If education is to prepare learners for lifelong learning, there needs to be a shift towards deeper learning: a focus on transferable knowledge and problem-solving skills alongside the development of a positive or growth mindset. In this book, a follow up to CLIL, the authors review new developments in the understanding of the interface between language and learning, and propose an original new 'pluriliteracies' approach which refines and develops current thinking in CLIL. It aims to facilitate deeper learning through an explicit focus on disciplinary literacies, guiding learners towards textual fluency, encouraging successful communication across cultures, and providing a key stepping-stone towards becoming responsible global citizens. It both provides strong theoretical grounding, and shows how to put that understanding into practise. Engaging and practical, this book will be invaluable to both academics and education practitioners, and will enable conventional classrooms to be transformed into deeper learning ecologies.

This volume is based on the selected proceedings from an international conference 'Concept of Progression in Foreign Language Teaching and Learning' held in Dublin in February 2004. Although progression always has been at the centre of any methodology of teaching and learning foreign language, there has been surprisingly little published on the concept of progression. Since the inclusion of the pragmatic and socio-cultural context into foreign language teaching methodologies, the concept of progression has broadened considerably: it is no longer restricted any more to structural elements of the foreign language (i.e. grammar) but it includes a functional-notional progression, a cultural progression, a lexical progression, a progression of text types, a mental progression, a progression of exercises and classroom activities. The articles in this volume address the multifaceted nature of progression in foreign language teaching and learning from various angles.

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.

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.

Originally published in 1982, the editors felt that their field was clearly in need of explanatory accounts for many different areas. This volume presents statements of the status of research in several areas by scholars at the forefront of the discipline. It tries at the same time to juxtapose theoretical and experimental perspectives in order to display some of the major lines of tension in the field. Divided into 5 parts it covers: Theoretical Perspectives; Experimental Studies in Processing; Neuropsychological Studies in Processing; Studies in Development; followed by Commentary on some specific chapters.

This volume focuses on specialist translation - one of the areas of translation in greatest demand in our age of globalization. The 16 chapters deal not only with the classical domains of science and technology, law, socio-politics and medicine but also with lesser researched areas such as archeology, geography, nutrigenomics and others. As a whole, the book achieves a blend of theory and practice. It addresses a variety of issues such as translation strategy based on text type and purpose, intercultural transfer and quality assessment, as well as textual and terminological issues in bilingual and multilingual settings, including international organizations and the European Union. Today translation competence presupposes multidisciplinary skills. Whereas some chapters analyze the linguistic features of special-purpose texts and their function in specialized communication, others show how specialized translation has changed as a result of globalization and how advances in technology have altered terminology research and translation processing.

What is a 'contemporary' understanding of literacy practices? How can 'literacy' be explained and situated? This book addresses literacy practices research, understanding it as both material and spatial, based in homes and communities, as well as in formal educational settings. It addresses a need to update the work done on theoretical literacy models, with the last major paradigms such as critical literacies and multiliteracies developed a decade ago. Kate Pahl draws on case studies to highlight experiences alternate from the traditional representations of literacy. She argues that the affordances of home and familiar spaces offer fertile ground for meaning-making. These resultant literacies are multimodal and linked to space, place and community. An important evaluative resource, this book details a range of methodologies for further researching literacy, describing ethnographic, visual, participatory and ecological approaches, together with connective ethnographies. This volume will appeal to academics and professions in literacy studies and language and education.

This book received the XV Research Award of the Spanish Association of Applied Linguistics (XV Premio de Investigacion de la Asociacion Espanola de Lingueistica Aplicada) 2012. The present volume bears witness to the Europewide character of the Content and Language Integrated Learning (CLIL) enterprise by featuring contributions from researchers and teacher-educators from a range of European countries spanning the geographical expanse of the continent from east (Estonia) to west (United Kingdom) and from north (Finland) to south (Spain, Italy). More importantly, the different national contexts are characterised by diverse cultural stances and policies vis-a-vis second and foreign language learning in general and learning specific languages in particular and it is evident that such contextual factors impinge on what are identified as central concerns both in CLIL implementation and research.

In this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition, imagination, beliefs, and self. The book also addresses practice in classroom, self-access, and distance education contexts, considering topics such as teachers' views on motivation, plurilingual learning, sustaining motivation in distance education, pop culture and gaming, study abroad, and the role of agency and identity in the motivation of pre-service teachers. The book concludes with a discussion of how an approach which sees identity, motivation, and autonomy as interrelated constructs has the potential to inform theory, practice and future research directions in the field of language teaching and learning.

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.

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.

The new edition of this popular course in translation from French into English offers a challenging practical approach to the acquisition of translation skills, with clear explanations of the theoretical issues involved. A variety of translation issues are considered including:
*Cultural differences
*Register and dialect
*Genre
*Revision and editing
The course now covers texts from a wide range of sources, including:
*Journalism and literature
*Commercial, legal and technical texts
*Songs and recorded interviews
*This is essential reading for advanced undergraduates and postgraduate students of Frenchon translation courses. The book will also appeal to wide range of language students and tutors.

De nombreux enfants dans le monde sont scolarises dans plusieurs langues. Cet ouvrage explore plusieurs exemples d'education multilingue et plurilingue dans divers contextes d'enseignement, et propose, selon une perspective critique et engagee, une analyse des defis que la pluralite des langues et des cultures pose aux enseignants dans leur classe. Across the world, many children are being educated in more than one language. In looking at examples of multilingual and plurilingual education from different countries, this book explores the diverse contexts within which this education takes place, and the challenges facing teachers in responding to this diversity, from critical and socially engaged perspectives.

This book examines the effects of a study abroad experience on students' culture and identity and the impact of these effects on their read-justment to their home culture. It explores issues of culture and identity from the perspective of French students studying in Australia. Issues of perceived cultural proximity between France and Australia, a relative lack of prior knowledge of the host country before the period of study and the impact of distance all influence aspects of these students' experiences. Employing long-term and cross-sectional studies focusing on culture shock, reverse culture shock and cultural identity issues, the author investigates the cyclical journey of French academic sojourners and examines the impact of the acculturation and repatriation processes and the language experiences on their perceptions of cultural identity. Once the students had traversed the difficult stages of culture shock and reached the stage of full recovery (adjustment), they no longer wished to go home. What impact has this process had on the returnees who faced the insularity of their home society once they returned home? Is the French community beginning to acknowledge the start of a brain-drain of the educated French overseas? What are the implications for borderless higher education? What value should be placed on pre-departure preparation from participating institutions and the individuals themselves, both on a linguistic and a psychological level? This book poses questions relating to these issues.

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. .

This volume originates from the editors' interest in one of the most relevant fields of research these days: Intercultural and International Business Communication. The needs of the business world to communicate effectively at an international level in order to overcome language differences have proved to be a fascinating topic for many scholars. International business discourse is culturally-situated and therefore context-dependent, and all three -- discourse, culture and context -- play a key role in the communication process. The present contributions analyse this topic under the perspective of theory, research and teaching. Different scholars have offered their views on the subject, presenting contributions on different areas related to business communication all over the world.

This book brings together linguistic, psycholinguistic and educational perspectives on the phenomenon of cognate vocabulary across languages. It presents a large-scale, long-term research project focusing on Polish-English cognates and their use by bilingual and multilingual learners/users of English. It discusses extensive qualitative and quantitative data to explain which factors affect a learner's awareness of cognates, how adult learners can benefit from raised awareness and whether cognate vocabulary can be used with younger learners as a motivational strategy. The work shows how cognate vocabulary can be examined from a range of methodological perspectives and provides considerable insights into crosslinguistic influences in language learning. While the focus of the studies is Polish-English cognates, the research will be of interest to anyone teaching learners of different language constellations, levels, ages and backgrounds.

This book features effective artistic practices to improve literacy and language skills for emergent bilinguals in PreK-12 schools. Including insights from key voices from the field, this book highlights how artistic practices can increase proficiency in emergent language learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students' sociocultural knowledge and improve language competence and confidence. Offering rich and diverse examples of using the arts as a way of talking, this volume invites teacher educators, teachers, artists, and researchers to reconsider how to fully engage students in their own learning and best use the resources within their own multilingual educational settings and communities.

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.

This edited volume has been compiled in honour of Professor Merrill Swain, one of the most prominent scholars in the field of second language acquisition (SLA) and second language (L2) education. For over four decades, her work has contributed substantially to the knowledge base of the field of applied linguistics, and her ideas have had a significant influence in a range of subfields, including immersion education, mainstream SLA, and sociocultural theory and SLA. The range of topics covered in the book reflects the breadth and depth of Swain's contributions, expertise and interests. The volume is divided into four parts: immersion education, languaging, sociocultural perspectives on L2 teaching and learning, and developments in language as social action.

Pragmatic competence plays a key role in intercultural communication, particularly for students studying in a target community. This book investigates the effect of study abroad on second language learners' productive and receptive pragmatic competences, as well as their cognitive processes during speech act production. It employs a variety of research instruments, both quantitative and qualitative, to explore learners' pragmatic development over one year. The inclusion of a control group is a methodological strength of the longitudinal study, many such studies often not including a control group. In addition, the study longitudinally examines learners' cognitive processes during study abroad with innovative and insightful analyses. The book makes an important contribution to second language pragmatics with regard to developmental changes in both speech act production and perception during such processes.

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.

Digitalised learning with its promise of autonomy, enhanced learner choice, independence and freedom, is an intuitive and appealing construct but closer examination reveals it to be a rather simplistic proposition, raising the following questions. -What do we mean by autonomy? -What are we implying about the role of the teacher, the classroom, and interaction between learners? -What do we understand about the impact of technology on the ecology of the learning environment? This book describes the use of a Virtual Learning Environment (VLE) by a group of advanced English language learners in Mexico, comparing what students thought and what they did in response to the technology. The theoretical aim of the book is to work towards the construction of a theory of the development of autonomy and virtual learning in an EFL context. Enhanced understanding about the relationship between autonomy and technology has the potential to inform academics, software designers, materials writers, teacher educators, and teachers and to help learners in their quest to acquire a foreign language.

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.

Essentials of SLA for L2 Teachers: A Transdisciplinary Framework presents an accessible and comprehensive account of current understandings of second language acquisition (SLA) geared towards those studying to become L2 teachers. Grounded in the pragmatic and problem-oriented transdisciplinary framework of SLA, this textbook draws connections between SLA research and practices for L2 teaching. It aims to build L2 teacher expertise by strengthening teachers' understandings of the many facets of L2 learning and their skills for designing transformative learning environments in their teaching contexts. The author includes pedagogical implications and inquiry-based activities in each chapter that engage readers in further explorations of the topics covered in the chapter. Short and straightforward, Essentials of SLA for L2 Teachers is the ideal main resource for SLA courses taught at undergraduate and graduate-level teaching programs.