Trousson, Raymond / Vercruysse, Jeroom (dir.), Dictionnaire general de Voltaire. (Champion classiques, references et dictionnaires 18) 1272 p. 2020:10 (Champion, FR) <670-9>
ISBN 978-2-38096-016-7 paper ¥7,064.- (税込) EUR 38.00

Bell, Douglas E., Studying for a Masters in TESOL or Applied Linguistics: A Student Reference and Practical Guide. 288 pp. 2023:7 (Routledge, UK) <697-1541>
ISBN 978-1-032-21750-5 hard ¥41,948.- (税込) GB￡ 145.00 *
ISBN 978-1-032-21749-9 paper ¥11,279.- (税込) GB￡ 38.99 *

Studying for a Masters in TESOL or Applied Linguistics provides the definitive go-to text for all students studying an MA in TESOL or Applied Linguistics, as well as closely related degrees such as an MA in English Language Teaching. Written in a clear and user-friendly format and drawing on authentic and highly relevant source materials with the inclusion of practical tasks and answer keys for self-correction throughout, this book demystifies each stage of the MA TESOL/MA Applied Linguistics journey.Covering practical programme components, such as lesson observation and teaching practice, this book helps the reader to develop the key skills required to successfully complete an MA including:How to effectively manage your timeHow to get the most out of your lecturesHow to develop effective reading skillsHow to become a better academic writerHow to deal with various types of assessmentsHow to deliver effective oral presentationsGuiding students step by step through the process of how to choose, research and then write a successful dissertation, the book closes with guidance and tips for students on how to proceed after completing an MA in TESOL/Applied Linguistics. This book is therefore essential reading for those contemplating or undertaking an MA in either of these areas.

Derewianka, Beverly / Jones, Pauline, Teaching Language in Context. 3rd ed. 368 pp. 2022:10 (Oxford U. Pr., AT) <697-1575>
ISBN 978-0-19-033387-4 paper ¥13,304.- (税込) GB￡ 45.99 *

Language is at the heart of what we do, how we live and the ways we learn. Teaching Language in Context explores how an explicit understanding of how language works enables students to make informed choices in their use and understanding of texts. Written by leading experts in functional grammar in Australia, it equips you with the knowledge to refine your own literacy capacities and develop the skills and strategies you need to support your students in meeting the challenges of learning to critically read and compose texts. The third edition includes essential updates and revisions focused on recent developments in teaching, while enhancing the comprehensive structure of the text. New chapters and content explore the use of language for responding, poetry in teaching language, and the use of imagery to explain different forms of multi-modal texts across various curriculum areas. With the inclusion of 'Think about it' and 'Have a go!' activities to help you reflect on your learnings and familiarise yourself with language features, Teaching Language in Context will strengthen your language skills for the evolving learning space.

Alhawary, Mohammad T., Teaching Arabic as a Foreign Language: Techniques for Developing Language Skills and Grammar. 160 pp. 2023:7 (Routledge, UK) <697-1577>
ISBN 978-1-138-92099-6 hard ¥41,948.- (税込) GB￡ 145.00 *
ISBN 978-1-138-92100-9 paper ¥10,122.- (税込) GB￡ 34.99 *

Teaching Arabic as a Foreign Language: Techniques for Developing Language Skills and Grammar is an indispensable guide for in-training and novice teachers of Arabic as a foreign language and a source of fresh and effective ideas for experienced teachers. This highly practical guide outlines how Arabic second-language skills (listening, speaking, reading, and writing) and grammar are targeted in isolation from one another and how they are integrated to reinforce each other through the use of specific tried-and-tested techniques and activities.Teaching Arabic as a Foreign Language provides instantly accessible, practical teaching techniques to target and develop specific language skills and grammar at novice, intermediate, and advanced levels.

Beach, Richard / Smith, Blaine (eds.), Youth Media Creation on the Climate Change Crisis in the ELA Classroom: Hear Our Voices. 250 pp. 2023:7 (Routledge, UK) <697-1578>
ISBN 978-1-032-37090-3 hard ¥39,055.- (税込) GB￡ 135.00 *
ISBN 978-1-032-36900-6 paper ¥11,568.- (税込) GB￡ 39.99 *

This timely book provides effective methods and authentic examples of teaching about climate change through digital and multimodal media production in the English Language Arts classroom. The chapters in this edited volume demonstrate the benefits of addressing climate change in the classroom through innovative media production and cover a range of different types of media, including video/digital storytelling, social media, art, music, and writing, with rich resources for instruction in every chapter.Through the engaging ideas and strategies, the contributors equip educators with the critical tools for supporting students' media production. In so doing, they offer new perspectives on how students can employ media and production techniques to critique the status quo, call for change, and acquire new literacy skills. As the effects of the climate crisis become increasingly visible to the youth population, this book helps foster and support youth agency and activism. Youth Media Creation on the Climate Change Crisis: Hear Our Voices is a necessary text for students, preservice teachers, and educators in literacy education, media studies, social and environmental studies, and STEM education.The eBook+ version of the text features embedded audio and video components as well as interactive links to reflect the multimodal nature of students' work, spotlighting how youth media production supports the development of students' critical literacy skills and shapes their voices and identities.

Brooks, Gavin / Clenton, Jon / Fraser, Simon (eds.), EAL Research for the Classroom: Practical and Pedagogical Implications. (Routledge Research in Language Education) 272 pp. 2023:6 (Routledge, UK) * paper 2024 <697-1580>
ISBN 978-1-032-22953-9 hard ¥39,055.- (税込) GB￡ 135.00 *
ISBN 978-1-032-22954-6 paper ¥11,279.- (税込) GB￡ 38.99 *

With an estimated 1.6 million English as an Additional Language (EAL) learners in the UK, and over 5 million in the USA, EAL research is urgently needed to inform practice. This edited volume investigates the multifaceted elements that shape EAL pedagogy and research in a variety of settings and research areas, including linguistic ability influences on subject-specific skills, integrating learners' home languages into classroom environments, and the importance of supporting EAL teachers in the classroom. In doing so, the contributors provide an international perspective on the emerging field of EAL research. The research-based chapters detail fundamental concerns related to EAL learner education.The text is composed of five parts: Part I explores the question of what is EAL and how a definition can shape policy construction; Part II examines the challenges EAL learners face in the classroom, including the use of first languages and the relative impact learner language proficiency has on subject-specific classes; Part III discusses the challenges involved with preparing learners to study in an EAL environment; Part IV investigates concerns relating to supporting EAL teachers in the classroom; and Part V brings together the insights from the previous chapters and provides a road map for future research in the field. The volume draws on researcher expertise from a variety of universities and institutions worldwide. It explores diverse language backgrounds in multilingual contexts. It covers empirical studies with pedagogical, policy, and further research implications.The volume represents a single resource invaluable for EAL teachers, trainers, and trainees, as well as researchers in education, language learning and teaching, bilingualism and multilingualism, and second language acquisition.

Curle, Samantha / Pun, Jack (eds.), Qualitative Research Methods in English Medium Instruction for Emerging Researchers: Theory and Case Studies of Contemporary Research. (Qualitative and Visual Methodologies in Educational Research) 160 pp. 2023:7 (Routledge, UK) * paper 2024 <697-1581>
ISBN 978-1-032-45131-2 hard ¥15,618.- (税込) GB￡ 53.99 *
ISBN 978-1-032-45132-9 paper ¥5,493.- (税込) GB￡ 18.99 *

This timely book will guide researchers on how to apply qualitative research methods to explore English-medium instruction (EMI) issues, such as classroom interactions, teachers' and students' perceptions on language and pedagogical challenges, and stakeholders' views on the implementation of EMI.Each chapter focuses on a specific type of qualitative research methodology, beginning with an overview of the research and the method used, before presenting a unique case study. Chapters will also identify the process that EMI researchers went through to conduct their research, the key dilemmas they faced, and focus particularly on the methodological issues they encountered. By exploring these issues and providing up-to-date insights in contexts across the globe, this book informs theory or the lack thereof, underlying research into the phenomenon of EMI. This text will be indispensable for researchers who want to learn and acquire skills in conducting qualitative research in EMI, as well as undergraduate and postgraduate students reading in the fields of applied linguistics and language education.

Deganutti, Marianna, Literary Multilingualism in Trieste: The Borderland Challenge. (Routledge Critical Studies in Multilingualism) 216 pp. 2023:7 (Routledge, UK) * paper 2024 <697-1582>
ISBN 978-1-032-21325-5 hard ¥39,055.- (税込) GB￡ 135.00 *
ISBN 978-1-032-21327-9 paper ¥11,568.- (税込) GB￡ 39.99 *

This book focuses on literary multilingualism and specifically on the challenging condition of writing in Trieste, a key European borderland located at the intersection between the Latin, Germanic and Slav civilisations.By focusing on some of the most representative modern writers operating in the area, such as Italo Svevo, Boris Pahor, Claudio Magris and James Joyce, this work offers a wide-ranging discussion of multilingual practices deriving from the different language choices made by these writers. Along with the most common manifest strategies, such as code-switching and hybridisations, Deganutti highlights how Triestine writers found innovative latent practices to engage with multilingualism, such as writing in an analogical way or exploiting internal linguistic stratifications. Moreover, she shows how they provided answers to the several linguistic, cultural and even political challenges they were subjected to, with the result of redefining linguistic boundaries that clearly separate different tongues.This book will be of interest to graduate students, researchers and academics interested in literary multilingualism in the fields of sociolinguistics, borderland studies and comparative literature.

Elizondo, Lena Barrantes / Garita, Cinthya Olivares (eds.), Language Identity, Learning, and Teaching in Costa Rica: Core Theoretical Elements and Practices in EFL. (Global South Perspectives on TESOL) 224 pp. 2023:7 (Routledge, UK) * paper 2024 <697-1584>
ISBN 978-1-032-41845-2 hard ¥39,055.- (税込) GB￡ 135.00 *
ISBN 978-1-032-41847-6 paper ¥11,279.- (税込) GB￡ 38.99 *

This edited collection provides a comprehensive and locally situated understanding of English language teaching from the perspective of dedicated and experienced language professionals and researchers in Costa Rica. The book uses a series of reflective sections that interconnect theory and practice in a non-English-dominant context in order to inform and transform pedagogical practices. The chapters depict a wide-ranging image of English language teaching and learning in the region, encouraging in-service teachers, TESOL specialists, and ELT scholars to critically reassess, rethink, and relearn teaching and learning as more than a political decision in an educational curriculum. Ultimately promoting the practice as dynamic, ever-changing, and culturally situated, the book will be highly relevant to researchers, academics, scholars, and faculty in the fields of teacher education, educational research, EFL, and modern foreign languages.

Hall, Joan Kelly / He, Yingliang / Khor, Su Yin, The Practical Nature of L2 Teaching: A Conversation Analytic Perspective. 288 pp. 2023:7 (Routledge, UK) <697-1586>
ISBN 978-1-032-25246-9 hard ¥41,948.- (税込) GB￡ 145.00 *
ISBN 978-1-032-23510-3 paper ¥11,279.- (税込) GB￡ 38.99 *

Drawing on video recordings and transcripts from a wide range of L2 teaching contexts, The Practical Nature of L2 Teaching presents a comprehensive examination of eight sets of specialized actions and action sequences involved in whole group instruction. Each of the chapters highlights in exquisite detail the sophisticated, real-world accomplishment of L2 teaching. The purpose is not to impose a vision of how L2 teaching should be done. Instead, it is to illuminate its complexities and, in so doing, reveal informative differences between idealized understandings of L2 teaching and its lived realities. The book is essential reading for advanced undergraduates, graduate students, and researchers studying and working in the areas of classroom interaction, L2 teaching, and L2 teacher education.

Huhta, Ari / Harsch, Claudia / Leontjev, Dmitri et al., The Diagnosis of Writing in a Second or Foreign Language. (New Perspectives on Language Assessment Series) 328 pp. 2024 (Routledge, UK) <697-1588>
ISBN 978-1-138-20135-4 hard ¥39,055.- (税込) GB￡ 135.00 *
ISBN 978-1-138-20137-8 paper ¥10,700.- (税込) GB￡ 36.99 *

The Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing.Addressing large-scale as well as classroom contexts, this volume is useful for researchers, teachers, and educational policy-makers in language learning.

Reznicek-Parrado, Lina M., The Peer-Effect: Non-Traditional Models of Instruction in Spanish as a Heritage Language. (Routledge Innovations in L2 Spanish Language Teaching) 200 pp. 2023:7 (Routledge, UK) * paper 2024 <697-1592>
ISBN 978-1-032-04260-2 hard ¥41,948.- (税込) GB￡ 145.00 *
ISBN 978-1-032-04264-0 paper ¥11,568.- (税込) GB￡ 39.99 *

The Peer Effect: Non-Traditional Models of Instruction in Spanish as a Heritage Language guides an important pedagogical conversation on the relevance of heritage language and literacy practices as resources for instruction, framing heritage teaching and learning as a social justice issue. Presenting ethnographic and discourse analyses of a heritage peer tutoring program at a university in California, this book focuses on the ways in which the dynamic translanguaging practices that Spanish heritage language (SHL) peer tutors mobilize in a non-classroom, student-led, collaborative academic space directly respond to the literacy demands of academic language development. Based on the in-depth analysis of peer tutors' translingual practices, the book advances scholarship in SHL pedagogy, providing concrete classroom-based examples, techniques, and activities that nurture equitable pedagogies for heritage student belonging, while challenging the deficit discourse that has traditionally governed the dialogue around literacy instruction for multilingual students. This versatile volume is designed for educators, researchers, practitioners, and students in the fields of heritage language pedagogy, bilingual education, educational linguistics, and literacy studies for multilingual students.

Wu, Manfred, Sublating Second Language Research and Practices: Contribution from the Hegelian Perspective. (Routledge Research in Language Education) 248 pp. 2023:7 (Routledge, UK) * paper 2024 <697-1594>
ISBN 978-1-032-44447-5 hard ¥41,948.- (税込) GB￡ 145.00 *
ISBN 978-1-032-44449-9 paper ¥11,568.- (税込) GB￡ 39.99 *

Wu's book provides an innovative perspective on, and recommendations for, the major aspects of second language (L2) teaching from a Hegelian anthro-philosophical perspective. Language is social in nature and is related to the larger social milieu. Hegelian philosophy of language complements existing research and theories on L2 learning by not only equipping them with a systematic framework but also broadening their scope. In Hegelian philosophy, language not only has its individual and interpersonal dimensions but is also related to the community, society, and morality. The Hegelian perspective also suggests a number of functions of L2 which have either been neglected or rejected by L2 researchers. This book highlights these neglected elements such as intersubjectivity, mutual recognition, universalization and objectivization of inner subjectivity of individuals, as well as moral enhancement. These concepts generate insights on the teaching and learning of L2. Wu's volume also covers how the Hegelian anthro-philosophical perspective can help to re-interpret research results on L2 learner characteristics that are related to L2 learning to date such as L2 identity and autonomy. The book offers an alternative research paradigm, teaching philosophy, pedagogical implications, and suggestions for scholars, practitioners, and students in the professional field of L2 teaching.

Muszynska, Barbara / Hansen-Thomas, Holly (eds.), Putting Critical Language Pedagogy into Practice. 168 pp. 2023:7 (Routledge, UK) <697-1214>
ISBN 978-1-032-50643-2 hard ¥41,948.- (税込) GB￡ 145.00 *
ISBN 978-1-032-50642-5 paper ¥12,725.- (税込) GB￡ 43.99 *

Putting Critical Language Pedagogy into Practice explores the practice of language teaching through the lens of critical pedagogy, reflexivity, and the importance of reflexivity for teacher development. It also shows how these reflexive practices can contribute to more inclusivity and decolonization of the curriculum.A range of experts argue persuasively for epistemological reflexivity in practice and demonstrate how to implement this critical thinking into daily instructional practice. Each chapter is structured around three themes in order to help readers connect challenging theoretical ideas into day to day teaching practice: Reflection - the author's story and issue of concern; Epistemic Reflexivity - personal epistemologies reflecting on the social conditions influencing the theory underpinning that author's practices; Resolved action - how the epistemic reflexivity leads to purposeful decision-making enacted in classroom contexts.Original, thoughtful and challenging, this text is fascinating and instructional reading for language education advanced students, researchers and practitioners.The idea for this book emerged during the Fulbright scholarship at Texas Woman's University out of the mutual research interests of the editors.

Fyfe, Brenda / Lee-Johnson, Yin Lam et al. (eds.), Affirming the Rights of Emergent Bilingual and Multilingual Children and Families: Interweaving Research and Practice through the Reggio Emilia Approach. 256 pp. 2023:7 (Routledge, UK) <697-1225>
ISBN 978-1-032-27853-7 hard ¥39,055.- (税込) GB￡ 135.00 *
ISBN 978-1-032-26734-0 paper ¥11,568.- (税込) GB￡ 39.99 *

Affirming the Rights of Emergent Bilingual and Multilingual Children and Families explores how the philosophy, principles, and practices of the internationally acclaimed Municipal Preschools and Infant Toddler Centers of Reggio Emilia, Italy, advance the social justice and linguistic human rights of emergent bilingual and multilingual children and their families, particularly immigrants and refugees.The book is driven by the authors' research-based discourse including an interview with Reggio Emilia educators and direct observations in the Preschools and Infant-toddler Centers in Italy. Chapters include survey and follow-up interviews, and classroom examples from U.S. early childhood educators inspired by the Reggio Emilia approach some of whom are in multilingual settings. Recommendations are included for practitioners who are intentional about advocating for the rights of emergent bi- and multilingual young children. Also included are the researchers' interpretations and reflexive narratives on contextuality, intersectionality, and intertextuality, which interweave theories and practice. The insightful examinations of scholarly work and the critical review of the distinctive features of the Reggio Emilia philosophy contribute to an early childhood education transformative lens that challenges the status quo of inequities and foregrounds the linguistic and cultural rights of learners who speak different languages. The authors review research and theory that inform the latest developments in culturally and linguistically responsive practices in innovative early education (infant through pre-k), family participation, and teacher preparation and development.Of general interest to educators and researchers around the world who work to ensure the rights of emergent language learners, this is an essential text for upper-level and graduate students, early childhood educators, educational and community leaders, administrators, and researchers.

平塚貴晶編　日本におけるチーム・ティーチャー
Hiratsuka, Takaaki (ed.), Team Teachers in Japan: Beliefs, Identities, and Emotions. (Routledge Research in Language Education) 240 pp. 2023:7 (Routledge, UK) * paper 2024 <697-1229>
ISBN 978-1-032-26584-1 hard ¥39,055.- (税込) GB￡ 135.00 *
ISBN 978-1-032-26585-8 paper ¥11,279.- (税込) GB￡ 38.99 *

This book provides insights into the professional and personal lives of local language teachers and foreign language teachers who conduct team-taught lessons together. It does this by using the Japanese context as an illustrative example. It re-explores in this context the professional experiences and personal positionings of Japanese teachers of English (JTEs) and foreign assistant language teachers (ALTs), as well as their team-teaching practices in Japan. This edited book is innovative in that 14 original empirical studies offer a comprehensive overview of the day-to-day professional experiences and realities of these team teachers in Japan, with its focus on their cognitive, ideological, and affective components. This is a multifaceted exploration into team teachers in their gestalt-who they are to themselves and in relation to their students, colleagues, community members, and crucially to their teaching partners. This book, therefore, offers several empirical and practical applications for future endeavors involving team teachers and those who engage with them-including their key stakeholders, such as researchers on them, their teacher educators, local boards of education, governments, and language learners from around the world.

Wagner, Christopher J. / Frankel, K. K. et al. (eds.), Becoming Readers and Writers: Literate Identities Across Childhood and Adolescence. 248 pp. 2023:7 (Routledge, UK) <697-1243>
ISBN 978-1-032-22170-0 hard ¥39,055.- (税込) GB￡ 135.00 *
ISBN 978-1-032-20204-4 paper ¥11,568.- (税込) GB￡ 39.99 *

Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective. Through incisive and accessible chapters from top scholars, it introduces readers to the concept of literate identities, examining them across ages and grade levels to present an overview of how scholars and educators can use this concept in their research and teaching. Organized by developmental level with sections on early childhood, middle childhood, adolescence, and cross-age research, contributors reveal how literacy can be framed as an identity practice to engage students and support their development. Applying a range of theoretical perspectives and frameworks, each chapter identifies the identity theory used, explains the relevant methodology and research questions, covers implications for practice, and includes questions or prompts for discussion. The volume reveals how understanding literate identities is at the heart of effective and inclusive literacy instruction by addressing key topics, including culturally relevant pedagogy, intersectionality, and transnationalism, among others. Illuminating multiple pathways to understanding students as readers and writers, this book is essential for teachers, scholars, and researchers in literacy education, research methods, and multicultural education.

Malovrh, Paul A. / Moreno, Nina (ed.), Second Language Identity: Awareness, Ideology and Assessment in Higher Education. 320 pp. 2023:7 (Cambridge U. Pr., UK) <697-1250>
ISBN 978-1-107-17313-2 hard ¥27,483.- (税込) GB￡ 95.00 *

Increasing globalization presents both challenges and opportunities to the higher education sector. This pioneering book shows how interaction between the two ?elds of foreign language pedagogy and second language acquisition (SLA) can facilitate more effective language development at an advanced level. Establishing a new research agenda to describe, assess, and study high-level language use, it uses mixed-methods analyses within a sociocognitive framework to explore constructs such as second language (L2) identity and critical language awareness as essential components of multilingualism and global citizenship. It approaches L2 advancedness from multiple perspectives, examining the L2 learner and their understanding of advanced language use, highlighting individual differences among foreign-language professionals regarding high-level language use, positing the need for uni?ed departmental missions, and analysing alternative constructs to assess L2 advancedness. Throughout, analyses of quantitative and qualitative data are used to demonstrate the multiple dimensions of advanced second language use in higher education.

Hunter, Ann-Marie (ed.), Diversity and Inclusion in English Language Education: Supporting Learning Through Research and Practice. 224 pp. 2023:7 (Routledge, UK) <697-1258>
ISBN 978-1-032-19368-7 hard ¥39,055.- (税込) GB￡ 135.00 *
ISBN 978-1-032-16990-3 paper ¥8,097.- (税込) GB￡ 27.99 *

This edited volume takes an expansive, no-nonsense view of the spectrum of English language learners to address their varied backgrounds and their wide range of needs, worries, motivations, and abilities. Each chapter addresses a key area and group of students to enable English language teachers to come away with the knowledge and skills they need to support their students. The contributors, who represent a diverse range of voices themselves, cover essential topics, including dyslexia, neurodiversity, linguistic inclusion, deaf students, LGBTQI+ students, racial and cultural inclusion, and more. Accessible and grounded in cutting-edge research, this book features key concepts, methodologies, and strategies that will encourage reflection and inclusive pedagogy. An invaluable resource for students, researchers, and professionals, this volume demonstrates how English language education can be a force for transformative change and social inclusion.