Bilingualism and multilingualism Books

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 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 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 SynopsisTrade ReviewA very good resource to introduce students and trainees to the topic of SLA in such a way that it can be easily understood. This knowledge is reinforced by the activities included and the references for further research on the topic ... The authors cover and review all the main areas of knowledge of this topic in an engaging, practical way for anyone dealing with this complex matter for the first time. In short, the main strength of this book is to help learners and teachers to tackle the numerous studies and theories on this issue. * Language Value *As promised, this book provides an overview of SLA that is beginner-friendly. This is in contrast to other introductory texts that focus more on analyzing theories and their originating studies (e.g. VanPatten & Williams, 2015). What this allows for is gaining a general understanding that can aid teachers in thinking through both the rationale underpinning what they do in the classroom and the progression of the field informing their work. Moreover, the text gives clear suggestions for the classroom, such as meaningful, task-based activities. The inclusion in this text of information regarding multilinguals and heritage speakers is especially welcome, since these types of students are increasingly common and have different needs than the traditional L2 learner who only has speaks one L1. -- Boris Yelin * LINGUISTLIST *This book demonstrates that knowing how languages learned help language instructors to develop a more innovative and effective way to teach foreign languages and to create the necessary conditions for students to learn more efficiently and appropriately. * BAAL Newsletter *Readers searching for an introductory text that explores how second languages are learned alongside effective teaching practices need not look further. Second Language Acquisition: A Theoretical Introduction to Real World Applications is sure to please undergraduate students and future educators who will highly benefit from the down-to-earth foundation that it provides. The text not only reviews key theories and findings that are essential to becoming familiar with innovative language pedagogies, but it also encourages readers to reflect on how to further improve these teaching techniques. -- John W. Schwieter, Associate Professor of Spanish and Linguistics, Wilfrid Laurier University, Canada and Visiting Professor of Applied Linguistics, University of Greenwich, UKTable of Contents1. Introduction to second language acquisition 2. Similarities and differences between first and second language acquisition 3. How learners process information in second language acquisition 4. How the internal system develops in a second language 5. How learners learn to communicate in a second language 6. What we know in SLA Bibliography Index

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisAn Introduction to Foreign Language Learning and Teaching provides an engaging, student-friendly guide to the field of foreign language learning and teaching. Aimed at students with no background in the area and taking a task-based approach, this book: introduces the theoretical and practical aspects of both learning and teaching; provides discussion and workshop activities throughout each chapter of the book, along with further reading and reflection tasks; deals with classroom- and task-based teaching, and covers lesson planning and testing, making the book suitable for use on practical training courses; analyses different learning styles and suggests strategies to improve language acquisition; includes examples from foreign language learning in Russian, French, and German, as well as English; is accompanied by a brand new companion website at www.routledge.com/cw/johnson, which contains additional material, exercises, and weblinks. Written by an experienced teacher and author, An Introduction to Foreign Language Learning and Teaching is essential reading for students beginning their study in the area, as well as teachers in training and those already working in the field.Trade Review'This updated and revised book provides a thorough, entertaining and extremely well-written introduction to current ideas and developments in TESOL and applied linguistics. The book is full of stimulating activities and ideas for reading and will be successful in prompting teachers to be both critical and reflective.'Steve Mann, University of Warwick, UK'Keith Johnson has done an excellent job in making the work so accessible and engaging while providing readers with an in-depth theoretical perspective. The book is also full of good questions and useful activities which will help its readers become reflective and efficient language teachers.'Qiuping Gao, Capital University of Economics and Business, China'I used to teach from the first, then the second edition of Johnson’s "Introduction" in my pre- and in-service training courses. And now I’ll use the third one, which has been updated and substantially revised, whilst remaining thorough, wise and, above all, entertaining.'Péter Medgyes, Eötvös Lorand University, HungaryTable of ContentsPart 1 BACKGROUND1 Five learners and five methods2 What is there to learn?3 Some views of language and language learningPart 2 LEARNING4 Learners and their errors5 Input, interaction and output6 Some learning processes7 Individual language learners: some differences8 Good language learners and what they doPART 3 TEACHING9 Language teaching: a brisk walk through recent times10 Contexts11 Plans and programmes12 Ways and means13 Skills14 Tests15 When all has been said: preparing and managing lessons

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Book SynopsisThe second edition of this important and practical text provides specific information to guide teachers in planning and carrying out genre writing instruction in English for K8 students within the content areas. Informed by systemic functional linguistics (SFL)a framework conducive to instruction that views language as a meaning-making resourcethis book guides teachers by presenting concrete ways to teach writing in the language arts, science, and social science curricula. Introducing theory of language that is effective in addressing the writing development of all students, especially multilingual/multicultural groups, the book provides essential scaffolding for teachers to design and implement effective, inclusive curricula while building their own knowledge. Fully up to date, the second edition features new genres appropriate for middle school, examples of student writing, an expanded focus on genre pedagogy, a new chapter on bilingual learners, guidance for teachinTable of ContentsPreface and AcknowledgementsChapter 1 Principles for PracticeChapter 2 ProcedureChapter 3 Recounts and MemoirsChapter 4 Historical GenresChapter 5 Fictional NarrativesChapter 6 ReportsChapter 7 ExplanationsChapter 8 ArgumentsChapter 9 Enhancing Writing Instruction for Bilingual LearnersAppendix A: Unit Template Sample with Explanations of what to Include

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Book SynopsisThis insightful and timely volume addresses how scaffolding can be used to support multilingual learners to amplify their opportunities for learning. As a dynamic educational process, scaffolding facilitates responsive and adaptive teaching and learning; addresses students' needs; increases student autonomy; and promotes adaptive, high-level learning without simplifying instruction. Section I covers the theoretical grounding and reconceptualizations of scaffolding. Section II offers concrete examples and case studies from varied classroom contexts. Section III provides a window into professional development to discuss the work of pre-service and in-service teachers, and how they develop their understandings and practices of teaching multilingual learners. Contributors address diverse topics, including translanguaging in the classroom, scaffolding as a tool for equitable teaching, virtual learning, as well as learning in dual language and content area classrooms. Table of Contents1. Scaffolding for Multilingual Learners: Concepts and Practices (Luciana C. de Oliveira and Ruslana Westerlund) Section 1: Theories and Approaches to Scaffolding for Multilingual Learners 2. Scaffolding: Implications and Equity for Diverse Learners in Mainstream Classes (Jennifer Hammond)3. Reconceptualizing Scaffolding for English Learners: An Ecological/Sociocultural Perspective (Aída Walqui and Mary Schmida)4. Scaffolding Multilingual Learners’ Equitable Participation in Disciplinary Learning: A Discussion of Concepts and Tools (Jennifer Wilfrid and Daniella Molle)5. Making Science Multilingual: Scaffolding for Equitable Engagement in Science (Rita MacDonald and David T. Crowther)Section 2: Examples and Case Studies of Scaffolding6. Scaffolding in DLBE Secondary Social Studies Classroom: Re-envisioning Equitable Teaching Practices (Katherine Barko-Alva, Stephen Masyada, and Claudia Norez)7. "Oh, I was scaffolding!": Novice Teachers' Use of Scaffolding as Humanizing Practice with Multilingual Students (Megan Madigan Peercy and John K. Chi)8. Sustaining Quality Interactions for English Learners in Virtual Learning Formats (Aida Walqui)9. Multimodality and Translanguaging as Scaffolding: Sense-Making in a Bilingual Kindergarten (Laura Schall-Leckrone)10. Scaffolds in Action: How Exemplary Teachers Use Interactional Scaffolds to Generate and Sustain Emergent Bilinguals’ Engagement with Challenging English Text (Erika Johnson)Section 3: Professional Learning with Teachers11. Scaffolding Learning for Teachers of Multilingual Learners Through Agency, Leadership, and Collaboration (Kara Mitchell Viesca, Cindy H. Linzell, Peiwen Wang, Molly Heeren, Jessica Mitchell-McCollough and Alexa Yunes-Koch)12. Educative Mathematics Curriculum Materials for English Learners: Varying the Intensity of Scaffolding (Haiwen Chu and Leslie Hamburger)13. Scaffolding "Scaffolding" in Pre-service Teacher Education (George C. Bunch & Nora W. Lang)

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Book SynopsisTeaching and Learning in English Medium Instruction provides an overview of the nature of English Medium Instruction (EMI) in both secondary and tertiary education. The book explores the nature of academic literacy in EMI the ways in which EMI is implemented in different contexts issues related to teaching and learning through the medium of English teaching challenges and coping strategies used by EMI teachers support for EMI through EAP the professional development needs of EMI teachers approaches to the evaluation of EMI programs. The book contains a number of short chapters written in an accessible style with discussion questions and practical follow-up tasks. Throughout the book, key theory and research serve to introduce the core issues involved in EMI, which are then explored in terms of Trade ReviewThis book is a must-read for anyone involved in English Medium Instruction. Richards and Pun offer an academically-rigorous yet highly-comprehensible introduction to a range of key topics related to the delivery of content subjects in English. Important theoretical perspectives are presented alongside implications for practice, and follow-up tasks encourage users to delve more deeply into areas that might be of interest to them. I can easily see this book becoming a core text in many TESOL courses as well as a useful resource for professional development courses for content as well as language teachers".Marie Yeo, SEAMEO Regional Language Centre, Singapore.A major achievement - providing a wide-ranging, well documented, and highly accessible overview and practical guide to EMI. This book is essential reading for EMI teachers, language teacher educators, TESOL students and researchers world-wide. Jonathan Newton, Victoria University of WellingtonThis book sketches a fascinating map of the English medium instruction terrain, detailing an impressively wide array of issues and options in the field. Jack Richards with Jack Pun ably mix theoretical discussions with practical advice to produce a text that is instantly accessible to interested policy-makers, administrators and EMI teachers. Christoph Hafner, City University, Hong Kong Teaching and Learning in English Medium Instruction offers a state-of-the-art treatment of English medium instruction and a stimulating and thought-provoking resource that is unequalled in the depth and breadth of its coverage. Those new to EMI as well as those with extensive knowledge of the field will find it exceptionally comprehensive in its description and analysis of the issues involved in EMI. Martha Pennington, Birkbeck University of LondonA comprehensive, accessible and practical introduction to English medium instruction (EMI). Written with a clear and engaging writing style and with well-crafted illustrations and examples the book allows readers to consolidate their understanding of EMI. It is a valuable and welcome resource in the field of language and content learning, teaching and teacher education.Aek Phakiti, The University of Sydney In compiling this practical and informative book on English medium instruction (EMI), Jack Richards with Jack Pun have made a long-awaited contribution to second language education scholarship, advancing the field toward a comprehensive understanding of the nature of EMI across different contexts. Written in an accessible and compelling style, and supported by fulsome descriptions of EMI practices in different parts of the world, the book offers in-depth treatment of essential topics about teaching and learning in EMI. It is a must-read for teachers, researchers, teacher educators and policymakers concerned, and provides a highly valuable resource for teacher professional development.Icy Lee, The Chinese University of Hong KongRecent decades have seen a rapid adoption of EMI at all levels across the globe, often without a good understanding of its whys and wherefores, nor careful preparation for its successful implementation. This is a timely volume which addresses a number of important issues, from policy making to classroom implementation, exemplified by practices in a wide range of contexts. It is an excellent introduction to EMI for policy makers and administrators and an essential guide-book for teacher educators and classroom teachers. Amy B.M. Tsui, Professor Emerita, The University of Hong KongThis timely book is indispensable reading for both instructors and administrators involved in the increasing number of EMI programs worldwide. Its critical perspective helps readers to understand the context-dependent nature of EMI’s success while bringing to the fore the importance of professional development to ensure program effectiveness. The book aptly draws on Jack Richards years of both research and personal experience to produce an essential resource that is remarkably comprehensive in scope and always constructive in its suggestions for best practices in EMI.Roy Lyster, Professor Emeritus, McGill UniversityA fascinating and important account of the nature and complexity of English Medium Instruction and of the issues it raises for content teachers, English teachers and others involved in its implementation. Merrill Swain, Professor Emerita, Ontario Institute for Studies in Education.Richards and Pun’s experiences of EMI in various contexts make this book an engaging read for anyone in the field. With its broad coverage and in-depth treatment of essential topics in EMI, this volume is indispensable reading for EMI researchers, classroom teachers, EMI policymakers and administrators, as well as students on TESOL teacher training programs.Sheng Yan & Yuanjia Liu, School of Foreign Languages, Central China Normal University, China, System 110 (2022) Table of ContentsTable of ContentsPart 1: Foundations of EMIChapter 1. The emergence of English Medium Instruction Chapter 2. Features of English Medium InstructionChapter 3. The Implementation of English Medium InstructionPart 2: The nature of academic literacy in EMIChapter 4. The nature of learning in the disciplines: academic literacyChapter 5. Linguistic dimensions of learning academic content through EnglishPart 3: Teaching and learning in EMIChapter 6. The EMI TeacherChapter 7. Teaching in EMIChapter 8. Preparing students for English Medium Instruction through EAPChapter 9. Learning in EMIPart 4: Professional development and evaluationChapter 10. Professional development in EMIChapter 11. Evaluation of EMI programsPostscript: Looking back and looking forward with EMIBibliography

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Book SynopsisThis insightful and timely volume addresses how scaffolding can be used to support multilingual learners to amplify their opportunities for learning. As a dynamic educational process, scaffolding facilitates responsive and adaptive teaching and learning; addresses students' needs; increases student autonomy; and promotes adaptive, high-level learning without simplifying instruction. Section I covers the theoretical grounding and reconceptualizations of scaffolding. Section II offers concrete examples and case studies from varied classroom contexts. Section III provides a window into professional development to discuss the work of pre-service and in-service teachers, and how they develop their understandings and practices of teaching multilingual learners. Contributors address diverse topics, including translanguaging in the classroom, scaffolding as a tool for equitable teaching, virtual learning, as well as learning in dual language and content area classrooms. Table of Contents1. Scaffolding for Multilingual Learners: Concepts and Practices (Luciana C. de Oliveira and Ruslana Westerlund) Section 1: Theories and Approaches to Scaffolding for Multilingual Learners 2. Scaffolding: Implications and Equity for Diverse Learners in Mainstream Classes (Jennifer Hammond)3. Reconceptualizing Scaffolding for English Learners: An Ecological/Sociocultural Perspective (Aída Walqui and Mary Schmida)4. Scaffolding Multilingual Learners’ Equitable Participation in Disciplinary Learning: A Discussion of Concepts and Tools (Jennifer Wilfrid and Daniella Molle)5. Making Science Multilingual: Scaffolding for Equitable Engagement in Science (Rita MacDonald and David T. Crowther)Section 2: Examples and Case Studies of Scaffolding6. Scaffolding in DLBE Secondary Social Studies Classroom: Re-envisioning Equitable Teaching Practices (Katherine Barko-Alva, Stephen Masyada, and Claudia Norez)7. "Oh, I was scaffolding!": Novice Teachers' Use of Scaffolding as Humanizing Practice with Multilingual Students (Megan Madigan Peercy and John K. Chi)8. Sustaining Quality Interactions for English Learners in Virtual Learning Formats (Aida Walqui)9. Multimodality and Translanguaging as Scaffolding: Sense-Making in a Bilingual Kindergarten (Laura Schall-Leckrone)10. Scaffolds in Action: How Exemplary Teachers Use Interactional Scaffolds to Generate and Sustain Emergent Bilinguals’ Engagement with Challenging English Text (Erika Johnson)Section 3: Professional Learning with Teachers11. Scaffolding Learning for Teachers of Multilingual Learners Through Agency, Leadership, and Collaboration (Kara Mitchell Viesca, Cindy H. Linzell, Peiwen Wang, Molly Heeren, Jessica Mitchell-McCollough and Alexa Yunes-Koch)12. Educative Mathematics Curriculum Materials for English Learners: Varying the Intensity of Scaffolding (Haiwen Chu and Leslie Hamburger)13. Scaffolding "Scaffolding" in Pre-service Teacher Education (George C. Bunch & Nora W. Lang)

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Book SynopsisTechnology- mediated language learning has matured over the past few decades, with various tools and contexts now widely used in language education for all ages and levels. Many of todayâs language learners have experienced technology as an ever- present feature both within and beyond the classroom, highlighting how the role of technology has expanded into many daily activities, and underscoring how research in Second Language Acquisition (SLA) can inform and support the use of established and emerging technologies. The role of technology in language learning has continued to grow, with the recent COVID- 19 global pandemic further demonstrating the potential contributions of technology for supporting and facilitating second language development. Answering this increasing interest, this Handbook provides students, teachers, and scholars with a comprehensive collection of chapters on foundational topics and key issues related to technology, SLA, and where relevant, pedagogical applications.Chapter 25 of this book is freely available as a downloadable Open Access PDF under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com

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Book SynopsisTeaching English with Corpora is an accessible and practical introduction to the ways in which online and offline corpora can be used in English language teaching (ELT). Featuring 70 chapters written by an international range of researchers and practitioners, this book: provides readers with clear, tested examples of corpus-based/driven lesson plans; contains activities relevant to English for general purposes and English for specific purposes; caters for the needs of English language teachers working with learners at different proficiency levels; features flexible teaching suggestions that can be explored as part of a lesson or as a full lesson. This book is an essential purchase for pre- and in-service English language teachers as well as those studying corpus linguistics in undergraduate/Master's courses in applied linguistics, ELT and Teaching English to Speakers of Other Languages (TESOL).Trade Review"This book does a really admirable job of bridging the gap between theory and practice in computer-aided language learning. It is unique in providing not just a wide range of practical and motivating activities, but also a clear and accessible rationale for each activity. Crucially, this means that readers are equipped with both a set of ideas they can implement immediately and a set of sound principles they can use to design their own activities. Books like this, which foster principled practice, are all too few, and I thoroughly recommend this volume for teachers and teacher educators who would like to gain practical and theoretical understanding of this field." – Prof Ivor Timmis, Leeds Beckett University."This volume is a treasure trove of activities ready for classroom use. Corpus activities are presented in a teacher-friendly, easy to use manner, with topics ranging from General English to English for specific purposes for a variety of levels. A must have for any teacher interested in using corpus resources in their classroom." – Prof Randi Reppen, Northern Arizona University."English language teachers have been waiting a long time for a book like this. It is a wide-ranging and practical resource book that will give teachers so many ideas for using corpora in the classroom in a step-by-step way. This book really will bring corpora into the classroom." – Dr Anne O’Keeffe, Mary Immaculate College, University of Limerick."Corpora have revolutionised research in language and linguistics over the past 50 years, but also have much to offer in practical everyday aspects of language teaching. Teachers do not need to be corpus linguists to benefit from corpus tools in preparing their own materials and activities, but a general awareness of the potential of corpora and their uses should form a substantial part of any language teacher training programme. This book fills a long-standing need for simple, accessible, relevant and inspirational activities that can be used ready-made (many with online handouts) via a step-by-step outline of procedures, or inspire similar activities on related language points.Based on the contributors’ varied experiences and designed with the teacher firmly in mind, each of the 70 chapters is short (usually 3 to 5 pages) and self-contained, and can be dipped into at any point for teaching English for general or specific purposes. And dipping into it is certainly worthwhile, as the range of activities reveals the breathtaking potential of corpora to impact so many different dimensions of language teaching and learning. It soon becomes clear that corpora can help far beyond the obvious vocabulary and lexicogrammar, extending into pragmatics, discourse and pronunciation for all the skills, as well as topic-related content, from selecting level-appropriate texts and authentic examples in different registers or disciplines, to creating stimulating activities for teaching and learning, revising and self-correcting, and so on.I was enthusiastic about this book when I saw the title and aims, more so when I read the list of contributors and then the thoughtful introduction (a chapter in its own right to set the scene and rationale before outlining the book), and finally thrilled when I actually opened the chapters! Some classic activity types alongside so many ideas I would never have thought of, some tools that were new to me and new uses of familiar ones (all of which seem to be freely available), even subverting some non-corpus tools such as Google Scholar. If I were a literary critic, I’d be using phrases like ‘staggering tour de force’; suffice to say that I’ll be getting several copies ordered." – Prof Alex Boulton, ATILF – CNRS & Université de Lorraine.Table of ContentsTable of contentsList of figuresList of tablesList of abbreviationsList of appendicesAcknowledgementsAt-a-glance chapter taxonomyIntroductionCorpora in and for TESOLVander VianaPart A: English for General Purposes Using concordance lines to teach participial adjectives Sean Sutherland Starting out with phrasal verbs Rosie Harvey & Irene Marín Cervantes Teaching collocations with ‘Survey Says’ Robin Sulkosky A grand problem and a jolly solution: Unmasking false friends with corpus analysis Natalie Finlayson Raising awareness of first-language interference using parallel corpora of subtitles Elen Le Foll If you speak English, take one step forward: Teaching conditionals through kinesthetic activities Riah Werner Preposition repair: Empowering learners to fix their errors Amy Tate KWIC searches for quick answers: Solving word choice problems Pamela Everly She said she told him: Patterning in reported speech Michael H. Brown Using VocabProfilers to select texts for extensive reading activities Thi Ngoc Yen Dang Talking about the weather: Exploring adjective use with Sketch Engine for Language Learning John Williams Food talks: Using corpus data to link cooking methods with types of food Vander Viana Profiling let and make with the Corpus of Contemporary American English Ben Naismith Corpus exploration of phrasal and Latinate verbs Eric Nicaise Minimal prep quizzes: Using online corpora to foster vocabulary learning Nick Canning Helping learners identify high-frequency words Shoaziz Sharakhimov & Ulugbek Nurmukhamedov Writing online reviews Natalia Mora-López Exploring similes in corpus data Natalie Finlayson Exploring register variation in the use of indefinite pronouns Irina Pandarova Using corpora to explore varieties of English Natalie Finlayson Searching for frequent words for pronunciation activities Roger W. Gee Abstract nouns in picture descriptions Tomáš Mach Tell me what your collocates are and I will tell you who you are Tülay Dixon & Daniel Dixon I feel kinda blah! Investigating language use in blogs Maristella Gatto I see what you mean: Exploring figurative uses of language Sally Zacharias & Jane Evison I was able to learn a new point: Examining the difference between could and was/were able to Martha Michieka & Theresa McGarry Learning about words in use with StringNet Navigator Anastasiia Kryzhanivska Investigating adverbials in British English: Although vs. though in spoken and written language Lu Lu Using Voyant Tools to enhance learners’ reflections on their writing Nausica Marcos Miguel Gender equality in the TESOL classroom: Exploring news stories from around the world Vander Viana Phrasal verbs in use: Investigating meaning and form Vander Viana Keywords in amateur online film reviews Chad Langford & Joshua Albair Formulaic language in amateur online film reviews Chad Langford & Joshua Albair Exploring semantic prosody with trainee teachers Jenny Kemp & Luke Timms A smile which melted her heart: Exploring metaphors in English corpora Wendy Anderson Small words? Discourse markers in spoken language Loretta Fung I’m so sorry: Intensification in American English across time Anne Barron Thanking and responding to thanks in American English: Language patterning and contextual appropriateness Anne Barron Whilst I do not object, I strongly believe... Exploring spoken argumentative and persuasive discourse Elen Le Foll Register variation in newspapers: Working with multidimensional analysis in English language teacher education Vander Viana Part B: English for Specific Purposes Exploring terms in English for specific purposes Nicole Brun-Mercer Teaching verbs using learner-compiled corpora Peter Dye Is there a better choice? Verb-noun combinations in academic writing Valdenia Almeida, Barbara Malveira Orfanò & Deise Dutra Problem and solution markers: Exploring lexical combinations Eman Elturki Cloze exercises for mixed-ability groups: Using the Academic Word List Gapmaker Loretta Fung Signaling transitions in academic writing Nicole Brun-Mercer Boosting your message: Using adverbs for impact in business writing Linda Slattery, Catherine Prewett-Schrempf, Andrew Pullen & Matthew Urmston Using the British National Corpus to teach phrases from spoken and academic English Paweł Szudarski Using keyness to teach about academic speaking Michael Suhan & Kyle Lucas Teaching small-group academic discussions Valeriia Bogorevich & Elnaz Kia Which words should I look up? Identifying unknown high-frequency words in English for academic purposes Jenny Kemp & Laurence Anthony Reflecting and acting on academic vocabulary use Katie Mitchell Burrows Which verb should I use? Disciplinary variation in reporting verbs Joseph J. Lee Using Google Scholar to support lexical choices in English for academic purposes Ulugbek Nurmukhamedov & Randall Sadler Exploring collocations in the Corpus of Contemporary American English Sharon Hartle How can I be more specific in my writing? Exploring relative pronouns in English for academic purposes Jenny Kemp & Laurence Anthony Don’t write like that! Avoiding contractions in academic writing Megan Bruce Climate change or global warming? Analyzing, interpreting and reporting findings Robert Poole Research findings for all: Popular science communication on global challenges Luciano Franco & Vander Viana Exploring the speech act of confirming/verifying information in the Michigan Corpus of Academic Spoken English Ildiko Porter-Szucs Identifying noun–verb patterns in scientific abstracts Mónica Rodríguez-Castro & Spencer Salas Using a concordancer to teach how to write about results Tatyana Karpenko-Seccombe Using corpora to explore vocabulary for writing conclusions Tatyana Karpenko-Seccombe Finding your academic voice: Use of nominalizations in academic writing Megan Bruce Investigating complex noun–noun modification in academic prose Sabrina Fusari Exploring adverbs for cohesion and critical voice Andrew Drummond Exploring discipline-specific and paper-specific vocabulary Anastasiia Kryzhanivska Language patterns and rhetorical moves in research papers Eman Elturki Investigating references to a celebrity in a do-it-yourself obituary corpus Rudy Loock Thanking politely and saying no gracefully to business invitations Lisa LeopoldAbout the contributorsIndex

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Book SynopsisMembering the Rhodesian Linguistic Agenda in Zimbabwe reports on a study carried out in Zimbabwe to ascertain the degree and effect of honouring the colonial linguistic agenda.The book employs an interpretivist philosophy and qualitative research approach that relies on participatory observations, interviewing purposively sampled informants and focus group discussions involving snowball sampled graduates. It was inspired by the Critical Language Policy Theory that considers language choice a critical determinant factor in how communities are administered politically, economically, socioculturally and educationally. It establishes that whereas linguistic imperialism meant to serve as the lifeblood of the Southern Rhodesian colonial machine, the former coloniser ensured coloniality in Zimbabwe by presenting the English language as a sacred media in political, economic, sociocultural and educational settings forever. The study establishes that the only way Zimbabwe and Table of ContentsAcknowledgmentsPreface Chapter One - Introduction Chapter Two - Situating Linguistic Imperialism in the Colonial Machine Chapter Three - Political Effects of Linguistic Imperialism in Southern Rhodesia and ZimbabweIntroduction Chapter Four - Economic Effects of Linguistic Imperialism on Southern Rhodesia and ZimbabweIntroductionChapter Five - Sociocultural Impact of the Rhodesian and Zimbabwean language policiesIntroduction Chapter Six - Educational Effects of Rhodesian and Zimbabwean Language PoliciesIntroduction Chapter Seven - Conclusion and Way ForwardReference ListIndex

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Book SynopsisThis edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students' learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English.With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great Table of ContentsIntroduction. Part 1: Language planning, policy, and practices in the context of English as a Medium of Instruction (EMI) in the Arabian Peninsula: Challenges and success stories. 1. Steering the Arabic Language Policy and Planning Agenda: The way forward for Arabic as a language of the future. 2. Current Discussions on Plurilingual Pedagogy: Language Learning Implications in the Arabian Peninsula. 3. Arabic language teacher training in the Arabian Peninsula: Great teachers don’t grow on trees. 4. Teacher education and EMI in the UAE and Arabian Peninsula - Past, present and future perspectives. Part 2: Empirical research on plurilingual education in the Arabian Peninsula context. 5. From binaries to plurality: Emirati college students’ perspectives on the plurilingual identities of English users and expatriate teachers. 6. Plurilingual pedagogy in Higher Education in the UAE: Student voices in an academic writing course. 7. Expanding communicative repertories through plurilingual pedagogies in international branch campus classrooms in Qatar. Part 3: Implications and applications of plurilingual pedagogy in teaching and learning. 8. Rethinking Learning and Teaching Using Plurilingual Pedagogy in the UAE: Challenges and success stories. 9. From theory to practice: Ways to implement plurilingual pedagogy in education institutions in the Arabian Peninsula.Conclusion. Index.

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Now in its third edition, Introduction to Instructed Second Language Acquisition continues to present a structured, comprehensive introduction to ISLA's theoretical, empirical, and pedagogical themes, as well as a range of key issues in research and practice.Designed for ease of teaching, the text includes separate sections for empirical evidence and pedagogical implications in order to demonstrate how research findings can successfully be implemented in the classroom. Activities and discussion questions, as well as points for reflection, facilitate discursive learning and critical thinking. This third edition has been thoroughly updated to reflect the latest developments in the field, along with new chapters on psychological, cognitive, and social individual differences, respectively. This is an essential core text for courses on ISLA, and recommended reading for classes in Language Acquisition more broadly.

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Book SynopsisThis timely book will guide researchers on how to apply qualitative research methods to explore English Medium Instruction (EMI) issues such as classroom interactions, teachers' and students' perceptions on language and pedagogical challenges, and stakeholders' views on the implementation of EMI.

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Book SynopsisOne in five students are identified as speaking English as an Additional Language (EAL) and all teachers are highly likely to be teaching multilingual students in their classrooms. As our schools become more culturally and linguistically diverse, they must respond to the needs of the students in front of them, and this book provides a range of strategies and resources to ensure teaching is adaptive and responsive so that all learners thrive and fulfil their academic potential.At the heart of the book is developing an understanding of how languages are acquired and an awareness that all students, regardless of their current English language proficiency, need to be offered a challenging and supportive environment. Chapters offer: High-yielding, practical approaches and strategies to ensure that students are able to access content-appropriate lessons and simultaneously develop their language A plethora of resources and step-by-step examples, showcasing how exp

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Book SynopsisComprehensively updated, the second edition is a user- friendly resource for teachers and administrators to ensure their school's success in implementing and maintaining a dual language program. The book is filled with step-by-step instructions and strategies you can try immediately. The second edition includes key updates on technology, digital resources, and current demographics, standards, and data. Educators will learn how to choose a model for their dual language program involving all stakeholders in the transition process, set proficiency targets and use assessments to track progress, and much more.

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Book SynopsisBringing together leading scholars and practitioners, Rethinking Writing Education in the Age of Generative AI offers a timely exploration of pressing issues in writing pedagogies within an increasingly AI-mediated educational landscape.From conceptual and empirical work to theory-guided praxis, the book situates the challenges we face today within the historical evolution of writing education and our evolving relationship with AI technologies. Covering a range of contexts such as L2/multilingual writing, first-year writing, writing centers, and writing program administration and faculty development, the book examines various AI-informed writing pedagogies and practices. Drawing on interdisciplinary perspectives from writing studies, education, and applied linguistics, the book bridges theory and practice to address critical questions of innovation, ethics, and equity in AI-supported teaching.This book is essential for writing educators and researchers looking t

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Book SynopsisCode-switching the alternating use of two languages in the same stretch of discourse by a bilingual speaker is a dominant topic in the study of bilingualism and a phenomenon that generates a great deal of pointed discussion in the public domain. This handbook provides the most comprehensive guide to this bilingual phenomenon to date. Drawing on empirical data from a wide range of language pairings, the leading researchers in the study of bilingualism examine the linguistic, social and cognitive implications of code-switching in up-to-date and accessible survey chapters. The Cambridge Handbook of Linguistic Code-switching will serve as a vital resource for advanced undergraduate and graduate students, as a wide-ranging overview for linguists, psychologists and speech scientists and as an informative guide for educators interested in bilingual speech practices.Trade ReviewReviews of the hardback: '… reads like an international who's who of the field. It covers all important dimensions of code-switching, all the main theoretical frameworks, and representatives of all the major 'schools'…' Michael Clyne, University of Melbourne'This outstanding volume brings together surveys of the major theoretical and methodological approaches to code-switching by leading scholars of sociolinguistics, psycholinguistics and neurolinguistics. … will immediately become an essential resource and stimulus for further work by students and established scholars alike.' Carol W. Pfaff, Freie Universität Berlin'… well-written … the breadth of topics … makes this volume an essential resource …' The Linguist List'… a most welcome addition to the CS literature.' Language'The Cambridge Handbook of Linguistic Code-switching succeeds in offering a little something for everyone … whether the reader coming to the text works in linguistics, applied linguistics, or education research, and whether s/he reads a chapter, a section, a cross-section, or cover-to-cover, this edited collection offers new insights - and new quagmires - for students and researchers interested in the phenomenon of code-switching. Tout compte fait, a worthwhile read.' Canadian Journal of Applied Linguistics'On the whole, most of the material is reasonably clear, it is authoritatively presented, and it is packed with plenty of fascinating data, so it will undoubtedly offer an important resource that will be highly appreciated by researchers and students alike.' Journal of SociolinguisticsTable of Contents1. Themes in the study of code-switching Barbara E. Bullock and Almeida Jacqueline Toribio; Part I. Conceptual and Methodological Considerations in Code-switching Research: 2. Research techniques for the study of code-switching Marianne Gullberg, Peter Indefrey and Pieter Muysken; 3. On the notions of congruence and convergence in code-switching Mark Sebba; 4. Code-switching and transfer: an exploration of similarities and differences Jeanine Treffers-Daller; 5. Loan translations versus code-switching Ad Backus and Margreet Dorleijn; Part II. Social Aspects of Code-switching: 6. Sociolinguistic factors in code-switching Penelope Gardner-Chloros; 7. The Conversation Analytic model of code-switching Joseph Gafaranga; 8. Code-switching and the internet Margreet Dorleijn and Jacomine Nortier; 9. Phonetic accommodation in children's code-switching Ghada Khattab; Part III. The Structural Implications of Code-switching: 10. Phonetic reflexes of code-switching Barbara E. Bullock; 11. Code-switching between typologically distinct languages Brian Hok-Shing Chan; 12. Language mixing in bilingual children: code-switching? Natascha Müller and Katja Francesca Cantone; 13. Code-switching between sign languages David Quinto-Pozos; Part IV. Psycholinguistics and Code-switching: 14. Code-switching and language disorders in bilingual children Adele W. Miccio, Carol Scheffner Hammer and Bárbara Rodríguez; 15. Code-switching, imperfect acquisition, and attrition Agnes Bolonyai; 16. Code-switching and the bilingual mental lexicon Longxing Wei; 17. Code-switching and the brain Marta Kutas, Eva Moreno and Nicole Wicha; Part V. Formal Models of Code-switching: 18. Generative approaches to code-switching Jeff MacSwan; 19. A universal model of code-switching and bilingual language processing and production Carol Myers-Scotton and Janice Jake.

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Book SynopsisA highly interdisciplinary overview of the wide spectrum of current international research and professional practice in intercultural communication, this is a key reference book for students, lecturers and professionals alike. Key examples of contrastive, interactive, imagological and interlingual approaches are discussed, as well as the impact of cultural, economic and socio-political power hierarchies in cultural encounters, essential for contemporary research in critical intercultural communication and postcolonial studies. The Handbook also explores the spectrum of professional applications of that research, from intercultural teaching and training to the management of culturally mixed groups, facilitating use by professionals in related fields. Theories are introduced systematically using ordinary language explanations and examples, providing an engaging approach to readers new to the field. Students and researchers in a wide variety of disciplines, from cultural studies to linguistics, will appreciate this clear yet in-depth approach to an ever-evolving contemporary field.Trade Review'Distinguishing itself from an already crowded field of reference resources, The Cambridge Handbook of Intercultural Communication is comprehensive, well organized, and bridges disciplines. With its in-depth examination of theoretical frames germane to this broad field, the handbook will be valuable for scholars in the fields of linguistics, psychology, education, business, and the many other fields in which global connectedness and culture are core concepts … This handbook will be valuable across the scholarly spectrum.' D. M. Moss, Choice'Overall, this is a well-edited book, which deserves appreciation for its breadth and focus, and the way how it managed to transfer the debates of power relations to contemporary monocultural settings. Based on original contributions to the field, The Handbook takes a genuinely interdisciplinary approach and will certainly inspire future research in the field of intercultural communication.' Zsuzsanna Zsubrinszky, LINGUIST ListTable of ContentsIntroduction Guido Rings and Sebastian M. Rasinger; Part I. Introducing Intercultural Communication: 1. What is culture? Werner Delanoy; 2. What is intercultural communication? Jan D. ten Thije; 3. Rethinking intercultural competence Jürgen Bolten; 4. Interculturality or transculturality? Heinz Antor; Part II. Theoretical Approaches: 5. Critical intercultural communication and the digital environment Thomas K. Nakayama; 6. From shared values to cultural dimensions: a comparative review Elizabeth A. Tuleja and Michael Schachner; 7. Towards integrative intercultural communication Liisa Salo-Lee; 8. The power of literature Birgit Neumann; 9. Psychoanalytic approaches to memory and intercultural communication Jolanta A. Drzewiecka; 10. Sociological approaches Uttaran Dutta and Judith N. Martin; 11. Introducing intercultural ethics Richard Evanoff; Part III. Methods: 12. Decolonizing gender and intercultural communication in transnational contexts Lara Martin Lengel, Yannick Kluch and Ahmet Atay; 13. Migration in the digital social mediasphere Peter Stockinger; 14. Linguistic politeness Claus Ehrhardt; 15. Contemporary literature and intercultural understanding Gesine Lenore Schiewer; 16. Enhancing intercultural skills through storytelling Stephan Wolting; 17. Cinema as intercultural communication Joanne Leal; 18. Intercultural memory and violence in Jewish literature Verena Dolle; 19. Intercultural communication in social work practice Antonio López Peláez and Emilio José Gómez Ciriano; 20. Intercultural education in study abroad contexts Jane Jackson; 21. Intercultural communication in the courtroom: the doctrine of public policy Bertil Cottier; Part IV. Application: 22. Intercultural communication in the context of the hyper-mobility of the school population within and outside Europe Emmanuelle le Pichon; 23. Culture and management Marie-Thérèse Claes; 24. Language and othering in contemporary Europe Anne Ife; 25. Black British writing: Benjamin Zephaniah's didactic poetics Deirdre Osborne; 26. Cultural encounters in contemporary Latin American cinema: intersections of transnationality Sarah Barrow; 27. Religion and intercultural communication Margaret Littler; 28 Irish-English cultural encounters in the diaspora Bronwen Walter; 29. Intercultural dimensions in academic mobility: South Korea and Spain F. Manuel Montalbán, Francisco M. Llorente and Evelina Zurita; Part V. Assessment: 30. Defining, developing and assessing intercultural competence Darla K. Deardorff; 31. Effects of social media use on cultural adaptation Stephen M. Croucher and Ming Li; 32. A constructivist approach to assessing intercultural communication competence Milton J. Bennett.

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Book SynopsisDoes a bilingual person have two separate lexicons and two separate grammatical systems? Or should the bilingual linguistic competence be regarded as an integrated system? This book explores this issue, which is central to current debate in the study of bilingualism, and argues for an integrated hypothesis: the linguistic competence of an individual is a single cognitive faculty, and the bilingual mind should not be regarded as fundamentally different from the monolingual one. This conclusion is backed up with a variety of empirical data, in particular code-switching, drawn from a variety of bilingual pairs. The book introduces key notions in minimalism and distributed morphology, making them accessible to readers with different scholarly foci. This book is of interest to those working in linguistics and psycholinguistics, especially bilingualism, code-switching, and the lexicon.Table of Contents1. Introduction. Motivating a unified linguistic system; 2. Remarks on separationist architectures; 3. Phases, distributed morphology and some contributions from code-switching; 4. 1Lex in MDM; 5. Building the case for 1Lex: Gender; 6. 1PF in MDM; 7. Lexical questions: what do you know when you know a word?; 8. Psycho-syntactic questions: acquisition, priming and co-activation, and a note on the processing cost; 9. Convergent and divergent paths; 10. General conclusions; 11. Appendix. Restrictions on code-switching; 12. Appendix. The Creole continuum; List of figures; Acknowledgements; References; Endnotes.

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Book SynopsisIt is a well-known fact that some adult second language learners learn more rapidly and/or to a higher level of proficiency than others. Some of these individual differences have been linked to differences in cognitive and perceptual abilities under the umbrella term of ''language aptitude''. The notion of language aptitude has undergone recent developments, one of which is the proposal that language aptitude includes cognitive abilities that involve implicit processes and that are advantageous in learning a language without awareness. This Element defines implicit language aptitude, examines tasks that can be used to measure implicit language aptitude, and provides an overview of relevant research in this area.Table of Contents1. What are the key concepts?; 2. What are the key readings?; 3. What are the main branches of research?; 4. What are the implications for SLA and pedagogy?; 5. What are the new avenues for research?; 6. Conclusion.

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Book SynopsisWritten from a critical perspective, this volume provides teachers, teacher educators, and classroom researchers with a conceptual framework and practical methods for teaching and researching the disciplinary literacy development of English language learners (ELLs). Grounded in a nuanced critique of current social, economic, and political changes shaping public education, Gebhard offers a comprehensive framework for designing curriculum, instruction, and assessments that build on students' linguistic and cultural resources and that are aligned with high-stakes state and national standards using the tools of systemic functional linguistics (SFL). By providing concrete examples of how teachers have used SFL in their work with students in urban schools, this book provides pre-service and in-service teachers, as well as literacy researchers and policy makers, with new insights into how they can support the disciplinary literacy development of ELLs and the professional practices of theirTrade Review"This book is a highly significant contribution to second language research, showing a deep respect for the needs and interests of multilingual learners, their teachers and language researchers. Informed by a critical perspective on systemic functional linguistics, Gebhard provides readers with a highly accessible and graduated introduction to SFL-informed literacy instruction and critical discourse analysis. What makes the work unique is its use of highly contextualized examples of teacher and student textual practices across the curriculum; and also its widening circles of recommended practice across the chapters that move into consideration of the institutional and societal discourses that inform the teaching/learning culture in our public schools."— Ruth Harman, University of Georgia, USA "Meg Gebhard does a brilliant job of translating long histories of complex theories into digestible chunks to expand understandings about how language works, and how we can best support its development in school settings. Theoretical and practical aspects are closely entwined, and the information is incrementally layered for a final result that is both enlightening and easy to read. Each chapter ends with a praxis section that nicely supports practitioners into application. Through the theory, the praxis, and the technicalities of language – as well as the personal details in the case studies – Gebhard keeps this text deeply human, illuminating, and easy to connect to." — Fernanda Kray, Massachusetts Department of Elementary and Secondary Education"This book is a highly significant contribution to second language research, showing a deep respect for the needs and interests of multilingual learners, their teachers and language researchers. Informed by a critical perspective on systemic functional linguistics, Gebhard provides readers with a highly accessible and graduated introduction to SFL-informed literacy instruction and critical discourse analysis. What makes the work unique is its use of highly contextualized examples of teacher and student textual practices across the curriculum; and also its widening circles of recommended practice across the chapters that move into consideration of the institutional and societal discourses that inform the teaching/learning culture in our public schools."— Ruth Harman, University of Georgia, USA "Meg Gebhard does a brilliant job of translating long histories of complex theories into digestible chunks to expand understandings about how language works, and how we can best support its development in school settings. Theoretical and practical aspects are closely entwined, and the information is incrementally layered for a final result that is both enlightening and easy to read. Each chapter ends with a praxis section that nicely supports practitioners into application. Through the theory, the praxis, and the technicalities of language – as well as the personal details in the case studies – Gebhard keeps this text deeply human, illuminating, and easy to connect to." — Fernanda Kray, Massachusetts Department of Elementary and Secondary Education"While we know that different content areas require the mastery of specialized terminology, Gebhard provides convincing evidence to show that it is as important to master their different grammars and genres. With the use of illustrative texts and clear explanations, she shows how teachers can use Halliday’s multi-functional grammar to give ELLs access to the language and literacies they need to succeed in content areas across the curriculum."--Hilary Janks, Wits University, South Africa"Every chapter in Gebhard's book includes a 'praxis' section, with suggestions for implementing Paolo Freire's (1993) call for reflection on the complexities of educational experiences and how these impact student learning and identities. These sections include topics for discussion as well as specific tasks that guide educators in thinking deeply about the issues raised. "— Anne McCabe, Saint Louis University, Language, Context and TextTable of ContentsFiguresTablesAcknowledgements1 Teaching and researching ELLs’ disciplinary literacy development in hard times: A critical perspectiveRationale: The making of a "perfect storm"My literacy biography: Learning (and not learning) to become a critical reader, writer, and thinkerA critical approach to understanding language, learning, and social change in U.S. public schoolsOverview of chaptersPraxis2 Celine’s questions: Race, immigration, and literacy development in schoolsCeline’s literacy practices: A case studyCrossing linguistic, cultural, and institutional boundaries in schoolsText/context dynamicsCeline’s educational backgroundMr. Banks’ feedbackRethinking the word "grammar" from an SFL perspectiveSummaryPraxis3 Skinner, Chomsky, and Halliday: Shifting conceptions of grammar and language learningSkinner: A behavioral perspectiveChomsky: A psycholinguistic perspectiveHalliday: A social semiotic perspectiveSummary and critique of different perspectives of grammar and approaches to language teaching and learning in schoolsPraxis4 Genres, registers, and the teaching and learning cycleText/context dynamics: Analyzing email requests sent to a professorSFL, genres, and registersSFL in action: The teaching and learning cycle in K-12 schoolsThe teaching and learning cycle and Martin’s genre theorySFL, genre theory, and the TLC in the context of U.S. school reformsACCELA’s approach to the TLCSummaryPraxis5 Registers: Critically analyzing field, tenor, and mode choicesField: Constructing content, ideas, and experiencesTenor: Constructing voice, social roles, and power dynamicsMode: Managing the flow of information SummaryPraxis6 Policies and practices to support ELLs’ disciplinary literacy development: A civil rights perspectiveTwenty-first century demographic changes in U.S. public schoolsStudents’ civil rights and approaches to language educationK-12 ESL program typesThe WIDA ConsortiumSummaryPraxis7 Shifting conceptions of equity: Standardization, accountability, and privatization in school reformNo Child Left Behind (NCLB)English-only policies and anti-bilingual education ideologiesCommon Core State Standards (CCSS) and the disciplinary literacy development of all studentsStandardization and accountability in teacher evaluationSummaryPraxis8 Placing the education of ELLs in a historic, economic, and political contextThe growth of the modern school system: Two faces of the Progressive EraThe schooling of immigrants in the 20th century The schooling of immigrants in the 21st centurySummaryPraxis9 Putting it all together: SFL in ActionText/context dynamics in U.S. public schools: A review of key conceptsTeaching and researching ELLs' disciplinary literacy development at Milltown HighImplications for classroom practice and researchSummaryPraxis

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Book SynopsisThis practical and research-based introduction to current and effective English grammar instruction gives pre-service and in-service teachers and teacher educators a strong foundation for teaching second language grammar and helps them develop their professional knowledge and skills. Written in a highly readable style for an international audience, it provides a thorough and rounded overview of the principles, strategies, techniques, and applications currently dominant in teaching L2 grammar in a range of instructional settings around the world. Chapter authors are world-class authorities in grammar and grammar teaching and learning. All chapters are based on theoretical frameworks and/or research foundations with a strong emphasis on practical applications and implications for classroom teaching, and highlight teaching methods, key concepts, and terminology associated with grammar instruction. Illuminating the options and choices in grammar teaching from a contemporarTable of ContentsPreface PART IPrinciples and Foundations of Grammar Teaching 1 The Importance of the Discourse Level in Understanding and Teaching English GrammarMarianne Celce-Murcia 2 Teaching Grammar: English as an International Language Sandra Lee McKay 3 Using Corpus Linguistics to Improve the Teaching of Grammar Susan Conrad 4 Grammar in Student Books vs. Grammar That Students Need: Which Grammar to Include, Which Grammar to Omit Keith S. Folse 5 Functional Approaches to Teaching Grammar in the Second Language Classroom Anne BurnsPART IIStrategies and Techniques 6 Grammar Practice Penny Ur 7 Grammar Teaching as Consciousness Raising Rod Ellis 8 12 Principles of Grammar Instruction Jack C. Richards and Randi Reppen 9 Practical Grammar Teaching: Grammar Constructions and Their Relatives Eli HinkelPART IIIGrammar for Productive Skills: Speaking and Writing10 Teaching Grammar at the Advanced Level Michael J. McCarthy11 Promoting Grammar and Language Development in the Writing Class: Why, What, How, and When Dana R. Ferris12 Writing with Attitude: Conveying a Stance in Academic Texts Ken HylandList of Contributors Index

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Book SynopsisThis book offers an introduction to the bilingual brain. It is a useful resource for researchers and students, bringing together various theories and research approaches in the cognitive neuroscience of bilingualism and a state-of-the-art overview of empirical findings on this topic from various perspectives.Trade Review'Our field was awaiting for a long time such a comprehensive volume that covers the whole topic of the cognitive neuroscience of bilingualism: From neurons to words and to cognitive functions. An outstanding work that should become a must-read for students and researchers.' Jubin Abutalebi, University Vita-Salute San Raffaele, Italy'Like no other book on bilingualism, this is a complete and up-to-date captivating book on the intricacies of the bilingual brain. An extraordinary resource for students and researchers interested in the interplay between the bilingual cognitive mind and the structural bilingual brain.' Roberto R. Heredia, Texas A&M International University, USA'This book is a must-read for anyone interested in cognitive neuroscience of bilingualism. Readers will acquire a thorough understanding of the fundamental concepts necessary to grasp the topic. The chapters outline clear learning objectives, ensuring a comprehensive learning experience. The material is presented in an accessible and engaging style that keeps the reader's attention. Despite its scientific rigor, the book is a delight to read, comparable to a well-written novel.' Alina Leminen, Laurea University of Applied Sciences, Finland'Accessible to non-specialists, this book presents a comprehensive review of the key issues in bilingual brain research. The multidisciplinary perspectives and methodologies are well described and explained, along with clear illustrations of new topics covering language and the environment, culture, child-adult learning differences, and many more, all in simple and concise terms.' Ping Li, Hong Kong Polytechnic University, ChinaTable of Contents1. Theories and methods in the cognitive neuroscience of bilingualism: an introduction; 2. Neural representations and language processing in the bilingual brain; 3. Bilingualism, language development, and brain plasticity; 4. Aphasia and the bilingual brain; 5. Cross-linguistic effects of bilingualism; 6. Bilingual lexical and conceptual memory; 7. Cognitive and neurocognitive effects of bilingualism; 8. Conclusion.

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Book SynopsisExamines policies, norms, and classroom practices of the US and Mexican education systems, with the aim of preparing educators to understand and help transnational children and youth.Millions of students in the US and Mexico begin their educations in one country and find themselves trying to integrate into the school system of the other. As global migration increases, their numbers are expected to grow and more and more teachers will find these transnational students in their classrooms. The goal of The Students We Share is to prepare educators for this present and future reality. While the US has been developing English as a Second Language programs for decades, Mexican schools do not offer such programs in Spanish and neither the US nor Mexico has prepared its teachers to address the educational, social-psychological, or other personal needs of transnational students. Teachers know little about the circumstances of transnational students'' lives or histories and have little to no knowledge of the school systems of the country from which they or their family come. As such, they are fundamentally unprepared to equitably educate the "students we share," who often fall through the cracks and end their educations prematurely. Written by both Mexican and US pioneers in the field, chapters in this volume aim to prepare educators on both sides of the US-Mexico border to better understand the circumstances, strengths, and needs of the transnational students we teach. With recommendations for policymakers, administrators, teacher educators, teachers, and researchers in both countries, The Students We Share shows how preparing teachers is our shared responsibility and opportunity. It describes policies, classroom practices, and norms of both systems, as well as examples of ongoing partnerships across borders to prepare the teachers we need for our shared students to thrive.

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Book SynopsisNow in a revised and expanded third edition, this established course text and teacher guide explores the processes involved in second-language acquisition and translates the research into practical instructional strategies for PreK-12. Engaging classroom vignettes and personal reflections from the authors and other seasoned educators bring the teaching methods and linguistic concepts to life. Highlighting ways to draw on emergent bilingual and multilingual students' strengths, the book presents innovative learning activities, lesson-planning ideas, technology applications, downloadable reproducible forms, and other resources. Second edition title: Building Literacy with English Language Learners. New to This Edition *Chapter on visual literacy. *Extensive updated coverage of literacy in the digital age, including gamification and video games, digital reading, and uses of ChatGPT in the classroom. *Increased attention to multimodal projects and activTrade Review"In the third edition, Lems, Soro, and Charles present important current advances in language education. Of note are fast-developing technologies and their uses, not only as teaching and learning tools and modalities, but also as topics for content lessons. The third edition is well organized and accessible, and masterfully connects linguistic concepts to strategies that educators can immediately implement in their classrooms. This is an excellent text for teacher preparation courses related to second-language acquisition and bilingual education. I have used the book in my biliteracy methods courses, as well as for professional development, and loved it. The content can serve as a basis for writing assignments, in-class discussion and analysis, presentations, and demonstrations of the sample teaching strategies."--Sonia W. Soltero, PhD, Professor and Chair, Department of Leadership, Language and Curriculum, DePaul University "Lems, Soro, and Charles provide a clear, accessible roadmap to literacy instruction for English language learners, based on solid research in linguistics, reading and writing development, and ESL teaching methods. I’ve used this text multiple times in my graduate class on ELL literacy, with great success. My students, many of whom are inservice teachers, find the book to be not only enlightening, but also really practical, due to the many instructional techniques and activities it includes. A real highlight of the third edition is the added emphasis throughout on supporting students’ multilingualism and making their L1s an integral part of English literacy instruction through practices like translanguaging."--Karen L. Ford, PhD, Department of Curriculum, Instruction, and Special Education, University of Virginia "In its third edition, this book has gotten even better. It continues to do a superb job of combining theory with application. As the authors introduce linguistic concepts, they share their own personal experiences and those of other professionals in the field. The authors have added more practical activities that teachers can start using right away to help multilingual learners master a new language. I really appreciated the discussions of topics like the pros and cons of using artificial intelligence in the classroom.”--Margaret Gigous, MA, EL Resource Teacher, Villa Park School District 45, Illinois -Table of ContentsPreface Guide to Pronunciation in This Book 1. Big Ideas and Research That Guide the Profession 2. First-Language Influence in Second-Language Acquisition 3. ELL Oracy: Listening Comprehension and Oral Language Development 4. Learning to Read, Write, and Spell Words in English as a New Language 5. Visual Literacy and Language Growth 6. Using Morphemes to Learn Vocabulary 7. Word Formation Processes, Cognates, and Collocations 8. “The Same, but Different”: Reading Fluency in English as a New Language 9. Achieving Comprehension in L2 English Reading 10. Writing to Learn in English across the Curriculum 11. Multilingual Learners in the Multimodal Classroom Glossary References Index

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Book SynopsisWhat if multilingual learners had the freedom to interact in more than one language with their peers during classroom assessment? What if multilingual learners and their teachers in dual language settings had opportunities to use assessment data in multiple languages to make decisions? Just imagine the rich linguistic, academic, and cultural reservoirs we could tap as we determine what our multilingual learners know and can do. Thankfully, Margo Gottlieb is here to provide concrete and actionable guidance on how to create assessment systems that enable understanding of the whole student, not just that fraction of the student who is only visible as an English learner. With Classroom Assessment in Multiple Languages as your guide, you’ll: Better understand the rationale for and evidence on the value and advantages of classroom assessment in multiple languages Add to your toolkit of classroom assessment practices in one or multiple languages Be more precise and effective in your assessment of multilingual learners by embedding assessment as, for, and of learning into your instructional repertoire Recognize how social-emotional, content, and language learning are all tied to classroom assessment Guide multilingual learners in having voice and choice in the assessment process Despite the urgent need, assessment for multilingual learners is generally tucked into a remote chapter, if touched upon at all in a book; the number of resources narrows even more when multiple languages are brought into play. Here at last is that single resource on how educators and multilingual learners can mutually value languages and cultures in instruction and assessment throughout the school day and over time. We encourage you to get started right away. “Margo Gottlieb has demonstrated why the field, particularly the field as it involves the teaching of multilingual learners, needs another assessment book, particularly a book like this. . . . Classroom Assessment in Multiple Languages quite likely could serve as a catalyst toward the beginning of an enlightened discourse around assessment that will benefit multilingual learners.” ~Kathy Escamilla Trade Review"At long last, a book on K-12 assessment that takes an honest and comprehensive look at how the assessment needs of multilingual learners differ from those of monolingual learners. Gottlieb, building on a lifetime of wisdom regarding assessment for language learners, provides insightful, practical, and accessible advice for teachers and school leaders. She shares an abundance of tools and resources for putting responsibility for learning and reflection into the hands of teachers and school leaders and, most importantly, into the hands of the multilingual students themselves. This is no ordinary book of K-12 assessment practices; Gottlieb’s book exudes affirmation, respect, and value for our multilingual learners. This is social justice in practice." -- Lisa Tabaku, Director, Global Languages and Cultures"At its core, Classroom Assessment in Multiple Languages: Engaging Educators, English Learners, and Other Multilingual Learners puts forth a vision of assessment for multilingual learners that is collaborative, inclusive, and most importantly equitable. Dr. Gottlieb not only presents a comprehensive guide to align assessment, curriculum and instruction but her vision of this process honors the voices, as well as the linguistic and cultural assets that students bring to learning. The ESPEJO Curriculum Model, with its ‘mirrored’ cultural and linguistic curricular components, is a powerful example of this inclusive and respectful approach that creates a fully reflective portrait of the ′student as curriculum.′" -- John F. Hilliard, President & Founder"When I first started working with complete beginners for the first time, I taught in English, interacted in English, assessed in English, and provided feedback in English. No wonder my students struggled so much in my class. I wish I had this guide to help me rethink how I assess language learners who are literate in their home language. Margo has been leading our field for decades now, and with this work she continues to help us shift our thinking about how we assess with an asset-based approach. Like her extensive body of work, this book adds the equity piece when assessing language learners." -- Tan Huynh, Social Studies & EAL Teacher"There are strong cultural, academic, and linguistic arguments for a pluralistic approach to working with bi/multilingual learners. While such an approach has been conceptualized by many for curriculum and pedagogy, the domain of assessment has proven to be more difficult. In this book, Margo Gottlieb addresses this gap in the field from a theoretical and practical perspective. She challenges all educators, including those who consider themselves monolingual or may speak languages other than those of their students, to approach assessment through a multilingual lens. The book uncovers common myths about multilingual assessment and provides practical strategies for educators to ensure fair and valid assessments for multilingual learners. A great resource for teachers and teacher educators." -- Ester de Jong, Professor, ESOL/Bilingual Education"This book is a powerful and very needed resource in today’s multilingual learning spaces. Gottlieb demonstrates the importance of maintaining an asset-based lens while empowering educators to continue to fight for equity. This resource is unlike other professional books about assessment as it offers multidimensionality as we′ve never seen it- by leveraging our student′s linguistic assets and using assessment for, of, and as learning. This book features deeply reflective questions to help you as an educator, as well as instructional teams and administrative leadership, to grow and develop culturally and linguistically responsive and asset-based pedagogy. This is a must-read for today’s empowered educator and change agent!" -- Carly Spina, District EL/Bilingual Instructional Coach"Margo Gottlieb’s Assessing Learning in Multiple Languages is a relevant and responsive book that challenges the monolingual bias of assessment in the United States. Full of scenarios and dispelling of myths, Gottlieb provides both theoretical underpinnings and practical strategies for multilingual assessment, which allows educators to be agents of assessment change in their own contexts. The book’s focus on social justice and equity for multilingual learners comes at a time when bilingual programs are growing in the United States, while there is a similar growing need for assets-based multilingual assessments that honor what students do know and are able to do in their mother tongues." -- Ivannia Soto, Professor of Education & Child Development"Colleague Margo Gottlieb shows us what can be done when we truly challenge our monolingual biases in favor of creating schools where the multilingual identities of our richly diverse student and family communities are truly honored and valued. She adeptly moves us away from measuring students’ successes and failures based on their performance on high stakes tests to assessing the uniqueness of their strengths and capacities as they engage in classroom-based projects, performances, and products. Whether we teach in-person, remotely or both, this timely book should be the go-to source of responsive assessment practices for a multilingual world." -- Debbie Zacarian, Ed.D., FounderTable of ContentsForeword Preface About the Author Chapter 1: Who Are Multilingual Learners and Why Assess in Multiple Languages? The Dilemma: But the term English learners doesn’t accentuate what our students can do! What Is the Terminology (and Labels) for Multilingual Learners and Their Tie to Assessment? What Are the Prevailing Theories of Language Learning? What Is a Framework for Classroom Assessment in Multiple Languages? How Might We Create a Language and Assessment Policy? The Big Question: Why Assess in Multiple Languages? What Is Assessment as, for, and of Learning for Multilingual Learners in Multiple Languages? What Are Some Tips for Classroom Assessment in Multiple Languages? How Might We Face the Issue? Instill an Assets-Driven Philosophy in Your Classroom or School! How Might We Resolve the Dilemma? Accentuate What Multilingual Learners Can Do! Resources for Multilingual Learners, Their Teachers, and Other School Leaders Chapter 2: How Do We Get Started With Assessment in Multiple Languages? The Dilemma: But I only speak English… someone needs to translate! How Do We Begin to Think About Assessment for Multilingual Learners in Multiple Languages? What Comes Next in Assessing in Multiple Languages? How Is Classroom Assessment as, for, and of Learning Useful? How Do Standards Impact Assessment in Multiple Languages? How Is Assessment in Multiple Languages Related to Curriculum Design? Where Does Translanguaging Fit Into Curriculum, Instruction, and Assessment? How Might We Face the Issue? Create a Multilingual Resource Bank How Might We Resolve the Dilemma? Enlist Multilinguals in the Assessment Process! Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders Chapter 3: Planning Classroom Assessment in Multiple Languages The Dilemma: But my students just socialize in their home language! What Does Classroom Assessment in Multiple Languages Entail? How Is Classroom Assessment an Expression of Curriculum Design? Planning Classroom Assessment as, for, and of Learning for Curriculum and Instruction Where Does Translanguaging Fit in Planning Assessment? How Might We Face the Issue? Ask Questions and Listen to Your Students! How Might We Resolve the Dilemma? Put Trust in Your Multilingual Learners! Resources for Multilingual Learners, Teachers, and Other School Leaders Chapter 4: Collecting and Organizing Assessment Information in Multiple Languages The Dilemma: But my colleagues and school leaders simply don’t understand the value of multilingualism! Why Match Data to the Purposes for Assessment? What Resources Enhance Instruction and Assessment in Multiple Languages? How Might We Collect and Organize Student Samples in Multiple Languages? How Might We Face the Issue? Connect With Multilingual Families, Communities, and Other Educators How Might We Resolve the Dilemma? Annotate Data From Your Multilingual Learners! Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders Chapter 5: Interpreting Information and Providing Feedback in Multiple Languages The Dilemma: But learning in multiple languages confuses students and teachers alike! How Might We Interpret Everyday Classroom Data in Multiple Languages? What Are Some Strategies for Interpreting Literacy Data? How Might We Interpret Long-Term Projects in Multiple Languages? What Is the Role of Feedback in Classroom Assessment in Multiple Languages? What Is the Role of Collaboration in Interpreting Assessment Information? How Might We Face the Issue? Create an International Network of Educators How Might We Resolve the Dilemma? Believe in Your Students as Learners! Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders Chapter 6: Evaluating and Reporting Assessment Information in Multiple Languages The Dilemma: But the same grading policy for all students, including multilingual learners, just doesn’t make sense! What Is the Basis for Evaluating Information From Assessment in Multiple Languages? Rethinking Evaluating and Reporting Based on Assessment in Multiple Languages How Might We Report Assessment Results? Student Self-Reflection and Self-Reports: Assessment as Learning Classroom-Generated Reports: Assessment for Learning Unit-Level Reports: Assessment of Learning How Is Grading a Form of Evaluation? How Might We Resolve the Dilemma? Make Sure Multilingual Learners Are Represented in Grading Practices! Grading Multilingual Learners in Times of Stress and Hardship How Can Teacher Collaboration Improve Grading Practices? How Might We Face the Issue? Evaluate Multilingual Learners and Multilingual Learners With Disabilities in the Context of Their Goals for Learning How Might We Face the Dilemma? Make Sure Grading Practices Are Geared for Multilingual Learners Resources for Multilingual Learners, Their Teachers, and Other Instructional Leaders Chapter 7: Taking Action Based on Assessment Results in Multiple Languages The Dilemma: But assessment for multilingual learners is only in one language; what can we do to know who our students really are and what they can do? What Are the Assets That Multilingual Learners Bring to Classroom Assessment? How Might We Strengthen Your Stance for Taking Action Through Assessment as, for, and of Learning? How Might We Take Action Through Reflective Practice? Becoming Assessment Literate: A Schoolwide Action Strength in Action for Large-Scale Assessment of Learning How Can Stakeholders Take Action Based on Assessment Results? How Might We Face the Issue? Take Action to Make Assessment Equitable for Multilingual Learners! How Might We Resolve the Dilemma? Assess Multilingual Learners in Multiple Languages! Resources for Multilingual Learners, Teachers, and Other School Leaders Glossary References Index

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Book SynopsisDespite controversies over current educational practices, Texas boasts a rich and vibrant bilingual tradition - and not just for Spanish-English instruction, but for Czech, German, Polish, and Dutch as well. Over the course of the nineteenth and twentieth centuries, Texas educational policymakers embraced, ignored, rejected, outlawed, and then once again embraced this tradition. In ""The Strange Career of Bilingual Education in Texas, 1836-1981"", Carlos Kevin Blanton traces the educational policies and their underlying rationales, from Stephen F. Austin's proposal in the 1830s to ""Mexicanize"" Anglo children by teaching them Spanish along with English and French, through the 1981 passage of the most encompassing bilingual education law in the state's history. Drawing on primary materials, Blanton presents the Texas experience in light of national trends and movements, such as Progressive Education, the Americanization Movement, and the Good Neighbor Movement. By tracing the many changes that eventually led to the re-establishment of bilingual education in its modern form in the 1960s and the 1981 passage of a landmark state law, Blanton reconnects Texas with its bilingual past.

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Book SynopsisThis book is for secondary subject matter teachers and administrators who work with English language learners (ELLs) in subject matter classes. It is also for college professors who prepare pre-service teachers to work with those students. The book brings together insights from linguistic, socio-cultural, educational, cognitive, developmental perspectives of what it means for ELLs to learn both English and subject matter knowledge in English as a second language. It delineates unique challenges that ELLs experience, offers ELLs’ learning stories, and suggests concrete strategies with classroom teaching examples across academic disciplines.The 2nd edition broadens the scope of the 1st edition in several aspects. Specifically, it includes two chapters about secondary ELLs’ previous educational experiences in their home countries, a chapter on subject matter lesson planning with ELLs in mind with teacher collaborative strategies, and more principle- based and field-tested effective instructional and assessment strategies for working with ELLs.

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Book SynopsisSuperdiversity has rendered familiar places, groups and practices extraordinarily complex, and the traditional tools of analysis need rethinking. In this book, Jan Blommaert investigates his own neighbourhood in Antwerp, Belgium, from a complexity perspective. Using an innovative approach to linguistic landscaping, he demonstrates how multilingual signs can be read as chronicles documenting the complex histories of a place. The book can be read in many ways: as a theoretical and methodological contribution to the study of linguistic landscape; as one of the first monographs which addresses the sociolinguistics of superdiversity; or as a revision of some of the fundamental assumptions of social science through the use of chaos and complexity theory as an inspiration for understanding the structures of contemporary social life.Trade ReviewJan Blommaert offers a sweeping tour of the complex geographies of contemporary sociolinguistics. Effortlessly combining erudition with accessibility, he maps a new terrain for linguistic landscapes through the deeper contours of ethnography; all of which is grounded in the intimate, culturally diverse histories of his own backyard. This, argues Blommaert, is how sociolinguists should be looking to untether themselves from the stability and predictability of synchronic analysis and seeking instead to live (and research) in the moment. -- Crispin Thurlow, University of Washington, USAThis is not just another landmark book in Jan Blommaert's rich oeuvre. It's a conversation he's having with all of us on today's sociolinguistic landscapes. He argues they are chaotic and complex. His book is anything but. Written in cogent and clear style, provocative at times, boring never. A Berchem delight. -- Adam Jaworski, The University of Hong KongBoth lucid and profound, integrating a compelling theoretical imagination with very practical methodology, this book is yet another remarkable advance in Blommaert's powerful remapping of sociolinguistics. -- Ben Rampton, King's College London, UKThe text is clear, accessible and interspersed with practical examples of ‘experienced’ semioticised space. Blommaert never disappoints in his compassionate, original and thoroughly enjoyable narrative(...) For the LL postgraduate student, the text is useful because it discusses the main developments of LLS, identifies its shortcomings clearly and succinctly, and presents fresh data within a newly conceived framework. -- Stefania Tufi, Liverpool University, UK * Language Policy (2015) 14:305–307 *This book contains valuable reflections on the role of sociolinguistics in describing critical phenomena in highly diverse urban contexts, and it is sure to inspire researchers in related areas of study. -- Lars Hinrichs, The University of Texas. USA * Journal of Sociolinguistics, 2015-2016 (Volumes 19-20) *Table of Contents1. Introduction: New Sociolinguistic Landscapes 2. Historical Bodies and Historical Space 3. Semiotic and Spatial Scope 4. Signs, Practices, People 5. Change and Transformation 6. The Vatican of the Diaspora 7. Conclusion: The Order of Superdiversity

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Book SynopsisShortlisted for the 2020 BAAL Book Prize This book brings together empirical studies from around the world to help readers gain a better understanding of multilinguals, ranging from small children to elderly people, and their lives. The chapters focus on the multilingual subjects’ identities and the ways in which they are discursively and/or visually constructed, and are split into sections looking specifically at the multilingual self, the multilingual learner and multilingual teacher education. The studies draw on rich visual data, which is analysed for content and/or form and often complemented with other types of data, to investigate how multilinguals make sense of their use and knowledge of more than one language in their specific context. The topic of multilingualism is addressed as subjectively experienced and the book unites the current multilingual, narrative and visual turns in Applied Language Studies. It will be of interest to students and researchers working in the areas of language learning and teaching, teacher education and bi/multilingualism, as well as to those interested in using visual methods and narratives as a means of academic research.Trade ReviewNarrative turns and visual turns. This book will have your head spinning. Filled with innovative methods for studying the multilingual subject that are cutting-edge but intersect with more conventional methods too, this stunning collection looks to the future in applied language studies research. * Gary Barkhuizen, University of Auckland, New Zealand *A path-breaking book for multilingual classrooms in the 21st century! The 15 chapters, expertly edited by Kalaja and Melo-Pfeifer, offer cutting-edge research on multilingual subjects and a range of truly innovative pedagogies for teachers. This book will inspire researchers investigating the role of visual literacies in multilingual education and will transform the experience of teachers committed to a deeper understanding of the multilingual lives of newcomer students and multilingual learners worldwide. This volume is bound to become a major reference in the fields of language education and teacher education. * Christine Hélot, University of Strasbourg, France *Visual narratives tap into a new wild world of often unspoken and unexplored emotions, visions and identities relating to languages and this makes the anthology intriguing and thought-provoking throughout. -- Melike Bulut Albaba, Trakya University, Turkey * The Learner Development Journal, Issue 5 *Table of ContentsIntroduction. Paula Kalaja and Sílvia Melo-Pfeifer Part I - The Multilingual Self Chapter 1. Alice Chik: Becoming and Being Multilingual in Australia Chapter 2. Nayr Ibrahim: Children’s Multimodal Visual Narratives as Possible Sites of Identity Performance Chapter 3. Sílvia Melo-Pfeifer and Alexandra Schmidt: Integration as Portrayed in Visual Narratives by Young Refugees in Germany Chapter 4. Muriel Molinié: From the Migration Experience to its Visual Narration in International Mobility Part II - The Multilingual Learner Chapter 5. Kristiina Skinnari: Looking but not Seeing: The Hazards of a Teacher-Researcher Interpreting Self-portraits of Adolescent English Learners Chapter 6. Liss Kerstin Sylvén: Looking at Language through a Camera Lens Chapter 7. So-Yeon Ahn: Using Multimodal Analysis to Explore Language Learner Identity Construction Chapter 8. Vera Lúcia Menezes de Oliveira e Paiva and Ronaldo Correa Gomes Junior: Multimodal Language Learning Histories: Images Telling Stories Chapter 9. Tae Umino and Phil Benson: Study-abroad in Pictures: Photographs as Data in Life-story Research Part III - Multilingual Teacher Education Chapter 10. Ana Carolina de Laurentiis Brandão: Imagining L2 Teaching in Brazil: What Stories do Student Teachers Draw? Chapter 11. Ana Sofia Pinho: Plurilingual Education and the Identity Development of Pre-service English Language Teachers: An Illustrative Example Chapter 12. Mireia Pérez-Peitx, Isabel Civera and Juli Palou: Awareness of Plurilingual Competence in Teacher Education Chapter 13. Katja Mäntylä and Paula Kalaja: “The Class of my Dreams” as Envisioned by Student Teachers of English: What is there to Teach about the Language? Conclusion. Sílvia Melo-Pfeifer and Paula Kalaja: Lessons Learnt With and Through Visual Narratives of Multilingualism as Lived, and a Research Agenda

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Book SynopsisThis book interrogates and problematises African multilingualism as it is currently understood in language education and research. It challenges the enduring colonial matrices of power hidden within mainstream conceptions of multilingualism that have been propagated in the Global North and then exported to the Global South under the aegis of colonial modernity and pretensions of universal epistemic relevance. The book contributes new points of method, theory and interpretation that will advance scholarly conversations on decolonial epistemology by introducing the notion of coloniality of language – a summary term that describes the ways in which notions of language and multilingualism in post-colonial societies remain colonial. The authors begin the process of mapping out what a socially realistic notion of multilingualism would look like if we took into account the voices of marginalised and ignored African communities of practice – both on the African continent and in the diasporas.Trade ReviewThis book contributes to the growing interest in southern decolonial linguistics. It reanimates important earlier discussions of the plurality of southern multilingualisms and the linguistic citizenship of individuals and communities with narratives that encourage rethinking the coloniality of language. In reminding us of the many forgotten 20th century contributors to southern decolonial scholarship, the authors accentuate the persistent circulation of colonial hegemonies. * Kathleen Heugh, University of South Australia *Centering the African experience, two world-renowned African sociolinguists push back on the language coloniality that continues to permeate the study of multilingualism, multilingual education, language policy, and language education research in the Global South. Inverting the power relationship between the Global South and the North, Ndhlovu and Makalela decolonize understandings of multilingualism everywhere. * Ofelia García, The Graduate Center, City University of New York, USA *I find Decolonising Multilingualism in Africa to be cohesive, resourceful and well written. It is a welcome addition to the literature on sociolinguistics in Africa and the Global South in general – and I consider it to be required reading for graduate seminars in colonial and post-colonial language ideologies and practices. -- Nkonko Kamwangamalu, Howard University, USA * Journal of Multilingual and Multicultural Development, 2022 *[This book] advances the field of multilingualism studies both in Africa and globally. Indeed its international relevance is enhanced by the approach of presenting fine-grained research conducted in Africa as illustrations of decoloniality within language theorising. Future multilingualism research will certainly benefit from both the critiques of the coloniality of language and the propositions of decolonial linguistic concepts contained within the pages of this book. -- Robyn Tyler, University of the Western Cape, South Africa * Multilingual Margins 2021, 8(1) *Table of ContentsPreface Chapter 1. Myths We Live By: Multilingualism, Colonial Inventions Chapter 2. Unsettling Colonial Roots of Multilingualism Chapter 3. Unsettling Multilingualism in Language and Literacy Education Chapter 4. Decolonising Multilingualism in Higher Education Chapter 5. Decolonising Multilingualism in National Language Policies Chapter 6. African Vehicular Cross Border Languages, Multilingualism Discourse Chapter 7. African Multilingualism, Immigrants, Diasporas Chapter 8. Multilingualism from Below: Languaging with a Seven Year Old Chapter 9. Recentering Silenced Lingualisms and Voices

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Book SynopsisWhat if my own multilingualism is simply that of one who is fluent in way too many colonial languages? If we are going to do this, if we are going to decolonise multilingualism, let’s do it as an attempt at a way of doing it. If we are going to do this, let’s cite with an eye to decolonising. If we are going to do this then let’s improvise and devise. This is how we might learn the arts of decolonising. If we are going to do this then we need different companions. If we are going to do this we will need artists and poetic activists. If we are going to do this, let’s do it in a way which is as local as it is global; which affirms the granulations of the way peoples name their worlds. Finally, if we are going to do this, let’s do it multilingually.Trade ReviewA powerful call to decolonise knowledge and resist structures of violence through critical, poetic activism, by unlearning, dialoguing, and embodying the pain and potentialities of de-creation across and between languages, times and spaces. * Elena Fiddian-Qasmiyeh, University College London, UK *Decolonising Multilingualism is a beautifully written, deeply personal and intimate account of what it means to decentre and give up power. None of us can step outside our histories, our skin colour, the structural inequalities that position us in ways that are both privileged and uncomfortable. But by engaging with, and reflecting upon, how these contexts and power relations influence our work with others, this little book is both liberating and challenges us to do better. * Heaven Crawley, Coventry University, UK *Freire says the role of the colonised is to decolonise the coloniser – Alison Phipps shares her personal journey of such experiences that not only decolonise her but also reveal the hurts and pains of the colonised communities and the gentle wisdom of the lands that offer unconditional healing. These could be stories about courage and vulnerability, but for me I see them as doing what needs to be done: to whakatika (rectify wrongs), with aroha (unconditional love), and discover truth is held in what truly matters – whakapono (faith). * Piki Diamond, Auckland University of Technology, New Zealand *This is a very timely contribution by Alison Phipps. We live in unprecedented times of divisions. Walls and barriers are raised to keep people and nations apart. People who have so much in common including shared languages. In this book, Alison reminds us of the connecting power of languages and multilingualism. She talks about the languages and traditions left behind by those forced to flee their homes and the rich heritage of languages they can bring to their adopted homes. * Sabir Zazai, CEO of Scottish Refugee Council, UK *This collection of chapters and musings represents excellent material to prompt discussions with colleagues (both linguists and non-linguists) and with students, in order to keep questioning Whiteness in research, how to unlearn the ways of the academy, how to decreate when we work in classrooms and share knowledge in writing, and how to bridge our learning and teaching selves. -- Camille Jacob, University of Portsmouth, UK * BAAL News, Issue 117, Summer 2020 *With ‘Decolonising Multilingualism: Struggles to Decreate’ Alison Phipps has written a very personal, insightful and passionate account of her efforts to understand the situation of multilingual refugees and migrants and given voice to them. -- Karin Zotzmann, University of Southampton, UK * Language and Intercultural Communication, 2019 *Phipps provides readers with much inspiration on how to do research and teach multilingually in a more reflexive way. As Phipps applies many of the working practices set out in the opening Manifesto that guides her work, the book provides an excellent example of what decolonising multilingual approaches can constitute in practice. As an early career researcher, I also consider Phipps’ book as symbolically important. Many of us may be struggling with questions relating to working in a ‘decolonised’ way, but may not have the freedom or academic authority to confidently attempt new ways of researching and teaching multilingually. Phipps’ book is a first important step towards reshaping some of our working practices. Having an established academic take the lead can encourage and help emerging scholars find their own answers to some of these difficult issues. -- Wine Tesseur Dublin City University, Ireland * The Translator, 2019 *Decolonising Multilingualism is a potent, passionate, and important warning, an act of witnessing, and a voice of true reason amid the globalized race for profit in linguistic and symbolic commodities. -- David Gramling, University of Arizona, USA * Critical Multilingualism Studies, 7:3 *I’ve been asked to review the best book I’ve read in recent years on language. Hands down, it’s this book. This is a book by an academic, but it made me cry. This is not a Christian book, but it moved my spirit. It’s not a big book, but it is large, if you get the difference. -- Andy McCullough * Unreached Network, October 21st 2021 *Table of ContentsPart 1: Decolonising the Multilingual Body Chapter 1. Deep Pain is Language Destroying Chapter 2. More than One Voice Part II: Decolonising the Multilingual Heart Chapter 3. Hospitality – Well Come Chapter 4. Attending to the Gist Chapter 5. Waiting Chapter 6. Waiting Brides Chapter 7. Waiting Bodies Chapter 8. Screens Chapter 9. Parting Gifts Chapter 10. Muted and Hyphenated Part III: Decolonising the Multilingual Mind Chapter 11. ‘Chitsva chiri mutsoka - Gifts are in the Feet’ Chapter 12. Mihi Chapter 13. Te Reo -The Māori Language Chapter 14. Conclusions

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Book SynopsisThis book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.Trade ReviewDriven by passion, the authors in this inspiring book contribute to the paradigm shift in foreign language teaching in multilingual classrooms. The researchers explore innovative ways to close the gap between theory and classroom practices in the interest of learners and teachers. The book represents an important contribution to this expanding field. * Durk Gorter, University of the Basque Country; Ikerbasque, Basque Foundation for Science, Spain *This innovative, timely volume bridges the gap between the exciting theoretical advancement of the multilingual turn and the classroom practices in foreign language teaching. It is genuinely inspiring for multilingually aware teachers, especially those who work in traditional foreign language settings and who wish to draw on learners' holistic linguistic repertoire and to enact pedagogical translanguaging in diverse language classrooms. * Yongyan Zheng, Fudan University, China *Multilingualism is the norm in most societies across the globe. In this ambitious and highly relevant book, the authors bring together fresh and significant insights on multilingualism from a variety of perspectives and educational contexts. * Åsta Haukås, University of Bergen, Norway *The main advantage of the volume is that it presents real-life examples reductionistically, by breaking down aspects of certain multilingual teaching practices by specific multilingual contexts and levels of education, and then drawing conclusions holistically [...] Overall, the volume succeeds in illustrating hands-on approaches to FL instruction, always respecting the complexities of multilingualism and inclusion. -- Elena I. Madinyan, Peoples’ Friendship University of Russia and Maurice Cassidy, International House London * Training, Language and Culture, Volume 6 Issue 3, 2022 *Table of ContentsFigures and Tables Acknowledgements Acronyms Contributors Introductions Part 1: Towards a Multilingual Paradigm in Foreign Language Education Chapter 1. Anna Krulatz, Georgios Neokleous and Anne Dahl: Multilingual Approaches to Additional Language Teaching: Bridging Theory and Practice Chapter 2. Nayr Ibrahim: Mainstreaming Multilingualism in Education: An Eight-Ds Framework Chapter 3. Ngoc Tai Huynh, Angela Thomas and Vinh To: Enhancing Foreign Language Teachers’ Use of Multicultural Literature with an Analytical Framework for Interpreting Picturebooks about East Asian Cultures Part 2: Languaging Practices in Multilingual Classrooms Chapter 4. Tanja Angelovska: The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language Chapter 5. Mirjam Günther-van der Meij and Joana Duarte: ‘There are Many Ways to Integrate Multilingualism’: All-inclusive Foreign Language Education in the Netherlands Chapter 6. Spyros Armostis and Dina Tsagari: Learning English as a Foreign Language in a Bi(dia)lectal Setting Chapter 7. Rasman Rasman and Margana Margana: Constructing Translanguaging Space in EFL Classrooms in Indonesia: Opportunities and Challenges Part 3: Teacher and Learner Perspectives Chapter 8. Georgios Neokleous: Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus Chapter 9. Ylva Falk and Christina Lindqvist: Teachers’ Attitudes towards Multilingualism in the Foreign Language Classroom: The Case of French and German in the Swedish Context Chapter 10. Will Travers: Inside the L3 Classroom: Learner Reflections on University-level Foreign Language Classes for Bilinguals in the United States Chapter 11. Romana Kopečková and Gregory Poarch: Teaching English as an Additional Language in German Secondary Schools: Pluralistic Approaches to Language Learning and Teaching in Action Chapter 12. Yeşim Sevinç, Anna Krulatz, Eivind Torgersen and MaryAnn Christison: Teaching English in Linguistically Diverse Classrooms in Norway: Teachers’ Beliefs, Practices, and Needs in Multilingual Education Chapter 13. Mieko Yamada: EFL Education for Social Justice: A Study of Japanese EFL Student Teachers’ Perceptions about Diversity and Minority Part 4: Innovative Multilingual Pedagogies in Foreign Language Classrooms Chapter 14. Antoinette Camilleri Grima: Adopting Pluralistic Approaches when Teaching an Additional Language Chapter 15. Manon Megens and Elisabeth Allgäuer-Hackl: An Applied Perspective on Holistic Multilingual Approaches to Foreign Language Learning and Teaching Chapter 16. MaryAnn Christison and Adrian S. Palmer: Promoting Multilingualism through Immersion Education: A Case Study in a Thai K12 International School Chapter 17. Gisela Mayr: Plurilingual Inputs in Task-based TEFL: A Way of Promoting Inclusion Chapter 18. Marina Prilutskaya, Rebecca Knoph and Jessica Allen Hanssen: The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper-secondary School Chapter 19. Gro-Anita Myklevold: Operationalizing Multilingualism in A Foreign Language Classroom in Norway: Opportunities and Challenges Kristen Lindahl: Afterword Index

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Book SynopsisThis book details online academic collaborations between universities in Europe, the USA and Palestine. The chapters recount the challenges and successes of online collaborations which promote academic connections and conversations with the Gaza Strip, despite a continuing blockade imposed on Gaza since 2007, and forge relationships between individuals, institutions and cultures. The chapters examine, from different perspectives, what happens when languages and the internet facilitate encounters, and the fundamental importance this has as a form of defiance and of resistance to the physical confinement experienced by Palestinian academics, students and the general population of Gaza. They highlight the limitations of multilingual and intercultural encounters when they are deprived of the sensory proximity of face-to-face situations and what is lost in the translation of languages, practices and experiences from the ‘real’ to the ‘virtual’ world. This book is open access under a CC BY NC ND licence.Trade ReviewThis book documents and enacts a creative improvisation that challenges, resists and connects. Produced by powerful academic online collaborators, it opens a window into the cultural resilience that stubbornly co-created curious academic bridges in spite of the impassable borders. This book offers a rare and valuable opportunity to learn from and about resilient education and scholarly innovation in areas torn by war, like the Gaza Strip. It challenges us to rethink our remits of possibility. * Khawla Badwan, Manchester Metropolitan University, UK *The book opens a discussion on what it means to collaborate through the internet when one of the two partners is living in a situation of forced closure. The collected stories of collaboration are not only stories of resistance and resilience, but narratives of innovation and openness. They represent an immense source of inspiration for the whole Mediterranean community and beyond, and examples of equitable and sustainable international academic collaboration. * Marcello Scalisi, UNIMED - Mediterranean Universities Union *Table of ContentsPrologue: Collaborating Under Siege: A Whatsapp Tale Introduction: Alison Phipps, Giovanna Fassetta And Nazmi Al Masri: Can You ‘Here’ Me? Editors’ Reflections on Online Collaborations Between the Gaza Strip and the Global North Part 1. English as an Additional Language and Online Technologies Chapter 1. Bill Guariento: Engineers Operating Multilingually: Reflections on Four Years of Glasgow-Gaza Pre-Sessional English Telecollaboration Chapter 2. Sanaa Abou-Dagga: Islamic University of Gaza (IUG) Internationalization Endeavours at the Level of Postgraduate Programmes Chapter 3. Gary Motteram, Nazmi Al-Masri, Heba Hamouda, and Shaiffadzillah Omarali: Exploring Mobile Support for English Language Teachers in a Context of Conflict: Syrian Refugee Teachers in Jordan Part 2. Finding Motivation for Language Learning in a Situation of Forced Immobility Chapter 4. Abedrabu Abu Alyan: Motivational Strategies and Online Technologies: Are Palestinian EFL University Students in the Gaza Strip Empowered to be Bilingual? Chapter 5. Anna Rolinska, Bill Guariento, Ghadeer Abo Uda and Ongkarn Nakprada: ‘Really Talking’ to Gaza: From Active to Transformative Learning in Distributed Environments and Under Highly Pressured Conditions Part 3. Palestine and the Arabic Language Chapter 6. Giovanna Fassetta, Nazmi Al-Masri, Mariam Attia And Alison Phipps: Gaza Teaches Arabic Online: Opportunities, Challenges and Ways Forward Chapter 7. Maria Grazia Imperiale: (In)Articulability of Pain and Trauma: Idioms of Distress in the Gaza Strip Part 4. Making Connections Chapter 8. Ahmed S. Muhaisen: The Experience of The Islamic University of Gaza in Cross-Border Academic Collaboration: T-MEDA Project as a Case Study Chapter 9. Chantelle Warner and David Gramling: From the Kitchen to Gaza: Networked Places and the Collaborative Imagination Afterword: Alison Phipps: “I Am Here”: Savouring the ‘Selfie Moments’ List of Contributors (in Alphabetical Order)

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Book SynopsisThis book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and enable them to play a critical role in the continued success of such programs. It offers a solid grounding in theories and applications of content-based approaches with empirical studies investigating teacher identity, materials design, use of cognitive discourse functions and best practices for teacher education. Responding to the growing popularity of content-based programs and the shortage of qualified teachers for these contexts, this book promotes teacher-researcher collaboration and provides support for trainee teachers, in-service teachers and course leaders.

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