Bücher veröffentlicht von Multilingual Matters

The vast majority of existing academic research of coastal tourism resort management has been undertaken in northern and southern Europe at the expense of a wider global consideration. This book aims to address this deficit and develop a global perspective on the management issues facing coastal resorts. By drawing on examples, it incorporates a detailed analysis of a range of economic, socio-cultural, political and environmental issues which are being experienced, to differing extents, by coastal tourism resorts which are at different life-cycle stages of development. The major management themes highlighted include the processes of restructuring, attempts to develop sustainable agendas and environmental issues of developing resorts in sensitive areas. Written by key experts, this book provides a critical assessment of the key management issues facing coastal tourism resorts globally. In doing so, it represents more than a mere amalgamation of existing literature as it aims to advance conceptual understanding of resort evolution and change.

This study of language issues in the context of migration provides interdisciplinary insights into language as learned, used and lived by refugees in Norway. It offers an innovative contribution to the field of SLA by bringing together structural, cognitive, social and critical approaches to data collected among the same individuals.

This book examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers' practices and professional development. The chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions.

This book examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers' practices and professional development. The chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions.

This volume presents a series of empirical studies which focus on affectivity in relation to both individual learner differences, and language learning experiences, motivation and attitudes. The volume also elaborates on affectivity in various contexts of FL use and in different educational settings such as CLIL or e-learning.

This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.

How does language or culture come to be standardized to the degree that it is considered 'homogeneous'? How does teaching language relate to such standardization processes? How can teaching be mindful of the standardization processes that potentially involve power relations? Focusing on the case of Japanese, which is often viewed as homogenous in terms of language and culture, this volume explores these questions in a wide range of contexts: the notions of translation and modernity, the ideologies of the standardization of regional dialects in Japan, current practices in college Japanese-as-a- Foreign-Language classrooms in the United States, discourses in journals of Japanese language education, and classroom practices in nursery and primary schools in Japan. This volume's investigation of standardization processes of Japanese language and culture addresses the intersections of theoretical and practical concerns of researchers and educators that are often overlooked.

This book discusses the idea that cultural learning is an integral part of foreign language learning and offers a practical introduction to the issues by describing classroom practice, curriculum innovation and experimental courses. It also covers principles of methodology and problems in assessing cultural learning.

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The chapters draw on a range of critical theoretical perspectives and address significant methodological questions.

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The chapters draw on a range of critical theoretical perspectives and address significant methodological questions.

During the last thirty years, the field of translation has exploded with multiple new theories. Contemporary Translation Theories examines five of new approaches - the translation workshop, the science of translation, translation studies, polysystem theory, and deconstruction - all of which began in the mid -1960s and continue to be influential today.

This new edition provides an introduction to the queries that arise in connection with bilingualism and the effect it has on the personality. It underlines the normality of speaking and using more than one language and aims to dispel many myths and fears. It will interest parents, educators and policy makers, as well as language specialists.

This practical book will be useful for teaching professional working in linguistically diverse classrooms. It includes accounts of 'mainstreaming' from both ESL and mainstream teachers in primary and secondary schools across the world. It also provides examples of teaching materials and pupils' work and contains practical and detailed narratives.

This book sets out to discover the strategies of good language learners and whether it is possible to teach these strategies to poor learners. It will be useful not only to researchers, but also to teachers and to those who make language teaching policy.

This book analyses policy development in six countries where, because of its association with colonial expansion, English has become the dominant language and hence the language of power, government and civil commerce, often replacing other local languages.

This book analyses the evolution of theory of intercultural competence and its relationship to education for citizenship. It analyses the concepts of intercultural competence by discussing the ways in which language education policy develops and by comparing the theories and purposes of foreign language education and education for citizenship.

This volume makes a significant contribution to the emerging paradigm of English as an International Language (EIL) by exploring various aspects of the English language and its pedagogy in the context of the globalization of this language. The books aims to expand the paradigm and also establish new grounds for thinking, research and practice.

The Meaning Makers traces the language and literacy development of a large, representative sample of children from age 1 to 10, quoting liberally from observations made at home and at school. Setting the findings of the study in the context of recent research, it offers suggestions for improving children's opportunities for learning.

This book shows the transformative power of placing translanguaging at the center of teaching and learning. It shows how the centering of racialized Latinx bilingual students, including their knowledge systems and cultural and linguistic practices, transforms the monolingual-white supremacy ideology of many educational spaces.

This book traces a history of bilingual education in the US, unveiling the role of politics in policy development and implementation. It introduces readers to past systemic supports for creation of diverse bilingual educational programs and situates particular instances and phases of expansion and decline within related sociopolitical backdrops.