Taking a Vygotskian sociocultural stance, this book demonstrates the meaningful role that L2 teacher educators and L2 teacher education play in the professional development of L2 teachers through systematic, intentional, goal-directed, theorized L2 teacher education pedagogy. The message is resoundingly clear: Teacher education matters! It empirically documents the ways in which engagement in the practices of L2 teacher education shape how teachers come to think about and enact their teaching within the sociocultural contexts of their learning-to-teach experiences. Providing an insider's look at L2 teacher education pedagogy, it offers a close up look at teacher educators who are skilled at moving L2 teachers toward more theoretically and pedagogically sound instructional practices and greater levels of professional expertise. First, the theoretical foundation and educational rationale for exploring what happens inside the practices of L2 teacher education are established. These theoretical concepts are then used to conduct microgenetic analyses of the moment-to-moment, asynchronous, and at-a-distance dialogic interactions that take place in five distinct but sometimes overlapping practices that the authors have designed, repeatedly implemented, and subsequently collected data on in their own L2 teacher education programs. Responsive mediation is positioned as the nexus of mindful L2 teacher education and proposed as a psychological tool for teacher educators to both examine and inform the ways in which they design, enact, and assess the consequences of their own L2 teacher education pedagogy.

Open publication The volume deals with previously undescribed morphosyntactic variations and changes appearing in settings involving language contact. Contact-induced changes are defined as dynamic and multiple, involving internal change as well as historical and sociolinguistic factors. A variety of explanations are identified and their relationships are analyzed. Only a multifaceted methodology enables this fine-grained approach to contact-induced change. A range of methodologies are proposed, but the chapters generally have their roots in a typological perspective. The contributors recognize the precautionary principle: for example, they emphasize the difficulty of studying languages that have not been described adequately and for which diachronic data are not extensive or reliable. Three main perspectives on contact-induced language change are presented. The first explores the role of multilingual speakers in contact-induced language change, especially their spontaneous innovations in discourse. The second explores the differences between ordinary contact-induced change and change in endangered languages. The third discusses various aspects of the relationship between contact-induced change and internal change.

This book brings together visions and realities of multilingual schools throughout the world in order to examine the pedagogical, socioeducational, and sociopolitical issues that impact on their development and success. The chapters describe and analyze pedagogical, instructional, and policy efforts to develop multilingualism through school with different targeted populations -- immigrant students, indigenous peoples, traditional minorities, majorities, and multiethnic/multilingual groups. Each contribution, many written by well-known scholars in the field of bilingual and multilingual education, affirms the desirability of multilingualism as a societal resource and as a right of individuals, while acknowledging the social, economic and political differences that make the acquisition of multilingualism easy for some, and difficult for others. And yet, the book focuses on the school as a place of promise and resistance, having the potential to preserve, recover, and expand the world's linguistic diversity. The introduction, written by the co-editors, identifies the conceptual threads that are developed throughout the chapters. But the chapters themselves remind us of the importance of local conditions, despite the global pressures of the 21st century, in imagining and creating multilingual educational spaces.

Joshua Fishman is perhaps best known and loved for his pioneering and enduring work in language loyalty and reversing language shift. This volume brings together a selection of his recent writings on these topics and some of his personal perspectives on the field of sociolinguistics, along with an interview dialogue with the editors in which Fishman reflects on his lifetime's work

This book documents ongoing language shift to English among Latino professionals in California 67% of which studied Spanish formally in high school and 54% of which studied Spanish in college. Taking into account the recommendations about the teaching of Spanish as a heritage language made by these professionals, the book then describes current instructional practices used in the teaching of Spanish as an academic subject at the high school and university levels to "heritage" language students who, although educated entirely in English, acquired Spanish at home as their first language. The suggestions made by the Professionals concentrated almost exclusively on Spanish language maintenance (e.g., making cultural/historical connections; showing relevance and significance of language to students' lives, teaching other subjects in Spanish, teaching legal, medical, business terms in Spanish). The study of goals currently guiding instruction for heritage speakers of Spanish at both the high school and the college levels, on the other hand, raise questions about the potential contribution of educational institutions to the maintenance and retention of Spanish among the current Spanish-speaking population of California.

The Routledge Handbook of Translation and Education will present the state of the art of the place and role of translation in educational contexts worldwide. It lays a sound foundation for the future interdisciplinary cooperation between Translation Studies and Educational Linguistics. By adopting a transdisciplinary perspective, the handbook will bring together the various fields of scholarly enquiry and practice that make a valuable contribution to enlarging the notion of translation and diversifying its uses in education. Each contribution provides an overview of the historical background to a given educational setting. Focusing on current research approaches and empirical findings, this volume outlines the development of pedagogical approaches, methods, assessment and curriculum design. The handbook also examines examples of pedagogies that integrate translation in the curriculum, the teaching method's approach, design and procedure as well as assessment. Based on a multilingual and applied-oriented approach, the handbook is essential reading for postgraduate students, researchers and advanced undergraduate students of Translation Studies, and educationalists and educators in the 21st century post-global era. Chapters 4, 25 and 26 of this book are freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780815368434_oachapter4.pdf https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780815368434_oachapter25.pdf https://tandfbis.s3-us-west-2.amazonaws.com/rt-files/docs/Open+Access+Chapters/9780815368434_oachapter26.pdf

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A first synthesis of work done in sociolinguistic superdiversity, this volume offers a substantial introduction to the field and the issues and state-of-the-art research papers organized around three themes: Sketching the paradigm, Sociolinguistic complexity, Policing complexity. The focus is to show how complexity rather than plurality can serve as a lens through which an equally vast range of topics, sites, and issues can be tied together. Superdiversity captures the acceleration and intensification of processes of social 'mixing' and 'fragmentation' since the early 1990s, as an outcome of two different but related processes: new post-Cold War migration flows, and the advent and spread of the Internet and mobile technologies. The confluence of these forces have created entirely new sociolinguistic environments, leading to research in the past decade that has brought a mixture of new empirical terrain-extreme diversity in language and literacy resources, complex repertoires and practices of participants in interaction-and conceptual challenges. Language and Superdiversity is a landmark volume bringing together the work of the scholars and researchers who spearhead the development of the sociolinguistics of superdiversity.

A first synthesis of work done in sociolinguistic superdiversity, this volume offers a substantial introduction to the field and the issues and state-of-the-art research papers organized around three themes: Sketching the paradigm, Sociolinguistic complexity, Policing complexity. The focus is to show how complexity rather than plurality can serve as a lens through which an equally vast range of topics, sites, and issues can be tied together. Superdiversity captures the acceleration and intensification of processes of social 'mixing' and 'fragmentation' since the early 1990s, as an outcome of two different but related processes: new post-Cold War migration flows, and the advent and spread of the Internet and mobile technologies. The confluence of these forces have created entirely new sociolinguistic environments, leading to research in the past decade that has brought a mixture of new empirical terrain-extreme diversity in language and literacy resources, complex repertoires and practices of participants in interaction-and conceptual challenges. Language and Superdiversity is a landmark volume bringing together the work of the scholars and researchers who spearhead the development of the sociolinguistics of superdiversity.

This book gives educators important answers to the urgent question of how teachers and schools can facilitate language minority and immigrant students' progress in school. It offers an innovative and powerful method teachers and students can use to study the situational context of education, providing both the theoretical background and the practical tools to implement this approach. The situational context of education includes linguistic, economic, social, cultural, and political factors, as well as conditions, such as students' personal characteristics, family support, and quality of instruction. All of these factors influence the lives of students and their academic performance and contribute in many ways, some subtle and indirect, to making the educational experience more or less difficult for different students. The premise of the book is that objective study of the situational context of education by both students and teachers is beneficial because it leads to a more realistic view of how to facilitate students' progress in school. Designed as a text for graduate courses for preservice and in-service teachers working with students in bilingual, ESL, mainstream, and special education classrooms, the goal is to engage readers in learning not only from the literature but also from studying the situational contexts of their own students. The focus here is on the factors that affect language minority and immigrant students in the United States, but the framework is equally powerful for work with student populations in other social contexts. *The Introduction includes an overview of the theory behind the study of the situational context of education and the implementation of this approach; describes the context of the pilot lessons included in the book; and explains how to use the lessons detailed in later chapters. *Chapters 2-6 focus on different factors in the situational context of education: linguistic, economic, social, cultural, and political. A three-part structure is used: "Classroom Implementation" (a rich description of one lesson in a real classroom); "Context Variables" (a theoretical explanation of the specific factor the chapter addresses, providing the research basis for the sample lesson objectives ); "Doing Analysis of the Context" (several sample lessons for implementation). The lessons are addressed to the teacher, with detailed ideas on how to carry out the lesson and evaluate the students' understanding of the situational context. *Five Appendices provide helpful resources for the implementation of the lessons: an Annotated bibliography of relevant K-12 children's literature; Instructional Approaches; Scoring Rubrics for Content Objectives; Guidelines for a Contrastive Study of Situational Context; and Lesson Template. The lessons have been thoroughly field-tested with students and teachers. Because these lessons work on multiple levels, Situational Context of Education: A Window Into the World of Bilingual Learners benefits students from first grade through preservice and in-service teachers in university courses. Teachers get to know their students and their predicaments within the social context of the United States, and at the same time, the lesson activities have a great impact on the students in their classes. All are helped to achieve academically while gaining awareness of situational factors affecting their lives.

Ideological and educational-political aspects of the link between language and faith-especially between Global English and Christianity-is a topic of growing interest in the field of English language teaching. This book explores the possible role and impact of teachers' and students' faith in the English language classroom. Bringing together studies representing a diversity of experiences and perspectives on the philosophies, purposes, practices, and theories of the interrelationship of Christianity and language learning and teaching, it is on the front line in providing empirical data that offers firm insights into the actual role that faith plays in various aspects of the language learning/teaching experience. By adding a data-based dimension, the volume contributes to the cultivation of valid research methods and innovative ways to analyze and interpret studies of the intersection of Christian faith and the practice of teaching and learning language. .

This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of 'team' to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.

This book provides an overview of language education in Malaysia, covering topics such as the evolution of the education system from pre-independence days to the present time, to the typology of schools, and the public philosophy behind every policy made in the teaching of languages. The book consists of chapters devoted to the teaching of languages that form separate strands but are at the same time connected to each other within the education system. These chapters discuss: Implementing the national language policy in education institutions English in language education policies and planning in Malaysia Chinese and Tamil language education in Malaysia Teaching of indigenous Malaysian languages The role of translation in education in Malaysia It also discusses the development of language which enables the national language, Malay, to fulfil its role as the main medium of education up to the tertiary level. This book will be of interest to researchers studying language planning, teacher education and the sociology of education, particularly, within the Malaysian context.

Society is becoming increasingly multi-lingual and this presents monolingual professionals, particularly those in special education and speech pathology, with severe problems. Is the language delay in a child from a bilingual environment a result of this background or is there a specific speech problem? Is a child's poor performance in school due to his problems of coping with two languages, or does he need remedial teaching? Originally published in 1984, this book is not concerned with second language learning, but with speech and learning difficulties in bilingual children as they are presented to remedial teachers, psychologists and speech therapists. To this end the first group of specially written articles deals with the patterns of language usage in bilingual communities and the social and psychological factors which shape these patterns; with processes in normal bilingual language acquisition; and with the relationship between cognitive development and growing up with two languages. Management issues and methods involved in helping children with language problems are also tackled: they include taking case histories, family liaison, counselling, bilingual programmes, mother tongue teaching, curriculum development and the training of personnel to work in the bilingual-bicultural field. This book provided a great deal of practical help, in a field that was relatively new at the time of writing, and helped to enlighten readers on the issues involved and assist in crystalising thought and directing future research.

Psycholinguistics - the field of science that examines the mental processes and knowledge structures involved in the acquisition, comprehension, and production of language - had a strong monolingual orientation during the first four decades following its emergence around 1950. The awareness that a large part of mankind speaks more than one language - that this may impact both on the way each individual language is used and on the thought processes of bilinguals and multilinguals, and that, consequently, our theories on human linguistic ability and its role in non-linguistic cognition are incomplete and, perhaps, false - has led to a steep growth of studies on bilingualism and multilingualism since around 1995. This textbook introduces the reader to the field of study that examines language acquisition, comprehension and production from the perspective of the bilingual and multilingual speaker. It furthermore provides an introduction to studies that investigate the implications of being bilingual on various aspects of non-linguistic cognition. The major topics covered are the development of language in children growing up in a bilingual environment either from birth or relatively soon after, late foreign language learning, and word recognition, sentence comprehension, speech production, and translation processes in bilinguals. Furthermore, the ability of bilinguals and multilinguals to generally produce language in the "intended" language is discussed, as is the cognitive machinery that enables this. Finally, the consequences of bilingualism and multilingualism for non-linguistic cognition and findings and views regarding the biological basis of bilingualism and multilingualism are presented. The textbook's primary readership are students and researchers in Cognitive Psychology, Linguistics, and Applied Linguistics, but teachers of language and translators and interpreters who wish to become better informed on the cognitive and biological basis of bilingualism and multilingualism will also benefit from it.

This innovative volume provides a state-of-the-art overview of the relationship between language and cognition with a focus on bilinguals. It brings together contributions from international leading figures in various disciplines and showcases contemporary research on the emerging area of bilingual cognition. The first part of the volume discusses the relationship between language and cognition as studied in various disciplines, from psychology to philosophy to anthropology to linguistics, with chapters written by some of the major thinkers in each discipline. The second part concerns language and cognition in bilinguals. Following an introductory overview and contributions from established figures in the field, bilingual cognition researchers provide examples of their latest research on topics including time, space, motion, colors, and emotion. The third part discusses practical applications of the idea of bilingual cognition, such as marketing and translation. The volume is essential reading for researchers and postgraduate students with an interest in language and cognition, or in bilingualism and second languages.

This book describes the development process and dynamics of change in the course of implementing a two-way bilingual immersion education program in two school communities. The focus is on the language and literacy learning of elementary-school students and on how it is influenced by parents, teachers, and policymakers. Perez provides rich, highly detailed descriptions, both quantitative and qualitative, of the change process at the two schools involved, including student language and achievement data for five years of program implementation that were used to test the basic two-way bilingual theory, the specific school interventions, and the particular classroom instructional practices. The contribution of Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education is to provide a comprehensive description of contextual and instructional factors that might help or hinder the attainment of successful literacy and student outcomes in both languages. The study has broad theoretical, policy, and practical instructional relevance for the many other U.S. school districts with large student populations of non-native speakers of English. This volume is highly relevant for researchers, teacher educators, and graduate students in bilingual and ESL education, language policy, linguistics, and language education, and as a text for master's- and doctoral-level classes in these areas.

This book presents an empirically-grounded sociolinguistic history of the English language in Hong Kong in the past 170 years. Using substantial sets of diachronic and synchronic data, it traces the changing status and functions of English in relation to spoken Cantonese, Mandarin and written Chinese in the key domains of government, education and business. The author tracks the rise of English-knowing bilingualism in the city's Chinese community and explores the evolutionary dynamics of Hong Kong English. He also speculates on the future of English in the territory, particularly after 2047 when the 'one country, two systems' framework established by the Sino-British Joint Declaration is dismantled. Researchers and students working in the fields of sociolinguistics, English as a global language, world Englishes, applied linguistics and English-language education will find this book provides valuable information and insights about the uses and users of English in colonial and post-colonial Hong Kong. More generally, it makes a unique contribution to the literature on the diffusion and diversification of English worldwide.

As the regional lingua franca, the Uyghur language long underpinned Uyghur national identity in Xinjiang. However, since the 'bilingual education' policy was introduced in 2002, Chinese has been rapidly institutionalised as the sole medium of instruction in the region's institutes of education. As a result, studies of the bilingual and indeed multi-lingual Uyghur urban youth have emerged as a major new research trend. This book explores the relationship between language, education and identity among the urban Uyghurs of contemporary Xinjiang. It considers ways in which Uyghur urban youth identities began to evolve in response to the state imposition of 'bilingual education'. Starting by defining the notion of ethnic identity, the book explores the processes involved in the formation and development of personal and group identities, considers why ethnic boundaries are constructed between groups, and questions how ethnic identity is expressed in social, cultural and religious practice. Against this background, contributors adopt a special focus on the relationship between language use, education and ethnic identity development. As a study of ethnicity in China this book will be of huge interest to students and scholars of Chinese culture and society, Asian ethnicity, cultural anthropology, sociolinguistics and Asian education.

This book is a case study carefully detailing the French/English bilingual and biliterate development of three children in one family beginning with their births and ending in late adolescence. The author and researcher is the children's French/English bilingual American father, who was aided by his bilingual French Canadian wife (also the children's mother). We reared our three children in two different cultures- essentially monolingual English-speaking Louisiana, and totally monolingual French-speaking Quebec. The family spent academic years in Louisiana, and the summer months in Quebec. Our strategy was to speak only French to our son and our identical twin daughters. We artificially orchestrated and manipulated both the strategies, and to the extent possible, even the children's environments to ensure the success of our project. Additionally, I carefully documented our progress using a variety of research tools, including audio and videotape recordings, teacher and child surveys, interviews with teachers, fieldnotes, psychological and diagnostic testing, and standardized assessment instruments.

In this volume, Li Wei brings together contributions from well-known and emerging scholars in socio- and anthropological linguistics working on different linguistic and communicative aspects of the Chinese diaspora. The project examines the Chinese diasporic experience from a global, comparative perspective, with a particular focus on transnational links, and local social and multilingual realities. Contributors address the emergence of new forms of Chinese in multilingual contexts, family language policy and practice, language socialization and identity development, multilingual creativity, linguistic attitudes and ideologies, and heritage language maintenance, loss, learning and re-learning. The studies are based on empirical observations and investigations in Chinese communities across the globe, including well-researched (from a sociolinguistic perspective) areas such as North America, Western Europe and Australia, as well as under-explored and under-represented areas such as Africa, Latin America, Central Asia, and the Middle East; the volume also includes detailed ethnographic accounts representing regions with a high concentration of Chinese migration such as Southeast Asia. This volume not only will allow sociolinguists to investigate the link between linguistic phenomena in specific communities and wider socio-cultural processes, but also invites an open dialogue with researchers from other disciplines who are working on migration, diaspora and identity, and those studying other language-based diasporic communities such as the Russian diaspora, the Spanish diaspora, the Portuguese diaspora, and the Arabic diaspora.

Do bi- and multilinguals perceive themselves differently in their respective languages? Do they experience different emotions? How do they express emotions and do they have a favourite language for emotional expression? How are emotion words and concepts represented in the bi- and multilingual lexicons? This ground-breaking book opens up a new field of study, bilingualism and emotions, and provides intriguing answers to these and many related questions.

Linguistic Landscapes is the first comprehensive approach to a largely under-explored sociolinguistic phenomenon: language on signs. Based on an up-to-date review of previous research from various places around the world, the book develops an analytical framework for the systematic analysis of linguistic landscape data. This framework is applied to a sample of 2,444 signs collected in 28 survey areas in central Tokyo. Analytical categories include the languages contained and their combinations, differences between official and nonofficial signs, geographic distribution, availability of translation or transliteration, linguistic idiosyncrasies, and the comparison of older and newer signs, among others. Combining qualitative and quantitative methods, the analysis yields some unique insights about the writers of multilingual signs, their readers, and the languages and scripts in contact. Linguistic Landscapes thus demonstrates that the study of language on signs has much to contribute to research into urban multilingualism, as well as the study of language and society as a whole.

This handbook applies proven techniques, derived from bilingual/bicultural classrooms, to teaching literacy in the twenty-first century. Its goal is to help teachers increase their understanding of bilingual learners in order to maximize instruction. Teachers can use this handbook to expand their understanding of literacy and bilingualism; implement literacy approaches and assess students' development; and learn through reflection. Practical, flexible format and content. Complete and straightforward instructions, illustrated by case studies, allow teachers to use the strategies in this handbook on their own or in teacher-led study groups. They can select from the variety of approaches the ones which best match their students' needs and their own teaching style. Student-centered focus. All of the approaches share characteristics that help motivate students of varying language abilities to develop literacy. Field-tested approaches. The approaches have been modified and tested with bilingual students of different ages and language backgrounds in bilingual, ESL, mainstream, special education, and deaf education classes ranging from preschool through high school. New in the Second Edition: *five new approaches with their corresponding classroom implementation; *additional information in each introduction addressing its theme; *new material on issues of language, culture, and literacy development of students completely new to the English language; and *annotated bibliographies with sample books to support literacy within language and content area classes. Literacy and Bilingualism is intended for a broad audience of teachers in any type of classroom where bilingualism plays a role, and is an excellent text for preservice and inservice courses that prepare teachers to work with English language learners.

This book contains reports of research on bilingualism in infants and children as well as perspectives from those involved in cross-linguistic research on language development, literacy development in bilingual children, and psycholinguistic research on bilingualism in adults. It offers a fresh multidisciplinary perspective and next steps for research on childhood bilingualism.