English as a Foreign Language in Saudi Arabia: New Insights into Teaching and Learning English offers a detailed discussion of key aspects of teaching and learning English in the Saudi context and offers a comprehensive overview of related research authored or co-authored by Saudi researchers. It provides readers with an understanding of the unique cultural, linguistic, and historical context of English in Saudi Arabia-with a focus on the principal factors that may influence successful teaching and learning of English in this country. Uniquely, the book looks separately at issues pertaining to in-country English learning and learners, and those pertaining to in-country English teaching and teachers. The volume also explores issues concerning Saudi learners and teachers in overseas contexts. Lastly, the book touches on the future of English as a Foreign Language and TESOL in Saudi Arabia and its implications for the field.

In 1945 Japan had to adjust very rapidly to sudden defeat, to the arrival of the American Occupation and to the encounter with the English language, together with a different outlook on many aspects of society and government. This scholarly book is based on in-depth interviews with people, now aged, who were school students at the time of the Occupation and who experienced first-hand this immense cultural change. The book considers the nature of the changing outlook, including democratization, the new role for the Japanese Emperor and all this represented for the place of tradition in Japanese life and the growing emphasis on individualism away from collectivism. It discusses the changing system of education itself, including new structures and new textbooks, and relates the feelings of the participants as they came to terms with defeat and the language and culture of the former enemy. Overall, the book provides a fascinating insight into a key period of Japanese history.

This volume addresses salient theoretical issues concerning the validity of research methods in second-language acquisition, and provides critical analysis of contextualized versus sentence-level production approaches. The contributors present their views of competence versus performance, the nature of language acquisition data, research design, the relevance of contextualized data collection and interpretation, and the desirability of a particularistic nomothetic theoretical paradigm versus more comprehensive consideration of multiple realities and complex influencing factors. This book presents varying and antithetical approaches to the issues, bringing together the thinking and approaches of leading researchers in langauge acquisition, language education, and sociolinguistics in an engaging debate of great currency in the field.

This volume addresses salient theoretical issues concerning the validity of research methods in second-language acquisition, and provides critical analysis of contextualized versus sentence-level production approaches. The contributors present their views of competence versus performance, the nature of language acquisition data, research design, the relevance of contextualized data collection and interpretation, and the desirability of a particularistic nomothetic theoretical paradigm versus more comprehensive consideration of multiple realities and complex influencing factors. This book presents varying and antithetical approaches to the issues, bringing together the thinking and approaches of leading researchers in language acquisition, language education, and sociolinguistics in an engaging debate of great currency in the field.

This shows that multilingusim does not pose for Africans the problems of communication that Europeans imagine and that the mismatch between policy statements and their pragmatic outcomes is a far more serious problem for future development

Over the past few years bilingualism has come to be seen not as a hindrance, but as an asset which, properly nurtured, will benefit children's linguistic awareness, cultural sensitivity and cognitive functioning. Bilingualism in the Primary School gives primary teachers a window on the experience of the bilingual children in their care. It helps them to make the most of what the children and their parents have to offer, giving those children a good start in the National Curriculum. The book covers three main areas: first, the ways in which bilingual children in school can learn English and at the same time have their first languages incorporated naturally into the curriculum; second, various approaches to the assessment of oral language (including children's mother tongue) and finally the bilingual experience of children, teachers and parents within the wider community. Many of the contributors to the book are themselves bilingual and are thus able to understand the children's experience from within, but they are also particularly careful to show monolingual teachers how to make use of children's mother tongue experience.

This book encourages readers to think about reading not only as an encounter with written language, but as a lifelong habit of engagement with ideas. We look at reading in four different ways: as linguistic process, personal experience, collective experience, and as classroom practice. We think about how reading influences a life, how it changes over time, how we might return at different stages of life to the same reading, how we might respond differently to ideas read in an L1 and L2. There are 44 teaching activities, all founded on research that explores the nature, value and impact of reading as an authentic activity rather than for language or study purposes alone. We consider what this means for schools and classrooms, and for different kinds of learners. The final part of the book provides practical stepping stones for the teacher to become a researcher of their own classes and learners. The four parts of the book offer a virtuous join between reading, teaching and researching. It will be useful for any teacher or reader who wishes to refresh their view of how reading fits in to the development of language and the development of a reading life.

Worldwide, more parents are opting for immersion pre-schooling for their children in order to benefit from its linguistic, educational, and cultural benefits. This immersion can be either bilingual or monolingual, aimed at early second language learning, or at language maintenance - offering minority language children mother-tongue support and enrichment. This book examines some of the key issues and policy concerns relating to immersion education in the early years. The term itself can be difficult in some political contexts, as can the differing outcomes noted by studies comparing monolingual programmes, and bilingual programmes for minority language children. The importance of training in immersion methodology for educators is discussed, as is the need to adapt preschool pedagogical practices to the immersion context, in order to provide optimal input for young language learners. One of the most pressing discussions surrounds differentiated provision - ensuring that the varying needs of children with language impairment, typical second language learners, and mother-tongue speakers with significant socioeconomic or linguistic disadvantages are all met. Overall, the book explores the challenges currently facing the sector, particularly with regard to training and professional development for practitioners, and the provision of appropriate materials in less widely used languages. Given the documented benefit of high quality immersion pre-schooling, this book fulfils an urgent need to increase the recognition of the sector. This book was published as a special issue of International Journal of Bilingual Education and Bilingualism.

Shadowing, an active and highly cognitive technique for EFL listening skill development, in which learners track heard speech and vocalize it simultaneously, is gradually becoming recognized. However, there remain a lot of mysteries and misunderstandings about it. This book uncovers shadowing in terms of theory and practice. This book cements shadowing as a separate technique from other similar techniques such as Elicited Imitation, Mirroring, and simple repetition, and provides ample empirical data to explain the function of Shadowing. It also elaborates on how Shadowing should be used in terms of materials, procedure, and learners' psychology, which would aid in instructors' use of Shadowing in teaching. A guide on a method effective in improving learners' bottom-up listening skills, this book will certainly prove useful to English Language learners and instructors in their linguistic pursuits.

Contrary to previously held beliefs that bilingualism wonder hinder cognitive and language development in children, research has shown that bilingual children show enhanced cognitive flexibility and an ability to better focus their attention. This book explores both emergent literacy and bilingualism in children in four Asian countries - Hong Kong, Singapore, Myanmar, and Taiwan, giving specific examples of how adults (including parents, teachers, and other education professionals) can use creative interaction - as opposed to rote learning - to increase children's interest in learning English as a second language. This is especially important in the increasingly computer-connected world, where innovation can be key in making second language learning both interesting and effective. Specific contributions to this volume include a case study of Taiwanese families analyzing home videos of their children's responses to the task of reading a Mandarin picture book; of vocabulary instruction in Hong Kong which requires children to gain triple language proficiency (Cantonese, English, and Mandarin); of the relation between Cantonese proficiency amongst 5 year olds in Hong Kong and their receptiveness to learning new English vocabulary; of the relation between English reading ability and Mandarin speaking ability amongst Singaporean children; of the importance of teachers' sensitivity to gender differences among 6 year olds in Singapore learning English as a second language; of the active promotion of storytelling by teachers in Myanmar, in order to develop children's interest in story structure, and to stimulate early language skills; and of an emphasis on family-based emergent literacy activities for children in Taiwan. This book was originally published as a special issue of Early Child Development and Care.

Education in the Global City examines education in Singapore through the critical lens of 'manufacturing'. The book brings together two disparate fields which inform each other, education and the 'global city'; and the book's contributors analyse and critique the manufacturing of Singapore education and Singapore's global city formation. The collection covers vocational education, language policies, Higher Education, English education, critical thinking, sex education, creativity, and critical feminist scholarship. Collectively, the book pries open the ideology of the manufacturing education system, and points out the tension between the nation and its ideologies, and the 'global city' aspirations. It also asks how education contributes to, and is shaped by, the market realities of Singapore's global city ambitions - which are at odds with the nationalistic local agenda and priorities of nation-building. In interrupting and speaking against the prevailing (and narrow) manufacturing of education for a teleological end, in spite of Singapore's successful nation-building, this book is an important contribution to critical education scholarship.This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

An account of the development of research and thinking in the field of learner language. Draws on wide-ranging research into contrastive analysis, bilingualism, theoretical linguistics and experimental psychology.

Most studies of the interwar years have focused on literary elites, rendering the era and its literature in almost exclusively male terms. Alison Light argues that we cannot make sense of the English character in the period, or understand the changes within literary culture, unless we recognize the extent to which the female population represented the nation between the wars.
From the traumatic aftermath of the First World War, "Forever England" traces the making of a conservative national temperament which could be defensive and protective, yet modernizing in outlook. In a series of literary analyses, Light defines this new version of "Englishness"; in particular, she looks at new kinds of readership and fiction, at the historical and emotional significance of the "whodunit," the burgeoning of historical romance, and the creation of a middlebrow culture.
As a feminist inquiry, "Forever England" argues fora social and political history that connects the interior structures of private life with their more public and national forms. It also makes the controversial proposal that feminism should come to terms with conservative, as well as radical, desires and their place in women's lives.
Scholarly and passionate, "Forever England" will appeal to those interested in the boundaries between literature and history and their different forms of story-telling, as well as the changing shapes of national and sexual identities.

An Introduction to Bilingualism provides a comprehensive review of the most important aspects of individual and societal bilingualism, examining both theoretcial and practical issues. The book is also concerned with multilingualism and includes several case studies of European linguistic minorities.

Introducing Course Design in English for Specific Purposes is an accessible and practical introduction to the theory and practice of developing ESP courses across a range of disciplines. The book covers the development of courses from needs analysis to assessment and evaluation, and also comes with samples of authentic ESP courses provided by leading ESP practitioners from a range of subject and global contexts. Included in this book are: The basics of ESP course design The major current theoretical perspectives on ESP course design Tasks, reflections and glossary to help readers consolidate their understanding Resources for practical ESP course development Examples of authentic ESP courses in areas such as business, aviation and nursing Introducing Course Design in English for Specific Purposes is essential reading for pre-service and in-service teachers, and students studying ESP and applied linguistics.

Published in 1981, this book describes and critically examines the standardised tests and modes of assessment available and most commonly used by speech therapists, psychologists and educationalists. Tests and other assessment procedures are discussed and therapeutic strategies suggested. Thus, psycholinguistic approaches such as ITPA, the Reynell Developmental Language Scales and the Aston Index; linguistic techniques such as LARSP and phonological assessments are described, and adult disorders as well as childhood problems, are reviewed. There is also a brief consideration of the problem of assessing the language of those not speaking English as a first language. The book serves as a core text for student speech therapists and also as a reference for those practicing or researching in speech therapy, special education and linguistic pathology.

At the forefront of current digital literacy studies in education, this handbook uniquely systematizes emerging interdisciplinary themes, new knowledge, and insightful theoretical contributions to the field. Written by well-known scholars from around the world, it closely attends to the digitalization of writing and literacies that is transforming daily life and education. The chapter topics-identified through academic conference networks, rigorous analysis, and database searches of trending themes-are organized thematically in five sections: Digital Futures Digital Diversity Digital Lives Digital Spaces Digital Ethics This is an essential guide to digital writing and literacies research, with transformational ideas for educational and professional practice. It will enable new and established researchers to position their studies within highly relevant directions in the field and to generate new themes of inquiry.

Over the past two decades, the Arabian oil-rich Gulf countries have faced enormous social, political, economic, cultural, religious, ideological and epistemological upheaval. Through detailed, critical comparative investigation, Neoliberalism and English Language Education Policies in the Arabian Gulf examines the impact of such disruption on education policies in a political and economic union, consisting of six countries: Saudi Arabia, the United Arab Emirates, Oman, Qatar, Bahrain and Kuwait. Using data collected from a wide range of sources, this thought-provoking book documents the inner workings of neoliberalism across a strategic geographical area of the Islamic world. The book teases apart the complex issues surrounding the ways in which access to English has been envisioned, contested, and protected from being challenged among different players within and between the Gulf countries. Osman Z. Barnawi explores the intensifying ideological debates between Islamic culture and Western neoliberal values, and questions whether Islamic values and traditions have been successfully harmonised with neoliberal capitalist development strategies for nation building in the Arabian Gulf region. Neoliberalism and English Language Education Policies in the Arabian Gulf will be of interest to academics, researchers and postgraduates working in the fields of language education and, more specifically, TESOL, applied linguistics, education policy, and teacher education.

Adult ESL/Literacy from the Community to the Community: A Guidebook for Participatory Literacy Training tells the story of a university-community collaboration to develop, implement, and evaluate a project designed to train immigrants and refugees as adult ESL and native literacy instructors in their own communities. Beyond the story of this one project, the book is also a clear and powerful explication of the underlying principles and premises of the program model it describes: community leadership development, a participatory approach to literacy instruction and instructor training, native language adult literacy instruction, and collaboration.

Addresses the complex & divisive issues at the heart of the debate over language diversity & the English Only movement in U.S. education. Offers a range of perspectives that teachers & literacy advocates can use to inform practice as well as policy.

Taking a sociocultural and educational approach, Language and Linguistics in Context: Readings and Applications for Teachers:introduces basic linguistic concepts and current perspectives on language acquisition;considers the role of linguistic change (especially in English) in the politics of language;acknowledges the role of linguists in current policies involving language; offers insights into the relationship between the structure of language systems and first- and second-language acquisition; the study of language across culture, class, race, gender, and ethnicity; and between language study and literacy and education; andprovides readers with a basis for understanding current educational debates about bilingual education, non-standard dialects, English only movements, literacy methodologies, and generally the importance to teaching of the study of language. The text is organized into three thematic units - "What is Language and How is It Acquired?"; "How Does Language Change?"; and "What is Literacy?". To achieve both breadth and depth - that is, to provide a "big picture" view of basic linguistics and at the same time make it specific enough for the beginner - a selection of readings, including personal language narratives, is provided to both introduce and clarify linguistic concepts. The readings, by well-known theoretical and applied linguists and researchers from various disciplines, are diverse in level and range of topics and vary in level of linguistic formalism. Pedagogical features: This text is designed for a range of courses in English and language arts, bilingualism, applied linguistics, and ESL courses in teacher education programs. Each unit contains a substantive introduction to the topic, followed by the readings. Each reading concludes with Questions to Think About including one Extending Your U

To most Americans, the law-especially noncriminal law-is a mystery that only someone with a law degree can solve. Understanding Law in a Changing Society renders the complexity of law at a level that everyone can understand. The book walks readers through the structure of the legal system, different divisions of civil law, and the core concepts and distinctions that underlie contemporary legal thought. It also provides insight into the way law and social change affect one another. With this revised and updated third edition, the authors have incorporated an updated preface and a new introduction; outlined a "How to Brief a Case" section; included new case studies, readings, and "You be the Judge" features for selected chapters; and for the first time added a glossary of legal terms and key websites to the book. Important developments in judicial selection, the state secrets doctrine, and family law (including same sex marriage, child custody, and unwed fathers' rights) are highlighted.

This book relates the author's stories about how languages have integrated her being, and defined and formed her sense of self. The idea of writing autobiographical stories of her multilingual life came from her long-term commitment to foreign language teaching and from a recent, extremely rich and valuable experience teaching English to immigrants in the U.S. While reading and studying various aspects of second-language-related-theory -- linguistics, psychology, anthropology, and sociolinguistics literature -- the author realized how estranged language learners are from all the research, speculations, hypotheses, and achievements of scholarship. A Russian immigrant, the author tells stories to her ESL students to help them understand why and at what price successful language acquisition and acculturation is realistic. Not only can students learn from her stories which encourage discoveries about their own behaviors or problems, but they might want to respond and tell about their own struggles with a foreign language. By becoming writers and interpreters of her text and by making it their own, students can construct their own virtual texts. The stories told throughout are those of a language learner, who is also a linguist and language teacher. As such, they can bridge the gap between second language research and practical teaching and learning. Moreover, this book can help initiate language learners along with their teachers into scholarship. Second language teachers and graduate students preparing for a teaching career might see this book as an illustration and validation of the studied theory and an inner voice of their students at the same time. Multidisciplinary by nature, it can also be used in several college courses such as cultural anthropology, anthropo- and socio-linguistics, sociology, multicultural education, ethnography, bilingualism, and the study of immigrant experience. There are numerous applications of the book in the education

This book explores the effects of the global spread of English by reporting on a sequential explanatory mixed-methods study of the language attitudes, motivation and self-perceived English proficiency of youth in two Italian cities. Participant narratives highlight the far-reaching role that English plays on the performance and attainment of present and desired future selves, illustrate that English is understood not as singular but as plural and paradoxical, and reveal that English learners, who do not all accept the capital of 'native' speakers, utilize tactics to negotiate their position(s) with respect to their target language. On the one hand, by narrowing in on a specific population and drawing extensively on interview exchanges, this work provides readers with a nuanced depiction of the identities, milieu and learning experiences of English language learners in Italy. On the other hand, this level of detailed analysis gives insight into the understandings, construction of meaning and negotiations of language learners who need and want to acquire English, the global language, worldwide. Indeed, the issues and questions that are raised in this book, such as those concerning research approaches and the definitions assigned to key concepts, have profound implications on the research of English(es) today and can inform future directions in global English teaching.