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Literacy has become central to debates on policy and practice in education in the UK and other English-speaking countries. This book introduces teachers to current thought on the place of literacy in education, providing many different perspectives. It charts the latest ideas, and relates practical and policy concerns to an understanding of theoretical issues.Concise and accessible, it connects with key aspects of the experience of professionals and students alike, and provides issues for group discussion or individual study, as well as suggestions for further reading.

Literacy --- Language arts --- Communication arts --- Communication --- Study and teaching

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After celebrating the International workshop « Spanish varieties in contact or heterogeneous language practices » in Paris in 2017, this volume brings together ten scientific contributions offering a change of perspective on the description of contact-induced variation and change phenomena in the Spanish-speaking world, based on new methodological and theoretical frameworks. This change of perspective implies to move from the analysis of "systems" and "codes" in contact, and its outcomes, to the description and analysis of heterogeneous language practices that focuses on the use of semiotic and linguistic resources by speakers to express messages, to transmit knowledge, or to take positions and epistemic and affective stances, that is, to create meaning. The aim of this book is to question, from different perspectives and backgrounds, the notion of contact as just simply the influence of systems or codes and, rather, to propose a dynamic view centered on the use of linguistic heterogeneous resources by social actors living in complex contact settings involving the contact of languages such as Spanish, Quechua, Guaraní, Yukuna, Mapuzugún, Otomí, Chichimeca jonaz, and Tepehuano del sureste. This book brings together contributions from well-known specialists and young researchers of language contact such as Carol Klee, Azucena Palacios, Isabelle Léglise, Carola Mick, Aura Lemus, Magdalena Lemus, Ignacio Satti, Mario Soto, Aldo Olate Vinet, Alonso Guerrero Galván, Nadiezdha Torres Sánchez, Élodie Blestel, and Santiago Sánchez Moreano. The volume is divided in two sections. The first one: "Methodological and theoretical perspectives" includes four contributions offering innovative guidelines and perspectives for the study of contact-induced variation and change. These perspectives, although they have been widely worked in linguistic anthropology and ethnographic sociolinguistics, for example, have been on the contrary not yet well explored in the field of language contact in the "Spanish-speaking world". The second section is entitled "Applied perspectives" and includes five contributions offering new theoretically and methodologically views on language contact.

Language arts. --- Communication arts --- Language arts --- Communication --- Study and teaching

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Children with mental disabilities --- Language arts --- Speech --- Communication arts --- Communication --- Education --- Study and teaching

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Social media challenges didactics from two perspectives: as didactic tools, they can enrich lessons in achieving their educational and promotional goals. As a subject of reflection, they must be analyzed for their effects on language, communication, the individual, and society in order to provide learners with skills for orientation in the digital world. This volume presents ten works by 17 linguistics, language and media didactics teachers, using practical examples and teaching suggestions to reflect current developments and challenges in teaching and learning through social media and social media.

Language Arts & Disciplines / Linguistics / Sociolinguistics --- Language arts --- Communication arts --- Communication --- Study and teaching

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English language --- Language arts --- Communication arts --- Communication --- Study and teaching --- Chinese speakers. --- Germanic languages