14/12/2022 | 28Innovación y creatividad en el aula de español : nuevas formas de entender la enseñanza de una lengua
14/12/2022 | 27
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.
14/12/2022 | 14
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.
14/12/2022 | 13
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.
- 14/12/2022 | 8
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.
- 14/12/2022 | 8
Variationist work in Second Language Acquisition (SLA) began in the mid 1970s and steadily progressed during the 1980s. Much of it was reviewed along with newer approaches in Bayley and Preston 1996 (B&P), heavily devoted to VARBRUL analyses that exposed the variability in developing interlanguages and placed variationist work within the canon of SLA. This new volume features three developing trends. First, it widens the scope of L1s of learners (from 6 in B&P to 8) and L2 targets (2 in B&P to 7) and in each case has brought more careful demographic and variable considerations to bear, including heritage languages and study abroad. Second, it modernizes statistics by moving from VARBRUL to the more widely used log-odds probabilities that allow more detailed consideration of variables and their influences. Finally, it deepens consideration of variable sociolinguistic meaning in learner behaviors, a dominating feature of 3rd Wave variationist work.
- 14/12/2022 | 11
Hasta bien entrado el siglo XX no se planteó seriamente el origen foráneo de la lengua valenciana. Velis nolis comenzó entonces a diseñarse un modelo explicativo según el cual los históricos castellano y aragonés de las tierras del interior y el valenciano de la costa se deberían a una doble repoblación subsecuente a la conquista del reino moro de Valencia por Jaime I. Nacía así la hipótesis repoblacionista. Aparte del absurdo ―jamás explicado― de una anacrónica distribución lingüística de los llegados a la Valencia del siglo XIII, la hipótesis colisiona con numerosas contraevidencias que se diseccionan minuciosamente en esta obra.
- 14/12/2022 | 17The secret life of English-medium instruction in higher education :examining microphenomena in context
This volume explores the inner-workings of English-medium instruction (EMI) in higher education (HE) at two universities. After an introductory chapter that sets the scene and provides an essential background, there are four empirically based chapters that draw on data collected from a range of sources at two universities in Catalonia. This includes interviews, audio/video recordings of classes, audio logs produced by both lecturers and students, policy documents, students’ written work, and student presentation evaluation rubrics. These chapters examine the following issues: (1) the choice of either English or Catalan as the medium of instruction by students and lecturers; (2) how students display ambivalence towards EMI, as well as a general lack of enthusiasm towards and an ironic distance from 'doing education’; (3) how students resist EMI by contravening its English monolingual norm, using their L1s in the classroom; and finally, (4) how EMI lecturers on occasion act as English language teachers despite their continued claims to the contrary. The book ends with a concluding chapter that draws all of the strands together around key themes.
This book is written for scholars interested in issues surrounding EMI in HE in general, as well as those EMI in HE practitioners who have adopted a reflective approach to their professional practice and wish to know more about the ins and outs of EMI in HE from multiple perspectives. It is a useful resource for MA and PhD students on applied linguistics programmes in which the roles and uses of English in HE worldwide are deemed to be important and worthy of attention. Additionally, this will be relevant to courses or modules focusing on language policy, as well as curriculum issues more broadly and language teaching practice more specifically.
- 14/12/2022 | 46
Ce manuel est destiné à un public d’étudiants débutants désireux d’apprendre l’arabe maghrébin, parlé au Maroc, en Algérie et en Tunisie. Il peut être utilisé par les enseignants, mais aussi comme support d’auto-apprentissage. Le niveau visé correspond au B2 du Cadre européen commun de référence pour les langues (CECRL).
Partant d’échanges simples de la vie quotidienne, il familiarise progressivement les étudiants avec les cultures et les littératures orales des pays du Maghreb. Les échanges et les textes proposés sont authentiques et transcrits en double graphie arabe et latine. Un memento sur les nombres et le temps, des tableaux de conjugaison et un lexique général accompagnent les douze chapitres qui le composent. Un enregistrement sonore permet d’entendre les dialogues présents dans les documents. Il donne les traductions et les explications en français, page par page, ainsi que les corrigés des exercices.