» Details

Language, Learning and Teaching

Farr, Fiona / Moriarty, Máiréad (eds)

Language, Learning and Teaching

Irish Research Perspectives

Year of Publication: 2013

Oxford, Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Wien, 2013. XX, 242 pp., 11 tables, 16 ill.
ISBN 978-3-0343-0871-7 pb.  (Softcover)

Weight: 0.365 kg, 0.805 lbs

available Softcover
available PDF
  • Softcover:
  • SFR 60.00
  • €* 53.50
  • €** 55.00
  • € 50.00
  • £ 40.00
  • US$ 64.95
  • Softcover
  • eBook:
  • SFR 63.20
  • €* 59.50
  • €** 60.00
  • 50.00
  • £ 40.00
  • US$ 64.95

» Currency of invoice * includes VAT – valid for Germany and EU customers without VAT Reg No
** includes VAT – only valid for Austria

Note for the purchase of eBooks

Due to new international tax regulations, Peter Lang will offer its eBooks to private customers exclusively through the following platforms:

Apple Inc.

Institutional customers such as libraries and library suppliers are requested to direct their queries concerning the acquisition of eBooks at customerservice@peterlang.com

Peter Lang eBooks are also available through the following library aggregators:

Deutsche Nationalbibliothek
EBSCO Publishing
Dawson Books
Gardners Books
EBL EBook Library
Elsevier B.V.


Book synopsis

This book showcases recent work carried out by members of the Irish Association for Applied Linguistics (IRAAL). By focusing on the relationship between language and its users within the micro context of Ireland, the contributors generate insights which promise to open up future avenues for Applied Linguistics research, both in Ireland and beyond.
The collection addresses two main themes within the field of Applied Linguistics: language learning and teaching, and the study of language and its discourses in context. In order to ensure that the volume is relevant to as wide an audience as is possible, it is not theoretically focused; rather, each chapter deals with a specific real world issue in context. The book provides an account of language problems that have arisen given the increasingly multilingual nature of Ireland, examines the current status of the Irish language and explores the potential for new technologies to enhance language learning and teaching.


Contents: Fiona Farr/Máiréad Moriarty: Introduction – Michael McCarthy: Applied linguistics research: Connecting with the bigger picture – Mandy Collins: Teacher Acts, Class Speaks: Mime activating learning in today’s linguistically diverse classroom – Colin John Flynn: The role of culture in minority language learning: The case of adult learners of Irish – Lauren Kavanagh/Tina Hickey: An exploration of parents’ experiences of involvement in immersion schooling: Identifying barriers to successful involvement – Malgorzata Machowska-Kosciak: A language socialization perspective on knowledge and identity construction in Irish post-primary education – Joanna Baumgart: Looking at multicultural classrooms in Ireland: Teacher educators’ perspectives – Margaret Healy/Kristin Onderdonk Horan: Looking at language in hotel management education – Noel P. Ó Murchadha: Caighdeáin, caighdeánú agus torthaí ar chaighdeánú na Gaeilge – Elaine Riordan: Online reflections: The implementation of blogs in language teacher education.

About the author(s)/editor(s)

Fiona Farr lectures in English language teaching at the University of Limerick, Ireland. Her research interests include spoken language corpora and their applications, foreign language teacher education, discourse analysis and language variety. She is the author of The Discourse of Teaching Practice Feedback: A Corpus-Based Investigation of Spoken and Written Modes (2010).
Máiréad Moriarty lectures in Linguistics at the University of Limerick, Ireland. Her research interests revolve around the broad theme of multilingualism. She is particularly interested in the nature of the relationship between minority languages and aspects of the media, popular culture and tourism. She is a member of the Peripheral Multi lingualism research project, which is funded by the Finnish Academy (2011-2014), under the direction of Professor Sari Pietikäinen, University of Jyväskylä, Finland.