Böcker utgivna av Channel View Publications Ltd

This book argues that a multilingual approach to higher education is imperative in an increasingly globalised education environment. This book addresses the need to acknowledge other languages explicitly in classroom instruction and in student learning to improve student success, to widen access and to internationalise institutions.

This book unravles the story English in post-revolutionary Iran. Situating it within the nation's broader social, political, economic and historical contexts, the book explores the politics, causes, and agents of the two diverging trends of indigenization/localization and internationalization/Anglo-Americanization in English education in Iran.

This book offers a unique view of multilingualism by presenting a contextualised case of a multilingual language policy which takes the Content and Language Integrated Learning (CLIL) approach. The volume opens with a general overview of multilingualism and multilingual education before focusing on the specific case study.

This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalised higher education context. It provides conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline.

This book broadens the study of second language learning in Canada beyond the examination of majority populations in French immersion to highlight lessons learned from studies of minority populations learning languages in Canada.

This book presents a comprehensive picture of languages and school in Catalan-speaking countries. The book makes information on the situation in these countries available to an English-speaking audience, and examines both language-in-education policies and instructional practices.

This book presents a comprehensive picture of languages and school in Catalan-speaking countries. The book makes information on the situation in these countries available to an English-speaking audience, and examines both language-in-education policies and instructional practices.

This book provides a state-of-the-art account of voice research and issues in clinical voice practice. The contributors are all voice experts and bring a range of international perspectives to the volume.

This book examines the history of language policy by and for Native Americans, and contemporary language revitalization initiatives. The book explores innovative language regenesis projects, the role of Indigenous youth in language reclamation, and prospects for Native American language and culture continuance.

This book explores Japanese women's desire for English as a means of identity transformation and as access to the West and its masculinity. Drawing on ethnographic data and critical discourse analysis, the book illuminates how such desire impacts upon the linguistic, social, and romantic choices made by young women in Japan and overseas.

This book examines the sugar and tourism relationship in the context of globalization by identifying destination transitions from sugar to tourism. It profiles the role of sugar in colonization, enslavement, decolonization and postcolonial tourism, offering examples of sugar heritage in tourism from Europe, South America, Asia and North America.

This book provides a comprehensive account of tourism in natural, wild and protected areas. The 2nd edition contains an overview of key literature and developments that have emerged since the publication of the 1st edition more than 10 years ago. As such, this book will remain an invaluable resource and review of the subject for many years to come.

This volume explores the teaching, learning and researching of creative writing. It outlines current issues, as defined by experts from the UK, USA and Australia. These expert contributors suggest solutions that will positively impact on the development of the discipline of creative writing in universities and colleges today and in the future.

In this book, scholars from Nordic countries explore transitional processes around literacy in education in our contemporary complex and mobile society. Drawing on sociocultural theory, the chapters provide close, empirical analyses of identity construction, life trajectories, practices, concepts and politics in and around literacy in education.

In this book, scholars from Nordic countries explore transitional processes around literacy in education in our contemporary complex and mobile society. Drawing on sociocultural theory, the chapters provide close, empirical analyses of identity construction, life trajectories, practices, concepts and politics in and around literacy in education.

This volume explores the main challenges facing 7 well-established medium-sized language communities with regard to their survival and development at the beginning of the 21st century. The book provides an in-depth analysis of each case, and reaches conclusions that are relevant to other cases and to language policy theory in general.

This volume explores the main challenges facing 7 well-established medium-sized language communities with regard to their survival and development at the beginning of the 21st century. The book provides an in-depth analysis of each case, and reaches conclusions that are relevant to other cases and to language policy theory in general.

This book fills a gap in language education through the application of social theory to curriculum design. It describes an integrated theoretical framework for curriculum design and presents examples of text-based curriculum. It provides a curriculum model for teaching children and adults in different contexts from preschool to adult education.

This book offers a language revitalisation method that can be used with Indigenous and minority languages, especially in cases where the native language has been lost among people of a working age. It gives practical examples and a theoretical frame of reference for how to plan, organise and implement an intensive language programme.

This edited book brings together chapters which collectively address issues relating to inclusive language education and technology. It links a theoretical background to policy in Europe, and uses theory to inform practical ideas and strategies for practising and aspiring language teachers and those in support roles.

This edited book brings together chapters which collectively address issues relating to inclusive language education and technology. It links a theoretical background to policy in Europe, and uses theory to inform practical ideas and strategies for practising and aspiring language teachers and those in support roles.

This book presents a detailed survey of language attitudes, conflicts and policies over the period from 1830, when the French occupied Algeria, up to 2012, the year this country celebrated its 50th anniversary of independence. It traces the evolution of language planning policies and reactions to them in both the colonial and post-colonial eras.

This book investigates the relationship between English and personal and national development in the era of globalization. It addresses the effects that the increased use of English and the promotion of English-language education are having in developmental contexts, and their impact on broader educational issues.

This book investigates the relationship between English and personal and national development in the era of globalization. It addresses the effects that the increased use of English and the promotion of English-language education are having in developmental contexts, and their impact on broader educational issues.

The relative status of native and non-native speaker language teachers within educational institutions has long been an issue worldwide but until recently, the voices of teachers articulating their own concerns have been rare. This innovative volume explores language-based forms of prejudice against native-speaker teachers.

This book presents a wide range of methodological perspectives on researching what teachers think and do in language teaching. It contains chapters by the editors and a leading expert in teacher cognition, as well as eight case studies by new researchers, accompanied by commentaries by internationally known researchers.

This book presents the author's research into whether speaking multiple languages has a positive impact on an individual's creative potential. It examines how specific factors in multilingual development encourage certain cognitive functions, which in turn facilitate people's creative performance.

This book examines how Russian-speaking adoptees in three US families actively shape opportunities for language learning and identity construction in everyday interactions. It focuses on how learners achieve agency in second language socialization processes and informs the fields of second language acquisition and language maintenance and shift.

This book explores research on linguistic prescriptivism and social identities, in contemporary and historical contexts of cross-cultural contact and awareness. Providing multilingual and multidisciplinary perspectives on both institutional and informal mechanisms of prescriptivism, our contributors relate language norms to frameworks of identity.