The correct use of English verb argument structure is crucial for foreign learners of the English language. Based on an experimental study recruiting 162 Chinese English learners at different proficiency levels, this book suggests that the acquisition of English transitivity alternation follows as a consequence of the cognitive processing of language input, which is induced by the nature of task requirements in different learning conditions and influenced by individual differences in language learning aptitude and proficiency level. Readers of this book will have a deeper understanding of all these variables involved and will learn that pedagogical issues should be considered in a more thorough, comprehensive manner to explore better solutions for English learning and teaching.

This volume fills a gap in the literature between the domains of Communication Studies and Educational Sciences across physical-virtual spaces as they intersect in the 21st century. The chapters focus on "languaging" - communicative practices in the making - and its intersection with analogue and virtual learning spaces, bringing together studies that highlight the constant movement between analogue-virtual dimensions that continuously re-shape participants' identity positionings. Languaging is understood as the deployment of one or more than one language variety, modality, embodiment, etc in human meaning-making across spaces. Languaging activities are explored through a multitude of literary artefacts, genres, media, and modes produced in and across sites. The authors go beyond "best practice" approaches and instead present "how-to-explore" communicative practices for researchers, learners and teachers. This book will be of interest to readers situated in the areas of literacy, literature, bi/multilingualism, multimodality, linguistic anthropology, applied linguistics, and related fields. Chapters 2, 5, 8 and 12 are open access under a CC BY 4.0 license at link.springer.com.

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.

By introducing a framework for culturally sustaining Systemic Functional Linguistics (SFL) praxis, Harman, Burke and other contributing authors guide readers through a practical and analytic exploration of youth participatory work in classroom and community settings. Applying an SFL lens to critical literacy and schooling, this book articulates a vision for youth learning and civic engagement that focuses on the power of performance, spatial learning, community activism and student agency. The book offers a range of research-driven, multimodal resources and methods for teachers to encourage students' meaning-making. The authors share how teachers and community activists can interact and support diverse and multilingual youth, fostering a dynamic environment that deepens inquiry of the arts and disciplinary area of knowledge. Research in this book provides a model for collaborative engagement and community partnerships, featuring the voices of students and teachers to highlight the importance of agency and action research in supporting literacy learning and transformative inquiry. Demonstrating theoretically and practically how SFL praxis can be applied broadly and deeply in the field, this book is suitable for preservice teachers, teacher educators, graduate students and scholars in bilingual and multilingual education, literacy education and language policy.

By introducing a framework for culturally sustaining Systemic Functional Linguistics (SFL) praxis, Harman, Burke and other contributing authors guide readers through a practical and analytic exploration of youth participatory work in classroom and community settings. Applying an SFL lens to critical literacy and schooling, this book articulates a vision for youth learning and civic engagement that focuses on the power of performance, spatial learning, community activism and student agency. The book offers a range of research-driven, multimodal resources and methods for teachers to encourage students' meaning-making. The authors share how teachers and community activists can interact and support diverse and multilingual youth, fostering a dynamic environment that deepens inquiry of the arts and disciplinary area of knowledge. Research in this book provides a model for collaborative engagement and community partnerships, featuring the voices of students and teachers to highlight the importance of agency and action research in supporting literacy learning and transformative inquiry. Demonstrating theoretically and practically how SFL praxis can be applied broadly and deeply in the field, this book is suitable for preservice teachers, teacher educators, graduate students and scholars in bilingual and multilingual education, literacy education and language policy.

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 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.

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 is an exploration of the vitality of multilingualism and of its critical importance in and for contemporary cities. It examines how the city has emerged as a key driver of the multilingual future, a concentration of different, changing cultures which somehow manage to create a new identity. The book uses the recent LUCIDE multilingual city reports as a basis for discussion and analysis, and deals with both societal and individual multilingualism in a way that draws on the full range of their historical, contemporary, visual/audible, psychological, educational and policy-oriented aspects. The book will be of interest to students and researchers of multilingualism, migration studies, European Studies, anthropology, sociology and urbanism.

To date, there has been no published textbook which takes into account changing sociolinguistic dynamics that have influenced South African society. Multilingualism and Intercultural Communication breaks new ground in this arena. The scope of this book ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation) to micro-sociolinguistic observations of actual language-use in verbal interaction, mainly in multilingual contexts of Higher Education (HE). There is a gradual move for the study of language and culture to be taught in the context of (professional) disciplines in which they would be used, for example, Journalism and African languages, Education and African languages, etc. The book caters for this growing market. Because of its multilingual nature, it caters to English and Afrikaans language speakers, as well as the Sotho and Nguni language groups - the largest languages in South Africa [and also increasingly used in the context of South African Higher Education]. It brings together various inter-linked disciplines such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies. The unique cross-cutting disciplinary features of the book will make it a must-have for twenty-first century South African students and scholars and those interested in applied language issues.

This book investigates language disorders in children who speak languages other than, or in addition to, English. The chapters in the first section of the volume focus on language disorders associated with four different syndromes in multilingual populations and contexts. This section discusses language disorders associated with autism spectrum disorders, Down syndrome, fetal alcohol syndrome and Williams syndrome. The chapters in the second section of the book relate to language impairment in children who speak diverse languages, although the issues they address are relevant across languages and cultural contexts. The book also reviews assessment procedures and intervention approaches for diverse languages, including Bengali, Cantonese, French, Spanish, and Turkish. The volume aims to stimulate thoughtful clinical practice and further research in language disorders in multilingual populations.

This book investigates language disorders in children who speak languages other than, or in addition to, English. The chapters in the first section of the volume focus on language disorders associated with four different syndromes in multilingual populations and contexts. This section discusses language disorders associated with autism spectrum disorders, Down syndrome, fetal alcohol syndrome and Williams syndrome. The chapters in the second section of the book relate to language impairment in children who speak diverse languages, although the issues they address are relevant across languages and cultural contexts. The book also reviews assessment procedures and intervention approaches for diverse languages, including Bengali, Cantonese, French, Spanish, and Turkish. The volume aims to stimulate thoughtful clinical practice and further research in language disorders in multilingual populations.

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.

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.

Drawing on work from both eminent and emerging scholars in translation and interpreting studies, this collection offers a critical reflection on current methodological practices in these fields toward strengthening the theoretical and empirical ties between them. Methodological and technological advances have pushed these respective areas of study forward in the last few decades, but advanced tools, such as eye tracking and keystroke logging, and insights from their use have often remained in isolation and not shared across disciplines. This volume explores empirical and theoretical challenges across these areas and the subsequent methodologies implemented to address them and how they might be mutually applied across translation and interpreting studies but also brought together toward a coherent empirical theory of translation and interpreting studies. Organized around three key themes-target-text orientedness, source-text orientedness, and translator/interpreter-orientedness-the book takes stock of both studies of translation and interpreting corpora and processes in an effort to answer such key questions, including: how do written translation and interpreting relate to each other? How do technological advances in these fields shape process and product? What would an empirical theory of translation and interpreting studies look like? Taken together, the collection showcases the possibilities of further dialogue around methodological practices in translation and interpreting studies and will be of interest to students and scholars in these fields.

This book examines the interactional management of emotionality in second language autobiographical interview research. Advancing a discursive constructionist approach, it offers a timely methodological and reflexive perspective that brings into focus the dynamic and dilemmatic aspects of interviewee and interviewer identities and experiences, and it makes visible the often unexpected and unseen consequences for the research project and beyond. The author weaves together critical discussion and empirical analysis based on longitudinal, narrative-based research with adult immigrants from Southeast Asia living in the US and Canada. This interdisciplinary book will be compelling reading for students, researchers, and others interested in emotion, narrative, discourse, identity, interaction, interviews, and qualitative research.

Now in a fifth edition, this bestselling introductory textbook remains the cornerstone volume for the study of second language acquisition (SLA). Its chapters have been fully updated, and reorganized where appropriate, to provide a comprehensive yet accessible overview of the field and its related disciplines. In order to reflect current developments, new sections and expanded discussions have been added. The fifth edition of Second Language Acquisition retains the features that students found useful in previous editions. This edition provides pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces must-know terminology. This clearly written, comprehensive, and current textbook, by Susan Gass, Jennifer Behney, and Luke Plonsky, is the ideal textbook for an introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and/or language education programs. This textbook is supported with a Companion Website containing instructor and student resources including PowerPoint slides, exercises, stroop tests, flashcards, audio and video links: https://routledgetextbooks.com/textbooks/9781138743427/

This book brings together linguistic, psycholinguistic and educational perspectives on the phenomenon of cognate vocabulary across languages. It presents a large-scale, long-term research project focusing on Polish-English cognates and their use by bilingual and multilingual learners/users of English. It discusses extensive qualitative and quantitative data to explain which factors affect a learner's awareness of cognates, how adult learners can benefit from raised awareness and whether cognate vocabulary can be used with younger learners as a motivational strategy. The work shows how cognate vocabulary can be examined from a range of methodological perspectives and provides considerable insights into crosslinguistic influences in language learning. While the focus of the studies is Polish-English cognates, the research will be of interest to anyone teaching learners of different language constellations, levels, ages and backgrounds.

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 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 book provides a comprehensive critical account of tandem learning, charting it evolution from its origins in European educational settings to modern programs offering new perspectives on the approach's role within higher education. Taking stock of the ways in which increased globalization has produced new linguistic and sociocultural realities, the volume begins by looking back at the development of tandem learning over the last several decades, growing out of a need to create more opportunities for L2 learners to communicate in their target language. The book then examines the different learning objectives and learning outcomes of tandem learning arrangements, moving toward a discussion of tandem learning's potential role in shaping language policy and the unique challenges involved in implementing tandem programs at higher education institutions. The final section of the book brings the previous discussions together to consider new tools and technology and the ways in which they can better equip language educators to implement tandem learning in their own practice. Highlighting tandem learning's potential to promote multilingual and multicultural learning on a global scale, this volume will be of particular interest to students and researchers in intercultural communication, language education, multilingualism, and applied linguistics.

In this volume, scholars, researchers, and teacher educators from across the United States present their latest findings regarding teacher education to develop meaningful learning experiences and meet the sociocultural, linguistic, and academic needs of Latino ELLs. The book documents how teacher education programs guide teachers to engage in culturally and linguistically diverse academic contexts and sheds light on the variety of research-based theoretical frameworks that inform teaching practices. A unique contribution to the field, Learning from Emergent Bilingual Latinx Learners in K-12 provides innovative approaches for linking Latino school communities with teachers at a time when demographic shifts are considerably altering population trends in the K-12 educational system.

This book follows four emergent bilingual students in an English-medium pre-kindergarten in the US as they navigate the social and linguistic demands of school. It illustrates how students' differing classroom social positions shaped their participation in interaction and, in turn, their English language learning across a school year. With a unique focus on both processes and outcomes, the book highlights language strategies that are overlooked if the focus is solely on one language or on group participation, and it emphasizes the importance of assessment choice in shaping which learners appear to be successful. It is a powerful argument for recognising the translingual and multimodal abilities of learners, even in education which is officially English-medium and monolingual.

In their book, Othman and Senom provide a unique insight into the challenges faced by novice English as a Second Language (ESL) teachers and establish how mentoring can provide effective support for new teachers' professional development. The book demonstrates the theoretical background for viewing mentoring as a process crucial to novice teachers' development, particularly to the teachers' ability to succeed and grow in a specific workplace environment. Using case studies from a Malaysian context, this book provides a comprehensive understanding of how mentoring can serve as a strategy to facilitate the transition of novice ESL teachers from a teacher education programme to life in real classrooms. Through its case studies, the book will examine both theoretical and practical issues for mentors, teacher educators, policymakers, and administrators when mentoring new ESL teachers. This book will be valuable to researchers who are particularly interested in exploring novice teachers' identity development, and experienced teachers to help guide new teachers through the socialization process in their schools.

Second language learners often produce language forms resembling those of children with Specific Language Impairment (SLI). At present, professionals working in language assessment and education have only limited diagnostic instruments to distinguish language impaired migrant children from those who will eventually catch up with their monolingual peers. This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of SLI, making use of both models of bilingualism and models of language impairment. The book's methods-oriented focus will make it an essential handbook for practitioners who look for measures which could be adapted to a variety of languages in diverse communities, as well as academic researchers.