This book is a collection of empirical quantitative, qualitative, or mixed-methods research articles covering topics in the following two major areas: a) language education and policies; and b) language assessment and testing. The section of language education and policies includes six chapters. The first three chapters examine ESL students’ learning challenges and coping strategies in the development of their English linguistic and pragmatic skills. The second three chapters discuss language conflicts and policy issues in Greece, Malaysia, and the United States. The section of language assessment and testing includes six chapters as well. The first three chapters examine language assessment fairness issues in both large-scale standardized tests as well as classroom assessments contexts. The second three chapters investigate the assessment of Chinese college students’ English pragmatic competence from both faculty and student perspectives. The primary objective of this book is to expand readers’ knowledge of language education, assessment, and policy-making and provide important implications for language students, teachers, assessment professionals, and policy-makers.


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This book is a compilation of empirical research studies and review articles covering topics in the following two major areas: a) EFL education; and b) ESL education. The section of ’EFL education’ includes five chapters examining the issues of assessing Chinese high school and college students’ English pragmatic competence as well as non-native English-speaking TESOL teachers’ identities in diverse contexts. The section of ’ESL education’ includes five chapters addressing ESL assessment issues, ESL students’ intercultural communication and miscommunication, as well as professional dispositions for ESOL teacher candidates. The primary objective of this collection is to expand readers’ knowledge of EFL and ESL education and provide important implications for EFL/ESL students, teachers, and policy makers.


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This book illustrates theories and practices of teaching and learning English as a Second language in China from the views of researchers as well as in-service teachers. It constitutes a comprehensive introduction of English instruction in classroom and students’ approaches to English learning at a wide range of levels from elementary school, middle school to university in China.


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This book provides a unique and comprehensive perspective on the concept of psychology and education in our days, especially in times of crises. Each of the core psychological and educational concepts is attentively described. Selection of the areas covered by the ten chapters was based on work done by the editor, President Elect of the International Society of the Interpersonal Acceptance and Rejection (ISIPAR), and the contributors. The chapter authors are distinguished contributors to their perspective research areas. The book displays a dynamic, comparative image of psychology and education in the fields of family, school and social contexts. The theoretical and research approaches are focused in a systemic point of view, taking into account that the whole is different of the sum of its part.


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This book explores ESL student’s participation in the teacher-student writing conferences, an important component in college writing courses. Many ESL students are not familiar with this practice and their perception of the conference may affect their interaction with the instructor. The book describes a multiple-case study which examines: (1) ESL students’ expectations towards the teacher-student writing conferences and the factors contributing to the expectations, (2) participation patterns of ESL students in the conferences, and (3) ESL students’ perception of the effectiveness of teacher-student conferences. The findings offer implications for writing teachers to conduct fruitful conferences.


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In this edition we face the challenge to explore the use of the Greek language in the discourse of today’s children. Among the issues is the standard language taught in Greek education, and the teaching of Greek in multicultural environments. With great interest we approach language uses in tales and metaphoric discourse, while we are concerned regarding the continuity of language and degree of understanding by the students. There are several articles related to the cultivation of the Greek language in pre-school and school education, as well as the enrichment of the vocabulary of the students through traditional games. Furthermore, the highlights of this volume include modern educational applications of literacy in children’s society.


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This book is a compilation of empirical quantitative, qualitative, or mixed-methods research articles covering various aspects of the interdisciplinary study of language and communication. This edited collection of articles comes from a successful international collaboration and aims to explore untested ideas in language and communication research in a variety of areas from an international perspective. The book comprises eleven chapters divided into two parts focusing on language and communication research. Each chapter represents a stand-alone examination of research in a specific area of language and communication research. This edited collection will be of interest to a broad range of professionals seeking to engage with the latest research in the multi-faceted domain of language and communication.


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In the Greek language, the linguistic structures and functions that express economic crisis and its consequences lack sufficient study at both inter-linguistic and cross-linguistic levels. Dr. Nicoletta Tsitsanoudis-Mallidis, recipient of the International Union of Greek Writers Award, Linguistic Lecturer at a Greek University, and member of the Association of European Journalists, is the author of Language and Crisis; An Analysis of Form and Content. Throughout the book, Dr. Tsitsanoudis-Mallidis examines the linguistic representations of the financial crisis that began to seriously affect Greece in 2009; after the countrys accession to the so-called "Memorandum of Cooperation" regime. Additionally, the author uses language as a lens to analyze the reactions and protests of the Greeks against economic recession and subsequent harsh economic measures. Also, various functions of the language, such as descriptive, expressive and denunciatory are addressed. The research is based on a variety of the most current textual data which are gathered from slogans and banners posted at protest sites, as well as materials collected from media sources such as television news reports, newspapers and YouTube videos.


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This book is a compilation of empirical research studies and review articles covering topics in the areas of second or foreign language learning and assessment. The section of language learning includes six chapters examining second or foreign language learners' experiences in learning phonemes, grammar, and vocabulary as well as their challenges in developing intercultural communicative competence. The section of language assessment includes four chapters addressing fairness issues in both classroom and large-scale testing contexts. The primary objective of this collection is to expand readers’ knowledge of language learning and assessment and provide important implications for language students, teachers, and assessment professionals.


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This book is a compilation of scholarly articles covering various aspects of the multi-faceted domain that is non-native language acquisition. This edited collection considers two aspects of language acquisition: teaching and learning. The first part of this book focuses on language teaching. In this section, researchers examine various teaching aspects and experiences pertaining to effective language learning. The second part of this book focuses on language learning. Here, researchers examine non-native language learning with a focus on the learner and the factors affecting learning strategies. This compilation of articles will be of interest to all those in the field of education. Teachers, pre-service teachers, educational administrators, and students will benefit from this collection of articles.


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This book is a compilation of empirical research studies and review articles covering topics in the following two major areas: a) EFL education; and b) ESL education. The section of ’EFL education’ includes five chapters examining the issues of assessing Chinese high school and college students’ English pragmatic competence as well as non-native English-speaking TESOL teachers’ identities in diverse contexts. The section of ’ESL education’ includes five chapters addressing ESL assessment issues, ESL students’ intercultural communication and miscommunication, as well as professional dispositions for ESOL teacher candidates. The primary objective of this collection is to expand readers’ knowledge of EFL and ESL education and provide important implications for EFL/ESL students, teachers, and policy makers.


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This book is a compilation of empirical research studies and review articles covering untested topics in the areas of TESOL methods and assessment. The section of TESOL methods includes six chapters examining new methods in teaching pronunciation, reading, and writing skills as well as using humor and incorporating teachers’ cultural narratives in TESOL classrooms. The section of TESOL assessment includes six chapters addressing reliability, validity, and fairness issues in both classroom and large-scale assessment contexts. The primary objective of this collection is to expand readers’ knowledge of TESOL methods and assessment and provide important implications for TESOL teachers and assessment professionals.


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The twelve chapters in this book explore second language writing in areas such as pedagogy, assessment, descriptive features, feedback, and the cross-culture influence. The authors represent perspectives on second language writing from around the globe. Part One of the volume focuses on teaching and assessing writing. The second part of the book centers upon features of EFL writing in different contexts. The final part of the book is devoted to the feedback on second language writing.


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