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.

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.

This book received the Cambridge/Language Teaching Brumfit Award 2010. Drawing upon a convergence of sociocultural theory and linguistic emergentism, this book presents a longitudinal investigation of the development of ESL users’ written lexicogrammatical patterning (collocations and colligations). A qualitative methodology (‘Lexical Trail Analysis’) was developed in order to capture a dynamic and historical view of the ways in which the participants combined words in their writing. This involved tracing single lexemes diachronically through individuals’ written corpora. The writers were interviewed about the histories of particular word combinations. Selected patterns were later tested using the principles of dynamic testing. The findings of these combined data types – essays, interviews and tests – suggest that sociocognitive resources such as memory and attention and the ability to imitate and adapt linguistic resources are paramount in the massive task of internalizing the lexicogrammatical patterning of a second language. The participants were agents of change, seeking assistance and adapting patterns to suit their changing goals. Their activity is theorized in a model of language patterning from which implications for second language learning and teaching are drawn.

Reflecting growth in research interest in second language vocabulary over the past 30 years, this edited volume explores the current themes and possible future directions in second language vocabulary research. The collection brings together review papers and quantitative studies, and considers vocabulary in the contexts of teaching, learning and assessment. Key themes explored in the volume include multidimensionality of vocabulary knowledge, the nature of word learnability, the interface between receptive vocabulary knowledge and productive vocabulary use, the partial-to-precise continuum of vocabulary knowledge, conditions favouring vocabulary learning and use, and the use of corpora to develop word lists to inform second language teaching. The themes presented in this volume reflect current thinking and research avenues at the interface between research enquiry and second language teaching practice.

This book examines how autonomy in language learning is fostered and constrained in social settings through interaction with others and various contextual features. With theoretical grounding, the authors discuss the implications for practice in classrooms, distance education, self-access centres, as well as virtual and social learning spaces.

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.

Public Internet discussion forums offer opportunities for intercultural interaction in many languages on a vast range of topics, but are often overlooked by language educators in favour of purpose-built exchanges between learners. The book investigates this untapped pedagogical potential.

In Verbal Hygiene, Deborah Cameron takes a serious look at popular attitudes towards language and examines the practices by which people attempt to regulate its use. Instead of dismissing the practice of 'verbal hygiene', as a misguided and pernicious exercise, she argues that popular discourse about language values - good and bad, right and wrong - serves an important function for those engaged in it. A series of case studies deal with specific examples of verbal hygiene: the regulation of 'style' by editors, the teaching of English grammar in schools, the movements for and against so-called 'politically correct' language and the advice given to women on how they can speak more effectively. This Routledge Linguistics Classic includes a new foreword which looks at how the issues covered in the case studies have developed over time and a new afterword which discusses new concerns which have emerged in the last 15 years, from the regimentation of language in the workplace to panics about immigration and terrorism, which are expressed in linguistic terms. Addressed to linguists, to professional language-users of all kinds, and to anyone interested in language and culture, Verbal Hygiene calls for legitimate concerns about language and value to be discussed, by experts and lay-speakers alike, in a rational and critical spirit.

This collection examines the promise and limitations for computer-assisted language learning of emerging speech technologies: speech recognition, text-to-speech synthesis, and acoustic visualization. Using pioneering research from contributors based in the US and Europe, this volume illustrates the uses of each technology for learning languages, the problems entailed in their use, and the solutions evolving in both technology and instructional design. To illuminate where these technologies stand on the path from research toward practice, the book chapters are organized to reflect five stages in the maturation of learning technologies: basic research, analysis of learners' needs, adaptation of technologies to meet needs, development of prototypes to incorporate adapted technologies, and evaluation of prototypes. The volume demonstrates the progress in employing each class of speech technology while pointing up the effort that remains for effective, reliable application to language learning.

In the United States today there is lively discussion, both among educators and employers, about the best way to prepare students with high-level language and cross-cultural communication proficiency that will serve them both professionally and personally in the global environment of the twenty-first century. At the same time, courses in business language and medical language have become more popular among students. Language for Specific Purposes (LSP), which encompasses these kinds of courses, responds to this discussion and provides curricular models for language programs that build practical language skills specific to a profession or field. Contributions in the book reinforce those models with national survey results, demonstrating the demand for and benefits of LSP instruction. With ten original research-based chapters, this volume will be of interest to high school and university language educators, program directors, linguists, and anyone looking to design LSP courses or programs in any world language.

Reading in Asian Languages is rich with information about how literacy works in the non-alphabetic writing systems (Chinese, Japanese, Korean) used by hundreds of millions of people and refutes the common Western belief that such systems are hard to learn or to use. The contributors share a comprehensive view of reading as construction of meaning which they show is fully applicable to character-based reading.

The book explains how and why non-alphabetic writing works well for its users; provides explanations for why it is no more difficult for children to learn than are alphabetic writing systems where they are used; and demonstrates in a number of ways that there is a single process of making sense of written language regardless of the orthography. Unique in its perspective and offering practical theory-based methodology for the teaching of literacy in Chinese, Japanese, and Korean to first and second language learners, it is a useful resource for teachers in increasingly popular courses in these languages in North America as well as for teachers and researchers in Asia. It will stimulate innovation in both research and instruction.

Reading in Asian Languages is rich with information about how literacy works in the non-alphabetic writing systems (Chinese, Japanese, Korean) used by hundreds of millions of people and refutes the common Western belief that such systems are hard to learn or to use. The contributors share a comprehensive view of reading as construction of meaning which they show is fully applicable to character-based reading.

The book explains how and why non-alphabetic writing works well for its users; provides explanations for why it is no more difficult for children to learn than are alphabetic writing systems where they are used; and demonstrates in a number of ways that there is a single process of making sense of written language regardless of the orthography. Unique in its perspective and offering practical theory-based methodology for the teaching of literacy in Chinese, Japanese, and Korean to first and second language learners, it is a useful resource for teachers in increasingly popular courses in these languages in North America as well as for teachers and researchers in Asia. It will stimulate innovation in both research and instruction.

The field of second/foreign language teacher education is calling out for a coherent and comprehensive framework for teacher preparation in these times of accelerating economic, cultural, and educational globalization. Responding to this call, this book introduces a state-of-the-art model for developing prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers. The model includes five modules: Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS). Its goal is to help teachers understand

• how to build a viable professional, personal and procedural knowledge-base,
• how to analyze learner needs, motivation and autonomy,
• how to recognize their own identities, beliefs and values,
• how to do teaching, theorizing and dialogizing, and
• how to see their own teaching acts from learner, teacher, and observer perspectives.

Providing a scaffold for building a holistic understanding of what happens in the language classroom, this model eventually enables teachers to theorize what they practice and practice what they theorize. With its strong scholarly foundation and its supporting reflective tasks and exploratory projects, this book is immensely useful for students, practicing teachers, teacher educators, and educational researchers who are interested in exploring the complexity of language teacher education.

Social justice language teacher education is a response to the acknowledgement that there are social/societal inequities that shape access to learning and educational achievement. In social justice language teacher education, social justice is the driving force and primary organizational device for the teacher education agenda. What does “social justice” mean in diverse global locations? What role does English play in promoting or denying equity? How can teachers come to see themselves as advocates for equal educational access and opportunity? This volume begins by articulating a view of social justice teacher education, followed by language teacher educators from 7 countries offering theorized accounts of their situated practices. Authors discuss powerful components of practice, and the challenges and tensions of doing this work within situated societal and institutional power structures.

This book demonstrates the relevance of an integrational linguistic perspective to a practical, real-world need, namely the learning of languages. Integrational linguistics' shunning of both realist and structuralist theories of language, its commitment to an unwavering attention to the perspective of the language user, and its adherence to a semiology in which signs are the situated products of interactants interpretive behaviour, mean that it radically reconceptualizes language learning and language teaching. Detractors have implied that IL is so 'philosophical' or 'theoretical' an exercise that it has no useful bearing on the practical problems of language learning. These papers refute that misconception by demonstrating how an IL stance can help disentangle the conflicting considerations and contradictory assumptions that arise in a host of language teaching situations: first, second- and foreign-language classrooms in a diversity of settings (including India, Australia, the United States, and Hong Kong), with different age-groups of students, whether the focus is on speech or writing, and in more informal settings.

This book deals with bilingual education in general, but it pays special attention to bilingual education in monolingual areas. One central aim is to study the effects of bilingual programmes during the final stages of Primary and Secondary Education in contexts where the L2 (English) is not normally used as an instrument of social communication in the students' environment, but instead is used only at school, where some subject areas are undertaken totally or partially in this language. The reader interested in bilingual education will find a valuable source of information on different bilingual programmes in the USA and Spain: what schools do and the contents they teach, their timetable and extracurricular activities; the specific objectives that they aim to achieve and the methodology they use, with special reference to the CLIL approach, the schools and the students' level of success with bilingual education, the most common problems that they have to face in monolingual areas and how to solve them.

This book views the international university as a microcosm of a world where internationalization does not equate with across-the-board use of English, but rather with the practice of linguistic and cultural diversity, even in the face of Anglophone dominance. The globalization-localization continuum manifests itself in every university trying to adopt internationalization strategies. The many cases of language and learning issues presented in this book, from universities representing different parts of the world, are all manifestations of a multidimensional space encompassing local vs. global, diversification vs. Anglicization. The internationalization of universities represents a new cultural and linguistic hybridity with the potential to develop new forms of identities unfettered by traditional 'us-and-them' binary thinking, and a new open-mindedness about the roles of self and others, resulting in new patterns of communicative (educational and social) practices.

Teacher research is recognized, in ELT and education more generally, as a powerful transformative strategy for teacher development and school improvement. This volume provides original insights into this issue by focusing on the processes involved in becoming and being a teacher researcher.

All human activity takes place in space and time in one way or another, which is consequently reflected in our language. We not only talk about space and time but also cannot but ground our linguistic activity in space and time. Furthermore, space and time are closely, although asymmetrically, related in our experience and we often think and talk about one in terms of the other. Specifically, time is conceived in terms of space far more frequently than vice versa. The volume contains a selection of essays that are revised versions of papers presented at the 23rd annual conference of the Croatian Applied Linguistics Society (CALS), entitled "Space and Time in Language: Language in Space and Time", which took place from 21 to 23 May 2009 in Osijek (Croatia).

This collection of essays on Spanish pragmatics can be understood in its broadest sense in Iacob L. Mey's words as "the study of the conditions of human language use in a societal context." The essays, which can be read independently from one another, revolve around three key areas within the Anglo-American school of pragmatics: speech acts, conversation, and politeness as sociocultural manifestations of communication. The first part of the book emphasizes the study of politeness in different Spanish-speaking communities, paying special attention to the realization of polite speech acts and their cross-cultural and cross-linguistic implications, as well as the face-work that interlocutors conduct in casual conversations and other communicative settings. The second part expands the topic of politeness strategies to the study of new contexts (such as echo questions and conversational repairs) and addresses other language phenomena that can be best explored from a pragmalinguistic perspective, such as evidentiality, mitigation, contrastive emphasis, and topicality and discourse salience. The examples (with the exception of a few literary quotes) proceed from naturally occurring data or were collected through questionnaires, and represent a wide range of colloquial "Spanishes," from Peninsular to Latin American, from monolingual to bilingual, and from native to heritage to second language learners' varieties. The empirical nature of Aspects of Spanish Pragmatics will appeal to a wide range of readers interested in the use of Spanish for real-life communicative interactions, as well as in the topic of intercultural communication and the teaching of authentic language to students of Spanish in the United States.