This book presents the first collection of conversation analytic studies addressed exclusively to issues of inequality and injustice. The chapters produce a forensic analysis of how participants enact discriminatory ideologies, negotiate systemic power imbalances, and pursue social change in and through the nuances of their interactions.
This book focuses on individuals learning languages other than English in a range of under-researched Asian contexts. The chapters explore learners’ motivational trajectories, multilingual identities and conceptualisations of the ‘ideal multilingual self’.
This book presents a vision of plurilingual, intercultural education, demonstrates how it can be realised in practice, and does so in a way which is easily and quickly accessible to teachers of all subjects and in all educational institutions, as well as to other educationists, including policymakers.
Using data from universities in Asia, Central and North America, Europe and the Maghreb, this book provides examples of the heuristic value of translanguaging and epistemological decentring, and argues that decentring cannot happen until learners are able to identify which sorts of centring dynamics and conditions are salient to their learning.
This book brings together 11 prominent scholars and political activists to discuss and explore issues around postcolonialism, decoloniality, Theories of the South and Epistemologies of the South. These wide-ranging discussions touch upon issues from academic research methods and writing conventions to global struggles for justice.
Exploring multilingualism as a complex, context-related, societal and individual phenomenon, this book centres around perspectives on how multiple languages are made (in)visible within educational settings. The chapters compare findings across geographical contexts in the areas of language policy and planning, multilingual practices and identity.
This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram's pioneering work on intercultural communicative competence and intercultural citizenship. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.
The edited volume contributes to the comprehensive and inclusive understanding of the global ELT landscape in instructional settings within and across countries. It brings together language teachers, educators and researchers who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical and research practices.
This book provides practical ideas for how children, young people and parents can feel welcomed and affirmed in their multilingual identities and all learners can feel excited by the linguistic diversity of the world's people. The book will be an invaluable resource for educational practitioners, researchers, trainee teachers and teacher educators.
This book takes a critical perspective of research on assessing speaking in second and foreign languages. Chapters focus on the complexity brought about by actual interactional competence in speaking tasks and discuss how testing and assessment models and practices can incorporate recent research on the dynamic and situated nature of language use.
This book provides an overview and evaluation of the quality of bilingual education found in internationalised higher education institutions. Its authors focus on the multifaceted roles that language(s) play in these growing multilingual spaces and analyse and identify the many factors that account for quality multilingual degree programmes.
This book explores transmodal communications, particularly those that are technologically-mediated and transglobal. Using examples and data analyses from a project that digitally connects youth to share their lives across global communities, authors offer new theorizations, approaches and understandings for semiotics, meaning-making and relations.
This book examines both writing norms and assessment, and proficiency development, and suggests that scholars need to critically examine testing regimes and develop research-based perspectives on tests and testing practices, so that educational institutions can prepare learners with differing cultural experiences for tests and assessments.
This book offers a critical exploration of definitions, methodologies, and ideologies of English-medium instruction (EMI) and contributes to new understandings of translanguaging as theory and pedagogy across diverse contexts. It demonstrates the affordances and constraints that translanguaging processes present in relation to EMI classrooms.
This book presents cutting-edge qualitative case-study research across a range of educational contexts, as well as theory-oriented chapters by distinguished multilingual education scholars, which take stock of the field of translanguaging in relation to the education of multilingual individuals in today's globalized world.
This book sets out duoethnography as a method of research, reflective practice and a pedagogical approach in English Language Teaching (ELT). The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.
This book details online collaborations between universities in Europe, the USA and Palestine. The chapters recount the challenges and successes of online collaborations which promote academic connections and conversations with the Gaza Strip (Palestine) and forge relationships between individuals, institutions and cultures.
This book shares wisdom and strategies to help language teachers, teacher educators, and peace educators communicate peace, contribute to peace and weave peacebuilding into classrooms and daily life. The book's Language of Peace Approach and more than 50 creative activities nurture peacebuilding skills in students, educators and the community.
This book contributes new perspectives from the Global South on the ways in which linguistic and discursive boundaries shape inequalities in educational contexts, ranging from Amazonian missions to Mongolian universities, using critical ethnographic and sociolinguistic analyses.