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An account of the sinking of the steamship Titanic by an iceberg in 1912. Includes activities.

One of the tools that English language teachers use to effectively carry out English language teaching and learning is materials. In this context, English language teachers and English language teacher candidates must have the necessary knowledge and skills regarding creating and designing English language teaching and learning materials. For this reason, in many universities around the world, courses related to material design and development are taught in departments that train English language teachers. Following current developments in foreign language materials design and development is a priority for publishing houses, especially those that design textbooks in the light of current approaches. Thus, this book provides textbook publishers and English language teacher trainees, teachers, academicians and practitioners with the current theoretical and practical directions in developing, designing, and implementing materials to enhance foreign language learning and use.

Syntactic complexity is an important measure of second language (L2) writing proficiency. Large-grained indices such as the mean length of T-unit (MLTU) have been used with the most consistency in L2 writing studies. Recently, indices such as MLTU have been criticized, both for the difficulty in interpretation and for a potentially misplaced focus on clausal subordination. In this article, the authors attempt to address both of these criticisms by using traditional indices of syntactic complexity (e.g., MLTU), fine-grained indices of clausal complexity, and fine-grained indices of phrasal complexity to predict holistic scores of writing quality. In 4 studies, they used indices of each index type to predict holistic writing quality scores in independent essays on the Test of English as a Foreign Language (TOEFL). They then used all index types in a combined analysis to predict a holistic writing score. The results indicated that fine-grained indices of phrasal complexity were better predictors of writing quality than either traditional or fine-grained clausal indices, though a single fine-grained index of clausal complexity contributed to the combined model. These results provide some support for Biber et al.'s (2011) claims regarding complexity and academic L2 writing proficiency. (Verlag, adapt.).

The connection between TESOL and English-medium instruction (EMI) may appear at first to be somewhat tenuous. After all, teaching English to speakers of other languages is typically accomplished through deliberate, form-focused instruction. On the other hand, EMI presupposes and is enabled by the ability of all participants (e.g., teachers, students, administrative staff) to use English as a lingua franca. Yet if EMI and TESOL are not obvious companions they can exist in a very natural symbiosis, and can potentially inform each other, both in research and in practice. The authors illustrate this first by examining definitions of EMI, and then contrasting them with an analysis of the characteristics of research studies which situate themselves in the area of EMI. After this opening analysis, they introduce the contributions in this special issue as case studies for the opportunities existing for cross-pollination between TESOL and EMI. The authors conclude by arguing that the rapid growth of EMI means that it will be an increasingly important factor in the future, and therefore these connections need not only to be understood, but to be exploited more fully, for the mutual benefit of transnational education and TESOL. (Verlag, adapt.).

The theoretical paradigms of second language (L2) learning motivation developed over the past 25 years have been largely based on the study of English as a target language, which raises the question as to whether they are equally applicable to the understanding of the motivation to learn languages other than English (LOTEs). It is suggested in this article that current conceptualizations of L2 motivation display certain subtle characteristics that may not do full justice to the understanding of the motivation underlying LOTEs, either by downplaying certain important features or by providing an insufficiently nuanced representation of areas where the motivation to learn English and LOTEs diverges. The discussion addresses five such aspects: (a) the confounding interaction of English- and LOTE-related self-images, (b) the individualistic focus of the ideal L2 self, (c) the different nature/role of the ought-to self associated with languages with substantial versus marginal social support, (d) the different nature of goals in the learning of English and LOTEs, and (e) the differing role of unconscious motives in the study of English and LOTEs. (Verlag).

For L2 learners from English-dominant societies, study abroad (SA) is an especially significant opportunity for linguistic, sociocultural, and personal development. Less is known about the durability of these SA-related developments, once Anglophone language specialists complete their home studies and then progress to graduate careers. This article reports a study of 33 specialist languages graduates from a UK university, 3 years postgraduation, who had previously participated in a longitudinal study tracking their linguistic, social, and personal development through a 2-semester stay abroad. The follow-up study gathered further data on maintenance, development, or attrition of their principal SA-related second language (L2); on social and professional uses of L2 and other languages; and on attitudes and beliefs relating to language identity. Personal biographies and career pathways were documented through questionnaires and interviews. This article provides insights into the career entry and related ongoing development of linguistic identity among Anglophone languages graduates, including the ongoing impact of SA-related influences. Implications are briefly drawn for management of the SA experience and post-SA education, so as to support participants' ambitions for interculturality and a full multilingual identity. (Verlag).

The rise of English as a global language has led scholars to call for a paradigm shift in the field of English language teaching (ELT) to match the new sociolinguistic landscape of the twenty-first century. In recent years a considerable amount of classroom-based research and language teacher education (LTE) research has emerged to investigate these proposals in practice. This paper outlines key proposals for change in language teaching from the related fields of World Englishes (WE), English as a lingua franca (ELF), English as an international language (EIL), and Global Englishes, and critically reviews the growing body of pedagogical research conducted within these domains. Adopting the methodology of a systematic review, 58 empirical articles published between 2010 and 2020 were shortlisted, of which 38 were given an in-depth critical review and contextualized within a wider body of literature. Synthesis of classroom research suggests a current lack of longitudinal designs, an underuse of direct measures to explore the effects of classroom interventions, and under-representation of contexts outside of university language classrooms. Synthesis of teacher education research suggests future studies need to adopt more robust methodological designs which measure the effects of Global Englishes content on teacher beliefs and pedagogical practices both before and throughout the programme, and after teachers return to the classroom.

Research on language learning motivation has typically focused on the strength of different motives in isolation and often out of context. The present study aims to explore the applicability of one global framework of motivation to integrate different perspectives. The authors investigated how adaptive interactions between learners' motivations for value, truth, and control effectiveness, and contextual factors led to varying motivational trajectories and patterns of emergent stability at different stages of the language-learning experiences of 6 Iranian graduate students learning English in the United States. Using a retrospective-longitudinal design, quasi-narrative accounts of key phases of the learners' language-learning histories were documented through interviews. These data were analyzed following an analytic inductive approach to identify the main events within different contexts, themes associated with each setting, and other bottom-up conceptual categories. Using a process-tracing procedure the results showed that dynamic processes and adaptive or competitive interactions between value-, control-, and truth-related motivations and the context in which they emerged resulted in specific motivational trajectories that shaped these learners' language-learning choices and experiences. The authors discuss the contribution of these novel frameworks for understanding the complex motivational development of language learners. (Verlag, adapt.).

The present study explores the relationship between Foreign Language Enjoyment (FLE) and Foreign Language Classroom Anxiety (FLCA) and a number of teacher-centered variables within the Spanish classroom context. Participants were 210 former and current learners of English as a foreign language (EFL) from all over Spain who filled out an online questionnaire with Likert scale items. A moderate negative relationship emerged between FLE and FLCA. Participants who had an L1 English speaker as a teacher reported more FLE and less FLCA than those with a foreign language user of English. Teacher characteristics predicted close to 20% of variance in FLE but only 8% of variance in FLCA. The strongest positive predictor of FLE was a teacher's friendliness while a teacher's foreign accent was a weaker negative predictor. Teacher-centered variables predicted much less variance for FLCA. Participants experienced more FLCA with younger teachers, very strict teachers, and teachers who did not use the foreign language much in class. The findings confirm earlier research that FLE seems to be more dependent on the teachers' pedagogical skills than FLCA. (Verlag).

\"Content Knowledge in English Language Teacher Education provides original professional experiences and research accounts of teaching language in the specific context of English language teacher education programmes in diverse international settings, with contributions from Argentina, Australia, Chile, China, Ecuador, Japan, Mexico, the USA and Turkey. The volume focuses on how teacher educators plan and deliver modules which help future teachers understand English as a system and develop English language proficiency. The contributors describe and analyse their professional practices in designing, delivering and evaluating modules or courses on understanding the English language as a system, i.e. content knowledge, exploring the teaching of elements such as phonetics, phonology, grammar, pragmatics, philology, and discourse analysis. In addition, they draw on their vast professional experience to explore how to successfully develop competence and language skills in English so that teachers can become models and proficient users of the language for their students. The contributions range from more historical and functionally linguistic focused chapters to more sociocultural explorations of teaching English to future teachers including interculturality, multilingualism, World Englishes, critical thinking skills, academic writing, and literacy through literature. The accounts shed light on the diverse practices of educators from many different countries, contexts, and cultural and linguistic backgrounds, drawing links between policy and practice, to locate much of English language teacher education and curriculum development outside the so-called 'inner circle' of native English-language speaking contexts, practitioners, and researchers.\"--. Contents: List of Figures and Tables -- Notes on Contributors -- List of Abbreviations and Acronyms -- Introduction, Dar-o Luis Banegas -- 1. Applied English Philology in CLIL with TESOL Student-teachers, Makoto Ikeda -- 2. A Functional Model of Language for Language Teacher Education, Phil Chappell -- 3. Reflections on English Grammar Instruction in EFL/ESL Educational Settings, Liliana Anglada -- 4. Teaching Pedagogical Grammar in English Language Teacher Education, Bahiyyih Hardacre and Marguerite Ann Snow -- 5. Multiple Languages in a TESOL Course, T. Leo Schmitt -- 6. Knowledge Shock for MA TESOL Students in a World Englishes Module, Yi Zhang and Rining Wei -- 7. Teaching Pragmatics in an EFL Environment, Gerardo Esteban Heras -- 8. Discourse Analysis for Undergraduate Language Teachers, Leticia Araceli Salas Serrano and Blanca Adriana Téllez Méndez -- 9. Breaking the Ice with Phonetics and Phonology, Bettiana A. Blizquez, Gonzalo E. Espinosa, and Leopoldo O. Labast-a -- 10. Developing Language, Academic and Professional Skills in a Teacher Education Course, Cristina Banfi -- 11. Developing Writing and Reflective Skills of First Year Student-Teachers in Chile, Pamela Saavedra Jeldres and Monica Campos Espinosa 12. Empowering Student-Teachers to Become Highly Capable English Language Educators, Malba Barahona and Ricardo Ben-tez -- 13. English Language Proficiency of Non-Native Student-Teachers in Turkey -- 14. Literacy in the IELTE Curriculum through a Cultural Component, Mar-a Alejandra Soto and Ricardo Mart-n Ram-rez Conclusion, Dar-o Luis Banegas -- References -- Index.