Nationalism informs our ideas about language, culture, identity, nation, and State--ideas that are being challenged by globalization and an emerging new economy. As language, culture, and identity are commodified, multilingualism becomes a factor in the mobility of people, ideas and goods--and in their value.
In Paths to Post-Nationalism, Monica Heller shows how hegemonic discourses of language, identity, and the nation-State are destabilized under new political and economic conditions. These processes, she argues, put us on the path to post-nationalism. Applying a fine-grained ethnographic analysis to the notion of "francophone Canada" from the 1970s to the present, Heller examines sociolinguistic practices in workplaces, schools, community associations, NGOs, State agencies, and sites of tourism and performance across francophone North America and Europe. Her work shows how the tensions of late modernity produce competing visions of social organization and competing sources of legitimacy in attempts to re-imagine--or resist re-imagining--who we are.

This book describes well-established, state-funded bilingual education experiences in various countries in Western Europe as alternative models to classical immersion. Areas covered include bilingual education for minorities and majorities, for threatened and stable communities, border areas, immigrants and "European" schools. Practical issues are specifically highlighted, including an administrator's and teacher's perspective.

Spanish in New York is a groundbreaking sociolinguistic analysis of immigrant bilingualism in a U.S. setting. Drawing on one of the largest corpora of spoken Spanish ever assembled for a single city, Otheguy and Zentella demonstrate the extent to which the language of Latinos in New York City represents a continuation of structural variation as it is found in Latin America, as well as the extent to which Spanish has evolved in New York City. Their study, which focuses on language contact, dialectal leveling, and structural continuity, carefully distinguishes between the influence of English and the mutual influences of forms of Spanish with roots in different parts of Latin America.
Taking variationist sociolinguistics as its guiding paradigm, the book compares the Spanish of New Yorkers born in Latin America with that of those born in New York City. Findings are grounded in a comparative analysis of 140 sociolinguistic interviews of speakers with origins in Colombia, Cuba, Dominican Republic, Ecuador, Mexico and Puerto Rico. Quantitative analysis (correlations, anovas, variable hierarchies, constraint hierarchies) reveals the effect on the use of subject personal pronouns of the speaker's gender, immigrant generation, years spent in New York, and amount of exposure to English and to varieties of Spanish. In addition to these speaker factors, structural and communicative variables, including the person and tense of the verb and its referential status, have a significant impact on pronominal usage in New York City.

Contact Linguistics is a critical investigation of what happens to the grammars of languages when bilingual speakers use both their languages in the same clause. It consolidates earlier insights and presents the new theoretical and empirical work of a scholar whose ideas have had a fundamental impact on the field. It also shows that bilingual data offer a revealing window on the structure of the language faculty. Carol Myers-Scotton examines the nature of major contact phenomena, especially lexical borrowing, grammatical convergence, codeswitching, first language attrition, mixed languages, and the development of creoles. She argues forcefully that types of contact phenomena often seen as separate in fact result from the same processes and can be explained by the same principles. Her discussion centers around two new models derived from the Matrix Language Frame model, previously applied only to codeswitching. One model recognizes four types of morphemes based on their different patterns of distribution across contact phenomena; its key hyothesis is that distribution depends on differential access to the morphemes in the production process. The other analyzes three levels of abstract lexical structure whose splitting and recombination across languages in bilingual speech explains many contact outcomes. This is an important volume, of unusual relevance for theories of competence and performance and vital for all those concerned with language contact. Carol Myers-Scotton is a Carolina Distinguished Professor of Linguistics at the University of South Carolina. She is a specialist in language contact phenomena and sociolinguistics and has a special interest in East and Southern African linguistics. In 1993, she published two volumes on codeswitching, Social Motivations for Codeswitching: Evidence from Africa, and Duelling Languages: Grammatical Structure in Codeswitching (both OUP). She has also edited a volume of essays on language and literature (OUP 1998) and published many articles in her areas of interest.

This revised edition of a major textbook provides an introduction to the queries that arise in connection with bilingualism and the effect it has on the personality. It underlines the normality of speaking and using more than one language and aims to dispel many myths and fears. It should interest all types of reader - parents, educators and policy makers, as well as language specialists. Since the first edition the author has spent time in California and is therefore able to give more attention to the needs of American students. He has worked as a specialist consultant to the Directorate General for Science, Education and Research of the Commission of the European Communities and for the Singapore Ministry of Education.

Relabeling is a process that assigns a lexical entry of language-x a new label derived from a phonetic string drawn from language-y. This process plays a central role in the formation of contact languages such as mixed languages, pidgins and creoles, and New Englishes. In this book, Claire Lefebrve offers a coherent picture of research on relabeling over the last 15 years, and replies to the questions that have been directed at the relabeling-based theory of creole genesis presented in Lefebvre (1998) and related work. It addresses such questions as: how does relabeling apply across language contact situations and across lexicons, and what constraints act upon it? What other processes apply in language genesis and how do they interact with relabeling? Can a relabeling-based theory of creole genesis really account for all of the features that a theory of creole genesis must be able to account for?
Since relabeling applies to the lexical component of the grammar, different theories of the lexicon should make different predictions as to the nature of the lexical items to which the process can apply. Lefebvre discusses the predictions of a Construction Grammar framework and how they compare to those of the Principles and Parameters framework, and how each framework accounts for data. She analyzes how word order is established within a relabeling-based account of creole genesis, and the role that relabeling plays in accounting for the differences between creoles. Other topics discussed include the contribution of the superstrate language to a creole within a relabeling-based account of creole genesis, and the predictions of relabeling in terms of the typological classification of creoles. Lefebvre ultimately demonstrates how the relabeling-based theory of creole genesis constitutes a strong alternative to the Bioprogram Hypothesis.

An informative sociolinguistic and sociopolitical description and analysis of language attitudes in sub-Saharan Africa. The book emphasizes the strong ideological and polemical view that multilingualism in sub-Saharan Africa should seen as a resource and an asset. It argues, therefore, that African indigenous languages need to empowered for greater functions to ensure effective mass mobilization, literacy, and total and original self-actualization.

This book offers an introduction to the many facets of multilingualism in a changing world. It begins with an overview of the multiplicity of human languages and their geographic distribution, before moving on to the key question of what multilingualism actually is and what is understood by terms such as 'mother tongue', 'native speaker', and 'speech community'. In the chapters that follow, Florian Coulmas systematically explores multilingualism with respect to the individual, institutions, cities, nations, and cyberspace. In each of these domains, the dynamics of language choice are undergoing changes as a result of economic, political, and cultural forces. Against this background, two chapters discuss the effects of linguistic diversity on the integration and separation of language and society, before a final chapter describes and assesses research methods for investigating multilingualism. Each chapter concludes with problems and questions for discussion, which place the topic in a real-world context. The book explores where, when, and why multilingualism came to be regarded as a problem, and why it presents a serious challenge for linguistic theory today. It provides the basic tools to analyse different kinds of multilingualism at both the individual and society level, and will be of interest to students of linguistics, sociology, education, and communication studies.

This is a title for educationists, language planners and managers in education, researchers and students preparing for a career in education. Language in education policy is probably one of the most contested issues in multilingual countries. This is because education as such is considered an important mechanism for achieving social change, and language is often seen as a vital instrument in aiding the process of change. These are some of the problems that the (re-)construction of political entities such as the European Union, the Southern African Development Community and new states such as South Africa, the Balkan states, and others bring to the fore. How, then, do they deal with multilingualism in the face of the forces of social integration, particularly in the area of education?

"Multilingualism and Government" provides case studies and an overview of the way in which governments deal with societal multilingualism in countries such as Belgium, Switzerland, Luxembourg, and the former Yugoslavia, in comparison with South Africa. The Universities of Antwerp in Belgium and the Orange Free State in South Africa have initiated a series of colloquia on Multilingualism and Government to be held over the next three years. This title is the outcome of the first of these and also the first of three publications that will follow from the colloquia. It specifically focuses on language policy and language legislation in these countries and presents a range of models, examples and also problems and challenges that need further attention. It is clear that each country is unique with regard to its language politics. However, it is also clear that the countries dealt with offer each other many useful lessons. For this reason the title offers an comparative forum on language policy matters.

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

Multilingualism is becoming a social phenomenon governed by the needs of globalization and cultural openness. Owing to the ease of access to information facilitated by the internet, individuals' exposure to multiple languages is becoming increasingly frequent, thereby promoting a need to acquire successful methods in understanding language. Applied Psycholinguistics and Multilingual Cognition in Human Creativity is an essential reference source that discusses the psychological and neurobiological factors that enable humans to acquire, use, comprehend, and produce language, as well as its applications in human development, the social sciences, communication theories, and infant development. Featuring research on topics such as international business, language processing, and organizational research, this book is ideally designed for linguists, psychologists, humanities and social sciences researchers, managers, and graduate-level students seeking coverage on language acquisition and communication.

This book presents a new extended framework for the study of early multicompetence. It proposes a concept of multilingual competences as a valuable educational target, and a view of the multilingual learner as a competent language user. The thematic focus is on multilingual skill development in primary schoolers in the trilingual province of South Tyrol, northern Italy. A wide range of topics pertaining to multicompetence building and the special affordances of multilingual pedagogy are explored. Key concepts like language proficiency, native-speakerism, or monolingual classroom bias are subjected to critical analysis.

Preparing multilingual students with diverse learning needs and abilities to meet the demands of the Next Generation Learning Standards and the 21st Century workforce requires a re-envisioning of teacher preparation and classroom instruction. Multilingual learners with disabilities must be acknowledged for the assets they bring and engaged in classroom learning that is rigorous and relevant. This book addresses the historical context of the field, while also delving into the programmatic and pedagogical practices that will prepare students for success. It explores aspects of general education, special education and bilingual education, and how these fields intersect and overlap in districts, schools and classrooms. From the culturally and linguistically sustaining multi-tiered systems of support necessary in the general education and bilingual classroom, to the referral and identification processes, to appropriate service delivery models, this book addresses the apparent as well as the nuanced considerations that will assist educators in providing educational services to some of our most vulnerable students. This book particularly addresses the complex intersection of bilingual education and special education. It provides practical solutions to current dilemmas and challenges today's educators of multilingual learners with, without, and at risk for disabilities, face in the classroom. Addressing the needs of these students through an intersectional lens is paramount to closing the achievement gap that exacerbates the negative academic outcomes of culturally and linguistically diverse students with and without disabilities. It provides a comprehensive introduction to bilingual special education in today's educational landscape.

Storytelling is an ideal avenue for language learners to share their experiences and journeys and find a sense of identity. Everyone who has learned an additional language has a story to tell, but there is a unique type of autoethnographic and linguistic story that can be read in scholarly platforms. Autoethnographic Perspectives on Multilingual Life Stories presents the life stories of multilingual people and their experiences by using autoethnography as a research method. It proposes narrative as an autobiographical research method that provides the technique and opportunity to express how transnationals construct their identities in foreign and new contexts through partial or full life stories. Covering topics such as identity, life stories, and self-discovery, this reference work is ideal for academicians, researchers, scholars, practitioners, instructors, and students.

Researchers in applied linguistics have found medical and health contexts to be fertile grounds for study, from macro-levels of conceptual analyses to micro-levels of the "turn-by-turn." The rich array of health contexts include medical research itself, clinical encounters, medical education and training, caregivers and patients in everyday life - from the formal and ritualized to the ad hoc and ephemeral. This volume foregrounds the crucial role of applied linguists addressing real world problems, while simultaneously highlighting the varied ways that health can be understood as a rich site of language inquiry in its own right. Chapters cover a range of health topics including medical training, medical interaction, disability in education, health policy analysis and recommendations, multidisciplinary research teams, and medical ethics. While reporting and reflecting on their specific topics in clinical and health contexts, contributors also articulate their own hybrid identities as professional collaborators in health research, education, and policy.

This book demonstrates the power and distinctiveness of the contribution that sociolinguistics can make to our understanding of everyday communicative practice under changing social conditions. It builds on the approaches developed by Gumperz and Hymes in the 1970s and 80s, and it not only affirms their continuing relevance in analyses of the micropolitics of everyday talk in urban settings, but also argues for their value in emergent efforts to chart the heavily securitised environments now developing around us. Drawing on 10 years of collaborative work and ranging across disciplinary, interdisciplinary and applied perspectives, the book begins with guiding principles and methodology, shifts to empirically driven arguments in urban sociolinguistics, and concludes with studies of (in)securitised communication addressed to challenges ahead.

Higher education institutions in Anglophone countries often rely on standardized English language proficiency exams to assess the linguistic capabilities of their multilingual international students. However, there is often a mismatch between these scores and the initial experiences of international students in both academic and social contexts. Drawing on a digital ethnography of Chinese international students' first semester languaging practices, this book examines their challenges, needs and successes on their initial languaging journeys in higher education. It analyzes how they use their rich multilingual and multi-modal communicative repertories to facilitate languaging across contexts, in order to suggest how university support systems might better serve the needs of multilingual international students.

An essential companion for IELTS writing instructors and students, Developing Writing Skills for IELTS provides IELTS test-takers with the necessary skills to succeed in the two academic writing tasks in IELTS. Adopting an original exemplar-based writing instructional approach, this text offers an in-depth and reader-friendly analysis of the assessment standards of the two academic writing tasks in IELTS. Authentic exemplars written by EFL university students are included to illustrate high (Bands 8-9), average (Bands 6-7), and low (Bands 4-5) performances in IELTS writing. Key Features: * Diagrammatical representation of assessment standards of the two academic writing tasks by experienced IELTS writing examiners and instructors. * 100 writing questions modelled after the IELTS format, designed by the authors, and categorised according to question types and topics that emerge from an analysis of over 400 IELTS writing questions. * Over 100 writing exemplars by EFL university students, accompanied by guided activities and suggested answers. Designed as a classroom text, a resource for workshops and consultations, or a self-study material, Developing Writing Skills for IELTS: A Research-based Approach will support IELTS writing instructors and test-takers with a variety of writing proficiencies.

Accessible and engaging, this book offers a comfortable entry point to integrating language instruction in writing units in grades 3-8. A full understanding of language development is necessary for teaching writing in a successful and meaningful way. Applying a Systemic Functional Linguistics (SFL) approach, Maria Brisk embraces an educator's perspective, breaks down the challenges of teaching language for non-linguists, and demonstrates how teachers can help students express their ideas and create cohesive texts. With a focus on the needs of all students, including bilingual and English language learners, Brisk addresses topics necessary for successful language instruction, and moves beyond vocabulary and grammar to address meaning-making and genre. This book provides a wealth of tools and examples for practice and includes helpful instructional resources that teachers can return to time after time. Moving from theory to practice, this teacher-friendly text is a vital resource for courses in language education programs, in-service teacher-training seminars, and for pre-service and practicing English Language Arts (ELA) teachers who want to expand their teaching abilities and knowledge bases. This book features a sample unit and a reference list of instructional resources.

The notion of the native speaker and its undertones of ultimate language competence, language ownership and social status has been problematized by various researchers, arguing that the ensuing monolingual norms and assumptions are flawed or inequitable in a global super-diverse world. However, such norms are still ubiquitous in educational, institutional and social settings, in political structures and in research paradigms. This collection offers voices from various contexts and corners of the world and further challenges the native speaker construct adopting poststructuralist and postcolonial perspectives. It includes conceptual, methodological, educational and practice-oriented contributions. Topics span language minorities, intercomprehension, plurilingualism and pluriculturalism, translanguaging, teacher education, new speakers, language background profiling, heritage languages, and learner identity, among others. Collectively, the authors paint the portrait of the "changing face of the native speaker" while also strengthening a new global agenda in multilingualism and social justice. These diverse and interconnected contributions are meant to inspire researchers, university students, educators, policy makers and beyond.

The new edition of the popular introduction to the field of psycholinguistics, providing a solid foundation for understanding how people produce and comprehend language Introduction to Psycholinguistics: Understanding Language Science, Second Edition, presents a comprehensive overview of the cognitive processes involved in language acquisition, production, and comprehension. Balancing depth and accessibility, this bestselling textbook adopts a multidisciplinary approach to the study of language that incorporates perspectives from psychology, linguistics, philosophy, computer science, neurology, neurophysiology, and related fields. Student-friendly chapters explain the core components of speech, discuss how the brain receives and applies the basic building blocks of language, review leading research in psycholinguistics, describe the experimental evidence behind major theories, and more. Fully updated to incorporate recent developments in the field, the second edition of Introduction to Psycholinguistics includes a new section devoted to language and cognitive disorders, two entirely new chapters on language as aspects of autism and schizophrenia, updated illustrations and learning objectives, and new coverage of language acquisition, the cognitive neuroscience of language, bilingualism, and sign language. This valuable textbook: Reviews leading research and theory in psycholinguistics, including in-depth descriptions of the experimental evidence behind theories Describes phonology, morphology, semantics, syntax, pragmatics, and other key components of language Covers bilingualism, second-language acquisition, sign language comprehension, reading comprehension, and non-literal language interpretation Discusses cognitive disorders such as autism, aphasia, schizophrenia, and specific language impairment (SLI) Offers clear learning objectives, engaging thought exercises, chapter review questions, and step-by-step explanations of all key concepts Provides resources for instructors and students, including a companion website with review exercises, quizzes, PowerPoint slides, test banks, and other supplementary materials Introduction to Psycholinguistics: Understanding Language Science, Second Edition, is an excellent textbook for upper-level undergraduate courses in psycholinguistics, language processing, and cognitive or communication disorders, as well as related courses in psychology, linguistics, cognitive science, neuroscience, language education, and computational linguistics.