This book sets a high standard for rigor and scientific approach to the study of bilingualism and provides new insights regarding the critical issues of theory and practice, including the interdependence of linguistic knowledge in bilinguals, the role of socioeconomic status, the effect of different language usage patterns in the home, and the role of schooling by single-language immersion as opposed to systematic training in both home and target languages. The rich landscape of outcomes reported in the volume will provide a frame for interpretation and understanding of effects of bilingualism for years to come.

As European lawyers dealing with cross-border issues quickly learn, the terms contract, contrat, and contratto signify three very different legal concepts. This illustration highlights the importance of studying the relationships between language and law, particularly in the context of strong pressure from the European Community to harmonise the laws of the Member States - a process which appears difficult, if not impossible, unless there is an understanding of the profound differences which exist between the various legal systems, and the development of a common European legal language from the 21 official languages now a feature of the European Union. This admirable collection of essays brings together the work of practitioners and scholars in three fields pertinent to this endeavour: representatives of Community institutions who are involved in drafting, translating, and interpreting multilingual texts; jurists and comparative lawyers from both civil law and common law systems; and researchers in linguistics and language issues. Among the many relevant matters they discuss are the following: terminologies of rights and remedies; the role of the European Court of Justice as interpreter; multilingualism in parliamentary practice; the role of the European Commission's legal revisers; and translation at the European Court of Justice. The essays were originally presented as papers at a conference held in Como in April 2005, organized by the Faculty of Law of the University of Insubria together with the Centro Interuniversitario di Ricerca in Diritto Comparato (Interuniversity Centre for Research in Comparative Law) set up by the Universities of Milan, Bologna and Insubria. This event took place in the context of a research project co-financed by the University of Insubria and the Italian Ministry of Education, University and Research. The particular objective of the conference was to make a comparison between the day-to-day working requirements within the Community institutions, each with its own particular needs, and the longerterm analysis which the academic world could bring to bear on the problems of the translatability of legal terms. As the first in-depth appraisal of this crucial matter, this book cannot fail to find interested readers among all the branches of European law, practitioners and scholars, local and international. It is sure to be a highly valuable resource for many years to come.

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.

The model presented in this volume draws together various strands of research - second language acquisition theory, bilingualism research, dynamic systems theory - to develop a novel approach to this challenging subject. Its main focus lies on the psycholinguistic dynamics of multilingualism, the processes of change in time affecting two or more language systems.

This book examines dilemmas faced by second language (L2) Japanese speakers as a result of persistent challenges to their legitimacy as speakers of Japanese. Based on an ethnographic interview study with L2-Japanese speakers and their L1-Japanese-speaking friends, co-workers and significant others, the book examines ideologies linked to three core speech styles of Japanese - keigo or polite language, gendered language and regional dialects - to show how such ideologies impact L2-Japanese speakers. The author demonstrates that speaker legitimacy is often tenuous for L2 speakers and argues that, despite increasing numbers of Japanese-speaking foreign residents in Japan, native speaker bias remains a persistent issue for L2-Japanese speakers living and working in Japan. This book extends the discussion of native speaker bias beyond educational contexts, and in the process reveals tensions between how L2 speakers aspire to speak and how L1 speakers expect them to speak.

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.

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.

TRENDS IN LINGUISTICS is a series of books that open new perspectives in our understanding of language. The series publishes state-of-the-art work on core areas of linguistics across theoretical frameworks, as well as studies that provide new insights by approaching language from an interdisciplinary perspective. TRENDS IN LINGUISTICS considers itself a forum for cutting-edge research based on solid empirical data on language in its various manifestations, including sign languages. It regards linguistic variation in its synchronic and diachronic dimensions as well as in its social contexts as important sources of insight for a better understanding of the design of linguistic systems and the ecology and evolution of language. TRENDS IN LINGUISTICS publishes monographs and outstanding dissertations as well as edited volumes, which provide the opportunity to address controversial topics from different empirical and theoretical viewpoints. High quality standards are ensured through anonymous reviewing.

A student-friendly introduction to undertaking a TESOL/Applied Linguistics MA which features practical advice, exercises and answer keys making it ideal for postgraduate students studying in this area. The book is very practical in nature and online support material features recordings of lectures so students can practise their listening skills in real-world scenarios which is essential given the continuing focus on online teaching. Written by a teacher with over 30 years’ experience of teaching EFL students and featuring material that has been trialled with students, this book will meet and support the needs of international students on MAs in TESOL and Applied 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 sheds light on the phenomenon of consecutive interpreting. It combines phenomenological and empirical analyses to build a communication theory of interpreting. The author begins by reviewing mainstream research on consecutive interpreting and then dissociates himself from it, conducting a three-tier analysis of interpreting data. He concludes by presenting an alternative theory of consecutive interpreting. As he makes clear from the outset, a new and combined methodology for consecutive interpreting needs to be constructed to satisfy both the relation of the phenomenon to experience as well as its social foundation. He also stresses the potential within the humanities for wider employment of the phenomenological empirical method. This book will appeal to students and scholars of linguistics, translation, phenomenology, social interaction and communication

This volume covers the language situation in The Baltic States, Ireland and Italy explaining the linguistic diversity, the historical and political contexts and the current language situation, including language-in-education planning, the role of the media, the role of religion, and the roles of non-indigenous languages. The authors are indigenous and/or have been participants in the language planning context, and these monographs on the Baltic States, Ireland, and Italy draw together the published literature in each of these polities. The purpose of the volumes in this series is to present up-to-date information on polities that are not well-known to researchers in the field. A longer range purpose is to collect comparable information on as many polities as possible in order to facilitate the development of a richer theory to guide language policy and planning in other polities that undertake the development of a national policy on languages. This volume is part of an areal series which is committed to providing descriptions of language planning and policy in countries around the world.

This book focuses on bilingualism in the context of migration and minorization processes. Its aim is to integrate recent research in this fast growing field of scientific and social interest into a single and coherent academic reference. The book has four parts. Part One goes into processes of early bilingual development. Part Two focuses on bilingual development of children at school age. In Part Three the constraints in processes of code-switching and borrowing are dealt with. Part Four discusses the issues related to processes of language maintenance and language loss. Taken from these four perspectives, the volume offers a comprehensive state of the art, with contributions from different combinations of language parts.

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.

Bilingualism and Language Pedagogy brings an understanding of language as a social practice, and bilingualism as the study of bidirectional transitioning, to the examination of bilingual settings in the US, Europe and developing countries. The volume suggests that language pedagogy needs to reflect new understandings of bilinguals. Focusing both on bilingual linguistic competence and educational politics and practice, the chapters provide valuable practical proposals and models for developing sociocultural and linguistic competencies among bilingual practitioners and students. The volume situates teachers as mediators and explores the key roles that they have as language and content educators. In discussing the experiences of learners, it takes up the linguistic competence of bilinguals, highlighting how their language use constitutes a resource for meeting the demands of social interactions, and foregrounds the significance of developing academic language proficiency in English among minority children to decrease the barriers facing them in residential and academic settings.

Examining the overseas experience of language learners in diverse contexts through a variety of theoretical and methodological approaches, studies in this volume look at the acquisition of language use, socialization processes, learner motivation, identity and learning strategies. In this way, the volume offers a privileged window into learner experiences abroad while addressing current concerns central to second language acquisition.

This book discusses salient moments of multilingual encounters and brings together contributions focused on the interplay between language use by individuals and societies, and language-related inequalities or opportunities for speakers. The chapters demonstrate how biographical and speaker-centred approaches can contribute to an understanding of linguistic diversity, how researchers can empirically account for lived experiences of languages, and how such accounts are embedded in a larger discussion on social (in)equality. Together the chapters make a powerful case for the importance of speaker-centred methodologies in multilingual and multilingualism research. The book is a rich source of theoretical and methodological reflections and will thus be a valuable resource for both experienced researchers and students beginning to explore biographical research methods.

In John McWhorter s Defining Creole anthology of 2005, his collected articles conveyed the following theme: His hypothesis that creole languages are definable not just in the sociohistorical sense, but in the grammatical sense. His publications since the 1990s have argued that all languages of the world that lack a certain three traits together are creoles (i.e. born as pidgins a few hundred years ago and fleshed out into real languages). He also argued that in light of their pidgin birth, such languages are less grammatically complex than others, as the result of their recent birth as pidgins. These two claims have been highly controversial among creolists as well as other linguists. In this volume, Linguistic Simplicityand Complexity, McWhorter gathers articles he has written since then, in the wake of responses from a wide range of creolists and linguists. These articles represent a considerable divergence in direction from his earlier work."

"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."

CONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists, historians etc. to the development of the sociology of language.

Biliteracy - the use of two or more languages in and around writing - is an inescapable feature of lives and schools worldwide, yet one which many educational policies and practices continue to ignore. The study of the continua of biliteracy in the present volume seeks to offer a comprehensive yet flexible model to guide educators, researchers and policy-makers in designing, carrying out and evaluating educational programmes for the development of bilingual and multilingual learners, each programme adapted to its own specific context, media and contents.

- Provides a comprehensive exploration of the field of student recruitment agencies in higher education - Whilst looking at the history of the topic, it also considers the emerging trends I the areas - Addresses both the pros and cons of student recruitment agencies on a global scale.

Linguistic Landscapes is the first comprehensive approach to a largely under-explored sociolinguistic phenomenon: language on signs. Based on an up-to-date review of previous research from various places around the world, the book develops an analytical framework for the systematic analysis of linguistic landscape data. This framework is applied to a sample of 2,444 signs collected in 28 survey areas in central Tokyo. Analytical categories include the languages contained and their combinations, differences between official and nonofficial signs, geographic distribution, availability of translation or transliteration, linguistic idiosyncrasies, and the comparison of older and newer signs, among others. Combining qualitative and quantitative methods, the analysis yields some unique insights about the writers of multilingual signs, their readers, and the languages and scripts in contact. Linguistic Landscapes thus demonstrates that the study of language on signs has much to contribute to research into urban multilingualism, as well as the study of language and society as a whole.

This book presents an empirically-grounded sociolinguistic history of the English language in Hong Kong in the past 170 years. Using substantial sets of diachronic and synchronic data, it traces the changing status and functions of English in relation to spoken Cantonese, Mandarin and written Chinese in the key domains of government, education and business. The author tracks the rise of English-knowing bilingualism in the city's Chinese community and explores the evolutionary dynamics of Hong Kong English. He also speculates on the future of English in the territory, particularly after 2047 when the 'one country, two systems' framework established by the Sino-British Joint Declaration is dismantled. Researchers and students working in the fields of sociolinguistics, English as a global language, world Englishes, applied linguistics and English-language education will find this book provides valuable information and insights about the uses and users of English in colonial and post-colonial Hong Kong. More generally, it makes a unique contribution to the literature on the diffusion and diversification of English worldwide.

This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education. This collection of case studies from around the world examines how struggles for equality unfold in policies, programs, and practices in educational settings in multilingual contexts. Using sociolinguistic, interactional and discourse analysis, Heller and Martin-Jones examine the complex ways in which dominant ideologies of education, pedagogy, language, and identity intersect in a wide variety of educational settings. They focus in particular on how those ideologies are reproduced or challenged, and on the consequences of such processes for changing or maintaining social relations of difference and inequality. Written for policy-makers, educators, and anyone else interested in education and multilingualism, the book places questions of power at the center of thinking about language and education. It invites us to link questions about minority language maintenance, individual multilingualism, immigrant language education, and the use of former colonial languages in post-colonial settings to the politics and economics of our globalizing age, and to look locally for the spaces for change and action that always present themselves.