It is clear that a proper understanding of what academic English is and how to use it is crucial for success in college, and yet students face multiple obstacles in acquiring this new 'code', not least that their professors often cannot agree among themselves on a definition and a set of rules. Understanding Language Use in the Classroom aims to bring the latest findings in linguistics research on academic English to educators from a range of disciplines, and to help them help their students learn and achieve. In this expanded edition of the original text, college educators will find PowerPoint presentations and instructor materials to enhance the topics covered in the text. Using these additional resources in the classroom will help educators to engage their students with this crucial, but frequently neglected, area of their college education; and to inform students about the unexamined linguistic assumptions we all hold, and that hold us back. You can find additional materials on the Resources tab of our website.

The Routledge Advanced Language Training Course for K-16 Non-native Chinese Teachers is a content-based and thematically organized textbook designed for non-native in- and pre-service K-16 Chinese language teachers. Based on five years of field testing, the book offers an innovative approach to advanced language instruction, allowing users to further advance their language proficiency while continuing their professional development in teaching Chinese as a second or foreign language. The textbook: covers a range of up-to-date pedagogical and cultural themes provides a variety of engaging activities and exercises, allowing readers for K-16 to explore pedagogical and cultural issues in the target language with best classroom practices in mind familiarises users with authentic forms of modern communication in today's China to better engage learners is accompanied by a Companion Website with audio recordings for each lesson as well as supplementary materials and teaching resources. The Routledge Advanced Language Training Course for K-16 Non-native Chinese Teachers is an essential resource for non-native Chinese teachers and for those on TCFL teacher training programs.

Developing the ability to speak in a foreign language is an arduous task. This is because it involves the mastery of different language subsystems, simultaneous focus on comprehension and production, and the impact of a range of social factors. This challenge is further compounded in situations in which learners have limited access to the target language. Thus, there is a need to explore issues related to teaching, learning and testing speaking with a view to translating the guidelines based on theoretical positions and research findings into feasible and context-specific pedagogical recommendations. This is the rationale behind this book, which considers speaking from leading theoretical perspectives, investigates individual variables which affect its development, and reports the results of studies focusing on different aspects of its instructed acquisition.

This book addresses the complexity of mixed language classroom learning environments in which heritage learners (HL) and second language (L2) learners are concurrently exposed to language learning in the same physical space. Heritage speakers, defined widely as those exposed to the target language at home from an early age, tend to display higher oral proficiency and increased intercultural proficiency but lesser metalinguistic and grammatical awareness than L2 learners. The theoretical and pedagogical challenges of engaging both types of learners simultaneously without polarizing the classroom community dictates the need for well-defined, differentiated learning strategies; in response this book offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction. The chapters address themes including translanguaging, linguistic identity, metalinguistic awareness and intercultural competence, with contributions from Europe, Africa and the United States.

In the context of foreign language education, the importance of cultural and literary studies has grown continuously in our globalising world. Language educators and researchers are looking into ways in which inter- and transcultural awareness and competence can be developed so that learners become responsible global citizens. This volume invites the reader to engage in critical thinking while reflecting upon important theoretical concepts and their application in practice. The contributions deal with a wide variety of topics including antinomies that mark literary and cultural competence development, textbook analysis, Shakespeare, South Africa, India, and pop culture artefacts such as graphic novels and songs. Resources are presented to illustrate how theory can be related to practice.

Stimulating, engaging, and effective, the games and activites in this book offer your students alternatives to learning by rote or performing drills. This book makes it easy for you to develop their linguistic functions through active learning. The specific skills and vocabulary taught in each game or activity is highlighted, as are the easy-to-follow instructions, helpful charts, worksheets and other visuals.

The Routledge Handbook of Language and Creativity provides an introduction to and survey of a wide range of perspectives on the relationship between language and creativity. Defining this complex and multifaceted field, this book introduces a conceptual framework through which the various definitions of language and creativity can be explored. Divided into four parts, it covers: different aspects of language and creativity, including dialogue, metaphor and humour literary creativity, including narrative and poetry multimodal and multimedia creativity, in areas such as music, graffiti and the internet creativity in language teaching and learning. With over 30 chapters written by a group of leading academics from around the world, The Routledge Handbook of Language and Creativity will serve as an important reference for students and scholars in the fields of English language studies, applied linguistics, education, and communication studies.

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).

Derived from the successful International Seminar on Corpus Linguistics, New Trends in Language Teaching and Translation Studies: In Honour of John Sinclair (Granada, September 2008), organised by the research groups ADELEX (Assessing and Developing Lexical Competence) and ECPC (European Comparable and Parallel Corpora), seven contributions from well-known scholars in the field focus their attention on recent advances made in Corpus Linguistics in Language Teaching. The first four chapters deal with more practical issues of applying corpora to language learning and teaching, examining particularly the integration of data-driven learning and different types of corpora including pedagogical, spoken multimedia and parallel. The last three chapters are concerned more with corpus-based research for language teaching arguing for more refined statistical methodology, comparing conversational features of the British National Corpus with a micro-corpus of movies and forwarding the case for research into corpus-based, meaning-oriented multimodal annotation, respectively. This volume is homage to John Sinclair's academic legacy and the groundbreaking work which continues to honour his name.

This volume examines the various linguistic and cultural problems which point towards the practical impossibility of conveying in one language exactly what was originally said in another. The author provides an exhaustive discussion of Spanish translations from English texts, including non-standard registers. Equivalence across languages, that most elusive of terms in the whole theory of translation, is discussed in terms of linguistic equivalence, textual equivalence, cultural equivalence and pragmatic equivalence. Other aspects studied include how translation has been perceived over the centuries, the differences and the similarities between a writer and a translator, plus a detailed examination of translation as process, all of which bring the problems of literary translation into perspective.

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.

The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher education. This new in paperback volume provides a timely discussion of the research which now exists on language teacher cognition. The first part of the book considers what is known about the cognitions of pre-service and practicing teachers, and focuses specifically on teachers' cognitions in teaching grammar, reader and writing. The second part of the book evaluates a range of research methods which have been used in the study of language teacher cognition and provides a framework for continuing research in this fascinating field. This comprehensive yet accessible account will be relevant to researchers, teacher educators and curriculum managers working in language education contexts.

Most scholars consider the birth of modern language testing as a field of study to be the year 1961 with the publication of Robert Lado's book Language Testing and John Carroll's chapter 'Fundamental Considerations in Language Testing'. In the decades since it has grown in scope into a deeper and wider theoretical and intellectual field of study. The intellectual growth has come with the birth of psychometrics, specifically, in using statistical analyses for test development and research; with ideas from linguistics, in developing language tests that are communicatively oriented; with ideas from ethics, specifically, in developing qualities, codes, and standards so that tests are fair and just. This has been coupled with the growth of the field into a billion-dollar worldwide enterprise partly fuelled by the practical need to assess the English language ability of test-takers who want to study at English-medium universities or work in offices that mainly use English for communication. This new four-volume collection from Routledge captures this burgeoning field by offering a cogent and comprehensive state-of-the-art coverage of the very best material. The volumes have been conceptualized both as a scholarly contribution in terms of theories and research as well as a practical guide in terms of test development in the field of language testing and assessment.

For anyone who practices marriage and family therapy the author says they have one kind of client population that seems to be a modal or predominating type. For three decades he has experienced more marital situations where one of the couple wants "out" of the marriage and the other wants to "stay in" than any other type. The idea for this collection of first-person therapy methodologies developed after two successive national meetings of the American Association for Marriage and Family Therapy (AAMFT), in New York (1985) and Orlando (1986). The cases that were discussed were characterized by the presence of alcoholism, and drug and other addictions, rather than presentations that dealt with a polarized couple wherein the marriage had simply become a devitalized, ho-hum relationship. This volume seeks to address the balance.

This book presents a selection of papers on teaching English as a foreign language and the role of language education in human development. As thinking skills rely on language, language education should exceed utilitarian and everyday communicative needs and should be the basis for developing other school subjects. The book provides practical suggestions for language teaching, for the development of logical thinking and the understanding of the linguistic relationship between the first and the second languages in a historical perspective.

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.

This book explores the use of Exploratory Practice (EP) as a tool for Continuing Professional Development (CPD) by language teachers, and responds to the increasing demand for teachers to engage in research. It presents the results of a unique two-year longitudinal study that critically examines the implementation of EP by teachers of English and modern foreign languages. Through these case studies, the authors provide a critical account of EP as a form of practitioner research that bridges the divide between theory and practice. It emphasizes the centrality of teacher and learner learning in language education curriculum improvement, and gives a voice to teachers' perspectives on using EP in the classroom. This book will be of interest to language education professionals and scholars working in Applied Linguistics and Language Education.

In Content and Language Integrated Learning (CLIL), content and language learning proceed in parallel, the one supporting the other. CLIL has spread widely and has attracted a large number of studies. While most of these studies have focused on the language benefits of CLIL, this book focuses on both language and subject achievement. Against the background of autonomy theory and motivation, the author investigates to what extent learners at different proficiency levels are able to work in self-directed ways in CLIL settings. The analysis of data obtained from CLIL learners and teachers shows that the majority of participants do not see this integration as problematic, while data concerning student achievement point in a different direction. While results are positive concerning motivation and self-perception of achievement for both beginning and more advanced CLIL learners, this positive picture is not confirmed by performance data in the area of self-directed learning.

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.

First published in 1976. Routledge is an imprint of Taylor & Francis, an informa company.

This book uses a complex systems perspective to describe how a language school in Greece evolved, and at times resisted change. Starting with an accessible introduction to complex systems theory (CST), it uses a complexity perspective to interpret data generated during a year of fieldwork. The author outlines the linguistic, pedagogical and political influences that shape teaching and learning at the school. He shows how teaching and learning emerged from the interaction of top-down constraints, available resources, and purposes of instruction. This produces a nuanced understanding English Language Teaching against the backdrop of globalisation. Additionally, the author exemplifies how CST can provide a theoretically powerful frame for researching English Language Teaching.

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.

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.

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.