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This book tells the stories of 15 world language (WL) teachers in the United States at elementary and secondary levels through rich descriptions of their lived worlds and experiences. In-depth interviews, extensive observations, learner interviews, and document and environment analysis illustrate 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. The chapters provide a deep and robust explanation of individual teachers teaching lives and a cross-contextual comparison of their experiences, shining a light on the realities and demands of modern US schools. Grounded in the research literature on language teacher beliefs and cognition, this book takes the stance that all teaching is situated and contextual, and that addressing teachers' methods, practices and knowledges in ways that are divorced from their setting and environment has serious limitations. It offers fascinating insights for researchers, language educators and pre- and in-service teachers, with reflection questions at the end of each chapter to guide readers in drawing connections with their own practice, interests and contexts.

This book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawaii. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom communitys critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.

This volume is an essential reference for designing, analysing and reflecting on field research. It advances the literature on gender by taking a specific focus on masculinities. The book is organised into four sections: hegemonic and heteronormative masculinities, performing heteronormative masculinities, situated masculinities and paternal masculinities. The chapters explore the question of what it means to be a man and definitions of masculinities. These reflexive accounts of gendered field experiences further the call for gender positionality in research and will aid tourism researchers and other transdisciplinary scholars. It is a useful tool for supervisors, ethics committee members and researchers (male and female).

This book explores the ways in which multimodality and multilingualism as areas of study intersect and provides empirical examples of how this looks in practice from a wide range of settings. The chapters include visual as well as linguistic descriptions of practice and provide an accessible introduction to multimodality and multilingualism for a readership from undergraduate students to researchers. The book argues that the everyday practices of multilingual communities are multimodal in nature, and that by working at the intersection of multilingualism and multimodality we may be able to make fruitful advances in multiple areas of applied linguistics, and properly appreciate the actual human complexities of communication.

This book explores the relationship between space tourism and the discourse in sustainability and futures research. It offers comprehensive information on the current understanding of the space tourism industry and assesses the possible impacts of space tourism on the environment, economics, legislation and society. The volume aims to encourage more dialogue and critical examinations of aspects of space tourism related to future sustainability. From data gathered from empirical research, it provides a vision for the future of sustainable space tourism. It will be of interest to students and researchers in tourism, sustainability and futures studies, as well as individual space tourist hopefuls, space tourism industry operators and tourism policy regulators.

This book is the first to explore the relationship between tourism and Brexit from a social science perspective. As the UK repositions itself in the uncharted waters of a post-Brexit world the book considers three interconnected themes all bound up in touristic practices: travel, borders and identity. The volume uses diverse examples, including UK-Polish tourism, royal events, Arthurian-based heritage in Cornwall, media representations of Brits abroad, ideas of freedom on holiday in Mallorca, the impacts of Brexit on migrant workers in Mallorca and on tourism for Commonwealth and Overseas Territories. Contributors to the book are based in the UK, EU, Southeast Asia, USA, Australia and New Zealand, giving the analysis a strongly international focus. It will be useful for students and researchers in tourism, migration, European studies, social anthropology, geography and sociology.

This book offers a comprehensive overview of the relationship between tourism and earthquakes through all stages of a disaster. It discusses the measures available to manage tourism after earthquakes and examines the means to mitigate the potential impacts of earthquakes on tourism. The chapters address important questions such as are tourists who come to earthquake regions immediately after an earthquake a benefit or a burden for recovery? and should priority be given to evacuate tourists after an earthquake hits?. The volume provides insights into the ethical, commercial and socioeconomic issues facing tourism after a major earthquake. It will be useful to students and researchers in tourism studies, tourism planning and marketing, natural hazards, and destination and disaster management.

This book is both research report and performance piece. Here is a team of researchers as they study communication on the volleyball court. And here are the voices and actions of the volleyball coach and his players as they practise and play. Research in process and research findings are represented in a play script which brings vividly to life both ethnographic research methods and communication in the world of sport. This highly original book adds innovation and imagination to the representation of language in social life.

This book brings together a wide range of studies, practical applications and reflective accounts written by academics working at a university in Japan to present a cohesive overview of their collaborative efforts to promote learner reflection within their institution. The book contributes to a shift in language education towards promoting learner responsibility and ownership of their learning through developing a deeper sense of awareness of and motivation for the learning process. It makes a convincing case for showing that not only is promoting reflection possible, but it can also be effectively integrated into language learning activities with significant benefits to the learners. The chapters are highly practical for researchers and practitioners, with the research chapters containing instruments which make them ideal for replication studies. The text includes a wealth of practical tools and activities for practitioners, who will be able to experience first-hand how to facilitate student success and increase satisfaction.

This book provides a detailed and comprehensive design of a new second language literacy pedagogy and the results of implementing this pedagogy in different contexts in order to demonstrate that it is possible to address some long-standing second language (L2) curriculum and literacy development challenges. The author clearly explains the theory behind Vygotskian Sociocultural Theory of Mind and Systemic Functional Linguistics and how they can inform literacy pedagogy in the form of Concept-Based Language Instruction and a Division-of-Labor Pedagogy. By presenting detailed qualitative and quantitative analyses and results of multiple forms of data, the author demonstrates the effectiveness of the pedagogy. In conjunction with background on the intricate and interdependent nature of the concepts needed for second language literacy development, and in contrast with a cognitivist approach to reading pedagogy and research, the author provides all the details necessary for teachers and researchers to appreciate both the theory and how it can be applied to their practice.

This book introduces readers to philosophies of hospitality and tourism. It provides insights into classic philosophical concepts and explains how these can inform the actions of tourism stakeholders, practitioners, hosts and tourists. The volume explores four main areas: the nexus of philosophy with tourism and hospitality; the philosophy of giving in hospitality and tourism; the receiving-end, such as emotional tourist experiences, happiness and overtourism, including the notion of gluttony; and philosophical issues related to tourism development, such as the spirit of places and thanatourism. The discussion of philanthropy within the context of tourism is a strength of the book and will be important in a post-Covid-19 tourism industry. The book will be of interest to students, researchers and practitioners in tourism and hospitality.

In todays globalised world, large-scale migration is the norm. A contributing factor to the successful settlement of migrants is the ability to access work and economic security. This book focuses on the lived experiences of migrants who (try to) access the workplace, and explores the barriers and support they encounter. The editors bring together studies which look at the ways in which inclusion and exclusion from the workplace are done linguistically from historical, discourse analytical, narrative and language assessment perspectives. The chapters represent an innovative, holistic, intersectional and multidisciplinary approach to the subject, and illustrate a wide range of analytical methods and theoretical tools for the study of multilingualism and professional identity. The rich empirical data contained in the book cover a variety of professional contexts and countries, and the book will appeal to both specialist and non-specialist audiences.

In a world that is subject to rapid change and cascading crises this book considers the vital importance of local communities to grounded, just and sustainable tourism futures. Embracing local tourism as relational, the contributors examine how tourism can be reoriented to better connect people, place and planet. This local turn starts by centring local communities at the heart of tourism and identifies ways to ensure local community rights and benefits in tourism. Presenting concepts, case studies and practitioner insights, the chapters explore what putting locals first might mean; the constraints of markets and the promise of alternatives; tours and turns offering possibilities for circles, cycles and connections; approaches for democratising tourism; and building an ethos of relatedness through a relational imperative to face the future together.The introduction and Chapter 1 are free to download as open access publications under a CC BY NC ND licence. You can access them here:Freya Higgins-Desbiolles and Bobbie Chew Bigby: Introduction: Embracing the Local Turn in Tourism to Empower Communities: https://zenodo.org/record/7234710#.Y1Kd8nbMLcs Chapter 1. Bobbie Chew Bigby, Joseph Edgar and Freya Higgins-Desbiolles: Place-based Governance in Tourism: Placing Local Communities at the Centre of Tourism: https://zenodo.org/record/7234717#.Y1KpinbMLcs

This book examines semiotics, meaning-making and the co-construction of relations in transmodal communications. Through the lens of transpositioning the multiple and interwoven layers of emplacements and positionings that are entailed in communications which cross and transcend the boundaries that have historically shaped our thinking about the world and its inhabitants the chapters interrogate digital languaging and literacies, and how transmodal communications shape identities, belongings and relationships, with particular attention paid to issues of equity and social justice. The chapter authors consider both transmodalities and critical cosmopolitanism as they analyze empirical data from youth, adults and researchers participating in a project that digitally connects youth to share their lives across diverse and under-resourced global communities. In offering this multi-perspectival, multi-voiced volume, the authors portray and address methodological issues in researching transglobal transmodal communications.

In this linguistic ethnography of bilingual science learning in a South African high school, the author connects microanalyses of classroom discourse to broader themes of de/coloniality in education. The book challenges the deficit narrative often used to characterise the capabilities of linguistically-minoritised youth, and explores the challenges and opportunities associated with leveraging students full semiotic repertoires in learning specific concepts. The author examines the linguistic landscape of the school and the beliefs and attitudes of staff and students which produce both coloniality and cracks in the edifice of coloniality. A critical translanguaging lens is applied to analyse multilingual and multimodal aspects of students science meaning-making in a traditional classroom and a study group intervention. Finally, the book suggests implications for decolonial pedagogical translanguaging in Southern multilingual classrooms.

Using data from multilingual settings in universities and adjacent learning contexts in East Asia, North Africa, Central and North America and Europe, this book provides examples of the heuristic value of translanguaging and epistemological decentring. Despite this and other theoretical and empirical work, and ever stronger calls for the inclusion of other languages, epistemologies and constructions of culture in higher education, decentring and translanguaging practices are often relegated to the margins or suppressed in research and education because of the organisational structures of education institutions and prevailing language norms, policies and ideologies. The authors draw on research on pluri- and multilingualism within education studies, as well as post- and decolonial theoretical contributions to the research on the role of language in education and knowledge production, to provide evidence that decentring cannot happen until learners have been given the tools to identify which sorts of centring dynamics and conditions are salient to their learning and (trans)languaging.

This book explores the relationship between imperial formations and individual encounters at African tourist sites spaces of leisure, healing and work. It examines how encounters between tourists and hosts tend to be constructed along colonial thought lines and considers how players in the hospitality industry do not interact as coeval participants, but are racialised, scripted and positioned according to colonially-established order. The authors focus on the language of these encounters, not only speech, performance and response, but also silence, resonance, emptiness, noise objectified, materialised, evasive and confusing. Through its exploration of language in these encounters, the volume shows that ruination is the one feature that is omnipresent in the multiple and diverse tourist settings of the postcolonial world. This book is open access under a CC BY ND licence.

Un rito silencioso se despliega desde el sacrificio y el deseo. Es la Mística que, enamorada, invoca noche tras noche, en su espesor, desde su sangre, con la carne, a quien acompaña a la Tierra desde el inicio de los tiempos. La voz de Antonella se vuelve conjuro, una niebla densa se entrelaza en cada palabra y el cuerpo se hace líquido, se esparce. La cadencia de estos poemas no da respiro, no perdona. Solo asfixia. Igual que lo hace el húmedo amor por la Luna, quien en su lejanía contempla y escucha las plegarias, y nos ilumina incluso a pesar de su soledad.

Noé e a Arca: O Resgate do MundoO céu escureceu, a primeira gota caiu e o mundo nunca mais foi o mesmo.Embarque nesta jornada épica sobre fé, coragem e sobrevivência. Quando o chamado divino ecoa, Noé e sua família precisam construir o impossível para salvar a vida na Terra. Entre o rugir das feras e o som da tempestade, descubra como a esperança pode flutuar mesmo nas águas mais profundas.- Uma aventura visual: Ilustrações cinematográficas que dão vida à Mesopotâmia antiga.- Para toda a família: Uma releitura emocionante de um dos relatos mais famosos da humanidade.- O recomeço: A prova de que, depois da maior tempestade, a luz sempre volta a brilhar.Garanta o seu exemplar e sinta a força dessa promessa!

Vorágines del amor es un poemario de Pedro Gordillo que aborda el amor desde una mirada íntima y emocional. A través de la palabra poética, el autor explora los sentimientos, las emociones y las experiencias que acompañan al amor, en una obra marcada por su sensibilidad artística y por una trayectoria profundamente vinculada a la música y la poesía.

El libro del adiós es un poemario en el que Javier Mogollón emprende un viaje hacia la raíz de la experiencia y de la memoria. Una escritura íntima y personal que explora la vida, el alma, la pérdida y aquello que permanece cuando llega el momento de decir adiós. Una obra concebida, en palabras del propio autor, como un viaje a la raíz «no solo para vivir, sino para sobrevivir».