International Current Trends in Applied Linguistics and Pedagogy

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Series
: Languages and Linguistics
BISAC: LAN009000
DOI: https://doi.org/10.52305/QVOB1389

Superdiverse classrooms, curriculum reforms, the need for alternative, formative assessment methods, sound research to identify student populations at risk, thought-provoking proposals to develop lexical areas and components of intercultural communication skills – these are just a few of the topics that make International Current Trends in Applied Linguistics and Pedagogy a compelling book for anyone interested in theoretical developments, trends, and examples of good practices and inspiring ideas in the field of applied linguistics, language education and pedagogy. This book includes a collection of engaging pieces of research and reminds us that “education is a form of living and in this respect, it is a daily practice that resides between the spaces of phronesis and theoria” (Baldacchino, in this volume). Global in the results reported and innovative in its suggestions, International Current Trends in Applied Linguistics and Pedagogy paves the way for a better understanding of the direction that language education needs to take in the 21st century – a century of multiple and multiplying social, cultural and technological challenges. Through a multidimensional and multicultural collection of research, an attempt is made to shed light onto the current diverse context of research, teaching and learning and offer incentives for further investigating and consideration.

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Table of Contents

Preface

Chapter 1. One Picture Book, Two Languages: Teaching English as a Foreign Language in Chinese Preschools
Si Chen¹, Peizhi Wen² and Laura E. de Ruiter³
¹Harvard Graduate School of Education, Harvard University & PACE Research Institute, USA
²PACE Research Institute, USA
³PACE Research Institute & Eliot-Pearson Dept. of Child Study and Human Development, Tufts University, USA

Chapter 2. Early Identification of At-Risk Foreign Language Readers
Analí Fernández-Corbacho and M. Carmen Fonseca-Mora – Research Center “Contemporary Thinking and Innovation for Social Development (COIDESO), University of Huelva, Spain

Chapter 3. Promoting Global Citizenship by Raising Intercultural Awareness of Young Language Learners: Perspectives and Practices of English Language Teachers in Serbia
Savić Vera¹ and Prošić-Santovac Danijela²
¹University of Kragujevac, Faculty of Education in Jagodina, Department of Philological Sciences, Jagodina, Serbia
²University of Novi Sad, Faculty of Philosophy, Department of English Studies, Novi Sad, Serbia

Chapter 4. Cross-Linguistic Mediation and Foreign Language Teaching in Europe: The Case of the METLA Project
Maria Stathopoulou – European Centre of Modern Languages & Hellenic Open University & National Technical University of Athens, Athens, Greece

Chapter 5. Engagement during Peer Interaction in the Primary English Classroom
Carolyn Leslie – Faculty of Social Sciences and Humanities, Nova University, Lisbon

Chapter 6. How to Implement Self-Assessment to Assist Children’s Language Learning
Yuko Goto Butler – University of Pennsylvania, Philadelphia, PA, USA

Chapter 7. Assessment Practices of EFL Teachers in Croatia: How Do We Go About Young Learners?
Jasenka Čengić¹ and Mirna Erk²
¹University of Zagreb, Croatia
²University of Osijek, Croatia

Chapter 8. Perceptions and Attitudes towards Assessment: Focusing on the Use of Portfolios in Formal and Informal Secondary Education in Greece
Pyrtsiou Foteini¹ and Rousoulioti Thomais²
¹Teacher of Modern Greek Language and Literature
²Aristotle University of Thessaloniki and Centre for the Greek Language, Greece

Chapter 9. Mapping the BIG Picture: Curriculum Mapping as a Reflective Tool
Vasilios Zorbas – Hellenic Open University, Greece

Chapter 10. Pain Language and Educational Implications in Children’s Lives
Papadopoulou Smaragda – University of Ioannina, Ioannina, Greece

Chapter 11. To Speak Something out of Existence: Impossible Pedagogies and the Art of Unlearning
John Baldacchino – University of Wisconsin, Madison, WI, US

Chapter 12. Teaching to Unlearn: Stereotypes in the Intercultural Communication Class
Sorina Chiper – Alexandru Ioan Cuza University, Iași, Romania

Chapter 13. Translation in Foreign Language Pedagogy
Aikaterini Papoutsi and Smaragda Papadopoulou – University of Ioannina, Ioannina, Greece

Chapter 14. English Teacher Trainees’ Views on Their Preparation for Special-Needs Classrooms – From the Perspective of Time
Werona Król-Gierat – The Pedagogical University of Cracow, Poland

Chapter 15. Studying Decontextualized Language by Means of a Word Definitional Task in Monolingual and Bilingual Learners with Dyslexia
Dosi Ifigeneia, PhD and Maniati Vasiliki, MA – Department of Greek Philology, Democritus University of Thrace, Greece

Chapter 16. Dissociation Between Pragmatic Abilities in High-Functioning Greek-Speaking Learners with Autism Spectrum Disorders
Dosi Ifigeneia, PhD and Resta Zoi – Department of Greek Philology, Democritus University of Thrace, Greece

Index

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