Japanese is definitely one of the best-known languages in typological literature. For example, typologists often assume that Japanese is a nominative-accusative language. However, it is often overlooked that Japanese, or more precisely, Tokyo Japanese, is just one of various local varieties of the Japonic language family (Japanese and Ryukyuan). In fact, the Japonic languages exhibit a surprising typological diversity. For example, some varieties display a split-intransitive as opposed to nominative-accusative system. The present volume is thus a unique attempt to explore the typological diversity of Japonic by providing a collection of grammatical sketches of various local varieties, four from Japanese dialects and five from Ryukyuan. Each grammatical sketch follows the same descriptive format, addressing a wide range of typological topics.

Unequivocally, advocacy for bilingual learners has been at the forefront of educators' work and has also led to critical theoretical advancements and policies. Nevertheless, the bilingual education field has been challenged by "unsystematic curricular innovations and few important pedagogical advances" (Garci a, in Adelman Reyes & Kleyn, 2010, p. viii). As a result, research on curricular and pedagogical innovations in bilingual teacher education and its impact on bilingual curriculum and instruction is still nascent. This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts. In particular, the volume provides a much-needed overview of innovative bilingual teacher preparation practices designed and implemented to develop bilingual teacher professionals equipped to effect curricular and pedagogical changes in bilingual settings. As such, two main questions guiding the orchestration of the volume are: (a) What innovative curricular and pedagogical designs characterize the field of bilingual teacher education in 21st century? and (b) How do or could these innovative curricular and pedagogical approaches for educating future bilingual teachers influence teacher practices in bilingual contexts for advancing curriculum, pedagogy and the achievement of bilingual learners? Following the knowledge construction process characterizing how new curricular and pedagogical developments are established in the field of bilingual teacher education, a distinctive feature of the volume pertains to how its twelve chapters are organized along efforts to develop, implement, and/or research innovative bilingual teacher preparation practices from a range of theoretical, analytical, and research traditions.

Adverbs seem to raise unsolvable issues for theories of word-classes, both crosslinguistically and language-internally. The contributions in this volume all address this categorial problem from a variety of formal and functional points of view. In the first part, current definitions of the class for Romance and Germanic languages are being questioned and improved, drawing on data from English, German and Italian. The second part is devoted to adverbial scope in Romance (French, Italian and Brazilian Portuguese), Germanic, Modern Greek and Chinese, under special consideration of modal adverbs, subject-oriented manner adverbs and domain adverbs and adverbials. Syntactic and semantic relationships appear to lay the ground for a robust and fine-grained functional definition of adverbs and adverbials.

Multilingualism and internationalization of higher education is a contemporary reality world-wide. Specifically, multilingualism in higher education is a multi-faceted issue that requires special attention and is important in language learning policy. Special professional and education training should be provided both to teachers and students in to raise their awareness about the benefits of multilingualism and multiculturalism, intercultural communication, equity and equality, inclusive teaching and learning, international collaboration, and more. Multilingual education can promote linguistic and cultural diversity, cognitive, effective, and social development, and can help to overcome monolingual bias and enrich learning and teaching experience in the higher education settings. This book provides insights in the field of multilingualism and multilingual education based on conceptual and empirical studies that will provide evidence in support of sustainable multilingualism in higher education. Topics covered will include language learning and teaching, language education policy, ethical issues of language teaching, equity, and equality, (digital) critical literacy, critical dialogue in academic settings, language attitudes and perceptions, code-switching and code-mixing, translanguaging, internationalization and customization of higher education, minority and immigrant students and instructors, and more. This book links theory with practice, to include the views of students, teachers, educators, language policy experts, scholars, and researchers and to contribute to the field of Applied Linguistics and Education.