This edited volume explores the multifaceted nature of teacher emotions, presenting current research from different approaches and perspectives, focused towards the second language classroom. Twenty three chapters by well-known scholars from the applied linguistics, TESOL and educational psychology fields provide the reader with a holistic picture of teacher emotions, making this collection a significant contribution to the field of second language teaching. Given the emotional nature of teaching, the book explores a number of key issues or dimensions of L2 teachers' emotions that were until now rarely considered. The contributions present the views of a select group of applied linguistic researchers and L2 teacher educators from around the world. This international perspective makes the book essential reading for both L2 teachers and teacher educators.

The title seeks to show how people are embedded culturally, socially and linguistically in a certain peripheral geographical location, yet are also able to roam widely in their use and takeup of a variety of linguistic and cultural resources. Drawing on data examples obtained from ethnographic fieldwork trips in Mongolia, a country located geographically, politically and economically on the Asian periphery, this book presents an example of how peripheral contexts should be seen as crucial sites for understanding the current sociolinguistics of globalization. Dovchin brings together several themes of wide contemporary interest, including sociolinguistic diversity in the context of popular culture and media in a globalized world (with a particular focus on popular music), and transnational flows of linguistic and cultural resources, to argue that the role of English and other languages in the local language practices of young musicians in Mongolia should be understood as "linguascapes." This notion of linguascapes adds new levels of analysis to common approaches to sociolinguistics of globalization, offering researchers new complex perspectives of linguistic diversity in the increasingly globalized world.

This book provides innovative research on the meaning and dynamics of multilingualism in the specific contexts of "micro-territories". Through the case studies of 10 micro-territories, the book offers a sociolinguistic analysis of two main types of smallness: islands such as Malta, Grenada, Sardinia, the Balearic islands and Taiwan, on the one hand, and small landlocked territories or countries such as Andorra, Aosta, Aran and Luxembourg, as well as the fragmented territory of Catalan-speaking Aragon, on the other hand. Taking into account the notion of micro-territory as a variable, language policies, language use and practices are analysed so as to offer new insights into the way multilingualism is conditioned by demographic and geographical factors. The book contains 5 chapters written in French, 5 in English, and an introduction in French.

This book is about Positioning Theory (Davies & Harre, 1990) and its potential applications in bilingual and multilingual contexts involving teachers, learners, speakers, and users of a second/foreign or additional language. By using Positioning Theory as a theoretical lens and analytical approach, the author illustrates how various social and poststructural concepts in applied linguistics and language teacher education, including identity, agency, language socialization, classroom participation, and intercultural communication, can be investigated and better understood. The book adds a new perspective to the growing body of multidisciplinary literature in the areas of L2 teacher education and classroom learning, and includes step-by-step guidelines for positioning analysis, insights and implications for classroom practice, as well as suggested directions for future research. It will be of particular interest to language teachers and teacher educators, as well as students and scholars of applied linguistics more broadly.

This innovative collection brings together contributions from established and emerging scholars highlighting the "appliability" of Systemic Functional Linguistics and the ways in which theoretical and analytical conclusions drawn from its applications can inform and advance the study of language. The book discusses SFL's theoretical foundations and development in recent years to demonstrate its evolution into a more effective analytical tool. Building on this theoretical framework, the volume showcases the theory's applications in case studies exploring four sub-disciplines of language study: multilingual studies; translation studies; language learning and language teaching; and genre analysis. This all-inclusive volume demonstrates both Systemic Functional Linguistics' efficacy as a means of theoretical analysis, but also its value as a unique approach to the study of language and meaning, making this an indispensable resource for researchers and scholars in applied linguistics, discourse analysis, genre studies, translation studies, and multilingualism.

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 is an accessible introduction to linguistics specifically tailored for teachers of second language/bilingual education. It guides teachers stepwise through the components of language, focusing on the areas of linguistics that are most pertinent for teaching. Throughout the book there are opportunities to analyze linguistic data and discuss language-related issues in various educational and social contexts. Readers will be able to identify patterns in actual language use to inform their teaching and help learners advance to the next level. A highly readable account of how language works, this book is an ideal text for teacher education courses.

Emmaus movement transnational movement ideas in different socio-political, economic, historical and linguistic contexts. sociolinguistics, linguistic anthropology, discourse studies, cultural studies, and sociology.

Advertising and Multilingual Repertoires explores advertising from the perspective of multilingual audiences. Santello introduces the key linguistic processes involved in advertising discourse, and analyses the relationship between the linguistic repertoires of audiences and language use in advertising. This book: Showcases the most recent advancements in linguistic research as applied to the study of advertising and multilingualism, adopting an approach that focuses on linguistic resources; Examines how advertisements make use of language(s), including Italian and the use of English as a foreign language, in order to attract attention and persuade their audience; Familiarises readers with response mechanisms that bilinguals and multilinguals experience when exposed to advertising in different languages; Demonstrates both qualitative and quantitative approaches to researching the intersections between language and marketing. Advertising and Multilingual Repertoires is key reading for postgraduate students and researchers in the field of language and advertising.

The impact of globalisation is increasingly evident through both mass migration and the social, political, and economic changes that have produced new and growing social divides. The increased mobility and the opening of national borders that have arisen as part of these changes has also meant a rise in the diversification of migration (superdiversity) in all its forms. The multi-sited flows of people have also led to the flow of knowledge, culture, and languages. English - as a global language - has taken on a prominent role in the neoliberal discourses of commodification, value and distinction, and the role of language in the reproduction of social inequalities. This edited volume explores a range of issues related to the role of language. In particular, it addresses competency in English and multilingualism, both of which facilitate success for skilled migrants in the workplace and enable them to contribute to development efforts in their home communities. In more general terms, the book looks at the communicative competencies and language resources which skilled migrants require in order to engage productively in professional and development endeavours. It examines the notion that English is the linguistic capital for skilled migration, given its global status in higher education, development, and professional communication. This book was originally published as a special issue of Globalisation, Societies and Education.

The importance of integrating the teaching and learning of language and culture has been widely recognised and emphasized. However, how to teach English as an International Language (EIL) and cultures in an integrative way in non-native English speaking countries remains problematic and has largely failed to enable language learners to meet local and global communication demands. Developing students' intercultural competence is one of the key missions of teaching cultures. This book examines a range of well-established models and paradigms from both English-speaking and non-English speaking countries. Exploring questions of why, what, and how to best teach cultures, the authors propose an integrated model to suit non-native English contexts in the Asia Pacific. The chapters deal with other critical issues such as the relationship between language and power, the importance of power relations in communication, the relationship between teaching cultures and national interests, and balancing tradition and change in the era of globalisation. The book will be valuable to academics and students of foreign language education, particularly those teaching English as an international language in non-native English countries.

This book introduces an approach to understanding and measuring working memory components and functions in second language learning, processing and development. It presents comprehensive, thorough and updated reviews of relevant literatures from cognitive sciences and applied linguistics. Drawing on multidisciplinary research, the book advocates a conceptual framework for integrating working memory theories with second language acquisition theories. An innovative theoretical model is also presented, which illuminates research studies investigating the distinctive roles of phonological and executive working memory as they relate to specific L2 learning domains, skills and processes. Theoretical and methodological implications of this integrative perspective are further elaborated and discussed within the specific realms of L2 task-based performance and language aptitude research.

This book introduces an approach to understanding and measuring working memory components and functions in second language learning, processing and development. It presents comprehensive, thorough and updated reviews of relevant literatures from cognitive sciences and applied linguistics. Drawing on multidisciplinary research, the book advocates a conceptual framework for integrating working memory theories with second language acquisition theories. An innovative theoretical model is also presented, which illuminates research studies investigating the distinctive roles of phonological and executive working memory as they relate to specific L2 learning domains, skills and processes. Theoretical and methodological implications of this integrative perspective are further elaborated and discussed within the specific realms of L2 task-based performance and language aptitude research.

Like many languages across the globe, the Celtic languages today are experiencing varying degrees of minoritisation and revitalisation. The experience of the Celtic languages in the twenty-first century is characterised by language shift to English and French, but they have also been the focus of official and grassroots initiatives aimed at reinvigorating the minoritised languages. This modern reality is evident in the profile of contemporary users of the Celtic languages, in the type of variation that they practise, and in their views on Celtic language and society in the twenty-first century. In turn, this reality provides a challenge to preconceived ideas about what the Celtic languages are like and how they should be regarded and managed at local and global levels. This book aims to shed light on some of the main issues facing the Celtic languages into the future and to showcase different approaches to studying such contexts. It presents contributions interested in explicating the modern condition of the Celtic languages. It engages with attitudinal support for the Celtic languages, modes of language transmission, choosing educational models in minority settings, pedagogical approaches for language learners and perceptions of linguistic practices. These issues are considered within the context of language shift and revitalisation in the Celtic languages. The chapters in this book were originally published as a special issue of Language, Culture and Curriculum.

Shortlisted for the 2018 BAAL Book Prize This book is a sociolinguistic ethnography of LGBT Mexicans/Latinxs in Phoenix, Arizona, a major metropolitan area in the U.S. Southwest. The main focus of the book is to examine participants' conceptions of their ethnic and sexual identities and how identities influence (and are influenced by) language practices. This book explores the intersubjective construction and negotiation of identities among queer Mexicans/Latinxs, paying attention to how identities are co-constructed in the interview setting in coming out narratives and in narratives of silence. The book destabilizes the dominant narrative on language maintenance and shift in sociolinguistics, much of which relies on a (heterosexual) family-based model of intergenerational language transmission, by bringing those individuals often at the margin of the family (LGBTQ members) to the center of the analysis. It contributes to the queering of bilingualism and Spanish in the U.S., not only by including a previously unstudied subgroup (LGBTQ people), but also by providing a different lens through which to view the diverse language and identity practices of U.S. Mexicans/Latinxs. This book addresses this exclusion and makes a significant contribution to the study of bilingualism and multilingualism by bringing LGBTQ Latinas/os to the center of the analysis.

Bilingual language exposure is highly variable, with wide-ranging influences on early language skills. This underscores the need for understanding what to expect in early language acquisition so that those with typical language development can be differentiated from those who are struggling or at risk, and so requiring early intervention. One of the key ways to look at language development in very young children is to investigate their vocabulary development, and for bilingual children, this means measuring their abilities in both languages. This book takes an important step in this direction: it documents the expressive vocabularies of children aged 16-45 months who were exposed to different language pairs and bilingual contexts, and investigates the risk and protective effects of various environmental factors. In each of the six studies, the vocabularies of typically-developing children were measured using the vocabulary checklist of the MacArthur-Bates Communicative Development Inventories and its adaptations to other languages. Developmental and language background questionnaires provided additional information on children's developmental history, risk factors for language impairment, language exposure, as well as parental education and occupation. This harmonised methodology was designed within COST Action IS0804 (Language Impairment in a Multilingual Society: Linguistic Patterns and the Road to Assessment). The outcomes of this cross-linguistic research contribute towards answering theoretical questions regarding early bilingual vocabulary acquisition. They also have clinical relevance, potentially assisting speech-language pathologists and those interested in early language development in distinguishing between clinically significant bilingual delays and the natural consequences of bilingual exposure. This book was originally published as a special issue of the International Journal of Bilingual Education and Bilingualism.

The Open Access version of this book, available at https://www.taylorfrancis.com/books/9781138125124, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. This volume addresses a crucial, yet largely unaddressed dimension of minority language standardization, namely how social actors engage with, support, negotiate, resist and even reject such processes. The focus is on social actors rather than language as a means for analysing the complexity and tensions inherent in contemporary standardization processes. By considering the perspectives and actions of people who participate in or are affected by minority language politics, the contributors aim to provide a comparative and nuanced analysis of the complexity and tensions inherent in minority language standardisation processes. Echoing Fasold (1984), this involves a shift in focus from a sociolinguistics of language to a sociolinguistics of people. The book addresses tensions that are born of the renewed or continued need to standardize 'language' in the early 21st century across the world. It proposes to go beyond the traditional macro/micro dichotomy by foregrounding the role of actors as they position themselves as users of standard forms of language, oral or written, across sociolinguistic scales. Language policy processes can be seen as practices and ideologies in action and this volume therefore investigates how social actors in a wide range of geographical settings embrace, contribute to, resist and also reject (aspects of) minority language standardization.

This book presents a sociolinguistic ethnography of the linguistic landscape of Chinatown in Washington, DC. The book sheds a unique light on the impact of urban development on traditionally ethnic neighbourhoods and discusses the various historical, social and cultural factors that contribute to this area's shifting linguistic landscape. Based on fieldwork, interviews with residents and visitors and analysis of community meetings and public policies, it provides an in-depth study of the production and consumption of linguistic landscape as a cultural text. Following a geosemiotic analysis of shop signs, it traces the multiple historical trajectories of discourse which shaped the bilingual landscape of the neighbourhood. Turning to the spatial contexts, it then compares and contrasts the situated meaning of the linguistic landscape for residents, community organisers and urban planners.

Innovations and Challenges in Grammar traces the history of common understandings of what grammar is and where it came from to demonstrate how 'rules' are anything but fixed and immutable. In doing so, it deconstructs the notion of 'correctness' to show how grammar changes over time thereby exposing the social and historical forces that mould and change usage. The questions that this book grapples with are: Can we separate grammar from the other features of the language system and get a handle on it as an independent entity? Why should there be strikingly different notions and models of grammar? Are they (in)compatible? Which one or ones fit(s) best the needs of applied linguists if we assume that applied linguists address real-world problems through the lens of language? And which one(s) could make most sense to non-specialists? If grammar is not a fixed entity but a set of usage norms in constant flux, how can we persuade other professionals and the general public that this is a positive observation rather than a threat to civilised behaviour? This book draws upon both historical and modern grammars from across the globe to provide a multi-layered picture of world grammar. It will be useful to teachers and researchers of English as a first and second language, though the inclusion of examples from and occasional references to other languages (French, Spanish, Malay, Swedish, Russian, Welsh, Burmese, Japanese) is intended to broaden the appeal to teachers and researchers of other languages. It will be of use to final-year undergraduate, postgraduate and doctoral students as well as secondary and tertiary level teachers and researchers in applied linguistics, second language acquisition and grammar pedagogy.

Dynamic Assessment (DA) reconceptualizes classroom interactions by arguing that teaching and assessment should not be distinct undertakings but must be integrated as a single activity that seeks to understand learner abilities by actively supporting their ongoing development. DA is based in the Vygotskian notion of the Zone of Proximal Development (ZPD) which captures the uniquely human potential to exceed our present capabilities by working in cooperation with others whose dialogic interaction mediates us to higher levels of functioning. DA offers a framework for co-constructing a ZPD with learners in order to simultaneously reveal the full range of their abilities and promote development. This book presents the first in-depth analysis of DA's application to particular problems of L2 development. It includes detailed discussions of the core theoretical tenets as well as guidelines for implementing DA principles in L2 classrooms. The book will be of interest to language teacher educators, language testers, classroom practitioners, and students and researchers in the areas of SLA, language pedagogy, and assessment.

Corpus Linguistics for Education provides a practical and comprehensive introduction to the use of corpus research-methods in the field of education. Taking a hands-on approach to showcase the applications of corpora in the exploration of educationally relevant topics, this book: * covers 18 key skills including corpus building, the role of frequency, different corpus methods, transcription and annotation; * demonstrates the use of available corpora and desktop and online corpus analysis tools to conduct original analyses; * features case studies and step-by-step guides within each chapter; * emphasises the use of interview data in research projects. Corpus Linguistics for Education is an essential guide for students and researchers studying or conducting their own corpus-based research in education.

This book investigates the maintenance of multilingualism and minority languages in 12 different minority communities across Europe, all of which are underrepresented in international minority language studies. The book presents a number of case studies covering a broad range of highly diverse minorities and languages with different historical and socio-political backgrounds. Despite current legislation and institutional and educational support, the authors surmise there is no guarantee for the maintenance of minority languages, suggesting changes in attitudes and language ideologies are the key to promoting true multilingualism. The book also introduces a new tool, the European Language Vitality Barometer, for assessing the maintenance of minority languages on the basis of survey data. The book is based on the European Language Diversity for All (ELDIA) research project which was funded by the European Commission (7th framework programme, 2010-2013).

This book examines a neglected area of foreign-language teaching and learning: difficult and aggressive situations. The author presents the real-life experiences of language users and analyses how these individuals have dealt with confusion, impoliteness and hostility in target-language contexts in the United States, Canada and the United Kingdom and within their home country. By constructing a student-centred pedagogical model around the data collected, the author considers the choices available to language learners in difficult situations, as well as tools for language learners to develop pragmalinguistic and sociopragmatic resources.

The narrowing of English language education curriculum in many contexts has negatively impacted classroom teaching and learning. High-stakes standardized testing, scripted curricula, and the commodification of English have converged to challenge socially meaningful classroom literacy instruction that promotes holistic development. Although in different ways, these factors have shaped the teaching of English as both first and second language. How can English educators respond? This book argues that the first step is to take account of the broader policy, political and cultural landscape and to identify the key constraints affecting teachers, students and parents. These will set the broad parameters for developing local pedagogic approaches, while still recognizing the constraints that actively push against them. Using Singapore English language teaching as a case study, this book illustrates how this process can unfold, and how media literacy principles were vernacularized to design English classroom pedagogies that stretched the bounds of what is acceptable and possible in the local context.

This volume provides a comprehensive overview of contemporary language shift and identity in a language community in the mid-Atlantic South to offer a unique window into ethnic dialect formation and sociolinguistic processes underpinning dialect acquisition. Drawing on data collected from over 100 interviews of members North Carolina Hispanicized English speakers in Durham, North Carolina, the book employs a quantitative approach and uses statistical software in analyzing the data collected to focus on the sociolinguistic variable of past tense unmarking to explore sociolinguistic processes at work in English language learner variation. The focus on a specific variable allows for the opportunity to explore specific processes in more detail, including the ways in which speakers accommodate regional and ethnic varieties of their peers and the internal and environmental factors guiding dialect acquisition. Illuminating new facets to the processes of language learning, language contact, and ethnolect emergence, this volume is key reading for students and researchers in second language acquisition and variationist sociolinguistics.