The Routledge Handbook of Second Language Acquisition and Pedagogy of Persian offers a detailed overview of the field of Persian second language acquisition and pedagogy. The Handbook discusses its development and captures critical accounts of cutting edge research within the major subfields of Persian second language acquisition and pedagogy, as well as current debates and problems, and goes on to suggest productive lines of future research. The book is divided into the following four parts: I) Theory-driven research on second language acquisition of Persian, II) Language skills in second language acquisition of Persian, III) Classroom research in second language acquisition and pedagogy of Persian, and IV) Social aspects of second language acquisition and pedagogy of Persian. The Routledge Handbook of Second Language Acquisition and Pedagogy of Persian is an essential reference for scholars and students of Persian SLA and pedagogy as well as those researching in related areas.

The Routledge Handbook of Persian Literary Translation offers a detailed overview of the field of Persian literature in translation, discusses the development of the field, gives critical expression to research on Persian literature in translation, and brings together cutting-edge theoretical and practical research. The book is divided into the following three parts: (I) Translation of Classical Persian Literature, (II) Translation of Modern Persian Literature, and (III) Persian Literary Translation in Practice. The chapters of the book are authored by internationally renowned scholars in the field, and the volume is an essential reference for scholars and their advanced students as well as for those researching in related areas and for independent translators of Persian literature.

This handbook offers a comprehensive overview of the field of Persian linguistics, discusses its development, and captures critical accounts of cutting edge research within its major subfields, as well as outlining current debates and suggesting productive lines of future research. Leading scholars in the major subfields of Persian linguistics examine a range of topics split into six thematic parts. Following a detailed introduction from the editors, the volume begins by placing Persian in its historical and typological context in Part I. Chapters in Part II examine topics relating to phonetics and phonology, while Part III looks at approaches to and features of Persian syntax. The fourth part of the volume explores morphology and lexicography, as well as the work of the Academy of Persian Language and Literature. Part V, language and people, covers topics such as language contact and teaching Persian as a foreign language, while the final part examines psycho- neuro-, and computational linguistics. The volume will be an essential resource for all scholars with an interest in Persian language and linguistics.

Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years. The field of Second language acquisition (SLA, for short) investigates the human capacity to learn additional languages in late childhood, adolescence, or adulthood, after the first language --in the case of monolinguals-- or languages --in the case of bilinguals-- have already been acquired. Understanding Second Language Acquisition offers a wide-encompassing survey of this burgeoning field, its accumulated findings and proposed theories, its developed research paradigms, and its pending questions for the future. The book zooms in and out of universal, individual, and social forces, in each case evaluating the research findings that have been generated across diverse naturalistic and formal contexts for second language acquisition. It assumes no background in SLA and provides helpful chapter-by-chapter summaries and suggestions for further reading. Ideal as a textbook for students of applied linguistics, foreign language education, TESOL, and education, it is also recommended for students of linguistics, developmental psycholinguistics, psychology, and cognitive science. Supporting resources for tutors are available free at www.routledge.com/ortega.

This unique book is the first publication on the art of teaching Persian literature in English, consisting of 18 chapters by prominent early-career, mid-career and established scholars, who generously share their experiences and methodologies in teaching both classical and modern Persian literature across various academic traditions in the world. The volume is divided into three parts: the background to teaching Persian literature: pedagogy, translation and canon, and thematic and topical approaches to the Persian literature class. It includes such topics as the history of teaching Persian literature, the traditional teaching of Persian literature, the political and ideological intentions revealed in the formation of the Persian literature curriculum, the necessity to include marginalized modern Persian literature, such as women’s or diaspora literature, and more applied approaches to curriculum development and teaching. Contributors Manizheh Abdollahi, Samad Alavi, Natalia Chalisova, Cameron Cross, Dick Davis, M. R. Ghanoonparvar, Persis Karim, Sooyong Kim, Daniela Meneghini, Jane Mikkelson, Amir Moosavi, Evgeniya Nikitenko, Austin O’Malley, Farideh Pourgiv, Nasrin Rahimieh, Ali-Asghar Seyed-Gohrab, Pouneh Shabani-Jadidi, Farshad Sonboldel, Claudia Yaghoobi, and Mohammad Jafar Yahaghi.

This book focuses on the idea of Academic Persian in the growing competition of many Middle Eastern languages to produce and highlight their academic discourse. Similar to academic English, most West Asian languages including Persian, Turkish, and Arabic are developing new styles and genres to produce academic texts. The book addresses a major question: "What is academic Persian?" Intended for researchers, experts, analysts, policy-makers, and students in Persian, Iranian studies, and Islamic studies, as well as Near Eastern languages and Middle Eastern cultures and languages, the book includes numerous technical contributions on the emerging markets involving west Asian languages. Since indexing, abstracting, crawling, metrics, citations, and visibility are becoming hot issues for academics, service providers (e.g., publishers) and policy-makers (e.g., university heads), a knowledge of academic Persian will help readers to grasp what Persian, and other similar languages, require in academic markets.

Blended language courses, which combine face-to-face and online instruction, are becoming increasingly popular due to the need for more flexible yet effective learning opportunities. This book recognizes the associated opportunities and challenges for teachers, and provides the rationale, strategies and tools to design blended learning courses or to guide the transition from fully face-to-face or fully online courses to blended instruction. The authors propose a framework based on four phases, Design, Build, Teach and Evaluate, which facilitates a systematic approach to course development. The volume simplifies the connection between theory and practice, by including examples that readers can relate to and immediately implement as they build or teach a course. Including case studies of successful implementations, and effective instructional strategies and techniques, this book is accessible even for teachers without previous experience in course design, whilst also acting as a reference for more experienced language educators.