Exploring the roles of students' pluralistic linguistic and transnational identities at the university level, this book offers a novel approach to translanguaging by highlighting students' perspectives, voices, and agency as integral to the subject. Providing an original reconsideration of the impact of translanguaging, this book examines both transnationality and translinguality as ubiquitous phenomena that affect students' lives. Demonstrating that students are the experts of their own language practices, experiences, and identities, the authors argue that a proactive translingual pedagogy is more than an openness to students' spontaneous language variations. Rather, this proactive approach requires students and instructors to think about students' holistic communicative repertoire, and how it relates to their writing. Robinson, Hall, and Navarro address students' complex negotiations and performative responses to the linguistic identities imposed upon them because of their skin color, educational background, perceived geographical origin, immigration status, and the many other cues used to "minoritize" them. Drawing on multiple disciplinary discourses of language and identity, and considering the translingual practices and transnational experiences of both U.S. resident and international students, this volume provides a nuanced analysis of students' own perspectives and self-examinations of their complex identities. By introducing and addressing the voices and self-reflections of undergraduate and graduate students, the authors shine a light on translingual and transnational identities and positionalities in order to promote and implement inclusive and effective pedagogies. This book offers a unique yet essential perspective on translinguality and transnationality, and is relevant to instructors in writing and language classrooms; to administrators of writing programs and international student support programs; and to graduate students and scholars in language education, second language writing, applied linguistics, and literacy studies.

Dramatherapy continues to grow and develop, and is now well-established as a profession and as a therapeutic intervention, especially in Europe and the USA. "Dramatherapy: Theory and Practice 2" provides both clinician and theatre artist with an overview of the developments. The international contributors offer a wide variety of perspectives from contrasting theoretical backgrounds, showing how it is possible to integrate a dramatherapeutic approach into many different ways of working towards mental health. They describe the practical application of dramatherapy in many different areas and provide an easily-grasped theoretical understanding of the basic principles and concepts involved. In particular, they discuss work with individuals as well as groups, and stress the importance of staff and patient settings. They also look at dramatherapy in relation to playtherapy, and consider the potential of dramatherapy in the community at large. As a sequel to Sue Jennings's earlier book "Dramatherapy: Theory and Practice for Teachers and Clinicians" (Routledge, 1987), which has become an established text, this book should be of interest to professionals in practice and training in dramathe

Languages around the world organize their lexicons, or vocabularies, in a myriad of different ways. This book is a celebration of global linguistic diversity, bringing together fascinating cases from a wide range of languages to explore how and why this lexical variation occurs. Each of the thirty-six short chapters shows how different culturally-specific words, relating to a range of phenomena such as kinship, colour, space, time, objects, smells, and animals, vary across languages and geographical locations. It also explains the mechanisms of development in vocabularies, showing why this variation occurs, and how languages and cultures interact, to deepen the reader's understanding of one of the most important aspects of linguistics. Assuming little to no prior knowledge of linguistics, and introducing concepts in an accessible way, this book is an entertaining, informative read for anyone who wants to learn more about the incredible variation and diversity of the human lexicon.

Heritage languages are minority languages learned in a bilingual environment. These include immigrant languages, aboriginal or indigenous languages and historical minority languages. In the last two decades, heritage languages have become central to many areas of linguistic research, from bilingual language acquisition, education and language policies, to theoretical linguistics. Bringing together contributions from a team of internationally renowned experts, this Handbook provides a state-of-the-art overview of this emerging area of study from a number of different perspectives, ranging from theoretical linguistics to language education and pedagogy. Presenting comprehensive data on heritage languages from around the world, it covers issues ranging from individual aspects of heritage language knowledge to broader societal, educational, and policy concerns in local, global and international contexts. Surveying the most current issues and trends in this exciting field, it is essential reading for graduate students and researchers, as well as language practitioners and other language professionals.

Eye Tracking in Second Language Acquisition and Bilingualism provides foundational knowledge and hands-on advice for designing, conducting, and analysing eye-tracking research in applied linguistics. Godfroid's research synthesis and methodological guide introduces the reader to fundamental facts about eye movements, eye-tracking paradigms for language scientists, data analysis, and the practicalities of building a lab. This indispensable book will appeal to undergraduate students learning principles of experimental design, graduate students developing their theoretical and statistical repertoires, experienced scholars looking to expand their own research, and eye-tracking professionals.

This volume takes a holistic view of the current trends and challenges in quality and quality assurance in TESOL and teacher education. Bringing together top scholars in the field from all over the world, the text features invaluable international perspectives with the common objective of improving the quality in TESOL and teacher education in constantly changing and challenging educational contexts globally. Grouped into four wide-ranging, thematic sections - on multilingualism, diversity, teacher education, and future challenges - the book addresses new obstacles faced by educational professionals in today's rapidly changing educational landscape by offering alternatives to quantitative targets. Chapter authors cover a range of contexts and timely issues, including technology in the classroom, culturally relevant teaching, teaching for continuous improvement, professional development, and monitoring and evaluating quality. Providing a forum of discussion on the intricacies, complexities, and challenges related to the urgent question of quality in the field, this book is a must-read for prospective ESL/EFL teachers and teacher educators.

This volume takes a holistic view of the current trends and challenges in quality and quality assurance in TESOL and teacher education. Bringing together top scholars in the field from all over the world, the text features invaluable international perspectives with the common objective of improving the quality in TESOL and teacher education in constantly changing and challenging educational contexts globally. Grouped into four wide-ranging, thematic sections - on multilingualism, diversity, teacher education, and future challenges - the book addresses new obstacles faced by educational professionals in today's rapidly changing educational landscape by offering alternatives to quantitative targets. Chapter authors cover a range of contexts and timely issues, including technology in the classroom, culturally relevant teaching, teaching for continuous improvement, professional development, and monitoring and evaluating quality. Providing a forum of discussion on the intricacies, complexities, and challenges related to the urgent question of quality in the field, this book is a must-read for prospective ESL/EFL teachers and teacher educators.

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.

Heritage language policies define the context in which heritage languages are maintained or abandoned by communities, and this volume describes and analyzes international policy strategies, as well as the implications for the actual heritage language speakers. This volume brings together heritage language policy case studies from around the world, foregrounding globalization by covering five regions: the Americas, Europe, Africa, Asia, and Australasia. The countries profiled include the United States, Canada, Argentina, Norway, Sweden, Ireland, Uganda, Namibia, Morocco, Japan, South Korea, Singapore, New Zealand, Australia, and Fiji. This volume also highlights an expanded definition of 'heritage language', choosing to focus on individual and community identities, and therefore including both Indigenous and immigrant languages. Focusing specifically on language policy relating to heritage languages, the chapters address key questions such as Are heritage languages included or excluded from the national language policy discourse? What are the successes and shortcomings of efforts to establish heritage language policies? What is the definition of 'heritage language' in official usage by the local/regional government and stakeholders? How are these language policies perceived by the actual heritage language communities?

Responding to the need for a comprehensive treatment of Mexican American English and its varied influences across multiple generations, this volume provides true insight into how language contact triggers language change, and illustrates previously under-recognised links to ethnolects of other migrant groups in different parts of the world. It demonstrates how the variety begins with Spanish interference features but evolves into a stable variety over time by filtering out some of the interference features and responding to forces such as exploitation of its speakers, education, and the need to develop solidarity. A large number of linguistic variables from multiple realms of language are analysed that provide a truly balanced picture of the divisions within the community across a range of linguistic levels such as syntax, phonology, prosody, accent, dialect, and sociolinguistics.

This Element in the Cambridge Elements in Second Language Acquisition series examines the role of interaction in Second Language Acquisition research, with a focus on the cognitive interactionist approach. The Element describes the major branches of the field, considering the importance of conversational interaction in both the cognitive interactionist framework as well as in sociocultural approaches to second language learning. The authors discuss the key concepts of the framework, including input, negotiation for meaning, corrective feedback, and output. The key readings in the field and the emphases of current and future research are explained. Finally, the authors describe the pedagogical implications that the cognitive interactionist approach has had on the teaching of second languages.

Multilingualism has become an increasingly common global phenomenon especially in the last two decades. Therefore, multilingual programmes have now been regarded as a cornerstone of education systems in many countries around the world. Learning multiple languages helps us plug into a globalised world and strengthen links with a multitude of speakers from a diversified reality we live in. Thanks to the researched cases described in the chapters, further developments aimed at fostering multilingual practices in the contemporary world will be enhanced. The chapters included in the present volume, provide an overview of current theory, research and practice in the field. They deal with such prominent research topics as multilingual education, language policies, language contact, identity of multilingual speakers, to name only a few. The selected chapters focus on the numerous and heterogeneous relations between languages. They also incorporate a series of contextualized studies with diverse research designs applied in different settings across the globe. This volume constitutes a pivotal reference source for the latest scholarly material on multilingualism from twelve different countries. It is a thought-provoking collection that provides a series of rich insights into the way multilingualism is practised in international contexts. It is ideally designed for academics, upper-level students, educators, professionals and practitioners seeking linguistic and pedagogical guidance on multilingualism.

At present, Web 2.0 technologies are making traditional research genres evolve and form complex genre assemblage with other genres online. This book takes the perspective of genre analysis to provide a timely examination of professional and public communication of science. It gives an updated overview on the increasing diversification of genres for communicating scientific research today by reviewing relevant theories that contribute an understanding of genre evolution and innovation in Web 2.0. The book also offers a much-needed critical enquiry into the dynamics of languages for academic and research communication and reflects on current language-related issues such as academic Englishes, ELF lects, translanguaging, polylanguaging and the multilingualisation of science. Additionally, it complements the critical reflections with data from small-scale specialised corpora and exploratory survey research. The book also includes pedagogical orientations for teaching/training researchers in the STEMM disciplines and proposes several avenues for future enquiry into research genres across languages.

This book describes the steps undertaken by language researchers to disseminate their findings at sites of practice. It discusses questions that arise from such efforts and provides meaningful, real-life, first-hand accounts of both interactions with practitioners and practitioners' feedback. The authors use narrative accounts, case studies, and semi-ethnographies of focus groups and workshops to draw a full picture of dissemination, its intricacies, multiple stakeholder interests, reflexivity challenges, and future relevance and responsibility for all parties involved. It is an attempt to fill the gap between the end of research domains and the places of dissemination of research findings, and the book will be of interest to applied linguistics researchers, students and scholars of organisational discourse, and practitioners working in multilingual settings.

This book analyses oral proficiency interviews, a mainstay of second language speaking proficiency assessment for several decades. Adopting a mixed-method perspective involving micro-analytic approaches, discourse analysis and quantitative methods such as multi-level modeling and event history analysis, the author focuses on interaction and discourse processes common in language assessment interviews. This innovative book will appeal to students and scholars of language assessment, conversation and discourse analysts, as well as practitioners and providers of oral proficiency assessment.

Language learners beyond early childhood are scarcely expected to reach native-like abilities in their new language, yet some do. Are these individuals uniquely gifted? If so, are such gifts innate, or the result of intense drive, optimal experience, opportunity, or something else altogether? Bringing together theory and empirical work from across disciplines, this ground-breaking book aims to better understand the perennial mystery of giftedness in language learning (GLL). Incorporating quantitative, qualitative, and case study data, this analysis demonstrates the need to reach across cognitive, neural, emotional, psychological, and social lines to understand native-likeness in a second language. All such 'outliers' face limits, potentials, and choices. What they do in the face of these is key. With this complexity in mind, specific recommendations are provided to re-orient the research toward an appreciation of the individual's role, and a clearer understanding of the inherent balance of nature and nurture in GLL.

Language learners beyond early childhood are scarcely expected to reach native-like abilities in their new language, yet some do. Are these individuals uniquely gifted? If so, are such gifts innate, or the result of intense drive, optimal experience, opportunity, or something else altogether? Bringing together theory and empirical work from across disciplines, this ground-breaking book aims to better understand the perennial mystery of giftedness in language learning (GLL). Incorporating quantitative, qualitative, and case study data, this analysis demonstrates the need to reach across cognitive, neural, emotional, psychological, and social lines to understand native-likeness in a second language. All such 'outliers' face limits, potentials, and choices. What they do in the face of these is key. With this complexity in mind, specific recommendations are provided to re-orient the research toward an appreciation of the individual's role, and a clearer understanding of the inherent balance of nature and nurture in GLL.

Multilingualism is a meaningful and capacious idea about human meaning-making practice, one with a promising, tumultuous, and flawed present - and a future worth caring for in research and public life. In this book, David Gramling presents original new insights into the topical subject of multilingualism, describing its powerful social, economic and political discourses. On one hand, it is under acute pressure to bear the demands of new global supply-chains, profit margins, and supranational unions, and on the other it is under pressure to make way for what some consider to be better descriptors of linguistic practice, such as translanguaging. The book shows how multilingualism is usefully able to encompass complex, divergent, and sometimes opposing experiences and ideas, in a wide array of planetary contexts - fictitious and real, political and social, North and South, colonial and decolonial, individual and collective, oppressive and liberatory, embodied and prosthetic, present and past.

Multilingualism is a meaningful and capacious idea about human meaning-making practice, one with a promising, tumultuous, and flawed present - and a future worth caring for in research and public life. In this book, David Gramling presents original new insights into the topical subject of multilingualism, describing its powerful social, economic and political discourses. On one hand, it is under acute pressure to bear the demands of new global supply-chains, profit margins, and supranational unions, and on the other it is under pressure to make way for what some consider to be better descriptors of linguistic practice, such as translanguaging. The book shows how multilingualism is usefully able to encompass complex, divergent, and sometimes opposing experiences and ideas, in a wide array of planetary contexts - fictitious and real, political and social, North and South, colonial and decolonial, individual and collective, oppressive and liberatory, embodied and prosthetic, present and past.

This book is a guide for parents who wish to raise children with more than one language and literacy. Drawing on interdisciplinary research, as well as the experiences of parents of multilingual children, this book walks parents through the multilingual reading and writing process from infancy to adolescence. It identifies essential literacy skills at each developmental stage and proposes effective strategies that facilitate multiliteracy, in particular, heritage-language literacy development in the home environment. This book can also be used as a reference for teachers who teach in community heritage language schools and in school heritage (or foreign) language programmes.

In the first decade of life, children become bilingual in different language learning environments. Many children start learning two languages from birth (Bilingual First Language Acquisition). In early childhood hitherto monolingual children start hearing a second language through daycare or preschool (Early Second Language Acquisition). Yet other hitherto monolingual children in middle childhood may acquire a second language only after entering school (Second Language Acquisition). This Element explains how these different language learning settings dynamically affect bilingual children's language learning trajectories. All children eventually learn to speak the societal language, but they often do not learn to fluently speak their non-societal language and may even stop speaking it. Children's and families' harmonious bilingualism is threatened if bilingual children do not develop high proficiency in both languages. Educational institutions and parental conversational practices play a pivotal role in supporting harmonious bilingual development.

This Cambridge Element examines the role and nature of focus on form in second language acquisition. An overall assessment of the role of instruction and the nature of language is provided. Instruction might have a facilitative role in the rate of acquisition. The Element briefly reviews empirical research examining the relative effects of different types of focus on form and presents some of the key implications for second language learning and teaching. An effective focus on form type is one that is input and meaning oriented. Manipulating input to facilitate language processing and form-meaning connections might enhance second language acquisition.

American English Phonetics and Pronunciation Practice provides an accessible introduction to basic articulatory phonetics for students of American English. Built around an extensive collection of practice materials, this book teaches the pronunciation of modern standard American English to intermediate and advanced learners worldwide. This book: * provides an up-to-date description of the pronunciation of modern American English; * demonstrates the use of each English phoneme with a selection of high-frequency words, both alone and in context in sentences, idiomatic phrases and dialogues; * provides examples and practice material on commonly confused sounds, including illustrative pronunciation diagrams; * is supported by a companion website featuring complete audio recordings of practice material to check your pronunciation against; * can be used not only for studying pronunciation in the classroom but also for independent practice. American English Phonetics and Pronunciation Practice is essential reading for any student studying this topic.

At present, much of the research on bilingual cognition focuses on late second language learners of a small number of languages. In this fascinating book, Evangelia Adamou widens the net by integrating advances in the field of bilingualism with the study of endangered languages. Drawing on recent studies from Europe and Latin America, she demonstrates that experimental psycholinguistic methods can be successfully applied outside the lab and, conversely, how data from these understudied populations provide new insights into the adaptive capacities of the bilingual mind. Adamou shows how bilinguals manage competing conceptualizations of time and space, how their grammars and language mixing patterns adapt to cognitive constraints such as the need for simplification, and how language processing concurrently adapts to their complex bilingual experience. Combining statistical analyses with detailed linguistic and ethnographic information, this essential book will appeal to scholars of bilingualism, cognitive sciences, language endangerment, and language contact.

In the midst of an international crisis in migration policy - widely referred to as a 'refugee crisis' - this book brings together timely analyses of the manifold and yet specific ways in which migration affects globalized societies, set against the background of the rise of nationalist and populist movements. The voices of migrants and refugees are rarely heard in this context: usually, they are debated about, summarized and reported but their agency is denied. Each contribution to this volume adds an empirical perspective to our understanding of how language relates to migration in a specific national context. The chapters use innovative combinations of multimodal, qualitative and quantitative analyses to examine a broad range of genres and data related to the voices of migrants and reporting about migrants.