The new edition of this comprehensive text fills an important role in teacher professional preparation by focusing on how to teach the grammar and vocabulary that are essential for all L2 writing teachers and student-writers. Before L2 writers can begin to successfully produce academic prose, they need to understand the foundations of the language and develop the language tools that will help them build reasonable quality text. Targeting specific problem areas of students' writing, this text offers a wealth of techniques for teaching writing, grammar, and vocabulary to second-language learners. Updated with current research and recent corpus analysis findings, the second edition features a wealth of new materials, including new teaching activities; student exercises and assignments; and substantially revised appendices with supplementary word and phrase lists and sentence components. Designed for preservice ESL/ELT/TESOL courses as well as Academic Writing and Applied Linguistics courses, this book includes new, contextualized examples in a more accessible and easy-to-digest format.

Based in case studies conducted in the US, Europe, and Latin America, this book explores the feasibility and benefits of trilingual/ multilingual education in the United States. Currently, there are few programs in the country of this nature, as educators tend to conclude that English-language learners would be overwhelmed by study in additional languages. Henn-Reinke builds an argument supporting trilingual education in the US, discussing issues of identity, curriculum, pedagogy, and the impact of other psycho-socio-linguistic factors.

This book discusses a new breed of racism, namely language racism, which is spreading both in the USA and in Europe, as well as other parts of the world. The book is a manifesto promoting a more positive view of linguistic and cultural diversity.

Providing an East-West flow of language teaching knowledge and know-how to balance prevailing Western-centric perspectives, this book is an in-depth investigation of the impact of Western-based language teacher education on the pedagogy and practice of Chinese English language teachers who received their training in Western institutions or those that emphasize Western-based teaching approaches. A significant and growing number of these teachers will influence millions of language learners in China over the next decades. The Pedagogy and Practice of Western-trained Chinese English Language Teachers: Forefronts Chinese teachers' voices and experiences in the context of their workplaces and classrooms Connects and balances theory and practice using a sociocultural lens Discusses the Chinese government's policies on the training of teachers and analyzes them in terms of their impact on both American and Chinese higher education institutions This is a must read book for anyone interested in learning theory adopted from a Western perspective and applied within an Asian setting.

Society is becoming increasingly multi-lingual and this presents monolingual professionals, particularly those in special education and speech pathology, with severe problems. Is the language delay in a child from a bilingual environment a result of this background or is there a specific speech problem? Is a child's poor performance in school due to his problems of coping with two languages, or does he need remedial teaching? Originally published in 1984, this book is not concerned with second language learning, but with speech and learning difficulties in bilingual children as they are presented to remedial teachers, psychologists and speech therapists. To this end the first group of specially written articles deals with the patterns of language usage in bilingual communities and the social and psychological factors which shape these patterns; with processes in normal bilingual language acquisition; and with the relationship between cognitive development and growing up with two languages. Management issues and methods involved in helping children with language problems are also tackled: they include taking case histories, family liaison, counselling, bilingual programmes, mother tongue teaching, curriculum development and the training of personnel to work in the bilingual-bicultural field. This book provided a great deal of practical help, in a field that was relatively new at the time of writing, and helped to enlighten readers on the issues involved and assist in crystalising thought and directing future research.

This book contributes to understanding research approaches for studying multilingualism in the context of contemporary superdiversity, in environments that are being dramatically transformed by transnational migration and movement of peoples. It explores language in urban contexts: the city as a site for experimentation and creativity in language practices. This involves considering theoretical frameworks in which to examine these practices, but above all, it focuses on how we do, or could do, research into these language practices and their users. What methodologies are we using to understand urban linguistic contexts? What do we want to learn? The chapters explore complex and challenging situations, capturing the evolution of new forms of language practice and changing attitudes to language in the city.

This book contributes to understanding research approaches for studying multilingualism in the context of contemporary superdiversity, in environments that are being dramatically transformed by transnational migration and movement of peoples. It explores language in urban contexts: the city as a site for experimentation and creativity in language practices. This involves considering theoretical frameworks in which to examine these practices, but above all, it focuses on how we do, or could do, research into these language practices and their users. What methodologies are we using to understand urban linguistic contexts? What do we want to learn? The chapters explore complex and challenging situations, capturing the evolution of new forms of language practice and changing attitudes to language in the city.

This book focuses on case studies of vocabulary strategy use and presents an in-depth account of the vocabulary learning experiences of Chinese students in the UK. It challenges the view that vocabulary strategies result only from learners' cognitive choices, and provides insightful analysis of the interplay between learner characteristics, agency and context in the process of strategic learning. The author makes a strong case for using qualitative methodologies to examine the dynamic, complex and contextually situated nature of strategic vocabulary learning. Drawing on multiple data sources, the book discusses issues that are central to the continuing development of vocabulary strategy research and offers theoretical, research-based and practical suggestions for future exploration. This book will appeal to students and scholars of second language acquisition, vocabulary and applied linguistics.

A New Yorker Best Book of 2022 A Globe & Mail Book of the Year "A stimulating work on the politics of language." LA Review of Books As globalisation continues languages are disappearing faster than ever, leaving our planet's linguistic diversity leaping towards extinction. The science of how languages are acquired is becoming more advanced and the internet is bringing us new ways of teaching the next generation, however it is increasingly challenging for minority languages to survive in the face of a handful of hegemonic 'super-tongues'. In Speak Not, James Griffiths reports from the frontlines of the battle to preserve minority languages, from his native Wales, Hawaii and indigenous American nations, to southern China and Hong Kong. He explores the revival of the Welsh language as a blueprint for how to ensure new generations are not robbed of their linguistic heritage, outlines how loss of indigenous languages is the direct result of colonialism and globalisation and examines how technology is both hindering and aiding the fight to prevent linguistic extinction. Introducing readers to compelling characters and examining how indigenous communities are fighting for their languages, Griffiths ultimately explores how languages hang on, what happens when they don't, and how indigenous tongues can be preserved and brought back from the brink.

An increasingly important field of research within multilingualism and sociolinguistics, Family Language Policy (FLP) investigates the explicit and overt planning of language use within the home and among family members. However the diverse range of different family units and contexts around the globe necessitates a similarly diverse range of research perspectives which are not yet represented within the field. Tackling this problem head on, this volume expands the scope of families in FLP research. Bringing together contributors and case studies from every continent, this essential reference broadens lines of inquiry by investigating language practices and ideologies in previously under-researched families. Seeking to better reflect contemporary influences on FLP processes, chapters use innovative methodologies, including digital ethnographies and autoethnography, to explore diverse family configurations (adoptive, LGBTQ+, and single parent), modalities (digital communication and signed languages), and speakers and contexts (adult learners, Indigenous contexts, and new speakers). Bringing to light the dynamic, fluid nature of family and kinship as well as the important role that multilingualism plays in family members' negotiation of power, agency, and identity construction, Diversifying Family Language Policy is a state-of-the-art reference to contemporary theoretical, methodological and ethical advances in the field of family language policy.

This book offers a coherant theoretical introduction to urban sociology. Based on the urban theory of Louis Wirth, it systematically examines Wirth's principal ideas in the contexts of pre-industrial cities, industrial cities and bureaucracies. Morris discusses conditions for the emergence of cities and for industrialization. He relates organisational and ecological accounts of the city and considers the contributions of each. Bureaucracy appears as a peculiarly urban form of organisation: its ecological and social characteristics are examined in an original manner and with considerable insight so as to illustrate and modify the propositions derived from Wirth's theory. The book concludes with a comprehensive evaluation of Wirth and his critics. This book was first published in 1968.

Bringing together sociolinguistic, linguistic, and educational perspectives, this cutting-edge overview of codeswitching examines language mixing in teaching and learning in bilingual classrooms. As interest in pedagogical applications of bilingual language mixing increases, so too does a need for a thorough discussion of the topic. This volume serves that need by providing an original and wide-ranging discussion of theoretical, pedagogical, and policy-related issues and obstacles in classroom settings-the pedagogical consequences of codeswitching for teaching and learning of language and content in one-way and two-way bilingual classrooms. Part I provides an introduction to (socio)linguistic and pedagogical contributions to scholarship in the field, both historical and contemporary. Part II focuses on codeswitching in teaching and learning, and addresses a range of pedagogical challenges to language mixing in a variety of contexts, such as literacy and mathematics instruction. Part III looks at language ideology and language policy to explore how students navigate educational spaces and negotiate their identities in the face of competing language ideologies and assumptions. This volume breaks new ground and serves as an important contribution on codeswitching for scholars, researchers, and teacher educators of language education, multilingualism, and applied linguistics.

This book addresses the perennial question of how to promote Africa's indigenous languages as medium of instruction in educational systems. Breaking with the traditional approach to the continent's language question by focusing on the often overlooked issue of the link between African languages and economic development, Language Policy and Economics argues that African languages are an integral part of a nation's socio-political and economic development. Therefore, the book argues that any language policy designed to promote these languages in such higher domains as the educational system in particular must have economic advantages if the intent is to succeed, and proposes Prestige Planning as the way to address this issue. The proposition is a welcome break away from language policies which pay lip-service to the empowerment of African languages while, by default, strengthening the stranglehold of imported European languages.

Although the notion of Global Englishes (GE) has been widely discussed in the literature, few books consider how GE can be translated into educational practice. This book addresses the incorporation of GE into language policy and curriculum, pedagogy and assessment practices, and focuses on a wide range of geographical and language contexts. Incorporating GE into language curriculum, pedagogy and assessment practices calls for a reframing of our pedagogical practices that take into account the use of Englishes in intercultural and multicultural encounters where people have different first languages and cultural backgrounds. This book will be of interest to policymakers, curriculum developers and practitioner-researchers in the area of English language education.

This volume provides a unique interface between the material and linguistic aspects of communication, education and language use, and cuts across traditional disciplinary boundaries, drawing on fields as varied as applied linguistics, ethnology, sociology, history and philosophy. Taking texts, images and objects as their starting points, the authors discuss how cultural context is envisioned in particular materialities and in a variety of contexts and localities. The volume, divided into three sections, aims to deal with material culture not only in the daily language practices of the past and the present, but also language teaching in a number of settings. The main thrust of the volume, then, is the exposure of natural ties between language, cognition, identity and the material world. Aimed at undergraduates, postgraduates and scholars in fields as varied as education, applied linguistics, sociolinguistics, semiotics and other related disciplines, this volume documents and analyses a wide range of case studies. It provides a unique take on multilingualism and expands our understanding of how materialities permit us new and unexpected insights into multilingual practices.

Bringing a fresh and lively approach to language study, Learning about Language is an exciting collection of fun, creative activities and warm-up games that explore the multifaceted nature of the English language. For use in any primary classroom, this book will help develop the pupil's knowledge of how the English language works and will improve their ability to use language effectively. Throughout the book, the author explains key features of the English language by arranging the volume alphabetically into sections, each of which explores a different linguistic feature. Foster suggests enjoyable activities that will enable students to consolidate their learning and improve their communication skills through word play, and frequently uses rhyme to illustrate and elaborate on points made. Areas covered include: Spelling, punctuation and grammar; Origin, meaning, similarities and differences of words, including homonyms, anagrams and synonyms; The explanation of particular uses of language for specific purposes; Humorous misuse of words, including malapropisms and spoonerisms; The inclusion of numerous opportunities for students to play with words by participating in word games and through their own writing. With its unique and accessible approach to language study, Learning about Language provides teachers of English with a dynamic collection of resources that will be welcomed by educators and students alike.

This book explores the linguistic ecology of the Kumaun region of Uttarakhand, India through the experiences and discourses of minority youth and their educators. Providing in-depth examples of Indian multilingualism, this volume analyses how each language is valued in its own context; how national-level policies are appropriated and contested in local discourses; and how language and culture influence educational opportunities and identity negotiation for Kumauni young women. In doing so, the author examines how students and educators navigate a multilingual society with similarly diverse classroom practices. She simultaneously critiques the language and education system in modern India and highlights alternative perspectives on empowerment through the lens of a unique Gandhian educational context. This volume allows Kumauni women and their educators to take centre stage, and provides a thoughtful and nuanced insight into their minority language environment. This unique book is sure to appeal to students and scholars of multilingualism, sociolinguistics, language policy and minority languages.

Applying a critical lens to language education, this book explores the tensions that Latinx students face in relation to their identities, social and institutional settings, and other external factors. Across diverse contexts, these students confront complex debates and contestable affirmations that intersect with their lived experiences and social histories. Martinez and Train highlight the pedagogic and ethical urgency of teacher responsibility, learner agency and social justice in critically addressing the consequences, constraints, and affordances of the language education that Latinx students experience in historically-situated and institutionally defined spaces of practice, ideology and policy. Reframing language studies to take into account the roles of power, inequality, and social settings, this book provokes dialogue between areas of language education that rarely interface. Through privileging the learner experience, the book provides a window to the contested spaces across language education and generates new opportunities for engagement and action. Offering nuanced and insightful analyses, this book is ideal for scholars, language researchers, language teacher educators and graduate students in all areas of language education.

This volume presents a comprehensive introduction to the study of second language learning, multilingualism and gender. An impressive array of papers situated within a feminist poststructuralist framework demonstrates how this framework allows for a deeper understanding of second language learning, a number of language contact phenomena, intercultural communication, and critical language pedagogy. The volume has wide appeal to students and scholars in the fields of language and gender, sociolinguistics, SLA, anthropology, and language education.

Certain forms of mobility and multilingualism tend to be portrayed as problematic in the public sphere, while others are considered to be unremarkable. Divided into three thematic sections, this book explores the contestation of spaces and the notion of borders, examines the ways in which heritage and authenticity are linked or challenged, and interrogates the intersections between mobility and hierarchies and the ways that language can be linked to notions of belonging and aspirations for mobility. Based on fieldwork in Africa, Asia, Australasia and Europe, it explores how language functions as both site of struggle and as a means of overcoming struggle. This volume will be of particular interest to scholars taking ethnographic and critical sociolinguistic approaches to the study of language and belonging in the context of globalisation.

Kenyan English: Domains of Use, Forms, and Users' Attitudes focuses on the unique issues that concern language researchers in Kenya and elsewhere. Edited by Martha M. Michieka and Evans Gesura Mecha, the collection examines the English language forms and usages to describe the reality of Kenyan English use. The contributors address questions such as: What are the characteristics that distinguish Kenyan English from other national varieties? How is English taught, and what impact does that kind of teaching have on learner proficiency? What is the place of English in mass media, in politics, in the churches, and in multilingual homes? The contributors, all experienced language practitioners based in Kenya or currently conducting language-related research in Kenya, bring fresh perspectives to the topic at hand and give readers a glance into contexts that have not yet been addressed in this way. They highlight the sociolinguistic reality of the English language in present-day Kenya and raise questions that will prompt further research.

Dynamic language practices of African multilingual speakers have not been cogently described in a book-length manuscript. This book challenges assumptions that led to South Africa's 11 official languages and makes a case for mutual inter-comprehensibility. Students, teachers, and scholars in sociolinguistics, multilingualism, translanguaging, and teacher education will find this book thought-provoking.

This book empirically explores how different linguistic resources are utilized to achieve appropriate workplace role inhabitance and to achieve work-oriented communicative ends in a variety of workplaces in Japan. Appropriate role inhabitance is seen to include considerations of gender and interpersonal familiarity, along with speaker orientation to normative structures for marking power and politeness. This uniquely researched edited collection will appeal to scholars of workplace discourse and Japanese sociolinguistics, as well as Japanese language instructors and adult learners of Japanese. It is sure to make a major contribution to the cross-linguistic/cultural study of workplace discourse in the globalized context of the twenty-first century.

The presence of students for whom the school language is not their first language creates unique challenges and opportunities for teachers. This book provides an accessible guide to multilingual teaching using Linguistically Appropriate Practice (LAP) in diverse classrooms worldwide. It is firmly grounded in the latest research on multilingual learners and takes a realistic approach to teaching in linguistically diverse schools today. The author argues that successful multilingual teaching is an option for all teachers, and that it has benefits for every child in the classroom, as well as the wider school community. The book: - provides profiles of LAP in action around the world; - explains the relationship between theory and multilingual practice; - lays out the characteristics of the LAP teacher and the LAP classroom; - discusses challenges that have been identified by teachers using LAP in their classrooms; - provides a step-by-step guide to implementing and enriching LAP; - includes resources to support multilingual teaching and learning. This book is an invaluable support and inspiration for practising teachers and trainee teachers. It will help them transform their classrooms into multilingual environments where all children have equal opportunity to participate, learn and grow.