Essays concerning second language teaching as a means of promoting intercultural competence include: "Intercultural Competence: From Language Policy to Language Education" (Chantal Crozet, Anthony J. Liddicoat, Joseph Lo Bianco); "Linguistic Diversity, Globalisation and Intercultural Education" (Jagdish Gundara); "French Linguistic and Cultural Politics Facing European Identity: Between Unity and Diversity" (Genevieve Zarate); "A 'Syntax of Peace'?" (Joseph Lo Bianco); "Language and Intercultural Competence" (Richard D. Lambert); "Global English for Global Citizens" (Michael Singh, Linda Singh); "Questions of Identity in Foreign Language Learning" (Michael Byram); "From 'Sympathetic' to 'Dialogic' Imagination: Cultural Study in the Foreign Language Classroom" (Jo Carr); "The Challenge of Intercultural Language Teaching: Engaging with Culture in the Classroom" (Chantal Crozet, Anthony J. Liddicoat); "Adult ESL: What Culture Do We Teach?" (Helen FitzGerald); "Teaching Conversation for Intercultural Competence" (Anne-Marie Barraja-Rohan); "Australian Perspectives on (Inter)national European Narratives" (Piera Carroli, Roger Hillman, Louise Maurer); "'Justification'--The Importance of Linguistic Action Patterns for the Success of Intercultural Communication" (Winfried Thielmann); and "Striving for the Third Place: Consequences and Implications" (Anthony J. Liddicoat, Chantal Crozet, Joseph Lo Bianco). (MSE)

The landmark survey that celebrates all the places where people hang out--and is helping to spawn their revival A New York Times Book Review Editor's Choice "Third places," or "great good places," are the many public places where people can gather, put aside the concerns of home and work (their first and second places), and hang out simply for the pleasures of good company and lively conversation. They are the heart of a community's social vitality and the grassroots of a democracy. Author Ray Oldenburg portrays, probes, and promotes th4ese great good places--coffee houses, cafes, bookstores, hair salons, bars, bistros, and many others both past and present--and offers a vision for their revitalization. Eloquent and visionary, this is a compelling argument for these settings of informal public life as essential for the health both of our communities and ourselves. And its message is being heard: Today, entrepreneurs from Seattle to Florida are heeding the call of The Great Good Place--opening coffee houses, bookstores, community centers, bars, and other establishments and proudly acknowledging their indebtedness to this book.

*Updated with new author's note and chapter on creating boundaries and balance when working from home* How to use life's little transitions to find balance and happiness. Every day we undertake dozens of different roles, tasks and experiences. Most of us habitually carry our mindset and emotional state from one of these activities to the next - and all too often this has negative, occasionally disastrous consequences. For years we've been told it's getting the 'big' stuff right that gives us balance and makes us happy: the holidays, the audacious goals, the pay rises. But in our hearts we know it's really the small stuff: a great result at work, our welcome home, an absorbing conversation, a game with the kids. This book is all about getting the small stuff right - not 'sweating' it, but making it much more rewarding, much more often. It's about using the 'Third Space' (that moment of transition between a first activity and the second that follows it), to mentally 'show up' right for whatever comes next. Gaining control of the Third Space will empower you to do this any time and every time. You will consistently be your best for your work, your family, your friends and yourself - and you will find that the key to balance and happiness was always there waiting for you in the Third Space. Includes a foreword by Stephen Lundin, author of Fish.

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

In popular and academic literature, jihad is predominantly assumed to refer exclusively to armed combat, and martyrdom in the Islamic context is understood to be invariably of the military kind. This perspective, derived mainly from legal texts, has led to discussions of jihad and martyrdom as concepts with fixed, universal meanings divorced from the socio-political circumstances in which they have been deployed through the centuries. Asma Afsaruddin studies in a more holistic manner the range of significations that can be ascribed to the term jihad from the earliest period to the present and historically contextualizes the competing discourses that developed over time. Many assumptions about the military jihad and martyrdom in Islam are thereby challenged and deconstructed. A comprehensive interrogation of varied sources reveals early and multiple competing definitions of a word that in combination with the phrase fi sabil Allah translates literally to "striving in the path of God." Contemporary radical Islamists have appropriated this language to exhort their cadres to armed political opposition, which they legitimize under the rubric of jihad. Afsaruddin shows that the multivalent connotations of jihad and shahid recovered from the formative period lead us to question the assertions of those who maintain that belligerent and militant interpretations preserve the earliest and only authentic understanding of these two key terms. Retrieval of these multiple perspectives has important implications for our world today in which the concepts of jihad and martyrdom are still being fiercely debated.

The studies in this volume investigate how multilingual education involves a critical engagement with questions of identity and culture, and a movement towards new ways of being and belonging. It addresses previously under-explored issues, in particular the integration of theories like ‘thirdness’, and practices of language education and maintenance with relevance to the Asia-Pacific region. The analyses reveal the delicate balance of interests of all stakeholders and offer detailed insights into the reality of multilingual education, with specific examples of Chinese, English, Japanese and Tamil. In a globalised world, effective language education has become increasingly important, and the studies presented here have the potential to inform and advance evidence-based multilingual education through adding important dimensions of theoretical exploration and refreshing empirical resources.

The Third Striving consists of an examination of World Laws and World Maintenance as put forth by G. I Gurdjieff. In his epic work All and Everything, Beelzebub's Tales to His Grandson, the third "striving," which is formulated thus: "the conscious striving to know ever more and more concerning the laws of World-creation and World-maintenance, is the third of five " ' being-obligolnian-strivings' " to be practiced ..." in order to have in their consciousness this Divine function of genuine conscience...," (Beelzebub's Tales, pp 385-86). To inquire into and come to an understanding of Law is a responsibility for all individuals who practice and pursue the Gurdjieff Work. It is required (but not enough) to carry out a variety of practices and to struggle, in one's inner world, toward a realization of Conscience. Beyond this, Gurdjieff calls on us to consciously come to Objective Reason, and this requires us to contemplate and actively mentate as best we can on the laws which define the working of our inner and outer World. Only when we understand the laws can we hope to properly utilize the energies of Okidanokh, in the coating process of Kesdjan and Higher Being-body. This volume seeks to offer discoveries and further inquiry into this pivotal "striving," employing the most recent discoveries in modern physics, cosmology, biology and chemistry along with experiential data.

This landmark volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections: Social Contexts in Research on Second Language Teaching and Learning Second Language Research Methods Second Language Research and Applied Linguistics Research in Second Language Processes and Development Methods and Instruction in Second Language Teaching Second Language Assessment Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning Language Planning and Policy. Changes in Volume 2: captures new and ongoing developments, research, and trends in the field surveys prominent areas of research that were not covered in Volume 1 includes new authors from Asia, Australia, Europe, and North America to broaden the Handbook’s international scope. Volume 2 is an essential resource for researchers, faculty, teachers, and students in MA-TESL and applied linguistics programs, as well as curriculum and material developers.

In recent years the contribution of drama to second language learning has grown internationally as a field of interest to both teachers and researchers. The potential for drama to provide strong social contexts for learning, to provide opportunities for the learner to embody the target language and to motivate students’ desire to communicate have been increasingly recognized as fruitful areas of inquiry. This book provides a brief historical perspective on the development of this interest before presenting a range of examples drawn from recent research projects led by those who are themselves experienced as drama and second language teachers. Drawing on a variety of theoretical perspectives and deploying a range of methodological processes, the chapters present evidence as to how and why drama can impact on student learning in a range of classrooms, from the primary school through to undergraduate level. Focusing on issues such as questioning in role, the professional development of second language teachers interested in using drama, and the role of artistry when applying drama as pedagogy for second language learning, they provide an up to date picture of contemporary practices and an acute analysis of both the possibilities and the challenges facing researchers in the field. This book was originally published as a special issue of Research in Drama Education: The Journal of Applied Theatre and Performance.