Dominant Language Constellations Approach in Education and Language Acquisition Within multilingual studies the volume is highly innovative in its application of the concept, theory and perspectives of the Dominant Language Constellations (DLC). Specific chapters examine issues connected to career opportunities of adults of refugee background in Norway, multilingual transnational couples, and language teacher preparation in settings as diverse as Austria, Canada, Finland, Iceland, Israel, and the Basque Country and Catalonia in Spain..

This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality. Language Education in Digital Spaces: Perspectives on Autonomy and Interaction To this end, the individual contributions in the book highlight practice-oriented, empirically-based research on technology-mediated learner autonomy and its pedagogical implications. They address how technology can support learner autonomy as process by leveraging the affordances available in social media, virtual exchange, self-access, or learning in the wild (Hutchins, 1995).

This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality.. Specifically, to this effect, the chapters consider digital affordances of virtual exchange, gaming, and apps in technology-mediated language learning and teaching ranging from instructed and semi-instructed to self-instructed contexts.The rapid evolution and adoption of technology in all aspects of our lives has pushed issues related to learner and teacher autonomy centre stage in the language education landscape.

The volume reports original research on language education policy and practice which address contemporary DLC-informed multilingualism within family settings and institutional domains such as teacher education, primary and secondary schooling, and higher education. Specific chapters examine issues connected to career opportunities of adults of refugee background in Norway, multilingual transnational couples, and language teacher preparation in settings as diverse as Austria, Canada, Finland, Iceland, Israel, and the Basque Country and Catalonia in Spain.

. This volume focuses on the learning of host-country languages by migrants in Europe. It identifies, clarifies, and offers insights into issues and central questions related to the learning of host-country languages with an emphasis on adolescent and adult language learners in formal and informal settings.

This book brings together contributions on learner autonomy from a myriad of contexts to advance our understanding of what autonomous language learning looks like with digital tools, and how this understanding is shaped by and can shape different socio-institutional, curricular, and instructional support. This book tackles emergent challenges from different perspectives and diverse learning ecologies with a focus on social and educational (in)equality..

This volume focuses on the learning of host-country languages by migrants in Europe..The book draws on data collected following the refugee ‘crisis’ in Europe of 2015-16, which led to dramatic increases in the number of migrants arriving in Europe.

Chapters in this collection will inform advances in the research base, future innovations in pedagogy, the professional development of teachers, and the educational opportunities that are made available to refugee-background children, youth and adults. Refugee Education across the Lifespan. This edited volume demonstrates how an educational linguistics approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of refugee-background learners’ experiences. Contributions (from junior and senior scholars) explore and interrogate the policies, practices and ideologies of language and literacy in formal and informal educational settings as well as their implications for teaching and learning.

Contributions (from junior and senior scholars) explore and interrogate the policies, practices and ideologies of language and literacy in formal and informal educational settings as well as their implications for teaching and learning. This edited volume demonstrates how an educational linguistics approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of refugee-background learners’ experiences.

It identifies, clarifies, and offers insights into issues and central questions related to the learning of host-country languages with an emphasis on adolescent and adult language learners in formal and informal settings.

The book is divided into five parts.This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens..

This edited volume demonstrates how an educational linguistics approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of refugee-background learners’ experiences.

The book is divided into five parts. This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. English and Students with Limited or Interrupted Formal Education Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students.This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens.

Focuses on collaboration and reflection from a humanistic tradition. Mercedes Bernaus, Emeritus Professor, Universitat Autònoma de Barcelona, Spain This thought-provoking and timely book argues convincingly for the need to reconceptualize innovation in language education in an increasingly diverse world.

The book critically discusses plurilingual pedagogical approaches that draw on learners' linguistic and cultural repertoires to encourage and support the dynamic use of languages in curricular innovation. — Dr.

This book is unique in that it offers practical instructional tools to educators, thus helping to bridge theory and practice. English and Students with Limited or Interrupted Formal Education Moreover, it retains a special focus on K-12 and adult SLIFE and has an inclusive and international perspective, which includes a novel theoretical framework to support the mental, emotional, and instructional needs of LGBTQ+ refugee students. Part I frames the conversation and contributions in this edited volume; Part II provides an overview of SLIFE, Part III focuses on teacher preparation programs, Part IV discusses the challenges faced by SLIFE in K-12 learning environments and Part V examines SLIFE in adult learning environments.This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens.

Explores the concept of plurilingual and pluricultural competence. — Dr.

New Perspectives on Material Mediation in Language Learner Pedagogy Chapters explore the ways in which affordances and constraints of classroom materials impact teachers and learners, while at the same time they bring their own (evolving) resources, identities, beliefs, and expertise to modify and adapt the materials to better suit their local language teaching and learning environments.

As such, this text is ideal for use as supplemental reading in a wide variety of applied linguistics, second/foreign language education, TESOL, and instructional course design courses. Moving beyond the field of English language teaching, readers will find novel contributions offering a diversity of language teaching contexts, learner populations, and topics in the theory and/or practice of second and foreign language teaching..

How do teachers gain pre-service and in-service expertise, a sense of professional identity, and educational integrity? This thought-provoking volume offers valuable perspectives on these important issues in the professional development of English teachers worldwide.

As such, this text is ideal for use as supplemental reading in a wide variety of applied linguistics, second/foreign language education, TESOL, and instructional course design courses.

The way we see ourselves and are seen by others influences our social and professional interactions. It also addresses the way the COVID-19 pandemic has impacted teacher identities and examines under-researched issues, such as the intersection between gender and race in second language teacher identity development and identity construction in second languages other than English.

What does it mean to be a teacher of English as a second language in an age of globalization, new media, technological revolution and de-institutionalized knowledge? Teacher identity and sense of agency is therefore not merely a matter of research interest for it impacts learners and learning, which makes the topic of this book extremely important. — Prof.

In particular, it aims to honor G. Tucker has made distinguished contributions for over half a century. Crossing Boundaries in Researching, Understanding, and Improving Language Education.

The volume brings together 46 authors and contributors with a vast array of experiences as administrators of English language teaching programs all over the world—in Asia; Australia; Europe; the Middle East; New Zealand; North, Central, and South America; South Africa; Turkey; and the United Kingdom.

It emphasizes the potential of boundary crossing for expansive learning, and aims to generate new insights, through boundary crossing, into the complexity of language education and approaches to innovative practices. In particular, it aims to honor G. These sections or themes, which are necessarily cross-cutting, also represent the major areas of scholarship where Prof. Crossing Boundaries in Researching, Understanding, and Improving Language Education.

As the need for more qualified administrators and leaders has increased, more teacher education programs have added formal courses on leadership and program administration to their offerings.English Language Program Administration Educators teaching these courses will find this volume to be an excellent core text to support students in developing their knowledge of and skills for language program administration. All chapters are connected to the contemporary realities of language program administration, and they offer practical guidance to Language Program Administrators in ways that are adaptable to different administrative contexts globally. The volume brings together 46 authors and contributors with a vast array of experiences as administrators of English language teaching programs all over the world—in Asia; Australia; Europe; the Middle East; New Zealand; North, Central, and South America; South Africa; Turkey; and the United Kingdom.

The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach.The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The final chapter brings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching.

Spatializing Language Studies Whether it is within the four walls of a school, in a nearby multilingual neighborhood, in a virtual telecollaborative space, or in any other location where languages may be learned, this volume highlights different configurations of learning spaces, the leveraging of real-world places for critical learning, and ways to productively ‘dislocate’ language learners from preconceived notions and standardized experiences. Written from conceptually rich and disciplinarily varied perspectives, its ten chapters address methodological and practical problems of relating language learning to the lived and rapidly changing places of the late modern world. Together, these elements create conditions for a language and literacy pedagogy that can be said to be robustly spatialized: linguistically and culturally complex, geographically situated, historically informed, dialogically realized, and socially engaged.

These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching. Multiliteracies Pedagogy and Language Teaching This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach.