Originally published in 1980. This practical guide to the teaching of writing is set in the context of the functional use of language for communication. It examines what communicating in writing involves and gives detailed procedures for teaching different types of writing from beginner to advanced level, together with illustrated suggestions for visual aids. This provides up-to-date ideas and advice for teachers and trainee teachers of English as a Foreign Language.

Since it was first published in 1989, Suzanne Romaine's book has been recognized as the most authoritative introduction to the sociolinguistics of bilingualism. The new edition has been completely revised to incorporate recent work in this fast developing field.
Throughout the book, bilingualism is seen as both a societal and cognitive phenomenon. Professor Romaine explores various aspects of bilingual behavior, such as code switching and language mixing, in terms of neurolinguistic organization in the individual speaker. The author also assesses the positive and negative claims made for the effects of bilingualism on children's cognitive, social and academic development, and examines the assumptions behind various language policies and programs for bilingual children. In all this, Professor Romaine draws on her own research with Punjabi /Engllish bilinguals in Britain, and Tok Pisin/ English bilingual children in Papua New Guinea.

Second language learners often produce language forms resembling those of children with Specific Language Impairment (SLI). At present, professionals working in language assessment and education have only limited diagnostic instruments to distinguish language impaired migrant children from those who will eventually catch up with their monolingual peers. This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of SLI, making use of both models of bilingualism and models of language impairment. The book's methods-oriented focus will make it an essential handbook for practitioners who look for measures which could be adapted to a variety of languages in diverse communities, as well as academic researchers.

Originally published in 1980. This book is a collection of language learning activities in the area of drama, mime, roleplay, problem solving, group work, music and song - all classroom tested and ready for use in teaching English, no matter the level. The exercises are designed to promote and stimulate real language communication and to involve teachers and students on a personal level. The authors taught on training courses for ELT teachers and developed these excellent techniques and ideas for educators looking for whole-person learning ways of teaching.

"Language as Cultural Practice: " Mexicanos en el Norte offers a vivid ethnographic account of language socialization practices within Mexican-background families residing in California and Texas. This account illustrates a variety of cases where language is used by speakers to choose between alternative self-definitions and where language interacts differentially with other defining categories, such as ethnicity, gender, and class. It shows that language socialization--instantiated in language choices and patterns of use in sociocultural and sociohistorical contexts characterized by ambiguity and flux--is both a dynamic and a fluid process.
The study emphasizes the links between familial patterns of language use and language socialization practices on the one hand, and children's development of bilingual and biliterate identities on the other. Using a framework emerging from their selection of two geographically distinct localities with differing demographic features, Schecter and Bayley compare patterns of meaning suggested by the use of Spanish and English in speech and literacy activities, as well as by the symbolic importance ascribed by families and societal institutions (such as schools) to the maintenance and use of the two languages.
"Language as Cultural Practice"
*provides a detailed account of the diversity of language practices and patterns of use in language minority homes;
*offers educators detailed information on the language ecology of Latino homes in two geographically diverse communities--San Antonio, Texas, and the San Francisco Bay Area, California;
*shows the diversity within Mexican-American communities in the United States--families profiled range from rural families in south Texas to upper middle class professional families in northern California;
*provides data to correct the prevalent misconception that maintenance of Spanish interferes with the acquisition of English; and
*contributes to the study of language socialization by showing that the process extends throughout the lifetime and that it is an interactive rather than a one-way process.
This book will particularly interest researchers and professionals in linguistics, anthropology, applied linguistics, and education, and will be useful as a text in graduate courses in these areas that address language socialization and learning.

"Language as Cultural Practice: " Mexicanos en el Norte offers a vivid ethnographic account of language socialization practices within Mexican-background families residing in California and Texas. This account illustrates a variety of cases where language is used by speakers to choose between alternative self-definitions and where language interacts differentially with other defining categories, such as ethnicity, gender, and class. It shows that language socialization--instantiated in language choices and patterns of use in sociocultural and sociohistorical contexts characterized by ambiguity and flux--is both a dynamic and a fluid process.
The study emphasizes the links between familial patterns of language use and language socialization practices on the one hand, and children's development of bilingual and biliterate identities on the other. Using a framework emerging from their selection of two geographically distinct localities with differing demographic features, Schecter and Bayley compare patterns of meaning suggested by the use of Spanish and English in speech and literacy activities, as well as by the symbolic importance ascribed by families and societal institutions (such as schools) to the maintenance and use of the two languages.
"Language as Cultural Practice"
*provides a detailed account of the diversity of language practices and patterns of use in language minority homes;
*offers educators detailed information on the language ecology of Latino homes in two geographically diverse communities--San Antonio, Texas, and the San Francisco Bay Area, California;
*shows the diversity within Mexican-American communities in the United States--families profiled range from rural families in south Texas to upper middle class professional families in northern California;
*provides data to correct the prevalent misconception that maintenance of Spanish interferes with the acquisition of English; and
*contributes to the study of language socialization by showing that the process extends throughout the lifetime and that it is an interactive rather than a one-way process.
This book will particularly interest researchers and professionals in linguistics, anthropology, applied linguistics, and education, and will be useful as a text in graduate courses in these areas that address language socialization and learning.

This indispensable volume provides a complete course on Latin erotic elegy, allowing students to trace a coherent narrative of the genre's rise and fall, and to understand its relationship to the changes that marked the collapse of the Roman republic, and the founding of the empire.
The book begins with a detailed and wide-ranging introduction, looking at major figures, the evolution of the form, and the Roman context, with particular focus on the changing relations between the sexes. The texts that follow range from the earliest manifestations of erotic elegy, in Catullus, through Tibullus, Sulpicia (Rome's only female elegist), Propertius and Ovid.
An accessible commentary explores the historical background, issues of language and style, and the relation of each piece to its author's larger body of work. The volume closes with an anthology of critical essays representative of the main trends in scholarship; these both illuminate the genre's most salient features and help the student understand its modern reception.

This edited volume addresses the pressing imperative to understand and attend to the needs of the fast-growing population of minority students who are increasingly considered "superdiverse" in their cultural, linguistic, and racial backgrounds. Superdiverse learners-including native-born learners (Indigenous and immigrant families), foreign-born immigrant students, and refugees-may fill multiple categories of "diversity" at once. This volume helps pre- and in-service teachers and teacher educators to move beyond the demographic backgrounds of superdiverse learners to consider not only their ways of being, motivations, and social processes, but also the ongoing systemic issues of marginalization and inequity that confront these learners. Challenging existing teaching and learning paradigms in the K-12 North American context, this volume provides new methods and examples for supporting superdiverse learners in a range of settings. Organized around different conceptual underpinnings of superdiversity, contributors identify the knowledge gaps and effective practices in engaging superdiverse learners, families and communities. With cutting-edge research on this growing topic, this text will appeal to researchers, scholars, educators, and graduate students in multilingual education, literacy education, teacher education, and international education.

Contents:
August, D. and Hakuta, K. 'Bilingualism and Second-Language Learning.' Chapter 2 in Improving Schooling for Language-minority Children: A Research Agenda (Washinton, DC: National Academy Press, 1997).

Snow, C. 'Bilingualism and Second Language Acquisition.' In J.B. Gleason and N.B. Ratner, Eds., Psycholinguistics (Fort Worth, TX: Hartcourt Brace, 1993).

Collier, V.P. 'How Long? A Synthesis of the Research on Academic Achievement in a Second Language.' TESOL Quarterly 23 (1989).

Commins, J. 'Linguistic Interdependence and the Educational Development of Bilingual Children.' Review of Educational Research 49 (1979).

Willig, A. 'A Meta-analysis of Selected Studies on the Effectivness of Bilingual Education.' Review of Educational Research 55 (1985).

Valdes, G. 'The World Outside and Inside Schools: Language and Immigrant Children.' Educational Research 27 (1998).

Bankston, C.L. and Zhou, M. 'Effects of Minority-language Literacy on the Academic Achievement of Vietnamese Youth in New Orleans.' Sociology of Education 68 (1995).

Wong Fillmore, L. 'When Learning a Language Means Losing the First.' Early Childhood Research Quarterly 6 (1991).

Portes, A. and Hao, L. 'English First or English Only? Bilingualism and Loss of Language in the Second Generation.' Sociology of Education 71 (1998).

Pease-Alvarez, L. and Hakuta, K. 'Perspectives on Language Maintenance and Shift in Mexican-origin Students.' In P. Phelan and A.L. Davidson, Eds., Renegotiating Cultural Diversity in American Schools (New York, NY: Teacher's College, Columbia University, 1993).

Tse, L. 'Language Brokering Among Latino Adolescents: Prevalence, Attitudes and School Performance.' Hispanic Journal of Behavioral Sciences 17 (1995).

Padilla, A., Lindholm, K., Chen, A., Duran, R., Hakuta, K., Lambert, W. and Tucker, G.R. 'The English-only Movement: Myth, Reality and Implications for Psychology.' American Psychologist 46 (1991).

List of Recommended Readings

Some of the most exciting current work in second language acquisition is happening within a generative framework -- on acquisition of structural principles and constraints on processes.

This volume provides a state-of-the-art overview of contemporary second language acquisition from a linguistic perspective. Written by leading scholars, each chapter outlines core problems and research in a specific domain before going on to present important new developments and original research. Topics covered include L2 Phonetics, L2 Phonology, L2 Syntax, L2 Morphology, L2 Lexicon, and L2 Processing.

This book addresses the complexity of mixed language classroom learning environments in which heritage learners (HL) and second language (L2) learners are concurrently exposed to language learning in the same physical space. Heritage speakers, defined widely as those exposed to the target language at home from an early age, tend to display higher oral proficiency and increased intercultural proficiency but lesser metalinguistic and grammatical awareness than L2 learners. The theoretical and pedagogical challenges of engaging both types of learners simultaneously without polarizing the classroom community dictates the need for well-defined, differentiated learning strategies; in response this book offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction. The chapters address themes including translanguaging, linguistic identity, metalinguistic awareness and intercultural competence, with contributions from Europe, Africa and the United States.

This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience.
The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings.
In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.

"On Second Language Writing" brings together internationally recognized scholars in a collection of original articles that, collectively, delineate and explore central issues with regard to theory, research, instruction, assessment, politics, articulation with other disciplines, and standards. In recent years, there has been a dramatic growth of interest in second-language writing and writing instruction in many parts of the world. Although an increasing number of researchers and teachers in both second-language studies and composition studies have come to identify themselves as specialists in second-language writing, research and teaching practices have been dispersed into several different disciplinary and institutional contexts because of the interdisciplinary nature of the field. This volume is the first to bring together prominent second-language writing specialists to systematically address basic issues in the field and to consider the state of the art at the end of the century (and the millennium).

"On Second Language Writing" brings together internationally recognized scholars in a collection of original articles that, collectively, delineate and explore central issues with regard to theory, research, instruction, assessment, politics, articulation with other disciplines, and standards. In recent years, there has been a dramatic growth of interest in second-language writing and writing instruction in many parts of the world. Although an increasing number of researchers and teachers in both second-language studies and composition studies have come to identify themselves as specialists in second-language writing, research and teaching practices have been dispersed into several different disciplinary and institutional contexts because of the interdisciplinary nature of the field. This volume is the first to bring together prominent second-language writing specialists to systematically address basic issues in the field and to consider the state of the art at the end of the century (and the millennium).

This book examines the ideological underpinnings of language-in-education policies that explicitly focus on adding a new language to the learners' existing repertoire. It examines policies for foreign languages, immigrant languages, indigenous languages and external language spread. Each of these contexts provides for different possible relationships between the language learner and the target language group and shows how in different polities different understandings influence how policy is designed. The book develops a theoretical account of language policies as discursive constructions of ideological positions and explicates how ideologies are developed through an examination of case studies from a range of countries. Each chapter in this book takes the form of a series of three in-depth case studies in which policies relating to a particular area of language-in-education policy are examined. Each case examines the language of policy texts from a critical perspective to deconstruct how intercultural relationships are projected.

Solutions for the Assessment of Bilinguals presents innovative solutions for the evaluation of language abilities and proficiency in multilingual speakers - and by extension, the evaluation of their cognitive and academic abilities. This volume brings together researchers working in a variety of bilingual settings to discuss critical matters central to the assessment of bilingual children and adults. The studies include typically developing bilingual children, bilingual children who may be at risk for language impairments, bilingual and multilingual children and adults found in classrooms, and second-language learners in childhood and adulthood. The contributions propose a variety of ways of assessing performance and abilities in the face of the multiple issues that complicate the best interpretation of test performance.

Originally published in 1992. This book is designed to help the teacher facing the challenge posed by multi-ethnic, multi-cultural, multi-language classes. The contributions, from teachers and Higher Education tutors, are based on experience and research in this area and their emphasis is practical with theoretical support being provided where relevant. Part one considers issues of difference, including looking at oral language development, issues of assessment, and the particular needs of traveller children, among other topics. The second part looks at stories and books while the third looks at active language use in writing and drama. Part four suggests useful resources.

This book bridges the gap between phonological and Interpreting Studies. It first presents interdisciplinary studies on interpreters and interpreting receivers. The subsequent chapters discuss phonology, phonological transfer and bilingual processing. The author also touches upon expertise and quality in interpreting, including phonological development. The final chapter presents a study on prosodic transfer in interpreting. Put succinctly, this book is about the role and importance of phonology and phonological processes in studying, practising and working on one's interpreting.

Savants are people who are mentally and often physically impaired but who have one dazzling talent. Cases of savants, like Christopher who is described here, are not unheard of, but have never been reported before. Despite being unable to look after himself because he has difficulty with everyday tasks, Christopher can read, write, translate and communicate in fifteen to twenty different languages.
In this original, detailed and wide-ranging study, Neil Smith and Ianthi-Maria Tsimpli not only provide insight into the mind of one unique individual, but simultaneously cast light on the nature of language and thought in general. By exploiting recent developments in both linguistics and psychology the authors have made an essential contribution to the whole field of cognitive science.

The narrowing of English language education curriculum in many contexts has negatively impacted classroom teaching and learning. High-stakes standardized testing, scripted curricula, and the commodification of English have converged to challenge socially meaningful classroom literacy instruction that promotes holistic development. Although in different ways, these factors have shaped the teaching of English as both first and second language. How can English educators respond? This book argues that the first step is to take account of the broader policy, political and cultural landscape and to identify the key constraints affecting teachers, students and parents. These will set the broad parameters for developing local pedagogic approaches, while still recognizing the constraints that actively push against them. Using Singapore English language teaching as a case study, this book illustrates how this process can unfold, and how media literacy principles were vernacularized to design English classroom pedagogies that stretched the bounds of what is acceptable and possible in the local context.

This book presents an in-depth fieldwork-based study of the Greek language spoken by immigrants in Cairns, Far North Queensland, Australia. The study analyzes language contact-induced changes and code switching patterns, by integrating perspectives from contact linguistics and interactional approaches to language use and code switching. Lexical and pragmatic borrowing, code mixing, discourse-related and participant-related code switching, and factors promoting language maintenance are among the topics covered in the book. The study brings to light original data from a speech community that has received no attention in the literature and sheds light on the variation of Greek spoken in diaspora. It will appeal across disciplines to scholars and students in linguistics, anthropology, sociology, and migration studies.

A critical and accessible text, this book provides a foundation for translanguaging theory and practice with educating emergent bilingual students. The product of the internationally renowned and trailblazing City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), this book draws on a common vision of translanguaging to present different perspectives of its practice and outcomes in real schools. It tells the story of the collaborative project's positive impact on instruction and assessment in different contexts, and explores the potential for transformation in teacher education. Acknowledging oppressive traditions and obstacles facing language minoritized students, this book provides a pathway for combatting racism, monolingualism, classism and colonialism in the classroom and offers narratives, strategies and pedagogical practices to liberate and engage emergent bilingual students. This book is an essential text for all teacher educators, researchers, scholars, and students in TESOL and bilingual education, as well as educators working with language minoritized students.

This book examines a neglected area of foreign-language teaching and learning: difficult and aggressive situations. The author presents the real-life experiences of language users and analyses how these individuals have dealt with confusion, impoliteness and hostility in target-language contexts in the United States, Canada and the United Kingdom and within their home country. By constructing a student-centred pedagogical model around the data collected, the author considers the choices available to language learners in difficult situations, as well as tools for language learners to develop pragmalinguistic and sociopragmatic resources.

Code Switching, the alternating use of two or more languages ation, has become an increasingly topical and important field of research.
Now available in paperback, Code-Switching in Conversation brings together contributions from a wide variety of sociolinguistics settings in which the phenomenon is observed. It addresses not only the structure and the function, but also the ideological values of such bilingual behaviour. The contributors question many views of code switching on the empirical basis of many European and non European contexts. By bringing together linguistics, anthropological and socio-psychological research, they move towards a more realistic conception of bilingual conversation action.

Related link: http://www.udc.es/dep/lx/cac/c-s/

As the number of Chinese students learning English increases worldwide, the need for teachers to understand the characteristics and challenges facing this group of learners grows. This is particularly true for those students moving from an English as a Foreign Language context to an English as a Second Language/International Language one where they experience academic, linguistic and sociocultural transitions. Drawing on over 20 years' experience teaching English courses to Chinese learners, the author aims to highlight key findings to aid understanding, improve teachers' practice and offer pedagogical recommendations. Using students' voices, the book covers: how the traditional Chinese culture of learning plays a role; how new learning contexts provide opportunities and empowerment; how learners' beliefs and strategies are interconnected; how their motivation and identity underscore the power of real and imagined communities, and finally, that affect matters, showing how learners are propelled by the trajectory of their emotions. The book cites from the rich data collected over a five-year period to authenticate the findings and recommendations but also to give voice to this group of learners to challenge the stereotype of the passive "Chinese learner". The essential insights contained within are useful for pre- and in-service teachers of English and researchers interested in language education around the world.