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The Tourism Area Life Cycle model has been cited and used by academics and those in the industry for over 40 years. This book provides an overview of the contribution of the model, its strengths and weaknesses, and particularly its relevance in the 21st century. The final section considers revisions and concludes with a new version of the model.

The Tourism Area Life Cycle model has been cited and used by academics and those in the industry for over 40 years. This book provides an overview of the contribution of the model, its strengths and weaknesses, and particularly its relevance in the 21st century. The final section considers revisions and concludes with a new version of the model.

This book explains both the theory and practice of e-Portfolio pedagogy and assessment in second and foreign language classroom contexts. In addition to providing new insights for scholars of language pedagogy, the book equips language teachers with the practical knowledge and skills they need to use the e-Portfolio approach in their classrooms.

This book explains both the theory and practice of e-Portfolio pedagogy and assessment in second and foreign language classroom contexts. In addition to providing new insights for scholars of language pedagogy, the book equips language teachers with the practical knowledge and skills they need to use the e-Portfolio approach in their classrooms.

This book tells the stories of 15 world language (WL) teachers in the US through rich descriptions of their lived worlds and experiences. It illustrates in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors"--

This book is the first to focus specifically on born-digital texts in EFL teaching, uniting innovative scholarship with practical classroom applications. The book develops a theoretically sound framework for curriculum, materials and methods design that takes into account the growing ubiquity of born-digital texts in the digital age.

This book tells the stories of 15 world language (WL) teachers in the US through rich descriptions of their lived worlds and experiences. It illustrates in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors"--

This book honors the impactful contributions of Guadalupe Valdés, focusing on three major areas of her work: languages and literacies in multilingual contexts, language development in schools and communities, and equity and access. Personal interludes from former students and colleagues add insight into practices of mentorship within the field.

This book addresses the question of agency in the revitalisation of minoritized languages in Europe. The chapters investigate how grassroots actors shape revitalisation, and how individuals and groups negotiate historical factors, motivations, and institutionalised initiatives and policies in a variety of efforts.

This book honors the impactful contributions of Guadalupe Valdés, focusing on three major areas of her work: languages and literacies in multilingual contexts, language development in schools and communities, and equity and access. Personal interludes from former students and colleagues add insight into practices of mentorship within the field.

This book is the first to focus specifically on born-digital texts in EFL teaching, uniting innovative scholarship with practical classroom applications. The book develops a theoretically sound framework for curriculum, materials and methods design that takes into account the growing ubiquity of born-digital texts in the digital age.

This book presents the first collection of conversation analytic studies addressed exclusively to issues of inequality and injustice. The chapters produce a forensic analysis of how participants enact discriminatory ideologies, negotiate systemic power imbalances, and pursue social change in and through the nuances of their interactions.

This book presents the first collection of conversation analytic studies addressed exclusively to issues of inequality and injustice. The chapters produce a forensic analysis of how participants enact discriminatory ideologies, negotiate systemic power imbalances, and pursue social change in and through the nuances of their interactions.

In light of changing digital communication, this book addresses issues including a shift from a focus on oral to written practices, the rise of new communities of practice and communicative domains, and the need for resulting shifts in language policy and teaching methods when applied to minority (or autochthonous) heritage languages"--

This book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university. The author uses writing as both a subject and a method on enquiry in an ethnographic deep dive into her long-term engagement with a postgraduate writers' circle in an elite South African university.

This book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university. The author uses writing as both a subject and a method on enquiry in an ethnographic deep dive into her long-term engagement with a postgraduate writers' circle in an elite South African university.

This book focuses on individuals learning languages other than English in a range of under-researched Asian contexts. The chapters explore learners' motivational trajectories, multilingual identities and conceptualisations of the 'ideal multilingual self'.

This volume investigates the ways in which Q methodology contributes to language education and language policy research, demonstrating how this research approach can be used to explore topics including identity, motivation, cognition, emotion, pre-service and in-service teacher beliefs and to evaluate language programs, curricula and policies.

This book focuses on individuals learning languages other than English in a range of under-researched Asian contexts. The chapters explore learners' motivational trajectories, multilingual identities and conceptualisations of the 'ideal multilingual self'.

The chapters in this book address three main strands in ongoing scholarly work on prescriptivism: language, literary and scripted texts, and speech communities. Collectively, the chapters contextualise the role of prescriptivism in history as well as at the present time.