Language Across Disciplinary Boundaries
Published on 29. December 2021
Book
Hardback
666 pages
978-1-64802-754-3 (ISBN)
Description
The International Society for Language Studies (ISLS) inaugurates its first volume in the series Readings in Language Studies with Language Across Disciplinary Boundaries, a text that represents international perspectives on language and identity, critical pedagogy, language and power, perspectives on second language acquisition and teacher education. Founded in 2002, ISLS is a world-wide organization of volunteers, scholars and practitioners committed to critical, interdisciplinary, and emergent approaches to language studies.
More details
Series
Language
English
Place of publication
United States
Publishing group
Emerald Publishing Inc
Target group
Professional and scholarly
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 40 mm
Weight
1153 gr
ISBN-13
978-1-64802-754-3 (9781648027543)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Content
Acknowledgments.
Introduction.
Section I. Critical Pedagogy.
Chapter 1. Empowerment and Its Limitations: Considering Why Things Go Wrong in Second Language Classrooms; Elizabeth R. Miller.
Chapter 2. Re-authoring: Language Learners and Shifting Identities; Kristen Campbell Wilcox.
Chapter 3. Task-Based Critical Pedagogy in Japanese EFL Classrooms; Keiko Konoeda, Yukiko Watanabe.
Chapter 4. Japanese University Student's Authorship in EFL Classroom: Investing in Language Learning; Takayo Kawabe.
Section II. Language And Power.
Chapter 5. Subordination and Submission in the Second-Language Classroom; Gerrard Mugford.
Chapter 6. Interpreters' Use of Politeness Markers as a Linguistic Tool for Controlling Power Relations in Immigration Hearings; Marjorie Zambrano-Paff.
Chapter 7. Becoming Citizens: Punjabi ESL Learners, National Language Policy and The Canadian Language Benchmarks; Douglas Fleming.
Chapter 8. Hey, Take it Easy: Language Performance and Ideology in Oaxaca, Mexico; Peter Sayer.
Chapter 9. Sentiment of Personal and Collective Efficacy of Francophone School Principals: Implementation of the VelTIC Hypermedia System of Resources; Claire IsaBelle, Helene Fournier, Francois Desjardins, Phyllis Dalley.
Section III. Language And Identity.
Chapter 10. Coping with Isolation in Negotiation of Identities: the Role of Language Views; Hiroko Itakura, Gillian Humphreys.
Chapter 11. Shifting Linguistic Identities in Interaction: The Case of a French-English Bilingual; Linda R. Waugh.
Chapter 12. Language Learning and Cultural Identity in Study Abroad Contexts: Portrait of a Japanese High School Exchange Student in the U.S.; Reiko Habuto Ileleji.
Chapter 13. A Case Study of a Chinese ENL Child's Identity Trajectory and Bilingual and Biliteracy Development: Children's Perspective; Xiaoning Chen.
Chapter 14. Representations of Multilingualism and Language Investment in a Globalized World; J. Byrd Clark.
Section IV. Perspectives On Second Language Acquisition.
Chapter 15. Community Service Learning and L2 Students' Intercultural Communicative Competence; Gabriela C. Zapata, Wojciech Tokarz.
Chapter 16. Oral Corrective Feedback: A Guide for L2 Classroom Teachers; Paul Chamness Miller.
Chapter 17. Correction of Classroom Oral Errors: Preferences of Japanese EFL Students; Akemi Katayama.
Chapter 18. Making our Learning Environments Interactive: A Critique of the Concept of Interaction in Second Language Acquisition Studies; Ania Lian.
Chapter 19. From Syntactic Acceptability to Rhetorical Quality Through Explicit Grammar Instruction and Extensive Analytic Practice; Fengying Xu.
Section V. Conceptualizations Of Language.
Chapter 20. How Do We Know What Words Children Know? Methods and Modifications; Marc H. Bornstein, Annick De Houwer, Diane L. Putnick, Mark A. Cusick.
Chapter 21. Assessment of English Language Learners and Learning Disabilities with Consideration of Ethno-cultural Background; Susana V. Rivera-Mills.
Chapter 22. The Effects of Bilingual Type on Language Selectivity; John W. Schwieter.
Chapter 23. A Study of Task Type for L2 Speaking Assessment; Huei-Chun Teng.
Chapter 24. Accidental Humor in International Public Notices Displayed in English; Mohammed Farghal.
Section VI. Teachers And Teaching.
Chapter 25. A Look at Language Classroom Motivation in a Collectivist-Oriented Setting; Bokyung Murray.
Chapter 26. Sociocultural Aspects of Teaching Japanese as a Foreign Language: Transforming Japanese Language Classrooms Into Small Japanese Societies; Hidehiro Endo.
Chapter 27. Will my Smart Classroom Make Me Change? Reflections of Two Spanish Instructors; Vanessa Lazo-Wilson.
Chapter 28. The Influence of Environment on Children's Writing and Drawing; Sandra Stanko.
Chapter 29. Shifting Goals, Instructor Roles, and Japanese University Students' English Study Methods; Brian G. Rubrecht.
Chapter 30. The Impact of Practicum on Pre-Service Teachers' Self-Development; Mine Dikdere.
Chapter 31. Distance Pre-Service Teachers' Perceptions of the Effectiveness of Their Pedagogical Courses in Preparing Them for Their Teaching Life; Belgin Aydin.
Chapter 32. Support for English Language Learners in K-12 Classrooms: Are Internationally Educated Teachers Better Positioned? Farahnaz Faez.
Chapter 33. Teachers' Beliefs about Language Learning Strategies: An Exploratory Study; Brian G. Rubrecht.
Chapter 34. Humor as a Teaching Device; Said M. Shiyab.
Chapter 35. Content-Based 5C Projects of a City Guide Webpage in Japanese; Junko Hatanaka.
Index.
About the Contributors.
Introduction.
Section I. Critical Pedagogy.
Chapter 1. Empowerment and Its Limitations: Considering Why Things Go Wrong in Second Language Classrooms; Elizabeth R. Miller.
Chapter 2. Re-authoring: Language Learners and Shifting Identities; Kristen Campbell Wilcox.
Chapter 3. Task-Based Critical Pedagogy in Japanese EFL Classrooms; Keiko Konoeda, Yukiko Watanabe.
Chapter 4. Japanese University Student's Authorship in EFL Classroom: Investing in Language Learning; Takayo Kawabe.
Section II. Language And Power.
Chapter 5. Subordination and Submission in the Second-Language Classroom; Gerrard Mugford.
Chapter 6. Interpreters' Use of Politeness Markers as a Linguistic Tool for Controlling Power Relations in Immigration Hearings; Marjorie Zambrano-Paff.
Chapter 7. Becoming Citizens: Punjabi ESL Learners, National Language Policy and The Canadian Language Benchmarks; Douglas Fleming.
Chapter 8. Hey, Take it Easy: Language Performance and Ideology in Oaxaca, Mexico; Peter Sayer.
Chapter 9. Sentiment of Personal and Collective Efficacy of Francophone School Principals: Implementation of the VelTIC Hypermedia System of Resources; Claire IsaBelle, Helene Fournier, Francois Desjardins, Phyllis Dalley.
Section III. Language And Identity.
Chapter 10. Coping with Isolation in Negotiation of Identities: the Role of Language Views; Hiroko Itakura, Gillian Humphreys.
Chapter 11. Shifting Linguistic Identities in Interaction: The Case of a French-English Bilingual; Linda R. Waugh.
Chapter 12. Language Learning and Cultural Identity in Study Abroad Contexts: Portrait of a Japanese High School Exchange Student in the U.S.; Reiko Habuto Ileleji.
Chapter 13. A Case Study of a Chinese ENL Child's Identity Trajectory and Bilingual and Biliteracy Development: Children's Perspective; Xiaoning Chen.
Chapter 14. Representations of Multilingualism and Language Investment in a Globalized World; J. Byrd Clark.
Section IV. Perspectives On Second Language Acquisition.
Chapter 15. Community Service Learning and L2 Students' Intercultural Communicative Competence; Gabriela C. Zapata, Wojciech Tokarz.
Chapter 16. Oral Corrective Feedback: A Guide for L2 Classroom Teachers; Paul Chamness Miller.
Chapter 17. Correction of Classroom Oral Errors: Preferences of Japanese EFL Students; Akemi Katayama.
Chapter 18. Making our Learning Environments Interactive: A Critique of the Concept of Interaction in Second Language Acquisition Studies; Ania Lian.
Chapter 19. From Syntactic Acceptability to Rhetorical Quality Through Explicit Grammar Instruction and Extensive Analytic Practice; Fengying Xu.
Section V. Conceptualizations Of Language.
Chapter 20. How Do We Know What Words Children Know? Methods and Modifications; Marc H. Bornstein, Annick De Houwer, Diane L. Putnick, Mark A. Cusick.
Chapter 21. Assessment of English Language Learners and Learning Disabilities with Consideration of Ethno-cultural Background; Susana V. Rivera-Mills.
Chapter 22. The Effects of Bilingual Type on Language Selectivity; John W. Schwieter.
Chapter 23. A Study of Task Type for L2 Speaking Assessment; Huei-Chun Teng.
Chapter 24. Accidental Humor in International Public Notices Displayed in English; Mohammed Farghal.
Section VI. Teachers And Teaching.
Chapter 25. A Look at Language Classroom Motivation in a Collectivist-Oriented Setting; Bokyung Murray.
Chapter 26. Sociocultural Aspects of Teaching Japanese as a Foreign Language: Transforming Japanese Language Classrooms Into Small Japanese Societies; Hidehiro Endo.
Chapter 27. Will my Smart Classroom Make Me Change? Reflections of Two Spanish Instructors; Vanessa Lazo-Wilson.
Chapter 28. The Influence of Environment on Children's Writing and Drawing; Sandra Stanko.
Chapter 29. Shifting Goals, Instructor Roles, and Japanese University Students' English Study Methods; Brian G. Rubrecht.
Chapter 30. The Impact of Practicum on Pre-Service Teachers' Self-Development; Mine Dikdere.
Chapter 31. Distance Pre-Service Teachers' Perceptions of the Effectiveness of Their Pedagogical Courses in Preparing Them for Their Teaching Life; Belgin Aydin.
Chapter 32. Support for English Language Learners in K-12 Classrooms: Are Internationally Educated Teachers Better Positioned? Farahnaz Faez.
Chapter 33. Teachers' Beliefs about Language Learning Strategies: An Exploratory Study; Brian G. Rubrecht.
Chapter 34. Humor as a Teaching Device; Said M. Shiyab.
Chapter 35. Content-Based 5C Projects of a City Guide Webpage in Japanese; Junko Hatanaka.
Index.
About the Contributors.