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 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.

Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical and personal aspects of integration also need to be considered.

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 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.

Research on narrative production plays a central role in linguistics, psycholinguistics and language acquisition. Narrative elicitation allows researchers to investigate specific linguistic structures and the processes involved in their acquisition in an ecological way. This book provides methodological remarks on how to approach research on narratives, identifying factors that underlie variation in narrative production, including the type of narrative task, cross-linguistic differences, learners' literacy and cognitive development and the narrative practices in society. The volume features contributions on theoretical and methodological aspects of research on narratives from 16 researchers in linguistics, psycholinguistics, sociolinguistics and developmental psychology.

There is a growing body of research on English-medium Instruction (EMI) in Asian contexts, and much of this research points out difficulties experienced by stakeholders. This volume takes up the issue of support for EMI, which is, and which can be, offered to students outside of the classroom in order to help them succeed academically in an EMI environment. Dr Ruegg's book demonstrates the effectiveness of such support in the Japanese context. It begins by examining the support currently available for students in English-medium full degree programmes then goes on to examine one successful support service in more detail in order to determine the kinds of effects that can be achieved by establishing such a centre. The research reported in this book was conducted in Japan, but the findings will apply in other locations, especially in other Asian countries. The information provided in the book is expected to inform institutions who are looking to either establish an English-medium degree programme or improve on an existing programme by sharing information about the practices of other institutions.

This volume introduces the study of language attrition - the forgetting of language. In this first collection devoted to second language attrition, the contributors focus on contexts of loss where Japanese is either the attriting language, or the replacing language. Bringing together research to substantiate previous hypotheses in the field, this book offers new theoretical and practical insights for those interested in language change.

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 book draws on original research and a language based pedagogy approach to examine how secondary schools in the UK can devise and implement coherent language and literacy across curriculum policies and strategies, so that grammar and associated metalanguage becomes an integral part of their day to day curriculum practices. The research was undertaken in three 11 to 18 secondary schools in England, where the majority of students are categorised as having English as a second language (EAL), and where a significant minority are also socially disadvantaged in two of the three. The author argues that paying explicit attention to the linguistic structures through which subject knowledge is realised can be of benefit to all pupils in ways that are also socially just and democratic. This book provides an important bridge between academic theory and educational practice that will appeal to applied linguists and sociolinguists, as well as to teachers, teacher trainers and practitioners.

This book outlines best practice and effective strategies for teaching English as a foreign language to D/deaf and hard of hearing (DHH) students. Written by a group of researchers and experienced practitioners, the book presents a combination of theory, hands-on experience, and insight from DHH students. The book brings together a variety of tried and tested teaching ideas primarily designed to be used for classroom work as a basis for standby lessons or to supplement courses. Placing considerable emphasis on practical strategies, it provides educators and practitioners with stimulating ideas that facilitate the emergence of fluency and communication skills. The chapters cover a wide range of interventions and strategies including early education teaching strategies, using sign -bilingualism in the classroom, enhancing oral communication, speech visualization, improving pronunciation, using films and cartoons, lip reading techniques, written support, and harnessing writing as a memory strategy. Full of practical guidance grounded in theory, the book will be a useful resource for English teachers and all those involved in the education of deaf and hard of hearing learners across the world; including researchers, student teachers, newly qualified teachers, school supervisors, and counsellors.

This edited collection explores the immense potential of translanguaging in educational settings and highlights teachers and students negotiating language ideologies in their everyday communicative practices. It makes a significant contribution to scholarship on translanguaging and considers the need for pedagogy to reflect and embrace diversity. The chapters provide rich empirical research and document translanguaging in varied educational contexts, with studies from pre-school to adult education in different, mainly European, countries, where English is not the dominant language. Together they expand our understanding of translanguaging and how it can be applied to a variety of settings. This book will be of interest to students and researchers, especially in education, language education and applied linguistics, as well as to professionals and policymakers.

This volume theorizes parent participation in a bilingual school community in California, unpacking broader issues around language ideologies, language and power, and parent collaboration in diverse educational contexts. Highlighting data from a two-year ethnographic study of the school community, the book grounds this discussion in theories of discourse and bilingualism, with a focus on translanguaging and translingual practice. The volume points to a range of challenges and questions posed by the parents' efforts to unite as a single school community, including linguistic inequality, cultural divides, and differing implicit beliefs on language. The book documents these efforts as a means to demonstrate the ways in which monolingual practices are reinforced in these settings, despite best efforts, but also as a point of departure to discuss implications and a way forward for parent collaboration in bilingual school communities more generally. Offering a nuanced portrait of the impact of parent collaboration in bilingual school communities, this volume will be of particular interest to graduate students and scholars in language education, applied linguistics, bilingualism, and sociolinguistics.

Translingualism refers to an orientation in scholarship that recognizes the fluidity of language boundaries and endorses a greater tolerance for the plurality of Englishes worldwide. However, it is possible that translingualism exacerbates the very problems it seeks to redress. This book seeks to destabilize underlying attitudes inherent in the narrowly conceptualized view of Englishes by pushing forward current theories of translingualism and integrating cutting-edge scholarship from sociolinguistics, critical theory, and composition studies. The Politics of Translingualism pays particular attention to the politics of evaluating language, including different Englishes, at a moment of unprecedented linguistic plurality worldwide. The book draws on analyses of a wide range of artifacts, from television commercials, social media comments, contemporary and canonical poetry, contemporary and historical English phrasebooks, commercial shop signs, and the writing of multilingual university students. The volume also looks outside the classroom, featuring interviews with recruiters in a number of professional fields to examine the ways in which language ideologies about Englishes can impact students entering the workforce. This book offers an innovative take on current debates on multilingualism and global Englishes, serving as an ideal resource for students and scholars in applied linguistics, sociolinguistics, composition studies, education, and cultural studies.

This collection unites expert scholars in a comprehensive survey of critical topics in bilingual deaf education. Drawing on the work of Dr. Robert Hoffmeister, chapters explore the concept that a strong first language is critical to later learning and literacy development. In thought-provoking essays, authors discuss the theoretical underpinnings of bilingual deaf education, teaching strategies for deaf students, and the unique challenges of signed language assessment. Essential for anyone looking to expand their understanding of bilingualism and deafness, this volume reflects Dr. Hoffmeister's impact on the field while demonstrating the ultimate resilience of human language and literacy systems.

This edited volume addresses the pressing imperative to understand and attend to the needs of the fast-growing population of minority students who are increasingly considered "superdiverse" in their cultural, linguistic, and racial backgrounds. Superdiverse learners-including native-born learners (Indigenous and immigrant families), foreign-born immigrant students, and refugees-may fill multiple categories of "diversity" at once. This volume helps pre- and in-service teachers and teacher educators to move beyond the demographic backgrounds of superdiverse learners to consider not only their ways of being, motivations, and social processes, but also the ongoing systemic issues of marginalization and inequity that confront these learners. Challenging existing teaching and learning paradigms in the K-12 North American context, this volume provides new methods and examples for supporting superdiverse learners in a range of settings. Organized around different conceptual underpinnings of superdiversity, contributors identify the knowledge gaps and effective practices in engaging superdiverse learners, families and communities. With cutting-edge research on this growing topic, this text will appeal to researchers, scholars, educators, and graduate students in multilingual education, literacy education, teacher education, and international education.

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 book provides a comprehensive critical account of tandem learning, charting it evolution from its origins in European educational settings to modern programs offering new perspectives on the approach's role within higher education. Taking stock of the ways in which increased globalization has produced new linguistic and sociocultural realities, the volume begins by looking back at the development of tandem learning over the last several decades, growing out of a need to create more opportunities for L2 learners to communicate in their target language. The book then examines the different learning objectives and learning outcomes of tandem learning arrangements, moving toward a discussion of tandem learning's potential role in shaping language policy and the unique challenges involved in implementing tandem programs at higher education institutions. The final section of the book brings the previous discussions together to consider new tools and technology and the ways in which they can better equip language educators to implement tandem learning in their own practice. Highlighting tandem learning's potential to promote multilingual and multicultural learning on a global scale, this volume will be of particular interest to students and researchers in intercultural communication, language education, multilingualism, and applied linguistics.

The Routledge Handbook of Language and Superdiversity provides an accessible and authoritative overview of this growing area, the linguistic analysis of interaction in superdiverse cities. Developed as a descriptive term to account for the increasingly stratified processes and effects of migration in Western Europe, 'superdiversity' has the potential to contribute to an enhanced understanding of mobility, complexity, and change, with theoretical, practical, global, and methodological reach. With seven sections edited by leading names, the handbook includes 35 state-of-the art chapters from international authorities. The handbook adopts a truly interdisciplinary approach, covering: Cultural heritage Sport Law Education Business and entrepreneurship. The result is a truly comprehensive account of how people live, work and communicate in superdiverse spaces. This volume is key reading for all those engaged in the study and research of Language and Superdiversity within Applied Linguistics, Linguistic Anthropology and related areas.

This collection unites expert scholars in a comprehensive survey of critical topics in bilingual deaf education. Drawing on the work of Dr. Robert Hoffmeister, chapters explore the concept that a strong first language is critical to later learning and literacy development. In thought-provoking essays, authors discuss the theoretical underpinnings of bilingual deaf education, teaching strategies for deaf students, and the unique challenges of signed language assessment. Essential for anyone looking to expand their understanding of bilingualism and deafness, this volume reflects Dr. Hoffmeister's impact on the field while demonstrating the ultimate resilience of human language and literacy systems.

Published in 1981, this book describes and critically examines the standardised tests and modes of assessment available and most commonly used by speech therapists, psychologists and educationalists. Tests and other assessment procedures are discussed and therapeutic strategies suggested. Thus, psycholinguistic approaches such as ITPA, the Reynell Developmental Language Scales and the Aston Index; linguistic techniques such as LARSP and phonological assessments are described, and adult disorders as well as childhood problems, are reviewed. There is also a brief consideration of the problem of assessing the language of those not speaking English as a first language. The book serves as a core text for student speech therapists and also as a reference for those practicing or researching in speech therapy, special education and linguistic pathology.

Global migration continues to increase, and with it comes increasing linguistic diversity. This presents obvious challenges for both healthcare provider and patient, and the chapters in this volume represent a range of international perspectives on language barriers in health care. A variety of factors influence the best ways of approaching and overcoming these language barriers, including cultural, geographical, political and practical considerations, and as a result a range of approaches and solutions are suggested and discussed. The authors in this volume discuss a wide range of countries and languages, and cover issues that will be familiar to all healthcare practitioners, including the role of informal interpreters, interpreting in a clinical setting, bilingual healthcare practitioners and working with languages with comparatively small numbers of speakers.

In Chronotopes and Migration: Language, Social Imagination, and Behavior, Farzad Karimzad and Lydia Catedral investigate migrants' polycentric identities, imaginations, ideologies, and orientations to home and host countries through the notion of chronotope. The book focuses on the authors' ethnographically situated research with two migrant populations - Iranians and Uzbeks in the United States - to highlight the institutional constraints and individual subjectivities involved in transnational mobility. The authors provide a model for how the notion of cultural chronotope can be applied to the study of language and migration at multiple scale levels, and they showcase a coherent picture of the ways in which chronotopes organize various aspects of migrant life. This book is a critical contribution to the conversation surrounding the sociocultural-linguistic uses of the chronotope, demonstrating its applicability not only to theorizing migration but also to theorizing language and social life more broadly.

The book introduces a framework for examining the validity of tests that aim to assess second-language (L2) proficiency development over time and/or in relation to L2 instruction. It also reports the findings of a longitudinal study that aimed to examine the sensitivity to change of a test of L2 proficiency development. Specifically, the study examined changes over time in Progress scores and the linguistic characteristics of essays written in response to Progress by learners who took the test before, during and after a period of L2 instruction in different countries. The book furthers our understanding of the nature of L2 proficiency as it develops over time and in relation to L2 instruction and provides a framework that can be used in future endeavours to design and validate tests of L2 proficiency development. The book is intended for graduate students, test developers, and researchers doing research in applied linguistics and L2 assessment.