Foreign Language Teaching in Europe

Foreign Language Teaching in Europe is a series focusing on dissemination of ideas, experiences, and research on modern language pedagogy and language teacher education from sources throughout Europe and beyond. This series aspires to represent the field in its diversity and forms a forum for the expansion of contributions on modern language learning. Thus, this series’ ambition is to be of a high quality, and innovative, and to stimulate further research in the field. The editors of this series welcome submissions of monographs and edited volumes in the field of modern language pedagogy. Book proposals may be submitted to the series editor, Dr. Manuel Jiménez Raya (mjraya@ugr.es). Foreign Language Teaching in Europe ist eine Buchreihe, die fokussiert ist auf die Verbreitung von Ideen und Erfahrungen sowie auf Forschungsarbeiten zur Pädagogik im Bereich der Fremdsprachenvermittlung durch europäische und außereuropäische Beiträge. Diese Reihe bemüht sich, die Fremdsprachendidaktik in seiner Vielgestaltigkeit darzustellen und bildet ein Forum für die Verbreitung von Beiträgen zum Fremdsprachenlernen. Diese Reihe beansprucht, von hoher Qualität und innovativ zu sein und zu weiterer Forschung auf diesem Gebiet anzuregen. Die Herausgeber dieser Reihe begrüßen das Einreichen von Monographien und Sammelbänden auf dem Gebiet der Fremdsprachendidaktik. Vorschläge für Buchpublikationen sind zu richten an den Herausgeber Dr. Manuel Jiménez Raya (mjraya@ugr.es).

23 publications

Teaching Contemporary Scholars

This innovative series addresses the pedagogies and thoughts of influential contemporary scholars in diverse fields. Focusing on scholars who have challenged the “normal science,” the dominant frameworks of particular disciplines, Teaching Contemporary Scholars highlights the work of those who have profoundly influenced the direction of academic work. In a era of great change, this series focuses on the bold thinkers who provide not only insight into the nature of the change but where we should be going in light of the new conditions. Not a festschrift, not a re-interpretation of past work, these books allow the reader a deeper, yet accessible conceptual framework in which to negotiate and expand the work of important thinkers.

15 publications

The Art and Science of Music Teaching and Performance

Musicians in the practice room, during instruction, and on the stage will benefit from a critical discussion of vital issues from an interdisciplinary perspective. Whether the examination of the acquisition of musical expertise, or the evaluation of teaching methods and learning strategies based on neuroscience and psychology, this series will emphasize scientific research combined with experiental knowledge that can only be gained from the actual practice of musical performance and education. Musicians in the practice room, during instruction, and on the stage will benefit from a critical discussion of vital issues from an interdisciplinary perspective. Whether the examination of the acquisition of musical expertise, or the evaluation of teaching methods and learning strategies based on neuroscience and psychology, this series will emphasize scientific research combined with experiental knowledge that can only be gained from the actual practice of musical performance and education.

2 publications

Teaching Texts in Law and Politics

"The new series Teaching Texts in Law and Politics is devoted to textbooks that explore the multidimensional and multidisciplinary areas of law and Politics. Special emphasis will be given to textbooks written for the undergraduate classroom. Subject matters to be addressed in this series include, but will not be limited to: constitutional law; civil rights and liberties issues; law, race, gender, and gender orientation studies; law and ethics; women and the law; judicial behavior and decision-making; legal theory; comparative legal systems; criminal justice; courts and the political process; and other topics an the law and the political process that would be of interest to undergrad.uate curriculum and education. Submission of single-author and collaborative studies, as well as collections of essays are invited. " "The new series Teaching Texts in Law and Politics is devoted to textbooks that explore the multidimensional and multidisciplinary areas of law and Politics. Special emphasis will be given to textbooks written for the undergraduate classroom. Subject matters to be addressed in this series include, but will not be limited to: constitutional law; civil rights and liberties issues; law, race, gender, and gender orientation studies; law and ethics; women and the law; judicial behavior and decision-making; legal theory; comparative legal systems; criminal justice; courts and the political process; and other topics an the law and the political process that would be of interest to undergrad.uate curriculum and education. Submission of single-author and collaborative studies, as well as collections of essays are invited. " "The new series Teaching Texts in Law and Politics is devoted to textbooks that explore the multidimensional and multidisciplinary areas of law and Politics. Special emphasis will be given to textbooks written for the undergraduate classroom. Subject matters to be addressed in this series include, but will not be limited to: constitutional law; civil rights and liberties issues; law, race, gender, and gender orientation studies; law and ethics; women and the law; judicial behavior and decision-making; legal theory; comparative legal systems; criminal justice; courts and the political process; and other topics an the law and the political process that would be of interest to undergrad.uate curriculum and education. Submission of single-author and collaborative studies, as well as collections of essays are invited. "

36 publications

Teaching Critical Themes in American History

ISSN: 2576-0718

In the United States, the Common Core Standards, the C3 Frame-work for Social Studies Standards (NCSS), and the 10 themes of the National Curriculum Standards (NCS/NCSS) each pose challenges for teachers preparing to teach skills, content, and critical issues of American history. The problem for many middle and secondary teachers is that textbooks do not contain sufficient primary source documents and varied secondary literature linked to these stand-ards. The volumes in the Teaching Critical Themes in American His-tory fill this need by providing teachers with history content, peda-gogical strategies, and teaching resources. The series is organized around key problems/issues in American history so that teachers can select which critical topics upon which they might want to con-centrate. Middle and Secondary pre-and in-service educators will find the books in this series essential for developing and implementing American history and social studies curriculum in diverse and com-plex classrooms. Teachers will find the books in this series valuable as they search for methodologies and material that will help them address the Common Core Standards in the social sciences and his-tory. Community College history instructors can also find the books in this series helpful as supplementary texts in their U.S. history survey courses. The practical—not to mention exciting—implementation of perspectives offered in each title is a key fea-ture of this series. This series will address topics such as the formation of the Ameri-can Republic, the problem of slavery in America, causes of the Civil War, emancipation and reconstruction, America’s response to in-dustrialization, the New Deal, the fight for Civil Rights, and more. The Series Editors invite proposals for edited volumes in American history and social studies, along with articles and lesson plans for both the topics above, and other topics of the series.

13 publications

Language and Forensics

0 publications

Extreme teaching: rigorous texts for troubled times

ISSN: 1534-2808

Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed. Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed. Books in this series will provide practical ideas on classroom practice for teachers and teacher educators that are grounded in a profound understanding of the social, cultural, political, economic, historical, philosophical, and psychological contexts of education as well as in a keen sense of educational purpose. Within these contextual concerns contributors will address the ferment, uncertainty, and confusion that characterize the Troubles of contemporary education. The series will focus specifically on the act of teaching. While the topics addressed may vary, EXtreme Teaching is ultimately a book series that addresses new, rigorous, and contextually informed modes of classroom practice. Authors will bring together a commitment to educational and social justice with a profound understanding of a rearticulation of what constitutes compelling scholarship. The series is based on the insight that the future of progressive educational reform rests at the intersection of socio-educational justice and scholarly rigor. Authors will present their conceptions of this rigorous new pedagogical frontier in an accessible manner that avoids the esoteric language of an "in group." In this context, the series editors will make use of their pedagogical expertise to introduce pedagogical ideas to student, teacher, and professional audiences. In this process, they will explain what they consider the basic concepts of a field of study, developing their own interpretive insights about the domain and how it should develop in the future. Very few progressive texts exist to introduce individuals to rigorous and complex conceptions of pedagogical practice: thus, authors will be expected to use their contextualized interpretive imaginations to introduce readers to a creative and 'Progressive view of pedagogy in the field being analyzed.

4 publications

History and Language

ISSN: 1062-2306

6 publications

Minding the Media

This series is designed for those engaged in pedagogy and pedagogy and media. Using a critical perspective, authors will be invited to contribute volumes of approximately 85,000 words to this series. The editors anticipate acquiring between 5 and 8 volumes per year. Around the world today, there are blatant and insidious uses and effects of media in a hyperreal society. As educators we watch the media curriculum which pervades childhood and youth and understand that it would be impossible for young citizens to escape this curriculum. We recognize that teachers and administrators are often unequipped and/or unwilling to address their students’ embedded media curricula. Students walk into schools with the expectations that they must shirk their knowledge (and often obsessions) of media to drink the weakened Kool-Aid of public school curriculum. Minding the Media is the first book series specifically designed to address the needs of both students and teachers in watching, comprehending, using, and reading the media. We will acquire books from a wide range of authors in theoretical, technical and practitioner media disciplines.

30 publications

Sprachkönnen und Sprachbewusstheit in Europa / Language Competence and Language Awareness in Europe

The series Language Competence and Language Awareness in Europe unites interdisciplinary linguistic research with a thematic focus on multilingualism, linguistic choices and linguistic variability, language contact processes in Europe – and beyond its boundaries – as well as situated speech practices and literacy skills in private and public spaces. The series editor Amei Koll-Stobbe welcomes manuscript proposals, especially data orientated analyses of language competence cum performance with a priority on basic research (without any restrictions regarding theoretical and methodological frameworks). Prior to publication, the quality of the works published in this series is reviewed by external referees appointed by the editor. In der Buchreihe Sprachkönnen und Sprachbewusstsein in Europa erscheinen vorwiegend Sammelbände aus Linguistik und Anglistik. Der thematische Fokus liegt auf der Sprachkontaktlinguistik, auf Aspekten von Sprachwahl und Sprachvariabilität in nationalen Sprachgrenzen – oder über diese hinweg – sowie auf situierten Sprachpraktiken (und literacy skills) in privaten und öffentlichen Räumen. Die Herausgeberin Amei Koll-Stobbe freut sich über Publikationsvorschläge v.a. aus dem Bereich der datenorientierten Analyse von sprachlicher Kompetenz cum Performanz mit einer grundlagenforschungsorientierten Ausrichtung (Beschränkungen auf bestimmte Untersuchungsmethoden oder Rahmentheorien gibt es nicht). Die Qualität der in dieser Reihe erscheinenden Arbeiten wird vor der Publikation durch externe, von der Herausgeberin benannte Gutachter geprüft.

11 publications

Gdańsk Studies in Language

ISSN: 2196-016X

The series Gdańsk Studies in Language focuses on all areas of theoretical and applied linguistics, especially on semantics, pragmatics, historical linguistics, first and second language acquisition, English language teaching, ethnolinguistics and translation. In the series, we publish monographs (including outstanding doctoral dissertations) submitted not only by scholars affiliated with the University of Gdańsk, but also by researchers representing other academic centres in Europe and elsewhere. Collections of papers are considered for publication as well. The language of the series is English.

19 publications

Language, Migration and Identity

ISSN: 2296-2808

This series fills a hitherto neglected but now growing area in the treatment of migration: the role of language and identity. This topic is central in a globalized world where the definition of community is constantly challenged by the increased mobility of individuals. Linked to this mobility is the issue of identity construction, in which language plays a key role. Language practices are indicators of the socialization process in bilingual and multilingual settings, and part of the strategies by which speakers assert membership within social groups. Migrant speakers are constantly engaged in identity construction in varying settings. Language, Migration and Identity invites proposals for revised dissertations, monographs and edited volumes on language practices and language use by migrant speakers. A wide range of themes is envisaged, within the area of migration, but from a broadly linguistic perspective. The series welcomes studies of migrant communities and their language practices, studies of language practices in multilingual educational settings, and case studies of identity building among migrants through language use. Proposals might focus on topics such as second language acquisition in social contexts, variation in L2 speech, multilingualism, acquisition of sociolinguistic competence, hybridity and ‘crossing’ in relation to identity. A multiplicity of approaches in the treatment of this interdisciplinary area will be welcome, from quantitative to ethnographic to mixed methods. The series welcomes established scholars as well as early career academics and recent PhD research.

5 publications

Language Testing and Evaluation

Aims and Scope The aim of this series is to provide a forum for publishing theoretical and empirical research of a high standard in all areas of language testing and evaluation. Our focus is on research into language tests and assessment tools as well as on programme evaluation in which emphasis is placed on the characteristics of the instruments themselves. It is our intention to enhance the possibilities for international scholarly debate among experts as well as to make research findings and new developments known to practitioners and the interested public worldwide. We welcome contributions in English, German or French. Zielsetzung Die Serie dient als Publikationsforum für anspruchsvolle theoretische und empirische Forschung zum Testen und Evaluieren im Bereich des Lehrens und Lernens von Sprachen. Dabei geht es sowohl um Sprachtests und Assessment-Instrumente als auch um Fragen der Sprachprogrammevaluation, bei denen die Messinstrumente selbst im Vordergrund stehen. Die Absicht ist, einerseits zur Verbesserung der internationalen wissenschaftlichen Diskussion beizutragen sowie andererseits Forschungsergebnisse und neue Entwicklungen sowohl den in der Praxis Tätigen als auch einem breiteren interessierten Publikum zugänglich zu machen. Die Publikationssprachen sind Englisch, Deutsch oder Französisch.

51 publications

Sprachkontakte. Variation, Migration und Sprachdynamik / Language contacts. Variation, migration and dynamics of languages / Contacts linguistiques. Variation, migration et dynamique linguistique

ISSN: 1868-176X

0 publications

Language as Social Action

This series explores new and exciting advances in the ways in which language both reflects and fashions social reality – and thereby constitutes critical means of social action. As well as these being central foci in face-to-face interactions across different cultures, they also assume significance in the ways that language functions in the mass medias, new technologies, organizations, and social institutions. Language As Social Action does not uphold apartheid against any particular methodological and/or ideological position, but, rather, promotes (wherever possible) cross-fertilization of ideas and empirical data across the many, all-too-contrastive, social scientific approaches to language and communication. Contributors to the series will also accord due attention to the historical, political, and economic forces that contextually bound the ways in which language patterns are analyzed, produced, and received. The series will also provide an important platform for theory-driven works that have profound, and oftentimes provocative, implications for social policy.

34 publications

FLS - Foreign Language Studies

ISSN: 0721-3034

In der Reihe "FLS - Foreign Language Studies" werden zentrale Studien aus dem Fachbereich der Anglistik/Amerikanistik veröffentlicht. Sie beschäftigt sich sowohl mit englischer- und amerikanischer Landeskunde als auch mit pädagogischen Themen, etwa der Didaktik der englischen Sprache und Literatur sowie dem Spracherwerb. Herausgegeben wird die Reihe von Professor Hartmut Breitkreuz, zu dessen Forschungsschwerpunkten unter anderem die Fehlerforschung und frühes Fremdsprachenlernen sowie projektorientiertes und medial gesteuertes Lernen gehört. In der Reihe "FLS - Foreign Language Studies" werden zentrale Studien aus dem Fachbereich der Anglistik/Amerikanistik veröffentlicht. Sie beschäftigt sich sowohl mit englischer- und amerikanischer Landeskunde als auch mit pädagogischen Themen, etwa der Didaktik der englischen Sprache und Literatur sowie dem Spracherwerb. Herausgegeben wird die Reihe von Professor Hartmut Breitkreuz, zu dessen Forschungsschwerpunkten unter anderem die Fehlerforschung und frühes Fremdsprachenlernen sowie projektorientiertes und medial gesteuertes Lernen gehört. In der Reihe "FLS - Foreign Language Studies" werden zentrale Studien aus dem Fachbereich der Anglistik/Amerikanistik veröffentlicht. Sie beschäftigt sich sowohl mit englischer- und amerikanischer Landeskunde als auch mit pädagogischen Themen, etwa der Didaktik der englischen Sprache und Literatur sowie dem Spracherwerb. Herausgegeben wird die Reihe von Professor Hartmut Breitkreuz, zu dessen Forschungsschwerpunkten unter anderem die Fehlerforschung und frühes Fremdsprachenlernen sowie projektorientiertes und medial gesteuertes Lernen gehört.

6 publications

Reflections on Signs and Language

This book series proposes themes that are generally associated with the so-called language and sign sciences, in the first place semiotics, linguistics and philosophy of language, inclusive of literary language. It also focuses on problems that interest the communication sciences, including mass-medial communication and the question of translation. However, the perspective is not limited to any one of these disciplinary spheres. Moreover, the series intends to propose a vision that is critical, open and dialogic, which means to say developed in terms of interdisciplinary dialogue. Such an approach is proficuous if it is not limited to encounter among specific disciplines, competencies and interests at a scientific level alone. In fact, a priority characterising this series is to create the conditions for encounter between the sciences of signs, language and communication, on the one hand, and the problems of everyday life which are closely involved, indeed are engendered in them, on the other. We live in a world where life overall as much as the life of each one of us depends increasingly on signs, language and communication. But there’s more: not only human life, but life in general, as biosemiotics now evidences unequivocally, consists of communication and is made of signs. We are looking forward to receiving contributions from all over the world, mindful of the series’ interdisciplinary orientation, characteristics and interests. Submissions should be written in English and will be peer-reviewed by the relevant specialists.

2 publications

Łódź Studies in Language

The prolific series Łódź Studies in Language aims at providing a forum for contributions to the study of Linguistics, especially in English Language and Literature. The monographs and collected volumes of the series focus on Corpus Linguistics, Pragmatics and Language Pedagogy, with such various topics as the cognitive aspects of Linguistics, identity via language, trends in Linguistics and Translational Studies and language and media.

80 publications

Inquiries in Language Learning

ISSN: 1868-386X

The series contains empirical as well as theoretical findings from the field of language acquisition research. Contributions from disciplines like psycholinguistics, applied linguistics and language learning and teaching combine to provide a cross-sectional perspective. The focus is on first and second language acquisition, bilingualism and the multilingual classroom. Die Schriftenreihe umfasst empirische sowie theoretische Beiträge zur Sprachlern- und Spracherwerbsforschung. Die Reihe verbindet interdisziplinär Forschung aus den Bereichen Psycholinguistik, Angewandte Linguistik und Fremdsprachendidaktik. Besondere thematische Schwerpunkte sind Erst-/Zweit- und Fremdspracherwerb sowie Bilingualität und Mehrsprachigkeit im schulischen Umfeld.

39 publications

Critical Literacies and Language

4 publications

LaCuLi. Language Culture Literacy

In the LaCuLi. Language Culture Literacy series, studies in foreign language research and intercultural communication will be published, as well as studies in foreign-language didactics. Research on the processes of language acquisition and language teaching, with a special focus on language awareness, cultural awareness and learner perspectives, is central to the series. It focuses on empirical research in intercultural foreign didactics as well as on cultural aspects of the workplace. Multi-perspective, multi-language and multi-cultural comparative approaches are highlighted. Fields of application are comparative analyses of political speeches, news, ads and business communication in an international context, as well as in learner texts in multi-language and multi-cultural learning environments. In der Reihe LaCuLi. Language Culture Literacy erscheinen Studien zur Fremdsprachenlehr- und -lernforschung und Interkulturellen Kommunikation sowie zur Fremdsprachendidaktik. Im Zentrum stehen Forschungsergebnisse im Bereich von Spracherwerbs- und -vermittlungsprozessen mit den Schwerpunkten Language und Cultural Awareness und Lernerperspektivität, ebenso empirische Untersuchungen zur interkulturellen Fremdsprachendidaktik sowie zu kulturellen Aspekten des Arbeitsplatzes. Im Fokus stehen mehrperspektivisch, mehrsprachig und mehrkulturell vergleichende Herangehensweisen. Anwendungsfelder sind vergleichende Analysen von politischen Reden, Nachrichten, Werbetexten und Businesskommunikation im internationalen Kontext sowie von Lernertexten in mehrsprachigen und multikulturellen Lernumgebungen.

20 publications