This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families' communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.

This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families' communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.

This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners' languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migration contexts from pre-school to university. The book opens with an exploration of the relationship between language ideologies and policies with respect to the inclusion of learners for whom the language of education is not the language spoken in the home. The following section focuses on innovative pedagogical practices which allow migrants to be socially, culturally and institutionally included at school and at university while using their plurilingual competences as resources for learning/teaching and allowing them to fully realise their potential.

This book explores the question of how equitable and inclusive education can be implemented in heterogeneous classes where learners' languages and cultures reflect the social reality of mass migration and everyday plurilingualism. The book brings together researchers and practitioners working in inclusive teaching and learning in a variety of migration contexts from pre-school to university. The book opens with an exploration of the relationship between language ideologies and policies with respect to the inclusion of learners for whom the language of education is not the language spoken in the home. The following section focuses on innovative pedagogical practices which allow migrants to be socially, culturally and institutionally included at school and at university while using their plurilingual competences as resources for learning/teaching and allowing them to fully realise their potential.

A COUNTERNARRATIVE This groundbreaking book uncovers how anti-Black racism has informed and perpetuated anti-literacy laws, policies, and customs from the colonial period to the present day. As a counternarrative of the history of Black literacy in the United States, the book's historical lens reveals the interlocking political and social structures that have repeatedly failed to support equity in literacy for Black students. Arlette Ingram Willis walks readers through the impact of anti-Black racism's impact on literacy education by identifying and documenting the unacknowledged history of Black literacy education, one that is inextricably bound up with a history of White supremacy. Willis analyzes, exposes, illuminates, and interrogates incontrovertible historical evidence of the social, political, and legal efforts to deny equal literacy access. The chapters cover an in-depth evolution of the role of White supremacy and the harm it causes in forestalling Black readers' progress; a critical examination of empirical research and underlying ideological assumptions that resulted in limiting literacy access; and a review of federal and state documents that restricted reading access for Black people. Willis interweaves historical vignettes throughout the text as antidotes to whitewashing the history of literacy among Black people in the United States and offers recommendations on ways forward to dismantle racist reading research and laws. By centering the narrative on the experiences of Black people in the United States, Willis shifts the conversation and provides an uncompromising focus on not only the historical impact of such laws and policies but also their connections to present-day laws and policies. A definitive history of the instructional and legal structures that have harmed generations of Black people, this text is essential for scholars, students, and policymakers in literacy education, reading research, history of education, and social justice education.

A COUNTERNARRATIVE This groundbreaking book uncovers how anti-Black racism has informed and perpetuated anti-literacy laws, policies, and customs from the colonial period to the present day. As a counternarrative of the history of Black literacy in the United States, the book's historical lens reveals the interlocking political and social structures that have repeatedly failed to support equity in literacy for Black students. Arlette Ingram Willis walks readers through the impact of anti-Black racism's impact on literacy education by identifying and documenting the unacknowledged history of Black literacy education, one that is inextricably bound up with a history of White supremacy. Willis analyzes, exposes, illuminates, and interrogates incontrovertible historical evidence of the social, political, and legal efforts to deny equal literacy access. The chapters cover an in-depth evolution of the role of White supremacy and the harm it causes in forestalling Black readers' progress; a critical examination of empirical research and underlying ideological assumptions that resulted in limiting literacy access; and a review of federal and state documents that restricted reading access for Black people. Willis interweaves historical vignettes throughout the text as antidotes to whitewashing the history of literacy among Black people in the United States and offers recommendations on ways forward to dismantle racist reading research and laws. By centering the narrative on the experiences of Black people in the United States, Willis shifts the conversation and provides an uncompromising focus on not only the historical impact of such laws and policies but also their connections to present-day laws and policies. A definitive history of the instructional and legal structures that have harmed generations of Black people, this text is essential for scholars, students, and policymakers in literacy education, reading research, history of education, and social justice education.

This volume introduces theory-to-practice-based critical pedagogy grounded in Paulo Freire’s scholarship to language and literacy learning settings. The chapters present authentic experiences of teacher-scholars, feature real-world examples and activities ready for implementation in the classroom, and provide nuanced guidance for future teachers. The examples and activities from teacher-scholars place critical pedagogy at the heart of classroom contexts and cover key topics, including place-based pedagogy, contemplative pedagogy, technology within the classroom, and translingual and multimodal paradigms. The chapters include further readings and discussion questions that challenge assumptions and promote deeper reflection, and can be modified for different teaching contexts. This practical volume is essential reading for students and scholars in TESOL and critical pedagogy.

This volume introduces theory-to-practice based critical pedagogy grounded in Paulo Freire's scholarship to language and literacy learning settings. Chapters present authentic experiences of teacher-scholars, feature real-world examples and activities ready for implementation in the classroom and provide nuanced guidance for future teachers. The examples and activities from teacher-scholars place critical pedagogy at the heart of classroom contexts, and cover key topics, including place-based pedagogy, contemplative pedagogy, technology within the classroom, and translingual and multimodal paradigms. Chapters include further readings and discussion questions that challenge assumptions and promote deeper reflection, and can be modified for different teaching contexts. This cutting edge and practical volume is essential reading for students and scholars in TESOL and critical pedagogy.

This book explores ways in which common metaphors can play a detrimental role in everyday life; how they can grow in outsized importance to dominate their respective terrains and push out alternative perspectives; and how forms of resistance might act to contain their dominance. The volume begins by unpacking the dynamics of metaphors, their power and influence and the ways in which they are bolstered by other rhetorical devices. Adams draws on four case studies to illustrate their destructive impact when they eclipse other points of view—the metaphor of mental illness; the metaphor of free-flowing markets; the metaphor of the mind as a mirror and the metaphor of men as naturally superior. Taken together, these examples prompt further reflection on the beneficiaries of these "monster metaphors" and how they promote such metaphors to serve their own interests but also on ways forward for challenging their dominance, strategies for preventing their rise and ways of creating space for alternatives. This book will be of interest to scholars interested in the study of metaphor, across such fields as linguistics, rhetoric and media studies.

In their book, the authors describe the usage of and attitudes towards English in Asia since the 19th century, as well as the creative and dynamic ways in which Asians of the 21st century continually reinvent the lexicon of English, and the lexicons of their native tongues. The current biggest source of loanwords for many of the world's languages is English, the once obscure Germanic language that has risen to the role of a global lingua franca. However, the overwhelming influence of English is far from being entirely one-sided, at least from a lexical perspective. Many have decried the way that English has "invaded" the vocabularies of their languages, without realising that the English word stock is to some extent also being invaded by these languages. This book explores the phenomenon of word exchange by examining its occurrence between English and some of the major languages spoken in Asia-highly multi-ethnic, multicultural, and multilingual region where English is the predominant medium of international and intraregional communication. Students and researchers from various linguistic areas such as world Englishes, applied linguistics, sociolinguistics, lexicology, and contact linguistics will find this book appealing.

Weaving together reading pedagogy and social emotional learning (SEL) frameworks, this text presents an integrated, research-based approach to reading instruction grounded in instructional and collaborative strategies that address students' social emotional needs. The text features real stories from the classroom to invite readers to learn alongside the students, teachers, families, and professionals as they experience journeys of growth. The authentic case studies cover best practices in reading instruction in a way that centers students, promotes the whole child, and supports reading growth. Following a cyclical framework-discovering, nurturing, growing-each chapter address typical student reading needs and explains the role of collaborative relationships in effective instruction. Through the medium of storytelling, readers gain profound insights into key topics, including teaching multilingual students, phonological awareness, reading fluency, and more. Accessible and comprehensive, this book steers away from a prescriptive recipe for instruction but rather leaves readers with an effective framework for incorporating data-based decision-making, collaboration and research-supported literacy practices to foster each students' social and emotional skills in the classroom. With a targeted focus on K-3 classrooms, this text is a key resource for pre-service and in-service educators in literacy education and elementary education, enriching the perspectives of all educators.

A practical and comprehensive resource, Supporting Multilingual Learners’ Academic Language Development: A Language-Based Approach to Content Instruction introduces an accessible language-based approach to teaching academic language to multilingual learners across the content areas. Luciana C. de Oliveira provides elementary school teachers with everything they need to know to successfully teach grade-level content to multilingual learners. Chapters are organized by subject, addressing the specific language demands of teaching English language arts, social studies, mathematics, and science. Each chapter features examples of implementation in grades K-5, practical strategies, and a wealth of tables, figures, and other resources. The Language-Based Approach to Content Instruction (LACI) in this book provides teachers with a ready-to-use framework of six scaffolding elements that serves as a guide to enable multilingual learners to meet the grade-level standard of their peers without simplification. Aligned with WIDA and CCSS standards, this resource provides the tools and methods teachers need to support multilingual learners’ academic language development in the content area classroom.

A practical and comprehensive resource, Supporting Multilingual Learners’ Academic Language Development: A Language-Based Approach to Content Instruction introduces an accessible language-based approach to teaching academic language to multilingual learners across the content areas. Luciana C. de Oliveira provides elementary school teachers with everything they need to know to successfully teach grade-level content to multilingual learners. Chapters are organized by subject, addressing the specific language demands of teaching English language arts, social studies, mathematics, and science. Each chapter features examples of implementation in grades K-5, practical strategies, and a wealth of tables, figures, and other resources. The Language-Based Approach to Content Instruction (LACI) in this book provides teachers with a ready-to-use framework of six scaffolding elements that serves as a guide to enable multilingual learners to meet the grade-level standard of their peers without simplification. Aligned with WIDA and CCSS standards, this resource provides the tools and methods teachers need to support multilingual learners’ academic language development in the content area classroom.

Bridging the world of reading instruction and applied cognitive neuroscience, this book presents research-backed reading instructional methods and explains how they can be understood through the lens of brain processes. Dispelling myths about neuroscience, Spence and Mitra explore how brain-based research informs literacy research in a way that is clear and accessible to pre-service teachers. Chapters address theories of reading, social emotional learning, phonological processes, embodiment, multilingualism, reading comprehension, and more. Featuring pedagogical strategies and consistent "Did you know?" and "Food for thought" sections, readers will come away with a greater understanding of the reading brain and how neuroscience can facilitate effective instruction. Delving into the extent to which neuroscience can underpin reading research, this text is ideal for pre-service teachers, educators, and students in the fields of language arts and literacy, as well as cognitive neuroscience.

Jam-packed with inspiring lessons and ideas, this book will help you access and enhance your own creativity in the classroom and inspire your students to become motivated language learners. Top authors Blaz and Alsop share practical strategies to channel your creative impulses and transform them into effective lessons that will energize students of all levels. Aligned with ACTFL (American Council on the Teaching of Foreign Languages) and CEFR (Common European Framework of Reference for Languages) standards, the resources in this book support creativity as a practical process, with step-by-step guidance on goal-setting, implementation, evaluation, and feedback. Examples come from many world languages and cover fun and original topics, including tapping into students’ own interests through cooking, memes, online videos, sports, arts and crafts, and more. Relevant for all levels of language instruction, this text includes plentiful photocopiable charts, templates, and samples to use in the classroom.

Jam-packed with inspiring lessons and ideas, this book will help you access and enhance your own creativity in the classroom and inspire your students to become motivated language learners. Top authors Blaz and Alsop share practical strategies to channel your creative impulses and transform them into effective lessons that will energize students of all levels. Aligned with ACTFL and CEFR standards, the resources in this book support creativity as a practical process, with step-by-step guidance on goal-setting, implementation, evaluation and feedback. Examples come from many world languages and cover fun and original topics, including tapping into students' own interests through cooking, memes, online videos, sports, arts and crafts, and more. Relevant for all levels of language instruction, this text includes plentiful photocopiable charts, templates, and samples to use in the classroom.

The territorial contraction and speaker-reduction undergone by the Welsh language during the past few centuries has resulted in its categorization by many linguists as an obsolescent language. This study illustrates that, although it is undeniably showing some signs of decline, Welsh stands in marked contrast to many previously documented cases of language death. Against this backdrop of contraction a steady revitalization is taking place. Based upon extensive fieldwork in two sociolinguistically contrasting communities, this book is the first to examine the position and nature of contemporary Welsh with reference to both obsolescence-related developments and changes under way in the dialects. Jones focuses on immersion education, long heralded as the saviour of the language and, by examining the variety of Welsh being produced by immersion pupils, seeks to determine whether this claim is justified, or whether such pupils are in fact 'speaking immersion'. As well as discussing the recent linguistic change shown by contemporary Welsh within the language death framework, the author examines the ways in which the language has been standardized and their repercussions for language maintenance. By way of comparison these tensions and implications are also explored with reference to the other varieties of P-Celtic, namely Breton and Cornish. Series Information: Oxford Studies in Language Contact Series Editor: Professor Suzanne Romaine, Merton College, Oxford Series ISBN: 0-19-961466-0 Series Description: Most of the world's speech communities are multilingual, and contact between languages is thus an important force in the everyday lives of most people. Studies of language contact should therefore form an integral part of work in theoretical, social, and historical linguistics. This series makes available a collection of research monographs which present case studies of language contact around the world. As well as providing an indispensable source of data for the serious researcher, it contributes significantly to theoretical developments in the field.

Originally published in 1992. This book advocates and demonstrates the benefits of an anthropological approach that recognizes the centrality of culture in the educational process. This approach encompasses knowledge and understanding of other cultures' patterns of interaction, values, institutions, metaphors and symbols as well as cross-cultural communication skills. Ethnographic studies of multi-ethnic classrooms and schools in their community context are presented in this excellent volume with a view to informing practice and policy concerning the education of language minority students and teachers, and anyone with an interest in foreign language education and bilingual education.

Originally published in 1980. This practical guide to the teaching of writing is set in the context of the functional use of language for communication. It examines what communicating in writing involves and gives detailed procedures for teaching different types of writing from beginner to advanced level, together with illustrated suggestions for visual aids. This provides up-to-date ideas and advice for teachers and trainee teachers of English as a Foreign Language.

Originally published in 1988. Much has changed since then in schools. Mobile technologies, interactive whiteboards, digital texts, class websites, student-authored blogs, social networking and photo sharing sites found integrated into so many classrooms hadn't even been imagined by most educators. What hasn't changed, however, are the developmental needs of adolescents. A sense of competence, opportunities for creative expression, positive social interactions, and opportunities for self-definition remain centrally important. Similarly, print literacy (i.e., reading and writing with traditional orthography) continues to contribute strongly to academic success, employment opportunity, health, and life satisfaction. Consequently, this book remains very relevant today. Through case descriptions of literacy programs situated in formal and informal settings, the book draws attention to the ways that developmental appropriateness and engaging literacy instruction can assist all youth in reaching their full potential as readers and writers.

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.

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.

This book takes a distinctive approach to exploring the experiences and identities of minoritized Latinx mothers who are raising a child who is labeled as both an emergent bilingual and dis/abled. It showcases relationships between families and schools and reveals the myriad of ways in which school-based decisions regarding disability, language and academic placement impact family dynamics. Treating the mothers as experts, this book uses testimonios to explore not only what mothers know but also how they develop funds of knowledge and how they apply them to their child's education. The stories shed light on how mothers perceive their child's disability, how they engage with their child and the value they place on bilingualism. The narratives reveal the complex lives mothers lead and the ways in which they strive to meet the academic and socioemotional needs of their children, regardless of the financial, physical and emotional costs to them. This book has significant implications for researchers and professionals working in bilingual education, special education, inclusive education and disability studies in education.

Shows how corpora can be used for language learning and teaching Examines the state-of-the-art in DDL research, in light of the available empirical evidence on both etic and emic dimensions, while placing particular emphasis on the methodological gaps Illustrates the main methodological challenges in researching DDL, from corpus resource selection to empirical evaluation of its pedagogical effectiveness, and describes how they can be overcome Demonstrates, by means of an in-depth case study, how the guidelines provided above can be applied when researching DDL effects in a specific second language learning and teaching context while outlining some desirable avenues for future research and pedagogical practice Of interest to those conducting research in corpus linguistics and teaching in the Italian domain, but also to those working with other languages

This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia. Through 12 select contributions, the book examines the intersection of identity work and emotional labor in the doctoral student journey, sharing insights into the potential of autoethnography for self-reflection, community building, and healing in doctoral studies. Contributors examine their doctoral journeys through personal narratives and testimonials to understand their own experiences, agency, identity, and emotions, encouraging current or former doctoral students to engage in the critical reflection of their own experiences. Chapters are divided into four themes: interrelating multiple identities, navigating and negotiating in-betweenness, engaging emotions and wellbeing, and establishing support systems. Offering unique perspectives from a global spread of Ph.D. candidates, this book will be highly relevant reading for researchers and prospective or current doctoral students of applied linguistics, language education, TESOL, and LOTE. It will also be of interest to those interested in higher education, dissertation research, and autoethnography as a method.