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This book responds to a growing body of work in sociolinguistics
and applied linguistics that places an emphasis on situated
descriptions of language education practices and illuminates how
these descriptions are enmeshed with local, institutional and wider
social forces. It engages with new ways of understanding language
that expand its meaning by including other semiotic resources and
meaning-making practices and bring to the fore its messiness and
unpredictability. The chapters illustrate how a translingual and
transcultural orientation to language and language pedagogy can
provide a point of entry to reimagining what language education
might look like under conditions of heightened linguistic and
cultural diversity and increased linguistic and social
inequalities. The book unites an international group of
contributors, presenting state-of-the-art empirical studies drawing
on a wide range of local contexts and spaces, from linguistically
and culturally heterogeneous mainstream and HE classrooms to
complementary (community) school and informal language learning
contexts.
This book responds to a growing body of work in sociolinguistics
and applied linguistics that places an emphasis on situated
descriptions of language education practices and illuminates how
these descriptions are enmeshed with local, institutional and wider
social forces. It engages with new ways of understanding language
that expand its meaning by including other semiotic resources and
meaning-making practices and bring to the fore its messiness and
unpredictability. The chapters illustrate how a translingual and
transcultural orientation to language and language pedagogy can
provide a point of entry to reimagining what language education
might look like under conditions of heightened linguistic and
cultural diversity and increased linguistic and social
inequalities. The book unites an international group of
contributors, presenting state-of-the-art empirical studies drawing
on a wide range of local contexts and spaces, from linguistically
and culturally heterogeneous mainstream and HE classrooms to
complementary (community) school and informal language learning
contexts.
This book presents a radical turn in Second Language Acquisition
research by introducing a conceptual paradigm that challenges
rationalist, instrumental and empiricist approaches to language
learning theory. It argues for a shift in focus from measuring the
effectiveness of language learning processes to humanising the
language learning experience. This new paradigm explores the force
of affect, the imagination and creativity and their roles in
assembling language learners' intimate worlds. 'The personal' is
reclaimed and acts as driving force for language learning and the
sphere in which learners engage both their minds and bodies in a
constant socialization of feelings and emotions. The author
provides examples from real language learners using a variety of
modern languages to provide insights on the kind of personal worlds
that languages compel us to inhabit. This book will be of interest
to those working with language learning and language education
theory, language teachers, and researchers and students who are
interested in issues of identity and intercultural communication in
language learning.
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