The Routledge Handbook of Educational Linguistics provides a comprehensive survey of the core and current language-related issues in educational contexts. Bringing together the expertise and voices of well-established as well as emerging scholars from around the world, the handbook offers over thirty authoritative and critical explorations of methodologies and contexts of educational linguistics, issues of instruction and assessment, and teacher education, as well as coverage of key topics such as advocacy, critical pedagogy, and ethics and politics of research in educational linguistics. Each chapter relates to key issues raised in the respective topic, providing additional historical background, critical discussion, reviews of pertinent research methods, and an assessment of what the future might hold. This volume embraces multiple, dynamic perspectives and a range of voices in order to move forward in new and productive directions, making The Routledge Handbook of Educational Linguistics an essential volume for any student and researcher interested in the issues surrounding language and education, particularly in multilingual and multicultural settings.

This volume aims to represent the breadth and depth of current linguistic research of predominantly young linguists and thus to produce a snapshot of topical linguistic issues and trends. Therefore, it presents papers from systemic linguistics next to ones on text linguistics, sociolinguistics and the didactics of language. The volume is based on talks given at the 14th Norddeutsches Linguistisches Kolloquium 2013 in Halle an der Saale. The book contains 14 contributions in English, and three in German.

The revival of translation as a means of learning and teaching a foreign language and as a skill in its own right is occurring at both undergraduate and postgraduate levels in universities.

In this book, Sara Laviosa proposes a translation-based pedagogy that is grounded in theory and has been applied in real educational contexts. Drawing on the convergence between the view of language and translation embraced by ecologically-oriented educationalists and the theoretical underpinnings of the holistic approach to translating culture, this volume puts forward a holistic pedagogy that harmonizes the teaching of language and translation in the same learning environment.

The author examines the changing nature of the role of pedagogic translation starting with the Grammar Translation Method and concluding with the more recent ecological approaches to Foreign Language Education.

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Translation and Language Education" analyses current research into the revival of translation in language teaching and is vital reading for translators, language teachers and postgraduate students working in the areas of Translation Studies and Applied Linguistics.

As technological innovation continues to affect language pedagogy, there is an increasing demand for information, exemplars, analysis and guidance. This edited volume focuses on international perspectives in Computer-Assisted Language Learning (CALL) in all of its forms, including Technology Enhanced Language Learning, Network-Based Language Learning, Information and Communication Technologies for Language Learning.

This edited volume explores the educational significance of intercultural experience. It offers a broader conception of interculturality than commonly found in the area of foreign language teaching. Contributors represent a diverse range of academic and professional interests. The aim of the book is to encourage dialogue and interchange across this range, and beyond, to stimulate thinking about the educational value of intercultural experience.

The Routledge Handbook of Chinese Language Teaching defines Chinese language teaching in a pedagogical, historical, and contemporary context. Throughout the volume, teaching methods are discussed, including the traditional China-based approach, and Western methods such as communicative teaching and the immersion program. The Handbook also presents a pedagogical model covering pronunciation, tones, characters, vocabulary, grammar, and the teaching of listening, speaking, reading, and writing. The remaining chapters explore topics of language assessment, technology enhanced instruction, teaching materials and resources, Chinese for specific purposes, classroom implementation, social contexts of language teaching and language teaching policies, and pragmatics and culture. Ideal for scholars and researchers of Chinese language teaching, the Handbook will benefit educators and teacher training programs. This is the first comprehensive volume exploring the growing area of Chinese language pedagogy.

Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning-a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching. This approach is based on Vygotsky's sociocultural theory, according to which the two activities are inherently connected so that each is necessarily rooted in the other; practice is the research laboratory where the theory is tested. From the perspective of language education, this is what is meant by the 'pedagogical imperative.' Sociocultural Theory and the Pedagogical Imperative in L2 Education* Elaborates a new approach to dealing with the relationship between theory and practice-an approach grounded in praxis-the dialectical unity of theory and practice * Presents an analysis of empirical research illustrating praxis-based principles in real language classrooms * Brings together cognitive linguistics and sociocultural theory the former provides the theoretical knowledge of language required of praxis and the latter furnishes the theoretical principles of learning and development also called for in a praxis approach * Offers recommendations for redesigning teacher education programs Its timely focus on the theory-practice gap in language education and its original approach to bridging it put this book at the cutting edge of thinking about Vygotskian sociocultural theory in applied linguistics and SLA.

Identity and Language Learning draws on a longitudinal case study of immigrant women in Canada to develop new ideas about identity, investment, and imagined communities in the field of language learning and teaching. Bonny Norton demonstrates that a poststructuralist conception of identity as multiple, a site of struggle, and subject to change across time and place is highly productive for understanding language learning. Her sociological construct of investment is an important complement to psychological theories of motivation. The implications for language teaching and teacher education are profound. Now including a new, comprehensive Introduction as well as an Afterword by Claire Kramsch, this second edition addresses the following central questions: - Under what conditions do language learners speak, listen, read and write? - How are relations of power implicated in the negotiation of identity? - How can teachers address the investments and imagined identities of learners? The book integrates research, theory, and classroom practice, and is essential reading for students, teachers and researchers in the fields of language learning and teaching, TESOL, applied linguistics and literacy.

Drawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the 'monolingual bias' argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning. This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries - particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.

This book, which is aimed at researchers in specialised varieties of English, provides an illustration of how linguists can use terms, i.e. the expression of concepts in specialised fields, as entry points to explore any specialised domain, whether academic or professional, and to get acquainted with its history, its culture, and the evolution of the ideas that have nurtured it. Choosing the field of economics as an example, the author approaches terms from a diachronic, descriptive and contextual perspective, focusing on neonyms, metaphorical, ambiguous or indeterminate terms, as well as interface terms likely to underscore the evolving character of the domain. The analysis points out the role of terms as milestones highlighting key discoveries that have shaped scientific fields; terms can also be considered as barometers of the evolution of knowledge in a specific field and of a changing social environment. Whoever thought terms were only interesting for their definitions or for translation purposes will no doubt be surprised at the insights that can be gained from considering them from a different angle and for other purposes.

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.

The tenth EFNIL conference investigated the different ways in which people in Europe access lexical information - both in their own language and in other languages - and how governments, language institutions, publishers, and others go about the business of compiling and disseminating this lexical information. In this volume, general reflections by several experts on the history, the present state and new developments of lexicography in Europe are presented, followed by reports on special lexicographic projects in several European countries. The Budapest Resolution of EFNIL on the Lexical Challenges in Multilingual Europe offered in the official languages of most of the member states of the European Union and other European countries concludes the book.

Despite widespread agreement about the need to develop interculturally competent graduates, there is a lack of agreement about how this goal may be achieved in practice. This is significant as universities around the world, particularly in English-speaking countries, have espoused an interculturally-aware vision for their future graduates and turned to language education, as an inherently intercultural activity, to expose students to a world which is linguistically and culturally different from their own. This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalised higher education context. It does so by providing comprehensive conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline.

The renowned and highly experienced editors of this book bring together the leading voices in contemporary English education under the banner of the International Federation for the Teaching of English (IFTE). The collected chapters here represent the very best of international writing on the teaching of English in the past decade. The key issues and debates surrounding English teaching across the globe are discussed and analysed accessibly, and incorporate wide-ranging topics including: * The impact of high stakes testing on teaching and learning; * Addressing the needs of minority groups; * The digitization of literature and new conceptions of text; * Rewriting the canon; * Dealing with curriculum change; * "Best practices" in the teaching of English; * The tension between 'literacy' and 'English'; * English and bilingual education; * The impact of digital technologies on teaching and learning; * Conceptions of English as a subject [secondary and tertiary]; * Bringing the critical into the English/Literacy classroom; * The future of subject English; * Empowering voices on the margins; * Pre-service teacher education; * The social networking English classroom. This text looks at the changing face of subject English from the differing perspectives of policy makers, teacher educators, teachers and their students. It tackles some of the hard questions posed by technological advances in a global society, challenges conventional approaches to teaching and points to the emerging possibilities for a traditional school subject such as English in the face of rapid change and increasing societal expectations. Despite all of the converging political and technological threats, the authors of this engaging and insightful text portray an immense confidence in the ultimate worth of teaching and learning subject English.

The renowned and highly experienced editors of this book bring together the leading voices in contemporary English education under the banner of the International Federation for the Teaching of English (IFTE). The collected chapters here represent the very best of international writing on the teaching of English in the past decade. The key issues and debates surrounding English teaching across the globe are discussed and analysed accessibly, and incorporate wide-ranging topics including: * The impact of high stakes testing on teaching and learning; * Addressing the needs of minority groups; * The digitization of literature and new conceptions of text; * Rewriting the canon; * Dealing with curriculum change; * "Best practices" in the teaching of English; * The tension between 'literacy' and 'English'; * English and bilingual education; * The impact of digital technologies on teaching and learning; * Conceptions of English as a subject [secondary and tertiary]; * Bringing the critical into the English/Literacy classroom; * The future of subject English; * Empowering voices on the margins; * Pre-service teacher education; * The social networking English classroom. This text looks at the changing face of subject English from the differing perspectives of policy makers, teacher educators, teachers and their students. It tackles some of the hard questions posed by technological advances in a global society, challenges conventional approaches to teaching and points to the emerging possibilities for a traditional school subject such as English in the face of rapid change and increasing societal expectations. Despite all of the converging political and technological threats, the authors of this engaging and insightful text portray an immense confidence in the ultimate worth of teaching and learning subject English.

This book is designed to provide practical applications of sociocultural theory with regard to teachers' roles in second language education. By providing specific examples of teachers' roles in the classroom, the book aims to help researchers, teacher educators, and classroom teachers make clear connections between practice and theory in second language learning. All the studies in this edited book are conducted in the PreK-16 classroom setting. Each chapter presents rigorous research analysis within the framework of sociocultural theory and provides rich descriptions of teachers' roles. The book is intended to be used in teacher education courses. The primary audience of the book is in-service teachers who work with second language learners (SLLs) in their classrooms including ESL/Bilingual classrooms or regular classrooms. Since many SLLs receive instructions both in the ESL/Bilingual classrooms and in the regular classrooms, it is important to discuss teachers' roles in both settings. The secondary audience of the book is teacher educators and researchers who work with pre-service and in-service teachers in teacher education. This book will be an excellent resource for book study groups and practitioners working with professional learning communities.

Drawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the 'monolingual bias' argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning. This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries - particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.

This publication is dedicated to the memory of Associate Professor Pavlos Pavlou, a distinguished language testing and assessment researcher, ELT practitioner, sociolinguist and esteemed faculty member at the University of Cyprus. The chapters included in the volume, written by distinguished scholars, researchers and practitioners in the field of language testing and assessment, are papers selected from presentations made at the 1st International Conference of Language Testing and Assessment (ICLTA), which was dedicated to Pavlos' memory. The conference was hosted at the University of Cyprus, Nicosia (3-5 June, 2011; http://www.iclta2011.com/cms/).

This book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages. It offers illuminating insights into the important relationship between research and teaching, and the inherent complexities of the teaching and learning of foreign languages in classroom settings. * Offers an accessible overview of a range of research on instruction and learning in the L2 classroom * Bridges the relationship between research, teachers, and learners * Helps evolve the practice of dedicated current language teachers with research findings that suggest best practices for language teaching

The volume contains 15 papers by linguists from seven different European countries. The papers offer insights into the research results of a number of recent studies conducted in the field of applied linguistics covering topics such as specialized communication, foreign language teaching, terminology problems and the like. Dieser Band enthalt 15 Beitrage von 24 Sprachwissenschaftlern aus sieben europaischen Landern. In den Beitragen werden die neueren Forschungsergebnisse auf dem Gebiet der Angewandten Linguistik veroeffentlicht, in denen es unter anderem um die Themen Fachkommunikation, Fremdsprachenlernen und Terminologiefragen geht.

The European Union has conceived itself as multilingual since its beginning in 1956. EFNIL, the network of the central language institutions of all states of the Union and several other European countries, promotes the enhancement of individual plurilingualism of the people in Europe as an important prerequisite for European multilingualism. The EFNIL conference hosted 2011 by the British Council in London was devoted to the discussion of how individual plurilingualism is being achieved by language education in Europe. In this volume, several general reflections on the main topic are followed by a critical discussion of present language instruction in the United Kingdom and reports on foreign language education in various other countries. Reports on four current projects that aim to describe the present linguistic diversity of Europe follow. A detailed interim report on the results of one of these projects (ELM) concludes the book.

Based on the assumptions that students expect feedback and want to improve, and that improvement is possible, this book introduces a framework that applies the theory of self-regulated learning to guide second language writing teachers response to learners at all stages of the writing process. This approach provides teachers with principles and activities for helping students to take more responsibility for their own learning. By using self-regulated learning strategies, students can increase their independence from the teacher, improve their writing skills, and continue to make progress once the course ends, with or without teacher guidance.

The book focuses on the six dimensions of self-regulated learning motive, methods of learning, time, physical environment, social environment, and performance. Each chapter offers practical activities and suggestions for implementing the principles and guidelines, including tools and materials that teachers can immediately use.

This volume brings together contributions from academics, language teachers and practitioners from across Europe and beyond to discuss questions of autonomy and technology in the area of language learning and translation. The book focuses on English, French, Italian, Irish and Spanish language acquisition, but many of the essays also develop an interlinguistic perspective from a plurilingual point of view. The book opens with key contributions from a number of leading scholars: Dr Daniel Cassany on critical literacies, Professor Henrik Gottlieb on translation into ‘minor’ languages, and Professor David Little on autonomy in language learning. These are followed by explorations of translation, technology, intercultural issues, autonomous learning and the European Language Portfolio. The volume represents an important contribution to the development of new plurilingual approaches to language teaching and learning.

The volume consists of twelve classroom studies concerned with the implementation of learner autonomy in English classes. The individual studies range from primary school level to university level. They include studies on multi-media dictionary work, reading logs, peer correction, communication strategies, vocabulary learning strategies, oral proficiency, as well as work with literary texts and authentic news texts. Two studies focus specifically on the teaching of other subjects in English (Content and Language Integrated Learning). The authors describe their own empirical studies, record their classroom observations and make practical suggestions for teachers to take up in their own classrooms. All the studies are firmly grounded in second language acquisition theory and established didactic principles. They are prefaced by an introduction and a background chapter on the theory and practice of learner autonomy in language teaching.

This book provides an accessible introduction to some of the methods and theoretical approaches for investigating foreign language (FL) interaction and exchange in online environments. Research approaches which can be applied to Computer-Mediated Communication (CMC) are outlined, followed by a discussion of the way in which tools and techniques for data-collection in diverse online contexts can contribute to our understanding of online foreign language interaction. The compilation of chapters presents a comprehensive overview of key issues in virtual, intercultural and multimodal research contexts and gives insight into the particular challenges and situations which this area of language learning implies. Researching Online Foreign Language Interaction and Exchange addresses the needs of researchers and newcomers to the area who are hoping to learn about the current state of the field by providing overviews of varying approaches and extensive literature review as well as extracts of real data to illustrate the theories, methods or issues in question.