In this book H.D. Adamson reviews scholarship in sociolinguistics and second language acquisition, comparing theories of variation in first and second-language speech, with special attention to the psychological underpinnings of variation theory. Interlanguage is what second language learners speak. It contains syntactic, morphological and phonological patterns that are not those of either the first or the second language, and which can be analyzed using the principles and techniques of variation theory. Interlanguage Variation in Theoretical and Pedagogical Perspective

• relates the emerging field of variation in second language learners speech (interlanguage) to the established field of variation in native speakers speech
• relates the theory of linguistic variation with psycholinguistic models of language processing
• relates sociolinguistic variation theory to the theory of Cognitive Grammar
• suggests teaching applications that follow from the theoretical discussion

At the forefront of scholarship in the fields of interlanguage and variation theory scholarship, this book is directed to graduate students and researchers in applied English linguistics and second language acquisition, especially those with a background in sociolinguistics.

Currently, linguistic minority students students who speak a language other than English at home represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking volume showcases new research on these students preparation for, access to, and persistence in college.

Other than studies of their linguistic challenges and writing and academic literacy skills in college, little is known about the broader issues of linguistic minority students access to and success in college. Examining a variety of factors and circumstances that influence the process and outcome, the scope of this book goes beyond students language proficiency and its impact on college education, to look at issues such as student race/ethnicity, gender, SES, and parental education and expectations. It also addresses structural factors in schooling including tracking, segregation of English learners from English-fluent peers, availability and support of institutional personnel, and collegiate student identity and campus climate.

Presenting state-of-the-art knowledge and mapping out a future research agenda in an extremely important and yet understudied area of inquiry, this book advances knowledge in ways that will have a real impact on policy regarding linguistic minority immigrant students higher education opportunities.

Currently, linguistic minority students students who speak a language other than English at home represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking volume showcases new research on these students preparation for, access to, and persistence in college.

Other than studies of their linguistic challenges and writing and academic literacy skills in college, little is known about the broader issues of linguistic minority students access to and success in college. Examining a variety of factors and circumstances that influence the process and outcome, the scope of this book goes beyond students language proficiency and its impact on college education, to look at issues such as student race/ethnicity, gender, SES, and parental education and expectations. It also addresses structural factors in schooling including tracking, segregation of English learners from English-fluent peers, availability and support of institutional personnel, and collegiate student identity and campus climate.

Presenting state-of-the-art knowledge and mapping out a future research agenda in an extremely important and yet understudied area of inquiry, this book advances knowledge in ways that will have a real impact on policy regarding linguistic minority immigrant students higher education opportunities.

Groundbreaking in the ways it makes new connections among emotion, critical theory, and pedagogy, this book explores the role of students and teachers emotions in college instruction, illuminating key literacy and identity issues faced by immigrant students learning English in postsecondary institutions. Offering a rich blend of, and interplay between, theory and practice, it asks:

• How have emotions and affect been theorized from a critical perspective, and how might these theories be applied to English language teaching and learning?
• What do complex and shifting emotions, such as hope, disappointment, indignation, and compassion, have to do with English language teaching and learning in the neoliberal context in public universities?
• How might attention to emotions lead to deeper understanding of classroom interactions and more satisfying educational experiences for English language teachers and students?

These questions are addressed not just theoretically, but also practically with examples from college classes of assigned readings, student writing, and classroom talk in which various emotions came into play. Thought-provoking, accessible, and useful, this is a must-read book for scholars, students, and teachers in the field of English language teaching.

Groundbreaking in the ways it makes new connections among emotion, critical theory, and pedagogy, this book explores the role of students and teachers emotions in college instruction, illuminating key literacy and identity issues faced by immigrant students learning English in postsecondary institutions. Offering a rich blend of, and interplay between, theory and practice, it asks:

• How have emotions and affect been theorized from a critical perspective, and how might these theories be applied to English language teaching and learning?
• What do complex and shifting emotions, such as hope, disappointment, indignation, and compassion, have to do with English language teaching and learning in the neoliberal context in public universities?
• How might attention to emotions lead to deeper understanding of classroom interactions and more satisfying educational experiences for English language teachers and students?

These questions are addressed not just theoretically, but also practically with examples from college classes of assigned readings, student writing, and classroom talk in which various emotions came into play. Thought-provoking, accessible, and useful, this is a must-read book for scholars, students, and teachers in the field of English language teaching.

First published in 2005. Routledge is an imprint of Taylor & Francis, an informa company.

This very original, inspirational book globalises our understanding of languages in education and changes our understanding of bilingual and multilingual education from something mostly western to being truly transnational: it spotlights the small, celebrates African and Asian cases of multilingual classrooms and demonstrates that such education is universally successful. Colin R. Baker, Pro Vice-Chancellor, Bangor University, Bangor, Wales, UK A norm-setting work on multilingual education, which combines theoretical perspectives with practical experience from different parts of the globe, this book demonstrates convincingly not only that multilingual education works, but also that, for most developing countries, there is no viable alternative. Ayo Bamgbose, Professor Emeritus, University of Ibadan, Nigeria This excellent volume brings to light the fascinating lived experiences of multilingual education in linguistically rich but resource impoverished countries, and offers important lessons from which we can all learn. Amy B. M. Tsui, Professor , Pro Vice-Chancellor & Vice President, The University of Hong Kong, Hong Kong This is a book of hope and inspiration. Documenting the significant shift that is taking place in countries around the world in the status and legitimacy of mother tongue-based multilingual education, it represents a giant step towards a "tipping point" where mother tongue-based multilingual education will be normalized as the preferred and, in fact, common sense option for educating the children of the world. Jim Cummins, The University of Toronto, Canada This important book challenges us to think about multilingual education from a different angle--this time putting the periphery at the center. The effect is one of destabilizing old visions and imagining new worlds where multilingual education provides the backdrop for generous understandings of all peoples. Ofelia Garcia, Program in Urban Education, Graduate Center/The City University of New York, USA There are regrettably few detailed accounts of successful elementary school instruction in the pupils' home language, which makes this book with its surprising examples (especially Ethiopia and Nepal but other third world cases) so relevant. Students of language education policy will learn a great deal about the possibility of multilingual education from the chapters of this important book. Bernard Spolsky, Professor Emeritus, Bar-Ilan University, Israel At least half of today's languages are marginalised and endangered and the attention of the world needs to be focused on these minor and minority languages together with the value of multilingualism. If the book succeeds in enhancing the consciousness of the world towards predicaments of the third world, then its efforts will have been amply rewarded. Debi Prasanna Pattanayak, Former Director, Central Institute of Indian Languages, India Drawing on the most powerful and compelling research data to date and connecting this research to linguistic human rights, this book explores the conditions and practices of robust bilingual and multilingual educational innovations in both system-wide and minority-settings and what it is that makes these viable. It demonstrates how, in countries where educational practices are inclusive of linguistic diversity and responsive to local conditions and community participation, implementation of bilingual education even within limited budgetary investment can be successful.

This comprehensive, forward-looking text is the first holistic research overview and practical methods guide for researching the role that affective and conative factors play in second language learners’ task performance and language acquisition. It provides a long overdue update on the role of the learner in task-based language teaching (TBLT). The book brings together theoretical background and major constructs, established and innovative methodological and technological tools, cutting-edge findings, and illuminating suggestions for future work. A group of expert scholars from around the world synthesize the state of the art, detail how to design and conduct empirical studies, and authoritatively set the agenda for future work in this critical, emerging area of language learning and instructional design. With a variety of helpful features like suggested research, discussion questions, and recommended further readings, this will be an invaluable resource to advanced students and researchers of second language acquisition, applied linguistics, psychology, education, and related areas.

This book systematically discusses the link between bilingual language production and its manifestation in historical documents, drawing together two branches of linguistics which have much in common but are traditionally dealt with separately. By combining the study of historical mixed texts with the principles of modern code-switching and bilingualism research, the author argues that the cognitive processes underpinning the human capacity to produce mixed utterances have remained unchanged throughout history, even as the languages themselves are constantly changing. This book will be of interest to scholars of historical linguistics, syntactic theory (particularly generative grammar), language variation and change.

A large and growing number of students from culturally and linguistically diverse backgrounds in the US and around the world have the potential to develop bilingualism and biliteracy if supported in their immediate environment. At the forefront in focusing exclusively on biliteracy development in early childhood across a variety of languages, this book provides both findings from empirical research with young bilinguals in home and school contexts and practical applications of these findings. Each chapter is structured in a similar format to offer parallel descriptions of the research, including a brief review of related empirical studies, an overview of the methods for data collection and analysis, a description of the main findings, and specific pedagogical implications to support educators' efforts to construct meaningful, challenging, and dynamic literacy and language learning communities where one or more languages are used for communicating and learning. Pushing the field forward, this book is a valuable resource for helping literacy educators understand and respond to critical issues related to the development of young children's literate competencies in two languages in home and school contexts.

'This volume addresses a very timely and important topic, and provides both broad and in-depth coverage of a number of large-scale English tests in China, including Hong Kong and Taiwan, and about the Chinese learner.' - Lyle F. Bachman, From the Foreword

Building on current theoretical and practical frameworks for English language assessment and testing, this book presents a comprehensive, up-to-date, relevant picture of English language assessment for students in China (Mainland China, Hong Kong and Taiwan) and for Chinese learners of English around the world. Written by well-recognized international scholars in language testing, it covers:

• the history of tests and testing systems, issues and challenges, and current research in China
• both test-designers' and test-users' points of view on test development and test validation within a range of political, economical, social, and financial contexts in China
• theoretical/conceptual perspectives on the use of the English language assessment at different levels, including societal, university, and schools
• empirical research related specifically to test development, curricular innovation, and test validation

Given the long history of objective testing and its extensive use in Chinese society, and considering the sheer number of students taking various tests in English in China and elsewhere, an understanding of the impact of English language testing is essential for anyone involved in testing and assessment issues in China and elsewhere in the world. This is a must-read volume for testing and assessment policy makers, curriculum designers, researchers, ESL/EFL materials writers, graduate students, and English language teachers/researchers at all levels.

This book examines the experiences of couples with different language backgrounds and different cultural origins as they negotiate love, partnership and parenting. It is based on the author's doctoral research into the attitudes and experiences of the English-speaking background (ESB) partners of non-English-speaking background (NESB) migrants in Sydney, Australia. In particular, it seeks to understand how these English speakers negotiate being in a romantic relationship with someone who has a different first language. It explores how those from an ESB reconcile the negative perspectives of Anglophone culture towards "other" languages, with their desire to be a good partner who respects the linguistic differences in their relationship. The book is organised into six chapters, which move from a focus on the language of the individual, to the languages of the couple, and then to the wider family. The main finding is that although ESB partners had very different beliefs and attitudes towards language learning to their migrant partners, they attempted to compensate for these differences in various ways. It will be of particular interest to students and scholars in the fields of language education, minority languages, and language policy and planning.

What should language and writing teachers do about giving students written corrective feedback? This book surveys theory, research, and practice on the important and sometimes controversial issue of written corrective feedback, also known as error/grammar correction, and its impact on second language acquisition and second language writing development. Offering state-of-the-art treatment of a topic that is highly relevant to both researchers and practitioners, it critically analyzes and synthesizes several parallel and complementary strands of research work on error/feedback (both oral and written) in SLA and studies of the impact of error correction in writing/composition courses and addresses practical applications. Drawing from both second language acquisition and writing/composition literature, this volume is the first to intentionally connect these two separate but important lines of inquiry.

All cities are multilingual, but there are some where language relations have a special importance. These are cities where more than one historically rooted language community lays claim to the territory of the city. This book focuses on four such linguistically divided cities: Calcutta, Trieste, Barcelona and Montreal.

As opposed to cities where communities are divided by violence or war, these cities offer the possibility of creative interaction across competing languages and this book examines the dynamics of translation in these cities. By focusing on a category of cities which has received little attention, this book will contribute to our understanding of the kinds of language relations that sustain the diversity of urban life.

Illustrated with photos and maps, Cities in Translation is both a readable study for a wide-ranging audience and an important text in advancing theory and methodology in translation studies.

This book focuses on the challenges of teaching in diversely multilingual classrooms, discussing how these challenges and complexities interact in the preparation of teachers (language & content areas) in and for multilingual settings, and how they impact on educational processes, developments, and outcomes. Teacher education in multilingual contexts is a key topic and occupies an important position in efforts to improve educational outcomes and quality for all stakeholders. It is seen as essential for competitive participation in global economic activity and for providing opportunities to enjoy the benefits of increased prosperity. Teacher education is generally expected to address both the demand for multilingualism and the challenges of teaching in diversely multilingual classrooms, which are important foci at policy and institutional levels. For example, the demand for quality outcomes is manifested in state-administered standards and performance cultures that regulate entry and practices, and poses ethical and pedagogic dilemmas for teachers. This book presents high-quality empirical research on education in multilingual societies, highlighting findings that, in addition to providing descriptions of language learning, development, and use in language contact and multilingual contexts, will help shape future language education policy and practices in multilingual societies.

This edited collection provides an overview of linguistic diversity, societal discourses and interaction between majorities and minorities in the Baltic States. It presents a wide range of methods and research paradigms including folk linguistics, discourse analysis, narrative analyses, code alternation, ethnographic observations, language learning motivation, languages in education and language acquisition. Grouped thematically, its chapters examine regional varieties and minority languages (Latgalian, Voro, urban dialects in Lithuania, Polish in Lithuania); the integration of the Russian language and its speakers; and the role of international languages like English in Baltic societies. The editors' introductory and concluding chapters provide a comparative perspective that situates these issues within the particular history of the region and broader debates on language and nationalism at a time of both increased globalization and ethno-regionalism. This book will appeal in particular to students and scholars of multilingualism, sociolinguistics, language discourses and language policy, and provide a valuable resource for researchers focusing on Baltic States, Northern Europe and the post-Soviet world in the related fields of history, political science, sociology and anthropology.

Over the last several decades, neuroscientists, cognitive psychologists, and psycholinguists have investigated the extent to which language learning is implicit, emerging largely independent of awareness, or explicit, requiring overt instruction and conscious learning strategies. This volume explores the implicit through explicit learning continuum in second language acquisition and development. It brings together theoretical, methodological, and new empirical perspectives, builds connections among them, and draws pedagogical implications when possible. The section on theory examines the psychological and neurological processes of implicit and explicit learning, what aspects of language learning can be affected by explicit learning, and the effects of bilingualism on the mental processing of language. Rigorous empirical research investigations probe specific aspects of acquiring morphosyntax and phonology, including early input, production, feedback, age, and study abroad. A final section explores the rich insights provided into language processing by bilingualism, including such major areas as aging, third language acquisition, and language separation.

This book calls for critical adaptations when theories of bilingual education, based on practices in the North, are applied to the countries of the global South. For example, it challenges the assumption that transitional models necessarily lead to language shift and cultural assimilation. Taking an ethnographically-based narrative on the purpose and value of bilingual education in Mozambique as a starting point, it shows how, in certain contexts, even a transitional model may strengthen the vitality of local languages and associated cultures, instead of weakening them. The analysis is based on the view that communicative practices in the classroom influence and are influenced by institutional, local and societal processes. Within this framework, the book shows how education in low-status languages can play a role in social and cultural transformation, especially where post-colonial contexts are concerned.

Intelligibility is the term most generally used to address the complex of criteria that describe, broadly, how useful someone's English is when talking or writing to someone else. Set within the paradigm of world Englishes -- which posits that the Englishes of the world may be seen as flexibly categorized into three Circles (Inner, Outer, Expanding) in terms of their historical developments -- this text provides a comprehensive overview of the definitions and scopes of intelligibility, comprehensibility and interpretability, and addresses key topics within this paradigm: * Who -- if anyone -- provides the models and norms for a given population of English users? * Hybridity and creativity in world Englishes * Evaluating paradigms: misinformation and disinformation * Practicalities of dealing with the widening variety of Englishes * Is English "falling apart"? The much-debated issue of intelligibility touches not only sociolinguistic theory but all aspects of English language teaching, second language acquisition, language curriculum planning, and regional or national language planning. Designed for students, teacher educators, and scholars internationally, each chapter includes Topics for Discussion and Assignments' and Suggestions for Further Reading'.

Case studies are a powerful pedagogical tool for illuminating constructs and models in real-life contexts. Covering a wide range of teaching-learning contexts and offering in-depth analyses of ESL/ELT language curriculum design issues, this casebook is distinctive and unique in that each case draws on and is clearly linked to a single model presented in Nation and Macalister 's Language Curriculum Design (www.routledge.com/9780415806060), giving the book a high degree of coherence. A short commentary by the editors after each case highlights features of note and/or issues arising from it. This is a versatile text, designed to work as a companion to Language Curriculum Design (adding meaning and depth to the model presented there by relating it to a range of applications), as a stand-alone text, or as a resource for language teacher trainees, teacher educators, practicing teachers, program administrators, and materials writers in the field.

In a world defined by the flow of people, goods and cultures, many contemporary French films explore the multicultural nature of today's France through language. From rival lingua francas such as English to socio-politically marginalised languages such as Arabic or Kurdish, multilingual characters in these films exploit their knowledge of multiple languages, and offer counter-perspectives to dominant ideologies of the role of linguistic diversity in society. Decentring France is the first substantial study of multilingual film in France. Unpacking the power dynamics at play in the dialogue of eight emblematic films, this book argues that many contemporary French films take a new approach to language and power, showing how even the most historically-maligned languages can empower their speakers. This book offers a unique insight to academics and students alike, into the place of language and power in French cinema today. -- .

The book provides an encyclopaedic overview of the language contact between Slavic languages and Romani in Eastern, South-Eastern and East-Central Europe. It is based on Yaron Matras' pragmatic-functional approach to language contact and follows a new direction in Romani linguistics that conceives Romani as a subgroup of closely related languages rather than a single language. The central topics discussed in the book are: Slavic impact on Romani phonetics and phonology, morphology and syntax; forms and functions of Slavic verbal prefixes in Romani; Slavic impact on the Romani lexicon; Romani elements in the nonstandard lexicon of the Slavic languages; writing Romani with 'Slavic' alphabets.

This edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education.

This landmark volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections:

• Social Contexts in Research on Second Language Teaching and Learning
• Second Language Research Methods
• Second Language Research and Applied Linguistics
• Research in Second Language Processes and Development
• Methods and Instruction in Second Language Teaching
• Second Language Assessment
• Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning
• Language Planning and Policy.

Changes in Volume 2:

• captures new and ongoing developments, research, and trends in the field
• surveys prominent areas of research that were not covered in Volume 1
• includes new authors from Asia, Australia, Europe, and North America to broaden the Handbook's international scope.

Volume 2 is an essential resource for researchers, faculty, teachers, and students in MA-TESL and applied linguistics programs, as well as curriculum and material developers.

Written for prospective and practicing visual arts, music, drama, and dance educators, Teaching the Arts to Engage English Language Learners offers guidance for engaging ELLs, alongside all learners, through artistic thinking. By paying equal attention to visual art, music, drama, and dance education, this book articulates how arts classrooms can create rich and supportive contexts for ELLs to grow socially, academically, and personally. The making and relating, perceiving and responding, and connecting and understanding processes of artistic thinking, create the terrain for rich curricular experiences. These processes also create the much-needed spaces for ELLs to gain communicative practice, skill, and confidence. Special features include generative texts such as films, poems, and performances that function as springboards for arts educators to adapt according to the needs of their classroom; teaching tips, formative assessment practices, and related instructional tables and resources; an annotated list of internet sites, reader-friendly research articles, and instructional materials; and a glossary for readers? reference.