are the findings that Wade-Woolley and Siegel obtained when they studied children for whom English was a second language. Although the second language speakers performed more poorly than the native speakers on tests of syntactic knowledge, phoneme deletion, and pseudoword repetition, the second language speakers were not worse than the native speakers in spelling. These results suggest that, even if children have not fully mastered the sound system of their second language, they need not be disadvantaged in spelling it. The findings appear to pose a challenge to views of reading and spelling that place primary emphasis on phonology. The Muter and Snowling study, together with the Nunes, Bryant and Bindman study, broadens the focus by examining aspects of spelling beyond phonology. Muter and Snow ling, in their longitudinal study of British school children, examined the degree to which various linguistic skills measured between the ages of 4 and 6 predicted spelling ability at age 9. The results support the idea that phonological skill plays an important role in spelling development, and further suggest that awareness of phonemes is more strongly related to spelling ability than awareness of rimes. In addition, grammatical awareness appears to predict spelling skill. Children who are able to reflect on meaning relationships among words may be in a position to understand how this information is represented in English spelling."

Directions and Prospects for Educational Linguistics explores innovations that have developed from the creative syntheses of diverse methodological and theoretical approaches used to explore a broad rang of issues and topics related to language (in) education. The volume provides unique insights into current practices and new frontiers for educational linguistics by bringing together contributions from scholars who draw upon on established research traditions while at the same time pushing their boundaries beyond the confines of specific disciplines. Each paper serves as a thought provoking starting point for scholars and advanced graduate students to contemplate directions and prospects for research that contributes to linguistically appropriate and socially responsible education.

This volume brings together scholars from around the world to juxtapose the voices of classroom participants alongside the voices of ruling elites with the aim of critically linking language policy issues with classroom practice in a range of contexts. The volume is suitable for postgraduate students, researchers and educators in a range of areas.

This book explores the K-wave, which is at peak global popularity currently. Cross-cultural perspective: this book looks at Korea's historical and linguistic links with other East Asian languages, particularly Japanese and Chinese. This book looks at Korean social history and how this has influenced popular culture today. The study of Korean language and cultural products has gained huge popularity in the last 5 years. This book is attractive to those studying Korean studies, linguistics, gender studies, and those interested in the K-Wave in general.

The centering of whiteness in English Language Teaching (ELT) renders the industry callous, corrupt and cruel; or, antisocial. Using the diagnostic criteria for Antisocial Personality Disorder as a rhetorical device, this book examines major issues with the ideologies and institutions behind the discipline of ELT and diagnoses the industry as in dire need of treatment, with the solution being a full decentering of whiteness. A vision for a more just version of ELT is offered as an alternative to the harm caused by its present-day incarnation. With a unique linkage of discourse on whiteness, language and ability, this book will be necessary reading for students, academics and administrators involved in ELT around the world.

The book focuses on one aspect of foreign language acquisition that has not received much attention, that of the effect of bilingualism in the oral production of the English language learners. Two research areas have tackled this issue separately. On the one hand, third language acquisition researchers have analysed bilingualism effects in the acquisition of a third language. On the other hand, studies in interlanguage pragmatics have taken into account variables affecting the use of request acts by second language learners of English. The two research areas are connected in this volume, as it deals with bilingualism effects in the pragmatic production and awareness of third language learners of English. The first part of the book includes a theoretical description of research conducted in the areas of third language acquisition and interlanguage pragmatics, and the second part presents a detailed description of the empirical study carried out in a multilingual speech community.

This book presents original, empirical data from quantitative and qualitative research studies in the field of language learning aptitude, ability, and individual differences. It does so from the perspectives of Second Language Acquisition, psychology, neuroscience and sociolinguistics. All studies included in the book use a similar and uniform layout and methodology. Each chapter contains a study examining factors such as memory, personality, self-concept, bilingualism and multilingualism, education, musicality or gender. The chapters investigate the influence of these concepts on language learning aptitude and ability. Several of these chapters analyse hypotheses which have never been tested before and therefore provide novel research results. The book contributes to the field both by verifying and contesting existent findings and by exploring novel approaches to devising research in the subject area.

The revised second edition of Basic Korean: A Grammar and Workbook is an accessible reference grammar and workbook in one volume. The text can be used in conjunction with any primary textbook, both as a practice book to reinforce learning and as a reference guide to the basics of Korean grammar. This book is comprised of 26 units covering key aspects of Korean grammar students would expect to encounter in their first year learning the language. Grammatical descriptions are followed by examples and exercises which allow students to reinforce and consolidate their learning. This new edition has been updated and enhanced to include more varied exercises and contemporary vocabulary and dialogues. Clearly presented and user-friendly, Basic Korean provides readers with the essential tools to express themselves in a wide variety of situations, making it an ideal reference grammar and practice resource for both beginners and students with some knowledge of the language.

1. The new framework of Grammatical Analysis of Cantonese Samples includes a clear definition of terms and examples 2. The book summaries for the first time the age of emergence and age of productive use of Cantonese forms and structures from the grammatical analysis 3. The book provides a conversational sample of a child with DLD and discusses in detail the linguistic profile of this child from the analysis 4. The book illustrates the decision making process in the setting of intervention targets 5. The book will be of interest to students in speech-language therapy or speech-language pathology and in Linguistics, as well as to practicing speech-language therapists or speech-language pathologists. Researchers, especially those interested in cross- linguistic studies of language development and disorders, will also find this book a useful reference.

*Combines the author's own cutting edge research in writing development with a 'how to' guidebook approach, making it the complete package for students starting out in this area of research. *Cross-disciplinary market of students of both Education and Applied Linguistics in areas of Language Acquisition and Language and Literacy. Requires no background in Corpus Linguistics as it walks students through the basics. *The first book to combine research in this area with an activity-based approach- none of the competition demonstrates how to put theories and methods into practice like ours does.

This book offers a unique insight into the dynamics of the English language in higher education in Cyprus through the lens of universities situated on both sides of its geopolitical division. It takes an original perspective on 'value' in the context of the sociolinguistics and political economy of English as a global language and as an apparent commodified entity. The problematic issues of value as they apply to language are dealt with from Marxist and Bourdieusean perspectives. The book also offers a helpful critique of the claims of alternative paradigms of English expansion, such as ELF, and their shortcomings in respect of the concept of value. Manuela Vida-Mannl puts forth a critique of the marketization of English and the complicity of higher education in the reproduction of linguistic hierarchies and social inequalities in Cyprus and, by implication, more generally. She presents a conception of English as a marketable attribute that does not necessarily require competence, which points to the ongoing imbrication of English in the reproduction of global structural and social inequality, as it exposes the myth of class advancement through English. Building on an extensive study (based on 205 questionnaires and 25 subsequent in-depth ethnographic interviews) and by focusing on the value of English within the unique context of divided Cyprus, this book uncovers an intriguing perspective on the neoliberal role and significance of the English language in our globalized world.

This new edition is thoroughly updated to reflect developments in the field and with recent example studies that focus on considerations, challenges, and opportunities raised at all stages of the research process by online questionnaires. There is also expanded, detailed guidance on how to use the IRIS database and how to clean, process, and analyze questionnaire data prior to determining and reporting findings.

This collection of articles begins with an overview of the Reviews from past decades, then goes on to describe the current practices, and foretells the possible future developments. This is followed by a discussion of the use of ICT and surveys on several professional aspects of teaching, including teachers' training needs and perception of student difficulties, assessment literacy, familiarity and use of language teaching strategies, as well as perceived social status and job satisfaction. The book ends with an extensive discussion of bilingualism and code-switching as well as the teaching of Chinese culture in Singapore schools. The comprehensive coverage provides a milestone in Chinese Language teaching in the multi-lingual context of Singapore.

This book offers both a scholarly and practical overview of an integrated language and literature approach in the 16-19 English classroom. Providing a comprehensive overview of the identity of the subject, it outlines the pedagogical benefits of studying a unified English at post-16 and provides case studies of innovative classroom practice across a range of topics and text types. Including contributions from practising teachers and higher education practitioners with extensive experience of the post-16 classroom and drawing on a range of literature, this book covers the teaching of topics such as: Mind style in contemporary fiction Comparative poetry analysis Insights from linguistic cohesion Criticality through creative response Written to complement the two other Teaching English 16-19 titles in the NATE series, Teaching English Language and Literature 16-19 is the ideal companion for all practising A-level English teachers, of all levels of experience.

Imperialism may be over, but the political, economic and cultural subjugation of social life through English has only intensified. This book demonstrates how English has been newly constituted as a dominant language in post-market reform India through the fervent aspirations of non-elites and the zealous reforms of English Language Teaching experts. The most recent spread of English in India has been through low-fee private schools, which are perceived as dubious yet efficient. The book is an ethnography of mothering at one such low-fee private school and its neighboring state-funded school. It demonstrates that political economic transitions, experienced as radical social mobility, fuelled intense desire for English schooling. Rather than English schooling leading to social mobility, new experiences of mobility necessitated English schooling. At the same time, experts have responded to the unanticipated spread of English by transforming it from a second language to a first language, and earlier hierarchies have been produced anew as access to English democratized.