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Books on the topic 'Cultural awareness in the context of language acquisition'

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Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

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1

The social psychology of English as a global language: Attitudes, awareness and identity in the Japanese context. London: Springer, 2010.

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2

Zyngier, Sonia. At the crossroads of language and literature: Literary awareness, stylistics and acquisition of literary skills in anEFLit context. Birmingham: University of Birmingham, 1994.

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3

Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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4

Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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5

Conference, Ontario Educational Research Council. [Papers presented at the 30th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1988]. [Toronto, ON: s.n.], 1988.

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6

Ontario Educational Research Council. Conference. [Papers presented at the 34th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 4 - 5, 1992]. [Ontario: s.n.], 1992.

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7

Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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8

Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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9

Ontario Educational Research Council. Conference. [Papers presented at the 35th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 3-4, 1993]. [Toronto, Ont: s.n, 1993.

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10

Conference, Ontario Educational Research Council. [Papers presented at the 31st Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 8-9, 1989]. [Toronto, ON: s.n.], 1989.

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11

Yücesan, Durgunoğlu Aydin, and Verhoeven Ludo Th, eds. Literacy development in a multilingual context: Cross-cultural perspectives. Mahwah, N.J: L. Erlbaum Associates, 1998.

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12

(Editor), Aydin Y. Durgunoglu, and Ludo Verhoeven (Editor), eds. Literacy Development in A Multilingual Context: Cross-cultural Perspectives. Lawrence Erlbaum, 1998.

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13

(Editor), Aydin Y. Durgunoglu, and Ludo Verhoeven (Editor), eds. Literacy Development in A Multilingual Context: Cross-cultural Perspectives. Lawrence Erlbaum, 1998.

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14

Sakamoto, Nami. Teacher Awareness As Professional Development: Assistant Language Teachers in a Cross-Cultural Context. Springer International Publishing AG, 2022.

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15

McKenzie, Robert M. Social Psychology of English As a Global Language: Attitudes, Awareness and Identity in the Japanese Context. Springer London, Limited, 2010.

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16

McKenzie, Robert M. M. The Social Psychology of English as a Global Language: Attitudes, Awareness and Identity in the Japanese Context. Springer, 2012.

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17

Niesen, Heike. Impact of Socio-Cultural Learning Tasks on Students' Foreign Grammatical Language Awareness: A Study Conducted in German Post-DESI EFL Classrooms. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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18

Niesen, Heike. Impact of Socio-Cultural Learning Tasks on Students' Foreign Grammatical Language Awareness: A Study Conducted in German Post-DESI EFL Classrooms. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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19

Niesen, Heike. Impact of Socio-Cultural Learning Tasks on Students' Foreign Grammatical Language Awareness: A Study Conducted in German Post-DESI EFL Classrooms. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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20

Niesen, Heike. Impact of Socio-Cultural Learning Tasks on Students' Foreign Grammatical Language Awareness: A Study Conducted in German Post-DESI EFL Classrooms. Lang GmbH, Internationaler Verlag der Wissenschaften, Peter, 2015.

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21

(Editor), Margaret Harris, and Giyoo Hatano (Editor), eds. Learning to Read and Write: A Cross-Linguistic Perspective (Cambridge Studies in Cognitive and Perceptual Development). Cambridge University Press, 1999.

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22

1951-, Harris Margaret, and Hatano Giyoo 1935-, eds. Learning to read and write: A cross-linguistic perspective. Cambridge, U.K: Cambridge University Press, 1999.

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23

Bardel, Camilla, Christina Hedman, Katarina Rejman, and Elisabeth Zetterholm, eds. Exploring Language Education: Global and Local Perspectives. Stockholm University Press, 2022. http://dx.doi.org/10.16993/bbz.

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The overarching aim of this book is to offer researchers and students insight into some currently discussed issues at the Swedish as well as the international research frontline of Language Education in a selection of up-to-date work. Another aim is to provide teachers, teacher educators and policy-makers with input from research within the interconnected disciplines of Applied Linguistics, Language Education and Second Language Acquisition. The volume includes five examples of topical research on language education and the authors are internationally renowned scholars. The chapters are based on a selection of talks presented at the 1st ELE Conference (‘Exploring Language Education’), which was held at Stockholm University in 2018. Employing a broad thematic scope, the volume reflects the variety of perspectives on language education brought together at the conference by authors working in diverse areas of the field and in different parts of the world. With the first ELE conference the organizers wished to call attention to the intersection of the global and the local, in terms of linguistic and cultural diversity, which may inform both research questions and language education practices. Issues related to multilingualism, Global Englishes, and experienced tensions between research and practice are examples of generally shared issues that were brought up by many speakers. The chapters of the book represent this variety of themes and illustrate how different regions and communities are contingent on local prerequisites and circumstances, leading to a number of particular challenges and assets when it comes to language education. The chapters represent different parts of the broad array of research directions that can be discerned under the large umbrella of Language Education, zooming in on the Western context, specifically Sweden, Canada and the United States. Two of the plenary speakers from the conference, Nina Spada and John Levis contribute in the volume. In Spada’s text different ways to bridge the gap between research and practice in language education are discussed, an issue highly relevant to all of those interested in collaborative research between researchers and teachers. The second chapter, written by Levis, presents current research on phonology and the importance of pronunciation in second or foreign language communication. These two are followed by three chapters reporting on empirical studies. Amanda Brown and colleagues present their work on translanguaging in the English L2 classroom, giving an extensive overview of ideological stances from the last decades on the use of mother tongues vs. target language only in the language classroom. Liss Kerstin Sylvén reports on a recent study on very young Swedish learners of English, their exposure of English before school age and outside school and the role that this exposure plays for the development of English language proficiency. Finally, Gudrun Erickson and colleagues, present a questionnaire answered by a large number of modern language teachers in Sweden. The study explores the teachers’ answers on questions about their professional satisfaction, their use of the target language in the classroom, and the curricular status of foreign languages studied after English. Despite many critical points raised by these teachers, the survey reveals that they would not change profession, were they given the chance. The book ends with an Afterword by Stellan Sundh, University of Uppsala.
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24

Grassi, Luigi, and Luzia Travado. Communication in cancer care in Europe and EU policy initiatives. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0060.

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Awareness of cultural differences when communicating with cancer patients has become an increased focus of attention in European countries. The historically paternalistic approach by doctors in knowing what is best and deciding what should be done for a patient has been replaced by a shared decision-making approach, with attention being given to cultural and individual patient needs. In a rapidly changing world, with increased immigration, many European countries are becoming multiethnic and multicultural. It is important to understand the ways in which cultures, language, thoughts, customs, beliefs, values, religion, and illness influence communication within the context of the doctor-patient relationship. These issues should be considered in the development of European communication skills training programmes and guidelines. In this chapter, some of the main aspects of doctor-patient communication in a culturally diverse Europe will be discussed, and some training initiatives presented.
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25

Rodin, Gary, and Sarah Hales. Managing Cancer and Living Meaningfully. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780190236427.001.0001.

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This text outlines the empirical research, theoretical underpinnings, and clinical application of a novel supportive-expressive psychotherapy for patients with metastatic cancer and their caregivers. Managing Cancer and Living Meaningfully, known by its acronym of CALM, provides a framework for therapists with diverse backgrounds and training to help patients and their caregivers to address the practical and profound challenges of advanced cancer and to live their lives as meaningfully as possible. CALM provides reflective space for them to consider treatment decisions and communication with their health care providers, disruptions in identity, attachment security and the sense of meaning in their life, and to address fears, hopes, and concerns related to the end of life. Particular attention is paid in CALM to the regulation of affect, to the renegotiation of attachment relationships and to helping patients and their caregivers to sustain “double awareness” of the possibilities for living, while also managing their disease and planning for the end of life. Such an approach not only helps to prevent depression and death anxiety, but also helps to reclaim the loss of the imaginative possibilities for living in the context of all-consuming cancer care. The universal dimensions of advanced cancer and the semi-structured nature of CALM permit it to be delivered in the language and cultural idiom of cancer treatment settings in virtually all parts of the world. This text provides the most comprehensive and up-to-date description of the evidence base for CALM, its theoretical foundations and a manualized guide to its clinical application, filled with rich clinical illustrations.
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