Bøger i New Perspectives on Language and Education serien

This book focuses on the nexus of language, disciplinary content and knowledge communication against the background of Higher Education's current push for internationalisation. It has an emphasis throughout on the practice of teaching and the barriers and enablers to that practice within a particular context.

This book considers the role of language education in a rapidly changing world. Drawing on their extensive experience in the field, the authors consider how changes in teacher education and student learning might lead to the development of the language competences and awareness needed for full and confident participation in our diverse societies.

This book examines the wide range of multilingual devotional performances engaged in by young Muslims in the UK today. It evaluates the contemporary mosque school in the UK and contrasts this with practices from the past and with prevailing discourses (both political and other) which suggest that such institutions are problematic.

This book highlights multilingual literacy practices inside classrooms as well as the importance of multilingual literacy outside of educational contexts. It provides a springboard for developing opportunities for learning and identity-building for all, across different settings.

This book highlights multilingual literacy practices inside classrooms as well as the importance of multilingual literacy outside of educational contexts. It provides a springboard for developing opportunities for learning and identity-building for all, across different settings.

This book focuses on the assessment of the academic language and literacy levels of students entering higher education, so as to identify those who would benefit from assistance in undertaking their studies successfully. The volume aims to bring the innovative solutions designed by South African educators to a wider international audience.

This book shares wisdom and strategies to help language teachers, teacher educators, and peace educators communicate peace, contribute to peace and weave peacebuilding into classrooms and daily life. The book's Language of Peace Approach and more than 50 creative activities nurture peacebuilding skills in students, educators and the community.

This book shares wisdom and strategies to help language teachers, teacher educators, and peace educators communicate peace, contribute to peace and weave peacebuilding into classrooms and daily life. The book's Language of Peace Approach and more than 50 creative activities nurture peacebuilding skills in students, educators and the community.

This book compares English as a Foreign Language teaching in Taiwan with Chinese as a Foreign Language education in England and highlights how classroom activities are embedded within ethnic or social group cultures, family resources and school visions or goals, and it highlights the potential for a perpetuation of social inequality as a result.

This book proposes a flexible and adaptive framework for designing and implementing language learning environments and tasks, which will be useful for practitioners working in classrooms where many languages are already spoken. The framework is based on a review of current research and an examination of case studies from around the world.

This book features stories from interviews with over 70 migrants from 41 countries, examining the language they use when talking about their migration experiences. The book interprets common themes from the stories using metaphor and metonymy analysis to lead to more nuanced understandings of migration that have implications for language teachers.

This book critically reviews essential approaches to literacy research and practice in the digital age while showing the relationships between these vital paradigms. This indispensable volume also introduces sensory literacies - a new approach with powerful potential for today's learning environments.

This book explores connections between the fields of foreign/second language teaching and adult learning through a case study of adult language learners at the college level. The book examines topics such as the value of adult language study, its effect on adult learners, as well as classroom practices that contribute to deeper learning.

This book examines the benefits of multilingual education that puts children's needs and interests above the individual languages involved. The case studies reveal that flexible multilingual education is the most promising way of moving towards the elusive goal of educational equity in today's world of globalisation, migration and superdiversity.

This book unravles the story English in post-revolutionary Iran. Situating it within the nation's broader social, political, economic and historical contexts, the book explores the politics, causes, and agents of the two diverging trends of indigenization/localization and internationalization/Anglo-Americanization in English education in Iran.

In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode.

Plagiarism and intellectual property law are two issues that affect every student and every teacher throughout the world. Both concepts are concerned with how we use texts - print, digital, visual, and aural - in the creation of new texts. This book discusses the explicit teaching of these concepts in an L2 writing classroom.

This book examines the professional identities of Japanese university English teachers. It focuses on how relatively new teachers develop their professional identities, how gender impacts the professional identities of female professors, and how teaching practices and beliefs reflect personal and professional identity.

This book explores the challenges and rewards of engaging students in literacy learning through multimedia design. The first research of its kind, it applies key themes of critical sociology to multiliteracies, inspiring educators to envisage the changing shape of literacy research.

This book documents a 16-year study of two elementary school foreign language programs. With a strong focus on what 'works' and is possible, the authors provide an evaluation of what is necessary to plan, implement and sustain a successful language course. The book contains invaluable information for those involved in these processes worldwide.

This book provides an overview of approaches to academic literacy instruction and their underpinning theories and a synthesis of the debate on academic literacy. It aims to raise awareness of innovative literacy pedagogies and argues for the transformation of academic literacy instruction in all universities with diverse student populations.

In this major new text, Joshua Fishman charts the rise of vernacular literacy in Europe, and the major social and economic changes that attended it. The book looks at how European colonizers viewed vernacular literacy efforts in their current and former colonies, and how technology affects vernacular literacy both now and in the future.

Spanish is spoken in many countries around the world. Like all languages, it has regional and social variation. Spanish speakers in the US will invariably come into contact with this great variety. This book addresses these aspects of Spanish, while describing its most important linguistic features.

This book presents the career narratives of an under-researched group of teachers: immigrant Filipino teachers of English working mainly with young and very young learners in Japan. It provides a nuanced and revealing critique of poststructuralist views of identity and proposes recognition theories as an alternative perspective.

This book contributes new perspectives from the Global South on the ways in which linguistic and discursive boundaries shape inequalities in educational contexts, ranging from Amazonian missions to Mongolian universities, using critical ethnographic and sociolinguistic analyses.

This book sets out duoethnography as a method of research, reflective practice and a pedagogical approach in English Language Teaching (ELT). The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.

This book addresses the incorporation of Global Englishes into language policy and curriculum, pedagogy and assessment practices, and focuses on a wide range of geographical and language contexts. It will be of interest to policymakers, curriculum developers and practitioner-researchers in the area of English language education.

This book sets out duoethnography as a method of research, reflective practice and a pedagogical approach in English Language Teaching (ELT). The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.

The chapters in this volume build on a growing body of ethnomethodological conversation analytic research on teaching in order to enhance our empirical understandings of teaching as embodied, contingent and jointly achieved with students in the complex management of various courses of action and larger instructional projects.

This book contributes new perspectives from the Global South on the ways in which linguistic and discursive boundaries shape inequalities in educational contexts, ranging from Amazonian missions to Mongolian universities, using critical ethnographic and sociolinguistic analyses.