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The contributions to the volume examine in detail diverse
aspects of second language education, ranging from a focus on the
basic contributions of linguistic theory and research to our
understanding of second language learning and teaching on the one
hand, to a series of reviews of innovative language education
practices in selected regions of the world on the other.
In many parts of the world, it is common for a child to grow up
speaking a local language at home, another in the market place,
adding another to her repertoire as a lingua franca, and then
adding a language of wider communication such as English or French
if she continues her formal schooling.
The contributions to the volume examine in some detail diverse
aspects of second language education, ranging from a focus on the
basic contributions of linguistic theory and research to our
understanding of second language learning and teaching on the one
hand, to a series of reviews of innovative language education
practices in selected regions of the world on the other.
For the purposes of this volume, second language education has been
defined operationally to encompass education which occurs in those
settings and situations in which a dominant language is offered as
a second language (e.g., ESL in England or the United States
whether as a subject of study or a vehicle through which other
material is studied), as well as those cases in which an official,
but not necessarily dominant, language is mandated (e.g., French or
English in certain parts of the Middle East or the Mahgreb). The
contributions also focus mainly, albeit not exclusively, on second
language education for school-aged learners.
This book is a compendium of thirty-six articles by participants in
the development of the field of sociolinguistics. Edited by
Christina Bratt Paulston and G. Richard Tucker, themselves
important contributors to the discipline, the volume provides an
insider's perspective on the issues, both practical and
theoretical, which motivated individuals and institutions to turn
to a view of language as inextricably connected to society and
culture. This volume will be of interest not only to
sociolinguists, but to sociologists, social psychologists,
anthropological linguists, and others interested in applied
linguistics. Moving a bit farther afield, it will also be of
interest to historians of science for its breadth of coverage of
the development of an increasingly important academic discipline
and for the important data it provides regarding the academic
research milieu, the zeitgeist, which spawned sociolinguistics as
an area of inquiry.
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