The notion of Choice provides a constant underlying theme to work in Systemic Functional Linguistics, whether this is concerned with in-depth description of the system of lexicogrammatical options available within specific languages or with the analysis of the semiotic and/or social implications of the choices taken within specific texts. Yet to date little has been published exploring the applicability of choice across various contexts. This book addresses this gap in the literature by presenting a selection of writings from internationally renowned authors that develop the analytical perspective of choice across wide-ranging contexts and in some cases in languages other than English. The book demonstrates the value of Systemic Functional Linguistics as an applicable" linguistics, which is a core tool in broader fields such as pedagogy, literary studies and critical discourse analysis.

Code Choice in the Language Classroom argues that the foreign language classroom is and should be regarded as a multilingual community of practice rather than as a perpetually deficient imitator of an exclusive second-language environment. From a sociocultural and ecological perspective, Levine guides the reader through a theoretical, empirical, and pedagogical treatment of the important roles of the first language, and of code-switching practices, in the language classroom. Intended for SLA researchers, language teachers, language program directors, and graduate students of foreign languages and literatures, the book develops a framework for thinking about all aspects of code choice in the language classroom and offers concrete proposals for designing and carrying out instruction in a multilingual classroom community of practice.

In productive classrooms, teachers don't just teach students math and reading skills; they build emotionally and relationally healthy learning communities. Teachers create intellectual environments that produce not only technically competent students, but also caring, secure, actively literate human beings. Choice Words: How Our Language Affects Children's Learning shows how teachers can accomplish this by using their most powerful teaching tool: language.Throughout this book, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a study by accomplished literacy teachers, the book demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Students learn how to become strategic thinkers, not merely learning the literacy strategies, but adapting them to their lives outside of the classroom.In addition, Johnston examines the complex learning that teachers produce in classrooms that is hard to name and thus is not recognized by tests, by policy-makers, by the general public, and often by teachers themselves, yet is vitally important. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.

This book will develop readers' understanding of children are being taught a foreign language.

In this companion volume to the bestselling Choice Theory, Dr. William Glasser and his wife, Carleen Glasser, have imagined typical conversations in real-life situations--between parent and child, two partners in a relationship, teacher and student, and boss and employee. On the left-hand page is a typical controlling order or threat, and on the right a more reasonable version, using choice theory, which is more likely to get a favorable response from the child, lover, student, or employee. Through these examples, the principles of choice theory come alive.

This book examines language choice in contemporary Cambodia. It uses the spread of English, and French attempts at thwarting it in favor of their own language, to study and evaluate competing explanations for the spread of English globally. The book focuses on language choice and policy, and will appeal to scholars in comparative education where language and language policy studies represent a growing area of research interest.

This book discusses multilingual postcolonial common law, focusing on Malaysia’s efforts to shift the language of law from English to Malay, and weighing the pros and cons of planned language shift as a solution to language-based disadvantage before the law in jurisdictions where the majority of citizens lack proficiency in the traditional legal medium. Through analysis of legislation and policy documents, interviews with lawyers, law students and law lecturers, and observations of court proceedings and law lectures, the book reflects on what is entailed in changing the language of the law. It reviews the implications of societal bilingualism for postcolonial justice systems, and raises an important question for language planners to consider: if the language of the law is changed, what else about the law changes?