This highly original book brings compelling narratives of migration and social diversity vividly to life. At once a play script and an outcome of ethnographic research, it is a rich resource for the interpretation and representation of life in the multilingual city. The book takes an inside view of a hidden space in the city: an advice and advocacy service in a Chinese community centre. Here, advisors translate and translanguage, making sense of the bureaucratic world for clients who need help to access rights and resources related to housing, employment, education, welfare benefits, insurance, taxation, health and much more.

South African universities face major challenges in meeting the needs of their students in the area of academic language and literacy. The dominant medium of instruction in the universities is English and, to a much lesser extent, Afrikaans, but only a minority of the national population are native speakers of these languages. Nine other languages can be media of instruction in schools, which makes the transition to tertiary education difficult enough in itself for students from these schools. The focus of this book is on procedures for assessing the academic language and literacy levels and needs of students, not in order to exclude students from higher education but rather to identify those who would benefit from further development of their ability in order to undertake their degree studies successfully. The volume also aims to bring the innovative solutions designed by South African educators to a wider international audience.

Understanding and Improving how K-12 Multilinguals are Taught: Supporting Multilinguals details instructional strategies that can be used to better assess multilingual learners which are more improved than the existing evaluations. The author argues that assessments for multilingual learners need to be improved due to inequities within the public-school systems, and that assessments for students in K12 schools are not equitable. The author also discusses strategies for welcoming and supporting multilingual learners in the classroom. The instructional strategies outlined for K12 educators includes offering students multiple test-taking options, ensuring that assessments are translated into students' respective languages, and allowing multilingual learners to take assessments in groups or pairs. These improvement strategies have been developed by using feedback from dual-language teachers in the K12 public school system. The assessment issues that will be addressed include inequity within assessments administered to multilingual learners, the way assessments are structured and developed at the district and school level, the consideration of the immigrant experience as these assessments are being developed, the roles of school boards in considering immigrant experiences while creating these assessments, the role of the teachers of multilingual learners, assessment strategies to support multilingual learners, and strategies that are effective in creating inclusive classrooms for native and multilingual English speakers.

This collection critically reflects on the state-of-the-art research on Korean-as-a-heritage-language (KHL) teaching and learning, centering KHL as an object of empirical inquiry by offering multiple perspectives on its practices and directions for further research. The volume expands prevailing notions of transnationalism and translanguaging by providing insights into the ways contemporary Korean immigrant and transnational families and individuals maintain their heritage language to participate in literary practices across borders. Experts from across the globe explore heritage language and literacy practices in Korean immigrant communities in varied geographic and educational contexts. In showcasing a myriad of perspectives across KHL research, the collection addresses such key questions as how heritage language learners' literacy practices impact their identities, how their families support KHL development at home, and what challenges and opportunities stakeholders need to consider in KHL education and in turn, heritage language education, more broadly. This book will be of interest to families, teachers, scholars, and language program administrators in Korean language education, heritage language education, applied linguistics, and bilingual education.

The book sets a new critical sociolinguistic agenda for the field of CLIL. It originally discusses the forces and practices of CLIL implementation in various contexts of Asia, Australia, Europe and Latin America. It makes visible issues, processes and actors regularly overlooked in CLIL scholarship, exploring inequities in policy and implementation. It illuminates the impact of CLIL in contemporary multilingual 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

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 book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence. While increasingly popular, the DLBE model is a framework that comes with unique hurdles and challenges. Applying a pioneering critical consciousness approach, the volume provides readers with narratives, awareness, and tools to support culturally and linguistically diverse students and their families. Organized around four major areas-policy, leadership, family and community engagement, teaching and teacher learning-the volume's case studies bring together stories from policymakers, educational leaders, family and community members, and teachers. The case studies spotlight examples in which power imbalances have been identified and shifted through critically conscious actions and offer insight into how to ensure all DLBE programs are nurturing, empowering, multilingual environments for all students, particularly racialized, immigrant, and transnational students. Accessible and varied, the case studies address important topics such as anti-Black racism, digital access, disability, school-district relations, working with undocumented families, and more. Each chapter includes a case narrative, teaching notes, discussion questions, and/or teaching activities to support stakeholders who wish to develop and enact equity in their DLBE policies, classrooms, and professional development. A key resource for supporting student needs and transformative inquiry in the classroom, this book is ideal for graduate students, professors, leaders, educators, and other stakeholders in bilingual education and language education.

This book features case studies that address dual language bilingual education (DLBE) programs, which offer content instruction in two languages to help youth develop fluent bilingualism/biliteracy, high academic achievement, and sociocultural competence. While increasingly popular, the DLBE model is a framework that comes with unique hurdles and challenges. Applying a pioneering critical consciousness approach, the volume provides readers with narratives, awareness, and tools to support culturally and linguistically diverse students and their families. Organized around four major areas-policy, leadership, family and community engagement, teaching and teacher learning-the volume's case studies bring together stories from policymakers, educational leaders, family and community members, and teachers. The case studies spotlight examples in which power imbalances have been identified and shifted through critically conscious actions and offer insight into how to ensure all DLBE programs are nurturing, empowering, multilingual environments for all students, particularly racialized, immigrant, and transnational students. Accessible and varied, the case studies address important topics such as anti-Black racism, digital access, disability, school-district relations, working with undocumented families, and more. Each chapter includes a case narrative, teaching notes, discussion questions, and/or teaching activities to support stakeholders who wish to develop and enact equity in their DLBE policies, classrooms, and professional development. A key resource for supporting student needs and transformative inquiry in the classroom, this book is ideal for graduate students, professors, leaders, educators, and other stakeholders in bilingual education and language education.

* Second edition is expanded from K-5 to K-8 grade range * Second edition features new student writing examples, more grade-level teaching recommendations, sample units at the end of each chapter, and more mentor text recommendations * Updated throughout with current research and literature on SFL and writing instruction * More attention to new genres and modes of writing, including literature responses, autobiography and memoir, and historical accounts

This book features not only the latest trends but also academic and industry practitioner stakeholders' perspectives on language and functional role issues facing the rapidly developing corporate communication (CC) profession in the Greater China region. The book also explores the implications for Western societies that cross-culturally engage with Chinese partners in CC practices. The book's chapters are oriented on five main themes, namely: Development of the CC Profession, Bilingual Practices in Corporate Communication, Corporate Social Responsibility, Employee Communications, and Media Discourse & Persuasive Communication. The first two cluster themes feature a review of the PR/CC profession's evolutionary path to its current status as a more distinct and diversified CC profession emphasizing the role of language and particularly the bilingualism phenomenon, whereas the other cluster themes, which adopt the perspectives of academics and those of CC practitioners, span from cross-cultural, profession-wide and bilingual communication issues to applications of heuristic knowledge within industry-specific workplace contexts.

This book showcases current research on language in new media, the performing arts and music in Africa, emphasising the role that youth play in language change and development. The authors demonstrate how the efforts of young people to throw off old colonial languages and create new local ones has become a site of language creativity. Analysing the language of 'new media', including social media, print media and new media technologies, and of creative arts such as performance poetry, hip-hop and rap, they use empirical research from such diverse countries as Cameroon, Nigeria, Kenya, the Ivory Coast and South Africa. This original edited collection will appeal to students and scholars of African sociolinguistics, particularly in the light of the rapidly changing globalized context in which we live.

* Features/Benefits o Provides a hands-on methodological guide and overview for understanding the data/results of longitudinal research in SLA/applied linguistics and for conducting one's own such studies, illustrating these methods with exemplary studies of language learning outcomes over a long term. o Original reportings of unique large-scale research studies offer the best one-stop shop for reading and understanding current quantitative longitudinal studies in language learning. o Appendices with data and pedagogical features make it useful for course use by instructors and students. * Demand/Audience o Meets the need for methodological clarity in collecting, managing/organizing, and analyzing quantitative longitudinal data on language learning by offering students and researchers of applied linguistics, testing, and education a practical guide to conducting this research along with unique exemplar studies. * Competition o The only book to focus on quantitative longitudinal data analysis specifically for an SLA/applied linguistics readership. One older book focuses on qualitative and other methods with a narrower focus, and no other book comes very close to doing what this book does.

This edited volume showcases state-of-the-art research in technological applications in second language writing. It examines multimodal composing, digital feedback, data-driven learning, machine translation, and technological applications in writing pedagogy. Technology in Second Language Writing reflects the rapidly changing field of technology in second language learning and highlights technological advances across different areas relevant to L2 writing. Composed of empirical studies, reviews, and descriptive essays, this book covers a variety of topics across the areas of composing, pedagogy, and writing research. It includes discussion of computer-mediated communication, language learners' perceptions about using technology in their writing, the use of social media in writing, corpus learning, translation software, and the use of electronic feedback in language classrooms. Offering a multifaceted approach to technology in a wide variety of second language writing contexts, this cutting-edge book serves as essential reading for scholars and postgraduate students in the field of language teaching, applied linguistics, and TESOL.

Since the 1980s, bilingualism has become one of the main themes of sociolinguistics - but there are as yet few large-scale treatments of the subject specific to the ancient world. This book is the first work to deal systematically with bilingualism during a period of antiquity (the Roman period, down to about the fourth century AD) in the light of sociolinguistic discussions of bilingual issues. The general theme of the work is the nature of the contact between Latin and numerous other languages spoken in the Roman world. Among the many issues discussed three are prominent: code-switching (the practice of switching between two languages in the course of a single utterance) and its motivation, language contact as a cause of change in one or both of the languages in contact, and the part played by language choice and language switching in the establishment of personal and group identities.

Hatoss explores multilingualism in diverse suburbs of Sydney through the oral and written narratives of student ethnographers. Her research is based on visual ethnography, interviews with local residents, and classroom discussions of the fieldwork. The findings of this book contribute to the scholarship of sociolinguistics of globalisation and seek to enhance our understanding of the complex interrelationship between the linguistic landscape and its participants: how language choices are negotiated, how identity and ideologies shape interactions in everyday contexts of the urban landscape. The narrative approach provides a multi-layered analysis to better understand the micro and macro connections shaping everyday interactions, conviviality, and social relations. Hatoss offers methodological and pedagogical insights into the development of global citizenship and intercultural competence through the experiential learning provided by the linguistic landscape project. This volume is a useful source for researchers working in diverse fields of multilingualism, diaspora studies, narratives, and digital ethnographies in sociolinguistics. It offers methodological insights into the study of urban multilingualism and pedagogical insights into using linguistic landscapes for developing intercultural competence.

In this book, authors Murphy and O'Neill propose a new way forward, moving away from high-stakes, test-based writing assessment and the curriculum it generates and toward an approach to assessment that centers on student learning and success. Reviewing the landscape of writing assessment and existing research-based theories on writing, the authors demonstrate how a test-based approach to accountability and current practices have undermined effective teaching and learning of writing. This book bridges the gap between real-world writing that takes place in schools, college, and careers and the writing that students are asked to do in standardized writing assessments to offer a new ecological approach to writing assessment. Murphy and O'Neill's new way forward turns accountability inside out to help teachers understand the role of formative assessments and assessment as inquiry. It also brings the outside in, by bridging the gap between authentic writing and writing assessment. Through these two strands, readers learn how assessment systems can be restructured to become better aligned with contemporary understandings of writing and with best practices in teaching. With examples of assessments from elementary school through college, chapters include guidance on designing assessments to address multiple kinds of writing, integrate reading with writing, and incorporate digital technology and multimodality. Emphasizing the central role that teachers play in systemic reform, the authors offer sample assessments developed with intensive teacher involvement that support learning and provide information for the evaluation of programs and schools. This book is an essential resource for graduate students, instructors, scholars and policymakers in writing assessment, composition, and English education.

An introduction to the rapidly growing category of New Adult (NA) literature, this text provides a roadmap to understanding and introducing NA books to young people in high school, college, libraries, and other settings. As a window into the experiences and unique challenges that young and new adults encounter, New Adult literature intersects with but is distinct from Young Adult literature. This rich resource provides a framework, methods, and plentiful reading recommendations by genre, theme, and discipline on New Adult literature. Starting with a definition of New Adult literature, Kane demonstrates how the inclusion of NA literature helps support and encourage a love of reading. Chapters address important topics that are relevant to young people, including post-high school life, early careers, relationships, activism, and social change. Each chapter features text sets, instructional strategies, writing prompts, and activities to invite and encourage young people to be reflective and engaged in responding to thought-provoking texts. A welcome text for professors of literacy and literature instruction, first-year college instructors, researchers, librarians, and educators, this book provides new ways to assist students as they embark upon the next stage of their lives and is essential reading for courses on teaching literature.

This innovative collection offers a pan-Southern rejoinder to hegemonies of Northern sociolinguistics. It showcases voices from the Global South that substitute alternative and complementary narrations of the link between language and society for canonical renditions of the field. Drawing on Southern epistemologies, the volume critically explores the entangled histories of racial colonialism, capitalism, and patriarchy in perpetuating prejudice in and around language as a means of encouraging the conceptualization of alternative epistemological futures for sociolinguistics. The book features work by both established and emerging scholars, and is organized around four parts: The politics of the constitution of language, and its metalanguage, in the Global South; Who gets published in sociolinguistics? Language in the Global South and the social inscription of difference; and Learning and the quotidian experience of language in the Global South. This book will be of interest to scholars in sociolinguistics, applied linguistics, critical race and ethnic studies, and philosophy of knowledge.

An introduction to the rapidly growing category of New Adult (NA) literature, this text provides a roadmap to understanding and introducing NA books to young people in high school, college, libraries, and other settings. As a window into the experiences and unique challenges that young and new adults encounter, New Adult literature intersects with but is distinct from Young Adult literature. This rich resource provides a framework, methods, and plentiful reading recommendations by genre, theme, and discipline on New Adult literature. Starting with a definition of New Adult literature, Kane demonstrates how the inclusion of NA literature helps support and encourage a love of reading. Chapters address important topics that are relevant to young people, including post-high school life, early careers, relationships, activism, and social change. Each chapter features text sets, instructional strategies, writing prompts, and activities to invite and encourage young people to be reflective and engaged in responding to thought-provoking texts. A welcome text for professors of literacy and literature instruction, first-year college instructors, researchers, librarians, and educators, this book provides new ways to assist students as they embark upon the next stage of their lives and is essential reading for courses on teaching literature.

In this book, authors Murphy and O'Neill propose a new way forward, moving away from high-stakes, test-based writing assessment and the curriculum it generates and toward an approach to assessment that centers on student learning and success. Reviewing the landscape of writing assessment and existing research-based theories on writing, the authors demonstrate how a test-based approach to accountability and current practices have undermined effective teaching and learning of writing. This book bridges the gap between real-world writing that takes place in schools, college, and careers and the writing that students are asked to do in standardized writing assessments to offer a new ecological approach to writing assessment. Murphy and O'Neill's new way forward turns accountability inside out to help teachers understand the role of formative assessments and assessment as inquiry. It also brings the outside in, by bridging the gap between authentic writing and writing assessment. Through these two strands, readers learn how assessment systems can be restructured to become better aligned with contemporary understandings of writing and with best practices in teaching. With examples of assessments from elementary school through college, chapters include guidance on designing assessments to address multiple kinds of writing, integrate reading with writing, and incorporate digital technology and multimodality. Emphasizing the central role that teachers play in systemic reform, the authors offer sample assessments developed with intensive teacher involvement that support learning and provide information for the evaluation of programs and schools. This book is an essential resource for graduate students, instructors, scholars and policymakers in writing assessment, composition, and English education.

This book equips pre-service teachers, research postgraduate students, teacher educators, and language specialists with specific knowledge and skills about the principles, research, and applications of digital portfolios within the EFL writing contexts. While most digital portfolio scholarship focuses on higher education, this book targets primary-level and secondary-level school audiences, namely pre-service teachers, teacher educators, and Ministry of Education staff members with a focus on EFL writing. The rationale behind this design is that the published literature on digital portfolios tends to be generic and one-size-fits-all; there has been scant published scholarship about the development of digital portfolio literacy among teachers and pupils, which could enable them to upgrade the teaching and learning of writing in a larger EFL environment. This volume fills this gap by illustrating the why, what, and how aspects of digital portfolios in ten reader-friendly chapters. Guiding educators to enrich their pedagogical repertoire via the portfolio approach, this book emphasises a healthy balance between principles, research, and practice. It is an easy-to-follow guide to setting up digital portfolio systems and coaching pupils to improve writing, ensuring the dissemination of digital portfolios with high fidelity.

This book posits a universal syntactic constraint (FPC) for code switching, using as its basis a study of different types of code-switching between French, Moroccan Arabic and Standard Arabic in a language contact situation. After presenting the theoretical background and linguistic context under study, the author closely examines examples of syntactic constraints in the language of functional bilinguals switching between French and forms of Arabic, proposing that this hypothesis can also be applied in other comparable language contact and translanguaging contexts worldwide. This book will be of interest to students and scholars of French, Arabic, theoretical linguistics, syntax and bilingualism.

* Features/Benefits o The first book to comprehensively and systematically review corpus analytic research methods to understand/examine second language acquisition (L2 use, processing, development, and pedagogy). o Discusses recent empirical studies that employ these techniques to apply corpus linguistic methods across diverse areas of SLA and theoretical orientations, and highlights the contributions that corpus methods have made to the studies' results. o Discusses how new and emerging corpus linguistic methods can be fruitfully used in future SLA research. * Demand/Audience o The field of Second Language Acquisition has had a marked increase in studies on and interest in corpus- and usage-based approaches. This book serves that audience in both courses and personal research use with a comprehensive, up-to-date, how-to volume on corpus-based research methodology. o A unique resource for students and researchers of SLA and applied linguistics, corpus linguistics, second language pedagogy, bi- and multilingualism, and language teaching. * Competition o No real competition. Extant books in this area fail to cover corpus linguistics methods for SLA comprehensively as this book does; they either report findings from a specific research study or focus on a single theoretical perspective/particular area of SLA. o Many of the books in this area are edited volumes, which lack the unified authoritative voice of a single author that this book will have.

Focusing on the concept of secondary education, and discussing global assessment with over 50 participating countries/economies Examining several contextual factors from perspectives of different disciplines Using authoritative data from PISA by OECD to conduct multinational analysis Applying machine learning including SVM, SVM-RFE and other algorithms in a mass global educational database Providing insights into education effects of PISA and comparisons between the OECD countries