In an increasingly interconnected world, where distances dwindle and cultures interweave, the role of communication gains renewed significance. Language, our primary form of expression and comprehension, acts both as a border and a bridge for ideas, knowledge, and experiences. Amidst this complex linguistic interplay, this volume finds its purpose.
Chapters herein delve into communication surpassing geographic and linguistic boundaries. As language professionals, educators, and researchers, we navigate the challenges of this landscape where languages blend and merge. These chapters analyse and inspire queries that arise whenever linguistic borders are crossed. From exploring the functions of intercomprehension to examining the impact of digital tools on borderless language education, each chapter reveals a facet of the theme. Topics span language methodologies, language acquisition, linguistic landscapes, and the growing importance of technology in teaching, to name but a few.
Readers are invited to join us in exploring how communication shapes and is shaped by diverse linguistic environments. Together, we illuminate the threads that determine global interaction, delivering insight into the functioning of language in our interconnected world.
Editor: Thomas Tinnefeld
Dr Thomas Tinnefeld is a full professor of Applied Languages at Saarland University of Applied Sciences in Germany. He is the founder and chairman of the biennial Saarbrücken International Conferences on Foreign Language Teaching and the editor of the Journal of Linguistics and Language Teaching (JLLT). His research interests cover applied linguistics and language methodology, especially languages for specific purposes, grammar and grammaticography, writing research, and interculturality. He publishes widely in Eglish, French, German and Spanish linguistics and methodology. He also serves as the President of the Language Council of Saarland (Germany).
With the Collaboration of Douglas Fleming
Dr Douglas Fleming is a full professor at the University of Ottawa (Canada). His research focuses on English as a second language, citizenship and critical pedagogy. He is the author of over 50 publications and invited contributions and has worked on numerous professional, curriculum and material development projects for the government, school districts, teacher associations and NGOs. In 2010, he was awarded a New Schol- ar Fellowship Award by the Canadian Society for Studies in Education. Prior to graduating from UBC with a PhD in Language and Literacy Education in 2007, he was an administrator and teacher in the Toronto (Ontario) and Surrey (British Columbia) School Districts.
