This innovative collection brings together contributions from established and emerging scholars highlighting the "appliability" of Systemic Functional Linguistics and the ways in which theoretical and analytical conclusions drawn from its applications can inform and advance the study of language. The book discusses SFL's theoretical foundations and development in recent years to demonstrate its evolution into a more effective analytical tool. Building on this theoretical framework, the volume showcases the theory's applications in case studies exploring four sub-disciplines of language study: multilingual studies; translation studies; language learning and language teaching; and genre analysis. This all-inclusive volume demonstrates both Systemic Functional Linguistics' efficacy as a means of theoretical analysis, but also its value as a unique approach to the study of language and meaning, making this an indispensable resource for researchers and scholars in applied linguistics, discourse analysis, genre studies, translation studies, and multilingualism.

In an attempt to fill the gap left by the many published studies on classroom second language research, this book explores a variety of human, social, and political issues involved in the carrying out of such studies. Many journals are chock-full of the results of classroom research, with evidence to support one claim or another about the efficacy of one teaching method or another. Many textbooks are replete with statistical procedures to be used, and with experimental designs to fit varying situations. Too often overlooked in these treatments are the human, social, and political issues involved in carrying out research in classrooms that are not one's own. What are the problems going to be when one attempts work such as this? What does one do on discovering that an administrator's agenda is different than one had thought? What does one do when a teacher resents intrusions into her classroom? This book offers a view on those kinds of issues, as presented and managed by successful classroom researchers themselves.
The authors present their own experiences including, on occasion, their trials and tribulations and how they dealt with them. They lay themselves open to criticism in doing so, but they make their contributions much the richer as well. The classroom contexts extend to different countries, and range from elementary schools to universities. Some of the issues presented are:
* the necessarily collaborative nature of the research;
* the question of meshing pedagogically sound and experimentally acceptable practices;
* the often strong possibility that political and social decisions will interrupt the research;
* the perennial question of reporting out the results; and
* the training of graduate student researchers.

Contrary to previously held beliefs that bilingualism wonder hinder cognitive and language development in children, research has shown that bilingual children show enhanced cognitive flexibility and an ability to better focus their attention. This book explores both emergent literacy and bilingualism in children in four Asian countries - Hong Kong, Singapore, Myanmar, and Taiwan, giving specific examples of how adults (including parents, teachers, and other education professionals) can use creative interaction - as opposed to rote learning - to increase children's interest in learning English as a second language. This is especially important in the increasingly computer-connected world, where innovation can be key in making second language learning both interesting and effective. Specific contributions to this volume include a case study of Taiwanese families analyzing home videos of their children's responses to the task of reading a Mandarin picture book; of vocabulary instruction in Hong Kong which requires children to gain triple language proficiency (Cantonese, English, and Mandarin); of the relation between Cantonese proficiency amongst 5 year olds in Hong Kong and their receptiveness to learning new English vocabulary; of the relation between English reading ability and Mandarin speaking ability amongst Singaporean children; of the importance of teachers' sensitivity to gender differences among 6 year olds in Singapore learning English as a second language; of the active promotion of storytelling by teachers in Myanmar, in order to develop children's interest in story structure, and to stimulate early language skills; and of an emphasis on family-based emergent literacy activities for children in Taiwan. This book was originally published as a special issue of Early Child Development and Care.

Education in the Global City examines education in Singapore through the critical lens of 'manufacturing'. The book brings together two disparate fields which inform each other, education and the 'global city'; and the book's contributors analyse and critique the manufacturing of Singapore education and Singapore's global city formation. The collection covers vocational education, language policies, Higher Education, English education, critical thinking, sex education, creativity, and critical feminist scholarship. Collectively, the book pries open the ideology of the manufacturing education system, and points out the tension between the nation and its ideologies, and the 'global city' aspirations. It also asks how education contributes to, and is shaped by, the market realities of Singapore's global city ambitions - which are at odds with the nationalistic local agenda and priorities of nation-building. In interrupting and speaking against the prevailing (and narrow) manufacturing of education for a teleological end, in spite of Singapore's successful nation-building, this book is an important contribution to critical education scholarship.This book was originally published as a special issue of Discourse: Studies in the Cultural Politics of Education.

Worldwide, more parents are opting for immersion pre-schooling for their children in order to benefit from its linguistic, educational, and cultural benefits. This immersion can be either bilingual or monolingual, aimed at early second language learning, or at language maintenance - offering minority language children mother-tongue support and enrichment. This book examines some of the key issues and policy concerns relating to immersion education in the early years. The term itself can be difficult in some political contexts, as can the differing outcomes noted by studies comparing monolingual programmes, and bilingual programmes for minority language children. The importance of training in immersion methodology for educators is discussed, as is the need to adapt preschool pedagogical practices to the immersion context, in order to provide optimal input for young language learners. One of the most pressing discussions surrounds differentiated provision - ensuring that the varying needs of children with language impairment, typical second language learners, and mother-tongue speakers with significant socioeconomic or linguistic disadvantages are all met. Overall, the book explores the challenges currently facing the sector, particularly with regard to training and professional development for practitioners, and the provision of appropriate materials in less widely used languages. Given the documented benefit of high quality immersion pre-schooling, this book fulfils an urgent need to increase the recognition of the sector. This book was published as a special issue of International Journal of Bilingual Education and Bilingualism.

Colleges and universities increasingly recruit international students yet may lack the systems to foster these students' academic success and identity as valued members of the campus community. Sharing case studies of students and examples of innovative initiatives, this book explores strategies and key recommendations for universities to re-conceptualize their programs to better welcome and support international students. Emphasizing the relational aspect of academic and campus life, the authors provide a framework that supports students from initial contact through graduation. Carefully researched and addressing issues of language, engagement, and culture, Creating a Culturally Inclusive Campus offers universities innovative strategies for helping all students fulfull their academic goals while also contributing meaningfully to their school's global mission.

Bridging the gap between theoretical linguistics and language teaching, Judith R. Strozer explores what recent theoretical advances suggest about learning a language after childhood and the implications for the design and execution of a foreign language program. Strozer outlines clearly, in nontechnical language, the major concepts of modern language theory, from Chomsky's theory of language through the most recent discoveries about the abstract foundations of language. She explains ideas about the evolution of a cognitive structure for language in the human brain, a "language faculty" or Universal Grammar that gives humans alone the creative ability to generate the infinite expressions of language. This innate universal schema for language endows humankind with a number a very broad principles applicable to all languages.

Turning to current advances in the theory of phrase structure, which has replaced our 2,000-year-old rules of grammar with highly abstract universal principles of language structure, she relates the latest discoveries about the foundations of language to ideas about how children learn languages. A child hearing a specific language can automatically set the parameters for the rules governing that particular language, much like setting a binary switch. But our ability to access this innate language mechanism automatically seems limited to childhood, until physical maturity somehow changes this brain function.

Arguing that adults need to learn consciously the systems and structures of another language that children acquire unconsciously, Strozer applies these latest theories about the nature of language and how we learn it to the design of foreign language programs for adults. She concludes with recommendations for developing a new kind of teaching program that would draw on comparative language research and include new pedagogic approaches.

Presenting state-of-the-art language theory in easily readable terms and illustrative examples, this book will be of interest to everyone interested in the latest understanding of the relationship between the brain and language, as well as to all professionals in linguistics and language education.

A volume on second-language acquisition theory and pedagogy is, at the same time, a mark of progress and a bit of an anomaly. The progress is shown by the fact that the two disciplines have established themselves as areas of study not only distinct from each other, but also different from linguistic theory. This was not always the case, at least not in the United States. The anomaly results from the fact that this book deals with the relationship between L2 theory and pedagogy despite the conclusion that there is currently no widely-accepted theory of SLA.
Grouped into five sections, the papers in this volume:
* consider questions about L2 theory and pedagogy at the macro-level, from the standpoint of the L2 setting;
* consider input in terms of factors which are internal to the learner;
* examine the question of external factors affecting the input, such as the issue of whether points of grammar can be explicitly taught;
* deal with questions of certain complex, linguistic behaviors and the various external and social variables that influence learners; and
* discuss issues surrounding the teaching of pronunciation factors that affect a non-native accent.

Applying the principles of facilitative teaching to mentorship, this book brings together well-established knowledge about mentoring with the experiences and ideas of mentors in the field to advance and support the professional development of language teachers. Recognizing the impact of globalization and technology, Smith and Lewis identify processes and pathways for mentors to develop multi-layered skills for working with teachers in both their own and cross-cultural contexts, and in face-to-face and virtual settings. Grounded in theory, this innovative approach is illustrated with authentic experiences, and ready to be applied by readers in their specific settings around the world. With an interactive design that encourages participation and practice, each chapter includes vignettes, reflections, and challenging scenarios from mentors in training. Self-reflection and task sections at the end of each chapter engage the reader in combining theory with practice. Sample materials such as mentor-mentee contracts, work plans, journal templates, discussion suggestions (face-to-face or online), and observation forms deepen understanding and enable mentors to adapt or create their own materials. This practical and context-adaptable guide is accessible to mentors at any career stage, for use in personal professional development, or as part of mentor training sessions.

Published in 1981, this book describes and critically examines the standardised tests and modes of assessment available and most commonly used by speech therapists, psychologists and educationalists. Tests and other assessment procedures are discussed and therapeutic strategies suggested. Thus, psycholinguistic approaches such as ITPA, the Reynell Developmental Language Scales and the Aston Index; linguistic techniques such as LARSP and phonological assessments are described, and adult disorders as well as childhood problems, are reviewed. There is also a brief consideration of the problem of assessing the language of those not speaking English as a first language. The book serves as a core text for student speech therapists and also as a reference for those practicing or researching in speech therapy, special education and linguistic pathology.

Shadowing, an active and highly cognitive technique for EFL listening skill development, in which learners track heard speech and vocalize it simultaneously, is gradually becoming recognized. However, there remain a lot of mysteries and misunderstandings about it. This book uncovers shadowing in terms of theory and practice. This book cements shadowing as a separate technique from other similar techniques such as Elicited Imitation, Mirroring, and simple repetition, and provides ample empirical data to explain the function of Shadowing. It also elaborates on how Shadowing should be used in terms of materials, procedure, and learners' psychology, which would aid in instructors' use of Shadowing in teaching. A guide on a method effective in improving learners' bottom-up listening skills, this book will certainly prove useful to English Language learners and instructors in their linguistic pursuits.

Introducing Course Design in English for Specific Purposes is an accessible and practical introduction to the theory and practice of developing ESP courses across a range of disciplines. The book covers the development of courses from needs analysis to assessment and evaluation, and also comes with samples of authentic ESP courses provided by leading ESP practitioners from a range of subject and global contexts. Included in this book are: The basics of ESP course design The major current theoretical perspectives on ESP course design Tasks, reflections and glossary to help readers consolidate their understanding Resources for practical ESP course development Examples of authentic ESP courses in areas such as business, aviation and nursing Introducing Course Design in English for Specific Purposes is essential reading for pre-service and in-service teachers, and students studying ESP and applied linguistics.

Assessment and accreditation of prior learning systems are now widely used in colleges to open up access for potential students by harnessing their prior learning, knowledge and skills. But one major issue, language and literacy, has not yet been adequately addressed, and our education system still presents many barriers for non-native speakers of English. "APL and the Bilingual Learner" focuses on practical and pro-active ways of approaching these problems.
Meena Wood explores both ways of resourcing APL systems and also how to integrate them into the college's organizational structures. The central chapters look in detail at model systems for assessing prior linguistic ability, accrediting evidence from overseas qualifications, and also explore the role of the guidance advocate worker. There is a strong focus on teaching and learning skills, and case studies and examples illustrate how APL systems can be of benefit to all students.

This book presents the background to the current shift in language education towards action-oriented/action-based teaching, and provides a theorization of the Action-oriented Approach (AoA). It discusses the concepts and theories that paved the way for the AoA and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism. The authors explain the way in which the Common European Framework of Reference for Languages (CEFR) and its recent update, the CEFR Companion Volume, broaden the scope of language education, in particular in relation to the actional turn. The book provides scholars and practitioners with a research-informed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.

Over the past two decades, the Arabian oil-rich Gulf countries have faced enormous social, political, economic, cultural, religious, ideological and epistemological upheaval. Through detailed, critical comparative investigation, Neoliberalism and English Language Education Policies in the Arabian Gulf examines the impact of such disruption on education policies in a political and economic union, consisting of six countries: Saudi Arabia, the United Arab Emirates, Oman, Qatar, Bahrain and Kuwait. Using data collected from a wide range of sources, this thought-provoking book documents the inner workings of neoliberalism across a strategic geographical area of the Islamic world. The book teases apart the complex issues surrounding the ways in which access to English has been envisioned, contested, and protected from being challenged among different players within and between the Gulf countries. Osman Z. Barnawi explores the intensifying ideological debates between Islamic culture and Western neoliberal values, and questions whether Islamic values and traditions have been successfully harmonised with neoliberal capitalist development strategies for nation building in the Arabian Gulf region. Neoliberalism and English Language Education Policies in the Arabian Gulf will be of interest to academics, researchers and postgraduates working in the fields of language education and, more specifically, TESOL, applied linguistics, education policy, and teacher education.

This volume addresses salient theoretical issues concerning the validity of research methods in second-language acquisition, and provides critical analysis of contextualized versus sentence-level production approaches. The contributors present their views of competence versus performance, the nature of language acquisition data, research design, the relevance of contextualized data collection and interpretation, and the desirability of a particularistic nomothetic theoretical paradigm versus more comprehensive consideration of multiple realities and complex influencing factors. This book presents varying and antithetical approaches to the issues, bringing together the thinking and approaches of leading researchers in langauge acquisition, language education, and sociolinguistics in an engaging debate of great currency in the field.

This volume addresses salient theoretical issues concerning the validity of research methods in second-language acquisition, and provides critical analysis of contextualized versus sentence-level production approaches. The contributors present their views of competence versus performance, the nature of language acquisition data, research design, the relevance of contextualized data collection and interpretation, and the desirability of a particularistic nomothetic theoretical paradigm versus more comprehensive consideration of multiple realities and complex influencing factors. This book presents varying and antithetical approaches to the issues, bringing together the thinking and approaches of leading researchers in language acquisition, language education, and sociolinguistics in an engaging debate of great currency in the field.

Weaving together a richly diverse range of student voices, perspectives, and insights, this collection of studies from around the world offers the educational community a better understanding of K-12 and adult Chinese-heritage students' languages, cultures, identities, motivations, achievements, and challenges in various cross-cultural settings outside North America. Specifically, it addresses these overarching questions: What are Chinese-heritage students' experiences in language and education in and outside schools? How do they make sense of their multiple ethnic and sociocultural identities? What unique educational challenges and difficulties do they encounter as they acculturate, socialize, and integrate in their host country? What are their common struggles and coping strategies? What are the instructional practices that work for these learners in their specific contexts? What educational implications can be drawn to inform their teachers, fellow students, parents, and their educational communities in a global context? Individual chapters employ different theoretical frameworks and methodological instruments to wrestle with these questions and critical issues faced by Chinese-heritage learners.

At the forefront of current digital literacy studies in education, this handbook uniquely systematizes emerging interdisciplinary themes, new knowledge, and insightful theoretical contributions to the field. Written by well-known scholars from around the world, it closely attends to the digitalization of writing and literacies that is transforming daily life and education. The chapter topics-identified through academic conference networks, rigorous analysis, and database searches of trending themes-are organized thematically in five sections: Digital Futures Digital Diversity Digital Lives Digital Spaces Digital Ethics This is an essential guide to digital writing and literacies research, with transformational ideas for educational and professional practice. It will enable new and established researchers to position their studies within highly relevant directions in the field and to generate new themes of inquiry.

This shows that multilingusim does not pose for Africans the problems of communication that Europeans imagine and that the mismatch between policy statements and their pragmatic outcomes is a far more serious problem for future development

This book explores the effects of the global spread of English by reporting on a sequential explanatory mixed-methods study of the language attitudes, motivation and self-perceived English proficiency of youth in two Italian cities. Participant narratives highlight the far-reaching role that English plays on the performance and attainment of present and desired future selves, illustrate that English is understood not as singular but as plural and paradoxical, and reveal that English learners, who do not all accept the capital of 'native' speakers, utilize tactics to negotiate their position(s) with respect to their target language. On the one hand, by narrowing in on a specific population and drawing extensively on interview exchanges, this work provides readers with a nuanced depiction of the identities, milieu and learning experiences of English language learners in Italy. On the other hand, this level of detailed analysis gives insight into the understandings, construction of meaning and negotiations of language learners who need and want to acquire English, the global language, worldwide. Indeed, the issues and questions that are raised in this book, such as those concerning research approaches and the definitions assigned to key concepts, have profound implications on the research of English(es) today and can inform future directions in global English teaching.

Translingualism refers to an orientation in scholarship that recognizes the fluidity of language boundaries and endorses a greater tolerance for the plurality of Englishes worldwide. However, it is possible that translingualism exacerbates the very problems it seeks to redress. This book seeks to destabilize underlying attitudes inherent in the narrowly conceptualized view of Englishes by pushing forward current theories of translingualism and integrating cutting-edge scholarship from sociolinguistics, critical theory, and composition studies. The Politics of Translingualism pays particular attention to the politics of evaluating language, including different Englishes, at a moment of unprecedented linguistic plurality worldwide. The book draws on analyses of a wide range of artifacts, from television commercials, social media comments, contemporary and canonical poetry, contemporary and historical English phrasebooks, commercial shop signs, and the writing of multilingual university students. The volume also looks outside the classroom, featuring interviews with recruiters in a number of professional fields to examine the ways in which language ideologies about Englishes can impact students entering the workforce. This book offers an innovative take on current debates on multilingualism and global Englishes, serving as an ideal resource for students and scholars in applied linguistics, sociolinguistics, composition studies, education, and cultural studies.

Addresses the complex & divisive issues at the heart of the debate over language diversity & the English Only movement in U.S. education. Offers a range of perspectives that teachers & literacy advocates can use to inform practice as well as policy.

Over the past few years bilingualism has come to be seen not as a hindrance, but as an asset which, properly nurtured, will benefit children's linguistic awareness, cultural sensitivity and cognitive functioning. Bilingualism in the Primary School gives primary teachers a window on the experience of the bilingual children in their care. It helps them to make the most of what the children and their parents have to offer, giving those children a good start in the National Curriculum. The book covers three main areas: first, the ways in which bilingual children in school can learn English and at the same time have their first languages incorporated naturally into the curriculum; second, various approaches to the assessment of oral language (including children's mother tongue) and finally the bilingual experience of children, teachers and parents within the wider community. Many of the contributors to the book are themselves bilingual and are thus able to understand the children's experience from within, but they are also particularly careful to show monolingual teachers how to make use of children's mother tongue experience.

To most Americans, the law-especially noncriminal law-is a mystery that only someone with a law degree can solve. Understanding Law in a Changing Society renders the complexity of law at a level that everyone can understand. The book walks readers through the structure of the legal system, different divisions of civil law, and the core concepts and distinctions that underlie contemporary legal thought. It also provides insight into the way law and social change affect one another. With this revised and updated third edition, the authors have incorporated an updated preface and a new introduction; outlined a "How to Brief a Case" section; included new case studies, readings, and "You be the Judge" features for selected chapters; and for the first time added a glossary of legal terms and key websites to the book. Important developments in judicial selection, the state secrets doctrine, and family law (including same sex marriage, child custody, and unwed fathers' rights) are highlighted.