This book examines the writing practices of three adult multilingual writers through the prism of their writing in English as an additional language. It illustrates some of the social, cultural and political contexts of the writers' literacy activities and discusses how these impact their literate and intellectual lives. It reflects on the para- and meta-textual dimensions of writing because organic writing practices are almost always performed within sociocultural and power-relational contexts. In our highly compartmentalized educational structures, writing education has been severed from those organic components, focusing mainly on writing stylistics. This book proposes creating space for organic writing practices in our everyday writing pedagogies, and argues for a writing pedagogy that acknowledges the complex interactions of social, emotional and identity-related layers of writing.

Why does a public high school, despite having resources and educators with good intentions, end up graduating English learners (ELs) without preparing them for college and career? This book answers this question through a longitudinal ethnographic case study of a diverse high school in Pennsylvania. The author takes the reader on a journey with seven EL students through their last two years of high school, exploring how and why none of them reached the postsecondary destinations they originally aspired to. This book provides a sobering look into the systemic undereducation of high school ELs and the role of high schools in limiting their postsecondary options.

Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children's development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.

Language acquisition is a human endeavor par excellence. As children, all human beings learn to understand and speak at least one language: their mother tongue. It is a process that seems to take place without any obvious effort. Second language learning, particularly among adults, causes more difficulty. The purpose of this series is to compile a collection of high-quality monographs on language acquisition. The series serves the needs of everyone who wants to know more about the problem of language acquisition in general and/or about language acquisition in specific contexts.

Shortlisted for the 2020 BAAL Book Prize This book brings together empirical studies from around the world to help readers gain a better understanding of multilinguals, ranging from small children to elderly people, and their lives. The chapters focus on the multilingual subjects' identities and the ways in which they are discursively and/or visually constructed, and are split into sections looking specifically at the multilingual self, the multilingual learner and multilingual teacher education. The studies draw on rich visual data, which is analysed for content and/or form and often complemented with other types of data, to investigate how multilinguals make sense of their use and knowledge of more than one language in their specific context. The topic of multilingualism is addressed as subjectively experienced and the book unites the current multilingual, narrative and visual turns in Applied Language Studies. It will be of interest to students and researchers working in the areas of language learning and teaching, teacher education and bi/multilingualism, as well as to those interested in using visual methods and narratives as a means of academic research.

An increasingly important field of research within multilingualism and sociolinguistics, Family Language Policy (FLP) investigates the explicit and overt planning of language use within the home and among family members. However the diverse range of different family units and contexts around the globe necessitates a similarly diverse range of research perspectives which are not yet represented within the field. Tackling this problem head on, this volume expands the scope of families in FLP research. Bringing together contributors and case studies from every continent, this essential reference broadens lines of inquiry by investigating language practices and ideologies in previously under-researched families. Seeking to better reflect contemporary influences on FLP processes, chapters use innovative methodologies, including digital ethnographies and autoethnography, to explore diverse family configurations (adoptive, LGBTQ+, and single parent), modalities (digital communication and signed languages), and speakers and contexts (adult learners, Indigenous contexts, and new speakers). Bringing to light the dynamic, fluid nature of family and kinship as well as the important role that multilingualism plays in family members' negotiation of power, agency, and identity construction, Diversifying Family Language Policy is a state-of-the-art reference to contemporary theoretical, methodological and ethical advances in the field of family language policy.

This book's innovative approach proposes Language for Teaching Purposes as a distinct field of enquiry and practice within Language for Specific Purposes. It uses robust theoretical and empirical evidence to demonstrate the specificity of language used by teachers teaching language, and the complex decisions teachers make around language choice and use in language classrooms. These complexities are shown to affect Non-native Speaker Language Teachers in particular so that their language needs must be met in teacher training programmes. Set in the Anglophone foreign language teaching world, this book will appeal to anyone involved in teacher training, language teaching or the investigation of classroom discourse.

This book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai'i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community's critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.

Bilingualism and Bilingual Education: Conceptos Fundamentales explores relevant concepts of bilingualism for pre-service Spanish/English bilingual teachers in the United States. This volume is reader friendly while presenting complex theoretical content. It is the first of its kind to seamlessly switch between English and Spanish languages for academic purposes. This book fills a gap in the academic literature related to translanguaging as a modern and global phenomenon. The authors invite bilingual educators to develop translingual classrooms with bilingual students in which academic English and Spanish are intentionally mixed. Volume contributors center their discussions on theory, practice, and action as they reflect on their own bilingual journeys. Features such as glossary terms, discussion questions, and intentional reflection on each author's bilingual journey make it innovative and a must read in all bilingual teacher preparation programs in the nation.

This volume features work on learning by researchers in various disciplines who share an interest in the systematic study of cognition and in the study of the formal and semantic aspects of language acquisition. A recurring theme is that language learning involves the acquisition of certain competencies and the formation of a system of beliefs which are significantly underdetermined by the linguistic and nonlinguistic inputs available to the learner. Theories of language learning must confront the epistemological problem of how it is possible to induce and fixate a belief-system on the basis of exposure to limited data. A typical strategy in dealing with this problem has been to specify various types of formal and empirical constraints on linguistic and conceptual development in terms of specific hypotheses about the character of what is learned and about the kinds of resources and strategies available to the learner. Most of the contributions in this volume are concerned with the specification and evaluation of such constraints.

This book argues for the value of digital literacy in the multilingual writing classroom. Against the background of huge changes in literacy practices prompted by online communication, and a growing acceptance of a broader definition of academic literacy that encompasses multimodality, the book examines the relationship between digital and print literacies and addresses the design of literacy spaces for multilingual classrooms. The author critically evaluates the latest developments in the use of technology in multilingual writing spaces, and focuses on the role of teachers in their design; it also addresses areas that are not often discussed in relation to multilingual students, from blogging to publishing and intellectual property. The book will help teachers meet the challenges created by rapidly shifting technology, as well as making an innovative contribution to research on multilingual writing classrooms.

Language is one of humanity's greatest achievements, yet one which virtually all children achieve remarkably quickly. How much more remarkable, therefore, when children learn not one but two languages! There are many single case studies describing children from families where determined parents adopt strategies to maximise their children's chances of becoming bilingual. Many more children, whose parents speak a mixture of languages, also become bilingual without this extra help. How this occurs and why some children have more problems than others in a bilingual environment are some of the issues addressed by this book, which is a longitudinal study of how children learn to use more than one language. The family is assumed to be the key factor in these processes, and bilingual language development is placed firmly within an interactive context, as it is from this context that the development of childhood bilingualism can best be understood. Thus the aims of this book are to examine how young children become bilingual, and to show what factors predict early childhood bilingualism.

This book is both research report and performance piece. Here is a team of researchers as they study communication on the volleyball court. And here are the voices and actions of the volleyball coach and his players as they practise and play. Research in process and research findings are represented in a play script which brings vividly to life both ethnographic research methods and communication in the world of sport. This highly original book adds innovation and imagination to the representation of language in social life.

When learners of a new language draw on their native language (or on any other that they may know), this earlier acquired linguistic knowledge may influence their success. Such cross-linguistic influence, also known as language transfer, has long raised questions about what linguists can predict about success in the new language and about what processes are involved in using prior knowledge. This book lucidly brings together many insights on transfer: e.g. on the relation between translation and transfer, the relation between comprehension and production, and the problem of how complete any predictions of difficulty may ever be. The discussions also explore implications for future research and for classroom practice. The book will thus serve as a reliable guide for teachers, researchers, translators, interpreters, and students curious about language contact.

This book presents an original empirical study on the linguistic repertoires of post-2008 Italian migrants living in London. The author interrogates how migrants' trajectories and their relation with their homeland's migration history are displayed through the engagement of new multilingual practices, such as translanguaging, and how new identities are negotiated during conversational acts. The book will be of interest to students and scholars of Sociolinguistics and Migration Studies.

Extensive Reading is an innovative resource bridging theory and practice for those seeking to learn about extensive reading (ER) for L2 students' language development, including ways to motivate students to read extensively and to assess learning. Grounded in contemporary theory and the latest research both on ER and motivation, experts Sue Leather and Jez Uden offer a rich array of original activities to help teachers in the classroom and beyond with this effective but difficult-to-implement pedagogical tool. Advanced students, researchers, teacher trainers, and pre- and in-service teachers - and ultimately their students themselves - will benefit from this book.

This timely book provides effective methods and authentic examples of teaching about climate change through digital and multimodal media production in the English Language Arts classroom. The chapters in this edited volume demonstrate the benefits of addressing climate change in the classroom through innovative media production and cover a range of different types of media, including video/digital storytelling, social media, art, music, and writing, with rich resources for instruction in every chapter. Through the engaging ideas and strategies, the contributors equip educators with the critical tools for supporting students’ media production. In so doing, they offer new perspectives on how students can employ media and production techniques to critique the status quo, call for change, and acquire new literacy skills. As the effects of the climate crisis become increasingly visible to the youth population, this book helps foster and support youth agency and activism. Youth Media Creation on the Climate Change Crisis: Hear Our Voices is a necessary text for students, preservice teachers, and educators in literacy education, media studies, social and environmental studies, and STEM education. The eBook+ version of the text features embedded audio and video components as well as interactive links to reflect the multimodal nature of students’ work, spotlighting how youth media production supports the development of students’ critical literacy skills and shapes their voices and identities.

This book discusses a new breed of racism, namely language racism, which is spreading both in the USA and in Europe, as well as other parts of the world. The book is a manifesto promoting a more positive view of linguistic and cultural diversity.

Over the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory - Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory - in a way that significantly clarifies this controversial concept.

By reconceptualizing successful communication in a foreign language as an enjoyable and uplifting experience, this volume moves beyond a focus on grammatical accuracy and fluency to foreground the ways in which foreign language learners can be encouraged to build on previous achievements and communicative successes in the target language and so develop confidence, commitment and cross-cultural relational ability. Building on Mugford's previous volume, Addressing Difficult Situations in Foreign-Language Learning (2019), this text draws on grounded qualitative data collected through questionnaires, semi-structured interviews and conversations with Spanish-speaking learners of English, to illustrate how learners' experiences and insights can be used to inform a productive pedagogy centred around language users' communicative objectives and interactional successes. Chapters highlight bilingual speakers' conscious language use, practices and choices in the target language and the reasons and implications for such deliberate communicative practices and relational behaviour. In doing so, Mugford is able to outline a critical relational pedagogy designed to better equip language learners with the confidence and pragmatic resources they require to engage in positive cross-cultural relational work. As a valuable, student-centred contribution to teaching and learning of modern foreign languages, this volume will be key reading for researchers, scholars and educators with an interest in language education, TESOL, World Language teaching and Applied Linguistics.

When learners of a new language draw on their native language (or on any other that they may know), this earlier acquired linguistic knowledge may influence their success. Such cross-linguistic influence, also known as language transfer, has long raised questions about what linguists can predict about success in the new language and about what processes are involved in using prior knowledge. This book lucidly brings together many insights on transfer: e.g. on the relation between translation and transfer, the relation between comprehension and production, and the problem of how complete any predictions of difficulty may ever be. The discussions also explore implications for future research and for classroom practice. The book will thus serve as a reliable guide for teachers, researchers, translators, interpreters, and students curious about language contact.

Affirming the Rights of Emergent Bilingual and Multilingual Children and Families explores how the philosophy, principles, and practices of the internationally acclaimed Municipal Preschools and Infant Toddler Centers of Reggio Emilia, Italy, advance the social justice and linguistic human rights of emergent bilingual and multilingual children and their families, particularly immigrants and refugees. The book is driven by the authors' research-based discourse including an interview with Reggio Emilia educators and direct observations in the Preschools and Infant-toddler Centers in Italy. Chapters include survey and follow-up interviews, and classroom examples from U.S. early childhood educators inspired by the Reggio Emilia approach some of whom are in multilingual settings. Recommendations are included for practitioners who are intentional about advocating for the rights of emergent bi- and multilingual young children. Also included are the researchers' interpretations and reflexive narratives on contextuality, intersectionality, and intertextuality, which interweave theories and practice. The insightful examinations of scholarly work and the critical review of the distinctive features of the Reggio Emilia philosophy contribute to an early childhood education transformative lens that challenges the status quo of inequities and foregrounds the linguistic and cultural rights of learners who speak different languages. The authors review research and theory that inform the latest developments in culturally and linguistically responsive practices in innovative early education (infant through pre-k), family participation, and teacher preparation and development. Of general interest to educators and researchers around the world who work to ensure the rights of emergent language learners, this is an essential text for upper-level and graduate students, early childhood educators, educational and community leaders, administrators, and researchers.

This edited volume unpacks the familiar concepts of language, literacy and learning, and promotes dialogue and bridge building within and across these concepts. Its specific interest lies in bridging the gap between Literacy Studies (or New Literacy Studies), on the one hand, and SLA and scholarship in learning in multilingual contexts, on the other. The chapters in the volume center-stage empirical analysis, and each addresses gaps in the scholarship between the two domains. The volume addresses the need to engage with the concepts, categorizations and boundaries that pertain to language, literacy and learning. This need is especially felt in our globalized society, which is characterized by constant, fast and unpredictable mobility of people, goods, ideas and values. The editors of this volume are founding members of the Nordic Network LLL (Language, Literacy and Learning). They have initiated a string of workshops and have discussed this theme at Nordic meetings and at symposia at international conferences.

This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of 'team' to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.

These essays bring home the most challenging observations of postmodernism—multiple identities, the fragility of meaning, the risks of communication. Sommer asserts that many people normally live—that is, think, feel, create, reason, persuade, laugh—in more than one language. She claims that traditional scholarship (aesthetics; language and philosophy; psychoanalysis, and politics) cannot see or hear more than one language at a time. The goal of these essays is to create a new field: bilingual arts & aesthetics which examine the aesthetic product produced by bilingual diasporic communities. The focus of this volume is the Americas, but examples and theoretical proposals come from Europe as well. In both areas, the issue offers another level of complexity to the migrant and cosmopolitan character of local societies in a global economy.