This expanded edition of the International Multilingual Research Journal's recent special issue on translanguaging - or the dynamic, normative languaging practices of bilinguals - presents a powerful, comprehensive volume on current scholarship on this topic. Translanguaging can be understood from multiple perspectives. From a sociolinguistic point of view, it describes the flexible language practices of bilingual communities. From a pedagogical one, it describes strategic and complementary approaches to teaching and learning through which teachers build bridges between the everyday language practices of bilinguals and the language practices and performances desired in formal school settings. The Complex and Dynamic Language Practices of Emergent Bilinguals explores the pedagogical possibilities and challenges of translanguaging practice and pedagogy across a variety of U.S. educational programs that serve language-minoritized, emergent bilingual children and illustrates the affordances of dynamic, multilingual learning contexts in expanding emergent bilingual children's linguistic repertoires and supporting their participation in formalized, school-based language performances that socialize them into the discourses of schooling. Taken together, the chapters in this volume examine the dynamic interactions and complex language ideologies of bilinguals-including pre- and in-service teachers, preK-12 students, and other members of multilingual and multidialectal sociolinguistic communities throughout the United States-as they language fluidly and flexibly and challenge the marginalization of these normative bilingual practices in academic settings and beyond. The articles in this book were originally published in the International Multilingual Research Journal.

Today more and more ethnically, culturally, and linguistically diverse students enroll in our college and university courses. These diverse, multilingual students enrich our campuses and at the same time present challenges. Who are these students? What skills do these diverse students need to be successful in college? How can faculty help them succeed? For faculty in all disciplines seeking answers to these questions, this is an essential book. This text provides practical advice on how to assist these students with academic tasks and how to help them to succeed in the academy.

Research indicates that parents play an essential role in their children's musical and language development. Moreover, neurocognitive studies point to the similarities between music and language processing. Based on the previous literature, the present study focuses on the Turkish immigrant parents' beliefs and practices regarding bilingualism and music education. Interviews, observations and questionnaires are applied to generate qualitative data. Findings indicate that the participants' positive beliefs are influenced by distal factors, such as cultural features, their own backgrounds, and socio-demographical characteristics. However, the lack of their theoretical knowledge regarding the subjects seems to have a negative impact on these beliefs.

This volume provides a new perspective on prevailing discourses on translanguaging and multilingualism by looking at 'glocal' languages, local languages which have been successfully "globalized". Focusing on European languages recreated in Latin America, the book features examples from languages underexplored in the literature, including Brazilian Portuguese, Amerinidian poetics, and English, Spanish, Portuguese outside Europe, as a basis for advocating for an approach to language education rooted in critical pedagogy and post-colonial perspectives and countering hegemonic theories of globalization. While rooted in a discussion of the South, the book offers a fresh voice in current debates on language education that will be of broader interest to students and scholars across disciplines, including language education, multilingualism, cultural studies, and linguistic anthropology.

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?

Moving beyond the expectations and processes of conventional teacher evaluation, this book provides a framework for teacher evaluation that better prepares educators to serve culturally and linguistically diverse (CLD) learners. Covering theory, research, and practice, Maria del Carmen Salazar and Jessica Lerner showcase a model to aid prospective and practicing teachers who are concerned with issues of equity, excellence, and evaluation. Introducing a comprehensive, five-tenet model, the book demonstrates how to place the needs of CLD learners at the center and offers concrete approaches to assess and promote cultural responsiveness, thereby providing critical insight into the role of teacher evaluation in confronting inequity. This book is intended to serve as a resource for those who are committed to the reconceptualization of teacher evaluation in order to better support CLD learners and their communities, while promoting cultural competence and critical consciousness for all learners.

The teaching of English in the Asian context is always challenging and dynamic because both teachers and learners have diverse linguistic and cultural backgrounds. Equally important, where English is not widely used outside the classroom, English language classrooms are an authentic site of learner engagement. For these reasons, for all those concerned with contemporary English language teaching (ELT) in Asia, Asian English Language Classrooms: Where Theory and Practice Meet, provides an account of theoretical orientations and practices in the teaching of English to multilingual speakers whose primary language is not English. While covering the fundamental ELT areas (e.g., the teaching of language skills, educational literature, the use of technology in ELT, the role of pragmatics in ELT, social psychology of the language classroom, and language classroom management) with which every language teacher and teacher trainer must be concerned, this volume showcases how particular orientations shape ELT practices. We believe that practicing English teachers must have a heightened awareness of the theory behind their practice. At the same time, the theoretical stance must be firmly anchored in actual classrooms. Containing newly commissioned chapters written by well-regarded and emerging scholars, this book will appeal not only to beginning teachers or teachers in training but also to established teachers around Asia where English is used as a lingua franca. If you are a student teacher of English or an English teacher who would like to see what other progressive teachers like you are doing across Asia, this is the book you have been looking for.

Makiguchi Tsunesaburo (1871-1944) was a Japanese schoolteacher, principal, educational philosopher, and Buddhist war resister. The progenitor of the value-creating (soka) pedagogy that inspires thousands of teachers worldwide and informs the network of 15 Soka schools, universities, and a women's college across seven countries in Asia and the Americas, Makiguchi has emerged as an important figure in international education, curriculum studies, and instructional practice. Few educators in the global academy, however, know of Makiguchi's extensive and lifelong work in language education. This edited volume, including a translation of an early Makiguchi essay heretofore unavailable in English, presents theoretical and empirical analyses of Makiguchi's perspectives and practices relative to language, identity, and education in historical and contemporary contexts. First published as a special issue of Journal of Language, Identity and Education, this volume includes a new preface and three new chapters. Makiguchi Tsunesaburo in the Context of Language, Identity, and Education advances the field of Makiguchi studies and is indispensable for scholars and practitioners engaged in language and literacy education, international perspectives in education, and curriculum theorizing.

Bringing together the varied and multifaceted expertise of teachers and linguists in one accessible volume, this book presents practical tools, grounded in cutting-edge research, for teaching about language and language diversity in the ELA classroom. By demonstrating practical ways teachers can implement research-driven linguistic concepts in their own teaching environment, each chapter offers real-world lessons as well as clear methods for instructing students on the diversity of language. Written for pre-service and in-service teachers, this book includes easy-to-use lesson plans, pedagogical strategies and activities, as well as a wealth of resources carefully designed to optimize student comprehension of language variation.

Bringing together the varied and multifaceted expertise of teachers and linguists in one accessible volume, this book presents practical tools, grounded in cutting-edge research, for teaching about language and language diversity in the ELA classroom. By demonstrating practical ways teachers can implement research-driven linguistic concepts in their own teaching environment, each chapter offers real-world lessons as well as clear methods for instructing students on the diversity of language. Written for pre-service and in-service teachers, this book includes easy-to-use lesson plans, pedagogical strategies and activities, as well as a wealth of resources carefully designed to optimize student comprehension of language variation.

The Routledge Handbook of Instructed Second Language Acquisition is the first collection of state-of-the-art papers pertaining to Instructed Second Language Acquisition (ISLA). Written by 45 world-renowned experts, the entries are full-length articles detailing pertinent issues with up-to-date references. Each chapter serves three purposes: (1) provide a review of current literature and discussions of cutting edge issues; (2) share the authors' understanding of, and approaches to, the issues; and (3) provide direct links between research and practice. In short, based on the chapters in this handbook, ISLA has attained a level of theoretical and methodological maturity that provides a solid foundation for future empirical and pedagogical discovery. This handbook is the ideal resource for researchers, graduate students, upper-level undergraduate students, teachers, and teacher-educators who are interested in second language learning and teaching. .

Appropriate for those new to the topic and established scholars, this holistic text examines the nexus of advocacy and English-language teaching, beginning with theories of advocacy, covering constraints and challenges in practice, and offering a range of hands-on perspectives in different contexts and with different populations. Bringing together wide-ranging and diverse viewpoints in TESOL, this volume examines the role of advocacy through a social justice lens in a range of contexts, including K-12 classrooms and schools, adult and higher education settings, families and communities, and teacher-education programs and professional organizations. Advocacy in English Language Teaching and Learning offers readers a deeper understanding of what advocacy is and can be, and gives teacher candidates and educators the tools to advocate for their students, their families and communities, and their profession.

Based on classic and cutting-edge research, this textbook shows how grammatical phenomena can best be taught to second language and bilingual learners. Bringing together second language research, linguistics, pedagogical grammar, and language teaching, it demonstrates how linguistic theory and second language acquisition findings optimize classroom intervention research. The book assumes a generative approach but covers intervention studies from a variety of theoretical perspectives. Each chapter describes relevant linguistic structures, discusses core challenges, summarizes research findings, and concludes with classroom and lab-based intervention studies. The authors provide tools to help to design linguistically informed intervention studies, including discussion questions, application questions, case studies, and sample interventions. Online resources feature lecture slides and intervention materials, with data analysis exercises, ensuring the content is clear and ready to use. Requiring no more than a basic course in linguistics, the material serves advanced undergraduates and first-year graduate students studying applied linguistics, education, or language teaching.

This book provides critical insights into the English-medium instruction (EMI) experiences which have been implemented at a number of universities in countries such as China, Finland, Israel, the Netherlands, South Africa, Spain and the USA, which are characterised by differing political, cultural and sociolinguistic situations. In particular, it reflects on the consequences of implementing EMI as an attempt to gain visibility and as a strategy in response to the need to become competitive in both national and international markets. The pitfalls and challenges specific to each setting are analysed, and the pedagogical issues and methodological implications that arise from the implementation of these programmes are also discussed. This volume will serve to advance our awareness about the strategies and tools needed to improve EMI at tertiary level.

Appropriate for those new to the topic and established scholars, this holistic text examines the nexus of advocacy and English-language teaching, beginning with theories of advocacy, covering constraints and challenges in practice, and offering a range of hands-on perspectives in different contexts and with different populations. Bringing together wide-ranging and diverse viewpoints in TESOL, this volume examines the role of advocacy through a social justice lens in a range of contexts, including K-12 classrooms and schools, adult and higher education settings, families and communities, and teacher-education programs and professional organizations. Advocacy in English Language Teaching and Learning offers readers a deeper understanding of what advocacy is and can be, and gives teacher candidates and educators the tools to advocate for their students, their families and communities, and their profession.

Emerging from a critical analysis of the glocal power of English and how it relates to academic literacy and culturally responsive pedagogy, this book presents translanguaging strategies for using ESL students' mother tongue as a resource for academic literacy acquisition and college success. Parmegiani offers a strong counterpoint to the "English-only" movement in the United States. Grounded in a case study of a learning community linking Spanish and English academic writing courses, he demonstrates that a mother tongue-based pedagogical intervention and the strategic use of minority home languages can promote English language acquisition and academic success.

This book explores the impact of the spread of English on language teaching and learning. It provides a framework for change in English language teaching to better reflect global realities and current research. The authors examine the pedagogical implications of the global spread of English, drawing on world Englishes, English as a lingua franca, and global Englishes research. The book proposes key innovations for teaching English as an international language, and outlines key areas for future classroom-based research. The book is essential reading for postgraduate researchers, teachers and teacher trainers in TESOL and second language education programmes.

In this monograph, Anatoliy V. Kharkhurin presents the results of his empirical investigation into the impact of multilingual practice on an individual's creative potential. Until now, the relationship between these two activities has received little attention in the academic community. The book makes an attempt to resuscitate this theme and provides a solid theoretical framework supported by contemporary empirical research conducted in a variety of geographic, linguistic, and sociocultural locations. This study demonstrates that several factors - such as the multilinguals' age of language acquisition, proficiency in these languages and experience with cultural settings in which these languages were acquired - have a positive impact on selective attention and language mediated concept activation mechanisms. Together, these facilitate generative and innovative capacities of creative thinking. This book will be of great interest not only to scholars in the fields of multilingualism and creativity, but also to educators and all those interested in enhancing foreign language learning and fostering creativity.

This volume theorizes parent participation in a bilingual school community in California, unpacking broader issues around language ideologies, language and power, and parent collaboration in diverse educational contexts. Highlighting data from a two-year ethnographic study of the school community, the book grounds this discussion in theories of discourse and bilingualism, with a focus on translanguaging and translingual practice. The volume points to a range of challenges and questions posed by the parents' efforts to unite as a single school community, including linguistic inequality, cultural divides, and differing implicit beliefs on language. The book documents these efforts as a means to demonstrate the ways in which monolingual practices are reinforced in these settings, despite best efforts, but also as a point of departure to discuss implications and a way forward for parent collaboration in bilingual school communities more generally. Offering a nuanced portrait of the impact of parent collaboration in bilingual school communities, this volume will be of particular interest to graduate students and scholars in language education, applied linguistics, bilingualism, and sociolinguistics.

This book offers an insight into the 21st century teaching and learning of English in Asia. Despite English being widely recognized as a lingua franca in this era of globalization, the general EFL proficiency of graduates from high schools and even universities in most Asian countries are still below the expectations of policymakers. Given the critical role English will play in the globalized world, this review and examination of the current state of English education in Asia is both important and timely. This book consists of ten chapters from ten different Asian countries, including the Russian Far East. The scope of the book allows EFL students, researchers and teachers to gain perspectives on many of the significant current issues, expectations, and challenges in the teaching and learning of English faced by Asia in the 21st century.

Detailing a decade of life and language use in a remote Alaskan Yup'ik community, Youth Culture, Language Endangerment and Linguistic Survivance provides rare insight into young people's language brokering and Indigenous people's contemporary linguistic ecologies. This book examines how two consecutive groups of youth in a Yup'ik village negotiated eroding heritage language learning resources, changing language ideologies, and gendered subsistence practices while transforming community language use over time. Wyman shows how villagers used specific Yup'ik forms, genres, and discourse practices to foster learning in and out of school, underscoring the stakes of language endangerment. At the same time, by demonstrating how the youth and adults in the study used multiple languages, literacies and translanguaging to sustain a unique subarctic way of life, Wyman illuminates Indigenous peoples' wide-ranging forms of linguistic survivance in an interconnected world.

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.

The rise of global mobility has had a deep impact on the study of urban multilingualism. Once associated with research on minority speech communities and inner-city ethnolinguistic enclaves (Chinatowns, Little Italies, etc), it is now concerned much more with the use of multiple languages in diverse neighbourhoods across the city. In this book the authors take an innovative approach that builds on previously published work in two ways. First, it focuses on a single city and, second, it adopts a multidisciplinary approach to multilingualism. By examining the phenomenon of multilingualism in a single city from a range of perspectives this book paints a more comprehensive picture of the current dimensions of urban multilingualism. A unique feature of this book is the inclusion of contributions from scholars with expertise in education, geography, media, health communication and international studies, in addition to community practitioners. Sydney is the largest city in Australia and, on most counts, it is also among the most linguistically diverse cities in the world. As such it is an ideal site for a multidisciplinary study of urban multilingualism. The selection of 18 multidisciplinary case studies on multilingualism in Sydney, Australia represents some of the strongest and most innovative research on urban multilingualism in the world today. This book examines how multilingualism permeates institutional and everyday practice in the city, raising important questions about what a 'multilingual city' can and should be.

This book deals with early multilingual acquisition from a holistic, dynamic, and multilingual perspective. It focuses on the analysis of pragmatic awareness and language attitudes of consecutive multilingual children in relation to other variables, such as the linguistic model or the age factor. This volume makes an important contribution to the field, providing evidence for the Dynamic Model of Multilingualism proposed by Herdina and Jessner.

This volume is a unique contribution to the study of language policy and education for English Learners because it focuses on the decade long implementation of "English Only" in Arizona. How this policy influences teacher preparation and classroom practice is the central topic of this volume. Scholars and researchers present their latest findings and concerns regarding the impact that a restrictive language policy has on critical areas for English Learners and diverse students. If a student's language is sanctioned, do they feel welcome in the classroom? If teachers are only taught about subtractive language policy, will they be able to be tolerant of linguistic diversity in their classrooms? The implications of the chapters suggest that Arizona's version of Structured English Immersion may actually limit English Learners' access to English.