Diane Belcher – författare

The field of English for Specific Purposes (ESP) is among the richest areas of second language research and practice because increasing globalization and changing technologies spawn new modes of intercultural connection and new occasions for second language use. English for Specific Purposes in Theory and Practice compasses this burgeoning field by presenting new research and commentary from some of the field’s leading scholars.This volume explores ESP from academic (secondary and tertiary), occupational (business, medical, and legal), and socio-cultural perspectives. Recurring motifs throughout the volume are the effects of globalization, English as a lingua franca, and the impact of migrant populations. One of the major questions this volume seeks to answer is, How can ESP instructors meet their own teacher knowledge needs? Also considered is, How have ESP practitioners succeeded in gaining control of the knowledge they need to address their students’ needs?

This volume uniquely explores critical and corpus-based perspectives on intercultural rhetoric. Many chapters examine what is meant by “culture” and how that affects research and pedagogy, particularly with regard to new forms of literacy. The contents of this book are well situated within a tradition of inquiry that has developed since Kaplan’s famous 1966 article while at the same time exploring new areas of interest with new kinds of research tools like corpus linguistics, which has greatly impacted how intercultural rhetoric is researched. The volume has four parts: Corpus and Critical Perspectives, which features chapters by Ulla Connor and Will Baker; Critical-Analytical Approaches, which features chapters by Xiaoye You, Ramon Escamilla, and Guillaume Gentil; Corpus-Based Approaches, which features chapters by Eric Friginal, Amanda Lanier Temples and Gayle Nelson, and Viviana Cortes and Jack A. Hardy; and Next Steps, which features a chapter by Suresh Canagarajah and the sequel to the conversation between Dwight Atkinson and Paul Kei Matsuda that was begun in 2008.In his Afterword, Joel Bloch has called this volume “a testament to the endurance of intercultural rhetoric.”

Argumentative Writing in a Second Language is a collection on teaching argumentative writing, offering multiple vantage points drawn from the contributors' own teaching and research experiences. The value of learning how to compose argumentative texts cannot be overstated, and yet, very little attention has been allocated to the equally important topic of how argumentation is or can be taught in the L2 context. Thus, this volume shifts attention to teachers and argumentative writing instruction, especially within increasingly common multimodal and digital literacy settings. While doing so, it provides a comprehensive, wide-ranging view of the L2 argumentative writing landscape within an instructional lens.Part I of the volume is topic-oriented and focuses on explorations of important issues and perspectives, while Part II features several chapters reporting classroom-based studies of a variety of instructional approaches that expand our understanding of how argumentative writing can be taught. The book will be of value to pre-service and in-service teachers in varying instructional contexts, as well as teacher educators and L2 writing scholars/researchers.

Exploring research and pedagogy on second language writing, this volume focuses on issues concerning policy decisions affecting foreign students.

Exploring research and pedagogy on second language writing, this volume focuses on issues concerning policy decisions affecting foreign students.

"Reflection on Multiliterate Lives" is a collection of personal accounts, in narrative and interview format, of the formative literacy experiences of highly successful second language users, all of who are professional academics. Representing fourteen countries in origin, the contributors, well-known specialists in language teaching as well as a variety of other fields in the social and physical sciences, recount in their own words past and present struggles and successes as learners of language and of much else.