This book contains a collection of more than 20 up-to-date overviews of a variety of aspects of language awareness and the role of metalinguistic knowledge in language development and education. The contributions offer a balanced perspective on a range of topics, including first and second language acquisition, classroom talk, language use in the multicultural work place, translation, Esperanto, whole language, historical perspectives from the UK and the Netherlands, critical pedagogy, the education of language teachers, the teaching of grammar, phonology and writing. The book offers a comprehensive perspective on metalinguistic knowledge and processes, and presents a coherent argument for building an element of language awareness into the language curriculum at all educational levels.

This volume provides a comprehensive account of the implementation of bilingual education programmes in countries throughout the world. Bilingual programmes have been implemented to achieve a variety of educational and social goals in different contexts. Some programmes are intended to support the maintenance of national minority languages or to revitalize languages whose long-term survival is threatened; others aim to help recent immigrants succeed academically while making the transition to instruction taught primarily through the majority language of the society. In addition, bilingual programmes have been used to teach additional languages to students from the majority or dominant language group. Similar theoretical principles underlie the development of bilingual conversational and academic skills in all these diverse contexts.

This introductory text for students of linguistics, language, and education provides background and up-to-date information and resources that beginning researchers need for studying language diversity and education. Three framing chapters offer an update on the philosophy of social research, revealing how important language is for all the processes of learning in which humans engage, whether it is learning about the world through education, or learning about the nature of social life through research in the human sciences. These chapters also review the links between language, power, and social justice, and look at dynamic changes occurring in "language diversity and education" research. Four central chapters give state-of-the-art, comprehensive coverage to the chief areas of language diversity that affect the practice of education: standard and non-standard varieties; different cultural discourse norms; bilingual and ESL education; and gendered discourse norms. This book is intended for graduate students of applied linguistics, sociolinguistics, psycholinguistics, the social psychology of language, anthropological linguistics, and other related disciplines; and graduate students of education, including in-service teachers taking advanced professional development courses. Special features enhance its usefulness as a text for courses in these areas: * A clear, jargon free writing style invites careful reading. * All ideas are well within the range that graduate students in the language disciplines or in education can relate to their work, but theoretical ideas are kept to a necessary minimum and linked with practical examples in every case. * Extensive references guide readers to the book's up-to-date, international, and cross-cultural bibliography. * "Discussion Starter" questions at the end of each chapter highlight key points and stimulate informed, reflective discussion.

This introductory text for students of linguistics, language, and education provides background and up-to-date information and resources that beginning researchers need for studying language diversity and education.
Three framing chapters offer an update on the philosophy of social research, revealing how important language is for all the processes of learning in which humans engage, whether it is learning about the world through education, or learning about the nature of social life through research in the human sciences. These chapters also review the links between language, power, and social justice, and look at dynamic changes occurring in "language diversity and education" research.
Four central chapters give state-of-the-art, comprehensive coverage to the chief areas of language diversity that affect the practice of education: standard and non-standard varieties; different cultural discourse norms; bilingual and ESL education; and gendered discourse norms.
This book is intended for graduate students of applied linguistics, sociolinguistics, psycholinguistics, the social psychology of language, anthropological linguistics, and other related disciplines; and graduate students of education, including in-service teachers taking advanced professional development courses. Special features enhance its usefulness as a text for courses in these areas:
* A clear, jargon free writing style invites careful reading.
* All ideas are well within the range that graduate students in the language disciplines or in education can relate to their work, but theoretical ideas are kept to a necessary minimum and linked with practical examples in every case.
* Extensive references guide readers to the book's up-to-date, international, and cross-cultural bibliography.
* "Discussion Starter" questions at the end of each chapter highlight key points and stimulate informed, reflective discussion.

"Language Policy in Schools" provides school administrators and teachers a practical approach for designing a language policy for their school and for dealing with the language issues that confront schools, particularly those operating in settings of linguistic and cultural diversity. It can be used as a text in teacher and administrator preparation programs, graduate programs, and in-service and professional development programs. Special features include:
* a clear, jargon-free writing style that invites careful reading;
* abundant examples that students of education everywhere can learn from--including samples of school language policies developed for real schools by real teacher-researchers;
* questions at the end of each chapter to highlight key points and stimulate informed discussion among pre-service and experienced teachers and administrators; and
* an up-to-date international and cross-cultural biography.

"Language Policy in Schools" provides school administrators and teachers a practical approach for designing a language policy for their school and for dealing with the language issues that confront schools, particularly those operating in settings of linguistic and cultural diversity. It can be used as a text in teacher and administrator preparation programs, graduate programs, and in-service and professional development programs. Special features include:
* a clear, jargon-free writing style that invites careful reading;
* abundant examples that students of education everywhere can learn from--including samples of school language policies developed for real schools by real teacher-researchers;
* questions at the end of each chapter to highlight key points and stimulate informed discussion among pre-service and experienced teachers and administrators; and
* an up-to-date international and cross-cultural biography.

Romans described the emperor Trajan as the 'perfect prince'. What made him so remarkable? This novel is a narrative historical account of the lives of the emperor and his consort. It describes the extraordinary events that brought the couple to power and the timeless achievements of that power. The book traces Trajan's early life as a soldier, through his marriage, service to Domitian and rise to influence, and looks at Plotina's early life in Provence, her philosophical interests, and the events that allowed her to become a partner in greatness. It includes a unique recreation of Trajan's lost 'Dacian Commentaries' which cover the Balkan wars that Rome fought to bring Romania inside the Empire. And it traces the military expeditions that helped fulfill Trajan's expansionist dreams, reaching across Iraq, Iran, Arabia, and up into Southern Russia. All this is presented inside a dynamic narrative account that engages the reader.