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What do we need to know about language and why do we need to know
it? Providing the essential tools with which to analyse and talk
about language, this book demonstrates the relevance of linguistics
to our understanding of the world around us. This second edition
includes: - Discussion of key areas of contemporary interest, such
as neo-pronouns, translanguaging, and communication in the digital
arena -Two brand new chapters exploring language and identity, and
language and social media - A range of new and international
examples - New and updated references and suggested readings -
Tasks to aid learning at the end of each chapter - A glossary of
key terms. Introducing a set of practical tools for language
analysis and using numerous examples of authentic communicative
activity, such as overheard conversations, social media posts,
advertisements and public announcements, Why Do Linguistics?
explores language and language use from a social, intercultural and
multilingual perspective, showing how this kind of analysis works
and what it can tell us about social interaction. Also accompanied
by a new companion website featuring audio, video and other
supportive resources for students and teachers, this book will help
you to become an informed, active noticer of language.
Shortlisted for the BAAL Book Prize 2020 What do TESOL teachers
actually teach? What do they know about language, about English and
the ways it is used in the world? How do they view themselves and
their work, and how are they viewed by others? How is TESOL
perceived as a profession and as a discipline? How can teachers
make the most of the available resources? Can global English really
deliver what it seems to promise? These are some of the questions
explored in Rethinking TESOL in Diverse Global Settings, a book
which examines what we mean when we talk about English language
teaching and what we understand the job of an English language
teacher to be. Covering diverse teaching environments, from China
to Latin America and the Middle East, and from elementary school to
university, the authors take a critical look at TESOL by focusing
on the actual substance of the subject, language, and attitudes
towards it. Through concrete examples from language classrooms, in
the form of vignettes and accounts from native speaker and
non-native speaker teachers alike, they explore the experiences of
teachers worldwide in relation to issues of identity and
professionalism, nativeness and non-nativeness, and the pressures
of dealing with the expectations with which English has become
invested. While recognising the often precarious academic and
institutional status of TESOL teachers, the book pulls no punches
in challenging those teachers as a whole to become more ambitious
in their aims, positioning themselves not as mere skills providers,
but language experts, specialists in their subject, members of a
legitimate academic discipline. Only then, the authors argue, will
TESOL teachers and their work be taken seriously and their
expertise recognised.
What do we need to know about language and why do we need to know
it? Providing the essential tools with which to analyse and talk
about language, this book demonstrates the relevance of linguistics
to our understanding of the world around us. This second edition
includes: - Discussion of key areas of contemporary interest, such
as neo-pronouns, translanguaging, and communication in the digital
arena -Two brand new chapters exploring language and identity, and
language and social media - A range of new and international
examples - New and updated references and suggested readings -
Tasks to aid learning at the end of each chapter - A glossary of
key terms. Introducing a set of practical tools for language
analysis and using numerous examples of authentic communicative
activity, such as overheard conversations, social media posts,
advertisements and public announcements, Why Do Linguistics?
explores language and language use from a social, intercultural and
multilingual perspective, showing how this kind of analysis works
and what it can tell us about social interaction. Also accompanied
by a new companion website featuring audio, video and other
supportive resources for students and teachers, this book will help
you to become an informed, active noticer of language.
What do we need to know about language and why do we need to know
it? This book shows how viewing the world through a linguistics
lens can help us to understand how we communicate with each other
and why we do it in the ways we do. Above all this book is about
noticing. It is about encouraging readers to pay attention to the
language that surrounds them. The book addresses fundamental
linguistic questions such as: Where do people's beliefs about
language come from? Who decides what language we should speak? How
do we choose the best way to express what we mean? It introduces a
set of practical tools for language analysis and, using examples of
authentic communicative activity including overheard conversations,
Facebook posts and public announcements, shows how this kind of
analysis works and what it can tell us about social interaction.
Exploring language and language use from a social, intercultural
and multilingual perspective, the authors demonstrate the relevance
of linguistics in understanding day-to-day interaction. This book
will help readers not only to become informed, active observers of
language for its own sake, but also to be able to take on and
challenge some of the misconceptions, assumptions and prejudices
that so often underlie public discussion of language issues.
This book is about how genres affect the ways students understand
and engage with their disciplines, offering a fresh approach to
genre by using affordances as a key aspect in exploring the work of
first year undergraduates who were given the task of reworking an
essay by using a different genre. Working within a social semiotic
frame of reference, it uses the notion of genre as a clear,
articulated tool for discussing the relationship between knowledge
and representation. It provides pedagogical solutions to
contentions around 'genres', 'disciplines', 'academic discourses'
and their relation to student learning, identity and power, showing
that, given the opportunity to work with different genres, students
develop new ways of understanding and engaging with their
disciplines. Providing a strong argument for why a wider repertoire
of genres is desirable at university, this study opens up new
possibilities for student writing, learning and assessment. It will
appeal to teachers, subject specialists, researchers and
postgraduates interested in higher education studies, academic
literacies, writing in the disciplines and applied linguistics.
This book is about how genres affect the ways students understand
and engage with their disciplines, offering a fresh approach to
genre by using affordances as a key aspect in exploring the work of
first year undergraduates who were given the task of reworking an
essay by using a different genre. Working within a social semiotic
frame of reference, it uses the notion of genre as a clear,
articulated tool for discussing the relationship between knowledge
and representation. It provides pedagogical solutions to
contentions around genres, disciplines, academic discourses and
their relation to student learning, identity and power, showing
that, given the opportunity to work with different genres, students
develop new ways of understanding and engaging with their
disciplines. Providing a strong argument for why a wider repertoire
of genres is desirable at university, this study opens up new
possibilities for student writing, learning and assessment. It will
appeal to teachers, subject specialists, researchers and
postgraduates interested in higher education studies, academic
literacies, writing in the disciplines and applied linguistics.
Shortlisted for the BAAL Book Prize 2020 What do TESOL teachers
actually teach? What do they know about language, about English and
the ways it is used in the world? How do they view themselves and
their work, and how are they viewed by others? How is TESOL
perceived as a profession and as a discipline? How can teachers
make the most of the available resources? Can global English really
deliver what it seems to promise? These are some of the questions
explored in Rethinking TESOL in Diverse Global Settings, a book
which examines what we mean when we talk about English language
teaching and what we understand the job of an English language
teacher to be. Covering diverse teaching environments, from China
to Latin America and the Middle East, and from elementary school to
university, the authors take a critical look at TESOL by focusing
on the actual substance of the subject, language, and attitudes
towards it. Through concrete examples from language classrooms, in
the form of vignettes and accounts from native speaker and
non-native speaker teachers alike, they explore the experiences of
teachers worldwide in relation to issues of identity and
professionalism, nativeness and non-nativeness, and the pressures
of dealing with the expectations with which English has become
invested. While recognising the often precarious academic and
institutional status of TESOL teachers, the book pulls no punches
in challenging those teachers as a whole to become more ambitious
in their aims, positioning themselves not as mere skills providers,
but language experts, specialists in their subject, members of a
legitimate academic discipline. Only then, the authors argue, will
TESOL teachers and their work be taken seriously and their
expertise recognised.
What do we need to know about language and why do we need to know
it? This book shows how viewing the world through a linguistics
lens can help us to understand how we communicate with each other
and why we do it in the ways we do. Above all this book is about
noticing. It is about encouraging readers to pay attention to the
language that surrounds them. The book addresses fundamental
linguistic questions such as: Where do people's beliefs about
language come from? Who decides what language we should speak? How
do we choose the best way to express what we mean? It introduces a
set of practical tools for language analysis and, using examples of
authentic communicative activity including overheard conversations,
Facebook posts and public announcements, shows how this kind of
analysis works and what it can tell us about social interaction.
Exploring language and language use from a social, intercultural
and multilingual perspective, the authors demonstrate the relevance
of linguistics in understanding day-to-day interaction. This book
will help readers not only to become informed, active observers of
language for its own sake, but also to be able to take on and
challenge some of the misconceptions, assumptions and prejudices
that so often underlie public discussion of language issues.
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