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Language Intake: Understanding and Improving Language Learning and Teaching
by Carol GriffithsAimed towards advanced students and researchers in language acquisition and teaching, Language Intake: Understanding and Improving Language Learning and Teaching considers the long-debated definition of language intake and its determining factors. In doing so, it presents a unique argument for language input and intake, with a particular focus on how "input", "interaction", "identity", and "investment" contribute to intake through complex intercommunication.The book defines each of the contributing factors of intake in turn and demonstrates the principles of language intake through interviews with successful language learners, in order to encourage teachers to take these factors into consideration so as to maximise intake of the target language.The author proposes that all these multiple factors contribute to what might be called the “Intake Hypothesis”, which can be outlined as a practicable framework to support teachers in providing rich, interesting, and extensive input, affording opportunities for interaction, respecting learner identity, and offering a motivating environment to encourage and sustain investment of time and effort, thereby contributing to intake.
Language Issues in English Medium Instruction: Theoretical Orientations and Cases from Disciplinary Practitioners (Routledge Focus on English-Medium Instruction in Higher Education)
by Ernesto Macaro Amy Bik May TsuiTsui and Macaro's volume addresses a central issue in English Medium Instruction (EMI) and draws on research and practice from both content teachers and language specialists.It covers a range of academic disciplines and contains contributions by internationally recognized researchers and practitioners in EMI, as well as covering both the theoretical orientations and pedagogical practices of EMI. The chapters provide an in-depth account of how language needs to be integrated into the various academic subjects being taught through the medium of English in higher education in non-anglophone countries. Its contributors are either second language specialists or teachers directly responsible for teaching in the different disciplines. The book calls for much greater collaboration between these actors and for a sense of shared responsibility for ensuring that English Medium Instruction, a phenomenon that is now established worldwide, is successful for all students.It will be of interest to students, researchers and teachers of English Medium Instruction in both secondary and higher education.
Language Knowledge for Primary Teachers: A Guide To Textual, Grammatical And Lexical Study
by Angela Wilson Julie ScanlonTeaching children to develop as language users is one of the most important tasks of a primary school teacher. However, many trainee teachers begin their careers with a low knowledge base. Language Knowledge for Primary Teachers is the reader friendly guide designed to address this. This book provides a clear explanation of the knowledge and understanding required by teachers to implement the objectives of the National Curriculum for English. It reveals how an explicit knowledge of language can enrich their own and their children’s spoken English. It will give teachers confidence in developing children’s enjoyment and comprehension of reading and writing so children can use their language skills in the real world. Updated to include references to the new curriculum, this book explores: The importance of subject knowledge in supporting children in language and literacy; Language knowledge within the context of authentic and meaningful texts, from fiction to ‘Facebook’; The links between subject knowledge and real teaching situations; New areas on talk and dialogic learning; Increased emphasis on ICT and cross-curricular study. This book will appeal to all trainee and newly qualified teachers needing to achieve both the demands of subject knowledge for Qualified Teacher Status, and a firm understanding of the expectations of the National Curriculum for English.
Language Learners in Study Abroad Contexts
by Eton E. Churchill Margaret A. DufonExamining the overseas experience of language learners in diverse contexts through a variety of theoretical and methodological approaches, studies in this volume look at the acquisition of language use, socialization processes, learner motivation, identity and learning strategies. In this way, the volume offers a privileged window into learner experiences abroad while addressing current concerns central to second language acquisition.
Language Learning Beyond the Classroom (ESL & Applied Linguistics Professional Series)
by Jack C. Richards David NunanThis volume presents case studies of language learning beyond the classroom. The studies draw on a wide range of contexts, from North and South America to Europe and the Asia-Pacific region. Each provides principled links between theory, research and practice. While out-of-class learning will not replace the classroom, ultimately all successful learners take control of their own learning. This book shows how teachers can help learners bridge the gap between formal instruction and autonomous language learning. Although English is the primary focus of most chapters, there are studies on a range of other languages including Spanish and Japanese.
Language Learning Motivation and L2 Pragmatic Competence
by He YangThis book provides comprehensive investigation of the effect of motivation on L2 learners’ pragmatic learning, which has been discussed for a long time but remains under-explored. This study examines whether and to what extent learners’ levels of motivation influence their pragmatic awareness, comprehension and production in an EFL context. It presents an original study that not only enriches our knowledge of the feasibility of modern technology in collecting large-scale data related to pragmatic competence but also eminently connects L2 pragmatics more closely with mainstream second language acquisition research by focusing on the role of motivation in pragmatic learning. This book will be of great value to researchers and postgraduates interested in second language acquisition, especially those who work on L2 pragmatics and individual variation among learners.
Language Learning Motivation in Japan
by Dexter Da Silva Matthew T. AppleThis book synthesises current theory and research on L2 motivation in the EFL Japanese context carried out by internationally recognized researchers and upcoming researcher-educators working in various educational contexts in Japan. Topics covered include the issues of cultural identity, demotivation, language communities, positive psychology, possible L2 selves and internationalisation within a key EFL context. The studies in the book utilise a wide variety of research methodologies aiming to narrow the gap between theory and practice and examine L2 motivation in primary, secondary and tertiary education. This volume will be of interest to research/teacher professionals who are currently engaged in active ESL/EFL practice, EFL educators, researchers, and teacher-trainers both inside and outside Japan, who are interested in research on L2 motivation in general and within the Japanese context in particular, as well as graduate and postgraduate researchers.
Language Learning and Intercultural Understanding in the Primary School: A Practical and Integrated Approach
by Virginia Bower Wendy CobbLanguage Learning and Intercultural Understanding in the Primary School shows how to deliver a progressive and holistic embedded language curriculum. It provides guidance on inclusive approaches for students with English as an additional language, including native speakers in the target language as well as language awareness activities that maximise links with learning in English. Practical and accessible, it contains classroom examples, plans, resources and pedagogical approaches all underpinned by theory, research and practice. Each chapter examines specific themes relating to language, culture, identity and wellbeing, providing rich discussions and a range of perspectives. Case studies ‘bring to life’ the examples provided, and reflection points offer the reader the opportunity to pause and consider an idea, resource, or challenging concept before moving on. Presenting a lived narrative of shared voices, the authors invite readers to learn about their own cultural and linguistic identities and how these relate to their practice. This is a must-read for teachers, language specialists and school leaders who wish for a clear rationale for the role of language, culture, identity and wellbeing within and beyond the curriculum.
Language Learning in Anglophone Countries: Challenges, Practices, Ways Forward
by Martin East Ursula Lanvers Amy S. ThompsonThis edited book focuses on the state of language learning in Anglophone countries and brings together international research from a wide range of educational settings. Taking a contextual perspective on the language learning crisis currently facing Anglophone countries, the authors examine systemic challenges, real-world practices, and broader cultural trends that have an impact on the uptake of modern foreign languages in different Anglophone settings. This book will be of interest to scholars working in applied linguistics and language education, particularly those with a focus on educational policy and Global English.
Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways
by Susan R. Easterbrooks Sharon BakerThis book addresses the language development process from multiple perspectives, drawing on the latest research in bilingual biculturalism, cochlear implant technology and neuroscience. The book presents a unique view of language development, proposing that there are multiple pathways to the acquisition of a system of communication. For parents and educators working with deaf and hard of hearing children.
Language Learning of Adult Migrants in Europe: Theoretical, Empirical, and Pedagogical Issues (Educational Linguistics #53)
by Glenn S. Levine David MallowsThis volume focuses on the learning of host-country languages by migrants in Europe. It identifies, clarifies, and offers insights into issues and central questions related to the learning of host-country languages with an emphasis on adolescent and adult language learners in formal and informal settings. The book draws on data collected following the refugee ‘crisis’ in Europe of 2015-16, which led to dramatic increases in the number of migrants arriving in Europe.
Language Learning with Technology: Perspectives from Asia
by Lindsay Miller Junjie Gavin WuThis book is about language learning with technology, offering readers theoretical insights as well as practical case studies with a focus on Asia and Asian students. Although technology is rapidly advancing and most, if not all, students are already using technology in their everyday lives, traditional teaching/learning practices still exist throughout Asia. This book provides examples, written by representative educators, from a variety of countries/regions and contexts where technology has successfully been used to enhance language learning. In addition to some everyday examples of using technology: Wikipedia, PowerPoint, Google Docs and YouTube, the book also offers the readers an insight into the future possible uses of advanced technology: Augmented Reality, Virtual Reality, Artificial Intelligence and Eye Tracking. The book presents illustrations of how teachers can, and perhaps should, be open to integrating some form of technology into in-class learning or using it to supplement out-of-class activities.
Language Learning, Power, Race and Identity
by Liz Johanson BothaThis book investigates the strategies and identities of colonials who have learned the languages of colonised people, using the context of isiXhosa in South Africa. While power in language learning research has traditionally focused on the powerful native speaker and the relatively disempowered learner, this book studies the inverse, where elites are the language learners. The author analyses the life histories of four white South Africans who acquired isiXhosa during the apartheid years. The book offers insights into relationships between language, power, race, identity and change in their stories and in the broader context of apartheid and post-apartheid South Africa, with its conflicted history and disparities. This book should appeal to researchers interested in studies of language acquisition, narrative and identity, as well as those more broadly interested in South African history, multilingualism and race studies.
Language Literacy and Science: Enhancing Engagement and Achievement in Science (SpringerBriefs in Education)
by Azra Moeed Brendan CooneyThis book presents the findings of two case studies in the 'Making Connections' two-year project funded by the New Zealand Ministry of Education. It shows how science literacy was improved in a state coeducational school with Pacific Island students from diverse linguistic backgrounds. This book details ideas and strategies relevant to schools where English literacy has an impact on the science engagement and achievement of ethnically diverse student populations. It also presents the teaching as inquiry model and its usage by teachers to improve aspects of their teaching strategies.
Language Minority Students in American Schools: An Education in English (ESL & Applied Linguistics Professional Series)
by H. D. AdamsonThis book addresses questions of language education in the United States, focusing on how to teach the 3.5 million students in American public schools who do not speak English as a native language. These students are at the center of a national debate about the right relationship among ESL, bilingual, and mainstream classes. Bilingual education has been banned by constitutional amendment in California and Arizona, and similar amendments are being considered in other states. Language Minority Students in American Schools: An Education in English places this debate and related issues of teaching standard English to speakers of nonstandard dialects, such as black English, within the larger context of language acquisition theory and current methods of language teaching. Adamson draws from the large body of sociolinguistic, psycholinguistic, and educational research, and on his own experience as an English teacher in the U.S. and overseas, to shed light on some of these controversies and on the cognitive, cultural, public policy, and practical issues involved in educating English language learners. Presenting all sides of the issues fairly, he offers a strong endorsement for bilingual and bidialectical education based on programs designed and administered according to the principles discussed in the book and supported by language acquisition theory and classroom research. A strength of the book is the inclusion of original research conducted in a middle school enrolling a majority of Latino students. This research contributes to the field of language education by providing a detailed description of how English language learners study content subjects. Examples from the study are used to illustrate a discussion of Vygotskian learning principles and the relationship between the students' home and school cultures. Language Minority Students in American Schools: An Education in English is intended for students who are preparing to become teachers of English as a second language, and for teachers of other subjects who work with English language learners.
Language Perceptions and Practices in Multilingual Universities
by Maria Kuteeva Kathrin Kaufhold Niina HynninenThis edited book examines language perceptions and practices in multilingual university contexts in the aftermath of recent theoretical developments questioning the conceptualization of language as a static entity, drawing on case studies from different Northern European contexts in order to explore the effects of phenomena including internationalization, widening participation, and migration patterns on language attitudes and ideologies. The book provides cutting-edge perspectives on language uses in Northern European universities by drawing attention to the multiplicity of language practices alongside the prominence of English in international study programmes and research publication. It will be of interest to students and scholars of multilingualism, sociolinguistics, applied linguistics, and education, as well as language policymakers.
Language Planning and Microlinguistics
by Winifred V. Davies Evelyn ZieglerWhilst earlier studies of language planning and of standardisation have tended to study macro processes such as top-down language revitalisation campaigns or language polices at government level, this volume is in line with more recent work aimed at bridging the macro and the micro levels by examining how the two interact and influence each other. The aim of the volume as a whole is to contribute to a better understanding of the motivations underlying language users' decisions to adopt or resist language norms and policies of various kinds in their daily life. The individual chapters cover seven countries - the Czech Republic, Denmark, France, Germany, Japan, Luxembourg and Switzerland - and deal with different sociolinguistic constellations, ranging from communities dealing with variation within one language to those looking for ways to manage a multilingual repertoire.
Language Planning and National Identity in Croatia (Palgrave Studies in Minority Languages and Communities)
by K. Langston A. Peti-StanticFollowing the collapse of the former Yugoslavia, Croatian was declared to be a separate language, distinct from Serbian, and linguistic issues became highly politicized. This book examines the changing status and norms of the Croatian language and its relationship to Croatian national identity, focusing on the period after Croatian independence.
Language Planning and Student Experiences
by Joseph Lo Bianco Renata AlianiThis book is a timely comparison of the divergent worlds of policy implementation and policy ambition, the messy, often contradictory here-and-now reality of languages in schools and the sharp-edged, shiny, future-oriented representation of languages in policy. Two deep rooted tendencies in Australian political and social life, multiculturalism and Asian regionalism, are represented as key phases in the country's experimentation with language education planning. Presenting data from a five year ethnographic study combined with a 40 year span of policy analysis, this volume is a rare book length treatment of the chasm between imagined policy and its experienced delivery, and will provide insights that policymakers around the world can draw on.
Language Planning in Primary Schools in Asia
by Robert B. Kaplan Nkonko M. Kamwangamalu Richard B. Baldauf Pauline BryantIn foreign language education, decisions must be taken on what languages to teach, who will teach them, in which schools (i.e. all, only urban, only rural), in which grades, the number of hours a week, and the cost involved. This book explores the answers to these questions across a number of Asian polities. It illustrates why some of the efforts undertaken are successful and why some are not, why – despite significant investments of time and resources – some students do not seem to acquire the languages being taught, and why some teachers responsible for instruction in the designated foreign languages have problems achieving fluency in the designated language or have other language teaching difficulties. It suggests some strategies various polities might attempt to achieve their stated language learning objectives.This book was originally published as a special issue of Current Issues in Language Planning.
Language Policies and the Politics of Language Practices: Essays in Honour of Sjaak Kroon (Language Policy #28)
by Jan Blommaert Massimiliano Spotti Jos SwanenbergThis edited volume consists of chapters celebrating the career of scholar Sjaak Kroon, who has produced ground-breaking work in the field of ethnography of education, immigrant minority language teaching and language politics. The chapters cover the use of immigrant minority languages in education and the development of policies at all levels and across the globe in this sometimes over-policed field. It particularly focuses on language policy analysis in which both the top-down institutional and the bottom-up ethnographic dimensions are blended, and in which globalization is the main macro-perspective. The chapters describe sensitive tools for investigating, unravelling and understanding the grey space connecting formal language policies to informal politics and practices of language on the ground.
Language Policies in Education: Critical Issues
by James W. TollefsonHow do language policies in schools create inequalities among learners? How do policies marginalize some students while granting privilege to others? How do language policies in education serve the interests of dominant groups within societies? How can linguistic minorities further their interests through attempts to change language policies in schools? This new edition of Language Policies in Education takes a fresh look at these enduring questions at the heart of fundamental debates about the role of schools in society, the links between education and employment, and conflicts between linguistic minorities and "mainstream" populations. Reflecting developments in language policy since the publication of the first edition in 2002, all chapters are original and substantial contributions to the study of language policy and exemplify major theories and research methods in the field. Chapter authors are major scholars in language policy and critical language studies. The case studies, international in scope, present cutting-edge analyses of important language policy debates in countries around the world.
Language Policy Challenges in Multi-Ethnic Malaysia
by Saran Kaur GillSet in Malaysia, this book encompasses language and cultural policy challenges that many other multi-ethnic nations currently have to address. The people of Malaysia constitute a diverse ethnic, linguistic and cultural population and one of the continuing challenges is the development and establishment of the Malaysian people's ethnic, national and global cultural identities. This challenge is evident in the journey of language and cultural policy from the post-independence period to the 21st century; a period of over 50 years. The book highlights political, socio-cultural, economic and knowledge economy factors as they impact on decisions made by the government with regard to language policy in the various educational systems. It examines decisions made on the selection of the national language, the medium of instruction in educational systems, the varying changes in language policy for the field of science and technology and the maintenance and sustenance of minority languages.
Language Policy Processes and Consequences
by Sarah Catherine K. MooreThis book accessibly and comprehensively outlines the highly complex case of the English-only movement and educational language policy in Arizona. It ranges from early Proposition 203 implementation to an investigation of what Structured English Immersion (SEI) policy looks like in today's classrooms, and concludes with a discussion on what the various cases mean for the education of English learners in the state.
Language Policy and Education in India: Documents, contexts and debates
by M. Sridhar Sunita MishraThis book presents a history of English and development of language education in modern India. It explores the role of language in colonial attempts to establish hegemony, the play of power, and the anxieties in the nineteenth- and early-twentieth-century India. The essays in the volume discuss language policy, debates and pedagogy as well as larger overarching questions such as identity, nationhood and sub-nationhood. The work also looks at the socio-cultural and economic factors that shaped the writing and publishing of textbooks, dictionaries and determined the direction of language teaching, specifically, of English language teaching. Drawing on a variety of archival sources — policy documents, books, periodicals — this book will be of great interest to scholars and researchers of linguistics, language teaching, cultural studies and modern Indian history.