In this age of internationalisation of higher education, many bilingual teachers from non-English-speaking contexts pursue their postgraduate degrees in English-speaking countries. Most programmes focus on providing content knowledge to them, while neglecting their investments. Furthermore, not much attention is given to what these bilingual teachers expect to gain from studying abroad, as well as their lived experiences and identity construction both inside and outside the classroom in English-speaking countries and when they return home. Nevertheless, these dimensions are crucial to their growth as teachers and users of English. This book explores these neglected aspects through case studies of bilinguals from various backgrounds. Through these case studies, the book examines the hopes, struggles and adaptation of bilinguals. It provides insights into what international students should realistically expect when studying overseas, and how to empower bilingual teachers, users and learners of English.

Multilingual Aspects of Speech Sound Disorders in Children explores both multilingual and multicultural aspects of children with speech sound disorders. The 30 chapters have been written by 44 authors from 16 different countries about 112 languages and dialects. The book is designed to translate research into clinical practice. It is divided into three sections: (1) Foundations, (2) Multilingual speech acquisition, (3) Speech-language pathology practice. An introductory chapter discusses cross-linguistic and multilingual aspects of speech sound disorders in children. Subsequent chapters address speech sound acquisition, how the disorder manifests in different languages, cultural contexts, and speakers, and addresses diagnosis, assessment and intervention. The research chapters synthesize available research across a wide range of languages. A unique feature of this book are the chapters that translate research into clinical practice. These chapters provide real-life vignettes for specific geographical or linguistic contexts.

Japan is widely regarded as a model case of successful language modernization, and it is often erroneously believed to be linguistically homogenous. There is a connection between these two views. As the first ever non-Western language to be modernized, Japanese language modernizers needed to convince the West that Japanese was just as good a language as the national languages of the West. The result was a fervent desire for linguistic uniformity. Today the legacy of modernist language ideology poses many problems to an internationalizing Japan. All indigenous minority languages are heading towards extinction, and this purposefully created homogeneity also affects the integration of immigrants and their languages. This book examines these issues from the perspective of language ideology, and in doing so the mechanisms by which language ideology undermines linguistic diversity are revealed.

This book features effective artistic practices to improve literacy and language skills for emergent bilinguals in PreK-12 schools. Including insights from key voices from the field, this book highlights how artistic practices can increase proficiency in emergent language learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students' sociocultural knowledge and improve language competence and confidence. Offering rich and diverse examples of using the arts as a way of talking, this volume invites teacher educators, teachers, artists, and researchers to reconsider how to fully engage students in their own learning and best use the resources within their own multilingual educational settings and communities.

People in many African communities live within a series of concentric circles when it comes to language. In a small group, a speaker uses an often unwritten and endangered mother tongue that is rarely used in school. A national indigenous language - written, widespread, sometimes used in school - surrounds it. An international language like French or English, a vestige of colonialism, carries prestige, is used in higher education, and promises mobility - and yet it will not be well known by its users. The essays in Languages in Africa explore the layers of African multilingualism as they affect language policy and education. Through case studies ranging across the continent, the contributors consider multilingualism in the classroom as well as in domains ranging from music and film to politics and figurative language. The contributors report on the widespread devaluing and even death of indigenous languages. They also investigate how poor teacher training leads to language-related failures in education. At the same time, they demonstrate that education in a mother tongue can work, linguists can use their expertise to provoke changes in language policies, and linguistic creativity thrives in these multilingual communities.

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.

Adopting a learner-centred approach that places an emphasis on hands-on child SL methodology, this book illustrates the practices used to teach young second language learners in different classroom contexts: (1) English-as-an-Additional-Language-or-Dialect (EAL/D) - both intensive EAL/D and EAL/D in the mainstream (2) Language-Other-Than-English (LOTE) (3) Content-and-Language-Integrated-Learning (CLIL), (4) Indigenous (5) Foreign-Language (FL). It will be particularly useful to undergraduate teachers to build upon the literacy unit they undertake in the first years of their course to explore factors that constitute an effective child SL classroom and, in practical terms, how to develop such a classroom. The pedagogical strategies for teaching young language learners in the six chapters are firmly guided by research-based findings, enabling not only pre-service teachers but also experienced teachers to make informed choices of how to effectively facilitate the development of the target language, empowering them to assume an active and effective role of classroom practitioners.

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.

This book explores multilingualism as an imaginative articulation of the experience of modernity in twentieth-century Spanish and American literature. It argues that while individual multilingual practices are highly singular, literary multilingualism exceeds the conventional bounds of modernism to become emblematic of the modern age. The book explores the confluence of multilingualism and modernity in the theme of barbarism, examining the significance of this theme to the relationship between language and modernity in the Spanish-speaking world, and the work of five authors in particular. These authors - Ramon del Valle-Inclan, Ernest Hemingway, Jose Maria Arguedas, Jorge Semprun and Juan Goytisolo - explore the stylistic and conceptual potential of the interaction between languages, including Spanish, French, English, Galician, Quechua and Arabic, their work reflecting the eclecticism of literary multilingualism while revealing its significance as a mode of response to modernity.

This book presents the latest developments in crosslinguistic influence (CLI) and multilingualism research. The contributors, both veteran researchers and relative newcomers to the field, situate their research in current debates in terms of theory and data analysis and they present it in an accessible way. The chapters investigate how and when native and non-native language knowledge is used in language production. They focus on lexis, syntax, tense-aspect, phonology of multilingual production and link it to a range of concepts such as redundancy, affordances, metalinguistic awareness and L2 status. The empirical data have been collected from participants with a wide combination of languages: besides English, German, French and Spanish, there is Finnish, Swedish, Polish, Chinese and Catalan.

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.

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.

This volume builds on Fortune and Tedick's 2008 Pathways to Multilingualism: Evolving Perspectives on Immersion Education and showcases the practice and promise of immersion education through in-depth investigations of program design, implementation practices, and policies in one-way, two-way and indigenous programs. Contributors present new research and reflect on possibilities for strengthening practices and policies in immersion education. Questions explored include: What possibilities for program design exist in charter programs for both two-way and indigenous models? How do studies on learner outcomes lead to possibilities for improvements in program implementation? How do existing policies and practices affect struggling immersion learners and what possibilities can be imagined to better serve such learners? In addressing such questions, the volume invites readers to consider the possibilities of immersion education to enrich the language development and educational achievement of future generations of learners.

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 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.

With contributions from leading scholars all around the world, this volume underlines the ever-pressing need for new language in education policies to include all learners' voices in the multilingual classroom and to empower teachers to develop responsive and transformative pedagogies. Using testimonies, narratives and examples from different international contexts, this book points clearly to what can be achieved practically in the multilingual classroom so that multilingual learners' voices are legitimated, while also addressing the complex inter-relating sociolinguistic issues around the promotion of bilingualism and multilingualism in education.

This innovative collection brings together contributions from established and emerging scholars highlighting the "appliability" of Systemic Functional Linguistics and the ways in which theoretical and analytical conclusions drawn from its applications can inform and advance the study of language. The book discusses SFL's theoretical foundations and development in recent years to demonstrate its evolution into a more effective analytical tool. Building on this theoretical framework, the volume showcases the theory's applications in case studies exploring four sub-disciplines of language study: multilingual studies; translation studies; language learning and language teaching; and genre analysis. This all-inclusive volume demonstrates both Systemic Functional Linguistics' efficacy as a means of theoretical analysis, but also its value as a unique approach to the study of language and meaning, making this an indispensable resource for researchers and scholars in applied linguistics, discourse analysis, genre studies, translation studies, and multilingualism.

This autoethnographic account of the author's Japanese as a second language learning trajectory is an important and unique addition to diary studies in SLA and applied linguistics qualitative research circles. In-depth ethnographic details and introspective commentary are skilfully interwoven throughout Simon-Maeda's narrative of her experiences as an American expatriate who arrived in Japan in 1975 - the starting point of her being and becoming a speaker of Japanese. The book joins the recent surge in postmodernist, interdisciplinary approaches to examining language acquisition, and readers are presented with a highly convincing case for using autoethnography to better understand sociolinguistic complexities that are unamenable to quantification of isolated variables. The comprehensive literature review and wide ranging references provide a valuable source of information for researchers, educators, and graduate students concerned with current issues in SLA/applied linguistics, bi/multilingualism, and Japanese as a second language.

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 volume provides a state-of-the-art snapshot of language and education research and demonstrates ways in which local and global processes are intertwined with language learning, use, and policies. Reflecting but also expanding on Nancy Hornberger’s ground-breaking contributions to educational linguistics, this book brings together leading international scholars. Chapters present new research and cutting-edge syntheses addressing current theoretical and methodological issues in researching equity, access, and multilingual education. Organized around three central themes --- bilingual education and bilingualism, the continua of biliteracy, and policy and planning for linguistic diversity in education --- the volume reflects the holistic and dynamic perspective on language (in) education that is the hallmark of educational linguistics as a field.

This autoethnographic account of the author's Japanese as a second language learning trajectory is an important and unique addition to diary studies in SLA and applied linguistics qualitative research circles. In-depth ethnographic details and introspective commentary are skilfully interwoven throughout Simon-Maeda's narrative of her experiences as an American expatriate who arrived in Japan in 1975 - the starting point of her being and becoming a speaker of Japanese. The book joins the recent surge in postmodernist, interdisciplinary approaches to examining language acquisition, and readers are presented with a highly convincing case for using autoethnography to better understand sociolinguistic complexities that are unamenable to quantification of isolated variables. The comprehensive literature review and wide ranging references provide a valuable source of information for researchers, educators, and graduate students concerned with current issues in SLA/applied linguistics, bi/multilingualism, and Japanese as a second language.

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.

How do bilingual brothers and sisters talk to each other? Sibling language use is an uncharted area in studies of bilingualism. From a perspective of independent researcher and parent of three bilingual children Suzanne Barron-Hauwaert discusses the issues of a growing bilingual or multilingual family. What happens when there are two or more children at different stages of language development? Do all the siblings speak the same languages? Which language(s) do the siblings prefer to speak together? Could one child refuse to speak one language while another child is fluently bilingual? How do the factors of birth order, personality or family size interact in language production? With data from over 100 international families this book investigates the reality of family life with two or more children and languages.

Until recently, the history of debates about language and thought has been a history of thinking of language in the singular. The purpose of this volume is to reverse this trend and to begin unlocking the mysteries surrounding thinking and speaking in bi- and multilingual speakers. If languages influence the way we think, what happens to those who speak more than one language? And if they do not, how can we explain the difficulties second language learners experience in mapping new words and structures onto real-world referents? The contributors to this volume put forth a novel approach to second language learning, presenting it as a process that involves conceptual development and restructuring, and not simply the mapping of new forms onto pre-existing meanings.