Mark Dressman – författare

This book presents a pioneering exploration of literacy, integrating multidisciplinary perspectives into a framework that conceptualizes literacy as an interaction among technologies, codes, purposes, and practices within and across cultural and historical contexts.

The volume traces the global emergence of writing and reading systems across five regions: East Asia (encompassing China, Korea, Japan, and Vietnam); the Mediterranean and Europe (spanning phonetic alphabetic traditions and their subsequent global dissemination); the Middle East and Africa (Semitic and Afro-Asiatic writing systems); India and Southeast Asia (Brahmic writing systems); and Indigenous North America (Mesoamerican writing systems). The concluding chapter synthesizes and compares these developments. It analyzes how early literacy, wielded by government and religious officials, simultaneously fostered cultural advancement and facilitated population control. This established the foundation for widespread literacy through revolutionary advances in printing technology, industrialization, and mass education.

This work will be an invaluable resource for scholars, educators, and students of cultural studies, linguistics, historical research, anthropology, and educational theory. It will be particularly valuable to those interested in the evolution of literacy across diverse civilizations and throughout history.

This book presents a pioneering exploration of literacy, integrating multidisciplinary perspectives into a framework that conceptualizes literacy as an interaction among technologies, codes, purposes, and practices within and across cultural and historical contexts.

The volume traces the global emergence of writing and reading systems across five regions: East Asia (encompassing China, Korea, Japan, and Vietnam); the Mediterranean and Europe (spanning phonetic alphabetic traditions and their subsequent global dissemination); the Middle East and Africa (Semitic and Afro-Asiatic writing systems); India and Southeast Asia (Brahmic writing systems); and Indigenous North America (Mesoamerican writing systems). The concluding chapter synthesizes and compares these developments. It analyzes how early literacy, wielded by government and religious officials, simultaneously fostered cultural advancement and facilitated population control. This established the foundation for widespread literacy through revolutionary advances in printing technology, industrialization, and mass education.

This work will be an invaluable resource for scholars, educators, and students of cultural studies, linguistics, historical research, anthropology, and educational theory. It will be particularly valuable to those interested in the evolution of literacy across diverse civilizations and throughout history.

Authored by a prominent team of international experts in their respective fields, The Handbook of Informal Language Learning is a one-of-a-kind reference work and it is a timely and valuable resource for anyone looking to explore informal language learning outside of a formal education environment. It features a comprehensive collection of cutting edge research areas exploring the cultural and historical cases of informal language learning, along with the growing area of digital language learning, and the future of this relevant field in national development and language education.

The Handbook of Informal Language Learning examines informal language learning from both theoretical and practical perspectives. Structured across six sections, chapters cover areas of motivation, linguistics, cognition, and multimodality; digital learning, including virtual contexts, gaming, fanfiction, vlogging, mobile devices, and nonformal programs; and media and live contact, including learning through environmental print, tourism/study abroad. The book also provides studies of informal learning in four national contexts, examines the integration of informal and formal classroom learning, and discusses the future of language learning from different perspectives.

The Handbook of Informal Language Learning is an essential resource for researchers, students, and professionals in the fields of language acquisition, English as a second language, and foreign language education.

Authored by a prominent team of international experts in their respective fields, The Handbook of Informal Language Learning is a one-of-a-kind reference work and it is a timely and valuable resource for anyone looking to explore informal language learning outside of a formal education environment. It features a comprehensive collection of cutting edge research areas exploring the cultural and historical cases of informal language learning, along with the growing area of digital language learning, and the future of this relevant field in national development and language education.

The Handbook of Informal Language Learning examines informal language learning from both theoretical and practical perspectives. Structured across six sections, chapters cover areas of motivation, linguistics, cognition, and multimodality; digital learning, including virtual contexts, gaming, fanfiction, vlogging, mobile devices, and nonformal programs; and media and live contact, including learning through environmental print, tourism/study abroad. The book also provides studies of informal learning in four national contexts, examines the integration of informal and formal classroom learning, and discusses the future of language learning from different perspectives.

The Handbook of Informal Language Learning is an essential resource for researchers, students, and professionals in the fields of language acquisition, English as a second language, and foreign language education.

Provides a thorough overview of digital learning methods and their practical application in the modern language classroom

English Language Learning in the Digital Age is a comprehensive introduction to the theoretical background and real-world application of IDLE (Informal Digital Learning of English). Designed for teachers and future teachers preparing to teach English as a second or other language, this highly practical guide focuses on incorporating digital technology into curricula to draw upon the extracurricular exposures to English that many students experience outside of the classroom. With some creativity and care, teachers can find ways to bring these experiences with English into the classroom, ultimately improving student learning outcomes.

Offering a specific focus on examples and case studies drawn from language education in the Middle East, Asia, and Europe, this text employs a three-part structure beginning with the theories behind autonomous learning and the importance of informal language learning for young adults. Part two demonstrates various methods for integrating games, social media, e-books, language software, mobile apps, and other digital resources into the classroom. The third section addresses the use of IDLE methods to bridge the gap between informal and formal uses of English, the advantages and disadvantages of IDLE in flipped classrooms and online teaching, and how IDLE strategies can enhance mandated curricula and better prepare students for national exams. The book concludes with a brief discussion of the future of language learning and the need to include digital technologies and learner-driven strategies in education policy. This unique text:

English Language Learning in the Digital Age is an ideal textbook for upper-level undergraduate and graduate students in the fields of language education and language acquisition, as well as teachers and teachers-in-training who are preparing to teach English in countries where English is not the primary language.

Provides a thorough overview of digital learning methods and their practical application in the modern language classroom

English Language Learning in the Digital Age is a comprehensive introduction to the theoretical background and real-world application of IDLE (Informal Digital Learning of English). Designed for teachers and future teachers preparing to teach English as a second or other language, this highly practical guide focuses on incorporating digital technology into curricula to draw upon the extracurricular exposures to English that many students experience outside of the classroom. With some creativity and care, teachers can find ways to bring these experiences with English into the classroom, ultimately improving student learning outcomes.

Offering a specific focus on examples and case studies drawn from language education in the Middle East, Asia, and Europe, this text employs a three-part structure beginning with the theories behind autonomous learning and the importance of informal language learning for young adults. Part two demonstrates various methods for integrating games, social media, e-books, language software, mobile apps, and other digital resources into the classroom. The third section addresses the use of IDLE methods to bridge the gap between informal and formal uses of English, the advantages and disadvantages of IDLE in flipped classrooms and online teaching, and how IDLE strategies can enhance mandated curricula and better prepare students for national exams. The book concludes with a brief discussion of the future of language learning and the need to include digital technologies and learner-driven strategies in education policy. This unique text:

English Language Learning in the Digital Age is an ideal textbook for upper-level undergraduate and graduate students in the fields of language education and language acquisition, as well as teachers and teachers-in-training who are preparing to teach English in countries where English is not the primary language.

Using Social Theory in Educational Research is organised to help practising educators and novice researchers who have little familiarity with social theory to:

Selected Contents: 1. Getting Theoretical 2. An Illustrated Tour of How Theory Works (and Doesn’t Work) in Educational Research 3. Framing Research Theoretically, Part One: Planning and Data Collection 4. Framing Research Theoretically 5.When Research Meets Research