"Bilingual Education: From Compensatory to Quality Schooling, Second Edition" maintains its original purpose of synthesizing the research on successful bilingual education in order to demonstrate that quality bilingual education is possible and desirable.
Findings from a wide range of studies are integrated to provide a clear picture of bilingual education in today's schools, and a professional understanding of the foundations and issues surrounding bilingual education programs. The recommendations offered provide a comprehensive basis for planning, developing, improving, and evaluating bilingual programs. For clarity, these recommendations are discussed with respect to the whole school, the curriculum, and the classroom, but it is stressed that they need to be applied in a holistic way because they depend on each other. All educators who work or will work with bilingual students--classroom teachers, administrators, and curricula developers--will find the information in this text essential and will appreciate the straightforward approach and easy reading style.
New in the Second Edition:
*A new Chapter 1, "Pursuing Successful Schooling, " includes the definition of success that frames the content of the book, and a review of how the research on bilingual education has changed.
*Chapter 2, "Bilingual Education Debate, " is substantially revised to address major changes in demographics and legislation.
*Chapter 3, "Contextual and Individual Factors: Supports and Challenges, " is updated to include important new research on the external and internal factors affecting learners and a new section on peers.
*Chapter 4, "Creating a Good School, " is reorganized and updated.
*Chapter 5, "Creating Quality Curriculum, " is updated throughout, particularly the sections on teaching content areas and assessment.
*Chapter 6, "Creating Quality Instruction, " includes extensive new material in the sections on "Teaching English and In English" and "Teaching Students with Limited Schooling."
*Chapter 7, "Beyond the Debate, " has an extensive new section describing and analyzing how the framework for quality education can be used as a guide to help create a new program.

In a social setting where speakers with several languages interact extensively, a major source of variation in Colloquial Singapore English comes from the complex interaction between crosslinguistic influences and various social and linguistic factors. By unifying both social and linguistic aspects of the phenomenon through the use of multivariate analyses like logistic regressions and Poisson regressions, this book represents a novel approach to the study of crosslinguistic influence in Colloquial Singapore English. As multivariate analyses provide us with information regarding the relative strengths of each social and linguistic factor, they are useful tools that allow us to have a more nuanced understanding of crosslinguistic influence in contact situations. Linguistic features from a variety of linguistic domains - morphology, semantics, and discourse - will be quantified, and statistical analyses will be run in R to determine the degree to which various social and linguistic factors affect the extent of crosslinguistic influence. Well-known Singlish features like the optionality of past tense and plural marking, the unique meanings of already, got, and one, and discourse particles lah, leh, and lor, are analyzed using this approach. The statistical modeling of these features is a first step towards creating a unified framework to understanding crosslinguistic influence.

This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education.

As globalization has increased awareness of the extent of language contact and linguistic diversity, questions concerning bilingualism and multilingualism have taken on an increasing importance from both practical and scholarly points of view. While there is a vast amount of information pertaining to research on bilingual and multilingual individuals and communities there is little information that deals with its methodology from different disciplinary perspectives in a systematic and coherent way.
Written by leading experts in the field, The Blackwell Guide to Research Methods in Bilingualism and Multilingualism specifically addresses methodological issues, discussing research topics, key concepts and approaches, and the methods and tools for collecting and analyzing data. This useful and timely resource is the first of its kind to link theory to method and data.

This book proposes a new paradigm for English language teaching based on concepts from English for Specific Purposes (ESP) research and applications as well as from growing evidence relating pattern recognition to language learning ability. The contributors to the volume argue that learners should not try to become proficient all-around users of 'idealistic native-like' English, but instead should be realistic about what they need to acquire and how to go about achieving their specific goals. The book discusses the present situation by describing the status quo of English language education in Japan, taking into consideration recent trends of CLIL (content and language integrated learning), EMI (English medium instruction), and TBLT (task-based language teaching) as well as the work done on the Common European Framework of Reference for Languages (CEFR). It introduces new movements in ESP in Japan and in other Asian regions, covering topics ranging from genre analysis to corpus linguistics, and presents application examples of ESP practice in a range of educational situations in Japan from the graduate school level to elementary and middle school contexts. It also offers readers application examples of ESP practice in a range of business settings and expands the discussion to the global sphere where EAP and ESP are gaining importance as the number of ELF (English as a Lingua Franca) speakers continue to increase. The book will be of great interest to academics, researchers, and post-graduate students working in the fields of EFL and ESL.

"Raising Multilingual Children: Foreign Language Acquisition and Children" elucidates how children learn foreign languages and when they can do so with the best results. The most recent studies in linguistics, neurology, education, and psychology are evaluated and the findings are presented in a recipe format. Parents and teachers are encouraged to bake their own and evaluate the multilingual children in their lives with the use of tools which include a family language profile and family language goals worksheet. Beginning with the "Ingredients" of Timing, (or the Windows of Opportunity, ) and Aptitude, the book goes on to include the "Baking Instructions" of Motivation, Strategy, and Consistency. This is followed by "Kitchen Design," or the role of the language learning environment which includes the child's Opportunity to use the languages being learned, the Linguistic Relationship between the child's languages, and the possible influence of Siblings.

"Plumbing and Electricity" round out the ten key factors in raising multilingual children by discussing the possible role of Gender and Hand-Use, and our understanding of the multilingual brain at present. "Chef and Chef's Assistants" addresses the vital roles of teachers and schools in a child's foreign language development. "A Mess in the Kitchen" discusses problem situations related to foreign language learning, and offers a variety of resources to address such issues.

This multidisciplinary collection examines the connections between education, migration and translation across school and higher education sectors, and a broad range of socio-geographical contexts. Organised around the themes of knowledge, language, mobility, and practice, it brings together studies from around the world to offer a timely critique of existing practices that privilege some ways of knowing and communicating over others. With attention to issues of internationalisation, forced migration, minorities and indigenous education, this volume asks how the dominance of English in education might be challenged, how educational contexts that privilege bi- and multi-lingualism might be re-imagined, what we might learn from existing educational practices that privilege minority or indigenous languages, and how we might exercise 'linguistic hospitality' in a world marked by high levels of forced migration and educational mobility. As such, it will appeal to scholars across the social sciences with interests in education, migration and intercultural communication.

Learning and Using Languages in Ethnographic Research breaks the silence that still surrounds learning a language for ethnographic research and in the process demystifies some of the multilingual aspects of contemporary ethnographic work. It does this by offering a set of engaging and accessible accounts of language learning and use written by ethnographers who are at different stages of their academic career. A key theme is how researchers' experiences of learning and using other languages in fieldwork contexts relate to wider structures of power, hierarchy and inequality. The volume aims to promote a wider debate among researchers about how they themselves learn and use different languages in their work, and to help future fieldworkers make more informed choices when carrying out ethnographic research using other languages.

The National Association of Bilingual Education (NABE) published electronic issues of Volumes 1 and 2 of the "NABE Journal of Research and Practice" to offer archival records of 2002 and 2003 NABE conferences presentations. Beginning with Volume 3, the title of the publication is changed to "NABE Review of Research and Practice" and is published by Lawrence Erlbaum Associates, Inc. for NABE.
"NABE Review of Research and Practice, Volume 3" fulfills the following goals:
*to establish an annual archival record of cutting-edge NABE conference presentations that generate new knowledge and advance the field of bilingual education research;
*to mentor junior scholars within the academic setting by providing an outlet for developing a publication record with the assistance of established scholars, and by publishing guidelines for developing high-quality dissertation research proposals and completed studies, and for university-based efforts to mentor doctoral students in bilingual education;
*to offer, in the "Research" section, an outlet for theoretical and applied research studies that represent innovative conceptual and philosophical perspectives, and that also implement innovative methodologies for solving theoretical and applied problems in bilingual education;
*to provide, in the "Applied" "Education/Action Research" section, an outlet for case studies, position papers, and action research that comes from practitioners in the field of bilingual education who are implementing research methodologies in their own classrooms or school districts (e.g., teacher-based research, evaluation studies conducted in the implementation of bilingual educationfederal and state grants); and
*to present, in the "Position Papers and Reflections" section, reflections of experiences of bilingual researchers, practitioners, and public school and higher education students that give insightful self-accounts of the experiences of ethnic minority students, scholars, and educators that allow readers to learn from them as role models and advocates.
For further information on NABE conferences and publications visit the NABE Web page at www.nabe.org.

This volume--along with its companion "Ethnolinguistic Chicago: Language and Literacy in the City's Neighborhoods"--fills an important gap in research on Chicago and, more generally, on language use in globalized metropolitan areas. Often cited as a quintessential American city, Chicago is, and always has been, a city of immigrants. It is one of the most linguistically diverse cities in the United States and home to one of the largest and most diverse Latino communities. Although language is unquestionably central to social identity, and Chicago has been well studied by scholars interested in ethnicity, until now no one has focused--as do the contributors to these volumes--on the related issues of language and ethnicity.
"""Latino Language and Literacy in Ethnolinguistic Chicago" includes:
*ethnographic studies based in home settings that focus on ways of speaking and literacy practices;
*studies that explore oral language use and literacy practices in school contexts; and
*studies based in community spaces in various neighborhoods.
It offers a rich set of portraits emphasizing language use as centrally related to ethnic, class, or gender identities. As such, it is relevant for anthropologists, sociologists, linguists, historians, educators and educational researchers, and others whose concerns require an understanding of "ground-level" phenomena relevant to contemporary social issues, and as a text for courses in these areas.

This volume--along with its companion "Ethnolinguistic Chicago: Language and Literacy in the City's Neighborhoods"--fills an important gap in research on Chicago and, more generally, on language use in globalized metropolitan areas. Often cited as a quintessential American city, Chicago is, and always has been, a city of immigrants. It is one of the most linguistically diverse cities in the United States and home to one of the largest and most diverse Latino communities. Although language is unquestionably central to social identity, and Chicago has been well studied by scholars interested in ethnicity, until now no one has focused--as do the contributors to these volumes--on the related issues of language and ethnicity.
"""Latino Language and Literacy in Ethnolinguistic Chicago" includes:
*ethnographic studies based in home settings that focus on ways of speaking and literacy practices;
*studies that explore oral language use and literacy practices in school contexts; and
*studies based in community spaces in various neighborhoods.
It offers a rich set of portraits emphasizing language use as centrally related to ethnic, class, or gender identities. As such, it is relevant for anthropologists, sociologists, linguists, historians, educators and educational researchers, and others whose concerns require an understanding of "ground-level" phenomena relevant to contemporary social issues, and as a text for courses in these areas.

The concept of chronotopicity is increasingly used in sociolinguistic theorizing as a new way of looking at context and scale in studies of language, culture and identity. This volume brings together empirical work that puts flesh on the bones of this rather abstract chronotopical theorizing, especially focusing on the discursive construction of chronotopic identities. The case studies in this volume address chronotopic identity work in several sites (in Denmark, Indonesia, Mongolia, China, Belgium and The Netherlands). The book will be of interest to students and researchers in applied linguistics and sociolinguistics, as well as related fields such as anthropology, sociology and cultural studies.

Over the last thirty years, the work of the political theorist Ernesto Laclau has reinvigorated radical political and social theory. Taking concepts previously ignored or unused within mainstream political theory, such as the political, hegemony, discourse, identity, and representation, he has made them fundamental to thinking about politics and social theory. Resisting the dead end of postmodern politics, his work has drawn in stimulating ways on Gramscian, poststructuralist and psychoanalytic theory.
"Laclau: A Critical Reader "is the first full-length critical appraisal of Laclau's work and includes contributions from several leading philosophers and theorists. The first section examines Laclau's theory that the contest between universalism and particularism provides much of the philosophical background to political and social struggle, taking up the important place accorded to, amongst others, Hegel and Lacan in Laclau's work. The second section of the book considers what Laclau's "radical democracy" might look like and reflects on its ethical implications, particularly in relation to Laclau's post-Marxism and thinkers such as Jurgen Habermas. The final section investigates the place of hegemony in Laclau's work, the idea for which he is perhaps best-known.
This stimulating collection also includes replies to his critics by Laclau and the important exchange between Laclau and Judith Butler on equality, making it an excellent companion to Laclau's work and essential reading for students of political and social theory.

Over the last thirty years, the work of the political theorist Ernesto Laclau has reinvigorated radical political and social theory. Taking concepts previously ignored or unused within mainstream political theory, such as the political, hegemony, discourse, identity, and representation, he has made them fundamental to thinking about politics and social theory. Resisting the dead end of postmodern politics, his work has drawn in stimulating ways on Gramscian, poststructuralist and psychoanalytic theory.
"Laclau: A Critical Reader "is the first full-length critical appraisal of Laclau's work and includes contributions from several leading philosophers and theorists. The first section examines Laclau's theory that the contest between universalism and particularism provides much of the philosophical background to political and social struggle, taking up the important place accorded to, amongst others, Hegel and Lacan in Laclau's work. The second section of the book considers what Laclau's "radical democracy" might look like and reflects on its ethical implications, particularly in relation to Laclau's post-Marxism and thinkers such as Jurgen Habermas. The final section investigates the place of hegemony in Laclau's work, the idea for which he is perhaps best-known.
This stimulating collection also includes replies to his critics by Laclau and the important exchange between Laclau and Judith Butler on equality, making it an excellent companion to Laclau's work and essential reading for students of political and social theory.

** WINNER OF ILTA/SAGE Best Book Award 2020 ** Assessing English for Professional Purposes provides a state-of-the-art account of the various kinds of language assessments used to determine people's abilities to function linguistically in the workplace. At a time when professional expertise is increasingly mobile and diverse, with highly trained professionals migrating across national boundaries to apply their skills in English-speaking settings, this book offers a renewed agenda for inquiry into language assessments for professional purposes (LAPP). Many of these experts work in high-risk environments where communication breakdowns can have serious consequences. This risk has been identified by governments and professional bodies, who implement language tests for gate-keeping purposes. Through a sociological lens of risk and responsibility, this book: provides a detailed overview of both foundational and recent literature in the field; offers conceptual tools for specific purpose assessment, including a socially oriented theory of construct; develops theory and practice in key areas, such as needs analysis, test development, validation and policy; significantly broadens the scope of the assessment of English for professional purposes to include a range of assessment practices for both professionals and laypeople in professional settings. Assessing English for Professional Purposes is key reading for researchers, graduate students and practitioners working in the area of English for Specific Purposes assessment.

This book presents the background to the current shift in language education towards action-oriented/action-based teaching, and provides a theorization of the Action-oriented Approach (AoA). It discusses the concepts and theories that paved the way for the AoA and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism. The authors explain the way in which the Common European Framework of Reference for Languages (CEFR) and its recent update, the CEFR Companion Volume, broaden the scope of language education, in particular in relation to the actional turn. The book provides scholars and practitioners with a research-informed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.

This book demonstrates the positive impact of using film and audiovisual material in the language classroom. The chapters are evidence-based and address different levels and contexts of learning around the world. They demonstrate the benefits of using moving images and films to develop intercultural awareness and promote multilingualism, and suggest Audiovisual Translation (AVT) activities and projects to enhance language learning. The book will be a valuable continuing professional development resource for language teachers and those involved in curriculum development, as well as bringing the latest research, theory and pedagogical techniques to teacher training courses.

This updated and revised edition of Hamers and Blanc's successful textbook presents new knowledge about languages in contact from individual bilinguality to societal bilingualism. It is multi- and interdisciplinary in approach, and analyzes bilingualism at individual, interpersonal, and societal levels. Linguistic, cognitive and sociocultural aspects of bilingual development are explored, as are bilingual problems. The authors cover a range of issues including the relationship among culture, identity, and language behavior in multicultural settings; communication strategies in interpersonal and intergroup relations; language shift; pidgins and creoles; language planning; and bilingual education.

'[P]erhaps the best analysis of the English-only movement in the US and the ramifications worldwide of language policies favouring English ...It displays a dazzling grasp of the many meanings of language and the politics that underlie language policy and educational discourse.' Stanley Aronowitz, City University of New York 'In the present political climate, racism and classism often hide behind seemingly technical issues about English in the modern world. The Hegemony of English courageously unmasks these deceptions and points the way to a more humane and sane way to discuss language in our global world.' James Paul Gee, University of Wisconsin, Madison The Hegemony of English succinctly exposes how the neoliberal ideology of globalization promotes dominating language policies. In the United States and Europe these policies lead to linguistic and cultural discrimination while, worldwide, they aim to stamp out a greater use and participation of national and subordinate languages in world commerce and in international organizations such as the European Union. Democracy calls for broad, multi-ethnic participation, and the authors point us toward more effective approaches in an increasingly interconnected world.

Teaching English for Tourism initiates a sustained academic discussion on the teaching and learning of English to tourism professionals, or to students who aspire to build a career in the tourism industry. Responding to a gap in the field, this is the first book of its kind to explore the implications of research in English for tourism (EfT) within the field of English for specific purposes. This edited volume brings together teachers and researchers of EfT from diverse national and institutional contexts, focusing on connecting current research in EfT contexts to classroom implications. It considers a wide range of themes related to the teaching of EfT, including theoretical concepts, methodological frameworks, and specific teaching methods. The book explores topics relating to the impact of changing technologies, the need for cultural understanding, and support for writing development, among others. Teaching English for Tourism explores this growing area of English for specific purposes and allows for researchers and practitioners to share their findings in an academic context. This unique book is ideal reading for researchers, post-graduate students, and professionals working in the fields of English language teaching and learning.

"Imagined Communities and Educational Possibilities" focuses on three main themes: imaged communities expand the range of possible selves, technological advances in the last two decades have had a significant impact on what is possible to imagine, and imagination at even the most personal level is related to social ideologies and hegemonies. The diverse studies in this issue demonstrate convincingly that learners and teachers are capable of imagining the world as different from prevailing realities. Moreover, time and energy can be invested to strive for the realization of alternative visions of the future. Research in this special issue suggests that investment in such imagined communities offers intriguing possibilities for social and educational change.

Contents:
Prologue 1. Thomas Aquinas 2. Nicolaus Cusanus 3. Francis Bacon 4. René Descartes 5. Thomas Hobbes 6. Giambattiata Vico Epilogue

'[P]erhaps the best analysis of the English-only movement in the US and the ramifications worldwide of language policies favouring English ...It displays a dazzling grasp of the many meanings of language and the politics that underlie language policy and educational discourse.' Stanley Aronowitz, City University of New York 'In the present political climate, racism and classism often hide behind seemingly technical issues about English in the modern world. The Hegemony of English courageously unmasks these deceptions and points the way to a more humane and sane way to discuss language in our global world.' James Paul Gee, University of Wisconsin, Madison The Hegemony of English succinctly exposes how the neoliberal ideology of globalization promotes dominating language policies. In the United States and Europe these policies lead to linguistic and cultural discrimination while, worldwide, they aim to stamp out a greater use and participation of national and subordinate languages in world commerce and in international organizations such as the European Union. Democracy calls for broad, multi-ethnic participation, and the authors point us toward more effective approaches in an increasingly interconnected world.

Is knowing a purely passive reception of something concrete outside the mind, or when we know something are we creating something too?
Spanning more than 500 years of philosophical enquiry from the Middle Ages to the present day, Robert Miner clarifies modern philosophical conceptions of knowing as making or constructing, and contrasts this view with the theological understanding of knowing as a participation in divine creation.
This study demonstrates how 'creative knowledge' has its roots in the theologies of Thomas Aquinas and Nicholas Cusanus. It explores the multiple ways in which this idea influenced the architects of modern philosophy, most notably Francis Bacon, Rene Descartes and Thomas Hobbes, despite their secular stance. Miner contends that, well in advance of Kant, one of these thinkers, Gaimbattista Vico provided a remarkably succinct formulation of the metaphysical and epistemological core of modernity in his principle verum et factum convertuntur: 'the true and the made are convertible'.
In Truth in the Making, Robert Miner challenges the standard assumption that Kant was the first thinker to conceive of knowing as constructive activity, and shows how contemporary theology can reclaim a concept of knowing that is both creative and participant in divine wisdom.

This edited volume addresses the pressing imperative to understand and attend to the needs of the fast-growing population of minority students who are increasingly considered "superdiverse" in their cultural, linguistic, and racial backgrounds. Superdiverse learners-including native-born learners (Indigenous and immigrant families), foreign-born immigrant students, and refugees-may fill multiple categories of "diversity" at once. This volume helps pre- and in-service teachers and teacher educators to move beyond the demographic backgrounds of superdiverse learners to consider not only their ways of being, motivations, and social processes, but also the ongoing systemic issues of marginalization and inequity that confront these learners. Challenging existing teaching and learning paradigms in the K-12 North American context, this volume provides new methods and examples for supporting superdiverse learners in a range of settings. Organized around different conceptual underpinnings of superdiversity, contributors identify the knowledge gaps and effective practices in engaging superdiverse learners, families and communities. With cutting-edge research on this growing topic, this text will appeal to researchers, scholars, educators, and graduate students in multilingual education, literacy education, teacher education, and international education.