Bøger i Educational Linguistics serien

This volume provides conceptual syntheses of diverging multilingual contexts, research findings, and practical applications of integrating content and language (ICL) in higher education in order to generate a new understanding of the cross-contextual variation.

This volume focuses on work that has its origin and motivation in formal linguistics and theory-driven research on the acquisition of grammar, and on this basis tries to establish links to language pedagogy, including students' and teachers' beliefs about what 'grammar' actually is.

This volume provides a unique interface between the material and linguistic aspects of communication, education and language use, and cuts across traditional disciplinary boundaries, drawing on fields as varied as applied linguistics, ethnology, sociology, history and philosophy.

This volume offers insights on language learning outside the classroom, or in the wild, where L2 users themselves are the driving force for language learning.

In this book I try to give a coherent and consistent overview of what an ecological approach to language learning might look like.

This volume comprises of chapters that deal with language proficiency relating to a wide range of language program issues including curriculum, assessment, learners and instructors, and skill development.

This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized ¿assumption¿ in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.

This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized "assumption" in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.

This volume addresses critical challenges and issues facing foreign language departments in colleges and universities across the U.S. It presents the insights of individuals who have built or are in the process of building foreign language curricula during a major transition period in postsecondary institutions.The authors of this volume come from various language departments and institutional experience from across the U. S., including private and public postsecondary foreign language teachers, researchers and administrators. The chapters address issues and provide templates for curricular change at all learning levels.The five sections of this book explore: Changing Perceptions about Foreign Language Learning; The Case for a Multi-literacy FL Curriculum in Concept and Assessment Praxis; Curricular Transformations: Historical Hurdles and Faculty Heuristics; Rethinking the Graduate Curriculum; Foreign Languages' Integration into the Interdisciplinary University.¿This thought-provoking and timely volume addresses the question of how historic and current disciplinary, institutional and political conditions affect curricular transformation in collegiate foreign language programs. Responding to the issues raised in the 2007 MLA Report, this collection of nine essays presents a diversity of curricular models and approaches from different theoretical perspectives focusing on the integration of language and content. The book will undoubtedly be of great interest to a broad audience, such as foreign language educators, curriculum designers, administrators, graduate students and researchers.¿ Nelleke Van Deusen-Scholl, Yale College, CT, USA.

No mere history of applied linguistics, this volume presents a framework for interpreting the development of applied linguistics as a discipline.

This volume documents international, national, and small-scale testing and assessment projects of English language education for young learners, across a range of educational contexts. Early language learning has become a major trend in English language education around the globe.

This book proposes that research into generative second language acquisition (GenSLA) can be applied to the language classroom.

Applied Linguistics and Language Teacher Education is aimed at applied linguists who are interested in understanding more about the learning of novice teachers in their classes.

The spread of English as an international language along with the desire to maintain local languages lead us to consider multilingualism as the norm rather than the exception.

Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study.

This book explores current thinking about the role of corrective feedback in language learning and teaching. Corrective feedback is a topic that is of relevance to both theories of second language learning and language pedagogy.

This volume provides a unique interface between the material and linguistic aspects of communication, education and language use, and cuts across traditional disciplinary boundaries, drawing on fields as varied as applied linguistics, ethnology, sociology, history and philosophy.

This volume explores the elusive subject of English prosody-the stress, rhythm and intonation of the language-, and its relevance for English language teaching.

Explores the direct relation of modern CALL (Computer-Assisted Language Learning) to aspects of natural language processing for theoretical and practical applications, and worldwide demand for formal language education and training that focuses on restricted or specialized professional domains.

Heteroglossia as Practice and Pedagogy

This book presents research on the situation minority language schoolchildren face when they need to learn languages of international communication, in particular English. Even though all chapters in this book involve minority languages, the issues discussed are relevant to any context in which more than language is used in education.

This volume contributes to the research in two different research areas: lexical availability studies and vocabulary research in second or foreign languages.

This book proposes that research into generative second language acquisition (GenSLA) can be applied to the language classroom.

I immediately recognized that the Internet would radically transform second language teaching and learning, and within a year had written my first book on the topic, E-Mail for English Teaching.

Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study.

This book examines the nature and development of language learner self-concept. It assesses the relevant literature in psychology and applied linguistics and describes qualitative research examining the self-concepts of tertiary-level EFL learners.