This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families' communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.

Psychophysiological Methods in Language Research: Rethinking Embodiment in Studies of Linguistic Behaviors by Bahiyyih Hardacre is a guide for adopting a transdisciplinary and multidimensional approach to language research. Language research areas that could benefit from psychophysiological methods are first/second/foreign language learning, teaching, use, assessment, performance, anxiety, motivation, attitudes, ideologies, perceptions, and identities, among others. To aid researchers in deciding on a suitable physiological measurement method, this book provides an overview of each of the most popular physiological measurements today, along with their potential applications in language research. Bahiyyih Hardacre explains what each of the physiological methods can tell us, illustrates how each physiological method can inform language research by citing a few language studies that used that particular measurement, and provides information about the appropriate procedures for data collection and data processing.

Drawing on experiences of ESOL teachers from around the world, this book provides insights into how peer learning is understood and used in real language classrooms. Based on survey responses, interviews, and observations in a wide range of classroom settings, this book integrates research on peer interaction in second language learning from cognitive and social frameworks with original data on teacher beliefs and practices around the use of peer learning in their teaching. Readers will gain understanding, through teacher's own words, of how peer interaction is used to teach linguistic form, how learners collaborate to develop oral and written communication skills, and how technology is used with peer learning. This book also delineates the ways that current second language peer interaction research diverges from classroom practice, concluding with a classroom-centred research agenda that addresses the nexus of research and practice on second language peer interaction. The book provides a template for integrating research-based and practice-based perspectives on second language learning. Language teachers, teacher educators, second language researchers, and advanced students of applied linguistics, SLA, TESOL, and language pedagogy will benefit from this volume's perspective and unique work.

This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners' languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migration contexts from pre-school to university. The book opens with an exploration of the relationship between language ideologies and policies with respect to the inclusion of learners for whom the language of education is not the language spoken in the home. The following section focuses on innovative pedagogical practices which allow migrants to be socially, culturally and institutionally included at school and at university while using their plurilingual competences as resources for learning/teaching and allowing them to fully realise their potential.

This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners' languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migration contexts from pre-school to university. The book opens with an exploration of the relationship between language ideologies and policies with respect to the inclusion of learners for whom the language of education is not the language spoken in the home. The following section focuses on innovative pedagogical practices which allow migrants to be socially, culturally and institutionally included at school and at university while using their plurilingual competences as resources for learning/teaching and allowing them to fully realise their potential.

- 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.

The collected essays in this volume present an overview and state-of-the-field of traditional and recently developed methodological approaches to the study of bilingual reading comprehension. It critically reviews and examines major findings from classical behavioral approaches such as the visual moving window, rapid-serial visual presentation (RSVP), and eye-tracking, as well as newly developing neuropsycholinguistic methodologies such as Event-Related Potentials (ERPS), and Functional Magnetic Resonance Imaging (fMRI). Written to address a timely topic, Methods in Bilingual Reading Comprehension Research updates the field of bilingual reading by critically examining the contributions of the various behavioral and technologically-based reading techniques used to understand psychological processes underlying written language comprehension. Each topic is covered first from a theoretical, and then from an experimental, viewpoint. Moreover, the volume contributes to the development and establishment of Bilingual Reading as a subfield of bilingual sentence processing and fills a significant gap in the literature on bilingual language processing and thought. Significantly, Methods in Bilingual Reading Comprehension Research presents an overall view of some of the typical psycholinguistic techniques and approaches, as well as proposing other possible tasks that may prove viable in investigating such theoretical issues as bilingual lexical ambiguity resolution, or how bilingual speakers might resolve multiple sources of potentially conflicting information as they comprehend sentences and discourse during the communicative process. In addition, to aid reader comprehension and encourage readers to acquire "hands on" experience in the creation and development of experiments in the realm of bilingual reading research, each chapter includes a list of key words, suggested student research projects, and questions to both help the reader review the chapter and expand upon the reading. With its comprehensive coverage of a crucial subfield of psycholinguistics and language processing, Methods in Bilingual Reading Comprehension Research is an invaluable and informative resource for all students and researchers in bilingualism, neurolinguistics, bilingual cognition, and other related fields.

Multilingual learners (MLs) students spend most of their school time with their teachers, who often feel professionally unprepared to meet their linguistically diverse students' needs. As such, preparing teachers for increasing numbers of multilingual learners (MLs) has become a critical factor in promoting equity and success for all students in our global society. This book explores and highlights the reflective narratives of teacher educators, in-service, and preservice teachers. It shows how these narratives are grounded in their personal lives, professional training, and daily teaching, and how they can unfold the complexities in their various experiences and the rich implications for MLs teaching and teacher preparation. The book presents papers that utilize teachers' reflective narratives to prepare and train teachers who are or will be working with MLs. It discusses the challenges and implications of teaching groups of MLs made up of diverse learners, including immigrants, refugees, and learners with disabilities. 'This book seeks to change the narrative of some of our most vulnerable student populations by giving voice to the experiences, challenges, success, and best practices encountered in the international education landscape. The power contained within each chapter is the systematic and intentional reflections that bring the marginalized stories to the center of the discussion. Anyone seeking an understanding of how reflective narrative can build equity and social justice for multilingual learners will appreciate the breadth of experience described. This understanding is critical for culturally and linguistically diverse teaching and learning.' Jordan Gonzalez, Ph.D., St. John's University, NY

Content and language integrated learning (CLIL) is an increasingly popular educational approach given its dual focus on enabling learners to acquire subject-matter through an additional language, while learning this second language in tandem with content. This handbook provides a comprehensive overview of recent CLIL developments, illustrating how CLIL has been uniquely conceptualized and practiced across educational and geographical contexts. Divided into six sections, covering language and language teaching, core themes and issues, contexts and learners, CLIL in practice, CLIL around the world and a final section looking forward to future research directions, every chapter provides a balanced discussion of the benefits, challenges and implications of this approach. Representing the same diversity and intercultural understanding that CLIL features, the chapters are authored by established as well as early-career academics based around the world. The Routledge Handbook of Content and Language Integrated Learning is the essential guide to CLIL for advanced students and researchers of applied linguistics, education and TESOL.

This book revolves around educating recently arrived immigrant youth in the US who are emergent bilinguals. Drawing on a seven-year research collaboration with three ESL teachers in an urban secondary school in the US, it addresses questions around taking a critical approach to language and literacy education and what this looks like in everyday practice, as well as how recently arrived youth and emergent bilinguals participate in critical language and literacy education, and what can be learned and developed as a result. The chapters illustrate the praxis of critical language and literacy education undertaken by everyday ESL teachers; curricular materials and pedagogical practices that promote youths' engagement with, and analysis of, words and worlds; and finally, a methodological and relational approach to researching with classroom teachers. The book introduces teaching practices such as dialogic problem-posing, translanguaging and translation, the use of multimodal texts, and youth research on language. Arguing for the potential power of critical language and literacy education for immigrant youth and their teachers, this book will benefit educators, researchers, and graduate students in the fields of language and literacy, second language acquisition (SLA), ESL and TESOL pedagogy, and in curriculum studies, education of immigrant children and youth, and multicultural issues in education.

This book offers new insights into transnational family life in today’s digital age, exploring the media resources and language practices parents and children employ toward maintaining social relationships in digital interactions and constructing transnational family bonds and identities. The book seeks to expand the boundaries of existing research on family multilingualism, in which digital communication has been little studied until now. Drawing on ethnographic studies of four families of Senegalese background in Norway, Lexander and Androutsopoulos develop an integrated approach which weaves together participants’ linguistic choices for situated interaction, the affordances of digital technologies, and the families’ language and media ideologies. The book explores such key themes as the integration of linguistic and media resources in family repertoires, creative practices of digital translanguaging, engagement in diaspora practices, and opportunities of digital communication for the development of children's heritage language skills. With an innovative perspective on ‘doing family’ in the digital age, this book will be of interest to students and scholars in multilingualism, sociolinguistics, digital communication, language and communication, and language and media.

• Offers advanced students, researchers, and university administrators with the state of the art in research and practical, evidence-based insights on heritage language program administration/direction and curriculum development, in order to understand and provide quality education to HL learners through effective HL program direction. • Meets a need for synthesis of the great increase in work on heritage language learners and university-based programs, heretofore covered in articles and individual chapters but not all in one place on the book level. Makes much-needed connections between the research literature and practice in developing programs and curricula. • The first book that discusses this subject, full stop. A few books focus on L2, ESL, or FL language program direction but they lack any attention to heritage language learners.

This book is about the challenges that come with initiatives to develop a more humanized, intersectional and negotiable landscape for English Language Teaching (ELT). It sets out to problematize ingrown and ingrained practices in English teaching, weaving together obscured practices, undisclosed agendas and ideologically motivated (inter)actions to expose the unspoken agendas at work. Drawing on his own experience of being part of an English as a Lingua Franca (ELF) programme at an urban Japanese university, the author presents a case for rethinking language education in Japan. This book will be of interest to applied linguists, language teachers and teacher trainers, cultural anthropologists, and anyone interested in the cultural politics of education, especially language education.

This book examines the writing practices of three adult multilingual writers through the prism of their writing in English as an additional language. It illustrates some of the social, cultural and political contexts of the writers' literacy activities and discusses how these impact their literate and intellectual lives. It reflects on the para- and meta-textual dimensions of writing because organic writing practices are almost always performed within sociocultural and power-relational contexts. In our highly compartmentalized educational structures, writing education has been severed from those organic components, focusing mainly on writing stylistics. This book proposes creating space for organic writing practices in our everyday writing pedagogies, and argues for a writing pedagogy that acknowledges the complex interactions of social, emotional and identity-related layers of writing.

This book examines the writing practices of three adult multilingual writers through the prism of their writing in English as an additional language. It illustrates some of the social, cultural and political contexts of the writers' literacy activities and discusses how these impact their literate and intellectual lives. It reflects on the para- and meta-textual dimensions of writing because organic writing practices are almost always performed within sociocultural and power-relational contexts. In our highly compartmentalized educational structures, writing education has been severed from those organic components, focusing mainly on writing stylistics. This book proposes creating space for organic writing practices in our everyday writing pedagogies, and argues for a writing pedagogy that acknowledges the complex interactions of social, emotional and identity-related layers of writing.

This book takes a distinctive approach to exploring the experiences and identities of minoritized Latinx mothers who are raising a child who is labeled as both an emergent bilingual and dis/abled. It showcases relationships between families and schools and reveals the myriad of ways in which school-based decisions regarding disability, language and academic placement impact family dynamics. Treating the mothers as experts, this book uses testimonios to explore not only what mothers know but also how they develop funds of knowledge and how they apply them to their child's education. The stories shed light on how mothers perceive their child's disability, how they engage with their child and the value they place on bilingualism. The narratives reveal the complex lives mothers lead and the ways in which they strive to meet the academic and socioemotional needs of their children, regardless of the financial, physical and emotional costs to them. This book has significant implications for researchers and professionals working in bilingual education, special education, inclusive education and disability studies in education.

This book is intended to introduce novice student researchers to second language acquisition in the study abroad learning environment. It reviews the existing literature and provides the emerging researcher an overview of the important factors to consider, informs them where to begin, and how to move forth an agenda for future research in this field. The book recognizes that aside from the academic advantages, study abroad programmes are an excellent tool for fostering extended and relevant interaction with native speakers. It provides reflection questions and activities, and guides the novice researcher in critically analysing existing research and to eventually carry out their own study. The book will be of use to beginning researchers who are new to linguistics in the areas of study abroad and second language acquisition.

• This state-of-the-art text reviews, evaluates, and reflects on L2 development across the lifespan as a complex variable that is both socio-cultural as well as maturational in nature – with a chronological chapter lineup from infant bilinguals to L2 learners in adolescence, adulthood, and older age. • Offers in-depth discussion of highly pertinent yet underresearched topics, like L2 learners in older individuals, as well as an innovative chapter on L2 learning in the context of cross-cultural/binational/plurilingual romantic relationships, in both cases with diverse circumstances, motivations, and outcomes. • The first book taking on this area in its fullness and in a way accessible to students and non-specialist – with a concerted, authored text. Previous works are focused on one age cohort, edited volumes rather than unified authored books, and the most closely competing books were published over a decade (and sometimes over three decades) ago.

A hands-on guide for practitioners, this book prepares instructors to teach in-sessional English for Academic Purposes (ISEAP) higher education courses. As university cohorts become more diverse, there is demand for in-sessional EAP courses not only to support international students, but also increasingly as a provision for all students. This informative resource explores the varying formats of ISEAP courses and how they are embedded within and alongside students’ degree programmes in the United Kingdom and beyond. In accessible chapters, authors Neil Adam Tibbetts and Timothy Chapman present illuminating findings drawn from interviews conducted with experts in the field and highlight the challenges that students and practitioners face. Avoiding prescriptive recommendations, Tibbetts and Chapman address different models and contexts of ISEAP courses at the university level and offer guidance and tools for practice. Covering key topics such as pedagogies, logistical challenges, and the wider university context, this book not only provides a roadmap to the often ill-defined but essential domain of ISEAP but also provokes questions and ideas for further reflection, guiding the reader towards a deeper understanding of their role and development in context. Engaging and inviting, Tibbetts and Chapman’s helpful text is a necessary resource for teachers to design and lead successful ISEAP courses.

This comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners’ task performance and language acquisition. It provides a long overdue update on the role of the learner in task-based language teaching (TBLT). The book brings together theoretical background and major constructs, established and innovative methodological and technological tools, cutting-edge findings, and illuminating suggestions for future work. A group of expert scholars from around the world synthesize the state of the art, detail how to design and conduct empirical studies, and authoritatively set the agenda for future work in this critical, emerging area of language learning and instructional design. With a variety of helpful features like suggested research, discussion questions, and recommended further readings, this will be an invaluable resource to advanced students and researchers of second language acquisition, applied linguistics, psychology, education, and related areas.

Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children's development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.

Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children's development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.

A COUNTERNARRATIVE This groundbreaking book uncovers how anti-Black racism has informed and perpetuated anti-literacy laws, policies, and customs from the colonial period to the present day. As a counternarrative of the history of Black literacy in the United States, the book's historical lens reveals the interlocking political and social structures that have repeatedly failed to support equity in literacy for Black students. Arlette Ingram Willis walks readers through the impact of anti-Black racism's impact on literacy education by identifying and documenting the unacknowledged history of Black literacy education, one that is inextricably bound up with a history of White supremacy. Willis analyzes, exposes, illuminates, and interrogates incontrovertible historical evidence of the social, political, and legal efforts to deny equal literacy access. The chapters cover an in-depth evolution of the role of White supremacy and the harm it causes in forestalling Black readers' progress; a critical examination of empirical research and underlying ideological assumptions that resulted in limiting literacy access; and a review of federal and state documents that restricted reading access for Black people. Willis interweaves historical vignettes throughout the text as antidotes to whitewashing the history of literacy among Black people in the United States and offers recommendations on ways forward to dismantle racist reading research and laws. By centering the narrative on the experiences of Black people in the United States, Willis shifts the conversation and provides an uncompromising focus on not only the historical impact of such laws and policies but also their connections to present-day laws and policies. A definitive history of the instructional and legal structures that have harmed generations of Black people, this text is essential for scholars, students, and policymakers in literacy education, reading research, history of education, and social justice education.

A COUNTERNARRATIVE This groundbreaking book uncovers how anti-Black racism has informed and perpetuated anti-literacy laws, policies, and customs from the colonial period to the present day. As a counternarrative of the history of Black literacy in the United States, the book's historical lens reveals the interlocking political and social structures that have repeatedly failed to support equity in literacy for Black students. Arlette Ingram Willis walks readers through the impact of anti-Black racism's impact on literacy education by identifying and documenting the unacknowledged history of Black literacy education, one that is inextricably bound up with a history of White supremacy. Willis analyzes, exposes, illuminates, and interrogates incontrovertible historical evidence of the social, political, and legal efforts to deny equal literacy access. The chapters cover an in-depth evolution of the role of White supremacy and the harm it causes in forestalling Black readers' progress; a critical examination of empirical research and underlying ideological assumptions that resulted in limiting literacy access; and a review of federal and state documents that restricted reading access for Black people. Willis interweaves historical vignettes throughout the text as antidotes to whitewashing the history of literacy among Black people in the United States and offers recommendations on ways forward to dismantle racist reading research and laws. By centering the narrative on the experiences of Black people in the United States, Willis shifts the conversation and provides an uncompromising focus on not only the historical impact of such laws and policies but also their connections to present-day laws and policies. A definitive history of the instructional and legal structures that have harmed generations of Black people, this text is essential for scholars, students, and policymakers in literacy education, reading research, history of education, and social justice education.

This volume introduces theory-to-practice-based critical pedagogy grounded in Paulo Freire’s scholarship to language and literacy learning settings. The chapters present authentic experiences of teacher-scholars, feature real-world examples and activities ready for implementation in the classroom, and provide nuanced guidance for future teachers. The examples and activities from teacher-scholars place critical pedagogy at the heart of classroom contexts and cover key topics, including place-based pedagogy, contemplative pedagogy, technology within the classroom, and translingual and multimodal paradigms. The chapters include further readings and discussion questions that challenge assumptions and promote deeper reflection, and can be modified for different teaching contexts. This practical volume is essential reading for students and scholars in TESOL and critical pedagogy.