Bücher der Reihe Routledge Research in Language Education

This volume explores five themes of teacher identity work: narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices, presenting quality research for those furthering their knowledge of concepts grounding language teacher identity.

This edited book comprises chapters integrated around a central theme on college-educated Japanese, Korean and Chinese women's orientation to English study.

This book systematically explores and discusses English as a Lingua Franca (ELF) research methods frequently deployed by ELF researchers in analysing their data. It covers three different approaches: corpus-based, both written and spoken, conversation analytic and narrative approaches.

English education programs are frequently reformed to reflect need for proficieny. In response to these changes, educational contexts worldwide have implemented English education with uniquely different goals, motivations, features and pedagogies. While most research has focused on macro level language policy and planning, there is a growing interest in micro planning, especially teachers¿ agency in policy response. Teachers' capacity to act and shape their responses to educational reforms and practices is a quality developed through knowledge and experience. This book examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels.

TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education.

Originally published as a special issue of the journal Theory into Practice, this text examines innovative practices and research relating to Dual Language Education (DLE) in the US.

This book presents the latest research on understanding language teacher identity and development for both novice and experienced researchers and educators; it also introduces graduate students to key teacher identity research findings.

This book examines the complexities of multiple discourses embedded in language teaching materials, addressing such issues as "legitimate knowledge", the politics of learning materials, global cultural awareness, competing ideologies, etc.

This book ignites renewed discussion on the importance of linking the key concepts of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores the ways that team learning happens in ELT environments and out of these explorations, a more robust concept of team learning will emerge.

This book explores theories of space and place in relation to autonomy in language learning. Encompassing a wide range of linguistically and culturally diverse learning contexts, this edited collection brings together research papers from academics working in fourteen countries.

Language Education and Emotions presents innovative, empirical research into the influence of emotions and affective factors in language education, both in L1 and in foreign language education.

This book is a resource book that presents the most fundamental techniques of quantitative data analysis in the field of language assessment.

This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of theoretical frameworks, methodological strategies, and pedagogical perspectives.

Post-colonial Curriculum Practices in South Asia gives a conceptual framework for curriculum design for English Language Teaching, taking into account context specific features in the teaching-learning settings of post-colonial South Asia

Presenting comprehensive research conducted with learners and educators in a range of settings, this volume showcases self-reflection as a powerful tool to enhance student learning.

This volume explores the value of teacher collaboration in meeting the needs of diverse English language learners (ELLs). A range of research-based chapters demonstrate examples of effective collaboration between English language specialists and content area teachers and offer recommendations for collaborative practice.

This edited volume offers an overarching yet detailed view of fast-changing language policy and practice in Europe and beyond. It provides a thorough investigation of different linguacultural scenarios, exploring how language policy has repercussions on research and initiatives in the field of language education.

This book, informed by a situated, ecological perspective, offers insights into the lived experiences of TESOL teacher educators in diverse institutional and socio-cultural contexts.

This unique volume utilises the UNESCO Education for Sustainable Development (ESD) framework to illustrate successful integration of sustainability education in post-secondary foreign language (FL) learning.

This edited volume explores the concepts, challenges, possibilities, and implementations of competency-based instruction for developing English competencies in EFL contexts. A valuable resource for scholars, educators, graduate students, researchers, and all those who are concerned with current and the future of education.

Recognizing the need for increased social justice in the fields of TESOL and English Language Teaching (ELT) globally, this volume presents a range of international case studies and empirical research to demonstrate how English language instruction can promote social and linguistic justice through advocacy-oriented pedagogies and curricula.

This volume explores the instructional use of creative writing in secondary and post-secondary contexts to enhance students¿ language proficiency and expression in English as a Second or Foreign Language (ESL/EFL).