Language Learning in Anglophone Countries

Challenges, Practices, Ways Forward
Herausgegeben:Lanvers, Ursula; Thompson, Amy S.; East, Martin

• Broschiertes Buch

Produktbeschreibung

This edited book focuses on the state of language learning in Anglophone countries and brings together international research from a wide range of educational settings. Taking a contextual perspective on the language learning crisis currently facing Anglophone countries, the authors examine systemic challenges, real-world practices, and broader cultural trends that have an impact on the uptake of modern foreign languages in different Anglophone settings. This book will be of interest to scholars working in applied linguistics and language education, particularly those with a focus on educational policy and Global English.

Produktdetails

• Verlag: Palgrave Macmillan / Springer International Publishing / Springer, Berlin
• Artikelnr. des Verlages: 978-3-030-56656-2
• 1st ed. 2021
• Seitenzahl: 552
• Erscheinungstermin: 8. Januar 2022
• Englisch
• Abmessung: 210mm x 148mm x 30mm
• Gewicht: 705g
• ISBN-13: 9783030566562
• ISBN-10: 3030566560
• Artikelnr.: 63125849

Autorenporträt

Ursula Lanvers is Associate Professor for Language Education at the University of York, UK. She has published widely on language education policy, language learner motivation, language education theory, attitudes and language learner beliefs, and English Medium Instruction.  Amy S. Thompson is Professor of Applied Linguistics and Department Chair of the Department of World Languages, Literatures, & Linguistics at West Virginia University, USA. Her teaching experience includes a range of theoretical and methodological courses in applied linguistics.  Martin East is Professor of Language Education in the School of Cultures, Languages and Linguistics, Faculty of Arts, at the University of Auckland, New Zealand, where he primarily teaches courses in language teaching and learning. 

Inhaltsangabe

Chapter 1: Introduction (Ursula Lanvers, Amy S. Thompson and Martin East).- Part 1: Challenges to Language Learning in Anglophone Countries: Observations from School Education.- Chapter 2: Language Learning in New Zealand's Schools: Enticing Opportunities and Enduring Constraints (Martin East).- Chapter 3: The Place of Foreign Languages in the Irish Education System: Towards a More Strategic Approach (Jennifer Bruen).- Chapter 4: English Monolingualism in Canada: A Critical Analysis of Language Ideologies (Andrea Sterzuk and Hyunjung Shin).- Chapter 5: Shifting Ideologies: The Seal of Biliteracy in the United States (Charlotte R. Hancock and Kristin J. Davin).- Chapter 6: Choosing Language Options at Secondary School in England: Insights from Parents and Students (Ursula Lanvers and Christopher Martin).- Chapter 7: Why Does Northern Ireland Have No Primary School Languages? A Review of the Interplay Between Languages and Politics in Northern Ireland (Ian Collen).- Chapter 8: Language Education in Australian Primary Schools: Policy, Practice, Perceptions (Shannon Mason and John Hajek).- Part 2: Challenges to Language Learning in Anglophone Countries: Observations from Higher Education.- Chapter 9: University Language Policy and Planning in the United Kingdom: Modern Foreign Languages Teaching and Learning (Anthony J. Liddicoat).- Chapter 10: LOTEs in US Universities: Benefits, Trends, Motivations, and Opportunities (Amy S. Thompson).- Chapter 11: Learning Japanese as a Foreign Language in New Zealand: Questioning the Basic Assumptions (Harumi Minagawa and Dallas Nesbitt).- Part 3: Ways Forward through Immersion, Lifelong Learning and CLIL.- Chapter 12: Study Abroad for Anglophones: Language Learning through Multilingual Practices (Rosamond Mitchell and Nicole Tracy-Ventura).- Chapter 13: Learn From the Experts: Collaborative Language Learning and Language Ideology Awareness (Mara R. Barbosa).- Chapter 14: Content and Language Integrated Learning in England: Missed Opportunities and Ways Forward (Kim Bower).- Chapter 15: Heritage Language Maintenance in New Zealand (Louisa Buckingham).- Part 4: Ways Forward Through Online and Virtual Activities.- Chapter 16: Online Language Learning in New Zealand's Primary Schools: Exploring the Impact of One Initiative (Constanza Tolosa, Martin East and Michael Barbour).- Chapter 17: Developing Multilingual Language Awareness through German-English Online Collaboration (Diana Feick and Petra Knorr).- Chapter 18: Best of Both Worlds? Developing Integrative Blended Learning for French, Italian and Spanish Beginners at Tertiary Level in Aotearoa/New Zealand (Deborah Walker-Morrison, Gabriella Brussino and Nicola Gilmour).- Chapter 19: How Do Virtual Interactions with French Speakers Affect the Motivation of Young Learners in a Scottish Primary Classroom? (James Innes and Alan Huang).- Part 5: Ways Forward through Plurilingual Approaches in the Language Classroom.- Chapter 20: A Plurilingual Approach to Revitalize L2Teaching and Learning: An Example from Ireland (David Little and Déirdre Kirwan).- Chapter 21: Using Critical Language Awareness to Disrupt Global English Hegemony in US Higher Education (Emma R. Britton).- Chapter 22: Thinking Beyond 'Languaging' in Translanguaging Pedagogies: Exploring Ways to Combat White Fragility in an Undergraduate Language Methodology Course (Rebekah R. Gordon, Heather L. Reichmuth, Lee Her and Peter I. De Costa).- Chapter 23: Preparing Monolingual Teachers of Multilingual Students: Strategies That Work (Qianqian Zhang-Wu).- Chapter 24: Resistance to Monolingualism: School Principles and Head of Languages' Voices on Factors That Promote and Deter Languages Education in Queensland, Australia (Adriana Díaz, Marisa Cordella and Fabiane Ramos Buckingham).- Chapter 25: Conclusion (Ursula Lanvers, Amy Thompson and Martin East).