This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US as they navigate the social and linguistic demands of school. It illustrates how students' differing classroom social positions shaped their participation in interaction and, in turn, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.

First Language versus Foreign Language deals with the "battle" that takes place in writers' heads when writing in a foreign language. Most academics today need to write in another language than in their first language (L1) in order to publish in internationally recognized journals. However, as writing research has shown, writing in a foreign language (FL) presents difficulties. The study compares L1 and FL writing, analysing written texts and the writing processes in terms of fluency, errors and revision. It takes a closer look at the "battle" between the L1 and the FL and offers useful insight. The findings allow a glimpse at the processes that take place in the brain, calling for new didactic approaches to FL writing.

To date, the majority of work in language learning psychology has focused on the learner. In contrast, relatively little attention has been paid to teacher psychology. This volume seeks to redress the imbalance by bringing together various strands of research into the psychology of language teachers. It consists of 19 contributions on well-established areas of teacher psychology, as well as areas that have only recently begun to be explored. This original collection, which covers a multitude of theoretical and methodological perspectives, makes a significant contribution to the emerging field of language teacher psychology as a domain of inquiry within language education.

Educators all over the world are being challenged to provide effective instruction for culturally and linguistically diverse learners and immigrant communities while valuing and celebrating students' cultural backgrounds. This task requires training, professional development, cultural sensitivity, and responsibility to promote positive outcomes. Language Learning Instruction for Culturally and Linguistically Diverse Students: Emerging Research and Opportunities is a critical research publication that bridges linguistics theory and practice and comprehensively addresses all fundamentals of linguistics through the English language learning lens. Featuring topics such as curriculum design, immigrant students, and professional development, this book is essential for educators, academicians, administrators, curriculum designers, instructional designers, researchers, policymakers, and students.

This book investigates the impact of language learning and study abroad on the career options and choices of US-based alumni of all ages. It reports on the results of a mixed-methods study which used both an extensive nationwide survey and qualitative life history interviews with 54 participants systematically selected to represent a broad range of backgrounds and professions. International education experiences are shown to exert considerable influence on the aspirations and career paths of individuals in a wide variety of fields (e.g. education, healthcare, business, government service). The long-term benefits of language study are illustrated both in narratives from individuals whose work requires proficiency beyond English and from participant comments on improvement in their use of English for international communication. The book will be of relevance to a wide audience of international education professionals in addition to researchers and students in applied linguistics and language education.

Die Fremdsprachendidaktik befindet sich auf dem Weg zu inklusivem Fremdsprachenunterricht. Ziel dieses Buches ist es, diesen Weg fur den Englischunterricht zu dokumentieren und einen Beitrag zur Weiterentwicklung sprachdidaktischer Prinzipien zu leisten. Hierzu werden wichtige Bezugsdisziplinen wie die Sonderpadagogik und die Psychologie in diese Entwicklung miteinbezogen. Die Basisbeitrage betrachten die ausgewahlten Heterogenitats- und Diversitatsdimensionen Lese-Rechtschreibschwierigkeiten, Autismus-Spektrum-Stoerung, Aufmerksamkeitsdefizit-/ Hyperaktivitatsstoerung, Hoerstoerungen und Spracherwerbsstoerung. Die Praxisbeitrage zeigen Moeglichkeiten dafur auf, wie im Fremdsprachenunterricht Barrieren fur Lerner*innen abgebaut und Teilhabe ermoeglicht werden kann.

This book explores the usage patterns of a group of adversative and concessive conjunctions in English texts written by Chinese EFL learners and their native speaker counterparts. Focusing on probability profiles and systemic potentials, the study encompasses three stages and combines the strengths of two research methods - the corpus-based approach and text-based analysis - to examine the conjunctions under the theoretical framework of systemic functional linguistics and rhetorical structure theory. Starting with an overview of seventeen conjunctions across two corpora in terms of overall frequency, positional distribution and distribution of semantic categories, the book then offers a more detailed discussion of three individual conjunctions, highlighting the interconnections between 1) syntactic positions and co-occurrence patterns and 2) semantic relations encoded by these conjunctions. Lastly, it presents a case study of one full-length text taken from the learner corpus, applying rhetorical structure theory to provide new insights into the relevance of adversative and concessive relations to text structure. This comprehensive, in-depth analysis is both diagnostic and pedagogically informative.

As an issue of controversy, corrective or negative feedback has been a much debated and investigated topic in theory and research on second-language acquisition. This book contributes to the ongoing discussion by reporting on a classroom study which examined the effects of two corrective feedback types - recasts and clarification requests - on the acquisition of the French verb forms passe compose and imparfait. The study also looked at the role of individual differences in analytic ability, working memory and anxiety in predicting the learning gains. This research makes an original contribution by investigating the types of corrective feedback that have not previously been compared for French verb forms, by targeting high school learners, by eliciting both oral and written language production and by including tests of three factors of individual differences.

Non-professional Interpreting and Translation (NPIT) is a recent discipline. Books and volumes on this subject that combine all the different fields are extremely uncommon and authoritative reference material is scarce and mostly scattered through disparate specialized journals. There are many areas and aspects of NPIT in the media that to date have been under researched or utterly neglected. The aim of this volume is therefore to fill an important gap in the academic market and to provide an overview of diverse aspects of non-professional interpreting and translation in the media. The volume consists of a collection of essays by eminent international scholars and researchers from the field of Translation and Interpreting Studies.

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.

How did the (old) Hanyu Shuiping Kaoshi (HSK) assess the Chinese proficiency of non-native speakers of Chinese? What inferences can be derived from HSK test taker scores, especially from Western test takers? How difficult is it to learn Chinese according to the HSK? Thirty years of research have been synthesized into an argument-based approach for validating the most widespread test for Chinese as a foreign language. In addition, the author has analyzed the scores of a sample of over 250 German test takers in order to investigate how many hours German natives needed on average to study for reaching a specific HSK level. This work also extensively discusses validation theory for psychological testing, and it demonstrates how to put an argument-based approach to validation into practice.

The Covid-19 pandemic has directly impacted the way teachers and learners worldwide teach and learn languages, forcing numerous educational activities in technologically-deprived contexts to stop altogether and those in technologically-rich environments to go online on an emergency basis. This volume provides a collection of theoretical and practical insights into the challenges and affordances faced globally during the pandemic and lessons learnt about the application of digital technologies for language teaching and learning. The chapters explore the vital role of technology in its various forms, including the internet, social media, CALL (Computer-Assisted Language Learning), MALL (Mobile Assisted Language Learning), TALL (Technology Assisted Language Learning) and TELL (Technology Enhanced Language Learning). Topics explored include the new avenues digital technology has opened up for language teachers and learners, options and challenges in applying technology in various contexts, and how the second language education industry could have been adversely impacted at the time of the pandemic without technological affordances. The contributions showcase studies from various geographical contexts, revealing how the global crisis was received and tackled differently in Australia, Hong Kong, Iran, Italy, Japan, New Zealand, the UAE, the UK and the USA.

"This is an exciting contribution to second language studies and is an invaluable resource. The collection represents an intelligently edited, probing and innovative set of studies balanced between social and psychological insights and pointing to many new research possibilities" - Professor Ronald Carter, University of Nottingham and Chair, British Association for Applied Linguistics. This book presents new research in the field of language acquisition and development, and covers a wide-range of languages and contexts. The contributors pay attention to first language development and other language acquisition (second, foreign and additional), and focus on issues directly relevant to both areas of investigation. One of the main aims of the book is to discover how research and practice in first language development can contribute to the teaching and learning of other languages, and vice versa. The book is distinctive in this area in its application of theoretical findings to the development of principles, objectives and procedures for language learning. "Language Acquisition and Development" will be of interest to postgraduates and academics researching language acquisition, language development and applied linguistics and to language teachers with an interest in language learning theory.

This book received the Cambridge/Language Teaching Brumfit Award 2010. Drawing upon a convergence of sociocultural theory and linguistic emergentism, this book presents a longitudinal investigation of the development of ESL users’ written lexicogrammatical patterning (collocations and colligations). A qualitative methodology (‘Lexical Trail Analysis’) was developed in order to capture a dynamic and historical view of the ways in which the participants combined words in their writing. This involved tracing single lexemes diachronically through individuals’ written corpora. The writers were interviewed about the histories of particular word combinations. Selected patterns were later tested using the principles of dynamic testing. The findings of these combined data types – essays, interviews and tests – suggest that sociocognitive resources such as memory and attention and the ability to imitate and adapt linguistic resources are paramount in the massive task of internalizing the lexicogrammatical patterning of a second language. The participants were agents of change, seeking assistance and adapting patterns to suit their changing goals. Their activity is theorized in a model of language patterning from which implications for second language learning and teaching are drawn.

The book deals with the question how students in multicultural EFL-classrooms can be prepared for their role as world citizens. The author shows that teaching English offers important potentials for cosmopolitan education due to its role as a "lingua franca". The study develops the construct cosmopolitan communicative competence as a theoretical framework. It also presents a teaching approach that combines students' life-writing with the discussion of literary texts to advance the associated knowledge, skills and attitudes. The potentials of this approach are evaluated through the assessment of students' competence development.

AN ESSENTIAL GUIDE FOR TEACHERS OF JAPANESE IN NEW ZEALANDCompiled under the aegis of Japanese Studies Aotearoa New Zealand, thiscollection invites us into the reality of Japanese language teaching in NewZealand's universities and tertiary institutions today. The three parts of thevolume - Reflection and Renewal, Breaking Down the Walls, and SharingTeaching Approaches - illustrate how Japanese programmes are reshapingand reconceptualising the traditional delivery of Japanese to encourage morestudents to take up, and continue studying, this complex but rewarding subject.Savvy use of social media, institutional outreach, the construction of learningcommunities, the creation of authentic Japanese-language environments,project-based language learning and curriculum remodeling are some of thetopics discussed. Through this approach, the volume also aims to motivatestakeholders with a vested interest in New Zealand's relationship with Japan toconsider how they too might play a role in promoting Japanese studies.

The impact of ICT on the teaching of classical languages, literature and culture has not until now been extensively described and evaluated. Nevertheless, educational technology has made a huge difference to the ways in which Classics is taught at junior, senior and college level. The book brings together twenty major approaches to the use of technology in the classroom and presents them for a wide, international audience. It thus forms a record of current and developing practice, promotes further discussion and use among practitioners (teachers, learners and trainers) and offers suggestions for changes in pedagogical practices in the teaching of Classics for the better. The many examples of practice from both UK and US perspectives are applicable to countries throughout the world where Classics is being taught. The more traditional curricula of high-school education in the UK and Europe are drawing more and more on edutech, whereas educational jurisdictions in the US are increasingly expecting high-school students to use ICT in all lessons, with some actively dissuading schools from using traditional printed textbooks. This book presents school teachers with a vital resource as they adapt to this use of educational technology in Classics teaching. This is no less pertinent at university level, in the UK and US, where pedagogy tends to follow traditionalist paradigms: this book offers lecturers frameworks for understanding and assimilating the models of teaching and learning which are prevalent in schools and experienced by their students.

The philosophy behind Conectate is simple: take what we know about second-language learning, combine it with the best practices in second-language teaching, and infuse it throughout with stimulating cultural content that challenges students to see themselves and the world in new ways. The overarching goal is to help instructors teach a highly effective, consistently engaging, and truly inspirational course in Spanish that is based on solid research. *Meaning-based activities: At its core, language is a way of expressing meaning, so all activities in Conectate guide students through the process of using Spanish meaningfully, either by understanding sentences that they hear or see, or by producing sentences that express what they want to communicate. Students are given myriad opportunities to engage in meaningful activities within a rich cultural context in all four skills: listening, speaking, reading, and writing. *Active-learning approach: Students learn best when they are fully engaged with the material and are actively participating in every stage of the learning process. There is strong evidence that learning improves when students try to anticipate what is about to be learned or when they test themselves on what they have just learned. To this end, Conectate incorporates these techniques in every chapter. Rather than simply presenting students with a vocabulary list, for instance, vocabulary activities in Conectate ask students to figure out which word goes with which meaning, requiring students to engage actively with the material. Grammar activities, similarly, have students use a grammar point in meaningful ways right from the start, allowing them to uncover some basic grammatical properties on their own before these have been explained to them. As the research literature and everyday experience show, this type of challenge leads to better learning outcomes. *Input-to-output sequence: In every section of Conectate, students focus first on comprehension and then transition to production. This sequencing of activities ensures that students are fully prepared to do each activity and follows a fundamental principle of language acquisition: you learn to understand before you learn to produce. Whether focused on input or output, though, all activities are solidly meaning-based. In the initial activities, students see or hear the words and need to understand them, while in later activities, they need to speak or write the words in order to express an idea. *Review: Students learn best when they revisit topics on a regular basis, so Conectate builds in review as an integral part of the program. Each grammar section, for instance, is preceded by a brief active-learning activity that refreshes students' awareness of a related grammatical point that they have already seen. In addition, for certain topics that are known to be challenging, such as object pronouns, students build up their knowledge incrementally over the course of several chapters, always reviewing what they have seen previously before proceeding. *Authentic language and culture: Students will ultimately be using their Spanish in the real world, not in a classroom, so Conectate is infused throughout with videos of Spanish-speakers from all over the world, telling their stories in a spontaneous, unscripted, and natural way. From the very beginning, students learn to understand buenos dias, for example, the way people really say it, and as they proceed, they learn to understand more extended discourse. The activities are carefully designed so that beginning students can understand and engage with this natural speech, despite the fact that it is "real Spanish," not language artificially created for a textbook.

Including contributions from a team of world-renowned international scholars, this volume is a state-of-the-art survey of second language speech research, showcasing new empirical studies alongside critical reviews of existing influential speech learning models. It presents a revised version of Flege's Speech Learning Model (SLM-r) for the first time, an update on a cornerstone of second language research. Chapters are grouped into five thematic areas: theoretical progress, segmental acquisition, acquiring suprasegmental features, accentedness and acoustic features, and cognitive and psychological variables. Every chapter provides new empirical evidence, offering new insights as well as challenges on aspects of the second language speech acquisition process. Comprehensive in its coverage, this book summarises the state of current research in second language phonology, and aims to shape and inspire future research in the field. It is an essential resource for academic researchers and students of second language acquisition, applied linguistics and phonetics and phonology.

This edited book examines modern foreign language teachers who research their own and others' experiences of identity construction in the context of living and teaching in UK institutions, primarily in the Higher Education sector. The book offers an insight into a key element of the educational and socio-political debate surrounding MFL in the UK: the teachers' voices and their sense of agency in constructing their professional identities. The contributors use a combination of empirical research and personal reflection to generate knowledge about MFL teachers' identity that can enhance how they are perceived in the social and educational establishments and raise awareness of key issues affecting the profession. This book will be of particular interest to language teachers, teacher trainers, applied linguists and students and scholars of modern foreign languages.

This Element aims to elucidate the concept of language teacher agency by exploring the 'what' question, offering major conceptualisations of agency and explaining how they shape the way we approach teacher agency. The authors then continue with the 'why' question, and elaborate on the reasons that language teacher agency matters, based on a discussion of the varied purposes of teacher agency at multiple levels. They also acknowledge that teacher agency does not operate alone, and discuss how it intersects with such concepts as teacher identity, emotion, belief and knowledge. Based on this, they identify ways to promote teacher agency through making changes to contexts and/or actors. They then introduce the concept of collective agency and propose a multi-layered model based on an illustrative study. The Element ends with a call for a trans-perspective on understanding language teacher agency so as to facilitate the professional development of language teachers.

The book investigates how American learners of Arabic realize the speech act of refusal in Egyptian Arabic in different speech situations, varying by setting, topic, social distance, and interlocutor status. Two groups of learners, one at the intermediate level and the other at the advanced level of Arabic proficiency, and two baseline groups of native speakers of Egyptian Arabic and native speakers of American English participated in the study. Data were collected using the role-play method, which allowed for the elicitation and analysis of refusals at the discourse level. This type of analysis, which helps us reach a better understanding of the distribution and recycling of refusal strategies over a number of turns to achieve communicative goals, is rarely done in speech act research in general and in Arabic speech act research in particular. This study provides evidence of negative pragmatic transfer from L1 among American learners of Arabic. It also provides evidence that pragmatic transfer occurred more frequently among the advanced learners. The advanced learners, however, exhibited an overall higher level of pragmatic competence than their intermediate counterparts. This book is an excellent resource for instructors of Arabic as a foreign language as well as Arabic textbook writers and curriculum designers.

This book reports on a longitudinal study of the acquisition of pragmatic markers in written discourse in a third language (English) by secondary students living in the bilingual (Spanish and Catalan) Valencian Community in Spain. It examines pragmatic transfer, specifically positive transfer, in multilingual students from a holistic perspective, taking into account their linguistic repertoire and using ecologically valid classroom writing tasks in a longitudinal study. It tackles the issue of task-based language teaching from a multilingual perspective by presenting a study which takes place in natural classroom contexts where real classroom tasks are used to explore the interaction between languages in multilinguals. The book combines a focus on multilingual language development and pragmatics and discusses the resources multilingual learners take to the classroom.

This volume aims to represent the breadth and depth of current linguistic research of predominantly young linguists and thus to produce a snapshot of topical linguistic issues and trends. Therefore, it presents papers from systemic linguistics next to ones on text linguistics, sociolinguistics and the didactics of language. The volume is based on talks given at the 14th Norddeutsches Linguistisches Kolloquium 2013 in Halle an der Saale. The book contains 14 contributions in English, and three in German.

This book explores the impact of the spread of English on language teaching and learning. It provides a framework for change in English language teaching to better reflect global realities and current research. The authors examine the pedagogical implications of the global spread of English, drawing on world Englishes, English as a lingua franca, and global Englishes research. The book proposes key innovations for teaching English as an international language, and outlines key areas for future classroom-based research. The book is essential reading for postgraduate researchers, teachers and teacher trainers in TESOL and second language education programmes.