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This book is dedicated to the notion of languaging, which has recently gained recognition across many disciplines. From philosophy to linguistics, the foundations of the concept rest on the assumption that language is a way of knowing, making personal sense of the world, becoming conscious of oneself, and a means of creating one's identity. The very notion of languaging is still a fresh and unexplored concept in applied linguistics and deserves careful scrutiny. For this reason, the volume is ...
Second Language Educational Experiences for Adult Learners explains the latest research on adult learning and then applies that work to specifically address second language learning. In the foundational chapters, this book introduces some of the differences between language learning for adults. In the second half of the volume, the authors move to consider educational design in chapters on curriculum, materials, assessment, and technology. This is an essential book for researchers and students interested in the science of language learning or anyone looking to better understand the science of adult education.
This 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.
A new approach to the idea of grace. The author isolates certain common themes consistently present in the traditional language of grace and reinterprets them in terms of the concept of liberation.
This volume brings together studies dealing with second language learning in contexts that provide intensive exposure to the target language. In doing so, it highlights the role of intensive exposure as a critical distinctive characteristic in the comparison of learning processes and outcomes from different learning contexts: naturalistic and foreign language instruction, stay abroad and at home, and extensive and intensive instruction programmes. The different chapters represent a wide range of learning contexts and types of learning, as well as different approaches that yield much needed evidence on the role of context of acquisition in second language learning.
"Nessel and Dixon show teachers how to effectively support English language development by using the Language Experience Approach." —David E. Freeman and Yvonne S. Freeman, Professors of Literacy, ESL, and Bilingual Education The University of Texas at Brownsville "Provides the tools teachers need to use this natural way of helping English Language Learners. The Language Experience Approach makes language and language arts accessible to the students in need of basic skills." —Roberta E. Dorr, Associate Professor of Education Trinity University, WA Support ELLs while meeting the goals of your literacy curriculum! English Language Learners (ELLs) enter the classroom with different levels of proficiency—and confidence—in English. The Language Experience Approach offers K–12 teachers an instructional framework and classroom strategies for meeting students at their level and helping them use their strengths as speakers and listeners to build reading and writing skills. Research-based and used successfully in practice, this method actively engages students by allowing them to construct their own texts and bring their personal experiences into the learning process. The authors: Offer detailed, step-by-step directions for using the Language Experience Approach in English language instruction Include examples of the kinds of texts that are generated by ELL students Describe activities teachers can use with those texts to refine and extend learners′ literacy skills Appropriate for teaching students at varying levels of English proficiency, Using the Language Experience Approach With English Language Learners is a valuable reference for teachers, literacy coaches, and reading specialists.
This 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.
This book brings together the voices of teacher educators working in different national and educational settings. It Covers themes such as change in teacher education practices, the influences of context on practice, and of interculturality, to provide rich insights into the processes and effects of second language teacher education.
This book brings together the voices of teacher educators working in different national and educational settings. It Covers themes such as change in teacher education practices, the influences of context on practice, and of interculturality, to provide rich insights into the processes and effects of second language teacher education.
This book tells the stories of 15 world language (WL) teachers in the United States at elementary and secondary levels through rich descriptions of their lived worlds and experiences. In-depth interviews, extensive observations, learner interviews, and document and environment analysis illustrate in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors. The chapters provide a deep and robust explanation of individual teachers’ teaching lives and a cross-contextual comparison of their experiences, shining a light on the realities and demands of modern US schools. Grounded in the research literature on language teacher beliefs and cognition, this book takes the stance that all teaching is situated and contextual, and that addressing teachers' methods, practices and knowledges in ways that are divorced from their setting and environment has serious limitations. It offers fascinating insights for researchers, language educators and pre- and in-service teachers, with reflection questions at the end of each chapter to guide readers in drawing connections with their own practice, interests and contexts.