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Testing the Untestable in Language Education

The testing and assessment of language competence continues to be a much debated issue in foreign language teaching and research. This book is the first one to address the testing of four important dimensions of foreign language education which have been left largely unconsidered: learner autonomy, intercultural competence, literature and literary competence, and the integration of content and language learning. Each area is considered through a theoretical framework, followed by two empirical studies, raising questions of importance to all language teachers: How can one test literary competence? Can intercultural competence be measured? What about the integrated assessment of content-and-language in CLIL and teaching? Is progress in autonomous learning skill gaugeable? The book constitutes essential reading for anyone interested in the testing and assessment of seemingly largely untestable aspects of foreign language competence.

English. Language. Learners. Know. From. What. They. Say. MARYLIN LOW -
Look at this response. I think I know what the student is trying to say. But, I don't
know what is language specifically and what is content*I can't tell whether the ...

English as a Local Language

Post-colonial Identities and Multilingual Practices

When analyzed in multilingual contexts, English is often treated as an entity that is separable from its linguistic environment. It is often the case, however, that multilinguals use English in hybrid and transcultural ways. This book explores how multilingual East Africans make use of English as a local resource in their everyday practices by examining a range of domains, including workplace conversation, beauty pageants, hip hop and advertising. Drawing on the Bakhtinian concept of multivocality, the author uses discourse analysis and ethnographic approaches to demonstrate the range of linguistic and cultural hybridity found across these domains, and to consider the constraints on hybridity in each context. By focusing on the cultural and linguistic bricolage in which English is often found, the book illustrates how multilinguals respond to the tension between local identification and dominant conceptualizations of English as a language for global communication.

Centuries of contact with the Arab-Islamic world imbued Swahili with linguistic
and cultural aspects of Islam, and the development of Islamic schools and
mosques on the coast led to the development of a rich poetic tradition and writing
in the ...

English in Post-Revolutionary Iran

From Indigenization to Internationalization

This book unravels the story of English, the language of 'the enemies', in post-revolutionary Iran. Drawing on diverse qualitative and quantitative fieldwork data, it examines the nation's English at the two levels of policy and practice to determine the politics, causes, and agents of the two diverging trends of indigenization/localization and internationalization/Anglo-Americanization within Iran's English education. Situating English in the nation's broader social, political, economic, and historical contexts, the volume explores the intersection of the nation's English education with variables such as power, economy, policy, ideology, and information technology over the past three decades. The multidisciplinary insights of the book will be of value to scholars of global English, education policies and reforms and language policy as well as those who are specifically concerned with education in Iran.

This period began with the victory of the Islamic Revolution in Iran in 1979, which
put an end to the country's 2500-year-old monarchy (shahanshahi), replacing it
with the governance of the religious jurisprudent (velayat-e faaih), and lasted ...

Approaches to Inclusive English Classrooms

A Teacher’s Handbook for Content-Based Instruction

This book provides educators with an accessible guide to best practices concerning content-based instruction (CBI) models and their use in English learner inclusive classrooms. The author effectively bridges the gap between theory and practice with a critical analysis of practical examples and diverse strategies for the inclusion of English learners into K-12 general education courses. The book also raises controversial questions regarding who is qualified to teach English learners and who is responsible for doing so, looking at the difficulties faced by both general educators and ESL teachers in Inclusive Classrooms. By providing a lens through which both ESL teachers and general educators are able to analyze, compare and contrast a range of widely-employed CBI methods, this book allows teachers to make informed decisions in their EL program development and work with English learners in K-12 schools.

This book provides educators with an accessible guide to best practices concerning content-based instruction (CBI) models and their use in English learner inclusive classrooms.

Early Learning of Modern Foreign Languages

Processes and Outcomes

Modern languages are taught to young learners at an increasingly early age, yet few publications focus on what is available to children in different contexts and classrooms. This book represents the state-of-the-art in research on young language learners. Covering a range of languages, contexts and research methods, it provides insights into how young learners progress.

Research questions The research questions addressed in this chapter relate to
the pupils' thinking and motivation for learning English. They are as follows: (1)
What do pupils think helps or hinders them most while learning English? (2) What
do pupils think the aims of learning and knowing English are at different stages in
their lives? (3) Is there a difference between the perceptions of early beginners
and late beginners? Participants The participants in this study are young learners
of ...

World English

A Study of Its Development

This text traces the history of English language spread from the 18th to the beginning of the 21st century, combining that with a study of its langauge change. It links linguistic and sociolinguistic variables that have conditioned the evolution and change of English, putting forward a new framework of language spread and change.

World English, however, owes its existence to the fact that some 80% of its
approximately one-and-a-half to two billion users are bilingual (or multilingual) (
Crystal, 1997; World Englishes, 1998: 419). Since the existence of World English
results from the process of language spread as macroacquisition - second
language acquisition (SLA) by speech communities - bilingualism necessarily
occupies a central role in the study of World English. In refocusing its study from
the global, often ...

A Post-Liberal Approach to Language Policy in Education

This provocative defense of language diversity works through the strengths and weaknesses of liberal political theory to inform language policy. The book presents the argument that policy must occupy the space between 'linguistics of community' and 'linguistics of contact' in a way that balances individual autonomy and group recognition while not reifying 'language'. Drawing on the importance of the language/identity link, the author distinguishes between language negative liberalism and language positive liberalism, arguing against the former. This distinction orients consideration of increasingly specific language policy issues, such as official languages, language rights, bilingual education, and uses of language varieties within classrooms.

An Introduction to Language Policy: Theory and Method (pp. 60–76). Malden, MA
: Blackwell. Pennycook, A. (2010) Language as a Local Practice. New York:
Routledge. Petrovic, J.E. (1999) Balkanization, bilingualism, and comparisons of
language situations at home and abroad. Bilingual Research Journal 21 (2–3),
233–254. Petrovic, J.E. (2001) Educational policy and nationalism: Dewey on
balancing cultural and political communities. Insights 34 (2), 4–10. Petrovic, J.E. (
2005) ...

An Intercultural Approach to English Language Teaching

Intercultural language education has redefined the modern languages agenda in Europe and North America. Now intercultural learning is also beginning to impact on English Language Teaching. This accessible book introduces teachers of EFL to intercultural language education by describing its history and theoretical principles, and by giving examples of classroom tasks.

In the later 1980s there was a movement towards teaching foreign languages
through a variety of topics, and, at its most radical, through instruction in some
other discipline – in a some schools a subject such as Geography was taught
through a modern language, such as French. At its logical extreme, ... Indeed,
Valdes (1990: 20) argues that any method of language teaching and learning is
inevitably cultural: From the first day of the beginning class, culture is at the
forefront. Whatever ...

An Intercultural Approach to English Language Teaching

Intercultural language education has redefined the modern languages agenda in Europe and North America. Now intercultural learning is also beginning to impact on English Language Teaching. This accessible book introduces teachers of EFL to intercultural language education by describing its history and theoretical principles, and by giving examples of classroom tasks.

Kay and Dudley-Evans (1998: 311-12) suggest ways of fostering the positive
aspects of genre-based approaches in the ... Process-based writing has
examined anew the status of the 'product', that is, the model that in earlier
approaches ...

Teaching for Understanding Across the Primary Curriculum

The book discusses the complex nature of understanding and what it means to teach for understanding. The processes and strategies that can support teaching for understanding are then exemplified in the context of different areas of the primary / elementary (4-11 years) school curriculum.

However, what primary teachers should know and understand about the English
language in order to teach it has been ... from poor speech habits, it also exposed
the inappropriateness of teaching grammar using Latin grammar as a template.