Grounded in analysis of Chinese and international educational concepts and classroom techniques currently used to teach Chinese as a Second Language, and a thorough review of recent research in the field, this volume identifies the learning challenges of the language for native English speakers. Orton and Scrimgeour assess the gap in knowledge and skills between learners' initial and future proficiency levels as L2 Chinese speakers, map their needs as learners towards achieving a high language proficiency, and set out an informed, integrated teaching orientation and practice for the Chinese classroom that responds to those needs. Chapters in the volume address curriculum design, teaching diverse learners and levels, the learning challenges of Chinese oral and literacy skills, grammar and vocabulary, discourse development, cultural understanding, and the affordances of a visit to China. Filled with original and engaging teaching and learning tools and techniques, this book is an essential and rich content resource for primary and secondary teachers, and teacher candidates and educators in Chinese as a Second Language education.

The Routledge Handbook of Instructed Second Language Acquisition is the first collection of state-of-the-art papers pertaining to Instructed Second Language Acquisition (ISLA). Written by 45 world-renowned experts, the entries are full-length articles detailing pertinent issues with up-to-date references. Each chapter serves three purposes: (1) provide a review of current literature and discussions of cutting edge issues; (2) share the authors' understanding of, and approaches to, the issues; and (3) provide direct links between research and practice. In short, based on the chapters in this handbook, ISLA has attained a level of theoretical and methodological maturity that provides a solid foundation for future empirical and pedagogical discovery. This handbook is the ideal resource for researchers, graduate students, upper-level undergraduate students, teachers, and teacher-educators who are interested in second language learning and teaching. .

The German comparative philologist Friedrich Max Muller (1823-1900) was one of the most influential scholars in Victorian Britain. Muller travelled to Britain in 1846 in order to prepare a translation of the Rig Veda. This research visit would turn into a lifelong stay after Muller was appointed as Taylor Professor of Modern Languages at Oxford in 1854. Muller's activities in this position would exert a profound influence on British intellectual life during the second half of the nineteenth-century: his book-length essay on Comparative Mythology (1856) inspired evolutionist thinkers such as Herbert Spencer and Edward Burnett Tylor and made philology into one of the master sciences at mid-century; his debates with Charles Darwin and his followers on the origin of language constituted a significant component of religiously informed reactions to Darwin's ideas about human descent; his arguments concerning the interdependence of language and thought influenced fields such as psychology, neurology, paediatrics and education until the end of the nineteenth century; his theories concerning an 'Aryan' language that purportedly predated Sanskrit and ancient Greek led to controversial debates on the relations between language, religion and race in the Indian subcontinent and beyond; and his monumental 50-volume edition of the Sacred Books of the East helped to lay the foundations for the study of comparative religion. Muller's interlocutors and readers included people as various as Alexander von Humboldt, Darwin, George Eliot, Matthew Arnold, Friedrich Nietzsche, Ferdinand de Saussure, Ernst Cassirer, Mohandas K. Gandhi and Jarwaharlal Nehru. This volume offers the most comprehensive and interdisciplinary assessment of Muller's career to date. Arising from a conference held at the German Historical Institute in London in 2015, it brings together papers by an international group of experts in German studies, German and British history, linguistics, philosophy, English literary studies, and religious studies in order to examine the many facets of Muller's scholarship. This book was originally published as a special issue of the Publications of the English Goethe Society.

Based on classic and cutting-edge research, this textbook shows how grammatical phenomena can best be taught to second language and bilingual learners. Bringing together second language research, linguistics, pedagogical grammar, and language teaching, it demonstrates how linguistic theory and second language acquisition findings optimize classroom intervention research. The book assumes a generative approach but covers intervention studies from a variety of theoretical perspectives. Each chapter describes relevant linguistic structures, discusses core challenges, summarizes research findings, and concludes with classroom and lab-based intervention studies. The authors provide tools to help to design linguistically informed intervention studies, including discussion questions, application questions, case studies, and sample interventions. Online resources feature lecture slides and intervention materials, with data analysis exercises, ensuring the content is clear and ready to use. Requiring no more than a basic course in linguistics, the material serves advanced undergraduates and first-year graduate students studying applied linguistics, education, or language teaching.

Emerging from a critical analysis of the glocal power of English and how it relates to academic literacy and culturally responsive pedagogy, this book presents translanguaging strategies for using ESL students' mother tongue as a resource for academic literacy acquisition and college success. Parmegiani offers a strong counterpoint to the "English-only" movement in the United States. Grounded in a case study of a learning community linking Spanish and English academic writing courses, he demonstrates that a mother tongue-based pedagogical intervention and the strategic use of minority home languages can promote English language acquisition and academic success.

This volume brings together studies dealing with second language learning in contexts that provide intensive exposure to the target language. In doing so, it highlights the role of intensive exposure as a critical distinctive characteristic in the comparison of learning processes and outcomes from different learning contexts: naturalistic and foreign language instruction, stay abroad and at home, and extensive and intensive instruction programmes. The different chapters represent a wide range of learning contexts and types of learning, as well as different approaches that yield much needed evidence on the role of context of acquisition in second language learning.

Study abroad is now both an international industry and an experience that can have a deep impact on students' attitudes and approaches to second language learning. Narratives of Second Language Identity in Study Abroad brings together three important research areas by exploring the impact of study abroad on second language identities through narrative research. It outlines a new model of second language identity that incorporates a range of language and personal competencies. The three main dimensions of this model are explored in chapters that begin with students' study abroad narratives, followed by the authors' in-depth analysis. Further chapters use narratives to assess the impact of programme type and individual difference. Arguing that second language identity development is one of the more important outcomes of study abroad, the book concludes with recommendations on how study abroad programmes can best achieve this outcome.

This readable introductory textbook presents a concise survey of corpus linguistics. The first section of the book introduces the key concepts in corpus linguistics and provides a brief history of the discipline. The second section expands the study of language and shows how corpus linguistics can advance our study of words and meaning, the benefits of studying the corpora, and how meaning can best be conceptualised. Explaining corpus linguistics in easy to understand terms, and including a glossary and suggestions for further reading, this book will be useful to students trying to get a grasp on this subject.

This volume addresses the complex problem of the use and exploitation of bilingual lexical resources available in machine-readable form. The reusability of lexical resources has indeed attracted a lot of attention in the past few years, but NLP researchers have tended to concentrate mainly on monolingual English learners' dictionaries, somewhat neglecting bilingual dictionaries.

For many centuries scientists and philosophers have endeavoured to solve the baffling problem of human language. Originally published in 1949, Dr Stein had been fascinated by this problem and collected an enormous amount of data from past and present ages which, when viewed together, shed light upon the origin, evolution and meaning of human speech. He adheres to the broad concept that the development of the individual is a brief recapitulation of the evolution of the race, and has attempted to apply this principle to the solution of the problem of language. For this purpose, he has delved into the realms of prehistory, history, comparative philology, anatomy, physiology and psychology and has made conjectures from his data as to the prehistoric patterns of human speech. Where direct evidence is lacking he has resorted boldly to analogy and fantasy. The result is an intriguing mosaic which should prove interesting to all those concerned with the promotion of human relations which are, to a great extent, dependent on communication through speech. The work is crowned by the fact that his assumptions were being verified by the promising results obtained in the treatment of speech disorders based upon them at the time.

This book correlates English-speaking children's brain development and acquisition of language with the linguistic input that comes from children's books. Drawing from the most current research on the developing brain, the author demonstrates how language acquisition is exclusively interactive, and highlights the benefit that accrues when that interaction includes the exploratory language play found in early childhood literature. Through discussions of specific domains of grammar, the relation of these domains to children's literature through scaffolding, and the resultant linguistic and cognitive advantages for the child, this volume offers an innovative approach to early brain maturation.

The volume fills a gap in the lively international debate on terminology and discourse by uncovering the new possibilities offered by analysing terms in authentic language environments. The terminology and discourse nexus is central to all the contributions in the volume, which focus on recent linguistic approaches and fields, such as term variation and the synchronic/diachronic formation of terms, popularization, genre chains and networks, textual terminology, extraction of terms in large and small corpora, management and knowledge of "dynamic" and "flexible" data. Ce volume se propose d'apporter une contribution au debat sur les liens entre terminologie et discours, en s'appuyant sur de nouvelles modalites d'analyse de termes dans des milieux linguistiques authentiques. La terminologie et l'analyse de discours sont ainsi au coeur de toutes les contributions de ce volume, qui adoptent des approches methodologiques recentes dans des domaines comme la variation des termes et de leur formation en synchronie et en diachronie, la vulgarisation, la terminologie textuelle, l'extraction des termes dans les grands et petits corpus ainsi que de la gestion et la connaissance de donnees " dynamiques " et " flexibles ".

Second language acquisition has an identity problem. It is a young field struggling to emerge from the parent fields of education and applied linguistics. In his new book, Problems in Second Language Acquisition, Mike Long proposes a way to help second language acquisition develop a systematic and coherent focus using the philosophy of science as the lens.
The volume is neatly organized into three parts--theory, research, and practice. This structure allows a focus on areas of SLA of interest to many in the field. These include theory proliferation and comparative theory evaluation; the Critical Period Hypothesis and negative feedback; and the practice of synthetic language teaching.
The controversial volume will be of interest to researchers, educators, and graduate students in second language acquisition, applied linguistics, TESOL, and linguistics programs. It may be recommended as additional reading for an introductory SLA course in order to stimulate class discussions.

Recent work has pointed to the need for a detection-based approach to transfer capable of discovering elusive crosslinguistic effects through the use of human judges and computer classifiers that can learn to predict learners' language backgrounds based on their patterns of language use. This book addresses that need. It details the nature of the detection-based approach, discusses how this approach fits into the overall scope of transfer research, and discusses the few previous studies that have laid the groundwork for this approach. The core of the book consists of five empirical studies that use computer classifiers to detect the native-language affiliations of texts written by foreign language learners of English. The results highlight combinations of language features that are the most reliable predictors of learners' language backgrounds.

The "Synagoge" (Gk: collection of useful word explanations) is one of the most important lexicographical sources from early Byzantine times. The anonymous author quotes extracts from the works of ancient authors which have not been preserved elsewhere and gives details of customs and myths from the epoch. At the same time, he presents his own age and provides a rich source of information on education and scholarship. The present edition combines all the available manuscripts of the oldest version of the "Synagoge," and thus provides the first complete and critical survey of the context of the genesis and developmental stages of this work. In addition, the second part presents a new edition of the letter alpha from manuscript B, which contains particul-arly valuable data and thus required a new edition, the only previous version dating back to 1828. Comprehensive indexes provide access to the edition.

This mixed-methods study investigates the link between accent and identity in an English as a lingua franca setting. The subjects, German and French university students living in Scandinavia, pursue their study programmes and every-day lives in English. A quantitative speech data analysis of eight phonetic features describes the speakers' accents, while a qualitative analysis of introspective interview data exhibits how they differ in terms of identity. The results provide an in-depth understanding of individuals using English as a lingua franca. Do the German and French speakers of English alter or keep their foreign accents in order to express identity in the seemingly neutral Scandinavian setting?

This book describes a theory-guided approach to Foreign Language (FL) course development, implementation, instruction and assessment. It documents the development and implementation of a theory-guided approach designed to exploit cross-linguistically sharable competencies as resources for promoting FL learning. The volume delineates the processes of (a) identifying cross-linguistically sharable competencies, (b) exploring ways of exploiting sharable competencies as resources in promoting language skills through their purposeful use for content learning, (c) implementing the instructional approach in multiple EFL classrooms, and (d) evaluating the approach by comparing learning outcomes across classrooms. It presents a solid conceptual framework that integrates theories in multiple research domains, including second language acquisition, knowledge acquisition, and language assessment. It also provides detailed descriptions of framework construction and classroom implementation - the two processes that are integral to course design and development.

The Interactional Instinct (Oxford University Press, 2009) argued that the ubiquitous acquisition of language by all normal children was the result of a biologically-based drive for infants and children to attach, bond, and affiliate with conspecifics in an attempt to become like them. This instinct leads children to seek out verbal interaction with caregivers and allows them to become competent language speakers by about age 8. In Exploring the Interactional Instinct, scholars in applied linguistics expand the theory by examining interaction in second language acquisition; in different cultures and species; in observation without participation; in literacy; in schizophrenia; in relation to human physiological responses; and in relation to correlated perspectives on interaction. This book, like its predecessor, offers a radical view of language acquisition: language is not acquired as a result of a Language Acquisition Device in the brain, but is rather a cultural artifact universally acquired by all normal children.

This volume aims to provide a broad view of second language acquisition within a comparative perspective that addresses results concerning adult and child learners across a variety of source and target languages. It brings together contributions at the forefront of language acquisition research that consider a wide range of open questions: What are the precise mechanisms underlying acquisition? How can we characterize learners' initial state and predict their degree of final achievement? What role do specific (typological) properties of source and target languages play? How does fossilization occur? How does the relative complexity of cognitive systems in adult and child learners affect acquisition? Does language learning influence cognitive organization? Can language learning shed light on our general understanding of human language and language processing?

This book explores the social construction of age in the context of EFL in Mexico. It is the first book to address the age factor in SLA from a social perspective. Based on research carried out at a public university in Mexico, it investigates how adults of different ages experience learning a new language and how they enact their age identities as language learners. By approaching the topic from a social constructionist perspective and in light of recent work in sociolinguistics and cultural studies, it broadens the current second language acquisition focus on age as a fixed biological or chronological variable to encompass its social dimensions. What emerges is a more complex and nuanced understanding of age as it intersects with language learning in a way that links it fundamentally to other social phenomena, such as gender, ethnicity and social class.

This book explores the social construction of age in the context of EFL in Mexico. It is the first book to address the age factor in SLA from a social perspective. Based on research carried out at a public university in Mexico, it investigates how adults of different ages experience learning a new language and how they enact their age identities as language learners. By approaching the topic from a social constructionist perspective and in light of recent work in sociolinguistics and cultural studies, it broadens the current second language acquisition focus on age as a fixed biological or chronological variable to encompass its social dimensions. What emerges is a more complex and nuanced understanding of age as it intersects with language learning in a way that links it fundamentally to other social phenomena, such as gender, ethnicity and social class.

The latest title in the Cognitive Science and Second Language Acquisition series presents a comprehensive review of connectionist research in second language acquisition (SLA). Second language reseachers and the cognitive science community will find accessible discussions of the relevance of connectionist research to SLA and hands-on guidance on how to run network simulations, including information on the various simulation software programs and resources available. This important volume is key reading for any student or researcher interested in how second language acquisition can be better understood from a connectionist perspective.

The latest title in the Cognitive Science and Second Language Acquisition series presents a comprehensive review of connectionist research in second language acquisition (SLA). Second language reseachers and the cognitive science community will find accessible discussions of the relevance of connectionist research to SLA and hands-on guidance on how to run network simulations, including information on the various simulation software programs and resources available. This important volume is key reading for any student or researcher interested in how second language acquisition can be better understood from a connectionist perspective.

Infants learn to communicate through everyday social interaction with their caregivers in a multisensory world involving sight, hearing, touch and smell. The neural and behavioural underpinnings of caregiver-infant multisensory interaction and communication, however, have remained largely unexplored in research across disciplines. This book highlights this largely uncharted territory to better understand the developmental origins of human multisensory perception and communication. It emphasizes the range and complexity of multisensory infant-caregiver interaction in the real world, and its developmental and neurophysiological characteristics. Furthermore, recent theories of brain development suggest that brain, body and the environment interact with one another on an ongoing basis, influencing each other and are constantly being influenced by each other. This volume aims to elucidate the neurophysiological, behavioural and environmental factors to better understand the nature of multisensory communication as a whole. This book was originally published as a special issue of Developmental Neuropsychology.