This edited volume examines the Seal of Biliteracy (SoBL), a relatively new policy initiative that has received little attention in scholarly and practical literature. The contributions seek to expand the literature by presenting case studies of policy implementation in diverse contexts across the United States. This book is organized into four sections: (1) introduction to the SoBL, including history of the policy initiative and national trends in policy design and implementation, (2) case studies of macro-level policy implementation, including a diverse array of contexts across the country that have approached the SoBL in unique ways (e.g., legislation v. educational code, prioritizing world v. home languages), (3) case studies of micro-level implementation, including schools and districts that award the SoBL to diverse student populations through various language programs (e.g., English-dominant v. linguistically diverse; world language v. dual-language programs), and (4) conclusions and future directions, including actionable next steps for policy makers, administrators, educators, and researchers. Members of various professional organizations will benefit from this text, including the National Association for Bilingual Education (NABE), Teachers of English to Speakers of Other Languages (TESOL), the American Council for Teaching of Foreign Languages (ACTFL), as well as participants in local affiliates for bilingual, English as a second language (ESL), and world language education.

This engaging and complete resource has everything you need to bring drama and theatre techniques into the ESL, EFL, or World Language Classroom. Are your students reluctant to speak out in class? Do they lack confidence in their language skills? The dynamic drama games in this book are the perfect catalyst to transform your students into engaged learners, and help them build confidence and language skills. The interactive theatre games and techniques are specifically designed for use in Second, Foreign, and World Language classrooms to empower students through meaningful, agentive language learning. With over 80 activities and games, and hundreds of extensions that can be catered to every level, this book provides teachers with clear, step-by-step instructions to teaching dramatic activities with L2 learners of all levels and backgrounds. The games and strategies in this book will enliven classrooms with communication that is creative, memorable, inspiring, and fun. Grounded in cutting-edge research, this book explains why teaching language through drama is effective and inspiring for teachers and students alike, directing readers to a wide array of resources and approaches to teaching language through theatre. You'll also find guidance on leading drama games with language learners in a variety of online platforms, lesson planning models, and an example lesson plan for easy implementation in physical or virtual classroom spaces.

This book explores language practices, beliefs and management across a group of Polish immigrant families in Australia, drawing on these case studies as a lens through which to unpack dynamics of Family Language Policy (FLP) and their implications for future research on FLP. The volume begins by outlining the historical context of Polish immigration in Australia, charting two key waves of Polish migration in the 20th century and the subsequent unfolding of issues around language and culture maintenance in these families. This discussion paves the way for exploring key themes of language socialization, language ideologies and heritage language maintenance and the affordances of FLP research in elucidating these dynamics at work in the lived experiences of a group of Polish immigrant families in Melbourne. The book highlights the importance of a triangulated approach, integrating qualitative and quantitative methods, in offering nuanced insights into parental approaches and children's experiences of a bilingual upbringing and the wider impact of FLP on transnational families. Opening up avenues for future research on Family Language Policy and a better understanding of the language practices of specific communities in a globalised world, this book will be of interest to scholars in multilingualism, sociolinguistics and applied linguistics.

This book analyzes how the urban disadvantaged in the city of New Delhi learn English. Using qualitative methods the author discusses the pedagogy, texts and contexts in which biliteracy occurs and links English language teaching and learning in India with the broader social and economic processes of globalization in a developing country. The study is situated in a government school, a site where classrooms have rarely been qualitatively described, and where the Three Language Formula (TLF) is being fundamentally transformed due to increasing demand from the community for earlier access to the linguistic capital of English. Through research conducted in a call centre the author also shows what the requirements of new workplaces are and how government schools are trying to meet this demand.

Anglophone Literature in Second Language Teacher Education proposes new ways that literature, and more generally culture, can be used to educate future teachers of English as a second language. Arguing that the way literature is used in language teacher education can be transformed, the book foregrounds transnational approaches and shows how these can be applied in literature and cultural instruction to encourage intercultural awareness in future language educators. It draws on theoretical discussions from literary and cultural studies as well as applied linguistics and is an example how these cross-discipline conversations can take place, and thus help make Second-language teacher education (SLTE) programs more responsive to the challenges faced by future English-language teachers. Written in the idiom of literary scholarship, the book uses ideas of intercultural studies that have gained widespread support at research level, yet have not affected literature-cultural curricula in SLTE. As the first interdisciplinary study to suggest how SLTE programs can respond with curricula, this book will be of great interest for academics, scholars and post graduate students in the fields of applied linguistics, L2 and foreign language education, teacher education and post-graduate TESOL. It has universal appeal, addressing teaching faculty in any third-level institution that prepares language teachers and includes literary studies in their curriculum, as well as administrators in such organizations.

This book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language. As a consequence of rapid globalization, such learners are a large and growing segment of the school population worldwide, and an increasing number of schools are challenged by learners from a wide variety of languages, and with distinct prior literacy experiences. To succeed academically these learners must develop second-language literacy skills, yet little is known about the ways in which they learn to read in their first languages, and even less about how the specific nature and level of their first-language literacy affects second-language reading development.

This volume provides detailed descriptions of five typologically diverse languages and their writing systems, and offers comparisons of learning-to-read experiences in these languages. Specifically, it addresses the requisite competencies in learning to read in each of the languages, how language and writing system properties affect the way children learn to read, and the extent and ways in which literacy learning experience in one language can play a role in subsequent reading development in another. Both common and distinct aspects of literacy learning experiences across languages are identified, thus establishing a basis for determining which skills are available for transfer in second-language reading development.

Learning to Read Across Languages is intended for researchers and advanced students in the areas of second-language learning, psycholinguistics, literacy, bilingualism, and cross-linguistic issues in language processing.

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.

Shortlisted for the Nasen Book that supports SEN and Disability Issues Award 2008

Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school?

Supporting Multilingual Learners in the Early Years examines the theoretical, ideological and practical issues involved in the education of children speaking two or more languages coming to settings which are predominantly monolingual. The book examines current research and thinking about the advantages and disadvantages of being multilingual and tackles complex topics such as:

• what being multilingual implies in terms of prior learning and why this matters in education
• the importance of respect for diversity and encouraging children to be proud of their language and culture
• practical ways to help young children acquire English
• ways of working with parents who themselves have little or no English
• the differences and difficulties involved in a child learning an additional language so early on in their lives
• strategies for exploring the learning of multilingual learners and a review of the resources and activities that could help.

Sandra Smidt views multilingualism as a cognitive advantage and shows how Early Years practitioners can use interactive styles of learning to focus on the benefit that the many cultures and languages in the classroom can bring to children s learning and development.

Written in a highly accessible tone, this book offers practitioners a mix of practical case studies and examples in which theory is embedded and its importance explained. Students of early childhood education will also appreciate the author's carefully structured approach to the topic, as she includes summary boxes, glossaries and points for reflection in each chapter.

Shortlisted for the Nasen Book that supports SEN and Disability Issues Award 2008

Are children who are exposed to more than one language from birth at an advantage or a disadvantage when starting school?

Supporting Multilingual Learners in the Early Years examines the theoretical, ideological and practical issues involved in the education of children speaking two or more languages coming to settings which are predominantly monolingual. The book examines current research and thinking about the advantages and disadvantages of being multilingual and tackles complex topics such as:

• what being multilingual implies in terms of prior learning and why this matters in education
• the importance of respect for diversity and encouraging children to be proud of their language and culture
• practical ways to help young children acquire English
• ways of working with parents who themselves have little or no English
• the differences and difficulties involved in a child learning an additional language so early on in their lives
• strategies for exploring the learning of multilingual learners and a review of the resources and activities that could help.

Sandra Smidt views multilingualism as a cognitive advantage and shows how Early Years practitioners can use interactive styles of learning to focus on the benefit that the many cultures and languages in the classroom can bring to children s learning and development.

Written in a highly accessible tone, this book offers practitioners a mix of practical case studies and examples in which theory is embedded and its importance explained. Students of early childhood education will also appreciate the author's carefully structured approach to the topic, as she includes summary boxes, glossaries and points for reflection in each chapter.

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.

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.

This book details online academic collaborations between universities in Europe, the USA and Palestine. The chapters recount the challenges and successes of online collaborations which promote academic connections and conversations with the Gaza Strip, despite a continuing blockade imposed on Gaza since 2007, and forge relationships between individuals, institutions and cultures. The chapters examine, from different perspectives, what happens when languages and the internet facilitate encounters, and the fundamental importance this has as a form of defiance and of resistance to the physical confinement experienced by Palestinian academics, students and the general population of Gaza. They highlight the limitations of multilingual and intercultural encounters when they are deprived of the sensory proximity of face-to-face situations and what is lost in the translation of languages, practices and experiences from the 'real' to the 'virtual' world.

Bilingualism:

• introduces students to key issues and themes that include bilingual development and education; and the integration of social and cognitive perspectives
• uses tasks and examples to equip the reader with the necessary skills and insights to assess and interpret research drawn from bilingual populations
• incorporates case studies drawn from a range of countries such as the United States, South Africa, the Netherlands, Morocco, and the People's Republic of China
• gathers together influential readings from key names in the discipline, including: Fred Genesee, Richard Bourhis, Elizabeth Peal, Wallace Lambert, Merrill Swain, Jim Cummins, and Ellen Bialystok.

Written by experienced teachers and researchers in the field, Bilingualism is an essential textbook for students and researchers of Applied Linguistics.

The accompanying website to this book can be found at http: //www.routledge.com/textbooks/9780415343879.

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.

This edited collection addresses the link between second language pragmatics (including interlanguage and intercultural) research and English language education. The chapters use different contemporary research methods and theoretical frameworks such as conversation analysis, language-learners-as-ethnographers, discourse and interactional approaches and data in contexts (either in the region or overseas). The content explores and discusses the significance of learning and teaching of second language (L2) pragmatics in language education for learners who use English as a lingua franca for academic and intercultural communication purposes with native and non-native speakers of English, focusing on pragmatic actions, social behaviours, perceptions and awareness levels in three regions in East Asia - China, Japan and South Korea. It is an important contribution to the area of second language pragmatics in language education for East Asian learners. It recommends research-informed pedagogies for the learning and teaching of interlanguage or intercultural pragmatics in regions and places where similar cultural beliefs or practices are found. This is an essential read for researchers, language educators, classroom teachers, readers who are interested in second language pragmatics research and those interested in second language acquisition and English language education in the East Asian context.

The purpose of this book is to promote the value of translanguaging in EFL teaching contexts. To date, translanguaging has been discussed mostly in regards to US and European contexts. This book will examine the teaching beliefs and practices of teachers within a South Korean elementary school context to evaluate the practices of current teachers who use translanguaging strategies when teaching. This examination utilizes sociological theories of pedagogic discourse to discuss the consequences of language exclusion policies on the peninsula. Using these theories, it presents an argument for why EFL contexts like South Korea need to reevaluate their current policies and understandings of language learning and teaching. By embracing translanguaging as an approach, the author argues, they will transform their traditional notions of language learning and teaching in order to view teachers as bilinguals, and learners as emerging bilinguals, rather than use terms of deficiency that have traditionally been in place for such contexts. This book's unique use of sociological theories of pedagogic discourse supports a need to promote the translanguaging ideology of language teaching and learning.

This volume problematizes the concept and practice of translation in an interconnected world in which English, despite its hegemonic status, can no longer be considered a coherent unified entity but rather a mobile resource subject to various kinds of hybridization. Drawing upon recent work in the domains of translation studies, literary studies and (socio-)linguistics, it explores the centrality of translation as both a trope for the analysis of contemporary transcultural dynamics and as a concrete communication practice in the globalized world. The chapters range across many geographic realities and genres (including fiction, memoir, animated film and hip-hop), and deal with subjects as varied as self-translation, translational ethics and language change. As a whole, the book makes an important contribution to our understanding of how meanings are generated and relayed in a context of super-diversity, in which traditional understandings of language and translation can no longer be sustained.

This volume provides a new perspective on prevailing discourses on translanguaging and multilingualism by looking at 'glocal' languages, local languages which have been successfully "globalized". Focusing on European languages recreated in Latin America, the book features examples from languages underexplored in the literature, including Brazilian Portuguese, Amerinidian poetics, and English, Spanish, Portuguese outside Europe, as a basis for advocating for an approach to language education rooted in critical pedagogy and post-colonial perspectives and countering hegemonic theories of globalization. While rooted in a discussion of the South, the book offers a fresh voice in current debates on language education that will be of broader interest to students and scholars across disciplines, including language education, multilingualism, cultural studies, and linguistic anthropology.

This volume offers a critical perspective on current views on linguistic fixity and fluidity in sociolinguistics and highlights empirical accounts alternative to prevailing trends in the field. Featuring accounts from a broad range of regional contexts, the collection takes stock of such terms as "polylingualism", "metrolingualism" and "translanguaging" to question perceptions around multilingual and monolingual language use. The book critiques the status of fluid language use as a more "natural" language practice and in turn, its greater potential for corresponding social transformation, demonstrating the value of linguistic fixity and the continuous debate between fixity and fluidity in multilingual speakers' lives. In providing these accounts, the book seeks not to advocate for linguistic fixity or fluidity, but to argue that sociolinguists pay close attention to the way both types of linguistic practice open up or close down avenues for social transformation. This collection is a key reading for graduate students and scholars in sociolinguistics, multilingualism, and linguistic anthropology.

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.

By exploring the experiences of pre- and in-service teachers, as well as the design and implementation of study abroad programs developed specifically for them, this volume highlights the potential of international learning in promoting teachers' global and critical understandings of their roles as educators in an increasingly diverse and interconnected world. Recognizing teacher study abroad as a unique strand within the wider foreign education literature, Study Abroad for Pre- and In-Service Teachers emphasizes how it can be conceptualized, theorized, and implemented as part of initial and continuing teacher training. Chapters consider study abroad programs and teaching practices in Europe, Asia, the Americas, and in Indigenous communities, and document the transformative learning experiences which impact the way teachers think about learning, teaching, and identity. Together, the chapters foreground the personal and professional advantages of teacher study abroad and provide key insights to inform design and programming for sustainable, impactful teacher study abroad which supports teachers in building intercultural competence and enhances their capacity to serve students of varying cultural and linguistic backgrounds. This volume will appeal to researchers, scholars, education abroad facilitators, and teacher educators with an interest in international mobility, multicultural education, culturally responsive pedagogy and study abroad. In addition, pre- and in-service teachers will find the book of value.

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.

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 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.