This textbook introduces current thinking on English as a global language and explores its role in intercultural and transcultural communication. It covers how English functions as a lingua franca in multilingual scenarios alongside other languages in a wide variety of global settings, and the fluid and dynamic links between English, other languages, and cultural identities and references. The implications for English language teaching (ELT), academia, business, and digital communication are explored. Contemporary research and theory are presented in an accessible manner, illustrated with examples from current research, and supported with discussions and tasks to enable students to relate these ideas to their own experiences, needs, and interests. Each chapter contains activities to help students orientate towards the topic, reflect on personal experiences and opinions, and check their understanding. Additionally, a detailed glossary of key terminology in Global Englishes and Intercultural Communication is provided. Exploring in depth the links between Global Englishes, Intercultural Communication research, and Transcultural Communication reasearch, this is key reading for all advanced students and researchers in Global or World Englishes, English as a Lingua Franca (ELF), and Intercultural Communication.

This textbook introduces current thinking on English as a global language and explores its role in intercultural and transcultural communication. It covers how English functions as a lingua franca in multilingual scenarios alongside other languages in a wide variety of global settings, and the fluid and dynamic links between English, other languages, and cultural identities and references. The implications for English language teaching (ELT), academia, business, and digital communication are explored. Contemporary research and theory are presented in an accessible manner, illustrated with examples from current research, and supported with discussions and tasks to enable students to relate these ideas to their own experiences, needs, and interests. Each chapter contains activities to help students orientate towards the topic, reflect on personal experiences and opinions, and check their understanding. Additionally, a detailed glossary of key terminology in Global Englishes and Intercultural Communication is provided. Exploring in depth the links between Global Englishes, Intercultural Communication research, and Transcultural Communication reasearch, this is key reading for all advanced students and researchers in Global or World Englishes, English as a Lingua Franca (ELF), and Intercultural Communication.

This book proposes a new paradigm for English language teaching based on concepts from English for Specific Purposes (ESP) research and applications as well as from growing evidence relating pattern recognition to language learning ability. The contributors to the volume argue that learners should not try to become proficient all-around users of 'idealistic native-like' English, but instead should be realistic about what they need to acquire and how to go about achieving their specific goals. The book discusses the present situation by describing the status quo of English language education in Japan, taking into consideration recent trends of CLIL (content and language integrated learning), EMI (English medium instruction), and TBLT (task-based language teaching) as well as the work done on the Common European Framework of Reference for Languages (CEFR). It introduces new movements in ESP in Japan and in other Asian regions, covering topics ranging from genre analysis to corpus linguistics, and presents application examples of ESP practice in a range of educational situations in Japan from the graduate school level to elementary and middle school contexts. It also offers readers application examples of ESP practice in a range of business settings and expands the discussion to the global sphere where EAP and ESP are gaining importance as the number of ELF (English as a Lingua Franca) speakers continue to increase. The book will be of great interest to academics, researchers, and post-graduate students working in the fields of EFL and ESL.

Combining the World Englishes framework with First Language Acquisition methodology, this book investigates children's acquisition of L1 English in the context of multilingual Singapore, one of the traditional Kachruvian Outer Circle or ESL countries. The book investigates language choice, use, and dominance in Singaporean families, identifies common linguistic characteristics of L1 Singapore English, as well as the acquisitional route that Singaporean children take. It discusses characteristics at the different levels of language organization, i.e., phonological, morphosyntactic, lexical, and pragmatic features, drawing on a variety of systematically elicited data and Praat-based acoustic analyses. Comparing the results to similar data obtained from children living in England (both mono- and bi-/multilingual), the book also sheds light on how the acquisitional steps taken by Singaporean children differ from or are similar to traditional native speakers of English and children from immigrant families in England.

Presenting comprehensive research conducted with learners and educators in a range of settings, this volume showcases self-reflection as a powerful tool to enhance student learning. The text builds on empirical insights to illustrate how language professionals can foster critical self-reflection amongst learners of English as an additional language. This text uses ecologically sensitive practitioner research that addresses issues of both practical and pedagogical significance in the fields of TESOL, language teaching and learning, and teacher education. By synthesizing interdisciplinary research and theory, chapters show how various types of self-reflection-including guided and non-guided; group and individual forms; and written, oral, and technology-mediated reflection-can promote autonomous, self-regulated learning amongst students at various levels. Whilst offering readers a strong grounding in the theoretical and empirical knowledge that supports self-reflection, the volume gives constant attention is given to praxis, with a focus on effective pedagogical strategies and tools needed to implement, encourage, and evaluate critical learner reflection in readers' own teaching or research. This volume will be a critical resource for language-teaching professionals interested in critical learner reflection, including in-service, pre-service, and teacher educators in the field of TESOL. Scholars and researchers in the fields of applied linguistics and language education more broadly will find this volume valuable.

The principles for enabling children to become fully proficient multilinguals through schooling are well known. Even so, most indigenous/tribal, minority and marginalised children are not provided with appropriate mother-tongue-based multilingual education (MLE) that would enable them to succeed in school and society. In this book experts from around the world ask why this is, and show how it can be done. The book discusses general principles and challenges in depth and presents case studies from Canada and the USA, northern Europe, Peru, Africa, India, Nepal and elsewhere in Asia. Analysis by leading scholars in the field shows the importance of building on local experience. Sharing local solutions globally can lead to better theory, and to action for more social justice and equality through education.

To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens. The chapters offer complex global perspectives - with contributions from five continents - to open critical conversations on how to conceptualize and implement translanguaging in teacher education and classrooms of various contexts. The researchers exhibit a shared commitment to transforming TESOL profession that values teachers' and learners' full linguistic repertoires. This volume should prove a valuable resource for students, teachers, and researchers interested in English teaching and learning, applied linguistics, second language acquisition, and social justice.

Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students' learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, the book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings. "The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/ISBN, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This introduction to visualization techniques and statistical models for second language research focuses on three types of data (continuous, binary, and scalar), helping readers to understand regression models fully and to apply them in their work. Garcia offers advanced coverage of Bayesian analysis, simulated data, exercises, implementable script code, and practical guidance on the latest R software packages. The book, also demonstrating the benefits to the L2 field of this type of statistical work, is a resource for graduate students and researchers in second language acquisition, applied linguistics, and corpus linguistics who are interested in quantitative data analysis.

This introduction to visualization techniques and statistical models for second language research focuses on three types of data (continuous, binary, and scalar), helping readers to understand regression models fully and to apply them in their work. Garcia offers advanced coverage of Bayesian analysis, simulated data, exercises, implementable script code, and practical guidance on the latest R software packages. The book, also demonstrating the benefits to the L2 field of this type of statistical work, is a resource for graduate students and researchers in second language acquisition, applied linguistics, and corpus linguistics who are interested in quantitative data analysis.

This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers' knowledge base-their specialized knowledge, skills, competencies, and commitments-vis-a-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.

This practical resource book showcases both the theory and practical application for teacher educators in diverse contexts bringing a global Englishes perspective into their teacher education courses, both at pre- and in-service levels. The recent Global Englishes paradigm serves as a promising response to the complexity of identity, interaction, use, and instruction surrounding the English language. It is increasingly important to enhance teachers' knowledge base-their specialized knowledge, skills, competencies, and commitments-vis-a-vis the changing needs of English Language Teaching. The chapters in the book provide accessible theoretical orientation to different aspects of the Global Englishes paradigm, from instructional materials to language assessment, and are complemented by a range of practical applications that promote teacher development. The volume is recommended as a viable professional development resource for teacher educators who are looking for activities and resources in preparing teachers for diverse teaching contexts, realities, affordances, and constraints.

It's no secret that parents want their children to have the lifelong cultural and intellectual advantages that come from being bilingual. Parents spend millions of dollars every year on classes, computer programs, and toys, all of which promise to help children learn a second language. But many of their best efforts (and investments) end in disappointment.

In "The Bilingual Edge," professors and parents King and Mackey wade through the hype and provide clear insights into what actually works. No matter what your language background is--whether you never passed Spanish in high school or you speak Mandarin fluently--King and Mackey will help you:

select the language that will give your child the most benefits

find materials and programs that will assist your child in achieving fluency

identify and use your family's unique traits to maximize learning

Fancy private schools and expensive materials aren't needed. Instead, "The Bilingual Edge" translates the latest research into interactive strategies and quick tips that even the busiest parents can use.

Bilingual education is one of the fastest growing disciplines within applied linguistics. This book includes the work of 20 specialists working in various educational contexts across Europe, Latin America and North America to create a volume which is both comprehensive in scope and multidimensional in its coverage of current bilingual initiatives. The central themes of this volume, which draws on past experiences of bilingual education, include issues in language use in classrooms at elementary, secondary and tertiary levels; participant perspectives on bilingual education experiences; and the language needs of bi- and multilingual students in monolingual schools. This collection will be of interest to teachers and administrators in bi- and multilingual education programs, as well as scholars working in the field of language education.

Extensive Reading is an innovative resource bridging theory and practice for those seeking to learn about extensive reading (ER) for L2 students' language development, including ways to motivate students to read extensively and to assess learning. Grounded in contemporary theory and the latest research both on ER and motivation, experts Sue Leather and Jez Uden offer a rich array of original activities to help teachers in the classroom and beyond with this effective but difficult-to-implement pedagogical tool. Advanced students, researchers, teacher trainers, and pre- and in-service teachers - and ultimately their students themselves - will benefit from this book.

This volume brings together researchers whose analysis and insights provide a comprehensive and up-to-date account of Singapore's rich linguistic diversity. Applying a combination of descriptive, empirical, and theoretical approaches, the authors investigate not only official languages such as English, Mandarin, Malay, and Tamil, but also minority languages such as the Chinese vernaculars and South Asian and Austronesian languages. The chapters in this volume trace the historical development, contemporary status, and functions of these languages, as well as potential scenarios for the future. Exploring the tension between language policies and linguistic realities in Singapore, the contributions in this volume capture the shifting educational, political, and societal priorities of the community through its past and contemporary present.

This volume brings together researchers whose analysis and insights provide a comprehensive and up-to-date account of Singapore's rich linguistic diversity. Applying a combination of descriptive, empirical, and theoretical approaches, the authors investigate not only official languages such as English, Mandarin, Malay, and Tamil, but also minority languages such as the Chinese vernaculars and South Asian and Austronesian languages. The chapters in this volume trace the historical development, contemporary status, and functions of these languages, as well as potential scenarios for the future. Exploring the tension between language policies and linguistic realities in Singapore, the contributions in this volume capture the shifting educational, political, and societal priorities of the community through its past and contemporary present.

Within the scope of today's globalisation, linguistic diversity is a given fact of the world we live in. In several educational contexts in Europe, language awareness (LA) activities have been introduced with the objective to prepare pupils cognitively, socially and/or critically for life as multilingual, open minded and/or empowered citizens in a diverse world. Despite previous research in various contexts, the concept of LA remains problematic: a generally accepted, evidence-based conceptualisation is missing. This confronts both research and education with a challenge: in order to develop LA activities, implement them successfully in educational contexts and achieve the expected outcomes, we should know what the concept stands for, how it works and why we would choose to implement it in classrooms (or not). This volume focuses on three apparent simple questions: what, how and why? The first question - what? - refers to the concept(ual mess) of LA. The second question - how? - refers to the implementation of LA activities in several educational contexts. The third question - why? - is a recurrent theme running through all the chapters and deals with a reflection on the way we deal (un)consciously with LA activities in education.

Focusing on adolescent multilingual writing, this text problematizes the traditional boundaries between academic writing in school contexts and self-initiated writing outside of the formal learning environment. By reconceptualizing the nature of adolescent multilingual writing, the author establishes it as an interdisciplinary genre and a key area of inquiry for research and pedagogy. Organized into six chapters, Reconceptualizing the Writing Practices of Multilingual Youth provides an in-depth examination of the writing practices of multilingual youth from sociocultural and social practice perspectives. Drawing on first-hand research conducted with young people, the text questions the traditional dichotomy between academic writing and non-formal equivalents and proposes a symbiotic approach to exploring and cultivating the connections between in- and out-of-school literate lives. By highlighting a bidirectional relationship between formal and informal writing, the text advocates for writing instruction that helps adolescents use writing for entertainment, identity construction, creative expression, personal well-being, and civic engagement, as well as helps them learn to navigate future literacies that we cannot imagine or predict now. This much-needed text will provide researchers and graduate students with a principled overview and synthesis of adolescent multilingual writing research that is significant yet underexplored in applied linguistics, TESOL, and literacy studies.

This book examines critical literacy within language and literacy learning, with a particular focus on English as an Additional Language learners in schools who traditionally are not given the same exposure to critical literacy as native-English speakers. An important and innovative addition to extant literature, this book explains how English language teachers understand critical literacy and enact it in classrooms with adolescent English language learners from highly diverse language backgrounds. This book brings together the study of two intersecting phenomena: how critical literacy is constructed in English language education policy for adolescent English language learners internationally and how critical literacy is understood and enacted by teachers amid the so-called 'literacy crisis' in neoliberal eduscapes. The work traces the ways critical literacy has been represented in English language education policy for adolescents in five contexts: Australia, England, Sweden, Canada and the United States. Drawing on case study research, it provides a comparative analysis of how policy in these countries constructs critical literacy, and how this then positions critical engagement as a focus for teachers of English language learners. Empirically based and accessibly written, this timely book will be of interest to a wide range of academics in the fields of adolescent literacy education, English language learning and teaching, education policy analysis, and critical discourse studies. It will also appeal to teachers, post-graduate students and language education policy makers.

This book analyzes the impact of historical, political and sociocultural contexts on the reading, rewriting and translating of texts. The authors base their arguments on their experiences of translating or researching different text types, taking in fiction, short stories, memoirs, religious texts, scientific treatises, and news reports from a variety of different languages and cultural traditions. In doing so they cover a wide range of contexts and time periods, including Early Modern Europe, post-1848 Switzerland, nineteenth-century Portugal, Egypt in the early twentieth century under British colonial rule, Spain under Franco's dictatorship, and contemporary Peru and China. They also consider the theoretical and pedagogical implications of their conclusions for translation students and practitioners. This edited collection will be of great interest to scholars working in translation studies, applied linguistics, and on issues of cultural difference.

This collection showcases a multivalent approach to the study of literary multilingualism, embodied in contemporary Nordic literature. While previous approaches to literary multilingualism have tended to take a textual or authorship focus, this book advocates for a theoretical perspective which reflects the multiplicity of languages in use in contemporary literature emerging from increased globalization and transnational interaction. Drawing on a multimodal range of examples from contemporary Nordic literature, these eighteen chapters illustrate the ways in which multilingualism is dynamic rather than fixed, resulting from the interactions between authors, texts, and readers as well as between literary and socio-political institutions. The book highlights the processes by which borders are formed within the production, circulation, and reception of literature and in turn, the impact of these borders on issues around cultural, linguistic, and national belonging. Introducing an innovative approach to the study of multilingualism in literature, this collection will be of particular interest to students and researchers in literary studies, cultural studies, and multilingualism.

This essential resource is designed to help your classroom, school, or district better identify and serve gifted English language learners in the Latinx community. Drawing on detailed case studies and vignettes from actual programs, chapters highlight the unique needs of gifted Latinx English language learners, and look at how you can best identify and support their development. Covering topics from teacher bias and systemic racism to best practices for engaging families and communities, this book lays out practical strategies and an accessible framework for implementing culturally responsive assessments, identification, and programming strategies.

This volume offers a selection of twenty papers presented at the 28th International Annual Conference of the Croatian Applied Linguistics Society held in 2014. The authors' reflections on Multidisciplinary Approaches to Multilingualism fall into four different areas of investigation: 1) bilingual and multilingual studies focusing on research in foreign, second and lingua franca issues, 2) language policy and planning, 3) translation studies, lexis and lexical relations and 4) experimental research into language processing. The volume addresses an international audience and places a number of Croatian-based considerations onto the international applied linguistics scene.

Post-colonial Curriculum Practices in South Asia gives a conceptual framework for curriculum design for English Language Teaching, taking into account context specific features in the teaching-learning settings of post-colonial South Asia. It reveals how the attitudes prevalent in post-colonial South Asian societies towards English negatively influence English language learning. The book provides a comprehensive analysis to design a course for English language teaching that aims at building learner confidence to speak English. Based on original research, the study covers Bangladesh, India, Pakistan and Sri Lanka. The book focuses on the context-specific nature of learners and considers a curriculum design that binds teaching materials and teaching methods together with an aligned assessment. Chapters discuss language attitudes, learner characteristics and English in the context of native languages, and introduce a special type of anxiety that stems from existing language attitudes in a society, referred to as Language Attitude Anxiety. The book will appeal to doctoral and post-doctoral scholars in English language education, students and researchers of sociolinguistics, psycholinguistics as well as curriculum designers of ELT and language policy makers.