Does a bilingual person have two separate lexicons and two separate grammatical systems? Or should the bilingual linguistic competence be regarded as an integrated system? This book explores this issue, which is central to current debate in the study of bilingualism, and argues for an integrated hypothesis: the linguistic competence of an individual is a single cognitive faculty, and the bilingual mind should not be regarded as fundamentally different from the monolingual one. This conclusion is backed up with a variety of empirical data, in particular code-switching, drawn from a variety of bilingual pairs. The book introduces key notions in minimalism and distributed morphology, making them accessible to readers with different scholarly foci. This book is of interest to those working in linguistics and psycholinguistics, especially bilingualism, code-switching, and the lexicon.

Teaching Reading in Spanish: A Linguistically Authentic Framework for Emerging Multilinguals is an essential teacher instructional guide to developmental biliteracy. It provides a comprehensive reading framework for teachers who teach students to read Spanish in K-12 dual language and bilingual programs. Anchored in asset-based pedagogy, this framework applies a systematic Spanish literacy approach to biliteracy by weaving together a tapestry of relevant instructional components including phonemic and phonological awareness, oracy, decoding, background knowledge, vocabulary, language structures, verbal reasoning, and literacy knowledge. What sets this Spanish developmental literacy framework apart is its approach to Spanish reading instruction that is based on linguistically-authentic pedagogy, not on English-language practices. Teaching Reading in Spanish includes the DCC Leveling Instrument, a standards-based, practical instructional tool that guides teachers through the process of efficiently and accurately determining the reading levels of authentic Spanish text. DCC Lectura provides teachers with the tools that they need to guide their students to become skilled readers through appropriately challenging books that act as multicultural mirrors, windows, and sliding-glass doors.

This book provides students and researchers of bilingualism with the most recent methodological and theoretical advances on how bilinguals resolve ambiguous information across languages. With reports on the latest findings from the behavioral and neuropsychological fields, the authors survey the latest research into bilingual language-system modelling and bilingual lexical ambiguity processing. Each chapter looks at bilingual ambiguity resolution both at the word and sentence levels, explaining how bilinguals ultimately comprehend ambiguous information arising from languages they already know. This volume not only explores enduring theoretical questions in bilingual research, such as bilingual representation and language processing, but also evaluates the extent to which the existing bilingual models can satisfactorily account for the most recent research findings.

Drawing on experiences of ESOL teachers from around the world, this book provides insights into how peer learning is understood and used in real language classrooms. Based on survey responses, interviews, and observations in a wide range of classroom settings, this book integrates research on peer interaction in second language learning from cognitive and social frameworks with original data on teacher beliefs and practices around the use of peer learning in their teaching. Readers will gain understanding, through teacher's own words, of how peer interaction is used to teach linguistic form, how learners collaborate to develop oral and written communication skills, and how technology is used with peer learning. This book also delineates the ways that current second language peer interaction research diverges from classroom practice, concluding with a classroom-centred research agenda that addresses the nexus of research and practice on second language peer interaction. The book provides a template for integrating research-based and practice-based perspectives on second language learning. Language teachers, teacher educators, second language researchers, and advanced students of applied linguistics, SLA, TESOL, and language pedagogy will benefit from this volume's perspective and unique work.

The analysis and understanding of multilingualism, and its relationship to identity in the face of globalization, migration and the increasing dominance of English as a lingua franca, makes it a complex and challenging problem that requires insights from a range of disciplines. With reference to a variety of languages and contexts, this book offers fascinating insights into multilingual identity from a team of world-renowned scholars, working from a range of different theoretical and methodological perspectives. Three overarching themes are explored - situatedness, identity practices, and investment - and detailed case studies from different linguistic and cultural contexts are included throughout. The chapter authors' consideration of 'multilingualism-as-resource' challenges the conception of 'multilingualism-as-problem', which has dogged so much political thinking in late modernity. The studies offer a critical lens on the types of linguistic repertoire that are celebrated and valued, and introduce the policy implications of their findings for education and wider social issues.

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

Discourse-pragmatic markers are central to everyday language, yet many aspects of their use and functions remain elusive or under-investigated. Bringing together a global team of leading scholars, this volume presents a representative showcase of work currently being conducted in the field of discourse-pragmatic variation and change, including investigations of features such as uh/um, please, sentence-final is all, and discourse-pragmatic features from a number of languages. The book emphasizes that not only have researchers answered the call to address complex issues such as cross-linguistic reliability, extending research across languages, and expanding and improving on methods and analysis, but that they continue to address perennial questions in the field of language variation and change. With sections on theoretical and methodological issues, innovative variables, and language contact situations, the volume offers a robust overview of best practices for both new and experienced researchers.

Bringing together cutting-edge research, this Handbook is the first comprehensive text to examine the pivotal role of working memory in first and second language acquisition, processing, impairments, and training. Authored by a stellar cast of distinguished scholars from around the world, the Handbook provides authoritative insights on work from diverse, multi-disciplinary perspectives, and introduces key models of working memory in relation to language. Following an introductory chapter by working memory pioneer Alan Baddeley, the collection is organized into thematic sections that discuss working memory in relation to: Theoretical models and measures; Linguistic theories and frameworks; First language processing; Bilingual acquisition and processing; and Language disorders, interventions, and instruction. The Handbook is sure to interest and benefit researchers, clinicians, speech therapists, and advanced undergraduate and postgraduate students in linguistics, psychology, education, speech therapy, cognitive science, and neuroscience, or anyone seeking to learn more about language, cognition and the human mind.

This volume showcases different forms of natural and non-professional translation and interpreting at work at multilingual sites in a single city, shedding new light on our understanding of the intersection of city, migration and translation. Flynn builds on work in translation studies, sociolinguistics, linguistic ethnography and anthropology to offer a translational perspective on scholarship on multilingualism and translation, focusing on examples from the superdiverse city of Ghent in Belgium. Each chapter comprises a different multilingual site, ranging from schools to eateries to public transport, and unpacks specific dimensions of translation practices within and against constantly shifting multilingual settings. The book also reflects on socio-political factors and methodological considerations of concern when undertaking such an approach. Taken together, the chapters seek to provide a composite picture of translation in a multilingual city, demonstrating how tracing physical, linguistic and social trajectories of movement in these contexts can deepen our understanding of the contemporary dynamics of multilingualism and natural translation and of translanguaging, more broadly. This book will be of interest to students and scholars in translation and interpreting studies, sociolinguistics, multilingualism, linguistic anthropology and migration studies.

This Element explores the roles of explicit and implicit learning in second language acquisition. The authors lay out some key issues that they take to underlie the debate on the extent to which second language acquisition involves explicit learning, implicit learning, or both. They also discuss what they take to be an oversight in the field: namely, the lack of clear definitions of key constructs. Taking a generative perspective on the nature of language, while addressing alternative approaches at key points, they refocus the discussion of explicit and implicit learning by first asking what must be learned (i.e., what is this mental representation we call "language" that all functioning humans possess?) The discussion and research reviewed leads to the conclusion that second language acquisition is largely if not exclusively implicit in nature and that explicit learning plays a secondary role in how learners grapple with meaning.

For decades, international researchers and educators have sought to understand how to address cultural and linguistic diversity in education. This book offers the keys to doing so: it brings together short biographies of thirty-six scholars, representing a wide range of universities and countries, to allow them to reflect on their own personal life paths, and how their individual life experiences have led to and informed their research. This approach highlights how theories and concepts have evolved in different contexts, while opening up pedagogical possibilities from diverse backgrounds and enriched by the life experiences of leading researchers in the field. Beyond these questions, the book also explores the dynamic relationships between languages, power and identities, as well as how these relationships raise broader societal issues that permeate both global and local language practices. It is essential reading for students, teacher educators, and researchers interested in the impact of multilingualism on education.

Is acquiring a third language the same as acquiring a second? Are all instances of non-native language acquisition simply one and the same? In this first book-length study of the topic, the authors systematically walk the reader through the evidence to answer these questions. They suggest that acquiring an additional language in bilinguals (of all types) is unique, and reveals things about the links between language and mind, brain, and cognition, which are otherwise impossible to appreciate. The patterns of linguistic transfer and what motivates it when there are choices (as can only be seen starting in third language acquisition) underscores a key concept in linguistic and psychological sciences: economy. Overviewing the subfields examining multilingual acquisition and processing, this book offers an expanded systematic review of the field of multilingual morphosyntactic transfer, as well as providing recommendations for the future emerging field.

In this accessible introduction to Vygotskian sociocultural theory, narratives illuminate key concepts of the theory. These key concepts include mediation; Zone of Proximal Development; collaborative dialogue and private speech; everyday and scientific concepts; the interrelatedness of cognition and emotion; activity theory; and assessment. A final chapter provides readers with an opportunity to consider two additional narratives and apply the SCT concepts that they have become familiar with. We hear from learners, teachers and researchers in a variety of languages, contexts, ages and proficiencies. Intended for graduate and undergraduate audiences, this new edition of the textbook includes controversies in the field, improved questions for collaborative discussion and provides updated references to important work in the literature of second language teaching, learning and research.

The vast majority of work in theoretical linguistics from a generative perspective is based on first language acquisition and performance. The vast majority of work on second language acquisition is carried out by scholars and educators working within approaches other than that of generative linguistics. In this volume, this gap is bridged as leading generative linguists apply their intellectual and disciplinary skills to issues in second language acquisition. The results will be of interest to all those who study second language acquisition, regardless of their theoretical perspective, and all generative linguists, regardless of the topics on which they work.

The new edition of this comprehensive text fills an important role in teacher professional preparation by focusing on how to teach the grammar and vocabulary that are essential for all L2 writing teachers and student-writers. Before L2 writers can begin to successfully produce academic prose, they need to understand the foundations of the language and develop the language tools that will help them build reasonable quality text. Targeting specific problem areas of students' writing, this text offers a wealth of techniques for teaching writing, grammar, and vocabulary to second-language learners. Updated with current research and recent corpus analysis findings, the second edition features a wealth of new materials, including new teaching activities; student exercises and assignments; and substantially revised appendices with supplementary word and phrase lists and sentence components. Designed for preservice ESL/ELT/TESOL courses as well as Academic Writing and Applied Linguistics courses, this book includes new, contextualized examples in a more accessible and easy-to-digest format.

This book is the first to apply the theory of translanguaging to multilingual classrooms in an Asian context, offering strategies for teaching specific grammatical and comprehension skills to students struggling to read in English. It also enriches the methodology of coding bilingual transcripts with ideas resulting from a detailed analysis of a large and rich data set. Lastly, the author discusses growth areas in the emerging field of translanguaging and challenges for teachers implementing a translanguaging approach in a superdiverse classroom.

* Features ready-to-use activities and lesson plans that will inspire and delight students * Addresses the interests of Gen Z and GenAlpha, with activities on creating gadgets, TV simulations, Pokemon parodies, smartphone responses, and more * Standards- and grade-level aligned

Throughout the world, women mediate between cultures as bilingual and multi-lingual speakers, teachers, translators, and interpreters. They may be seen as the guardians of minority languages or be perceived as 'good at languages'. However, very little has so far been published on women and language use in bilingual or multi-cultural situations. There is a considerable body of work both in bilingualism as a general phenomenon, and on language use and gender; in this collection of papers, these issues are combined. The authors are, in the main, practising social anthropologists; language teachers, interpreters, and writers have also contributed. The papers in this volume cover a wide variety of geographical and linguistic situations: from the death of Gaelic in Scotland, to the use of Spanish by Quechua and Aymara women in the Andes. Certain common themes emerge: dominant and subdominant languages, women's use of them (in Bolivia, Chile, Zaire, Mongolia and Goa); ambivalent attitudes towards women as translators, interpreters and writers in English as a second language; and the critical role of women in the survival (or death) of minority languages such as Gaelic and Breton.

Heritage languages are minority languages learned in a bilingual environment. These include immigrant languages, aboriginal or indigenous languages and historical minority languages. In the last two decades, heritage languages have become central to many areas of linguistic research, from bilingual language acquisition, education and language policies, to theoretical linguistics. Bringing together contributions from a team of internationally renowned experts, this Handbook provides a state-of-the-art overview of this emerging area of study from a number of different perspectives, ranging from theoretical linguistics to language education and pedagogy. Presenting comprehensive data on heritage languages from around the world, it covers issues ranging from individual aspects of heritage language knowledge to broader societal, educational, and policy concerns in local, global and international contexts. Surveying the most current issues and trends in this exciting field, it is essential reading for graduate students and researchers, as well as language practitioners and other language professionals.

Exploring the roles of students' pluralistic linguistic and transnational identities at the university level, this book offers a novel approach to translanguaging by highlighting students' perspectives, voices, and agency as integral to the subject. Providing an original reconsideration of the impact of translanguaging, this book examines both transnationality and translinguality as ubiquitous phenomena that affect students' lives. Demonstrating that students are the experts of their own language practices, experiences, and identities, the authors argue that a proactive translingual pedagogy is more than an openness to students' spontaneous language variations. Rather, this proactive approach requires students and instructors to think about students' holistic communicative repertoire, and how it relates to their writing. Robinson, Hall, and Navarro address students' complex negotiations and performative responses to the linguistic identities imposed upon them because of their skin color, educational background, perceived geographical origin, immigration status, and the many other cues used to "minoritize" them. Drawing on multiple disciplinary discourses of language and identity, and considering the translingual practices and transnational experiences of both U.S. resident and international students, this volume provides a nuanced analysis of students' own perspectives and self-examinations of their complex identities. By introducing and addressing the voices and self-reflections of undergraduate and graduate students, the authors shine a light on translingual and transnational identities and positionalities in order to promote and implement inclusive and effective pedagogies. This book offers a unique yet essential perspective on translinguality and transnationality, and is relevant to instructors in writing and language classrooms; to administrators of writing programs and international student support programs; and to graduate students and scholars in language education, second language writing, applied linguistics, and literacy studies.

The new edition of the popular introduction to the field of psycholinguistics, providing a solid foundation for understanding how people produce and comprehend language Introduction to Psycholinguistics: Understanding Language Science, Second Edition, presents a comprehensive overview of the cognitive processes involved in language acquisition, production, and comprehension. Balancing depth and accessibility, this bestselling textbook adopts a multidisciplinary approach to the study of language that incorporates perspectives from psychology, linguistics, philosophy, computer science, neurology, neurophysiology, and related fields. Student-friendly chapters explain the core components of speech, discuss how the brain receives and applies the basic building blocks of language, review leading research in psycholinguistics, describe the experimental evidence behind major theories, and more. Fully updated to incorporate recent developments in the field, the second edition of Introduction to Psycholinguistics includes a new section devoted to language and cognitive disorders, two entirely new chapters on language as aspects of autism and schizophrenia, updated illustrations and learning objectives, and new coverage of language acquisition, the cognitive neuroscience of language, bilingualism, and sign language. This valuable textbook: Reviews leading research and theory in psycholinguistics, including in-depth descriptions of the experimental evidence behind theories Describes phonology, morphology, semantics, syntax, pragmatics, and other key components of language Covers bilingualism, second-language acquisition, sign language comprehension, reading comprehension, and non-literal language interpretation Discusses cognitive disorders such as autism, aphasia, schizophrenia, and specific language impairment (SLI) Offers clear learning objectives, engaging thought exercises, chapter review questions, and step-by-step explanations of all key concepts Provides resources for instructors and students, including a companion website with review exercises, quizzes, PowerPoint slides, test banks, and other supplementary materials Introduction to Psycholinguistics: Understanding Language Science, Second Edition, is an excellent textbook for upper-level undergraduate courses in psycholinguistics, language processing, and cognitive or communication disorders, as well as related courses in psychology, linguistics, cognitive science, neuroscience, language education, and computational linguistics.

Responding to the need for a comprehensive treatment of Mexican American English and its varied influences across multiple generations, this volume provides true insight into how language contact triggers language change, and illustrates previously under-recognised links to ethnolects of other migrant groups in different parts of the world. It demonstrates how the variety begins with Spanish interference features but evolves into a stable variety over time by filtering out some of the interference features and responding to forces such as exploitation of its speakers, education, and the need to develop solidarity. A large number of linguistic variables from multiple realms of language are analysed that provide a truly balanced picture of the divisions within the community across a range of linguistic levels such as syntax, phonology, prosody, accent, dialect, and sociolinguistics.

Dramatherapy continues to grow and develop, and is now well-established as a profession and as a therapeutic intervention, especially in Europe and the USA. "Dramatherapy: Theory and Practice 2" provides both clinician and theatre artist with an overview of the developments. The international contributors offer a wide variety of perspectives from contrasting theoretical backgrounds, showing how it is possible to integrate a dramatherapeutic approach into many different ways of working towards mental health. They describe the practical application of dramatherapy in many different areas and provide an easily-grasped theoretical understanding of the basic principles and concepts involved. In particular, they discuss work with individuals as well as groups, and stress the importance of staff and patient settings. They also look at dramatherapy in relation to playtherapy, and consider the potential of dramatherapy in the community at large. As a sequel to Sue Jennings's earlier book "Dramatherapy: Theory and Practice for Teachers and Clinicians" (Routledge, 1987), which has become an established text, this book should be of interest to professionals in practice and training in dramathe