Bilingualism and multilingualism Books

Book SynopsisHave you ever been told that raising your child to speak multiple languages will harm their development? Are teachers or other professionals suspicious of your efforts? Are you sometimes unsure if you are helping your child’s language development, or are you uncertain where to start? It is increasingly recognised among researchers that, far from harming a child’s development, being exposed to multiple languages from birth or early childhood can result in linguistic, creative and social advantages. The authors, all multilinguals themselves, parents of multilingual children, and researchers on language and multilingualism, aim to provide advice and inspiration for multilingual families across the world. The latest research on multilingualism and the authors’ own experiences are used to provide a friendly, accessible guide to raising and nurturing happy multilingual children.Trade ReviewThe book is successful in clearly communicating the processes involved in multilingual acquisition to readers who might not have a prior knowledge. It is effectively organized in a way that leads readers to understand why it is important to acquire multiple languages, what to expect during this process, and how to assist children to successful acquisition. The cases of the children provide real-life examples to illustrate and simplify concepts such as code switching, cross-linguistic interference, transfer errors and language awareness, which might be foreign concepts to individuals without a background in the field of linguistics. -- Zehra Melike Palta, University of Toronto, Canada * LINGUIST List 28.4124 *This book is exactly what parents of multilingual children have been looking for: an inspiring, entertaining, and at the same time scientifically accurate account of what it means to raise children with more than two languages. The book is packed with facts, ideas, and advice for parents and it shows both the benefits and the challenges of early multilingualism. * Antonella Sorace, University of Edinburgh, UK *This is the first reader friendly book of advice on trilingual upbringing to appear, illustrated by three case studies from parents who have experienced the tactics that worked and some which backfired. The well-informed, knowledgeable authors provide an excellent balance between fascinating personal anecdotes and serious commentary which includes many tips, practical hints and some warnings on how to cope with the challenges involved. * Hugo Baetens Beardsmore, Vrije Universiteit Brussel and Université Libre de Bruxelles, Belgium *“Raising Multilingual Children” is a great mix of personal advice based on experience, as well as information based on academic research. With examples based on three different family situations, this book makes you realise that there is no “one fit solution” to multilingual parenting. Not all families are the same, therefore you can select and use the information which is relevant to yours. “Raising Multilingual Children” It is an informative read for any family who are seeking to raise children with multiple languages. -- Chontelle Bonfiglio * Bilingual Kidspot blog *Table of ContentsPreface Chapter 1. Ten Good Reasons for Raising a Child with More Than One Language BEFORE Entering School Chapter 2. The Stories of Our Multilingual Children Chapter 3. Some Background Information on Learning, Methods and Language Policies, and Suggestions to Ensure Successful Early Multilingual Acquisition Chapter 4. Developing a Good Language Policy for the Multilingual Family Chapter 5. How to Foster a Multilingual Home and How to Deal With Some Concerns about Multilingualism Conclusion

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Book SynopsisIn this accessible guide to bilingualism in the family and the classroom, Colin Baker delivers a realistic picture of the joys and difficulties of raising bilingual children. The Q&A format of this book makes it the natural choice for the busy parent or teacher who needs an easy reference guide to the most frequently asked questions. This revised edition includes more information on bilingualism in the digital age, and incorporates the latest research in areas such as neonatal language experience, multilingualism, language mixing and the effect that siblings have on family language choice.Trade ReviewBaker's well-organised and informative writing is relevant to the parents and teachers of ANY bilingual child – he carefully considers issues from every angle, not just the norm. An easily-accessible, inspiring read which arms us with the confidence to make raising and teaching our bilingual children a success! -- Cheryl Sánchez, The Bilingual Bookshop, www.thebilingualbookshop.comThis is the number one resource for any parent in a multilingual family. This revised edition is now even better than before with new sections on the latest developments (e.g. the internet, stuttering and translanguaging) and the great question and answer format allows you to read as much or as little as you want – a boon for busy parents. The text is written in a very straightforward style and is accessible, practical and the recommendations are feasible for almost all families. Nonetheless, years of study and personal experience feed into the text which is subtly nuanced and emotionally intelligent. If you are only going to buy one book, this is the one you should buy. -- Claire Thomas, Waltham Forest Bilingual Group, UKSound advice given with erudition and simplicity is hard to come by. Once again Baker has put his encyclopedic knowledge on bilingualism to the service of parents and teachers. Every parent and teacher, no matter their circumstances, will feel their needs addressed in the sensible and generous information and guidance that Baker provides in this book. -- Ofelia García, City University of New York, USATable of ContentsAcknowledgements An Introduction to the Fourth Edition Introduction Section A. Family Questions Section B. Language Development Questions Section C. Questions About Problems Section D. Reading and Writing Questions Section E. Education Questions Section F. Concluding Questions Glossary Index

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Book SynopsisFor California teachers only! Here at last is that single teaching resource for making the critical link between the ELD Standards and the CCSS ELA Standards. Standard by standard, you’ll quickly discover how to integrate language development into your day-to-day content instruction, fully armed with an insider’s understanding of how best to support our many ELs. Horizontal and vertical views reveal how each ELD Standard changes and progresses by grade and proficiency level. What the Student Does sections unpack what meeting a standard looks like in practice. CCSS ELA Standards are displayed side by side with California’s ELD Standards so you can appreciate the purposeful alignment. What the Teacher Does sections provide specific instructional guidance. Table of ContentsForeword by Laurie Olsen Prologue Preface Acknowledgments Overall Introduction Introduction for Part 1, Cluster A: Interacting in Meaningful Ways, Collaborative Mode Standard 1. Exchanging information and ideas ELD Standard 1 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 1: Exchanging information and ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 1: Exchanging information and ideas Example of Practice in Vignette Related to Standard 1: Exchanging information and ideas Standard 2. Interacting via written English ELD Standard 2 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 2: Interacting via written English What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 2: Interacting via written English Example of Practice in Vignette Related to Standard 2: Interacting via written English Standard 3. Offering opinions ELD Standard 3 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 3: Offering opinions What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 3: Offering opinions Example of Practice in Snapshot Related to Standard 3: Offering opinions Standard 4. Adapting language choices ELD Standard 4 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 4: Adapting language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 4: Adapting language choices Example of Practice in Snapshot Related to Standard 4: Adapting language choices Introduction for Part 1, Cluster B: Interacting in Meaningful Ways, Interpretive Mode Standard 5. Listening actively ELD Standard 5 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 5: Listening actively What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 5: Listening actively Example of Practice in Snapshot Related to Standard 5: Listening actively Standard 6. Reading/viewing closely ELD Standard 6 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 6: Reading/viewing closely What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 6: Reading/viewing closely Example of Practice in Snapshot Related to Standard 6: Reading/viewing closely Standard 7. Evaluating language choices ELD Standard 7 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 7: Evaluating language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 7: Evaluating language choices Example of Practice in Snapshot Related to Standard 7: Evaluating language choices Standard 8. Analyzing language choices ELD Standard 8 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 8: Analyzing language choices What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 8: Analyzing language choices Example of Practice in Vignette Related to Standard 8: Evaluating language choices Introduction for Part 1, Cluster C: Interacting in Meaningful Ways, Productive Mode Standard 9. Presenting ELD Standard 9 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 9: Presenting What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 9: Presenting Example of Practice in Snapshot Related to Standard 9: Presenting Standard 10. Composing/writing ELD Standard 10 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 10. Composing/writing What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 10. Composing/writing Example of Practice in Vignette Related to Standard 10. Composing/writing Standard 11. Supporting opinions ELD Standard 11 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 11: Supporting opinions What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 11: Supporting opinions Example of Practice in Snapshot Related to Standard 11: Supporting opinions Standard 12. Selecting language resources ELD Standard 12 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 12: Selecting language resources What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 12: Selecting language resources Example of Practice in Snapshot Related to Standard 12: Selecting language resources Introduction for Part 2, Cluster A: Learning About How English Works, Structuring Cohesive Texts Standard 1. Understanding text structure ELD Standard 1 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 1: Understanding text structure What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 1: Understanding text structure Example of Practice in Vignette Related to Standard 1: Understanding text structure Standard 2. Understanding cohesion ELD Standard 2 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 2: Understanding cohesion What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 2: Understanding cohesion Example of Practice in Vignette Related to Standard 2: Understanding cohesion Introduction for Part 2, Cluster B: Learning About How English Works, Expanding and Enriching Ideas Standard 3. Using verbs and verb phrases ELD Standard 3 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 3: Using verbs and verb phrases What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 3: Using verbs and verb phrases Example of Practice in Snapshot Related to Standard 3: Using verbs and verb phrases Standard 4. Using nouns and noun phrases ELD Standard 4 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 4: Using nouns and noun phrases What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 4: Using nouns and noun phrases Example of Practice in Vignette Related to Standard 4: Using nouns and noun phrases Standard 5. Modifying to add details ELD Standard 5 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 5: Modifying to add details What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 5: Modifying to add details Example of Practice in Snapshot Related to Standard 5: Modifying to add details Introduction for Part 2, Cluster C: Learning About How English Works, Connecting and Condensing Ideas Standard 6. Connecting ideas ELD Standard 6 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 6: Connecting ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 6: Connecting ideas Example of Practice in Vignette Related to Standard 6: Connecting ideas Standard 7. Condensing ideas ELD Standard 7 Organized by Grade Level and Proficiency Level What the Student Does CCSS ELA Standards Related to Standard 7: Condensing ideas What the Teacher Does Academic Vocabulary—Key Words and Phrases Related to Standard 7: Condensing ideas Example of Practice in Snapshot Related to Standard 7: Condensing ideas

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Book SynopsisIncreasingly, children grow up hearing two languages from birth. This comprehensive textbook explains how children learn to understand and speak those languages. It brings together both established knowledge and the latest findings about different areas of bilingual language development. It also includes new analyses of previously published materials. The book describes how bilingually raised children learn to understand and use sounds, words and sentences in two languages. A recurrent theme is the large degree of variation between bilingual children. This variation in how children develop bilingually reflects the variation in their language learning environments. Positive attitudes from the people in bilingual children's language learning environments and their recognition that child bilingualism is not monolingualism-times-two are the main ingredients ensuring that children grow up to be happy and expert speakers of two languages.Trade ReviewThis book has everything the student needs. The survey of the literature is thorough and each study is related to the core "big issues" of language balance, language differentiation, lexical overlap, and language interaction. De Houwer explains in detail the use of important tools such as auditory preference measures, the Communicative Development Inventory, and the CHILDES bilingual database in ways that will allow the student to begin real research projects. The exposition is crowned by a final chapter on what it means for two languages to exist harmoniously in the young bilingual. This is a masterful introduction to one of the fastest growing areas in language studies. -- Brian MacWhinney, Department of Psychology, Carnegie Mellon University, USAThe study of bilingual first language acquisition has truly come of age with the publication of a first textbook devoted to this fascinating topic. De Houwer's highly readable volume is both comprehensive and stimulating in its presentation of various aspects of bilingual language development - a must-read for students embarking on this field of research. -- Elizabeth Lanza, Department of Linguistics and Scandinavian Studies, University of Oslo, NorwayA timely contribution to a field gradually coming into its own, this is the first textbook to focus on bilingual first-language eLl) acquisition. With its userfriendly presentation, this volume should be accessible to an interdisciplinary readership and could help to popularize the field. -- Virginia Yip, Chinese University of Hong Kong * Studies in Second Language Acquisition, Volume 32, Number 3, September 2010 *Table of ContentsChapter 1 Introducing Bilingual First Language Acquisition Chapter 2 Bilingual Children's Language Development: An Overview Chapter 3 Research Methods in BFLA Chapter 4 Socializing Environments and BLFA Chapter 5 Sounds in BFLA Chapter 6 Words in BFLA Chapter 7 Sentences in BFLA Chapter 8 Harmonious Bilingual Development

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Book SynopsisLiefdevol geïllustreerd bedverhaal voor kinderen vanaf 2 jaar. Tweetalige editie (Nederlands en Engels) met online audioboeken en video''s in het Nederlands en het Engels. Tim kan niet inslapen. Zijn kleine wolf is weg! Was hij hem misschien buiten vergeten? Helemaal alleen maakt hij zich klaar voor de nacht - en krijgt onverwachts gezelschap... ? Luister naar het verhaal, voorgelezen door moedertaalsprekers! In het boek vindt u een link die u gratis toegang geeft tot audioboeken en video''s in beide talen. ? Met kleurplaten! Een download link in het boek geeft je gratis toegang tot de plaatjes in het boek om in te kleuren. Bilingual children''s book, age 2 and up (Dutch - English), with online audio and video. Tim can''?t fall asleep. His little wolf is missing! Perhaps he forgot him outside? Tim heads out all alone into the night - and unexpectedly encounters some friends?... ? Listen to the story read by native speakers! Within the book you''ll find a link that gives you free access to audiobooks and videos in both languages. ? With printable coloring pages! A download link in the book gives you free access to the pictures from the story to color in.

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Book SynopsisThis book presents a ‘Traveller’s Guide’ to Deaf Culture, starting from the premise that Deaf cultures have an important contribution to make to other academic disciplines, and human lives in general. Within and outside Deaf communities, there is a need for an account of the new concept of Deaf culture, which enables readers to assess its place alongside work on other minority cultures and multilingual discourses. The book aims to assess the concepts of culture, on their own terms and in their many guises and to apply these to Deaf communities. The author illustrates the pitfalls which have been created for those communities by the medical concept of ‘deafness’ and contrasts this with his new concept of “Deafhood”, a process by which every Deaf child, family and adult implicitly explains their existence in the world to themselves and each other.Table of ContentsAcknowledgements Glossary of Terms and Abbreviations Introduction 1 Deaf Communities 2 Deafness and Deafhood in Western Civilisation – Towards the Development of a New Conceptual Framework 3 Twentieth Century Discourses 4 Culture – Definitions and Theories 5 Deaf Culture: Discourses and Definitions 6 Researching Deaf Communities – Subaltern Researcher Methodologies 7 The Roots of Deaf Culture: Residential Schools 8 The Roots of Deaf Culture: Deaf Clubs and Deaf Subalterns 9 Subaltern Rebels and Deafhood – National Dimensions 10 Conclusions and Implications 11 Afterword Further Reading Appendices Bibliography Index

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Book SynopsisWritten in an accessible style, this is a comprehensive yet concise guide to bilingualism, taking us on a journey on how the brain processes languages. Offering an overview of current research in the field, yet clear and easy to read, it is suitable for both scholars and general readers.Trade Review'Garraffa, Sorace and Vender provide a lucid and comprehensive introduction to the fascinating topic of bilingualism. The lifespan approach highlights the relevance and significance of bilingualism to individuals and society. Schwieter has done a great service to us all by translating and adapting the book into English, making it accessible to many more readers across the world.' Li Wei, Director and Dean, University College London, Institute of Education'Why does bilingualism matter? Although the active use of two or more languages is common, bilingualism continues to be misunderstood. The consequences of that misunderstanding are deep, with implications for development and education in the earliest years of life and for health across the lifespan. This book provides a much needed accessible overview of the science of language learning and bilingualism. It celebrates the idea that the variation in human experience that is reflected in language is actually the norm rather than the exception, with bilingual brains that adapt and flourish when language learning is supported. Bilinguals matters because people matter and because language is with us everywhere.' Judith Kroll, University of California'This is a very accessible and comprehensive introduction to bilingualism, from language development in childhood to the neurological correlates of knowing two languages. Garraffa, Sorace, and Vender have managed to find the right tone of voice to present the often complex and nuanced research-based evidence in a way that is informative and easy to read. This book is an invaluable resource for anyone interested in finding out more about the many and fascinating facets of bilingualism.' Ludovica Serratrice, University of Reading'… as a speech and language therapist, I was particularly delighted to see the inclusion of bilingualism in Developmental Language Disorder and other contexts not usually discussed. The emphasis on the evidence-base, and the positive outcomes of being bilingual are clearly articulated. This engaging and thought-provoking book will challenge the reader to change their preconceptions of bilingualism'. Sean Pert, The University of Manchester, Chair RCSLT'Bilingualism Matters is an excellent resource for teachers, parents and researchers interested in bilingualism to access research from a neuroscience perspective to support their work. I will draw on this resource to advocate for bilingual programs, and to support my social science research with interdisciplinary evidence. I recommend this book to anyone seeking an accessible resource which summarises key neuroscience findings in relation to bilingualism across the lifespan.' Ruth Fielding, Monash UniversityTable of Contents1. Who is bilingual?; 2. The development of two languages: phonology, lexicon, and morphosyntax; 3. Bilingualism across the lifespan; 4. Two languages in one brain; 5. Bilingualism and atypical development; 6. Bilingualism and society; Glossary.

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Book SynopsisThis volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future. Paving the way for a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors. Table of ContentsForeword List of Contributors Introduction [Liz England, Lía Kamhi-Stein, and Georgios Kormpas] Part I. Learning in English Language Teacher Education in Changing Times Introduction 1. Learning to Lead in Language Education [Andy Curtis] 2. Empowering Students to Utilize Their Full Language Spectrum: The Importance of L1 in These Changing Times [Sarah Sahr] 3. Top Ten Characteristics of 21st Century English Language Teachers [Willy A. Renandya and George M. Jacobs] 4. Training Teachers in an Interdisciplinary Approach through EMI: A Case Study in Greece [Chrysoula Lazou, Nikolaos Panagiotou, and Avgoustos Tsinakos] 5. English Language Teacher Education and Development through Language Teacher Associations: Opportunities and Challenges [Georgios Kormpas and Christine Coombe] Part II. Teaching in English Language Teacher Education in Changing Times Introduction 6. A Framework to ENABLE Teacher Learning [Gabriel Díaz Maggioli] 7. Team Teaching through the Voices of Teachers and Students in ELT Programs before, during COVID-19, and beyond [M. Martha Lengeling, Irasema Mora-Pablo, Amanda K. Wilson, and Edgar Emmanuell Garcia-Ponce] 8. Transforming Pre-Service Educators’ Preconceived Ideas of Teaching General Education Content through Task-Based Hybrid Instruction [Kate Mastruserio Reynolds] 9. Learning to Surf the Pandemic Wave: Interventions for Wellbeing and Inner Peace in an EFL Practicum Course [María Matilde Olivero and María Celina Barbeito] 10. Leveraging Virtual Professional Development to Promote Computer Science Education for Multilingual Students [Donna Eatinger, Dana Saito-Stehberger, Susan Krause, Jennifer Tsan, Sharin Rawhiya Jacob, Mark Warschauer, and Diana Franklin] Part III. Leading and Management in English Language Teacher Education in Changing Times Introduction 11. Reaching Program Outcomes during Pandemic: English Language Teacher Professional Development in Uzbekistan [Joan Kang Shin, Rebecca Kanak Fox, and Dildora Khakimova] 12. TESOL Programs in Flux [Priyanvada Abeywickrama, Stefan Frazier, David Malinowski, and Scott Phillabaum] 13. Steering the Ship While Staying The Course: New Directions for Supervised Teaching in MA TESOL Programs [Laura Baecher and Beth Clark-Gareca] 14. Unravelling the Quality Conundrum: Teacher Education Program Administration in the New Normal [Bahar Gün] 15. Worldwide TESOL Career Path Development: We Lift Each Other Up When We Fall [Julie Lake and Liz England] Coda: Addressing an Unpredictable Future Index

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Book SynopsisLanguage is on display all around us, all the time, and the study of this linguistic landscape is one of the fastest-growing areas of research in applied linguistics. This book provides an overview of how the field of Linguistic Landscape Studies has emerged and developed over the past 20 years, combined with an in-depth exploration of the theoretical approaches, innovative research methods and major themes that have been central to this dynamic area of research. Written by two authors who have been involved in the field from its inception, the book features summaries of studies from around the world, a discussion of the future of the field, and an analysis of the impact of linguistic landscape research on language policy, language learning and teaching, and minority language revitalization. It will be an invaluable companion for students and researchers in Linguistic Landscape Studies, as well as to those working in related areas. The book is open access under a CC BY NC ND licence.Trade ReviewThis much-needed book explores past and present trends in the field of Linguistic Landscape Studies. The reader enters the archaeology of the field and then ventures back into the future. On the way, there is room to get to know the controversies, the dilemmas, the emerging themes, and the secret life of which the emergence and evolution of a research field is made. A book that reads like a novel. * Sílvia Melo-Pfeifer, University of Hamburg, Germany *The book successfully achieves its goal of offering readers a panoramic experience of this rich and evolving field. Whether you are a seasoned researcher or simply curious about the linguistic landscapes that surround us, this book will leave you with a newfound appreciation for the intricate tapestry of languages in our everyday environment. * Selim Ben-Said, National Sun Yat-sen University, Taiwan *Durk Gorter and Jasone Cenoz have created a masterful text that captures the wealth of their knowledge of linguistic landscapes. They have presented a carefully considered and critical overview of the field, including its origins, theoretical approaches, methods and diverse applications. A must-read for all researchers and students of linguistic landscapes. * Corinne A. Seals, Victoria University of Wellington, New Zealand *...this weighty tome provides an incredible overview into the field and succeeds in being both macro and micro at the same time, zooming in and out at opportune moments. Most impressive is its inclusion and consideration of a great number of LL studies, no doubt in part aided by a lovingly maintained bibliography of LL research [...] It is certainly an invaluable resource to both current and new researchers in the field, providing inspiration for future research as well as methodological development * Andre Joseph Theng, The University of Edinburgh, UK, Language in Society *Table of ContentsFigures Preface Chapter 1. Introduction: Captivating Studies of Language in Public Spaces Chapter 2. History: Early Stages of an Emerging Field Chapter 3. Theoretical Approaches: A Range of Perspectives Chapter 4. Research Methods: Quantitative and Qualitative Approaches Chapter 5. Photography and Other Distinctive Research Methods Chapter 6. Multilingualism is All Around Us Chapter 7. The Visibility of Minority Languages Chapter 8. The Influence of Language Policies Chapter 9. English Can Be Seen Everywhere Chapter 10. Educational Contexts Chapter 11. What's in the Names? Chapter 12. Expanding the Field of View References Index

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Book SynopsisThe Psycholinguistics of Bilingualism presents a comprehensive introduction to the foundations of bilingualism, covering language processing, language acquisition, cognition and the bilingual brain.Trade Review"The Psycholinguistics of Bilingualism is an absolute gem to read. It is concise and clear while not skimping at all on breadth and depth. Truthfully, this is a bit unsettling for those of us who have worked in this field. Capturing such a wide array of topics in a single volume is a gargantuan task. Grosjean and Li should be applauded for helping to shape such an excellent text. Most importantly, the editors and authors help to convince the reader of the importance of dynamic processing, whether it be in computer models that have to adapt to language input, brain images that capture how bilinguals switch between languages, or in the nature of speech that takes into account how bilinguals adapt to different linguistic situations. By bringing all of these pieces together, Grosjean and Li have provided a true gift for those who would like to learn more about this field." (Language, 1 December 2013) “Those with an interest in bilingualism would find the chapter on writing helpful due to the small number of bilingual studies, especially looking at two languages in one bilingual, rather than comparing bilingual writings to monolingual writings. Those interested in bilingual code-switching would also find it a useful reference as code-switchng is discussed from different perspectives in several chapters. Undergraduate students studying psycholinguistics are provided with a complete overview on controversial issues such as the critical period hypothesis for language acquisition or the bilingual mental lexicon with the relevant influential articles and hypotheses, listed chronologically. Thus, this book is an ideal choice for an undergraduate or postgraduate course book in introducing various fields of applied linguistics, bilingualism, and also the psycholinguistics of bilingualism.” (International Journal of Bilingual Education and Bilingualism, 28 August 2013) “The book is written in a friendly tone that’s easy to understand and engage with, making it perfect for anyone who’s looking to learn more about psycholinguistics or bilingualism – and with great chapters by some of the biggest names in the field, there’s no doubt that the information packed into this little volume is of the highest quality.” (First Language, 1 January 2014) “I enjoyed reading this book and would very much recommend it to students, teachers and anyone else interested in the field. If you have not been fascinated by bilingualism before, you will be after reading the introduction chapter!” (The Nordic Journal of Linguistics, 1 May 2014) “It is refreshing to see a textbook that offers a comprehensive introduction to bilingual language processing, language acquisition, cognition and memory, and the bilingual brain. Each chapter presents current debates and issues in their respective subfields accompanied with clear and concise illustrations of empirical studies. Written by prominent researchers, all the chapters are not only remarkably up to date in the various areas covered but also quite accessible to the non-specialist … Whether the reader is mainly looking for a comprehensive overview of the up to date literature or instead looking for suggestions for new avenues of research, this book provides an abundance of information.” (International Journal of Applied Linguistics, 1 October 2013) “This book exceeded my expectations, and I find it difficult to point out shortcomings, as it is perfectly aligned with its declared aims.” (The LINGUIST List, 1 May 2013)Table of ContentsAuthor Biographies vii Introduction 1 1 Bilingualism: A Short Introduction 5François Grosjean 1.1 The Extent of Bilingualism 6 1.2 Describing Bilinguals 7 1.3 The Functions of Languages 11 1.4 Language Mode 14 1.5 Interacting with Bilinguals and Monolinguals 17 1.6 Biculturalism 21 I Spoken Language Processing 27 2 Speech Perception and Comprehension 29François Grosjean 2.1 From the Speech Wave to the Mental Representation 30 2.2 Processing Monolingual Speech 33 2.3 Processing Bilingual Speech 39 3 Speech Production 50François Grosjean 3.1 From Thought to Articulation 51 3.2 Producing Monolingual Speech 52 3.3 Language Production in Bilinguals is a Dynamic Process 54 3.4 Producing Bilingual Speech 59 II Written Language Processing 71 4 Reading 73Annette M.B. de Groot 4.1 An Outline of the Reading Process 74 4.2 Word Recognition in Bilinguals 76 4.3 Models of Bilingual Visual Word Recognition 87 4.4 Sentence Processing in Bilinguals 91 5 Writing 100Rosa M. Manchón 5.1 The Psycholinguistics of Bilingual Writing: Mapping the Terrain 102 5.2 Bilingual Text Production Activity: Processes and Strategies 105 5.3 The Transfer of Knowledge and Skills in Bilingual Writing 111 III Language Acquisition 117 6 Simultaneous Language Acquisition 119Virginia Yip 6.1 Theoretical Issues 121 6.2 Methodological Issues 124 6.3 Early Developmental Stages and Language Differentiation 129 6.4 Cross-linguistic Influence 130 6.5 Code-mixing 133 6.6 Extensions and Applications 137 7 Successive Language Acquisition 145Ping Li 7.1 Age Effects in Second Language Acquisition 146 7.2 Speech Learning in Successive Language Acquisition 151 7.3 Dynamic Interaction between First Language and Second Language 155 IV Cognition and the Bilingual Brain 169 8 Bilingual Memory 171Annette M.B. de Groot 8.1 The Organization of the Bilingual Mental Lexicon 172 8.2 Bilingual Concepts 181 8.3 Bilingual Autobiographical Memory 186 9 Cognitive Effects 192Ellen Bialystok and Raluca Barac 9.1 Language and Metalinguistic Abilities 193 9.2 Acquisition of Literacy 198 9.3 Developing Executive Control 202 9.4 Advantages of Bilingualism across the Lifespan 206 10 Neurolinguistic and Neurocomputational Models 214Ping Li 10.1 Neurolinguistic Traditions and Debates 215 10.2 The Cognitive Neuroscience of Bilingualism 220 10.3 Neurolinguistic Computational Modeling 228 Index 239

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Book SynopsisTable of ContentsBrief Contents1. Getting to Know English Learners2. Learning a Second Language3. Understanding the SIOP Model from an Administrator's Perspective4. Getting Started with SIOP Model Implementation5. Refocusing Your School with SIOP6. Frequently Asked Questions: Getting Started with SIOPAppendix A: SIOP (Sheltered Instruction Observation Protocol)Appendix B: Sample Handout for Staff MeetingAppendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) ModelAppendix D: The SIOP ChecklistAppendix E: Action Plan for SIOP® Model ImplementationGlossaryReferencesIndex Detailed Contents1. Getting to Know English LearnersWho Are English Learners?English Learner DemographicsDiverse Characteristics Among English LearnersHow Do English Learners Perform in School?Academic Performance of English LearnersHow Should We Serve English Learners in School?English Learner IdentificationLanguage Support ProgramsESL/ELD/Sheltered programsBilingual programsNewcomer programsLevels of Language ProficiencyStaffingWhat Is the SIOP® Model?Key Points SummaryReflect and Apply 2. Learning a Second LanguageAcquiring a Second LanguageThe Language Demands of SchoolSpeaking and ListeningReadingWritingVocabulary DevelopmentSocial and Academic LanguageTime Required to Learn a New LanguageFactors That Influence Second Language AcquisitionAgeAptitudeMotivationPersonalityFirst Language DevelopmentSocio-psychologicalQuality of InstructionUsing Technology to learn a Second LanguageResearch Evidence About Second Language LearningMeeting the Needs of Every English LearnerLong-Term English LearnersStruggling English Learners and RTIThe Value of BilingualismCognitiveSocio-emotionalAcademicKey Points SummaryReflect and Apply 3. Understanding the SIOP Model from an Administrator's PerspectiveThe Role of an AdministratorSIOP Model ResearchThe CREDE SIOP Model Design StudyLela Alston Elementary School Program EvaluationThe New Jersey SIOP Quasi-Experimental StudyThe CREATE SIOP Experimental StudySIOP Professional Development ProgramThe SIOP Model in the ClassroomSIOP Teachers in ActionLesson PreparationBuilding BackgroundComprehensible InputStrategiesInteractionPractice & ApplicationLesson DeliveryReview & AssessmentObservation ToolsKey Points SummaryReflect and Apply 4. Getting Started with SIOP Model ImplementationExamine the Academic Performance of English LearnersConsider the Teachers' Credentials for Instructing English LearnersSet Goals for SIOP ImplementationSeek Required ApprovalsEstablish ResponsibilitiesSecure FundingPlan Initial SIOP Staff DevelopmentCreate a SIOP Coaching PlanPlan Ongoing SIOP Professional LearningProvide Instructional LeadershipConsider Planning a Formative EvaluationConstruct a Realistic TimelineKey Points SummaryReflect and Apply 5. Refocusing Your School with SIOPUsing SIOP to Organize for ChangeReducing Competing InitiativesAligning SIOP with the Common Core and Other State StandardsAdministrative Leadership with SIOP ImplementationThe Ongoing Role of the Administrator During SIOP ImplementationTaking a Participatory Role in SIOP ImplementationSIOP and Professional Learning Communities (PLCs)Critical Friends as Peer CoachesViewing SIOP Professional Learning as an Ongoing ProcessOngoing SIOP Data Collection During ImplementationUsing the SIOP Protocol During Observations of LessonsEffective Differentiated Instruction in the ClassroomSustaining SIOP Over TimeKey Points SummaryReflect and Apply Chapter 6. Frequently Asked Questions: Getting Started with SIOPGeneral SIOP QuestionsWho can implement SIOP?Is SIOP only for English learners?Isn't SIOP just good instruction?What is the relationship between SIOP and Culturally Responsive Teaching?What if there are only a few English learners in a classroom?As an administrator, what is the most important thing I should keep in mind as we get started with SIOP?Questions about Getting Started with SIOP in the ClassroomHow should teachers start using SIOP in their classrooms?Do teachers need to incorporate all 30 SIOP features in every lesson?What if a teacher has students who can't speak any English? Will SIOP help?How long will it take for teachers to become effective with SIOP?How can teachers use the SIOP protocol?Once teachers have read the core text and tried out some of the components, how do they deepen their SIOP knowledge?Questions about School-wide Implementation of the SIOP ModelHow should we get started with our school's implementation?Who should receive SIOP professional development?What should SIOP professional learning look like?How can the SIOP protocol be used school-wide?What should we do about reluctant or resistant teachers?With whom should we collaborate during SIOP implementation?What does it mean to be a high-implementing SIOP teacher?Is SIOP compatible with the Common Core State Standards?SIOP is a lesson planning and delivery system for teachers, but what about student outcomes?As an administrator, where can I get some assistance?How can the SIOP protocol be used by researchers and program evaluators to measure teachers' level of SIOP implementation with the protocol?Key Points SummaryReflect and ApplyAppendixesAppendix A: SIOP (Sheltered Instruction Observation Protocol)Appendix B: Sample Handout for Staff MeetingAppendix C: Research on the SIOP (Sheltered Instruction Observation Protocol) ModelAppendix D: The SIOP ChecklistAppendix E: Action Plan for SIOP® Model ImplementationGlossaryReferencesIndex

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Book SynopsisNon-linguistic conflicts - economic, religious, territorial - are often projected on to language differences, and may be played out in the language policies of governments and other holders of power. Jean-Louis Calvet deals broadly, in a non-technical and introductory style, with this interaction of language issues and political process. He examines the fundamental problems arising from language contact, multilingualism, and the conflicts caused by inequalities symbolized in various patterns of language use. The author draws extensively on his own research and uses numerous case studies to illustrate the power-political dimensions of language policies from many parts of the world, such as Africa, China, South America, the former Soviet Union, and Europe. He cites the former Soviet Union as a prime example of an attempt to impose, for ideological reasons, a supra-national vehicular language, in order to supersede the languages of regional nationalism. Professor Calvet offers no simple solutions to the `war of languages'' but urges all those involved in language intervention - from the professional `language planners'' to school teachers - to combine the need to promote majority languages with respect for the diversity of local languages and language varieties.Trade ReviewNontechnical and interesting, it is addressed to nonspecialists and is recommended for all academic and public collections. * G. R. Wasserman, CHOICE *Table of ContentsIntroduction ; PART I: THE ORIGINS OF CONFLICT ; 1. The Question of Origins ; 2. Religions and Language ; 3. A Multilingual World ; 4. Ideologists of Superiority ; PART II: THE BATTLEFIELD ; 5. Lingua Francas and Vernaculars ; 6. The Family as a Battlefield ; 7. Markets and Languages ; 8. Lingua Francas ; 9. The Death of Languages ; PART III: AMONG THE ADMINISTRATORS ; 10. Language Policy and Planning: First Approach ; 11. Case Studies: The Management of Multilingualism ; 12. Case Studies: Language Planning and Nationalism ; 13. Case Study: The Language Struggle of the Jivaro of Ecuador ; 14. The War of Writing ; 15. The War of Words ; 16. Trench Warfare: The Case of French ; 17. The Pacifist Illusion and Esperanto ; Conclusion

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Book SynopsisDeborah J. Short is a professional development consultant and a senior research associate at the Center for Applied Linguistics in Washington, DC. She co-developed the SIOP Model for sheltered instruction and has directed national research studies on English language learn-ers funded by the Carnegie Corporation, the Rockefeller Foundation, and the U.S. Dept. of Education. She recently chaired an expert panel on adolescent ELL literacy. As the director of Academic Language Research & Training, Dr. Short provides professional development on sheltered instruction and academic literacy around the U.S. and abroad. She has numerous publications, including the SIOP book series and five ESL textbook series for National Geographic/Hampton-Brown. She has taught English as a second/foreign language in New York, California, Virginia, and the Democratic Republic of Congo. Jana Echevarría is a Professor Emerita at California State University, Long Beach. STable of ContentsIntroduction Criteria for Selecting the Ideas and Activities About This Book Purpose of Ideas and Activities Content and Language Objectives Lesson Plans Acknowledgements A Guide to Using This Book CHAPTER 1: OVERVIEW OF THE SIOP MODEL CHAPTER 2: LESSON PREPARATION Overview of Preparation Component Ideas and Activities for Enhancing Lesson Preparation Teacher Collaboration using the SIOP Protocol Differentiated Instruction Enlarged, Adapted Text Alternate Materials Success through Scaffolding Task Analysis or Backwards Planning SIOP Planning Flow Chart Lesson Plan Format CHAPTER 3: BUILDING BACKGROUND Overview of Building Background Component Ideas and Activities for Building Background Realia, Photos, and Illustrations KWL Chart Pretest with a Partner Backwards Book Walk Go to Your Corner The Insert Method Student Journals Personal Dictionaries Signal Words 4 Corners Vocabulary Identifying and Using Cognates to Teach English Vocabulary Surprise Book Lesson Plan: Elementary Lesson Plan: Secondary CHAPTER 4: COMPREHENSIBLE INPUT Overview of Comprehensible Input Component Ideas and Activities for Providing Comprehensible Input Identifying Levels of Second Language Acquisition Move It! Vocabulary Cards and Flip Books Homographs, Homophones, and Synonyms. Idiom Match-Up Taped Texts for Scaffolding Every Student Gets a Chance Framed Outlines Lesson Plan: Elementary Lesson Plan: Secondary CHAPTER 5: STRATEGES Overview of Strategies Component Ideas and Activities for Developing Strategies Directed Reading-Thinking Activity (DR-TA) SQP2RS (Squeepers) Questioning Prompts for Different levels of Language Acquisition Canned Questions Question-Answer Relationships (QAR) Anticipation/Reaction Guide Progressive Maps T-Chart Graphic Organizer Split Page Note-taking Stop and Think You Are the Teacher! Value Line Adapted Venn Diagram Lesson Plan: Elementary Lesson Plan: Secondary CHAPTER 6: INTERACTION Overview of Interaction Component Ideas and Activities for Promoting Interaction Is It Complete? Dinner Party Group Response with a White Board Reader-Writer-Speaker Response Triads Inside Outside Circle Find Your Match Jigsaw What You Know Gallery Walk Take a Stand Frozen Moment You Are There Great Performances Role Playing Puppetry Lesson Plan: Elementary Lesson Plan: Secondary CHAPTER 7: PRACTICE AND APPLICATION Overview of Practice and Application Component Ideas and Activities for Providing Practice and Application BINGO Are You Sleeping? Poetry and Patterns Go Graphic for Expository Texts Main Idea Chart Cause and Effect Chart Compare/Contrast Chart Sequence or Chronological Chart Problem - Solution Chart Description Chart Plot Chart/Short Story Flow Chart The Frame-Up Piece O’ Pizza Virginia Reel Numbered Heads Together Vocabulary-Go-Fish Lesson Plan: Elementary Lesson Plan: Secondary CHAPTER 8: LESSON DELIVERY SIOP Features of Lesson Delivery Overview of Lesson Delivery Component Ideas and Activities for Effective Lesson Delivery Heading into Questions Chunk and Chew Magic Buttons Procedural Knowledge Response Cards Secret Answer Take Your Corners What Do You Know? Stop That Video CHAPTER 9: REVIEW AND ASSESSMENT Overview of Review and Assessment Component Ideas and Activities for Review and Assessment Simultaneous Round Table Find Someone Who Numbered Heads Together with a Review Sheet Sign in, Please Response Boards Find the Fib Elementary Lesson Plan Secondary Lesson Plan Selected References Appendix A: The Sheltered Instruction Observation Protocol

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Book Synopsislist of Tables Series Editors' Preface Acknowledgements Introduction PART I: BACKGROUND TO CHILD SECOND LANGUAGE ACQUISITION AND PEDAGOGY Theories of Child Development language learning Processes in Childhood: First and Second languages Contexts for language Acquisition in Childhood PART II: OVERVIEW OF RESEARCH STUDIES Child SlA and Pedagogy:A Broad Overview of Approaches to Research Case Studies: Interactions between Research and Practice PART III: ISSUES IN FUTURE RESEARCH AND PRACTICE Exploring Ethical and Methodological Issues in Research Involving Children Some Feasible Studies for Future Research PART IV: RESOURCES Resources in the Area of Child SlA and Pedagogy References IndexTrade Review'The book not only presents a very comprehensive discussion of current research in the area of childhood second language learning but also generates insights into current debates on the relationship between research and classroom practice.' - Harry Kuchah, IAFTEFL Children and Teenagers' Magazine '...this book succeeds extremely well in achieving its aims...the book as a whole contains a clear, confident, and consistent authorial voice...I feel this book breaks new ground and I recommend it to anyone interested in finding out more about what is known and what still needs to be known about how children learn an L2.' - ELT 'Children Learning Second Languages is a recent addition to a Plagrave Macmillan series that aims to examine the relationship between research and classroom practice... I feel that this book is likely to appeal mostly to MA students and researchers with no or reduced teaching loads and access to guidance from staff on formal academic study programmes... It provides an informed overview of language learning processes and links research and pedagogical considrations over a vast range of contexts and ages wih considerable flair and aplomb.' Simon Smith, - ELTTable of Contentslist of Tables Series Editors' Preface Acknowledgements Introduction PART I: BACKGROUND TO CHILD SECOND LANGUAGE ACQUISITION AND PEDAGOGY Theories of Child Development language learning Processes in Childhood: First and Second languages Contexts for language Acquisition in Childhood PART II: OVERVIEW OF RESEARCH STUDIES Child SlA and Pedagogy:A Broad Overview of Approaches to Research Case Studies: Interactions between Research and Practice PART III: ISSUES IN FUTURE RESEARCH AND PRACTICE Exploring Ethical and Methodological Issues in Research Involving Children Some Feasible Studies for Future Research PART IV: RESOURCES Resources in the Area of Child SlA and Pedagogy References Index

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Book SynopsisEllen Jones offers a new framework for understanding literary multilingualism, emphasizing how authors and translators can use its defamiliarizing and disruptive potential. She examines the connection between translation and multilingualism and considers its significance for the theory, practice, and publishing of literature in translation.Trade ReviewLiterature in Motion is a landmark work on translation, multilingualism and writing, by a seasoned and brilliant scholar and translator. Ellen Jones provides an invaluable assessment of literary writing in various spaces of linguistic contact and friction across the Americas. -- Ignacio M. Sánchez Prado, author of Strategic Occidentalism: On Mexican Fiction, the Neoliberal Book Market and the Question of World LiteratureLiterature in Motion offers a bold and compelling argument for why multilingual writers and translators should be at the center of our debates about contemporary literature in the Americas. Skillfully combining close readings of literary texts with a broad mapping of the hemispheric literary terrain, Jones shows how recent writer-translator collaborations have produced a series of novel linguistic and narrative effects. This book is an important contribution to the fields of comparative literature, translation studies, Latinx literary studies, and hemispheric studies. -- Jeffrey Lawrence, author of Anxieties of Experience: The Literatures of the Americas from Whitman to BolañoJones writes with admirable clarity, elegantly navigating areas of conceptual difficulty and drawing out points of textual detail. Literature in Motion builds on recent scholarship in translation studies and world literature, opening out and exploring themes such as the ‘untranslatable’ and the potential conflict between multilingualism and translation. -- Laura Lonsdale, author of Multilingualism and Modernity: Barbarisms in Spanish and American LiteratureJones makes a compelling argument that not only is the relationship between multilingual writing and translating fluid, but it is ever-expanding and generative. -- Tess O’Dwyer * World Literature Today *A powerful monograph brimming with rich theoretical discussions. -- Lúcia Collischonn * Oxford Comparative Criticism & Translation Review *A groundbreaking study of multilingual writing in the Americas and its use of translation. -- Sarah Booker * Translation Studies *Highly recommended. * Choice *Table of ContentsAcknowledgmentsA Note on TranslationsIntroduction: Translation and Multilingualism in Contemporary American Literature1. “Mi lengua es un palimpsesto”: Susana Chávez-Silverman’s Palimpsestuous Writing2. Censorship and (Pseudo-)Translation in Junot Díaz’s The Brief Wondrous Life of Oscar Wao3. “I Want My Closet Back”: Queering and Unqueering Language in Giannina Braschi’s Yo-Yo Boing!4. Fluid Trajectories in Two Versions of Wilson Bueno’s Mar ParaguayoCoda: Beyond America: Multilingualism, Translation, and AsymptoteNotesBibliographyIndex

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Book SynopsisEllen Jones offers a new framework for understanding literary multilingualism, emphasizing how authors and translators can use its defamiliarizing and disruptive potential. She examines the connection between translation and multilingualism and considers its significance for the theory, practice, and publishing of literature in translation.Trade ReviewLiterature in Motion is a landmark work on translation, multilingualism and writing, by a seasoned and brilliant scholar and translator. Ellen Jones provides an invaluable assessment of literary writing in various spaces of linguistic contact and friction across the Americas. -- Ignacio M. Sánchez Prado, author of Strategic Occidentalism: On Mexican Fiction, the Neoliberal Book Market and the Question of World LiteratureLiterature in Motion offers a bold and compelling argument for why multilingual writers and translators should be at the center of our debates about contemporary literature in the Americas. Skillfully combining close readings of literary texts with a broad mapping of the hemispheric literary terrain, Jones shows how recent writer-translator collaborations have produced a series of novel linguistic and narrative effects. This book is an important contribution to the fields of comparative literature, translation studies, Latinx literary studies, and hemispheric studies. -- Jeffrey Lawrence, author of Anxieties of Experience: The Literatures of the Americas from Whitman to BolañoJones writes with admirable clarity, elegantly navigating areas of conceptual difficulty and drawing out points of textual detail. Literature in Motion builds on recent scholarship in translation studies and world literature, opening out and exploring themes such as the ‘untranslatable’ and the potential conflict between multilingualism and translation. -- Laura Lonsdale, author of Multilingualism and Modernity: Barbarisms in Spanish and American LiteratureJones makes a compelling argument that not only is the relationship between multilingual writing and translating fluid, but it is ever-expanding and generative. -- Tess O’Dwyer * World Literature Today *A powerful monograph brimming with rich theoretical discussions. -- Lúcia Collischonn * Oxford Comparative Criticism & Translation Review *A groundbreaking study of multilingual writing in the Americas and its use of translation. -- Sarah Booker * Translation Studies *Highly recommended. * Choice *Table of ContentsAcknowledgmentsA Note on TranslationsIntroduction: Translation and Multilingualism in Contemporary American Literature1. “Mi lengua es un palimpsesto”: Susana Chávez-Silverman’s Palimpsestuous Writing2. Censorship and (Pseudo-)Translation in Junot Díaz’s The Brief Wondrous Life of Oscar Wao3. “I Want My Closet Back”: Queering and Unqueering Language in Giannina Braschi’s Yo-Yo Boing!4. Fluid Trajectories in Two Versions of Wilson Bueno’s Mar ParaguayoCoda: Beyond America: Multilingualism, Translation, and AsymptoteNotesBibliographyIndex

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Book SynopsisA cheerful, optimistic handbook for parents and carers shaping the next generation of responsible global citizens - ready to change the world for the better!Our children have the energy, capacity, and passion to create and nurture a global culture in which inclusion, acceptance, respect, and participation are the core values that underpin a human being''s every interaction. As parents and carers, our job is to help our children take their first steps along that path.Raising truly globally minded, and socially conscious children happens at home and in the community. Children can be inspired, equipped, and mobilized to make a difference in the world. By encouraging values such as responsible and kind use of social media, respect, open mindedness, empathy, a sense of community, parents can help to shape a new generation of emotionally intelligent, outward-looking, politically ethical world citizens.Relevant to parents of children of all ages - from toddle

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Book SynopsisCO-PUBLISHED BY ROUTLEDGE AND THE NATIONAL COUNCIL OF TEACHERS OF ENGLISHComplementing Crovitz and Devereaux's successful Grammar to Get Things Done, this book demystifies grammar in context and offers day-by-day guides for teaching ten grammar concepts, giving teachers a model and vocabulary for discussing grammar in real ways with their students. Through applied practice in real-world contexts, the authors explain how to develop students' mastery of grammar and answer difficult questions about usage, demonstrating how grammar acts as a tool for specific purposes in students' lives. Accessibly written and organized, the book provides ten adaptable activity guides for each concept, illustrating instruction from a use-based perspective. Middle and high school preservice and inservice English teachers will gain confidence in their own grammar knowledge and learn how to teach grammar in ways that are uniquely accessible and purposeful for students. Table of Contents1. What Is This Book About? 2. Language Study Reset: Shifting the Grammar Focus 3. Grammar in Context: Texts, Writing, and Real Life 4. Daily Lessons for Ten Grammar Concepts

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Book SynopsisThis guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency, using a framework based on principles of teaching and learning. By following these suggestions, which are organised around four strandsmeaning-focused input, meaning-focused output, language-focused learning, and fluency developmentteachers will be able to design and present a balanced programme for their students. Updated with cutting-edge research and theory, the second edition of Teaching ESL/EFL Listening and Speaking retains its hands-on focus and engaging format, and features new activities and information on emerging topics, including: Two new chapters on Extensive Listening and Teaching Using a Course Book Expanded coverage of key topics, including assessment, pronunciation, and using the internet to develop listening and speaking skills Table of Contents 1. Parts and Goals of a Listening and Speaking Course 2. Beginning to Listen and Speak in Another Language 3. Listening 4. Extensive Listening 5. Language-focused Learning through Dictation and Related Activities 6. Pronunciation 7. Learning through Task-based Interaction 8. Learning through Pushed Output 9. Teaching Using a Course Book 10. Language-focused Learning: Deliberate Teaching 11. Developing Fluency 12. Assessing Progress

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Book SynopsisNow in its second edition, Language Curriculum Design describes the steps involved in the curriculum design process, elaborates and justifies these steps, and provides opportunities for practising and applying them. Crystal-clear and comprehensive yet concise, the steps are laid out at a general level so that they can be applied in a wide range of particular circumstances. Updated throughout with cutting-edge research and theory, the second edition contains new examples on curriculum design and development and expanded attention on environment analysis, needs analysis, and programme evaluation. The process comes to life through plentiful examples of actual applications from the authorsâ experience and from published research. Each chapter also includes tasks that encourage readers to relate the steps to their own experience, and case studies and suggestions for further reading.Combining sound research/theory with state-of-the-art practice, Language CurriculumTable of Contents1. Language Curriculum Design: An Overview 2. Environment Analysis 3. Needs Analysis 4. Principles 5. Goals, Content and Sequencing 6. Format and Presentation 7. Monitoring and Assessment 8. Evaluation 9. Approaches to Curriculum Design 10. Negotiated Syllabuses 11. Adopting and Adapting an Existing Course Book 12. Introducing Change 13. Planning an In-Service Course 14. Teaching and Curriculum Design

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Book SynopsisThe Routledge Handbook of Language and Identity provides a clear and comprehensive survey of the field of language and identity from an applied linguistics perspective. Authored by specialists from around the world, each chapter introduces a topic in language and identity studies and provides a concise, critical survey in which the importance and relevance to applied linguists is explained.Thirty-seven chapters are organised into five sections covering: theoretical perspectives informing language and identity studies categories and dimensions of identity key issues for researchers in language and identity studies topical case studies in areas of interest to applied linguistics future directions for language and identity studies in applied linguistics. With further reading included in each chapter, The Routledge Handbook of Language and Identity is an essential reference for all students, teachers aTrade Review"In an extremely rapidly changing field of scholarship, this collection presents the best of an existing paradigm of research while heralding a new one. This volume should incite everyone to fundamental reflection and a ‘no holds barred’ attitude in fresh research." Jan Blommaert, Tilburg University, the Netherlands"The key role that language plays in how we are seen by others and how we see ourselves – struggles around identity – has emerged as a major focus of applied linguistics over the last 20 years. This new handbook does a wonderful job of pulling this work together – from its theoretical roots to its contemporary manifestations – into one diverse and readable volume." Alastair Pennycook, University of Technology Sydney, AustraliaTable of ContentsContentsList of figures, tables and boxes List of contributors Preface Acknowledgements Introduction: Language and identity in applied linguistics PART IPerspectives on language and identity 1 Historical perspectives on language and identity 2 Positioning language and identity3 Identity in variationist sociolinguistics 4 Ethnomethodological and conversation analytic approaches to identity 5 Language and identity in linguistic ethnography 6 Discursive psychology and the production of identity in language practices 7 Critical discourse analysis and identity PART IICategories and dimensions of identity 8 Language and ethnic identity 9 Language, race and identity 10 Linguistic practices and transnational identities 11 Identity in post-colonial contexts 12 Language and religious identities 13 Language and gender identities 14 Language and non-normative sexual identities 15 Class in language and identity research PART IIIResearching the language and identity relationship:Challenges, issues and puzzles 16 Ethics in language and identity research 17 A linguistic ethnography of identity18 The politics of researcher identities19 Challenges for language and identity researchers in the collection andtranscription of spoken interaction20 Beyond the micro–macro interface in language and identity researchPART IVLanguage and identity case studies 21 Constructing age identity22 The significance of sexual identity to language learning and teaching 23 An identity transformation? Social class, language prejudice and theerasure of multilingual capital in higher education24 Being a language teacher in the content classroom25 Disability identities and category work in institutional practices26 ‘Comes with the territory’27 Language, gender and identities in political life28 Straight-acting: Discursive negotiations of a homomasculine identity 29 Styling and identity in a second language 30 Construction of heritage language and cultural identities31 Minority languages and group identityPART VFuture directions 32 Intersectionality in language and identity research 33 Language and identity in the digital age 34 Language and identity research in online environments35 Exploring neoliberal language, discourses and identities 36 The future of identity research: Impact and new developmentsin sociolinguistics37 Identity in language learning and teachingIndex

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Book SynopsisLanguage is Politics discusses power relations between languages in the world, with a particular focus on English. Even though English is the most widely spoken and the most powerful language worldwide, it is not the lingua franca it is often supposed to be. The basic tenet of this book is that languages do not exist in the natural world; they are artefacts made by humans.The book debunks some common myths about language and it suggests that we should be more modest in our assumptions, for instance concerning the linguistic uniqueness of our own species. The author argues in favour of an ecological or balanced approach to language. This approach sees humans and other animals as part of the larger ecosystems that life depends on. As in nature, diversity is crucial to the survival of languages. The current linguistic ecosystem is out of balance, and this book shows that education can help to restore the balance and cope with the challenges of a multilingual and muTrade ReviewFrank van Splunder’s Language is Politics is a wonderful exploration of how language contributes to what it is to be human. Van Splunder’s command of scholarship is impressive, as is his ability to make links from language to human behaviour at all levels, seeing language as the ultimate liberating tool.Paul Kerswill, University of York, UKTable of ContentsContentsPart One Language is Politics The Language Myth The Origin of Language Imagined Communities Language as a Construction The Pecking Order of Languages The Power of English Language and War Life and Death of Languages Towards an Ecological Approach to Language Part Two Personal Language Histories Aim and Scope Asia Africa Oceania Latin America Europe Acknowledgements ReferencesIndex

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Book SynopsisThe Routledge Handbook of English for Academic Purposes provides an accessible, authoritative and comprehensive introduction to English for Academic Purposes (EAP), covering the main theories, concepts, contexts and applications of this fast-growing area of applied linguistics. Forty-five chapters are organised into eight sections covering: Conceptions of EAP Contexts for EAP EAP and language skills Research perspectives Pedagogic genres Research genres Pedagogic contexts Managing learning. Authored by specialists from around the world, each chapter focuses on a different area of EAP and provides a state-of-the-art review of the key ideas and concepts. Illustrative case studies are included wherever possible, setting out in an accessible way the pitfalls, challenges and opportunities of research or practice in that area. Suggestions for further reading are included with each chapter. The Routledge Handbook of English for Academic Purposes is an essential reference for advanced undergraduate and postgraduate students of EAP within English, Applied Linguistics and TESOL. Trade Review"Don’t do EAP without it! This volume defines—in 45 chapters by the experts who have shaped the field internationally—the current nature and scope, prevailing activities, and conceptual foundations of EAP: an authoritative, clearly organized resource for advanced students, researchers, program administrators, and educators in universities and schools around the world." Alister Cumming, University of Toronto, Canada "This Handbook is an authoritative, comprehensive and truly international compendium of theory, research and practice in the field of EAP. A group of distinguished scholars provide internationally-relevant and at the same time socially-situated insightful analyses of existing and emerging understandings of EAP in diverse locations across the globe and with reference to traditional and novel EAP genres and contexts." Rosa M. Manchón, University of Murcia, Spain"This volume illustrates how widely EAP is practiced and the variety of research traditions that have influenced current understandings of academic English. The contributors demonstrate that educational values and practices differ considerably from country to country and encourage a critical stance to researching, developing and teaching EAP in local contexts." Diane Schmitt, Nottingham Trent University, UKTable of ContentsList of figuresList of tablesNotes on the contributorsAcknowledgements1IntroductionSection 1: Conceptions of EAP Section 2: Contexts for EAP Section 3 EAP and language skills Section 4 Research perspectives Section 5 Pedagogic genres Section 6 Research genres Section 7: Pedagogic contexts Section 8: Managing learning Index

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Book SynopsisThis comprehensive textbook prepares early childhood educators to effectively work with and support young children (ages 0-8) with diverse languages, cultures, and learning needs. With a multipurpose, multilevel format, this dynamic resource focuses on the central role of language development and culture in all aspects of learning. Adaptable chapters cover curriculum, family involvement, co-teaching, classroom environment and more, and feature both brief and deeper study versions of the material, alongside a wealth of case examples and implementation strategies. Accompanied by an online instructor's manual, this ground-breaking text is an ideal resource for students and educators in early childhood and second language education, and all fields that work with young children, and all fields that work with young children. Table of Contents1. Introduction 2. Language Development 3. Getting Started 4. Curriculum 5. Meeting Individual Needs 6. Environment and Materials 7. Family and Community 8. Co-Teaching, Collaborating, and Working with Specialists 9. Professionalism 10. What Administrators, Supervisors, and Instructors Need to Know

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Book SynopsisThis innovative collection explores critical issues in understanding multilingualism as a defining dimension of identity creation and negotiation in contemporary social life. Reinforcing interdisciplinary conversations on these themes, each chapter is co-authored by two different researchers, often those who have not written together before. The combined effect is a volume showcasing unique and dynamic perspectives on such topics as rethinking of language policy, testing of language rights, language pedagogy, meaning-making, and activism in the linguistic landscape. The book explores multilingualism through the lenses of spaces and policies as embodied in Elizabeth Lanza's body of work in the field, with a focus on the latest research on linguistic landscapes in diverse settings. Taken together, the book offers a window into better understanding issues around processes of change in and of languages and societies.This ground breaking volume will be of particular Table of ContentsList of FiguresList of TablesList of ContributorsPreface by Marilyn Martin-JonesAcknowledgementsIntroduction Robert Blackwood and Unn RøynelandPart I – Rethinking the Context1. Language Policy: Taking Stock in a Changing Context Li Wei and Helen Kelly-Holmes2. Language, Pedagogy, and Active Participant Engagement: Gaze in the Multilingual LandscapeElana Shohamy and Alastair PennycookPart II – Interactions, Ideologies, and Identities3. Contesting Stereotypes: Language, Body and Belonging – Northern and Southern Perspectives Rajend Mesthrie, Toril Opsahl and Unn Røyneland4. Narratives, Identities, and Experiences in the Discourse of Migrants Anna De Fina, Anne Golden and Ingebjørg Tonne5. Securing Understanding in a Second Language: Communication of Rights in Investigative Interviews in the USA and Norway Paweł Urbanik and Aneta PavlenkoPart III – Linguistic Landscapes6. English in Norwegian and Ethiopian Linguistic Landscapes: Returning to Symbolic Language Use Robert Blackwood, Janne Bondi Johanessen and Binyam Sisay Mendisu7. "High Culture at Street Level": Oslo’s Ibsen Sitat and the Ethos of Egalitarian Nationalism Adam Jaworski and Kellie Gonçalves8. Small Shop Signs in Cape Town and Hamburg: Situated Semiosis and Semiotic Creativity in North and SouthJannis Androutsopoulos and Ana Deumert9. Global and Local Forces in Multilingual Landscapes: A Study of a Local Market Durk Gorter, Jasone Cenoz, and Karin van der WorpPart IV – Concluding Remarks 10. Besides Hegemonic Multilingualism: Making Space for Little Stories and Complex Biographies Crispin ThurlowIndex

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Book SynopsisThis book introduces Critical Language Awareness (CLA) Pedagogy as a robust and research-grounded framework to engage and support students in critical examinations of language, identity, privilege and power.Starting with an accessible introduction to CLA, chapters cover key topicsincluding World Englishes, linguistic prejudice, news media literacy, inclusive language practices, and morein an inviting and thought-provoking way to promote reflection and analysis. Part I provides an overview of the foundations of CLA pedagogy, while Part II highlights four instructional pathways for CLA pedagogy: Sociolinguistics, Critical Academic Literacies, Media/Discourse Analysis, and Communicating Across Difference. Each pathways chapter is structured around Essential Questions and Transferrable Skills, and includes three thematic learning sequences. Part III offers tools and guidance for tailoring CLA pedagogy to the reader's own teaching context and to students' individual needs. Trade Review"Shapiro successfully explodes the false binary between pragmatism and progressivism by reminding us that teaching writing is not an either/or proposition. And after our many years of theorizing the teaching of writing, Shapiro offers a persuasive synthesis of theory and practice that shows us how to integrate pragmatism and progressivism into our curricula and instruction. In so doing, she provides teachers with a toolkit to promote self-reflection, social justice and rhetorical agency that empowers all writing students to learn how language shapes them and how they in turn can shape language."--Juan C. Guerra, Professor Emeritus, University of Washington at Seattle, USA"If you are teaching student writers today—especially if you care about teaching ALL student writers today—then this a book for you. Shapiro’s deeply researched and engaging text reviews the history of critical language awareness, examines its current principles and practices, and shows just how writing teachers everywhere can employ such principles and practices to create classrooms and pedagogies where linguistic justice and equity can and will thrive."--Andrea Lunsford, Professor Emerita, Stanford University, USA"This book offers an outstanding roadmap for building inclusive ESOL and English language arts classrooms where students learn to be critical and agentive consumers and producers of standardized written language. The book delivers a strong conceptual framework and principles for a CLA approach combined with abundant illustrations and resources for implementing the approach. A great resource for teachers."--Linda Harklau, Professor, University of Georgia, USA"Shapiro’s (2022) newly published book is a great addition and response to the long-standing debate over the political and social struggle concerning what constitutes ‘correct’ standardized and conventionalized language…. All in all, [the book] is a timely contribution in today’s contentious intellectual environment where identities, linguistic oppression, and epistemological racism are present in so-called ‘democratic’ education. [It] is indeed a critical addition to the field of second language writing (L2) in general and literacy education studies, as it encourages teachers to be active agents of social transformation and justice through education. Unequivocally, Shapiro’s work adds a diverse perspective to the application of CLA with a set of epistemological, practical, and pedagogical innovations. At the same time, she cleverly allowed teacher agency to blossom as she offered possibilities for adapting some activities that tap into students’ cultural and social resources"--Journal of English for Academic Purposes"The book…considered to be one of the most current books in the field of L2 writing. After reading this book, I felt it was a breath of fresh air to have an opportunity to focus on critical language awareness as it has solidified my approaches to L2 writing research and the teaching of multilingual students….Shapiro’s writing style in this book is entertaining and engaging in that the author has adopted a combination of personalized and jargon free writing Shapiro’s writing style in this book is entertaining and engaging…[M]any L2 writing scholars, practitioners, and graduate students who are interested in making classrooms more inclusive will find this book extremely valuable. For L2 writing research scholars, they will find this book full of resources that they can incorporate as tasks for participants in their next research projects with multilingual and multidialectal students. For practitioners, the second section of the book will be extremely useful in helping them (re)design writing assignments and integrate inclusive practices in their classrooms….For scholars in the EFL settings, I believe the book will be valuable to generate discussions around language awareness and the status of the English language in relation to other languages in different communities. Lastly, this book is also appropriate for those who are in rhetoric and composition studies."--Bee Chamcharatsri, Journal of Second Language Writing, Vol 58, 2022Table of ContentsPart I: Section I: Foundations of CLA Pedagogy 1. Introduction: Why Do We Need CLA Pedagogy? 2. What is CLA?: History and Concepts 3. How and Why Does CLA Pedagogy Work?: Principles and Best Practices Part II: Four Pathways for CLA Pedagogy Part II Introduction 4. The Sociolinguistics Pathway 5. The Critical Academic Literacies Pathway 6. The Media/Discourse Analysis Pathway 7. The Communicating-Across-Difference Pathway Part III: Charting Your Own Journey with CLA Pedagogy Part III Introduction 8. Tailoring CLA Pedagogy to Your Teaching Context 9. Infusing CLA into Classroom Instruction 10. Going Further with CLA

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Book SynopsisThis collection celebrates the work of Paulo Freire by assembling transnational perspectives on Freirean-based educational models that reconsider and reimagine language and literacy instruction, especially for multilingual learners. Offering an international and comparative overview of Freire's theories and critical pedagogies in relation to multilingualism, this volume presents innovative analyses and applications of theories and methods and features case studies in public schools, after-school and community literacy programs, and grassroots activism. Part I features chapters that expand on Freire's concepts and ideas, including critical literacies, critical consciousness, and liberatory teaching principles. Part II features chapters that discuss empirical analyses from applied research studies that draw from these philosophical concepts, making important connections to key topics on supporting students, curriculum development, and teaching.Ideal for students and schoTable of ContentsForeword: "The People" Lost in TranslationSamuel Rocha From Angicos to the World: Paulo Freire and the Task of Emancipatory Multilingual Education Sandro R. Barros and Luciana C. de Oliveira Part I: Theoretical and Methodological Approaches Critical Biliteracies: The Mutually Reinforcing Endeavors of Freirean Criticality and Bilingualism Chris K. Chang-Bacon and Soria E. Colomer The Critical Space Between: Weaving Freirean and Sociocultural Pedagogies Brandon J. Sherman and Annela Teemant Transforming Privilege: The Four R’s of Pedagogical PossibilitiesAdam Howard, Patrick Dickert, Wallace Tucker, and Sam Jefferson Reading the World and Conscientização: Teaching about Multilingualism for Social Justice for Multilingual Learners Heather Linville Part II: Empirical Analyses Involvement and Authenticity: Transforming Literacy Curricula for Marshallese Students through Community-Based Writing Projects Anny Fritzen Case, Marcy Ray Dodd, and Gina Mikel Petrie Learning English as an Additional Language from Children’s Points of View in a Public School in Brazil: A Freirean Perspective Andrea da Silva Marques Ribeiro and Jessica F. Cruz Critical Educulturalism in the Borderlands: Exploring Social Positionality and the Dialogic Processes of Culture Circles Kelly Metz-Matthews and Michele McConnell Kindergarteners as Co-constructors of an Equitable Learning Community in a Dual-Language Class: A Freirean Analysis Tatiana M. Cevallos and Rosa M. Floyd (Re)Turning to Freirean-Philosophy in Preparing Content Teachers to Work with Multilingual Students Kara Mitchell Viesca, Peiwen Wang, Brandon Heinz, and Alexa Yunes Digital Storytelling as a Freirean-Based Pedagogy with Refugee-Background Youth Carrie Symons and Kasun Gajasinghe Ignoramuses and Sages: Using Freirean Concepts to Co-construct Socially Just Initial Teacher Education Practices Gabriel Díaz Maggioli Planting Seeds: Pre-Service Teachers Explore the Legacies of Projeto Axé and Projeto Semear Amanda Montes and Miguel Fernández Álvarez Rereading Learning, Schooling, and Race: Reflecting on Dialogical Language Teacher Preparation Through Participatory Action Research Amanda J. Swearingen, Catherine McCarthy, Autumn E. Sanders, and Taylor M. Drinkman Problematização and Poesis: Making Problems with Freire and Someone Else’s Syllabus Cori McKenzie Bridging Multimodality and Criticality to Language Education with a Twist from the Global South: Multimodal Critical Consciousness as Multimodal Conscientização Raúl Alberto Mora, Andrés Tobón-Gallego, Maria Camila Mejía-Vélez, and Elizabeth (Effy) AgudeloAfterword by Valdir Borges

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Book SynopsisThis Handbook is a comprehensive volume outlining the foremost issues regarding research and teaching of second language speaking, examining such diverse topics as cognitive processing, articulation, knowledge of pragmatics, instruction in sub-components of speaking (e.g., grammar, pronunciation, and vocabulary) and the attrition of the first language. Outstanding academics have contributed chapters to provide an integrated and inclusive perspective on oral language skills. Specialized contexts for speaking are also explored (e.g., English as a Lingua Franca, workplace, and interpreting). The Routledge Handbook of Second Language Acquisition and Speaking will be an indispensable resource for students and scholars in applied linguistics, cognitive psychology, linguistics, and education.Table of ContentsEditors’ IntroductionPart I: Theoretical Foundations and Processes Underlying Speaking1. Bilingual Models of SpeakingKees de Bot and Szilvia Bátyi2. Psycholinguistic Processes in L2 Oral Production Daphnée Simard3. A Complex Dynamic Systems Theory Perspective on Speaking in Second Language Development Wander Lowie and Marjolijn Verspoor4. Sociocultural Approaches to Speaking in SLAVictoria Surtees and Patricia Duff5. Aptitude and Individual Differences Joan C. Mora6. Language AnxietyMałgorzata Baran-ŁucarzPart II: Research Issues7. Speaking Research MethodologiesCharles Nagle, Tracey M. Derwing and Murray J. Munro8. Spoken CorporaAmanda Huensch and Shelley Staples9. Speaking Assessment Noriko IwashitaPart III: Core Topics10. Pronunciation Learning and TeachingTracey M. Derwing and Murray J. Munro11. Speech Intelligibility John M. Levis and Alif O. Silpachai12. Speech ComprehensibilityPavel Trofimovich, Talia Isaacs, Sara Kennedy and Aki Tsunemoto13. FluencyJimin Kahng14. The Role of Prosody Across LanguagesYanjiao Zhu and Peggy Mok15. Grammar for SpeakingJune Ruivivar and Laura Collins16. Conversational Interaction Studies Jaemyung Goo17. Pragmatics: Speaking as a Pragmalinguistic ResourceKathleen Bardovi-HarligPart IV: Teaching Speaking18. Second Language Speaking StrategiesSara Kennedy19. Teaching VocabularyMarlise Horst 20. The Role of Formulaic Sequences in L2 Speaking Duy Van Vu and Elke Peters21. Technology for Speaking Development Walcir Cardoso22. Curriculum Issues in Teaching L2 SpeakingJonathan Newton, Trang Le Diem Bui, Bao Trang Thi Nguyen, and Thi Phuong Thao Tran23. Oral Language Development in Immersion and Dual Language Classrooms Roy Lyster and Diane J. Tedick24. Speaking and English as a Lingua FrancaEnric LlurdaPart V: Emerging Issues25. Workplace Communication Lynda Yates26. The Relationship Between L2 Speech Perception and Production Ron I. Thomson27. The Relationship Between Gestures and Speaking in L2 LearningMarianne Gullberg28. Speech-Language Pathologists and L2 SpeakersMarie Nader29. Child L2 Speakers with Language and Communication Disorders Johanne Paradis30. Training Interpreters Jim Hlavac31. First Language AttritionMonika SchmidIndex

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Book SynopsisNewcomers need to draw on all their resourcesintellectual, linguistic, culturalas they make sense of new content and a new language.

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Book SynopsisIt has made me more aware of the difficulties faced by ESL students on a daily basis across the curriculum. Year 4 teacher, Lynne Cadenhead, AberdeenLots of ideas that should be encompassed in the whole school plan. Key Stage One Coordinator, Susan Hills, who has taught in Durham, Norfolk and North East Lincolnshire in both Independent & State schools It helped me to bridge the gap between two cultures. Teacher, British International School, Beijing, ChinaThere are increasing numbers of children with little or no English entering English speaking mainstream lessons. This often leaves them with unique frustrations due to limited English language proficiency and disorientation. Teachers often feel unable to cater sufficiently for these new arrivals. Teaching English as an Additional Language Ages 5-11 is designed to support every 5-11 year old child new to the English language who is beginning their education in an English speaking mainstream curriculum. It provides teachers with the tools needed to support young learnersâ survival language needs and help them achieve a smooth transition into their new learning environment. Packed full of advice, guidance, resources and support for teachers managing beginners to the English language in the mainstream English speaking school, it also includes: 68 flexible sessions for children to learn survival language - sessions are based on assessment for learning and can be adapted easily into weekly lesson plans; A DVD to support each session containing visuals of commonly used vocabulary; Audio examples of English language word pronunciation and sentence structures; Fully downloadable worksheets and lesson plans. The text offers expert guidance on: Strategies to help EAL new arrivals embrace their new cultural experience; Assessing the EAL new arrivals in their English language skills; Teaching EAL new arrivals to use a second language writing system; Delivering survival language intervention sessions; Developing effective language learning strategies; Managing EAL new arrivals in the mainstream classroom; Resources that you use to support EAL new arrivals; Evaluating EAL provision for new arrivals and setting targets for whole school improvement. This flexible and user-friendly resource can be used with the English National Curriculum, International Baccalaureate Primary Years Programme (PYP), the International Primary Curriculum (IPC), and other English speaking curricula. It will be a must-have for all schools looking to support newly arrived children with speaking English as an additional language.Table of Contents1. Acknowledgements 2. Introduction 3. Factors to consider when young learners acquire an additional language 4. Strategies to help new arrivals embrace their new cultural experience 5. Assessing the new arrival in their English language skills 6. Teaching beginners of English to use a second language writing system 7. Effective learning during survival language intervention sessions 8. Using effective language learning strategies 9. Managing new arrivals in the mainstream classroom 10. Resources to support new arrivals 11. Evaluating EAL provision for new arrivals and setting targets for whole school improvement 12. Appendix 13. Bibliography 14. Glossary 15. Index

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