During the last four decades, a corpus-based approach to language teaching has become very significant. Direct use of corpora in language pedagogy is limited by certain factors: time, the lecturer’s knowledge and skills needed to analyze the corpus, access to sources such as computers and appropriate computer tools, or a combination of these factors. The key to a successful corpus-based approach is in the appropriate level of the lecturer’s guidance or pedagogical mediation, which depends on student age, experience, and prior knowledge. It is therefore very important that lecturers be equipped with the necessary knowledge and education for using and analyzing corpora on a daily basis. Computer Corpora and Open Source Software for Language Learning: Emerging Research and Opportunities is a cutting-edge research publication that analyzes teacher experiences in implementing computer corpora into their language learning classrooms in order to formulate additional insights as to best strategies for integrating such tools that maximizes language learning efficiency in primary and secondary education. Highlighting topics such as ICT tools, language education, and linguistics, this book is ideal for academicians, educators, computer science teachers, IT professionals, researchers, and students.
The growing interest in the problems of integrated foreign language teaching and professional disciplines is manifested in the formulation of new concepts and approaches, which at the moment are controversial. The lack of a common conceptual framework of integrated education in the system of higher professional education in different countries manifests itself in the attempts of researchers to either completely eliminate the achievements of their colleagues in this area or, without any scientific and practical justification, mechanically transfer foreign experiences in their conditions. Examining Content and Language Integrated Learning (CLIL) Theories and Practices is a cutting-edge research publication that investigates the different approaches and models of progressive technology within linguodidactics and the methodologies for teaching foreign languages. Highlighting a range of topics such as blended learning, cognition, and professional discourse, this book is essential for language teachers, linguists, curriculum developers, instructional designers, deans, researchers, practitioners, administrators, educators, academicians, and students.
Research on linguistically and culturally sustaining education has recently placed increased attention on the need to rethink the field by promoting more equitable linguistic pedagogical opportunities for all students, including immigrant and newcomer youth. It has been evident for some time that immigration patterns around the globe have been increasingly shifting, posing a new challenge to educators. As a result, there is a gap in the literature that is meant to address educational practices for immigrant communities comprehensively. The Handbook of Research on Advancing Language Equity Practices With Immigrant Communities is a critical scholarly book that explores issues of linguistic and educational equity with immigrant communities around the globe in an effort to improve the teaching and learning of immigrant communities. Featuring a wide range of topics such as higher education, instructional design, and language learning, this book is ideal for academicians, teachers, administrators, instructional designers, curriculum developers, researchers, and students in the fields of linguistics, anthropology, sociology, educational policy, and discourse analysis.
Language and literature teaching are a keystone in the age of STEM, especially when dealing with minority communities. Practical methodologies for language learning are essential for bridging the cultural gap. Teaching Language and Literature On and Off-Canon is a critical research publication that provides a multidisciplinary, multimodal, and heterogenous perspectives on the applications of language learning and teaching practices for commonly studied languages, such as Spanish, English, and French, and less-studied languages, such as Latin, Gaelic, and ancient Semitic languages. Highlighting topics such as language acquisition, artistic literature, and minority languages, this book is essential for language teachers, linguists, academicians, curriculum designers, policymakers, administrators, researchers, and students.
The use of information and communication technologies (ICTs) in education has revolutionized learning. Shifting beyond traditional mode of education, the integration of ICTs has become an advantage for students at tertiary education when used for the right purpose to enhance learning. The use of technology brings forth a flexible and accessible mode of education and bridges the gap of learning across borders. This enables students at tertiary level to have access to other universities and academic resource materials globally, thereby expanding their knowledge. Thus, it is crucial to consider the development of technology in education as part of a comprehensive pedagogical framework and take into account new developments in ICTs. ICT-Based Assessment, Methods, and Programs in Tertiary Education is an essential research publication that provides relevant theoretical frameworks and recent empirical research findings on integrating ICTs in tertiary education to enhance learning and allow students to take more control of their learning. Highlighting topics such as assessment, language learning, and e-learning, this book is ideal for teachers, professionals, academicians, researchers, administrators, curriculum designers, instructional designers, and students.
Online learning has increasingly been viewed as a possible way to remove barriers associated with traditional face-to-face teaching, such as overcrowded classrooms and shortage of certified teachers. While online learning has been recognized as a possible approach to deliver more desirable learning outcomes, close to half of online students drop out as a result of student-related, course-related, and out-of-school-related factors (e.g., poor self-regulation; ineffective teacher-student, student-student, and platform-student interactions; low household income). Many educators have expressed concern over students who unexpectedly begin to struggle and appear to fall off track without apparent reason. A well-implemented early warning system, therefore, can help educators identify students at risk of dropping out and assign and monitor interventions to keep them on track for graduation. Despite the popularity of early warning systems, research on their design and implementation is sparse. Early Warning Systems and Targeted Interventions for Student Success in Online Courses is a cutting-edge research publication that examines current theoretical frameworks, research projects, and empirical studies related to the design, implementation, and evaluation of early warning systems and targeted interventions and discusses their implications for policy and practice. Moreover, this book will review common challenges of early warning systems and dashboard design and will explore design principles and data visualization tools to make data more understandable and, therefore, more actionable. Highlighting a range of topics such as curriculum design, game-based learning, and learning support, it is ideal for academicians, policymakers, administrators, researchers, education professionals, instructional designers, data analysts, and students.
Innovation has replaced stereotypical and old methods as an attempt to make English language teaching and learning appealing, effective, and simple. However, teaching a second language through literature may be a paramount tool to consolidate not only students’ lexical and grammatical competences, but also for the development of their cultural awareness and broadening of their knowledge through interaction and collaboration that foster collective learning. Despite past difficulties, literature’s position in relation to language teaching can be revendicated and revalued. Using Literature to Teach English as a Second Language is an essential research publication that exposes the current state of this methodological approach and observes its reverberations, usefulness, strengths, and weaknesses when used in a classroom where English is taught as a second language. In this way, this book will provide updated tools to explore teaching and learning through the most creative and enriching manifestations of one language – literature. Featuring a range of topics such as diversity, language learning, and plurilingualism, this book is ideal for academicians, curriculum designers, administrators, education professionals, researchers, and students.
One of the most important transformations in the world today is the adaptation to education and teaching methods that must be made to enhance the learning experience for Millennial and Generation Z students. The system in which the student is passive and the teacher is active is no longer the most effective form of education. Additionally, with the increased availability to information, knowledge transfer is no longer done solely by the teacher. Educators need to become moderators in order to promote effective teaching practices. Paradigm Shifts in 21st Century Teaching and Learning is an essential scholarly publication that examines new approaches to learning and their application in the teaching-learning process. Featuring a wide range of topics such as game-based learning, curriculum design, and sustainability, this book is ideal for teachers, curriculum developers, instructional designers, researchers, education professionals, administrators, academicians, educational policymakers, and students.
In this digital age, faculty, teachers, and teacher educators are increasingly expected to adopt and adapt pedagogical perspectives to support student learning in instructional environments featuring online or blended learning. One highly adopted element of online and blended learning involves the use of online learning discussions. Discussion-based learning offers a rich pedagogical context for creating learning opportunities as well as a great deal of flexibility for a wide variety of learning and learner contexts. As post-secondary and, increasingly, K-12 institutions cope with the rapid growth of online learning, and an increase in the cultural diversity of learners, it is critical to understand, at a detailed level, the relationship between online interaction and learning and how educationally-effective interactions might be nurtured, in an inclusive way, by instructors. The Handbook of Research on Online Discussion-Based Teaching Methods is a cutting-edge research publication that seeks to identify promising designs, pedagogical and assessment strategies, conceptual models, and theoretical frameworks that support discussion-based learning in online and blended learning environments. This book provides a better understanding of the effects and both commonalities and differences of new tools that support interaction, such as video, audio, and real-time interaction in discussion-based learning. Featuring a wide range of topics such as gamification, intercultural learning, and digital agency, this book is ideal for teachers, educational software developers, instructional designers, IT consultants, academicians, curriculum designers, researchers, and students.
This book celebrates the 10th anniversary of the elearning symposium run by the Centre for Languages, Linguistics and Area Studies, based at the University of Southampton, UK. With contributions from practitioners working in universities across the UK and the world, it includes case studies and reflective pieces which showcase good practice in the use of technology for language teaching and learning. This edited collection forms a snapshot of the innovative ideas and approaches which are animating language teaching in Higher Education today.
This volume illustrates the high potential of learner corpus investigations for research into the CAF triad by presenting eleven original learner corpus-based studies which are set within solid theoretical frameworks, examine learner corpora with state-of-the-art analytical techniques and yield highly interesting findings. The volume’s major strength lies in the range of issues it undertakes and in its interdisciplinary thematic novelty. The chapters collectively address all three dimensions of L2 performance related to different linguistic subsystems (i.e. lexical, phraseological and grammatical complexity and accuracy, along with fluency) as well as the interactions among these constructs. The studies are based on data drawn from carefully compiled learner corpora which are analysed with the help of diverse corpus-based methods. The theoretical discussions and the empirical results shall contribute to the advancement of the fields of SLA and writing and speech research and shall inspire further investigations in the area of the CAF triad.