This volume examines revolutionary constructs in literacy education and demonstrates how they have been gentrified, whitewashed, and appropriated, losing their revolutionary edge so as to become palatable for the mainstream. Written by top scholars in literacy education, chapters cover key concepts that were originally conceived as radical theories to upset the status quo-including Third Space, Funds of Knowledge, Culturally Relevant Pedagogies, and more. Each chapter addresses how the core theory was culturally appropriated and de-fanged to support rather than take down racial and societal hierarchies. Critiquing the harmful impact of watering down these theories, the contributors offer ways to restore the edge to these once groundbreaking ideas, reject racist and assimilationist trends, and support the original vision behind these liberatory theories. In so doing, this volume adopts a truly radical, critical stance that is essential for researchers, scholars, and students in literacy education.

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'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.

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.

With an estimated 1.6 million English as an Additional Language (EAL) learners in the UK, and over 5 million in the USA, EAL research is urgently needed to inform practice. This edited volume investigates the multifaceted elements that shape EAL pedagogy and research in a variety of settings and research areas including linguistic ability influences on subject-specific skills, integrating learners' home languages into classroom environments, and the importance of supporting EAL teachers in the classroom. In doing so, the contributors provide an international perspective on the emerging field of EAL research. The research-based chapters detail fundamental concerns related to EAL learner education. The text is composed of three parts: Part 1 explores the question of what is EAL and how a definition can shape policy construction; Part 2 examines the challenges EAL learners face in the classroom, including the use of first languages and the relative impact learner language proficiency has on subject-specific classes; and Part 3 investigates concerns relating to supporting EAL teachers in the classroom. The volume draws on researcher expertise from a variety of universities and institutions worldwide. It explores diverse language backgrounds in multilingual contexts. It covers empirical studies with pedagogical, policy and further research implications. The volume represents a single resource invaluable for EAL teachers, trainers and trainees, as well as researchers in the field of education, language learning and teaching, bilingualism and multilingualism, and second language acquisition.

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.

This book draws on case studies of language management within British organisations to examine the decisions they make about language diversity in their professional communications in order to be successful in a multilingual world. It explores the practices that the organisations use to manage language diversity in interorganisational relationships, and why certain practices occur in some situations and not others. The book highlights how organisations rely on individual employees to perform a variety of language tasks and the implications of this; the effect of English as a global lingua franca; and the translation challenges which organisations face. The book demonstrates that practices to manage language diversity are often a result of the resources organisations have at given moments in time, rather than being part of a deliberate language management strategy.

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 discusses salient moments of multilingual encounters and brings together contributions focused on the interplay between language use by individuals and societies, and language-related inequalities or opportunities for speakers. The chapters demonstrate how biographical and speaker-centred approaches can contribute to an understanding of linguistic diversity, how researchers can empirically account for lived experiences of languages, and how such accounts are embedded in a larger discussion on social (in)equality. Together the chapters make a powerful case for the importance of speaker-centred methodologies in multilingual and multilingualism research. The book is a rich source of theoretical and methodological reflections and will thus be a valuable resource for both experienced researchers and students beginning to explore biographical research methods.

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.

This book offers a fresh perspective on the social life of multilingualism through the lens of the important notion of linguistic citizenship. All of the chapters are underpinned by a theoretical and methodological engagement with linguistic citizenship as a useful heuristic through which to understand sociolinguistic processes in late modernity, focusing in particular on linguistic agency and voices on the margins of our societies. The authors take stock of conservative, liberal, progressive and radical social transformations in democracies in the north and south, and consider the implications for multilingualism as a resource, as a way of life and as a feature of identity politics. Each chapter builds on earlier research on linguistic citizenship by illuminating how multilingualism (in both theory and practice) should be, or could be, thought of as inclusive when we recognize what multilingual speakers do with language for voice and agency.

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.

- Provides a comprehensive exploration of the field of student recruitment agencies in higher education - Whilst looking at the history of the topic, it also considers the emerging trends I the areas - Addresses both the pros and cons of student recruitment agencies on a global scale.

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 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.

Content and language integrated learning (CLIL) is an increasingly popular educational approach given its dual focus on enabling learners to acquire subject-matter through an additional language, while learning this second language in tandem with content. This handbook provides a comprehensive overview of recent CLIL developments, illustrating how CLIL has been uniquely conceptualized and practiced across educational and geographical contexts. Divided into six sections, covering language and language teaching, core themes and issues, contexts and learners, CLIL in practice, CLIL around the world and a final section looking forward to future research directions, every chapter provides a balanced discussion of the benefits, challenges and implications of this approach. Representing the same diversity and intercultural understanding that CLIL features, the chapters are authored by established as well as early-career academics based around the world. The Routledge Handbook of Content and Language Integrated Learning is the essential guide to CLIL for advanced students and researchers of applied linguistics, education and TESOL.

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.

This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners' own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.

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.

This inviting book is a bridge between two major strands of reading instruction that are often held in opposition: the science of reading and artful approaches to teaching reading. Although the current climate of literacy instruction positions these approaches as diametrically opposed, the authors Young, Paige, and Rasinski describe how teachers can use the science of reading to engage students in artful, engaging, and authentic instruction. The authors reveal how effective teaching is a dynamic process that requires agency and creativity and show how teachers make artful shifts based on the needs of students in specific contexts. Chapters include a range of examples and explanations of how artful teaching is integrated into reading instruction and how it can increase students' motivation and positive attitudes toward reading. The concise and practical chapters cover key topics, including phonemic awareness, reading fluency, vocabulary, assessment, home and family reading, and more. This essential road map for all pre-service and in-service reading teachers restores the importance of teacher agency, supports the critical understanding of reading research, and allows teachers to use their knowledge, experience, and creative approaches in the classroom. This is the definitive guide to teaching reading as both an art and a science.

• Offers advanced students, researchers, and university administrators with the state of the art in research and practical, evidence-based insights on heritage language program administration/direction and curriculum development, in order to understand and provide quality education to HL learners through effective HL program direction. • Meets a need for synthesis of the great increase in work on heritage language learners and university-based programs, heretofore covered in articles and individual chapters but not all in one place on the book level. Makes much-needed connections between the research literature and practice in developing programs and curricula. • The first book that discusses this subject, full stop. A few books focus on L2, ESL, or FL language program direction but they lack any attention to heritage language learners.

This book introduces a new framework for analyzing second language (L2) learners' written texts. The authors conducted a major study on changes and differences in English L2 learners' writing performance to advance understanding of the nature of L2 writing development over time, in relation to L2 instruction and testing, and to offer a model that professionals and researchers can use in their own longitudinal and cross-sectional studies of L2 writing development. Grounded in research, data, theory, and technology, this will be a welcome how-to for language test developers, scholars, and graduate students of (L2) writing and assessment.

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.

• This state-of-the-art text reviews, evaluates, and reflects on L2 development across the lifespan as a complex variable that is both socio-cultural as well as maturational in nature – with a chronological chapter lineup from infant bilinguals to L2 learners in adolescence, adulthood, and older age. • Offers in-depth discussion of highly pertinent yet underresearched topics, like L2 learners in older individuals, as well as an innovative chapter on L2 learning in the context of cross-cultural/binational/plurilingual romantic relationships, in both cases with diverse circumstances, motivations, and outcomes. • The first book taking on this area in its fullness and in a way accessible to students and non-specialist – with a concerted, authored text. Previous works are focused on one age cohort, edited volumes rather than unified authored books, and the most closely competing books were published over a decade (and sometimes over three decades) ago.

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.