The book explores the nature of academic literacy in EMI; the ways in which EMI is implemented in different contexts; issues related to teaching and learning through the medium of English; teaching challenges and coping strategies used by EMI teachers; support for EMI through EAP; the professional development needs of EMI teachers; approaches to the evaluation of EMI programs.

This book explores both theoretical and practical issues of language use in a migration context, using a mixed-method approach. The unique interview data on which the analysis is based (and therefore the lens through which these issues are viewed) stem from the German urban immigrant community in Canada, but the results and findings have implications for situations of migration throughout this increasingly globalized world. Through this transcontinental perspective, this book makes a new contribution to the literature on both language and identity and language and globalization. Drawing on an interactional analysis, the focus in this book is on the relationship between interactional intricacies and larger questions in society addressing the ways in which migrants' moves between places affects the construction of their identities as well as sociolinguistic spaces at large. This includes the dynamic positioning of migrants, the use of multilingual tools as well as non-linguistic resources and the ways in which language attitudes may affect all of these.

The Spanish Language in the United States addresses the rootedness of Spanish in the United States, its racialization, and Spanish speakers' resistance against racialization. This novel approach challenges the "foreigner" status of Spanish and shows that racialization victims do not take their oppression meekly. It traces the rootedness of Spanish since the 1500s, when the Spanish empire began the settlement of the new land, till today, when 39 million U.S. Latinos speak Spanish at home. Authors show how whites categorize Spanish speaking in ways that denigrate the non-standard language habits of Spanish speakers-including in schools-highlighting ways of overcoming racism.

The Spanish Language in the United States addresses the rootedness of Spanish in the United States, its racialization, and Spanish speakers' resistance against racialization. This novel approach challenges the "foreigner" status of Spanish and shows that racialization victims do not take their oppression meekly. It traces the rootedness of Spanish since the 1500s, when the Spanish empire began the settlement of the new land, till today, when 39 million U.S. Latinos speak Spanish at home. Authors show how whites categorize Spanish speaking in ways that denigrate the non-standard language habits of Spanish speakers-including in schools-highlighting ways of overcoming racism.

Framed by the theoretical work of Gloria Anzaldua, this volume focuses on the cultural and linguistic practices of Mexican-origin youth at the U.S. border to explore how young people engage in acts of "bridging" to develop rich, transnational identities. Using a wealth of empirical data gathered through interviews and observations, and featuring perspectives from multinational and transnational authors, this text highlights how youth resist racialized and raciolinguistic oppression in both formal and informal contexts by purposefully engaging with their heritage culture and language. In doing so, they defy deficit narratives and negotiate identities in the "in-between." As a whole, the volume engages issues of identity, language, and education, and offers a uniquely asset-based perspective on the complexities of transnational youth identity, demonstrating its value in educational and academic spaces in particular. This text will benefit researchers, academics, and educators with an interest in the sociology of education, multicultural education, and youth culture more broadly. Those interested in language and identity studies, as well as adolescence, schooling, and bilingualism, will also benefit from this volume.

* Offers a detailed analysis of global dimensions and trends in international student mobility and recruitment, focusing on what non-Anglophone countries are doing to attract international students. * It examines current data on international student flows, recruitment policies and instruments, obstacles and opportunities for recruitment, and the role of different stakeholders * Highly relevant given the changing global landscape, as a result of geopolitical developments and tensions, increased competition for global talent, health and sustainability concerns.

* Offers a detailed analysis of global dimensions and trends in international student mobility and recruitment, focusing on what non-Anglophone countries are doing to attract international students. * It examines current data on international student flows, recruitment policies and instruments, obstacles and opportunities for recruitment, and the role of different stakeholders * Highly relevant given the changing global landscape, as a result of geopolitical developments and tensions, increased competition for global talent, health and sustainability concerns.

Bilingualism and Bilingual Education: Conceptos Fundamentales explores relevant concepts of bilingualism for pre-service Spanish/English bilingual teachers in the United States. This volume is reader friendly while presenting complex theoretical content. It is the first of its kind to seamlessly switch between English and Spanish languages for academic purposes. This book fills a gap in the academic literature related to translanguaging as a modern and global phenomenon. The authors invite bilingual educators to develop translingual classrooms with bilingual students in which academic English and Spanish are intentionally mixed. Volume contributors center their discussions on theory, practice, and action as they reflect on their own bilingual journeys. Features such as glossary terms, discussion questions, and intentional reflection on each author's bilingual journey make it innovative and a must read in all bilingual teacher preparation programs in the nation.

Vestiges of monolingual bias are present in the portrayal of study abroad as an idealized monolingual immersion experience and the steps many programs take to encourage or enforce target language monolingualism. In reality, study abroad is often inherently multilingual. This book addresses the need for a recognition of the multilingual realities of study abroad across a variety of traditional and non-traditional national contexts and target languages. The chapters examine multilingual socialization and translanguaging with peers, local hosts and instructors; how the target language is necessarily entwined in global, local and historical contexts; and how students negotiate the use of local and global varieties of English. Together the chapters present a powerful argument for scholars and study abroad practitioners to consider and critically incorporate multilingual realities into their research and planning.

This volume explores the instructional use of creative writing in secondary and post-secondary contexts to enhance students' language proficiency and expression in English as a second or foreign language (ESL/EFL). Offering a diverse range of perspectives from scholars and practitioners involved in English language teaching (ELT) globally, International Perspectives on Creative Writing in Second Language Education tackles foundational questions around why fiction and creative writing have been traditionally omitted from ESL and EFL curricula. By drawing on empirical research and first-hand experience, contributors showcase a range of creative genres including autobiography, scriptwriting, poetry, and e-Portfolios, and provide new insight into the benefits of second language creative writing for learners' language proficiency, emotional expression, and identity development. The volume makes a unique contribution to the field of second language writing by highlighting the breadth of second language users throughout the world, and foregrounding links between identity, learning, and ESL/EFL writing. This insightful volume will be of particular interest to postgraduate students, researchers, and academics in the fields of ESL/EFL learning, composition studies, and second language acquisition (SLA). Those with a focus on the use of creative writing in classrooms more broadly, will also find the book of interest.

How are languages represented in the human brain? Ideas from neuroscience have increasingly been applied to the study of language, exploring the neural processes involved in acquisition, maintenance and loss of language and languages, and the interaction between languages in bi- and multilingual speakers. With a sharp focus on multilingualism, this culmination of cutting-edge research sheds light on this challenging question. Using data from a variety of experiments, this is the first book length study to offer a new neuroscientific model for analysing multilingualism. Alongside a comprehensive analysis of the theoretical and experimental contributions to the field, it presents new data and analysis obtained from a multilingualism fMRI study. It also includes a unique longitudinal study of second and third language acquisition combined with extensive empirically valid language proficiency data of the subjects. A must-read for researchers and advanced students interested in neurolinguistics, second language acquisition, and bi- and multilingualism.

This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.

This book critically reflects on the challenges faced by refugee aspirant professionals in securing employment and the ways in which professional intercultural competence development and attendant language learning practices can help facilitate the professional (re)integration in these communities. The volume draws on data from a large-scale research project that saw refugee aspirant professionals, researchers, and volunteer language teachers working together to develop and operationalise key intercultural skills needed for professional employment in the UK, the Netherlands, and Austria, ultimately culminating in a toolkit of free online resources co-designed to meet the needs of communities and facilitate the development of these practices across Europe. Detailed analyses of the data drawn from the project allow for critical reflections on co-production in intercultural spaces and researchers' positionality, power relations, and ethical choices in multilingual contexts. Taken together, the book offers both theoretical and practical considerations for application beyond the European context toward better facilitating the professional (re)integration of migrant communities on a more global scale. The book will be of particular interest to students and researchers in intercultural communication, refugee studies, and language education.

Over the past decade, the focus of inquiry into the psychology of SLA has shifted from the analysis of various characteristics within individuals towards a greater consideration of individuals' dynamic interactions with diverse contexts. This revisit of the bestselling The Psychology of the Language Learner reflects on these developments by challenging some of the assumptions upon which the original text was based, maintaining the familiar structure of the original, while situating the discussion within a very different theoretical framework. Written in a lively, accessible style, the book considers how the field has evolved and maintains a keen eye on the future, suggesting exciting new directions for the psychology of SLA. The Psychology of the Language Learner Revisited will appeal to students and researchers in a wide range of disciplines, including applied linguistics, second language acquisition, modern languages, and psychology.

Technology- mediated language learning has matured over the past few decades, with various tools and contexts now widely used in language education for all ages and levels. Many of today's language learners have experienced technology as an ever- present feature both within and beyond the classroom, highlighting how the role of technology has expanded into many daily activities, and underscoring how research in Second Language Acquisition (SLA) can inform and support the use of established and emerging technologies. The role of technology in language learning has continued to grow, with the recent COVID- 19 global pandemic further demonstrating the potential contributions of technology for supporting and facilitating second language development. Answering this increasing interest, this Handbook provides students, teachers, and scholars with a comprehensive collection of chapters on foundational topics and key issues related to technology, SLA, and where relevant, pedagogical applications. Chapter 25 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com

The recent decision to end the Deferred Action for Childhood Arrivals (DACA) has had a major impact on many who have been geographically uprooted to places they have never lived or known. Established in 2012, DACA allows eligible immigrant youth (Dreamers) to apply for protection for deportation and work permits in two-year increments. On September 5, 2017 the Trump administration announced that it would tersely end the program. While several organizations have taken charge by advocating and representing Dreamers, there are still many students in school districts who have not been represented or advocated for because of their limited language skills. On January 22, 2019, the U.S. Supreme Court declined, for now, to take up the Trump administration's request to review the lawsuit challenging the administration's decision to end Deferred Action for Childhood Arrivals. These students, although here legally, have not been able to been able to attain these skills simply because our schools do not have the adequate resources and personnel to attend to them (Cherng et al., 2017). This book exposes the experiences of 15 Educational Leadership candidates focused on improving their bilingual/ multilingual school communities via conceptual ideas and policies learned as students and synthesizing these ideas into practice as future administrators. As such, the chapters presented in this project will be focused on the development of innovative methods to meet the needs of these communities. Guided by social justice leadership, this project exposes the empirical practices of these teacher leaders in their respective New York City communities. Immigration can be an on-going challenge for educational leaders, counselors, school personnel, community members, and those who are engaged in meeting the needs of this population. Teachers and leaders in new immigrant destinations - places that are seeing rapidly increasing numbers of immigrants - often find themselves dealing with a host of unexpected issues: immigrant students' unique socio-emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more (Tamer, 2014). Still, there is a high need of research providing leadership guidance addressing immigration policies and resources inside and outside schools.

This book adopts an integrated approach to the study of contact literature through collaboration between theories of World Englishes and translation studies. The author proposes an interactive framework that integrates linguistic and cultural perspectives, through the analysis of selected Anglo-Arab and Arab-American contact literary texts: Samia Serageldine's The Cairo House (2000), Leila Ahmed's A Border Passage (1999), Leila Aboulela's The Translator (1999), Ahdaf Soueif's The Map of Love (2000), and Abdelkebir Khatibi's Love in Two Languages (1990). The author then discusses the pedagogical implications of bilingual creativity via a language in literature approach. This book will be of interest to students and scholars of translation studies, literature and cultural studies.

The authors in this volume study various facets of the long-term coexistence of French and English with native languages in Cameroon. This coexistence has many linguistic, educational and political implications. The data analyzed in the papers are collected through various methods and from various sources: questionnaires, interviews, participant observation, online sources, social media, written documents, recorded speeches and informal conversations, etc. Les auteurs de ce volume etudient sur plusieurs facettes la coexistence de longue date entre le francais, l'anglais et les langues maternelles au Cameroun. Cette cohabitation offre beaucoup d'implications linguistiques, educatives et politiques. Les donnees analysees par les differents contributeurs ont ete collectees au moyen de methodes et sources diverses : questionnaires, interviews, observations participantes, sources internet, reseaux sociaux, documents ecrits, discours enregistres et conversations informelles, etc.

Cases of language loss and recovery bring up an intriguing paradox. If two languages are stored in the brain, how can it be that a person can lose one of them, but not the other, and then gain one back without relearning it? The traditional models of how a language is represented in the brain suggest that languages can become inaccessible, even though they are not entirely lost. As the author demonstrates through fascinating cases, stress--whether due to foreign language immersion, sleep deprivation, or brain damage--can lead to the apparent loss of one language, but not the other. Arturo Hernandez presents the results of 25 years of research into the factors that might help us to understand how two (or more) languages are stored in one brain. It is clear that the brain is not egalitarian--some languages are privileged and others are not, but why?
Hernandez will extend recent work that has begun to take a biological or natural systems approach. He proposes that, in bilinguals, two languages live inside a brain almost like two species live in an ecosystem. For the most part they peacefully co-exist and often share resources. But they also compete for resources, particularly when under stress. Although there are still many questions to answer and many puzzles to solve, Hernandez argues that the nonlinear dynamical models, which have been used to uncover the underlying mechanisms seen in natural systems and more recently in language and cognition, can be used to shed considerable light on the neural bases of bilingualism.

* Presents a wide range of pedagogies and strategies that center students' linguistic repertoires as strengths * Contributions from top scholars including Shawna Shapiro, Bee Chamcharatsri, Christina Ortmeier-Hooper, Todd Ruecker and more * Offers an asset-based orientation for teaching writing in a way that supports students' individual identities and diverse linguistic backgrounds

* Presents a wide range of pedagogies and strategies that center students' linguistic repertoires as strengths * Contributions from top scholars including Shawna Shapiro, Bee Chamcharatsri, Christina Ortmeier-Hooper, Todd Ruecker and more * Offers an asset-based orientation for teaching writing in a way that supports students' individual identities and diverse linguistic backgrounds

Multilingual China explores the dynamics of multilingualism in one of the most multilingual countries in the world. This edited collection comprises frontline empirical research into a range of important issues that arise from the presence of 55 official ethnic minority groups, plus China's search to modernize and strengthen the nation's place in the world order. Topics focus on the dynamics of national, ethnic minority and foreign languages in use, policy making and education, inside China and beyond. Micro-studies of language contact and variation are included, as are chapters dealing with multilingual media and linguistic landscapes. The book highlights tensions such as threats to the sustainability of weak languages and dialects, the role and status of foreign languages (especially English) and how Chinese can be presented as a viable regional or international language. Multilingual China will appeal to academics and researchers working in multilingualism and multilingual education, as well as sinologists keen to examine the interplay of languages in this complex multilingual context.

empowers readers to compile and analyze EAP-relevant corpora to support their practice; draws on open-access resources, allowing readers in all contexts to engage in corpus analyses; examines how corpus studies have advanced the description of spoken, written and computer-mediated academic discourses; contains numerous reflective and hands-on tasks.

This unique state-of-the-art volume offers a comprehensive, systematic discussion of second language (L2) writing and L2 learning. Led by experts Rosa Manchon and Charlene Polio, top international scholars synthesize and contextualize the salient theoretical approaches, methodological issues, empirical findings, and emerging themes in the connection between L2 writing and L2 learning, and set the future research agenda to move the field forward. This will be an indispensable resource for scholars and students of second language acquisition (SLA), applied linguistics, education, and composition studies.

* 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