02716nas 2200625- 450 99641404720331620210909213024.02057-1720(OCoLC)1096283027(CKB)5280000000194329(CONSER)--2021204280(DE-599)ZDB2893785-5(EXLCZ)99528000000019432920190410a20159999 --- -enguruuu---uuuuutxtrdacontentcrdamediacrrdacarrierLifespans & styles undergraduate working papers on interspeaker variationEdinburgh :University of Edinburgh, School of Philosophy, Psychology, and Language Sciences,2015-1 online resourceThe inspiration for Lifespans & Styles came from student work on the honours course, Sociolinguistics, as taught most years by Dr. Lauren Hall-Lew at the University of Edinburgh since 2011. The course is research based, guiding students in designing and carrying out novel empirical research in variationist sociolinguistics. Students on the course work individually or in small groups, designing and executing the entire project themselves: choosing the speaker(s) and the linguistic variable(s) for analysis and collecting all the data and running statistical analyses. Key words: Dialects, Sociolinguistics, Gender Differences, Generational Differences, Phonetics.Open Access.Refereed/Peer-reviewedLifespans and styles :undergraduate working papers in sociolinguisticsSociolinguisticsPeriodicalsBidialectalismPeriodicalsVoicePeriodicalsSpeechPeriodicalsDiscourse analysisPeriodicalsBidialectalismfast(OCoLC)fst01909294Discourse analysisfast(OCoLC)fst00894932Sociolinguisticsfast(OCoLC)fst01123847Speechfast(OCoLC)fst01129153Voicefast(OCoLC)fst01168739Periodicals.fastZeitschrift.gnd-contentSociolinguisticsBidialectalismVoiceSpeechDiscourse analysisBidialectalism.Discourse analysis.Sociolinguistics.Speech.Voice.306.4405Hall-Lew Lauren872590University of Edinburgh.School of Philosophy, Psychology, and Language Sciences.JOURNAL996414047203316Lifespans & styles1947890UNISA06018nam 2200685 450 991081626610332120230808202718.01-5015-0119-41-61451-342-210.1515/9781614513421(CKB)3850000000000858(MiAaPQ)EBC4843185(DE-B1597)208307(OCoLC)979837251(DE-B1597)9781614513421(Au-PeEL)EBL4843185(CaPaEBR)ebr11384842(CaONFJC)MIL1006339(OCoLC)969740109(EXLCZ)99385000000000085820170605h20162016 uy 0engurcnu||||||||rdacontentrdamediardacarrierThe plurilingual TESOL teacher : the hidden languaged lives of TESOL teachers and why they matter /Elizabeth EllisMouton, Netherlands :De Gruyter,2016.©20161 online resource (327 pages) illustrationsTrends in Applied Linguistics,1868-6362 ;Volume 251-61451-589-1 Includes bibliographical references and index.Frontmatter -- Table of contents -- Acknowledgments -- List of tables -- Abbreviations and acronyms -- Chapter 1. Introduction -- Chapter 2. The TESOL profession as a monolingual monolith -- Chapter 3. Three studies of TESOL teachers' linguistic identities -- Chapter 4. Bilingualism, plurilingualism and TESOL teachers -- Chapter 5. Teachers' identities as learners -- Chapter 6. The value of language learning -- Chapter 7. Teachers' knowledge and insights about language and language use -- Chapter 8. Teacher cognition: understanding how knowledge and beliefs underpin professional practice -- Chapter 9. Applying insights about language learning and language teaching from teachers' own learning experience -- Chapter 10. A survey of the NSW TESOL profession -- Chapter 11. Rejecting the monolingual monolith - the way forward -- References -- Appendix A. List of languages in Study 1 -- Appendix B. Pre-interview questionnaire from Study 2 -- Appendix C. Interview protocol for Studies 1 and 2 (with instructions for Research Assistants in Study 2) -- Appendix D. Survey questions used for Study 3 -- Appendix E. Summary chart of teachers' biographies in Study 1 -- IndexThis book introduces a new topic to applied linguistics: the significance of the TESOL teacher's background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant. The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism. The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more. The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers' language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers' professional beliefs, identity, language awareness and language learning awareness. Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful. How does the experience of successful or unsuccessful language learning and language use affect one's identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial? These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom. Trends in applied linguistics ;Volume 25.English teachersTraining ofAustraliaEnglish teachersTraining ofMethodologyEnglish languageStudy and teachingMethodologyEnglish teachersStudy and teachingEnglish speaking countriesAustraliaTest of English as a Foreign LanguageEvaluationESL.Language Biography.Plurilingual.Teacher Cognition.English teachersTraining ofEnglish teachersTraining ofMethodology.English languageStudy and teachingMethodology.English teachersStudy and teachingEnglish speaking countriesTest of English as a Foreign LanguageEvaluation.428.0071094ES 767rvkEllis Elizabeth(Language teacher),1133565MiAaPQMiAaPQMiAaPQBOOK9910816266103321The plurilingual TESOL teacher4044089UNINA