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Pragmatics --- Conversation analysis. --- Corpora (Linguistics) --- Intercultural communication. --- Listening comprehension. --- Modality (Linguistics) --- Linguistics --- Comprehension --- Cross-cultural communication --- Communication --- Culture --- Cross-cultural orientation --- Cultural competence --- Multilingual communication --- Technical assistance --- Corpus-based analysis (Linguistics) --- Corpus linguistics --- Linguistic analysis (Linguistics) --- Analysis of conversation --- CA (Interpersonal communication) --- Conversational analysis --- Oral communication --- Anthropological aspects

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This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly. Keiko Tsuchiya is Associate Professor at the School of International Liberal Arts, Yokohama City University, Japan. María Dolores Pérez Murillo is Associate Professor at the School of Education, Complutense University of Madrid, Spain.

Language and languages --- Foreign languages --- Languages --- Anthropology --- Communication --- Ethnology --- Information theory --- Meaning (Psychology) --- Philology --- Linguistics --- Study and teaching (Higher) --- Language and languages—Study and teaching. --- Bilingualism. --- Teaching. --- Language policy. --- Language Teaching. --- Language Education. --- Teaching and Teacher Education. --- Language Policy and Planning. --- Glottopolitics --- Institutional linguistics --- Language and state --- Languages, National --- Languages, Official --- National languages --- Official languages --- State and language --- Communication policy --- Language planning --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Languages in contact --- Multilingualism --- Government policy

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" The perceived superiority of standardized English and native speakers continue to shape people’s beliefs and influence the teaching and learning of English in Japan. This book challenges these enduring ideologies by shedding light on multiple, hybrid, and contingent uses of English as a lingua franca (ELF) from multilingual and translingual perspectives. This unique collection of studies underscores the importance of ELF-oriented dispositions, pedagogies, and policies for genuine communication across difference." --Ryuko Kubota, Professor, Department of Language and Literacy Education, The University of British Columbia, Canada. This edited book examines the phenomenon of English as a Lingua Franca (ELF) in the Japanese context, using multilingualism as a lens through which to explore language practices and attitudes in what is traditionally viewed as a monolingual, monocultural setting. The authors cover a broad spectrum of topics within this theme, including language education policies, the nature of ELF communication in both academic and business settings, users’ and learners’ perceptions of ELF, and the pedagogy to foster ELF-oriented attitudes. Teaching and learning practices are reconsidered from ELF and multilingual perspectives, shifting the focus from the conformity to native-speaker norms to ELF users’ creative use of multilingual resources. This book is a key resource for advancing ELF study and research in Japan, and it will also be of interest to students and scholars studying multilingualism and World Englishes in other global contexts. Mayu Konakahara is Assistant Professor in the Department of English, Kanda University of International Studies, Japan. Keiko Tsuchiya is Associate Professor in the Faculty of Liberal Arts and International Studies, Yokohama City University, Japan.

Sociology of education --- Mass communications --- Linguistics --- English language --- Language and literature --- onderwijs --- linguïstiek --- Engels --- interculturele communicatie --- meertaligheid

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This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.

Language and languages --- Language arts --- Study and teaching (Higher) --- Study and teaching. (Higher) --- Correlation with content subjects --- Didactics of languages --- Didactics of primary education --- Didactics of secundary education --- Didactics of higher education --- Spain --- Japan

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Corpus Linguistics, Context and Culture demonstrates the potential of corpus linguistic methods for investigating language patterns across a range of contexts. Organised in three sections, the chapters range from detailed case studies on lexico-grammatical patterns to fundamental discussions of meaning as part of the 'discourse, contexts and cultures' theme. The final part on 'learner contexts' specifically emphasises the need for mixed-method approaches and the consideration of pedagogical implications for real world contexts. Beyond its contribution to current debates in the field, this edited volume indicates new directions in cross-disciplinary work.

Linguistics --- Corpora (Linguistics) --- Discourse analysis.