Welcome to our book review site go-pdf.online!
You may have to Search all our reviewed books and magazines, click the sign up button below to create a free account.
A Reflective CLIL Teacher: A Way to Enrich the CLIL Teaching Professional Practice in the Polish Context
This book intends to look into CLIL teaching professional practice through the prism of reflection. It offers a comprehensive coverage of a CLIL teacher’s features, their attitudes to the approach, teaching methodology, assessment, materials development, cooperation with other CLIL and non-CLIL teachers, professional development, expectations and beliefs. Furthermore, it focuses on CLIL teachers’ positive and negative emotions experienced in relation to CLIL. As a CLIL trainer I spend a lot of time with CLIL teachers trying to guide them in the process of teaching in CLIL but also to help them face many challenges and overcome obstacles which often discourage them from working in the CLIL environment. Being greatly inspired by the ongoing research in the field but also by my CLIL trainee teachers I felt there was a need to conduct such research and make the reader reflect on his/her own teaching experiences in CLIL.
The Changing Face of the “Native Speaker”
The notion of the native speaker and its undertones of ultimate language competence, language ownership and social status has been problematized by various researchers, arguing that the ensuing monolingual norms and assumptions are flawed or inequitable in a global super-diverse world. However, such norms are still ubiquitous in educational, institutional and social settings, in political structures and in research paradigms. This collection offers voices from various contexts and corners of the world and further challenges the native speaker construct adopting poststructuralist and postcolonial perspectives. It includes conceptual, methodological, educational and practice-oriented contribut...
One Speaker, Two Languages
Code-switching - the alternating use of several languages by bilingual speakers - does not usually indicate lack of competence on the part of the speaker in any of the languages concerned, but results from complex bilingual skills. The reasons why people switch their codes are as varied as the directions from which linguists approach this issue, and raise many sociological, psychological, and grammatical questions. This volume of essays by leading scholars brings together the main strands of current research in four major areas: the policy implications of code-switching in specific institutional and community settings; the perspective of social theory on code-switching as a form of speech behaviour in particular social contexts; the grammatical analysis of code-switching, including the factors that constrain switching even within a sentence; and the implications of code-switching in bilingual processing and development.
Multilingualism and Multiculturalism
This edited volume emphasizes the critical role of macro, meso and micro factors in development of multilingual and multicultural environment for learning and teaching. The collection advocates for inclusive education, safe spaces for both teachers and students, teachers and students’ agency, educators’ reflection, and continuous professional development. It promotes the idea of multilingualism as a learning resource by overcoming a monolingual bias and language ideologies and by taking learners’ individual differences, social, economic and political factors into consideration. The originality of this collection is in its diversity spanning linguistic, sociocultural, and pedagogical dimensions.
Chinese as a Second Language Research from Different Angles
A crucial question for Chinese as a Second Language research is how to help elevate Chinese language teaching methodology to the level of other world language methodologies such as English, Spanish and German. This work goes in two directs. One explores how to apply research results achieved in Chinese linguistics to Chinese language teaching and the other is engaged in creating a strong applied linguistics research field that supports Chinese language teaching. CASLAR scholars are mainly involved in the latter one. This book is a representative sample of their research endeavors.
Family and School Involvement in Multilingual Education and Heritage Language Development
This edited volume is a collection of studies guided by theoretical and practical interdisciplinary approaches to family and school involvement in multilingual education and heritage language development featuring contributors with expertise in applied linguistics, sociolinguistics, language policy and education. The authors of this volume discuss multilingualism and multiculturalism in various geographical areas, settings, and levels of education, from a theoretical and practical point of view. They present a wide variety of theoretical perspectives, teachers, and students’ views as well as other stakeholders such as policy makers, authorities and parents on family and school involvement in multilingual education and heritage language development.
Multiculturalism and Multilingualism in Education
Despite the superdiversity of an increasingly multicultural and multilingual world, policy and practice in education continues to deal with issues of inclusion and diversity in language education in rather tangential and peripheral ways. To address critical issues in multicultural and multilingual education, with implications for curriculum, teacher preparation and pedagogical practice, this volume brings together international perspectives on research, policy and pedagogical practice that help the global community gain new insights into ground-breaking work that addresses current questions, challenges and complexities in an education world of superdiversity.
Multilingualism and Education
For decades, international researchers and educators have sought to understand how to address cultural and linguistic diversity in education. This book offers the keys to doing so: it brings together short biographies of thirty-six scholars, representing a wide range of universities and countries, to allow them to reflect on their own personal life paths, and how their individual life experiences have led to and informed their research. This approach highlights how theories and concepts have evolved in different contexts, while opening up pedagogical possibilities from diverse backgrounds and enriched by the life experiences of leading researchers in the field. Beyond these questions, the book also explores the dynamic relationships between languages, power and identities, as well as how these relationships raise broader societal issues that permeate both global and local language practices. It is essential reading for students, teacher educators, and researchers interested in the impact of multilingualism on education.
Codeswitching Worldwide. II
The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks as well as studies that provide new insights by building bridges to neighbouring fields such as neuroscience and cognitive science. The series considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language.
The Manifold Nature of Bilingual Education
This book shows how formal, non-formal, and informal education play important roles in the shaping of bilingual minds. The contributions gathered here examine how societies influence language education, taking into account different perspectives, as well as foreign language education in schools, native bilingualism, and societal stances towards bilingualism.
