Titlebook: Language, Education and Technology; Steven L. Thorne,Stephen May Reference work 2017Latest edition Springer International Publishing AG 20

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Alex Boultonce of interest and innovation in recent years. In its truest form, headspace analysis represents the direct collection and analysis of the mixture of vapors in the space immediately above a food or beverage. The technique offers several advantages for workers interested in how a product smells and u

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Robert O’Dowdm originally unorthodox approaches against traditional micro- and macroeconomic theory. The inspiration came mainly from social economic behavioural research and ecological economics. But the reception is very patchy and the history is largely forgotten. With reference to the work of earlier authors

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Ecologies of Digital Literacies: Implications for Educations part of ecologies of communicative practices, and draws out the implications of this work for education. Early contributions are summarized, including analyses of hypertext and multimodality and debates around the extent to which language online changed from more speech-like to more writing-like f

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Language, Ideology, and Critical Digital Literacylations of power, these digitally mediated practices are not ideologically neutral. They shape the representation of meanings and identities, the circulation of knowledge, the construction of social networks and formations, redefining notions of private and public space, while privileging and margin

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Multimodal Discourses Across the Curriculumand organizational means through which people make meaning – image, speech, gesture, writing, three-dimensional forms, and so on. A social semiotic approach to multimodality sets out to reveal how processes of meaning making (i.e., signification and interpretation or what is called semiosis) shape i

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Sociolinguistic Insights into Digital Communicationo as . or .) and sociolinguistics. The research selected for inclusion in this article is primarily centered around the development of the sociolinguistic competence of learners of French because this simply happens to be the focus of major contributions in this field. Nonetheless, many of the studi

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Popular Culture and Teaching English to Speakers of Other Language (TESOL)esources in TESOL, evaluation of popular culture’s pedagogical potential, and construction of learner identities via ESL/EFL popular culture. However, there is a dearth of discussion on development of critical literacies when popular culture is used in English classrooms and existing studies focus m