Advances in Applied Linguistics – serie

'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University. This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.

'Multimodal Teaching and Learning: The Rhetorics of the Science Classroom achieves the rare goal of explicating multimodality as both theory and practice. This is an importantly concrete analysis, derived from extended, careful, and interdisciplinary observation, which challenges our thinking about how meaning and knowledge are shaped by our modes of communication. The book appeals to a wide range of scholars and practitioners far beyond the science classroom.' Professor Ron Scollon, Department of Linguistics, Georgetown University. This book takes a radically different look at communication, and in doing so presents a series of challenges to accepted views on language, on communication, on teaching and, above all, on learning. Drawing on extensive research in science classrooms, it presents a view of communication in which language is not necessarily communication - image, gesture, speech, writing, models, spatial and bodily codes. The action of students in learning is radically rethought: all participants in communication are seen as active transformers of the meaning resources around them, and this approach opens a new window on the processes of learning.

‘Metaphor in Educational Discourse is a superb piece of applied linguistics research that integrates Vygotsky's theory of concepts with current work on metaphor into a coherent framework for investigating how teachers and learners negotiate figurative language in order to promote development in the classroom setting. In what is likely to become the standard for future studies in this area, Lynne Cameron meticulously demonstrates the central role of linguistic metaphors in classroom learning - designed to lead learners to a deeper understanding of complex mathematical and scientific concepts.'James P. Lantolf, Professor of Applied Linguistics, The Pennsylvania State University.This book reports research into metaphor in use with school students. The setting for the research is a UK school and the participants are around ten years old, with their first language well established but still developing concepts and understandings. Close examination of a corpus of classroom spoken discourse reveals how metaphor is employed by their teachers, not just in explaining ideas, but, in managing and mediating the activity of the classroom and the learning of the students. Particular issues discussed include: the problems of identifying metaphors in spoken discourse, the conventionalism of metaphors in the discourse of socio-cultural groups, and how a socio-cultural approach can account for systematicity in metaphor use.

This text brings together well-known scholars in two relatively distinct fields (language acquisition and language socialization) and from a variety of orientations within applied linguistics - psycho and sociolinguistics, anthropological linguistics, educational linguistics - to describe language development from a relational perspective. The notion of ecology offers a convenient metaphor for the complex variational processes that take place within individuals and between individuals and their social and cultural environment, as they attempt to learn the language of the other. The theme of ecology affords a fresh look into phenomena not encompassed by language acquisition or language socialization research alone. It puts into question traditional ways of looking at time, space, subjectivity, identity in the acquisition of another language and its use in a variety of social contexts. For language teachers and educators, this book attempts to eschew traditional dichotomies such as language acquisition vs. language use, and to capture the complex and holistic nature of language learning and teaching.

Language Acquisition and Language Socialization brings together well-known scholars in two relatively distinct fields - language acquisition and language socialization - and from a variety of orientations within applied linguistics (psycholinguistics, socioloinguistics, anthropological linguistics, educational linguistics) to describe language development from a relational perspective. The notion of ecology offer a convenient metaphor for the complex variational processes that take place within individuals, and between individuals and their social and cultural environment, as they attempt to learn the language of the Other. The chapters are a response to the three main questions discussed inthe Introduction: What conceptual models best capture the ecological nature of language learning? What research approaches are most likely to illuminate the relationship between language and social structure? How is educational success defined for language acquisition and language socialization? For researchers, the main strength of the book will be its empirical and phenomenological base, and the variety of methods used.The theme of ecology affords a fresh look in to phenomena not encompassed by the language acquisition or languge socialization research alone.It puts in to question traditional ways of looking at time, space, subjectivity and identity in the acquisition of another langauge and its use in a variety of social contexts. For language teachers and educators, this book avoids the traditional dichotomies such as language acquisition vs. language use, and captures the complex and holistic nature of language learning and teaching. Claire Kramsch is Professor of German and Foreign Language Acquisition, University of California, Berkeley.

Genre theory in the past few years has contributed immensely to our understanding of the way discourse is used in academic, professional and institutional contexts. However, its development has been constrained by the nature and design of its applications, which have invariably focused on language teaching and learning, or communication training and consultation. This has led to the use of simplified and idealised genres. In contrast to this, the real world of discourse is complex, dynamic and unpredictable. This tension between the real world of written discourse and its representation in applied genre-based literature is the main theme of this book. The book addresses this theme from the perspectives of four rather different worlds: the world of reality, the world of private intentions, the world of analysis and the world of applications. Using examples from a range of situations including advertising, business, academia, economics, law, book introductions, reports, media and fundraising, Bhatia uses discourse analysis to move genre theory away from educational contexts and into the real world.Introduction * Overview: Perspectives on Discourse * The World of Reality * The World of Private Intentions * The World of Analysis * The World of Applications * References

Genre theory in the past few years has contributed immensely to our understanding of the way discourse is used in academic, professional and institutional contexts. However, its development has been constrained by the nature and design of its applications, which have invariably focused on language teaching and learning, or communication training and consultation. This has led to the use of simplified and idealised genres. In contrast to this, the real world of discourse is complex, dynamic and unpredictable. This tension between the real world of written discourse and its representation in applied genre-based literature is the main theme of this book. The book addresses this theme from the perspectives of four rather different worlds: the world of reality, the world of private intentions, the world of analysis and the world of applications. Using examples from a range of situations including advertising, business, academia, economics, law, book introductions, reports, media and fundraising, Bhatia uses discourse analysis to move genre theory away from educational contexts and into the real world.Introduction GCo Overview: Perspectives on Discourse GCo The World of Reality GCo The World of Private Intentions GCo The World of Analysis GCo The World of Applications GCo References

Applied Linguistics as Social Science surveys the increasing dialogue between linguistics and social theory. The book shows how social theory, applied linguistics and sociolinguistics share a set of common concerns, and how an analysis of these to produce a social scientific account of applied linguistics helps to explain the interaction between social structures, human agents and language. Foreword Introduction Making connections: some key issues in social theory and applied linguistics Sociology and ideas about language Language as a cultural emergent property Researching language learning: theories, evidence, claims Social categories and theoretical descriptions Social domain theory: interpreting intercultural communication Language in the world: properties and powers A social realist approach to research in applied linguistics .