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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. 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. .
Language and education. --- Education. --- Philology. --- Language policy. --- Education and state. --- Language Education. --- Education, general. --- Modern Languages. --- Language Policy and Planning. --- Education Policy. --- Education --- Education policy --- Educational policy --- State and education --- Social policy --- Endowment of research --- Glottopolitics --- Institutional linguistics --- Language and languages --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- Children --- Education, Primitive --- Education of children --- Human resource development --- Instruction --- Pedagogy --- Schooling --- Students --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Training --- Educational linguistics --- Government policy --- General education. --- Languages, Modern. --- Foreign languages --- Languages, Foreign --- Languages, Living --- Living languages --- Modern languages --- Education, General
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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. 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. .
Sociology of education --- Teaching --- Didactics of languages --- Linguistics --- Literature --- onderwijs --- talenonderwijs --- linguïstiek --- opvoeding --- literatuurwetenschap
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Sociology of education --- Teaching --- Didactics of languages --- Linguistics --- Literature --- onderwijs --- talenonderwijs --- linguïstiek --- opvoeding --- literatuurwetenschap
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This book provides a rich and unique longitudinal account of content and language integrated learning (CLIL). The chapters report on the findings from a large-scale, three-year research project undertaken at senior high school level in Sweden. The ecological perspective, with quantitative and qualitative methods, gives voice to both learners and teachers, as well as being an excellent critical example of how such longitudinal research might be carried out. Through emic and etic approaches, the book provides insights into language learning outcomes, both with regard to the target language English and the majority language Swedish; learner motivation among CLIL and non-CLIL students; effects of extramural exposure to English; issues in relation to assessment in CLIL and much more. As a whole, the book offers an unprecedented overview of learner outcomes and detailed insights into the comparison of CLIL and non-CLIL education. While it is embedded in the Swedish context, the nature of this study means that it has strong implications on an international basis.
English language --- Language arts (Secondary) --- Language and education --- Educational linguistics --- Education --- Language and languages --- Germanic languages --- Language arts --- Study and teaching (Secondary) --- Swedish speakers. --- Correlation with content subjects --- Immersion method. --- Study and teaching --- CLIL. --- CLISS. --- Content and Language Integrated Learning . --- L2/FL learning motivation. --- SLA. --- assessment practices of CLIL. --- bilingualism. --- effects of CLIL on the target language. --- extramural English. --- language learning assessment . --- multilingualism. --- Swedish speakers --- Immersion method --- Swedish language --- English language - Study and teaching (Secondary) - Sweden --- English language - Study and teaching (Secondary) - Swedish speakers --- Language arts (Secondary) - Correlation with content subjects - Sweden --- English language - Study and teaching (Secondary) - Immersion method --- Language and education - Sweden
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