Bücher der Reihe ESL & Applied Linguistics Professional Series

This bk provides resources&information teachers can use to examine their own classrooms in order to become more effective teachers.A general introduction introduces readers to major research purposes&types as it relates to classroom research.The book is

Combining research/theory with practice, this describes the steps involved in the language curriculum design process, elaborates and justifies these steps, and provides opportunities for practicing and applying them.

Practical and research-based, this introduction to current and effective English grammar instruction gives pre-service and in-service English language educatorsa strong foundation for teaching second language grammar and helps them develop their professional knowledge and skills. It provides a thorough and rounded overview of the principles, strategies, techniques, and applications currently dominant in teaching L2 grammar in a range of instructional settings around the world.

This book brings together top scholars on different sides of the scholarly debate between the translingual movement and the field of second language writing. Drawing on a range of perspectives, it examines differences with the hope of promoting reconciliation between the two schools of thought.

Covers the characteristics of the context in which teachers work, how English works and how it is learned, and the teacher's role in the larger professional sphere of English language education. This title also covers the three main facets of teaching: planning, instructing, and assessing.

This book brings together top scholars on different sides of the scholarly debate between the translingual movement and the field of second language writing. Drawing on a range of perspectives, it examines differences with the hope of promoting reconciliation between the two schools of thought.

Bringing together current research, analysis, and discussion of the role of corrective feedback in second language classroom teaching and learning, this volume bridges the gap between research and pedagogy by identifying principles of effective feedback strategies and how to use them successfully in classroom instruction.

This volume inserts the place of the local in theorizing about language policies and practices in applied linguistics. It is unique in focusing specifically on the outcomes of globalization in and among the communities affected by these changes.

Embracing a sociocultural perspective and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers¿ professional development in diverse L2 teacher education programs around the world.

This work brings together approaches to the contextualized teaching of grammar and communicative skills as integrated components of second language instruction. Its purpose is to show that grammar teaching can be made productive in ESL and EFL classrooms, both theoretically and practically.

Embracing a sociocultural perspective and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers¿ professional development in diverse L2 teacher education programs around the world.

This state-of-the art exploration of language, culture, and identity is orchestrated through prominent scholars¿ and teachers¿ narratives, each weaving together a personal account based on memorable or critical incidents that occurred in the course of learning or using a second or foreign language; an interpretation highlighting their impact in terms of culture, identity, and language; and the connections between the experiences and observations of the author and existing literature on language, culture and identity.

Gives language teachers, software designers, and researchers who wish to use technology in second or foreign language education the information they need to absorb what has been achieved so far and to make sense of it. Chapter by chapter, this book builds, through description, analysis, examples, and discussion, a detailed picture of modern CALL.

The non-native speaker movement began to counter the discrimination faced by these teachers and to champion their causes. This book traces the origins and growth of the movement, summarizes the research that has been conducted, highlights the challenges faced by non-native speaker teachers, and promotes NNS teachers' professional growth.

This state-of-the-art exploration of language, culture, and identity is orchestrated through prominent scholars'' and teachers'' narratives, each weaving together three elements: a personal account based on one or more memorable or critical incidents that occurred in the course of learning or using a second or foreign language; an interpretation of the incidents highlighting their impact in terms of culture, identity, and language; the connections between the experiences and observations of the author and existing literature on language, culture and identity. What makes this book stand out is the way in which authors meld traditional ''academic'' approaches to inquiry with their own personalized voices. This opens a window on different ways of viewing and doing research in Applied Linguistics and TESOL. What gives the book its power is the compelling nature of the narratives themselves. Telling stories is a fundamental way of representing and making sense of the human condition. These stories unpack, in an accessible but rigorous fashion, complex socio-cultural constructs of culture, identity, the self and other, and reflexivity, and offer a way into these constructs for teachers, teachers in preparation and neophyte researchers. Contributors from around the world give the book broad and international appeal.

Presents an overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses what this perspective has to offer the field of second language teacher education.

Brings together a multiplicity of voices on the complex politics, challenges, and strategies of educating students - in North America and worldwide - who are speakers of diverse or nonstandard varieties of English, and hybrid varieties of English, such as African American Vernacular English, Caribbean Creole English, Tex Mex, among others.

Presents theoretical approaches to leadership and practical skills that leaders in English language education need. This book covers the roles and characteristics of leaders, and skills for leading ELT leadership in practice.

Globalization, migration, and the spread of English have resulted in a great diversity of social and educational contexts in which English learning is taking place. This volume specifically designed for language teachers, provides links between sociolinguistic concepts and language pedagogy.

Covers idiom use, learning, and teaching. This work approaches the topic with a balance of theory and research in cognitive linguistics, psycholinguistics, corpus linguistics, and sociolinguistics combined with informed teaching practices. It also includes discussion of idiom definition, classification, usage patterns, and functions.

Demonstrates the connection between language and gesture, and why it is critical for research on second language acquisition to take into account the full spectrum of communicative phenomena. This volume includes chapters that focus on a variety of second-language contexts, including adult classroom and naturalistic learners.

Presents a range of views about language, learning, and teaching in English for Specific Purposes (ESP). This book aims to go beyond individual cases and practices to examine the approaches and ideas on which they are based.

Providing theoretical and practical information about heritage-language instruction in terms of curriculum design, learner needs, materials development, and assessment procedures, this book aims to promote research about heritage students in East Asian languages and improve the teaching of these students in various educational settings.

Talks about native English speakers teaching English as a global language in non-English speaking countries. Through analysis of naturally occurring dialogic encounters, this book examines the multifaceted ways in which teachers and students utilize diverse communicative resources to construct, display, and negotiate their identities.