Directions and Prospects for Educational Linguistics

1. Auflage 2010
ISBN: 978-90-481-9136-9
Verlag: Springer-Verlag
Format: PDF
Kopierschutz: Adobe DRM (»Systemvoraussetzungen)

E-Book, Englisch, 156 Seiten

Directions and Prospects for Educational Linguistics explores innovations that have developed from the creative syntheses of diverse methodological and theoretical approaches used to explore a broad rang of issues and topics related to language (in) education. The volume provides unique insights into current practices and new frontiers for educational linguistics by bringing together contributions from scholars who draw upon on established research traditions while at the same time pushing their boundaries beyond the confines of specific disciplines. Each paper serves as a thought provoking starting point for scholars and advanced graduate students to contemplate directions and prospects for research that contributes to linguistically appropriate and socially responsible education.

Autoren/Hrsg.

Inhaltsverzeichnis

1;Foreword;6
1.1;References;8
2;Acknowledgements;10
3;Contents;12
4;Contributors;14
5;Introduction;18
5.1;Chapters in this Volume;18
5.2;Reference;21
6;Chapter 1: Educational Linguistics: Workingat a Crossroads;22
6.1;1.1 Educational Linguistics as a Cross-Over Field;22
6.2;1.2 Understanding Situated Endeavours;25
6.3;1.3 EAL and Educational Linguistics in Context;27
6.4;1.4 Disciplinary Commitments and Ideological Values;32
6.5;1.5 Educational Linguistics of EAL: Academic Contribution or Resistance?;34
6.6;References;35
7;Chapter 2: Theme-Based Research in the Transdisciplinary Field of Educational Linguistics;39
7.1;2.1 Introduction;39
7.2;2.2 The Thematic Nature of Educational Linguistics;40
7.3;2.3 Thematic Topics for Educational Linguistic Research;41
7.4;2.4 Doing Thematic Research in Educational Linguistics;45
7.4.1;2.4.1 The Practice of Transdisciplinary Research;45
7.4.2;2.4.2 Transdisciplinary Challenges;47
7.4.2.1;2.4.2.1 Fluid Disciplinary Borders;47
7.4.2.2;2.4.2.2 Theoretical and Methodological Creativity;48
7.4.2.3;2.4.2.3 Transdisciplinary Training;48
7.5;2.5 Conclusion;49
7.6;References;50
8;Chapter 3: Methodology and Pedagogy in Educational Sociolinguistics: Researching and Teachingin Linguistically Diverse Schools;53
8.1;3.1 Introduction;53
8.2;3.2 Mapping and Scoping Educational Linguistics;54
8.3;3.3 Educational Linguistics in Teams;56
8.4;3.4 Team Research and Educational Linguistics;58
8.4.1;Chao-Jung Wu, Chinese Case Study;60
8.4.2;Li Wei, Chinese Case Study;61
8.5;3.5 Educational Linguistics in a School of Education;64
8.6;3.6 Conclusion;65
8.7;References;66
9;Chapter 4: Discourse Issues in Cross-Cultural Pragmatics: Educating the Community;69
9.1;4.1 Introduction;69
9.2;4.2 Background: Discourse Issues in Cross Cultural Language Use;71
9.3;4.3 The Study: An Issue of Public Health;72
9.3.1;4.3.1 Where and Why: Bloodmobiles and Businesses;73
9.3.2;4.3.2 Who;73
9.3.2.1;4.3.2.1 Who: The Screener;76
9.3.2.2;4.3.2.2 Who: Donors and Screeners;77
9.3.3;4.3.3 How: Asking and Answering;78
9.4;4.4 Conclusion;80
9.5;References;80
10;Chapter 5: Communicative Competence Revisited: An Ethnopoetic Analysis of Narrative Performances of Identity;82
10.1;5.1 Educational Linguistics and Communicative Competence;82
10.2;5.2 Narrative Choices as Performances of Identityand Competence;83
10.3;5.3 Ethnopoetics as Educational Linguistics in Practice;84
10.4;5.4 The Aesthetics of Narrative;85
10.5;5.5 Research Context;86
10.6;5.6 An Ethnopoetic Analysis of “Everyday Narrative Voice”;87
10.7;5.7 Discussion and Conclusion;93
10.8;References;95
11;Chapter 6: Employing Eye-Tracking Technologyin Researching the Effectiveness of Recastsin CMC;97
11.1;6.1 Introduction;97
11.1.1;6.1.1 Using “Alternative” Data Sources in CMC Research;98
11.1.2;6.1.2 Definitions of Recasts;99
11.1.3;6.1.3 Noticing;100
11.1.3.1;6.1.3.1 Measures of Noticing;100
11.1.3.2;6.1.3.2 Synchronous CMC Studies on Recasts and Noticing;101
11.2;6.2 The Current Study;103
11.2.1;6.2.1 Research Questions;103
11.2.2;6.2.2 Methodology;103
11.2.2.1;6.2.2.1 Participants;104
11.2.2.2;6.2.2.2 Materials;104
11.2.2.3;6.2.2.3 Procedures;104
11.2.2.4;6.2.2.4 Data Coding;105
11.3;6.3 Results;107
11.4;6.4 Discussion and Conclusion;110
11.4.1;6.4.1 The Methodology;111
11.4.2;6.4.2 Limitations;112
11.5;References;112
12;Chapter 7: The Educational Linguistics of BilingualDeaf Education;116
12.1;7.1 Introduction;116
12.2;7.2 A Sociocultural Perspective on ASL and Deaf Education in the United States;117
12.3;7.3 Understanding Signs and Words: Lexical Processingin Deaf ASL-English Bilinguals;121
12.4;7.4 Intersubjectivity and Theory of Mind in Young Deaf Children: The Importance of Quality Interaction;124
12.5;7.5 On Being Metaphorically Bilingual: Metaphorical Impact in the Education of Deaf Children;125
12.5.1;7.5.1 Metaphor and Conceptualization;126
12.5.2;7.5.2 Conceptualization Across Language Boundaries: A Cross-Linguistic Comparison of Metaphor;127
12.6;7.6 Conclusions;129
12.7;References;130
13;Chapter 8: Multiuser Digital Games as Sites for Research and Practice;133
13.1;8.1 Introduction;133
13.2;8.2 The Unique Social Practice of Digital Games;135
13.2.1;8.2.1 What Is a Game?;136
13.2.2;8.2.2 Multiplayer Digital Games;137
13.3;8.3 Multiplayer Games in Research;139
13.3.1;8.3.1 Goal-Directed Activity;139
13.3.2;8.3.2 Social Activity;143
13.4;8.4 Multiplayer Games in Practice;145
13.4.1;8.4.1 Task-Based Approaches;145
13.4.2;8.4.2 Game-Mediated Literacy Development;146
13.5;8.5 Conclusion;147
13.6;References;148
14;Chapter 9: Envoi: Towards Responsible Language Educational Management;152
14.1;References;157
15;Author Index;160
16;Subject Index;165