Bücher der Reihe Educational Linguistics

Applied Linguistics and Language Teacher Education is aimed at applied linguists who are interested in understanding more about the learning of novice teachers in their classes.

Explores the direct relation of modern CALL (Computer-Assisted Language Learning) to aspects of natural language processing for theoretical and practical applications, and worldwide demand for formal language education and training that focuses on restricted or specialized professional domains.

Heteroglossia as Practice and Pedagogy

This book presents research on the situation minority language schoolchildren face when they need to learn languages of international communication, in particular English. Even though all chapters in this book involve minority languages, the issues discussed are relevant to any context in which more than language is used in education.

This volume contributes to the research in two different research areas: lexical availability studies and vocabulary research in second or foreign languages.

This book proposes that research into generative second language acquisition (GenSLA) can be applied to the language classroom.

I immediately recognized that the Internet would radically transform second language teaching and learning, and within a year had written my first book on the topic, E-Mail for English Teaching.

Spanning the divide between the theory and praxis of competency-based teaching in tertiary language education, this volume contains invaluable practical guidance for the post-secondary sector on how to approach, teach, and assess competencies in Bologna-adapted systems of study.

This book examines the nature and development of language learner self-concept. It assesses the relevant literature in psychology and applied linguistics and describes qualitative research examining the self-concepts of tertiary-level EFL learners.

Directions and Prospects for Educational Linguistics explores innovations that have developed from the creative syntheses of diverse methodological and theoretical approaches used to explore a broad rang of issues and topics related to language (in) education.

According to Vygotsky (1986), The decreasing vocalization of egocentric speech denotes a developing abstraction from sound, the child's new faculty to "think words" instead of pronouncing them.

As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever.

This book reports on a study of attitudes of over 500 Japanese learners towards many varieties of English speech: standard and non-standard, native and non-native. Analyzes the role of the English language and English language teaching, in Japan and beyond.

This book offers an autobiographical reflexive approach to foreign language education. It offers unique ways of developing vocational language teaching as an integrated holistic approach combining language contents with vocationally relevant topics and the interactive, dialogical processes of working in language classes.

Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings. This book offers a much-needed coherent framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development.

This volume provides a unique interface between the material and linguistic aspects of communication, education and language use, and cuts across traditional disciplinary boundaries, drawing on fields as varied as applied linguistics, ethnology, sociology, history and philosophy.

As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever.

This volume explores the elusive subject of English prosody-the stress, rhythm and intonation of the language-, and its relevance for English language teaching.

As English gains prominence as the language of higher education across the world, many institutions and lecturers are becoming increasingly concerned with the implications of this trend for the quality of university teaching and learning.

This volume emphasizes the emergence of linguistic development through children's and learners' interactions with their environment - spatial, social, cultural, educational - bringing to light commonalities between primary language development, child and adult second-language learning, and language acquisition by robots.

This edited collection of articles illustrates recent work on beliefs about second language acquisition, drawing on the thinking of educational philosophers and discursive psychologists including Dewey, Bakhtin, Vygotsky, and Potter.

This volume provides conceptual syntheses of diverging multilingual contexts, research findings, and practical applications of integrating content and language (ICL) in higher education in order to generate a new understanding of the cross-contextual variation.

This volume focuses on work that has its origin and motivation in formal linguistics and theory-driven research on the acquisition of grammar, and on this basis tries to establish links to language pedagogy, including students' and teachers' beliefs about what 'grammar' actually is.

This volume provides a unique interface between the material and linguistic aspects of communication, education and language use, and cuts across traditional disciplinary boundaries, drawing on fields as varied as applied linguistics, ethnology, sociology, history and philosophy.

This volume offers insights on language learning outside the classroom, or in the wild, where L2 users themselves are the driving force for language learning.

In this book I try to give a coherent and consistent overview of what an ecological approach to language learning might look like.

This volume comprises of chapters that deal with language proficiency relating to a wide range of language program issues including curriculum, assessment, learners and instructors, and skill development.

This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized ¿assumption¿ in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.g., NS/NNS; NEST/NNEST). The volume provides space for authors and readers alike to explore fluidly critical-practical approaches to identity, experience, (in)equity, and interaction envisioned through and beyond binaries, and to examine the implications such approaches hold for attending to the contextual complexity of identity and interaction, in and beyond the classroom. The volume additionally serves to prompt criticality in ELT towards reflexivity, conceptual clarity and congruence, and dialogue.