The teaching and learning of foreign languages has been a key part of the vision of Castledown Publishers since its inception, and we strongly believe that globalisation can only be achieved through taking the time to understand the language and cultures of others.
Insights into task-based language teaching
Sima Khezrlou (2022)
The last few decades have seen an exponential growth in the use of task-based language teaching (TBLT) around the world. Departing from the traditional approaches to language teaching, TBLT offers the… [more]
Insights into teaching and learning with technology
Nobue Tanaka-Ellis (2022)
The field of computer-assisted language learning (CALL) has been progressing rapidly from its conception along with the ever-evolving landscapes of language education and educational technology. This book … [more]
Insights into teaching and learning writing
A practical guide for early-career teachers
Hassan Mohebbi (Ed.) (2022)
Writing is one of the most challenging skills for a language learner to acquire due its sheer complexity, and language teachers are faced with a demanding task in the teaching and testing of writing. A … [more]
Insights into flipped classrooms
Adrian Leis (2022)
This book is aimed at pedagogy students interested in the flipped learning method as well as language teachers who are considering or are already incorporating flipped learning in their classes. The book … [more]
Becoming a language teacher
A practical guide to second language learning and teaching
Elaine K. Horwitz (2020)
Elaine K. Horwitz gives pre- and in-service teachers the skills they need to meet the needs of all language learners in today’s diverse classrooms-while encouraging them to develop a personal approach… [more]
Book Series on Languages & Linguistics:
Language Teaching InsightsSeries Editors: David Nunan
& Glenn Stockwell
Language Teaching Insights consists of a range of titles designed for language teachers everywhere, whether they are new to the field or seasoned professionals who would like to broaden their experience with up-to-date perspectives based soundly on research and practice presented in a comprehensive but easy to follow manner. The target audience for this series is pre-service and in-service language teachers seeking an easy-to-follow overview of pertinent issues relevant to their language teaching environments.
New Theoretical Perspectives on Technology and Language LearningSeries Editor: Regine Hampel
The field of computer-assisted language learning (CALL) has evolved as a response to the development of new digital and online technologies and their introduction into formal as well as informal language learning and teaching settings, superseding devices such as the tape/video recorder or the language lab. Teachers as well as researchers have largely been focusing on the various CALL tools available and on how to use them – usually in the context of pedagogies and practices that had been developed in the face-to-face classroom. This book series focuses on the processes in the context of computer-assisted language learning and challenges the dominant focus on outcomes, explores the use of new technologies in language learning and teaching through theoretical lenses that go beyond those commonly used in the natural sciences, and sheds light on how CALL is changing language learning and teaching.
Studies in TranslingualismSeries Editor: Julie Choi
This series publishes studies in translingualism in areas including, but not restricted to policy, planning and practice. Books in the series foreground time and space, fluidity, mobility, identity, ideology, agency, transformation and resourcefulness in relation to communication practices in contemporary multimodal environments. Target audiences include graduate students, researchers, scholars and educators in language, culture, communication, digital, and educational studies.
Developing Online Language PedagogiesSeries Editors: Ursula Stickler
& Martina Emke
Teaching languages online and with technology has been a challenge to many language teachers, not only since the forced move to blended and online teaching in the wake of the COVID-19 pandemic. Language teachers need to feel confident that their pedagogy and teaching expertise is valid and valued in online environments as well as in the face-to-face classroom. On the other hand, researchers need to understand the very real constraints and concerns of language teachers when developing pedagogies based on their research. Therefore, to provide practitioners with solid, research-based pedagogical advice and examples from realistic teaching experience, this book series encompasses titles from online language teaching experts and researchers.
Castledown Publishers, London Office