Imagined communities: Reflections on the origin and spread of nationalism

Pedagogia do Oprimido

人教版高中英语新课程教材中,语言运用（Using Language）是每个单元必不可少的部分,提供了围绕单元中心话题的听、说、读、写的综合性练习,是单元中心话题的延续和升华.如何设计Using Language部分的教学,使自己的教学模式既不落俗套,又能真正体现新课程标准所倡导的教学理念,正是广大一线英语教师一直努力探索的问题.

打磨Using Language,倡导新理念

Discourse in the Novel

自然界和人类社会中存在着大量的中间状态，人类的语言也是如此。大多数人在出生后首先习得和掌握的是他的母语（mother tongue），在以后的人生中，会有机会学习第二语言（secongd language）或目的语（target language）。所谓中介语是指第二语言学习者建构起来的介于母语和目的语之间的过渡性语言，它处于不断的发展变化过程中，并逐渐向目的语靠近。

中介语（interlanguage）初探

THE PHENOMENON OF MULTILINGUALISM is as old as humanity, but multilingualism has been catapulted to a new world order in the 21st century. Social relations, knowledge structures, and webs of power are experienced bymany people as highly mobile and interconnected—for good and for bad—as a result of broad sociopolitical events and global markets. As a consequence, today’s multilingualism is enmeshed in globalization, technologization, and mobility. Communication and meaning-making are often felt as deterritorialized, that is, lived as something “which does not belong to one locality but which organizes translocal trajectories and wider spaces” (Blommaert, 2010, p. 46), while language use and learning are seen as emergent, dynamic, unpredictable, open ended, and intersubjectively negotiated. In this context, increasingly numerous and more diverse populations of adults and youth become multilingual and transcultural later in life, either by elective choice or by forced circumstances, or for a mixture of reasons. They must learn to negotiate complex demands and opportunities for varied, emergent competencies across their languages. Understanding such learning requires the integrative consideration of learners’ mental and neurobiological processing, remembering and categorizing patterns, and momentto-moment use of language in conjunction with a variety of socioemotional, sociocultural, sociopolitical, and ideological factors. The field of second language acquisition (SLA) seeks (a) to understand the processes by which school-aged children, adolescents, and adults learn and use, at any point in life, an additional language, including second, foreign,

A Transdisciplinary Framework for SLA in a Multilingual World

The Role of Listening Comprehension: A Theoretical Base

A review of the book "Realizing Advanced Foreign Language Writing Development in Collegiate Education: Curricular Design, Pedagogy, Assessment," by Heidi Byrnes, Hiram H. Maxim, and John M. Norris is presented.

Realizing Advanced Foreign Language Writing Development in Collegiate Education: Curricular Design, Pedagogy, Assessment.

Introduction Part I: Theoretical considerations in advanced instructed learning 1. Educating for advanced foreign language capacities - Christian M I M Matthiessen 2. Generalised collective dialogue and advanced foreign language capacities - James V. Wertsch 3. The relevance of languaculture and conceptual knowledge for advanced proficiency - James P. Lantolf Part II: Description and Instruction 4. Language, agency and collaboration in advanced second language proficiency - Merrill Swain 5. The linguistic features of advanced language use - Mary Schleppegrell. 6. The problem of text construction and the advanced language learner - Marianna Ryshina-Pankova 7. Bilingual heritage speakers acquiring Spanish - Teresa Oteiza 8. Approaching second language writing instruction - Susan Strauss 9. Academic French - Alice Caffarel 10. Meaning-making in Italian - Roberta Piazza 11. Grammatical metaphor - M. Cecilia Colombi Part III: Pragmatic and curricular issues 12. Meeting the challenge of comprehensive curriculum construction - Heidi Byrnes 13. Genre as a curricular framework for collegiate L2 learning - Cori Crane. 14. Developing a heritage language speaker track to support L2 acquisition - Sylvia Pessoa 15. Advanced learning for intermediate learners - N A J Moore.

Heidi Byrnes

Papers

A Transdisciplinary Framework for SLA in a Multilingual World

The Role of Listening Comprehension: A Theoretical Base

Realizing Advanced Foreign Language Writing Development in Collegiate Education: Curricular Design, Pedagogy, Assessment.

Advanced language learning : the contribution of Halliday and Vygotsky

Emergent L2 German writing ability in a curricular context: A longitudinal study of grammatical metaphor