Ideal for methods and foundational courses in world languages education, this book presents a theoretically informed instructional framework for instruction and assessment of world languages. In line with ACTFL and CEFR standards, this volume brings together scholarship on contextualized, task-based performance assessment and instruction with a genre theory and pedagogy to walk through the steps of designing and implementing effective genre-based instruction. Chapters feature step-by-step lesson designs, models of performance assessment, and a wealth of practical and research-based examples on how to make languages explicit to students through a focus on genre. Including sections on Arabic, French, Spanish, Italian, and other major world languages, this book demonstrates how to effectively teach and assess world languages in the classroom.

English is the most widely taught and learned language in the world and is used for communication among speakers from different language backgrounds. How it can be effectively taught and learned, what English means to, and how it can be "owned" by, non-native speakers of English in Asia and elsewhere, are all issues that warrant contemplation. This edited collection addresses these issues and more by looking at a wide range of topics that are relevant and timely in contexts where English is taught as a foreign language. The authors offer novel perspectives gleaned from theory and actual practice that can inform English language teaching in Asia and beyond. This book will be of interest to researchers, policymakers, curriculum developers, and practitioners in the field of English teaching and learning.

This guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency, using a framework based on principles of teaching and learning. By following these suggestions, which are organised around four strands-meaning-focused input, meaning-focused output, language-focused learning, and fluency development-teachers will be able to design and present a balanced programme for their students. Updated with cutting-edge research and theory, the second edition of Teaching ESL/EFL Listening and Speaking retains its hands-on focus and engaging format, and features new activities and information on emerging topics, including: Two new chapters on Extensive Listening and Teaching Using a Course Book Expanded coverage of key topics, including assessment, pronunciation, and using the internet to develop listening and speaking skills Easy-to-implement tasks and suggestions for further reading in every chapter More tools for preservice teachers and teacher trainers, such as a sample unit, a "survival syllabus", and topic prompts The second edition of this bestselling book is an essential text for all Certificate, Diploma, Masters, and Doctoral courses for teachers of English as a second or foreign language.

This book is about Positioning Theory (Davies & Harre, 1990) and its potential applications in bilingual and multilingual contexts involving teachers, learners, speakers, and users of a second/foreign or additional language. By using Positioning Theory as a theoretical lens and analytical approach, the author illustrates how various social and poststructural concepts in applied linguistics and language teacher education, including identity, agency, language socialization, classroom participation, and intercultural communication, can be investigated and better understood. The book adds a new perspective to the growing body of multidisciplinary literature in the areas of L2 teacher education and classroom learning, and includes step-by-step guidelines for positioning analysis, insights and implications for classroom practice, as well as suggested directions for future research. It will be of particular interest to language teachers and teacher educators, as well as students and scholars of applied linguistics more broadly.

Language Diversity in the Sinophone World offers interdisciplinary insights into social, cultural, and linguistic aspects of multilingualism in the Sinophone world, highlighting language diversity and opening up the burgeoning field of Sinophone studies to new perspectives from sociolinguistics. The book begins by charting historical trajectories in Sinophone multilingualism, beginning with late imperial China through to the emergence of English in the mid-19th century. The volume uses this foundation as a jumping off point from which to provide an in-depth comparison of modern language planning and policies throughout the Sinophone world, with the final section examining multilingual practices not readily captured by planning frameworks and the ideologies, identities, repertoires, and competences intertwined within these different multilingual configurations. Taken together, the collection makes a unique sociolinguistic-focused intervention into emerging research in Sinophone studies and will be of interest to students and scholars within the discipline.

Language Education and Emotions presents innovative, empirical research into the influence of emotions and affective factors in language education, both in L1 and in foreign language education. It offers a comprehensive overview of studies authored and co-authored by researchers from all over the world. The volume opens and ends with "backbone" contributions by two of the discipline's most reputed scholars: Jane Arnold (Spain) and Jean-Marc Dewaele (United Kingdom). This book broadens our understanding of emotions, including well-known concepts such as foreign language anxiety as well as addressing the emotions that have only recently received scientific attention, driven by the positive psychology movement. Chapters explore emotions from the perspective of the language learner and the language teacher, and in relation to educational processes. A number of contributions deal with traditional, school-based contexts, whereas others study new settings of foreign language education such as migration. The book paints a picture of the broad scale of approaches used to study this topic and offers new and relevant insights for the field of language education and emotions. This book will be of great interest to academics, researchers and postgraduate students in the field of language education, psycholinguistics, sociolinguistics, and applied linguistics.

Shortlisted for the 2020 ESSE Book Award in English Language and Linguistics This monograph is the first comprehensive study of topicalization in Asian second-language varieties of English and provides an in-depth analysis of the forms, functions, and frequencies of topicalization in four Asian Englishes. Topicalization, that is, the sentence-initial placement of constituents other than the subject, has been found to occur frequently in the English spoken by many Asians, but so far the possible reasons for this have never been scrutinized. This book closes this research gap by taking into account the structures of the major contact languages, the roles of second-language acquisition and politeness as well as other factors in order to explain why topicalization is highly frequent in some varieties such as Indian English and much less frequent in other varieties such as Hong Kong English. In addition to exploring major and minor forces involved in explaining the frequency of topicalization, the forms and functions of the feature are assessed. Central questions addressed in this regard are the following: Which syntactic constituents tend to be topicalized the most and the least frequently? Which discourse effects does topicalization achieve? How can we approach topicalization methodologically? And, lastly, which influence do language processing and production have on topicalization?

This edited volume explores the multifaceted nature of teacher emotions, presenting current research from different approaches and perspectives, focused towards the second language classroom. Twenty three chapters by well-known scholars from the applied linguistics, TESOL and educational psychology fields provide the reader with a holistic picture of teacher emotions, making this collection a significant contribution to the field of second language teaching. Given the emotional nature of teaching, the book explores a number of key issues or dimensions of L2 teachers' emotions that were until now rarely considered. The contributions present the views of a select group of applied linguistic researchers and L2 teacher educators from around the world. This international perspective makes the book essential reading for both L2 teachers and teacher educators.

Accessible and engaging, this book offers a comfortable entry point to integrating language instruction in writing units in grades 3-8. A full understanding of language development is necessary for teaching writing in a successful and meaningful way. Applying a Systemic Functional Linguistics (SFL) approach, Maria Brisk embraces an educator's perspective, breaks down the challenges of teaching language for non-linguists, and demonstrates how teachers can help students express their ideas and create cohesive texts. With a focus on the needs of all students, including bilingual and English language learners, Brisk addresses topics necessary for successful language instruction, and moves beyond vocabulary and grammar to address meaning-making and genre. This book provides a wealth of tools and examples for practice and includes helpful instructional resources that teachers can return to time after time. Moving from theory to practice, this teacher-friendly text is a vital resource for courses in language education programs, in-service teacher-training seminars, and for pre-service and practicing English Language Arts (ELA) teachers who want to expand their teaching abilities and knowledge bases. This book features a sample unit and a reference list of instructional resources.

International Student Mobility presents an autoethnographic study, which follows a group of non-English speaking international students from Taiwan during a period of study in Australia. The study examines the ways in which the students' sense of identity shifts over time, and why this happens. Hsieh engages Pierre Bourdieu's notions of capital, habitus and field to develop an understanding of complexity of identity movements and asks to what extent the students see themselves as culturally and linguistically 'international', both during their time abroad and upon their return home. Perfect for researchers and advanced students interested in international higher education, International Student Mobility is also an insightful read for those investigating the experiences of Chinese-speaking international students.

This book brings together top scholars on different sides of the important scholarly debate between the translingual movement and the field of second language writing. Drawing on a wide range of perspectives, this volume examines the differences in theory and practice with the hope of promoting reconciliation between the two schools of thought. Chapters address the tensions in the relationship between translingualism and second language writing and explore programs, pedagogies, and research that highlight commonalities between the two camps. With contributions from leading scholars, this book comprehensively addresses the issues related to this contentious debate and offers ways to bring the two camps into conversation with one another in a way that promotes effective teaching practices. By providing a panoramic view of the current situation, the text is a timely and unique contribution to TESOL, applied linguistics, and composition studies.

This book brings together top scholars on different sides of the important scholarly debate between the translingual movement and the field of second language writing. Drawing on a wide range of perspectives, this volume examines the differences in theory and practice with the hope of promoting reconciliation between the two schools of thought. Chapters address the tensions in the relationship between translingualism and second language writing and explore programs, pedagogies, and research that highlight commonalities between the two camps. With contributions from leading scholars, this book comprehensively addresses the issues related to this contentious debate and offers ways to bring the two camps into conversation with one another in a way that promotes effective teaching practices. By providing a panoramic view of the current situation, the text is a timely and unique contribution to TESOL, applied linguistics, and composition studies.

Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings but must be integrated as a single activity that seeks to understand learner abilities by actively supporting their ongoing development. DA is based in the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others whose dialogic interaction mediates us to higher levels of functioning. DA offers a framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development. This book presents the first in-depth analysis of DA's application to particular problems of L2 development. It includes detailed discussions of the core theoretical tenets as well as guidelines for implementing DA principles in L2 classrooms. The book will be of interest to language teacher educators, language testers, classroom practitioners, and students and researchers in the areas of SLA, language pedagogy, and assessment.

This book introduces an approach to understanding and measuring working memory components and functions in second language learning, processing and development. It presents comprehensive, thorough and updated reviews of relevant literatures from cognitive sciences and applied linguistics. Drawing on multidisciplinary research, the book advocates a conceptual framework for integrating working memory theories with second language acquisition theories. An innovative theoretical model is also presented, which illuminates research studies investigating the distinctive roles of phonological and executive working memory as they relate to specific L2 learning domains, skills and processes. Theoretical and methodological implications of this integrative perspective are further elaborated and discussed within the specific realms of L2 task-based performance and language aptitude research.

This book introduces an approach to understanding and measuring working memory components and functions in second language learning, processing and development. It presents comprehensive, thorough and updated reviews of relevant literatures from cognitive sciences and applied linguistics. Drawing on multidisciplinary research, the book advocates a conceptual framework for integrating working memory theories with second language acquisition theories. An innovative theoretical model is also presented, which illuminates research studies investigating the distinctive roles of phonological and executive working memory as they relate to specific L2 learning domains, skills and processes. Theoretical and methodological implications of this integrative perspective are further elaborated and discussed within the specific realms of L2 task-based performance and language aptitude research.

Emmaus movement transnational movement ideas in different socio-political, economic, historical and linguistic contexts. sociolinguistics, linguistic anthropology, discourse studies, cultural studies, and sociology.

Accessible and cutting-edge, this text is a pivotal update to the field and offers a much-needed critical perspective on world language education. Building off their classic 2002 book, The Foreign Language Educator in Society, Timothy G. Reagan and Terry A. Osborn address major issues facing the world language educator today, including language myths, advocacy, the perceived and real benefits of language learning, linguistic human rights, constructivism, learning theories, language standards, monolingualism, bilingualism and multiculturalism. Organized into three parts - "Knowing Language," "Learning Language," and "Teaching Language" - this book applies a critical take on conventional wisdom on language education, evaluates social and political realities, assumptions, and controversies in the field. Each chapter includes questions for reflection and discussion to support students and educators in developing their own perspectives on teaching and learning languages. With a critical pedagogy and social justice lens, this book is ideal for scholars and students in foreign/world language education, social justice education, and language teaching methodology courses, as well as pre- and in-service teachers.

This book presents a sociolinguistic ethnography of the linguistic landscape of Chinatown in Washington, DC. The book sheds a unique light on the impact of urban development on traditionally ethnic neighbourhoods and discusses the various historical, social and cultural factors that contribute to this area's shifting linguistic landscape. Based on fieldwork, interviews with residents and visitors and analysis of community meetings and public policies, it provides an in-depth study of the production and consumption of linguistic landscape as a cultural text. Following a geosemiotic analysis of shop signs, it traces the multiple historical trajectories of discourse which shaped the bilingual landscape of the neighbourhood. Turning to the spatial contexts, it then compares and contrasts the situated meaning of the linguistic landscape for residents, community organisers and urban planners.

Originally published as a special issue of the journal Theory into Practice, this text examines innovative practices and research relating to Dual Language Education (DLE) in the US. Offering a variety of perspectives, contributors consider how dual language learning can benefit English-speaking and partner-language students across K-12, and explore how multilingualism can be harnessed for wider academic success. By investigating the ways in which schools and teachers have ensured provision of an effective DLE curriculum, chapters identify pedagogies and learning environments which support dual language learning, and consider how policy, curricula, and teacher education can be designed to promote social justice and diversity through broader access to dual programs. This book will be of interest to graduate and post graduate students, researchers, academics, professionals and policy makers in the field of multicultural education, international & comparative education, bilingualism studies, education policy and pedagogy.

Practical and accessible, this book comprehensively covers everything you need to know to design, develop, and deliver successful online, blended, and flipped language courses. Grounded in the principles of instructional design and communicative language teaching, this book serves as a compendium of best practices, research, and strategies for creating learner-centered online language instruction that builds students' proficiency within meaningful cultural contexts. This book addresses important topics such as finding and optimizing online resources and materials, learner engagement, teacher and student satisfaction and connectedness, professional development, and online language assessment. Teaching Language Online features: A step-by-step guide aligned with the American Council on the Teaching of Foreign Languages (ACTFL), the Common European Framework of Reference (CEFR) for Languages: Learning, Teaching and Assessment, and the World-Class Instructional Design and Assessment (WIDA) standards Research-based best practices and tools to implement effective communicative language teaching (CLT) online Strategies and practices that apply equally to world languages and ESL/EFL contexts Key takeaway summaries, discussion questions, and suggestions for further reading in every chapter Free, downloadable eResources with further readings and more materials available at www.routledge.com/ 9781138387003 As the demand for language courses in online or blended formats grows, K-16 instructors urgently need resources to effectively transition their teaching online. Designed to help world language instructors, professors, and K-12 language educators regardless of their level of experience with online learning, this book walks through the steps to move from the traditional classroom format to effective, successful online teaching environments.

Accessible and cutting-edge, this text is a pivotal update to the field and offers a much-needed critical perspective on world language education. Building off their classic 2002 book, The Foreign Language Educator in Society, Timothy G. Reagan and Terry A. Osborn address major issues facing the world language educator today, including language myths, advocacy, the perceived and real benefits of language learning, linguistic human rights, constructivism, learning theories, language standards, monolingualism, bilingualism and multiculturalism. Organized into three parts - "Knowing Language," "Learning Language," and "Teaching Language" - this book applies a critical take on conventional wisdom on language education, evaluates social and political realities, assumptions, and controversies in the field. Each chapter includes questions for reflection and discussion to support students and educators in developing their own perspectives on teaching and learning languages. With a critical pedagogy and social justice lens, this book is ideal for scholars and students in foreign/world language education, social justice education, and language teaching methodology courses, as well as pre- and in-service teachers.

This volume fills a gap in the literature between the domains of Communication Studies and Educational Sciences across physical-virtual spaces as they intersect in the 21st century. The chapters focus on "languaging" - communicative practices in the making - and its intersection with analogue and virtual learning spaces, bringing together studies that highlight the constant movement between analogue-virtual dimensions that continuously re-shape participants' identity positionings. Languaging is understood as the deployment of one or more than one language variety, modality, embodiment, etc in human meaning-making across spaces. Languaging activities are explored through a multitude of literary artefacts, genres, media, and modes produced in and across sites. The authors go beyond "best practice" approaches and instead present "how-to-explore" communicative practices for researchers, learners and teachers. This book will be of interest to readers situated in the areas of literacy, literature, bi/multilingualism, multimodality, linguistic anthropology, applied linguistics, and related fields. Chapters 2, 5, 8 and 12 are open access under a CC BY 4.0 license at link.springer.com.

Bilingual language exposure is highly variable, with wide-ranging influences on early language skills. This underscores the need for understanding what to expect in early language acquisition so that those with typical language development can be differentiated from those who are struggling or at risk, and so requiring early intervention. One of the key ways to look at language development in very young children is to investigate their vocabulary development, and for bilingual children, this means measuring their abilities in both languages. This book takes an important step in this direction: it documents the expressive vocabularies of children aged 16-45 months who were exposed to different language pairs and bilingual contexts, and investigates the risk and protective effects of various environmental factors. In each of the six studies, the vocabularies of typically-developing children were measured using the vocabulary checklist of the MacArthur-Bates Communicative Development Inventories and its adaptations to other languages. Developmental and language background questionnaires provided additional information on children's developmental history, risk factors for language impairment, language exposure, as well as parental education and occupation. This harmonised methodology was designed within COST Action IS0804 (Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment). The outcomes of this cross-linguistic research contribute towards answering theoretical questions regarding early bilingual vocabulary acquisition. They also have clinical relevance, potentially assisting speech-language pathologists and those interested in early language development in distinguishing between clinically significant bilingual delays and the natural consequences of bilingual exposure. This book was originally published as a special issue of the International Journal of Bilingual Education and Bilingualism.

Shortlisted for the 2018 BAAL Book Prize This book is a sociolinguistic ethnography of LGBT Mexicans/Latinxs in Phoenix, Arizona, a major metropolitan area in the U.S. Southwest. The main focus of the book is to examine participants' conceptions of their ethnic and sexual identities and how identities influence (and are influenced by) language practices. This book explores the intersubjective construction and negotiation of identities among queer Mexicans/Latinxs, paying attention to how identities are co-constructed in the interview setting in coming out narratives and in narratives of silence. The book destabilizes the dominant narrative on language maintenance and shift in sociolinguistics, much of which relies on a (heterosexual) family-based model of intergenerational language transmission, by bringing those individuals often at the margin of the family (LGBTQ members) to the center of the analysis. It contributes to the queering of bilingualism and Spanish in the U.S., not only by including a previously unstudied subgroup (LGBTQ people), but also by providing a different lens through which to view the diverse language and identity practices of U.S. Mexicans/Latinxs. This book addresses this exclusion and makes a significant contribution to the study of bilingualism and multilingualism by bringing LGBTQ Latinas/os to the center of the analysis.

The title seeks to show how people are embedded culturally, socially and linguistically in a certain peripheral geographical location, yet are also able to roam widely in their use and takeup of a variety of linguistic and cultural resources. Drawing on data examples obtained from ethnographic fieldwork trips in Mongolia, a country located geographically, politically and economically on the Asian periphery, this book presents an example of how peripheral contexts should be seen as crucial sites for understanding the current sociolinguistics of globalization. Dovchin brings together several themes of wide contemporary interest, including sociolinguistic diversity in the context of popular culture and media in a globalized world (with a particular focus on popular music), and transnational flows of linguistic and cultural resources, to argue that the role of English and other languages in the local language practices of young musicians in Mongolia should be understood as "linguascapes." This notion of linguascapes adds new levels of analysis to common approaches to sociolinguistics of globalization, offering researchers new complex perspectives of linguistic diversity in the increasingly globalized world.