The Roles of Language in CLIL provides a theoretically-based approach to the integration of language and content in primary and secondary contexts addressed to a range of stakeholders in Content and Language Integrated Learning. Adopting the framework of systemic functional linguistics, this book raises practitioners' awareness of how language functions in CLIL.

This volume brings together a set of eight IELTS-related research studies - four on reading and four on listening - conducted between 2005 and 2010. Findings from these studies provide valuable evidence on the validity, reliability, impact and practicality of the IELTS test; they are also instrumental in highlighting aspects needing attention, and thus directly inform the continuing evolution of the IELTS reading and listening tests. The volume reviews and comments on the specific contribution of each study to the ongoing process of IELTS reading and listening test design and development.

The public use of language deemed by certain groups within a society to be demeaning to their members has been widely debated in Japan, as in other countries. Such language is known in Japanese as sabetsu yogo(discriminatory language). Japan has no laws attempting to regulate the use of this language, nevertheless, debate on the use of sabetsu yogo has brought about some degree of awareness and modification of language use in differing arenas. These changes have not gone unquestioned; the issue of minority rights versus freedom of speech has been a subject of considerable debate in Japan and elsewhere. This book is the first full-length study in English of this aspect of Japan's linguistic landscape. Focusing on an aspect of language and power which illustrates some of the dissent underlying Japan's officially promoted ideology of a harmonious society, this book illustrates the use of discriminatory language identified by five minority groups: the Burakumin, the Ainu, people with physical or mental disabilities, women and ethnic groups within Japan.

Linguistic diversity is a defining characteristic of Europe. This volume presents 24 papers from a special conference on lesser-used language education held in Dublin in April 2004 during the Republic of Ireland s tenure of the European Union Presidency, and which was organised by Foras na Gaeilge. The papers were commissioned by the internationally-renowned language consultant, Dónall Ó Riagáin, from distinguished experts who were involved in teaching those languages or in using them as media of instruction. Those professionals of Europe s lesser used languages are the leaders in the field of language teaching. The languages presented in the volume stretch the Árann islands to the Siberian Republic of Khakassia, from the North Pole to the Mediterranean. Case studies deal with Basque, Breton, Estonian, Friulan, Irish, Kamlyk, Kashubian, Khakas, Maltese, Sámi, (Scottish) Gaelic, Sorbian, Ulster-Scots, Welsh, the languages of Hungary, Slovenia and Tatarstan. Others deal with such central topics as teacher training, language acquisition and early bilingualism. Others again deal with the frameworks for learning, teaching and assessing proposed by the Council of Europe, the services of Mercator-Education, and the importance of networking for the future. The present papers, now revised and edited for publication, provide for a wider audience a valuable, up-to-date, and wide-ranging overview of the issues and solutions inherent in teaching and learning lesser-used languages. There is no one size fits all approach to the teaching of lesser used languages for the situation of each language requiring its own set of policies, Nevertheless, as each case study or position paper enfolds, the volume will accumulatively provide readers wherever they might be and whatever their interests with a rare opportunity for experience-sharing and for critical and reflective stimulation.