The latest title in the Cognitive Science and Second Language Acquisition series presents a comprehensive review of connectionist research in second language acquisition (SLA). Second language reseachers and the cognitive science community will find accessible discussions of the relevance of connectionist research to SLA and hands-on guidance on how to run network simulations, including information on the various simulation software programs and resources available. This important volume is key reading for any student or researcher interested in how second language acquisition can be better understood from a connectionist perspective.

This volume is the first to offer a comprehensive and, at the same time, in-depth examination of the spread of English and English language education across Greater China. It consists of two parts. Part 1 presents rich sociolinguistic data for easy comparisons between mainland China, Singapore, Taiwan, Hong Kong, and Macao, while Part 2 explores in depth the phenomena inside mainland China to provide contrastive analysis of English language use and education in economically booming areas such as Shanghai and Guangdong and underdeveloped regions like Xinjiang and Yunnan. With the descriptive, comparative and analytical accounts of different territories ranging from nation-states to small villages in remote areas, theories on the spread of English, second/third language acquisition and identity are challenged with new concepts proposed and established.

Second Language Task-Based Performance is the first book to synthesize Peter Skehan's theoretical and empirical contributions all in one place. With three distinct themes explored in each section (theory, empirical studies, and assessment), Skehan's influential body of work is organized in such a way that it provides an updated reflection on the material and makes it relevant to today's researchers. Also in each section, an early publication is matched by at least one later publication, followed by a newly written commentary chapter, the combination of which provides the important function of offering a wider-ranging discussion. This book is an invaluable resource for researchers interested in second language task-based research or SLA more generally.

Essentials of SLA for L2 Teachers: A Transdisciplinary Framework presents an accessible and comprehensive account of current understandings of second language acquisition (SLA) geared towards those studying to become L2 teachers. Grounded in the pragmatic and problem-oriented transdisciplinary framework of SLA, this textbook draws connections between SLA research and practices for L2 teaching. It aims to build L2 teacher expertise by strengthening teachers' understandings of the many facets of L2 learning and their skills for designing transformative learning environments in their teaching contexts. The author includes pedagogical implications and inquiry-based activities in each chapter that engage readers in further explorations of the topics covered in the chapter. Short and straightforward, Essentials of SLA for L2 Teachers is the ideal main resource for SLA courses taught at undergraduate and graduate-level teaching programs.

The 'other' languages of England - those which originate in South and East Asia, and Southern and Eastern Europe - are now important parts of everyday life in urban England. First published in 1985, this book gives detailed information about which languages are in widespread use among children and adults, patterns of language use in different social contexts, the teaching of these community languages inside and outside of mainstream schools, and the educational implications of this linguistic diversity for all children in England. They authors argue that this continued and widespread bilingualism is a valuable potential resource for both the speakers and society as a whole.

Multilingualism is a meaningful and capacious idea about human meaning-making practice, one with a promising, tumultuous, and flawed present - and a future worth caring for in research and public life. In this book, David Gramling presents original new insights into the topical subject of multilingualism, describing its powerful social, economic and political discourses. On one hand, it is under acute pressure to bear the demands of new global supply-chains, profit margins, and supranational unions, and on the other it is under pressure to make way for what some consider to be better descriptors of linguistic practice, such as translanguaging. The book shows how multilingualism is usefully able to encompass complex, divergent, and sometimes opposing experiences and ideas, in a wide array of planetary contexts - fictitious and real, political and social, North and South, colonial and decolonial, individual and collective, oppressive and liberatory, embodied and prosthetic, present and past.

This book offers an evidence-based guide to EAL for everyone who works with multilingual learners. It provides a concise, helpful introduction to the latest research underpinning three key areas of EAL practice: How children acquire additional languages How language works across the curriculum How you can establish outstanding EAL practice in your school. Other key features include case studies from experienced EAL specialists, extensive reading recommendations for teachers who want to build on their knowledge, and a detailed chapter on Ofsted based on interviews with senior inspectors. This book will prove an invaluable guide and support for everyone working with bilingual learners. In clear, short chapters it gives a thorough grounding in the evidence and principles needed to create outstanding EAL provision.

The Routledge Handbook of Translation and Education will present the state of the art of the place and role of translation in educational contexts worldwide. It lays a sound foundation for the future interdisciplinary cooperation between Translation Studies and Educational Linguistics. By adopting a transdisciplinary perspective, the handbook will bring together the various fields of scholarly enquiry and practice that make a valuable contribution to enlarging the notion of translation and diversifying its uses in education. Each contribution provides an overview of the historical background to a given educational setting. Focusing on current research approaches and empirical findings, this volume outlines the development of pedagogical approaches, methods, assessment and curriculum design. The handbook also examines examples of pedagogies that integrate translation in the curriculum, the teaching method's approach, design and procedure as well as assessment. Based on a multilingual and applied-oriented approach, the handbook is essential reading for postgraduate students, researchers and advanced undergraduate students of Translation Studies, and educationalists and educators in the 21st century post-global era. Chapters 4, 25 and 26 of this book are freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780815368434_oachapter4.pdf https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780815368434_oachapter25.pdf https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780815368434_oachapter26.pdf

Drawing on autoethnographic research on literacy autobiographies from a Chinese EFL writing context, this book provides unique insights into literacy, voice, translingualism, and critical pedagogy from a Global South perspective. The book presents literacy autobiographies as a cultural tool for analyzing and refashioning learners' and teachers' sense of self in ever-expanding dialogical spaces. In addition to highlighting teachers' own stories around autoethnographies and translanguaging, it showcases literacy autobiographies from Chinese students themselves. The book theorizes the Global South as an ontological positioning that challenges colonial mindsets and practices concerning literacy, language learning, and narratives. It argues that literacy autobiographies from a Global South perspective can be reimagined as critical pedagogy for EFL writing teaching and learning, as well as teacher development. Validating and expanding student voices by presenting these literacy autobiographies, this book will be of great interest to researchers and students in the fields of TESOL, applied linguistics, English language teaching, second language writing, and literacy studies.

This practical guide introduces "Teacher Talk," an easy-to-use tool for teachers to help improve elementary students' vocabulary. When students are exposed to extensive vocabularies, they are better prepared to build their receptive and productive language and succeed academically. Through many inviting examples and real-world guidance, Rowe and Haase explain how to be reflective and intentional about the language you use and how to use elevated or substitutionary language to model different registers of speech for elementary students. The various "Teacher Talk" strategies in this book cover key topics, including disciplinary vocabulary, modelling academic discourse, addressing state and national standards, and meeting individual student needs across grades K-6. With many charts, activities, and tools that are ready for use, this book equips teachers with many methods for bolstering students' academic language in the classroom and beyond.

This edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students' learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English. With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great interest to researchers, scholars, and students in the fields of applied linguistics, language education, teacher education, and EMI.

This volume is a unique contribution to the study of language policy and education for English Learners because it focuses on the decade long implementation of "English Only" in Arizona. How this policy influences teacher preparation and classroom practice is the central topic of this volume. Scholars and researchers present their latest findings and concerns regarding the impact that a restrictive language policy has on critical areas for English Learners and diverse students. If a student's language is sanctioned, do they feel welcome in the classroom? If teachers are only taught about subtractive language policy, will they be able to be tolerant of linguistic diversity in their classrooms? The implications of the chapters suggest that Arizona's version of Structured English Immersion may actually limit English Learners' access to English.

Reflecting the internationalization of the field of second language writing, this book focuses on political aspects and pedagogical issues of writing instruction and testing in a global context. High-stakes assessment impacts the lives of second language (L2) writers and their teachers around the world, be it the College English Test in China, Common Core-aligned assessments in the U.S., English proficiency tests in Poland, or the material conditions (such as access to technology, training, and other resources) affecting a classroom. With contributions from authors working in ten different countries in a variety of institutional contexts, the chapters examine the uses and abuses of various writing-related assessments, and the policies that determine their form and use. Representing a diverse range of contexts, methods, and disciplines, the authors jointly call for more equitable testing systems that consider the socioeconomic, psychometric, affective, institutional, and needs of all students who strive to gain access to education and employment opportunities related to English language proficiency.

The study of bilingualism and all of its aspects - from theory and models to social approaches and their practical applications - forms the cornerstone of the 2nd edition of this work. The chapters cover the latest advancements in the domains of psycholinguistics, neuroscience, creativity, and executive functioning. Contributions, new to this edition, offer the reader the most up-to-date research on lifespan and developmental issues. The work also provides insight into how human language is processed by all, not just by bilingual and multilingual speakers. This text is ideal for senior undergraduate and graduate courses in psycholinguistics and the psychology of language, especially those with an emphasis on bilingualism or second language learning.

This book contextualises case studies across a wide variety of languages and cultures, crystallising key interrelationships between linguistic standardisation and prescriptivism, and between ideas and practices. It focuses on different traditions of standardisation and prescription throughout the world and addresses questions such as how nationalistic idealisations of 'traditional' language persist (or shift) amid language change, linguistic variation and multilingualism. The volume explores issues of standardisation and the sociolinguistic phenomenon of prescription as a formative influence on the notional standard language as well as the interconnections between these in a wide range of geographical contexts. It balances the otherwise strong emphasis on English in English language publications on prescriptivism and breaks new ground with its multilingual approach across languages and nations. The book will appeal to scholars working within different linguistic traditions interested in questions relating to all aspects of standardisation and prescriptivism.

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.

This book analyses oral proficiency interviews, a mainstay of second language speaking proficiency assessment for several decades. Adopting a mixed-method perspective involving micro-analytic approaches, discourse analysis and quantitative methods such as multi-level modeling and event history analysis, the author focuses on interaction and discourse processes common in language assessment interviews. This innovative book will appeal to students and scholars of language assessment, conversation and discourse analysts, as well as practitioners and providers of oral proficiency assessment.

This illuminating book critically examines multicultural language politics and policymaking in the Andean-Amazonian countries of Ecuador, Peru, and Bolivia, demonstrating how issues of language and power throw light on the relationship between Indigenous peoples and the state. Based on the author's research in Ecuador, Peru, and Bolivia over several decades, Howard draws comparisons over time and space. With due attention to history, the book's focus is situated in the years following the turn of the millennium, a period in which ideological shifts have affected continuity in official policy delivery even as processes of language shift from Indigenous languages such as Aymara and Quechua, to Spanish, have accelerated. The book combines in-depth description and analysis of state-level activity with ethnographic description of responses to policy on the ground. The author works with concepts of technologies of power and language regimentation to draw out the hegemonic workings of power as exercised through language policy creation at multiple scales. This book will be key reading for students and scholars of critical sociolinguistic ethnography, the history, society and politics of the Andean region, and linguistic anthropology, language policy and planning, and Latin American studies more broadly.

* An original volume that comprehensively addresses principles, strategies, and techniques of teaching Arabic * Brings together renowned TAFL scholars from around the world to present a range of perspectives * Presents both research findings and pedagogical techniques on teaching Arabic as a second or foreign language * Covers both Arabic grammar and SLA (second language acquisition) research and theory

This book is an authoritative text that explores best classroom practices for engaging adult learners in beginner-level foreign language courses. Built around a diverse range of international research studies and conceptual articles, the book covers four key issues in teaching language to novice students: development of linguistic skills, communicative and intercultural competence, evaluation and assessment, and the use of technology. Each chapter includes teaching insights that are supported by critical research and can be practically applied across languages to enhance instructional strategies and curriculum designs. The text also aims to build intercultural competence, harness technology, and design assessment to stimulate effective learning in formal instructional settings, including colleges, universities, and specialist language schools. With its broad coverage of language pedagogy at the novice level, this book is a must read for graduate students, scholars, researchers, and practitioners in the fields of language education, second language acquisition, language teaching and learning, and applied linguistics.

This volume details the Yew Chung Approach and the Twelve Values that exemplify the approach as a unique contribution to the field of early childhood education. The Yew Chung Education Foundation (YCEF) in Hong Kong is a nonprofit organization and a high-quality early childhood program that promotes a global lens and multilingualism through an emergent curriculum. This book explores the Twelve Values that exemplify the approach, including relationships, the emergent curriculum, inquiry-based pedagogy, and the multilingual and multicultural approach. Grounding these values in daily classroom practice and the broader sociocultural context of Hong Kong, it shows how the Yew Chung Approach effectively supports additional language learning through a progressive emergent curriculum with a high degree of child agency. It also explores the unique history of Hong Kong as an incubator and setting for the Yew Chung Approach and considers the relationships between the colonial history of the city, Hong Kong's current status as a global city, and the mission of Yew Chung to provide children with a global lens. An important study which exemplifies and investigates a unique program and perspective within the field, this book will benefit scholarly and practitioner audiences within the global early childhood community, as well as appealing to academics, researchers and postgraduates working within early childhood education, comparative education, and bilingual education.

* Features ready-to-use activities and lesson plans that will inspire and delight students * Addresses the interests of Gen Z and GenAlpha, with activities on creating gadgets, TV simulations, Pokemon parodies, smartphone responses, and more * Standards- and grade-level aligned

This timely collection explores the role of digital technology in language education and assessment during the COVID-19 pandemic. It recognises the unique pressures which the COVID-19 pandemic placed on assessment in language education, and examines the forced shift in assessment strategies to go online, the existing shortfalls, as well as unique affordances of technology-assisted L2 assessment. By showcasing international examples of successful digital and computer-assisted proficiency and skills testing, the volume addresses theoretical and practical concerns relating to test validity, reliability, ethics, and student experience in a range of testing contexts. Particular attention is given to identifying lessons and implications for future research and practice, and the challenges of implementing unplanned computer-assisted language assessment during a crisis. Insightfully unpacking the 'lessons learned' from COVID and its impact on the acceleration of the shift towards online course and assessment delivery, it offers important guidelines for navigating assessment in different instructional settings in times of crisis. It will appeal to scholars, researchers, educators, and faculty with interests in educational measurement, digital education and technology, and language assessment and testing.

Addressing a rapidly growing interest in second language research, this hands-on text provides students and researchers with the means to understand and use current methods in psycholinguistics. With a focus on the actual methods, designs, and techniques used in psycholinguistics research as they are applied to second language learners, this book offers the practical guidance readers need to determine which method is the best for what they wish to investigate as well as the tools that will enhance their research. Each methods chapter is written by a leading expert who describes, discusses, and comments on how a method is used and what its strengths and limitations are for second language research. These chapters follow a specific format to ensure cohesion and a predictable structure across all chapters. The chapters also inform the novice researcher on such key issues as ease of use, costs, potential pitfalls, and other related matters, each of which impact decisions that researchers make about the paths they take. With the most reliable information available from experienced reseachers, Research Methods in Second Language Psycholinguistics is an essential resource for anyone interested in conducting second language reserach using psycholinguistic methods.

This practical resource is a compendium of authentic and hands-on literacy activities that will engage, challenge, and delight students. Specifically targeting Grade 4, these lessons and strategies enhance literacy instruction and encourage critical thinking. Aligned with current standards and principles of literacy instruction, the lessons will inspire GenZ and future generations of students by allowing them to explore literacy through public speaking, graphic design, improvisation, smartphones and video, art, music, and more. The original and entertaining activity sheets, graphic organizers, and examples are ready to be used or adapted to a wide variety of stories, novels, and nonfiction. With fully developed lesson plans, the practical resources in this book will motivate students of all backgrounds, including English language learners, gifted and twice exceptional learners, and all students who are comfortable or not yet comfortable in the English classroom. This book is the first in a set of three literacy titles focused on Grades 4, 5, and 6. Each book contains lessons and units to help develop deeper learning and encourage student creativity.