The Diagnosis of Reading in a Second or Foreign Language explores the notion of diagnostic testing and establishes a framework for its practical applications in understanding second and foreign language reading. The book uses case studies from a wide variety of subject areas to contextualize a theory of diagnosis and to show how second and foreign language reading has been assessed in the past, culminating in a discussion of how diagnosis might be used to better understand and assess second and foreign language reading abilities. This is the only book to provide a detailed look into the little-examined field of diagnostic language testing, ideal for students, researchers, and professionals in applied linguistics, second language acquisition, and language testing and education.

About the NPLA Series:

Headed by two of its leading scholars, the series captures the burgeoning field of language assessment by offering comprehensive and state-of-the-art coverage of its contemporary questions, pressing issues, and technical advances. It is the only active series of its kind on the market, and will include volumes on basic and advanced topics in language assessment, public policy and language assessment, and the interfaces of language assessment with other disciplines in applied linguistics. Each text presents key theoretical approaches and research findings, along with concrete practical implications and suggestions for readers conducting their own research or developmental studies.

The Diagnosis of Reading in a Second or Foreign Language explores the notion of diagnostic testing and establishes a framework for its practical applications in understanding second and foreign language reading. The book uses case studies from a wide variety of subject areas to contextualize a theory of diagnosis and to show how second and foreign language reading has been assessed in the past, culminating in a discussion of how diagnosis might be used to better understand and assess second and foreign language reading abilities. This is the only book to provide a detailed look into the little-examined field of diagnostic language testing, ideal for students, researchers, and professionals in applied linguistics, second language acquisition, and language testing and education.

About the NPLA Series:

Headed by two of its leading scholars, the series captures the burgeoning field of language assessment by offering comprehensive and state-of-the-art coverage of its contemporary questions, pressing issues, and technical advances. It is the only active series of its kind on the market, and will include volumes on basic and advanced topics in language assessment, public policy and language assessment, and the interfaces of language assessment with other disciplines in applied linguistics. Each text presents key theoretical approaches and research findings, along with concrete practical implications and suggestions for readers conducting their own research or developmental studies.

This innovative work provides the first comprehensive account of general extenders ("or something", "and stuff", "or whatever"). Combining insights from linguistics, cognitive psychology, and interactional sociolinguistics, the author demonstrates that these small phrases are not simply vague expressions, but have a powerful role in making interpersonal communication work. The audience for this book includes linguists, scholars of English, teachers of English as a first and a second language, sociolinguists, psycholinguists, and communications researchers.

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.

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.

This book aims to aid English teachers at the junior and senior secondary school levels in teaching pronunciation within a regular EFL syllabus. It presents such a way of incorporating the phonetic and lexical components so as to facilitate students' acquisition of a standard phonetic system and to prevent them from forming habitual mistakes in individual words. It highlights key areas of the English phonetic system and provides examples of strategies how to use a course-book for the sake of teaching pronunciation. The discussion of teaching the phonetic system relies on the comparison between its conscious and unconscious acquisition. Teaching individual vocabulary items (especially reversing habitual mispronunciations) is analysed through contrasting mental and behavioural learning.

Testing of second language pragmatics has grown as a research area but still suffers from a tension between construct coverage and practicality. In this book, the authors describe the development and validation of a web-based test of second language pragmatics for learners of English. The test has a sociopragmatic orientation and strives for a broad coverage of the construct by assessing learners' metapragmatic judgments as well as their ability to co-construct discourse. To ensure practicality, the test is delivered online and is scored partially automatically and partially by human raters. We used the argument-based approach to validation, which showed that the test can support low-stakes decisions about learners' knowledge of sociopragmatics in English.

This title examines widespread interest in new technology-enhanced learning environments and how they are being used to promote task-based learning. This edited collection considers the relationship between task-based language teaching (TBLT) and technology-enhanced learning. TBLT is concerned with a number of macro-tasks such as information gathering and problem-solving as well as evaluative tasks, all of which are increasingly available via online and Web-based technologies. "Technology Enhanced Learning" refers to a broad conception of technology use in the language classroom and incorporates a range of interactive learning technologies such as Interactive Whiteboards and mobile learning devices. The popularity of Web 2.0 technologies (blogs, wikis, social networking sites, podcasting, and virtual worlds), as well as practical applications of mobile learning, place a fresh emphasis on creating project-orientated language learning tasks with a clear real-world significance for learners of foreign languages. This book examines the widespread interest in these new technology-enhanced learning environments and looks at how they are being used to promote task-based learning. This book will appeal to practitioners and researchers in applied linguistics, second language acquisition and education studies.

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.

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.

For many decades, English language educators across the world have been locked in a paradigm of ESL/EFL/ESD methods that have circumvented the growth of any pedagogical will for Immersion in English (IE) or the Sustained Use of English (SUE) in speech environments where other languages challenge English-in-use and the preparation of teachers of English to facilitate IE or SUE in classroom praxis. There is an opportunity to advance this scholarship from an international perspective to build a distinct post-method pedagogy for English language teaching in the Caribbean and other global teaching-learning contexts. English Language Teaching in a Post-Method Paradigm is a critical scholarly publication that provides relevant teacher initiated theoretical frameworks and the latest empirical research findings in English language teaching that promote English as the tool for global integration and communication. Highlighting topics such as curriculum, pedagogy, and teacher education, this book is ideal for professionals, researchers, policymakers, academicians, and educators.

The philosophy behind Conectate is simple: take what we know about second-language learning, combine it with the best practices in second-language teaching, and infuse it throughout with stimulating cultural content that challenges students to see themselves and the world in new ways. The overarching goal is to help instructors teach a highly effective, consistently engaging, and truly inspirational course in Spanish that is based on solid research. *Meaning-based activities: At its core, language is a way of expressing meaning, so all activities in Conectate guide students through the process of using Spanish meaningfully, either by understanding sentences that they hear or see, or by producing sentences that express what they want to communicate. Students are given myriad opportunities to engage in meaningful activities within a rich cultural context in all four skills: listening, speaking, reading, and writing. *Active-learning approach: Students learn best when they are fully engaged with the material and are actively participating in every stage of the learning process. There is strong evidence that learning improves when students try to anticipate what is about to be learned or when they test themselves on what they have just learned. To this end, Conectate incorporates these techniques in every chapter. Rather than simply presenting students with a vocabulary list, for instance, vocabulary activities in Conectate ask students to figure out which word goes with which meaning, requiring students to engage actively with the material. Grammar activities, similarly, have students use a grammar point in meaningful ways right from the start, allowing them to uncover some basic grammatical properties on their own before these have been explained to them. As the research literature and everyday experience show, this type of challenge leads to better learning outcomes. *Input-to-output sequence: In every section of Conectate, students focus first on comprehension and then transition to production. This sequencing of activities ensures that students are fully prepared to do each activity and follows a fundamental principle of language acquisition: you learn to understand before you learn to produce. Whether focused on input or output, though, all activities are solidly meaning-based. In the initial activities, students see or hear the words and need to understand them, while in later activities, they need to speak or write the words in order to express an idea. *Review: Students learn best when they revisit topics on a regular basis, so Conectate builds in review as an integral part of the program. Each grammar section, for instance, is preceded by a brief active-learning activity that refreshes students' awareness of a related grammatical point that they have already seen. In addition, for certain topics that are known to be challenging, such as object pronouns, students build up their knowledge incrementally over the course of several chapters, always reviewing what they have seen previously before proceeding. *Authentic language and culture: Students will ultimately be using their Spanish in the real world, not in a classroom, so Conectate is infused throughout with videos of Spanish-speakers from all over the world, telling their stories in a spontaneous, unscripted, and natural way. From the very beginning, students learn to understand buenos dias, for example, the way people really say it, and as they proceed, they learn to understand more extended discourse. The activities are carefully designed so that beginning students can understand and engage with this natural speech, despite the fact that it is "real Spanish," not language artificially created for a textbook.

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 outbreak of the COVID-19 pandemic has created challenges and opportunities for both teachers and students. In many countries, online teaching was something new, never experienced before. Therefore, everyone had to start from scratch. The articles in this proceeding provide the experiences, challenges, and strategies that L2 teachers and students had during the recent emergency remote teaching. Four main themes were covered: 1) online L2 learning curriculum and materials development, 2) L2 learning and acquisition in a virtual learning environment, 3) online L2 testing, assessment, program evaluation, and 4) teacher and students' critical reflections on online L2 teaching and learning practices. Written by L2 teachers and teacher educators, we dedicate this proceeding to all L2 teachers and teacher educators who continue trying to maintain high-quality L2 education during and post-pandemic.

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 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.

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/).

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.

Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers. Each of the eight chapters deals with a particular view of this scaffolding process, from understanding and reviewing the learning needs of aspiring teachers, to designing and delivering courses and materials, observing teachers, teaching online and engaging in continuous professional development. Authoritatively written, though accessible to newcomers to the field, this book will prove to be an invaluable addition to the library whether you are a seasoned teacher educator, a new coordinator, director of studies, supervisor or teacher trainer.

Teaching Language Teachers: Scaffolding Professional Learning provides an updated view of as well as a reader-friendly introduction to the field of Teaching Teachers, with special reference to language teaching. By taking a decidedly Sociocultural perspective, the book addresses the main role of the Teacher of Teachers (ToT) as that of scaffolding the professional learning of aspiring teachers. Each of the eight chapters deals with a particular view of this scaffolding process, from understanding and reviewing the learning needs of aspiring teachers, to designing and delivering courses and materials, observing teachers, teaching online and engaging in continuous professional development. Authoritatively written, though accessible to newcomers to the field, this book will prove to be an invaluable addition to the library whether you are a seasoned teacher educator, a new coordinator, director of studies, supervisor or teacher trainer.

How do language policies in schools create inequalities among learners? How do policies marginalize some students while granting privilege to others? How do language policies in education serve the interests of dominant groups within societies? How can linguistic minorities further their interests through attempts to change language policies in schools? This new edition of Language Policies in Education takes a fresh look at these enduring questions at the heart of fundamental debates about the role of schools in society, the links between education and employment, and conflicts between linguistic minorities and "mainstream" populations. Reflecting developments in language policy since the publication of the first edition in 2002, all chapters are original and substantial contributions to the study of language policy and exemplify major theories and research methods in the field. Chapter authors are major scholars in language policy and critical language studies. The case studies, international in scope, present cutting-edge analyses of important language policy debates in countries around the world.

This volume brings together research carried out in a variety of geographic and linguistic contexts including Africa, Asia, Australia, Canada, the Caribbean, Europe and the United States and explores efforts to incorporate linguistic diversity into education and to 'harness' this diversity for learners' benefit. It challenges the largely anachronistic ideology that promotes exclusive use of an educational monolingual standard variety and advocates the use in formal education of aboriginal/indigenous languages, minority languages, nonstandard varieties and contact languages. The contributors examine both historical and current practices for including linguistic diversity in education by considering specific bidialectal, bilingual and multilingual educational initiatives. The different geographical and linguistic settings covered in the volume are linked together by a unifying theme: linguistic diversity exists all over the world, but it is very rarely utilized effectively for the benefit of students. When it is used, whether in isolated studies or through governmental initiatives, the research findings point systematically to the many educational advantages experienced by linguistically-diverse students. This book will be of interest to teachers and language practitioners, as well as to students and scholars of language and education.

Using constructivist principles and autonomous learning techniques the ELP has pioneered innovative and cutting edge approaches to learning languages that can be applied to learning across the spectrum. Although articles on the success of the ELP project have appeared in some academic journals, Perspectives from the European Language Portfolio is the first book to report on and contextualise the project s innovative techniques for a wider educational research audience.

During the last ten years the ELP has increasingly become a reference tool for language learning and teaching in primary, secondary and tertiary educational settings all around Europe. The editors of this volume believe that there is a need to reflect on the significant contribution that the ELP has delivered for language learning and teaching, and to critically evaluate its achievements.

This volume offers a range of investigations from theoretical studies to practical cases around these issues, and includes:

• relevant contributions of the ELP to language pedagogy;
• assessing the impact of the ELP on pedagogical research and practice;
• exploring and defining pathways for future developments;
• Reflective learning.

This book is intended for a readership of language teachers and researchers across Europe. It will be of particular relevance to those engaged in language learning and teaching within the Common European Framework of Reference, supporting independent learning and developing a language curriculum, whether in school, adult, further or higher education.

Using constructivist principles and autonomous learning techniques the ELP has pioneered innovative and cutting edge approaches to learning languages that can be applied to learning across the spectrum. Although articles on the success of the ELP project have appeared in some academic journals, Perspectives from the European Language Portfolio is the first book to report on and contextualise the project's innovative techniques for a wider educational research audience. During the last ten years the ELP has increasingly become a reference tool for language learning and teaching in primary, secondary and tertiary educational settings all around Europe. The editors of this volume believe that there is a need to reflect on the significant contribution that the ELP has delivered for language learning and teaching, and to critically evaluate its achievements. This volume offers a range of investigations from theoretical studies to practical cases around these issues, and includes: relevant contributions of the ELP to language pedagogy; assessing the impact of the ELP on pedagogical research and practice; exploring and defining pathways for future developments; Reflective learning. This book is intended for a readership of language teachers and researchers across Europe. It will be of particular relevance to those engaged in language learning and teaching within the Common European Framework of Reference, supporting independent learning and developing a language curriculum, whether in school, adult, further or higher education.