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Why do questions about idioms often leave us "tongue-tied" in our
classrooms? This book takes a look at learning and teaching idioms
from two perspectives. First is a survey of recent work on learning
and teaching idioms from diverse perspectives in the linguistics
and educational research literature. The survey includes
definitions of idioms from theoretical and pedagogical literature,
focusing in particular on cognitive, cross-linguistic, and social
constructionist research. Second is a summary and critique of idiom
textbooks and classroom practices from around the world.
Based on ethnographic and policy data collected over a ten-year
span at a university in the People's Republic of China, this book
analyses the history of English Language Teaching (ELT) polices in
Chinese higher education. The book uses the university as a lens in
which to investigate the creative imaginations and divergent
(re)appropriations of teaching methods, learning materials, and
language use in the Chinese ELT context. Book chapters move beyond
mere descriptions of tensions and point to the local understandings
and practices of English teachers (both local and foreign) and
students. Working together, these teachers and students are
constantly articulating new social and political conditions and
meanings outside and inside given discourses and traditions of ELT.
The book's main argument is that these multiple stakeholders must
be given a more prominent role in shaping policy and curriculum at
universities and other English language contexts around the world.
This edited book addresses ways in which 'bodies' conceived broadly
- get languaged, and ways in which ideas of 'normalcy' and 'normal'
bodies are held in place and reproduced. The articles show how it
is through this medium that people with ailments or 'unusual'
bodies get positioned and slotted in certain ways. The present
volume represents a departure from other works in at least two
ways. First, it brings in discourses around bodies per se into
language-related research, a realm that previous research has not
directly engaged. Second, it ushers in discussions about bodies by
critically addressing the language by which experiences around
bodily breakdowns and ailments occur. Calling attention to a host
of discourses - biomedical, societal, poststructuralist - and
drawing on a variety of disciplinary perspectives, critical
theories, ethnographically gathered materials, and extant data, the
chapters pierce the general veil of silence that we have
collectively drawn regarding how some of our most intimate body
(dis)functions impact our everyday living and sense of "normalcy".
This is a practical guide to planning, conducting and presenting a
sociolinguistic research project. Written in an accessible and
engaging style, the book begins with a brief review of what
sociolinguists study and how they study it, before guiding students
step-by-step through the research process. It presents a range of
qualitative and quantitative data collection and analysis methods,
including surveys, interviews and corpora, supported by examples
from both published researchers and student projects. Drawing on
the experiences of their own students, the authors provide
supportive guidance on common areas of difficulty, such as framing
questions, selecting participants and interpreting data. The final
part shows you how to organise and write up your findings. Chapters
are further enriched with hands-on activities and discussion
questions. This is an essential companion for budding
sociolinguistic researchers with a desire to understand the
linguistic landscapes around them and communicate their findings to
others.
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