Name: Studies in Applied Linguistics and Language Learning
SKU: 1-4438-1239-0
Availability: InStock

Studies in Applied Linguistics and Language Learning

Edited By: Ahmar Mahboob

£44.99

This book brings together new studies in critical applied linguistics, language policy, and language learning. It offers critical views on language in society, from identity and justice to language policy in education and key teaching strategies.

Studies in Applied Linguistics and Language Learning brings together new and original studies in the area of critical applied linguistics, language policy and planning, and…

Studies in Applied Linguistics and Language Learning brings together new and original studies in the area of critical applied linguistics, language policy and planning, and language learning and teaching. The book, divided into three sections, first offers critical views on various aspects of language in society, ranging from the construction of national identity, language and justice, racial and identity issues in the ELT industry, to language in business discourse. It then reports on language policy in the school curriculum, language learning in tertiary education, and Aboriginal languages policy. In the third section, it addresses issues in language learning and teaching, such as the role of parents in literacy learning, multiple script literacy, and language learning and maintenance strategies.

Ahmar Mahboob teaches Linguistics at the University of Sydney. His research interests includes additional language teaching and teacher education, issues surrounding minority languages in South Asia, language policy development, NNEST studies, pidgin and creole languages, pragmatics, and World Englishes. Ahmar is the co-editor, with Naomi Knight, of the volume Questioning Linguistics (2008).

Caroline Lipovsky is a Lecturer in the School of Languages and Cultures at the University of Sydney. Her major research interest is in self-presentation and impression management in job interviews, analysing the linguistic resources whereby candidates demonstrate their expertise, construct their professional identity, and build co-membership with their interviewers. Her most recent project sets out to identify and analyse the key linguistic features of résumés, exploring how job applicants write about their expertise, and share their professional identity with potential employers. She is also investigating, with Ahmar Mahboob, students’ evaluations of their native and non-native speaking teachers in TESOL.

Christina Gitsaki