Edinburgh Textbooks in Applied Linguistics
Pedagogical principles and practices to integrate social justice issues into your language classroom
- Covers social class and neoliberalism, intersectionality, race, ethnicity and antiracism, environmental justice, gender and sexual identity
- Includes problem-posing and reflective tasks, sample lesson plans and activities to allow you to critically reflect on your practice and apply social justice pedagogies in your own teaching
- Includes case studies from across the world adopting a more international perspective and challenging the dominant US-centric and Eurocentric approaches to social justice language education
Challenging the liberal notion of the classroom as a neutral space, Social Justice and the Language Classroom invites you to become advocates, allies, and activists, and gives you the conceptual and practical tools to fight against systemic injustice in education and beyond.
This practical resource book examines issues of inequity, marginalization, discrimination, and oppression that are regularly experienced by language learners coming from diverse backgrounds in terms of race, ethnicity, social class, ability, language and sexuality. Drawing on examples from international contexts and including problem-posing and reflective tasks, sample lesson plans, activities and resource materials, this book provides you with vital knowledge for socially just language teaching and provides the pedagogical tools to apply these in classroom contexts.
With its emphasis on intersectionality and global competence, the book builds bridges between critical pedagogy, political economy, critical race theory, feminist pedagogy, and queer theory to equip you with the tools to recognize systems of oppression and inequality, understand how they interact, and to adopt social justice pedagogies for transformation and social change.
Examines the relationship between language and citizenship in teaching
- Draws on theory from the fields of Education and Applied Linguistics
- Combines theory, worked examples and practical activities
- Examines curricula and practices from Finland, Ireland, England, Spain, France and Hong Kong
- Draws on specific examples from China, The USA, South Africa and The Philippines
This book explores the relationship between language education and citizenship through theoretical and pedagogical lenses, examining existing language education provision in the context of the needs of today’s learners and societies. The robust analytical framework developed in the opening chapters provides the foundation for a range of practical suggestions for making the integration of language and citizenship a dynamic reality in the classroom.
Each chapter has
- Clear objectives providing a roadmap for students and allowing lecturers to assign reading effectively
- Questions to stimulate discussion
- Critical reflection on the multiple perspectives and complex issues that shape the debate
What is Second Language Acquisition?
In recent years there has been a notable increase in the number of publications discussing and debating issues surrounding SLA. In The Social Turn in Second Language Acquisition David Block critically examines the key assumptions behind this research. He unpacks and analyses the way the key components of SLA are commonly understood, asking what is meant by the terms 'second', 'language' and 'acquisition'.
Block discusses a wide variety of research by applied linguists and those working in SLA who have drawn on recent developments in social theory in their attempts to make sense of language practices and language learning. The main thread running through the text is the suggestion that SLA researchers need to concern themselves not only with language learning as an individual and primarily cognitive process, but also as a sociohistorically situated phenomenon.
This book is written for applied linguists and students on applied linguistics courses, who are familiar with recent developments in the field of SLA.
Key Features
- New ideas about SLA and a useful critique of the field
- Readable style
- Includes an extensive bibliography of over 400 sources.
This book explores key areas of modern society in which language is used to form power and social relations. These are presented in five sections:
- Language and Organisations
- Language and Gender
- Language and Youth
- Multilingualism, Identity and Ethnicity
This volume examines the overlapping areas of evaluation and assessment, where 'evaluation' is defined as the systematic use of information to make decisions about language teaching programmes and 'assessment' as the systematic use of information to make decisions about individuals and their language ability. A variety of topics are covered, including paradigms and purposes, design techniques, quantitative and qualitative methods for collecting and analysing data, and ethical, social and political considerations in the conduct of evaluation and assessment.
The book has two important goals: to underscore the relationships between the enterprises of evaluation and assessment, and to encourage the use of new paradigms in our approaches to these enterprises.
Key Features
- The first treatment of assessment and evaluation in one volume
- Exercises and suggestions for further reading at the end of each chapter
- Includes an extensive bibliography.
Provides a systematic approach to the selection and subsequent evaluation of textbooks
Since the first edition of this book was published in 2002 there have been many changes in language teaching, not least those associated with technological developments. Despite such changes, the same basic needs remain as far as teacher education is concerned. Teachers still need advice on how to:
- evaluate coursebooks and other core materials systematically
- source and evaluate other materials
- adapt materials
- design their own materials
Materials Evaluation and Design for Language Teaching provides this – offering a systematic approach to the selection and subsequent evaluation of textbooks and practical advice on their adaptation and supplementation. For teachers who prefer to prepare their own materials there are suggestions on systematising the process of materials development and on the use of learner-generated materials.
The second edition of this bestselling textbook:
- Features newly selected extracts from a representative range of teaching materials
- Includes new content on worksheet design, differentiation, digital resources, and learner involvement in materials production and materials evaluation
- Provides interleaved tasks which promote the sharing of experience and learning, reflection and application
- Focuses on developments such as coursebook packages and the wider range of ancillary materials
- Discusses the increased availability of lesson-ready material online
- Responds to the growing expectation that teachers will produce their own material
Highlights the importance of classroom discourse to any second language teacher education programme
Reflective practice is central to teacher education and development, yet is something that many teachers struggle with. Can reflective practice be refocused by asking teachers to place classroom interaction and discourse at the centre of their reflections?
In this accessible textbook, Steve Walsh explains why it is essential to put an understanding of classroom discourse at the centre of any second language teacher education programme, whether it is a formal programme under the guidance of a teacher educator or a more informal, self-directed programme of teacher development. He argues that in order to improve their professional practice, language teachers need to gain a detailed, up-close understanding of their local context by focusing on the complex relationship between teacher language, classroom interaction and learning. In order to do this he revisits and reconceptualises the notion of reflective practice by giving teachers appropriate tools which allow them to reflect on and improve their professional practice.
This thought-provoking book not only stimulates debate on classroom discourse and reflective practice, but also contains practical exercises and advice which will be invaluable to both new and experienced language teachers as well as to researchers in applied linguistics.Task commentaries, a glossary of technical terms and an annotated list of further reading are also included.
This second edition of the foundational textbook An Introduction to Applied Linguistics provides a state-of-the-art account of contemporary applied linguistics. The kinds of language problems of interest to applied linguists are discussed and a distinction drawn between the different research approach taken by theoretical linguists and by applied linguists to what seem to be the same problems. Professor Davies describes a variety of projects which illustrate the interests of the field and highlight the marriage it offers between practical experience and theoretical understanding. The increasing emphasis of applied linguistics on ethicality is linked to the growth of professionalism and to the concern for accountability, manifested in the widening emphasis on critical stances. This, Davies argues, is at its most acute in the tension between giving advice as the outcome of research and taking political action in order to change a situation which, it is claimed, needs ameliorisation. This dilemma is not confined to applied linguistics and may now be endemic in the applied disciplines.
The book has been updated throughout and provides an excellent introduction to the problems and issues that arise in the practice of applied linguistics.
Key Features- Surveys current issues in applied linguistics, including the concept of the Native Speaker and the development of World Englishes
- Examines the influence of linguistics, cognitive science and philosophy on applied linguistics and makes a contrast with educational linguistics
- Proposes that a key issue for the profession will increasingly be the tension between advice and action
- Suggests that applied linguistics is a theorising rather than a theoretical discipline.
Feedback on the first edition:
'Alan Davies' introductory text forcefully re-echoes the famous Edinburgh series in applied linguistics, which he contributed to in a major way.'
Applied Linguistics
'Every discipline coming of age needs to reflect on its origins, its history, its conflicts, in order to gain a better understanding of its identity and its long term objectives. Alan Davies, one of the founding fathers of applied linguistics, is the ideal person for this soul-searching exercise ...Introduction to Applied Linguistics is obligatory reading for students and researchers in applied linguistics, for language professionals and for anyone interested in the link between linguistics and applied linguistics.'
Modern Language Review
The chapter headings include:
- How politics permeates language (and vice-versa)
- Language and nation
- The social politics of language choice and linguistic correctness
- Politics embedded in language
- Taboo language and its restriction
- Rhetoric, propaganda and interpretation
- Power, hegemony and choices
Language Planning is a resurgent academic discipline, reflecting the importance of language in issues of migration, globalisation, cultural diversity, nation-building, education and ethnic identity. Written as an advanced introduction, this book engages with all these themes but focuses specifically on language planning as it relates to education, addressing such issues as bilingualism and the education of linguistic minority pupils in North America and Europe, the educational and equity implications of the global spread of English, and the choice of media of instruction in post-colonial societies. Contextualising this discussion, the first two chapters describe the emergence and evolution of language planning as an academic discipline, and introduce key concepts in the practice of language planning. The book is wide-ranging in its coverage, with detailed discussion of the context of language policy in a variety of countries and communities across North America, Europe, Africa and Asia.
Key Features:
- Accessible and readable introduction to the field.
- Wide coverage of issues with illustrative examples from a range of countries in different continents.
- Discussion exercises and suggestions for further reading.
- Explores and comments on controversial issues.
This book is for students of translation, languages and linguistics who would like to enhance their understanding of the relationships between these areas of study. The book uses explanation, discussion and practice to make explicit the forms of knowledge of language and of translation that makes translators successful. Chapters on the development of translation studies in the west and on contemporary approaches to translation provide the disciplinary context within which the processes and products of translating are studied. The theoretical and academic context for the chapters in which application is focal is provided by the book's flexible and forward-looking approach to meaning and translation. Meaning is seen as a temporary relationship between participants in language events and translation as a creative activity that contributes to such events. From this position, interaction between language study, linguistics and translation studies is seen as mutually enriching.
Five practical chapters cover sounds and rhythms, lexis, collocation and semantic prosody, texture, register, cohesion, coherence, implicature, speech and text acts, text and genre analysis, clausal thematicity and transitivity and the expression through language choices of ideological positions.
Key Features
- Each chapter provides examples for analysis and translating practice based on a variety of text types, including poems, prose, drama, newspaper and journal articles, promotional materials and texts for tourists.
- Examples are drawn mainly from Danish, English, French, German, Italian and Spanish, but most practice sections can be used for analysis and translation into any language from English
- The book can be used at both undergraduate and postgraduate levels.
This volume is a study of the language of literary texts. It looks at the usefulness of pragmatic theories to the interpretation of literary texts and surveys methods of analysing narrative, with special attention given to narratorial authority and character focalisation. The book includes a description of Grice's Co-operative Principle and its contribution to the interpretation of literary texts, and considers Sperber and Wilson's Relevance Theory, with particular stress on the valuable insights into irony and varieties of indirect discourse it offers. Bakhtin's theories are introduced, and related to the more explicitly linguistic Relevance Theory. Metaphor, irony and parody are examined primarily as pragmatic phenomena, and there is a strand of sociolinguistic interest particularly in relation to the theories of Labov and Bakhtin.
Key Features
- The first pragmatically oriented study of the language of fictional texts.
- Introduces a range of pragmatic theories and offers a range of approaches that can be applied to texts.
- Includes examples from literary texts, predominantly from the twentieth century - unlike many works on pragmatics which use invented examples.
What is Second Language Acquisition?
In recent years there has been a notable increase in the number of publications discussing and debating issues surrounding SLA. In The Social Turn in Second Language Acquisition David Block critically examines the key assumptions behind this research. He unpacks and analyses the way the key components of SLA are commonly understood, asking what is meant by the terms 'second', 'language' and 'acquisition'.
Block discusses a wide variety of research by applied linguists and those working in SLA who have drawn on recent developments in social theory in their attempts to make sense of language practices and language learning. The main thread running through the text is the suggestion that SLA researchers need to concern themselves not only with language learning as an individual and primarily cognitive process, but also as a sociohistorically situated phenomenon.
This book is written for applied linguists and students on applied linguistics courses, who are familiar with recent developments in the field of SLA.
Key Features
- New ideas about SLA and a useful critique of the field
- Readable style
- Includes an extensive bibliography of over 400 sources.
In Teaching Literature in a Second Language, Brian Parkinson and Helen Reid Thomas focus on the relationship of language and literature in the context of the classroom. They examine both the language of literature as it occurs in a variety of texts from different genres and the language of the classroom as teachers and learners respond in speech and writing to those texts. While giving specific examples from the main literary genres of poetry, short stories, novels and drama, the authors are also concerned with the wider issues that affect all teachers such as assessment, evaluation, planning and working with a syllabus, and teacher development. Exercises and suggestions for further work are included for each section.
The book is addressed primarily to students of applied linguistics and practising teachers, and is relevant both to teachers of EFL or ESL and to those who come from a background of literature teaching.
Key Features
- Selective review of relevant work in the field
- Covers the teaching of poetry, drama, short stories and novels
- Full bibliography of literary texts used
- Exercises and suggestions for further work.
