This book addresses the importance of bilingualism in legal education. Written by respected experts in the field, it presents reports on bilingual legal education in countries with such diverse cultures and histories as Belgium, Canada, China, the Czech Republic, Finland, France, Germany, Italy, Japan, Mexico, Romania, Singapore, Taiwan and the USA. The findings are also summarized in a General Report that was presented at the 20th IACL General Congress in Fukuoka, Japan.

Autonomy in Language Education offers a holistic overview of and novel contribution to a complex and multifaceted, yet under-studied, field of inquiry that is transforming language pedagogy: It offers nineteen original chapters that critically analyze the impact of Henri Holec's seminal 1979 book Autonomy in Foreign Language Learning; unpack theoretical, empirical, conceptual, methodological, ethical, and political developments over the last forty years from many perspectives; explore practical implications for teaching, learning, and teacher education; and suggest future avenues and challenges for research and practice in this broad, diverse, essential field.

* This is the first book to bring research, theory, and practice in single volume on Informal Digital Learning of English (IDLE) across in- and out-of-the-classroom contexts * Accessibly synthesizes research and offers empirically grounded tools, strategies, and lessons for teaching students who are autonomous English language learners * Appeals equally to ESL and EFL contexts and has a global focus, covering settings where English is spoken as an International Language among other uses for English

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.

Ishikawa provides a practical and extensive guide for the International Corpus Network of Asian Learners of English (ICNALE), a unique dataset including more than 15,000 samples of Asian learners' L2 English speeches and essays. It offers approachable introductions to a variety of corpus studies on the aspects of Asian learners' L2 English. Key topics discussed in the book include: * background, aims, and methods of learner corpus research, * principles, designs, and applications of the ICNALE, * vocabulary, grammar, and pragmatics in Asian learners' L2 English, and * individual differences of Asian learners and assessments of their speeches and essays. With many case studies and hands-on guides to utilise ICNALE data to the fullest extent, The ICNALE Handbook is a unique resource for students, teachers, and researchers who are interested in a corpus-based analysis of L2 acquisition.

Offering a wealth of art-based practices, this volume invites readers to reimagine the joyful possibility and power of language and culture in language and literacy learning. Understanding art as a tool that can be used for decolonizing minds, the contributors explore new methods and strategies for supporting the language and literacy learning skills of multilingual students. Contributors are artists, educators, and researchers who bring together cutting-edge theory and practice to present a broad range of traditional and innovative art forms and media that spotlight the roles of artful resistance and multilingual activism. Featuring questions for reflection and curricular applications, chapters address theoretical issues and pedagogical strategies related to arts and language learning, including narrative inquiry, journaling, social media, oral storytelling, and advocacy projects. The innovative methods and strategies in this book demonstrate how arts-based, decolonizing practices are essential in fostering inclusive educational environments and supporting multilingual students' cultural and linguistic repertoires. Transformative and engaging, this text is a key resource for educators, scholars, and researchers in literacy and language education.

This textbook is a comprehensive resource for teaching multicultural children's literature. Providing foundational information on how and why to integrate diverse children's literature into the classroom, this book presents a necessary historical perspective on cultural groups in the United States and context for how to teach children's literature in a way that reflects and sustains students' rich cultural backgrounds. The historical insights and context on diverse cultural groups at the heart of the book allow readers to deepen their understanding of why teaching about cultural diversity is necessary for effective and inclusive education. Part I offers foundational information on how to teach children's literature in a diverse society, and Part II overviews pedagogy, resources, and guidance for teaching specific culturally and linguistically marginalized groups. Each chapter contains book recommendations, discussion questions, and additional resources for teachers. With authentic strategies and crucial background knowledge embedded in each chapter, this text is essential reading for pre-service and in-service teachers and is ideal for courses in literature instruction, multicultural education, and English methods.

This book offers a unique understanding of how researchers' linguistic resources, and the languages they use in the research process, are often politically and structurally shaped and constrained, with implications for the reliability of the research. The chapters are written by both experienced and novice researchers, who examine how they negotiated the use of their own, and others', linguistic and communicative resources when undertaking their research in politically-charged, and linguistically and culturally diverse contexts. The contributing authors are either from the Global South, or engaged in work which is contextualised within the Global South; or they face linguistic structural hegemonies in the Global North which challenge their research processes. They utilise diverse theoretical, methodological and disciplinary approaches to produce a collection of engaging and accessible accounts of researching multilingually in their contexts. These accounts will help readers to make theoretically and methodologically informed choices about the political dimensions of languages in their own research when researching multilingually.

This book presents a lively, rich, and concise introduction to the key concepts and tools for developing clarity and coherence in academic writing. Well-known authors and linguists David Nunan and Julie Choi argue that becoming an accomplished writer is a career-long endeavor. They describe and provide examples of the linguistic procedures that writers can draw on to enhance clarity and coherence for the reader. Although the focus is on academic writing, these procedures are relevant for all writing. This resource makes complex concepts accessible to the emergent writer and illustrates how these concepts can be applied to their own writing. The authors share examples from a wide range of academic and non-academic sources, from their own work, and from the writing of their students. In-text projects and tasks invite you, the reader, to experiment with principles and ideas in developing your identity and voice as a writer.

This volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future. Paving the way to a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors.

This critical volume provides accessible examples of how K-12 teachers use systemic functional linguistics (SFL) and action research to support the disciplinary literacy development of diverse learners in the context of high stakes school reform. With chapters from teachers, teacher educators, and researchers, this book paves the way for teachers to act as change agents in their schools to design and implement meaningful curriculum, instruction, and assessment that builds on students' cultural and linguistic knowledge. Addressing case studies and contexts, this book provides the framework, tools, and resources for instructing and supporting multilingual students and ELL. This volume - intended for pre- and in-service teachers - aims to improve educators' professional practice through critical SFL pedagogy, and helps teachers combat racism and anti-immigrant rhetoric by contributing to an equity agenda in their schools.

This book is both a collection of cutting-edge research in the areas of multilingualism, translanguaging and bilingual education by leading scholars in these fields, and a tribute to the research and influence of Ofelia Garcia. The chapters use a variety of methodological approaches and research designs to address topics across language policy, sociology of language and bilingual education, representing the full breadth of Ofelia Garcia's scholarship. Combined with the empirical chapters are more personal chapters which testify to the contributions Ofelia has made as a mentor, colleague and friend. The book recognizes Ofelia Garcia's place at the centre of a movement to remake multilingualism in the service of linguistic equality, justice, pluralism, diversity and inclusion in schools and societies worldwide.

Focusing on English as a Medium of Instruction (EMI) in the Arab Gulf states, the authors consider both sociolinguistic and pedagogical perspectives, and explore practical implications. This edited volume features chapters covering how teachers are negotiating the linguistic challenges posed by EMI; issues of ownership, choice and agency; the scaffolding of academic literacies; how to support the development of content teachers' pedagogical content knowledge in EMI settings as well as the benefits of a bilingual education. Chapter authors all have extensive local experience that they draw upon reflectively in their writing. Policy-makers, teachers and teacher educators wondering how they can best balance the need to develop competence in English in students of all ages on the Arabian Peninsula in a globalizing world, together with the concern to nurture Arabic language, culture and identity, will gain rich insights from this book. Postgraduates and researchers exploring issues surrounding EMI, both locally and internationally, will benefit from the arguments presented in this volume.

With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives. The chapters showcase the work of teachers and teacher educators in confronting sociopolitical issues in Brazil, including in the domains of democracy, language education, and knowledge production, as well as prevailing issues within TESOL itself. Contributions stem from an eclectic range of analytical orientations that reflect ontological and epistemological diversity while demonstrating why, where, and how TESOL is done in Brazil. In doing so, this volume also establishes a place for Southern voices to be heard in the move toward challenging complex and long-standing issues of representation, marginalisation, and exclusion that have traditionally characterised North-South relations in TESOL as a field. This volume seeks to promote Southern-based conversations about decoloniality and social justice in TESOL and will be of direct relevance to graduate students, researchers, and scholars in the field of TESOL and foreign language education.

The recent increase in immigration patterns in the United States has meant an increase in the number of children entering American schools whose first language is not English. Some reports indicate that as many as one in four students come from families where the language spoken in the home is not English. English Language Learners: The Power of Culturally Relevant Pedagogies provides teachers access to information that will help them understand the English language learner, develop effective strategies to teach English language learners, create effective learning environments, and use assessments to meet the needs of English language learners as well as garner community resources to support English language learners.

The recent increase in immigration patterns in the United States has meant an increase in the number of children entering American schools whose first language is not English. Some reports indicate that as many as one in four students come from families where the language spoken in the home is not English. English Language Learners: The Power of Culturally Relevant Pedagogies provides teachers access to information that will help them understand the English language learner, develop effective strategies to teach English language learners, create effective learning environments, and use assessments to meet the needs of English language learners as well as garner community resources to support English language learners.

Researching Creativity in Second Language Acquisition explains the links between creativity and second language learning and how to propel the research of creativity as an individual difference in second language acquisition forward at multiple levels. It features an array of sample research questions and methods for student and professional researchers, ranging from simple projects that can be executed from start to finish in 15 weeks all the way to multi-year project guidelines for more advanced scholars with additional time and resources. It also features in-class and out-of-class activity suggestions that will reinforce concepts in fun and creative ways. Using this book as a guide will save researchers time and effort in designing and executing their next projects as well as save instructors time in class planning. This book will be an invaluable resource to students and researchers of SLA, applied linguistics, TESOL, and psychology.

This book responds to a growing body of work in sociolinguistics and applied linguistics that places an emphasis on situated descriptions of language education practices and illuminates how these descriptions are enmeshed with local, institutional and wider social forces. It engages with new ways of understanding language that expand its meaning by including other semiotic resources and meaning-making practices and bring to the fore its messiness and unpredictability. The chapters illustrate how a translingual and transcultural orientation to language and language pedagogy can provide a point of entry to reimagining what language education might look like under conditions of heightened linguistic and cultural diversity and increased linguistic and social inequalities. The book unites an international group of contributors, presenting state-of-the-art empirical studies drawing on a wide range of local contexts and spaces, from linguistically and culturally heterogeneous mainstream and HE classrooms to complementary (community) school and informal language learning contexts.

This book responds to a growing body of work in sociolinguistics and applied linguistics that places an emphasis on situated descriptions of language education practices and illuminates how these descriptions are enmeshed with local, institutional and wider social forces. It engages with new ways of understanding language that expand its meaning by including other semiotic resources and meaning-making practices and bring to the fore its messiness and unpredictability. The chapters illustrate how a translingual and transcultural orientation to language and language pedagogy can provide a point of entry to reimagining what language education might look like under conditions of heightened linguistic and cultural diversity and increased linguistic and social inequalities. The book unites an international group of contributors, presenting state-of-the-art empirical studies drawing on a wide range of local contexts and spaces, from linguistically and culturally heterogeneous mainstream and HE classrooms to complementary (community) school and informal language learning contexts.

This book explores specific issues related to academic writing provision in the post-communist countries in Eastern, Central and Southern Europe. Although they have different cultures and writing traditions, these countries share common features in what regards the development of higher education and research and encounter challenges different from Western European countries. Since academic writing as a discipline is relatively new in Eastern Europe, but currently plays an essential part in the development of higher education and the process of European integration, the volume aims to open discussion on academic writing in the region by addressing several issues such as the specific challenges in providing academic writing support at tertiary level in post-communist countries, the limitations and possibilities in implementing Western models of academic writing provision, or the complex interactions between writing in national languages and writing in a second language. Additionally, the book presents several recent initiatives and possible models for providing academic writing support in universities in the area. The important role of academic writing in English, a common feature in post-communist countries, is reflected in the sections which focus on writing in English as a foreign language, as well as on the impact of English upon national languages. The volume will be of interest to academic writing researchers and teachers and those involved in teaching academic writing at the tertiary level.

This edited volume provides innovative insights into how critical language pedagogy and taboo topics can inform and transform the teaching and learning of foreign languages. The book investigates the potential as well as the challenges involved in dealing with taboo topics in the foreign language classroom. These are traditionally often subsumed under the acronym PARSNIP (politics, alcohol, religion, narcotics, isms, and pork) to critically examine how challenging topics such as disability, racism, conspiracy theories and taboo language can be integrated into conceptual teaching frameworks and teaching practice. It draws on examples from literacy texts and pop culture such as young adult novels, music videos, or rap songs and investigates their potential for developing critical literacies. The book considers foreign language teaching outside of English teaching contexts and sets the groundwork for addressing the integration of taboo topics in foreign language education theory, research and practice. Filling an important gap in educational research, the book will be of great interest to researchers, academics and students of foreign language education, critical pedagogy and applied linguistics. It will also be useful reading for teacher trainers and educators of foreign language education.

This book is an exploration of the role of language at Warruwi Community, a remote Indigenous settlement in northern Australia. It explores how language use and people's ideas about language are embedded in contemporary Indigenous life there. Using an ethnographic approach, the book examines what language at Warruwi means in the context of the history of the community, ongoing social and political changes and the continuing importance of ancestral traditions. Children growing up at Warruwi still learn to speak many small Indigenous languages. This is remarkable not just in the Australian context, where many Indigenous languages are no longer spoken, but around the world as this kind of multilingualism in small languages persists only in a few remaining pockets. The way that people use many languages in their daily life at Warruwi reveals how high levels of linguistic diversity can be maintained in a small community. This detailed study of the creation of linguistic diversity is relevant to sociolinguistics, linguistic typology, historical linguistics and evolutionary linguistics. More generally, this book is for linguists, anthropologists and anyone with an interest in contemporary Australian Indigenous lives.

Selling point 1: relevant to scholars dealing with literary and linguistic traditions that face the problem of discerning borders within and between languages (e.g. Hindi and Urdu; Bahasa Malaysia and Bahasa Indonesia; Karelian and Finnish; Marathi and Konkani; Czech and Slovak; Norwegian, Danish, and Swedish; Ukrainian and Russian; Arabic dialects; Chinese dialects, etc.); also relevant to those studying the relationship between 'natural' and 'political' languages Selling point 2: relevant to those interested in a theoretical refinement of translation studies' key terminology (intralingual and interlingual translation) Selling point 3: relevant to those interested in literary multilingualism and its translation Selling point 4: relevant to the researchers in Slavic studies and to those interested in the linguistic and literary landscape of the Balkans and post-Yugoslav countries and Serbo-Croatian 'successor languages' (Serbian, Croatian, Bosnian, Montenegrin) Selling point 5: relevant to those interested in how a marginalised national literature circulates in translation in the Anglosphere; also relevant to those investigating post-partition circulation of literature in translation

Set against the increasing use of English-medium higher education across the world, this book brings together researchers and practitioners who, despite coming from very different geopolitical areas and pursuing distinct research objectives, coincide in their use of the ROAD-MAPPING conceptual framework. With the use of this framework and its six interrelated dimensions, the nine studies included in this volume explore key topics for English-Medium Education in Multilingual University Settings (EMEMUS) from diverse perspectives. These range from multi-sited, meta-level approaches critically analysing different countries and their realisations of EMEMUS to using ROAD-MAPPING as a methodological tool to analyse all its dimensions or place the lens on a particular aspect. By doing so, the contributions demonstrate the strength of the ROAD-MAPPING framework for investigating and understanding the complex nature of EMEMUS. The volume makes a valuable contribution to the development of EMEMUS research and is thus highly recommended for scholars, policymakers and students interested in one of the most fast-growing (and contested) research areas in applied linguistics today.

This book offers essential insights into the challenges and complexities surrounding the medium of instruction (MOI), its impact on all languages and stakeholders in multilingual contexts, educational processes, developments and outcomes. MOI has been a prominent topic in recent debates on the role of languages in education in multilingual contexts, partly because prioritizing one language over others as the medium of instruction has a profound impact on all languages and stakeholders in multilingual contexts. These include, to name but a few, (language) teachers, teacher educators, students, and policymakers, as well as industries and enterprises built around the needs and expectations of these stakeholders. This book presents high-quality empirical research on education in multilingual societies. It highlights research findings that, in addition to providing descriptions of language learning, development and use in language contact and multilingual contexts, will help shape future language education policy and practices in multilingual societies.