This book, addressed to experienced and novice language educators, provides an up-to-date overview of sociolinguistics, reflecting changes in the global situation and the continuing evolution of the field and its relevance to language education around the world. Topics covered include nationalism and popular culture, style and identity, creole languages, critical language awareness, gender and ethnicity, multimodal literacies, classroom discourse, and ideologies and power. Whether considering the role of English as an international language or innovative initiatives in Indigenous language revitalization, in every context of the world sociolinguistic perspectives highlight the fluid and flexible use of language in communities and classrooms, and the importance of teacher practices that open up spaces of awareness and acceptance of --and access to--the widest possible communicative repertoire for students.

This text introduces teachers to research methods they can use to examine their own classrooms in order to become more effective teachers. Becoming familiar with classroom-based research methods not only enables teachers to do research in their own classrooms, it also provides a basis for assessing the findings of existing research. McKay emphasizes throughout that what a teacher chooses to examine will dictate which method is most effective. Each chapter includes activities to help readers apply the methods described in the chapter, often by analyzing research data. *Chapter I, Classroom Research, introduces the reader to major research purposes and research types as they relate to classroom research, the distinction between quantitative and qualitative research, the formulation of research questions and research designs, and ethical issues in research. *Chapter II, Researching Teachers and Learners, presents research methods that can be used to examine teachers' and learners' attitudes and behaviors: action research, survey research, interviews, verbal reports, diary studies, case studies, and ethnographies. *Chapter III, Researching Classroom Discourse, deals with methods that can be used to study the oral and written discourse of classrooms: interaction analysis, discourse analysis, text analysis, and ways to examine the social and political assumptions underlying the choice and presentation of content in second language teaching materials. *Chapter IV, Writing Research Reports, provides guidelines for both thesis writing and journal articles. Researching Second Language Classrooms is an ideal text for TESOL research methods courses and an essential resource for inservice teachers who wish to undertake classroom research.

In a growing number of countries, English is required as a foreign language for all students, English language learning is being encouraged at a younger and younger age, and English proficiency tests are key in many high-stakes educational and professional decisions. What general principles should inform a socioculturally sensitive pedagogy and what pedagogical practices would be consistent with these principles?

Directly addressing these essential questions, this book explores the pedagogical implications of the continuing spread of English and its role as an international language. In each chapter an expert on a particular aspect of English language teaching reflects on what the spread of English suggests for classroom principles and practice and provides specific examples of practices that are consistent with these principles. All chapters include activities, discussion questions, and an illustrative vignette that encourage teachers to apply the pedagogical practices to their own classroom and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, this book fills a critical need in the field.

This book, addressed to experienced and novice language educators, provides an up-to-date overview of sociolinguistics, reflecting changes in the global situation and the continuing evolution of the field and its relevance to language education around the world. Topics covered include nationalism and popular culture, style and identity, creole languages, critical language awareness, gender and ethnicity, multimodal literacies, classroom discourse, and ideologies and power. Whether considering the role of English as an international language or innovative initiatives in Indigenous language revitalization, in every context of the world sociolinguistic perspectives highlight the fluid and flexible use of language in communities and classrooms, and the importance of teacher practices that open up spaces of awareness and acceptance of --and access to--the widest possible communicative repertoire for students.

Present-day globalization, migration, and the spread of English have resulted in a great diversity of social and educational contexts in which English learning is taking place. A basic assumption of this book is that because English is an international language, effective pedagogical decisions cannot be made without giving special attention to the many varied contexts in which English is taught and learned. Its unique value is the combination of three strands ? globalization, sociolinguistics, and English as an international language ? in one focused volume specifically designed for language teachers, providing explicit links between sociolinguistic concepts and language pedagogy.

International English in Its Sociolinguistic Contexts

• fully recognizes the relationship between social context and language teaching
• describes the social and sociolinguistic factors that affect the teaching and learning of English
• examines how the social context is influential in determining which languages are promoted in schools and society and how these languages are taught
• is unique in directly relating basic constructs in sociolinguistics to English language teaching
• features case studies that illustrate the diversity of English teaching contexts

Directed to a wide TESOL and applied linguistics professional readership, this text will be particularly useful and effective for pre-service and in-service professional development in TESOL for K-12 and higher education levels.

Present-day globalization, migration, and the spread of English have resulted in a great diversity of social and educational contexts in which English learning is taking place. A basic assumption of this book is that because English is an international language, effective pedagogical decisions cannot be made without giving special attention to the many varied contexts in which English is taught and learned. Its unique value is the combination of three strands ? globalization, sociolinguistics, and English as an international language ? in one focused volume specifically designed for language teachers, providing explicit links between sociolinguistic concepts and language pedagogy.

International English in Its Sociolinguistic Contexts

• fully recognizes the relationship between social context and language teaching
• describes the social and sociolinguistic factors that affect the teaching and learning of English
• examines how the social context is influential in determining which languages are promoted in schools and society and how these languages are taught
• is unique in directly relating basic constructs in sociolinguistics to English language teaching
• features case studies that illustrate the diversity of English teaching contexts

Directed to a wide TESOL and applied linguistics professional readership, this text will be particularly useful and effective for pre-service and in-service professional development in TESOL for K-12 and higher education levels.

This text introduces teachers to research methods they can use to examine their own classrooms in order to become more effective teachers. Becoming familiar with classroom-based research methods not only enables teachers to do research in their own classrooms, it also provides a basis for assessing the findings of existing research. McKay emphasizes throughout that what a teacher chooses to examine will dictate which method is most effective. Each chapter includes activities to help readers apply the methods described in the chapter, often by analyzing research data.
*Chapter I, "Classroom Research," introduces the reader to major research purposes and research types as they relate to classroom research, the distinction between quantitative and qualitative research, the formulation of research questions and research designs, and ethical issues in research.
*Chapter II, "Researching Teachers and Learners," presents research methods that can be used to examine teachers' and learners' attitudes and behaviors: action research, survey research, interviews, verbal reports, diary studies, case studies, and ethnographies.
*Chapter III, "Researching Classroom Discourse," deals with methods that can be used to study the oral and written discourse of classrooms: interaction analysis, discourse analysis, text analysis, and ways to examine the social and political assumptions underlying the choice and presentation of content in second language teaching materials.
*Chapter IV, "Writing Research Reports," provides guidelines for both thesis writing and journal articles.
"Researching Second Language Classrooms" is an ideal text for TESOL research methods courses and an essentialresource for inservice teachers who wish to undertake classroom research.

English today is a global language embedded in a great variety of social contexts, resulting in linguistic and pedagogical variation. Taking a new look at the teaching and assessing of English as an international language (EIL), this text highlights overarching principles and provides specific strategies for responding to questions and challenges posed by the changing demographics of English language learners and users around the world. Teaching and Assessment in EIL Classrooms introduces an original, coherent framework in which needs analysis, pedagogical principles, and assessment are integrated describes variables that influence effective teaching and assessment and the characteristics of various EIL teachers and learners emphasizes that pedagogical and assessment decisions need to be based on the learning and teaching needs of each specific EIL context includes specific principles and strategies for teaching and assessing grammar, oral language, and literacy skills in EIL classrooms provides strategies for integrating computer-mediated language into EIL classrooms in ways that promote cross-cultural awareness, language development, and individualized learning Timely, accessible, and practical, this text for graduate and pre- and in-service courses on language teaching and assessment is at the forefront in providing valuable information and guidance for enabling principled and context-sensitive praxis in EIL classrooms worldwide.

In a growing number of countries, English is required as a foreign language for all students, English language learning is being encouraged at a younger and younger age, and English proficiency tests are key in many high-stakes educational and professional decisions. What general principles should inform a socioculturally sensitive pedagogy and what pedagogical practices would be consistent with these principles?

Directly addressing these essential questions, this book explores the pedagogical implications of the continuing spread of English and its role as an international language. In each chapter an expert on a particular aspect of English language teaching reflects on what the spread of English suggests for classroom principles and practice and provides specific examples of practices that are consistent with these principles. All chapters include activities, discussion questions, and an illustrative vignette that encourage teachers to apply the pedagogical practices to their own classroom and to reflect on the effects of such practices. Designed for pre-service and in-service teachers of English around the world, this book fills a critical need in the field.

English today is a global language embedded in a great variety of social contexts, resulting in linguistic and pedagogical variation. Taking a new look at the teaching and assessing of English as an international language (EIL), this text highlights overarching principles and provides specific strategies for responding to questions and challenges posed by the changing demographics of English language learners and users around the world. Teaching and Assessment in EIL Classrooms introduces an original, coherent framework in which needs analysis, pedagogical principles, and assessment are integrated describes variables that influence effective teaching and assessment and the characteristics of various EIL teachers and learners emphasizes that pedagogical and assessment decisions need to be based on the learning and teaching needs of each specific EIL context includes specific principles and strategies for teaching and assessing grammar, oral language, and literacy skills in EIL classrooms provides strategies for integrating computer-mediated language into EIL classrooms in ways that promote cross-cultural awareness, language development, and individualized learning Timely, accessible, and practical, this text for graduate and pre- and in-service courses on language teaching and assessment is at the forefront in providing valuable information and guidance for enabling principled and context-sensitive praxis in EIL classrooms worldwide.

This book provides an introduction to the field of sociolinguistics for second and foreign language teachers. Chapters cover the basic areas of sociolinguistics that have a bearing on language teaching, including regional and social variations in dialects, language and gender, World Englishes, and intercultural communication. Each chapter has been specially written for this collection by an individual who has done extensive research on the topic explored. For each topic there is an overview of central terms and issues, and a discussion of implications for the language classroom. This is the first introductory text to address explicitly the pedagogical implications of current theory and research in sociolinguistics. The book will also be of interest to any teachers with students from linguistically diverse backgrounds.

In his 1896 short story, "The Figure in the Carpet," James sets forth a riddle for his critical readers as he approaches the major phase in his career. He imagines a fictional novelist, Hugh Vereker, who tantalizes his critics with the idea of a single thread, a design woven throughout all of his major works, hidden in plain sight. The design, Vereker says, is as "obvious as a foot stuck in a shoe" but the distinguished novelist is convinced no one will ever see it. One critic, Corvick, however, during a trip to India, has an astonishing flash of revelation: he sees the figure and the discovery is "immense." When Corvick returns and shares his epiphany with Vereker, the novelist assures him that his discovery is precisely accurate; there is not "a single, wrong note." But Corvick dies in a car crash before he can write his definitive book on Vereker's secret design. My book will show the reader that there is indeed a "figure in the carpet" in all of the major works of Henry James himself. The pattern is fully manifested in "The Turn of the Screw" in 1897 and remains the consistent thread all the way through the Master's final completed novel, "The Golden Bowl," in 1904. My own discovery of "the figure in the carpet" transpired in a succession of revelations over the thirty years it took me to complete this book. I began writing about the relation of writing to painting and how James translates structural aspects of the silent art of painting into prose. James borrows both silence and simultaneity from the painter, his "brother of the brush," and experiments with their narrative equivalents. I saw with increasingly clarity that James' admiration of the powers of painting led him into depicting non-verbal aspects of consciousness in language. Finally I saw the whole system lock into place; everything fit. The figure in the carpet was revealed as visible silence. James brings the reader into the full consciousness of his character by taking us into the silent radiation of the visible. As readers we experience the silence before language, the silence between words, and the silence after language. In this book I will show my reader how "the figure in the carpet" operates as the controlling design in "every square inch of text" in each of James' most famous novels and tales.

This text examines sociopolitical, economic, familial, and educational agendas that influence attainment of second language literacy. The paperback examines the sociopolitical, economic, familial, and educational agendas that influence an immigrant's attainment of literacy in a new language. Each agenda is introduced through illuminating case studies drawn from research in North America, Australia, and the United Kingdom. Professor McKay analyzes the conflicts among different interest groups and paints a sensitive picture of how the needs of an individual may be at odds with any and all of the various literacy agendas. The book addresses teachers and teachers-in-training involved in second language education, whether their students are in special language classes, bilingual education, or enrolled in the mainstream curriculum. It also provides valuable insights to individuals responsible for developing second language literacy policies in the political, labor, and educational sectors.