Working Papers in Educational Linguistics, Volume 9, Number 2 (original) (raw)

Working Papers in Educational Linguistics, Fall 2000

2000

The goal of Working papers in Educational Linguistics (WPEL) is to present works in progress by students and professors on topics ranging from speech act analysis and classroom discourse to language planning and second language acquisition. Papers offered are generally based on research carried out for courses offered in the language in education division of the graduate school of education. WPEL is intended to be a forum for the exchange of ideas among scholars of linguistics at the University of Pennsylvania and at universities with similar programs in educational and applied linguistics around the world. Articles in this issue include the following: "Teacher and

Working Papers in Educational Linguistics, 2001

2001

The goal of Working papers in Educational Linguistics (WPEL) is to present works in progress by students and professors on topics ranging from speech act analysis and classroom discourse to language planning and second language acquisition. Papers offered are generally based on research carried out for courses offered in the language in education division of the graduate school of education. WPEL is intended to be a forum for the exchange of ideas among scholars of linguistics at the University of Pennsylvania and at universities with similar programs in educational and applied linguistics around the world. Articles in this issue include the following: "Teacher and Peer Responses as a Source of Negative Evidence to L2 Learners in Content-Based and Grammar-Based Classroom Activities" (Teresa Pica, Bruce Evans, Victoria Jo, and Gay Washburn); "EFL Teaching and EFL Teachers in the Global Expansion of English" (Oleg Tarnapolsky); "Standards, Exit Exams, and the ...

Handbook of Educational Linguistics

The Handbook of Educational Linguistics is a dynamic, scientifically grounded overview revealing the complexity of this growing field while remaining accessible for students, researchers, language educators, curriculum developers, and educational policy makers. -A single volume overview of educational linguistics, written by leading specialists in its many relevant fields -Takes into account the diverse theoretical foundations, core themes, major findings, and practical applications of educational linguistics -Highlights the multidisciplinary reach of educational linguistics -Reflects the complexity of this growing field, whilst remaining accessible to a wide audience

The Routledge Handbook of Educational Linguistics

The Routledge Handbook of Educational Linguistics provides a comprehensive survey of the core and current language-related issues in educational contexts. Bringing together the expertise and voices of well established, as well as emerging, scholars from around the world, the handbook offers over 30 authoritative and critical explorations of methodologies and contexts of educational linguistics, issues of instruction and assessment, and teacher education, as well as coverage of key topics such as advocacy, critical pedagogy, and ethics and politics of research in educational linguistics. Each chapter relates to key issues raised in the respective topic, providing additional historical background, critical discussion, reviews of pertinent research methods, and an assessment of what the future might hold.

Working Papers in Educational Linguistics, 2003

2003

The purpose of this paper is to provide an overview of second language acquisition (SLA) research over the past several decades, and to highlight the ways in which it has retained its original applied and linguistic interests, and enhanced them by addressing questions about acquisition processes. As the paper will illustrate, SLA research has become increasingly bi-directional and multi-faceted in its applications. These many applications to and from the study of SLA reflect the robustness and vitality of the field.

Working Papers in Educational Linguistics, Spring 2002

2002

Much of what is known about negative evidence has come from experimental and quasi-experimental studies that make negative evidence available and accessible to learners by targeting emergent L2 forms and structures they have yet to master, providing responses of explicit and implicit feedback to their errors, and then tracking its usefulness in their error revision and L2 development of these forms and structures. Many of these studies were implemented under laboratory-like conditions. Others were carried out in intact classrooms with researcher intervention (see Carroll &

ICEL 2022 ABSTRACT BOOK The International Congress of Educational Sciences and Linguists (ICEL 2022)

2022

The International Congress of Educational Sciences and Linguists (ICEL 2022) 29-30 November 2022, The Netherlands ABSTRACT BOOK Editor Prof. Dr. Emilia ALAVERDOV ISBN: 978-625-8284-25-6 Publishing Date: 05.12.2022 All rights of this book belong to Global Academy Publishing House. No part of this publication may be reproduced, stored, retrieved system, ortransmitted, in any form or by any means, without the written permission of the Global Academy Publishing House. Norbe otherwise circulated in any form of binding or cover. ©Copyright December, 2022 Certificate No: 64419 Global Academy Publishing House The individual essays remain the intellectual properties of the contributors. All papers published in this abstract book have been peer reviewed.