Bilingualism and multilingualism Books

Book SynopsisUsing data from multilingual settings in universities and adjacent learning contexts in East Asia, North Africa, Central and North America and Europe, this book provides examples of the heuristic value of translanguaging and epistemological decentring. Despite this and other theoretical and empirical work, and ever stronger calls for the inclusion of other languages, epistemologies and constructions of culture in higher education, decentring and translanguaging practices are often relegated to the margins or suppressed in research and education because of the organisational structures of education institutions and prevailing language norms, policies and ideologies. The authors draw on research on pluri- and multilingualism within education studies, as well as post- and decolonial theoretical contributions to the research on the role of language in education and knowledge production, to provide evidence that decentring cannot happen until learners have been given the tools to identify which sorts of centring dynamics and conditions are salient to their learning and (trans)languaging.Trade ReviewWhile multilingual scholars are dazzled by the creativity in communication at local contexts of classroom and society, they overlook the larger epistemological shifts promised by translingualism. This book is timely in addressing the resistant knowledge embodied and enacted in language diversity through speech communities we don’t often hear in translingual scholarship. * Suresh Canagarajah, Pennsylvania State University, USA *By tightening the nexus between translanguaging and epistemological decentring, the authors here confront us with how knowledges and languages are legitimized and taught in higher education. Blending students’ classroom experiences and analyses of educational policies in many national contexts, the book provides a multiplicity of perspectives that makes evident how language and knowledge are being manipulated in the struggle for power between people with competing interests. * Ofelia García, The Graduate Center, City University of New York, USA *This book launches a challenge for us to decolonise language and culture through epistemological decentering as linguistic practice. It proves that neither northern nor southern epistemologies can remain irremediably apart or imprisoned in their geographical cages. Both travel with and around us, in-between us, ready to trigger immense intercultural wealth, which eventually re-establishes life sustainability, once we let them engage in listening and talking to each other. * Manuela Guilherme, Universidade de Coimbra, Portugal *Table of ContentsContributors Chapter 1. Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen and Karen Risager: Introduction: The Nexus of Translanguaging and Epistemological Decentring in Higher Education and Research Chapter 2. Heidi Bojsen: Translanguaging, Epistemological Decentring and Power: A Study of Students’ Perspectives and Learning Chapter 3. Marta Kirilova, Anne Holmen and Sanne Larsen: More Languages for More Students: Practice, Ideology and Management Chapter 4. Deborah Charlotte Darling and Fred Dervin: Glimpses Into the ‘Language Galaxy’ of International Universities: International Students’ Multilingual and Translanguaging Experiences and Strategies at a Top Finnish University Chapter 5. Petra Daryai-Hansen, Danièle Moore, Daniel Roy Pearce and Mayo Oyama: Fostering Students' Decentring and Multiperspectivity: A Cross-Discussion on Translanguaging as a Plurilingual Tool in Higher Education Chapter 6. Rutie Adler, Annamaria Bellezza, Claire Kramsch, Chika Shibahara and Lihua Zhang: Teaching the Conflicts in American Foreign Language Education Chapter 7. Heidi Bojsen, Joshua Sabih and Khalid Zekri: On Matrouzity: Translanguaging and Decentring Plurilingual Practices in Morocco Chapter 8. Louise Tranekjær: Foreign Language Learning ‘in the Wild’ and Epistemological Decentering Chapter 9. Karen Risager: Strategies of Decentring in Translingual Research: Reflections on a Research Project Chapter 10. Introduced by Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen and Karen Risager: Student Testimonies: Translanguaging and Epistemological Decentring from a Student Perspective Chapter 11. Abstracts of Chapters 2-9. A Courtesy for Selective Readers Index

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Book SynopsisThis book presents research focused on young emergent bilingual children’s multimodal meaning-making processes in diverse cultural and linguistic settings. Chapters draw on a range of theoretical frameworks and expand on traditional notions of literacy, especially for students who are working to learn English as a new language. The insights into original research studies will help readers understand the many avenues that one can take as a practitioner in order to ensure that student assets are built upon to promote positive literate identities and learning experiences and, ultimately, to promote literacy success for diverse learners. Each chapter includes practical pedagogical recommendations and implications for teachers that can immediately be applied to classrooms, making the book an essential resource for using multiple modes to teach literacy with diverse student populations.Trade ReviewWith theoretical prowess and a close eye on practice, this collection of carefully edited research honors the vibrancy of linguistic, semiotic, and material dexterity at work among bilingual children. Offering a global perspective, it reinvigorates our desire to learn from what truly becomes and what is possible in bilingual learning spaces. * Angie Zapata, University of Missouri, USA *This book provides a sensitive and ground breaking account of bilingual children’s multimodal literacy practices bringing together the very best and most exciting work in the field. It traces a journey that immerses the reader in a vibrant and dynamic understanding of the arc of bilingual children’s multimodal and multilingual productions across school and beyond. This is pedagogical work at its best – research informed, playful, inventive and powerfully concerned with social justice in literacy and language education. * Kate Pahl, Manchester Metropolitan University, UK *This volume is a kaleidoscope of multimodal multilingual literacies from various contexts and nations. These original studies with culturally and linguistically diverse student populations help us watch our children read beyond the print text and learn from our children. It is an inspiring read for researchers, teachers, and parents. * Yang Wang, University of South Carolina, USA *Table of ContentsContributors Foreword Ling Hao and Sally Brown: Introduction Chapter 1. Qi Si, Tracey Hodges and Julianne Coleman: A Synthesis of How Multimodal Literacies Impact Emergent Bilingual Students’ Literacy and Cultural Identities Part 1: Preschool Chapter 2. Karen Wohlwend, Pengtong Qu, Jill Allison Scott and Carmen Liliana Medina: Multimodal Literacies at the Train Table: Supporting Young Emergent Bilinguals through Play Chapter 3. Buyi Wang and Chunhua Dai: 'Can I "Mai" that "Bao"?': An Emergent Bilingual’s Multimodal Meaning-Making Practice Chapter 4. Colleen E. Whittingham and Emily Brown Hoffman: Multimodal Narrative Composition in Urban Preschool[ed] Places: What Counts as Narrative and Whose Narrative Counts? Chapter 5. Ysaaca Axelrod, Lorraine Falchi and Marjorie Siegel: Learning from Emergent Bilinguals: Mobilizing Translanguaging and Multimodality to Reimagine School Literacy Curricular Spaces Chapter 6. Xiaodi Zhou, Zhuo Li and Shih-Fen Yeh: Teaching English and Solar Terms through a Multimodal Approach to Young Chinese Children Chapter 7. Cláudia Hilsdorf Rocha, Fernanda Coelho Liberali and Antonieta Heyden Megale: For a Politically Engaged and Socioculturally Just Language Education through Critical Multimodal Literacy in Brazilian Contexts Part 2: Kindergarten Chapter 8. Laura Schall-Leckrone: La Tortuga Está Tiptoeing: Multimodal Storytelling in a Bilingual Kindergarten Chapter 9. Laura Ascenzi-Moreno, Cecilia M. Espinosa and Alison Lehner-Quam: Move, Play, Language: A Translanguaged Multimodal Approach to Literacies with Young Emergent Bilinguals Chapter 10. Ruth Flores Bañuelos and Leslie C. Banes: 'Being Bilingual is Cool': Co-Constructing Bilingual Identities with Dual Language Kindergarteners Part 3: Primary Grades Chapter 11. Adriana Alvarez: Multimodality as a Pathway to Bilingual Learners’ Funds of Knowledge Chapter 12. Heidi R. Bacon and Moneerah Al Jabr: Creative Creations: Self-Authoring Multimodal Stories Chapter 13. Ted Kesler: Teaching a Picturebook Author Study to Support Narrative Composing Processes of Emergent Bilinguals Chapter 14. Sara Hawley: A STEERS Model of Literacy to Tackle the Challenges of the Digital for Young Bilingual Learners Chapter 15. Aijuan Cun and Mary B. McVee: Listening to the Stories of Refugee Children from Burma: A Positioning and Multimodal study Chapter 16. Vivian E. Presiado and Brittany L. Frieson: Black Girls' Multimodal Manifestations: Exploring the Multimodal Flexibility of Black Language in a Dual Language Bilingual Education Chapter 17. Ana Taboada Barber, Susan Lutz-Klauda, Mayra Cruz and Jerae Kelly: Theory of Mind: A Missing Piece in Understanding Emergent Bilinguals' Comprehension of Multimodal Narrative Texts Chapter 18. Marisa Ferraro and Kristin Bengtson Mendoza: Cultivating Language and Identity Through Multimodal Literacies: Back to the StoryBoard Chapter 19. Sally Brown and Ling Hao: Legos: A Multimodal Approach to Storytelling for a Young African Emergent Bilingual Part 4: Out-of-School Contexts Chapter 20. Junyi Yang and Joshua Lawrence: Multimodal Literacies at Home: A Survey Study of Chinese-Norwegian Bilingual Children Chapter 21. Kyungjin Hwang: How Young Emergent Bilinguals Rely on Multiple Modes to Make Meaning in Digital Multimodal Texts Chapter 22. Min-Seok Choi: Emergent Bilingual Families’ Involvement Strategies for Scientific Sense-Making in a Science Museum: A Multimodal Interaction Analysis Chapter 23. Sally Brown and Ling Hao: New Directions Index

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Book SynopsisOver the past 40 years, Jim Cummins has proposed a number of highly influential theoretical concepts, including the threshold and interdependence hypotheses and the distinction between conversational fluency and academic language proficiency. In this book, he provides a personal account of how these ideas developed and he examines the credibility of critiques they have generated, using the criteria of empirical adequacy, logical coherence, and consequential validity. These criteria of theoretical legitimacy are also applied to the evaluation of two different versions of translanguaging theory – Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory – in a way that significantly clarifies this controversial concept. Trade ReviewIn this book, Jim Cummins not only presents his ideas and writings, giving insights into their origins and evolution, but importantly, he answers his critics. The volume provides an up-to-date analysis of translanguaging, considering its strengths and its criticisms, and offers practical translanguaging ideas for classrooms and curriculum activities. This book is Jim Cummins’ finest contribution to the literature. * Colin Baker, Emeritus Professor, Bangor University, UK *This evidence-based, nuanced and scholarly volume is Cummins at his best. Courteous and collegial, Cummins distinguishes between defensible complementary theory, and enthusiastic but conjectural false dichotomy. The single purpose is to guide educators towards how best multilingual students can learn and succeed if we are to ensure equity and social justice. * Kathleen Heugh, University of South Australia, Australia *In this volume Cummins brings the reader along on an inspiring journey that spans over 40 years and offers a unique synthesis of a life-long dedication and contribution within the field of bi- and multilingual education. The journey starts with a retrospective look at Cummins’ revolutionary and frontier-pushing theoretical hypothesis on early research in bilingual development within education and ends with presentations of innovative and creative crosslinguistic and multilingual pedagogies. * Siv Björklund, Åbo Akademi University, Finland *Table of ContentsAcknowledgements Lily Wong Fillmore: Foreword Series Editor’s Preface Tove Skutnabb-Kangas: Preface Part 1: Evolution of a Theoretical Framework: A Personal Account Chapter 1. Core Ideas and Background Influences Chapter 2. Resolving Contradictions: Cognitive Consequences of Bilingualism Chapter 3. Linguistic Interdependence: Accounting for Patterns of Bilingual Academic Development Chapter 4. Language Proficiency and Academic Achievement Chapter 5. Power Relations in School: Constructing or Constricting Identities? Chapter 6. Reversing Underachievement: An Integrated Framework Part 2: Critical Analysis of Competing Theoretical Claims Chapter 7. How Do We Assess the Legitimacy of Theoretical Constructs and Claims? Chapter 8. Is ‘Academic Language’ a Legitimate Theoretical Construct? Chapter 9. Are ‘Linguistic Interdependence’ and the ‘Common Underlying Proficiency’ Legitimate Theoretical Constructs? Chapter 10. Unitary Translanguaging Theory and Crosslinguistic Translanguaging Theory: A Comparative Analysis Part 3: Instructional Practice in Dialogue with Theoretical Concepts Chapter 11. Teachers as Knowledge Generators: Learning from Inspirational Pedagogy About the Author References Index

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Book SynopsisThis book opens readers’ eyes to something they see all the time but take for granted: street signs. It is a portrait of the signs on modern English streets: what they look like, who and what they are for, how they link to English history and how they form part of life in multilingual England today. It describes how their shapes, materials, letters, vocabulary, and grammar differ from other forms of written English, using a framework based on linguistics, typography and writing systems research. It provides readable and entertaining insights into an important use of written English, illustrated with over 400 examples of street signs. The book represents a starting point for the study of street signs as an academic area in its own right.Trade Review‘Fifth Avenue’ – what could be more tedious! Other than Manhattan and Kyoto where streets are just numbered, notable cities use street names. And they know why, as did Vivian Cook. Street signs are a treasure trove of linguistic, societal, historical, political and commercial knowledge. In this book he takes us on a multidisciplinary adventure trip to decode the wonders of written signs in public places. Trust the guide! * Florian Coulmas, University of Duisburg-Essen, Germany *Vivian Cook has given us an excellent primer for the study of displayed writing. Based on a wealth of examples collected from two English cities, it will be a long-standing reference for novices and seasoned scholars of public signage in linguistics and other disciplines. * Adam Jaworski, University of Hong Kong, Hong Kong *In this fascinating book, Cook takes readers for a walk in two British towns to discover street sign research. With encyclopaedic knowledge, enthusiasm and his signature humour, Cook analyses a wealth of fascinating examples – from hand-scribbled notices to stone-engraved mottos – drawing from his quarter-of-a-century-long inquiry into written language, discussing linguistics, psychology, marketing, aesthetics, politics and more. Our mindless wanderings around town will never be the same again. * Bene Bassetti, University of Birmingham, UK *The Language of the English Street Sign [...] is a comprehensive account of the signs on the streets of two English cities, Newcastle upon Tyne and Colchester, where Vivian spent most of his working life, including letters, numbers, characters, and symbols, handwritten, carved in stones, designed, printed, digitally displayed, etc. It delves into the history and functions of street signs, and opens up a range of avenues for innovative and interdisciplinary research. -- Li Wei, Institute of Education, UCL, UK * Applied Linguistics, 2022 *Cook’s survey is remarkably comprehensive; in years to come, anyone wanting to study the nature of street signage in England at this point in history will do well to consult this book. -- Geoffrey Sampson, University of Sussex, UK * LINGUIST List 33.2244 *Table of ContentsPreface Chapter 1. Describing Street Signs Chapter 2. The Writing System of the Street Chapter 3. The Language System of the Street Chapter 4. The Material of the Street Sign Chapter 5. Naming the Street Chapter 6. Controlling Signs Chapter 7. Connotations of Letter Forms in Street Signs Chapter 8. Street Signs in Other Languages Chapter 9. The Nature of Street Signs References Index

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Book SynopsisThis book brings together a broad, interdisciplinary group of leading scholars to critically assess a recent proposal within translanguaging theory called deconstructivism: the view that discrete or ‘named’ languages do not exist. Contributors explore important topics in relation to the deconstructivist turn in translanguaging, including epistemology, language ideology, bilingual linguistic competence, codeswitching, bilingual first language acquisition, the neurolinguistics of bilingualism, the significance of language naming to Indigenous language reclamation efforts, implications for bilingual education and language rights, and the effects of translanguaging on immersion programs for endangered languages. Contributing authors converge on support for a multilingual perspective on translanguaging which affirms the pedagogical and conceptual aims of translanguaging but rejects deconstructivism. The book makes a valuable contribution to the development of translanguaging theory and will be required reading for scholars and students interested in one of the most vibrant and vital debates in contemporary applied linguistics.Trade ReviewMultilingual Perspectives on Translanguaging provides insightful answers to questions such as the following and more: If translanguaging entails that languages are mere theoretical constructs, why does the term suggest ‘crossing languages’? If they do not exist, why do speakers claim their languages index their community identities? The chapters are theoretically and empirically well-grounded, resulting in a thought-provoking and stimulating book. * Salikoko S. Mufwene, University of Chicago, USA *MacSwan brings together a powerhouse of established and esteemed contributors to advocate for a multilingual perspective on translanguaging in the study of inter-speaker language variation, codeswitching, and psycholinguistics and practices of language policy, bilingual education, and teacher education. This book is packed with powerful arguments that multilingualism is both psychologically real and socially meaningful. Essential reading for those interested in translanguaging and advocating for social and linguistic justice. * Kendall A. King, University of Minnesota, USA *This is a very important volume. Because ideologies and conceptualizations of language matter, it will be valuable and thought-provoking for everyone engaged in social justice initiatives that focus on the instruments of expression of minoritized populations. * Guadalupe Valdés, Stanford University, USA *The brilliance of Jeff MacSwan’s volume lies in its detailed analyses of the always present tensions and contradictions between critical theory and the panoply of empirical research. The authors correctly argue that language liberation does not rest on the erasure of labels that have been used to reproduce linguistic colonialism. What matters most is the keen comprehension of the complexity of achieving conscientization in language de-colonization. This is a must-read book for all language researchers, practitioners, and policymakers. * Donaldo Macedo, University of Massachusetts Boston, USA *This book is a rich multi-author collection which takes issue with one of the latest developments proposed by translanguaging writers such as Garcia, Li Wei and Otheguy: the suggestion that “named languages’’ e.g French are political constructs rather than psychological realities in the minds of speakers, who have instead a unitary linguistic system [...] a volume which clearly contributes to the advancement of bilingual and multilingual studies from a rich variety of angles. * Leo Paladino, EAL Journal 2023 *...the book offers thoughtful responses to the pressing inquiries about translanguaging with theoretically and empirically diverse points of view. Rather than merely explaining the claims of translanguaging, it seeks to understand it from the perspectives of codeswitching, psycholinguistics, language policy, bilingual education, and teacher education. * Onur Özkaynak, The Ohio State University, USA, TESOL Journal, 2023 *The true value of this collection is found in the interdisciplinary team of scholars, who across 12 chapters elaborate on a diverse range of topics that cover codeswitching, bilingual language development, first and second language acquisition, duallanguage immersion programs, neurolinguistics, Indigenous language history, and linguicism. * Kai Greene, California State University, USA, Teachers College Record 2023 *...this book provides a great deal of thought-provoking reading for sociolinguists. It illustrates the diverse sociocultural contexts in which multilingualism and bilingualism are located, albeit illustrated predominantly with examples from the US and the UK. And for those who, like me, considered translanguaging to be largely a pedagogical issue which had unfortunately leaked into theory and developed to challenge important and soundly based concepts like code-switching, this book makes it clear that the issues are much deeper and have more serious consequences. * Janet Holmes, Victoria University of Wellington, New Zealand, Language in Society *Table of ContentsContributors Preface: Jeff MacSwan Chapter 1. Jeff MacSwan: Introduction: Deconstructivism – A Reader’s Guide Part 1: Inter-speaker Language Variation Chapter 2. Vivian Cook: Multi-competence and Translanguaging Chapter 3. James Paul Gee: Experience Coding and Linguistic Variation Part 2: Codeswitching Chapter 4. Jeff MacSwan: Codeswitching, Translanguaging and Bilingual Grammar Chapter 5. Peter Auer: 'Translanguaging' or 'Doing Languages'? Multilingual Practices and the Notion of 'Codes' Chapter 6. Rakesh M. Bhatt & Agnes Bolonyai: Codeswitching and its Terminological Other – Translanguaging Part 3: Psycholinguistics Chapter 7. Fred Genesee: Evidence for Differentiated Languages from Studies of Bilingual First Language Acquisition Chapter 8. Rebecca A. Marks, Teresa Satterfield and Ioulia Kovelman: Integrated Multilingualism and Bilingual Reading Development Part 4: Language Policy Chapter 9. Sheilah E. Nicholas and Teresa L. McCarty: To 'Think in a Different Way' – A Relational Paradigm for Indigenous Language Rights Chapter 10. Terrence G. Wiley: The Grand Erasure: Whatever Happened to Bilingual Education and Language Minority Rights? Part 5: Practice Chapter 11. Joanna McPake and Diane J. Tedick: Translanguaging and Immersion Programs for Minoritized Languages at Risk of Disappearance: Developing a Research Agenda Chapter 12. Christian J. Faltis: Understanding and Resisting Perfect Language and Eugenics-based Language Ideologies in Bilingual Teacher Education Stephen May: Afterword: The Multilingual Turn, Superdiversity and Translanguaging – The Rush from Heterodoxy to Orthodoxy Index

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Book SynopsisSet in a multilingual cleaning company that serves Anglophone customers in the upper-(middle) class suburbs of New York City, this book presents an ethnographic study into power, language policy and communication from the perspectives of the Brazilian–American employer as well as the company’s Hispanophone and Lusophone employees. Power asymmetries in internal communication demonstrate the employer’s legitimated domination over her employees and her L1 Portuguese as a form of linguistic capital. Employees’ resourcefulness and multicompetence – rather than quantifiable levels of English-language proficiency – determine the extent to which they rely on language brokering to facilitate communication with their customers, directly impacting their agency. The book contributes to current debates on extra-linguistic modes of communication in multilingual settings and thematic analyses of care work, migration, communication and the role of English.Trade ReviewWith their innovative application of embodied sociolinguistics and the post-humanist paradigm, Kellie Gonçalves and Anne Schluter provide a welcome and necessary addition to multilingual studies of language and the workplace. Their ethical and engaged research approach comes through on each page, and the focus on emotional intelligence offers a fresh and very different way of approaching female leadership, particularly for sociolinguistics. * Helen Kelly-Holmes, University of Limerick, Ireland *I enjoyed this book very much. I found it well written and accessible to scholars who do not speak English as a first language, such as myself. The authors develop and draw upon approaches predicated on competing and complementary orientations, including language policy and planning, post-structural approaches to language, post-humanism, gender studies, and language research in Lusophone countries, to focus on domestic labor in a global context, an important area of research that is beginning to attract the attention that it deserves. In particular, the authors provided an excellent analysis of female domestic labor which enhances our understanding of gender relations in contexts of asymmetrical power relations. * Sinfree Makoni, Pennsylvania State University, USA *Table of ContentsFigures and Tables Acknowledgments Chapter 1. Introduction Chapter 2. Advancing Methodology: Using a Mixed Methodological Approach within a Multilingual Cleaning Company Chapter 3. Magda: The Personal and Professional Trajectory of Shine’s Owner Chapter 4. The Interplay between Identity, Ideology and Capital that Strengthens Cultural Attachments: The Pull of Portuguese and the Portuguese-Centric Ironbound Community for Shine's Hispanophone Employees Chapter 5. Multicompetence as Essential and English-Language Proficiency as Secondary: Examining the Shape of Customer–Employee Interactions between Speakers who do not Share a Common Language Chapter 6. Conclusion References Index

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Book SynopsisThis book brings together current research on the impact of affective factors on learning in English-medium instruction (EMI), exploring both student and teacher perspectives. With the number of EMI programs rapidly increasing around the world, it offers a timely investigation into the affective dimension in these settings to provide a better understanding of how programs can be streamlined and enhanced. The chapters cover topics such as learner motivation, anxiety, emotions, willingness to communicate, teacher motivation and teacher beliefs. They offer new insights into the field with data from anglophone and non-anglophone countries, monolingual and multilingual territories as well as migration contexts. Each chapter concludes with recommendations for both language and content teachers in higher education settings. This book will be of interest to researchers working in the fields of applied linguistics, bilingual education, multilingualism and language teaching as well as teacher trainers and adult education instructors seeking to expand their knowledge on the affective dimension.

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Book SynopsisThis book explores alternative approaches to foreign language education in a context which is traditionally dominated by English-only approaches, and widely viewed as highly monolingual. It examines the grassroots classroom practices of teachers and their assistants involved in plurilingual education in the first longitudinal research of its type in the Japanese context. These practices are grounded in depictions of the practitioners' personal and professional trajectories through explorations of their visual linguistic autobiographies. The holistic ethnography thus deepens understanding of plurilingualism in a hitherto underexplored context, and should be of interest to students and researchers of language teaching, teacher training, language policy, sociolinguistics and plurilingualism.

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Book SynopsisIncreasingly, children grow up hearing two languages from birth. This introductory textbook shows how children learn to understand and speak those languages against the backdrop of their language learning environments. A narrative around the bilingual development of four young children with different language profiles helps to explain the latest research findings in a lively and accessible manner. The narrative describes how bilingually raised children learn to understand and use sounds, words and sentences in two languages, and how they are able to use each of their languages in socially appropriate ways. Positive attitudes towards bilingual development from the people in bilingual children's environments and their recognition that child bilingualism is not monolingualism-times-two are the main ingredients ensuring that children grow up to be happy and expert speakers of two languages.Trade ReviewDe Houwer’s book introduces readers to the research findings about bilingual first language acquisition through the charming stories of four imaginary bilingual children growing up in different contexts. Parents, students, and practitioners alike will discover what to expect from typical bilingual acquisition, including how individual “typical” can be! -- Elena Nicoladis, Department of Psychology, University of Alberta, CanadaThe kind of bilingual development which starts very early, namely bilingual first language acquisition (BFLA), seems to attract much attention and spark much curiosity. How do children manage to acquire two languages simultaneously? In what ways does early bilingual exposure affect the course of their overall language development? Behind such questions lurks the yardstick of monolingualism, by which BFLA is often inappropriately evaluated. Now prominent BFLA expert Annick de Houwer has given us an introductory book with a most balanced and fair view of BFLA as a standard in its own right, tracing the bilingual development of four fictitious prototypical children. As always, her clarity of thought and writing makes the book accessible to anyone. -- Masayo Yamamoto, Professor of Bilingualism Studies, Kwansei Gakuin University, JapanOverall this book is written in an understandable and easy-to-follow manner, particularly due to the use of stories of the four children throughout…this book would be an excellent addition to a course on bilingual child language acquisition, as it contains clearly explained information on bilingual language acquisition in an easily accessible format. -- Alyssa Martoccio, University of Illinois, Urbana-Champaign, USA * Studies in Second Language Acquisition / Volume 33 / Issue 04 / December 2011, pp 629-631 *Table of Contents1: Introducing the Fancy Term for Bilingual Development: Bilingual First Language Acquisition 2: From Birth to the Comprehension of Words 3: Saying Words and Starting to Combine Them 4: Making Sentences 5: Preschool and Beyond 6: In Conclusion: Bilingual Learning in Context

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Book SynopsisAll therapeutic work described in this book happens online. The pandemic forced therapists to move to remote work but Anastasia Piatakhina Giré had already been working with her clients in this way for a decade. Her stories show how a curious and skilled online therapist can make the most of the unexpected gifts that screen' therapy offers be it the intrusion of a pet, a parent breaking into the session, or a client taking her therapist for a trip outside. Rather than being somehow less', taking therapeutic conversations out of a physical therapy room breathes a new energy and new possibilities into the therapeutic process. These conversations happening through the screen have a surprising close-up quality and foster a different kind of intimacy and intensity. Giré's years of experience reveal the positives of digital practice, including how it enables multilingual, cross-cultural therapy, and will inspire others who work in this way or are considering a move to online therapy. Her accessible storytelling has a broad appeal to those working in psychotherapy and to the general reader curious about human psychology, diversity, and contemporary psychotherapy.

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Book SynopsisThis textbook provides a succinct, contemporary introduction to intercultural communication with a focus on actual language use. With English as a lingua franca and Communicative Accommodation Theory as the underpinning concepts, it explores communication, language use, and culture in action. Each chapter includes discourse extracts so that students can apply what they have learned to real text examples, and supplementary instructor materials including suggestions for discussion points and activities are hosted on springer.com. The book will be key reading for students taking modules on Intercultural Communication or Language, Culture and Communication as part of a degree in Linguistics and Applied Linguistics, or English Language both at undergraduate and postgraduate level. Table of Contents​Chapter 1: Shared Language, Different Cultures, and Common Communicative GoalsChapter 2: Adjustments as Strategies for Successful CommunicationChapter 3: Barriers in Intercultural CommunicationChapter 4: Communities of Practice and Writing CulturesChapter 5: Speaking and Embodying CulturesChapter 6: Learning and Goals in EducationChapter 7: Communication in Workplaces: Equal Services and Professional Discourses

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Book SynopsisThis book examines transnational identities, integration and linguistic practices on Jersey, one of the Channel Islands. Within the context of major historical events and migratory flows, the author considers the significance of the multicultural small island space, ideologies regarding long-standing as well as emergent identification practices and language use, and conceptualizations of belonging, focusing in particular on the Madeiran Portuguese diaspora. The juxtaposition of historical and contemporary migratory flows opens up a compelling discussion concerning the maintenance and use of heritage languages in a multilingual environment, allowing a rare comparison of the symbolic role as ethnic identifiers of Jersey French, Standard French, English, and more contemporary migrant languages such as Portuguese. The author analyses the role of language in social integration and the potential for consequent shifts in group allegiances, as well as receptor community ideological and legislative responses, concluding with a hypothesised look at the future of migration to Jersey. This book advances research on migration, transnational lives and language use in an era of globalization, and will be of particular interest to students and scholars in the fields of sociolinguistics, multilingualism, migration studies, and intercultural communication.Table of ContentsChapter 1: Introduction.- Part I: Jersey Through the Ages: An Island of Migration.- Chapter 2: Jersey: Island, Sea, People.- Chapter 3: Historical Migrations: Jersey as a Multicultural Space.- Part II: Jersey in the Twentieth and Twenty First Centuries: Ideologies, Identities, Integration and Language.- Chapter 4: Contemporary Migrations: Global Movement and Transnationalism.- Chapter 5: Problematising the Local: Islanded Identities and Sociolinguistic Realities.- Chapter 6: Contemporary Migrations: the Madeiran Portuguese.- Chapter 7: Concluding Remarks.

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Book SynopsisWhatever specific goal motivated people who study Chinese at first eventually dissolves into the larger Chinese world, and that world—its loves and joys, its stings and frustrations, in any case its incapability of being boring—takes over.This book collects essays from native speakers of English who studied Chinese, learned it unusually well, and then used it in very successful careers in journalism, business, government work, and academe. Many of essays show that answers to the question of “what difference is made?” can have a charming unpredictability. The ten essays converge on some important points: that speaking Chinese leads much more quickly to deeper trust with Chinese people than can be had through speaking English or by using translation; that thinking “inside” the Chinese language in some ways offers different ways to understand the world. This book is unique in the language-teaching field. It can also be an eye-opener for a general reader who believes that learning a second language is a simple matter of switching codes and does not realize how life-changing the embrace of a different language can be.

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

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

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Book SynopsisMultilingual Approaches for Teaching and Learning outlines the opportunities and challenges of multilingual approaches in mainstream education in Europe. The book, which draws on research findings from several officially monolingual, bilingual, and multilingual countries in Europe, discusses approaches to multilingual education which capitalise on students' multilingual resources from early childhood to higher education. This book synthesises research on multilingual education, relates theory to practice, and discusses different pedagogical approaches from diverse perspectives.The first section of the book outlines multilingual approaches in early childhood education and primary school, the second looks at multilingual approaches in secondary school and higher education, and the third examines the influence of parents, policy-makers, and professional development on the implementation and sustainability of multilingual approaches. The book demonstrates that Table of Contents1. Introduction: Multilingual approaches for teaching and learning Part 1: Multilingual approaches in early childhood education and primary school 2. Translanguaging pedagogies in early childhood education in Luxembourg: theory into practice 3. Multilingual teaching practices in primary classrooms in Germany: language comparisons 4. What is effective pedagogy for multilingual learners? Observations of teaching that challenges inequity. The OPETAN project in England Part 2: Multilingual approaches in secondary school 5. Multilingual interaction in secondary education in the Netherlands: multilingualism to learn or learning to act multilingually? 6. Intercomprehension in the mainstream language classroom at secondary school level: how online multilingual interaction fosters foreign language learning 7. Research on intercomprehension in Germany: from theory to school practice and vice versa 8. Multilingual assessment: beliefs and practices of geography teachers Part 3: Actors and factors influencing the implementation of multilingual approaches 9. Exploring the partnership between language minority parents and professionals in early childhood education and care. A systematic review 10. Parental cooperation in early childhood education in Germany – bridging language barriers in multilingual settings 11. Language policy, professional development and sustainability of multilingual approaches

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Book SynopsisThis book provides students and researchers of bilingualism with the most recent methodological and theoretical advances on how bilinguals resolve ambiguous information across languages. With reports on the latest findings from the behavioral and neuropsychological fields, the authors survey the latest research into bilingual language-system modelling and bilingual lexical ambiguity processing. Each chapter looks at bilingual ambiguity resolution both at the word and sentence levels, explaining how bilinguals ultimately comprehend ambiguous information arising from languages they already know. This volume not only explores enduring theoretical questions in bilingual research, such as bilingual representation and language processing, but also evaluates the extent to which the existing bilingual models can satisfactorily account for the most recent research findings.Table of ContentsAcknowledgements; Contributors; Preface; Part I. Theoretical and Methodological Considerations: 1. The cross-modal lexical priming paradigm and bilingual exhaustive access Roberto R. Heredia and Anna B. Cieślicka; 2. Theory visualizations for bilingual models of lexical ambiguity resolution J. Benjamin Falandays and Michael J. Spivey; 3. Bilingual lexical access Eva Van Assche, Marc Brysbaert and Wouter Duyck; Part II. Bilingual Lexical Processing: 4. Cognate processing effects in bilingual lexical access Agnieszka Lijewska; 5. Translation ambiguity John Schwieter and Anat Prior; 6. Lexical selection and competition in bilinguals Mikel Santesteban and John Schwieter; Part III. Bilingual Sentence Processing: 7. Bilingual lexical access and reading Pauline Palma and Debra Titone; 8. Online ambiguity resolution in bilingual lexical access Omar García, Anna B. Cieślicka and Roberto R. Heredia; Part IV. Neuroscience of Bilingual Lexical Access: 9. Behavioral and neuro correlates of bilingual lexical ambiguity Veronica Whitford and Erika L. Guedea; 10. Electrophysiology of semantic violations and lexical ambiguity resolution Karolina Rataj; 11. Studying bilingualism through eye tracking and brain imaging Sayuri Hayakawa and Viorica Marian; Author index; Subject 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 SynopsisThis comprehensive discussion examines the development of this important sub-field of multilingualism from the 1970s to the present. Anne Pauwels documents the many efforts families and communities engage in to maintain their heritage or minority language, offering a critical review of the key disciplinary approaches and theoretical frameworks.Trade Review'This comprehensive book is a thorough, critical discussion of language maintenance and shift that ranges from the historical evolution of the field as a focus of academic enquiry, its research methods and a presentation of the key findings and insights about the dynamics of multilingual communities. It is an essential resource for all who work in the field or who want to learn more about it.' Anthony J. Liddicoat, University of Warwick'Anne Pauwels has a well-known and long-standing research reputation in the field of language maintenance and language shift. This volume offers a most welcome and excellent coverage of the history and approaches in this field of research.' Guus Extra, Tilburg University, The Netherlands'Drawing on her many years of distinguished research, [the author] has written a most comprehensive and in-depth exploration of this growing research field. This volume will be seen as another seminal work by Professor Pauwels. Bringing together critical review and original work it will be an invaluable tool for scholars and students alike.' Antonia Rubino, University of Sydney'Anne Pauwels' work serves as a welcome addition to the fields of language contact and sociolinguistics. … This is the first of its kind, with all other treatises on LM and LS being included as a subdiscussion in some other general work (the author providing a sample list of such works in her introductory chapter). The main purpose of the book is to introduce the reader to the field and discuss the reasons why some linguistic minorities are able to maintain their language(s), while others shift quite rapidly to the dominant language. The author adeptly takes the reader through these topics and encourages further investigation along the way.' Tyler K. Anderson, The Linguist List (linguistlist.org)Table of ContentsIntroduction; Part I. History, Concepts, Contexts and Approaches: 1. Pioneers in the study of language maintenance and language shift; 2. Concepts, contexts and approaches to the study of language maintenance and shift; Part II. Investigating Language Maintenance and Shift: Collecting and Analysing Data: 3. Linguistic demography: census surveys; 4. Reporting language use and exploring language attitudes: questionnaires; 5. Beyond surveys: interviews, participant observation and experiments; Part III. Identifying and Understanding Trends and Patterns in the Dynamics of Language Maintenance and Shift: 6. Trends and patterns in language maintenance and shift; 7. Understanding the dynamics of language maintenance and shift; Part IV. Language Maintenance Efforts and Reversing Language Shift: 8. Efforts, agencies and institutions for language maintenance; 9. Reversing language shift; Part V. Future Developments in the Study of Language Maintenance and Shift: 10. Opportunities and challenges for the future study of language maintenance and shift.

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Book SynopsisSouth Africa is a country characterised by great linguistic diversity. Large indigenous languages, such as isiZulu and isiXhosa, are spoken by many millions of people, as well as the languages with European roots, such as Afrikaans and English, which are spoken by several millions and used by many more in daily life. This situation provides a plethora of contact scenarios, all of which have resulted in language variation and change, and which forms the main focus of this insightful volume. Written by a team of leading scholars, it investigates a range of sociolinguistic factors and the challenges that South Africans face as a result of multilingualism and globalisation in both education and social interaction. The historical background to English in South Africa provides a framework within which the interfaces with other languages spoken in the country are scrutinised, whilst highlighting processes of contact, bilingualism, code-switching and language shift.Table of ContentsPreface; Part I. A Framework for English in South Africa: 1. English in South Africa – contact and change Raymond Hickey; 2. South Africa in the linguistic modelling of world Englishes Edgar Schneider; 3. South African English, the dynamic model and the challenge of Afrikaans influence Ian Bekker; 4. The historical development of South African English: semantic features Ronel Wasserman; 5. Regionality in South African English Deon du Plessis, Ian Bekker and Raymond Hickey; 6. Does editing matter? Editorial work, endonormativity and convergence in written Englishes in South Africa Haidee Kotze; Part II. Sociolinguistics, Globalisation and Multilingualism: 7. Language contact in Cape Town Tessa Dowling, Kay McCormick and Charlyn Dyers; 8. Internal push, external pull: the reverse short front vowel shift in South African English Alida Chevalier; 9. Youth language in South Africa: the role of English in South African Tsotsitaals Heather Brookes; 10. Econo-language planning and transformation in South Africa: from localisation to globalisation Russell Kaschula; 11. Multilingualism in South African education: a southern perspective Kathleen Heugh and Christopher Stroud; Part III. Language Interfaces: 12. Present-day Afrikaans in contact with English Bertus van Rooy; 13. Shift varieties as a typological class? A consideration of South African Indian English Raymond Hickey; 14. Language use and language shift in post-Apartheid South Africa Dorrit Posel and Jochen Zeller; 15. English prepositions in isiXhosa spaces: evidence from code-switching Silvester Ron Simango; 16. Aspects of sentence intonation in Black South African English Sabine Zerbian; 17. The development of cognitive-linguistic skills in multilingual learners: a perspective of Northern Sotho-English children Carien Wilsenach; 18. Linguistic interference in interpreting from English to South African sign language Ella Wehrmeyer; Timeline for South African history; Glossary.

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Book SynopsisAt a time when the legitimacy of democracies is in question, calls to improve the quality of public debate and deliberative democracy are sweeping the social sciences. Yet, real deliberation lies far from the deliberative ideal. Theorists have argued that linguistic and cultural differences foster inequality and impede democratic deliberation. In this empirical study, the author presents the collective practices of political translation, which help multilingual and culturally diverse groups work together more democratically than homogeneous groups. Political translation, distinct from linguistic translation, is a set of disruptive and communicative practices developed by activists and grassroots community organizers in order to address inequities hindering democratic deliberation and to entreat powerful groups to work together more inclusively with disempowered groups. Based on ten years of fieldwork, Political Translation provides the first systematic comparative study of deliberationTrade Review'For decades, those of us intensely interested in the inequalities that typically arise in social movements despaired of finding ways to counter those inequalities - of class, gender, race, and language. Now, in a breakthrough analysis, Nicole Doerr shows how the techniques of political translation can right many of the inegalitarian wrongs that typically flow from an open participatory setting. In a series of closely observed and well-analyzed cases, Doerr shows how social movement activists evolved these techniques and used them effectively. A must-read for anyone interested in social movements or (an unusual juxtaposition) deliberative democratic theory.' Jane Mansbridge, Charles F. Adams Professor of Political Leadership and Democratic Values, Harvard University'Rich in empirical evidence and original in its theoretical approach, this book discusses challenges and opportunities for the discursive quality of democracy in culturally diverse forums. Different from neutral facilitators, political translators have the potential to address positional misunderstanding emerging from inequalities and power. An essential read for those who are interested in deliberative democracy in social movements and beyond.' Donatella della Porta, Dean of the Institute of Humanities and Social Sciences, Scuola Normale Superiore, Florence'At last - an innovative, specific way to make public deliberation inclusive, democratic, and effective. Nicole Doerr's groundbreaking study of decision-making forums on two continents is a must-read for anyone interested in moving beyond the tensions and misunderstandings of modern politics.' Kathleen Blee, Senior Associate Dean, Dietrich School of Arts and Sciences, University of Pittsburgh'Political Translation is one of those rare gems that offers a fresh perspective - dare I say, a new language - for understanding recurrent themes in the study and practice of participatory democracy: power, inequality, inclusion/exclusion, and bridging cultural-political differences. This path-breaking analysis highlights translation as a critical practice and metaphor with the potential to transform our understanding of social movements.' Jeffrey S. Juris, Northeastern University, Massachusetts'All in all, Political Translation is a compelling book about building a culture of justice through changing how we interact with other(nes)s in our diverse societies. It also provides an impressive bibliography on radical democracy from multidisciplinary angles; an invaluable resource for those willing to continue this fascinating and necessary journey.' Julie Boéri, Translation StudiesTable of ContentsIntroduction: bridging differences within deliberation: political translation; 1. Paris: a political translation collective emerges; 2. Frankfurt versus Atlanta: political translators as coalition leaders; 3. Santa Brigida, California: how political translation failed at City Hall; 4. Santa Brigida revisited; Conclusion: a new model for deliberation.

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Book SynopsisUnderstanding the role of language within the formation of a sense of self has been revolutionised by developments in social theory, particularly poststructuralism. There is now a new emphasis on the way in which subjects are vulnerable in the face of powerful discourses such as nation, gender, race and sexuality. This book is a clear and engaging introduction to these developments and their relevance to students of language. Using lively and often personal examples throughout, Tim McNamara explores the role of language within processes of subjectivity using the insights of conversation analysis (CA), creating an original conceptual and methodological bridge between the macro- and micro-dimensions of social discourse and everyday conversational interaction.Trade Review'This is a book that applied linguists – those new to the field and those who have been around a while and think they know all this stuff – should read and talk about. … [It] takes us on an intellectual ride through many domains while urging us to think politically, to engage with the local operations of language, and to act as applied linguists. I'm not sure what has been planned for the rest of this series, but this sets the bar high.' Alastair Pennycook, Language in Society'Tim McNamara offers interesting and engaging insights into the construction of subjectivities in various discourses, and the role of language in the formation of understanding self … this book constitutes an essential thinking tool for scholars and students who want to explore further our construction of identity through language.' Argyro Kanaki, BAAL News'To conclude, this book is undoubtedly a welcome addition to the fields of applied linguistics and sociolinguistics. Presenting state-of-the-art research, Language and Subjectivity is highly recommended to scholars and students involved in the study of subjectivity from a linguistic perspective. Readers would benefit from this book not only because it adds clarity to this topic, but also because it suggests numerous research directions that still need to be explored.' Nicole Mazzetto, LINGUIST List'Language and Subjectivity makes a successful attempt at providing theoretical and methodological clarity to researching identity and subjectivity. It is a recommended reading for anyone who is interested in understanding the relationship between self and discourse.' Ruolin Hu, Applied LinguisticsTable of Contents1. The construction of the subject; 2. Discourses of gender and sexuality; 3. Recognition and the colonial other; 4. Racist discourse and everyday language; 5. Language learning and subjectivity; 6. Discourse and subjectivity in face-to-face interaction (1): the interaction oOrder; 7. Discourse and subjectivity in face-to-face interaction (2): inscribing gender; 8. Categorising others in casual conversation; 9. Technologies of subjectivity: language tests and identification; 10. Conclusion: discourse and discipline.

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Book SynopsisThis book offers a comprehensive linguistic analysis of contemporary US television series. Adopting an interdisciplinary and multimethodological approach, Monika Bednarek brings together linguistic analysis of the Sydney Corpus of Television Dialogue with analysis of scriptwriting manuals, interviews with Hollywood scriptwriters, and a survey undertaken with university students about their consumption of TV series. In so doing, she presents five new and original empirical studies. The focus on language use in a professional context (the television industry), on scriptwriting pedagogy, and on learning and teaching provides an applied linguistic lens on TV series. This is complemented by perspectives taken from media linguistics, corpus linguistics and sociocultural linguistics/sociolinguistics. Throughout the book, multiple dialogue extracts are presented from a wide variety of well-known fictional television series, including The Big Bang Theory, Grey''s Anatomy and Bones. Researchers Table of ContentsPart I. Introduction: 1. Television dialogue; 2. Linguistic approaches to telecinematic discourse; Part II. A Functional Approach to Television Series (FATS): 3. Functions relating to the communication of the narrative; 4. Other functions of TV dialogue; Part III. Data and Approaches: 5. Corpora and corpus linguistic methods; 6. Other approaches; Part IV. Analyses of SydTV: 7. Salient features of TV dialogue: a corpus linguistic approach; 8. Key words, variation, and further insights into TV dialogue; 9. Non-codified language in SydTV; Part V. TV Dialogue in Pedagogy: 10. 'Take that pencil and just GO!': TV series and scriptwriting pedagogy; 11. Consuming television dialogue: a case study of advanced learners in Germany; Part VI. Conclusion: 12. Conclusion.

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Book SynopsisLanguages around the world organize their lexicons, or vocabularies, in a myriad of different ways. This book is a celebration of global linguistic diversity, bringing together fascinating cases from a wide range of languages to explore how and why this lexical variation occurs. Each of the thirty-six short chapters shows how different culturally-specific words, relating to a range of phenomena such as kinship, colour, space, time, objects, smells, and animals, vary across languages and geographical locations. It also explains the mechanisms of development in vocabularies, showing why this variation occurs, and how languages and cultures interact, to deepen the reader''s understanding of one of the most important aspects of linguistics. Assuming little to no prior knowledge of linguistics, and introducing concepts in an accessible way, this book is an entertaining, informative read for anyone who wants to learn more about the incredible variation and diversity of the human lexicon.Table of ContentsIntroduction; Part I. How Words are Studied: A. What is a word?; B. The internal affairs of words; C. The external affairs of words; Part II. How Words are Carved Out: 1. 1 =2, 5, 6 or 7; 2. Beer eyes and wine-dark sea; 3. Second cousins twice removed; 4. I have three sons and a child; 5. Concepts on the chopping block; 6. Unripe bananas and ripe tomatoes; 7. Mums and clocks mean death; 8. The past is in front of us and the future is behind our back; 9. Far and wide, here and there; 10. Bottles with throats; 11. Setting the TV on fire and extinguishing it; Part III. How Things are Done with Words; 12. Traduttore, traditore!; 13. May you suffer and remember; 14. I screw your 300 Gods; 15. Either he is crazy or his feet stink; 16. Shoo and scat; 17. A dog and pony show; 18. Blah-blah-blah, yada-yada-yada; 19. Acts of darkness; 20. This for that; 21. Me Tarzan, you Jane; 22. How many languages do you speak?; 23. Harmful and shitty people; Part IV. How Words are Born: 24. Cars with tails and leadfooted drivers; 25. Monkey, dog, worm, snail, i.e. 'Crazy A'; 26. Rovers and ski-rolls; 27. Extra crispy soccer players; 28. Chinglish and Eurenglish; 29. Comrade, Sir; 30. Beer and whiskey mighty risky; 31. SOFs and SOWs; Part V. Where Words Live: 32. Old-lady torturers, horse killers, and bad mornings; 33. A fleeing bus; 34. I wish that you enjoy in what you have deserved!; 35. Happy hunting ground; 36. A language is a dialect with an army and navy; Part VI. A Word After: Part VII. Words about Words.

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Book SynopsisLanguages around the world organize their lexicons, or vocabularies, in a myriad of different ways. This book is a celebration of global linguistic diversity, bringing together fascinating cases from a wide range of languages to explore how and why this lexical variation occurs. Each of the thirty-six short chapters shows how different culturally-specific words, relating to a range of phenomena such as kinship, colour, space, time, objects, smells, and animals, vary across languages and geographical locations. It also explains the mechanisms of development in vocabularies, showing why this variation occurs, and how languages and cultures interact, to deepen the reader''s understanding of one of the most important aspects of linguistics. Assuming little to no prior knowledge of linguistics, and introducing concepts in an accessible way, this book is an entertaining, informative read for anyone who wants to learn more about the incredible variation and diversity of the human lexicon.Table of ContentsIntroduction; Part I. How Words are Studied: A. What is a word?; B. The internal affairs of words; C. The external affairs of words; Part II. How Words are Carved Out: 1. 1 =2, 5, 6 or 7; 2. Beer eyes and wine-dark sea; 3. Second cousins twice removed; 4. I have three sons and a child; 5. Concepts on the chopping block; 6. Unripe bananas and ripe tomatoes; 7. Mums and clocks mean death; 8. The past is in front of us and the future is behind our back; 9. Far and wide, here and there; 10. Bottles with throats; 11. Setting the TV on fire and extinguishing it; Part III. How Things are Done with Words; 12. Traduttore, traditore!; 13. May you suffer and remember; 14. I screw your 300 Gods; 15. Either he is crazy or his feet stink; 16. Shoo and scat; 17. A dog and pony show; 18. Blah-blah-blah, yada-yada-yada; 19. Acts of darkness; 20. This for that; 21. Me Tarzan, you Jane; 22. How many languages do you speak?; 23. Harmful and shitty people; Part IV. How Words are Born: 24. Cars with tails and leadfooted drivers; 25. Monkey, dog, worm, snail, i.e. 'Crazy A'; 26. Rovers and ski-rolls; 27. Extra crispy soccer players; 28. Chinglish and Eurenglish; 29. Comrade, Sir; 30. Beer and whiskey mighty risky; 31. SOFs and SOWs; Part V. Where Words Live: 32. Old-lady torturers, horse killers, and bad mornings; 33. A fleeing bus; 34. I wish that you enjoy in what you have deserved!; 35. Happy hunting ground; 36. A language is a dialect with an army and navy; Part VI. A Word After: Part VII. Words about Words.

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Book SynopsisIf education is to prepare learners for lifelong learning, there needs to be a shift towards deeper learning: a focus on transferable knowledge and problem-solving skills alongside the development of a positive or growth mind-set. Deeper learning is inextricably linked with CLIL (Content and Language Integrated Learning) â a revolutionary teaching approach where students study subjects in a different language. Designed as a companion to the influential volume Beyond CLIL, this highly practical book offers step-by-step instruction for designing and implementing innovative tasks and materials for pluriliteracies development. It contains annotated case studies of deeper learning lesson plans across a wide range of school subjects, using an innovative and proven template, to help teachers explore the potential of deeper learning inside their own classrooms. Theoretically grounded, this book offers a roadmap for schools, ranging from exploratory first steps, to transdisciplinary projects, tTable of ContentsPart I. Key Ideas and Principles of Pluriliteracies Teaching for Deeper Learning: 1. Exploring the mechanics of deeper learning; 2. Exploring the drivers of deeper learning; 3. Exploring progression in deeper learning; 4. Designing deeper learning episodes; Part II: Deeper Learning Episodes: First Steps towards Transforming Classrooms: 5. Chemistry: exploring pluriliteracies through a deeper learning episode on redox reaction Teresa Connolly; 6. Physics: exploring pluriliteracies through a deeper learning episode on rainbows Klaus Wendt, Andreas Pysik and Johannes Lhotzky; 7. Geography: exploring pluriliteracies through a deeper learning episode on global warming Nicole Berg; 8. History: exploring pluriliteracies through a deeper learning episode on the German Empire Susanne Staschen-Dielmann; 9. Political science: exploring pluriliteracies through a deeper learning episode on electronic waste Susanne Staschen-Dielmann and Saskia Helm; 10. Modern languages: exploring pluriliteracies through a deeper learning episode in French literature with younger beginner learners Frederic Taveau; 11. Religious education: exploring pluriliteracies through a deeper learning episode on modern-day prophets Stefan Altmeyer and Johannes Kerbeck; 12. Music: exploring pluriliteracies through a deeper learning episode on 'The Wellerman' Valerie Krupp; 13. Deeper learning mathematics: the case of algebraic questions Susanne Prediger and Anna-Katharina Roos; Conclusion: Moving beyond First Steps: Using PTDL for Whole School Development and Transformation.

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Book SynopsisThis book focuses on the cultural influences of bilingualism, as well as global perspectives, and the advantages and disadvantages of being bilingual. Chapter One discusses the Letter of Aristeas. Chapter Two discusses various aspects bridging the issues of culture implementation during a planned school course of English as a global language (EGL). Chapter Three discusses the future direction of studies related to the application of the testing effect and retrieval practice in foreign language learning. Chapter Four reports findings from a study that examined whether there would be significant differences on oral narrative retelling among kindergarten, first, and second grade Spanish-English bilingual children in U.S. schools. Chapter Five highlights some of the issues related to the concept and practice of translanguaging as proposed by Baker (2011) and García (2012) within the broader context of language contact. Chapter Six records the bilingual immigrant students views on their L1 development and use and their attitudes towards home language and culture; and the majority students views on the linguistic and cultural identities of their immigrant classmates. Chapter Seven ivestigates the association between levels of language proficiency and levels of bilingualism and performance on verbal and visual-spatial working memory tasks in young monolinguals and bilinguals 9-year old children in South Africa. Chapter Eight analyzes the grammar knowledge and use of second-generation Spanish/English bilinguals in South Florida. The final chapter reviews recent studies on extensive reading focusing on EFL settings such as Japan and China.

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