Fiona Copland – författare

The Routledge Handbook of Teaching English to Young Learners celebrates the ‘coming of age’ for the field of research in primary-level English Language Teaching. With 32 chapters written by international scholars from a wide geographical area including East Africa, Mexico, the South Pacific, Japan, France, the USA and the UK, this volume draws on areas such as second language acquisition, discourse analysis, pedagogy and technology to provide:

With extensive guidance on further reading throughout, The Routledge Handbook of Teaching English to Young Learners is essential reading for those studying and researching in this area.

The Routledge Handbook of Teaching English to Young Learners celebrates the ‘coming of age’ for the field of research in primary-level English Language Teaching. With 32 chapters written by international scholars from a wide geographical area including East Africa, Mexico, the South Pacific, Japan, France, the USA and the UK, this volume draws on areas such as second language acquisition, discourse analysis, pedagogy and technology to provide:

With extensive guidance on further reading throughout, The Routledge Handbook of Teaching English to Young Learners is essential reading for those studying and researching in this area.

This volume focuses on the post-observation feedback conference, a common feature of teacher education programs, and highlights the importance of such talk in the development and evaluation of teachers and other professionals.

The book adopts a linguistic ethnographic approach, which provides a framework for examining the contextual nature of the talk and how it is embedded within wider social contexts and structures, such as evaluation regimes. Drawing on data from a range of settings, including pre-service teacher education, medical education, and teacher appraisal programs, Copland and Donaghue examine the feedback conference from a range of perspectives, including face, identity and genre, and show how a nuanced understanding of discussions can support teacher trainers, supervisors and observers to provide appropriate and useful feedback. A concluding chapter brings together brief vignettes from researchers active in the field to point to future directions for further study.

This book will be of particular interest to students and researchers in discourse analysis, language education, linguistic anthropology, and professional communication, as well as pre- and in-service teachers.

This volume focuses on the post-observation feedback conference, a common feature of teacher education programs, and highlights the importance of such talk in the development and evaluation of teachers and other professionals.

The book adopts a linguistic ethnographic approach, which provides a framework for examining the contextual nature of the talk and how it is embedded within wider social contexts and structures, such as evaluation regimes. Drawing on data from a range of settings, including pre-service teacher education, medical education, and teacher appraisal programs, Copland and Donaghue examine the feedback conference from a range of perspectives, including face, identity and genre, and show how a nuanced understanding of discussions can support teacher trainers, supervisors and observers to provide appropriate and useful feedback. A concluding chapter brings together brief vignettes from researchers active in the field to point to future directions for further study.

This book will be of particular interest to students and researchers in discourse analysis, language education, linguistic anthropology, and professional communication, as well as pre- and in-service teachers.

This is an engaging interdisciplinary guide to the unique role of language within ethnography.

The book provides a philosophical overview of the field alongside practical support for designing and developing your own ethnographic research. It demonstrates how to build and develop arguments and engages with practical issues such as ethics, transcription and impact.

There are chapter-long case studies based on real research that will explain key themes and help you create and analyse your own linguistic data. Drawing on the authors’ experience they outline the practical, epistemological and theoretical decisions that researchers must take when planning and carrying out their studies.

Other key features include:

 This book is a master class in understanding linguistic ethnography, it will of interest to anyone conducting field research across the social sciences.

This is an engaging interdisciplinary guide to the unique role of language within ethnography.

The book provides a philosophical overview of the field alongside practical support for designing and developing your own ethnographic research. It demonstrates how to build and develop arguments and engages with practical issues such as ethics, transcription and impact.

There are chapter-long case studies based on real research that will explain key themes and help you create and analyse your own linguistic data. Drawing on the authors’ experience they outline the practical, epistemological and theoretical decisions that researchers must take when planning and carrying out their studies.

Other key features include:

 This book is a master class in understanding linguistic ethnography, it will of interest to anyone conducting field research across the social sciences.