Bücher der Reihe Routledge Studies in Applied Linguistics

This book discusses many issues related to both acquiring and teaching Cantonese. Useful for learners of Cantonese, teachers of Cantonese, and for applied linguists; the unique aspects related to the acquisition of Cantonese offer a fascinating contribution to the literature.

This edited collection provides research-informed guidance on how reflexivity may be practised in applied linguistics research. Specifically, we promote reflexivity as an essential hallmark of quality research and argue that doing reflexivity confers greater transparency, methodological rigour, depth, and trustworthiness to our scholarly inquiries.The collection features perspectives from different sub-fields of applied linguistics, including intercultural communication, language education, and multilingualism, and draws on data from a range of settings, including language cafés, classrooms, workplaces, and migration and displacement contexts. Each chapter follows a unified structure: theoretical background, context of the empirical study used as a backdrop for the chapter, an analysis of how reflexivity played out throughout the study, and conclusions which include takeaway points for other researchers. This approach allows readers to gain a sound understanding of the challenges and affordances of doing reflexivity in concrete examples of applied linguistics research whilst also gaining guidance on how to nurture and report on researcher reflexivity as this unfolds throughout the lifetime of a project.This book will appeal to students and scholars in applied linguistics, particularly those with an interest in research methods in the areas of language education, multilingualism, and intercultural communication.

This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT).

This volume reconsiders the problem of context in language testing and other modes of assessment from the perspective of transdisciplinarity.

This collection showcases cutting-edge developments in co-construction in discourse.This volume will be of particular interest to students and researchers in discourse studies, pragmatics, applied linguistics, second language studies, and language education, as well as those interested in interaction across diverse contexts.

This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT).

This collection explores student mobility and study abroad programmes across Europe, and will be of particular interest to students, researchers and institutions interested in the intersection of language learning and study abroad, including such areas as multilingualism, higher education, and applied linguistics.

This collection brings together research on learning-oriented language assessment from scholars working across geographic and educational contexts. This book is key reading for graduate students, researchers, and practitioners in language testing and assessment, TESOL, and language education.

This volume provides a comprehensive account of project-based language learning (PBLL) which showcases key theoretical approaches, empirical research, technological tools, and research-based frameworks to help further PBLL implementation and research.

This book discusses many issues related to both acquiring and teaching Cantonese. Useful for learners of Cantonese, teachers of Cantonese, and for applied linguists; the unique aspects related to the acquisition of Cantonese offer a fascinating contribution to the literature.

This volume focuses on the post-observation feedback conference, a common feature of teacher education programs, and highlights the importance of such talk in the development and evaluation of teachers and other professionals.

This edited volume provides a single coherent overview of vocabulary teaching and learning in relation to each of the four skills (reading, writing, listening, speaking). The chapters cover emerging vocabulary research trends that indicate that lexical acquisition needs to be treated differently according to the skill area.

This collection sheds light on the ways in which corpus linguistics and the use of learner corpora might be applied to the study of academic discourse, revealing linguistic and rhetorical patterns and insights into variation across a range of disciplinary genres.

This collection offers a critical examination of online language teacher education programs (OLTE), looking at a range of issues which have informed their development and the challenges and opportunities in their implementation from a TESOL perspective.