This edited volume provides an overview of current thinking and directions for further research in applied linguistics by bringing together in a single volume a range of perspectives regarding original research agendas and innovative methodological approaches. It focuses not only on the challenges that applied linguistics researchers have been facing in recent years but also on producing workable and productive research designs and on identifying ways of how alternatives to conventional research methodologies can be used. Discussions featured in the volume include the so-called ‘Bilingual Advantage’ in psycho- and neurolinguistics; the optimal starting age debate in foreign language learning; the growing interest among applied linguists in more nuanced and more complex (statistical) data analysis and the priority given to more descriptive and social approaches to linguistics rather than to theorising. The collection will be a useful reference and stimulus for students, researchers and professionals working in the areas of applied linguistics, psycholinguistics, second language acquisition and second language education.

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.

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

As societies across the globe are becoming increasingly interwoven at an unprecedented speed and across an impressive scope, so too is the world of food, allowing the English language to develop an ever-widening culinary vocabulary. This book examines the lives of such words in today's discourse on eating and drinking, focusing on foreign - particularly East Asian - influences on culinary terms in English, and how words are born and evolve in a modern transcultural environment. Through the lens of culinary words, this book demonstrates that foreign-origin and hybrid words, previously considered marginal, have become a main source of new imports into our daily lexicon. With case studies from Japan to Mongolia, Hong Kong to Korea, China to Vietnam, and beyond, this book examines how more and more words are becoming borderless and forming their own new global identities. By showcasing some lesser-known regional cuisines, alongside staple dishes that many of us already know and love, this book offers a wide range of examples in order to illustrate the metamorphosis of the manner in which we engage with food words. This book will be of interest to general readers, as well as those who are engaged in East Asian studies, English linguistics, intercultural communication studies, translation studies, and lexicography.

This edited volume provides an overview of current thinking and directions for further research in applied linguistics by bringing together in a single volume a range of perspectives regarding original research agendas and innovative methodological approaches. It focuses not only on the challenges that applied linguistics researchers have been facing in recent years but also on producing workable and productive research designs and on identifying ways of how alternatives to conventional research methodologies can be used. Discussions featured in the volume include the so-called 'Bilingual Advantage' in psycho- and neurolinguistics; the optimal starting age debate in foreign language learning; the growing interest among applied linguists in more nuanced and more complex (statistical) data analysis and the priority given to more descriptive and social approaches to linguistics rather than to theorising. The collection will be a useful reference and stimulus for students, researchers and professionals working in the areas of applied linguistics, psycholinguistics, second language acquisition and second language education.

Autonomy in Language Education offers a holistic overview of and novel contribution to a complex and multifaceted, yet under-studied, field of inquiry that is transforming language pedagogy: It offers nineteen original chapters that critically analyze the impact of Henri Holec's seminal 1979 book Autonomy in Foreign Language Learning; unpack theoretical, empirical, conceptual, methodological, ethical, and political developments over the last forty years from many perspectives; explore practical implications for teaching, learning, and teacher education; and suggest future avenues and challenges for research and practice in this broad, diverse, essential field.

Assessing English Language Proficiency in U.S. K-12 Schools offers comprehensive background information about the generation of standards-based, English language proficiency (ELP) assessments used in U.S. K-12 school settings. The chapters in this book address a variety of key issues involved in the development and use of those assessments: defining an ELP construct driven by new academic content and ELP standards, using technology for K-12 ELP assessments, addressing the needs of various English learner (EL) students taking the assessments, connecting assessment with teaching and learning, and substantiating validity claims. Each chapter also contains suggestions for future research that will contribute to the next generation of K-12 ELP assessments and improve policies and practices in the use of the assessments. This book is intended to be a useful resource for researchers, graduate students, test developers, practitioners, and policymakers who are interested in learning more about large-scale, standards-based ELP assessments for K-12 EL students.

Assessing English Language Proficiency in U.S. K-12 Schools offers comprehensive background information about the generation of standards-based, English language proficiency (ELP) assessments used in U.S. K-12 school settings. The chapters in this book address a variety of key issues involved in the development and use of those assessments: defining an ELP construct driven by new academic content and ELP standards, using technology for K-12 ELP assessments, addressing the needs of various English learner (EL) students taking the assessments, connecting assessment with teaching and learning, and substantiating validity claims. Each chapter also contains suggestions for future research that will contribute to the next generation of K-12 ELP assessments and improve policies and practices in the use of the assessments. This book is intended to be a useful resource for researchers, graduate students, test developers, practitioners, and policymakers who are interested in learning more about large-scale, standards-based ELP assessments for K-12 EL students.

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.

This edited volume demonstrates the fundamental role translation and interpreting play in multilingual crises. During the COVID-19 pandemic, limited language proficiency of the main language(s) in which information is disseminated exposed people to additional risks, and the contributors analyse risk communication plans and strategies used throughout the world to communicate measures through translation and interpreting. They show that a political willingness to understand the role of language in public health could lead local and national measures to success, sampling approaches from across four continents. The book will be of interest to students and scholars of healthcare translation and interpreting, sociolinguistics and crisis communication, as well as practitioners of risk and crisis communication and professional translators and interpreters.

This book examines translanguaging in higher education and provides clear examples of what translanguaging looks like in practice in particular contexts around the world. While higher education has historically been seen as a monolingual space, the case studies from the international contexts included in this collection show us that institutions of higher education are often translingual spaces that reflect the multilingual environments in which they exist. Chapters demonstrate how the use of translanguaging practices within the context of global higher education, where English plays an increasingly important role, allows students and professors to build on their linguistic repertoires to more efficiently and effectively learn content. The documentation of such practices within the context of higher education will further legitimatize translanguaging practices and may lead to their increased use not only in higher education but also in both primary and secondary schools.

This edited volume provides a single coherent overview of vocabulary teaching and learning in relation to each of the four skills (reading, writing, listening, speaking). Each of the four sections presents a skill area with two chapters presented by two leading experts in the field, relating recent advances in the field to the extent that each skill area relates differently to vocabulary and how this informs pedagogy and policy. The book opens with a summary of recent advances in the field of vocabulary, and closes by drawing conclusions from the skill areas covered. The chapters respond to emerging vocabulary research trends that indicate that lexical acquisition needs to be treated differently according to the skill area. The editors have chosen chapters to respond to recent research advances and to highlight practical and pedagogical application in a single coherent volume.

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.

This book offers contemporary perspectives on English pronunciation teaching and research in the context of increasing multilingualism and English as an international language. It reviews current theory and practice in pronunciation pedagogy, language learning, language assessment, and technological developments, and presents an expanded view of pronunciation in communication, education, and employment. Its eight chapters provide a comprehensive and up-to-date analysis of pronunciation and the linguistic and social functions it fulfils. Topics include pronunciation in first and second language acquisition; instructional approaches and factors impacting teachers' curriculum decisions; methods for assessing pronunciation; the use of technology for pronunciation teaching, learning, and testing; pronunciation issues of teachers who are second-language speakers; and applications of pronunciation research and pedagogy in L1 literacy and speech therapy, forensic linguistics, and health, workplace, and political communication. The chapters also critically examine the research base supporting specific teaching approaches and identify research gaps in need of further investigation. This rigorous work will provide an invaluable resource for teachers and teacher educators; in addition to researchers in the fields of applied linguistics, phonology and communication.

Richard Ruiz has inspired generations of scholars in language planning and multilingual education with his unique orientations to language as a problem, a right and a resource. This volume attests to the far-reaching impact of his thinking and teaching, bringing together a selection of his published and unpublished writings on language planning orientations, bilingual and language minority education, language threat and endangerment, voice and empowerment, and even language fun, accompanied by contributions from colleagues and former students reflecting and expanding on Ruiz' ground-breaking work. This book will be of great interest to both undergraduate and postgraduate students in language planning and multilingual education, Indigenous and minority education, as well as to junior and senior researchers in those fields.

The narrowing of English language education curriculum in many contexts has negatively impacted classroom teaching and learning. High-stakes standardized testing, scripted curricula, and the commodification of English have converged to challenge socially meaningful classroom literacy instruction that promotes holistic development. Although in different ways, these factors have shaped the teaching of English as both first and second language. How can English educators respond? This book argues that the first step is to take account of the broader policy, political and cultural landscape and to identify the key constraints affecting teachers, students and parents. These will set the broad parameters for developing local pedagogic approaches, while still recognizing the constraints that actively push against them. Using Singapore English language teaching as a case study, this book illustrates how this process can unfold, and how media literacy principles were vernacularized to design English classroom pedagogies that stretched the bounds of what is acceptable and possible in the local context.

Recently intensified global mobility has reinforced the interest for ethnolinguistic diversity and multilingualism in education and society. Interdisciplinary Research Approaches to Multilingual Education brings together current interdisciplinary perspectives in multilingual and second language education to examine research and language teaching in specific countries, as well as different aspects of multilingual education that include language policies and ICT applications. Containing context-specific practical interventions and relevant theoretical approaches, it considers the contemporary challenges of language policies and practices to inform teacher and curriculum development based on international empirical research. The chapters of this book are centered around the following themes: Educational programs and policies Teaching and learning Linguistic diversity ICT and language learning This book will be of great interest to academics, researchers and postgraduate students in language education, bilingual education, second/foreign language learning, CALL, and applied linguistics. It will also appeal to educational administrators and those involved with language education policies.

This book examines a neglected area of foreign-language teaching and learning: difficult and aggressive situations. The author presents the real-life experiences of language users and analyses how these individuals have dealt with confusion, impoliteness and hostility in target-language contexts in the United States, Canada and the United Kingdom and within their home country. By constructing a student-centred pedagogical model around the data collected, the author considers the choices available to language learners in difficult situations, as well as tools for language learners to develop pragmalinguistic and sociopragmatic resources.

In this volume, the editors aim to offer a timely focus on preschool bilingual education in the 21st century by drawing attention to the following trends: (1) the diversity of language models and their hybrid, dynamic and flexible nature; (2) the complexities of children's linguistic backgrounds; (3) children's, parents' and teachers' agencies in interaction; and (4) early bilingual development and education as contextually embedded. Given the complexity of providing a global and comprehensive view of these trends in just one issue, the selection of studies included here seeks to offer insightful consideration of these trends using a range of qualitative and quantitative methods. The contributors explore the trends in different socio-cultural and national contexts in five countries: Finland, Sweden, the Netherlands, Israel and Singapore. The book highlights the need on the one hand to examine early bilingual education within specific socio-cultural contexts, and on the other to search for its universal features. It aims to promote the field of preschool bilingual education as a unique research domain by illustrating its distinctiveness. Last but not least, the studies presented here have a significant contribution to make in the light of the growing interest of policy-makers, ethno-linguistic community leaders, practitioners and researchers in early bilingual development and education. This book was originally published as a special issue of International Journal of Bilingual Education and Bilingualism.

The impact of globalisation is increasingly evident through both mass migration and the social, political, and economic changes that have produced new and growing social divides. The increased mobility and the opening of national borders that have arisen as part of these changes has also meant a rise in the diversification of migration (superdiversity) in all its forms. The multi-sited flows of people have also led to the flow of knowledge, culture, and languages. English - as a global language - has taken on a prominent role in the neoliberal discourses of commodification, value and distinction, and the role of language in the reproduction of social inequalities. This edited volume explores a range of issues related to the role of language. In particular, it addresses competency in English and multilingualism, both of which facilitate success for skilled migrants in the workplace and enable them to contribute to development efforts in their home communities. In more general terms, the book looks at the communicative competencies and language resources which skilled migrants require in order to engage productively in professional and development endeavours. It examines the notion that English is the linguistic capital for skilled migration, given its global status in higher education, development, and professional communication. This book was originally published as a special issue of Globalisation, Societies and Education.

The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands. Developing students' intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and national interests, and balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries.

This volume provides a comprehensive overview of contemporary language shift and identity in a language community in the mid-Atlantic South to offer a unique window into ethnic dialect formation and sociolinguistic processes underpinning dialect acquisition. Drawing on data collected from over 100 interviews of members North Carolina Hispanicized English speakers in Durham, North Carolina, the book employs a quantitative approach and uses statistical software in analyzing the data collected to focus on the sociolinguistic variable of past tense unmarking to explore sociolinguistic processes at work in English language learner variation. The focus on a specific variable allows for the opportunity to explore specific processes in more detail, including the ways in which speakers accommodate regional and ethnic varieties of their peers and the internal and environmental factors guiding dialect acquisition. Illuminating new facets to the processes of language learning, language contact, and ethnolect emergence, this volume is key reading for students and researchers in second language acquisition and variationist sociolinguistics.

Advertising and Multilingual Repertoires explores advertising from the perspective of multilingual audiences. Santello introduces the key linguistic processes involved in advertising discourse, and analyses the relationship between the linguistic repertoires of audiences and language use in advertising. This book: Showcases the most recent advancements in linguistic research as applied to the study of advertising and multilingualism, adopting an approach that focuses on linguistic resources; Examines how advertisements make use of language(s), including Italian and the use of English as a foreign language, in order to attract attention and persuade their audience; Familiarises readers with response mechanisms that bilinguals and multilinguals experience when exposed to advertising in different languages; Demonstrates both qualitative and quantitative approaches to researching the intersections between language and marketing. Advertising and Multilingual Repertoires is key reading for postgraduate students and researchers in the field of language and advertising.

Originally published in 1980. This practical guide to the teaching of writing is set in the context of the functional use of language for communication. It examines what communicating in writing involves and gives detailed procedures for teaching different types of writing from beginner to advanced level, together with illustrated suggestions for visual aids. This provides up-to-date ideas and advice for teachers and trainee teachers of English as a Foreign Language.

Innovations and Challenges in Grammar traces the history of common understandings of what grammar is and where it came from to demonstrate how 'rules' are anything but fixed and immutable. In doing so, it deconstructs the notion of 'correctness' to show how grammar changes over time thereby exposing the social and historical forces that mould and change usage. The questions that this book grapples with are: Can we separate grammar from the other features of the language system and get a handle on it as an independent entity? Why should there be strikingly different notions and models of grammar? Are they (in)compatible? Which one or ones fit(s) best the needs of applied linguists if we assume that applied linguists address real-world problems through the lens of language? And which one(s) could make most sense to non-specialists? If grammar is not a fixed entity but a set of usage norms in constant flux, how can we persuade other professionals and the general public that this is a positive observation rather than a threat to civilised behaviour? This book draws upon both historical and modern grammars from across the globe to provide a multi-layered picture of world grammar. It will be useful to teachers and researchers of English as a first and second language, though the inclusion of examples from and occasional references to other languages (French, Spanish, Malay, Swedish, Russian, Welsh, Burmese, Japanese) is intended to broaden the appeal to teachers and researchers of other languages. It will be of use to final-year undergraduate, postgraduate and doctoral students as well as secondary and tertiary level teachers and researchers in applied linguistics, second language acquisition and grammar pedagogy.