This book responds to a growing body of work in sociolinguistics and applied linguistics that places an emphasis on situated descriptions of language education practices and illuminates how these descriptions are enmeshed with local, institutional and wider social forces. It engages with new ways of understanding language that expand its meaning by including other semiotic resources and meaning-making practices and bring to the fore its messiness and unpredictability. The chapters illustrate how a translingual and transcultural orientation to language and language pedagogy can provide a point of entry to reimagining what language education might look like under conditions of heightened linguistic and cultural diversity and increased linguistic and social inequalities. The book unites an international group of contributors, presenting state-of-the-art empirical studies drawing on a wide range of local contexts and spaces, from linguistically and culturally heterogeneous mainstream and HE classrooms to complementary (community) school and informal language learning contexts.

Liberating Language identifies experiences of nineteenth-century African Americans—categorized as sites of rhetorical education—that provided opportunities to develop effective communication and critical text-interpretation skills. Author Shirley Wilson Logan considers how nontraditional sites, which seldom involved formal training in rhetorical instruction, proved to be effective resources for African American advancement. Logan traces the ways that African Americans learned lessons in rhetoric through language-based activities associated with black survival in nineteenth-century America, such as working in political organizations, reading and publishing newspapers, maintaining diaries, and participating in literary societies. According to Logan, rhetorical training was manifested through places of worship and military camps, self-education in oratory and elocution, literary societies, and the black press. She draws on the experiences of various black rhetors of the era, such as Frederick Douglass, Frances Harper, Fanny Coppin, Charles Chesnutt, Ida B. Wells, and the lesser-known Oberlin-educated Mary Virginia Montgomery, Virginia slave preacher "Uncle Jack," and former slave "Mrs. Lee." Liberating Language addresses free-floating literacy, a term coined by scholar and writer Ralph Ellison, which captures the many settings where literacy and rhetorical skills were acquired and developed, including slave missions, religious gatherings, war camps, and even cigar factories. In Civil War camp- sites, for instance, black soldiers learned to read and write, corresponded with the editors of black newspapers, edited their own camp-based papers, and formed literary associations. Liberating Language outlines nontraditional means of acquiring rhetorical skills and demonstrates how African Americans, faced with the lingering consequences of enslavement and continuing oppression, acquired rhetorical competence during the late eighteenth century and throughout the nineteenth century.

This book examines how literary texts can be incorporated into teaching practices in an EFL classroom. It takes a multi-faceted approach to how English language teaching and learning can best be developed through presentation and exploration of literary texts.

How can you effectively motivate young people to engage with foreign language learning? How can young people engage with new ideas and cultural experiences within and outside the classroom? The new and fully revised edition of A Practical Guide to Teaching Foreign Languages in the Secondary School offers straightforward advice and inspiration for training teachers, newly qualified teachers (NQTs) and teachers in their early professional development. Offering a wide range of strategies for successful teaching in the languages classroom, this third edition includes separate chapters on the core skills of reading, writing, speaking and listening and new chapters on pronunciation and the science of learning. The chapters provide detailed examples of theory in practice, based on the most up-to-date research and practice, as well as links to relevant sources supporting evidence-informed practice and cover: Strategies for planning engaging lessons Integrating formative and summative assessment Digital tools and services for teaching and learning Helping pupils develop better listening skills Effective speaking activities The role of scaffolds and models in developing writing skills Teaching grammar The intercultural dimension of language teaching The role of multilingualism in foreign language education Engaging with critical pedagogy A Practical Guide to Teaching Foreign Languages in the Secondary School is an essential compendium of support and ideas for all those embarking upon their first steps in a successful career in teaching foreign languages.

"This book focuses on the societal, social, political, economic and philosophical perspectives of transformative models and how digital learning communities foster critical reflections and perspective change, building a better understanding on how online educators/designers/tutors/learners can talk about injustice and inequality to a virtual group"--Provided by publisher.

This book shows how objects can create new linguistic and cultural orders, spotlighting the ways in which everyday collections help make the world anew by rearranging its materiality and how multilingual speakers make meanings without words. Adopting an innovative approach to intercultural research drawing on work from visual and multisensorial ethnography, Ros i Solé critically reflects on what we know as interculturality by going beyond the verbal and the more-than-human to understand languages and cultures. This book expands the meaning of interculturality by seeing it as the result of the relations between people, places, and materiality. Using everyday multilingual artefacts such as clothes, cookie-cutters, LPs, books, and pens, it presents a new semiotic multilingual landscape where the intercultural is closely connected to the ground, and it is felt, rehearsed, and re-enacted through the stories and the memories contained in multilingual objects. This book will be of particular interest to students and scholars in intercultural communication, multilingualism, language education, and applied linguistics.

This book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness. It focuses on four Asian contexts – Malaysia, South Korea, Sri Lanka and Thailand – while providing a discussion of policy and practice in Canada and Finland as a comparison. Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy. It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction. The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages. This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.

The book provides a comprehensive overview of international pedagogical approaches, research, innovation experiences, and best practices in bilingual and second language education to enhance bilingual teacher education programs. The book clearly outlines the need for an interdisciplinary and interconnected approach to effecting successful bilingual teacher education programs. Featuring practical examples from a wide range of geographic contexts throughout, the volume comprises diverse pedagogical approaches to bilingual and second language teacher education, bilingual and plurilingual education, storytelling, digital storytelling and digital technology, and content and language integrated learning (CLIL), including methodological strategies in bilingual education as well as quality standards in CLIL syllabus design assessment. The book concludes by reflecting on the lessons learned from research, and identifies future directions for bilingual education programs and bilingual teacher education. The volume will be of interest to students and scholars in bilingual and second language education, bilingual teacher education, CLIL, as well as educators and stakeholders in bilingual, CLIL, and English teacher education degree programs.

Grow students’ linguistic capital AND value their home language In Language of Identity, Language of Access, authors Michelle Benegas and Natalia Benjamin highlight the urgent need for a revolution in language education that validates home languages and dialects while equipping students with the linguistic tools for social mobility. Their original LILA framework rejects the socially constructed hierarchy of languages and provides students with a broader linguistic repertoire. This accessible and teacher-friendly guide presents an overview of this liberatory approach to language and literacy, an exploration of linguistically sustaining and expanding instruction, and practical guidance on designing lessons that attend to the language of identity and the language of access. Additional recurring features include: Voces provide real-life teacher experiences from the classroom Reflecciónes encourage educators to consider how principles and ideas relate to current practice and promote translanguaging Practical applications of theories (PATs) provide conceptual frameworks and lesson plans on various topics and activities. End of Chapter Conversaciónes encourage dialogue and enable educators to implement concepts in their classrooms. Offering a fresh perspective on academic language as a means to access power and social capital, Language of Identity, Language of Access is a guide for ALL educators committed to linguistically sustaining pedagogies and empowering students with linguistic capital for social mobility.

This book explores the ways in which multimodality and multilingualism as areas of study intersect and provides empirical examples of how this looks in practice from a wide range of settings. The chapters include visual as well as linguistic descriptions of practice and provide an accessible introduction to multimodality and multilingualism for a readership from undergraduate students to researchers. The book argues that the everyday practices of multilingual communities are multimodal in nature, and that by working at the intersection of multilingualism and multimodality we may be able to make fruitful advances in multiple areas of applied linguistics, and properly appreciate the actual human complexities of communication.