The Routledge Handbook of Heritage Language Education provides the rapidly growing and globalizing field of heritage language (HL) education with a cohesive overview of HL programs and practices relating to language maintenance and development, setting the stage for future work in the field. Driving this effort is the belief that if research and pedagogical advances in the HL field are to have the greatest impact, HL programs need to become firmly rooted in educational systems. Against a background of cultural and linguistic diversity that characterizes the twenty-first century, the volume outlines key issues in the design and implementation of HL programs across a range of educational sectors, institutional settings, sociolinguistic conditions, and geographical locations, specifically: North and Latin America, Europe, Israel, Australia, New Zealand, Japan, and Cambodia. All levels of schooling are included as the teaching of the following languages are discussed: Albanian, Arabic, Armenian (Eastern and Western), Bengali, Brazilian Portuguese, Chinese, Czech, French, Hindi-Urdu, Japanese, Khmer, Korean, Pasifika languages, Persian, Russian, Spanish, Turkish, Vietnamese, and Yiddish. These discussions contribute to the development and establishment of HL instructional paradigms through the experiences of "actors on the ground" as they respond to local conditions, instantiate current research and pedagogical findings, and seek solutions that are workable from an organizational standpoint. The Routledge Handbook of Heritage Language Education is an ideal resource for researchers and graduate students interested in heritage language education at home or abroad.

For many years, the development of theories about the way children learn to read and write was dominated by studies of English-speaking populations. As we have learned more about the way that children learn to read and write other scripts - whether they have less regularity in their grapheme-phoneme correspondences or do not make use of alphabetic symbols at all - it has become clear that many of the difficulties that confront children learning to read and write English specifically are less evident, or even non-existent, in other populations. At the same time, some aspects of learning to read and write are very similar across scripts. The unique cross-linguistic perspective offered in this book, including chapters on Japanese, Greek and the Scandinavian languages as well as English, shows how the processes of learning to read and spell are affected by the characteristics of the writing system that children are learning to master.

This book introduces studies on infant and early childhood development that are in a permanent dialogue with the psychology of music, the philosophy of mind, and human movement studies. They are based on an innovative framework that combines embodied cognition, the multimodal approach to child development, and the second-person perspective in social cognition. This frame of reference allows authors to revisit relevant topics in developmental psychology, such as adult-infant interactions; early intersubjective experiences; the development of perceptual, verbal and gestural communication skills; as well as the complexity of play in infancy and early childhood. In the field of infancy and early childhood studies, the three viewpoints brought together in this volume had a clear innovative impact. Embodied psychology showed the body to be the primary agent in the interactions that shape the infant's psyche. The second-person perspective exhibited the direct, transparent, I-Thou contact involved in the first patterns of reciprocity between adult and infant, and the multimodal theory of perceptual development revealed an infant immersed in a multisensory environment conveying information to all perceptual systems as a unified experience. The studies presented in this volume combine these three viewpoints and link them through the use of analytical tools and concepts from the temporal arts (music and dance). This way of conducting empirical research on some central topics in early infancy led to an aesthetic conception of development that emphasizes bodily experience, temporal affects and their intertwining with symbolic capacities Moving and Interacting in Infancy and Early Childhood: An Embodied, Intersubjective, and Multimodal Approach to the Interpersonal World will provide innovative tools for developmental and cognitive psychologists studying the development of early socio-cognitive skills in infants and young children, and will also serve as a rich source of information for researchers and practitioners in other fields, such as education and nursing, who can benefit from cutting-edge knowledge in developmental sciences.

This edited volume brings together several original studies that critically examine the quantitative and qualitative effects of service-learning (SL) on foreign and second language learning, and its impact on communities, learners, pre-service teacher candidates, and faculty-researchers. The book focuses on two key aspects: Innovative SL methodologies that seek to develop linguistic and cultural competencies and empirical investigations on the SL effects on all stakeholders. The analysis presented provides a unique insight into the challenges and future directions of SL research, pedagogical assessment, and community impact.

This edited collection addresses the link between second language pragmatics (including interlanguage and intercultural) research and English language education. The chapters use different contemporary research methods and theoretical frameworks such as conversation analysis, language-learners-as-ethnographers, discourse and interactional approaches and data in contexts (either in the region or overseas). The content explores and discusses the significance of learning and teaching of second language (L2) pragmatics in language education for learners who use English as a lingua franca for academic and intercultural communication purposes with native and non-native speakers of English, focusing on pragmatic actions, social behaviours, perceptions and awareness levels in three regions in East Asia - China, Japan and South Korea. It is an important contribution to the area of second language pragmatics in language education for East Asian learners. It recommends research-informed pedagogies for the learning and teaching of interlanguage or intercultural pragmatics in regions and places where similar cultural beliefs or practices are found. This is an essential read for researchers, language educators, classroom teachers, readers who are interested in second language pragmatics research and those interested in second language acquisition and English language education in the East Asian context.

Developing Notetaking Skills in a Second Language combines theoretical perspectives with an analysis of empirical classroom studies and offers a detailed discussion that increases pedagogical awareness of factors impacting second language (L2) notetaking performance and instruction. Based on original research and including descriptions of classroom practices and samples of student work, the book provides insights on a range of topics relevant to L2 notetaking. The book emphasizes the challenges that many students from different international backgrounds face when taking notes in an L2 and outlines a five-stage pedagogic cycle for notetaking that can be applied to any listening text. It also explores the dialogic potential of notes for stimulating class discussion about notetaking strategies. This book will be of great interest for teachers, academics, scholars, and postgraduate students in the fields of applied linguistics, L2 and foreign language education. It will also be a useful resource for those in charge of teacher education and postgraduate TESOL, L1, and L2 listening researchers and psycholinguists.

This book brings together theoretical and empirical approaches to second language (L2) fluency and provides a state-of-the-art overview of current research on the topic. The strength of the volume lies in its interdisciplinarity: the chapters approach fluency from non-traditional starting points and go beyond disciplinary boundaries in their contributions. The volume includes chapters investigating fluency from an L2 perspective and integrates perspectives from related fields, such as psycholinguistics, sign language studies and L2 assessment. The book extends the common foci and approaches of fluency studies and offers new perspectives that enable readers to evaluate critically existing paradigms and models. This encourages the development of more comprehensive frameworks and directs future L2 fluency research into new areas of L2 learning and use.

This collection brings together linguistic, psychological, and sociological perspectives reflecting on the relationships and interactions of the multi-layered factors impacting second language development and cognitive competence. The book advocates a system approach as a counterpoint to existing scholarship which has tended to focus on a small set of variables. The volume outlines theoretical and methodological foundations before looking at the interplay of these different variables at the macro, meso, and micro level.

This book represents the first collection specifically devoted to New Speaker Studies, focusing on language ideologies and practices of speakers in a variety of minority language communities. Over thirteen chapters, it uses the new speaker lens to investigate not only linguistic issues, such as language variation and change, phonetics, morphosyntax, language acquisition, code-switching, but also sociolinguistic issues, such as legitimacy, integration, and motivation in language learning and use. Besides covering a range of languages - Basque, Breton, Galician, Giernesiei, Irish, Scottish Gaelic and Welsh - and their different sociolinguistic situations, the chapters also encompass a series of interactional settings: institutional settings, media and the home domain, as well as different contexts for becoming a new speaker of a minority language, such as by migration or through education. This collection represents an output by a lively network of researchers: it will appeal to postgraduate students, researchers and academics working in the field of sociolinguistics, applied linguistics, language policy and those working within minority language communities.

This book collects together the work of experts from a wide range of backgrounds, but who share the desire to understand how the human brain represents words. The focus is on word forms and morphemes, their nature and structure, the processes operating on the speech input to gain access to lexical representations, the modelling and acquisition of these processes, and on the neural underpinnings of lexical representation and process.

This book offers a socially situated view of the emergence of emotionality for additional language (L2) learners in classroom interaction in Japan. Grounded in a complexity perspective, the author argues that emotions need to be studied as they are dynamically experienced and understood in all of their multidimensional colors by individuals (in interaction). Via practitioner research, Sampson applies a small-lens focus, interweaving experiential and discursive data, offering possibilities for exploring, interpreting and representing the lived experience of L2 study emotions in a more holistic yet detailed, social yet individual fashion. Amidst the currently expanding interest in L2 study emotions, the book presents a strong case for the benefits of locating interpretations of the emergence of L2 study emotions back into situated, dynamic, social context. Sampson's work will be of interest to students and researchers in second language acquisition and L2 learning psychology.

Winner of the 2020 ESSE Book Award in English Language and Linguistics Lexical Innovation in World Englishes contributes to the investigation of World Englishes by offering insights into the lexical developments of selected English varieties and their cross-fertilization potential. Taking a theoretical and empirical approach and focusing on neological formations, this book: discusses and problematizes different categorizations of English varieties and processes of word formation, considering the expansion of English across the world; draws on authentic examples taken from language corpora to gain a finer understanding of the varieties' transformations and of their reciprocal influences from a lexical perspective; aims to validate general considerations on the lexical features of these varieties of English and test them using corpora. Including eight empirical case studies, this innovative text shows the importance of investigating lexical developments to observe the evolution of a variety while arguing for the need to go beyond a purely structuralist approach and to include a broader discursive and sociological perspective. Lexical Innovation in World Englishes is key reading for postgraduate students and researchers in the fields of World Englishes and language varieties.

This accessible and engaging textbook offers a practical approach to understanding the complexity of language by exploring language use and language learning in a wide variety of contexts. Bringing together leading specialists who are active researchers in the field of linguistics, this book introduces readers to major fields of language study by focusing on social, cultural and historical factors that show the dynamic nature of language. Topics explored include first and second language acquisition, grammar, meaning-making and pragmatics, language use and technology, language variation, and English as a global language. This book surveys major principles and shows how to apply them through structured discussion topics and activities to facilitate a greater understanding and appreciation of language. This is essential reading for undergraduate students taking courses in linguistics and language use, and a valuable resource for students of communication studies, media studies, sociology and anthropology.

This book unites a range of emerging topics in the burgeoning transdisciplinary fields of second language acquisition and interculturality in a study abroad context. It explores key issues, trends and approaches within each strand and how the strands relate to one another, painting a big picture of the diversity and complexity underpinning second language acquisition in a study abroad context. The chapters highlight themes such as social networks, input and interaction issues, learner identities and study abroad in lingua franca contexts, while also presenting other themes spanning the breadth of second language acquisition and interculturality research, such as individual differences and linguistic development. This comprehensive and cohesive volume showcases the latest innovative research using quantitative, qualitative and mixed method approaches across a range of source and target language learner cohorts, and highlights emerging themes and directions for future research.

The study of anglicisms and of the complex network of related categories has deeply evolved in the first two decades of the twenty-first century and it is quite likely that it will keep evolving in decades to come. Much more attention is being paid to the way in which the large collection of English morphological and lexical items is modified and reinvented within the receptor languages. Throughout the nine chapters of this book, the latest developments in anglicisms in languages like French, Danish, German, Czech, Italian, Finnish and Spanish are explored. To do so, a corpus methodology has been used in each chapter, which will contribute to a better understanding of this challenging phenomenon on European languages from an innovative perspective.

The Routledge Handbook of Second Language Acquisition and Individual Differences provides a thorough, in-depth discussion of the theory, research, and pedagogy pertaining to the role individual difference (ID) factors play in second language acquisition (SLA). It goes beyond the traditional repertoire and includes 32 chapters covering a full spectrum of topics on learners' cognitive, conative, affective, and demographic/sociocultural variation. The volume examines IDs from two perspectives: one is how each ID variable is associated with learning behaviors, processes, and outcomes; the other is how each domain of SLA, such as vocabulary or reading, is affected by clusters of ID variables. The volume also includes a section on the common methods used in ID research, including data elicitation instruments such as surveys, interviews, and psychometric testing, as well as methods of data analysis such as structural equation modeling. The book is a must-read for any second language researcher or applied linguist interested in investigating the effects of IDs on language learning, and for any educator interested in taking account of learners' individual differences to maximize the effects of second language instruction.

This accessible and engaging textbook offers a practical approach to understanding the complexity of language by exploring language use and language learning in a wide variety of contexts. Bringing together leading specialists who are active researchers in the field of linguistics, this book introduces readers to major fields of language study by focusing on social, cultural and historical factors that show the dynamic nature of language. Topics explored include first and second language acquisition, grammar, meaning-making and pragmatics, language use and technology, language variation, and English as a global language. This book surveys major principles and shows how to apply them through structured discussion topics and activities to facilitate a greater understanding and appreciation of language. This is essential reading for undergraduate students taking courses in linguistics and language use, and a valuable resource for students of communication studies, media studies, sociology and anthropology.

* This book addresses the controversies connected with cultural learning styles head-on and brings this longstanding debate up-to-date with current research * Addresses preconceptions about language learning styles and culture in connection to language learning comprehensively by covering such topics as both teachers' and students' learning styles as well as major theories * Ideal for preservice EFL teachers, researchers and scholars, this book bridges the gap between research and practice on culture and language learning in the classroom.

This is the first hands-on methods guide for second-language (L2) reading research. The authors expertly and critically situate L2 reading and literacy as a multivariate, interactive process and define terms, concepts, and research tools in connection with theory and a rich body of past empirical work, with lessons to learn and pitfalls to avoid. They concretely detail how to design empirical studies, collect data, and analyze findings in this important area. Authored by world experts on first-language (L1) and L2 reading, this book provides a comprehensive, critical, theory-driven review of methods in L2 reading research, offering a step-by-step guide from research design to study execution and data analysis. With useful pedagogical features and a unique database of L2 reading studies from around the world over three decades, this will be an invaluable resource to students and researchers of second-language acquisition, applied linguistics, education, and related areas.

This is the first hands-on methods guide for second-language (L2) reading research. The authors expertly and critically situate L2 reading and literacy as a multivariate, interactive process and define terms, concepts, and research tools in connection with theory and a rich body of past empirical work, with lessons to learn and pitfalls to avoid. They concretely detail how to design empirical studies, collect data, and analyze findings in this important area. Authored by world experts on first-language (L1) and L2 reading, this book provides a comprehensive, critical, theory-driven review of methods in L2 reading research, offering a step-by-step guide from research design to study execution and data analysis. With useful pedagogical features and a unique database of L2 reading studies from around the world over three decades, this will be an invaluable resource to students and researchers of second-language acquisition, applied linguistics, education, and related areas.

This book presents a view of human language as social interaction, illustrating its implications for language learning and second language teaching. // The volume advocates for researchers, practitioners, and administrators to rethink and reconceptualize an understanding of language beyond that of the written word to one encompassing social and interactional activity built on co-construction, collaboration, and negotiation. The book emphasizes the ways in which this view of language can shed light on the language learning process as one which draws on discrete linguistic units and constructions in conjunction with a range of temporal, sequential, and embodied resources across a variety of social contexts. In turn, these insights prompt further reflection and discussion on their implications for advancing second language teaching practice. // This book will be key reading for scholars interested in second language teaching research, as well as active second language teachers and language program administrators.

Chinese grammar is characterized by its simple structure, lack of inflections, and wide use of monosyllabic morphemes. With the increased popularity of learning Chinese as a second language, there is a demand for a guide to Chinese grammar that's targeted at second language learners. This four-volume set is one of the earliest and most influential works of Chinese grammar, with a special focus on teaching and learning Chinese as a second language. Drawing on rich teaching experience, the authors analyze a myriad of real-world examples to describe Chinese grammatical phenomena and rules while introducing the general grammar system of Chinese. In addition, the use of notional words in modern Chinese grammar is demonstrated, including nouns, pronouns, numerals, quantifiers, verbs, adjectives, and adverbs. Since the first edition came out in 1983, this set has been revised twice and has remained one of the best sellers in the field. Practitioners and scholars of teaching Chinese as a second language, as well as students with a basic knowledge of Chinese, will find it to be a handy reference.

Chinese grammar is characterized by its simple structure, lack of inflections, and wide use of monosyllabic morphemes. With the increased popularity of learning Chinese as a second language, there is a demand for a guide to Chinese grammar that's targeted at second language learners. This four-volume set is one of the earliest and most influential works of Chinese grammar, with a special focus on teaching and learning Chinese as a second language. Drawing on rich teaching experience, the authors analyze a myriad of real world examples to describe Chinese grammatical phenomena and rules while introducing the general grammar system of Chinese. This volume introduces sentence constituents in modern Chinese grammar, including subjects, objects, attributes, adverbials, complements, double references, and parentheses. Since the first edition came out in 1983, this set has been revised twice and remained one of the best sellers in the field. Practitioners and scholars of teaching Chinese as a second language, as well as students with a basic knowledge of Chinese, will find it to be a handy reference.

Chinese grammar is characterized by its simple structure, lack of inflections, and wide use of monosyllabic morphemes. With the increased popularity of learning Chinese as a second language, there is a demand for a guide to Chinese grammar that's targeted at second language learners. This four-volume set is one of the earliest and most influential works of Chinese grammar, with a special focus on teaching and learning Chinese as a second language. Drawing on rich teaching experience, the authors analyze a myriad of real-world examples to describe Chinese grammatical phenomena and rules while introducing the general grammar system of Chinese. This volume introduces several simple sentence and compound sentence structures of modern Chinese grammar. In addition, the authors examine discourse and other larger units of sentences in use. Since the first edition came out in 1983, this set has been revised twice and remained one of the best sellers in the field. Practitioners and scholars of teaching Chinese as a second language, as well as students with a basic knowledge of Chinese, will find it to be a handy reference.

This collection offers a critical examination of online language teacher education programs (OLTE), looking at a range of issues which have informed their development and the challenges and opportunities in their implementation from a TESOL perspective. Positioning itself uniquely amongst the growing literature at the nexus of technology and language learning, the book focuses on language teacher education programs designed for academic and professional credentials in online environments. Introductory sections provide a brief historical overview of the OLTEs as we know them today, with examples from a global range of programs toward demonstrating their theoretical and philosophical foundations. The second section of the book explores the paradigm shifts borne out of OLTE in the modes, media, and tasks employed and their subsequent impact on instructional efficacy. Subsequent chapters turn a critical lens on OLTE in raising questions around accessibility its implementation in less technologically developed environments, issues of quality measures and accreditation, and practicum concerns. Taken together, this collection is a state of the art of online language teacher education programs and lays the groundwork for future research on the nexus of online education, teacher education, and applied linguistics.