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Translation Studies already face new tasks in order to take account of and to discuss the changing translation environment, in order to seek new approaches and tools for description, analysis and teaching activities. This volume of selected papers of the conference Bridging Languages and Cultures brings together current viewpoints in Translation Studies, Linguistics, and Intercultural Communication; it provides both specific focus on certain aspects and developments and a more general overview of research landscape. Distinguished authors discuss translation of LSP texts, lexicological and lexicographic modules of bridging history and methodology of Translation Studies, aesthetic and interactional aspects of translation, and intercultural phenomena in the context of translation.

Digitalisierung und Fremdsprachenlernen ist eine noch junge Verbindung, deren Bedeutung in der heutigen Zeit stetig wächst. Die Fremdsprachenforschung leistet hierzu einen wichtigen Beitrag und bewegt sich dabei im Spannungsfeld der Möglichkeiten und Grenzen digitalen Fremdsprachenlernens. Dieser Sammelband fasst die wichtigsten Erkenntnisse des 28. DGFF-Kongresses im Bereich der Umbrüche durch Digitalisierung zusammen und beleuchtet das Kongressthema aus unterschiedlichsten Blickwinkeln. Neben digitalen Austauschprojekten und neu gedachten Konzeptionen von Schule, findet sich auch die Auseinandersetzung mit verschiedenen digitalen Lehr- und Lernmaterialien und ihrem Einsatz in individuellen Lernszenarien. Darüber hinaus geben empirische Beiträge einen Einblick in die Rezeption digitaler Unterrichtskonzepte. Sowohl Phänomene sozialer Medien werden aufgegriffen und in einem wissenschaftlichen Kontext elaboriert als auch Lernbefunde aus anderen Fachbereichen für die digitale Fremdsprachenforschung differenziert aufbereitet. Die Beiträge zeigen, wie digitale Elemente in individuellen Settings gewinnbringend für das Fremdsprachenlernen eingesetzt werden können und geben gleichwohl kritischen Stimmen Raum.

Erkenntnisse aus Linguistik und Spracherwerbsforschung werden nach wie vor nur sporadisch bei der Entwicklung und Umsetzung von DaZ-Förderkonzepten berücksichtigt. Die Beiträge des vorliegenden Sammelbandes vereint das Anliegen, diese Kluft zwischen linguistischer und didaktischer DaZ-Forschung zu überbrücken und auf Grundlage theoretischer und empirischer Forschungsergebnisse konkrete Impulse für die Konzeption von Sprachförderung zu liefern.

As Languages for Specific Purposes have always been defined as student-oriented, the rationale behind this volume is to use the rather neglected niche of the other necessary agent of language instruction and thus focus on the LSP practitioner. This turn towards the instructor has been motivated by the fact that a great number of LSP practitioners enter their jobs without previous expertise. They lack LSP education, or they may not even have a background in applied linguistics. This motivation has proven valid as many of the volume's contributors have faced this particular situation in their professional lives. For insights into the LSP field and guidelines on the best practices, they must rely on their colleagues who offer to share their experience through workshops, conferences, or papers, which is what this volume provides. The primary goal of this volume is to present considerations of what challenges LSP practitioners face and should be prepared for in their jobs and to provide practice-tested methodological guidelines on such demanding teaching techniques as blended and flipped learning or tandem learning. All papers have been written by LSP practitioners and researchers in higher education. Thus, this volume provides both guidance and self-reflection. In other words, it is written by experienced LSP practitioners for aspiring LSP practitioners about how they see themselves and what effort they make to meet the challenges of their jobs. As proof that LSP practice is a global challenge, papers have been collected from many European countries, the USA, Uruguay. Even though most papers are naturally concerned with English, being the lingua franca of today, the collection also features guidelines for teaching Spanish, French and Dutch for specific purposes. Moreover, the target disciplines these languages are taught for encompass business, engineering, sociology or medicine, thus supporting the assumption of the universal character of problems LSP practitioners deal with.

This volume consists of a well-integrated collection of original research articles and theoretical/overview papers on second language (L2) input processing. The primary contributors are former students of Bill VanPatten from the past three decades, and the collection of articles is intended as a tribute to his career and contribution of bringing processing issues to the center stage of research in second language acquisition (SLA) and instructed SLA. The research and theorizing presented in this volume are the most recent in the field and represent innovations in approaches to L2 processing research, including the use of online methodologies (self-paced reading and eye tracking) in the experimental papers. In addition, the editors are recognized authors and researchers who have published on sentence processing, input processing, and processing instruction, and all three editors are either on editorial boards or are associate editors of major L2 journals.

This book explores theories of space and place in relation to autonomy in language learning. Encompassing a wide range of linguistically and culturally diverse learning contexts, this edited collection brings together research papers from academics working in fourteen countries. In their studies, these researchers examine physical, virtual and metaphorical learning spaces from a wide range of theoretical and interdisciplinary perspectives (semiotic, ecological, complexity, human geography, linguistic landscapes, mediated discourse analysis, sociocultural, constructivist and social constructivist) and methodological approaches. The book traces its origins to the first-ever symposium on space, place and autonomy, which was held at the International Association of Applied Linguistics (AILA) 2014 World Congress in Brisbane. The final chapter, which presents a thematic analysis of the papers in this volume, discusses the implications for theory development, further enquiry, and pedagogical practice.

Current Issues in Second/Foreign Language Teaching and Teacher Development: Research and Practice represents a collection of selected papers from the 17th World Congress of the International Association of Applied Linguistics (AILA), which was held in August 2014 in Brisbane, Australia. The volume comprises 18 chapters presenting current research projects and discussing issues related to second language acquisition, teaching and teacher education in a variety of contexts from around the world. This collection of research papers will be of use to both new and seasoned researchers in the field of applied linguistics. Teacher educators, language teachers and language policy makers will find this volume equally useful as the papers address current issues in language education.

Young researchers, natural advocates of change, often delve freely into language processes, their causes, mechanisms and interrelations with social changes. However, any change is based on tradition and cannot exist without it, whether we speak of traditions in terminology, approach, data or method. This volume brings together young scholars from Russia, Poland, Spain, Pakistan, Thailand and Ukraine, and is based on papers presented at the Second International Young Scholars Conference, titled “Lexicon, Discourse and Speaker Studies”, held in Ulyanovsk, Russia, in 2014. It showcases current research into linguistic tradition and change in a variety of contexts across the globe, and is divided into four sections, each of which embraces one specific sphere of language studies. About half of the papers included in the volume are written by Russian authors, and in this respect the volume represents a concise collage of linguistic research in the country, shedding light on some major trends of research and demonstrating explicitly that Russian linguistics is not developing in isolation from other cultural contexts. This book will be of particular interest to researchers, postgraduate students and advanced undergraduates working in the fields of discourse analysis, linguistics, and language acquisition.

Current applied linguistic research generally supports the adoption of interdisciplinary approaches in education with the objective of enhancing learners'progress and teachers'practices.In this spirit, this edited volume explores the issue of cross-curricular learning and teaching from a wider perspective. The twenty-three papers collected here are categorised in four thematic units, all of which, however, share a common feature: they focus on interdisciplinary learning and promote the integration of knowledge and skills from various subject areas. As such, all the papers brought together in this volume, thus, emphasise the interconnectedness of knowledge and ideas in primary, secondary and tertiary education. The theme of Cross-Curricular Teaching and Learning is related in this volume to Intercultural Education, to Content and Language Integrated Learning, and to Information and Communication Technology (ICT).The book will be of interest to scholars who are interested in relevant research-based data and results, and to educators who wish to update their knowledge about cross-curricular teaching and improve their language teaching practices.

This book represents a collection of papers that relate to the challenges and problems posed by the ever-changing and diversified nature of today's classroom. The papers discuss and demonstrate methodologies and learning strategies, and in the process, recommend effective practices that are practical and open to adaptation for different teaching and learning contexts. They range from suggestions on how to exploit information technology resources to individual or specific case studies. These case studies report on a variety of contextual issues and problems that are specified to particular learning contexts. This book, therefore, thus not only offers examples of tried and tested teaching strategies but also offers useful insights into specific sociocultural problems that are experienced by learners as well as teachers and interested stakeholders in particular settings and countries. The papers offer a comprehensive documentation of past as well as present problems faced by teachers, policy makers and students, and discuss ways and strategies of overcoming such problems such that the teaching and learning process is not only enhanced but made more meaningful and fulfilling to both teachers and learners. The inherently global perspective of the papers in this book makes it an enriching compendium.

Louis A. Arena University of Delaware Newark, DE This monograph contains select, revised, and invited papers which deal with the topic, Language Proficiency: Defining, Teaching, and Testing. This topic was the theme of the eighth annual symposium held at the University of Delaware. The papers contained in this volume are invited papers or were originally scheduled for presentation and/or presented at the eighth annual Delaware Symposium on Language Studies. The papers combine research con­ ducted in the areas of teaching, testing, and defining second language pro­ ficiency within the profession of applied linguistics. They are divided into three principal sections:'Applied Linguistics and Language Pro­ ficiency','Language Proficiency in Reading and Writing', and'Testing for Language Proficiency'. In Part I, Paul Angelis''Applied Linguistics: Realities and Projections re the Teaching Profession'; sketches a historical portrait of Applied Linguistics, its definition, presence, and role in the profession that teaches second language proficiency. Angelis concludes that Applied Linguistics is still a young discipline in terms of substance, organization, and strategy, and that these three components will determine the prospects for the future of applied linguistics re the teaching profession. The next six papers address the issue of second language proficiency from various points of view. Kensaku Yoshida's essay'Knowing vs Believing vs Feeling: Studies on Japanese Bilinguals'concludes that some Japanese bilinguals are actually not necessarily bilingual because they very often face problems requiring other kinds of proficiency, i. e.

The book constitutes a selection of 18 papers on foreign language pedagogy (11 papers) and translation studies (9 papers). The first part of the book is devoted to foreign language pedagogy. The articles in this part focus on issues such as English as lingua franca, foreign language teacher training, the role of individual learner differences in language learning and teaching especially with respect to strategies of language learning as well as psychological and socioaffective factors. The part focusing on translation studies comprises articles devoted to a variety of topics. It places a wide range of readings within the context of varying translation domains such as translation competence, literary translation, translation strategies, translation teaching (including strategies of dictionary use) and translator training. The combination of the above aspects intends to underline the truly interdisciplinary nature of translation.

These days, numerous studies document and advocate the potential effectiveness of the CLIL approach, which is viewed as a real revolution in second language pedagogy. European bilingual education models are currently exemplified by CLIL – Content and Language Integrated Learning – a new generic and/or umbrella term for bilingual education, which has been rapidly spreading throughout Europe since the mid-nineties. Over the last decade there has been an explosion of interest in CLIL pedagogy in Europe and beyond. However, CLIL pedagogy also involves complex challenges concerning its implementation and the professional development of teachers.This publication provides readers with a collection of original papers covering essential aspects of CLIL pedagogy. This collection of papers serves as a good indication that valuable research is being conducted throughout Europe and that CLIL research is establishing itself as an important area of applied linguistics.This book is mainly addressed to those in-service teachers who teach in bilingual classrooms anywhere in the world, under any circumstances, and who wish to know more about CLIL pedagogy. It can also be used as a helpful handbook for EFL student teachers. The book is also for teacher trainers running both pre-service and in-service courses.