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This book revisits second language (L2) writing teacher education by exploring the complex layers of L2 writing instruction in non-English dominant contexts (i.e. English as a foreign language contexts). It re-envisions L2 writing teacher education by moving away from the uncritical embracement of Western-based writing pedagogies.

How do teachers, who have chosen to settle down in one country, manage the difficulties of living and teaching English in that country? This book answers this question by investigating the personal and professional identity development of ten Western women with Japanese spouses who teach English in various educational contexts in Japan.

The chapters in this volume build on a growing body of ethnomethodological conversation analytic research on teaching in order to enhance our empirical understandings of teaching as embodied, contingent and jointly achieved with students in the complex management of various courses of action and larger instructional projects.

This book compares English as a Foreign Language teaching in Taiwan with Chinese as a Foreign Language education in England and highlights how classroom activities are embedded within ethnic or social group cultures, family resources and school visions or goals, and it highlights the potential for a perpetuation of social inequality as a result.

This volume examines the agency of second/foreign language teachers in diverse geographical contexts. It offers new understandings and conceptualizations through a variety of types of empirical data. It also demonstrates the use of different methodologies to analyze the multidimensional, dynamic and complex nature of language teacher agency.

This book explores the interfaces of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL) pedagogy. It presents the theoretical aspects of ELF, discusses issues and challenges that ELF raises for the EFL classroom, and demonstrates how EFL practitioners can make use of ELF theorizing for classroom instruction.

This book challenges current practices in ELT materials design in order to transform coursebook quality. It proposes ways to improve task design through resources such as drama, poetry, literature and online resources; and it maps out a number of unusual connections between theory and practice in the field of ELT materials development.

This book provides a wide-ranging and in-depth theoretical perspective on dialogue in teaching. It explores the philosophy of dialogism and explains its importance in teaching and learning. The authors present the core concepts of dialogism as a social theory of language and consider the implications of these ideas for pedagogy.

This book critically reviews essential approaches to literacy research and practice in the digital age while showing the relationships between these vital paradigms. This indispensable volume also introduces sensory literacies - a new approach with powerful potential for today's learning environments.

Drawing on both Western and Asian theoretical frameworks, this book showcases the complexity of EIL teachers' roles as their identities are challenged by values and practices that seem contradictory to their own. It examines how their identities are constantly constructed and reconstituted through resistance and negotiation.

This book brings together research by experts in the field of language teacher education from a variety of contexts, with a particular focus on EFL. It addresses the dynamic relationship between theory and practice in language teacher education by considering teacher learning as a basis for the development of professionalism.

This book brings together research by experts in the field of language teacher education from a variety of contexts, with a particular focus on EFL. It addresses the dynamic relationship between theory and practice in language teacher education by considering teacher learning as a basis for the development of professionalism.

This book explores the challenges and rewards of engaging students in literacy learning through multimedia design. The first research of its kind, it applies key themes of critical sociology to multiliteracies, inspiring educators to envisage the changing shape of literacy research.

This book documents a 16-year study of two elementary school foreign language programs. With a strong focus on what 'works' and is possible, the authors provide an evaluation of what is necessary to plan, implement and sustain a successful language course. The book contains invaluable information for those involved in these processes worldwide.

In this major new text, Joshua Fishman charts the rise of vernacular literacy in Europe, and the major social and economic changes that attended it. The book looks at how European colonizers viewed vernacular literacy efforts in their current and former colonies, and how technology affects vernacular literacy both now and in the future.

The growing cultural, racial and linguistic diversity in schools has changed the face of language teaching in many countries. This book presents theory and research by a group of internationally recognised scholars who address the issues and challenges for teachers and their students in increasingly plurilingual and multicultural classrooms.

This book investigates the intersections between language learning and assessment and four specific areas within language learning: learner autonomy, intercultural competence, literary competence and the integration of content and language learning. It is a valuable study of the seemingly untestable facets of foreign language competence.

This book highlights the importance of micropolitics in shaping language education policy, development and projects. It discusses background theory to understanding micropolitics, issues surrounding the research and publication of political behaviour by individuals and institutions, and presents case studies from a range of different contexts.

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 explores subordinated vernacular languages in the context of African, Caribbean and US educational landscapes, highlighting the social cost of linguistic exceptionalism in these areas. It examines contravening movements towards forms of linguistic diversity and offers a comprehensive approach to language awareness in educative settings.

This book explores the interfaces of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL) pedagogy. It presents the theoretical aspects of ELF, discusses issues and challenges that ELF raises for the EFL classroom, and demonstrates how EFL practitioners can make use of ELF theorizing for classroom instruction.

This book proposes a flexible and adaptive framework for designing and implementing language learning environments and tasks, which will be useful for practitioners working in classrooms where many languages are already spoken. The framework is based on a review of current research and an examination of case studies from around the world.

This book focuses on the assessment of the academic language and literacy levels of students entering higher education, so as to identify those who would benefit from assistance in undertaking their studies successfully. The volume aims to bring the innovative solutions designed by South African educators to a wider international audience.

The chapters in this volume build on a growing body of ethnomethodological conversation analytic research on teaching in order to enhance our empirical understandings of teaching as embodied, contingent and jointly achieved with students in the complex management of various courses of action and larger instructional projects.

This book addresses the incorporation of Global Englishes into language policy and curriculum, pedagogy and assessment practices, and focuses on a wide range of geographical and language contexts. It will be of interest to policymakers, curriculum developers and practitioner-researchers in the area of English language education.

This book explores ways to prepare teachers to teach English as an International Language, and provides theoretically-grounded models for EIL-informed teacher education. It includes two chapters that present a theoretical approach to EIL teacher education, followed by descriptions of field-tested teacher education programs, courses and activities.

This book examines the benefits of multilingual education that puts children's needs and interests above the individual languages involved. The case studies reveal that flexible multilingual education is the most promising way of moving towards the elusive goal of educational equity in today's world of globalisation, migration and superdiversity.

Diversity (social, cultural, linguistic and ethnic) poses a challenge to educational systems. This book examines policy and its implications, pedagogical practice and responses to the challenge of diversity that go beyond the language of schooling. This volume will appeal to anyone involved in the educational integration of immigrant children.

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.

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.