This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students (including Chinese, Japanese, and Korean) in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations. Heritage learners are defined as those who initially acquired certain levels of linguistic and cultural competence in a non-dominant language mainly through interaction with foreign-born parents and other family members at home.
Heritage language instruction is currently a "hot topic" and is becoming a sub-discipline within the fields of foreign language education and applied linguistics. Special instruction for heritage language learners is on the rise, particularly in the U.S. and Canada. Providing theoretical and practical information about heritage-language instruction in terms of curriculum design, learner needs, materials development, and assessment procedures, the goal of this book is not only to promote research about heritage students in East Asian languages but also to improve the teaching of these students in various educational settings and all over the world, especially in English speaking countries. The volume is organized in four sections:
*Overview-addressing the timeliness, necessity, and applications of the work and issues and future agendas for teaching Chinese, Japanese, and Korean heritage students;
*Language Needs Analysis;
*Attitude, Motivation, Identity, and Instructional Preference; and
*Curriculum Design, Materials Development, and Assessment Procedures
"Teaching Chinese, Japanese, and Korean Heritage Language Students "is intended as a primary text or reference for researchers, educators, and students in the areas of curriculum, pedagogy, and assessment studies related to teaching bilingual and heritage students in general and East Asian heritage students in particular.

Mittels einer echten Längsschnittuntersuchung wird ermittelt, wie sich die Fähigkeit von Kindern in der 2., 3. und 4. Klasse entwickelt, Texte im Rahmen verschiedener kommunikativer Anforderungen zu schreiben: Erzählung, Bericht, Instruktion, Beschreibung, Argumentation. Textstrukturelle, lexikalische, syntaktische und kommunikative Analysen zeigen, dass der Prozess durch ein Vier-Stufen-Modell beschrieben werden kann; und zwar in einer Wechselbeziehung von Textsortenentwicklung und Textentwicklung als Text-Sorten-Entwicklung.

Who are the Moldovans? The Language of the Moldovans explores this question from the perspective of debates about the languages spoken by the people of this ex-Soviet state. Locating language as a central point of both cohesion and conflict in the region's recent history, the peculiarities of the Moldovans are illustrated by a survey of language attitudes, a series of ethnographic interviews, and extensive observations by the author. The result is an image of an emerging nation that is, at once, similar to the experiences of other ex-Soviet states and uniquely complex. Much of that complexity lies in the population's extensive multilingualism and in uncertainty about the Romanian-ness of the official language. This cross-discipline volume is of great interest to advanced students and researchers of linguistics, political science, and Eastern European studies.

This timely reference guide is specifically directed toward the needs of second language researchers, who can expect to gain a clearer understanding of which techniques may be most appropriate and fruitful in given research domains. Data Elicitation for Second and Foreign Language Research is a perfect companion to the same author teama (TM)s bestselling Second Language Research: Methodology and Design. It is an indispensable text for graduate or advanced-level undergraduate students who are beginning research projects in the fields of applied linguistics, second language acquisition, and TESOL as well as a comprehensive reference for more seasoned researchers.

Multilingual Approaches for Teaching and Learning outlines the opportunities and challenges of multilingual approaches in mainstream education in Europe. The book, which draws on research findings from several officially monolingual, bilingual, and multilingual countries in Europe, discusses approaches to multilingual education which capitalise on students' multilingual resources from early childhood to higher education. This book synthesises research on multilingual education, relates theory to practice, and discusses different pedagogical approaches from diverse perspectives. The first section of the book outlines multilingual approaches in early childhood education and primary school, the second looks at multilingual approaches in secondary school and higher education, and the third examines the influence of parents, policy-makers, and professional development on the implementation and sustainability of multilingual approaches. The book demonstrates that educators can leverage students' multilingualism to promote learning and help students achieve their full potential. This book will be of great interest to academics, researchers, and postgraduate students in the fields of language education, psychology, sociolinguistics, and applied linguistics.

This volume is the first full-length publication to systematically unpack and analyze the linguistic practices and ideologies of "new speakers" specifically in an Irish language context. The book introduces the theoretical foundations of the new speaker framework as it manifests itself in the Irish setting, describes its historical precedents, and traces its evolution to today. The book then draws upon a rich set of data and research methods, including participant observation and ethnographic fieldwork to examine the new speaker phenomenon in Irish in greater detail. Areas of analysis include new speakers' language practices and usage and the ways in which they position their linguistic identities both within their respective communities and in juxtaposition with "native" speakers. While the book's focus is on Irish, the volume will contribute to a greater understanding of new speaker practices and ideologies in minority language contexts more generally, making this key reading for students and scholars in sociolinguistics, applied linguistics, language policy and planning, anthropology, and Irish studies.

This book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English. It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants-their abilities, their needs, and their aspirations. The studies reported are part of a large longitudinal study of about 25,000 immigrant students in a district in which the policy is English-only instruction. These studies: *provide multiple views of the students' lives and their success in schools where the language of instruction differs from the languages they speak with their friends and families; *explore the students' views of teaching and learning; *describe the potential differences between the students views and those of their teachers; *look at issues related to students' views of their identities as they work, study, and socialize in a new environment; and *examine different reading models designed to facilitate the learning of English as a second language (ESL). Educators and researchers will find the descriptions of students' simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.

This collection brings together recent research on the influences between first and additional languages with a focus on the development of multilingual lexicons. Featuring work from an international group of scholars, the volume examines the complex dynamics underpinning vocabulary in second and third languages and the role first languages play within this process. The book is organized around three different facets of research in this area - lexical recognition, processing, and knowledge; the effects of first languages on second language reading and writing, collocations, and translation skills; and, vocabulary testing - drawing on examples from a variety of languages, including European languages, Arabic, and Japanese. Setting the stage for further research on the interplay between first languages and multilingual lexicons, this volume is key reading for students and researchers in applied linguistics, language learning and teaching, bilingualism, second language acquisition, and translation studies.

The third edition of With Literacy and Justice for All: Rethinking the Social in Language and Education continues to document Carole Edelsky's long involvement with socially critical, holistic approaches to the everyday problems and possibilities facing teachers of language and literacy. This book helps education professionals understand the educational/societal situations they are dealing with, and literacy instruction and second language learning in particular contexts. Edelsky does not offer simplistic pedagogical formulas, but rather, progressively works through differences and tensions in the discourses and practices of sociolinguistics, bilingual education, whole language, and critical pedagogy--fields whose practitioners and advocates too often work in isolation from each other and, at times, at cross purposes. In this edition, what Edelsky means by rethinking is improving and extending her own views, while at the same time demonstrating that such rethinking always occurs in the light of history. The volume includes a completely new Introduction and two entirely new chapters: one on reconceptualizing literacy learning as second language learning, and another on taking a historical view of responses to standardized testing. Throughout, in updating the volume, Edelsky uses a variety of structural styles to note contrasts in her views across time and to make the distinction clear between the original material and the current additions. This edition is a rare example of a scholarly owning-up to changes in thinking, and a much needed demonstration of the historically grounded nature of knowledge. As a whole, the third edition emphasizes recursiveness and questioning within a deliberately political framework.

The third edition of With Literacy and Justice for All: Rethinking the Social in Language and Education continues to document Carole Edelsky's long involvement with socially critical, holistic approaches to the everyday problems and possibilities facing teachers of language and literacy. This book helps education professionals understand the educational/societal situations they are dealing with, and literacy instruction and second language learning in particular contexts. Edelsky does not offer simplistic pedagogical formulas, but rather, progressively works through differences and tensions in the discourses and practices of sociolinguistics, bilingual education, whole language, and critical pedagogy--fields whose practitioners and advocates too often work in isolation from each other and, at times, at cross purposes. In this edition, what Edelsky means by rethinking is improving and extending her own views, while at the same time demonstrating that such rethinking always occurs in the light of history. The volume includes a completely new Introduction and two entirely new chapters: one on reconceptualizing literacy learning as second language learning, and another on taking a historical view of responses to standardized testing. Throughout, in updating the volume, Edelsky uses a variety of structural styles to note contrasts in her views across time and to make the distinction clear between the original material and the current additions. This edition is a rare example of a scholarly owning-up to changes in thinking, and a much needed demonstration of the historically grounded nature of knowledge. As a whole, the third edition emphasizes recursiveness and questioning within a deliberately political framework.

How do multicultural children and their parents experience the very beginning of their school careers? How do teachers mediate the demands of the educational system, and how do the children adapt? What kind of access to the National Curriculum is offered to multicultural children? Originally published in 1999, the authors answer these questions by drawing on two years' intensive research in three multi-ethnic institutions. They explore teachers' values and beliefs and how they attempt to put them into practice. They describe how, at times, teachers were constrained to get things done because of pressures operating on them, but at other times, taught creatively in a way particularly relevant to the children's concerns and cultures. The authors studied the children's experiences on their transition into school, and argue that they were inducted into not only a general pupil role, but also one based on an anglicised model of pupil. Opportunities for learning which children found most meaningful came notably from free play, but these became gradually more limited as they engaged with the National Curriculum. These young children were forming complex identities as they sought to respond to the varying influences operating them. Their parents saw a cultural divide opening up between home and school. Many suggestions for practice and policy are made in the course of the book and are still relevant today.

As a bold provocation to reimagine what the philosophy of education might mean in the 21st century, this book responds to the exhaustion of present theoretical models and indeed the degradation of fabulative thought in its current prospectus. The contributors, from Asia, the Americas, and Europe, proffer a frank response to the everyday reality of the classroom where teachers compete with electronic devices for the attention of students whose minds are literally elsewhere, cocooned in the noospheric ether. Outside of lecture halls the world is suffering the rise of fascism, panic, and anger driven by precarious employment, and a looming fatalism and resignation in the face of ecological calamity. These developments have led to an avalanche of psychical woes afflicting young people ranging from trauma, the loss of hope and, in extremis, violence and suicide. The concerned and committed writers of this volume therefore raise the timely question of the return of utopia as a fitting, desperate, and indeed necessary response to the ecological, existential, and pedagogical crises spreading across the planet. At this most crucial juncture in human history, the excellent contributions to this book offer singularly unique perspectives regarding the possibility/impossibility of utopia. This book was originally published as a special issue of the journal, Educational Philosophy and Theory.

How do people learn nonnative languages? And is there one part or function of our brains solely dedicated to language processing, or do we apply our general information-processing abilities when learning a new language? In this book, an interdisciplinary collaboration of scholars and researchers presents an overview of the latter approach to adult second language acquisition and brings together, for the first time, a comprehensive picture of the latest research on this subject. Clearly organized into four distinct but integrated parts, "Mind and Context in Adult Second Language Acquisition" first provides an introduction to information-processing approaches and the tools for students to understand the data. The next sections explain factors that affect language learning, both internal (attention and awareness, individual differences, and the neural bases of language acquisition) and external (input, interaction, and pedagogical interventions). It concludes by looking at two pedagogical applications: processing instruction and content based instruction. This important and timely volume is a must-read for students of language learning, second language acquisition, and linguists who want to better understand the information-processing approaches to learning a non-primary language. This book will also be of immense interest to language scholars, program directors, teachers, and administrators in both second language acquisition and cognitive psychology.

"Multilingualism in the English-Speaking World" is the winner of the BAAL Book Prize 2005.

"Multilingualism in the English-Speaking World: Pedigree of Nations" explores the consequences of English as a global language and multilingualism as a social phenomenon. Written accessibly, it explores the extent of diversity in 'inner circle' English speaking countries (the UK, the USA, Canada, South Africa, Australia and New Zealand) and examines language in the home, school, and the wider community.
Considers the perspectives of English as a global language as well as multilingualism as a social phenomenon.
Written in an accessible style that draws on contemporary real life examples.
Examines the everyday realities of people living in 'inner circle' English-speaking countries, such as the UK, USA, Canada, South Africa, Australia and New Zealand.
Discusses the theoretical issues that underpin current debates, drawing on research literature on societal multilingualism, language maintenance and shift, language policy, language and power, and language and identity.

"Bilingual Education: From Compensatory to Quality Schooling, Second Edition" maintains its original purpose of synthesizing the research on successful bilingual education in order to demonstrate that quality bilingual education is possible and desirable.
Findings from a wide range of studies are integrated to provide a clear picture of bilingual education in today's schools, and a professional understanding of the foundations and issues surrounding bilingual education programs. The recommendations offered provide a comprehensive basis for planning, developing, improving, and evaluating bilingual programs. For clarity, these recommendations are discussed with respect to the whole school, the curriculum, and the classroom, but it is stressed that they need to be applied in a holistic way because they depend on each other. All educators who work or will work with bilingual students--classroom teachers, administrators, and curricula developers--will find the information in this text essential and will appreciate the straightforward approach and easy reading style.
New in the Second Edition:
*A new Chapter 1, "Pursuing Successful Schooling, " includes the definition of success that frames the content of the book, and a review of how the research on bilingual education has changed.
*Chapter 2, "Bilingual Education Debate, " is substantially revised to address major changes in demographics and legislation.
*Chapter 3, "Contextual and Individual Factors: Supports and Challenges, " is updated to include important new research on the external and internal factors affecting learners and a new section on peers.
*Chapter 4, "Creating a Good School, " is reorganized and updated.
*Chapter 5, "Creating Quality Curriculum, " is updated throughout, particularly the sections on teaching content areas and assessment.
*Chapter 6, "Creating Quality Instruction, " includes extensive new material in the sections on "Teaching English and In English" and "Teaching Students with Limited Schooling."
*Chapter 7, "Beyond the Debate, " has an extensive new section describing and analyzing how the framework for quality education can be used as a guide to help create a new program.

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.

As globalization has increased awareness of the extent of language contact and linguistic diversity, questions concerning bilingualism and multilingualism have taken on an increasing importance from both practical and scholarly points of view. While there is a vast amount of information pertaining to research on bilingual and multilingual individuals and communities there is little information that deals with its methodology from different disciplinary perspectives in a systematic and coherent way.
Written by leading experts in the field, The Blackwell Guide to Research Methods in Bilingualism and Multilingualism specifically addresses methodological issues, discussing research topics, key concepts and approaches, and the methods and tools for collecting and analyzing data. This useful and timely resource is the first of its kind to link theory to method and data.

In a social setting where speakers with several languages interact extensively, a major source of variation in Colloquial Singapore English comes from the complex interaction between crosslinguistic influences and various social and linguistic factors. By unifying both social and linguistic aspects of the phenomenon through the use of multivariate analyses like logistic regressions and Poisson regressions, this book represents a novel approach to the study of crosslinguistic influence in Colloquial Singapore English. As multivariate analyses provide us with information regarding the relative strengths of each social and linguistic factor, they are useful tools that allow us to have a more nuanced understanding of crosslinguistic influence in contact situations. Linguistic features from a variety of linguistic domains - morphology, semantics, and discourse - will be quantified, and statistical analyses will be run in R to determine the degree to which various social and linguistic factors affect the extent of crosslinguistic influence. Well-known Singlish features like the optionality of past tense and plural marking, the unique meanings of already, got, and one, and discourse particles lah, leh, and lor, are analyzed using this approach. The statistical modeling of these features is a first step towards creating a unified framework to understanding crosslinguistic influence.

This book proposes a new paradigm for English language teaching based on concepts from English for Specific Purposes (ESP) research and applications as well as from growing evidence relating pattern recognition to language learning ability. The contributors to the volume argue that learners should not try to become proficient all-around users of 'idealistic native-like' English, but instead should be realistic about what they need to acquire and how to go about achieving their specific goals. The book discusses the present situation by describing the status quo of English language education in Japan, taking into consideration recent trends of CLIL (content and language integrated learning), EMI (English medium instruction), and TBLT (task-based language teaching) as well as the work done on the Common European Framework of Reference for Languages (CEFR). It introduces new movements in ESP in Japan and in other Asian regions, covering topics ranging from genre analysis to corpus linguistics, and presents application examples of ESP practice in a range of educational situations in Japan from the graduate school level to elementary and middle school contexts. It also offers readers application examples of ESP practice in a range of business settings and expands the discussion to the global sphere where EAP and ESP are gaining importance as the number of ELF (English as a Lingua Franca) speakers continue to increase. The book will be of great interest to academics, researchers, and post-graduate students working in the fields of EFL and ESL.

"Raising Multilingual Children: Foreign Language Acquisition and Children" elucidates how children learn foreign languages and when they can do so with the best results. The most recent studies in linguistics, neurology, education, and psychology are evaluated and the findings are presented in a recipe format. Parents and teachers are encouraged to bake their own and evaluate the multilingual children in their lives with the use of tools which include a family language profile and family language goals worksheet. Beginning with the "Ingredients" of Timing, (or the Windows of Opportunity, ) and Aptitude, the book goes on to include the "Baking Instructions" of Motivation, Strategy, and Consistency. This is followed by "Kitchen Design," or the role of the language learning environment which includes the child's Opportunity to use the languages being learned, the Linguistic Relationship between the child's languages, and the possible influence of Siblings.

"Plumbing and Electricity" round out the ten key factors in raising multilingual children by discussing the possible role of Gender and Hand-Use, and our understanding of the multilingual brain at present. "Chef and Chef's Assistants" addresses the vital roles of teachers and schools in a child's foreign language development. "A Mess in the Kitchen" discusses problem situations related to foreign language learning, and offers a variety of resources to address such issues.

This multidisciplinary collection examines the connections between education, migration and translation across school and higher education sectors, and a broad range of socio-geographical contexts. Organised around the themes of knowledge, language, mobility, and practice, it brings together studies from around the world to offer a timely critique of existing practices that privilege some ways of knowing and communicating over others. With attention to issues of internationalisation, forced migration, minorities and indigenous education, this volume asks how the dominance of English in education might be challenged, how educational contexts that privilege bi- and multi-lingualism might be re-imagined, what we might learn from existing educational practices that privilege minority or indigenous languages, and how we might exercise 'linguistic hospitality' in a world marked by high levels of forced migration and educational mobility. As such, it will appeal to scholars across the social sciences with interests in education, migration and intercultural communication.

Learning and Using Languages in Ethnographic Research breaks the silence that still surrounds learning a language for ethnographic research and in the process demystifies some of the multilingual aspects of contemporary ethnographic work. It does this by offering a set of engaging and accessible accounts of language learning and use written by ethnographers who are at different stages of their academic career. A key theme is how researchers' experiences of learning and using other languages in fieldwork contexts relate to wider structures of power, hierarchy and inequality. The volume aims to promote a wider debate among researchers about how they themselves learn and use different languages in their work, and to help future fieldworkers make more informed choices when carrying out ethnographic research using other languages.

This book aims to bridge the gap in investigations into the acquisition of phonology from a multilingual perspective. In order to fully understand this process, the editors present state of the art research into third language (L3) phonology as well as future considerations for this field. The individual contributions address limitations apparent in current literature, in terms of methodology and scope, while offering innovative solutions in the study of conceptualization, design and data analysis, and novel application of theoretical frameworks to L3 phonology. The contributions consist of a number of original studies which attempt to address vital research questions regarding a bilingual advantage for subsequent phonological acquisition, the variables that drive phonological transfer at the onset of third language acquisition, the L3 developmental path, and how L3 phonological acquisition affects existing systems. The empirical and theoretical strides made in the study of L3 phonology, provided in this volume, confirm that it is a promising area of inquiry with a growing potential to provide novel insights into the linguistic and cognitive underpinnings of language acquisition. This book was originally published as a special issue of International Journal of Multilingualism.

This book reflects on the myriad ways in which forms of exclusion and inclusion play out in narratives of migration, focusing on the case of Northern Italian narratives in today's superdiverse Italy. Drawing on over a decade of the author's fieldwork in the region, the volume examines the emergence of racialized language in conversations about migrants or migration issues in light of increasing recent migratory flows in the European Union, couched in the broader context of changing socio-political forces such as anti-immigration policies and nativist discourse in political communication in Italy. The book highlights case studies from everyday discourse in both villages and cities and at different levels of society to explore these "intimacies of exclusion," the varying degrees to which inclusion and exclusion manifest themselves in conversation on migration. The book also employs a narrative practice-based approach which considers storytelling as a more dynamic form of discourse, thus allowing for equally new ways of analyzing their content and impact. Offering a valuable contribution to the growing literature on narratives of migration, this volume is key reading for graduate students and scholars in linguistic anthropology, sociolinguistics, sociocultural anthropology, language and politics, and migration studies.

The National Association of Bilingual Education (NABE) published electronic issues of Volumes 1 and 2 of the "NABE Journal of Research and Practice" to offer archival records of 2002 and 2003 NABE conferences presentations. Beginning with Volume 3, the title of the publication is changed to "NABE Review of Research and Practice" and is published by Lawrence Erlbaum Associates, Inc. for NABE.
"NABE Review of Research and Practice, Volume 3" fulfills the following goals:
*to establish an annual archival record of cutting-edge NABE conference presentations that generate new knowledge and advance the field of bilingual education research;
*to mentor junior scholars within the academic setting by providing an outlet for developing a publication record with the assistance of established scholars, and by publishing guidelines for developing high-quality dissertation research proposals and completed studies, and for university-based efforts to mentor doctoral students in bilingual education;
*to offer, in the "Research" section, an outlet for theoretical and applied research studies that represent innovative conceptual and philosophical perspectives, and that also implement innovative methodologies for solving theoretical and applied problems in bilingual education;
*to provide, in the "Applied" "Education/Action Research" section, an outlet for case studies, position papers, and action research that comes from practitioners in the field of bilingual education who are implementing research methodologies in their own classrooms or school districts (e.g., teacher-based research, evaluation studies conducted in the implementation of bilingual educationfederal and state grants); and
*to present, in the "Position Papers and Reflections" section, reflections of experiences of bilingual researchers, practitioners, and public school and higher education students that give insightful self-accounts of the experiences of ethnic minority students, scholars, and educators that allow readers to learn from them as role models and advocates.
For further information on NABE conferences and publications visit the NABE Web page at www.nabe.org.