Examines communication in the classroom within the larger context of the development of standard English and its social implications.

This volume focuses on how far the policies, principles and practices of foreign language teaching and learning are, or can be, informed by theoretical considerations and empirical findings from the linguistic disciplines. Part I deals with the nature of foreign language learning in general, while Part II explores issues arising from linguistic, socio-political, cultural and cognitive perspectives. Part III and IV then consider the different factors that have to be taken into account in designing the foreign language subject and the various approaches to pedagogy that have been proposed. Part V finally addresses questions concerning assessment of learner proficiency and the evaluation of courses designed to promote it. Key features: provides a state-of-the-art description of different areas in the context of foreign language communication and learning presents a critical appraisal of the relevance of the field offers solutions to everyday language-related problems with contributions from renowned experts

This book considers some of the outstanding questions regarding language and communication in the teaching and learning of mathematics – an established theme in mathematics education research, which is growing in prominence. Recent research has demonstrated the wide range of theoretical and methodological resources that can contribute to this area of study, including those drawing on cross-disciplinary perspectives influenced by, among others, sociology, psychology, linguistics, and semiotics. Examining language in its broadest sense to include all modes of communication, including visual and gestural as well as spoken and written modes, it features work presented and discussed in the Language and Communication topic study group (TSG 31) at the 13th International Congress on Mathematical Education (ICME-13). A joint session with participants of the Mathematics Education in a Multilingual and Multicultural Environment topic study group (TSG 32) enhanced discussions, which are incorporated in elaborations included in this book. Discussing cross-cutting topics it appeals to readers from a wide range of disciplines, such as mathematics education and research methods in education, multilingualism, applied linguistics and beyond.

This offers a framework for thinking about technologies that allow online communication, for example, forums, chats, real-time platforms as well as virtual worlds and mobile devices, and the practical issues of using them. The authors offer a thorough appraisal of the potential benefits and challenges of learning and teaching a language online.

"Divided into three sections, the text examines research with a focus on application to school-age students, and then analyzes the language difficulties associated with specific disability types. The third section focuses on contemporary assessment and instructional strategies. Kuder emphasizes research-based instructional techniques and discusses several new methods, including technology-based approaches."--BOOK JACKET.

The series attracts single or co-authored volumes from authors researching at the cutting edge of this dynamic field of interdisciplinary enquiry. The titles range from books that make such developments accessible to the non-specialist reader to those which explore in depth their relevance for the way language is to be conceived as a subject, and how courses and classroom activities are to be designed. As such, these books not only extend the field of applied linguistics itself and lend an additional significance to its enquiries, but also provide an indispensable professional foundation for language pedagogy and its practice. The scope of the series includes: second language acquisition bilingualism and multi/plurilingualism language pedagogy and teacher education testing and assessment language planning and policy language internationalization technology-mediated communication discourse-, conversation-, and contrastive-analysis pragmatics stylistics lexicography translation

'Communication, Language and Literacy From Birth to Five' helps the reader develop their knowledge, skills and practice in encouraging and promoting communication, language and literacy for babies and young children.

This volume brings together papers on a wide spectrum of topics within the broad area of language acquisition, stressing the interconnections between applied and theoretical linguistics, as well as language research methodology. These contributions in honor of Professor Jan Majer have been grouped in two sections: language learning, and discourse and communication. The former discusses issues varying from aspects of first, second, and third language acquisition, individual learner differences (i.e. gender, attitudes, learning strategies), and second language research methodology to the analysis of features of learner spoken language, the role of feedback in foreign language instruction, and the position of culture in EFL textbooks. The second part of the volume offers a theoretical counterbalance to the applied nature of the first one. Here, the contributions touch upon spoken and written language analysis, language awareness, and aspects of the English language; also, selected issues of language philosophy are discussed. The wide range of topics covered in the publication, authored by specialists in their respective areas, reflects Professor Majer’s academic interests and corresponds to the complex nature of the general field the volume aims to portray.

This book takes as its starting point the assumption that interpersonal communication is a crucial aspect of successful language learning. Following an examination of different communicative models, the authors focus on traditional face-to-face (F2F) interactions, before going on to compare these with the forms of computer-mediated communication (CMC) enabled by recent developments in educational technology. They also address the question of individual differences, particularly learners' preferred participation styles, and explore how F2F and CMC formats might impact learners differently. This book will be of interest to students and scholars of computer-mediated communication (CMC), computer-assisted language learning (CALL), technology-enhanced language learning (TELL), language acquisition and language education more broadly.

Designed for all those who support older children and young adults with speech and language difficulties, this resource provides ideas, practical strategies and detailed information about the speech, language and communication needs (SLCN) of older students. Both authors have over 20 years experience of delivering courses to teachers, Special Needs Co-ordinators (SENCOs) and Specialist Outreach teachers in different local authorities, further education colleges and university departments. Kate Ripley is an Educational Psychologist, trainer and national and international conference speaker on themes related to speech, language and communication needs. Jenny Barrett is a Speech and Language Therapist with internationally recognised expertise in her field, who now works as a freelance consultant.