Bøger i Oxford Applied Linguistics serien

This is the first book dedicated exclusively to presenting the current state of scholarship on multilingual development and language use among adolescents. Drawing upon the fast-growing interdisciplinary field of youth studies, the book provides a detailed examination of the linguistic, cognitive, and literacy development of multilingual teenagers in home, school, community, and global contexts.Areas covered include: effective needs analysis using the CEFR as a resource for course planning writing scenarios for classroom teaching and assessment triangulating course objectives, materials, and learners' goals key terminologyExtra resources are available on the website:www.oup.com/elt/teacher/lcpBrian North is a co-author of the CEFR and of its companion volume, and wasChair of Eaquals from 2005 to 2010. Mila Angelova is the Academic Vice Chair of Eaquals and Head Director ofStudies at AVO Language and Examination Centre, in Sofia. Elzbieta Jarosz is a member of the Eaquals Certification Panel and is theAcademic Director of Gama College, in Krakow. Richard Rossner is a co-founder of Eaquals, and a co-author of the EuropeanProfiling Grid and the Eaquals Framework.

Ken Hyland provides an authoritative discussion of key aspects of writing for academic publication. What are the issues surrounding particular academic genres? What are the processes experienced by scholars writing in these genres on the way to publication?The book explores some of the biggest issues and challenges in academic publication, including:the impact of English as a global academic language,the growth of the assessment culture surrounding publication,the practices of knowledge construction at institutional and local levels, the emergence of Open Access and social media publishing. As well as outlining implications for pedagogy in the English-language classroom, Hyland fully evaluates the social practices surrounding knowledge creation and the political implications of global publishing. "e;Ken Hyland's book is an important contribution to the literature on academic publishing. It is accessibly written, key concepts and themes are well explained, and the issues that are discussed are clearly connected to the challenges faced by academic writers."e; Brian Paltridge, Professor of TESOL, University of SydneyKen Hyland is the Head of the Centre for Applied English Studies and holds the Chair of Applied Linguistics at the University of Hong Kong. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman

This book offers research evidence documenting the significant impact of low literacy skill on adolescents' processing of oral L2 input and acquisition.

The Psychology of Second Language Acquisition offers a systematic and accessible overview of the main psychological areas and theories in order to keep abreast of the ongoing paradigm shift.

A study of the role of language input, interaction, and corrective feedback in second-language learning and Second Language Acquisition research

Provides a much-needed overview of current themes and research on child second language learning.

Janet Enever explores the complex forces that shape nationaland local language education policymaking for the earlyintroduction of English as a foreign language at primary andpre-primary levels worldwide. This is the first book of itskind demonstrating the extent to which English is nowperceived as a prerequisite for participation in the globaleconomy, reflecting the rapid development of early startEnglish now exploding across Asia, Latin America, and otherfast-growing economies. "e;This is a timely and important book. Professor Eneverdemonstrates comprehensive knowledge of primary Englishpolicy and practice in a range of countries and, from a soundtheoretical framework, draws together evidence to showhow policies are all too often guided by short-term politicalconsiderations rather than sound educational practice. Whilst critiquing inappropriate practice, she also analysesthe conditions which have the potential to lead to quality -and equitable - English language programmes at theprimary level."e;David Hayes, Department of Applied Linguistics,Brock University, Canada

This book has two goals, each related to the validity oflanguage assessment. The first goal is to explore the differencebetween fairness and justice in language assessment. Theauthors distinguish internal and external dimensions of theequitable and just treatment of individuals taking languagetests which are used as gatekeeping devices to determineaccess to education and employment, immigrant status,citizenship, and other rights. The second goal is to show howthe extent of test fairness can be demonstrated and improvedusing the tools of psychometrics, in particular the modelscollectively known as Rasch measurement. "e;This book will have an enormous impact on the field oflanguage assessment. Using Rasch analysis models toexplore and identify sources of unfairness, the authorsmake a compelling case for fairness in the design andimplementation of language assessment instruments andfor justice in the interpretation and use of test results. A real strength of the book is that it guides readers throughanalytical techniques in an accessible way."e;Dan Douglas, Professor Emeritus, Applied Linguistics Program,Iowa State University.

Donald Freeman examines how core ideas and practices in educating second language teachers relate to and differ from teacher education in other content areas. He weaves together research in general and second language teacher education with accounts of experience and practice to examine how background knowledge is defined in language teaching. Throughout, Freeman demonstrates how understanding the processes of teacher learning, knowing, thinking, and reflecting are 'the same things done differently' in second language teacher education. Educating Second Language Teachers reconsiders pre- and in-service teacher education, and proposes a detailed, comprehensive design theory for teacher education. "e;A masterful account of the landscape of second language teacher education and the development of its theoretical assumptions and practices. It offers a unique and original conceptualization of the field and will be an invaluable resource for teachers, teacher educators and researchers."e; Jack C. Richards, University of Sydney and University of AucklandAdditional online resources are available atwww.oup.com/elt/teacher/eslt Donald Freeman is Associate Professor of Education at the University of Michigan. Oxford Applied Linguistics Series Advisers: Anne Burns and Diane Larsen-Freeman

An overview of form-focused instruction as an option for second language grammar teaching. It combines theoretical concerns, classroom practices, and teacher education.

Accessible introduction to rapidly growing field of interest across disciplines. Explains key constructs: chaos; complexity; dynamic systems; emergence etc. Demonstrates applications to areas of applied linguistics. Illustrates how complex systems thinking can challenge established ideas. Discusses implications for theory, research, and practice.

This new, fully updated edition continues to provide an authoritative and highly readable introduction to key areas of theory and research in second language acquisition.

Examines how formulaic language ("lexical chunks") is used in a variety of real-life situations.Presents a framework for examining the existence and function of formulaic language and tests it extensively against language data within a wide variety of language samples. Formulaic language is a fast-growing area of applied linguistic research, and the author is a key figure in this field.

This edited collection of empirical studies examines the link between interaction and second language learning. The studies provide readers with insights into a wide variety of issues at the centre of current research into the relationship between conversational interaction and second language learning outcomes.

Presents the worlds and conflicts of TESOL teachers and researchers, whose professional lives are influenced by the interfaces created by working with an international language. This book discusses the balance of power in classroom and curriculum, the relation between language, culture, and discourse, and the change in the ownership of English.

There are several issues in English teaching on which applied linguists take very different positions like linguistic imperialism, the validity of critical discourse analysis, and the pedagogic relevance of corpus descriptions of language. This book presents exchanges between scholars and directs attention to the key points at issue.

Explores the relationship between research, teaching, and tasks. This book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment.

Describes strategies employed by teachers and students in periphery communities to use the English language while resisting the linguistic imperialism as the consequence of the global ELT enterprise. This book outlines critical pedagogy suitable for ELT in formerly colonized communities. It is also useful for curriculum planners and policy makers.

Representing a major statement of the research being conducted on the learning of second languages from a sociocultural perspective, this book - with a theoretical, and a separate empirical part - covers topics that include learning and teaching languages in the zone of proximal development, and L1 mediation in the acquisition of L2 grammar.

Takes a particular perspective on the nature of poetry and follows this through to proposals for teaching. This book focuses attention on how the use of language in short poems can set up conditions for individual interpretation and the representation of reality in ways other than those which are established by normal social convention.

Home to the most innovative studies in its field, the Oxford Applied Linguistics series furthers research in English teaching and learning, and provides strong foundations for language pedagogy.

This book explores the contemporary phenomenon of English as an international language, and sets out to analyse how and why the language has become so dominant. It looks at the spread of English historically, at the role it plays in Third World countries, and at the ideologies transmitted through the English language.

Taguchi and Roever present the latest developments in second language pragmatics research, combining acquisitional and sociolinguistic perspectives.

A comprehensive overview of research methodology in applied linguistics which describes the various stages of qualitative and quantitative investigations, from collecting the data to reporting the results.