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Research on Old French: The State of the Art
by Deborah L ArteagaThe present volume presents scholarly study into Old French as it is practiced today, in all of its forms, within a variety of theoretical frameworks, from Optimality Theory to Minimalism to Discourse Analysis. Many of the chapters are corpus-based, reflecting a new trend in the field, as more electronic corpora become available. The chapters contribute to our understanding of both the synchronic state and diachronic evolution, not only of Old French, but of language in general. Its breadth is extensive in that contributors pursue research on a wide variety of topics in Old French focusing on the various subsystems of language. All examples are carefully glossed and the relevant characteristics of Old French are clearly explained, which makes it uniquely accessible to non-specialists and linguists at all levels of training.
Research on Politeness in the Spanish-Speaking World
by María Elena Placencia Carmen GarcíaOne of the main contributions of this important book is that it offers a thorough survey of the theoretical and empirical developments that have occurred in the area of (im)politeness in the different regions of the Spanish-speaking world, gathering together overviews by distinguished scholars. Additionally, the book advances the field with new empirical research on linguistic (im)politeness, and silence and (im)politeness, in a range of (non)institutional contexts, as well as new perspectives for the study of (im)politeness. A closing chapter by the editors provides an assessment of salient trends in the area and directions for future research.Research on Politeness in the Spanish-Speaking World is essential reading for students in Spanish pragmatics and Spanish linguistics, sociolinguistics, and discourse analysis. The volume is also very useful to English-speaking scholars in the general field of pragmatics who are not proficient in Spanish but require access to these empirical studies.
Research on Reflective Practice in TESOL (ESL & Applied Linguistics Professional Series)
by Thomas S.C. FarrellIn this comprehensive and detailed analysis of recent research on encouraging reflective practices in TESOL, Farrell demonstrates how this practice has been embraced within TESOL and how it continues to impact the field. Examining a vast array of studies through his own framework for reflecting on practice, Farrell’s analysis comprises not only the intellectual and cognitive but also the spiritual, moral, and emotional aspects of reflection. Reflection questions at the end of each chapter provide a jumping-off point for researchers, scholars, and teachers to further consider and reflect on the future of the field. Providing a holistic picture of reflection, this book is an original compendium of essential research on philosophy and principles, instruments used in studies, and theory and practice.
Research on Second Language Teacher Education: A Sociocultural Perspective on Professional Development (ESL & Applied Linguistics Professional Series)
by Karen E. JohnsonEmbracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers’ work. This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and nonnative English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs.
The researchED Guide to English as an Additional Language: An evidence-informed guide for teachers (researchED)
by Tom Bennett Hamish ChalmersIn this edition, Hamish Chalmers provides a primer on the key questions teachers and researchers have about the education of children learning English as an Additional Language (EAL). From the general implications of teaching children in a language that many are still in the process of learning, to the specifics of EAL-friendly pedagogy, this volume includes contributions from both teachers and researchers in the field: Victoria Murphy, Constant Leung, Jonathan Bifield, Feyisa Demie, Ann-Margaret Smith, Naomi Flynn, Holly Joseph, Tracey Costley, Xiao Lan Curdt-Christiansen, and Eowyn Crisfield.Hamish Chalmers is a lecturer and EAL researcher at the University of Oxford, vice-chair of NALDIC — the UK’s EAL subject association — and erstwhile primary school teacher, both in the UK and overseas.
The researchED Guide to English as an Additional Language: An evidence-informed guide for teachers (researchED)
by Hamish Chalmers Tom BennettIn this edition, Hamish Chalmers provides a primer on the key questions teachers and researchers have about the education of children learning English as an Additional Language (EAL). From the general implications of teaching children in a language that many are still in the process of learning, to the specifics of EAL-friendly pedagogy, this volume includes contributions from both teachers and researchers in the field: Victoria Murphy, Constant Leung, Jonathan Bifield, Feyisa Demie, Ann-Margaret Smith, Naomi Flynn, Holly Joseph, Tracey Costley, Xiao Lan Curdt-Christiansen, and Eowyn Crisfield.Hamish Chalmers is a lecturer and EAL researcher at the University of Oxford, vice-chair of NALDIC — the UK’s EAL subject association — and erstwhile primary school teacher, both in the UK and overseas.
Researching Chinese English: the State of the Art
by David Deterding Deyuan He Zhichang XuThis volume offers a timely collection of original research papers on the various features and issues surrounding Chinese English, one of the varieties in World Englishes with a large and increasing number of learners and users. The five sections entitled 'Researching Chinese English Pronunciation', 'Researching Chinese English Lexis, Grammar and Pragmatics', 'Researching Perceptions, Attitudes and Reactions towards Chinese English', 'Researching Cultural Conceptualizations and Identities in Chinese English', and 'Chinese Scholarship on Chinese English', bring together three generations of Chinese and overseas researchers, both established and emerging, who offer lively dialogues on the current research, development and future of Chinese English. The introductory chapter by the editors on the state-of-the-art of researching Chinese English, and a concluding chapter by a leading researcher in World Englishes on the future directions for researching Chinese English make this an essential title for those who wish to gain insights on Chinese English.
Researching English-Medium Higher Education: Diverse Applications and Critical Evaluations of the ROAD-MAPPING Framework (Routledge Focus on English-Medium Instruction in Higher Education)
by Ute SmitSet against the increasing use of English-medium higher education across the world, this book brings together researchers and practitioners who, despite coming from very different geopolitical areas and pursuing distinct research objectives, coincide in their use of the ROAD-MAPPING conceptual framework. With the use of this framework and its six interrelated dimensions, the nine studies included in this volume explore key topics for English-Medium Education in Multilingual University Settings (EMEMUS) from diverse perspectives. These range from multi-sited, meta-level approaches critically analysing different countries and their realisations of EMEMUS to using ROAD-MAPPING as a methodological tool to analyse all its dimensions or place the lens on a particular aspect. By doing so, the contributions demonstrate the strength of the ROAD-MAPPING framework for investigating and understanding the complex nature of EMEMUS. The volume makes a valuable contribution to the development of EMEMUS research and is thus highly recommended for scholars, policymakers and students interested in one of the most fast-growing (and contested) research areas in applied linguistics today.
Resistance to the Known
by Damian J. RiversThis volume stands as a demonstration of resistance to 'the known' (i. e. the tyranny of the expected) through individual and collective counter-conduct within the domain of language education. Supported by data drawn from various local and national contexts, the professional experiences of the authors reveal how the pedagogies, practices, and policies of 'the institution' often reflect an imperative to provide a brand of language education disinterested with the ideological and political foundations of its own imposition. While being forthright in its quest to resist and deconstruct certain 'knowns', the primary sentiment underpinning this volume does not withhold the hand of reconciliation, recreation and reconstruction. As a project of hope, this volume reminds all language educators that our role is multifaceted, continual and cast in service not of our special interest groups, our institutional paymasters, or ourselves, but rather of the individual students who trust that our professionalism will support them in a self-authoring an empowering educational experience without compromising their integrity as human beings.
Résistances, mobilisations et contestations: L’Association canadienne-française de l’Ontario (1910-2006) (Collection Amérique française)
by Gratien Allaire Serge Dupuis Mariève Forest Anne Gilbert Marcel MartelL’Association canadienne-française de l’Ontario (ACFO) a été le principal porte-parole politique de la collectivité franco-ontarienne au XXe siècle. Cette analyse historique en six chapitres chronologiques va de la fondation de l’Association canadienne-française d’éducation d’Ontario (ACFEO) en 1910 jusqu’à sa disparition et son absorption par l’Assemblée de la francophonie de l’Ontario en 2006. De 1910 à 1927, l’Association joue un rôle déterminant dans la crise du Règlement 17, qui interdit l’enseignement en français dans les écoles de la province. De 1927-1969, l’ACFEO contribue activement à l’avancement de la cause des écoles françaises (ou « bilingues ») de l’Ontario. Entre 1969 et 1982, l’Association, devenue l’« ACFO », travaille aux progrès institutionnels de la collectivité franco-ontarienne, tout en essuyant des critiques, voire des dénonciations formulées par plusieurs groupes de militants animés par les idéologies contre-culturelle et participative alors en vogue. Entre 1982 et 1992, l’ACFO se redéfinit pour s’adapter à la transformation de l’espace politique de l’Ontario français, ainsi qu’à la fragmentation de son champ idéologique sous l’impulsion de plus en plus irrépressible des régionalismes identitaires et de l’arrivée de groupes ethnoculturels issus de l’immigration francophone. Les années 1992-2006 sont les dernières de l’ACFO, qui ne peut se relever de la crise de légitimité qui la mine depuis la fin des années 1970. Une fenêtre privilégiée sur les efforts de construction identitaire et politique de la francophonie ontarienne au XXe siècle. Ce livre est publié en français. - The French-Canadian Association of Ontario (ACFO) has been the main political voice person for the Franco-Ontarian community in the 20th century. The first chapter (1910-1927) examines the first years of the Association and delves into the pivotal role it played during the debate surrounding Regulation 17, which was designed to prevent French-language schooling in the province. From 1927-1969, the ACFEO actively contributed to the advancement of French (or “bilingual”) schools in Ontario. From 1969-1982, the Association, now called ACFO, played a key role in the institutional progress of the Franco-Ontarian community, amidst much criticism and accusations made by militants inspired by the counter-culture and participative ideologies of the day. From 1982 to 1992, ACFO redefined itself in order to adapt to an evolving political situation in l’Ontario français, as well as to the fragmentation of its ideology as regional identities took shape to a new ethnocultural reality in the wake of francophone immigration. The years from 1992 to 2006 were the Association’s last, as it became unable to overcome a legitimacy crisis that had been undermining it since the end of the 1970s. A glimpse into the efforts that went into the identity and political construct of the Ontarian Francophonie throughout the 20th century. This book is published in French.
Resources in the Ancient Church for Today’s Worship AETH: Lecciones del culto antiguo para la iglesia de hoy AETH
by Catherine Gunsalus GonzálezThere is much that the church today can learn from the worship of the early church, particularly in the second century. This was a time when increasing numbers of gentiles were coming to the church with little or no previous knowledge of the Judeo-Christian tradition. How did the church train and instruct those who wished to join it? How did its worship, particularly in baptism and in communion, respond to the challenge of shaping and nurturing believers who would have to live their faith in a hostile environment? Today the church begins to face similar conditions. Growing numbers around us have little or no idea what our faith is all about. As such people seek membership in the church, and as we all seek ways to be faithful in the present environment, we have much to learn from the church in those earlier times, and particularly from its worship. La iglesia de hoy tiene mucho que aprender del culto de la iglesia antigua, particularmente de la iglesia durante el siglo segundo. En aquel tiempo cada vez eran más los gentiles se acercaban a la iglesia sin saber mucho de la tradición judeo-cristiana. ¿Cómo era que la iglesia instruía y adiestraba a quienes deseaban unirse a ella? ¿En qué modos el culto de la iglesia respondía al reto de formar y nutrir a aquellos creyentes que tendrían que vivir en un ambiente hostil? Hoy la iglesia se enfrenta a retos semejantes. Cada vez son más nuestros contemporáneos que saben bien poco acerca de la fe cristiana. Cuando tales personas piden unirse a la iglesia, y cuando nosotros mismos buscamos cómo ser fieles en el ambiente de hoy, la iglesia de aquellos tiempos tiene mucho que enseñarnos, particularmente en lo que se refiere al culto.
Response To Student Writing: Implications for Second Language Students
by Dana R. FerrisThis volume synthesizes and critically analyzes the literature on response to the writing of second language students, and discusses the implications of the research for teaching practice in the areas of written and oral teacher commentary on student writing, error correction, and facilitation of peer response. The book features numerous examples of student texts and teacher commentary, as well as figures and appendices that summarize research findings and present sample lessons and other teaching materials. It is thus simultaneously comprehensive in its approach to the existing research and highly practical in showing current and future teachers how this material applies to their everyday endeavors of responding to student writing and teaching composition classes. Response to student writing--whether it takes the form of teachers' written feedback on content, error correction, teacher-student conferences, or peer response--is an extremely important component of teaching second language writing. Probably no single activity takes more teacher time and energy. Response to Student Writing is a valuable theoretical and practical resource for those involved in this crucial work, including L2 composition researchers, in-service and preservice teachers of ESOL/EFL writers, and teacher educators preparing graduate students for the teaching of writing.
Responsive Schooling for Culturally and Linguistically Diverse Students
by Debbie Zacarian Ivannia SotoA strengths-based approach to making sure what we teach is central to who we teach. Rapidly changing and diverse student populations necessitate culturally responsive schooling. It can be a challenging balancing act for educators to respect diversity and teach to each student’s needs while adhering to restrictive curricula that mandate the use of standard English. Responsive Schooling for Culturally and Linguistically Diverse Students offers a balanced approach to developing students’ academic language proficiency while simultaneously honoring, acknowledging, and valuing the richness of their home and community languages and cultures. Debbie Zacarian and Ivannia Soto provide a practical framework within which schools and educators can make students’ personal, cultural, and social identities central to the curriculum by drawing on the experiences and interests they bring to the classroom. Filled with examples of responsive teaching and opportunities to reflect on current practice, the book is a rich resource for teachers and school leaders alike.
Rethinking Bilingual Education: Welcoming Home Languages In Our Classrooms
by Elizabeth Barbian"The articles in Rethinking Bilingual Education show the many ways that teachers bring students’ home languages into their classroom—from powerful examples of social justice curriculum taught by bilingual teachers to ideas and strategies for how to honor students’ languages in schools with no bilingual program. We see bilingual educators work to keep equity at the center and to build solidarity among diverse communities. Teachers and students speak to the tragedy of language loss but also about the inspiring work to revitalize languages on the brink of disappearance and to defend and expand bilingual education programs"--Publisher's website.
Rethinking Identities in Contemporary Pakistani Fiction: Beyond 9/11
by A. KanwalThis book focuses on the way that notions of home and identity have changed for Muslims as a result of international 'war on terror' rhetoric. It uniquely links the post-9/11 stereotyping of Muslims and Islam in the West to the roots of current jihadism and the resurgence of ethnocentrism within the subcontinent and beyond.
Rethinking Juan Rulfo's Creative World: Prose, Photography, Film (Legenda)
by Nuala Finnegan Dylan BrennanThough primarily known for his haunting, enigmatic novel Pedro Páramo and the unrelenting depictions of the failures of post-revolutionary Mexico in his short story collection, El Llano en llamas, Juan Rulfo also worked as scriptwriter on various collaborative film projects and his powerful interventions in the area of documentary photography ensure that he continues to inspire interest worldwide. Bringing together some of the most significant names in Rulfian scholarship, this anthology engages with the complexity and diversity of Rulfo’s cultural production. The essays in the collection bring the Rulfian texts into dialogues with other cultural traditions and techniques including the Japanese Noh or "mask" plays and modernist experimentation in the Irish language. They also deploy diverse theoretical frameworks that range from Roland Barthes’ work on studium and punctum in photography to Henri Lefebvre’s ideas on space and spatiality and the postmodern insights of Jean Baudrillard on the nature of the simulacrum and the hyperreal. In this way, innovative approaches are brought to bear on the Rulfian texts as a way of illuminating the rich tensions and anxieties they evoke about Mexico, about history, about art and about the human condition.
Rethinking the Concept of the Grotesque: Crashaw, Baudelaire, Magritte
by Shun-Liang ChaoHow are we to define what is grotesque, in art or literature? Since the Renaissance the term has been used for anything from the fantastic to the monstrous, and been associated with many artistic genres, from the Gothic to the danse macabre. Shun-Liang Chao's new study adopts a rigorous approach by establishing contradictory physicality and the notion of metaphor as two keys to the construction of a clear identity of the grotesque. With this approach, Chao explores the imagery of Richard Crashaw, Charles Baudelaire, and Rene Magritte as individual exemplars of the grotesque in the Baroque, Romantic, and Surrealist ages, in order to suggest a lineage of this curious aesthetic and to cast light on the functions of the visual and of the verbal in evoking it.
Revisiting EFL Assessment
by Rahma Al-Mahrooqi Christine Coombe Faisal Al-Maamari Vijay ThakurThis book examines acknowledged practices and demonstrates to teachers how to make the most out of their assessment practices. It also explores different assessment methods for skills such as reading, writing, listening and speaking. Forecasting the future of assessment and where concepts like alternative assessment and dynamic assessment are heading, it also shows how relatively new teaching methods such as communicative methodologies and problem-based learning are reflected in assessment. This book represents a forum where contributors have presented their research and innovative ideas and practices on the important topic of assessment and opened a fresh debate on it. It offers an excellent reference guide for EFL teachers, practitioners, researchers and testing and assessment specialists. Each chapter examines central issues inassessment and their connection with teaching and learning in EFL contexts.
Revista: Conversación sin barreras
by José A. BlancoGet students talking with Revista! This conversational, 6-lesson program includes readings and films specifically chosen to generate controversy and capture students' interest.
Revival: Hebrew Satire (1911) (Routledge Revivals)
by Joseph ChotznerVery little attention has hitherto been paid by authors generally to those works forming part of Hebrew literature, in which much of delightful satire is predominant. The object of this volume, therefore, is to make the reader familiar with the contents of several of these writings which may prove interesting to him.
Revival: New Edition Enlarged by Sir Trelawny Backhouse and Sidney Barton (Routledge Revivals)
by Walter Caine HillierMany of the marks attached to the phonetic rendering of the Chinese words in this volume differ from those assigned to them in the dictionaries. These apparent discrepencies are intentional, the tones being given as they are applied, or appear to the ear of the compiler to be applied, by the natives of Peking.
Revival: (French-English) (Routledge Revivals)
by W Knoblauch vonStudents and Readers of French Literature, who require a more complete dictionary of Argot than the present volume, should consult these learned and excellent works.
Revival: Of English Words Used Formerly in Senses Different from their Present (Routledge Revivals)
by Richard Chenevix TrenchThis volume is intended to be a contribution to a special branch of the study of our own language. It proposes to trace in a popular manner and for general readers the changes of meaning which so many of its words have undergone; words which, as current with us as they were with out forefathers, yet meant something different on their lips from what they mean on ours.
Revival: An Old English Grammar (1922) (Routledge Revivals)
by Edith Elizabeth WardaleOld English is the name given to the language spoken by the Germanic inhabitants of Britain till about the time of the Conquest, or, according to some scholars, till about 1100. It is a member of the western division of Germanic, which is itself a branch of the large Indo-Germanic family of languages. This book gives an overview of Old English and its grammar.