This collection of essays tackles the issues that arise when multilingualism meets translation and discusses the findings with a particular focus on Slavonic migrant languages. Despite its high relevance from both the theoretical and the applied perspective, the intersection of multilingualism and translation has been rather neglected in international research on multilingualism. This volume intends to create a new angle within this wide field of research and to systematize the most relevant approaches and ideas on this topic in international Slavonic studies.

This book allows readers to explore the inner workings of a hybrid class from the perspectives of two instructors with different pedagogical orientations, from the students' perspectives, including learning outcomes and immediately practical teaching tools. The authors meet the challenge of how to preserve pedagogy and content while making good use of digital tools and online opportunities. Language teachers at the secondary and postsecondary level will enjoy the authors' first person narrative of the creation of a pedagogically-sound hybrid course, practical examples from their courses, as well as student learning outcomes and feedback on the various technological activities. During a year-long study of the authors' hybrid courses they used a mixed methods design to answers these questions: How does a hybrid course change our teaching? How does the hybrid course affect student learning experiences? What technology-based activities are most effective in our hybrid course?.

This volume looks at different ways in which research and educational practice in Computer Assisted Language Learning (CALL) can be linked. The chapters, contributed by academics and teachers of English, explore teacher training, material writing and sharing, course design and Open Educational Resources (OER).

This volume offers a collection of best practices carried out in university contexts with the aim of highlighting the relevant role that Language Centres play in the field of language learning and the benefit they receive from European project planning. Issues such as intercomprehension, integration and diversity, interlinguistic models in disadvantaged migration contexts, audio description, cinema and translation as well as crosscurricular studies for university students, learners' assessment, the promotion of plurilingualism in enterprises and in the legal field are tackled with special attention on the theoretical and practical dimensions that projects need to consider during the planning, implementation and dissemination actions. The variety of topics shows the daily liveliness that University Language Centres experience and the energy that they offer to the national and international communities. Thus the final chapter attentively explores strategies of Quality Assurance which further enhance the value of team work and project work within and beyond the academic context. This has the aim of promoting both cooperation that crosses geographical boundaries as well as quality in project dynamics which encourages a wide-angled multilingual and multicultural perspective.

An examination of how language functions in CLIL, based on a corpus of classroom interactions. Drawing on their wide experience as CLIL educators and researchers, the authors explore data collected in real CLIL classrooms from two interrelated perspectives: the CLIL classroom as an interactional context for developing language and content, and the genres and registers through which the meanings of the different academic subjects are enacted. From the analysis of this corpus of data, the authors provide a rich description of how CLIL students' language works and may be expected to develop. Also available separately as a hardback.

This best-selling dictionary is now in its 4th edition. Specifically written for students of language teaching and applied linguistics, it has become an indispensible resource for those engaged in courses in TEFL, TESOL, applied linguistics and introductory courses in general linguistics. Fully revised, this new edition includes over 350 new entries. Previous definitions have been revised or replaced in order to make this the most up-to-date and comprehensive dictionary available. Providing straightforward and accessible explanations of difficult terms and ideas in applied linguistics, this dictionary offers: Nearly 3000 detailed entries, from subject areas such as teaching methodology, curriculum development, sociolinguistics, syntax and phonetics. Clear and accurate definitions which assume no prior knowledge of the subject matter helpful diagrams and tables cross references throughout, linking related subject areas for ease of reference, and helping to broaden students' knowledge The Dictionary of Language Teaching and Applied Linguistics is the definitive resource for students.

The first edition of this highly successful book received praise from many practioners in the field of language and learning difficulties. "Any practioner with an interest in the acquisition of literacy who takes the time to study Overcoming Dyslexia in some detail...will gain fresh insights iinto how they might approach the teaching of reading and spelling." ----British Journal of Special Education The second edition of this practical book has been richly nourished by the experience of teachers and pupils usiing the first edition in the classroom. The authors have created new links between multisensory learning and the National Literacy Strategy and have applied these to the National Literacy Framework and the structure of the Literacy Hour. Part one gives an informative account of ther development of literacy skills and the barriers to learning for the dyslexic learner. Part two, a Skills in Action,a provides a clear route to the development of Individual Education Plans, and will appeal to SENCOs and teachers and assistants working with the updated Code of Practice, providing additional support at school level and a School Action Plus.a Part three, a The Step by Step Programme,a details a systematic approach to learning letter sounds and high frequency words that can be used as part of a specialist programme or within the Literacy Hour.

This book explores the use of mobile devices for teaching and learning language and literacies, investigating the ways in which these technologies open up new educational possibilities. Pegrum builds up a rich picture of contemporary mobile learning and outlines of likely future developments.

First Language versus Foreign Language deals with the "battle" that takes place in writers' heads when writing in a foreign language. Most academics today need to write in another language than in their first language (L1) in order to publish in internationally recognized journals. However, as writing research has shown, writing in a foreign language (FL) presents difficulties. The study compares L1 and FL writing, analysing written texts and the writing processes in terms of fluency, errors and revision. It takes a closer look at the "battle" between the L1 and the FL and offers useful insight. The findings allow a glimpse at the processes that take place in the brain, calling for new didactic approaches to FL writing.

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.

This empirical study investigates the acquisition and development of nominal morphology in L1-English-speaking children acquiring German as a second language in an immersion school context. The focus is on accuracy development in the emerging German article system. Embracing theoretical and applied aspects of second language acquisition research, the study brings together educational, cognitive and psycholinguistic dimensions of second language learning and teaching. Results have implications for curriculum design and quality development in language immersion and content and language integrated learning.

This volume explores the elusive subject of English prosody-the stress, rhythm and intonation of the language-, and its relevance for English language teaching. Its sharp focus will be especially welcomed by teachers of English to non-native speakers, but also by scholars and researchers interested in Applied Linguistics. The book examines key issues in the development of prosody and delves into the role of intonation in the construction of meaning. The contributions tackle difficult areas of intonation for language learners, providing a theoretical analysis of each stumbling block as well as a practical explanation for teachers and teacher trainers. The numerous issues dealt with in the book include stress and rhythm; tone units and information structure; intonation and pragmatic meaning; tonicity and markedness, etc... The authors have deployed speech analysis software to illustrate their examples as well as to encourage readers to carry out their own computerized prosodic analyses.

This practical resource book for teacher trainers and teachers of English and other languages provides task material for training seminars and development groups. The topics are wide-ranging--from the nature and processes of language learning to specific materials and techniques for use by teachers. The tasks are designed to stimulate meaningful discussion of issues related to language teaching and learning. The book contains forty tasks, of two types. The Discussion Tasks are designed to allow users to examine general principles and issues in the context of their specific teaching circumstances, and to exchange ideas. The Classroom-Based Tasks provide users with a practical framework for small-scale classroom research--testing out ideas, assumptions and hypotheses in the context of their own classes and learners. The tasks are cross-referenced, to help trainers integrate them into training and development programs.

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.

"

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.

The book contains a selection of papers reflecting cutting-edge developments in the field of learning and teaching second and foreign languages. The contributions are devoted to such issues as classroom-oriented research, sociocultural aspects of language acquisition, individual differences in language learning, teacher development, new strands in second language acquisition research as well as methodological considerations. Because of its scope, the diversity of topics covered and the adoption of various theoretical perspectives, the volume is of interest not only to theorists and researchers but also to methodologists and practitioners, and can be used in courses for graduate students.

Pushing the field forward in critically important ways, this book offers clear curricular directions and pedagogical guidelines to transform foreign language classrooms into environments where stimulating intellectual curiosity and tapping critical thinking abilities are as important as developing students' linguistic repertoires. The case is made for content-based instruction-an approach to making FL classrooms sites where intellectually stimulating explorations are the norm rather than the exception. The book explicitly describes in detail how teachers could and should use content-based instruction, explains how integration of content and language aims can be accomplished within a program, identifies essential strategies to support this curricular and pedagogical approach, discusses issues of assessment within this context, and more. Content-Based Foreign Language Teaching provides theoretical perspectives and empirical evidence for reforming curricula and instruction, describes models and curriculum planning strategies that support implementation of well-balanced FL programs, explores the transformative potential of critical pedagogy in the FL classroom, and offers illustrations of secondary and post-secondary language programs that have experimented with alternative approaches. Advancing alternatives to conventional curriculum design, this volume posits meaning-oriented approaches as necessary to create language programs that make a great difference in the overall educational lives of learners

The volume brings together a selection of invited articles and papers presented at the 4th International CILC Conference held in Jaen, Spain, in March 2012. The chapters describe English using a range of corpora and other resources. There are two parts, one dealing with diachronic research and the other with synchronic research. Both parts investigate several aspects of the English language from various perspectives and illustrate the use of corpora in current research. The structure of the volume allows for the same linguistic aspect to be discussed both from the diachronic and the synchronic point of view. The chapters are also useful examples of corpus use as well as of use of other resources as corpus, specifically dictionaries. They investigate a broad array of issues, mainly using corpora of English as a native language, with a focus on corpus tools and corpus description.

What is involved in acquiring a new dialect - for example, when Canadian English speakers move to Australia or African American English-speaking children go to school? How is such learning different from second language acquisition (SLA), and why is it in some ways more difficult? These are some of the questions Jeff Siegel examines in this book, which focuses specifically on second dialect acquisition (SDA). Siegel surveys a wide range of studies that throw light on SDA. These concern dialects of English as well as those of other languages, including Dutch, German, Greek, Norwegian, Portuguese and Spanish. He also describes the individual and linguistic factors that affect SDA, such as age, social identity and language complexity. The book discusses problems faced by students who have to acquire the standard dialect without any special teaching, and presents some educational approaches that have been successful in promoting SDA in the classroom.

Standardised tests and language certification exams have been a popular topic in the field of assessment for many years now. The washback effect of such tests, that is how and to which degree language tests influence teaching and learning, has been the focus of several research projects in various contexts with different results, but at the same time of significant importance. Investigating the impact and consequences of tests is a great step towards creating better and fairer tests. This book focuses on a research study of the washback effect of the FCE test (First Certificate in English), developed and administered by Cambridge English Language Assessment (formerly ESOL). The context of the study is Greece, where unique socioeconomic elements and characteristics have rendered language certification increasingly important and have significantly contributed to the quality and quantity of the washback effect produced.

C-Tests bestehen aus mehreren kurzen Texten, in denen fehlende Wortteile zu rekonstruieren sind. Sie haben hervorragende psychometrische Eigenschaften und werden in einer Vielzahl von Kontexten zur oekonomischen Messung von (allgemeiner) Sprachkompetenz eingesetzt. Dieser Band illustriert den aktuellen Stand der C-Test-Forschung. Der Fokus liegt auf Augenscheingultigkeit und Washback von C-Tests; C-Test-Leistung und Intelligenz; C-Tests als Screening-Instrumente fur TestDaF und SIMTEST; ROC-Analysen zur Zuordnung von C-Test-Ergebnissen zu den Kompetenzstufen des GER; Verwendung von C-Tests im Unterricht. Eine Besonderheit des Bandes ist die umfassende C-Test-Bibliographie des Herausgebers. C-Tests consist of several short texts in which the missing parts of words have to be reconstructed. C-Tests have excellent psychometric properties and are used in many contexts as economical tests of language proficiency. This collection of papers illustrates the state of the art of C-Test research. It focuses on face validity and washback of C-Tests, C-Test performance and intelligence, C-Tests as screening devices for TestDaF and SIMTEST, ROC analyses for relating C-Test scores to the CEFR as well as use of C-tests in the classroom. A special feature of the volume is the editor's comprehensive C-Test bibliography.

How did the (old) Hanyu Shuiping Kaoshi (HSK) assess the Chinese proficiency of non-native speakers of Chinese? What inferences can be derived from HSK test taker scores, especially from Western test takers? How difficult is it to learn Chinese according to the HSK? Thirty years of research have been synthesized into an argument-based approach for validating the most widespread test for Chinese as a foreign language. In addition, the author has analyzed the scores of a sample of over 250 German test takers in order to investigate how many hours German natives needed on average to study for reaching a specific HSK level. This work also extensively discusses validation theory for psychological testing, and it demonstrates how to put an argument-based approach to validation into practice.

Internationally recognised as one of the leading texts in its field, this volume offers a comprehensive introduction to vocabulary for language teachers who would like to know more about the way vocabulary works. Two leading specialists make research and theory accessible, providing the background knowledge necessary for practitioners to make informed choices about vocabulary teaching and testing. This second edition retains the popular format of the first edition, and has been rewritten to take account of the many developments in the past 20 years. There is a greater focus on the vocabulary learning process, with new chapters on incidental learning, and intentional learning, and a new wide-ranging discussion of formulaic language. The book now also includes extensive treatment of word lists and vocabulary tests, with explanations of their various strengths and limitations. Updated further reading sections, and new Exercises for Expansion make this volume more invaluable than ever.

Die Kommunikation in der Touristik hat in der germanistischen Forschungslandschaft bislang vergleichsweise wenig Beachtung gefunden. Mit seinen insgesamt 18 oftmals kontrastiv ausgerichteten Beitragen aus der Germanistik, Anglistik und Romanistik moechte der mehrsprachig angelegte Band dazu beitragen, die hier entstandene Lucke zu schliessen. Mit verschiedenen Schwerpunktsetzungen werden in den Beitragen sprachliche Darstellungswelten und -weisen in der Tourismuskommunikation, Sprach- und Kulturtransfer sowie sprachdidaktische Herausforderungen behandelt. Der Band setzt es sich insbesondere zum Ziel, einen einfuhrenden UEberblick uber Themenschwerpunkte und aktuelle Forschungstendenzen zu vermitteln.

Many countries have national policies in relation to English language teaching that are monitored through standardized tests, and students' performance in these tests may have a significant impact on their career prospects. When such high stakes become attached to a language test, it begins to play a far greater role than originally intended. A preeminent example is the College English Test (CET), taken biannually by upwards of ten million students in China, which makes it the world's largest national English test. Its impact is evident in many areas of Chinese society. Specified grades on the CET are requirements for graduation from universities, many job applications and even some residence permits. Consolidated CET results are widely used for rating teachers for promotion and for competitively grading institutions, hence influencing strategic planning by universities, government departments and companies, particularly those engaged in publishing or bookselling. The CET has, furthermore, given rise to a highly organized cheating 'industry', which is the subject of frequent governmental disclaimers and warnings. This book reports on an extensive study of the impact of the CET in China, both on the lives of students and teachers and on educational and governmental institutions. The authors also draw theoretical and practical implications from their study for educational planners in other countries.

As an issue of controversy, corrective or negative feedback has been a much debated and investigated topic in theory and research on second-language acquisition. This book contributes to the ongoing discussion by reporting on a classroom study which examined the effects of two corrective feedback types - recasts and clarification requests - on the acquisition of the French verb forms passe compose and imparfait. The study also looked at the role of individual differences in analytic ability, working memory and anxiety in predicting the learning gains. This research makes an original contribution by investigating the types of corrective feedback that have not previously been compared for French verb forms, by targeting high school learners, by eliciting both oral and written language production and by including tests of three factors of individual differences.