Summer Reads

The sun has finally come to Bristol and we’ve already published an array of exciting new books this summer, with plenty still to come! Here’s a round up of all the new titles for your summer reading list…

June

Decolonising Multilingualism

In this groundbreaking text, Alison Phipps pulls together ethical approaches to researching multilingually in contexts of pain, conflict and crisis; the position of the researcher; and the question of multilingualism and anglonormativity. It is both global and local in scale, ranging from Scotland to Ghana, Aotearoa / New Zealand to Sudan.

The Legal Recognition of Sign Languages

This book presents the first comprehensive overview of national laws recognising sign languages, their impacts and the advocacy campaigns which led to their creation. Each chapter is grounded in a collaborative writing approach between deaf and hearing scholars and activists involved in legislative campaigns.

 

Theorizing and Analyzing Language Teacher Agency

This volume examines the agency of second/foreign language teachers in diverse geographical contexts. It offers new understandings and conceptualizations through a variety of types of empirical data. It also demonstrates the use of different methodologies to analyze the multidimensional, dynamic and complex nature of language teacher agency.

Mandarin Chinese Dual Language Immersion Programs

This book discusses multiple aspects of Chinese dual language immersion programs, focusing on the Utah model. Themes include how to build a supportive classroom, the views of those involved, teacher identities, strategy use, corrective feedback, Chinese-character teaching, and the translanguaging phenomenon.

 

Critical Perspectives on Global Englishes in Asia

This book addresses the incorporation of Global Englishes into language policy and curriculum, pedagogy and assessment practices, and focuses on a wide range of geographical and language contexts. It will be of interest to policymakers, curriculum developers and practitioner-researchers in the area of English language education.

 

July

The Action-oriented Approach

This book presents the background to the current shift in language education towards action-oriented teaching and provides a theorization of the Action-oriented Approach (AoA). It contains a research-informed description of the AoA and explains its implications for curriculum planning, teaching, assessment and pedagogy.

Grammatical Profiles

This collection brings together language profiles of the Language Assessment Remediation and Screening Procedure (LARSP) from 12 languages around the world. It will be an invaluable resource for speech-language pathologists in many countries and for those wishing to analyse the grammatical abilities of clients of many linguistic backgrounds.

Using Film and Media in the Language Classroom

This book demonstrates the advantages and impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. It will be of interest to practising teachers as well as those on teacher training courses.

 

Profiling Learner Language as a Dynamic System

This volume sheds empirical light on Complex Dynamic Systems Theory by providing analyses of two longitudinal, interactional datasets. The individual analyses traverse the domains of morphosyntax, semantics, pragmatics and discourse. As a whole, the collection demonstrates the impact of the ecosystem on individuals’ use of language.

Objects, Bodies and Work Practice

In this volume, contributors focus on how professionals organize their embodied conduct with material objects. The book concentrates specifically on connections between ongoing courses of interaction within work practices, object materiality and mobility in space, bodily movement and manipulation of objects, and language.

 

August

Using Linguistically Appropriate Practice

This book provides an accessible guide to multilingual teaching in diverse classrooms world-wide. It is grounded in the latest research and takes a realistic approach to the challenges found in the modern school. The author argues that multilingual teaching is an option for all teachers, and that it has benefits for every child in the classroom.

Integrating Assessment into Early Language Learning and Teaching

The volume unites research and practice on integrating language learning, teaching and assessment at pre- and early school age. It provides useful case study insights for policymakers, teacher educators and researchers, and practical ideas for practitioners who wish to implement greater integration of assessment and learning in their own contexts.

Study Abroad, Second Language Acquisition and Interculturality

This book unites studies on second language acquisition and interculturality in a study abroad context, providing timely perspectives on research in each area while also exploring the interface between them. Chapters highlight innovative themes such as social networks, input matters, learner identities and study abroad in lingua franca contexts.

Voices of a City Market

This book breaks new ground in its representation of the voices of people in a superdiverse city. Poetic and compelling, it places the reader at the heart of the market, surrounded by the voices of people from all over the world. Based on four years of ethnographic research, it is a book that reimagines the conventions of ethnographic writing.

 

For more information about any of these titles or to place an order, please visit our website.

Global Englishes in Asia: 10 Things for Language Teachers to Take Away

This month we published Critical Perspectives on Global Englishes in Asia edited by Fan Fang and Handoyo Puji Widodo. In this post the editors list 10 important things for language teachers to take away from the book.

As language researchers and practitioners, we frequently encounter the unequal use of languages where different languages co-exist. This inequality happens because some languages are deemed as dominant or major languages, while others are considered minor or underrepresented languages from socio-historical and socio-political perspectives. In more multilingual contexts, socio-economic and cultural globalisation exerts influence upon the status of a particular language. For example, English has gained popularity as an international language, a transcultural language, and a global lingua franca in which people of different countries with different linguistic and cultural backgrounds interact with each other for different purposes, such as education, business and tourism.

Critical Perspectives on Global Englishes in Asia reframes our English language education by situating the theory of Global Englishes into English language policy, curriculum, pedagogy and assessment. Here are 10 important things for language teachers to take away from the book:

  1. Raising a critical awareness of the global spread of English to challenge the ownership of English – as English is used as a global language, no certain country can really own the language
  2. Going beyond the prescribed language curriculum to experience real-life communication with people of different lingua-cultural backgrounds – it is important to go beyond classroom instruction and encourage independent learning for learners to discover linguistic and cultural diversity
  3. Engaging with both native and non-native English accents themselves and providing such accent exposure to students – this is of pivotal importance because many textbooks today still focus (only) on Anglophone varieties of English and may serve as an agent of the native speakerism ideology
  4. Focusing on communication strategies instead of teaching dominant English accents through drilling from a de-contextualised approach. Language teachers may teach students how to re-appropriate their own English accents
  5. Understanding and introducing local varieties and other varieties of Englishes so that students can increase their awareness of different Englishes used in different countries
  6. Designing curricula that fit their students’ needs and goals of English learning – it is important to contextualise ELT practices
  7. Designing testing and assessment that contextualise the situation of learning and reflect students’ needs. Language assessment can be New Englishes-sensitive
  8. Understanding linguistic and cultural diversity and respecting students’ use of L1 and translanguaging practices – learners’ linguistic resources should be recognised instead of reinforcing an English only classroom
  9. Challenging the fixed native speakerism model and norm of English language teaching – such awareness should also be developed in job application and recruitment processes
  10. Challenging the native/whiteness privilege and non-native/race marginalisation to readdress both teachers’ and students’ identities

This edited volume both theoretically and practically addresses various issues and involves both established and emergent scholars to present a critical perspective of English language education in the Asian context. We understand that such ‘things to take away’ may not be generalised in every context. The issue, however, is how language educators, policymakers, and recruiters view the English language from an ecological perspective to respect multilingualism and multiculturalism.

 

For more information about this book please see our website.

If you found this interesting, you might also like English as a Lingua Franca for EFL Contexts edited by Nicos C. Sifakis and Natasha Tsantila.