Language Across Disciplinary Boundaries
Information Age Publishing (Verlag)
978-1-64802-753-6 (ISBN)
The International Society for Language Studies (ISLS) inaugurates its first volume in the series Readings in Language Studies with Language Across Disciplinary Boundaries, a text that represents international perspectives on language and identity, critical pedagogy, language and power, perspectives on second language acquisition and teacher education. Founded in 2002, ISLS is a world-wide organization of volunteers, scholars and practitioners committed to critical, interdisciplinary, and emergent approaches to language studies.
Acknowledgments.
Introduction.
Section I. Critical Pedagogy.
Chapter 1. Empowerment and Its Limitations: Considering Why Things Go Wrong in Second Language Classrooms; Elizabeth R. Miller.
Chapter 2. Re-authoring: Language Learners and Shifting Identities; Kristen Campbell Wilcox.
Chapter 3. Task-Based Critical Pedagogy in Japanese EFL Classrooms; Keiko Konoeda, Yukiko Watanabe.
Chapter 4. Japanese University Student's Authorship in EFL Classroom: Investing in Language Learning; Takayo Kawabe.
Section II. Language And Power.
Chapter 5. Subordination and Submission in the Second-Language Classroom; Gerrard Mugford.
Chapter 6. Interpreters' Use of Politeness Markers as a Linguistic Tool for Controlling Power Relations in Immigration Hearings; Marjorie Zambrano-Paff.
Chapter 7. Becoming Citizens: Punjabi ESL Learners, National Language Policy and The Canadian Language Benchmarks; Douglas Fleming.
Chapter 8. Hey, Take it Easy: Language Performance and Ideology in Oaxaca, Mexico; Peter Sayer.
Chapter 9. Sentiment of Personal and Collective Efficacy of Francophone School Principals: Implementation of the VelTIC Hypermedia System of Resources; Claire IsaBelle, Hélène Fournier, François Desjardins, Phyllis Dalley.
Section III. Language And Identity.
Chapter 10. Coping with Isolation in Negotiation of Identities: the Role of Language Views; Hiroko Itakura, Gillian Humphreys.
Chapter 11. Shifting Linguistic Identities in Interaction: The Case of a French-English Bilingual; Linda R. Waugh.
Chapter 12. Language Learning and Cultural Identity in Study Abroad Contexts: Portrait of a Japanese High School Exchange Student in the U.S.; Reiko Habuto Ileleji.
Chapter 13. A Case Study of a Chinese ENL Child's Identity Trajectory and Bilingual and Biliteracy Development: Children's Perspective; Xiaoning Chen.
Chapter 14. Representations of Multilingualism and Language Investment in a Globalized World; J. Byrd Clark.
Section IV. Perspectives On Second Language Acquisition.
Chapter 15. Community Service Learning and L2 Students' Intercultural Communicative Competence; Gabriela C. Zapata, Wojciech Tokarz.
Chapter 16. Oral Corrective Feedback: A Guide for L2 Classroom Teachers; Paul Chamness Miller.
Chapter 17. Correction of Classroom Oral Errors: Preferences of Japanese EFL Students; Akemi Katayama.
Chapter 18. Making our Learning Environments Interactive: A Critique of the Concept of Interaction in Second Language Acquisition Studies; Ania Lian.
Chapter 19. From Syntactic Acceptability to Rhetorical Quality Through Explicit Grammar Instruction and Extensive Analytic Practice; Fengying Xu.
Section V. Conceptualizations Of Language.
Chapter 20. How Do We Know What Words Children Know? Methods and Modifications; Marc H. Bornstein, Annick De Houwer, Diane L. Putnick, Mark A. Cusick.
Chapter 21. Assessment of English Language Learners and Learning Disabilities with Consideration of Ethno-cultural Background; Susana V. Rivera-Mills.
Chapter 22. The Effects of Bilingual Type on Language Selectivity; John W. Schwieter.
Chapter 23. A Study of Task Type for L2 Speaking Assessment; Huei-Chun Teng.
Chapter 24. Accidental Humor in International Public Notices Displayed in English; Mohammed Farghal.
Section VI. Teachers And Teaching.
Chapter 25. A Look at Language Classroom Motivation in a Collectivist-Oriented Setting; Bokyung Murray.
Chapter 26. Sociocultural Aspects of Teaching Japanese as a Foreign Language: Transforming Japanese Language Classrooms Into Small Japanese Societies; Hidehiro Endo.
Chapter 27. Will my Smart Classroom Make Me Change? Reflections of Two Spanish Instructors; Vanessa Lazo-Wilson.
Chapter 28. The Influence of Environment on Children's Writing and Drawing; Sandra Stanko.
Chapter 29. Shifting Goals, Instructor Roles, and Japanese University Students' English Study Methods; Brian G. Rubrecht.
Chapter 30. The Impact of Practicum on Pre-Service Teachers' Self-Development; Mine Dikdere.
Chapter 31. Distance Pre-Service Teachers' Perceptions of the Effectiveness of Their Pedagogical Courses in Preparing Them for Their Teaching Life; Belgin Aydin.
Chapter 32. Support for English Language Learners in K-12 Classrooms: Are Internationally Educated Teachers Better Positioned? Farahnaz Faez.
Chapter 33. Teachers' Beliefs about Language Learning Strategies: An Exploratory Study; Brian G. Rubrecht.
Chapter 34. Humor as a Teaching Device; Said M. Shiyab.
Chapter 35. Content-Based 5C Projects of a City Guide Webpage in Japanese; Junko Hatanaka.
Index.
About the Contributors.
| Erscheinungsdatum | 12.01.2022 |
|---|---|
| Reihe/Serie | Readings in Language Studies |
| Sprache | englisch |
| Maße | 156 x 234 mm |
| Gewicht | 920 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| Sozialwissenschaften ► Pädagogik ► Sonder-, Heil- und Förderpädagogik | |
| ISBN-10 | 1-64802-753-9 / 1648027539 |
| ISBN-13 | 978-1-64802-753-6 / 9781648027536 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
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