A compendium of the latest developments in research regarding English language education for Chinese-speaking learners, this volume combines cutting-edge research from multiple internationally-known scholars. The chapters offer unique insights into some of the most salient issues related to this broad topic. The seventh volume in the Global Research on Teaching and Learning English series, co-published with The International Research Foundation for English Language Education (TIRF), this book features chapters with original research written by TIRF Doctoral Dissertation Grant awardees. The volume addresses the crucial and growing need for research-based conversations on the contexts, environments, goals, and measures of success for Chinese-speaking learners of English. It includes sections on language assessment, perceptions in university contexts, and technology, especially in relation to young learners, in order to promote in-depth discussion of the teaching and learning of English for native speakers of Chinese. The volume's 13 research-based chapters discuss topics such as the impact and implications of using emerging assessment tools; the increase in English for Specific Purposes (ESP) courses; academic speaking and writing; and teaching in an online or hybrid environment. Throughout the book the authors draw on their knowledge of their multiple contexts, as well as their learners' needs and goals. This volume brings together innovative research for TESOL and TEFL students, language teacher educators, language policy specialists, language assessment scholars, and language teachers. Readers will become familiar with how these issues related to Chinese-speaking learners of English are being addressed in academic circles around the world.

This book contextualizes the field of English for Academic Purposes (EAP), with a particular focus on the professional and academic identity and role of the EAP practitioner. The authors examine previously neglected areas such as the socio-economic, academic and employment contexts within which EAP practitioners function. In doing so, they develop a better understanding of the roles, expectations and constraints that arise from these contexts, which in turn shape professional practice and the identity of the practitioner. As EAP is emerging as an academic discipline with a growing body of published research, this book will appeal to trainee and established practitioners, along with researchers and students of linguistics and education.

Is linguistic revival beneficiary to the plight of newly emerging, peripheral or even 'threatened' cultures? Or is it a smokescreen that hides the vestiges of ethnocentric ideologies, which ultimately create a hegemonic relationship? This book takes a critical look at revival exercises of special historical and geopolitical significance, and argues that a critical and cautious approach to revival movements is necessary. The cases of Sinhala, Kazakh, Mongolian, Catalan, and even Hong Kong Cantonese show that it is not through linguistic revival, but rather through political representation and economic development, that the peoples in question achieve competitiveness and equality amongst their neighbors. On the other hand, linguistic revival in these and other contexts can, and has been, used to support nationalist or ethnocentric agendas, to the detriment of other groups, recreating the same dynamics that generated the argument for revival in the first place. This book argues that respect for linguistic and other diversity, multilingualism and multiculturalism, is not compatible with linguistic revival that mirrors nation-building and essentializing identity construction.

The Politics of Palestinian Multilingualism: Speaking for Citizenship provides an essential contribution to understanding the politics of Israel/Palestine through the prism of sociolinguistics and discourse analysis. Arabic-speakers who also know Hebrew resort to a range of communicative strategies for their political ideas to be heard: they either accommodate or resist the Israeli institutional suppression of Arabic. They also codeswitch and borrow from Hebrew as well as from Arabic registers and styles in order to mobilise discursive authority. On political and cultural stages, multilingual Palestinian politicians and artists challenge the existing political structures. In the late capitalist market, language skills are re-packaged as commodified resources. With new evidence from recent and historical discourse, this book is about how speakers of a marginalised, contained language engage with the political system in the idioms at their disposal. The Politics of Palestinian Multilingualism: Speaking for Citizenship is key reading for advanced students and scholars of multilingualism, language contact, ideology, and policy, within sociolinguistics, anthropology, politics, and Middle Eastern studies.

This collection showcases a multivalent approach to the study of literary multilingualism, embodied in contemporary Nordic literature. While previous approaches to literary multilingualism have tended to take a textual or authorship focus, this book advocates for a theoretical perspective which reflects the multiplicity of languages in use in contemporary literature emerging from increased globalization and transnational interaction. Drawing on a multimodal range of examples from contemporary Nordic literature, these eighteen chapters illustrate the ways in which multilingualism is dynamic rather than fixed, resulting from the interactions between authors, texts, and readers as well as between literary and socio-political institutions. The book highlights the processes by which borders are formed within the production, circulation, and reception of literature and in turn, the impact of these borders on issues around cultural, linguistic, and national belonging. Introducing an innovative approach to the study of multilingualism in literature, this collection will be of particular interest to students and researchers in literary studies, cultural studies, and multilingualism.

This book offers insights into questions related to mobility, literacy learning and literacy practices of adult and adolescent migrants. The authors address learning and use of literacies among adults and adolescents in both temporary and more permanent post-migration settlements and in various contexts, exploring spatial as well as temporal dimensions of literacies and power. The formal and informal educational settings examined include state-mandated schools, community settings, and libraries, and the chapters offer insights into the complex relations between literacies and mobility, as well as a range of perspectives on language use and language learning. This volume will be of interest to students and researchers in fields including education and literacy, applied linguistics, language education and migration studies.

Evidence-Based Second Language Pedagogy is a cutting-edge collection of empirical research conducted by top scholars focusing on instructed second language acquisition (ISLA) and offering a direct contribution to second language pedagogy by closing the gap between research and practice. Building on the conceptual, state-of-the-art chapters in The Routledge Handbook of Instructed Second Language Acquisition (2017), studies in this volume are organized according to the key components of ISLA: types of instruction, learning processes, learning outcomes, and learner and teacher psychology. The volume responds to pedagogical needs in different L2 teaching and learning settings by including a variety of theoretical frameworks (sociological, psychological, sociocultural, and cognitive), methodologies (qualitative and quantitative), target languages (English, Spanish, and Mandarin), modes of instruction (face-to-face and computer-mediated), targets of instruction (speaking, writing, listening, motivation, and professional development), and instructional settings (second language, foreign language, and heritage language). A novel synthesis of research in the rapidly growing field of ISLA that also covers effective research-based teaching strategies, Evidence-Based Second Language Pedagogy is the ideal resource for researchers, practitioners, and graduate students in SLA, applied linguistics, and TESOL.

This volume brings together contributions by leading researchers active in developing the social interactional and socio-cultural approaches to language learning and teaching. It provides not only an introduction to this important growth point, but also an overview of cutting edge research, covering a wide range of language learning and teaching contexts, European and non-European languages, and bilingual and multilingual practices.

The Politics of Palestinian Multilingualism: Speaking for Citizenship provides an essential contribution to understanding the politics of Israel/Palestine through the prism of sociolinguistics and discourse analysis. Arabic-speakers who also know Hebrew resort to a range of communicative strategies for their political ideas to be heard: they either accommodate or resist the Israeli institutional suppression of Arabic. They also codeswitch and borrow from Hebrew as well as from Arabic registers and styles in order to mobilise discursive authority. On political and cultural stages, multilingual Palestinian politicians and artists challenge the existing political structures. In the late capitalist market, language skills are re-packaged as commodified resources. With new evidence from recent and historical discourse, this book is about how speakers of a marginalised, contained language engage with the political system in the idioms at their disposal. The Politics of Palestinian Multilingualism: Speaking for Citizenship is key reading for advanced students and scholars of multilingualism, language contact, ideology, and policy, within sociolinguistics, anthropology, politics, and Middle Eastern studies.

The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that shows no such benefits exist. Collectively, the authors draw on novel methodological approaches and new data to examine the economics of bilingualism for the new generation of bilinguals entering a digital-age globalized workforce. The authors also pay considerable attention to how to best capture measures of bilingualism and biliteracy, given the constraints of most existing datasets.

The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that shows no such benefits exist. Collectively, the authors draw on novel methodological approaches and new data to examine the economics of bilingualism for the new generation of bilinguals entering a digital-age globalized workforce. The authors also pay considerable attention to how to best capture measures of bilingualism and biliteracy, given the constraints of most existing datasets.

This volume illustrates the distinctive and interconnected use of languages in increasingly diversified communities, examining a range of multilingual contexts, including post-migration settlement, language policy, education, language contact and intercultural communication. With contributions from researchers in Australia, Europe and Asia, the book discusses the opportunities and tensions that can emerge when societies attempt to manage and understand multilingual communication within and across communities. Reflecting the ideas of Professor Michael Clyne, the volume makes clear how ongoing research across a broad range of topics can assist in challenging the monolingual mindset by bringing to the attention of readers the rich linguistic diversity, as well as linguistic potential, of our communities around the world.

Starting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the 'multilingual turn' in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts.

This book explores the effects of the global spread of English by reporting on a sequential explanatory mixed-methods study of the language attitudes, motivation and self-perceived English proficiency of youth in two Italian cities. Participant narratives highlight the far-reaching role that English plays on the performance and attainment of present and desired future selves, illustrate that English is understood not as singular but as plural and paradoxical, and reveal that English learners, who do not all accept the capital of 'native' speakers, utilize tactics to negotiate their position(s) with respect to their target language. On the one hand, by narrowing in on a specific population and drawing extensively on interview exchanges, this work provides readers with a nuanced depiction of the identities, milieu and learning experiences of English language learners in Italy. On the other hand, this level of detailed analysis gives insight into the understandings, construction of meaning and negotiations of language learners who need and want to acquire English, the global language, worldwide. Indeed, the issues and questions that are raised in this book, such as those concerning research approaches and the definitions assigned to key concepts, have profound implications on the research of English(es) today and can inform future directions in global English teaching.

This unique critical sociolinguistic ethnography explores alternative migrant-regulated institutions of resistance and subversive communication technology: the locutorios or ethnic call shops. These migrant-owned businesses act as a window into their multimodal and hybrid linguistic and communicative practices, and into their own linguistic hierarchies and non-mainstream sociolinguistic orders. Here, socially displaced but technologically empowered transnational migrant populations actively find subversive ways to access information and communication technologies. As such they mobilise their own resources to successfully inhabit Catalonia, at the margins of powerful institutions. The book also focuses on the (internal) social organisation dynamics, as well as on the simultaneous fight against, and re-production of, practices and processes of social difference and social inequality among migrants themselves.

Post-colonial Curriculum Practices in South Asia gives a conceptual framework for curriculum design for English Language Teaching, taking into account context specific features in the teaching-learning settings of post-colonial South Asia. It reveals how the attitudes prevalent in post-colonial South Asian societies towards English negatively influence English language learning. The book provides a comprehensive analysis to design a course for English language teaching that aims at building learner confidence to speak English. Based on original research, the study covers Bangladesh, India, Pakistan and Sri Lanka. The book focuses on the context-specific nature of learners and considers a curriculum design that binds teaching materials and teaching methods together with an aligned assessment. Chapters discuss language attitudes, learner characteristics and English in the context of native languages, and introduce a special type of anxiety that stems from existing language attitudes in a society, referred to as Language Attitude Anxiety. The book will appeal to doctoral and post-doctoral scholars in English language education, students and researchers of sociolinguistics, psycholinguistics as well as curriculum designers of ELT and language policy makers.

Multilingualism is a phenomenon that has become increasingly visible in popular cinema and thus is currently a very novel object of academic inquiry. The present volume is a cutting-edge collection of cross- and transdisciplinary takes on this phenomenon and its different aspects. Its topics range from translation theory to political and aesthetic quandaries of audiovisual translation and subtitling, to narratological function of multilingualism in fiction, to language ideologies and language poetics onscreen. Its authorship is a worldwide body of perspectives, whose contributions span a distinctive collection of international, national and regional film traditions.

This volume problematizes the concept and practice of translation in an interconnected world in which English, despite its hegemonic status, can no longer be considered a coherent unified entity but rather a mobile resource subject to various kinds of hybridization. Drawing upon recent work in the domains of translation studies, literary studies and (socio-)linguistics, it explores the centrality of translation as both a trope for the analysis of contemporary transcultural dynamics and as a concrete communication practice in the globalized world. The chapters range across many geographic realities and genres (including fiction, memoir, animated film and hip-hop), and deal with subjects as varied as self-translation, translational ethics and language change. As a whole, the book makes an important contribution to our understanding of how meanings are generated and relayed in a context of super-diversity, in which traditional understandings of language and translation can no longer be sustained.

This book traces the recent socio-historical trajectory of educational language policy in Arizona, the state with the most restrictive English-only implementation in the US. Chapters, each representing a case study of policy-making in the state, include: * an overview and background of the English-only movement, the genesis of Structured English Immersion (SEI), and current status of language policy in Arizona; * an in-depth review of the Flores case presented by its lead lawyer; * a look at early Proposition 203 implementation in the context of broader educational 'reform' efforts; * examples of how early state-wide mandates impacted teacher professional development; * a presentation of how new university-level teacher preparation curricula misaligns with commonly-held beliefs about what teachers of language minority students should know and understand; * an exploration of principals' concerns about enforcing top-down policies for SEI implementation; * an investigation of what SEI policy looks like in today's classrooms and whether it constitutes equity; * and finally, a discussion of what the various cases mean for the education of English learners in the state.

This book examines the benefits of multilingual education that puts children's needs and interests above the individual languages involved. It advocates flexible multilingual education, which builds upon children's actual home resources and provides access to both the local and global languages that students need for their educational and professional success. It argues that, as more and more children grow up multilingually in our globalised world, there is a need for more nuanced multilingual solutions in language-in-education policies. The case studies reveal that flexible multilingual education - rather than mother tongue education - is the most promising way of moving towards the elusive goal of educational equity in today's world of globalisation, migration and superdiversity.

Shortlisted for the 2020 ESSE Book Award in English Language and Linguistics This monograph is the first comprehensive study of topicalization in Asian second-language varieties of English and provides an in-depth analysis of the forms, functions, and frequencies of topicalization in four Asian Englishes. Topicalization, that is, the sentence-initial placement of constituents other than the subject, has been found to occur frequently in the English spoken by many Asians, but so far the possible reasons for this have never been scrutinized. This book closes this research gap by taking into account the structures of the major contact languages, the roles of second-language acquisition and politeness as well as other factors in order to explain why topicalization is highly frequent in some varieties such as Indian English and much less frequent in other varieties such as Hong Kong English. In addition to exploring major and minor forces involved in explaining the frequency of topicalization, the forms and functions of the feature are assessed. Central questions addressed in this regard are the following: Which syntactic constituents tend to be topicalized the most and the least frequently? Which discourse effects does topicalization achieve? How can we approach topicalization methodologically? And, lastly, which influence do language processing and production have on topicalization?

Offering a nuanced examination of the complex landscape that international scholars who publish their research in English must navigate, this edited volume details 17 perspectives on scholarly writing for publication across seven geolinguistic regions. This innovative volume includes first-hand accounts and analyses written by local scholars and pedagogues living and working outside Anglophone centres of global knowledge production. The book provides an in-depth look into the deeply contextualized pedagogical activities that support English-language publishing. It also brings much-needed insight to discussions of policies and practices of global scholarly research writing. Bookended by the editors' introductory overview of this burgeoning field and an envoi by the eminent applied linguist John M. Swales, the diverse contributions in this volume will appeal to scholars who use English as an additional language, as well as to researchers, instructors, and policymakers involved in the production, support, and adjudication of global scholars' research writing.

This book presents new research on Chinese as a Second Language (CSL) teaching from an ethnographic classroom study on classroom translanguaging practices that highlights the policy and pedagogical implications of adopting a creative and principled multilingual approach. Drawing on a case study from Hong Kong, it analyses naturally observed language patterns in CSL classrooms and the attitudes of students and teachers towards prescribed classroom language policies, and thereby demonstrates the importance of mixing Chinese, English and students' home languages to achieve successful second language learning. It discusses the nature and guiding principles for classroom translanguaging research and provides research tools that will enable second language teachers to examine their own language practices. The author argues persuasively that second language teaching practices and policies must reflect the current reality of language use and the diverse learning needs of multilingual students. This book will appeal to teacher educators and researchers in fields such as second language acquisition, foreign language teaching and language policy.

Grounded in empirical research, this timely volume examines the challenges to academic success that migrant farmworker students face in the U.S. Providing an original framework for academic success among migrant farmworker students and applying a diverse range of methodological approaches, chapter authors address a range of topics, including English Language Learner development; support for educators who work with migrant farmworker students; promotion of migrant family involvement; and college access. This book provides pragmatic strategies and interventions and considers practical and policy implications to increase migrant student academic achievement and support migrant farmworker students and families.

Language, Identity and Choice: Raising Bilingual Children in a Global Society provides scholarly insight into how foreign language acquisition influences an individual's understanding of identity within the African American family. Rooted in sociolinguistic, communication, and bilingual theoretical perspectives, Kami J. Anderson describes how foreign language acquisition, development, and use shape how Africans and African Americans describe and proscribe their identity and, in turn, the identity of the family. Language, Identiy, and Choice looks specifically at how family language choices, in particular choosing to be bilingual, affect family communication and perception of identity from people outside of the family. Anderson combines both extensive research and her personal experience of being bilingual to challenge the existing notions of what it means to be Black when personal experiences with race and ethnicity extend beyond the boundaries of the native country or culture.