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 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.

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.

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 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.

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.

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.

Integral to the tapestry of social interaction, storytelling is the focus of interest for scholars from a diverse range of academic disciplines. This volume combines the study of conversation analysis (CA) with storytelling in multilingual contexts to examine how multilingual speakers converse and manage various aspects of storytelling and how they accomplish a wide range of actions through storytelling in classroom and everyday settings. An original, book-length endeavor devoted exclusively to storytelling in multilingual contexts, this book contributes to broadening the scope of the foundational conversation analytic literature on storytelling and to further specifying the nature of second language (L2) interactional competence. Designed for pre-service and in-service second or foreign language teachers, students of applied linguistics, as well as scholars interested in storytelling, this volume explores the cross-linguistic nature of generic interactional practices, sheds light on the nature of translanguaging and learner language, and provides insights into teacher practices on managing classroom storytelling.

This book examines everyday literacy in English as a foreign language (EFL). Focusing on the out-of-school literacy practices of teenagers in Athens, Greece, it challenges the notion that classrooms are the only contexts which provide exposure to English for learners. The author demonstrates that English can be a powerful resource for teenagers, as a symbolic tool granting them additional means of communication and self-expression. In doing so, she makes an original contribution to the areas of literacy, language education, and applied linguistics.

This volume provides a unique interface between the material and linguistic aspects of communication, education and language use, and cuts across traditional disciplinary boundaries, drawing on fields as varied as applied linguistics, ethnology, sociology, history and philosophy. Taking texts, images and objects as their starting points, the authors discuss how cultural context is envisioned in particular materialities and in a variety of contexts and localities. The volume, divided into three sections, aims to deal with material culture not only in the daily language practices of the past and the present, but also language teaching in a number of settings. The main thrust of the volume, then, is the exposure of natural ties between language, cognition, identity and the material world. Aimed at undergraduates, postgraduates and scholars in fields as varied as education, applied linguistics, sociolinguistics, semiotics and other related disciplines, this volume documents and analyses a wide range of case studies. It provides a unique take on multilingualism and expands our understanding of how materialities permit us new and unexpected insights into multilingual practices.

If education is to prepare learners for lifelong learning, there needs to be a shift towards deeper learning: a focus on transferable knowledge and problem-solving skills alongside the development of a positive or growth mind-set. Deeper learning is inextricably linked with CLIL (Content and Language Integrated Learning) - a revolutionary teaching approach where students study subjects in a different language. Designed as a companion to the influential volume Beyond CLIL, this highly practical book offers step-by-step instruction for designing and implementing innovative tasks and materials for pluriliteracies development. It contains annotated case studies of deeper learning lesson plans across a wide range of school subjects, using an innovative and proven template, to help teachers explore the potential of deeper learning inside their own classrooms. Theoretically grounded, this book offers a roadmap for schools, ranging from exploratory first steps, to transdisciplinary projects, to whole school moves for curriculum development and transformative pedagogies.

This book provides critical perspectives on issues relating to writing norms and assessment, as well as writing proficiency development, and suggests that scholars need to both carefully examine testing regimes and develop research-informed perspectives on tests and testing practices. In this way schools, institutions of adult education and universities can better prepare learners with differing cultural experiences to meet the challenges. The book brings together empirical studies from diverse geographical contexts to address the crossing of literacy borders, with a focus on academic genres and practices. Most of the studies examine writing in countries where the norms and expectations are different, but some focus on writing in a new discourse community set in a new discipline. The chapters shed light on commonalities and differences between these two situations with respect to the expectations and evaluations facing the writers. They also consider the extent to which the norms that the writers bring with them from their educational backgrounds and own cultures are compromised in order to succeed in the new educational settings.

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.

A student-friendly introduction to undertaking a TESOL/Applied Linguistics MA which features practical advice, exercises and answer keys making it ideal for postgraduate students studying in this area. The book is very practical in nature and online support material features recordings of lectures so students can practise their listening skills in real-world scenarios which is essential given the continuing focus on online teaching. Written by a teacher with over 30 years’ experience of teaching EFL students and featuring material that has been trialled with students, this book will meet and support the needs of international students on MAs in TESOL and Applied Linguistics.

This book critically engages with theoretical shifts marked by the 'multilingual turn' in applied linguistics, and articulates the complexities associated with naming and engaging with the everyday language practices of bi/multilingual communities. It discusses methodological approaches that enable researchers and educators to observe and interact with these communities and to understand their teaching and learning needs. It also highlights pedagogical approaches and instructional strategies involved with learning and teaching language and/or content curriculum to students across various learning and educational contexts. The book addresses recent debates on the multi/plural turn in applied linguistics and articulates the limitations of these debates - particularly the absence of discussion of social power relations and contexts in applying different theoretical lenses. It features empirical research from primarily North American classrooms to highlight how plurilingual pedagogies take shape in unique educational contexts, resisting monolingual approaches to language in education. Furthermore, it includes commentary/response pieces from established scholars in dialogue with recent plurilingual research in the field, to put the work in critical perspective within extant theories and literature.

Spanish in New York is a groundbreaking sociolinguistic analysis of immigrant bilingualism in a U.S. setting. Drawing on one of the largest corpora of spoken Spanish ever assembled for a single city, Otheguy and Zentella demonstrate the extent to which the language of Latinos in New York City represents a continuation of structural variation as it is found in Latin America, as well as the extent to which Spanish has evolved in New York City. Their study, which focuses on language contact, dialectal leveling, and structural continuity, carefully distinguishes between the influence of English and the mutual influences of forms of Spanish with roots in different parts of Latin America.
Taking variationist sociolinguistics as its guiding paradigm, the book compares the Spanish of New Yorkers born in Latin America with that of those born in New York City. Findings are grounded in a comparative analysis of 140 sociolinguistic interviews of speakers with origins in Colombia, Cuba, Dominican Republic, Ecuador, Mexico and Puerto Rico. Quantitative analysis (correlations, anovas, variable hierarchies, constraint hierarchies) reveals the effect on the use of subject personal pronouns of the speaker's gender, immigrant generation, years spent in New York, and amount of exposure to English and to varieties of Spanish. In addition to these speaker factors, structural and communicative variables, including the person and tense of the verb and its referential status, have a significant impact on pronominal usage in New York City.

This book explores multilingualism as a resource and goal at school in contexts of student diversity and institutional monolingualism. Combining translanguaging theory and sociocultural theory, the author proposes a framework for the learning and use of both foreign and heritage languages across the curriculum in mainstream schools. By clearly linking language practices to teaching and learning objectives, the book aims to support school leaders and practitioners make informed decisions about how best to promote multilingualism in their school, as well as to enhance the learning outcomes of bi/multilinguals. In addition to school leaders and practitioners, it will be of interest to students and academics in the fields of bilingual education and TESOL, as well as applied linguistics and language teaching more broadly.

This book revolves around educating recently arrived immigrant youth in the US who are emergent bilinguals. Drawing on a seven-year research collaboration with three ESL teachers in an urban secondary school in the US, it addresses questions around taking a critical approach to language and literacy education and what this looks like in everyday practice, as well as how recently arrived youth and emergent bilinguals participate in critical language and literacy education, and what can be learned and developed as a result. The chapters illustrate the praxis of critical language and literacy education undertaken by everyday ESL teachers; curricular materials and pedagogical practices that promote youths' engagement with, and analysis of, words and worlds; and finally, a methodological and relational approach to researching with classroom teachers. The book introduces teaching practices such as dialogic problem-posing, translanguaging and translation, the use of multimodal texts, and youth research on language. Arguing for the potential power of critical language and literacy education for immigrant youth and their teachers, this book will benefit educators, researchers, and graduate students in the fields of language and literacy, second language acquisition (SLA), ESL and TESOL pedagogy, and in curriculum studies, education of immigrant children and youth, and multicultural issues in education.

In the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.

This research- and pedagogy-oriented book delves into the study and application of incidental vocabulary acquisition in English through captioned videos. This technology offers EFL students of different ages more opportunities for vocabulary learning compared to the traditional classroom. This book reviews the conceptual, methodological, theoretical, and practical issues associated with captioned videos and offers innovative ideas to help researchers, graduate students, and classroom practitioners enhance learners' vocabulary acquisition at all levels.