Xuesong Gao – författare

Literacy is important foundational knowledge for all teaching areas and classroom settings. Language and Literacy covers the building blocks of literacy, as well as the developmental skills all pre-service and in-service teachers need to teach effectively and meaningfully across the Australian curriculum. Part one moves chronologically from the early years to the secondary years, covering phonological, phonemic and morphological awareness, word and sentence-level grammar, language use in social contexts, and a discussion on English language diversity and change. Part two introduces the metalanguage, content knowledge and teaching methods required to develop students' competence in vocabulary, text types and grammar, as well as oracy, reading, writing and critical literacy. Each chapter includes discussion points and further resources to engage students, with key terms linked to the comprehensive glossary. Written by experienced educators, Language and Literacy is an essential resource, offering a focused exploration of language and literacy knowledge for pre-service and in-service teachers.

The Routledge Handbook of Race and Equity in Applied Linguistics provides an authoritative overview of research on racial and epistemic inequities in TESOL and applied linguistics. It focuses on intersecting systems of oppression in institutional, pedagogical, curricular, and policy spaces.Across 27 chapters, contributors critically examine everyday policies and practices, such as hiring bias and discriminatory job ads, which disadvantage multilingual learners and teachers, while amplifying agentive voices seeking change. Organized into four parts and spanning the geographic and epistemic Global South and North, the handbook is both critique and praxis: it offers practical tools for valuing students' full repertoires, challenging native-speaker norms, redesigning curricula and assessment, and linking classroom decisions to program and policy reform. It adopts diverse and groundbreaking lenses-linguistic racism, native-speakerism, commodified hiring, translanguaging, phenomenology, pedagogy of love, Ebunlingualism, decolonial hermeneutics, intersectionality, and critical ethnographies-that counter linguistic, epistemic, racial, and institutional hegemonies.This timely handbook charts a clear decolonial path for students and scholars in TESOL, Applied Linguistics, and Education, while equipping educators and policymakers with the tools to build more just and inclusive environments.

The Routledge Handbook of Race and Equity in Applied Linguistics provides an authoritative overview of research on racial and epistemic inequities in TESOL and applied linguistics. It focuses on intersecting systems of oppression in institutional, pedagogical, curricular, and policy spaces.Across 27 chapters, contributors critically examine everyday policies and practices, such as hiring bias and discriminatory job ads, which disadvantage multilingual learners and teachers, while amplifying agentive voices seeking change. Organized into four parts and spanning the geographic and epistemic Global South and North, the handbook is both critique and praxis: it offers practical tools for valuing students' full repertoires, challenging native-speaker norms, redesigning curricula and assessment, and linking classroom decisions to program and policy reform. It adopts diverse and groundbreaking lenses-linguistic racism, native-speakerism, commodified hiring, translanguaging, phenomenology, pedagogy of love, Ebunlingualism, decolonial hermeneutics, intersectionality, and critical ethnographies-that counter linguistic, epistemic, racial, and institutional hegemonies.This timely handbook charts a clear decolonial path for students and scholars in TESOL, Applied Linguistics, and Education, while equipping educators and policymakers with the tools to build more just and inclusive environments.

The Routledge Handbook of Race and Equity in Applied Linguistics provides an authoritative overview of research on racial and epistemic inequities in TESOL and applied linguistics. It focuses on intersecting systems of oppression in institutional, pedagogical, curricular, and policy spaces.Across 27 chapters, contributors critically examine everyday policies and practices, such as hiring bias and discriminatory job ads, which disadvantage multilingual learners and teachers, while amplifying agentive voices seeking change. Organized into four parts and spanning the geographic and epistemic Global South and North, the handbook is both critique and praxis: it offers practical tools for valuing students’ full repertoires, challenging native-speaker norms, redesigning curricula and assessment, and linking classroom decisions to program and policy reform. It adopts diverse and groundbreaking lenses—linguistic racism, native-speakerism, commodified hiring, translanguaging, phenomenology, pedagogy of love, Ebùnlingualism, decolonial hermeneutics, intersectionality, and critical ethnographies—that counter linguistic, epistemic, racial, and institutional hegemonies.This timely handbook charts a clear decolonial path for students and scholars in TESOL, Applied Linguistics, and Education, while equipping educators and policymakers with the tools to build more just and inclusive environments.

The Second Handbook of English Language Teaching provides a comprehensive examination of policy, practice, research and theory related to English language teaching in international contexts. Over 70 chapters focus on the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second-language acquisition and pedagogy. In countries around the globe, English has become the second language taught most frequently and intensively. In many countries, particularly in Asia, government policies have made English a part of the curriculum from primary school on. Demand for English teaching by parents and adult learners is fueled by the desire to increase economic competitiveness, globalization of the workforce, immigration, and a move toward lifelong learning. Immigration has led to an increased demand for English-language teaching even in countries where English is the dominant language.

The Second Handbook of English Language Teaching provides a comprehensive examination of policy, practice, research and theory related to English language teaching in international contexts. Over 70 chapters focus on the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second-language acquisition and pedagogy. In countries around the globe, English has become the second language taught most frequently and intensively. In many countries, particularly in Asia, government policies have made English a part of the curriculum from primary school on. Demand for English teaching by parents and adult learners is fueled by the desire to increase economic competitiveness, globalization of the workforce, immigration, and a move toward lifelong learning. Immigration has led to an increased demand for English-language teaching even in countries where English is the dominant language.

This book provides a multifaceted, multilayered examination of the processes and challenges language teachers face in constructing their professional identities in multilingual contexts such as Hong Kong. It focuses on how professional and personal identities are enacted as individuals cross geographic, educational, and socio-cultural boundaries to become English language teachers in Hong Kong. It explores the construction of language teachers’ professional identities from multiple perspectives in multiple settings, including pre-service and in-service teachers from Hong Kong, Mainland China, and Western countries. Understanding the difficulties and challenges these language teachers face in their identity and professional development is of relevance to teachers and teacher educators, as well as those interested in becoming language teachers in multilingual contexts.