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Corpus Perspectives on the Spoken Models used by EFL Teachers
Corpus Perspectives on the Spoken Models used by EFL Teachers illustrates the key principles and practical guidelines for the design and exploitation of corpora for classroom-based research. Focusing on the nature of the spoken English used by L2 teachers, which serves as an implicit target model for learners alongside the curriculum model, this book brings an innovative perspective to the on-going academic debate concerning the models of spoken English that are taught today. Based on research carried out in the EFL classroom in Ireland, this book: explores issues and challenges that arise from the use of "non-standard" varieties of spoken English by teachers, alongside the use of Standard B...
Promoting multilingual practices in school and home environments
European society in the 21st century is characterised by increasing linguistic and cultural diversity and this offers valuable resources both on the economic and ideational level. At the same time, this growing diversity raises challenges to societies in terms of ensuring greater equity and social cohesion. In this book, the authors discuss the role of languages and multilingualism in the education system and at the interface of formal education and the home environment in this time of transition. They offer perspectives of four European countries, namely Germany, Greece, Ireland and Poland. By this, the authors aim to provide teacher educators, interested teachers and also other stakeholders in the education system with essential contextual information and related pedagogical considerations in the areas of language acquisition, multilingualism, multilingual upbringing, whole-school development and language-sensitive teaching.
Social Interaction in Language Teacher Education
Combining corpus linguistics and discourse analysis, this book draws on a range of spoken and written data collected from a variety of contexts. It explores interaction in pre- and in-service education programs and analyses the spoken and written interactions of teachers with varying levels of experience who are adopting a range of modes of interaction. Both face-to-face and online modes of computer-mediated communication are explored. In doing so the book provides examples of how data can be approached and used to uncover social-interactional themes and issues, in relation to language teacher education and as a micro-context of social interaction in general. With coverage of both theory and practice, this book is a key resource for educators and postgraduate students in areas such as second language teacher education, TESOL, cross-cultural communication, sociology, philology, as well as discourse analysts.
Contemporary Case Studies on Fashion Production, Marketing and Operations
This book adopts a case study based research approach to examine the contemporary issues in the fashion industry. It documents real-world practices in fashion business from production, marketing to operations. Founded on an extensive review of literature, these case studies discuss the challenges that are pertinent to the current business environment in this important industry, provide benchmarks and generate insights to practitioners as well as suggest future directions to researchers. The book serves as a nexus of the theories and the industrial practices that advances knowledge for both the academia and the private sector in fashion business.
The Reflective Cycle of the Teaching Practicum
This book focuses on the practice cycle, or practicum, of ELT education programmes. Practice teaching is a key component of all good ELTE programmes, and provides a forum for novice teachers to begin to cross the theory/practice divide in a way which allows them to try out ideas in a classroom setting. This typically happens after a period of theoretical induction and the observation of more experienced teachers, and can often begin in a very scaffolded way through micro- or team- teaching, before moving to more independence. At all stages of this practice-oriented process, reflection is a fundamental and obligatory underlying principle, the integration of which leads to informed decisions o...
The Oxford Handbook of Irish English
This volume offers a comprehensive overview of the range of varieties of English spoken on the island of Ireland, featuring information on their historical background, structural features, and sociolinguistic considerations. The first part of the volume explores English and Irish in their historical framework as well as current issues of contact and bilingualism. Chapters in Part II and Part III investigate the structures and use of Irish English today, from pronunciation and grammar to discourse-pragmatic markers and politeness strategies, alongside studies of specific varieties such as Urban English in Northern Ireland and the Irish English spoken in Dublin, Galway, and Cork. Part IV focuses on the Irish diaspora, with chapters covering topics including Newfoundland Irish English and Irish influence on Australian English, while the final part looks at the wider context, such as the language of Irish Travellers and Irish Sign Language. The handbook also features a detailed glossary of key terms, and will be of interest to a wide range of readers interested in varieties of English, Irish studies, sociolinguistics, and social and cultural history.
Teacher Reflection
This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers’ practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers’ identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.
