Communication and Language

Alexander S. Yeung, University of Western Sydney, AustraliaElinor L. Brown, University of Kentucky, USA Cynthia Lee, Hong Kong Baptist University, Hong Kong

• Foreword, Lourdes Diaz Soto.Series Introduction: Communication and Language, Elinor L. Brown, Rhonda C. Craven, George McLean.Volume Introduction, Elinor L. Brown and George McLean.Part I. Dominant or Traditional: Which Language to Use?Chapter 1. Local Language of Instruction for Quality Learning and Social Equity in Tanzania, Zehlia Babaci-Wilhite.Chapter 2. Linguistic and Social Equity for Yughur and Kyrgyz National Minorities in Northwest China: Disadvantages of Either–Or Choice Between Dominant-Language Submersion and Mother Tongue Education, Stephen A. Bahry and Rakhat Zholdoshalieva.Chapter 3. Private Language Management in Singapore: Which Language to Practice and How, Xiao Lan Curdt-Christiansen.Chapter 4. The Voice of the African Traditional Healer: Implications for Cross-Cultural Educational Practices, Lynne Radomsky and Lisa Lopez Levers.Part II. Language Integration for Social Justice Empowerment.Chapter 5. Language, Culture, and Communication: A Review of the Challenges Facing NESB Migrants in New Zealand, Mingsheng Li.Chapter 6. Chinglish: An Interlanguage with Inherent Communicative Challenges for Chinese English Language Learners, Pierre Orelus and Wenjie Wang.Chapter 7. Social Justice Education in the Language Classroom and Beyond, Nicole Benson.Part III. Promoting Engagement Through Non-Verbal Communication.Chapter 8. Creating Language in a Vacuum: Deaf Children as Creative Communicators, Barbara Gerner de García.Chapter 9. Auto-Photography and Captioning: Nonverbal Communication Tools, Elinor L. Brown.Chapter 10. Art as Language, Pedagogy, and Method: Promoting Learning Engagement for Young African Refugee Migrant Students in Urban Australia, Felicity McArdle and Jennifer Pei-Ling Tan.Chapter 11. Modes of Representation as Meanings for Second-Language Learners in Hong Kong, Tat Heung Choi.Part IV. Cross-Cultural Communication: Removing Barriers to Educational Equity?Chapter 12. Immigrant Students: Barriers and Facilitators to Understanding in a New Socio-Linguistic Setting, Karen Nicholas, Jo Fletcher, and Faye Parkhill.Chapter 13. Teaching ELLs in the USA: Toward a Pedagogy of Social Justice and Empowerment, Davi S. Reis and Lisa Lopez Levers.Chapter 14. Epistemic Justice and the Communication of Non-Western Theoretical Tools: Advancing the Internationalization of Research Education, Michael Singh and Guihua Cui.Chapter 15. The Pragmatics of Non-Compliance by Tertiary Cantonese Learners of English, Cynthia Lee.Part V. Communication Proficiency and the Self.Chapter 16. Self-Concepts of English-Speaking and Non-English-Speaking Students in an English-Speaking Country, Alexander Seeshing Yeung.Chapter 17. A Dual Disadvantage? Examining the Academic Self-Concept of Students with Learning Difficulties, Danielle Tracey.About the Authors.Reviewer Acknowledgements.