Second-Language Education

Edited by Michael Evans

© 2013 – Routledge

2,104 pages

Purchasing Options:
Hardback: 9780415500241
pub: 2013-07-31
US Dollars$1810.00

About the Book

Language is at the very core of the educational process, both as a medium for the transmission of knowledge and as a cognitive tool. The learning and use of second languages has often been associated with purely instrumental views of education. But the importance of the socio-cultural dimension of language learning is increasingly acknowledged as the need to educate children for life in multilingual and multicultural societies becomes compelling, and as new technologies transform communication.

Second-language education is a well-established and flourishing area of research and study in the Anglophone world, and increasingly too in China and other Asian countries. It is also a complex and contested sphere in which many learning theories and pedagogies compete for attention.

This new five-volume collection from Routledge’s acclaimed Major Themes in Education series meets the need for an authoritative, up-to-date, and comprehensive reference work to make sense of the area’s voluminous literature. Indeed, the dizzying scale of the research output—and the breadth of the field—makes this new Routledge title especially welcome. It provides a one-stop collection of classic and contemporary contributions to facilitate ready access to the most influential and important scholarship.

Fully indexed and with an introduction, newly written by the editor, which places the collected material in its historical and intellectual context, Second-Language Education is an essential work of reference. It is destined to be valued by L2 specialists and scholars working in related areas—as well as by educational policy-makers and professionals—as a vital research tool.

Table of Contents

Volume I

Part 1: Second Language Teacher Education

1. S. Borg, ‘The Impact of In-Service Teacher Education on Language Teachers’ Beliefs’, System, 2011, 39, 3, 370–80.

2. S. Borg, ‘The Distinctive Characteristics of Foreign Language Teachers’, Language Teaching Research, 2006, 10, 3–32.

3. W. Cajkler and B. Hall, ‘Language in Primary Classrooms: A Study of New Teacher Capacity and Practice’, Language Awareness, 2012, 21, 1–2, 15–32.

4. S. Dogancay-Aktuna, ‘Expanding the Socio-Cultural Knowledge Base of TESOL Teacher Education’, Language, Culture and Curriculum, 2006, 19, 3, 278–95.

5. T. Farrell, ‘Reflective Practice in an EFL Teacher Development Group’, System, 1999, 27, 2, 157–72.

6. A. Feryok, ‘Language Teacher Cognitions: Complex Dynamic Systems?’, System, 2010, 38, 272–9.

7. K. Johnson and P. Golombek, ‘A Sociocultural Theoretical Perspective on Teacher Professional Development’, in Johnson and Golombek (eds.), Research on Second Language Teacher Education (Routledge, 2011), pp. 1–12.

8. C. Meskill, ‘CMC in Language Teacher Education: Learning with and Through Instructional Conversations’, Innovation in Language Learning and Teaching, 2009, 3, 1, 51–63.

9. D. Woods, ‘An Ethno-Cognitive World of Language Teachers’ Decision-Making’, Teacher Cognition in Language Teaching (Cambridge University Press, 1996), pp. 47–82.

Part 2: Second Language Education Policy-making

10. R. Baldauf Jr., R. Kaplan, N. Kamwangamalu, and P. Bryant, ‘Success or Failure of Primary/Second Foreign Language Programmes in Asia: What Do the Data Tell Us?’, Current Issues in Language Planning, 2011, 12, 2, 309–23.

11. R. L. Cooper, ‘Definitions: A Baker’s Dozen’, Language Planning and Social Change (Cambridge University Press, 1989), pp. 29–46.

12. M. Evans and L. Fisher, ‘Translating Policy into Practice: The Impact of the KS3 Framework for MFL on Language Teaching and Learning in Schools in England’, Research Papers in Education, 2010, 25, 4, 479–93.

13. G. Ferguson, ‘New Englishes and Teaching Models: The Continuing Debate’, Language Planning and Education (Edinburgh University Press, 2006), pp. 149–78.

14. D. Larsen-Freeman and D. Freeman, ‘Language Moves: The Place of "Foreign" Languages in Classroom Teaching and Learning’, Review of Research in Education, 2008, 32, 147–86.

15. D. Nunan, ‘The Impact of English as a Global Language on Educational Policies and Practices in the Asia-Pacific Region’, TESOL Quarterly, 2003, 37, 4, 589–613.

16. B. Spolsky, ‘The Nature of Language Policy and its Domains’, Language Policy (Cambridge University Press, 2004), pp. 39–56.

Volume II

Part 3: Second Language Pedagogy

17. C. Dalton-Puffer, ‘Content-and-Language Integrated Learning: From Practice to Principles?’, Annual Review of Applied Linguistics, 2011, 31, 182–204.

18. J. C. De la Campa and H. Nassaji, ‘Reasons for Using L1 in L2 Classrooms’, Foreign Language Annals, 2009, 42, 4, 742–59.

19. C. Doughty, ‘Effects of Instruction on Learning a Second Language: A Critique of Instructed SLA Research’, in B. VanPatten et al. (eds.), Form-Meaning Connections in Second Language Acquisition (Lawrence Erlbaum Associates, 2004), pp. 181–202.

20. R. Ellis, ‘Task-Based Language Teaching: Sorting Out the Misunderstandings’, International Journal of Applied Linguistics, 2009, 19, 3, 221–46.

21. R. Ellis, ‘Principles of Instructed Language Learning’, System, 2005, 33, 209–24.

22. J. Field, ‘Skills and Strategies: Towards a New Methodology for Listening’, ELT Journal, 1998, 52, 2, 110–18.

23. I. Guk and D. Kellogg, ‘The ZPD and Whole Class Teaching: Teacher-Led and Student-Led Interactional Mediation of Tasks’, Language Teaching Research, 2007, 11, 3, 281–99.

24. K. Hyland, ‘Genre Pedagogy: Language, Literacy and L2 Writing Instruction’, Journal of Second Language Writing, 2007, 16, 3, 148–64.

25. I. Lee, ‘Understanding Teachers’ Written Feedback Practices in Hong Kong Secondary Classrooms’, Journal of Second Language Writing, 2008, 17, 69–85.

26. L. Lee, ‘Engaging Study Abroad Students in Intercultural Learning Through Blogging and Ethnographic Interviews’, Foreign Language Annals, 2012, 45, 1, 7–21.

27. R. Lyster and S. Ballinger, ‘Content-Based Language Teaching: Convergent Concerns Across Divergent Contexts’, Language Teaching Research, 2011, 15, 3, 279–88.

28. H. Nassaji and M. Swain, ‘A Vygotskian Perspective on Corrective Feedback in L2: The Effect of Random Versus Negotiated Help on the Learning of English Articles’, Language Learning, 2000, 9, 1, 34–51.

29. A. Paran, ‘Reading in EFL: Facts and Fictions’, ELT Journal, 1996, 50, 1, 25–34

30. A. Raimes, ‘Teaching Writing’, Annual Review of Applied Linguistics, 1998, 18, 142–67.

31. M. Reichelt, N. Lefkovitz, C. Rinnert, and J. Schultz, ‘Key Issues in Foreign Language Writing’, Foreign Language Annals, 2012, 45, 1, 22–41.

32. A. Révész, ‘Task Complexity, Focus on Form, and Second Language Development’, Studies in Second Language Acquisition, 2009, 31, 437–70.

33. S. Thorne and J. Payne, ‘Evolutionary Trajectories, Internet-Mediated Expression, and Language Education’, CALICO Journal, 2005, 22, 3, 371–97.

Volume III

Part 4: Second Language Learning

34. M. Anton and F. DiCamilla, ‘Socio-Cognitive Functions of L1 Collaborative Interaction in the L2 Classroom’, The Modern Language Journal, 1999, 83, II, 233–47.

35. A. Chamot, ‘The Role of Learning Strategies in Second Language Acquisition’, in M. Breen (ed.), Learner Contributions to Language Learning (Pearson Education, 2001), pp. 25–43.

36. H. Crichton, ‘"Value Added" Modern Languages Teaching in the Classroom: An Investigation into How Teachers’ Use of Classroom Target Language Can Aid Pupils’ Communication Skills’, Language Learning Journal, 2009, 37, 1, 19–34.

37. T. Farrell and C. Mallard, ‘The Use of Reception Strategies by Learners of French as Foreign Language’, The Modern Language Journal, 2006, 90, III, 338–52.

38. J. Field, ‘Listening and the Learner’, Listening in the Language Classroom (Cambridge University Press, 2008), pp. 37–57.

39. C. Goh, ‘A Cognitive Perspective on Language Learners’ Listening Comprehension Problems’, System, 2000, 28, 55–75.

40. A. Juffs, ‘Representation, Processing and Working Memory in a Second Language’, Transactions of the Philological Society, 2004, 102, 2, 199–225.

41. D. Little, ‘Language Learner Autonomy: Some Fundamental Considerations Revisited’, Innovation in Language Learning and Teaching, 2007, 1, 1, 14–29.

42. A. Mackey, S. Gass, and K. McDonough, ‘How Do Learners Perceive Interactional Feedback?’, Studies in Second Language Acquisition, 2000, 22, 471–97.

43. N. McBride, ‘The Role of the Target Language in Cultural Studies: Two Surveys in UK Universities’, Language, Culture and Curriculum, 2003, 16, 3, 298–311.

44. C. Muñoz and D. Singleton, ‘A Critical Review of Age-Related Research on L2 Ultimate Attainment’, Language Teaching, 2011, 44, 1, 1–35.

45. M. Randall, ‘SL Methodologies and Cognitive Processing’, Memory, Psychology and Second Language Learning (John Benjamins, 2007), pp. 147–75.

46. E. Tarone and M. Swain, ‘A Sociolinguistic Perspective on Second Language Use in Immersion Classrooms’, The Modern Language Journal, 1995, 79, II, 166–78.

47. S. Todhunter, ‘Instructional Conversations in a High School Spanish Class’, Foreign Language Annals, 2007, 40,4, 604–20.

48. L. Vandergrift, ‘Second Language Listening: Listening Ability or Language Proficiency?’, The Modern Language Journal, 2006, 90, I, 6–18.

49. C. Walter, ‘Phonology in Second Language Reading: Not an Optional Extra’, TESOL Quarterly, 2007, 42, 3, 455–74.

Volume IV

Part 5: Study Abroad

50. R. DeKeyser, ‘Study Abroad as Foreign Language Practice’, in Dekeyser (ed.), Practice in a Second Language (Cambridge University Press, 2007), pp. 208–26.

51. M. Evans and L. Fisher ‘Measuring Gains in Pupils’ Foreign Language Competence as a Result of Participation in a School Exchange Visit: The Case of Y9 Pupils at Three Comprehensive Schools in the UK’, Language Teaching Research, 2005, 9, 2, 173–92.53.

52. B. Freed, ‘What Makes Us Think that Students Who Study Abroad Become Fluent?’, in Freed (ed.), Second Language Acquisition in a Study Abroad Context (John Benjamins, 1995), pp. 123–48.

53. B. Freed, N. Segalowitz, and P. Dewey, ‘Context of Learning and Second Language Fluency in French: Comparing Regular Classroom, Study Abroad, and Intensive Domestic Immersion Programs’, Studies in Second Language Acquisition, 2004, 26, 2, 275–301.

54. T. Hernández, ‘The Relationship Among Motivation, Interaction, and the Development of Second Language Oral Proficiency in a Study Abroad Context’, The Modern Language Journal, 2010, 94, 4, 600–17.

55. A. Llanes and C. Muñoz, ‘A Short Stay Abroad: Does it Make a Difference?’, System, 2009, 37, 3, 353–65.

56. V. Pellegrino Aveni, ‘Language Use in a Social Context’, Study Abroad and Second Language Use: Constructing the Self (Cambridge University Press, 2005), pp. 8–33.

57. R. Serrano, A. Llanes, and E. Tragant, ‘Analyzing the Effect of Context of Second Language Learning: Domestic Intensive and Semi-Intensive Courses vs. Study Abroad in Europe’, System, 2011, 39, 2, 133–43.

Part 6: Codeswitching

58. M. Evans, ‘Code-Switching in CMC: Linguistic and Interpersonal Dimensions of Cross-National Discourse Between School Learners of French and English’, in M. Turnbull and J. Dailey-O’Cain (eds.), First Language Use in Second and Foreign Language Learning (Multilingual Matters, 2009), pp. 50–65.

59. J. De la Campa and H. Nassaji, ‘The Amount, Purpose, and Reasons for Using L1 in L2 Classrooms’, Foreign Language Annals, 2009, 42, 4, 742–59.

60. C. Ellwood, ‘Questions of Classroom Identity: What Can Be Learned from Codeswitching in Classroom Peer Group Talk?’, The Modern Language Journal, 2008, 92, 4, 538–57.

61. M. Kötter, ‘Negotiation of Meaning and Codeswitching in Online Tandems’, Language Learning & Technology, 2003, 7, 2, 145–72.

62. G. Levine, ‘The Conundrum of Babel: Toward a Theoretical Framework for a Multilingual Approach’, Code Choice in the Languages Classroom (Multilingual Matters, 2011), pp. 19–46.

63. G. Liebscher and J. Dailey-O’Cain, ‘Learner Code-Switching in the Content-Based Foreign Language Classroom’, The Modern Language Journal, 2005, 89, II, 234–47.

64. W. Littlewood and B. Yu, ‘First Language and Target Language in the Foreign Language Classroom’, Language Teaching, 2011, 44, 1, 64–77.

65. E. Macaro, ‘Analyzing Student Teachers’ Code-Switching in Foreign Language Classrooms: Theories and Decision-Making’, The Modern Language Journal, 2001, 85, 531–48.

Volume V

Part 7: Second Language Teacher and Learner Beliefs

66. K. Csizér and Z. Dörnyei, ‘The Internal Structure of Language Learning Motivation and its Relationship with Language Choice and Learning Effort’, The Modern Language Journal, 2005, 89, I, 19–36.

67. Z. Dörnyei, ‘Attitudes, Orientations and Motivations in Language Learning: Advances in Theory, Research and Applications’, Language Journal, 2003, 53, S1, 3–32.

68. L. Erler and E. Macaro, ‘Decoding Ability in French as a Foreign Language and Language Learning Motivation’, The Modern Language Journal, 2011, 95, 4, 496–518.

69. L. Fisher, ‘Discerning Change in Young Students’ Beliefs about their Language Learning Through the Use of Metaphor Elicitation in the Classroom’ (Research Papers in Education, 2012).

70. S. Graham, ‘Learners’ Metacognitive Beliefs: A Modern Foreign Languages Case Study’, Research in Education, 2003, 70, 2, 11–29.

71. E. K. Horwitz, ‘The Beliefs about Language Learning of Beginning University Foreign Language Students’, Modern Language Journal, 1988, 72, 283–94.

72. M. Lamb, ‘Integrative Motivation in a Globalizing World’, System, 2004, 32, 3–19.

73. G. Liebscher and J. Dailey-O’Cain, ‘Language Attitudes in Interaction’, Journal of Sociolinguistics, 2009, 13, 2, 195–222.

74. L. Pan and D. Block, ‘English as a "Global Language" in China: An Investigation into Learners’ and Teachers’ Language’, System, 2011, 39, 3, 391–402.

75. L. Van Lier, ‘Language Awareness and Learning to Learn’, Interaction in the Language Curriculum (Pearson, 1996), pp. 68–97.

76. D. Woods, ‘The Social Construction of Beliefs’, in P. Kalaja and A. Barcelos (eds.), Beliefs About SLA: New Research Approaches (Springer, 2003), pp. 131–53.

77. D. Woods and H. Cakir, ‘Two Dimensions of Teacher Knowledge: The Case of Communicative Language Teaching’, System, 2011, 39, 3, 381–90.

78. M. Williams and R. Burden, ‘Students’ Developing Conceptions of Themselves as Language Learners’, The Modern Language Journal, 1999, 83, 2, 193–201.

79. T. J. Young and S. Walsh, ‘Which English? Whose English? An Investigation of "Non-Native" Teachers’ Beliefs about Target Varieties’, Language, Culture and Curriculum, 2010, 23, 2, 123–37.

Part 8: Culture and Second-Language Learning

80. G. Alred and M. Byram, ‘Becoming an Intercultural Mediator: A Longitudinal Study of Residence Abroad’, Journal of Multilingual and Multicultural Development, 2002, 23, 5, 339–52.

81. J. Belz, ‘Second Language Play as Representation of the Multicompetent Self in Foreign Language Study’, Journal of Language Identity and Education, 2002, 1, 1, 13–39.

82. M. Byram and A. Feng, ‘Culture and Language Learning: Teaching, Research and Scholarship’, Language Teaching, 2004, 37, 149–68.

83. D. Cameron and D. Kulick, ‘Identity Crisis?’, Language and Communication, 2005, 25, 2, 107–25.

84. G. Hofstede, ‘Cultural Differences in Teaching and Learning’, International Journal of Intercultural Relations, 1986, 10, 301–20.

85. J. Joseph, ‘Linguistic Identity and the Functions and Evolution of Language’, Language and Identity: National, Ethnic, Religious (Palgrave Macmillan, 2004), pp. 15–40.

86. W. Littlewood, ‘Students’ Attitudes to Classroom English Learning: A Cross-Cultural Study’, Language Teaching Research, 2001, 5, 1, 3–26.

87. T. Young and I. Sachdev, ‘Intercultural Communicative Competence: Exploring English Language Teachers’ Beliefs and Practices’, Language Awareness, 2011, 20, 2, 81–98.

About the Series

Major Themes in Education

The collections in this series bring together the most significant and influential writings on the key themes within education systems worldwide. Edited by acknowledged leaders in the field, the volumes include essential readings from a wide range of sources. Complete with new introductions and thorough indices, each collection gives an historical overview of the development of the theme concerned and also provides students, teachers and researchers with an insight into current debates within the field.

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