Book Description:
"Language and Literacy Education in a Challenging World" was published in response to the need to provide a comprehensive book dealing with the multidimensional complexity of language and literacy education. This book is carefully designed to capture three major interrelated aspects of language and literacy education in a changing and challenging world: to introduces some fundamental theoretical concepts and issues about the nature and functions of language, particularly with insights gained from linguistics and applied linguistics; to focus on language and literacy education in context; and to deal with social and cultural aspects of language and literacy in an intercultural context. This book provides a comprehensive and integrated range of theoretical and practical insights beyond the limited traditional focus on language and literacy pedagogy.(Imprint: Nova)

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Table of Contents:
Preface

Part I: Theoretical issues and their educational implications

Chapter 1. Linguistic Mystery: A Challenge to Language and Literacy Education;pp. 3-11
(Thao Lê, Quynh Lê and Megan Short)

Chapter 2. War and Peace in Language and Literacy Discourse;pp. 13-21
(Thao Lê, Quynh Lê and Megan Short)

Chapter 3. Linguistic Complexity and its Relation to Language and Literacy Education;pp. 23-32
(Thao Lê, Yun Yue and Quynh Lê)

Chapter 4. The influence of theme theory in the assessment of English compositions;pp. 33-43
(Jingxia Liu and Thao Lê)

Chapter 5. The categories of learning theories in a holistic perspective and foreign language Education;pp. 45-56
(Muhlise Coþgun Ögeyik, Nur Cebeci, Sinem Doðruer and Esin Akyay)

Chapter 6. Micro and macro socializations in eal education: curriculum and classroom environment from the perspective of Vygotsky’s quantum psychology of language;pp. 57-68
(Charlotte Hua Liu)

Part II: Literacy Education In Context

Chapter 7. Primary school teachers’ views on grammar and literacy teaching;pp. 71-78
Thao Lê, Paul Throssell, Lauren Hoban and Sally Milbourne

Chapter 8. An exploration of teachers’ beliefs about grammar;pp. 79-90
(Megan Short)

Chapter 9. Challenges in leading for literacy in schools;pp. 91-105
(Geraldine Castleton, Timothy Moss and Sally Milbourne)

Chapter 10. The Use Of Language In The Mathematics Classroom;pp. 107-118
(Rosemary Callingham and Judith Falle)

Chapter 11. Responding to the challenge of transitioning children into effective literacy;pp. 119-131
(Ian Hay and Ruth Fielding-Barnsley)

Chapter 12. Classroom discourse: a critical analysis of Malay language lesson;pp. 133-152
Idris Aman and Rosniah Mustaffa)

Chapter 13. English Language Education at Schools in China: Reforms and Challenges;pp. 153-166
(Suxian Zhan)

Chapter 14. Is English language proficiency an appropriate discriminator for admission into higher institutions of learning?;pp. 167-179
(Clement Dlamini)

Chapter 15. The effect of linguality on metacognitive awareness of reading strategies;pp. 181-195
(Alireza Karbalaei)

Chapter 16. The challenge of reading comprehension;pp. 197-209
(Ian Hay and Gary Woolley)

Chapter 17. Testing English as a foreign language (EFL) in a communicative context;pp. 211-223
(Kent McClintock)

Chapter 18. L2 Vocabulary acquisition: Learning vocabulary with L1 and L2 learners;pp. 225-238
(Shanthi Nadarajan)

Part III: Socio-cultural aspects of language and literacy education

Chapter 19. Teaching culture through foreign language: issues and challenges;pp. 241-252
(Muhlise Coþgun Ögeyik)

Chapter 20. Street children’s English in a tourist discourse;pp. 253-262
(Mark Lê)

Chapter 21. Local identity meets global culture: Reflections on the myths and realities of Meaningful English language acquisition in Austrian communities;pp. 263-274
(Sibylle Gruber)

Chapter 22. Respelling and creativity in SMS: Challenges for literacy in the digital age;pp. 275-287
(Rotimi Taiwo)

Chapter 23. “You have to be always thinking how to tell [your] story ”: English learners and digital stories at a south Chinese university;pp. 289-300
(Paul McPherron and Jen Nowicki Clark)

Chapter 24. Gender, self-perceived English proficiency and language learning strategies of Korean university students;pp. 301-311
(Frans J. Kruger)

Notes On The Authors;pp. 313-318

Index