More than 70 languages are spoken in contemporary Iran, yet all governmental correspondence and educational textbooks must be written in Farsi. To date, the Iranian mother tongue debate has remained far from the international scholarly exchanges of ideas about multilingual education. This book bridges that gap using interviews with four prominent academic experts in linguistic human rights, mother tongue education and bilingual and multilingual education. The author examines the arguments for rejecting multilingual education in Iran, and the four interviewees counter those arguments with evidence that mother tongue-based education has resulted in positive outcomes for the speakers of non-dominant language groups and the country itself. It is hoped that this book will engage an international audience with the debate in Iran and show how multilingual education could benefit the country.

Combines research with pedagogy to provide an accessible and comprehensive introduction to the topic for students approaching it for the first time. With a focus on the cognitive side of language contact, drawing on the closely related subjects of bilingualism and multilingualism, this textbook will also appeal to students beyond those taking Language Contact modules, on modules such as Bilingualism and SLA. The closest competitors all published at least 11 years ago, so this will be far and away the most up-to-date textbook on the market, combining cutting-edge insights from research with a core grounding in the subject.

This thought-provoking monograph makes a multidisciplinary case for bilingualism as a possible enhancer of executive function, particularly cognitive control. Its central focus is the cognitive operations of the bilingual brain in processing two languages and whether they afford the brain a greater edge on neuroplasticity-in short, a cognitive advantage. Major issues and controversies in the debate are analyzed from cognitive neuroscience, psycholinguistic, and integrative perspectives, with attention paid to commonly and rarely studied domains at work in bilingual processing. The author also pinpoints future areas for improved research such as recognizing the diversity of bilingualism, not simply in languages spoken but also in social context, as seen among immigrants and refugees. Included in the coverage: The evolution of bilingualism. What goes on in a bilingual mind? The core cognitive mechanisms. Cognitive advantage of bilingualism and its criticisms. Neuroscience of bilingualism. Bilingualism, context, and control. Attention, vision, and control in bilinguals. With its cogent takes on ongoing questions and emerging issues, Bilingualism and Cognitive Control is of immediate interest to bilingual researchers and practitioners interested in understanding the behavioral aspects and neurobiology of bilingualism and the dynamic character of the bilingual/multilingual/second language learner's mind, as well as the growing number of advanced undergraduate and graduate students interested in the psychology/psycholinguistics of bilingualism, bilingual cognitive psychology, cognitive science, and cognitive neuroscience.

Bilingualism:

• introduces students to key issues and themes that include bilingual development and education; and the integration of social and cognitive perspectives
• uses tasks and examples to equip the reader with the necessary skills and insights to assess and interpret research drawn from bilingual populations
• incorporates case studies drawn from a range of countries such as the United States, South Africa, the Netherlands, Morocco, and the People's Republic of China
• gathers together influential readings from key names in the discipline, including: Fred Genesee, Richard Bourhis, Elizabeth Peal, Wallace Lambert, Merrill Swain, Jim Cummins, and Ellen Bialystok.

Written by experienced teachers and researchers in the field, Bilingualism is an essential textbook for students and researchers of Applied Linguistics.

The accompanying website to this book can be found at http: //www.routledge.com/textbooks/9780415343879.

Cities, Capitalism and Civilization looks at the character and distinctiveness of Western Civilization. R.J. Holton sets out to challenge the belief that cities and urban social classes have formed the main component of the advance of civilization, and the principle dynamic of Western capitalism. This book was first published in 1986.

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.

Parents and Children in the Inner City was first published in 1978.

This book was first published in 1969.

These in-depth case studies provide novel insights in to the fast-changing language situation in multilingual China, and how it changes the meanings of language identity and language learning. This linguistic ethnographic study of language attitudes and identities in contemporary China in the era of multilingualism provides a comprehensive and critical review of the state of the art in the field of language-attitude research, and situates attitudes towards Chinese regional dialects in their social, historical as well as local contexts. The role of language policies and the links between the interactional phenomena and other contextual factors are investigated through the multi-level analysis of linguistic ethnographic data. This study captures the long-term language socialisation process and the moment-to-moment construction of language attitudes at a level of detail that is rarely seen. The narrative is presented in a highly readable style, without compromising the theoretical sophistication and sociolinguistic complexities.

Wales is a small nation with a long and varied tradition of bilingualism. The minority language and culture is under threat. The book seeks to take the temperature of the Welsh language. Building on a computer analysis of the 1981 Welsh language Census data, the book provides evidence of a language moving slowly towards extinction. The aim of each chapter is to examine an issue which is of significance in most minority language situations, but is exemplified and encapsulated in the Welsh context. The effect of television and other mass media, the potential and threat of the microelectronic revolution, the existence and erosion of heartlands are issues which are part of the nervous tension of contemporary Wales and many other minority language regions. The role of bilingual education is a central issue of the book. A bilingual education model is described as a basis for analysing some of the problems and issues of Welsh and worldwide bilingual education. Another chapter analyses different approaches to curriculum development in minority language contexts and argues for a dual approach combining central initiatives and teacher based action research. Regional variations in the policy and provision of bilingual schooling in Wales are portrayed, and two further chapters present recent research into Welsh education. This research points to the crucial nature of immersion and active participation in the minority culture as a lifeline for the future of the Welsh language.

Published in (2005), Science and Industry in the Nineteenth Century is a valuable contribution to the field of Economic History.

* Chapters bring together top and emerging scholars from around the world to examine the application of Freire's theories to literacy and language education in a range of settings globally Provides a comparative overview of the uptakes of Freire's language and literacy theories and methodological concepts * This book invites scholars and students to rethink multilingual literacy in contested standard language discourses

Wales is a small nation with a long and varied tradition of bilingualism. The minority language and culture is under threat. The book seeks to take the temperature of the Welsh language. Building on a computer analysis of the 1981 Welsh language Census data, the book provides evidence of a language moving slowly towards extinction. The aim of each chapter is to examine an issue which is of significance in most minority language situations, but is exemplified and encapsulated in the Welsh context. The effect of television and other mass media, the potential and threat of the microelectronic revolution, the existence and erosion of heartlands are issues which are part of the nervous tension of contemporary Wales and many other minority language regions. The role of bilingual education is a central issue of the book. A bilingual education model is described as a basis for analysing some of the problems and issues of Welsh and worldwide bilingual education. Another chapter analyses different approaches to curriculum development in minority language contexts and argues for a dual approach combining central initiatives and teacher based action research. Regional variations in the policy and provision of bilingual schooling in Wales are portrayed, and two further chapters present recent research into Welsh education. This research points to the crucial nature of immersion and active participation in the minority culture as a lifeline for the future of the Welsh language.

The Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing. Addressing large-scale as well as classroom contexts, this volume is useful for researchers, teachers, and educational policy-makers in language learning.

This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners' own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.

This Handbook is a comprehensive volume outlining the foremost issues regarding research and teaching of second language speaking, examining such diverse topics as cognitive processing, articulation, knowledge of pragmatics, instruction in sub-components of speaking (e.g., grammar, pronunciation, and vocabulary) and the attrition of the first language. Outstanding academics have contributed chapters to provide an integrated and inclusive perspective on oral language skills. Specialized contexts for speaking are also explored (e.g., English as a Lingua Franca, workplace, and interpreting). The Routledge Handbook of Second Language Acquisition and Speaking will be an indispensable resource for students and scholars in applied linguistics, cognitive psychology, linguistics, and education.

This book contributes to the understanding of the transformative power of incorporating translanguaging, the dynamic language practices of bi/multilingual communities, in the schooling of US Latinx children and youth. It showcases instructional spaces in US education where Latinx children's and youths' translanguaging is at the center of their teaching and learning. By centering racialized Latinx bilingual students, including their knowledge systems and cultural and linguistic practices, it transforms the monolingual-white supremacy ideology of many educational spaces. In so doing, racialized bilingual Latinx subjectivities are potentially transformed, as students learn to understand processes of colonization and domination that have robbed them of opportunities to use their entire semiotic repertoire in learning. The book makes a strong theoretical contribution to the field, putting decolonial, post-structuralist understandings of language and bilingualism alongside critical race theory and critical pedagogy.

Multilingual classrooms and online communication are becoming increasingly linguistically diverse due to globalization and new discourse patterns are emerging. Many of these patterns include the use of linguistic resources from multiple languages in the same utterance. Translanguaging, a recent theoretical framework, is gaining prominence among scholars interested in studying these multilingual discursive practices and the concept of a unitary language system for lexical processing. The aim of this book is to gain a better understanding of the bilingual brain and how words and sentences that use features from socially distinct languages are processed. Using examples provided by multilingual study participants, a categorization of the various forms of translanguaging is developed to build a translanguaging model. Psycholinguistic methods such as eye tracking are combined with conventional sociolinguistic survey methodology to provide rich qualitative and quantitative data that address the cognitive effects of translanguaging and the underlying structure of translingual word-formations. This monograph shows how language biography, exposure, and attitude towards multilingual discursive practices all affect cognitive processing. It also demonstrates how multilingual speakers are setting the patterns for novel word-formations to be produced, thus having a social, cultural, and cognitive impact on how we communicate.

Foundations of Bilingual Memory provides a valuable update to the field of bilingual memory and offers a new psychological perspective on how the bilingual mind encodes, stores, and retrieves information. This volume emphasizes theoretical issues, such as classic memory approaches, Compound-Coordinate Bilingualism, Bilingual Dual Coding Theory, and Working Memory, about which relatively little has been written in the bilingual domain. Also covered are: * The neuropsychology of bilingual memory * Applied issues (such as false memories and bilingualism, emotion and memory) * Empirical findings in support of the uniqueness of the different memory systems of the bilingual individual * Connectionist models of bilingualism The volume represents the first book of its kind, in stressing a memory perspective with regards to bilingual speakers. It can serve as an advanced text for both undergraduate and graduate level students and it will be of great interest to the growing number of bilingual teachers and university classes interested in understanding the bilingual mind, as well as in preparing teachers to work with the bilingual individual.

This is an accessible survey of the linguistic issues facing children growing up in indigenous communities.All over the world there are children who learn one (or more) language at home and then have to learn another language when they attend school. In some cases this is because children come from immigrant backgrounds; in other cases children come from indigenous communities in countries which have been colonised. This book illustrates the linguistic diversity that can be found in such communities. It examines a wide range of factors which relate to the divergence between home and school language for children growing up in indigenous multilingual communities."Children's Language and Multilingualism" explains concisely and clearly why educators, health specialists, government bodies and politicians need to understand the importance of these differences for children's social and linguistic development, particularly in relation to education and social policy. Never far from the surface are the well-documented benefits of bi- and multilingualism in education nationally and internationally. This accessible survey of the linguistic issues facing children growing up in indigenous communities will be of interest to advanced students and researchers of multilingualism and language acquisition.

* Provides reader-friendly Biographic Biliteracy Profiles to illustrate the diverse ways that bilingual reading behaviors are enacted within a translanguaging context. * Introduces how Biographic Biliteracy Profiles can act as a type of transformative assessment that can shed light on how bilingual readers make sense of texts in the context of their home and school environments. * Offers in-depth analysis, narratives, and insights through the lens of 5 bilingual readers from Spanish, Greek, Japanese and English backgrounds * Examines the role of bilingual readers' identities in the process of becoming biliterate and translanguaging

'Bilingual Education: A Dialogue With The Bakhtin Circle' is the first book to make a connection between bilingual education and the theories of the Bakhtin Circle. The analysis is focused on language as a social entity from the perspective of Bakhtinian dialogic existence. The author includes a discussion of critical / radical pedagogy connected to Paulo Freire's dialogic pedagogy. Also addressed are the major laws and policies of bilingual education in the U.S. and the current debate involving English-only versus English-plus instruction.

"Focusing on the actual experiences of L2 students who travelled from their homes to foreign lands as part of a faculty-led, short-term SA program, the author explores the linkage between intercultural awareness and sensitivity, language development (e.g., sociopragmatic awareness), and identity reconstruction in young adult L2 learners"--Provided by publisher.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. It is funded by the University of Klagenfurt, Austria. Discussing key issues of current relevance and setting the tone for future research in world Englishes, this book provides new perspectives on the diverse realities of Englishes around the world. Written by an international team of established and renowned scholars, it is the inaugural volume in the new series Bloomsbury Advances in World Englishes, dedicated to advancing research in the field. Chapters discuss important topics in contemporary world Englishes research, including de-colonial approaches, emerging varieties in post-protectorates and international uses as communicative events to highlight the globalizing aspect of English as a semiotic code. The book also expands on cultural conceptualizations to investigate the connections between Englishes and localized cultural knowledge and ongoing changes and attitudes towards local forms in multilingual settings. Closing with an examination of how world Englishes and the use of English as a lingua franca could influence the future teaching of Englishes, Research Developments in World Englishes presents a detailed picture of contemporary research approaches and points the way towards exciting future directions.

This revised and updated second edition is an accessible companion designed to help science and technology students develop the knowledge, skills and strategies needed to produce clear and coherent academic writing in their university assignments. Using authentic texts to explore the nature of scientific writing, the book covers key areas such as scientific style, effective sentence and paragraph structure, and coherence in texts and arguments. Throughout the book, a range of tasks offers the opportunity to put theory into practice. The explorative tasks allow you to see how language works in a real scientific context, practice and review tasks consolidate learning and help you to develop your own writing skills, and reflective tasks encourage you to think about your own knowledge and experience, and bring this to bear on your own writing journey at university. Key features of the new edition include: * Updated content and additional tasks throughout * New chapters, covering writing in the sciences and writing at university * The introduction of reflective tasks * Up-to-date examples of authentic scientific writing Clear, engaging and easy-to-use, this is an invaluable tool for the busy science or technology student looking to improve their writing and reach their full academic potential.