An Interview with the Series Editors of CAL Series on Language Education

10 November 2016

Next month we are publishing the first book in our CAL Series on Language EducationEnglish Language Teaching as a Second Career by Sarah J. Shin. To introduce the new series and explain more about its aims, we asked the series editors, Terrence G. Wiley, M. Beatriz Arias and Joy Kreeft Peyton, a few questions.

English Language Teaching as a Second CareerFor those who don’t already know, what is CAL and what do you do?
The Center for Applied Linguistics (CAL) is a nonprofit organization headquartered in Washington, DC. We were founded in 1959 by noted linguist Charles A. Ferguson. Our mission is to promote language learning and cultural understanding, and we serve as a trusted resource for research, services, and policy analysis. The CAL team includes a cadre of scholars, researchers, and practitioners that focus on solutions to issues involving language and culture as they relate to access and equity in education and society around the globe.

What are the aims of the CAL Series on Language Education?
CAL wants to make high-quality, research-based resources on language learning, instruction, and assessment widely available to inform teacher classroom practices, enhance teacher education, and build background knowledge for university students across a wide range of disciplines.

Who is the audience for the series?
Educators, in the classroom or in training, as well as students in applied linguistics and other language-related fields.

How does the series differ from other series on language education?
CAL believes it can offer a comprehensive look at language education based on our decades of experience in conducting research into how language is learned and applying this knowledge to make information and resources available for educators and practitioners.

How did the idea for the series come about?
In thinking about the wealth of research-based knowledge and practical information CAL has developed over the decades, we wanted to find a purposeful way to share this knowledge. Working with our colleagues at Multilingual Matters to develop this book series was the perfect solution for our desire to disseminate information more broadly.

What topics will be covered in the series?
CAL plans to cover a wide range of topics including approaches to language instruction and assessment, approaches to content instruction and assessment for language learners, professional development for educators working with language learners, principles of second language acquisition for educators, and connections between language policy and educational practice.

What made you choose Multilingual Matters as a publisher to partner with and how will CAL and Multilingual Matters work together on this series?
This was an easy choice for CAL. We have a long-standing relationship with the team at Multilingual Matters and are pleased that many of our staff are published authors under the Multilingual Matters banner. Our two organizations also have similar core values, believing that languages and cultures are important individual and societal resources, that multilingualism is beneficial both for individuals and for societies, and that effective language education should be widely available.

What are your own personal research interests and how will these be incorporated into the series?
CAL’s research interests focus on a wide range of topics connected to language and culture and include policy, instruction, and assessment. We have a long-standing interest in research on language education and promoting equity and access for language learners, with a special interest in programs that promote additive bilingualism. This series provides a natural outlet for our interests and priorities.

For more information about the series please see our website. You can also visit CAL’s website for more information about their other work.

Sociolinguistic Variation and Acquisition in Two-Way Language Immersion

12 October 2016

This autumn we are publishing Sociolinguistic Variation and Acquisition in Two-Way Language Immersion by Rebecca Lurie Starr. The book explores how children in a diverse language immersion school environment negotiate language variation and acquire sociolinguistic knowledge.

As language teachers and learners all know, learning a language is not just about mastering vocabulary and grammar. Native speakers of a language also understand how to phrase things appropriately in different situations, and have an awareness of how different types of people are likely to speak – what types of language use patterns sound educated, feminine, casual, and so on. These sorts of competencies, referred to as communicative competence and sociolinguistic knowledge, are normally acquired by native speakers through everyday interactions in a community of other native speakers. For learners studying a second language, particularly in a school environment in which their exposure to native speakers is limited, acquiring this sort of competence is a daunting task. This challenge may be even greater for young children studying a second language, as they are still developing an understanding of their social world in their native languages. How can a child whose only access to a language is via school come to understand the connections between language features and social meaning? Do children in this situation use their second language to reflect and construct their social identities?

Sociolinguistic Variation and Acquisition in Two-Way Language ImmersionMy book focuses on children’s development of sociolinguistic knowledge in two-way language immersion, an increasingly popular educational model in the US, in which children from different language backgrounds spend part of the school day learning content via each language, with the goal of becoming bilingual, biliterate, and bicultural. One of the theorized benefits of two-way immersion relative to conventional language immersion is that students have the opportunity to receive native-speaker input from their classmates who speak the other language at home; this expands the potential range of situations in which children are exposed to a second language, perhaps helping them acquire greater communicative competence. The book presents a case study of first and second graders in a Mandarin-English two-way immersion program in the US, in which some children speak Mandarin Chinese at home, some speak English, and others speak a third language.

As Eliane Rubinstein-Avila has pointed out in her work on Portuguese-English two-way language immersion, the assumption of “two languages” in these two-way programs is problematic: often, this terminology obscures a significant range of dialectal variation within each language present in the program. This is particularly the case for two-way language immersion programs involving widely-spoken heritage languages such as Mandarin Chinese, in which immigrants from a variety of regions (Taiwan, Northern Mainland China, Malaysia, etc.) and their descendants come into contact. In these programs, it is not only students who may speak in a range of dialects, but teachers as well; in fact, some teachers may find themselves teaching students who are native speakers of a more prestigious dialect, or using teaching materials from a dialect with which they are unfamiliar. In this work, I investigate how teachers tackle this sociolinguistically perilous situation, as well as what students learn from how their teachers—and classmates—use and discuss language variation.

My research examines how teachers and students in this dialectally-diverse Mandarin-English program develop shared practices and navigate sociolinguistic variation within each language. I analyze three sources of sociolinguistic information in children’s school environment: teacher language use, classmate language use, and metalinguistic discourse (focusing on corrective feedback initiated by both teachers and students), bringing together quantitative variationist analysis and ethnographic observations.

I argue that, rather than mirroring the language use patterns of their teachers or classmates, children who are learning a second language in two-way language immersion can and do exploit sociolinguistic information in their environment to acquire a more standard language variety than those used by the native speakers around them. To put it more plainly, these children are avoiding acquiring the accents used by their teachers and classmates. Over the course of my analysis, I provide insight into how and why children might be doing this, and discuss how two-way language immersion programs function as communities of practice in which members develop conventions for how language is used, corrected, and negotiated.

For more information on Rebecca’s book, please see our website. You might also be interested in some of our other titles on immersion education: Immersion Education edited by Diane J. Tedick et al, The Sociolinguistic Competence of Immersion Students by Raymond Mougeon et al and Pathways to Multilingualism edited by Tara Williams Fortune and Diane J. Tedick.Immersion titles

First and Second Language Use in Asian EFL

24 May 2016

This month we published Ross Forman’s new book First and Second Language Use in Asian EFL which explores the issue of using students’ first language in the English language classroom.

First and Second Language Use in Asian EFLAnyone who has taught English in Asia will know that classroom practices and teacher/student roles are often quite different from what we might expect in Western contexts. In other words, I refer of course to the fundamental differences of pedagogy which exist between ESL and EFL.

When I first made the move from teaching ESL in Sydney, Australia to teaching EFL at a Thai university back in the 1980s, I found that so many of my assumptions had to be questioned. One above all struck me: the role of L1 in teaching. Then, as now, L1 use in L2 classes was generally curtailed or even forbidden by a number of Ministries of Education in Asia.

When back in Sydney, I kept in touch with Thai colleagues. And then, twenty years later in the early 2000s I took the opportunity to return to my former workplace, but this time as a researcher, to explore with bilingual local teachers how and why they made use of L1 in L2 teaching. Perhaps due to my existing relationships, and perhaps also due to my declared intent to ‘find out why’ rather than to problematise the use of L1, I was able to get fascinating data from nine local teachers through lesson observation and interview.

Teachers were able to speak of the pedagogic value of L1 – speed, accuracy, ensuring that all students could follow the lesson; as well as its affective value – how speakers of L2 ‘feel different’ in the foreign tongue, and how this affords feelings of anxiety, apprehension and joy. Every teacher felt that without some judicious recourse to L1, their teaching of English would be greatly diminished.

Looking at the bigger picture, time and again I was led to see how a newly developing L2 becomes embedded into the existing L1. There are flows of meaning which are multiplicative across two languages; their impact has been under-explored and under-valued to date. Looking specifically at Asian contexts, my book aims to give local EFL teachers a voice in explaining why and how they do what they do.

For more information about this book, please see our website

Positive Psychology in SLA

21 April 2016

This week we have published Positive Psychology in SLA edited by Peter D. MacIntyre, Tammy Gregersen and Sarah Mercer. In this post, the editors tell us a bit more about how the book came together.

Positive Psychology in SLAWe are proud of this book, and very pleased to see it in print. We think that the book will appeal to a variety of audiences, especially teachers and researchers. From a macro-perspective, the book opens up a treasure chest full of gold coins, concepts that language teachers and researcher will eagerly engage with – from grit and perseverance, to developing social capital through language, to new ways to look at the self.

This is not a pop psychology book. There are novel and well-defined concepts, rigorous research methods, and specific positive psychology activities that have received research support.

When one thinks about the concerns of teachers and learners, there are many good reasons to take a serious look at what makes people thrive and flourish in educational settings. Of course we still need to understand the way negative experiences such as anxiety can disrupt learning processes, but we also need to know how positive emotions such as enjoyment can promote and foster successful learning. The positive dimensions of learners have been somewhat neglected and under-researched in SLA, and this collection opens up a whole new area for reflection and empirical study of that which goes well. The authors have taken account of both the positive and negative, but are emphasizing the positive, drawing it into the conversation in a thoughtful way.

From a researcher’s perspective, a notable dimension of the collection is the mixed methods that appear in the chapters. It reminds us that right now Psychology itself  is facing something of a replication problem, where it is being argued that results of foundational studies are not able to be duplicated. In this respect, the applications of Positive Psychology in SLA are already well ahead of Psychology itself in that they embrace a more eclectic mixture of methods. The diversity of methods will allow us to avoid some of the replication problems that arise with strict reliance on a limited range of methods, and help to better contextualize the empirical results.

Another aspect of the collection that stands out for us is the blend we have been able to include of theoretical, empirical and practical papers. We have been privileged to work with a great collection of authors, researchers and teachers, who shared their thinking, research and real-world practical experiences, ensuring that the collection has far-reaching implications. With authors from around the globe, the collection includes a broad range of content relevant to practitioners and researchers in many different places.

When we started thinking about this collection, we did not know how many people might be interested and willing to contribute. We have been thrilled with the response. As it turns out, the volume seems to have hit a sweet spot for several authors. All of us are enthusiastic about the future potential of Positive Psychology in SLA, and ways in which we can understand, study and facilitate the flourishing of language learners and teachers.

If you would like to contact us about the book we can be reached by email:
Peter MacIntyre,
Tammy Gregersen,
Sarah Mercer,

Gregersen-MercerIf you found this interesting, you might like to find out more on our website or take a look at the editors’ other books: Capitalizing on Language Learners’ Individuality edited by Tammy Gregersen and Peter D. MacIntyre and Multiple Perspectives on the Self in SLA edited by Sarah Mercer and Marion Williams.

Exploring the identities of female English teachers in Japan

8 April 2016

This week we published Diane Nagatomo’s latest book Identity, Gender and Teaching English in Japan. In this post, Diane explains the issues faced by Western English teachers in Japan and how they form both their personal and professional identities.

Identity, Gender and Teaching English in JapanIn a nutshell, my research interests generally lie in trying to find out what makes EFL teachers tick. In other words, what makes them do the things that they do in the classroom and their beliefs on how they should go about doing them.

For Identity, Gender and Teaching English in Japan, I focused on the personal and professional identity development of one group of language teachers: foreign women who are married to Japanese men. The ten women portrayed in this book range in age from their mid-twenties to their mid-sixties, and they teach in formal and in informal educational contexts. As wives and mothers of Japanese citizens, they have established deep roots in their local communities throughout Japan. And yet, as non-Japanese, they are not entirely insiders either. In addition, expectations that they should conform to Japanese gendered norms that place priority on the home and the family have shaped nearly every aspect of their lives. Nonetheless, all of the women in my study have demonstrated extraordinary resourcefulness, resilience and resistance in constructing their English language teaching careers.

My goal in writing this book was to let the women tell their own stories: how they operate English conversation school businesses; how they juggle numerous classes in multiple teaching contexts; and how they assimilate into their workplaces as full-time teachers. But I first wanted to situate their stories within the broader sociopolitical context of Japan in the introductory chapters.

So in Chapter 2, I discussed the historical background of language teaching and language learning in some detail, starting with the appearance of the first Europeans in the 1600s and moving to the economic miracle of the 1980s. In Chapter 3, I described the different educational contexts (conversation schools, secondary schools and tertiary institutions) that foreigners generally work in, and I discussed how ideologies toward the teaching and the learning of English in Japan have shaped, and continue to shape the careers of foreign and Japanese teachers. In Chapter 4, I looked at interracial relationships from a historical perspective and from a current one. Attitudes that consider Western men to be ideal romantic partners for Japanese women, but on the other hand, do not consider Japanese men to be ideal romantic partners for Western women, have influenced the experiences of all Westerners with Japanese spouses. In addition, I write about how these gendered attitudes have carried over into the classroom and how they shape the learning experiences of the students as well as those of the teachers.

The stories that are told by my participants in this book are uniquely their own. However, as a foreign woman with a Japanese spouse who has been teaching in Japan since 1979, they strongly resonated with me, and I believe that they will resonate with other expatriate teachers, male and female, who teach English abroad as long-term and/or permanent migrants as well.

Dr. Diane Hawley Nagatomo, Ochanomizu University,

Exploring Japanese University English Teachers'€™ Professional IdentityFor more information please see our website or contact Diane at the address above. You may also be interested in Diane’s previous book Exploring Japanese University English Teachers’€™ Professional Identity.

Learning Chinese as a Heritage Language

2 October 2015

Guanglun Michael Mu’s book Learning Chinese as a Heritage Language is out this month and it examines the issues faced by Chinese Australian heritage language learners. In this post Michael introduces the key themes of his book.

Learning Chinese as a Heritage Language“I am Australian but I look Chinese. I look Chinese but I can’t speak Chinese.” This is the predicament of my Chinese Australian friend, and probably that of many other Chinese Australians, Chinese Americans, Chinese Canadians, or overseas Chinese in general. Such a predicament also epitomises the tensions around race, culture, and language in the diasporic context. In response to this predicament, I wrote the book Learning Chinese as a Heritage Language: An Australian Perspective.

The book grapples with the complex entanglement of identity construction, language choice, cultural heritage, and social orders. Specifically, the book investigates how Chinese Australians negotiate their Chineseness and capitalise on resources through learning Chinese as a heritage language in Australia and beyond. Though the book is concerned with Chinese Australians, knowledge built and lessons learned can provide insight into other multicultural settings where people of Chinese descent are becoming increasingly prominent in representing the cultural and linguistic diversity of the society, and more recently, in contributing to the economic dynamics of the society. In addition, the focus on the potholes and distractions as well as the benefits and gains of heritage language learning is not restricted to Chinese diaspora, but relevant to ethnic minority individuals and communities elsewhere.

The book wades into the sociological problem of how durable and transposable dispositions of Chineseness unconsciously generates practices of Chinese heritage language learning, that is, how previous state, cultural history, and ancestral root are inscribed in the body and mind, largely taken for granted at present, and potentially projected into the future. However, the book does not align with the deterministic view because it also takes close account of how Chinese heritage language learning constantly shapes and reshapes Chineseness. The book further deviates itself from the thesis of determinism by examining how Chinese Australians strategically count on material and symbolic resources with the expectation of reproducing these resources in their identical or expanded forms.

The book stresses that the embodiment of Chineseness, the capture of resources, and the learning of Chinese heritage language are intertwined and mutually constitutive elements, while the lack of any element may impede the growth of the other two. Moreover, the book is emphatic about the fact that Chineseness, resources, and heritage language do not act and interact in a vacuum. Instead, they respond to each other in diverse social spaces. Power relations and social structures within domestic milieu, school settings, work places, community domains, and larger cultural and geographic zones all come to inform the embodiment of Chineseness, the investment of resources, and the learning of Chinese heritage language.

I hope that the book is of interest to a wide readership. I invite overseas Chinese, postgraduate research students, teachers of Chinese as a foreign/second/additional language, scholars of Chinese cultural studies, sociologists of education and language, as well as heritage language researchers to read this volume and provide constructive comments to this work. By publication of this book, I would like to encourage colleagues in the field to push the limits and break the boundaries, and to rethink unity of diversities and togetherness of differences.

For more information about this book please see our website.

Cultural Migrants and Optimal Language Acquisition

19 August 2015

This month we published Cultural Migrants and Optimal Language Acquisition edited by Fanny Forsberg Lundell and Inge Bartning. Here, Fanny and Inge discuss the relationship between language learning and culture.

Cultural Migrants and Optimal Language AcquisitionHow well can you actually learn a second language if you start later on in life? As linguists interested in second language acquisition, this is an obvious question. Recent years have seen a growing body of research within the fields of nativelikeness and ultimate attainment, often evolving around the famous Critical Period Hypothesis. According to this hypothesis (depending on the individual researcher’s interpretation), it is impossible to acquire a second language at the level of a native speaker after puberty. More than a hundred studies have tried to confirm or reject this hypothesis and the current state-of-the art, to simplify things, is quite unanimous: yes, for some subtleties of linguistic competence, such as phonetic and grammatical intuition there seems to be a major obstacle for many individuals when acquisition starts after puberty. However, there is much more to language than some detailed aspects that have generally been the object of critical period inquiry, which do not necessarily have an impact on everyday communicative competence.

What is more, there are also other populations of second language learners than those which have traditionally been included in studies on nativelikeness. For quite some time, we have followed a group of Swedish long-term residents in Paris, France. We were amazed by how well many of them had learnt French, although they were late starters. In a study published last year, Forsberg Lundell et al. (2014), 30% of them passed as native speakers in a native speaker evaluation test, which is a high figure compared to earlier studies. The socio-psychological advantage of these learners was striking: most of them were self-declared francophiles, with good experiences of integration, both on a professional and personal level. Could we find a more optimal setting for language learning? If we want to investigate the potential of adult second language learning, these are the speakers we should go after.

Luckily, we are not the only ones interested in the link between second language learning and cultural motivation. Colleagues from Sweden, Ireland, the UK, France and Spain have contributed to this volume and illustrate the relevance of studying the link between migration experience and language. It is our belief that the book presents a number of studies which convincingly argue for a tight link between second language attainment and culture.

Our hope is that our book will open up for new exciting research projects where migration experience is considered to a much larger extent in studies on adult second language acquisition. Furthermore, it would also be desirable if social scientists, studying migration and integration, would accord a more pivotal place to the role played by language, a key aspect of human culture and cognition.

9781847699893For more information about this title please see our website. If you found this interesting you might also enjoy Linguistic and Cultural Acquisition in a Migrant Community edited by David Singleton et al.

Demotivation in Second Language Acquisition

12 August 2015

This August we published Demotivation in Second Language Acquisition by Keita Kikuchi which explores the issue of why students become demotivated while learning a second language. In this post, Keita tells us a bit more about the cover image of his book and why he chose it.

Demotivation in Second Language AcquisitionYou may be wondering why you find a picture of the cherry blossom, sakura, on the cover page of this book about demotivation in the language learning. When you look at the photo of the cherry blossom petals dancing in the wind like this, what do you see? Do you see it as enjoyable or rather depressing, since their season for the full bloom is over? In Japan, you see the cherry blossom trees as seen in this photo everywhere in spring. When I looked for a graphic for this book on demotivation, I thought this graphic would be a good illustration of my conceptualization of the focus of the book. I see demotivation as the tentative process of lowering motivation in learning languages, and it can be often situational. Also, the way language learners perceive demotivators, what may demotivate them, may be different.

People enjoy having parties and watching cherry blossoms in full bloom at the beginning of spring. In the same way, students are usually excited about their language learning when they start. After a while, however, many of them do not keep studying with the same passion that they had before. Some of them give up. Here, demotivation comes in. Only those who handle demotivation well can succeed in language learning. It’s a time-consuming task. Even though they may not see great outcomes during the process, learners must be persistent in their studies.

Sakura must survive the hot summer and the cold winter throughout the year. Finally, they are in full bloom only for a short time in spring. This whole process reminded me of the long difficult process of language learning. What is demotivation in language learning? What are possible demotivators during the process? Using studies conducted both inside and outside of Japan, I hope this book helps answer these questions.

Language Learning Motivation in JapanFor more information about this book please see our website. You might also be interested in some of our other books on the topic of motivation: Language Learning Motivation in Japan edited by Matthew T. Apple et al and Motivational Dynamics in Language Learning edited by Zoltán Dörnyei et al.

Apartheid: Controversy and Ambivalence

9 July 2015

This month we have published Language Learning, Power, Race and Identity by Liz Johanson Botha which explores the situation in South Africa where the colonial population has learned the language of the native population, isiXhosa. In this post, Liz discusses the controversies of the apartheid era and the complex language situation of the region.

Language Learning, Power, Race and IdentityApartheid was always controversial. Many were shocked that anyone could think of separating people so completely from each other by virtue of their race and skin colour, even though apartheid was a logical extension of the racial segregation which had been entrenched throughout the colonial era in South Africa and many other colonies. I remember my father looking round him at the population in Cape Town, the outcome of co-habitation over hundreds of years between colonists, the local Khoi and San people, and slaves from many different lands. ‘How they think they can unscramble this egg is beyond me,’ he said. But a kind of separation – or at least categorization – was attempted by introducing a number of different sub-divisions of ‘coloured’, or ‘mixed-race’ people, and ways of testing which group each person belonged to (e.g. If you put a pencil through this person’s hair, does the hair hold it, or does it fall through the hair?).

Although apartheid was clearly a way of entrenching white power and supremacy and keeping other races ‘in their place’ as labourers for the white state and economy, its creators controversially and persuasively claimed that it was the best and fairest way to deal with South Africa’s race problem: to compel different groups to develop separately, ‘along their own lines’. As far as language was concerned, bilingualism was defined as the ability to speak both English and Afrikaans, in spite of African language speakers being in the majority in the country, and social separation was so strictly imposed that most whites did not get a chance to acquire an African language, nor were they taught one in school.

In the long run, apartheid came to be seen as the ultimate dehumanisation of people; a crime against humanity. In the post-1994 democratic South Africa, it is difficult to find a white person who will admit to having supported it, although the Nationalist Party won a majority in the white parliament for close to 50 years. Apartheid is a subject which provokes responses of avoidance and denial among white people: there is guilt over the part they played, often blindly, in the structures of privilege created by the apartheid state; there is also indignation and a sense that blame cannot be attached to someone who was living a life which fitted into current patterns of ‘normality’, and was a good life in as far as they saw it at the time. And much of the socialization into racist attitudes has proved immutable.

Perhaps apartheid is also controversial because of the ambivalence which many feel towards ‘the other’: race theorists have noted that while we often fear and despise ‘the other’, we also feel longing and desire, a sense that ‘the other’ is part of us in a very profound way (Hall, 2000). It is this which prompted people to break through the corpus of draconian apartheid legislation to connect across the racial divides, sometimes with tragic consequences. And it is this ambivalence which becomes one of the powerful themes in my book: Language Learning, Power, Race and Identity: White Men, Black Language. I examine the life stories of four white men who grew up on farms in the Eastern Cape province of South Africa, playing with young Xhosa boys, learning their language and sharing their lifestyle. The book examines the process of their language learning against the background of theories which are part of the ‘social turn’, and uses post-structuralist and post-colonial theory to look at how their language skills and early socialization affect the construction of their racial and social identities within the sharply divided apartheid society in which they live, and within the post-1994 South Africa, in some ways radically different from the past, but in other ways horrifyingly the same.

While all of the men grew upon farms, none of them works on a farm, and each has responded in a different way to the changing power dynamics within their places of life and work. The book concludes that the life story interviews show complexity and multiplicity in the men’s identities: they position themselves in white space, using discourses on race which are typical of white people (Frankenberg, 1993; Steyn, 2001). However, the facet of their identities which experienced, in childhood, what could be called ‘carnival space’, where inequalities are inverted and ‘life is one’ (Bakhtin, 1981: 209), informs their attitudes and decisions, and the directions taken by their lives.

Teaching Languages Online: Between the Covers

1 July 2015

This month we are publishing a new, revised edition of Carla Meskill and Natasha Anthony’s textbook Teaching Languages Online. In this post, the authors tell us how the book has evolved since the first edition. 

We hear a lot from online teachers and students about the liberating aspect of anytime and anywhere instruction, especially the teaching and learning that happens right before you drift off to sleep and/or when you first wake in the morning. Having your courses literally ‘at hand’ while horizontal between the covers means being infinitely more relaxed than you would be in a live classroom. This is an aspect of language learning that is often cited as additive to second language acquisition processes. For teaching also, a relaxed state can be productive for thinking and perspective-taking regarding your classes. In short, teaching and learning between the covers can be viewed as both pleasurable and productive.

The new edition of our book, Teaching Languages Online, acknowledges what we like to call this ‘between the covers’ advantage of 100% mobility. In keeping with this view, the text’s instructional models, activities and methods are consistently situated in the contemporary mobile lives of teachers and students.

Untitled-1Have a look at the cover of our first edition where students sit in front of desktops.

Compare this to the cover of our new edition and you will observe this shift in orientation. And, throughout these revised and updated chapters you will see that while mobility brings liberation, it is not without related teaching responsibilities regarding student focus, attention, and accountability, each of which is strategically attended to throughout.

In this new edition, you will also experience forms of teaching and learning commensurate with 3D immersive environments that, like mobility, bring their own special edge and flavor to instructional conversations.

Whether it’s between the covers or on the run, our aim is that the foundations, skills and strategies presented in our updated book will not only shape you into an excellent online practitioner, but also bring you the pleasure and satisfaction of professionalism in the online world of language education.

For more information about the book please see our website and to order an inspection/desk copy for the course you are teaching please fill in the form here.

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