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By David Little
This book combines detailed accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. Points for discussion encourage readers to relate the argument of each chapter to their own context, and the book concludes with some reflections on teacher education.
Contributors from various contexts explore the extent to which performative approaches, emphasising the role of the body as a learning medium, can achieve deep intercultural learning and create rich opportunities for intercultural encounters that transport students beyond the parameters of conventional approaches to language and culture education.
Assuming no prior knowledge of linguistics, this textbook introduces readers to the rich diversity of human languages, familiarizing students with the variety and typology of languages around the world. An essential resource for undergraduate courses on language typology, historical linguistics and general linguistics.
China has risen in international prominence in recent decades, leading to a dramatic surge in the number of aspiring students of Chinese across the globe. Goh's lively account explores the spread of global Chinese, and the teaching of Chinese as an international language to English-speaking learners from a Singapore perspective.
Content and Language Integrated Learning CLIL is a form of education that combines language and content learning objectives. This volume focuses on conceptualising integration, exploring it from three intersecting perspectives concerning curriculum and pedagogic planning, participant perceptions and classroom practices.
" New chapters on identity and activism Can Creative Writing Really Be Taught? is supported by a companion website at www.bloomsbury.com, including extensive links to online resources, teaching case studies and lesson plans"
This is a book which provides post-graduate students, researchers, materials developers and teachers with everything they need to know about materials development for language learning, both for the development of paper and of digital materials.
This book explores how complex systems theory can contribute to the understanding of classroom language learner motivation through an extended examination of the dynamic conditions operating in a foreign language classroom in Japan. Its reflexive, narrative approach shines light on the evolving nature of research and role of the researcher.
This book explores the realities of feminist EFL teachers' lives through interviews and classroom observations with eight EFL teachers at Japanese universities. The data contained in the book broaden our understanding of feminist teaching in the language classroom while also providing suggestions for practice.