The Readings in Language Studies series presents international perspectives on important and emergent themes in language studies: critical pedagogy, language and power, language and identity, second language acquisition, conceptualizations of language, teachers and teaching. Each volume in the series is developed and edited in partnership with the International Society for Language Studies (www.isls.co), an interdisciplinary association of scholars who explore critical perspectives on language. A resource for students and scholars, each themed volume in the series represents the latest thought, literature, research, and methodology in language studies and features authors from across the globe. The series, which includes this current volume, is an essential scholarly resource for universities and personal libraries.

What happens in the brain when learning a second language? Can speaking more than one language provide cognitive benefits over a lifetime? What implications does an increase in bilingualism have for society? And what are the factors that can promote and support bilingualism in children and adults? This book – a translated and adapted version of Il Cervello Bilingue (2020) - answers these questions and more, providing the reader with a comprehensive yet concise guide on different topics related to bilingualism. Based on the results of the most recent studies conducted internationally, it discusses recent research findings, explains terminology, and elaborates on the current state of the field, with the aim of providing families and society with suggestions about how to encourage bilingualism. Written in an engaging and accessible style, it takes both academics and readers with no prior knowledge of the field on a journey into the bilingual brain.

This book explores theories and pedagogies in the L2 classroom that have led to an understanding of how non-native languages are taught and learned. Featuring a diverse set of perspectives from researchers and language educators from around the globe, this book highlights important theoretical and practical underpinnings of the L2 classroom-discussions on what has worked and why. Some examples of these topics include: online and nonverbal communication, peace literacy, learning behaviors, high-impact practices, pragmatic awareness, study abroad, implicit and explicit teaching, motivation, and more. One mission of this book is to appreciate a diverse array of L2 teaching practices with sound theoretical underpinnings and universal implications for L2 classrooms. The chapter contributions are the result of an open call for studies that highlight practical innovative approaches in L2 teaching and learning and expand the avenues of exploration available within their theoretical frameworks. More specifically, the call for proposals sought to gather a diverse set of perspectives from researchers and language educators from various parts of the world in order to provide practical and thought-provoking insight on innovative approaches to L2 teaching. As such, the studies in this book all share a common goal that demonstrates the applicability of L2 teaching practices across languages, cultures, and regions. The book is intended to act as a valuable reference for language educators, practitioners, specialists, and anyone studying or wishing to gain an overview of successful teaching practices and learning nuances in the L2 classroom that cross all languages, cultures, and regions.

The Cognitive Neuroscience of Bilingualism presents an introduction to the neural bases and cognitive processes of the bilingual brain. It covers foundational knowledge required for study in the area of bilingualism, including prominent theories and research methodologies, and the state of research in relevant fields of psycholinguistics, cognitive psychology, and neuroscience. Major topics include bilingual development and brain plasticity; aphasia and the bilingual brain; cross-linguistic effects of bilingualism; bilingual lexical and conceptual memory; and cognitive and neurocognitive effects of bilingualism. This book represents the first of its kind to bring together the various psychological and theoretical issues of bilingualism with respect to language processing and representation, while providing insight into the 'reality' of the bilingual brain.

The first title to bring together cognitive and behavioral characteristics of the related but disconnected disciplines of Bilingualism and Translation & Interpreting Studies Topics written by international experts representing 15 countries Covers established research while identifying several ongoing and new debates Widely accessible to a range of audiences including researchers, educators, students, and practitioners

Providing a comprehensive survey of cutting-edge work on second language learning, this Handbook, written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas.

Everything we do involves language. Assuming no prior knowledge, this book offers students a contemporary introduction to the study of language. Each thought-provoking chapter is accessible to readers from a variety of fields, and is helpfully organized across six parts: sound; structure and meaning; language typologies and change; language and social aspects; language acquisition; and language, cognition, and the brain. The book's companion website also offers three brief chapters on language and computers; animal communication; and dialectal varieties of English. The chapters feature illustrative tables, figures and maps, along with three types of pedagogical boxes (Linguistic Tidbits; Pause and Reflect; and Eyes on World Languages) that break up text, contextualize information, and provide colourful accents that give real data from languages across the globe. Key words are bolded and defined in a glossary at the end of the book, while end-of-chapter summaries and practice exercises reinforce the key points discussed.

What happens in the brain when learning a second language? Can speaking more than one language provide cognitive benefits over a lifetime? What implications does an increase in bilingualism have for society? And what are the factors that can promote and support bilingualism in children and adults? This book – a translated and adapted version of Il Cervello Bilingue (2020) - answers these questions and more, providing the reader with a comprehensive yet concise guide on different topics related to bilingualism. Based on the results of the most recent studies conducted internationally, it discusses recent research findings, explains terminology, and elaborates on the current state of the field, with the aim of providing families and society with suggestions about how to encourage bilingualism. Written in an engaging and accessible style, it takes both academics and readers with no prior knowledge of the field on a journey into the bilingual brain.

Bringing together cutting-edge research, this Handbook is the first comprehensive text to examine the pivotal role of working memory in first and second language acquisition, processing, impairments, and training. Authored by a stellar cast of distinguished scholars from around the world, the Handbook provides authoritative insights on work from diverse, multi-disciplinary perspectives, and introduces key models of working memory in relation to language. Following an introductory chapter by working memory pioneer Alan Baddeley, the collection is organized into thematic sections that discuss working memory in relation to: Theoretical models and measures; Linguistic theories and frameworks; First language processing; Bilingual acquisition and processing; and Language disorders, interventions, and instruction. The Handbook is sure to interest and benefit researchers, clinicians, speech therapists, and advanced undergraduate and postgraduate students in linguistics, psychology, education, speech therapy, cognitive science, and neuroscience, or anyone seeking to learn more about language, cognition and the human mind.

How does a human acquire, comprehend, produce and control multiple languages with just the power of one mind? What are the cognitive consequences of being a bilingual? These are just a few of the intriguing questions at the core of studying bilingualism from psycholinguistic and neurocognitive perspectives. Bringing together some of the world's leading experts in bilingualism, cognitive psychology and language acquisition, The Cambridge Handbook of Bilingual Processing explores these questions by presenting a clear overview of current theories and findings in bilingual processing. This comprehensive handbook is organized around overarching thematic areas including theories and methodologies, acquisition and development, comprehension and representation, production, control, and the cognitive consequences of bilingualism. The handbook serves as an informative overview for researchers interested in cognitive bilingualism and the logic of theoretical and experimental approaches to language science. It also functions as an instrumental source of readings for anyone interested in bilingual processing.

Providing a comprehensive survey of cutting-edge work on second language learning, this Handbook, written by a team of leading experts, surveys the nature of second language learning and its implications for teaching. Prominent theories and methods from linguistics, psycholinguistics, processing-based, and cognitive approaches are covered and organised thematically across sections dealing with skill development, individual differences, pedagogical interventions and approaches, and context and environment. This state-of-the-art volume will interest researchers in second language studies and language education, and will also reach out to advanced undergraduate and graduate students in these and other related areas.

The Cognitive Neuroscience of Bilingualism presents an introduction to the neural bases and cognitive processes of the bilingual brain. It covers foundational knowledge required for study in the area of bilingualism, including prominent theories and research methodologies, and the state of research in relevant fields of psycholinguistics, cognitive psychology, and neuroscience. Major topics include bilingual development and brain plasticity; aphasia and the bilingual brain; cross-linguistic effects of bilingualism; bilingual lexical and conceptual memory; and cognitive and neurocognitive effects of bilingualism. This book represents the first of its kind to bring together the various psychological and theoretical issues of bilingualism with respect to language processing and representation, while providing insight into the 'reality' of the bilingual brain.

This Element provides an overview of research considering variables deemed to impact bilingual language acquisition, and highlights research outcomes from a variety of disciplines. An exploratory study takes into account these variables and examines the language acquisition of adult Spanish-English bilinguals across a range of domains in their two languages. The results demonstrate that the highly interactive nature of bilingual speakers' languages is in line with a holistic view of the dynamic, interdependent nature of bilingualism as described by usage-based theories and dynamic systems theories, and by the conceptualization of bilingual language from a Dynamic Interactive Processing Perspective.

The Readings in Language Studies series presents international perspectives on important and emergent themes in language studies: critical pedagogy, language and power, language and identity, second language acquisition, conceptualizations of language, teachers and teaching. Each volume in the series is developed and edited in partnership with the International Society for Language Studies (www.isls.co), an interdisciplinary association of scholars who explore critical perspectives on language. A resource for students and scholars, each themed volume in the series represents the latest thought, literature, research, and methodology in language studies and features authors from across the globe. The series, which includes this current volume, is an essential scholarly resource for universities and personal libraries.

The human mind is a marvelous device that effectively regulates mental activities and facilitates amendable cognitive behaviour across several domains such as attention, memory, and language processing. For multilinguals, the mind also represents and manages more than one language system-a mental exercise which may lead to cognitive benefits. Through an in-depth exploration of these issues, Cognitive Control and Consequences of Multilingualism presents original studies and new perspectives which are cutting-edge and feature traditional and innovative methodologies such as ERPs, fMRIs, eye-tracking, picture- and numeral naming, the Simon, flanker, and oculomotor Stroop tasks, among others. The studies in this book investigate prominent themes in multilingual language control for both comprehension and production and probe the notion of a cognitive advantage that may be a result of multilingualism. The growing number of researchers, practitioners, and students alike will find this volume to be an instrumental source of readings that illuminates how one mind accommodates and controls multiple languages and the consequences it has on human cognition in general.

This book explores theories and pedagogies in the L2 classroom that have led to an understanding of how non-native languages are taught and learned. Featuring a diverse set of perspectives from researchers and language educators from around the globe, this book highlights important theoretical and practical underpinnings of the L2 classroom-discussions on what has worked and why. Some examples of these topics include: online and nonverbal communication, peace literacy, learning behaviors, high-impact practices, pragmatic awareness, study abroad, implicit and explicit teaching, motivation, and more. One mission of this book is to appreciate a diverse array of L2 teaching practices with sound theoretical underpinnings and universal implications for L2 classrooms. The chapter contributions are the result of an open call for studies that highlight practical innovative approaches in L2 teaching and learning and expand the avenues of exploration available within their theoretical frameworks. More specifically, the call for proposals sought to gather a diverse set of perspectives from researchers and language educators from various parts of the world in order to provide practical and thought-provoking insight on innovative approaches to L2 teaching. As such, the studies in this book all share a common goal that demonstrates the applicability of L2 teaching practices across languages, cultures, and regions. The book is intended to act as a valuable reference for language educators, practitioners, specialists, and anyone studying or wishing to gain an overview of successful teaching practices and learning nuances in the L2 classroom that cross all languages, cultures, and regions.

Everything we do involves language. Assuming no prior knowledge, this book offers students a contemporary introduction to the study of language. Each thought-provoking chapter is accessible to readers from a variety of fields, and is helpfully organized across six parts: sound; structure and meaning; language typologies and change; language and social aspects; language acquisition; and language, cognition, and the brain. The book's companion website also offers three brief chapters on language and computers; animal communication; and dialectal varieties of English. The chapters feature illustrative tables, figures and maps, along with three types of pedagogical boxes (Linguistic Tidbits; Pause and Reflect; and Eyes on World Languages) that break up text, contextualize information, and provide colourful accents that give real data from languages across the globe. Key words are bolded and defined in a glossary at the end of the book, while end-of-chapter summaries and practice exercises reinforce the key points discussed.

How does a human acquire, comprehend, produce and control multiple languages with just the power of one mind? What are the cognitive consequences of being a bilingual? These are just a few of the intriguing questions at the core of studying bilingualism from psycholinguistic and neurocognitive perspectives. Bringing together some of the world's leading experts in bilingualism, cognitive psychology and language acquisition, The Cambridge Handbook of Bilingual Processing explores these questions by presenting a clear overview of current theories and findings in bilingual processing. This comprehensive handbook is organized around overarching thematic areas including theories and methodologies, acquisition and development, comprehension and representation, production, control, and the cognitive consequences of bilingualism. The handbook serves as an informative overview for researchers interested in cognitive bilingualism and the logic of theoretical and experimental approaches to language science. It also functions as an instrumental source of readings for anyone interested in bilingual processing.