Language across disciplinary boundaries

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...

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Bibliographic Details
Other Authors Mantero, Miguel (Editor), Miller, Paul Chamness (Editor), Watzke, John L. (Editor)
Format Electronic eBook
LanguageEnglish
Published Bingley, U.K : Emerald Publishing Limited, 2021.
SeriesReadings in language studies ; 1.
Subjects
Language and languages > Study and teaching.
Second language acquisition.
Interdisciplinary approach in education.
Language Arts & Disciplines > Linguistics > Psycholinguistics > Language Acquisition.
Language teaching theory and methods.
Language acquisition.
elektronické knihy
electronic books
Online AccessFull text
ISBN9781806603541
DOI10.1108/978-1-64802-755-0
Physical Description1 online resource (666 pages)

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Table of Contents:
  • 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 AI? 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, Hélène Fournier, François 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 AI? French-english bilingual / Linda R. Waugh
  • Chapter 12. Language learning and cultural identity in study abroad contexts: Portrait of AI? Japanese high school exchange student in the u.s. / Reiko Habuto Ileleji
  • Chapter 13. A case study of AI? 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 AI? 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 AI? collectivist-oriented setting / Bokyung Murray
  • Chapter 26. Sociocultural aspects of teaching Japanese as AI? 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 AI? teaching device / Said M. Shiyab
  • Chapter 35. Content-based 5c projects of AI? city guide webpage in Japanese / Junko Hatanaka
  • Index
  • About the Contributors.

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