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This book is intended to help language teachers to work effectively and successfully with students who have specific learning differences (SpLD) such as dyslexia. The book takes an inclusive and practical approach to language teaching and encourages teachers to consider the effects that an SpLD could have on a language learner. It suggests strategies that can be implemented to enable learners to succeed both in the classroom and in formal assessment. The book places issues of language teaching for learners with an SpLD in a broad educational context and, in addition to practical advice on methodologies and classroom management, also discusses discourses of the field, the identification of SpLDs and facilitating progression.

This book argues that Linguistics has been shaped by colonization. It outlines how linguistic practices may be decolonized and the challenges which this poses to linguists. It concludes that decolonization in Linguistics is a process with no definite end point and cannot be completely successful until societies are decolonized too.

This book argues that Linguistics has been shaped by colonization. It outlines how linguistic practices may be decolonized and the challenges which this poses to linguists. It concludes that decolonization in Linguistics is a process with no definite end point and cannot be completely successful until societies are decolonized too.

This book investigates the content of the grammar syllabuses typically employed in mainstream English Language Teaching. Using a mixed-methods approach, the author examines how the syllabuses used in coursebooks are actually constructed, how they evolved and how valid their contents are as a basis for teaching.

This edited volume focuses on writing Chinese as a second language (L2). It provides readers with cutting-edge empirical research and insightful teaching methods and strategies for effectively developing L2 writing competence in L2 Chinese classroom contexts.

This book examines dilemmas faced by second language Japanese speakers as a result of persistent challenges to their legitimacy as speakers of Japanese. It explores ideologies linked to three core speech styles of Japanese - keigo or polite language, gendered language and regional dialects - to show how such ideologies impact L2-Japanese speakers.

Contributing to emerging research on third language acquisition, this book presents readers with a practical guide to understanding how these languages are processed, learned and taught. With examples from a range of learning contexts, it emphasises the role of teachers as bridges between education and research on multilingualism.