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English as a Lingua Franca in the Language Classroom
This new text is a guide for understanding, envisioning, and acting on the lessons of English as a Lingua Franca (ELF) research in English Language Teaching (ELT) classrooms. The volume is the result of the cooperation of an international team that includes members involved in research, teacher education, and classroom practice. This collection bridges theory, methodology, and real-world application of ELF research for the first time. Chapters offer a variety of practical perspectives and support teachers to better prepare their students for the reality of how the English language is used around the world today. With close attention to the nuts and bolts of teaching – as well as useful features for further investigation, discussion, and application – this book will be a helpful, practical resource for current and prospective English language teachers, teacher trainers and mentors, and curriculum designers.
Language of the Revolution
This edited book fills a void in the existing research concerning anti-communist movements in Central and Eastern Europe, outlining the linguistic implications of the cultural, social and political metamorphoses brought about by the (change of) regime. The authors included in this volume approach the topic from a variety of perspectives, but, ultimately, focus on language seen as a fundamental tool for simultaneously subjugating and liberating, concealing and revealing truth, discouraging dissidence and fostering revolt. Readers are invited to discover the linguistic implications of the many shapes and forms that the 1989 anti-communist revolutions took. Equally interesting are the investiga...
UZRT 2014
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Assessing Young Learners of English: Global and Local Perspectives
This volume documents international, national, and small-scale testing and assessment projects of English language education for young learners, across a range of educational contexts. It covers three main areas: age-appropriate ‘can do statements’ and task types for teaching and testing learners between the ages of 6 to 13; innovative approaches to self-assessment, diagnostic testing, self- perception, and computer-based testing; and findings on how young learners perform on vocabulary, listening, speaking, pronunciation, and reading comprehension tests in European and Asian contexts. Early language learning has become a major trend in English language education around the globe. As a r...
Uzrt 2012
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Corpora and Discourse
This book brings together contributions from a diverse collection of scholars who explore different ways of combining corpus linguistics and discourse analysis, studying discourse at the prosodic, lexical, and textual levels. Both spoken and written discourse are investigated in a variety of settings, including academia, the workplace, news, and entertainment. Not only does the volume offer a rich sample of English-language discourse from around the world, including international, learner, and non-standard varieties of English, but it also covers a range of topics and methods. This book will be of particular interest to researchers and students specializing in discourse studies, English linguistics, and corpus linguistics.
New to the LSP classroom? A selection of monographs on successful practices
As Languages for Specific Purposes have always been defined as student-oriented, the rationale behind this volume is to use the rather neglected niche of the other necessary agent of language instruction and thus focus on the LSP practitioner. This turn towards the instructor has been motivated by the fact that a great number of LSP practitioners enter their jobs without previous expertise. They lack LSP education, or they may not even have a background in applied linguistics. This motivation has proven valid as many of the volume’s contributors have faced this particular situation in their professional lives. For insights into the LSP field and guidelines on the best practices, they must ...
UZRT 2016
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First Language Use in Second and Foreign Language Learning
This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.
