封面

概况

书讯类型

【书名】：The TESOL Research Training Journey: Voices from International PhD Students

【作者】：Shen Chen, Thi Thuy Le

【年份】：2021年

【简介】：TESOL研究

Research training is challenging, and the attrition rate of doctoral students has been increasing in Canada, the UK, the USA and Australia. In their book, Chen and Le examine the reasons for these students becoming demotivated, particularly in the context of TESOL. There has been much investigation into research training issues in multiple contexts and multiple disciplines. Yet, the research training process in TESOL for international students has not been explored sufficiently, and their voices have not been heard. This book gives voice to the research trainees, allowing their experiences to be reflected and the implications discussed in order to help create more effective supervision models.

By employing the qualitative approach and adopting critical incident as a new technique for data collection, Chen and Le attempt to gain insights into the research training process to reveal different research stages of research trainees—those undertaking PhD degrees—and to put forward a model of supervision to improve the innovation and quality of research. This book tackles the complex nature of research training. It is hoped that findings of this study can provide research supervisors and trainees with theoretical insights and practical references.

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【书名】：Language Teaching in the Linguistic Landscape: Mobilizing Pedagogy in Public Space

【作者】：David Malinowski; Hiram H. Maxim; Sébastien Dubreil

【年份】：2021年

【简介】：This book builds upon the growing field of Linguistic Landscape in order to demonstrate the power of a spatialized approach to language, culture, and literacy education as it opens classrooms and cultivates new competencies.

The chapters develop major themes, including re-imagining language curricula, language classrooms, and schoolscapes in dialogue with the heteroglossic discourses of the local; developing L2 learners’ symbolic, translingual competencies through engagement with situated, multimodal texts; fostering critical social awareness through language study in the linguistic landscape; expanding opportunities for situated L2 reading and writing; and cultivating language students’ capacities for engaged scholarship and research in out-of-class contexts.

By exploring the pedagogical possibilities of place-based approaches to literacy development, this volume contributes to the reimagining of language education through the linguistic landscape.

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