The Covid-19 pandemic has directly impacted the way teachers and learners worldwide teach and learn languages, forcing numerous educational activities in technologically-deprived contexts to stop altogether and those in technologically-rich environments to go online on an emergency basis. This volume provides a collection of theoretical and practical insights into the challenges and affordances faced globally during the pandemic and lessons learnt about the application of digital technologies for language teaching and learning. The chapters explore the vital role of technology in its various forms, including the internet, social media, CALL (Computer-Assisted Language Learning), MALL (Mobile Assisted Language Learning), TALL (Technology Assisted Language Learning) and TELL (Technology Enhanced Language Learning). Topics explored include the new avenues digital technology has opened up for language teachers and learners, options and challenges in applying technology in various contexts, and how the second language education industry could have been adversely impacted at the time of the pandemic without technological affordances. The contributions showcase studies from various geographical contexts, revealing how the global crisis was received and tackled differently in Australia, Hong Kong, Iran, Italy, Japan, New Zealand, the UAE, the UK and the USA.

"This is an exciting contribution to second language studies and is an invaluable resource. The collection represents an intelligently edited, probing and innovative set of studies balanced between social and psychological insights and pointing to many new research possibilities" - Professor Ronald Carter, University of Nottingham and Chair, British Association for Applied Linguistics. This book presents new research in the field of language acquisition and development, and covers a wide-range of languages and contexts. The contributors pay attention to first language development and other language acquisition (second, foreign and additional), and focus on issues directly relevant to both areas of investigation. One of the main aims of the book is to discover how research and practice in first language development can contribute to the teaching and learning of other languages, and vice versa. The book is distinctive in this area in its application of theoretical findings to the development of principles, objectives and procedures for language learning. "Language Acquisition and Development" will be of interest to postgraduates and academics researching language acquisition, language development and applied linguistics and to language teachers with an interest in language learning theory.

The book deals with the question how students in multicultural EFL-classrooms can be prepared for their role as world citizens. The author shows that teaching English offers important potentials for cosmopolitan education due to its role as a "lingua franca". The study develops the construct cosmopolitan communicative competence as a theoretical framework. It also presents a teaching approach that combines students' life-writing with the discussion of literary texts to advance the associated knowledge, skills and attitudes. The potentials of this approach are evaluated through the assessment of students' competence development.

AN ESSENTIAL GUIDE FOR TEACHERS OF JAPANESE IN NEW ZEALANDCompiled under the aegis of Japanese Studies Aotearoa New Zealand, thiscollection invites us into the reality of Japanese language teaching in NewZealand's universities and tertiary institutions today. The three parts of thevolume - Reflection and Renewal, Breaking Down the Walls, and SharingTeaching Approaches - illustrate how Japanese programmes are reshapingand reconceptualising the traditional delivery of Japanese to encourage morestudents to take up, and continue studying, this complex but rewarding subject.Savvy use of social media, institutional outreach, the construction of learningcommunities, the creation of authentic Japanese-language environments,project-based language learning and curriculum remodeling are some of thetopics discussed. Through this approach, the volume also aims to motivatestakeholders with a vested interest in New Zealand's relationship with Japan toconsider how they too might play a role in promoting Japanese studies.

This Element aims to elucidate the concept of language teacher agency by exploring the 'what' question, offering major conceptualisations of agency and explaining how they shape the way we approach teacher agency. The authors then continue with the 'why' question, and elaborate on the reasons that language teacher agency matters, based on a discussion of the varied purposes of teacher agency at multiple levels. They also acknowledge that teacher agency does not operate alone, and discuss how it intersects with such concepts as teacher identity, emotion, belief and knowledge. Based on this, they identify ways to promote teacher agency through making changes to contexts and/or actors. They then introduce the concept of collective agency and propose a multi-layered model based on an illustrative study. The Element ends with a call for a trans-perspective on understanding language teacher agency so as to facilitate the professional development of language teachers.

Many language teachers recognise the importance of integrating intercultural learning into language learning, but how this can be best achieved is not always apparent. This is particularly the case in foreign language learning contexts where teachers are working with a prescribed textbook and opportunities to use the language outside the classroom are limited. This book argues that teachers can work creatively with conventional resources and utilise classroom experiences in order to help learners interpret aspects of communication in insightful ways and develop awareness of the influence of cultural assumptions and values on language use. The book provides extensive analysis of a range of classroom interactions to demonstrate how teachers and learners can work together to construct opportunities for intercultural learning through reflection on pragmatics.

Including contributions from a team of world-renowned international scholars, this volume is a state-of-the-art survey of second language speech research, showcasing new empirical studies alongside critical reviews of existing influential speech learning models. It presents a revised version of Flege's Speech Learning Model (SLM-r) for the first time, an update on a cornerstone of second language research. Chapters are grouped into five thematic areas: theoretical progress, segmental acquisition, acquiring suprasegmental features, accentedness and acoustic features, and cognitive and psychological variables. Every chapter provides new empirical evidence, offering new insights as well as challenges on aspects of the second language speech acquisition process. Comprehensive in its coverage, this book summarises the state of current research in second language phonology, and aims to shape and inspire future research in the field. It is an essential resource for academic researchers and students of second language acquisition, applied linguistics and phonetics and phonology.

The impact of ICT on the teaching of classical languages, literature and culture has not until now been extensively described and evaluated. Nevertheless, educational technology has made a huge difference to the ways in which Classics is taught at junior, senior and college level. The book brings together twenty major approaches to the use of technology in the classroom and presents them for a wide, international audience. It thus forms a record of current and developing practice, promotes further discussion and use among practitioners (teachers, learners and trainers) and offers suggestions for changes in pedagogical practices in the teaching of Classics for the better. The many examples of practice from both UK and US perspectives are applicable to countries throughout the world where Classics is being taught. The more traditional curricula of high-school education in the UK and Europe are drawing more and more on edutech, whereas educational jurisdictions in the US are increasingly expecting high-school students to use ICT in all lessons, with some actively dissuading schools from using traditional printed textbooks. This book presents school teachers with a vital resource as they adapt to this use of educational technology in Classics teaching. This is no less pertinent at university level, in the UK and US, where pedagogy tends to follow traditionalist paradigms: this book offers lecturers frameworks for understanding and assimilating the models of teaching and learning which are prevalent in schools and experienced by their students.

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.

This book reports on a longitudinal study of the acquisition of pragmatic markers in written discourse in a third language (English) by secondary students living in the bilingual (Spanish and Catalan) Valencian Community in Spain. It examines pragmatic transfer, specifically positive transfer, in multilingual students from a holistic perspective, taking into account their linguistic repertoire and using ecologically valid classroom writing tasks in a longitudinal study. It tackles the issue of task-based language teaching from a multilingual perspective by presenting a study which takes place in natural classroom contexts where real classroom tasks are used to explore the interaction between languages in multilinguals. The book combines a focus on multilingual language development and pragmatics and discusses the resources multilingual learners take to the classroom.

This book explores the impact of the spread of English on language teaching and learning. It provides a framework for change in English language teaching to better reflect global realities and current research. The authors examine the pedagogical implications of the global spread of English, drawing on world Englishes, English as a lingua franca, and global Englishes research. The book proposes key innovations for teaching English as an international language, and outlines key areas for future classroom-based research. The book is essential reading for postgraduate researchers, teachers and teacher trainers in TESOL and second language education programmes.

The book investigates how American learners of Arabic realize the speech act of refusal in Egyptian Arabic in different speech situations, varying by setting, topic, social distance, and interlocutor status. Two groups of learners, one at the intermediate level and the other at the advanced level of Arabic proficiency, and two baseline groups of native speakers of Egyptian Arabic and native speakers of American English participated in the study. Data were collected using the role-play method, which allowed for the elicitation and analysis of refusals at the discourse level. This type of analysis, which helps us reach a better understanding of the distribution and recycling of refusal strategies over a number of turns to achieve communicative goals, is rarely done in speech act research in general and in Arabic speech act research in particular. This study provides evidence of negative pragmatic transfer from L1 among American learners of Arabic. It also provides evidence that pragmatic transfer occurred more frequently among the advanced learners. The advanced learners, however, exhibited an overall higher level of pragmatic competence than their intermediate counterparts. This book is an excellent resource for instructors of Arabic as a foreign language as well as Arabic textbook writers and curriculum designers.

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.

This book examines the crucial role that sound file selection plays in assessing listening ability and introduces the reader to the procedure of textmapping, which explores how to exploit a sound file. The book discusses the role of the task identifier, the task instructions and the example, and analyses the strengths and weaknesses of different test methods. Guidelines for developing listening items, and procedures that can be used in peer review and task revision are also provided. A range of sample listening tasks illustrates the benefits of following the test development approach described in the book. Developing Listening Tests also provides insights into the advantages that field trials, statistical analyses and standard setting can offer the language test developer in determining how well their tasks work. This practical book will be of interest to researchers, language testers, testing commissions, and teachers engaged in assessing listening performance around the world.

The Routledge Handbook of English Language Teaching is the definitive reference volume for postgraduate and advanced undergraduate students of Applied Linguistics, ELT/TESOL, and Language Teacher Education, and for ELT professionals engaged in in-service teacher development and/or undertaking academic study. Progressing from 'broader' contextual issues to a 'narrower' focus on classrooms and classroom discourse, the volume's interrelated themes focus on: * ELT in the world: contexts and goals * planning and organising ELT: curriculum, resources and settings * methods and methodology: perspectives and practices * second language learning and learners * teaching language: knowledge, skills and pedagogy * understanding the language classroom. The Handbook's 39 chapters are written by leading figures in ELT from around the world. Mindful of the diverse pedagogical, institutional and social contexts for ELT, they convincingly present the key issues, areas of debate and dispute, and likely future developments in ELT from an applied linguistics perspective. Throughout the volume, readers are encouraged to develop their own thinking and practice in contextually appropriate ways, assisted by discussion questions and suggestions for further reading that accompany every chapter.

This volume sheds light on Creativity and Innovation in Language Education as key issues for the development of personal, professional and social competences and aims at highlighting the relevance of such concepts which education at any level, in any sector and at any time should continuously stimulate and enhance. The prefaces and the interrelated sections explore the concept of creativity linked with issues such as cultures and language use, language teaching, business settings, technology. This is carried out following theoretical and practical perspectives which integrate with each other. The volume is published in a historical moment in Europe in which the European Commission is celebrating the 10th Anniversary of the Barcelona Agreement (2002-2012), which emphasized the importance of learning two languages in addition to the mother tongue. The volume reflects on strategies for achieving these objectives, while underlining the belief that creativity is a skill which needs to be identified, stimulated and nurtured for the benefit of the entire society.

This book argues that teachers of multiple languages (TMLs) form a distinct group of language teachers and that the study of this largely overlooked demographic group can reveal new insights into how we perceive and research language teachers. The book highlights the narratives of three TMLs from diverse global contexts, examining their journeys in navigating their careers as well as traversing multiple worlds and developing additional ways of being through new identities, beliefs and emotions. The author offers new, globally-relevant insights for language teaching research at individual, pedagogical and institutional level and demonstrates that teaching multiple languages is an emerging transnational phenomenon that cuts across age, languages, countries, institutions and career stages. By furthering our understanding of why and how some multilingual language teachers have expanded and changed their careers through teaching additional languages, the book offers a new perspective on how language teaching careers are changing in an increasingly globalized, multilingual world.

The culmination of more than a decade of research, this compelling volume offers a fresh approach for applying functional linguistics to assess student performance, to inform the teaching and learning of Chinese and to design curriculum and teaching materials. Documenting authentic systemic functional linguistics (SFL) studies in researching and teaching Chinese as a first or second language, this research is set in the multilingual settings of Hong Kong and Australia. The experiences of SFL and genre teaching in English have been well demonstrated as valid, viable and practical in different contexts; however this volume covers the relatively new domain of research into the applications of SFL to the teaching of Chinese. Using SFL as the research framework, the authors cover three major areas in Chinese language education: effective pedagogies, curriculum and material design, and text analysis. Covering major local curriculum reforms and the rapid growth of International Baccalaureate programmes worldwide, this book will be of interest to linguists, language teachers and teacher educators and those involved in the teaching and learning of Chinese around the world.

The chapters in this volume build on a growing body of ethnomethodological conversation analytic research on teaching in order to enhance our empirical understandings of teaching as embodied, contingent and jointly achieved with students in the complex management of various courses of action and larger instructional projects. Together, the chapters document the embodied accomplishment of teaching by identifying specific resources that teachers use to manage instructional projects; demonstrate that teaching entails both alignment and affiliation work; and show the significance of using high-quality audiovisual data to document the sophisticated work of teaching. By providing analytic insight into the highly-specialized work of teaching, the studies make a significant contribution to a practice-based understanding of how the life of the classroom, as lived by its members, is accomplished.

This text illustrates the crucial role of the mother tongue literacy in second language acquisition by presenting findings from a comparative study conducted in primary schools in Senegal. In addition, the volume provides an in-depth look at the linguistic history of Senegal before, during, and after French colonialism. The Impact of Mother Tongue Illiteracy on Second Language Acquisition discusses the socio-linguistic landscape and ethnolinguistic composition of Senegal and its effect on the second language acquisition. An in-depth analysis of children's phonological awareness, decoding, and reading comprehension in French reveals significant disparities in the literacy skills of Wolof children who have been exposed to Arabic and Qur'anic texts prior to schooling, and those who have not. In doing so, the text explores the impacts of post-colonial language policies in Africa, highlights the pedagogical consequences of mother tongue illiteracy, and questions the use of French as the only language of instruction in Senegalese schools. This detailed research text will of great interest and use to graduate and postgraduate students, researchers, academics, professionals and policy makers in the field of Second Language Acquisition, Multicultural Education, Applied Linguistics, French language education and, Language Policy and Planning.

The release of a report by the Modern Language Association, "Foreign Languages and Higher Education: New Structures for a Changed World," focused renewed attention on college foreign language instruction at the introductory level. Frequently, the report finds, these beginning courses are taught by part-time and untenured instructors, many of whom remain on the fringes of the department, with little access to ongoing support, pedagogical training, or faculty development. When students with sensory, cognitive or physical disabilities are introduced to this environment, the results can be frustrating for both the student (who may benefit from specific instructional strategies or accommodations) and the instructor (who may be ill-equipped to provide inclusive instruction). Soon after the MLA report was published, the American Council on the Teaching of Foreign Languages issued "Diversity and Inclusion in Language Programs," a position statement highlighting the value of inclusive classrooms that support diverse perspectives and learning needs. That statement specifies that all students, regardless of background, should have ample access to language instruction. Meanwhile, in the wake of these two publications, the number of college students with disabilities continues to increase, as has the number of world language courses taught by graduate teaching assistants and contingent faculty. Disability and World Language Learning begins at the intersection of these two growing concerns: for the diverse learner and for the world language instructor. Devoted to practical classroom strategies based on Universal Design for Instruction, it serves as a timely and valuable resource for all college instructors-adjunct faculty, long-time instructors, and graduate assistants alike-confronting a changing and diversifying world language classroom.

This edited collection explores the use of Exploratory Practice (EP) by language teachers in classrooms. Written by practitioners, the chapters showcase unique examples of each principle of EP, with topics ranging from mentoring practitioner researchers, to teaching and learning in EAP, and investigating curriculum development in language teaching programs. The book provides example EP studies and gives voice to practitioners' experiences of the challenges they experienced as well as the benefits. Examples include tackling intercultural communication in linguistically and culturally diverse classrooms; pedagogy and curriculum design in language teaching; explorations of continuing professional development in language education. In doing so, it offers tools that can be transferred to other classroom contexts and used to aid teacher development. The concluding chapter highlights critical aspects of Exploratory Practice which emerge in the studies and examines how practitioners advanced their understandings. This book will appeal to those working in Applied Linguistics, TESOL research, as well as language teachers and teacher educators.

English language teaching has undergone a lot of changes with fads and trends coming and going for centuries. With the widespread use of English in diverse contexts, the innovations and changes around the world, English language scholars and practitioners faced new challenges. In the 21st century, there is a great need to examine "old" and to explore contemporary issues thoroughly from different angles. This volume aims at updating perspectives on English language teaching and teacher education, with a special focus on the Turkish EFL context, exploring the status of the English language, learner-centeredness, professional development, conceptualizing teaching, and professionalism. The book will be of value to scholars, prospective and practicing teachers in the TESOL field.

This book demonstrates the positive impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. They demonstrate the benefits of using moving images and films to develop intercultural awareness and promote multilingualism, and suggest Audiovisual Translation (AVT) activities and projects to enhance language learning. The book will be a valuable continuing professional development resource for language teachers and those involved in curriculum development, as well as bringing the latest research, theory and pedagogical techniques to teacher training courses.