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The Affective Dimension in Second Language Acquisition
Affectivity is at the core of everything we do in life. Thus, its development is also central to learning/acquisition and is important for educational contexts. The studies presented in this volume consider the different contexts of language learning and examine different types of participants in this process. Most of them look at a formal instruction context, while others look beyond the classroom and even report on the author's own affectivity and its involvement in learning experiences. Affectivity is discussed here in relation to learners but also to teachers in their own professional contexts of teaching foreign languages. In the majority of cases, affectivity is explored in the case of bilinguals, but there are also articles which focus on multilingual language users and their affectivity as an evolving factor.
The Affective Dimension in Second Language Acquisition
This volume presents a series of empirical studies which focus on affectivity in relation to both individual learner differences, and language learning experiences, motivation and attitudes. The volume also elaborates on affectivity in various contexts of FL use and in different educational settings such as CLIL or e-learning.
Translingual Pedagogical Perspectives
Translingual Pedagogical Perspectives addresses the movement toward translingualism in the writing classroom and demonstrates the practical pedagogical strategies faculty can take to represent both domestic and international monolingual and multilingual students’ perspectives in writing programs. Contributors explore approaches used by diverse writing programs across the United States, insisting that traditional strategies used in teaching writing need to be reimagined if they are to engage the growing number of diverse learners who take composition classes. The book showcases concrete and adaptable writing assignments from a variety of learning environments in postsecondary, English-mediu...
Positive Psychology Perspectives on Foreign Language Learning and Teaching
This book introduces readers to the principles of a fairly new branch of psychology – positive psychology – and demonstrates how they can be applied in the context of second language acquisition in a natural environment and in instructed foreign language (FL) learning. It focuses both on the well-being and success of the learner and the professional and personal well-being of the teacher. Further, the book stresses the importance of the positive emotions and character strengths of those involved in the process of language learning and teaching, as well as the significant role played by enabling institutions such as school and, at the micro-level, individual FL classes.
The Role of Self in Teacher Development
Reflects some of the major transition points in becoming a teacher and focuses explicitly on how issues of self and identity bear on these different points.
Investigations in Teaching and Learning Languages
The book presents most recent investigations into foreign language teaching and learning discussed by prominent scholars in the field. A wide variety of topics ranges from theoretical approaches to foreign language instruction to a discussion of findings of empirical research in language learning and pedagogy. The theoretical part of the volume tackles issues which constitute the backbone to the understanding of the processes involved in language development, learning and teaching and thus contribute to applied research. The empirical articles in Parts Two and Three of the volume report on studies focusing on such important issues as various dimensions of awareness (language, cross-cultural competence or affectivity) and specific methodologies implemented in different educational settings (such as, for instance, dyslexic learners) or in teacher training programmes.
Morphosyntactic Issues in Second Language Acquisition
This volume presents a selection of second language acquisition studies at the level of morphosyntax. It looks at different aspects of morphosyntactic development of bilingual language learners/users such as language transfer, syntactic processing, morphology and the pragmatics of language among others. The studies report on projects carried out in different language contact contexts, ranging from: English, German, Polish, Greek and Turkish. The volume also includes those studies which show the interface between research findings and pedagogy of foreign language teaching.
Conceptualising Reflection In Teacher Development
Reflection has become widely recognised as a crucial element in the professional growth of teachers. Terms such as 'reflective teaching', 'enquiry orientated teacher education', 'teachers as researchers' and 'reflective practitioner' have become quite prolific in discussions of classroom practice and professional development. It is frequently presumed that reflection is an intrinsically good and desirable aspect of teaching and teacher education and that teachers, in becoming more reflective, will in some sense be better teachers, though such claims have been rarely subject to detailed scrutiny. Each of the chapters in this book is concerned with exploring the concept of reflection and consi...
Teachers' Professional Knowledge Landscapes
In this groundbreaking work, the authors and their contributors offer a deep, probing look at the multilayered professional lives of teachers, where moral, historical, personal, epistemological worlds merge. Using the language of metaphor, the authors explore the realm of teachers' knowledge, and how it applies to their lives. Each part of the book focuses on a different aspect or "landscape." Personal stories contributed by real teachers, both beginning and experienced, are interwoven with stories of teacher development, growth, and even failure. This book is essential reading for all teachers, teacher educators, principals, superintendents, staff developers, and those who work in teacher research, professional development, and the philosophy of education.
Multilingualism
This book is an authoritative account of multilingualism in the present era, a phenomenon affecting a vast number of communities, thousands of languages and millions of language users. The book’s focus is specifically on the knowledge and use of multiple languages, but its treatment of the topic is very wide-ranging. It deals with both bilingualism and polyglottism, at the level of the individual speaker as well as at the societal level. The volume addresses not only linguistic facets of multilingualism but also multilingualism’s cultural, sociological, educational, and psychological dimensions, moving from classic perspectives to recent and emerging directions of interest. The book’s extensive coverage takes in topics ranging from the ‘new linguistic dispensation’ in our globalized world to child development in multilingual environments, from the classification of multilingual groupings to characteristics of the multilingual mind. This breadth makes Multilingualism an ideal advanced textbook for undergraduate and postgraduate students in the areas of linguistics, education and the social sciences.
