Bücher veröffentlicht von Channel View Publications Ltd

This book elicits L2 creative writers' own perspectives of their life histories through the form of interviews and think-aloud story writing sessions, and investigates the writers' emerging writing processes. It integrates socioculturalist L2 identity studies with the typically cognitivist process-oriented L2 writing research.

This book brings together scholars, researchers and educators to present a critical examination of Arizona's restrictive language policies as they influence teacher preparation and practice. The Structured English Immersion model prescribes the total segregation of English learners from English speakers and academic content for at least one year.

This book documents a decade of life and language use in a remote Alaskan Yup'ik community. It illuminates how schooling and migration shape complex linguistic ecologies; how youths broker sociolinguistic transformation; and how Indigenous peoples' wide-ranging forms of linguistic survivance sustain unique lifeways in an interconnected world.

A comparative study of the impact of the Common European Framework of Reference for Languages produced by the Council of Europe in 2001, this book asks writers in European countries and countries in the Americas and Asia to explain the influence of the CEFR. For each country there is a policy-maker and an academic perspective.

The widespread use of English as an International Language has given rise to questions such as what counts as 'Standard English' and 'literacy'. This book provides a scholarly and research-based discussion on how English in education can be (re)conceptualized and understood in light of the dynamic and changing nature of English.

This is an ethnography of language, learning and literacy in remote Indigenous Australia. It traces one group from the introduction of alphabetic literacy to the arrival of digital literacies. It examines social, cultural and linguistic practices across the generations and addresses the implications for language and literacy socialisation.

Individual Learner Differences in SLA addresses the apparently insoluble conflict between the unquestionably individual character of the process of second language acquisition / foreign language learning and the institutionalised, often inflexible character of formal instruction in which it takes place. How, then, is success in SLA so prevalent?

This book presents the latest developments in crosslinguistic influence (CLI) and multilingualism research. The contributors consider CLI in lexis, syntax, tense-aspect, morphology, phonology of multilingual production and link it to concepts such as redundancy, affordances, metalinguistic awareness and L2 status.

Using the author's own experiences in addition to a survey of 150 creative writing teachers, this book critiques the creative writing workshop and suggests a possible replacement that 'unsilences' the writer and recognises the complexities of the student-teacher relationship by focussing on dialogue rather than criticism.

This book explores the role of identity in adolescent foreign language learning. It presents both qualitative and quantitative research, as well as a new model of identity, to support the claim that discrepancy in the display of the self can affect achievement in education.

In this first book-length treatment of collaborative writing in second language (L2) classrooms, Neomy Storch provides a theoretical, pedagogical and empirical rationale for the use of collaborative writing activities in L2 classes, as well as some guidelines about how to best implement such activities in both face-to-face and online mode.

This book critically examines current ELT practices vis-a-vis the use of English as an international lingua franca. It bridges the gap between theoretical discussion and the practical concerns of teaching English as an international language, and presents diverse approaches for preparing competent users of English in international contexts.

This book explains the detection-based approach to investigating crosslinguistic influence and illustrates the value of the approach through a collection of five empirical studies that use the approach to quantify, evaluate, and isolate the subtle and complex influences of learners' native-language backgrounds on their English writing.

This book examines the emerging phenomenon of slow tourism, addressing growing consumer concerns with quality leisure time, environmental and cultural sustainability, as well as the embodied experience of place. Drawing on a range of case studies, it explores how slow tourism encapsulates a range of lifestyle practices, mobilities and ethics.

Presenting data from a five year ethnographic study combined with a 40 year span of policy analysis, this volume is a rare book length treatment of the chasm between imagined policy and its experienced delivery, and will provide insights that policymakers around the world can draw on.

This book provides a broad view of second language acquisition, from initial to final stages. It does so within a comparative perspective that addresses results concerning adult and child learners across a variety of languages, in order to assess the relative weight of cognitive and typological determinants during language learning.

This book advances creative writing studies as a developing field of inquiry, scholarship, and research. It discusses the practice of creative writing studies, the establishment of a body of professional knowledge, and the goals and future direction of the discipline within the academy.

This book examines the concept of social tourism within a European context. It places social tourism within a historical context of social development in the region, highlighting the diverse ways in which social tourism has evolved, identifying commonalities and providing a comprehensive definition.

This book examines experiences of Indigenous students in settler schools by using the example of a Canadian school as a window onto the relationship between colonial discourses; indigenized English language varieties; racialized identities; and biased educational practices of settler schools.

This book translates research into clinical practice for speech-language pathologists working with children. The book explores both multilingual and multicultural aspects of children with speech sound disorders. The 30 theoretical and clinical chapters have been written by 44 authors from 16 different countries about 112 languages and dialects.

This book broaches the question of the social impact of age on language learners from a social constructionist perspective, thus filling a gap currently existing in the literature on age and second language acquisition.

This book brings together global experts in planning, design and management to inform and stimulate providers of travel, transport, accommodation, leisure and tourism services to serve guests with disabilities, seniors and the wider markets that require good accessibility.

This book address media and education in the context of Palestine and Israel. They provide insights and provocative analysis of the status quo in education, including language teaching, educational policy and research, media representations and reporting in Middle East and U.S. and different models of dialogue between Palestinians and Israelis.

Migrant workers are crucial to China's fast growing economy, yet little is known about their identities. This ethnographic study of the language use and identity construction of the children of internal migrants is innovative both in the context it studies and the scalar structure of discursive identity construction used to present its data.

In this volume researchers from Asia, Europe, the Middle East, North America, and South America employ a variety of theoretical perspectives and methodological approaches in order to investigate the links between identity, motivation, and autonomy in language learning.

The book explores the way our traditionally monolingual school systems are being challenged by students from diverse language backgrounds, forcing educationalists to question entrenched ideologies of language and challenging teachers in their everyday classrooms to rethink their relationships to language learning and the issue of diversity.

Japan is regarded as a model case of successful language modernization. It is also often erroneously believed to be linguistically homogenous. This book explores the debates relating to language modernization from a language ideology perspective, and in doing so reveals the mechanisms by which language ideology undermines linguistic diversity.

Plagiarism and intellectual property law are two issues that affect every student and every teacher throughout the world. Both concepts are concerned with how we use texts - print, digital, visual, and aural - in the creation of new texts. This book discusses the explicit teaching of these concepts in an L2 writing classroom.

This book brings together versions of the Language Assessment Remediation and Screening Procedure (LARSP) in 13 different languages from around the world. It will be an invaluable resource for speech-language pathologists around the world and for those wishing to analyse the grammatical abilities of clients of many linguistic backgrounds.

This book examines the professional identities of Japanese university English teachers. It focuses on how relatively new teachers develop their professional identities, how gender impacts the professional identities of female professors, and how teaching practices and beliefs reflect personal and professional identity.