Oral assessments are of vital importance to second language learners, but how can teachers and examiners best test L2 learner talk and interaction? Bringing together theory and research within the field of L2 oral proficiency, with the concept of L2 encompassing any language learned later than the early childhood years, this book provides a state-of-the art overview of what is at stake for L2 learners and examiners, and advice on how to approach testing and assessment.

Using data and findings from empirical research to illustrate and discuss key topics, Testing Talk takes the reader step-by-step through the major concepts and issues in the oral assessment of second languages, with a main focus on L2 English. Investigating and explaining the most important educational and interactional issues facing both examiners and test-takers, such as the factors which come into play during speaking tests, the differences between common test formats, and the challenge of ensuring equity in assessment, this book offers research-based advice on ways to design test tasks and in-depth insights into the assessment of L2 speaking.

Featuring a glossary of key terms and concepts, discussion questions and further reading for each chapter, and a comprehensive companion website hosting a wealth of additional materials, including authentic test recordings and assessment tasks to be used by researchers and practitioners alike, this is the only book needed in order to understand, design, and assess interactive oral L2 tests.

This edited volume showcases how teacher educators around the world engage with critical and dialogic approaches to prepare TESOL professionals.

Language teachers are at the forefront of supporting the academic and social needs of increasingly ethnically and linguistically diverse student populations around the globe, and preparing critical and dialogic TESOL teachers with social justice orientations is essential to helping language learners fulfil their academic and linguistic potential. Although more experienced TESOL teachers may be able to agentively implement critical and dialogic approaches to instruction, we know little about what TESOL teacher educators do to help train and prepare language teachers who can do exactly that. In this volume, TESOL educators from various contexts share their experiences on how they engage with critical and dialogic approaches to reimagine TESOL teacher education. Chapter authors engage with different aspects of critical and dialogic approaches to present their visions for reimagining curricula, pedagogies, online spaces, and the roles of students, teachers, and teacher educators.

Do you want to gain a deeper understanding of how big tech analyses and exploits our text data, or investigate how political parties differ by analysing textual styles, associations and trends in documents? Or create a map of a text collection and write a simple QA system yourself?

This book explores how to apply state-of-the-art text analytics methods to detect and visualise phenomena in text data. Solidly based on methods from corpus linguistics, natural language processing, text analytics and digital humanities, this book shows readers how to conduct experiments with their own corpora and research questions, underpin their theories, quantify the differences and pinpoint characteristics. Case studies and experiments are detailed in every chapter using real-world and open access corpora from politics, World English, history, and literature. The results are interpreted and put into perspective, pitfalls are pointed out, and necessary pre-processing steps are demonstrated. This book also demonstrates how to use the programming language R, as well as simple alternatives and additions to R, to conduct experiments and employ visualisations by example, with extensible R-code, recipes, links to corpora, and a wide range of methods. The methods introduced
can be used across texts of all disciplines, from history or literature to party manifestos and patient reports.

The epigraphy of 1st-millennium-BCE Italy has been studied for many years, but these studies have largely concentrated on the languages encoded in the inscriptions and their semantic meanings. This book takes a more holistic approach that looks not only at content, but also the archaeological contexts of the inscriptions and the materiality of their 'supports': the artefacts and monuments on which the inscriptions occur.

The first writing in Italy was not a local invention, but was introduced by the Phoenicians and Greeks in the 9th-8th centuries BCE. It was taken up by number of indigenous communities over the subsequent centuries to write their own languages, before these were eventually submerged by the spread of Latin.

In a series of theoretical, methodological and interpretative essays, Ruth Whitehouse explores what can be learned about how writing was used by these communities and what it meant to them. The bodies of data considered relate to Venetic and Raetic (the northeast), Lepontic (the northwest), Messapic (the southeast) and Etruscan (west central Italy, extending also into Campania in the south and the Po plain in the north). While not a comprehensive survey, there are enough different groups to allow a comparative approach to be adopted. Analysis of the datasets is able to reveal the similarities and differences between them, as well as identify features that were widespread in 1st-millennium-BCE Italy and others that were more idiosyncratic and specific to particular cultural groups. Placing materiality at the centre of study allows a reconsideration of the roles writing played in the lives of the individuals and groups who occupied Italy in the 1st millennium BCE.

In Vanishing Vienna historian Frances Tanzer traces the reconstruction of Viennese culture from the 1938 German annexation through the early 1960s. The book reveals continuity in Vienna's cultural history across this period and a framework for interpreting Viennese culture that relies on antisemitism, philosemitism, and a related discourse of Jewish presence and absence. This observation demands a new chronology of cultural reconstruction that links the Nazi and postwar years, and a new geography that includes the history of refugees from Nazi Vienna.
Rather than presenting the Nazi, exile, and postwar periods as discrete chapters of Vienna's history, Tanzer argues that they are part of a continuous spectrum of cultural evolution-the result of which was the creation of a coherent Austrian identity and culture that emerged by the 1950s. As she shows, antisemitism and philosemitism were not contradictory forces in post-Nazi Austrian culture. They were deeply interconnected aspirations in a city where nostalgia for the past dominated cultural reconstruction efforts and supported seemingly contradictory impulses. Viennese nostalgia at times concealed the perpetuation of antisemitic fantasies of the city without Jews. At the same time, the postwar desire to return to a pre-Nazi past relied upon notions of Austrian culture that Austrian Jews perfected in exile, as well as on the symbolic remigration of a mostly imagined "Jewish" culture now taxed with redeeming Austria in the aftermath of the Holocaust. From this perspective, philosemitism is much more than a simple inversion of antisemitism-instead, Tanzer argues, philosemitism, problematic as it may be, defines Vienna in the era of postwar reconstruction.
In this way, Vanishing Vienna uncovers a rarely discussed phenomenon of the aftermath of the Holocaust-a society that consumes, redefines, and bestows symbolic meaning on the victims in their absence.

Grounded in systemic family therapy and drawing on a variety of other models to enhance skills development, this book is a comprehensive, practical guide to working with families.

This second edition is thoroughly updated and includes new chapters which cover working with First Nations Families, diversity and family therapy, understanding emotions, and dialogical reflective processes. The book begins with a focus on the therapeutic relationship and use of self as a foundation, and from there provides the reader with practical, skill-oriented guidelines for working with families. From the first session to addressing the complexities of separated parents, parent-child relational breaches, family of origin issues, wider systems, managing emotions, diversity, and much more, the book takes the reader through core practices that will become essential skills for family work.

Written by an expert team of authors committed to innovative and contextual practice, this book is for experienced clinicians who want to learn to work with families and for beginning therapists to learn from a structured approach to developing complex skills.

Chapters 2,3 and 14 of this book are freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This edited volume offers the first overview and reflective discussion of how design can contribute to people's wellbeing and mental health in the context of dementia, mental illness and neurodiversity.

This book explores and promotes holistic, salutogenic and preventive strategies that recognise and respond to people's needs, wants, wishes and rights to further health, wellbeing and equality. Bringing together years of experience as designers and clinicians, the contributors to the book emphasise how design can be a collaborative, creative process as well as an outcome of this process, and they reveal how this is guided by mental health and design policy. Through its three parts, the book explores themes of ethics, citizenship and power relationships in co-design, providing an overview of current developments and approaches in co-design; of the culturally and value sensitive adaptation of design interventions and their applications, many of which are a result of co-design; and of policy and related standards in and for design and mental health. In this way, the book demonstrates how design can help to support people, their care partners and care professionals in promoting mental health and wellbeing, and it offers a rich resource on how to create a sustainable future for care in this domain.

The book provides a unique and holistic overview and resource for designers, researchers, students, policy providers and health and care professionals to help support the development and adoption of person-centred design processes and interventions.

A Practical Guide to Group Facilitation introduces a unique threefold approach to facilitation, blending Person-Centered Practice, system knowledge, and method expertise together. It serves as a comprehensive resource for facilitators seeking to enhance their professional skills.

The book delves into the significance of Person-Centered Practice as the cornerstone of facilitation, exploring personal facilitator qualities like congruence, empathic listening, and unconditional positive regard, inspired by the principles of Carl Rogers. It successfully integrates Jane Loevinger's personal development theories with facilitator skill development, illustrating the symbiotic relationship between personal growth and effective facilitation. Additionally, the book incorporates Nonviolent Communication (NVC) into the facilitator's toolkit, offering practical strategies for navigating challenging situations. It covers a spectrum of facilitation methods, from structured approaches to the Person-Centered style of Carl Rogers, equipping facilitators to face diverse group contexts.

Presenting valuable skills and insights to enhance professional practice, this book will be highly relevant reading for facilitators, mediators, and those offering training. It will also be useful reading for professionals in participatory processes such as coaches, team leaders, organizational leaders, managers, and mentors.

Investigating School Psychology provides a fascinating exploration of the field of school psychology through the lens of pseudoscience and fringe science. Contributions from leaders in the fields of school psychology, clinical psychology, and education honor the role of science in the field while also exploring and guarding against the harms that pseudoscience can cause.

School psychology and, more broadly, the field of education are particularly susceptible to pseudoscience, fads, and maintaining the status quo by resisting the adoption of new ideas. Using an exhaustive review of the current literature, this book discusses various concepts in school psychology that have been largely discredited and many practices that continue to exist with little to no scientific support. Each chapter helps differentiate between dubious and evidence-based approaches while providing a useful resource for practicing school psychologists and educators to distinguish between science and pseudoscience in their everyday work with children. The book's discussion of the harmful nature of pseudoscience in school psychology is inclusive of all students, such as students with disabilities, those diagnosed with neurodevelopmental disorders, those with academic problems, and all other children in schools.

Investigating School Psychology is valuable supplemental reading in undergraduate and graduate courses in education and school psychology and is also a beneficial reference for practicing school psychologists to distinguish between science and pseudoscience in their practice.

This collection brings together different perspectives on post-traumatic stress, considering its causes, its impact on different groups, and ways forward toward equipping speech-language clinicians, educators, and scholars to better understand and support the individuals and communities with which they work.

The volume defines post-traumatic stress, unpacking its causes and how they might be mitigated. The 11 chapters critically reflect on the wide-ranging effects traumatic stress has on the brain, communication, language, literacy, and life skills of different groups, including children, adolescents, adults, refugees, and victims of racialized violence. This book also includes examples of interventions demonstrated to be effective with affected individuals. The range of perspectives highlights the importance of culturally responsive and trauma-informed practices and the need for language and literacy professionals to engage in transdisciplinary practice in order to develop more effective supports for those experiencing post-traumatic stress. Looking ahead, the volume discusses recommendations for curriculum content, clinical practice, and changes to policy toward ensuring all people with post-traumatic stress are able to fully participate in daily life.

This book will be of interest to students and scholars in speech-language sciences, social work, occupational therapy, and clinical psychology, as well as clinicians and educators in these areas.

This book examines the Vogeler/Sanders espionage case that ruptured ties between the US and UK and Hungary in 1949, and analyses this as an example of Western covert operations in the early Cold War.

The work focuses on the 1949 case of ITT in Hungary, where two of its executives, the American Robert A. Vogeler and the Briton Edgar Sanders, were arrested by the secret police, tortured, forced to confess, put on a public show trial, and found guilty of espionage. This happened at a time that the US and the UK were cooperating in numerous operations to undermine the credibility of the communist regime and to encourage local resistance by "all means short of war." Using the case as a lens to examine the dynamics of the early Cold War, the book integrates business history, diplomatic history and intelligence history, and thereby traces the impact of the case on Anglo-Hungarian, American-Hungarian, and Anglo-American relations during the critical period of 1949-1956. Vogeler's case had a strong impact on the growing criticism of the Truman Administration's containment policies and contributed to the demand for a more activist policy of 'liberation of captive peoples'. His experiences also rallied the business community, especially trade associations such as the National Foreign Trade Council, the US Chamber of Commerce, and the National Association of Manufacturers, to support the anti-communist crusade both abroad and at home. Vogeler's wife also waged a personal campaign to secure her husband's release and exemplifies the activism of conservative and Catholic women who waged their own anti-communist crusade. The book thus tells the "rest of the story" often omitted in traditional works.

This book will be of much interest to students of Cold War history, intelligence studies and European political history.

From a Europe convulsed by revolutions to an assassination plot and international secret diplomacy, to conflict between major European powers which changed the strategic power balance, to the American Civil War, and finally, to Custer's Last Stand, this tumultuous vista is told through the life and times of a comparatively little-known but indomitable revolutionary.

This book provides an account of the life of a little-known nineteenth-century revolutionary, Charles do Rudio, narrating the revolutions and insurgencies of nineteenth-century Europe from 1840 to 1870 and of the United States to 1880 in which di Rudio was involved, offering through his biography a unique perspective on the revolts and insurgencies that took place during this period and placing both his life and these revolts in the wider context of European history.

A fascinating narrative of a turbulent nineteenth century with analysis - in keeping with the author's speciality - of the revolts and insurgencies, taking the lessons of history relevant to our own times. This book will appeal to all those interested in the Age of Revolution and politics and society in the nineteenth century.

This book draws on interdisciplinary social science and philosophical frameworks to offer new dimensions to debate about intellectual leadership and higher education. The chapters are focused on provoking readers to think critically about intellectual leadership in precarious times. The contributors frame critical questions about the unevenness, ambivalences, and disruptions that now mark everyday life and interactions. Rather than thinking about 'freedom from precarious times and precarity' they consider 'freedom from within' and how the sovereignty and autonomy of the individual to think and speak within the public realm might be retained, if not reclaimed. In the precarious present and in times of precarity, what has changed and why? What might now be the new social reality within which we work?

Each of the contributors have been invited to take up their own perspective on what is precarious, and to examine the impacts on intellectual leadership. What does it mean to do intellectual work and be an intellectual leader? What are the implications for intellectual work and leadership if the academy itself is in precarious times?

Many contemporary commentators present a damning account of the current state of higher education, to the extent that our universities may be considered to be broken. This book offers an alternative perspective to the dominant neoliberal discourse and provides the conceptual tools to help construct a trajectory of repair for our universities. These ideas are presented within this book as five moves to transform our current pathological situation and develop towards a more healthy and sustainable ecological learning environment.

In this book, Ian Kinchin draws upon a wide range of sources from the philosophy of education, biological and clinical sciences as well as educational research and academic development. This alternative ecology of ideas presents a challenge to university leaders and asks if we care enough about the future of our universities to encourage an evolution of practice that deals sustainably with the wicked problems our universities face in the coming century. It describes a move towards an ecological university.

The book includes a foreword written by Martyn Kingsbury, Professor of Higher Education and Director of the Centre for Higher Education Research and Scholarship, Imperial College London, UK.

This book enables us to understand the current transformations in the experience of time that have been taking place in recent decades. Mateus Henrique de Faria Pereira and Valdei Lopes de Araujo convincingly argue that we live in a time of 'Updatism', the temporal dimension that emerges in those societies imprisoned by the structures of infinite expansion, and that this Updatism has profound consequences for how we think about the past, the present and the future.

Using the theoretical works of Lyotard and Heidegger as its foundation, 'Updatism' and the Understanding of Time and History analyses our digital modernity and the significance of key themes, such as updating, solitude, democracy, internet, exposure, postmodernism and historicism. It discusses aspects of our present time that reveal substantial differences between the historicist-modern time, usually located in the 19th century, and an emergent 'chronotope' or 'regime of historicity' understood and explained here as Updatism.

The book is effective in mapping the ubiquity of Updatism and the anxiety-inducing insistence of being constantly updated, as well as exploring some searching questions: If our reality is constantly being updated, and its previous versions are deleted or inaccessible, what does this mean for memory and our understanding of history? And what does this tell us about the world we live in today and the one we may update to in the future?

Cities and urban societies have many faces. In this study, the pre-modern cities of Holland are presented as arenas where power relations between social classes are expressed in a more or less permanent appropriation of physical space and through discursive strategies. The continuity of the power relations in the cities of Holland, spanning centuries, makes it urgent to look not only at the assumption of urban space as an expression of power relations within society, but also at the contribution of this appropriation to the acceptance and continuity of the existing power relations in pre-modern Holland.

Within this broad area, extensive attention is paid to: the very prominent and enduring appropriation of urban space in the field of housing; the less permanent, but violent appropriation of urban space during the public execution of scaffold punishments; the maintenance of public order by civic militias; and appropriation during riots and revolts. In addition, city descriptions, maps and pictures of the pre-modern cities of Holland are scrutinised for what they can reveal about the appropriation of urban spaces. These themes each have an extensive historiography, but they have never been brought together in an interpretative framework that fits in with Pierre Bourdieu's model of society and the work - of especially John Allen - on power until now.

Bringing together a wide array of modern scientific techniques and interdisciplinary approaches, this book provides an accessible guide to the methods that form the current bedrock of research into Roman, and more broadly ancient, wine. Chapters are arranged into thematic sections, covering biomolecular archaeology and chemical analysis, archaeobotany and palynology, vineyard and landscape archaeology and computational and experimental archaeology. These include discussions of some of the most recent techniques, such as ancient DNA and organic residue analyses, geophysical prospection, multispectral imaging and spatial and climatic modelling. While most of the content is of direct relevance to the Roman Mediterranean, the assortment of detailed case studies, methodological outlines and broader 'state of the field' reflections is of equal use to researchers working across disparate disciplines, geographies, and chronologies.

The study of ancient Roman wine has been dominated until recently by traditional archaeological analyses focused upon production facilities and ceramic evidence related to transport. While such architecture and artefact-focussed approaches provide a fundamental foundation for our understanding of this topic, they fail to provide the requisite nuance to answer other questions regarding grape cultivation and wine production, consumption, use and trade. As the first compendium of its kind, this book supports the embedding of modern scientific and experimental techniques into archaeological fieldwork, research and laboratory analysis, pushing the boundaries of what questions can be explored, and serving as a launching point for future avenues of interdisciplinary research.

Offering new and original approaches to the Roman civil wars of 49-30 BCE, the eleven papers presented here for the first time shed light on this crucial moment in the forging of Roman identity. They engage with a variety of problems and topics in political discourse (diplomacy, the concept of libertas, divine paternity); socio-economic structures (allied rulers, military officials, civil war finances, Agrippa's family); material culture (the coinage of Julius Caesar, the physical remains of Corfinium); and literary commemoration (Sallust on trauma, the lost Histories of Asinius Pollio).

The case studies presented here contribute to our understanding of a period that is just as fundamental for our view of the Romans as it was to the Romans themselves. Arguing for the unity of the period in question, the volume deploys a multiplicity of methodologies to analyse how the trauma of armed conflict and the breakdown of accepted socio-cultural models not only mediated the contemporary experience of Roman civil war, but also left a lasting impression upon how Romans viewed the world. Incisive and critical, these contributions by a diverse team of international researchers, both emerging scholars and leaders in their fields, offer a new window into the world of the late Republic and early Principate.

Examining the public information strategies employed by the League of Nations between 1919 and 1940, this book brings together international history, intellectual history and the history of communications to tell the story of how officials in Geneva planned for a new kind of public relations to underpin and strengthen the League's internationalist project. Drawing on multi-archival work and shedding light on the role played by journalists in international diplomacy, it follows in the footsteps of individuals who left promising careers to work for the League's information section and shape opinion on a global scale.

Showcasing their vision for an open diplomacy and an informed international public, Seidenfaden shows how this was sought for and achieved against the politically charged backdrop of interwar Europe. Moving beyond the outbreak of WWII, it also shows the legacies that remained after the League was in hiatus, and many of its officials in exile. In doing so, this book reveals how public information strategies developed by the League were transferred into its successor organisation, the United Nations, which continues to shape our world today.

This book proposes to expand multiliteracies frameworks in second language education, by recognizing that learning a new language and culture involves both designs and desires, the affects and emotions that feed our responses to particular ways of making meaning.

Over the past two decades, multiliteracies approaches to second language education have brought attention to the diversity of modes, media, language varieties, and discourses involved in what we often shorthand as language learning. A core concept in these discussions is the idea of meaning design, the idea that languages are dynamic, culturally-shaped systems of resources for engaging with and making sense of the world.

Building on these discussions and drawing inspiration and practical examples from a variety of modern language classes in higher education in the USA, the book demonstrates how poetic and playful language can be embedded in multiliteracies pedagogy in ways that foster learners' and teachers' awareness of designs, while also making space for desires that are harder to script or plan for. In addition to building a conceptual map around poetics and play for researchers and teachers in language education, the book offers concrete examples of what a multiliteracies approach emphasizing designs and desires can look like in classrooms and curricula.

This book showcases how teacher educators from diverse backgrounds, contexts, and realities approach English language teacher education with a critical stance. Organized into nine parts that explore different facets of English Language Teaching, each section opens with theoretical considerations chapters and features 24 practical application chapters.

Written by renowned scholars including Graham Hall, Lili Cavalheiro, and Mario Lopez Gopar, among others, the theoretical considerations chapters offer concise insights into current issues and controversies in the field, point out opportunities for criticality, and discuss implications for teacher education.

Written by critically-oriented teacher educators/researchers from various parts of the world including Brazil, Germany, Morocco, Sweden, Turkey, and the USA, among others, the practical application chapters exhibit various ways to incorporate critical approaches in reshaping current teacher education practices (ranging from critical and queer pedagogy to translanguaging to multilingualism) along with a critical reflection of the potentials and the challenges involved in their application.

Drawing together previously disjointed scholarship on the topic of asylum and conversion from Islam to Christianity, this book shows how boundaries of belonging are negotiated between Middle Eastern ex-Muslim asylum seekers, church representatives, lawyers, legal decision-makers and policymakers.

With case studies from European countries such as Germany, Austria, Finland and Sweden, the book takes an interdisciplinary approach including ethnographic and other qualitative research, discourse analysis and case law analysis, to explore the complexities of the phenomenon of asylum and conversion from Islam to Christianity.

This book is an authoritative resource for academic scholars in fields as diverse as migration and refugee studies, anthropology, sociology, religious studies, law and socio-legal studies, as well as legal and religious practitioners.

R.S. Sugirtharajah shows how at the height of European colonialism whilst the colonizers were studying the sacred texts of Hindus, Muslims, Buddhists, Sikhs and Zoroastrians, the Hindus were themselves scrutinizing the invader's book - the Christian Bible. Sugirtharajah examines how these Hindus transformed the Bible into what they deemed fit for and suited to their contexts. The result was that the Bible acquired a totally different form and lost its authority as the Book of the Empire. Sugirtharajah shows how the resistant, subversive and at times antagonistic readings of the Hindus went beyond what the colonizer had intended. Sadly what these Hindus made of the Bible went largely unnoticed and was ignored by Western scholarship.

This volume seeks to rectify this regrettable omission and to place both the Hindu reformers and nationalists attitude to the Bible in their own specific context and to allow them to speak on their own terms rather than reading them with Christian preconception. The Hindu reformers covered include figures such as Raja Rammohun Roy, Arumuga Navalar, Keshub Chunder Sen, Swami Vivekananda, Ponnambalam Ramanathan, M. K. Gandhi and Sarvepalli Radhakrishnan and nationalists such as Dhirendranath Chowdhary, Sita Ram Goel and Ram Swarup. The book contains the interpretative context; the textual negotiation that went on between these Hindus and the missionaries and orientalists; examples of their Hinduization of the Bible; and the hermeneutical impact on mainstream biblical interpretation.