Drawing on critical and sociocultural frameworks, this volume presents narrative studies by or about Latinas in which they speak up about issues of identity and education. Using narratives, self-identification stories, and testimonios as theory, methodology, and advocacy, this volume brings together a wide range of Latinx perspectives on education identity, bilingualism, and belonging. The narratives illustrate the various ways erasure and human agency shape the lives and identities of Latinas in the United States from primary school to higher education and beyond, in their schools and communities. Contributors explore how schools and educational institutions can support student agency by adopting a transformative activist stance through curricula, learning contexts, and policies. Chapters contain implications for teaching and come together to showcase the importance of explicit activist efforts to combat erasure and engage in transformative and emancipatory education.

Drawing on critical and sociocultural frameworks, this volume presents narrative studies by or about Latinas in which they speak up about issues of identity and education. Using narratives, self-identification stories, and testimonios as theory, methodology, and advocacy, this volume brings together a wide range of Latinx perspectives on education identity, bilingualism, and belonging. The narratives illustrate the various ways erasure and human agency shape the lives and identities of Latinas in the United States from primary school to higher education and beyond, in their schools and communities. Contributors explore how schools and educational institutions can support student agency by adopting a transformative activist stance through curricula, learning contexts, and policies. Chapters contain implications for teaching and come together to showcase the importance of explicit activist efforts to combat erasure and engage in transformative and emancipatory education.

This book brings together visions and realities of multilingual schools throughout the world in order to examine the pedagogical, socioeducational, and sociopolitical issues that impact on their development and success. The chapters describe and analyze pedagogical, instructional, and policy efforts to develop multilingualism through school with different targeted populations -- immigrant students, indigenous peoples, traditional minorities, majorities, and multiethnic/multilingual groups. Each contribution, many written by well-known scholars in the field of bilingual and multilingual education, affirms the desirability of multilingualism as a societal resource and as a right of individuals, while acknowledging the social, economic and political differences that make the acquisition of multilingualism easy for some, and difficult for others. And yet, the book focuses on the school as a place of promise and resistance, having the potential to preserve, recover, and expand the world's linguistic diversity. The introduction, written by the co-editors, identifies the conceptual threads that are developed throughout the chapters. But the chapters themselves remind us of the importance of local conditions, despite the global pressures of the 21st century, in imagining and creating multilingual educational spaces.

In Bilingualism and Bilingual Deaf Education, volume editors Marc Marschark, Gladys Tang, and Harry Knoors bring together diverse issues and evidence in two related domains: bilingualism among deaf learners - in sign language and the written/spoken vernacular - and bilingual deaf education. The volume examines each issue with regard to language acquisition, language functioning, social-emotional functioning, and academic outcomes. It considers bilingualism and bilingual deaf education within the contexts of mainstream education of deaf and hard-of-hearing students in regular schools, placement in special schools and programs for the deaf, and co-enrollment programs, which are designed to give deaf students the best of both educational worlds. The volume offers both literature reviews and new findings across disciplines from neuropsychology to child development and from linguistics to cognitive psychology. With a focus on evidence-based practice, contributors consider recent investigations into bilingualism and bilingual programming in different educational contexts and in different countries that may have different models of using spoken and signed languages as well as different cultural expectations. The 18 chapters establish shared understandings of what are meant by "bilingualism," "bilingual education," and "co-enrollment programming," examine their foundations and outcomes, and chart directions for future research in this multidisciplinary area. Chapters are divided into three sections: Linguistic, Cognitive, and Social Foundations; Education and Bilingual Education; and Co-Enrollment Settings. Chapters in each section pay particular attention to causal and outcome factors related to the acquisition and use of these two languages by deaf learners of different ages. The impact of bilingualism and bilingual deaf education in these domains is considered through quantitative and qualitative investigations, bringing into focus not only common educational, psychological, and linguistic variables, but also expectations and reactions of the stakeholders in bilingual programming: parents, teachers, schools, and the deaf and hearing students themselves.

Crosslinguistic influence is an established area of second language research, and as such, it has been subject to extensive scrutiny. Although the field has come a long way in understanding its general character, many issues still remain a conundrum, for example, why does transfer appear selective, and why does transfer never seem to go away for certain linguistic elements? Unlike most existing studies, which have focused on transfer at the surface form level, the present volume examines the relationship between thought and language, in particular thought as shaped by first language development and use, and its interaction with second language use. The chapters in this collection conceptually explore and empirically investigate the relevance of Slobin's Thinking-for-Speaking Hypothesis to adult second language acquisition, offering compelling and enlightening evidence of the fundamental nature of crosslinguistic influence in adult second language acquisition.

This book traces a history of bilingual education in the US, unveiling the pervasive role of politics and its influence on integrity of policy implementation. It introduces readers to once nationwide, systemic supports for diverse bilingual educational programs and situates particular instances and phases of its expansion and decline within related sociopolitical backdrops. The book includes overlooked details about key leaders and developments that affected programs under the Bilingual Education Act. It delves deeply into a past infrastructure: what it entailed, how it worked, and who was involved. This volume is essential reading for researchers, students, administrators, education leaders, bilingual advocates and related stakeholders invested in understanding the history of language education in the US for future planning, expansion, and enhancement of bilingual educational programs and promotion of equity and access in schooling.

An essential companion for IELTS writing instructors and students, Developing Writing Skills for IELTS provides IELTS test-takers with the necessary skills to succeed in the two academic writing tasks in IELTS. Adopting an original exemplar-based writing instructional approach, this text offers an in-depth and reader-friendly analysis of the assessment standards of the two academic writing tasks in IELTS. Authentic exemplars written by EFL university students are included to illustrate high (Bands 8-9), average (Bands 6-7), and low (Bands 4-5) performances in IELTS writing. Key Features: * Diagrammatical representation of assessment standards of the two academic writing tasks by experienced IELTS writing examiners and instructors. * 100 writing questions modelled after the IELTS format, designed by the authors, and categorised according to question types and topics that emerge from an analysis of over 400 IELTS writing questions. * Over 100 writing exemplars by EFL university students, accompanied by guided activities and suggested answers. Designed as a classroom text, a resource for workshops and consultations, or a self-study material, Developing Writing Skills for IELTS: A Research-based Approach will support IELTS writing instructors and test-takers with a variety of writing proficiencies.

This critical ethnographic account of the Yangon deaf community in Myanmar offers unique insights into the dynamics of a vibrant linguistic and cultural minority community in the region and also sheds further light on broader questions around language policy. The book examines language policies on different scales, demonstrating how unofficial policies in the local deaf school and wider Yangon deaf community impact responses to higher level interventions, namely the 2007 government policy aimed at unifying the country's two sign languages. Foote highlights the need for a critical and interdisciplinary approach to the study of language policy, unpacking the interplay between language ideologies, power relations, political and moral interests and community conceptualisations of citizenship. The study's findings are situated within wider theoretical debates within linguistic anthropology, questioning existing paradigms on the notion of linguistic authenticity and contributing to ongoing debates on the relationship between language policy and social justice. Offering an important new contribution to critical work on language policy, the book will be of particular interest to students and scholars in sociolinguistics, linguistic anthropology and language education.

Approaches to Specialized Genres provides a timely update of the field of genre studies, with 14 cutting-edge contributions split into five sections using and integrating an exceptionally wide variety of methods and perspectives (such as ESP genre research, corpus linguistics, systemic functional linguistics, ethnographic and multimodal research) to analyse genres in written, spoken, visual and auditory modes across a multiplicity of pedagogic, professional and digital settings. It highlights and illustrates the growing trend of a multiperspective and inter-theoretic approach to genre studies and demonstrates how such methodological rigour can extend our knowledge of language, in general, and genres, in particular. It also examines a rich variety of underexplored genres such as the digital genre of synchronous videoconferencing, instructional slides, video ads, engineers' training log book entries, the narrative story genres, fundraising letters and retraction notices. It demonstrates not only the prominent value of genre research, but wide applications of genre knowledge in various educational and professional domains. The book brings together experts spreading across the world, including countries in South-East Asia, Europe, America, West Africa and South America. Accordingly, it will appeal to readers of diversified socio-cultural backgrounds working in all the aforementioned inter-related fields of applied linguistics and communication studies.

Developing Notetaking Skills in a Second Language combines theoretical perspectives with an analysis of empirical classroom studies and offers a detailed discussion that increases pedagogical awareness of factors impacting second language (L2) notetaking performance and instruction. Based on original research and including descriptions of classroom practices and samples of student work, the book provides insights on a range of topics relevant to L2 notetaking. The book emphasizes the challenges that many students from different international backgrounds face when taking notes in an L2 and outlines a five-stage pedagogic cycle for notetaking that can be applied to any listening text. It also explores the dialogic potential of notes for stimulating class discussion about notetaking strategies. This book will be of great interest for teachers, academics, scholars, and postgraduate students in the fields of applied linguistics, L2 and foreign language education. It will also be a useful resource for those in charge of teacher education and postgraduate TESOL, L1, and L2 listening researchers and psycholinguists.

In contemporary educational research, practice and policy, 'indigenous women' have emerged as an important focus in the global education arena and the 2030 Sustainable Development Agenda. This edited book investigates what is significant about indigenous women and their learning in terms of policy directions, research agendas and, not least, their own aspirations. The book examines contemporary education policy and questions the dominant deficit discourse of indigenous women as vulnerable. By contrast, this publication demonstrates the marginalisations and multiple discriminations that indigenous women confront as indigenous persons, as women and as indigenous women. Chapters draw on ethnographic research in Egypt, Ethiopia, India, Mexico, Nepal, Peru and the Philippines and engage with indigenous women's learning from the perspectives of rights, gender equality and cultural, linguistic and ontological diversity. The book investigates intergenerational and intercultural learning and indigenous women's agency and power in the face of complex and dynamic changing social, physical, economic and cultural environments. The grounded ethnographic chapters illustrate indigenous women's diverse historical and contemporary experiences of inequalities, opportunities and formal education and how these influence their strengths, learning aspirations and ways of learning, as well as their values, demands, desires and practices. Chapters 1- 6 and 8 in this book were originally published in a special issue of the journal Studies in the Education of Adults.

When analyzed in multilingual contexts, English is often treated as an entity that is separable from its linguistic environment. It is often the case, however, that multilinguals use English in hybrid and transcultural ways. This book explores how multilingual East Africans make use of English as a local resource in their everyday practices by examining a range of domains, including workplace conversation, beauty pageants, hip hop and advertising. Drawing on the Bakhtinian concept of multivocality, the author uses discourse analysis and ethnographic approaches to demonstrate the range of linguistic and cultural hybridity found across these domains, and to consider the constraints on hybridity in each context. By focusing on the cultural and linguistic bricolage in which English is often found, the book illustrates how multilinguals respond to the tension between local identification and dominant conceptualizations of English as a language for global communication.

The Routledge Handbook of Second Language Acquisition and Corpora is a state-of-the-art collection of cutting-edge scholarship at the intersection of second language acquisition and learner corpus research. It draws on data-driven, statistical analysis to outline the background, methods, and outcomes of language learning, with a range of global experts providing detailed guidelines and findings. The volume is organized into five sections: Methodological and theoretical contributions to the study of learner language using corpora - setting the scene Key aspects in corpus design, annotation, and analysis for SLA Corpora in SLA theory and practice SLA constructs and corpora Future directions This is a ground-breaking collection of essays offering incisive and essential reading for anyone with an interest in second language acquisition, learner corpus research, and applied linguistics.

This collection brings together theory and ethnographic research from a range of national contexts to offer unique insights into the nature of agency in language policy and planning. Situated within a broader sociological framework, the book explores agentive processes at work in case studies from around the world, engaging in discussions of such key themes as language and identity, language ideologies, linguistic diversity in education, and language revitalization. Each chapter examines the ways in which decisions made at both the local and national level impact language use and in turn, the dynamic relationship between language use, policy, and practice in these contexts. Taken together, this volume advances our understanding of agency in language policy and planning and directions for future research, making this key reading for students and scholars in language and education, critical sociolinguistics, and applied linguistics.

Pragmatics Pedagogy in English as an International Language aims to bring to light L2 pragmatics instruction and assessment in relation to English as an International Language (EIL). The chapters in this book deal with a range of pedagogically related topics, including the historical interface between L2 pragmatics and EIL, reconceptualization of pragmatic competence in EIL, intercultural dimension of pragmatics pedagogy in EIL, teacher pragmatic awareness of instruction in the context of EIL, pragmatics of politeness in EIL, pragmatic teaching materials for EIL pedagogy, teachers' and scholars' perceptions of pragmatics pedagogy in EIL, assessment and assessment criteria in EIL-aware pragmatics, and methods for research into pragmatics in EIL. This book is different from other books about both EIL pedagogy and pragmatics pedagogy. Exploring the interface between different dimensions of pragmatics pedagogy and EIL, it suggests instructional and assessment tasks for EIL-aware pedagogy and directions for research on EIL-based pragmatics pedagogy. Pragmatics Pedagogy in English as an International Language will be useful for a range of readers who have an interest in the pragmatics instruction and assessment of EIL as well as those whose main area of specialization is EIL but would like to know how EIL, with its rich conceptual and empirical background, can go beyond linguistic instruction to embrace the instruction of pragmatic competence.

This book introduces a new framework for analyzing second language (L2) learners' written texts. The authors conducted a major study on changes and differences in English L2 learners' writing performance to advance understanding of the nature of L2 writing development over time, in relation to L2 instruction and testing, and to offer a model that professionals and researchers can use in their own longitudinal and cross-sectional studies of L2 writing development. Grounded in research, data, theory, and technology, this will be a welcome how-to for language test developers, scholars, and graduate students of (L2) writing and assessment.

This book introduces a new framework for analyzing second language (L2) learners' written texts. The authors conducted a major study on changes and differences in English L2 learners' writing performance to advance understanding of the nature of L2 writing development over time, in relation to L2 instruction and testing, and to offer a model that professionals and researchers can use in their own longitudinal and cross-sectional studies of L2 writing development. Grounded in research, data, theory, and technology, this will be a welcome how-to for language test developers, scholars, and graduate students of (L2) writing and assessment.

This volume sets out to investigate the linguistic ecologies of Singapore, Hong Kong, and Dubai, with chapters that combine empirical and theoretical approaches to the sociolinguistics of multilingualism. One important feature of this publication is that the five parts of the collection deal with such key issues as the historical dimension, language policies and language planning, contemporary societal multilingualism, multilingual language acquisition, and the localized Englishes of global cities. The first four sections of the volume provide a multi-levelled and finely-detailed description of multilingual diversity of three global cities, while the final section discusses postcolonial Englishes in the context of multilingual language acquisition and language contact.

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 collection brings together global perspectives which critically examine the ways in which language as a resource is used and managed in myriad ways in various blue-collar workplace settings in today's globalized economy. In focusing on blue-collar work environments, the book sheds further light on the informal processes through which top down language policies take place in different multilingual settings and the resultant asymmetrical power relations which emerge among employees and employers in such settings. Taking into account the latest debates on poststructuralist theories of language, the volume also extends its conceptualization of language to demonstrate the ways in which it extends to a wider range of multilingual and multimodal resources and communicative practices, all of which combine in unique and different ways toward constructing meaning in the workplace. The volume's unique focus on such workplaces also showcases domains of work which have generally until now been less visible within existing research on language in the workplace and the subsequent methodological challenges that arise from studying them. Integrating a range of theoretical and methodological approaches, along with empirical data from a diverse range of blue-collar workplaces, this book will be of particular interest to students and researchers in critical sociolinguistics, applied linguistics, sociology, and linguistic anthropology.

A critical and accessible text, this book provides a foundation for translanguaging theory and practice with educating emergent bilingual students. The product of the internationally renowned and trailblazing City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), this book draws on a common vision of translanguaging to present different perspectives of its practice and outcomes in real schools. It tells the story of the collaborative project's positive impact on instruction and assessment in different contexts, and explores the potential for transformation in teacher education. Acknowledging oppressive traditions and obstacles facing language minoritized students, this book provides a pathway for combatting racism, monolingualism, classism and colonialism in the classroom and offers narratives, strategies and pedagogical practices to liberate and engage emergent bilingual students. This book is an essential text for all teacher educators, researchers, scholars, and students in TESOL and bilingual education, as well as educators working with language minoritized students.

TESOL Teacher Education in a Transnational World critically examines theories and practices in contemporary TESOL teacher education to shed new light on the intersection of transnationalism and language teacher education. It emphasizes the scholarship of transnational mobility of language teachers, and showcases critical research from diverse contexts. The book fills a critical research gap by more fully examining the theory and practice of teacher education in a changing time when national identities and cross-border mobilities continue to figure prominently in scholarly discussions. Through a diverse set of epistemological, historical and theoretical perspectives along with methodological innovations, contributors of this volume not only index the dynamism of the scholarship of teacher education, but they also offer new forums for lively pedagogical debates. Featuring contributions from diverse educational and geographical contexts, including Europe, Asia, North America, and Latin America, the book moves the existing scholarship forward to more fully examine TESOL teacher education in relation to transnationalism. This book will be of great interest to academics, scholars, post-graduate students, teacher educators, policymakers, curriculum specialists, administrators, and other stakeholders interested in language teacher education, TESOL and applied linguistics

Bringing together a range of contributions from diverse international scholars, this edited volume explores issues of inequality in student mobility to consider how schools, universities, and colleges can ensure equitable access to international study and exchange. Featuring evidence-based accounts of students' experiences and exploring opportunities for study abroad in school and university contexts, Inequalities in Study Abroad and Student Mobility analyses how pedagogy and student support services can be designed to accommodate linguistic, cultural, ethnic, and socio-economic differences. Chapters foreground issues of access and opportunity and offer unique insights to inform institutional policy in developing more effective, inclusive, and equitable ways to internationalize exchange and study abroad programs and initiatives for all. This timely volume will benefit researchers, academics, and postgraduate students in the fields of international and comparative education, as well as educators and school leaders working within secondary and higher education settings concerned with multicultural education.

This collection brings together new insights around current translation and interpreting practices in national and supranational settings. The book illustrates the importance of further reflection on issues around quality and assessment, given the increased development of resources for translators and interpreters. The first part of the volume focuses on these issues as embodied in case studies from a range of national and regional contexts, including Finland, Switzerland, Italy, Spain and the United States. The second part takes a broader perspective to look at best practices and questions of quality through the lens of international bodies and organizations and the shifting roles of translation and interpreting practitioners in working to manage these issues. Taken together, this collection demonstrates the relevance of critically examining processes, competences and products in current institutional translation and interpreting settings at the national and supranational levels, paving the way for further research and quality assurance strategies in the field. The Introduction of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780429264894_oaintroduction.pdf. Chapter 7 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at https://tandfbis.s3.us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780429264894_10.4324_9780429264894-10.pdf The Conclusion of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780429264894_oaconclusion.pdf.

Native and Non-Native Teacher Talk in the EFL Classroom explores and compares the linguistic features of native and non-native English teacher talk with the aid of corpus linguistics. Setting aside the wide range of audio and video materials available, the EFL teacher is in many instances the main model of English to which students are exposed in secondary-level education. The basis of this book is to work towards a framework for the language that teachers of English need to be proficient in, based on an empirical study of language used in the ELT classroom by both native and expert non-native users. Presenting a corpus-informed treatment of the precise linguistic features used by EFL teachers within the framework of their most common teaching functions, this book: * Relates directly to the teacher talk of secondary-level EFL teachers; * Combines quantitative and qualitative approaches to data analysis; * Looks into pedagogical implications for ELT and proposes a flexible language development model based on evidence from the teacher training classroom; * Provides a corpus-based repertoire of language for the classroom which is of relevance to native and non-native student-teachers and practising teachers. Highlighting the need for much greater awareness of the impact of language use in both learning and teaching, this book is a major resource for advanced students and researchers of TESOL, classroom discourse, corpus linguistics, ELT, English for professional purposes, and teaching placement preparation.