This book focuses on the use of the first language in communicative or immersion-type classrooms. Through the intersection of theory, practice, curriculum and policy, the volume calls for a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.
This book contributes to the growth of interest in Content and Language Integrated Learning (CLIL), an approach to second/foreign language learning that requires the use of the target language to learn content. It brings together critical analyses on theoretical and implementation issues of Content and Language Integrated Learning, and empirical studies on the effectiveness of this type of instruction on learners’ language competence.
Measuring Second Language Vocabulary Acquisition describes the effect that word frequency and lexical coverage have on learning and communication in a foreign language. It examines the tools we have for assessing the various facets of vocabulary knowledge, the scores these produce, and the way these are tied to exam and communicative performance.
This engaging introduction offers a critical approach to discourse. Organised along thematic lines, the book begins with an outline of the basic principles, moving on to examine the methods and theory of CDA (critical discourse analysis). It covers topics such as text and context, language and inequality, choice and determination, history and process, ideology and identity. This concise introduction will be welcomed by students and researchers in linguistics, linguistic anthropology and the sociology of language.
Implicit/ explicit knowledge constitutes a key distinction in the study of second language acquisition. This book reports a project that investigated ways of measuring implicit/explicit L2 knowledge, the relationship between the two types of knowledge and language proficiency, and the effect that different types of form-focused instruction had on their acquisition.
