The legacy of English teaching and Christian missionaries is a flashpoint within the field of English language teaching. This critical examination of the place of Christianity in the field is unique in presenting the voices of TESOL professionals from a wide range of religious and spiritual perspectives. About half identify themselves as "Christian" while the others identify themselves as Buddhist, atheist, spiritualist, and variations of these and other faiths. What is common for all the authors is their belief that values have an important place in the classroom. What they disagree on is whether and how spiritual values should find expression in learning and teaching. This volume dramatizes how scholars in the profession wrestle with ideological, pedagogical, and spiritual dilemmas as they seek to understand the place of faith in education. To sustain this conversation, the book is structured dialogically. Each section includes a set of position chapters in which authors explain their views of faith/pedagogy integration, a set of chapters by authors responding to these positions while articulating their own views on the subject, and discussion questions to engage readers in comparing the positions of all the authors, reflecting on their own experiences and values, and advancing the dialogue in fresh and personal directions.

Drawing on vast amounts of new data from live, unscripted radio and TV broadcasts, and the internet, this is a brilliant and original analysis of colloquial English, revealing unusual and largely unreported types of clause structure. Andrew Radford debunks the myth that colloquial English has a substandard, simplified grammar, and shows that it has a coherent and complex structure of its own. The book develops a theoretically sophisticated account of structure and variation in colloquial English, advancing an area that has been previously investigated from other perspectives, such as corpus linguistics or conversational analysis, but never before in such detail from a formal syntactic viewpoint.

Learning hundreds of useful words, their meanings, and word tips doesn't always come easily, but Vocabulary For Dummies can help by providing the perfect context for enhancing vocabulary skills.

Vocabulary For Dummies helps you learn vocabulary that can enrich your speaking skills. Organized to be used as a reference for common vocabulary questions, this book presents words in easy-to-remember formats. This approach differs from other vocabulary books, which present the words in alphabetical order with no explanation of how they are used in communication. Every chapter is packed with the author's proven tips and tricks for remembering when and how to use a word, and ends with a challenge section so you can see what you have learned.

Pedantic about punctuation or scrupulous about spelling? You'll love this hilarious and definitive guide to 21st century language from grammar-guru Gyles Brandreth. 'Brilliant, clear, entertaining, very funny and often outright silly. Brandreth excels . . . in all his linguistic joie de vivre' Guardian __________ Why, like, does everyone keep saying 'like'? Why do apostrophe's keep turning up in the wrong place? Why do we get confused when using foreign phrases - and vice versa? Is it 'may be' or 'maybe'? Should it be 'past' or 'passed'? Is it 'referenda' or 'referendums'? FFS, what's happening to our language!? Our language is changing, literacy levels are dwindling and our grasp of grammar is at crisis point, so you wouldn't be alone in thinking WTF! But do not despair, Have You Eaten Grandma? is here: Gyles Brandreth's definitive (and hilarious) guide to punctuation, spelling, and good English for the twenty-first century. Without hesitation or repetition (and just a touch of deviation) Gyles, the Just A Minute regular and self-confessed grammar guru, skewers the linguistic horrors of our time, tells us where we've been going wrong (and why), and reveals his tips and tricks to ensure that, in future, we make fewer (rather than 'less') mistakes. End of. (Is 'End of' alright? Is 'alright' all right? You'll find out right here . . . ) 'Best thing ever, laugh-a-lot, spanning everything. Great book, I'm loving this' Chris Evans, BBC Radio 2

The book aims to demonstrate the diverse shapes that foreign language teaching and learning can have in various educational contexts, in terms of age groups (children, adolescents and adults), learning purposes (general language instruction vs. language for specific purposes) and instructional paradigms (language-oriented, interaction-oriented and post-method approaches). Special attention is paid to such key concepts in language teaching as motivation, auto-nomy, evaluation and assessment. This book tries to merge the macroperspec-tive, founded on such aspects of language instruction as defining competence, setting aims and objectives, developing curricula, planning lessons and evaluating learners' performance in general terms, with the microperspective of Poland as a place in which language instruction is run and whose specific problems are to be solved.

This absorbing collection of metaphors includes a variety of expressions with figurative meanings, like similes, proverbs, slang and catchphrases. It is the result of a lifetime of work on dialect and metaphor and gives an overview of the folk wisdom expressed in figurative expressions. The author draws on his extensive contact with the rural cultures of Dorset, Cornwall, Yorkshire and Lancashire, but has also included a range of sayings from North America, Australia, Scotland and other English speaking countries. With revised contents and an improved index to make individual entries easier to find, the Concise can be used to check the meaning and the origin of an expression or to avoid mixed metaphors, anachronisms and incongruities. It is a joy to browse long after your original query has been answered.

The legacy of English teaching and Christian missionaries is a flashpoint within the field of English language teaching. This critical examination of the place of Christianity in the field is unique in presenting the voices of TESOL professionals from a wide range of religious and spiritual perspectives. About half identify themselves as "Christian" while the others identify themselves as Buddhist, atheist, spiritualist, and variations of these and other faiths.

What is common for all the authors is their belief that values have an important place in the classroom. What they disagree on is whether and how spiritual values should find expression in learning and teaching. This volume dramatizes how scholars in the profession wrestle with ideological, pedagogical, and spiritual dilemmas as they seek to understand the place of faith in education. To sustain this conversation, the book is structured dialogically.

Each section includes a set of position chapters in which authors explain their views of faith/pedagogy integration, a set of chapters by authors responding to these positions while articulating their own views on the subject, and discussion questions to engage readers in comparing the positions of all the authors, reflecting on their own experiences and values, and advancing the dialogue in fresh and personal directions.

This volume examines the nature and significance of the reflexive aspect of natural language, its capacity to represent its own structure and use through reported speech and explicit statements about language-use (metapragmatics). It adopts a truly interdisciplinary approach. Part I contains papers outlining the volume's theoretical scope. Parts II and III contain anthropological case studies which show the formal devices behind reflexive usage in a variety of different languages and how they function in cultural life. Finally, Part IV shows the importance of understanding reflexive language in many other areas of the humanities and social sciences, including philosophy, psychology, religious studies, sociology and literary studies. Many of the contributors are senior scholars of international reputation: all are innovative researchers. Cumulatively their work here represents a critique of those researchers in the humanities and social sciences who fail to take language seriously both in the lives of those they study and in their own research practices.

Covering the training standards for NQTs and the Induction Standards and also fully exploring issues to do with subject knowledge in learning to teach, this is the essential guide for teachers of foreign languages. Acknowledging that an essential element of a secondary teacher's identity is tied up with their subject taught, the book is divided into three sections:

• framing the subject
• teaching the subject
• modern languages within the professional community.

This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it, and how to enagage with what pupils learn through it.

Written with teachers of modern foreign languages in the years of their early professional development in mind, this book is also suitable for those on PGCE courses, those in their induction year, and those in years two and three of their teaching career.

This volume brings together two prominent strands in second language acquisition theory and research: the concept of learner autonomy and computer-assisted language learning (CALL). Learner autonomy supports learners in becoming more reflective and communicative and in experimenting with language and language learning. CALL environments offer more and qualitatively different opportunities for learner autonomy than the traditional language classroom. This book offers researchers a starting point into researching learner autonomy in CALL contexts and offers teachers practical advice on chances and pitfalls in realizing learner autonomy goals in the CALL-supported classroom.

This study explored the experience of foreign language faculty in American colleges and universities. Foreign language faculty, because of the gender make-up of the field, their employment status, and their intellectual reputation are a particularly marginalized subset of the professoriate. Therefore, by studying their experience, it is possible to gain insights into the causes and effects of faculty marginalization in general--insights that are much needed in order to distribute academic power more evenly. In addition, in an increasingly globalized world, foreign language as a field of study and teaching makes important contributions to higher education, the U.S. economy, and more broadly, the promotion of cultural awareness and global understanding.
The study revealed that foreign language faculty population in terms of faculty status and rank. Women, faculty in the "less commonly taught languages," and responded to their marginalization in different ways, with faculty in the less commonly taught languages working most proactively to improve their status. Faculty administrative duties, such as committee service, appear to be a key way that faculty can work to alleviate their own marginalization, and participants also offered a variety of suggestions for institutional policy changes that would improve their experience.

"Routledge Applied Linguistics" is a series of comprehensive resource books, providing students and researchers with the support they need for advanced study in the core areas of English language and Applied Linguistics.
Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline. Section A," Introduction," establishes the key terms and concepts and extends readers' techniques of analysis through practical application. Section B, "Extension," brings together influential articles, sets them in context, and discusses their contribution to the field. Section C, "Exploration," builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses. Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the reader's understanding strengthened by tasks and follow-up questions.
"Second Language Acquisition":
* introduces the key areas in the field, including: multilingualism, the role of teaching, the mental processing of multiple languages, and patterns of growth and decline
*explores the key theories and debates and elucidates areas of controversy
*gathers together influential readings from key names in the discipline, including: Vivian Cook, William E. Dunn and James P. Lantolf, S.P. Corder, and Nina Spada and Patsy Lightbown.
Written by experienced teachers and researchers in the field, "Second Language Acquisition" is an essential resource for students and researchers of appliedlinguistics.

Easy Thai is a practical resource that brings the Thai language to learners and travelers everywhere. This invaluable guide introduces all the basics of the language, as well as vocabulary and tips for typical daily conversation. All dialogues are highly practical, authentic and illustrated with manga for easy memorization. A complete language course and pocket dictionary in one, this book includes: Native-speaker audio recordings Focus on daily communication Structured, progressive lessons An extensive glossary of commonly used words & phrases Pronunciation & sentence structure guide Etiquette tips and cultural dos and don'ts

This classic primer on spelling and pronunciation of words includes fascinating explanations of oft-forgotten subtle nuances of the English language.

This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the empirical description of particular practices constructed in classroom interaction that promote the learning of a second or foreign language. The authors examine in detail the processes by which the learning of additional languages is accomplished in the interaction of a variety of classrooms and in a variety of languages. Not only will the findings from the studies reported in this volume help to lay a foundation for the development of a more expansive, sociocultural model of second and foreign language learning, but on a more practical level they will help language educators in creating a set of principles for identifying and sustaining classroom interactional practices that foster additional language development.
The volume is distinguished in three ways:
* Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded.
* The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods.
* The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research.
Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.

Experiential Learning in Foreign Language Education explores and integrates the necessary knowledge base and practices in foreign language education in terms of the basic concepts of experiential learning, intercultural learning, autobiographical knowledge and teacher development, together with the philosophical underpinnings of foreign language education.

This volume brings together the current theoretical interest in reconceptualizing second and foreign language learning from a sociocultural perspective on language and learning, with practical concerns about second and foreign language pedagogy. It presents a set of studies whose focus is on the empirical description of particular practices constructed in classroom interaction that promote the learning of a second or foreign language. The authors examine in detail the processes by which the learning of additional languages is accomplished in the interaction of a variety of classrooms and in a variety of languages. Not only will the findings from the studies reported in this volume help to lay a foundation for the development of a more expansive, sociocultural model of second and foreign language learning, but on a more practical level they will help language educators in creating a set of principles for identifying and sustaining classroom interactional practices that foster additional language development.
The volume is distinguished in three ways:
* Following a Vygotskyan perspective on development, the studies assume that language learning is a fundamentally pragmatic enterprise, intrinsically linked to language use. This breaks from a more traditional understanding of second and foreign language learning, which has viewed learning and use as two distinct phenomena. The importance of classroom interaction to additional language development is foregrounded.
* The investigations reported in this book are distinguished by their methodological approach. Because language learning is assumed to be a situated, context-sensitive, and dynamic process, the studies do not rely on traditional experimental methods for collecting and analyzing data, but rather, they involve primarily the use of ethnographic and discourse analytic methods.
* The studies focus on interactional practices that promote second and foreign language learning. Although a great deal of research has examined first language learning in classrooms from a sociocultural perspective, little has looked at second and foreign language classrooms from such a perspective. Thus there is a strong need for this volume of studies addressing this area of research.
Researchers, teacher educators, and graduate students across the fields of second and foreign language learning, applied linguistics, and language education will find this book informative and relevant. Because of the programmatic implications arising from the studies, it will also appeal to teacher educators and teachers of second and foreign languages from the elementary to the university levels.

This volume offers the most comprehensive, up-to-date description of the wide array of second language programs currently available to undergraduate students in the United States and abroad. It brings together, for the first time, detailed descriptions of programs in foreign language, English as a second language (ESL), dual language (bilingual), American Sign Language, Native American, and heritage languages. Addressing both theory and practice, the volume presents the historical development, current practices, and future directions of each type of program, along with detailed case studies. For second language teachers, academic administrators, and teacher educators, this "Handbook" provides information that will be useful in making instructional and programmatic planning decisions.

This volume offers the most comprehensive, up-to-date description of the wide array of second language programs currently available to undergraduate students in the United States and abroad. It brings together, for the first time, detailed descriptions of programs in foreign language, English as a second language (ESL), dual language (bilingual), American Sign Language, Native American, and heritage languages. Addressing both theory and practice, the volume presents the historical development, current practices, and future directions of each type of program, along with detailed case studies. For second language teachers, academic administrators, and teacher educators, this "Handbook" provides information that will be useful in making instructional and programmatic planning decisions.

The Art of the Footnote reacquaints students and writers with the footnote as the most effective method for presenting all of the information that is necessary to make every manuscript lucid for every reader. This book shows why footnotes are valuable, even essential, as a part of writing in the context of the scientific and historical methods of research; how easy it is to become thoroughly familiar with the various types of notes and when to employ them; and how to create footnotes which are both clear and helpful to the reader. This book will be helpful in writing undergraduate term papers to large monographs because it describes specific cases in which footnoting is appropriate and it illustrates those with examples drawn from a variety of writings.

During the past decades, literacy has gradually become a major concern all over the world. Though there is a great diversity in both the distribution and degree of literacy in different countries, there has been an increasing awareness of the number of illiterates and the consequences of being illiterate. However, literacy is no longer seen as a universal trait. When one focuses on culturally-sensitive accounts of reading and writing practices, the concept of literacy as a single trait does not seem very feasible. A multiplicity of literacy practices can be distinguished which are related to specific cultural contexts and associated with relations of power and ideology. As such, literacy can be seen as a lifelong context-bound set of practices in which an individual's needs vary with time and place.
This volume explores the use of literacy outside the mainstream in different contexts throughout the world. It is divided into four sections. Section 1 presents an anthropological perspective--analyzing the society and the individual in a society. Section 2 presents a psychological perspective--focusing on the individuals themselves and analyzing the cognitive and affective development of young children as they acquire literacy in their first and second languages. Section 3 presents an educational perspective--highlighting the variations in educational approaches in different societies as well as the outcomes of these approaches. Section 4 summarizes the studies presented in this volume. Both theoretical issues and educational implications related to the development of literacy in two languages are discussed. An attempt is also made to open up new directions in the study of literacy development in multilingual contexts by bringing these various disciplinary perspectives together.

First published in 1986, this book examines the changing patterns in English usage and style. It encourages a constructive attitude to language, demonstrating the creative resources of grammar, discussing in detail the options of written style, and challenging the authoritarian spirit that inhibits usage. The central chapters are concerned with written usage, and pay close attention to questions of syntax and punctuation. The sense of writing, however, is always related to speech, and the value of usage as a social act is emphasised in the exploration of style as an individual function. Technical terms are explained and the text is illustrated with examples from literature and journalism.