This book traces the recent socio-historical trajectory of educational language policy in Arizona, the state with the most restrictive English-only implementation in the US. Chapters, each representing a case study of policy-making in the state, include: * an overview and background of the English-only movement, the genesis of Structured English Immersion (SEI), and current status of language policy in Arizona; * an in-depth review of the Flores case presented by its lead lawyer; * a look at early Proposition 203 implementation in the context of broader educational 'reform' efforts; * examples of how early state-wide mandates impacted teacher professional development; * a presentation of how new university-level teacher preparation curricula misaligns with commonly-held beliefs about what teachers of language minority students should know and understand; * an exploration of principals' concerns about enforcing top-down policies for SEI implementation; * an investigation of what SEI policy looks like in today's classrooms and whether it constitutes equity; * and finally, a discussion of what the various cases mean for the education of English learners in the state.

The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands. Developing students' intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and national interests, and balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries.

• Offers advanced students, researchers, and university administrators with the state of the art in research and practical, evidence-based insights on heritage language program administration/direction and curriculum development, in order to understand and provide quality education to HL learners through effective HL program direction. • Meets a need for synthesis of the great increase in work on heritage language learners and university-based programs, heretofore covered in articles and individual chapters but not all in one place on the book level. Makes much-needed connections between the research literature and practice in developing programs and curricula. • The first book that discusses this subject, full stop. A few books focus on L2, ESL, or FL language program direction but they lack any attention to heritage language learners.

This book is a comparative study of vague language based on naturally occurring data of L1 and L2 speakers in academic settings. It explores how L2 learners have diverse and culturally specific needs for vague language compared with L1s, and are generally vaguer.

As part of a long series of Vietnam's policy objectives, English education has been identified as key to improving the quality of its rapidly expanding tertiary institutions and is crucial to the larger aim of modernising and internationalising its economy. Bringing together a wide range of Vietnamese and foreign English education scholars, and tertiary educational practitioners, this book documents the significant progress and challenges in the realisation of Vietnam's English language policies as they are enacted in the higher education sector. Changes to Vietnam's higher education system remain unstable, unsystematic, and insubstantial. This book provides insights into how recent Vietnamese government policy is providing for a substantial and comprehensive renewal of Vietnam's tertiary education as part of their 2020 plan. Academics and students of English education, language policy, and nation building within the context of increased globalisation and marketisation in developing nations and Vietnam, in particular, should find this book valuable.

In the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students' first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers' beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing 'English-only' policies in the light of the findings reported in this book.

This volume gathers recent research findings in the field of foreign language (FL) teaching in Romanian higher education dwelling on both methodology and students' learning outcomes. The book satisfies the need for an up-to-date overview of FL teaching in Romanian universities in the European context as well as from a global international perspective. This book confers visibility to Romanian foreign language scholars' research and it opens new paths for debate and collaboration worldwide. The scholars included in this volume have extensive expertise in the field of foreign language teaching and research in higher education which is supported by their international recognition as specialists in their specific areas. The contributing authors approach their respective chapters relying on both qualitative and quantitative research. Their experience and conclusions will prove helpful for any foreign language professional working in tertiary education.

Bilingual education is one of the fastest growing disciplines within applied linguistics. This book includes the work of 20 specialists working in various educational contexts across Europe, Latin America and North America to create a volume which is both comprehensive in scope and multidimensional in its coverage of current bilingual initiatives. The central themes of this volume, which draws on past experiences of bilingual education, include issues in language use in classrooms at elementary, secondary and tertiary levels; participant perspectives on bilingual education experiences; and the language needs of bi- and multilingual students in monolingual schools. This collection will be of interest to teachers and administrators in bi- and multilingual education programs, as well as scholars working in the field of language education.

This volume draws together current research on dyslexia and literacy in multilingual settings across disciplines and methodologies. The contributors, all internationally recognised in the field, address developmental and acquired literacy difficulties and dyslexia in a range of language contexts including EAL/EFL. The book uses theories and analytical frameworks of a critical nature to reveal prejudicial social practices, and suggests future research directions towards a critical re-consideration of current understandings of dyslexia in multilingual settings, with a view to foregrounding the potential for interdisciplinarity. The book also suggests ways forward for evidence-informed practice, and it will be a valuable resource for researchers, practitioners and students alike.

Opening with a discussion of the key issues of globalization, migration, multiculturalism, multilingualism and global cities, David Block then turns to four detailed case studies: East Asian students living and working in London; foreign language teachers from France; London's growing Latino community; and second generation South Asian university students. Via these case studies the book explores the ambivalent and multi-layered identities of individuals who have crossed geographical and psychological borders during the course of their lifetimes and settled in London, the quintessential global city.

"Multilingual Living "presents speakers' own accounts of the challenges and advantages of living in several languages at individual, family and societal levels. Individuals note profound differences in their sense of themselves, their relationships and their parenting, depending on which language they use--their experience highlights the interlinking of language, subjectivity and identity construction. The author further considers effects of the hierarchy of languages and power relationships. The book provides rich interview material of considerable interest to sociolinguists, psychologists, sociologists and lay readers interested in language and identity and in the dynamics of bilingual and multilingual living.

This book examines the ideological underpinnings of language-in-education policies that explicitly focus on adding a new language to the learners' existing repertoire. It examines policies for foreign languages, immigrant languages, indigenous languages and external language spread. Each of these contexts provides for different possible relationships between the language learner and the target language group and shows how in different polities different understandings influence how policy is designed. The book develops a theoretical account of language policies as discursive constructions of ideological positions and explicates how ideologies are developed through an examination of case studies from a range of countries. Each chapter in this book takes the form of a series of three in-depth case studies in which policies relating to a particular area of language-in-education policy are examined. Each case examines the language of policy texts from a critical perspective to deconstruct how intercultural relationships are projected.

A volume in International Perspectives on Educational Policy, Research, and PracticeSeries Editor: Kathryn M. Borman, University of South FloridaThis book is a defense of linguistic pluralism and language policies and practices ineducation that sustain that ideal. Educational meanings and models are influenced by differentpopulations and different social and historical contexts. International comparisons can shedinteresting light on the issues. Therefore, the purpose of the book is to provide scholars aninternational comparative understanding of language policy, its relation to educational practice, andcurrent debates within the field. The book is divided into three sections dealing with the generaltopical areas of policy, practice, and controversy.This book will be of interest to policy-makers, scholars, and graduate students in the areas of bilingual education, languagepolicy, and sociolinguistics.

Focuses on the endangering effects of language-ideological processes. This book looks at the challenges imposed by globalization and super-diversity on the nation state and its language situations and ideologies, and demonstrates how many of its problems rise from the tension between late-modern diversity and the (pre-)modernist responses to it.

* An original volume that comprehensively addresses principles, strategies, and techniques of teaching Arabic * Brings together renowned TAFL scholars from around the world to present a range of perspectives * Presents both research findings and pedagogical techniques on teaching Arabic as a second or foreign language * Covers both Arabic grammar and SLA (second language acquisition) research and theory

This book brings together current research by leading international scholars on the often contentious nature of language policies and their practical outcomes in North America, Australia and Europe. It presents a range of perspectives from which to engage with a variety of pressing issues raised by multilingualism, multiculturalism, immigration, exclusion, and identity. A recurrent theme is that of tension and conflict: between uniformity and diversity, between official policies and real day-to-day life experiences, but also between policies in schools and the corporate world and their implementation. Several chapters present research about language policy issues that has previously not been fully or easily available to an English-language audience. Many of the chapters also provide up-to-date analyses of language policy issues in particular regions or countries, focusing on recent developments.

This book details innovative developments in the pragmatics and lexicogrammar of speakers using English as a lingua franca. There have been considerable recent demographic shifts in the use of English worldwide. English is now undoubtedly(and particularly) an international lingua franca, a lingua mundi. The sociolinguistic reality of English language use worldwide, and its implications, continue to be hotly contested. Plenty of research has questioned, for example, the ownership of English, but less attention has been paid to the linguistic consequences of the escalating role English plays. This is one of the first books to provide a detailed and comprehensive account of recent empirical findings in the field of English as a lingua franca (ELF). Dewey and Cogo analyze and interpret their own large corpus of naturally occurring spoken interactions and focus on identifying innovative developments in the pragmatics and lexicogrammar of speakers engaged in ELF talk. Dewey and Cogo's work makes a substantial contribution to the emerging field of empirical ELF studies. As well as this practical focus, this book looks at both pragmatic and lexicogrammatical issues and highlights their interrelationship. In showcasing the underlying processes involved in the emergence of innovative patterns of language use, this book will be of great interest to advanced students and academics working in applied linguistics, ELF, sociolinguistics, and corpus linguistics.

This book is the very first collection of first-person language learning narratives that offers rich introspective data on the various processes and forces shaping the development and maintenance of multiple languages (seven and more) in a single individual. The writers are twelve multilinguals who have been influenced by quite different contextual factors and who have learned a wide range and combination of dialects and languages from both similar and very different linguistic families. The combinations explored in the narratives include some lesser-known languages that come from under-researched areas, such as the African continent, certain parts of Asia, the Middle East, and Eastern Europe. Also unique are two theoretical chapters which analyze the narrative data against the background of language development research findings within several thematic areas: multiple language learning as a complex dynamic system; the influence of bilingualism/multilingualism on the acquisition of additional languages; cross-linguistic influence; and also emotions, motivation, and identity. The aim of this juxtaposition and analysis is to allow a meaningful comparison of the extent to which etic, researcher-generated, and emic, learner-offered perspectives match or diverge, and to identify new questions that the emic data may add to research agendas. The book is an excellent resource not only for researchers but also for teachers as well as for students of language at the graduate and undergraduate level.

This book presents, for the first time, an overarching, trans-Scandinavian, comprehensive and comparable account of linguistic developments and practices in late modern urban contact zones. The book aims to capture the multilingual realities of all young people in urban contexts, whether they are of migrant descent or not. Taking a multi-layered approach to linguistic practices, chapters in the book include structural and phonological analyses of new linguistic practices, examine how these practices and their practitioners are perceived, and discuss the sociolinguistic potentials of speakers when constructing, challenging and negotiating identities. The book also contains three short overview articles describing studies of multilingual practices in Sweden, Denmark and Norway. The editors have aimed to make Scandinavian research on urban multilingualism accessible to scholars and students who don't speak Scandinavian languages, and also to make a valuable contribution to the global study of multilingualism.

This comprehensive guide to research and debate centres around language learning in childhood, the age factor and the different contexts where language learning happens, including home and school contexts. The scope is wide, capturing examples of studies with different age groups, different methodological approaches and different languages.

Mathematics classrooms are increasingly multilingual, whether they are found in linguistically diverse societies, urban melting pots or planned bilingual programs. The chapters in this book present and discuss examples of mathematics classroom life from a range of multilingual classroom settings, and use these examples to draw out and discuss key issues for the teaching and learning of mathematics and language. These issues relate to pedagogy, students' learning, curriculum, assessment, policy and aspects of educational theory. The contributions are based on research conducted in mathematics classrooms in Europe, South Asia, North America and Australia. Recurring issues for the learning of mathematics include the relationship between language and mathematics, the relationship between formal and informal mathematical language, and the relationship between students' home languages and the official language of schooling.

"Through an innovative and interdisciplinary approach that combines critical sociolinguistic ethnography, multi-modality, reflexivity, and discourse analysis, this groundbreaking book reveals the multiple (and sometimes simultaneous) ways in which individuals engage and invest in representations of languages and identities.This timely work is the first to consider the significance of multilingualism and its relationship to citizenship as well as the development of linguistic repertoires as an essential component of language education in a globalized world. While examining the discourses and interconnections between multilingualism, globalization, and identity, the author draws upon a unique case study of the experiences, voices, trajectories, and journeys of Canadian youth of Italian origin from diverse social, geographical, and linguistic backgrounds, participating in university French language courses as well as training to become teachers of French in the urban, multicultural and global landscape of Toronto, Canada. In doing so, Byrd Clark skilfully illustrates the multidimensional ways that youth invest in language learning and socially construe their multiple identities within diverse contexts while weaving in and out of particularistic and universalistic identifications. This invaluable resource will not only shed light on how and why people engage in learning languages and for which languages they choose to invest, but will offer readers a deeper understanding of the complex interrelationships between multilingualism, identity, and citizenship. It will appeal to researchers in a variety of fields, including applied linguistics, sociolinguistics, language acquisition and linguistic anthropology."

In the wake of recent federal legislation entitled No Child Left Behind, high-stakes standardized testing for accountability purposes is being emphasized in educational systems across the U.S. for all students - including English Language Learners (ELLs). Yet language proficiency mediates test performance, so ELLs typically receive scores far below those of other students. This book explores how tests have become de facto language policy in schools, shaping what is taught in school, how it is taught, and in what language(s) it is taught. In New York City, while most schools responded to testing by increasing the amount of English instruction offered to ELLs, a few schools have preserved native language instruction instead. Moreover, this research documents how tests are a defining force in the daily lives of ELLs and the educators who serve them.

Immersion education serves as a highly successful pathway to multilingualism. This volume focuses on the evolution of perspectives and practices within language immersion education and showcases an international roster of scholars who offer theoretical perspectives, research reviews and empirical studies on teaching, learning and language development in immersion programs. This collection of studies and discussions represents three branches of immersion education, foreign language ("one-way"), bilingual ("two-way") and indigenous immersion programs. Each branch has its unique situational dynamics to address, and such dynamics must be carefully considered particularly in the interpretation of research findings. Nevertheless, the volume's co-editors argue that much can be learned from research and practices carried out in closely related immersion settings that experience similar challenges related to the delicate balance between language and content. This volume presents an opportunity for thoughtful cross-context dialogue and knowledge exchange.