Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings. This book offers a much-needed coherent framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development.  Meer

According to Vygotsky (1986), The decreasing vocalization of egocentric speech denotes a developing abstraction from sound, the child's new faculty to "think words" instead of pronouncing them.  Meer

Applied Linguistics and Language Teacher Education is aimed at applied linguists who are interested in understanding more about the learning of novice teachers in their classes.  Meer

This book offers an autobiographical reflexive approach to foreign language education. It offers unique ways of developing vocational language teaching as an integrated holistic approach combining language contents with vocationally relevant topics and the interactive, dialogical processes of working in language classes.  Meer

As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever.  Meer

As non-natives are increasingly found teaching languages, particularly English, both in ESL and EFL contexts, the identification of their specific contributions and their main strengths has become more relevant than ever.  Meer

This edited volume unpacks the familiar concepts of language, literacy and learning, and promotes dialogue and bridge building within and across these concepts.  Meer

This edited volume unpacks the familiar concepts of language, literacy and learning, and promotes dialogue and bridge building within and across these concepts.  Meer

This book responds to the call for praxis in L2 education by documenting recent and ongoing projects around the world that see partnership with classroom teachers as the essential driver for continuing to develop both classroom assessment practice and conceptual frameworks of assessment in support of teaching and learning.  Meer

This book critically engages with theoretical shifts marked by the ‘multilingual turn’ in applied linguistics, and articulates the complexities associated with naming and engaging with the everyday language practices of bi/multilingual communities.  Meer

This book critically engages with theoretical shifts marked by the ‘multilingual turn’ in applied linguistics, and articulates the complexities associated with naming and engaging with the everyday language practices of bi/multilingual communities.  Meer

This volume provides conceptual syntheses of diverging multilingual contexts, research findings, and practical applications of integrating content and language (ICL) in higher education in order to generate a new understanding of the cross-contextual variation.  Meer

This book builds upon the growing field of Linguistic Landscape in order to demonstrate the power of a spatialized approach to language, culture, and literacy education as it opens classrooms and cultivates new competencies.  Meer

This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance.  Meer

To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens.  Meer

This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance.  Meer

This edited volume demonstrates how an educational linguistics approach to inquiry is well positioned to identify, examine, and theorize the language and literacy dimensions of refugee-background learners’ experiences.  Meer

This book challenges the reader to rethink and reimagine what diversity in language education means in transnational societies. Bringing together researchers and practitioners who contributed to the international LINguistic and Cultural DIversity REinvented (LINCDIRE) project, the book examines four pillars of innovation in language education: the Action-oriented approach, Plurilingualism, Indigenous epistemologies and Technology enhanced learning.  Meer

This edited volume, envisioned through a postmodern and poststructural lens, represents an effort to destabilize the normalized “assumption” in the discursive field of English language teaching (ELT) (Pennycook, 2007), critically-oriented and otherwise, that identity, experience, privilege-marginalization, (in)equity, and interaction, can and should be apprehended and attended to via categories embedded within binaries (e.  Meer

This book examines students with limited or interrupted education (SLIFE) in the context of English learners and teacher preparation courses from a cultural and social lens.  Meer