Concise Encyclopedia of Educational Linguistics by Bernard Spolsky

By Bernard Spolsky

The amount contains 232 thematically organised articles in line with the hugely winning Encyclopedia of Language & Linguistics and the overseas Encyclopedia of schooling (2nd version) revised and, the place worthwhile, up-to-date and supplemented all through.

Dealing with all themes on the intersection among schooling and language, the paintings will end up a useful reference for all researchers within the box. by no means has there been extra severe debate over assorted attitudes and ways to instructing and language. This quantity will supply a cutting-edge description of the entire subject matters of curiosity to language educators and all these desirous about making and enforcing coverage in language schooling.

Fundamental subject matters comprise: the social context, society, nationwide, tuition and curricular coverage, literacy and oracy, language acquisition, bi- and plurilingualism, trying out, TEFL, TESOL, SLA.

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Concise Encyclopedia of Educational Linguistics

The amount includes 232 thematically organised articles in response to the hugely winning Encyclopedia of Language & Linguistics and the foreign Encyclopedia of schooling (2nd version) revised and, the place beneficial, up-to-date and supplemented all through.

Dealing with all subject matters on the intersection among schooling and language, the paintings will end up a useful reference for all researchers within the box. by no means has there been extra extreme debate over diversified attitudes and techniques to instructing and language. This quantity will offer a cutting-edge description of all of the themes of curiosity to language educators and all these excited by making and imposing coverage in language schooling.

Fundamental issues contain: the social context, society, nationwide, institution and curricular coverage, literacy and oracy, language acquisition, bi- and plurilingualism, trying out, TEFL, TESOL, SLA.

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Second, and only partly as a result of the first, the actual process of second language learning came to be looked at much more closely. It was discovered that transfer theory could not adequately explain all that was observed in the language and language behavior of second language learners. Third, awareness grew that important as the linguistic and psychological considerations might be in determining an approach to language teaching, other factors operated, many of them not directly associated with language at all.

Certainly such grammars are valuable reference points for anyone preparing a general language learning program. It is not usually regarded as the task of the applied linguist to produce such grammars. However, the notion that language is not a monolithic, uniform entity has long been recognized and given that many language learners can identify a restricted set of uses for which they require a second language, it is potentially of considerable benefit to be able to identify the linguistic and associated characteristics of specific varieties of a language and thereby to limit the learning task to what is relevant for a specific class of learners with identifiable language needs.

Historically important developments were made by the introduction of Contrastive and Error Analysis (in which Lado and Corder played an important role) and the associated notion of Interlanguage. The importance of Morphology is argued. Four articles focus on the learner: Commlmication Strategies, Learning Strategies, Motivation, and Second Language Learning: Individual Differences. Culture is treated as is Intercultural Discourse. There is an article on The Teaching of English as a Foreign Language and another on the attempt in the 1920s and 1930s to foster Basic English.

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