40 urteko ibilbideari jarraiki, e-Hizpide aldizkariak 100. zenbakia argitaratu berri du. Aurrekoekin egin dugun bezala, azken ale honetako artikuluak ere Liburutegiko katalogora gehitu ditugu. 

Ahozko adierazpena eta elkarreragina bigarren hizkuntzen eskoletan : deskriptoreen eskalak programaziorako eta orientazio didaktiko eta metodologikoak / Sara Robles Ávila

Cuadernos de didáctica es una colección dedicada a la formación de profesores de español como lengua extranjera, fruto de la colaboración entre International House y Difusión. Una obra útil y enriquecedora para cualquier profesor de ELE dirigida por Neus Sans y Francisco Herrera.

This book brings together the current theory, research and practical perspectives from different parts of the world on language teacher identity in an attempt to better understand the nature of identities teachers in different contexts develop. By linking theory to pedagogy, the book examines how second language teacher identities are shaped and explores the various links between teacher identities and variables that affect the formation of identities. Theory and Practice in Second Language Teacher Identity includes a foreword by Jack Richards (University of Sydney and RELC), an afterword by Peter de Costa (Michigan State University) and holds 20 invited chapters by established and active scholars and teacher educators to discuss the various aspects of in-service and pre-service second language teacher identity development. It also addresses the way the COVID-19 pandemic has impacted teacher identities and examines under-researched issues, such as the intersection between gender and race in second language teacher identity development and identity construction in second languages other than English.

Intersubjectivity is a precondition for human life – for social organization as well as for individual development and well-being. Through empirical examination of social interactions in everyday and institutional settings, the authors in this volume explore the achievement and maintenance of intersubjectivity. The contributions show how language codes and creates intersubjectivity, how interactants move towards shared understanding in interaction, how intersubjectivity is central to phenomena and experiences often considered merely individual, and how intersubjectivity evolves through learning. While the core methodology of the studies is Conversation Analysis, the volume highlights the advantages of using several methods to tackle intersubjectivity.

There has been growing scholarly research and interest in writing for academic publication over the past decade and the field of English for Research Publication Purposes (ERPP) has established itself as an important domain within English for Academic Purposes (EAP). This introductory volume provides a comprehensive view of what ERPP encompasses as a scholarly field, including its disciplinary boundaries, competing discourses within the field, research and practice paradigms, and future prospects for research and pedagogy in this field.

The book portrays a multifaceted and nuanced picture of the discourses and discussions shaping and underlying ERPP as a scholarly field, focusing on key aspects of ERPP including:

emergence and expansion of ERPP;
key theoretical and methodological orientations framing ERPP research;
writing for scholarly publication practices of EAL, Anglophone, and early-career scholars and graduate students;
the pedagogy of ERPP and relevant international policies, practices, and initiatives;
the advancement of digital technologies and the implications for ERPP;
new directions in ERPP practice and research.

This book is essential reading for students and scholars within the areas of applied linguistics, TESOL, and English for Academic Purposes.

This book discusses salient moments of multilingual encounters and brings together contributions focused on the interplay between language use by individuals and societies, and language-related inequalities or opportunities for speakers. The chapters demonstrate how biographical and speaker-centred approaches can contribute to an understanding of linguistic diversity, how researchers can empirically account for lived experiences of languages, and how such accounts are embedded in a larger discussion on social (in)equality. Together the chapters make a powerful case for the importance of speaker-centred methodologies in multilingual and multilingualism research. The book is a rich source of theoretical and methodological reflections and will thus be a valuable resource for both experienced researchers and students beginning to explore biographical research methods.