Discourse in English Language Education

Discourse in English Language Education

Discourse in English Language Education introduces students to the major concepts and questions in Discourse Studies and their applications to language education.

Author: John Flowerdew

Publisher: Routledge

ISBN: 9780415499644

Category: Language Arts & Disciplines

Page: 230

View: 634

Discourse in English Language Education introduces students to the major concepts and questions in Discourse Studies and their applications to language education. Each chapter draws on key research to examine critically a particular approach in the field, providing a review of important literature, examples to illustrate the principal issues concerned and an outline of the implications for their application to pedagogy. Features include: coverage of a broad range of approaches in the field, including Systemic Functional Linguistics and Register, Speech Acts, the Cooperative Principle and Politeness, Conversation Analysis, Genre Analysis, Critical Discourse Analysis and Corpus Linguistics analysis of a wide range of discourse examples that include casual conversation, newspapers, fiction, radio, classrooms, blogs and real-life learner texts a selection of illustrations and tables carefully chosen to enhance students' understanding of different concepts and approaches stimulating discussion questions at the end of each chapter, specially designed to foster critical thinking, reflection and engagement with the topics covered. Engaging, accessible and comprehensive, Discourse in English Language Education richly demonstrates how Discourse Studies can inform the teaching of English and other languages, both as a foreign language and in the mother tongue. It will be essential reading for upper undergraduates and postgraduates with interests in Applied Linguistics, TESOL and Language Education.
Categories: Language Arts & Disciplines

Discourse and Language Education

Discourse and Language Education

Discourse analysis describes how such communication is structured, so that it is socially appropriate and linguistically accurate. This book gives practical experience in analyzing discourse and the study of written language.

Author: Evelyn Hatch

Publisher: Cambridge University Press

ISBN: 0521426057

Category: Education

Page: 333

View: 759

Discourse and Language Education is part of the Cambridge Language Teaching Library series. Discourse analysis describes how such communication is structured, so that it is socially appropriate and linguistically accurate. This book gives practical experience in analyzing discourse and the study of written language. The analyses show the ways we use linguistic signals to carry out our discourse goals and the differences between written and spoken language as well as across languages. This text can be used as a manual in teacher education courses and linguistics and communications courses. It will be of great interest to second language teachers, foreign language teachers, and special education teachers (especially those involved with the hearing impaired).
Categories: Education

Language Education and Discourse

Language  Education and Discourse

8 What Should We Teach about the Paradoxes of English Nominalization ?
Carolyn G. Hartnett 8.1 Introduction The nominalizations discussed here are
nouns that appear to be made by changing a verb , either internally or by adding
an ...

Author: Joseph Foley

Publisher: A&C Black

ISBN: 0826488013

Category: Language Arts & Disciplines

Page: 337

View: 874

This collection of essays by leading functional linguists presents the latest perspectives on language and discourse in educational settings. The book questions the idea of 'discourse' to reveal that the social processes of learning are imbued with the ideologies of the society and education system within which learning takes place. The contributors take into account the historical and cross-cultural perspectives of both classroom practices and the student's own awareness of the ideological meanings of language activities. Language, Education and Discourse is divided into two sections. Part one covers early childhood and the growing development of a language system from the basic semiotic system of the infant. This is followed by an analysis of the beginnings of literacy in kindergarten, the introduction to writing in primary school and the ideological content of reading material. Part two furthers this analysis by looking at discourse in secondary and tertiary education. The contributors pose questions about the role and importance of teaching grammar in the school system, and finally examine how to refine the discourse of education. This book will be useful to academics interested in the latest functional perspectives on language as it is used in education. >
Categories: Language Arts & Disciplines

Authenticity in English Language Teaching

Authenticity in English Language Teaching

Many have weighed in on what authenticity should mean and on how it may be achieved. The book at hand is an extensive analysis of authenticity as a term and as a concept within the academic field of ELT.

Author: Leo Will

Publisher: Waxmann Verlag

ISBN: 9783830985587

Category: Education

Page: 266

View: 374

Authenticity is one of the most rampant buzzwords in ELT (English Language Teaching). Many have weighed in on what authenticity should mean and on how it may be achieved. The book at hand is an extensive analysis of authenticity as a term and as a concept within the academic field of ELT. The research data comprises virtually all definitions and conceptualizations of authenticity in the international ELT literature. However, only a limited number of texts contributes to what can be called an explicit negotiation of authenticity. A discourse analytical approach is taken to disentangle the hubbub of commentaries and to eventually extrapolate from it six distinct concepts which are attached to the term 'authenticity'. Michel Foucault's seminal theories are invoked, affording additional insights into discourse dynamics and power structures among individuals and institutions in ELT.
Categories: Education

Discourse and Context in Language Teaching

Discourse and Context in Language Teaching

Recommends that language teachers incorporate discourse and pragmatics in their teaching if they wish to implement a communicative approach in their classrooms.

Author: Marianne Celce-Murcia

Publisher: Cambridge University Press

ISBN: 9780521640558

Category: Education

Page: 279

View: 468

Recommends that language teachers incorporate discourse and pragmatics in their teaching if they wish to implement a communicative approach in their classrooms. The authors show how a discourse perspective can enhance the teaching of traditional areas of linguistic knowledge and language skills.
Categories: Education

English as a Global Language in China

English as a Global Language in China

This book offers insight into the spread and impact of English language education in China within China’s broader educational, social, economic and political changes.

Author: Lin Pan

Publisher: Springer

ISBN: 9783319103921

Category: Education

Page: 189

View: 864

This book offers insight into the spread and impact of English language education in China within China’s broader educational, social, economic and political changes. The author's critical perspective informs readers on the connections between language education and political ideologies in the context of globalizing China. The discussion of the implications concerning language education is of interest for current and future language policy makers, language educators and learners. Including both diachronic and synchronic accounts or China’s language education policy, this volume highlights how China as a modern nation-state has been seeking a more central position globally, and the role that English education and the promotion of such education played in that effort in recent decades.
Categories: Education

Corpus Based Approaches to English Language Teaching

Corpus Based Approaches to English Language Teaching

A compilation of research exploring different ways to apply corpus-based and corpus-informed approaches to English language teaching.

Author: Mari Carmen Campoy

Publisher: A&C Black

ISBN: 9781847065377

Category: Language Arts & Disciplines

Page: 281

View: 145

A compilation of research exploring different ways to apply corpus-based and corpus-informed approaches to English language teaching.
Categories: Language Arts & Disciplines

Defining Issues in English Language Teaching

Defining Issues in English Language Teaching

This text goes back to basics by investigating fundamental assumptions about the way English should be defined and taught as a foreign language.

Author: Henry Widdowson

Publisher: Oxford University Press

ISBN: 0194374459

Category: Foreign Language Study

Page: 193

View: 448

This text goes back to basics by investigating fundamental assumptions about the way English should be defined and taught as a foreign language. It looks at different attitudes to English teaching, and critically examines proposals for course content.
Categories: Foreign Language Study

International Handbook of English Language Teaching

International Handbook of English Language Teaching

The discourse of negotiation: Studies of language in the workplace. Oxford:
Pergamon. Flowerdew, J. (1993). An educational, or process, approach to the
teaching of professional genres. ELT Journal, 47/4, 305–316. Francis, G., &
Hunston, S.

Author: Jim Cummins

Publisher: Springer Science & Business Media

ISBN: 9780387463018

Category: Education

Page: 1201

View: 768

This two volume handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. It offers a strongly socio-cultural view of language learning and teaching. It is comprehensive and global in perspective with a range of fresh new voices in English language teaching research.
Categories: Education

Urban Schools and English Language Education in Late Modern China

Urban Schools and English Language Education in Late Modern China

Shortlisted for the 2014 BAAL Book Prize This book explores the meaning of modernization in contemporary Chinese education.

Author: Miguel Pérez-Milans

Publisher: Routledge

ISBN: 9781134103539

Category: Language Arts & Disciplines

Page: 208

View: 975

Shortlisted for the 2014 BAAL Book Prize This book explores the meaning of modernization in contemporary Chinese education. It examines the implications of the implementation of reforms in English language education for experimental-urban schools in the People’s Republic of China. Pérez-Milans sheds light on how national, linguistic, and cultural ideologies linked to modernization are being institutionally (re)produced, legitimated, and inter-personally negotiated through everyday practice in the current context of Chinese educational reforms. He places special emphasis on those reforms regarding English language education, with respect to the economic processes of globalization that are shaping (and being shaped by) the contemporary Chinese nation-state. In particular, the book analyzes the processes of institutional categorization of the "good experimental school", the "good student", and the "appropriate knowledge" that emerge from the daily discursive organization of those schools, with special attention to the related contradictions, uncertainties and dilemmas. Thus, it provides an account of the on-going cultural processes of change faced by contemporary Chinese educational institutions under conditions of late modernity. Winner of The University of Hong Kong's Faculty Early Career Research Output Award for outstanding book publication, by the Faculty of Education
Categories: Language Arts & Disciplines

Discourse and Context in Language Teaching

Discourse and Context in Language Teaching

Recommends that language teachers incorporate discourse and pragmatics in their teaching if they wish to implement a communicative approach in their classrooms.

Author: Celce-Murcia

Publisher: Ernst Klett Sprachen

ISBN: 0521648378

Category: Education

Page: 279

View: 640

Recommends that language teachers incorporate discourse and pragmatics in their teaching if they wish to implement a communicative approach in their classrooms. The authors show how a discourse perspective can enhance the teaching of traditional areas of linguistic knowledge and language skills.
Categories: Education

Innovation in English Language Teaching

Innovation in English Language Teaching

Designed specially for postgraduate TESOL and Applied Linguistics students, this Reader provides both theoretical perspectives and practical tools for analysing and understanding how ELT classroom curricula can be analysed,developed and ...

Author: David Hall

Publisher: Psychology Press

ISBN: 0415241243

Category: Education

Page: 289

View: 706

Designed specially for postgraduate TESOL and Applied Linguistics students, this Reader provides both theoretical perspectives and practical tools for analysing and understanding how ELT classroom curricula can be analysed,developed and evaluated.
Categories: Education

Grammar Meaning and Concepts

Grammar  Meaning  and Concepts

This text emphasizes the ways in which users of language construct meaning, express viewpoints, and depict imageries using the conceptual, meaning-filled categories that underlie all of grammar.

Author: Susan Strauss

Publisher: Routledge

ISBN: 9781317665045

Category: Language Arts & Disciplines

Page: 478

View: 405

Grammar, Meaning, and Concepts: A Discourse-Based Approach to English Grammar is a book for language teachers and learners that focuses on the meanings of grammatical constructions within discourse, rather than on language as structure governed by rigid rules. This text emphasizes the ways in which users of language construct meaning, express viewpoints, and depict imageries using the conceptual, meaning-filled categories that underlie all of grammar. Written by a team of authors with years of experience teaching grammar to future teachers of English, this book puts grammar in the context of real language and illustrates grammar in use through an abundance of authentic data examples. Each chapter also provides a variety of activities that focus on grammar, genre, discourse, and meaning, which can be used as they are or can be adapted for classroom practice. The activities are also designed to raise awareness about discourse, grammar, and meaning in all facets of everyday life, and can be used as springboards for upper high school, undergraduate, and graduate level research projects and inquiry-based grammatical analysis. Grammar, Meaning, and Concepts is an ideal textbook for those in the areas of teacher education, discourse analysis, applied linguistics, second language teaching, ESL, EFL, and communications who are looking to teach and learn grammar from a dynamic perspective.
Categories: Language Arts & Disciplines

The Routledge Handbook of English Language Teaching

The Routledge Handbook of English Language Teaching

The Routledge Handbook of English Language Teaching is the definitive reference volume for postgraduate and advanced undergraduate students of Applied Linguistics, ELT/TESOL, and Language Teacher Education, and for ELT professionals engaged ...

Author: Graham Hall

Publisher: Routledge

ISBN: 9781317384465

Category: Language Arts & Disciplines

Page: 592

View: 530

The Routledge Handbook of English Language Teaching is the definitive reference volume for postgraduate and advanced undergraduate students of Applied Linguistics, ELT/TESOL, and Language Teacher Education, and for ELT professionals engaged in in-service teacher development and/or undertaking academic study. Progressing from ‘broader’ contextual issues to a ‘narrower’ focus on classrooms and classroom discourse, the volume’s inter-related themes focus on: ELT in the world: contexts and goals planning and organising ELT: curriculum, resources and settings methods and methodology: perspectives and practices second language learning and learners teaching language: knowledge, skills and pedagogy understanding the language classroom. The Handbook’s 39 chapters are written by leading figures in ELT from around the world. Mindful of the diverse pedagogical, institutional and social contexts for ELT, they convincingly present the key issues, areas of debate and dispute, and likely future developments in ELT from an applied linguistics perspective. Throughout the volume, readers are encouraged to develop their own thinking and practice in contextually appropriate ways, assisted by discussion questions and suggestions for further reading that accompany every chapter. Advisory board: Guy Cook, Diane Larsen-Freeman, Amy Tsui, and Steve Walsh
Categories: Language Arts & Disciplines

Discourse

Discourse

Discourse analysis is the study of spoken and written language in its social and psychological context. This book explains the relevant theory, and applies it to classroom activities designed to improve students' discourse skills.

Author: Guy Cook

Publisher: Oxford University Press

ISBN: 0194371409

Category: Education

Page: 167

View: 679

Discourse analysis is the study of spoken and written language in its social and psychological context. This book explains the relevant theory, and applies it to classroom activities designed to improve students' discourse skills. The teacher is then shown how these activities may be further developed in specific teaching situations.
Categories: Education

English Language Teaching in Its Social Context

English Language Teaching in Its Social Context

This text includes a selection of commissioned and classic articles that introduce a range of theories of second language acquisition and the contested explanations of effective language learning.

Author: Christopher Candlin

Publisher: Psychology Press

ISBN: 0415241219

Category: Education

Page: 352

View: 871

English Language Teaching in its Social Context offers sociolinguistic, ethnographic, and social-psychological perspectives on TESOL teaching and learning and introduces the relevant literature on second language acquisition. Together with its companion volumes, it presents English language teaching in a variety of specific institutional, geographic and cultural contexts. The articles - a range of seminal and specially commissioned pieces - have been carefully chosen to present four major principles of English language teaching: * they focus on the roles played by teachers and learners * recognise the individuality of language learners * support teachers in the provision of active guidance for students' learning * examine both positive and negative patterns of interaction between learners and teachers. This Reader offers people unfamiliar with research in this field an overall impression of English language teaching issues while allowing the more experienced reader the opportunity to relate his or her own experiences to the theories presented.
Categories: Education

English and the Discourses of Colonialism

English and the Discourses of Colonialism

natives of India speaking so many different tongues and dialects through the
medium of a foreign and very difficult language. (Bureau of Education, 1922, p.
26) Thus, while allowing for a degree of hyperbole here, it seems that by the
middle of ...

Author: Alastair Pennycook

Publisher: Routledge

ISBN: 9781134684083

Category: Language Arts & Disciplines

Page: 256

View: 971

English and the Discourses of Colonialism opens with the British departure from Hong Kong marking the end of British colonialism. Yet Alastair Pennycook argues that this dramatic exit masks the crucial issue that the traces left by colonialism run deep. This challenging and provocative book looks particularly at English, English language teaching, and colonialism. It reveals how the practice of colonialism permeated the cultures and discourses of both the colonial and colonized nations, the effects of which are still evident today. Pennycook explores the extent to which English is, as commonly assumed, a language of neutrality and global communication, and to what extent it is, by contrast, a language laden with meanings and still weighed down with colonial discourses that have come to adhere to it. Travel writing, newspaper articles and popular books on English, are all referred to, as well as personal experiences and interviews with learners of English in India, Malaysia, China and Australia. Pennycook concludes by appealing to postcolonial writing, to create a politics of opposition and dislodge the discourses of colonialism from English.
Categories: Language Arts & Disciplines

Classroom Discourse in EFL Teaching A Cross cultural Perspective

Classroom Discourse in EFL Teaching  A Cross cultural Perspective

This study analyses examples of classroom discourse, one of the most important influences on students? experience in schools, in EFL classes.

Author: Katrin Strobelberger

Publisher: Diplomica Verlag

ISBN: 9783842873735

Category: Education

Page: 104

View: 771

This study analyses examples of classroom discourse, one of the most important influences on students? experience in schools, in EFL classes. The central idea of the author?s enquiry is to compare classroom discourse in two secondary schools in two European countries, namely Austria on the one hand, and Spain on the other hand. The focus of the study is on EFL classes taught by a team of a non-native speaker teacher and a native speaker assistant. The purposes of this study are to gain insights into classroom communication, to compare classroom discourse in two different countries to see whether culturally specific rules of classroom communication might apply, and to investigate the contact situation of two different (if existent) communication strategies in classroom discourse. Therefore, the study aims to answer the following research question: Do the cultural modes of classroom communication in EFL classes (taught by a team of a teacher and an assistant) differ from each other? The data needed for this study were collected by means of video-recording; audio-portions were transcribed; and the data was analysed using methods of Conversational Analysis. The author focuses in particular on turn-taking, the occurrence of the IRE / IRF sequence and simultaneous speech, as well as restarts and pauses. The analysis shows how certain conversational structures, such as simultaneous speech or the IRE / IRF sequence, work in classroom discourse. The results hint at different cultural modes of classroom communication, the main differences concerning the presence of the teacher in the discourse, the degree of smoothness with which the discourse proceeds and the students? degree of involvement in communication. Furthermore, the data shows that different communication strategies are indeed used in classes taught by a team. Interaction with an assistant might increase students? talking time and might, if the assistant is given enough freedom, also result in more fluent student discourse. In addition, the data suggests that some communication strategies are preferable in the context of EFL teaching with the aim of enhancing communicative competence, namely not interfering with regard to content, not selecting next speakers, and offering open discussion activities.
Categories: Education

Race and Ethnicity in English Language Teaching

Race and Ethnicity in English Language Teaching

This book examines racism and racialized discourses in the ELT profession in South Korea.

Author: Christopher Joseph Jenks

Publisher: Multilingual Matters

ISBN: 9781783098446

Category: Social Science

Page:

View: 193

This book examines racism and racialized discourses in the ELT profession in South Korea. The book is informed by a number of different critical approaches to race and discourse, and the discussions contained in the chapters offer one way of exploring how the ELT profession can be understood from such perspectives. Observations made are based on the understanding that racism should not be viewed as individual acts of discrimination, but rather as a system of social structures. While the book is principally concerned with language teaching and learning in South Korea, the findings are situated in a wider discussion of race and ethnicity in the global ELT profession. The book makes the following argument: White normativity is an ideological commitment and a form of racialized discourse that comes from the social actions of those involved in the ELT profession; this normative model or ideal standard constructs a system of racial discrimination that is founded on White privilege, saviorism and neoliberalism. Drawing on a wide range of data sources, this book is a must-read for anyone interested in critically examining ELT.
Categories: Social Science