Springer Directions and Prospects for Educational Linguistics: 11

Here is an account of innovations that have developed from the creative syntheses of diverse methodological and theoretical approaches used to explore a range of issues and topics related to language in education. Review From the reviews:“Directions and Prospects for Educational Linguistics is a collection of papers by experts in the field of theoretical and applied linguistics. … The ideas and research perspectives offered throughout the book will help to shape the reader’s understanding of the current issues and will open up new avenues for future research.” (Karim Sadeghi, System, Vol. 40 (3), November, 2012) From the Back Cover “This anthology is a testament to the vitality of Educational Linguistics and its transdisciplinary, problem-posing approach. With chapters ranging from the ethnopoetics of oral narrative to the use of eye-tracking technology to study recasts in CMC, this collection extends the boundaries of educational linguistics in significant, interesting, and innovative ways. In so doing, it will inspire much conversation about where this growing field is heading in the decades to come.” Professor Diane Larsen-Freeman, University of Michigan, USA “This edited collection provides us with a unique contribution as it demonstrates the applicability of a varied repertoire of innovative research methods to diverse language learning programs.” Professor Elana Shohamy, Tel Aviv University, Israel “This exciting collection includes original analyses of communicative actions and interactions in multiple international and multimodal settings to illustrate the promise of educational linguistics. A must-read for all those curious about contemporary applied linguistic scholarship and its pedagogical relevance.” Professor Mary McGroarty, Northern Arizona University, USA “Contributors to this volume have been in the vanguard of a bold, transdisciplinary movement that has re-tuned and reinvigorated the field of educational linguistics in ways that are uniquely suited to contemporary research on language in education. The chapters make challenging new research-theory-policy-practice connections and draw on cutting edge research―a compelling read for both new and established researchers.” Professor Marilyn Martin-Jones, University of Birmingham, UK