inclusive epistemologies and practices of out-of-school English learning. The study reacts to low attainment levels in English as a foreign language among socioeconomically disadvantaged youth. The contributors to this volume research teenagers' existing practices of using and learning English out of school time and implement new, inclusive, nonformal English language educational initiatives. They evaluate the impact of the nonformal English language educational initiatives implemented and support their sustainability and transferability. The project embeds collaborative and arts-based methods into its methodology, fostering inclusive and creative educational practices and ways of knowing.

Brings together the latest research and advances in task-based language teaching and highlights the specific and practical implications for morphologically-rich languages such as Russian. Instructors and researchers working in the field of Russian language teaching and learning, and interested in task-based instruction, will save time with this comprehensive resource that focuses on the factors and challenges unique to applying this method to Russian specifically. Comprehensive coverage includes topics such as the nature and types of tasks in course development, authenticity in task design, the role of the instructor in TBLT, teaching culture through TBLT, effective sequencing of tasks, the intersection of explicit grammar instruction and/or focus on form with task-based approaches, collaborative interaction within TBLT, technology-mediated tasks. The ideal companion for anyone interested in embracing TBLT and TSLT in their own pedagogical practices.

Brings together the latest research and advances in task-based language teaching and highlights the specific and practical implications for morphologically-rich languages such as Russian. Instructors and researchers working in the field of Russian language teaching and learning, and interested in task-based instruction, will save time with this comprehensive resource that focuses on the factors and challenges unique to applying this method to Russian specifically. Comprehensive coverage includes topics such as the nature and types of tasks in course development, authenticity in task design, the role of the instructor in TBLT, teaching culture through TBLT, effective sequencing of tasks, the intersection of explicit grammar instruction and/or focus on form with task-based approaches, collaborative interaction within TBLT, technology-mediated tasks. The ideal companion for anyone interested in embracing TBLT and TSLT in their own pedagogical practices.

Basing his arguments on the developments in theoretical linguistics as well as his own experience in teaching and research, the author proposes a model of learning which could resolve differences which have for centuries divided thinkers in philosophy and linguistics, between extreme and modified views of the way that language and thought interact, one determining the other; and in language teaching between proponents of contending methodologies. He shows that such distinctions as those between language learners and language users, first language learners and foreign language learners are misleading.