Language Values Actions

This book provides a contextualized and balanced look into the timely topic of values in English Language Teaching (ELT) materials with a primary focus on the Chinese context. It features three distinct conceptual and methodological perspectives, namely, perceptions of stakeholders such as material writers, teachers and students, multimodal construction of values, and textual representation of values. It is a valuable resource for those interested in the social, cultural, moral, and ideological dimensions of English education in general, and in the textual and multimodal construction of values in language teaching materials in particular.

The goal of this eBook is to shed light on the non-linguistic causes of language diversity, and in particular, to explore the possibility that some aspects of the structure of languages may result from an adaptation to the natural and/or human-made environment. Traditionally, language diversity has been claimed to result from random, internally-motivated changes in language structure. However, ongoing research suggests instead that different factors that are external to language can promote language change and ultimately account for aspects of language diversity, specifically features of the social and physical environments. The contributions in this eBook discuss whether some aspects of languages are an adaptation to ecological, social, or even technological niches.

Explores the unspoken values & ethical dilemmas that underlie the teaching of English as a second or a foreign language, using philosophical analysis built around specific, real life situations. Relevant for prospective & practicing teachers in the field

"This text is intended for a one-semester introductory course."--Page 1.

Since the first edition of this established text was published in 1988, action research has gained ground as a popular method amongst educational researchers, and in particular for practising teachers doing higher-level courses. In this new edition Jean McNiff provides updates on methodological discussions and includes new sections of case study material and information on supporting action research. The book raises issues about how action research is theorised, whether it is seen as a spectator discipline or as a real life practice, and how practitioners position themselves within the debate. It discusses the importance for educators of understanding their own work and showing how their educative influence can lead to the development of good orders in formal and informal learning settings and in the wider community. This second edition comes at a time when, after years of debate over what counts as action research, it is now considered an acceptable and useful part of mainstream research practice.

This study presents a comparative approach to a universal theory of TENSE, ASPECT and MOOD, combining the methods of comparative and historical linguistics, fieldwork, text linguistics, and philology. The parts of the book discuss and describe (i) the concepts of TENSE, ASPECT and MOOD; (ii) the Tibetan system of RELATIVE TENSE and aspectual values, with main sections on Old and Classical Tibetan, “Lhasa” Tibetan, and East Tibetan (Amdo and Kham); and (iii) West Tibetan (Ladakhi, Purik, Balti); Part (iv) presents the comparative view. Discussing the similarities and differences of temporal and aspectual concepts, the study rejects the general claim that ASPECT is a linguistic universal. A new linguistic concept, FRAMING, is introduced in order to account for the aspect-like conceptualisations found in, e.g., English. The concept of RELATIVE TENSE or taxis, may likewise not be universal. Among the Tibetan varieties, West Tibetan is unique in having fully grammaticalized the concept of ABSOLUTE TENSE. West Tibetan is compared diachronically with Old and Classical Tibetan (documented since the mid 8th century) and synchronically with several contemporary Tibetan varieties. The grammaticalized forms of each variety are described on the basis of their employment in discourse. The underlying general function of the Tibetan verbal system is thus shown to be that of RELATIVE TENSE. Secondary aspectual functions are described for restricted contexts. A special focus on the pragmatic or metaphorical use of present tense constructions in Tibetan leads to a typology of narrative conventions. The last part also offers some suggestions for the reconstruction of the Proto-Tibetan verb system.

This volume explores and compares linguistic practices among young people in linguistically and culturally diverse urban spaces.

Based on a highly interdisciplinary theoretical framework, Tobias Schroedler provides a comprehensive picture of the value of language skills within the Irish economy. The author manages to present and merge theories from economics, business studies, sociology, and applied linguistics making this an innovative and valuable contribution to the growing field of research on the value of multilingualism and languages. The first of two datasets presented in the book provides a macroeconomic quantification on the economic performance of four different global language communities. The second dataset consists of an expert interview study on the matter. Based on the data analysis, the author derives recommendations for economically beneficial language education policy making.