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Reconceptualising Authenticity for English as a Global Language
This book examines the concept of authentic English in today’s world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.
Authenticity and Teacher-Student Motivational Synergy
Despite the common association between authenticity and motivation in language learning, there does not currently exist a single volume exploring these connections. This book looks at the relationship between authenticity and motivation by specifically viewing the process of mutually validating the act of learning as social authentication, which in turn can often lead to positive motivational synergy between students and teacher(s). The study at the centre of this book uses autoethnography and practitioner research to examine the complex relationship between authenticity and motivation in the foreign language learning classroom. In particular, it traces the links between student and teacher motivation, and proposes that authenticity can act as a bridge to connect learners to the classroom environment and engage with the activity of learning.
Complexity Perspectives on Researching Language Learner and Teacher Psychology
This edited volume brings together both established and emerging researcher voices from around the world to illustrate how complexity perspectives might contribute to new ways of researching and understanding the psychology of language learners and teachers in situated educational contexts. Chapter authors discuss their own perspectives on researching within a complexity paradigm, exemplified by concrete and original examples from their research histories. Moreover, chapters explore research approaches to a variety of learner and teacher psychological foci of interest in SLA. Examples include: anxiety, classroom group dynamics and group-level motivation, cognition and metacognition, emotions and emotion regulation strategies, learner reticence and silence, motivation, self-concept and willingness to communicate.
Augmented Communication
This book explores the ways in which handheld networked devices can be used to enhance and augment interpersonal communication. The author examines in depth how the addition of visual and multimodal input, access to online search engines and the inclusion of participants from distant geographical locations (either synchronously or asynchronously) affects our face to face interactions. Presenting research data from several years of autoethnographic observation, this balanced work reveals the consequences, both positive and negative, of technology-dependent forms of discourse. In doing so, this sociolinguistic perspective fills a gap in the current literature and indicates possible future directions for the study of augmented communication. It will appeal in particular to students and scholars of sociolinguistics, applied linguistics and digital humanities.
Spinner McClock and the Christmas Visit
When a small boy gets a letter saying that Jesus will pay him a call, he becomes so excited and focused on preparing for the visit that he fails to recognize and welcome Jesus when He arrives.
Literature, Spoken Language and Speaking Skills in Second Language Learning
Explores how literature is used as a model of spoken language and to develop speaking skills in second language learning.
Aliens for Breakfast
It's been ten years since Richard Bickerstaff sat down to breakfast and an alien climbed out of his cereal bowl! Join Richard and Aric, a tiny, wisecracking creature from the planet Ganoob, as they battle to save the world from evil aliens in Aliens for Breakfast, Aliens for Lunch, and Aliens for Dinner. We're reissuing the trilogy with brand-new covers sporting a space age 10th Anniversary logo. Now a new generation of readers can experience the fun and adventure that won these books rave reviews and loyal fans!
Mystery Spinner
It is no mystery that today the name of Jack Iverson is virtually unknown. For most of his life he was an unexceptional estate agent in Australia. He died in obscurity, by his own hand, at the age of only 58. He was a clumsy fielder, and a hopeless batsman. But for four years he was the best spin bowler in the world. The story of Jack Iverson is one of the most remarkable in the history of cricket. ‘Every now and then,’ wrote one journalist, ‘there comes a man who can do the right thing the wrong way round.’ Iverson took up cricket, at the advanced age of 31, as capriciously as he left it – joining a club 3rd XI in Melbourne one day, and instantly announcing himself as the most pro...
Soft CLIL and English Language Teaching
Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and English Language Teaching (ELT). Many practitioners wonder how they can ‘do CLIL’ if their main classes are focused on English as a Foreign Language (EFL). This volume addresses these concerns by examining the experiences of various CLIL practitioners in the EFL context of Japan. Chapters outline the CLIL methodology, the differences in ‘hard CLIL’ (subject led) and ‘soft CLIL’ (language-...
