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Language Across Disciplinary Boundaries: (Readings in Language Studies)

Language Across Disciplinary Boundaries: (Readings in Language Studies)

          
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About the Book

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.

Table of Contents:
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.


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Product Details
  • ISBN-13: 9781648027543
  • Publisher: Emerald Publishing Inc
  • Publisher Imprint: Information Age Publishing
  • Height: 234 mm
  • No of Pages: 666
  • Series Title: Readings in Language Studies
  • Weight: 1101 gr
  • ISBN-10: 1648027547
  • Publisher Date: 29 Dec 2021
  • Binding: Hardback
  • Language: English
  • Returnable: N
  • Spine Width: 37 mm
  • Width: 156 mm


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