Critical Thinking and Creativity in Content and Language Integrated Learning : Global Perspectives (Hardcover)

?1. CLIL as an active agent in critical thinking and creativity?Chantal Hemmi and Takanori Sato?2. Co-construction of knowledge through critical evaluation and elaboration in CLIL group-work activities

Emi Fukasawa, Hiroko Aikawa, and Chantal Hemmi

3. CLIL Students’ Language Complexity and Critical Thinking: A Comparative Study between Students in Different Bilingual Modalities and Socioeconomic Areas

Marta Gonzalez-Romero and Ana Llinares

4. Assessment of Critical Thinking in CLIL: Assessment Criteria for Critical Thinking in Research-based Argumentative Essays

Takanori Sato

5. Students’ Development of Critical Thinking through Project-based Learning in a Bilingual Education Context

Rosa Sanchez-Garcia and Victor Pavon-Vazquez?

6. Positioning Creativity, Accuracy and Precision Within STEM CLIL Learning-Spaces

Y.L. Teresa Ting

7. Fostering critical thinking and creativity with the Cognitive Discourse Functions of evaluate and explore in secondary CLIL science

Pilar Gerns, Louisa Mortimore, and Tom Morton

8. Developing critical thinking and creativity in emerging English language learners through CLIL

Chia-Ling Kao and Yuen Yi Lo

9. Scaffolding Deeper Thinking in CLIL Classrooms: CLIL Teachers’ Views on Creative and Critical Thinking Development

Juan de Dios Martinez Agudo

10. The Promise of Design Thinking: Enhancing Creativity in CLIL Settings

Leonor Maria Martinez Serrano

11. Actualising student creation of the end product through COIL

Chantal Hemmi and Enika D Banerjee

12. Fostering Creativity in a CLIL Didactic Sequence on “Food Chains”

Gabriela N. Tavella and Dandan Chen

13. Critical Thinking and Creativity: Moving Forward into th...


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Linguistic Discrimination and Global Englishes : Toward Equity and Justice in English Language Education (Hardcover)

Section 1: THEORETICAL FOUNDATIONS Understanding Linguistic Discrimination in GE? 1. Linguistic Discrimination in Global Englishes? 2. Native-Speakerism and the Reconceptualisation of Ownership? 3. Accent, Legitimacy, and the Politics of Sound? Section 2: INSTITUTIONALISED DISCRIMINATION IN ELT AND BEYOND Exploring Real-World Barriers in Language Teaching and Professional Contexts? 4. The Institutionalisation of Inequality in Global English Language Teaching? 5. Linguistic Ideologies and Cultural (Mis)Representation in English Language Teaching Materials? 6. Language Proficiency Testing as Gatekeeping and the Production of Inequality? 7. Hiring Discrimination and Linguistic Inequality in Global Labour Markets? 8. Linguistic Inequality in English-Medium Academic Publishing Epistemic Power, Global (In)Justice, and Academic Legitimacy? Section 3: TOWARD LINGUISTIC JUSTICE Promoting Equity, Policy Change, and Educational Reform? 9. Reimagining English Language Policy: Pluricentric Frameworks for Linguistic Justice? 10. Decolonising English Education: Epistemic Justice, Pedagogical Transformation, and Reclaiming Voice in ELT? 11. Linguistic Justice in English Education: Rights, Resistance, and Reform? 12. Final Thoughts: Linguistic Discrimination, Global Englishes, and Institutional Responsibility

Linguistic Discrimination and Global Englishes : Toward Equity and Justice in English Language Education (Paperback)

Section 1: THEORETICAL FOUNDATIONS Understanding Linguistic Discrimination in GE? 1. Linguistic Discrimination in Global Englishes? 2. Native-Speakerism and the Reconceptualisation of Ownership? 3. Accent, Legitimacy, and the Politics of Sound? Section 2: INSTITUTIONALISED DISCRIMINATION IN ELT AND BEYOND Exploring Real-World Barriers in Language Teaching and Professional Contexts? 4. The Institutionalisation of Inequality in Global English Language Teaching? 5. Linguistic Ideologies and Cultural (Mis)Representation in English Language Teaching Materials? 6. Language Proficiency Testing as Gatekeeping and the Production of Inequality? 7. Hiring Discrimination and Linguistic Inequality in Global Labour Markets? 8. Linguistic Inequality in English-Medium Academic Publishing Epistemic Power, Global (In)Justice, and Academic Legitimacy? Section 3: TOWARD LINGUISTIC JUSTICE Promoting Equity, Policy Change, and Educational Reform? 9. Reimagining English Language Policy: Pluricentric Frameworks for Linguistic Justice? 10. Decolonising English Education: Epistemic Justice, Pedagogical Transformation, and Reclaiming Voice in ELT? 11. Linguistic Justice in English Education: Rights, Resistance, and Reform? 12. Final Thoughts: Linguistic Discrimination, Global Englishes, and Institutional Responsibility

Group Work for Language Learning : Harnessing the Power of Group Dynamics (Hardcover)

1. Why should we use groups? 2. How should we form groups? 3. What roles will students have? 4. How can we make a group cohesive? 5. What kind of activities and approaches work best in groups? 6. What is the teacher’s role in the group-centered classroom? 7. How do we resolve conflict in groups? 8. What have we learnt and what do we need to research?

Group Work for Language Learning : Harnessing the Power of Group Dynamics (Paperback)

1. Why should we use groups? 2. How should we form groups? 3. What roles will students have? 4. How can we make a group cohesive? 5. What kind of activities and approaches work best in groups? 6. What is the teacher’s role in the group-centered classroom? 7. How do we resolve conflict in groups? 8. What have we learnt and what do we need to research?

English Language Education in Japan : Negotiating Global Transformation and Local Innovation (Hardcover)

English Language Education in Japan in an Era of Transformation and Uncertainty?

Gregory Paul Glasgow and Tiina Matikainen

PART I Multilingualism in English Education?

1. Translanguaging in Japanese EFL Education: Transformational Potentials

Blake Turnbull

2. What are we Missing? Turning a Bi/Plurilingual Lens to EFL in Japan

Mayo Oyama and Daniel Roy Pearce

3. World Englishes in a Japanese Prefectural University: Promoting Linguistic Diversity in the Classroom

Patrick Chin Leong Ng?

PART II

Technology and Digital Innovation

4. Innovative Policies for Integrating Digital Technology in English Education in Japanese Primary Schools

Yuko Goto Butler

5. Asynchronous Video-Based Virtual Exchanges Between Taiwanese and Japanese Elementary School EFL Learners

Mark Christianson??

6. Bringing Global Englishes to the Classroom: Taking Students Beyond the Textbook Using Online Listening Practice Materials

Tomoyuki Kawashima

PART III

Representation in Ministry-Approved Textbooks

7. Diversity and Social Justice in English Language Education: An Analysis of Japanese Junior High School English Language Textbooks

Mieko Yamada

8. Evaluating Representations of Gender and Sexual Diversity in Elementary School English Textbooks in Japan

Yuzuko Nagashima and Luke Lawrence

PART IV

Intercultural Exchange Within and Beyond the EFL Classroom

9. Filipino Assistant Language Teachers Only: Innovation and Consequent Diversity Issues in Japan’s Public Elementary Schools

Yoko Kobayashi

10. Exploring the Impact of Linguacultural Diversity on Domestic and International Students’ Positional Identities in an English-Taught Program

Miki Shibata and Ryuichi Sato

<...


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Active Listenership : A Corpus Pragmatics Approach to Researching and Teaching English as a Foreign Language (Hardcover)

Foreword??Prologue??Part 1: Corpus Linguistics Research? 1. Introduction: Corpus Linguistics and Corpus Pragmatics? 2. English Conversations: Reality versus Language Teaching??Corpus Pragmatics applied to Active Listenership in EFL Conversations: Case Studies from Germany and Austria??Part 2: Practice and Teaching? 4. Corpora 3. for language learning and teaching: Data-driven learning? 5. Teaching Active Listenership through Data-Driven Learning? 6. Conclusion

Fanfiction and Fan Practices for Language Teaching and Learning (Hardcover, 1)

Preface? 1.?Introduction: Looking to fans and fan practices for language learning and teaching??2.?Where the wild things play: Fans, fan practices, and the fields that study them??3.?Fan practices for which languages? A scoping review of the research??4.?The case of the Sherlock fan: Spoiling for language and critical digital literacy development??5.?A study in fanfiction??6.?“Whatever remains, however improbably, must be the truth”: Researching fan practices and language learning??7.?Lessons from the fandom for the language classroom

Fanfiction and Fan Practices for Language Teaching and Learning (Paperback, 1)

Preface? 1.?Introduction: Looking to fans and fan practices for language learning and teaching??2.?Where the wild things play: Fans, fan practices, and the fields that study them??3.?Fan practices for which languages? A scoping review of the research??4.?The case of the Sherlock fan: Spoiling for language and critical digital literacy development??5.?A study in fanfiction??6.?“Whatever remains, however improbably, must be the truth”: Researching fan practices and language learning??7.?Lessons from the fandom for the language classroom

Teaching Second Languages through Dialogue and Interaction : Actions, Turns, and Sequences (Hardcover)

This book advances an interaction-focused approach to second language teaching by placing social actions, turns, and sequences as central objects of instruction. Drawing on interactional linguistics, conversation analysis, and 2L?acquisition research, it demonstrates how dialogue and social interaction can be taught systematically rather than left to incidental exposure or communicative practice alone. Research-based and classroom-tested, this book offers practical resources for designing lessons, developing assessments, and supporting curricular change. It will be of interest to current and future language teachers, as well as to students and researchers in second language teaching, second language acquisition, applied linguistics, and related fields focusing on language use as social action.

Beyond the Academic Pipeline for Asian Scholars : The Power of Care, Healing, and Alternative Pathways in Language Education (Hardcover)

Part 1: Foundations of Power, Care, and Belonging? 1.?Critical Reflections on Facing Pressures of Academia: Self-work, Mentorship, and Community? 2. Challenging Reproduced Practices and Power Structures in Academy: One Teacher-Scholar’s Critical Autoethnography? 3. Speaking Otherwise: Power, Pathways, and Possibility in Language Education? Part 2:?Practices of Solidarity, Becoming, and Healing??4.?Rising: Duoethnography for Decolonial Academic Mentorship? 5. Reimagining Support Systems for Asian-American Scholars: A Duoethnographic Account? 6. Establishing Professional Identity through Exercising Agency: Asian Female TESOLers’ Doctoral Stories with Memory Writing? 7. (Un)Silencing Liminal Identities Across Border Dreamscape: A Duoethnographic Study of Nepali Postgraduates Studying in the United States??Part 3: Precarity and Alternative Pathways? 8.?Unmasking the Realities: Story of an Asian Mom Scholar in her Job Search journey? 9.?Breaking the Loop: A Narrative Inquiry of an International PhD Graduate in Academia? 10. Examining Positionality and Building Community

Beyond the Academic Pipeline for Asian Scholars : The Power of Care, Healing, and Alternative Pathways in Language Education (Paperback)

Part 1: Foundations of Power, Care, and Belonging? 1.?Critical Reflections on Facing Pressures of Academia: Self-work, Mentorship, and Community? 2. Challenging Reproduced Practices and Power Structures in Academy: One Teacher-Scholar’s Critical Autoethnography? 3. Speaking Otherwise: Power, Pathways, and Possibility in Language Education? Part 2:?Practices of Solidarity, Becoming, and Healing??4.?Rising: Duoethnography for Decolonial Academic Mentorship? 5. Reimagining Support Systems for Asian-American Scholars: A Duoethnographic Account? 6. Establishing Professional Identity through Exercising Agency: Asian Female TESOLers’ Doctoral Stories with Memory Writing? 7. (Un)Silencing Liminal Identities Across Border Dreamscape: A Duoethnographic Study of Nepali Postgraduates Studying in the United States??Part 3: Precarity and Alternative Pathways? 8.?Unmasking the Realities: Story of an Asian Mom Scholar in her Job Search journey? 9.?Breaking the Loop: A Narrative Inquiry of an International PhD Graduate in Academia? 10. Examining Positionality and Building Community

Teaching Second Languages through Dialogue and Interaction : Actions, Turns, and Sequences (Paperback)

This book advances an interaction-focused approach to second language teaching by placing social actions, turns, and sequences as central objects of instruction. Drawing on interactional linguistics, conversation analysis, and 2L?acquisition research, it demonstrates how dialogue and social interaction can be taught systematically rather than left to incidental exposure or communicative practice alone. Research-based and classroom-tested, this book offers practical resources for designing lessons, developing assessments, and supporting curricular change. It will be of interest to current and future language teachers, as well as to students and researchers in second language teaching, second language acquisition, applied linguistics, and related fields focusing on language use as social action.

An Introduction to Foreign Language Learning and Teaching (Hardcover, 4 ed)

Introduction to fourth edition?Authors’ acknowledgements?Part I BACKGROUND?1 Five learners and five methods?2 What is there to learn??3 Some views of language and language learning?Part II LEARNING?4 Learners and their errors?5 Input, interaction and output?6 Some learning processes?7 Individual language learners: some differences?8 Good language learners and what they do?PART III TEACHING?9 Language teaching: a brisk walk through recent times 10 Contexts?11 Plans and programmes?12 Ways and means?13 Skills?14 Tests?15 When all has been said: preparing and managing lessons?References?Abbreviations and acronyms used in this book Index

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An Introduction to Foreign Language Learning and Teaching (Paperback, 4 ed)

Introduction to fourth edition?Authors’ acknowledgements?Part I BACKGROUND?1 Five learners and five methods?2 What is there to learn??3 Some views of language and language learning?Part II LEARNING?4 Learners and their errors?5 Input, interaction and output?6 Some learning processes?7 Individual language learners: some differences?8 Good language learners and what they do?PART III TEACHING?9 Language teaching: a brisk walk through recent times 10 Contexts?11 Plans and programmes?12 Ways and means?13 Skills?14 Tests?15 When all has been said: preparing and managing lessons?References?Abbreviations and acronyms used in this book Index

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Decolonizing English Language Education : Becoming a Critically Conscious Educator through a Humanizing Pedagogy of Love (Hardcover)

Introduction??Part I. Understanding Coloniality, Raciolinguistics, And Power in the Field of English Language Education??Chapter 1.?Understanding Coloniality?in the Field of English Language Education??Chapter 2.?Tracing Language Learning Theories: from Behaviorism to Raciolinguistic Theory??Chapter 3.?Messaging of Power within the Field of English Language Education??Part II. Decolonizing Consciousness and Examining Policies, Pedagogies, and Practices??Chapter 4.?The Inner Work of Decolonizing Consciousness and the Journey Towards?Onto-Epistemological Integration?Chapter 5.?Examining Our Own Policies, Pedagogies, And Practices Through Critical, Decolonial Inquiry?Part III. Reimagining English Language Education Through Critical and Humanizing Pedagogies??Chapter 6.?Critical, Decolonial Love as Healing, Resistance, And Relational Praxis in English Language Education?Chapter 7.?Critical, Decolonial Love in English Language Education: from Theory to Praxis??Chapter 8.?Imagining, Dreaming, Decolonial Possibilities in Teaching English to Speakers of Other Languages

Decolonizing English Language Education : Becoming a Critically Conscious Educator through a Humanizing Pedagogy of Love (Paperback)

Introduction??Part I. Understanding Coloniality, Raciolinguistics, And Power in the Field of English Language Education??Chapter 1.?Understanding Coloniality?in the Field of English Language Education??Chapter 2.?Tracing Language Learning Theories: from Behaviorism to Raciolinguistic Theory??Chapter 3.?Messaging of Power within the Field of English Language Education??Part II. Decolonizing Consciousness and Examining Policies, Pedagogies, and Practices??Chapter 4.?The Inner Work of Decolonizing Consciousness and the Journey Towards?Onto-Epistemological Integration?Chapter 5.?Examining Our Own Policies, Pedagogies, And Practices Through Critical, Decolonial Inquiry?Part III. Reimagining English Language Education Through Critical and Humanizing Pedagogies??Chapter 6.?Critical, Decolonial Love as Healing, Resistance, And Relational Praxis in English Language Education?Chapter 7.?Critical, Decolonial Love in English Language Education: from Theory to Praxis??Chapter 8.?Imagining, Dreaming, Decolonial Possibilities in Teaching English to Speakers of Other Languages

Resisting ESL at a Hawai‘i High School : Identity, Ideology, and Order at Tradewinds High (Hardcover)

Chapter 1. Language, Legitimacy, and the Production of ESL,Part I:?The Structural Productions of ESL,?Chapter 2. Constructing the Other in ESL Curriculum and Pedagogy, Chapter 3. Making Better Americans: The Banality of Nationalism in ESL,?Part II:?The Local ESL Community of Practice,?Chapter 4. The Contours of a Community of Practice, Chapter 5.?Regrading ESL: Interviewing the Local ESL Community of Practice,?Chapter 6. Doing Not Learning: Curriculum Refusal as Interactional Practice,?Chapter 7. Parodies of the Other:?Tactical Translanguaging and the Performance of FOB,?Chapter 8.?Talking Hawaiian Style:?Authenticating ‘Local’ in ESL-A, Chapter 9. Youth from Micronesia and the Local ESL Community Of Practice,?Part III: Metacommentary,?Chapter 10.?A Politics of Knowing:?Conjunctures of Presence, Practice, and Power,?Chapter 11. Time, Distance, and Return: Implications, References, Index

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Exploring Academic Vocabulary : Form, Meaning, Use (Hardcover)

Introduction??1. Signify??2. Derive??3. Perceive??4. Maintain??5. Distinct??6. Justify??7. Imply??8. Ensure? 9. ?Deduce? 10. ?Undertake??11. Attribute??12. Implement??13. Enable??15. Reveal??16. Underlie??17. Compromise??18. Infer??19. Clarify??20. Denote

Exploring Academic Vocabulary : Form, Meaning, Use (Paperback)

Introduction??1. Signify??2. Derive??3. Perceive??4. Maintain??5. Distinct??6. Justify??7. Imply??8. Ensure? 9. ?Deduce? 10. ?Undertake??11. Attribute??12. Implement??13. Enable??15. Reveal??16. Underlie??17. Compromise??18. Infer??19. Clarify??20. Denote

Learning and Teaching a Second Language : A Pragmatic Perspective (Hardcover)

1. Introduction ?2. Second Language Pragmatics: The Basics? 3. Which Expressions Actually Matter in Learning a Second Language? 4. How to Do Things with Utterances in a Foreign Language ?5. Understanding Interaction in a Second Language? 6. Types of Talk: How to Look at Interactional Phases in a Second Language? 7. Concluding notes

Learning and Teaching a Second Language : A Pragmatic Perspective (Paperback)

1. Introduction ?2. Second Language Pragmatics: The Basics? 3. Which Expressions Actually Matter in Learning a Second Language? 4. How to Do Things with Utterances in a Foreign Language ?5. Understanding Interaction in a Second Language? 6. Types of Talk: How to Look at Interactional Phases in a Second Language? 7. Concluding notes

Grammar Instruction for Second Language Development : Bridging the Socio-Cognitive Divide in Theory and in Practice (Paperback)

PART I Theoretical underpinnings. Chapter 1: Grammar and communicative competence. Chapter 2: Communicative competence from a cognitive perspective. Chapter 3: Communicative competence from a social perspective. Chapter 4: Bridging the socio-cognitive divide. PART II Implications for classroom practice. Chapter 5: Grammar and task-based lesson planning.Chapter 6: Modulating task difficulty and providing linguistic support.Chapter 7: Grammar rules, processing, and feedback.Chapter 8: Whole-class and small-group discourse. Chapter 9: The teacher and learners as members of a discourse community.

Grammar Instruction for Second Language Development : Bridging the Socio-Cognitive Divide in Theory and in Practice (Hardcover)

PART I Theoretical underpinnings. Chapter 1: Grammar and communicative competence. Chapter 2: Communicative competence from a cognitive perspective. Chapter 3: Communicative competence from a social perspective. Chapter 4: Bridging the socio-cognitive divide. PART II Implications for classroom practice. Chapter 5: Grammar and task-based lesson planning.Chapter 6: Modulating task difficulty and providing linguistic support.Chapter 7: Grammar rules, processing, and feedback.Chapter 8: Whole-class and small-group discourse. Chapter 9: The teacher and learners as members of a discourse community.