The model of English that should be used in classrooms has long been a subject of debate. This book (with an accompanying audio CD) describes selected varieties of World Englishes, and discusses the advantages and disadvantages of selecting a particular variety from the point of view of both teachers and learners. It aims to examine and re-evaluate concepts such as 'standard', 'variety', 'native speaker' and 'non-native speaker', and to validate the role played by multilingual and multicultural English language teachers, arguing that context and learner needs should determine the variety to be taught.

The second edition includes updates and insights on current research and pedagogical practice that have developed over the last decade. This new edition of Teaching Pronunciation - undoubtedly the gold standard for pronunciation methodology texts - has been revised to reflect recent research into the sound system of North American English, as well as new practices in pronunciation pedagogy. Audio CDs with additional examples are now packaged with the book.

Several factors have resulted in increased intra- and inter-state migration. This has led to an increase in the enrollment of students with diverse linguistics backgrounds, placing more academic demands on educators. Linguistic diversity presents both opportunities and challenges for educators across the educational spectrum. Language ideologies profoundly shape and constrain the use of language as a resource for learning in multilingual or linguistically diverse classrooms. While English has become the world language, most communities remain, and are becoming more and more multicultural, multilingual, and diverse. The Handbook of Research on Teaching in Multicultural and Multilingual Contexts moves beyond the constraints of current language ideologies and enables the use of a wide range of resources from local semiotic repertoires. It examines the phenomenon of language use, language teaching, multiculturalism, and multilingualism in different learning areas, giving practitioners a voice to spotlight their efforts in order to keep their teaching afloat in culturally and linguistically diverse situations. Covering topics such as Indigenous languages, multilingual deaf communities, and intercultural competence, this major reference work is an essential resource for educators of both K-12 and higher education, pre-service teachers, educational psychologists, linguists, education administrators and policymakers, government officials, researchers, and academicians.

International Legal English Teacher's Book is an essential companion for any teacher wishing to use International Legal English in the classroom. The book offers invaluable background information about the law topics discussed, giving teachers the confidence to explore these topics with their students. The Teacher's Book guides the teacher through the exercises in the book and suggests optional consolidation activities along the way. It includes 45 extra photocopiable activities and adds a whole new communicative dimension to the course, with lots of ideas for discussion and role-plays.

Professor Albert Costa (1970-2018) was one of the most influential scholars in the fields of psycholinguistics and bilingualism. This book provides a faithful look at the most relevant lines of research in which he worked during his academic career. Written by some of his close collaborators and friends, the book presents a coherent summary of the most relevant psycholinguistic theories on language processing and bilingualism, including critical reviews to current models of lexical access, the representation of cognate words, neurolinguistic models of bilingualism, cross-linguistic effects in bimodal bilinguals (sign language), prediction processes and linguistic alignment in bilinguals, the influence of foreign-language effects in social cognition and the effects of bilingualism in emotion and decision making processing. This volume is a tribute to Prof. Costa and his work, and is born from a deep love and respect for his way of approaching the science of multilingualism from a psycholinguistic perspective.

Authors Terry E. Miller and Andrew Shahriari take students around the world to experience the diversity of musical expression. World Music: A Global Journey, now in its third edition, is known for its breadth in surveying the world’s major cultures in a systematic study of world music within a strong pedagogical framework. As one prepares for any travel, each chapter starts with background preparation, reviewing the historical, cultural, and musical overview of the region. Visits to multiple ‘sites’ within a region provide in-depth studies of varied musical traditions. Music analysis begins with an experimental "first impression" of the music, followed by an "aural analysis" of the sound and prominent musical elements. Finally, students are invited to consider the cultural connections that give the music its meaning and life. Features of the Third Edition Over 3 hours of diverse musical examples. with a third audio CD of new musical examples Listening Guides analyze the various pieces of music with some presented in an interactive format online Biographical highlights of performers and ethnomusicologists updated and new ones added Numerous pedagogical aids, including "On Your Own Time" and "Explore More" sidebars, and "Questions to Consider" Popular music incorporated with the traditional Dynamic companion web site hosts new Interactive Listening Guides, plus many resources for student and instructor. Built to serve online courses. The CD set is available separately (ISBN 978-0-415-89402-9) or with its Value Pack and book (ISBN 978 0415- 80823-1). For eBook users, MP3 files for the accompanying audio files are available only with the Value Pack of eBook & MP3 files (ISBN 978-0-203-15298-0). Please find instructions on how to obtain the audio files in the contents section of the eBook.

This book aims to contribute to the discipline of teaching English as an international language by exploring teachers’ reflections on the recent changes within the English language for their teaching profession. It presents a comprehensive and thorough examination of the place of English as an international language in English language teaching, especially in an Asia-Pacific context, looking at Vietnam and countries in which the context of ELT is similar. It examines and revisits the relevance of teaching implications, teaching of cultures and teaching materials currently employed in an EFL context. The author investigates a range of critical issues in teaching English in today’s EFL context as well as challenges in implementing new teaching ideas to meet learners’ demands to communicate with speakers from various backgrounds. Finally, the book presents a number of research-informed implications for pedagogy, theory and research in teaching EIL in ELT.

The two-volume set LNCS 10761 + 10762 constitutes revised selected papers from the CICLing 2017 conference which took place in Budapest, Hungary, in April 2017. The total of 90 papers presented in the two volumes was carefully reviewed and selected from numerous submissions. In addition, the proceedings contain 4 invited papers. The papers are organized in the following topical sections: Part I: general; morphology and text segmentation; syntax and parsing; word sense disambiguation; reference and coreference resolution; named entity recognition; semantics and text similarity; information extraction; speech recognition; applications to linguistics and the humanities. Part II: sentiment analysis; opinion mining; author profiling and authorship attribution; social network analysis; machine translation; text summarization; information retrieval and text classification; practical applications.

"This coursebook is recommended by Cambridge International Examinations to support the Cambridge IGCSE English as a Second Language syllabus."--Back cover.