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Teaching Languages off the Beaten Track


Michal B. Paradowski

The 21st-century global linguistic landscape has seen many changes for language learners. New assessments have been made in a host of areas, especially regarding learners’ needs, motives, the target of instruction, and methodologies. The new realities, locales and purposes of communication all necessitate a shift in attitude and a new set of competencies is required of the teacher. This volume comprises a multi-faceted and thoughtful response to these changes in both modern reality and teaching philosophy. It is a study of a few of the other ways to tackle situations outside of norms and routines. The authors of this volume possess many years of teaching experience, and have stepped off the roads most travelled to explore new avenues and find novel solutions in foreign language teaching. This volume familiarises readers with contemporary theoretical debate and new research, and demonstrates how to easily translate these into practical, everyday classroom applications.
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About the authors


Mohammad ALIAKBARI is an Associate Professor of TEFL at Ilam University, Iran. His areas of interest embrace SLA, sociolinguistics and bilingualism. He has presented papers at international conferences all around the world and spent two sabbaticals as a visiting scholar, at Griffith University and at the University of Southern Queensland. He is well published in scholarly journals, including Journal of Pragmatics, Educational Psychology, and International Journal of Intercultural Relations.

Nasrin SOLTANI is an English teacher and lecturer at Ilam University. She has a Master’s degree in TEFL and is interested in research on learning strategies.

Melanie ELLIS (PhD) is a lecturer at the Foreign Language Teacher Education College in Zabrze, Poland, where she specializes in the methodology of teaching English as a foreign language. Since 2008 she has been engaged in research into how young teenagers in state schools in Poland are taught and learn foreign languages. From 2010 to 2014 this included a large scale project with the Institute of Educational Research in Warsaw.

Born in India, Mandira HALDER grew up in a multilingual environment, was educated in a trilingual educational setting, and learnt French, German, Polish, Norwegian and Romanian. She also has extensive teaching experience in English, French, German and music in France and India. Currently, she is a teaching and research assistant at the University of Teacher Education as well as a PhD candidate in educational linguistics at the University of Lausanne, Switzerland. Her research interests lie in teacher...

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