- Table View
- List View
Landschaftsbilder und Landschaftsverständnisse in Politik und Praxis (RaumFragen: Stadt – Region – Landschaft)
by Cormac Walsh Gisela Kangler Markus SchaffertDie Governance von Raum, Natur, Umwelt und Kultur ist von unterschiedlichen Landschaftsbildern und Verständnissen von Landschaft geprägt. So haben Bürger*innen, Grundbesitzer*innen, Landschaftsarchitekt*innen, Landbewirtschafter*innen, Naturschützer*innen, Raumplaner*innen, Touristiker*innen eine Reihe von durchaus verschiedenen Lesarten von Landschaft: Natur- oder Kulturlandschaft, genutzte oder verwilderte Landschaft, Landschaft als Privat- oder Gemeinschaftsgut, Landschaft als Schutzgut oder Ressource, Landschaft als physischer Raum oder gesellschaftliches Konstrukt und andere. Die Beiträge in diesem Band machen deutlich, wie vielschichtig sich Landschaftsbilder und Landschaftsverständnisse heute erweisen und wie mannigfaltig die methodischen Entwicklungen und Projekte sind, mit denen wissenschaftliche Erkenntnisse in die Praxis der Governance-Prozesse eingebracht werden.
Landschaftskonflikte (RaumFragen: Stadt – Region – Landschaft)
by Corinna Jenal Karsten BerrKonflikte um die Energiewende, um die Ausweisung neuer Nationalparks und die Planung von Städten haben eines gemeinsam: jeweils werden landschaftliche Deutungen als Argument für Erhalt oder Veränderung von beteiligten Konfliktparteien vorgebracht. Solche Konflikte lassen sich daher als Landschaftskonflikte verstehen. Der Band bringt verschiedene theoretische wie praktische Perspektiven auf ‚Konflikt‘ und ‚Landschaft‘ zusammen und fragt nach Gemeinsamkeiten und Unterschieden landschaftlicher Konflikte, die sich beispielsweise im Kontext von Stadt(Landschaften), Großschutzgebieten, Naturschutzfragen, Wildnisentwicklung oder im Zuge der Energiewende ergeben.
Landschaftstheorie und Landschaftspraxis: Eine Einführung aus sozialkonstruktivistischer Perspektive (RaumFragen: Stadt – Region – Landschaft)
by Olaf KühneDas Buch befasst sich mit der Frage, aufgrund welcher gesellschaftlicher Konventionen wir Landschaft sehen, deuten und bewerten. Dabei wird ein besonderer Blick auf die Entwicklung von Landschaftsverständnissen im deutschen Sprachraum, im Vergleich zu anderen Sprachräumen, gerichtet. Ausgehend von einer sozialkonstruktivistischen Perspektive werden in dem Buch sowohl unterschiedliche Theorien zum Thema Landschaft aus den Sozial- und Kulturwissenschaften wie auch praktische Fragen zum Umgang mit Landschaft von der Deutung der Hybridisierung von Städtischem und Ländlichem bis hin zu der Energiewende und der Integration der Fragen von ästhetischer Konstruktion von Landschaft in Planungsprozessen beleuchtet. In den vergangenen Jahren hat sich die Forschung um das Themenfeld „Landschaft“ erheblich intensiviert und vervielfältigt. In der 3. Auflage wird dieser Umstand berücksichtigt, so hat sich etwa eine umfangreichere Forschung zur Bedeutung von Landschaften in Spielen und in und mit virtuellen Räumen entwickelt, auch gewannen die Diskussionen um Nahrungslandschaften an Kontur. Seit der Veröffentlichung der 2. Auflage erreichten auch More-than-representational-Ansätze in der Landschaftsforschung eine größere Bedeutung und werden nun in der 3. Auflage behandelt.
Landside | Airside: Why Airports Are the Way They Are
by Victor MarquezWhy do we love and hate airports at the same time? Have you been a victim of tiresome walks, congestion, long lines, invasive pat-downs, eternal delays and so on? Perhaps no other technological system has been challenged by continuously changing paradigms like airports. Think a minute on rail stations; think of how successful are the rail networks of the world in connecting nations, with just minimum security measures. Why aviation and airports are so radically different in this regard?In order to answer those questions the author embarks on a thorough revision of airport history and airport planning that in the end builds up a new theory about how airports are formed from the outset. Within its journey from the early airfield to the newest hubs of today, Dr. Marquez identifies for the first time the Landside–Airside boundary as the single most important feature that shapes an airport. In this sense, his finding challenges the “historical linearity” that, until today, used to explain a century of airports.From both an analytical and theoretical S&TS stance, Dr. Marquez assures that it is only when airports needed to be fully reinvented (LaGuardia, Dulles and Tampa) when they become transparent and we may be able to understand their lack of technological stability.
Language & Communicative Practices (Critical Essays in Anthropology)
by William F. HanksThis introduction to the study of language in context presents a provocative new approach to communicative practice. William Hanks offers fresh insights into the dynamics of context, the indeterminacy of cultural forms, and the relation between human experience and the making of meaning. He explores the varieties of reflexivity in language, relating them to linguistic structure, textuality, and genres of practice.
Language Acts and Worldmaking: How and Why the Languages We Use Shape Our World and Our Lives
byCollectively authored by the Language Acts and Worldmaking team, this defining volume offers reflective narratives on research, theory and practice over the course of the flagship project of the same name, funded by the Arts and Humanities Research Council's Open World Research Initiative. It returns to the project's key principles - that our words make worlds and we are agents in worldmaking - analyses the practices and outcomes of collaborative working, and looks to the future by offering concrete ideas for how the work they have done can now continue to do its work in the world.Focusing on the key research strands, this volume looks at the role of the language teacher as a mediator between languages and cultures, worldmaking in modern languages, translation and the imagination, languages and hospitality, digital mediations, and how words change and make worlds. Critically, it analyses the impact on communities of living in multilingual cities, and the ways in which learning a first language, and then a second, and so on, plays a crucial role in our ability to understand our culture in relation to others and to appreciate the ways in which they are intertwined.Specific aims are to: · propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal · put research into the hands of wider audiences · share a philosophy, policy and practice of language teaching and learning which turns research into action · provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research · share knowledge across and within all levels and experiences of language learning and teaching · showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences · disseminate new research in languages that engages with diverse communities of language practitioners.
Language Acts and Worldmaking: How and Why the Languages We Use Shape Our World and Our Lives
byCollectively authored by the Language Acts and Worldmaking team, this defining volume offers reflective narratives on research, theory and practice over the course of the flagship project of the same name, funded by the Arts and Humanities Research Council's Open World Research Initiative. It returns to the project's key principles - that our words make worlds and we are agents in worldmaking - analyses the practices and outcomes of collaborative working, and looks to the future by offering concrete ideas for how the work they have done can now continue to do its work in the world.Focusing on the key research strands, this volume looks at the role of the language teacher as a mediator between languages and cultures, worldmaking in modern languages, translation and the imagination, languages and hospitality, digital mediations, and how words change and make worlds. Critically, it analyses the impact on communities of living in multilingual cities, and the ways in which learning a first language, and then a second, and so on, plays a crucial role in our ability to understand our culture in relation to others and to appreciate the ways in which they are intertwined.Specific aims are to: · propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal · put research into the hands of wider audiences · share a philosophy, policy and practice of language teaching and learning which turns research into action · provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research · share knowledge across and within all levels and experiences of language learning and teaching · showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences · disseminate new research in languages that engages with diverse communities of language practitioners.
Language As Social Action: Social Psychology and Language Use
by Thomas M. HoltgravesThis interdisciplinary synthesis of the social psychological aspects of language use provides an integrative and timely review of language as social action. The book successfully weaves together research from philosophy, linguistics, sociolinguistics, anthropology, social and cognitive psychology, pragmatics, and artificial intelligence. In this way, it clearly demonstrates how many aspects of social life are mediated by language and how understanding language use requires an understanding of its social dimension. Topics covered include: *speech act theory and indirect speech acts; *politeness and the interpersonal determinants of language; *language and impression management and person perception; *conversational structure, perspective taking; and *language and social thought. This volume should serve as a valuable resource for students and researchers in social psychology and communication who want a clear presentation of the linguistic underpinnings of social interaction. It will also be useful to cognitive psychologists and other language researchers who want a thorough examination of the social psychological underpinnings of language use. Although this book is relevant for a variety of disciplines, it is written in a clear and straightforward style that will be accessible for readers regardless of their orientation.
Language As The Site Of Revolt In Medieval And Early Modern England
by M. C. BoddenThis bookmakes the provocative argument thatdespite extensive evidence indicating a wholesale suppression of early women's speech, women were actively engaged in cultural practices and speech strategies that weresimultaneously complicitous with patriarchal ideology and subversive in undermining that ideology. "
Language Attitudes and the Pursuit of Social Justice: Identity, Prejudice, and Education (Routledge Studies in Sociolinguistics)
by Mara R. Barbosa Talia BugelLanguage Attitudes and the Pursuit of Social Justice explores the relationship between language attitudes and forms of inequality and oppression, fostering greater awareness of how linguistic choices become political ones and encouraging the search for practices that promote social justice.The volume is organized around different sections that look at language attitudes and their intersections with different dimensions of contemporary social and cultural life, including language policy and planning, language and education, and the role of identity in forming strong communities that promote multilingualism and multiculturalism. Both established and emerging scholars explore the ways in which language attitudes are informed by extralinguistic factors, drawing on case studies involving French, Italian, and Spanish in Canada; interaction of migrant languages in Austria; national languages in West Africa and Senegal; signed languages in Spain; Spanish in Aruba, Uruguay, the US, Catalonia, and Majorca; and Quechua in Peru. The collection urges the development of critical linguistic awareness and a view of languages which recognizes that they shift and change across time and space.This book will be of particular interest to scholars of sociolinguistics, multilingualism, language education, language policy and planning, and bilingual education.
Language Attrition among Immigrant Teachers of Spanish (Routledge Innovations in Spanish Language Teaching)
by Ivonne LernerLanguage Attrition among Immigrant Teachers of Spanish is the first book devoted entirely to Spanish language attrition in all language areas and specifically among language professionals.Based on original research awarded the ASELE-Routledge prize in 2022, this volume presents an interdisciplinary and pioneering study on native language attrition among Spanish L1 immigrants in Israel, though its insights can be easily applied in any immigration setting. It focuses on the challenges faced by immigrant foreign-language instructors teaching their L1 (first language). Integrating both quantitative and qualitative data, the study explores Spanish language attrition in a multilingual and multicultural context like Israel, offering innovative insights and suggestions for future research. Language Attrition among Immigrant Teachers of Spanish also contributes to the native/non-native language teacher debate from the unique perspective of attrition, proposing a workshop for teachers alongside its research findings.This volume is an essential resource for researchers and postgraduate students of applied linguistics with a specific interest in language attrition or sociolinguistics. It will also be of interest to foreign language teachers and teacher trainers.
Language Awareness and Identity: Insights via Dominant Language Constellation Approach (Multilingual Education #45)
by Larissa Aronin Sílvia Melo-PfeiferThis volume offers a unique insight into multilingualism and sociolinguistic diversity employing the dominant language constellation (DLC) approach. How can novel research inform teaching practices? How do current theories account for multilingual reality in settings as diverse as countries of Western and Eastern Europe and Tunisia and Maghreb? The volume deals with issues of plurilingual identity of teachers and multilingual learners and examines the issues of foreign language teaching both in contexts perceived as monolingual and multilingual Drawing on the intersection of analytic categories such as language repertoire, translanguaging, visuality and narratives, it particularly emphasizes the connections between DLCs, language awareness and identity. The contributors demonstrate how formal language teaching can capitalize on the DLC paradigm and how teacher education programs can use it both as a framework to discuss and as a tool to enhance teacher education and professional development.This volume on DLC as an approach to exploring facets of language awareness and identity presents a very welcome contribution to the study of multilingualism as a complex and dynamic phenomenon. The studies stemming from a range of mainly educational settings in different countries will definitely enhance our thinking perspectives in an area of research with increasing interest. Prof. Dr. Ulrike Jessner, University of Innsbruck (Austria) and University of Pannonia (Hungary)
Language Before Stonewall: Language, Sexuality, History (Palgrave Studies in Language, Gender and Sexuality)
by William L. LeapThis book explores the linguistic and social practices related to same-sex desires and identities that were widely attested in the USA during the years preceding the police raid on the Stonewall Inn in 1969. The author demonstrates that this language was not a unified or standardized code, but rather an aggregate of linguistic practices influenced by gender, racial, and class differences, urban/rural locations, age, erotic desires and pursuits, and similar social descriptors. Contrary to preconceptions, moreover, it circulated widely in both public and in private domains. This intriguing book will appeal to students and academics interested in the intersections of language, sexuality and history and queer historical linguistics.
Language Brokers: Children of Immigrants Translating Inequality and Belonging for Their Families (Articulations: Studies in Race, Immigration, and Capitalism)
by Hyeyoung KwonIn a nation lacking a comprehensive social safety net, people often scramble to find private solutions to structural problems. While existing scholarship primarily focuses on how adults, particularly mothers, navigate systematic gaps in social support, Language Brokers shifts our attention to bilingual children securing crucial resources for their families. Drawing upon interviews with working-class Mexican and Korean American language brokers, as well as healthcare providers, and months of participant observation in a Southern California police station, Hyeyoung Kwon reveals how children of immigrants translate more than simple verbal exchanges. Living at the intersection of multiple forms of inequality, these youth creatively use their in-between status to resolve structural problems to ensure their families' basic citizenship rights are upheld in interactions with teachers, social workers, landlords, doctors, and police officers. In an era of widespread racialized nativism, Language Brokers provides a critical examination of American culture, laying bare the contradictions between the ideals of equality and the exclusion of immigrants. Kwon underscores that dichotomous and racialized understandings of "deserving" and "undeserving" immigrants—which are embedded in everyday interactions and institutional practices—inform the routine ways in which immigrant youth attempt to cultivate belonging for their families.
Language Competition and Shift in New Australia, Paraguay (Palgrave Studies in Minority Languages and Communities)
by Danae PerezThis book is an innovative sociolinguistic study of New Australia, an Australian immigrant community in Paraguay in 1893, whose descendants today speak Guarani. Providing fresh data on a previously under-researched community who are an extremely rare case of language shifting from English heritage language to a local indigenous language, the case study is situated within the wider context of the colonial and post-colonial spread of English in Latin America over the past century. Drawing on insights from linguistic anthropology, sociolinguistics, Latin American studies and history, the author presents the history of the colony before closely analysing the interplay of language and identity in this uniquely diasporic setting. This book fills a longstanding gap in the World Englishes and heritage languages literature, and it will be of interest to scholars of colonial and postcolonial languages, and minority language more generally.
Language Contact and the Future of English (Routledge Studies in Sociolinguistics)
by Ian MackenzieThis book reflects on the future of the English language as used by native speakers, speakers of nativized New Englishes, and users of English as a lingua franca (ELF). The volume begins by outlining the current position of English in the world and accounts for the differences among native and nativized varieties and ELF usages. It offers a historical perspective on the impact of language contact on English and discusses whether the lexicogrammatical features of New Englishes and ELF are shaped by imperfect learning or deliberate language change. The book also considers the consequences of writing in a second language and questions the extent to which non-native English-speaking academics and researchers should be required to conform to ‘Anglo’ patterns of text organization and ‘English Academic Discourse.’ The book then examines the converse effect of English on other languages through bilingualism and translation. This volume is essential reading for students and scholars in English language, sociolinguistics, language acquisition, and language policy.
Language Contact in Nepal: A Study on Language Use and Attitudes
by Bhim Lal GautamThis book examines language contact and shift in Nepal, a multilingual context where language attitudes and policies often reflect the complex socio-cultural and socio-political relationship between minority, majority and endangered languages and peoples. Presenting the results of a 15-year study and making use of both quantitative and qualitative data, the author presents evidence relating to speakers' opinions and perceptions of mother tongues including English, Hindi, Nepali, Sherpa, Dotyali, Jumli and Tharu. This book explores an under-studied part of the world, and the findings will be relevant to scholars working in other multilingual contexts in fields including language policy and planning, language contact and change, and language attitudes and ideologies.
Language Debates: Theory and Reality in Language Learning, Teaching and Research (Language Acts and Worldmaking #1)
by VariousThis book captures an urgent moment for language teaching, learning and research. At its core are a series of debates concerning gender stereotyping, the place of linguistics in modern languages, language activism, multilingualism and modern languages and digital humanities. Taken together, these debates explore the work that languages, and that those who learn and speak them, do in the world as well as the way we think 'through' and 'in' a language and are shaped by it. Language Debates acknowledges the history of language teaching and the current realities of language teaching and learning. It is bold in suggesting ways forward for reform and for policy, setting languages and language learning at the heart of a consciously transformative set of goals. This book is therefore essential reading for academics, language teachers, policy makers, students, activists and those passionate about progressing language learning and teaching. The editors and contributors make up a multilingual and multicultural team who work across languages, cultures and borders with a globally-informed approach to their work. Uniquely, the debates in this volume are based on events with participants in the Language Acts and Worldmaking Debates Series and/or workshops within the wider research project and take into account the ensuing discussions there. Each debate is accompanied by an interview which serves as a model on how to continue the conversation beyond the printed pages of the book. You can also discover ways to join the debate through links on the Language Acts and Worldmaking series website (www.jmlanguages.com/languageacts) which includes recorded debates, additional materials and more information about the series. Like all the volumes in the Language Acts and Worldmaking series, the overall aim is two-fold: to challenge widely-held views about language learning as a neutral instrument of globalisation and to innovate and transform language research, teaching and learning, together with Modern Languages as an academic discipline, by foregrounding its unique form of cognition and critical engagement. Specific aims are to:· propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal· put research into the hands of wider audiences · share a philosophy, policy and practice of language teaching and learning which turns research into action· provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research· share knowledge across and within all levels and experiences of language learning and teaching· showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences · disseminate new research in languages that engages with diverse communities of language practitioners.
Language Debates: Theory and Reality in Language Learning, Teaching and Research (Language Acts and Worldmaking #1)
by VariousThis book captures an urgent moment for language teaching, learning and research. At its core are a series of debates concerning gender stereotyping, the place of linguistics in modern languages, language activism, multilingualism and modern languages and digital humanities. Taken together, these debates explore the work that languages, and that those who learn and speak them, do in the world as well as the way we think 'through' and 'in' a language and are shaped by it. Language Debates acknowledges the history of language teaching and the current realities of language teaching and learning. It is bold in suggesting ways forward for reform and for policy, setting languages and language learning at the heart of a consciously transformative set of goals. This book is therefore essential reading for academics, language teachers, policy makers, students, activists and those passionate about progressing language learning and teaching. The editors and contributors make up a multilingual and multicultural team who work across languages, cultures and borders with a globally-informed approach to their work. Uniquely, the debates in this volume are based on events with participants in the Language Acts and Worldmaking Debates Series and/or workshops within the wider research project and take into account the ensuing discussions there. Each debate is accompanied by an interview which serves as a model on how to continue the conversation beyond the printed pages of the book. You can also discover ways to join the debate through links on the Language Acts and Worldmaking series website (www.jmlanguages.com/languageacts) which includes recorded debates, additional materials and more information about the series. Like all the volumes in the Language Acts and Worldmaking series, the overall aim is two-fold: to challenge widely-held views about language learning as a neutral instrument of globalisation and to innovate and transform language research, teaching and learning, together with Modern Languages as an academic discipline, by foregrounding its unique form of cognition and critical engagement. Specific aims are to:· propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal· put research into the hands of wider audiences · share a philosophy, policy and practice of language teaching and learning which turns research into action· provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research· share knowledge across and within all levels and experiences of language learning and teaching· showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences · disseminate new research in languages that engages with diverse communities of language practitioners.
Language Development across the Life Span
by Birna Arnbjörnsdóttir Hafdís IngvarsdóttirThis book offers insights from a seven-year study into the impact of English as an International Language at a national level, from the effect of rich English input on a previously monolingual people’s linguistic repertoire to its effect on the situated language use demanded of speakers who find themselves in a new linguistic environment for which they have not been prepared. The changes described in the book have occurred in a speech community that identifies strongly with the local language, but finds itself increasingly having to use another language to perform daily functions in education and work. Findings describe how the official language and educational policies have not addressed this new linguistic ecology of Iceland. The findings of these studies have larger international practical, educational, empirical, and theoretical implications and should be relevant to anyone interested in in the impact of English as an International Language.
Language Disorders in Children: Fundamental Concepts of Assessment and Intervention
by Joan N. Kaderavek Victoria S. HenbestNow published by Plural, this modernized third edition of Language Disorders in Children: Fundamental Concepts of Assessment and Intervention offers a comprehensive overview of language disorders in children for speech-language pathology students. <P><P>The expert authors bring together decades of clinical experience and pedagogical expertise to create a comprehensive resource with instructional strategies and clinical applications, enhanced with numerous activities, discussions, and case studies that promote critical thinking. <P><P>This edition introduces a groundbreaking model that utilizes a story-based approach to explain the dimensions of choosing and developing interventions. This method engages students in a thought experiment that illuminates the nuances of clinical decision-making, particularly for children with developmental language disorder, autism, and other developmental disabilities. The book revisits and expands upon the well-regarded five communication subdomains framework, providing a clear and structured approach to understanding language development from early pragmatic skills to advanced discourse.
Language Education Programs: Perspectives on Policies and Practices (Language Policy #34)
by Carol Griffiths Zia TajeddinThis book delves into the realm of effective language education programs, examining them from both macro and micro-policy-making perspectives. It unravels the distinguishing features of exemplary language programs and explores how these programs are implemented in diverse international contexts. The book comprehensively explores various facets of language education programs, encompassing well-crafted language education policies, robust curriculum and syllabus design, impactful teaching materials, effective approaches to English for specific purposes (ESP), English as a medium of instruction (EMI), content and language integrated learning (CLIL), and English as a Lingua Franca (ELF)-informed instruction. The book also delves into fruitful school/institute-university partnerships, the judicious use of technology, strategies for teacher recruitment and professional development, as well as efficient policies for learner assessment, among other topics of significance. The contributions within this book are firmly grounded in data, incorporating findings from empirical studies. The insights provided draw upon valuable data obtained from a range of diverse contexts in which effective language education programs have been implemented.
Language Ideologies and Linguistic Identity in Heritage Language Learning (Routledge Studies in Hispanic and Lusophone Linguistics)
by Rachel Showstack Diego Pascual y Cabo Damián Vergara WilsonLanguage Ideologies and Linguistic Identity in Heritage Language Learning addresses the ways in which discourses about language value and identities of linguistic expertise are constructed and negotiated in the Spanish heritage language (HL) classroom, and how the classroom discourse shapes, and is shaped by, the world outside of the classroom.The volume examines the sociopolitical contexts, personal histories, and communicative practices of Spanish teachers and students in two diverse geographic regions: the US states of Texas and Kansas. Adopting an integrated sociocultural approach, it considers the ways in which individuals draw from multiple linguistic resources and social practices in daily interaction and how they articulate their beliefs about language through storytelling. Rich interactional data, examples from social media, and stories of community engagement are utilized to demonstrate how Spanish heritage speakers use language creatively and proactively to legitimize and claim power in their home and community linguistic practices.This is an invaluable resource for applied linguists who seek to better understand the relationship between language, ideology, and identity and for graduate students and researchers in the fields of linguistics, Spanish, and HL education.
Language Ideology, Policy and Planning in Peru
by Serafín M. Coronel-MolinaThis book explores the role of language academies in preserving and revitalizing minority or endangered languages. The author studies the controversial High Academy of the Quechua Language (HAQL) in Peru, the efficacy of which has been questioned by some experts. The book delves into the positions, attitudes, ideologies and practices of the HAQL and the role it has played in language policy and planning in the Andean region. The author uses ethnographic fieldwork to support what was previously only anecdotal evidence from individuals viewing the Academy from the outside. This book would appeal to anyone studying the sociolinguistics of the Quechua language, as well as to those studying broader issues of Indigenous language policy and planning, maintenance and revitalization.
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.