What are the Main Issues Within ELT Today?

In this post Rod Bolitho and Richard Rossner, authors of our book Language Education in a Changing World, answer some questions on the issues within ELT today and how things have changed since the pandemic.

How did the two of you come to collaborate on this book?

We have worked together before and have shared ideas about language education. We felt that there were few recent and accessible books that explore the broader picture of how language education, including learning of the language of schooling, has developed in response to changes in society and due to ‘globalisation’. Working together enabled us to pool and synthesise our accumulated experience.

Your book was published right at the start of the pandemic, and obviously a lot has changed in language education as a result of Covid. What would you add to the book now? 

One of us (Richard) was closely involved in a European Centre for Modern Languages (ECML) initiative on the impact of the Covid emergency on foreign language education. The results of the various surveys and consultations undertaken are described in a recent publication called Rethinking language education after the experience of Covid. In general, while the experience was traumatic for many learners and for some language teachers, language education professionals adapted quickly to the challenges of online language teaching and to using the various internet resources that are available. The publication contains ‘guidelines’ arising from the research which highlight the importance of greater flexibility and of developing a willingness to experiment and adapt methods and resources to circumstances, while at the same time giving attention to the individual and collective well-being of learners and teachers, especially (but not only) during periods of crisis, like the pandemic. We might well have wanted to bring some of these points to the fore if the book had been published later.

What fundamentals of language education haven’t changed over the past three years?

The general neglect of language issues in school curricula and especially in teacher education. Despite isolated initiatives, mainly in parts of Europe, there is still no widespread acceptance of the fact that every teacher is effectively a language teacher, or of the need for teacher education to take this fully into account. Teachers of any subject working online with their learners during the pandemic must have felt this even more keenly than they had during face-to-face teaching.

What do you think is the main issue ELT faces today?

An issue that ELT has faced for many years but has never really confronted is the status of English as (currently) the dominant foreign language, and the impact that this has on the status of other languages, particularly those that are under threat. The fact that, for a large majority of speakers of English in the world, it is not their first language, has implications for the ‘ownership’ of the language and what versions and varieties of the language should be considered acceptable. Moreover, the dominance of English has tended to lead to lack of collaboration and interaction between teachers of English and teachers of other languages, and perhaps less attention to, and regard for, other languages in the practice of ELT.

One of the main goals of the book was to influence positive change, from classroom practice to policy. Do you see any signs that this is happening?

There are some signs of positive change that we are aware of. These include reflections on what all teachers including language teachers had to do to cope with the constraints arising from Covid, and national and international initiatives to promote language sensitivity across the curriculum, which is the topic of our most recent book and is the focus of an ECML project called ‘Building Blocks for planning language-sensitive education’. But we can’t yet claim that Language Education in a Changing World has played a role in these developments.

What are the key messages that you hope teachers and teacher educators might take away from the book?

The main ones are that all stakeholders in education, including especially teachers and also decision-makers and parents, should understand the critical importance of the role of language and communication as the lifeblood of any educational process. This has implications for pre-service teacher education as well as for the continuing professional development of all teachers, and for the way it is organised and resourced.

What are you working on at the moment (separately or together)?

As mentioned, we have already collaborated intensively on a new book published in late 2022 called Language-Sensitive Teaching and Learning. This is a resource book for teachers of all subjects and for teacher educators containing well over 100 tasks of different kinds focusing on language, mainly in educational settings. These are accompanied by commentary and discussion of what we see as the key practical implications of language-sensitive teaching and learning. In addition, Rod is working on a book of ‘Case Studies in CPD’ with Amol Padwad in India. Meanwhile Richard continues as a member of a Council of Europe team working on resources for use by those providing language support to migrants.

Rod Bolitho and Richard Rossner

For more information about this book please see our website.

Why is English Pronunciation Instruction often Sidelined?

This month we published English Pronunciation Teaching edited by Veronica G. Sardegna and Anna Jarosz. In this post the editors discuss why English pronunciation instruction often presents a struggle and how the book can help.

Our sessions at professional development workshops for TESOL teachers and at conferences where we present our classroom-based research are always packed with highly motivated teachers interested in developing their expertise in pronunciation teaching. Clearly, these teachers see the value of targeting English pronunciation skills in the classroom. As many of them would agree, a crucial teaching goal for an increasingly globalized world is to develop English language learners’ ability to maintain intelligible and successful interactions in English with speakers of different English varieties and language backgrounds.

Yet, why is it that English pronunciation instruction is often relegated, focused on just correcting sounds, or even avoided altogether in language classrooms around the world? According to the feedback we received from teachers, the main reason is their lack of specialized pronunciation teaching training. Unfortunately, most teacher education programs do not provide the content knowledge and/or pedagogical knowledge that teachers need to teach pronunciation successfully. Consequently, many teachers lack the confidence to teach English pronunciation because they feel unprepared or unqualified to make informed pedagogical decisions in response to questions such as the following:

• How do I select what pronunciation features to teach and how do I teach them?
• When do I correct pronunciation errors? Which errors do I correct? What feedback and assessment practices should I follow?
• How do I incorporate pronunciation instruction and practice into the curriculum?
• What resources or tools can facilitate pronunciation learning?
• What pronunciation strategies and rules should I teach? Where can I find this information?
• What kind of materials are effective for in-class and out-of-class practice?
• What students’ and teachers’ beliefs, individual learner differences, and teaching approaches may hinder or facilitate students’ learning?
• What evidence-based practices should I follow?
• (And for teacher educators): How do I best prepare teachers to teach English pronunciation?

If you are a teacher, teacher-in-training or teacher educator and have these and other pronunciation teaching questions, this is the book for you! This book guides teachers in their pedagogical decisions and in finding resources with specialized content knowledge (e.g. pronunciation features, rules, and strategies to teach and how). The 18 chapters in this ground-breaking collection disseminate knowledge about theoretical frameworks, explore teachers’ and learners’ beliefs and practices regarding pronunciation instruction, and share empirical findings regarding teaching interventions in many different contexts and with English learners of different ages and language backgrounds. In addition, there are four chapters specially dedicated to teacher educators with valuable recommendations for preparing teachers to teach English pronunciation.

If you are interested in classroom-based research focused on English pronunciation teaching and learning, you will be delighted to know that this book is for you, too! The chapters share findings from rigorous pronunciation classroom-based research in order to establish evidence-based recommendations for the classroom. Graduate students and scholars interested in research will find the chapters insightful for their own work. Also, the final chapter provides directions and research questions to guide future pedagogical models and investigations of English pronunciation teaching based on the information presented in the preceding chapters.

We encourage you to take advantage of this opportunity to equip yourself with the expert pedagogical knowledge you need to make evidence-based and informed decisions for pronunciation teaching and research. Empower yourself!

For more information about this book please see our website.

If you found this interesting, you might also like Fluency in L2 Learning and Use edited by Pekka Lintunen, Maarit Mutta and Pauliina Peltonen.

An Asset-based Understanding of International Students in Higher Education

This month we are publishing International Students’ Multilingual Literacy Practices edited by Peter I. De Costa, Wendy Li and Jongbong Lee. In this post the editors introduce the book’s main themes.

In the second language (L2) community, international students are often viewed as “English language learners” whose limited linguistic and cultural repertories need to be remediated by the “experts” (i.e. instructors, supervisors, and native English-speaking students). Our edited volume promotes an asset-based understanding of international students in US higher education and calls for a similar stance to be adopted in comparable educational contexts. Funded by a university grant to promote inclusiveness and enhance academic quality, we invited graduate students in Second Language Studies, TESOL, and the Writing, Rhetoric and American Culture (WRAC) programs as well as instructors in the first-year writing program to jointly investigate how international undergraduate students acquire the English language and develop their academic discourse in first-year writing classrooms.

Data were collected during the 2017-2018 academic year, when the number of international students at the university exceeded 6,500. Over the course of that year, the contributors to this book – most of them international students or scholars themselves – traced the learning pathways of individual international students both within and outside first-year writing classrooms. Our team of researchers documented fascinating stories of how international students with diverse linguistic and cultural backgrounds drew on their cultural and linguistic assets, social and academic networks, and university resources to navigate the turbulent academic waters and (re)construct identities as capable multilingual writers and speakers.

In Part 1 of this book, the chapter authors describe the participants’ multilingual literacy practices in diverse spaces, including the writing classroom and writing center, and show how these practices shaped and, in turn, were shaped by the students’ own identity development.

Part 2 reports how the international students marshaled their communicative resources to make sense of the auxiliary services offered by the university and other sources, such as the university’s writing center and the active Chinese student community network on a social media platform.

Part 3 introduces readers to theoretical and pedagogical orientations worth considering in the teaching and researching of international students. Central to our investigative enterprise is the students’ use of multiple languages and semiotics to construct meaning in their social and academic encounters.

A unique feature of this book is that it showcases the result of a collaborative, interdisciplinary research project while at the same time providing a glimpse into the collaborative process at all stages of the project. Readers are thus afforded the opportunity to see how a data set can be analyzed from multiple theoretical perspectives and through diverse analytical frameworks. Additionally, the book’s readers – in particular graduate students who are interested in collaborative work – will benefit from our behind-the-scenes accounts that highlight matters that deserve greater attention and care when researching collaboratively.

For more information about this book please see our website.

If you found this interesting, you might also like Languaging Myths and Realities by Qianqian Zhang-Wu.

An Invitation into the Global ELT Landscape of Transnational Pracademics

This month we published Transnational Identities and Practices in English Language Teaching edited by Rashi Jain, Bedrettin Yazan and Suresh Canagarajah. In this post the editors introduce the book.

Globalization is truly changing the world as we know it as cross-border migrations of people become increasingly common. International migrations are also no longer unidirectional, nor entail the giving up of ‘old’ affiliations in order to acquire ‘new’ ones. Many transnational migrants maintain deep connections with their ‘home countries’ while simultaneously constructing new ones with their ‘host countries’ (Levitt, 2004), while others transcend these static nation-state boundaries entirely to navigate the “liminal spaces between communities, languages, and nations” (Canagarajah, 2018, p. 41).

The field of second and foreign language pedagogy, especially, includes transnational practitioners with complex personal-professional histories that, in turn, impact how these practitioners construct their identities and engage in practices across diverse contexts. TESOL practitioners also work frequently with students who are migrants themselves. These participants – language learners, teachers, teacher educators, administrators – may already be engaged in reimagining ‘home’ as an idea that is beyond a geographical location (Jain, 2021), as well as problematizing traditional notions around ‘center’ and ‘periphery’, ‘native’ and ‘nonnative’, ‘researcher’ and ‘practitioner’, and ‘practitioner’ and ‘academic’.

As proud co-editors of Transnational Identities and Practices in English Language Teaching, we envision the term ‘practitioner’ as encompassing all those who engage in the practices of TESOL, including but not limited to those who teach English language learners of all ages and across diverse contexts, those who educate teachers and administrators planning to pursue careers in TESOL, those who research TESOL contexts, and those who theorize about these contexts. Further, these practices are not mutually exclusive and by engaging in different practices within (and beyond) TESOL, many dynamic practitioners and academics create areas of overlap, span boundaries, and become brokers between different communities of practice (Wenger, 1998), thus also essentially becoming transnational pracademics – an equitable amalgamation of the practitioner and academic identities inhabiting transnational spaces.

As we move more deeply into the 21st century, transnational TESOL practitioners are thus creatively negotiating ‘liminal’ spaces, charting new trajectories, crafting new practices and pedagogies, constructing new identities, and reconceptualizing ELT contexts. In the process, the transnational landscape of TESOL (Jain, Yazan, & Canagarajah, 2021) is being agentively changed from within – as the contributions that comprise the volume illustrate. This edited volume is thus both a critical and an accessible compilation of transnational narratives. Too often, scholarly publications tend to be inaccessible, in terms of both content and scholarship, to a large part of the very populations theorized about. We have, instead, endeavored to create a space for voices that truly move the field forward in ways that are approachable for all participants.

Our volume serves as a community space where narratives of transnational TESOL practitioners and participants may find a permanent home, with narratives ranging from autoethnographies to self-study reports and from theoretical pieces to empirical accounts. We are thrilled to invite you to read the volume with its rich, diverse narratives and perspectives spanning the global ELT landscape.

Rashi Jain, Bedrettin Yazan and Suresh Canagarajah

For more information about this book please see our website.

If you found this interesting, you might also like The Complexity of Identity and Interaction in Language Education edited by Nathanael Rudolph, Ali Fuad Selvi and Bedrettin Yazan.

How to Teach Adult Second Language Learners with Limited Literacy

This month we published Teaching Adult Immigrants with Limited Formal Education edited by Joy Kreeft Peyton and Martha Young-Scholten.

Adult education for learners of a new language has always been an extremely diverse sector, with classes taught in different contexts, from universities and community/further education colleges to community and faith-based organizations. Adults also have many different life situations along with varying goals, aspirations, and needs. Most diverse are adult immigrants with respect to their home language as well as educational background and literacy skills. Their diversity presents challenges for teacher training and professional development, challenges which are greatest for full-time teachers as well as part-time teachers and volunteer tutors who work with adults with limited formal education and literacy.

A practitioner survey was conducted by the 2010-2018 EU-Speak Project. Results revealed that limited opportunities exist in most countries for dedicated training or professional development to impart the knowledge and develop the skills needed for effective work with these learners, and it was on this basis that EU-Speak designed six online modules in five languages. These modules continue to be offered by a post-EU-Speak project team and are self-standing and independent of the volume emerging from the project, Teaching Adult Immigrants with Limited Formal Education, which provides readers with more in-depth coverage of module topics, particularly in terms of relevant research. Readers of the volume will discover that there is a dearth of research on these immigrant adults’ language acquisition and, to a somewhat lesser extent, their literacy development. An expectation of the editors and chapter authors is that the volume will inspire readers to contribute to this research base. Accordingly, the online modules facilitate contact with chapter authors, who are also module designers and lead modules when they are delivered.

When all six modules were offered twice from 2015 to 2018, feedback from practitioners was as the EU-Speak team had hoped. Module participants reported that they felt “compelled to explore and research each of the topics” and “happy with the possibility of sharing the resources I found and that some people liked”. They found the content that addresses “the phonological components of language and the books for pleasure reading” especially useful. And they noted they feel much better prepared for their work and have more confidence and more tools.

The project ended in August 2018 and, since then, the EU-Speak team has continued to deliver modules. Most recently (winter 2019), the team delivered ‘Acquisition and Assessment of Morphosyntax,’ adding a sixth language, Italian. Egle Mocciaro, who recently completed her PhD on the Italian morphosyntax of immigrants with limited literacy, helped lead the module with chapter authors and module designers Martha Young-Scholten and Rola Naeb. From May to July 2020, ‘Reading in a LESLLA Context’ is being delivered, led by chapter author and module designer Marcin Sosinski, assisted by Enas Filimban (whose recent PhD addresses immigrant adults’ early reading development in English) and Martha Young-Scholten. Fall 2020 will see ‘Bilingualism and Multilingualism,’ led by chapter author and module designer Belma Haznedar; and in winter 2021, ‘Vocabulary Acquisition’ will be offered, led by chapter author and designer Andreas Rohde with his team in Cologne.

Larry Condelli says about the book, “While there is voluminous research on how children learn to read in their native language, [research on] the learning process for adult second language learners with limited literacy is sparse. [… ] Those who work with adult migrants, to improve their literacy and language skills and integrate them in their new countries, need research-based knowledge to understand how to teach these learners and help them improve their lives. The chapters of this book provide current and insightful research on the reading development process for adult migrants with limited literacy. Each chapter brings to light new research and unique insights into the reading process and fills a void in previously unexamined areas for migrant adults with unique characteristics.”

Martha Young-Scholten, Newcastle University, martha.young-scholten@newcastle.ac.uk

Joy Kreeft Peyton, Center for Applied Linguistics, Washington, DC, joy@peytons.us

For more information about this book please see our website.

If you found this interesting, you might also like Educating Refugee-background Students edited by Shawna Shapiro, Raichle Farrelly and Mary Jane Curry.

Behind the Books: Language Education in a Changing World

In the second video in our Behind the Books series Rod Bolitho and Richard Rossner talk about their new book, Language Education in a Changing World, with Maria Heron.

Language Education in a Changing World is available now on our website. Enter the code BTB30 at the checkout to get 30% off!

Global TESOL And Why Teaching Needs To Change

This month we are publishing Global TESOL for the 21st Century by Heath Rose, Mona Syrbe, Anuchaya Montakantiwong and Natsuno Funada. In this post Heath Rose talks about how teaching English is changing due to globalisation.

In the 21st century, teaching English has become very different to what it was even a few decades ago. Never before has the world seen a global language to the extent that English is now used. New varieties of English have developed in former British colonies in North America, Africa, different parts of Asia, and Australasia. English has also become a default lingua franca for a global community of speakers who communicate on an international platform across linguistic and geographic boundaries.

These global speakers make up the majority of English speakers today, yet find little to no representation in most TESOL curricula. English is now used to express a mixture of global, local, and glocal cultures and identities, and this has significantly shaped the language and the skills required to successfully use it in diverse business, political, social, and academic settings. Our book aims to explore how the TESOL profession needs to change to meet these changing needs.

The book aims to provide a detailed examination of the incorporation of an international perspective into multiple domains of TESOL, including testing, materials, teacher identity, and student attitudes. Beyond that, we hope to encourage teachers to participate in the still largely untapped research agenda surrounding classroom innovation, which is necessary to make a move to teaching English as a truly global language.

Each of us, as the four authors of the book, have come together to write this book as a collective team of TESOL researchers who are also teaching professionals. We each became interested in teaching English as an international language via our own personal journeys, which have brought with them our unique experiences as teachers and learners. My journey began as a language teacher first in Australia and then for 12 years in Japan, where I became increasingly aware that my students needed to prepare to use English with a diverse and global community of English users.

My co-authors each had their own experiences, first as English language learners themselves in Germany, Japan, and Thailand, and later as English language teachers in a variety of global contexts. These journeys have helped to construct our own perspectives, and underpin our personal motivations to write the book. Our dual identities as researchers and language teachers helps to bring a practical perspective to many issues surrounding the teaching of English as an international language to provide readers with practical answers, but also to prompt critical discussion and reflection on what it means to be an English teacher in the 21st century.

Twitter @drheathrose

For more information about this book please see our website. 

If you found this interesting, you might also like Preparing Teachers to Teach English as an International Language edited by Aya Matsuda.

Conference Season 2020

2020 has well and truly begun and we’re looking forward to the arrival of spring, not only for the (hopefully) slightly warmer weather, but also because it marks the beginning of our busy annual conference season.

Sarah at the recent CAUTHE conference with our raffle winner

In fact, Sarah has already been flying the flag for CVP at the CAUTHE conference in Auckland, New Zealand earlier this month, where she was able to have her yearly catch-up with our tourism contacts down under. Laura will be the next to head off, beginning our season of US conference travel with NABE in Las Vegas next week. Next on the schedule is GURT in Washington DC, which Anna will be attending in March. Following hot on her heels Tommi and Laura will be off to the back-to-back AAAL and TESOL conferences held this year in Denver. Then as April rolls around, it will be time for Laura to set off again (although not so far afield this time) for IATEFL in Manchester, our first UK conference of 2020.

As we head into summer, Sarah will be making the trip up north to attend the TEFI conference in York in June. Unfortunately the Sociolinguistics Symposium planned to take place in Hong Kong in June has had to be postponed until 2021, due to the coronavirus outbreak. We’re looking forward to catching up with everyone there next year instead. We then continue our summer travel with EuroSLA in Barcelona, Spain in July, followed by AILA in Groningen, Netherlands the following month.

As well as all these major conferences, we sometimes pop to smaller, more local meets and book launches, and send unattended displays far and wide, so wherever you’re heading this year, look out for our books!

Exciting New Multilingual Matters Titles for 2020

We can’t believe the first month of 2020 is almost over! It seems like only yesterday we were decorating the office and singing along to our Christmas playlist. However, if January has seemed like a very long month to you, we have plenty of exciting new titles coming up to fend off the winter blues. Here’s a selection of what we’ve got in store for you this spring…

Global TESOL for the 21st Century by Heath Rose, Mona Syrbe, Anuchaya Montakantiwong and Natsuno Funada

This book explores the impact of the spread of English on language teaching and learning. It provides a framework for change in the way English is taught to better reflect global realities and to embrace current research. The book is essential reading for postgraduate researchers, teachers and teacher trainers in TESOL.

Speaking Spanish in the US by Janet M. Fuller and Jennifer Leeman

This book introduces readers to basic concepts of sociolinguistics with a focus on Spanish in the US. The coverage goes beyond linguistics to examine the history and politics of Spanish in the US, the relationship of language to Latinx identities, and how language ideologies and policies reflect and shape societal views of Spanish and its speakers.

Teaching Adult Immigrants with Limited Formal Education edited by Joy Kreeft Peyton and Martha Young-Scholten

This book aims to empower teachers working with adult migrants who have had little or no prior formal schooling, and give them the information and skills that they need to reach the highest possible levels of literacy in their new languages.

Essays on Conference Interpreting by James Nolan

This book, drawing on the author’s 30-year career, seeks to define what constitutes good interpreting and how to develop the skills and abilities that are conducive to it. It places interpretation in its historical context and examines the uses and limitations of modern technology for interpreting.

 

The Dynamics of Language and Inequality in Education edited by Joel Austin Windle, Dánie de Jesus and Lesley Bartlett

This book contributes new perspectives from the Global South on the ways in which linguistic and discursive boundaries shape inequalities in educational contexts, ranging from Amazonian missions to Mongolian universities, using critical ethnographic and sociolinguistic analyses.

The Emotional Rollercoaster of Language Teaching edited by Christina Gkonou, Jean-Marc Dewaele and Jim King

This book focuses on the emotional complexity of language teaching and how the diverse emotions that teachers experience are shaped and function. The book covers a range of emotion-related topics on both positive and negative emotions, including emotional labour, burnout, emotion regulation, resilience, emotional intelligence and wellbeing.

 

Seen something you like? All these titles are available to pre-order on our website and you can get 50% off this month when you enter the code JANSALE at the checkout!

Introducing International Teaching Assistants

We recently published A Transdisciplinary Approach to International Teaching Assistants edited by Stephen Daniel Looney and Shereen Bhalla. In this post the editors explain how their book reframes the notion of ‘the ITA problem’.

For several decades in North America, international graduate students have accounted for a significant portion of the teaching labor force at large universities. Thus, novice multilingual teachers with little to no pedagogical training are leading courses populated by undergraduates from the US who have limited experience with intercultural interaction in high-stakes contexts. By the 1980s, this situation had been dubbed “the International Teaching Assistant (ITA) Problem,” and the problem was perceived to be a sociolinguistic one, i.e. lacking symmetry between the speech and pragmatic expectations of ITAs and undergraduates. States began passing legislation requiring that ITAs’ English proficiency be certified before they could undertake teaching responsibilities. This led to the emergence of ITA Programs at universities across the US and Canada as well as the establishment of the ITA Interest Section in the International TESOL organization. ITA Programs vary vastly both in where they are housed in universities, e.g. an academic department, teaching and learning center, or Intensive English Program, and in the services that they provide, e.g. semester-long courses or shorter workshops and seminars. The ITA Interest Section is composed almost exclusively of teachers and administrators with few researchers being active participants. This imbalance has arguably caused ITA as a sub-field of applied linguistics and TESOL to be marginalized and misunderstood as deficit oriented.

Framing ITAs as a problem surely offends the 21st century applied linguist’s sensibilities, but researchers and practitioners realized early on that the issue is more complex than just pronunciation and grammar which can be addressed with remedial ESL courses. ITAs need to be able to exploit and interpret prosodic and multimodal cues, and classroom communication is a two-way street, involving undergraduates as well as ITAs. At the same time, perceptions of speech and expectations for classroom behavior are influenced by experiences and biases that may be conscious or not. While ITA research has dealt with language, interaction, and the perceptions, attitudes, and experiences of ITAs and undergraduates, other stakeholders such as faculty members, ITA practitioners, and university administrators have only entered the periphery of the discussion at best and an in-depth look at policy is non-existent to the best of my knowledge.

Drawing on recent developments in applied linguistics, our volume is a collection of state-of-the-art ITA studies from a variety of perspectives. While there are chapters addressing language and social interaction, there are also studies of communities of practice, the contact hypothesis, assessment, policy, and program evaluation. As a whole, the contributions to this volume reframe ITAs as skilled multilingual professionals who are developing sophisticated interactional repertoires for teaching and academic interaction. Additionally, these multilingual professionals are being socialized into communities of practice including university classrooms, departments, research labs, and student organizations. The collection recognizes the roles multiple stakeholders play in ITA and the institutional and ideological realities that these stakeholders face. While ITA has been framed as a North American issue, English is increasingly the medium of instruction in universities around the world, making our volume relevant to researchers, teachers, and administrators worldwide. The use of English for Teaching (and Academic) Purposes is a global issue that deserves further attention. Our volume only begins to crack the surface of what could be fertile ground for applied linguists, but we hope it can serve as a springboard for further investigation.

 

For more information about this book please see our website. 

If you found this interesting, you might also like International Student Engagement in Higher Education by Margaret Kettle.