The book is an in-depth and comprehensive analysis of the case of language in education reform and language policy controversies of Hong Kong over the initial two decades after 1997. It is a scholarly monograph of conscientious educators and researchers who have been active during the education reform, collaborating with different parties on school development and classroom teaching experiments. This book provides a multiple-perspective investigation into the education and language matters. Besides socio-political perspectives, this book also emphasizes the frontline educational and practical perspectives. The book explores the benefits and effective methods of mother-tongue and multi-lingual teaching that have emerged in the period. Based on the problematic experience of language purism and bifurcation in the reform, the book argues for an inclusive multilingual education policy with mother-tongue as the core. This book provides potential solutions and good practices to tackle the complex issues brought about by medium of instruction policy reforms in post-colonial times.

This unique volume brings together findings from six separate but interconnected studies, carried out over seven years in the same small bilingual elementary school. During a period of rapid gentrification in Austin, Texas, Hillside Elementary transformed from a predominantly Latinx, under-resourced and under-enrolled neighborhood school with a transitional bilingual program to a two-way dual language bilingual education (TWBE) school with a waiting list of middle-class families from across the school district. Chapter authors entered the context as researchers at various points along the timeline, with varied theoretical lenses, research questions, and methodological approaches. Most authors have also been parents or teachers at the school, and all were deeply invested in the school community and the education of bilingual students. They come together to argue that in order for a TWBE school to serve marginalized bilingual and BIPOC children and families, it must work collectively toward critical consciousness. Educators, parents, and students must learn to center the cultural, linguistic and racial/ethnic identities of marginalized families, and engage in ongoing dialogue at every level. The culminating product is a theme with variations: one context, one phenomenon, multiple varied positionalities and perspectives.

This edited book offers culturally-situated, critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings, showcasing authentic examples of how CLIL can be applied to different educational levels from primary to tertiary. The contributors offer a research-based, critical view of CLIL opportunities, challenges and implications in the following areas: teacher education, continuing professional development, assessment, teacher-student dialogue, translanguaging, coursebooks, bilingual education, authenticity, language development and thinking skills. This wide-ranging volume will appeal to students and scholars of English Language Teaching (ELT), language policy and planning, bi- and multilingualism, and applied linguistics more broadly.

This edited book presents a selection of new empirical studies in English for Specific Purposes (ESP) and English for Academic Purposes (EAP), showcasing the best practices of educators in their particular contexts. The chapters cover settings grouped into three main categories: L2 abilities and English as a medium of instruction in English/Spanish bilingual contexts; ESP in international contexts; and EAP and academic writing. The authors examine topics and contexts that have been under-explored in the literature to date, contributing to wider discussions of English-language mediation in educational settings and also touching on areas such as international mobility, migration, and social integration in multicultural environments. This book will be of interest to academics and practitioners in an interdisciplinary range of fields, including applied linguistics, language education policy, multilingualism, migration policy, and positive psychology and motivation.

Multilingualism is everywhere in our globalised society. Delving into the 'social life' of languages, John Edwards provides a brief yet compelling overview of multilingualism and its socio-cultural implications and consequences. Covering major topics including language origins, language death, lingua francas, pidgins, creoles and artificial languages, this book provides a complete introduction to what happens when languages meet. A vital primer for anybody interested in multilingualism, this new edition has been refreshed and updated, expanding its coverage and adding new topics such as linguistic imperialism, minority languages, and folk linguistics. A new chapter on recent developments covers the linguistic landscape, language planning, the 'new speaker' phenomenon and digital multilingualisms, and the addition of reflection questions at the end of each chapter encourages readers to consider their own experiences and the role and impact of multilingualism on the world around them. Accessibly written in an engaging style which assumes no prior knowledge, this book is an essential introduction for anybody interested in multilingualism and language.

Academic Discourse Socialization: Case Study on Multilingual Learners examines academic literacy development. Yutaka Fujieda draws on literacy autobiographies, reflective journals, final narratives, blog posts on Moodle, and individual and focus group interviews with multilingual students in a mandatory research seminar course to unpack their processes, experiences, and practices of academic literacy and academic identity construction. Fujieda argues that multilingual students' academic identities are co-constructed via various roles and a sense of belonging to the discourse community.

This book interrogates and problematises African multilingualism as it is currently understood in language education and research. It challenges the enduring colonial matrices of power hidden within mainstream conceptions of multilingualism that have been propagated in the Global North and then exported to the Global South under the aegis of colonial modernity and pretensions of universal epistemic relevance. The book contributes new points of method, theory and interpretation that will advance scholarly conversations on decolonial epistemology by introducing the notion of coloniality of language - a summary term that describes the ways in which notions of language and multilingualism in post-colonial societies remain colonial. The authors begin the process of mapping out what a socially realistic notion of multilingualism would look like if we took into account the voices of marginalised and ignored African communities of practice - both on the African continent and in the diasporas.

Researchers in applied linguistics have found medical and health contexts to be fertile grounds for study, from macro-levels of conceptual analyses to micro-levels of the "turn-by-turn." The rich array of health contexts include medical research itself, clinical encounters, medical education and training, caregivers and patients in everyday life - from the formal and ritualized to the ad hoc and ephemeral. This volume foregrounds the crucial role of applied linguists addressing real world problems, while simultaneously highlighting the varied ways that health can be understood as a rich site of language inquiry in its own right. Chapters cover a range of health topics including medical training, medical interaction, disability in education, health policy analysis and recommendations, multidisciplinary research teams, and medical ethics. While reporting and reflecting on their specific topics in clinical and health contexts, contributors also articulate their own hybrid identities as professional collaborators in health research, education, and policy.

This bilingual book provides a detailed overview of the project to construct a National Corpus of Contemporary Welsh (CorCenCC), addressing the conceptual and methodological challenges faced when developing language corpora for minoritised languages. A conceptual framework is presented for the user-driven design that underpinned the CorCenCC project, along with a detailed blueprint that can function as a scaffold for other researchers embarking on projects of this nature. This book will be of value to those working in language teaching, learning and assessment, language policy and planning, translation, corpus linguistics and language technology, and to anyone with an interest in Welsh and other minoritised languages. Mae'r llyfr dwyieithog hwn yn rhoi trosolwg manwl o'r prosiect i greu Corpws Cenedlaethol Cymraeg Cyfoes (CorCenCC), ac yn mynd i'r afael a'r heriau cysyniadol a methodolegol a wynebir wrth ddatblygu corpora iaith ar gyfer ieithoedd lleiafrifoledig. Cyflwynir fframwaith cysyniadol ar gyfer y cynllun wedi'i yrru gan ddefnyddwyr sy'n greiddiol i brosiect CorCenCC, ynghyd a glasbrint manwl a all weithredu fel sgaffald i ymchwilwyr eraill sy'n dechrau ar brosiectau o'r fath. Bydd y llyfr hwn o werth i'r rhai sy'n gweithio ym meysydd addysgu, dysgu ac asesu ieithoedd, polisi iaith a chynllunio ieithyddol, cyfieithu, ieithyddiaeth gorpws a thechnoleg iaith, ac unrhyw un a diddordeb yn y Gymraeg ac ieithoedd lleiafrifoledig eraill.

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.

The book explores the nature of academic literacy in EMI; the ways in which EMI is implemented in different contexts; issues related to teaching and learning through the medium of English; teaching challenges and coping strategies used by EMI teachers; support for EMI through EAP; the professional development needs of EMI teachers; approaches to the evaluation of EMI programs.

This book examines Transnational Chinese Language Education (TCLE) in the Australian context. Taking a post-monolingual perspective, the authors examine Chinese teachers' monolingual and multilingual practices and mindsets in their educational practices. They find that a Chinese-centric monolingual mindset dominates the Chinese teachers, while a multilingual mindset permeates in their classroom teaching, creating an unconscious tension between the two perspectives. The book proposes that it is the responsibility of teacher educators to train future Chinese teachers with an awareness of this issue, as well as suitable strategies to overcome it and be efficient language teachers. This book will be of interest to applied linguists, pre-service and in-service language teachers, as well as students and scholars of Teaching Chinese to Speakers of Other Languages (TCSOL).

This book offers a comprehensive report on a three-year, cross-cultural, critical participatory action research study, conducted in children's homes and communities in Fiji. This project contributed to building sustainable local capacity in communities without access to early childhood services, so as to promote preschool children's literacy development in their home languages and English. The book includes rich descriptions of the young children's lived, multilingual literacy practices in their home and community contexts. This work advances research-based practices for fostering young children's multilingual literacy and building community capacity in a post-colonial Pasifika context; further, it shares valuable insights into processes and complexities that are inherent to multiliteracy and cross-cultural research.

These essays bring home the most challenging observations of postmodernism—multiple identities, the fragility of meaning, the risks of communication. Sommer asserts that many people normally live—that is, think, feel, create, reason, persuade, laugh—in more than one language. She claims that traditional scholarship (aesthetics; language and philosophy; psychoanalysis, and politics) cannot see or hear more than one language at a time. The goal of these essays is to create a new field: bilingual arts & aesthetics which examine the aesthetic product produced by bilingual diasporic communities. The focus of this volume is the Americas, but examples and theoretical proposals come from Europe as well. In both areas, the issue offers another level of complexity to the migrant and cosmopolitan character of local societies in a global economy.

This edited book brings together an international cast of contributors to examine how academic literacy is learned and mastered in different tertiary education settings around the world. Bringing to the fore the value of qualitative enquiry through ethnographic methods, the authors illustrate in-depth descriptions of genre knowledge and academic literacy development in first and second language writing. All of the data presented in the chapters are original, as well as innovative in the field in terms of content and scope, and thought-provoking regarding theoretical, methodological and educational approaches. The contributions are also representative of both novice and advanced academic writing experiences, providing further insights into different stages of academic literacy development throughout the career-span of a researcher. Set against the backdrop of internationalisation trends in Higher Education and the pressure on multilingual academics to publish their research outcomes in English, this volume will be of use to academics and practitioners interested in the fields of Languages for Academic Purposes, Applied Linguistics, Literacy Skills, Genre Analysis and Acquisition and Language Education.

This volume aims to capture evidence of marginalized voices in various contexts globally and show how speakers seek to reclaim their voices and challenge power relations. The chapters reveal how speakers actively confront inequities in society such as the unequal distribution of resources. Through bottom-up initiatives and conscious involvement in language use, documentation and the development of language domains, speakers can address issues of language-based marginalization, (re)establish linguistic human rights and reclaim their linguistic and cultural identity. Chapters in the volume explore commitments to democratic participation, to voice, to the heterogeneity of linguistic resources and to the political value of sociolinguistic understanding. Drawing upon the framework of linguistic citizenship, they link questions of language to sociopolitical discourses of justice, rights and equity, as well as to issues of power and access within a political and democratic framework.

This edited volume unpacks the familiar concepts of language, literacy and learning, and promotes dialogue and bridge building within and across these concepts. Its specific interest lies in bridging the gap between Literacy Studies (or New Literacy Studies), on the one hand, and SLA and scholarship in learning in multilingual contexts, on the other. The chapters in the volume center-stage empirical analysis, and each addresses gaps in the scholarship between the two domains. The volume addresses the need to engage with the concepts, categorizations and boundaries that pertain to language, literacy and learning. This need is especially felt in our globalized society, which is characterized by constant, fast and unpredictable mobility of people, goods, ideas and values. The editors of this volume are founding members of the Nordic Network LLL (Language, Literacy and Learning). They have initiated a string of workshops and have discussed this theme at Nordic meetings and at symposia at international conferences.

Spanish in New York is a groundbreaking sociolinguistic analysis of immigrant bilingualism in a U.S. setting. Drawing on one of the largest corpora of spoken Spanish ever assembled for a single city, Otheguy and Zentella demonstrate the extent to which the language of Latinos in New York City represents a continuation of structural variation as it is found in Latin America, as well as the extent to which Spanish has evolved in New York City. Their study, which focuses on language contact, dialectal leveling, and structural continuity, carefully distinguishes between the influence of English and the mutual influences of forms of Spanish with roots in different parts of Latin America.
Taking variationist sociolinguistics as its guiding paradigm, the book compares the Spanish of New Yorkers born in Latin America with that of those born in New York City. Findings are grounded in a comparative analysis of 140 sociolinguistic interviews of speakers with origins in Colombia, Cuba, Dominican Republic, Ecuador, Mexico and Puerto Rico. Quantitative analysis (correlations, anovas, variable hierarchies, constraint hierarchies) reveals the effect on the use of subject personal pronouns of the speaker's gender, immigrant generation, years spent in New York, and amount of exposure to English and to varieties of Spanish. In addition to these speaker factors, structural and communicative variables, including the person and tense of the verb and its referential status, have a significant impact on pronominal usage in New York City.

This book analyses changing views on bilingualism in Cognitive Psychology and explores their socio-cultural embeddedness. It offers a new, innovative perspective on the debate on possible cognitive (dis)advantages in bilinguals, arguing that it is biased by popular "language myths", which often manifest themselves in the form of metaphors. Since its beginnings, Cognitive Psychology has consistently modelled the coexistence between languages in the brain using metaphors of struggle, conflict and competition. However, an ideological shift from nationalist and monolingual ideologies to the celebration of bilingualism under multicultural and neoliberal ideologies in the course of the 20th century fostered opposing interpretations of language coexistence in the brain and its effects on bilinguals at different moments in time. This book will be of interest to students and scholars of Cognitive Psychology, Psycholinguistics, Multilingualism and Applied Linguistics, Cognitive and Computational Linguistics, and Critical Metaphor Analysis.

This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher-researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher-researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualised translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher-researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.

This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher-researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher-researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualised translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher-researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.

Shows how corpora can be used for language learning and teaching Examines the state-of-the-art in DDL research, in light of the available empirical evidence on both etic and emic dimensions, while placing particular emphasis on the methodological gaps Illustrates the main methodological challenges in researching DDL, from corpus resource selection to empirical evaluation of its pedagogical effectiveness, and describes how they can be overcome Demonstrates, by means of an in-depth case study, how the guidelines provided above can be applied when researching DDL effects in a specific second language learning and teaching context while outlining some desirable avenues for future research and pedagogical practice Of interest to those conducting research in corpus linguistics and teaching in the Italian domain, but also to those working with other languages

This book examines everyday literacy in English as a foreign language (EFL). Focusing on the out-of-school literacy practices of teenagers in Athens, Greece, it challenges the notion that classrooms are the only contexts which provide exposure to English for learners. The author demonstrates that English can be a powerful resource for teenagers, as a symbolic tool granting them additional means of communication and self-expression. In doing so, she makes an original contribution to the areas of literacy, language education, and applied linguistics.

This volume is an important instalment in the rapidly expanding literature on multilingualism in education and language teaching. Within multilingual studies the volume is highly innovative in its application of the concept, theory and perspectives of the Dominant Language Constellations (DLC). The volume reports original research on language education policy and practice which address contemporary DLC-informed multilingualism within family settings and institutional domains such as teacher education, primary and secondary schooling, and higher education. Deploying the DLC concept as an analytical and conceptual category the chapters explore both personal and institutional life of multilingualism, enriched through visualizations. Specific chapters examine issues connected to career opportunities of adults of refugee background in Norway, multilingual transnational couples, and language teacher preparation in settings as diverse as Austria, Canada, Finland, Iceland, Israel, and the Basque Country and Catalonia in Spain. This volume is of direct relevance to coursework students and researchers pursuing programs in education, linguistics, applied linguistics, sociolinguistics and multilingualism, but will also attract interest in disciplines such as social work and psychology. Additionally the volume will appeal to members of the general public wishing to acquaint themselves with current research and thinking on critical issues in multilingual studies, such as learning experiences within and beyond classrooms, and aspects of public policy and institutional decision-making processes.

This book explores multilingualism as a resource and goal at school in contexts of student diversity and institutional monolingualism. Combining translanguaging theory and sociocultural theory, the author proposes a framework for the learning and use of both foreign and heritage languages across the curriculum in mainstream schools. By clearly linking language practices to teaching and learning objectives, the book aims to support school leaders and practitioners make informed decisions about how best to promote multilingualism in their school, as well as to enhance the learning outcomes of bi/multilinguals. In addition to school leaders and practitioners, it will be of interest to students and academics in the fields of bilingual education and TESOL, as well as applied linguistics and language teaching more broadly.