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This edited book comprises chapters integrated around a central theme on college-educated Japanese, Korean and Chinese women's orientation to English study.
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 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).
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 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.
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 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 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 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 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.
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.
This volume discusses the significance of learning and teaching of second language (L2) pragmatics in language education for learners who use English as a lingua franca for academic and intercultural communication purposes, focusing on pragmatic actions, social behaviours, perceptions and awareness levels in China, Japan and South Korea.
This edited book comprises chapters integrated around a central theme on college-educated Japanese, Korean and Chinese women's orientation to English study.
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.
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.
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