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"English language -- Study and teaching -- Foreign speakers -- Case studies"
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Language Teacher Noticing in Tasks
This book provides an accessible, evidence-based account of how
teacher noticing, the process of attending to, interpreting and
acting on events which occur during engagement with learners, can
be examined in contexts of language teacher education and
highlights the importance of reflective practice for professional
development. Central to the work is an innovative mixed-methods
study of task-based interaction which was undertaken with
pre-service English language teachers in Japan. Through close
analyses of task interaction coupled with recall data, it
illustrates the ways in which pre-service teachers noticed their
student partners' use of embodied and linguistic resources. This
focus on what teachers attend to, how they interpret it, and their
subsequent decisions has multiple implications for language
learning and teacher development. It demonstrates the value of
teacher noticing for developing rapport, supporting pupils'
language acquisition, enhancing participation, fostering reflection
and guiding observation, a central feature of language teachers'
career advancement.
eBook
Identity and the Young English Language Learner
This longitudinal, ethnographic case study examines the language socialization experiences of Hari, a Punjabi-speaking English language learner integrated in a mainstream kindergarten classroom in an urban area of British Columbia, Canada. The study uses sociocultural and critical/poststructural theoretical perspectives to explore the intimate connection between learning, identity and social membership in Hari's learning path. The book highlights the political and affective dynamics of classroom relationships and their unconscious as well as conscious dimensions and should be of interest to all researchers, students, and educators involved with minority language children in educational contexts.
eBook
Negotiating Bilingual and Bicultural Identities
This book examines the changing linguistic and cultural identities of bilingual students through the narratives of four Japanese returnees (kikokushijo) as they spent their adolescent years in North America and then returned to Japan to attend university. As adolescents, these students were polarized toward one language and culture over the other, but through a period of difficult readjustment in Japan they became increasingly more sophisticated in negotiating their identities and more appreciative of their hybrid selves. Kanno analyzes how educational institutions both in their host and home countries, societal recognition or devaluation of bilingualism, and the students' own maturation contributed to shaping and transforming their identities over time. Using narrative inquiry and communities of practice as a theoretical framework, she argues that it is possible for bilingual individuals to learn to strike a balance between two languages and cultures. Negotiating Bilingual and Bicultural Identities: Japanese Returnees Betwixt Two Worlds: *is a longitudinal study of bilingual and bicultural identities--unlike most studies of bilingual learners, this book follows the same bilingual youths from adolescence to young adulthood; *documents student perspectives--redressing the neglect of student voice in much educational research, and offering educators an understanding of what the experience of learning English and becoming bilingual and bicultural looks like from the students' point of view; and *contributes to the study of language, culture, and identity by demonstrating that for bilingual individuals, identity is not a simple choice of one language and culture but an ongoing balancing act of multiple languages and cultures. This book will interest researchers, educators, and graduate students who are concerned with the education and personal growth of bilingual learners, and will
eBook
Essentials for Successful English Language Teaching
Essentials For Successful English Language Teaching is about how we teach English Language Learners (ELLs) and how our ELLs learn. Farrell and Jacobs encourage those involved in teaching English to develop, maintain and rediscover the reasons that led them to take up the profession. They focus on the essentials in teaching the English language that teachers can implement in their instruction so that their students can excel in their learning: Encourage learner autonomy, Emphasize the social nature of learning, Develop
curricular integration, focus on meaning, Celebrate diversity, Expand thinking
skill, Utilize alternative assessment, and Promote English language teachers as
co-learners along with their students. These essentials are best implemented as a whole, rather than one at a time and so they are interwoven with each other to encourage a holistic teaching approach. Highly accessible, each chapter comes with case studies and a range of activities to encourage the reader to put each of the essentials into practice. With these the authors aim to bring an inner smile to all English language teachers that reassures them they made the right choice when they chose to become teachers of the English language. This reflective and engaging book will be invaluable to postgraduate students of TESOL and applied linguistics, and in-service language teachers.
eBook
International Students' Multilingual Literacy Practices
This book presents the results of research that focused on international students receiving writing instruction on a US university campus. It explores how the students developed their foreign-student identities and their own ways of grappling with the unique issues they encountered as they worked to improve their academic literacy skills.
eBook
Writing Games
This book explores how writers from several different cultures learn to write in their academic settings, and how their writing practices interact with and contribute to their evolving identities as students and professionals in academic environments in higher education.
Embedded in a theoretical framework of situated practice, the naturalistic case studies and literacy autobiographies include portrayals of undergraduate students and teachers, master's level students, doctoral students, young bilingual faculty, and established scholars, all of whom are struggling to understand their roles in ambiguously defined communities of academic writers.
In addition to the notion of situated practice, the other powerful concept used as an interpretive framework is captured by the metaphor of \"games\"--a metaphor designed to emphasize that the practice of academic writing is shaped but not dictated by rules and conventions; that writing games consist of the practice of playing, not the rules themselves; and that writers have choices about whether and how to play.
Focusing on people rather than experiments, numbers, and abstractions, this interdisciplinary work draws on concepts and methods from narrative inquiry, qualitative anthropology and sociology, and case studies of academic literacy in the field of composition and rhetoric. The style of the book is accessible and reader friendly, eschewing highly technical insider language without dismissing complex issues. It has a multicultural focus in the sense that the people portrayed are from a number of different cultures within and outside North America. It is also a multivocal work: the author positions herself as both an insider and outsider and takes on the different voices of each; other voices that appear are those of her case study participants, and published authors and their case study participants. It is the author's hope that readers will find multiple ways to connect their own experiences with those of the writers the book portrays.
Contents: P. Prior, Foreword. Preface. Games and Frames: When Writing Is More Than Writing. The Beginnings of Change: Learning and Teaching Undergraduate Academic Literacy Games. Stepping Into the Profession: Writing Games in Master's Programs. Redefining the Self: The Unsettling Doctoral Program Game. Juggling and Balancing Games of Bilingual Faculty. Bending the Rules. The Paradoxical Effort After Coherence in Academic Writing Games. Appendices.
eBook
Acquiring a non-native phonology : linguistic constraints and social barriers
This is a study of the phonological development of a family of L2 English learners.It is the first full-length book that focuses on a tightly-knit group of learners' acquisition of phonology over a longitudinal timeframe, and the first book to study both social and linguistic factors across that time period.Jette G.
eBook