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LTA volume 56 issue 1 Cover and Front matter LTA第56卷第1期封面和封面
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-12-23 DOI: 10.1017/s0261444822000519
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引用次数: 0
Researching vulnerable multilinguals: Developing an inclusive research practice 研究弱势多语群体:发展包容性研究实践
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-12-07 DOI: 10.1017/s0261444822000404
S. Ganassin, Alexandra Georgiou
{"title":"Researching vulnerable multilinguals: Developing an inclusive research practice","authors":"S. Ganassin, Alexandra Georgiou","doi":"10.1017/s0261444822000404","DOIUrl":"https://doi.org/10.1017/s0261444822000404","url":null,"abstract":"Focus of the seminar While the COVID-19 pandemic has resulted in many international and virtual opportunities that may have not been possible previously, we were convinced that a face-to-face event could have been more beneficial and impactful (i.e., networking and exchange of best practice). Dr. Ateek's presentation ‘Language analysis for determination of origin (LADO) and whether it works' explored how LADO is used as a gatekeeper by the Home Office with a focus on the perspectives of asylum seeker-participants who went through the process. In the presentation ‘Striving for inclusivity in an exclusionary environment – conducting research with refugees and asylum seekers in the UK', Dr. Reynolds reported and reflected on her own efforts to work ethically, responsibly, and reflexively with asylum seekers and refugees during her linguistic ethnographic doctoral study of communication in refugee and asylum legal advice meetings in the UK context.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"143 - 145"},"PeriodicalIF":3.6,"publicationDate":"2022-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46933091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Student support and teacher education in English for Academic Purposes and English Medium Instruction: Two sides of the same coin? 学术英语和英语教学的学生支持和教师教育:同一枚硬币的两面?
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-11-18 DOI: 10.1017/s0261444822000465
U. Wingate
{"title":"Student support and teacher education in English for Academic Purposes and English Medium Instruction: Two sides of the same coin?","authors":"U. Wingate","doi":"10.1017/s0261444822000465","DOIUrl":"https://doi.org/10.1017/s0261444822000465","url":null,"abstract":"The massive increase in the use of English Medium Instruction (EMI) in universities around the world has been accompanied by an ever-growing body of publications. The majority focus on EMI policies, teacher identities, and teachers’ and students’ attitudes towards EMI, whilst there seems to be little research into pedagogical approaches to language and literacy support for students as well as into practices in EMI teacher education, areas that are fundamental to the successful delivery of EMI. Recommendations come predominantly from conceptual papers (e.g. Dafouz, 2018, 2021; Galloway & Rose, 2021; Lasagabaster, 2018), and it is noticeable that some of these papers, in line with other EMI publications, rarely draw on English for Academic Purposes (EAP), a field that offers a rich set of theories and practices relating to student support and teacher education that are based on a decades-old research history.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41772212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Ema Ushioda's essential bookshelf: Teacher engagement with classroom motivation research Ema Ushioda的必备书架：教师参与课堂动机研究
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-11-16 DOI: 10.1017/s0261444822000428
E. Ushioda
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引用次数: 0
Heidi Byrnes's essential bookshelf: Curriculum 海蒂·伯恩斯的必备书架:课程
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-11-15 DOI: 10.1017/s026144482200043x
H. Byrnes
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引用次数: 0
Language teaching and learning in Ireland: 2012–2021 爱尔兰的语言教学：2012-2011
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-11-03 DOI: 10.1017/S0261444822000374
Marie-Thérèse Batardière, S. Berthaud, Bronagh Ćatibušić, Colin J. Flynn
{"title":"Language teaching and learning in Ireland: 2012–2021","authors":"Marie-Thérèse Batardière, S. Berthaud, Bronagh Ćatibušić, Colin J. Flynn","doi":"10.1017/S0261444822000374","DOIUrl":"https://doi.org/10.1017/S0261444822000374","url":null,"abstract":"Abstract The language teaching landscape in Ireland has changed considerably over the last 30 years as a result of substantial and sustained inward migration into the country during this period. These social and demographic developments have added to the country's already bilingual context and created a much more varied multilingual landscape than had existed in previous decades. They have also impacted various aspects of language teaching policy, provision and methods for both indigenous and foreign languages. This article reviews research on language teaching and learning in Ireland published during the period 2012–2021. We discuss relevant work disseminated primarily in peer-reviewed journals (national and international), as well as in books, commissioned reports and chapters in edited volumes. The research and policy documents presented concern the teaching and learning of Irish, English and Modern Foreign Languages as second and/or additional languages across all levels of education. They address language teacher training contexts as well. We believe that this review of research demonstrates the extent to which recent inquiries in these domains have advanced knowledge and practice in the Irish context, and have also informed the international research community more generally.","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"41 - 72"},"PeriodicalIF":3.6,"publicationDate":"2022-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47052955","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Complex dynamic systems theory: A webinar with Diane Larsen-Freeman 复杂动力系统理论：与Diane Larsen Freeman的网络研讨会
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-10-26 DOI: 10.1017/S0261444822000362
D. Larsen-Freeman
{"title":"Complex dynamic systems theory: A webinar with Diane Larsen-Freeman","authors":"D. Larsen-Freeman","doi":"10.1017/S0261444822000362","DOIUrl":"https://doi.org/10.1017/S0261444822000362","url":null,"abstract":"The following is an edited transcript of a webinar that took place on 11 June 2022 between Diane Larsen-Freeman and seven colleagues (in alphabetical order: Anne Burns, Hossein Farhady, Mathias Schulze, Scott Thornbury, Benjamin White, Henry Widdowson, and Yasin Yazdi-Amirkhiz), who generously took the time to formulate and submit questions in advance of the webinar and to participate in the event. The focus of the webinar was on Complex Dynamic Systems Theory (CDST). Coincidentally, the webinar took place on the 25th anniversary of Larsen-Freeman's first publication on the same theme (Larsen-Freeman, 1997).","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"402 - 419"},"PeriodicalIF":3.6,"publicationDate":"2022-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47515095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Going meta: Bringing together an understanding of metadiscourse with students’ metalinguistic understanding 走向元：将元话语的理解与学生的元语言学理解结合起来
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-10-20 DOI: 10.1017/S0261444822000416
D. Myhill, Abdelhamid M. Ahmed, Esmaeel Abdollazadeh
{"title":"Going meta: Bringing together an understanding of metadiscourse with students’ metalinguistic understanding","authors":"D. Myhill, Abdelhamid M. Ahmed, Esmaeel Abdollazadeh","doi":"10.1017/S0261444822000416","DOIUrl":"https://doi.org/10.1017/S0261444822000416","url":null,"abstract":"The impetus behind this seminar series was a study ( Writing the Future ) funded by the Qatar National Research Foundation and conducted collaboratively by the University of Exeter and Qatar University. The study involved a cross-linguistic corpus analysis of metadiscourse usage in first language (L1) Arabic university students ’ argumentative texts in English and Arabic in a university in Qatar, paral-leled by ‘ writing conversation ’ interviews with a sub-sample of the student writers to explore their metalinguistic understanding of metadiscourse used in their own Arabic and English texts. Thus, it explored, firstly, the linguistic differences in metadiscourse usage in argument writing in Arabic (L1) and English (L2), and secondly, students ’ metalinguistic understanding of metadiscourse in argument texts. One important finding from the study was that students had very little metalinguistic understanding of the metadiscourse they did use, or of other metadiscoursal features that they could use: indeed, they often discussed the metadiscourse they used without reference to how it was used ‘ to negotiate interactional meanings in a text, assisting the writer (or speaker) to express a viewpoint and engage with readers as members of a particular community ’ (Hyland, 2005, p. 37). Although the students had a strong understanding of the conventional features of argument writing, principally derived from writing instruction, they had limited metalinguistic understanding of the textual choices they could make to negotiate the relationships between writer, reader and text. Given what might be thought of as an obvious connection between what writers do in a text and their authorial understanding of the choices they make, it is perhaps surprising that current research on metadiscourse and metalinguistic understanding for writing exist as very separate fields of enquiry with very little interaction","PeriodicalId":47770,"journal":{"name":"Language Teaching","volume":"56 1","pages":"146 - 148"},"PeriodicalIF":3.6,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48779748","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The ethics and practice of L+ classroom research L+课堂研究的伦理学与实践
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-10-19 DOI: 10.1017/S0261444822000106
R. J. Sampson, E. Ushioda, Richard. S. Pinner, S. Consoli
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引用次数: 0
LTA volume 55 issue 4 Cover and Back matter LTA第55卷第4期封面和封底
IF 3.6 2区 文学
Language Teaching Pub Date : 2022-10-01 DOI: 10.1017/s0261444822000398
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引用次数: 0
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