When Mao and the Chinese Communist Party won power in 1949, they were determined to create new, revolutionary human beings. Their most precise instrument of ideological transformation was a massive program of linguistic engineering. They taught everyone a new political vocabulary, gave old words new meanings, converted traditional terms to revolutionary purposes, suppressed words that expressed "incorrect" thought, and required the whole population to recite slogans, stock phrases, and scripts that gave "correct" linguistic form to "correct" thought. They assumed that constant repetition would cause the revolutionary formulae to penetrate people's minds, engendering revolutionary beliefs and values. In an introductory chapter, Dr. Ji assesses the potential of linguistic engineering by examining research on the relationship between language and thought. In subsequent chapters, she traces the origins of linguistic engineering in China, describes its development during the early years of communist rule, then explores in detail the unprecedented manipulation of language during the Cultural Revolution of 1966–1976. Along the way, she analyzes the forms of linguistic engineering associated with land reform, class struggle, personal relationships, the Great Leap Forward, Mao-worship, Red Guard activism, revolutionary violence, Public Criticism Meetings, the model revolutionary operas, and foreign language teaching. She also reinterprets Mao’s strategy during the early stages of the Cultural Revolution, showing how he manipulated exegetical principles and contexts of judgment to "frame" his alleged opponents. The work concludes with an assessment of the successes and failures of linguistic engineering and an account of how the Chinese Communist Party relaxed its control of language after Mao's death.

The Bilingual Revolution is a collection of inspirational vignettes and practical advice that tells the story of the parents and educators who founded dual language programs in New York City public schools. The book doubles as a "how to" manual for setting up your own bilingual school and, in so doing, launching your own revolution.

This two volume handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. It offers a strongly socio-cultural view of language learning and teaching. It is comprehensive and global in perspective with a range of fresh new voices in English language teaching research.

While research into intercultural teaching has grown exponentially during the past two decades, the research has primarily resorted to the use of quantitative data collection instruments and the interpretation of scores calculated through them. As such, studies in the field can seem somewhat decontextualized, ignoring in some cases setting-specific parameters. Therefore, further study is needed to bring together theory, research, and practice demonstrating how this teaching is reflected in research design and how it is undertaken in different settings. Intercultural Foreign Language Teaching and Learning in Higher Education Contexts is an essential reference source that provides a series of rich insights into the way intercultural education is practiced in numerous international contexts and showcases practical examples of teaching situations and classroom activities that demonstrate its impact within the classroom. Featuring research on topics such as higher education, multilingualism, and professionalism, this book is ideally designed for educators, researchers, administrators, professionals, academicians, and students seeking pedagogical guidance on intercultural teaching.

Since its original publication in 1968, Rivers's comprehensive and practical text has become a standard reference for both student teachers and veteran instructors. All who wish to draw from the most recent thinking in the field will welcome this new edition. Methodology is appraised, followed up by discussions on such matters as keeping students of differing abilities active, evaluating textbooks, using language labs creatively, and preparing effective exercises and drills. The author ends each chapter of this new edition with questions for research and discussion—a useful classroom tool—and provides an up-to-date bibliography that facilitates further understanding of such matters as the bilingual classroom.

The tenth volume in the TIRF-Routledge series, this book features research on the teaching and learning of English in the Middle East and North Africa (MENA). With chapters written by TIRF Doctoral Dissertation Grant awardees and internationally known scholars, the volume addresses contemporary challenges and considerations to teaching English in the MENA context. With empirical research covering a wide range of under-studied contexts, this book provides important insights and future directions to improve research and instruction. Offering up-to-date research at the primary, secondary, and post-secondary levels, this volume is an essential resource for language education programs and pre-service teachers. Chapter 7 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.

This volume extends the Task-Based Language Teaching: Issues, Research and Practice books series by deliberately exploring the potential of task-based language teaching (TBLT) in a range of EFL contexts. It is specifically devoted to providing empirical accounts about how TBLT practice is being developed and researched in diverse educational contexts, particularly where English is not the dominant language. By including contributions from settings as varied as Japan, China, Korea, Venezuela, Turkey, Spain, and France, this collection of 13 studies provides strong indications that the research and implementation of TBLT in EFL settings is both on the rise and interestingly diverse, not least because it must respond to the distinct contexts, constraints, and possibilities of foreign language learning. The book will be of interest to SLA researchers and students in applied linguistics and TESOL. It will also be of value to course designers and language teachers who come from a broad range of formal and informal educational settings encompassing a wide range of ages and types of language learners.

We live in a world that is marked by the twin processes of economic and cultural globalization. In this thought provoking book, Kumaravadivelu explores the impact of cultural globalization on second and foreign language education.

This is an open access book.Hosted by Faculty of Letters, Universitas Negeri Malang, it is an annual International Seminar on Language, Education, and Culture held to gather researchers, practitioners, teachers, and students to identify and share various aspects in language, education, and culture. Theme: Embracing Changes and Innovations in Language, Education, Art, and Culture in Post-Pandemic Life Subthemes: Changes and Innovations in Language, Education, and Culture Changes and Innovations in Literature and Art Online Teaching and Learning Practices Corpus-Based Language, Teaching and Research Language in Media Gender and Identity Pop, Contemporary and Digital Culture Culture and SpiritualityMultilingualism and Translanguaging Visual and Performing Arts Oral Tradition & Local Culture Digital Literacy and Information Science

This wide-ranging survey of issues in intercultural language teaching and learning covers everything from core concepts to program evaluation, and advocates a fluid, responsive approach to teaching language that reflects its central role in fostering intercultural understanding. Includes coverage of theoretical issues defining language, culture, and communication, as well as practice-driven issues such as classroom interactions, technologies, programs, and language assessment Examines systematically the components of language teaching: language itself, meaning, culture, learning, communicating, and assessments, and puts them in social and cultural context Features numerous examples throughout, drawn from various languages, international contexts, and frameworks Incorporates a decade of in-depth research and detailed documentation from the authors’ collaborative work with practicing teachers Provides a much-needed addition to the sparse literature on intercultural aspects of language education