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This book showcases pedagogical tools for learning languages through interdisciplinary project-based learning (PBL). Chapters demonstrate a diverse range of PBL activities that help students build communities of practice within classroom settings, and across local and global communities.

Shadowing, an active and highly cognitive language learning technique in which learners a little-known but effective linguistic learning technique in which subjects track heard speech and vocalise it simultaneously, is often misunderstood and resultant inappropriate use renders it ineffective. This book debunks the myths about Shadowing and cements it as a separate technique by providing theoretical and practical instructions on its use. As an effective method to improve learners' bottom-up listening skills, this book will certainly prove useful to English Foreign Language learners and instructors in their linguistic pursuits.

This volume discusses the significance of learning and teaching of second language (L2) pragmatics in language education for learners who use English as a lingua franca for academic and intercultural communication purposes, focusing on pragmatic actions, social behaviours, perceptions and awareness levels in China, Japan and South Korea.

English education programs are frequently reformed to reflect need for proficieny. In response to these changes, educational contexts worldwide have implemented English education with uniquely different goals, motivations, features and pedagogies. While most research has focused on macro level language policy and planning, there is a growing interest in micro planning, especially teachers¿ agency in policy response. Teachers' capacity to act and shape their responses to educational reforms and practices is a quality developed through knowledge and experience. This book examines the agency of the teacher in negotiating educational reforms and policy changes at the local and national levels.

This book systematically explores and discusses English as a Lingua Franca (ELF) research methods frequently deployed by ELF researchers in analysing their data. It covers three different approaches: corpus-based, both written and spoken, conversation analytic and narrative approaches.

This edited book comprises chapters integrated around a central theme on college-educated Japanese, Korean and Chinese women's orientation to English study.

This volume explores five themes of teacher identity work: narratives and writing; multimodal spaces; race, ethnicity, and language; teacher emotions; and teacher educator-researcher practices, presenting quality research for those furthering their knowledge of concepts grounding language teacher identity.

This book brings together research from six different countries across three continents where teacher educators and policy makers are addressing the under-preparation of content teachers to work effectively with multilingual learners.

This unique volume utilises the UNESCO Education for Sustainable Development (ESD) framework to illustrate successful integration of sustainability education in post-secondary foreign language (FL) learning.

This book, informed by a situated, ecological perspective, offers insights into the lived experiences of TESOL teacher educators in diverse institutional and socio-cultural contexts.

This edited volume offers an overarching yet detailed view of fast-changing language policy and practice in Europe and beyond. It provides a thorough investigation of different linguacultural scenarios, exploring how language policy has repercussions on research and initiatives in the field of language education.

This volume explores the value of teacher collaboration in meeting the needs of diverse English language learners (ELLs). A range of research-based chapters demonstrate examples of effective collaboration between English language specialists and content area teachers and offer recommendations for collaborative practice.

Presenting comprehensive research conducted with learners and educators in a range of settings, this volume showcases self-reflection as a powerful tool to enhance student learning.

This book explores the ideologies, policies, and practices of English language education around the world today. It shows the ways in which ideology is a constituent part of the social realities of English language teaching (ELT) and how ELT policies and practices are shaped by ideological positions that privilege some participants.

This book proposes a new paradigm for English language teaching based on concepts from English for Specific Purposes (ESP) research and applications as well as from growing evidence relating pattern recognition to language learning ability.

Language Education and Emotions presents innovative, empirical research into the influence of emotions and affective factors in language education, both in L1 and in foreign language education.

Post-colonial Curriculum Practices in South Asia gives a conceptual framework for curriculum design for English Language Teaching, taking into account context specific features in the teaching-learning settings of post-colonial South Asia

This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of theoretical frameworks, methodological strategies, and pedagogical perspectives.

This book is a resource book that presents the most fundamental techniques of quantitative data analysis in the field of language assessment.

This book describes a theory-guided approach to Foreign Language (FL) course development, implementation, instruction and assessment.

The culmination of more than a decade of research, this compelling volume offers a fresh approach for applying functional linguistics to assess student performance, to inform the teaching and learning of Chinese and to design curriculum and teaching materials.

English is increasingly used as a lingua franca (ELF) in communicative situations the world over with the acceleration of globalisation. This volume focuses uniquely on English-medium instruction (EMI) in higher education from an ELF perspective.