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"Language, Culture and Identity in Applied Linguistics" is a
collection of papers from the BAAL Annual Conference at the
University of Bristol 2005. The thirteen papers, by researchers
from Britain and across Europe, represent a range of research
orientations within Applied Linguistics which connect in different
ways with issues in culture and identity. Two plenary addresses
from the conference, by Roz Ivanie and Srikant Sarangi, explore the
themes of identity and culture in contexts of learning and of work.
Papers addressing language planning and policy issues present
recent analyses of francophone identity in Canada and Sami identity
in Finland. The issues of culture and identity in writing are
explored in different papers from the perspective of identity
construction in academic writing, discipline cultures in higher
education contexts, the consequences of these for interdisciplinary
writers, and how writers construct audience identity though the
linguistic choices they make. Empirical studies of language
learning and teaching are also represented, with papers on
Processing Instruction and Intercultural Pragmatics. The themes of
identity and culture in these papers connect a range of
sub-disciplines within Applied Linguistics, and also connect
knowledge building in Applied Linguistics with pervasive themes in
research across the social sciences, into the ways people as
individuals and in communities understand, shape and represent
their experiences of learning and work.
This book explores the use of Exploratory Practice (EP) as a tool
for Continuing Professional Development (CPD) by language teachers,
and responds to the increasing demand for teachers to engage in
research. It presents the results of a unique two-year longitudinal
study that critically examines the implementation of EP by teachers
of English and modern foreign languages. Through these case
studies, the authors provide a critical account of EP as a form of
practitioner research that bridges the divide between theory and
practice. It emphasizes the centrality of teacher and learner
learning in language education curriculum improvement, and gives a
voice to teachers' perspectives on using EP in the classroom. This
book will be of interest to language education professionals and
scholars working in Applied Linguistics and Language Education.
This book explores the use of Exploratory Practice (EP) as a tool
for Continuing Professional Development (CPD) by language teachers,
and responds to the increasing demand for teachers to engage in
research. It presents the results of a unique two-year longitudinal
study that critically examines the implementation of EP by teachers
of English and modern foreign languages. Through these case
studies, the authors provide a critical account of EP as a form of
practitioner research that bridges the divide between theory and
practice. It emphasizes the centrality of teacher and learner
learning in language education curriculum improvement, and gives a
voice to teachers' perspectives on using EP in the classroom. This
book will be of interest to language education professionals and
scholars working in Applied Linguistics and Language Education.
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