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"English language Study and teaching Foreign speakers Cross-cultural studies."
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Initial English Language Teacher Education : International Perspectives on Research, Curriculum and Practice
\"A collection of international perspectives on pre-service English language teacher education\"-- Provided by publisher.
Book
Person to person peacebuilding, intercultural communication and English language teaching : voices from the virtual intercultural borderlands
This book maps person to person peacebuilding as it intersects with, and is embedded in, intercultural communication. It foregrounds the voices and discourses of participants in an intercultural online service-learning project focused on peace through education in Afghanistan, primarily through synchronous English language tutoring.
eBook
Cognitive-Functional Approaches to the Study of Japanese as a Second Language
This innovative and original volume brings together studies that apply cognitive and functional linguistics to the study of the L2 acquisition of Japanese. With each article grounded on the usage-based model and/or conceptual notions such as foregrounding and subjectivity, the volume sheds light on how cognitive and functional linguistics can help us understand aspects of Japanese acquisition that have been neglected by traditionalists.
eBook
Transmodal Communications
This book examines semiotics, meaning-making and the
co-construction of relations in transmodal communications. Through
the lens of transpositioning - the multiple and interwoven layers
of emplacements and positionings that are entailed in
communications which cross and transcend the boundaries that have
historically shaped our thinking about the world and its
inhabitants - the chapters interrogate digital languaging and
literacies, and how transmodal communications shape identities,
belongings and relationships, with particular attention paid to
issues of equity and social justice. The chapter authors consider
both transmodalities and critical cosmopolitanism as they analyze
empirical data from youth, adults and researchers participating in
a project that digitally connects youth to share their lives across
diverse and under-resourced global communities. In offering this
multi-perspectival, multi-voiced volume, the authors portray and
address methodological issues in researching transglobal transmodal
communications.
eBook
Innovation and Change in English Language Education
Questions about what to teach and how best to teach it are what drive professional practice in the English language classroom. Innovation and change in English language education addresses these key questions so that teachers are able to understand and manage change to organise teaching and learning more effectively.
The book provides an accessible introduction to current theory and research in innovation and change in ELT and shows how these understandings have been applied to the practical concerns of the curriculum and the classroom. In specially commissioned chapters written by experts in the field, the volume
sets out the key issues in innovation and change and shows how these relate to actual practice
offers a guide to innovation and change in key areas grounded in research
relates theory to practice through the use of illustrative case studies and examples
brings together the very best scholarship in TESOL and language education from around the world
This book will be of interest to upper undergraduate and graduate students in applied linguistics, language education and TESOL as well as pre-service and in-service teachers, teacher educators, researchers and administrators keen to create and manage teaching and learning more effectively.
eBook
Intercultural dialogue in practice
This book explores the wide-ranging terminology relevant to intercultural dialogue. It reports on a research project that explored the management of value judgment in foreign language education to overcome prejudice, which is a key dynamic in intercultural dialogue that brings many other factors into play.
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
Cultural moderation in second language Chinese learning
How does cultural background moderate the relationship between enjoyment and willingness to communicate in second language (L2) Chinese learning? This study addresses this question through an empirical investigation involving 457 international L2 Chinese learners in Shandong Province, China. The participants completed a paper-based questionnaire. Structural equation modeling (SEM) and moderation analysis were subsequently performed with the statistical software packages SPSS 26.0 and AMOS 26.0. The findings revealed significant positive predictive relationships between enjoyment and WTC both inside and outside the classroom, as well as between willingness to communicate (WTC) inside and outside the classroom. Moreover, cultural background (Asian vs. non-Asian) significantly moderated the “enjoyment—WTC” relationship outside the classroom and the pathways linking enjoyment, WTC inside, and WTC outside. The findings from this study reinforce the essential role of cultural background in L2 learning environments, offering practical recommendations for refining Chinese pedagogy and strengthening intercultural engagement in second language education.
Journal Article
English-medium instruction at universities
This book provides critical insights into the English-medium instruction experiences which have been implemented at a number of universities in countries such as China, Finland, Israel, the Netherlands, South Africa, Spain and the USA, which are characterised by differing political, cultural and sociolinguistic situations.
eBook