Publisher's Synopsis
Language education is the teaching and learning of a foreign or second language. Language education is a branch of applied linguistics. Linguistics is the scientific study of language. There are three aspects to this study: language form, language meaning, and language in context. The text New Perspectives and Issues in Educational Language and Linguistics deals with model of language planning, evaluation of language testing, critical literacy, foreign language education programs, and international education studies. The tier stratification model of language planning in a multilingual setting has been presented in first chapter. Second chapter adopts a design in which the experimental stimuli are identical, while task instructions differ, tapping either on linguistic functions or on action perception. Third chapter investigates how cross-linguistic similarity influences bilinguals' language processing in production and comprehension. The aim of fourth chapter is to shed light on the cortical systems underlying the spatial frame of reference concepts crucially involved in spatial language. Fifth chapter aims at providing a new perspective as it contributes a new method based on scientific analysis that does not only diagnose the phenomenon, but also provides solutions and suggestions. The objective of sixth chapter is to describe a theoretical framework addressing language, linguistics, functional linguistics, and functional grammar. In seventh chapter, we propose a framework for literacy education, called artifactual critical literacy, which unites a material cultural studies approach together with critical literacy education. Eighth chapter discusses language attitudes towards Russian and metalinguistic interpretations of its place, functions and image as expressed by post-Soviet Russian-speaking migrants residing in the north-east of England. Globalization, internationalization, multilingualism and linguistic strains in higher education have been focused in ninth chapter. A new perspective on literature in foreign language education programs has been presented in tenth chapter. Eleventh chapter explores whether it is possible to improve the ability of judgmental reviews to identify language-related sources of bias. Last chapter examines the impact on classroom teachers of an in-service professional development program designed to help K-12 teachers in various school content areas to incorporate an academic language/literacy component in their instruction and to improve their teaching effectiveness in linguistically diverse classrooms.
