Bilingualism and multilingualism Books

Book SynopsisThis book has been replaced by Building Literacy with Multilingual Learners, Third Edition, ISBN 978-1-4625-5324-2.Trade Review"Lems, Miller, and Soro offer unusually well-constructed linkages between theories of second-language and literacy development and relevant instructional practices. The book is rich with illustrative examples as well as many useful strategies that educators can immediately implement in their classrooms. The authors are particularly effective in engaging and raising the reader’s interest--not only will educators gain enormous insight into the teaching and learning of second languages, but they also will enjoy the journey. This is an excellent text for teacher preparation courses related to second-language acquisition and bilingual education. I used the book in one of my classes 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, Chair, Department of Leadership, Language and Curriculum, DePaul University "This book is easy to read and does a superb job of combining theory with application. The authors introduce linguistic concepts in an accessible manner and present practical activities that teachers can start using right away to help ELLs master the pillars of reading. The chapter on the digital revolution provides a bridge to understanding the next generation of technology and how to incorporate it into language learning."--Margaret Gigous, MA, ELL specialist, Villa Park School District 45, Illinois “This practice-focused book is informed by current interdisciplinary research in reading, linguistics, second-language acquisition, and ESOL pedagogy. The authors provide a thorough, nontechnical explication of the relevance of language systems to reading and writing instruction. Important topics include how good readers sound out words and map phonemes onto graphemes. This is a valuable text for a range of graduate-level classes. The questions and exercises at the end of each chapter help readers apply what they have learned."--Kyle Perkins, PhD, Department of Teaching and Learning, Florida International University "An essential resource for teachers and researchers of ELLs. This book takes you on an exciting journey of learning about the critical role of literacy instruction in promoting L2 (second-language) acquisition. The book provides many useful ideas about how to turn what you have learned into good classroom teaching practice."--Etsuo Taguchi, MA, Professor in Applied Linguistics, Daito Bunka University, Japan "The second edition includes clear explanations of essential knowledge and practical skills while adding a focus on linguistics and digital tools. I adopted the first edition as a text for my graduate Reading Specialist practicum, but I also could see the book working beautifully in teacher education courses that focus on literacy, and in bilingual programs. My teacher education literacy courses emphasize strategies for building student-centered classrooms and making informed decisions for instruction. This book matches that strategy focus."--Mary Kay Moskal, EdD, Endowed Professor of Reading Recovery and Early Literacy, Saint Mary’s College of California -Table of ContentsGuide 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. Using Morphemes to Learn Vocabulary 6. Word Formation Processes, Cognates, and Collocations 7. “The Same, but Different”: Reading Fluency in English as a New Language 8. Achieving Comprehension in L2 English Reading 9. Writing to Learn in English across the Curriculum 10. Literacy, Language Learning, and the Digital Revolution Glossary References Index

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Book SynopsisFrom expert authors, this book guides educators to conduct assessments that inform daily instruction and identify the assets that emergent bilinguals bring to the classroom.Trade Review"I have been waiting for exactly this book! It truly values what multilingual students bring to the classroom and acknowledges the intimate relationship between language and literacy development. This is a perfect book-study text for any elementary teacher. Readers are supported with helpful graphics, explanations of foundational ideas and terms in each chapter, vignettes that demonstrate the big ideas, and clear connections between instruction and assessment. I can’t wait to use this text in my Literacy Methods course!"--Allison Briceño, EdD, Department of Teacher Education, San José State University "Packed with sensible and useful information for educators. Through real-world examples and helpful visuals, Helman, Ittner, and McMaster describe a multitude of asset-based tools and practices to assess oral language, reading, and writing. The authors explain how to put their ideas into action through systematic, collaborative schoolwide approaches. Thorough and astute, this book skillfully interweaves foundational theories on assessing linguistically diverse students with practical information. It is a 'must read' for educators seeking meaningful, effective ways of getting to know the multilingual children in their schools and providing inclusive and responsive systems of support."--Amy Frederick, PhD, Department of Teacher Education, University of Wisconsin–River Falls "Finally, a resource I can recommend to teachers and administrators that not only highlights multilingual learners as assets to our schools, but also shows how best practices for ESL instruction fit into multi-tiered systems of support. Helman, Ittner, and McMaster have written the quintessential guide to addressing the unique needs of English learners. This book is a 'must read' for educators working toward equity in any language development program."--Andrea Saenz, MA, ESL and Equity Program Coordinator, West St. Paul–Mendota Heights–Eagan Area Schools, Minnesota "As the population of English learners continues to increase across the nation, it is imperative that educators are prepared with evidence-based practices for accurate, fair, and unbiased assessment. Assessment has been an understudied area with English learners, making this book an invaluable resource for teacher preparation programs and inservice professional development. Importantly, the authors' strength-based approach acknowledges what English learners bring to the task of learning in school, including their funds of knowledge in their home language and culture. The book is well organized and carefully addresses many pressing issues that have largely been overlooked in other resources."--Lillian Durán, PhD, Department of Special Education and Clinical Sciences, University of Oregon "This comprehensive book discusses a range of assessment types, with a welcome focus on instructionally relevant assessments. Particularly helpful is the emphasis on building on the cultural, linguistic, literacy, and affective resources of English learners. With plenty of supportive charts, specific strategies, and examples, the book provides both aspiring and experienced teachers a solid grounding for productive classroom practices."--Susana Dutro, Co-Founder and CEO, E.L. Achieve, Vista, California-Table of Contents1. Understanding Assessment with Multilingual Students 2. Using Assessment to Support Instruction 3. Going Beyond Skills: Learning about Students’ Cultural and Affective Resources 4. The Growth of Oral Language 5. Assessing Beginning Reading for Emergent Bilinguals 6. Assessing Academic Language and Comprehension in the Content Areas 7. Assessing Writing 8. Creating Responsive Systems for Connecting Assessment and Instruction Appendix. Assessment Resources Glossary References Index

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Book SynopsisFrom expert authors, this book guides educators to conduct assessments that inform daily instruction and identify the assets that emergent bilinguals bring to the classroom.Trade Review"I have been waiting for exactly this book! It truly values what multilingual students bring to the classroom and acknowledges the intimate relationship between language and literacy development. This is a perfect book-study text for any elementary teacher. Readers are supported with helpful graphics, explanations of foundational ideas and terms in each chapter, vignettes that demonstrate the big ideas, and clear connections between instruction and assessment. I can’t wait to use this text in my Literacy Methods course!"--Allison Briceño, EdD, Department of Teacher Education, San José State University "Packed with sensible and useful information for educators. Through real-world examples and helpful visuals, Helman, Ittner, and McMaster describe a multitude of asset-based tools and practices to assess oral language, reading, and writing. The authors explain how to put their ideas into action through systematic, collaborative schoolwide approaches. Thorough and astute, this book skillfully interweaves foundational theories on assessing linguistically diverse students with practical information. It is a 'must read' for educators seeking meaningful, effective ways of getting to know the multilingual children in their schools and providing inclusive and responsive systems of support."--Amy Frederick, PhD, Department of Teacher Education, University of Wisconsin–River Falls "Finally, a resource I can recommend to teachers and administrators that not only highlights multilingual learners as assets to our schools, but also shows how best practices for ESL instruction fit into multi-tiered systems of support. Helman, Ittner, and McMaster have written the quintessential guide to addressing the unique needs of English learners. This book is a 'must read' for educators working toward equity in any language development program."--Andrea Saenz, MA, ESL and Equity Program Coordinator, West St. Paul–Mendota Heights–Eagan Area Schools, Minnesota "As the population of English learners continues to increase across the nation, it is imperative that educators are prepared with evidence-based practices for accurate, fair, and unbiased assessment. Assessment has been an understudied area with English learners, making this book an invaluable resource for teacher preparation programs and inservice professional development. Importantly, the authors' strength-based approach acknowledges what English learners bring to the task of learning in school, including their funds of knowledge in their home language and culture. The book is well organized and carefully addresses many pressing issues that have largely been overlooked in other resources."--Lillian Durán, PhD, Department of Special Education and Clinical Sciences, University of Oregon "This comprehensive book discusses a range of assessment types, with a welcome focus on instructionally relevant assessments. Particularly helpful is the emphasis on building on the cultural, linguistic, literacy, and affective resources of English learners. With plenty of supportive charts, specific strategies, and examples, the book provides both aspiring and experienced teachers a solid grounding for productive classroom practices."--Susana Dutro, Co-Founder and CEO, E.L. Achieve, Vista, California-Table of Contents1. Understanding Assessment with Multilingual Students 2. Using Assessment to Support Instruction 3. Going Beyond Skills: Learning about Students’ Cultural and Affective Resources 4. The Growth of Oral Language 5. Assessing Beginning Reading for Emergent Bilinguals 6. Assessing Academic Language and Comprehension in the Content Areas 7. Assessing Writing 8. Creating Responsive Systems for Connecting Assessment and Instruction Appendix. Assessment Resources Glossary References Index

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Book SynopsisThis indispensable guide has been revised and expanded with the latest research and guidance for working with learners with reading challenges, including dyslexia. The book shows how reading tutors--including educators, volunteers, and parents--can deliver individualized lessons for struggling students in grades K-3. Chapters offer step-by-step guidance for providing effective one-on-one instruction at the emergent, beginning, and transitional stages of reading, and address the needs of English language learners. In a large-size format for easy photocopying, the manual features 39 reproducible handouts and forms. Tutor training is facilitated by videos of sample sessions (at the companion website). The website also gives book purchasers access to downloadable copies of the handouts and forms. New to This Edition *More explicit recommendations for addressing the needs of children with dyslexia. *New phonemic awareness task to use in assessment. *Expanded anTrade Review"More than 20 years ago, I tutored my first Book Buddy, Ishmael. Guiding him from a shy, struggling student to a confident reader was one of the most rewarding experiences of my professional life. Book Buddies has long been my go-to resource for tutoring young readers, whether in the school setting, privately, virtually, or with my own children. The third edition of this manual continues to be a model for effective literacy instruction with diverse learners, including students with dyslexia and other learning differences."--Heather Warley, PhD, Head Language Arts Teacher, Benchmark School, Media, Pennsylvania "Book Buddies is an invaluable practical resource, unmatched by anything on the market! Just when I thought it could not get better, the Book Buddies team has come up with this substantially revised third edition. It maintains the pragmatic, research-based assessment and developmental lesson plans, as well as the detailed guidance to support coordinators in organizing and delivering a tutoring program. In addition, the assessment now includes an initial phoneme awareness portion and the directions for each part of the lesson plan have been significantly expanded. With this third edition, Book Buddies will remain the go-to resource for effective literacy tutoring in elementary schools."--Heidi Anne E. Mesmer, PhD, School of Education, Virginia Tech "For struggling readers, tutoring can be the lifeline that brings success in school and beyond. This book provides all the ingredients that educators need to provide effective tutoring. The program has been designed, implemented, and tested by expert educators who have made important contributions to reading research. During and after the COVID-19 era, many children will continue to require a great deal of support for getting onto the page. This book enables educators to offer thousands of students the lifeline they desperately need."--Elfrieda H. Hiebert, PhD, President and CEO, TextProject "Book Buddies is explicit, systematic, and research based, and keeps the focus on moving toward the joy of reading! Every reading teacher in every school should know about this comprehensive program."--Daniel T. Willingham, PhD, Department of Psychology, University of Virginia-Table of Contents1. The Book Buddies Tutoring Framework 2. Getting Started with Book Buddies 3. Book Buddies Assessment 4. General Tutoring Plan for the Emergent Reader 5. General Tutoring Plan for the Beginning Reader 6. General Tutoring Plan for the Transitional Reader Appendices: Materials for Coordinators and Tutors Glossary Resources Cited in Text References

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Book SynopsisThis indispensable guide has been revised and expanded with the latest research and guidance for working with learners with reading challenges, including dyslexia. The book shows how reading tutors--including educators, volunteers, and parents--can deliver individualized lessons for struggling students in grades K-3. Chapters offer step-by-step guidance for providing effective one-on-one instruction at the emergent, beginning, and transitional stages of reading, and address the needs of English language learners. In a large-size format for easy photocopying, the manual features 39 reproducible handouts and forms. Tutor training is facilitated by videos of sample sessions (at the companion website). The website also gives book purchasers access to downloadable copies of the handouts and forms. New to This Edition *More explicit recommendations for addressing the needs of children with dyslexia. *New phonemic awareness task to use in assessment. *Expanded anTrade Review"More than 20 years ago, I tutored my first Book Buddy, Ishmael. Guiding him from a shy, struggling student to a confident reader was one of the most rewarding experiences of my professional life. Book Buddies has long been my go-to resource for tutoring young readers, whether in the school setting, privately, virtually, or with my own children. The third edition of this manual continues to be a model for effective literacy instruction with diverse learners, including students with dyslexia and other learning differences."--Heather Warley, PhD, Head Language Arts Teacher, Benchmark School, Media, Pennsylvania "Book Buddies is an invaluable practical resource, unmatched by anything on the market! Just when I thought it could not get better, the Book Buddies team has come up with this substantially revised third edition. It maintains the pragmatic, research-based assessment and developmental lesson plans, as well as the detailed guidance to support coordinators in organizing and delivering a tutoring program. In addition, the assessment now includes an initial phoneme awareness portion and the directions for each part of the lesson plan have been significantly expanded. With this third edition, Book Buddies will remain the go-to resource for effective literacy tutoring in elementary schools."--Heidi Anne E. Mesmer, PhD, School of Education, Virginia Tech "For struggling readers, tutoring can be the lifeline that brings success in school and beyond. This book provides all the ingredients that educators need to provide effective tutoring. The program has been designed, implemented, and tested by expert educators who have made important contributions to reading research. During and after the COVID-19 era, many children will continue to require a great deal of support for getting onto the page. This book enables educators to offer thousands of students the lifeline they desperately need."--Elfrieda H. Hiebert, PhD, President and CEO, TextProject "Book Buddies is explicit, systematic, and research based, and keeps the focus on moving toward the joy of reading! Every reading teacher in every school should know about this comprehensive program."--Daniel T. Willingham, PhD, Department of Psychology, University of Virginia-Table of Contents1. The Book Buddies Tutoring Framework 2. Getting Started with Book Buddies 3. Book Buddies Assessment 4. General Tutoring Plan for the Emergent Reader 5. General Tutoring Plan for the Beginning Reader 6. General Tutoring Plan for the Transitional Reader Appendices: Materials for Coordinators and Tutors Glossary Resources Cited in Text References

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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 SynopsisJoseph Gafaranga argues that the notion of bilingualism itself must be redefined so that bilingualism can be seen as consisting of diverse interactional practices and investigated as such. This book details the rehabilitation effort which has been undertaken to get us where we are today.

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Book SynopsisThe first in-depth assessment of language use and attitudinal perceptions among adults who received an immersion education in a minority language.

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Book SynopsisThe first in-depth assessment of language use and attitudinal perceptions among adults who received an immersion education in a minority language.

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Book SynopsisFocusing on the literary works of the writers Shimon Ballas, Sami Michael and Eli Amir, this book examines their use of their native Iraqi Arabic in their Hebrew works. It examines the influence of Arabic language and culture and explores questions of language, place and belonging from the perspective of sociolinguistics and multilingualism.

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Book SynopsisThis is the first book to present a practical, problem-solving approach and hands-on tools and techniques for assessing English language learners and culturally diverse students in K-12 settings. It meets a crucial need among practitioners and special educators working in today's schools. Provided are research-based, step-by-step procedures for conducting effective interviews with students, parents, and teachers; making the best use of interpreters; addressing special issues in the prereferral process; and conducting accurate, unbiased assessments of academic achievement, intellectual functioning, language proficiency, and acculturation. Among the book's special features are reproducible worksheets, questionnaires, and checklists--including several in both English and Spanish--in a ready-to-use, large-size format. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.Trade ReviewGiven the growing numbers of linguistically and culturally diverse students in the schools--and their disproportionate representation in special education--it is critical for school psychologists, school administrators, and educators to become knowledgeable about the impact of culture and language on student achievement and behavior. This important, accessible resource synthesizes a complex body of literature in a manner that is easily understandable, and provides practical suggestions to improve prereferral and special education decision making.--Jessica Blom-Hoffman, PhD, Department of Counseling and Applied Educational Psychology, Northeastern University This book contains a wealth of information that every school psychologist and child psychologist assessing English language learners should have at hand. The issues are clearly presented and carefully argued. The reader is led to appreciate the need for a complex, integrated approach for untangling the relative influence of cultural and linguistic factors on test performance.--Jonathan Sandoval, PhD, School of Education, University of California, DavisA 'must read.' This book provides an excellent, integrated approach to assessing culturally and linguistically diverse children. Coverage includes legal and ethical requirements, the use of interpreters, practical information about specific measures, and other relevant topics. It will be of value to a broad range of professionals serving children in schools, community agencies, and hospitals. The book will also serve as a first-class text for psychologists-in-training because of the many resources it contains and the completeness with which each topic is treated.--Ena Vazquez-Nuttall, EdD, Combined Doctoral Program in School and Counseling Psychology, Northeastern UniversityThis book serves as a solid introduction to the challenges facing educators, particularly school psychologists, who work with children from diverse backgrounds. The scenarios presented throughout the book provide practical guidelines and examples of situations that school psychologists are likely to encounter. A particular strength of the book is the consideration of culture and language as dynamic and changing rather than static and absolute. The discussion of issues in bilingual assessment is particularly important and helps to frame the state of the art.--Elizabeth D. Peña, PhD, Department of Communication Sciences and Disorders, University of Texas at Austin -Table of Contents1. English-Language Learners in U.S. Public Schools: A Heterogeneous Population2. Disproportionate Representation of Diverse Students in Special Education: Understanding the Complex Puzzle3. Legal and Ethical Requirements for the Assessment of Culturally and Linguistically Diverse Students4. Bilingual Education and Second-Language Acquisition: Implications for Assessment and School-Based Practice5. Prereferral Considerations for Culturally and Linguistically Diverse Students6. The Use of Interpreters in the Assessment Process and School-Based Practice7. The Interview Process: Practical Guidelines8. Acculturation Factors in Psychoeducational Assessment9. Language Proficiency Assessment: The Foundations for Psychoeducational Assessment of Second-Language Learners10. Conceptual Measurement and Methodological Issues in Cognitive Assessment of Culturally and Linguistically Diverse Individuals11. Cognitive Assessment of Culturally and Linguistically Diverse Individuals: An Integrated Approach12. Assessment of Academic Achievement: Practical Guidelines

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Book SynopsisGrounded in research and practical expertise, this volume helps K–6 teachers skillfully support all of their English language learners (ELLs)—from a single student to an entire classroom. Ideas for teaching ELLs across different grade and proficiency levels include ways to link instruction to students’ lived experiences, use a variety of motivating print and electronic texts and materials, engage families, and conduct effective assessments. Chapters are packed with tools and activities for promoting ELLs’ development in oral language, phonics, fluency, vocabulary, comprehension, writing, and grammar. Handy reproducibles and “Voice from the Classroom” teacher vignettes enhance the utility of the book.Trade Review"This book places ELLs and their teachers at the center of instructional practice. Using powerful examples, Xu convincingly demonstrates how knowledge of theory and research can help teachers make informed instructional decisions. She explains how to modify literacy strategies that are effective with all students to address ELLs' diverse literacy and language learning needs."--M. Kristiina Montero, PhD, Faculty of Education, Wilfrid Laurier University, Waterloo, Canada"Xu gives teachers exactly what they need to assess, teach, and evaluate English language learners’ progress in all aspects of literacy. She speaks with knowledge and experience about the needs and feelings of the ever-growing population of language-minority students. This book is a 'must have' for preservice and inservice teachers."--MaryEllen Vogt, EdD, Distinguished Professor Emerita, College of Education, California State University, Long Beach; past president, International Reading Association"Xu provides invaluable insights into the daunting task that ELLs embark on as they master everyday and academic English. Elementary teachers will be motivated by Xu’s sensitive, highly practical teaching strategies. The book addresses the barriers that ELLs may face and shows how to implement high-quality explicit instruction."--Rachael Sawyer Perkins, MA, fourth-grade teacher, Dolores Street Elementary School, Carson, California-Table of Contents1. Guiding Principles of Teaching Literacy to English Language Learners2. Language Acquisition and Linguistic Interferences3. Instruction for Oral Language Development4. Instruction for Phonological and Orthographic Knowledge and Fluency Development5. Instruction for Vocabulary Development6. Instruction for Reading Comprehension Development7. Instruction for Writing Development8. Instruction for GrammarAppendix A. Reflection on Modifications of Instructional Strategies and MaterialsAppendix B. Similarities and Differences between English and L1Appendix C. Student Errors and Possible Explanations for the ErrorsAppendix D. Instructional Focus Based on InterferencesAppendix E. Oral Language Assessment Chart (Say Something and Oral Retelling)Appendix F. Conversation Assessment ChartAppendix G. Anecdotal Record FormAppendix H. Factors to Consider in Selecting Books for Read-AloudAppendix I. Fluency Assessment ChartAppendix J. Self-Assessment of WordsAppendix K. A Lesson Plan for Morphemic Analysis, Spelling, and Grammatical FeaturesAppendix L. Personal Vocabulary JournalAppendix M. Think-Aloud GuideAppendix N. Writing Strengths and NeedsAppendix O. Peer-Revision and Editing FormAppendix P. A Summary of Components of English GrammarAppendix Q. Documenting Student’s Needs and Instructional Focus

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Book SynopsisIn this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K–12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school–home–community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text.Trade ReviewInformative chapters by well-known authors address a variety of topics related to classroom practice, and provide a useful mix of theory and application. Many of the chapters include useful tools that can be adapted for the reader’s own purposes. An additional strength of the book is the attention it gives to often-ignored areas such as ELLs in special education, teacher professional development, and parent and family considerations. Highly valuable for teacher education courses and practicing teachers.--Robert Rueda, PhD, Stephen H. Crocker Professor of Education, University of Southern California This is exactly the text I've been looking for to use in my undergraduate teacher education and master's-level certification courses. It has a great blend of theory and teacher-tested strategies for working with a variety of ELLs. I especially appreciate the chapters on ELLs with disabilities and Native Americans, two populations overlooked in most textbooks, as well as the broad span of grade levels and ages represented across the chapters. I am thrilled to see sound research and practical strategies presented in a manner that will be so accessible to our preservice teachers.--Margarita Jimenez-Silva, EdD, College of Teacher Education and Leadership, Arizona State University Best Practices in ELL Instruction is a rich, invaluable resource for teacher educators, literacy specialists, and, most important, classroom teachers. Leading ESL and bilingual education experts address relevant research, theory, strategic teaching, special populations, and teacher preparation. Both scholarly and accessible, this book is certain to become a classic in the field of language teaching and learning.--Yvonne S. Freeman, PhD, Department of Language, Literacy, and Intercultural Studies, University of Texas at Brownsville -Table of ContentsForeword, Lee GundersonIntroduction, Guofang Li and Patricia A. EdwardsI. Perspectives on ELL Instruction1. Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research, Claude Goldenberg2. Language Development and the Education of Dual-Language-Learning Children in the United States, Eugene E. García and Erminda H. GarcíaII. Strategies for Teaching Young ELLs3. Principles for Teaching Young ELLs in the Mainstream Classroom: Adapting Best Practices for All Learners, Ellen McIntyre4. Engaging Young ELLs with Reading and Writing, Diane Barone5. Principles for Writing Practices with Young ELLs, Sarah McCarthey and Xun ZhengIII. Strategies for Teaching Adolescent ELLs6. Teaching Academic Literacies in Secondary School, Harriett Allison and Linda Harklau7. Constructing Access and Understanding in Inclusive Middle-Grade Content Classrooms: A Sociocognitive Apprenticeship in Literacy with Bilingual Students and Those with Language/Learning Disabilities, Troy V. Mariage and Carol Sue EnglertIV. Best Practices in ELL/Bilingual Programs and Approaches 8. From Models to Principles: Implementing Quality Schooling for ELLs, Ester J. de Jong9. Using Workshop Approaches to Support the Literacy Development of ELLs, Kathryn H. Au and Taffy E. Raphael10. A Bilingual Perspective on Writing Assessment: Implications for Teachers of Emerging Bilingual Writers, Lucinda Soltero-González, Kathy Escamilla, and Susan HopewellV. Critical Issues Concerning ELL Instruction11. Meeting the Needs of ELLs with Disabilities: A Linguistically and Culturally Responsive ModelAlba A. Ortiz and Alfredo J. Artiles12. Best Practices for Native American Language LearnersMary Eunice Romero-Little13. Supporting Literacy Learning in Families for Whom English Is an Additional LanguageJeanne R. Paratore, Barbara Krol-Sinclair, Mariela Páez, and Kristen Paratore Bock14. “It’s Just Like Telling Them They Will Never Be Scientists”: A White Teacher’s Journey Transforming Linguistic and Racial Categories, Cynthia H. Brock, Julie L. Pennington, Eleni Oikonomidoy, and Dianna R. Townsend 15. Best Practices in Professional Development for Teachers of ELLs, Guofang Li and Maria Selena Protacio

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Book SynopsisIn this indispensable work, prominent authorities review the latest research on all aspects of ELL instruction (K–12) and identify what works for today's students and schools. Provided are best-practice guidelines for targeting reading, writing, oral language, vocabulary, content-domain literacies, and other core skill areas; assessing culturally and linguistically diverse students; and building strong school–home–community partnerships. Chapters include clear-cut recommendations for teaching adolescent ELLs and those with learning disabilities. The comprehensive scope, explicit linkages from research to practice, and guidance for becoming a culturally informed, reflective practitioner make the book an ideal course text.Trade ReviewInformative chapters by well-known authors address a variety of topics related to classroom practice, and provide a useful mix of theory and application. Many of the chapters include useful tools that can be adapted for the reader’s own purposes. An additional strength of the book is the attention it gives to often-ignored areas such as ELLs in special education, teacher professional development, and parent and family considerations. Highly valuable for teacher education courses and practicing teachers.--Robert Rueda, PhD, Stephen H. Crocker Professor of Education, University of Southern California This is exactly the text I've been looking for to use in my undergraduate teacher education and master's-level certification courses. It has a great blend of theory and teacher-tested strategies for working with a variety of ELLs. I especially appreciate the chapters on ELLs with disabilities and Native Americans, two populations overlooked in most textbooks, as well as the broad span of grade levels and ages represented across the chapters. I am thrilled to see sound research and practical strategies presented in a manner that will be so accessible to our preservice teachers.--Margarita Jimenez-Silva, EdD, College of Teacher Education and Leadership, Arizona State University Best Practices in ELL Instruction is a rich, invaluable resource for teacher educators, literacy specialists, and, most important, classroom teachers. Leading ESL and bilingual education experts address relevant research, theory, strategic teaching, special populations, and teacher preparation. Both scholarly and accessible, this book is certain to become a classic in the field of language teaching and learning.--Yvonne S. Freeman, PhD, Department of Language, Literacy, and Intercultural Studies, University of Texas at Brownsville -Table of ContentsForeword, Lee GundersonIntroduction, Guofang Li and Patricia A. EdwardsI. Perspectives on ELL Instruction1. Improving Achievement for English Learners: Conclusions from Recent Reviews and Emerging Research, Claude Goldenberg2. Language Development and the Education of Dual-Language-Learning Children in the United States, Eugene E. García and Erminda H. GarcíaII. Strategies for Teaching Young ELLs3. Principles for Teaching Young ELLs in the Mainstream Classroom: Adapting Best Practices for All Learners, Ellen McIntyre4. Engaging Young ELLs with Reading and Writing, Diane Barone5. Principles for Writing Practices with Young ELLs, Sarah McCarthey and Xun ZhengIII. Strategies for Teaching Adolescent ELLs6. Teaching Academic Literacies in Secondary School, Harriett Allison and Linda Harklau7. Constructing Access and Understanding in Inclusive Middle-Grade Content Classrooms: A Sociocognitive Apprenticeship in Literacy with Bilingual Students and Those with Language/Learning Disabilities, Troy V. Mariage and Carol Sue EnglertIV. Best Practices in ELL/Bilingual Programs and Approaches 8. From Models to Principles: Implementing Quality Schooling for ELLs, Ester J. de Jong9. Using Workshop Approaches to Support the Literacy Development of ELLs, Kathryn H. Au and Taffy E. Raphael10. A Bilingual Perspective on Writing Assessment: Implications for Teachers of Emerging Bilingual Writers, Lucinda Soltero-González, Kathy Escamilla, and Susan HopewellV. Critical Issues Concerning ELL Instruction11. Meeting the Needs of ELLs with Disabilities: A Linguistically and Culturally Responsive ModelAlba A. Ortiz and Alfredo J. Artiles12. Best Practices for Native American Language LearnersMary Eunice Romero-Little13. Supporting Literacy Learning in Families for Whom English Is an Additional LanguageJeanne R. Paratore, Barbara Krol-Sinclair, Mariela Páez, and Kristen Paratore Bock14. “It’s Just Like Telling Them They Will Never Be Scientists”: A White Teacher’s Journey Transforming Linguistic and Racial Categories, Cynthia H. Brock, Julie L. Pennington, Eleni Oikonomidoy, and Dianna R. Townsend 15. Best Practices in Professional Development for Teachers of ELLs, Guofang Li and Maria Selena Protacio

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Book SynopsisMany English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods teachers already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student work, and 15 reproducible worksheets, rubrics, and other useful materials. It describes ways to combine instruction in core skills with ample opportunities to write and revise in different genres. Invaluable guidance is provided for assessing ELLs' writing development at different grade levels and language proficiency levels.Trade ReviewA 'must read' for all teachers of ELLs in mainstream and ESL classrooms. Employing realistic classroom examples, the authors bring to life the theory and methods of ELL writing instruction. The book presents step-by-step ways to implement innovative methods and activities, emphasizing the importance of carefully planning instruction and creating a culture of collaboration in a school. I found the cross-cultural information about writing very important for understanding the interaction of native language and writing development in English. I would use this text in my ESL methods class to complement a more general textbook. I could definitely see my students creating lesson plans using the principles that Lenski and Verbruggen outline.--Carla Paciotto, EdD, Department of Educational and Interdisciplinary Studies, Western Illinois University Lenski and Verbruggen have tackled the subject of writing for English language learners in a way that few others have. Starting with engaging classroom vignettes that readers can relate to, the authors continue with a toolbox of practical and effective strategies that can be used immediately by teachers who are working to enhance their writing instruction. Teachers in all subject areas will find these strategies useful.--Penny Plavala, MEd, school improvement specialist, Multnomah Education Service District, Portland, Oregon The demand for this book has been loud and clear from teachers, teacher educators, researchers, school administrators, and educational policy developers. Lenski and Verbruggen focus on real-world contexts in their discussion of how to teach English language learners to write well. The instructional strategies, student activities, and assessment tools are grounded in current theory, research, and best practices. This book exemplifies clear writing and clear thinking.--Paul Boyd-Batstone, PhD, Department of Teacher Education, California State University, Long Beach -Table of Contents1. English Language Learners and Writing Research2. From Theory to Practice: Writing with English Language Learners3. Facilitating Writing Fluency4. Teaching Narrative Writing5. Academic Writing Genres: Description, Exposition, and Persuasion6. How Language Works: Grammar and Usage7. Assessing Writing

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Book SynopsisMany English language learners (ELLs) require extra support to become successful writers. This book helps teachers understand the unique needs of ELLs and promote their achievement by adapting the effective instructional methods teachers already know. Engaging and accessible, the book features standards-based lesson planning ideas, examples of student work, and 15 reproducible worksheets, rubrics, and other useful materials. It describes ways to combine instruction in core skills with ample opportunities to write and revise in different genres. Invaluable guidance is provided for assessing ELLs' writing development at different grade levels and language proficiency levels.Trade ReviewA 'must read' for all teachers of ELLs in mainstream and ESL classrooms. Employing realistic classroom examples, the authors bring to life the theory and methods of ELL writing instruction. The book presents step-by-step ways to implement innovative methods and activities, emphasizing the importance of carefully planning instruction and creating a culture of collaboration in a school. I found the cross-cultural information about writing very important for understanding the interaction of native language and writing development in English. I would use this text in my ESL methods class to complement a more general textbook. I could definitely see my students creating lesson plans using the principles that Lenski and Verbruggen outline.--Carla Paciotto, EdD, Department of Educational and Interdisciplinary Studies, Western Illinois University Lenski and Verbruggen have tackled the subject of writing for English language learners in a way that few others have. Starting with engaging classroom vignettes that readers can relate to, the authors continue with a toolbox of practical and effective strategies that can be used immediately by teachers who are working to enhance their writing instruction. Teachers in all subject areas will find these strategies useful.--Penny Plavala, MEd, school improvement specialist, Multnomah Education Service District, Portland, Oregon The demand for this book has been loud and clear from teachers, teacher educators, researchers, school administrators, and educational policy developers. Lenski and Verbruggen focus on real-world contexts in their discussion of how to teach English language learners to write well. The instructional strategies, student activities, and assessment tools are grounded in current theory, research, and best practices. This book exemplifies clear writing and clear thinking.--Paul Boyd-Batstone, PhD, Department of Teacher Education, California State University, Long Beach -Table of Contents1. English Language Learners and Writing Research2. From Theory to Practice: Writing with English Language Learners3. Facilitating Writing Fluency4. Teaching Narrative Writing5. Academic Writing Genres: Description, Exposition, and Persuasion6. How Language Works: Grammar and Usage7. Assessing Writing

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Book SynopsisAufgrund der zunehmenden Migrationsbewegungen sind die Sprachmittlung an den Schulen und ein sprachbewusster Fachunterricht wichtiger denn je. Dieser Band erläutert die Grundlagen des Zweitspracherwerbs und erklärt Konzepte wie Mehrsprachigkeit und Interkulturalität. Weitere Kapitel gehen auf die Vermittlung sprachlicher Kompetenzen ein, auf die Stellung von Deutsch als Zweitsprache im Schulsystem sowie auf Sprachstandserhebungen und Sprachförderung im Elementarbereich. Erläuterungen zu Deutsch aus kontrastiver Perspektive schließen den Band ab. - Im zweifarbigen Layout, mit Definitionen und Abbildungen.Trade Review“... Für alle, die in der schulischen Bildung mit DaZ zu tun haben, vor allem aber für Studierende ist dies ein nützliches Kompendium zum Thema. Empfohlen für Bibliotheken mit entsprechender Nutzerschaft.” (Knickelmann-Werger, in: ekz-Informationsdienst, Heft 51, 2018)Table of Contents1 Einleitung.- 2 Migration und Spracherwerb – Grundlagen.- 3 Mehrsprachigkeit und Interkulturalität.- 4. Die Vermittlung sprachlicher Kompetenzen.- 5. DaZ in der Schule / im Schulsystem.- 6 Deutsch aus kontrastiver Perspektive.- 7. Anhang

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Book SynopsisDr. Iliana Alanís, a native of South Texas, is a Professor of Early Childhood and Elementary Education in the Department of Interdisciplinary Learning and Teaching at the University of Texas at San Antonio. As a university faculty member, her primary focus is on engaging teacher candidates and practicing teachers in culturally and linguistically diverse classrooms, emphasizing the rights of young children to develop their native language and cultural identity. Before entering academia, Dr. Alanís was a bilingual teacher for second-grade students in the Texas Rio Grande Valley. She has facilitated professional development for early childhood educators in dual language settings for over two decades as a Dual Language Training Institute member and a founding Vales Por Dos Consulting Group member. Dr. Alanís is married to Bradley York. They reside in San Antonio, Texas, with their son, Diego, and their three dogs, Roxy, Lucy, and Lali.Dr. Irasema Salinas-González is an Associate Professor of Early Care/ Early Childhood Studies at The University of Texas-Rio Grande Valley (UTRGV). As a teacher of young children in preschool and kindergarten, a teacher of college students, and a teacher of in-service teachers, she has served in various capacities as a bilingual early childhood education professional for over 30 years. Her work on developmentally and culturally appropriate practices for emergent bilingual learners focuses on play-based learning within authentic spaces. She serves as Chair of the Early Head Start CCP Board/Advisory Council and is a former Advisory Board Member for Hidalgo County Head Start. She also coordinates the Early Care and Early Childhood Studies program at UTRGV. Dr. Salinas-González is married to Gilberto González. They reside in Mission, Texas, but travel often to visit their two adult children, Brianna and Gil.

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

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

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

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Book SynopsisSince no two languages are the same, what can be argued in one language may be impossible in another. Political concepts can thus be significantly reformulated in the translation process. State of Translation examines this phenomenon using a case study of 19th-century Ottoman and later Turkish statesmen.Trade ReviewThis book sets the agenda for studying what happens to key political concepts when they enter unfamiliar semantic terrain. International relations have always been among languages and not just states. Anybody interested in interlingual relations should read this book."" - örg Friedrichs, University of Oxford, author of The Future Is Not What It Used to Be: Climate Change and Energy Scarcity""State of Translation advances an innovative argument about the importance of translation across linguistic divides in international relations. This pioneering monograph will trigger other studies exploring politics across other linguistic divides."" - Bahar Rumelili, Koc University, author of Who Are the Europeans? What Is Europe? Identity Challenges of an Evolving Polity

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

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Book SynopsisProvides an overview of contemporary second language acquisition from a linguistic point of view. Written by leading scholars, this book includes chapters which outlines core problems and research in a specific domain.Trade Review"Second Language Acquisition and Linguistic Theory offers a state-of-the-art examination of formal properties of second language acquisition of phonology, morphology, syntax, and semantics. It is an invaluable resource to students who want to learn about the field and to researchers looking to broaden their knowledge in the area." Keren Rice, University of Toronto.Table of ContentsList of Contributors. Acknowledgments. Introduction. 1. The interrelation between speech and phonological acquisition from infant to adult: Cynthia Brown (University of Delaware). 2. Second language syllable structure: Martha Young-Scholten and John Archibald (University of Durham and University of Calgary). 3. Mapping features to forms in second language acquisition: Donna Lardiere (Georgetown University). 4. Second language acquisition: from initial to final state: Lydia White (McGill University). 5. When syntactic theories evolve: consequences for L2 acquisition research: Bonnie D. Schwartz and Rex A. Sprouse (University of Durham and University of Indiana). 6. An overview of the second language acquisition of links between verb semantics and morpho-syntax: Alan Juffs (University of Pittsburg). 7. Representation and processing in the second language lexicon: the homogeneity hypothesis: Gary Libben (University of Alberta). Index.

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Book SynopsisResponding to the linguistic and educational diversity of adolescents, the R.E.A.L. (Relevant, Engaging, and Affirming Literacy) method offers teachers a range of scalable activities, reading lists, and other resources, along with numerous suggestions on how to adapt them for students' particular needs.

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Book SynopsisMost American students are expected to master standardized American English if they wish to succeed. This volume seeks to realign these conceptions through a series of provocative essays that explore enacted beliefs in the integrity of the many languages of the classroom and community.

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Book SynopsisA vital resource on speech and language processing in bilingual adults and children The Listening Bilingual brings together in one volume the various components of spoken language processing in bilingual adults, infants and children. The book includes a review of speech perception and word recognition; syntactic, semantic, and pragmatic aspects of speech processing; the perception and comprehension of bilingual mixed speech (code-switches, borrowings and interferences); and the assessment of bilingual speech perception and comprehension in adults and children in the clinical context. The two main authors as well as selected guest authors, Mark Antoniou, Theres Grüter, Robert J. Hartsuiker, Elizabeth D. Peña and Lisa M. Bedore, and Lu-Feng Shi, introduce the various approaches used in the study of spoken language perception and comprehension in bilingual individuals. The authors focus on experimentation that involves both well-established tasTable of ContentsAuthor Biographies viii Introdution 1 1 Bilingual Adults and Children: A Short Introduction 4François Grosjean and Krista Byers‐Heinlein Introduction 4 General Aspects of Bilingualism 5 Bilingual Children 13 Summary 21 References 21 2 Speech Perception and Comprehension 25François Grosjean and Krista Byers‐Heinlein Introduction 25 From the Speech Wave to the Mental Representation 26 Processing in Bilingual Adults 29 Processing in Bilingual Children 33 Summary 37 References 37 Part I Speech Processing in Adults 41 3 Speech Perception 43Mark Antoniou Introduction 43 Perception of Speech Segments by Bilinguals 43 Factors Affecting Bilinguals’ Speech Perception 48 Theories of Cross‐Language Speech Perception 54 The Role of Suprasegmentals in Speech Perception 58 Future Challenges and Directions 60 Summary 61 References 61 4 Spoken Word Recognition 65François Grosjean Introduction 65 How Does Word Recognition Take Place and How Do Bilinguals Fare? 66 Language Proficiency, Use and History 67 Lower Level Information 71 Processing Mechanisms and Strategies 73 The Activation of Candidates 77 Summary 82 References 83 5 Processing at Higher Levels 86Robert J. Hartsuiker Introduction 86 Auditory Sentence Comprehension: Stages and Principles 86 Syntactic Analysis 90 Processing the Meaning of Words 97 Syntactic Integration and Revision 102 Discussion and Conclusion 103 Summary 104 References 105 6 Processing Bilingual Speech 109François Grosjean Introduction 109 Does the Perception of Spoken Code‐Switches Take Extra Time? 110 The Recognition of Guest Words 115 The Processing of Interferences 123 Summary 126 References 126 7 Assessing Perception and Comprehension in Bilingual Adults 129Lu‐Feng Shi Introduction 129 Issues in Bilingual Assessment 129 Word Recognition 131 Recognition of Connected Speech 137 Factors That Affect Assessment of Speech Perception in Bilinguals 140 Summary 144 References 145 Part II Speech Processing in Children 151 8 Speech Perception 153Krista Byers‐Heinlein Introduction 153 Simultaneous Bilingual Infants 154 Child L2 Learners 166 Summary 171 References 172 9 Spoken Word Recognition 176Krista Byers‐Heinlein Introduction 176 Finding Words in the Speech Stream 176 Learning New Words 179 Recognizing Familiar Words 184 The Role of Speech Perception in Learning and Recognizing Words 187 Bilingual Children’s Vocabulary 190 Summary 194 References 194 10 Processing at Higher Levels 199Theres Grüter Introduction 199 Asymmetries Between Comprehension and Production 201 Real‐Time Processing 205 Cross‐Linguistic Influence 207 Input and Exposure 214 Summary 216 References 217 11 Assessing Perception and Comprehension in Bilingual Children, Without and With Speech and Language Impairment 220Elizabeth D. Peña and Lisa M. Bedore Introduction 220 Defining Language Impairment 220 Phonological Perception and Word Learning 221 Challenges in Assessment of Bilingual Children 223 Assessment of Single Word Knowledge 227 Assessment of Semantic Knowledge 233 Implications for Practice 236 Summary 236 References 237 Index 244

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Book SynopsisThe definitive guide to 21stcentury investigations of multilingual neuroscience The Handbook of the Neuroscience of Multilingualismprovides a comprehensive survey of neurocognitive investigations of multiple-language speakers. Prominent scholar John W. Schwieter offers a unique collection of works from globally recognized researchers in neuroscience, psycholinguistics, neurobiology, psychology, neuroimaging, and others, to provide a multidisciplinary overview of relevant topics. Authoritative coverage of state-of-the-art research provides readers with fundamental knowledge of significant theories and methods, language impairments and disorders, and neural representations, functions, and processes of the multilingual brain. Focusing on up-to-date theoretical and experimental research, this timely handbook explores new directions of study and examines significant findings in the rapidly evolving field of multilingual neuroscience. Discussions on the bilingual advantage debate, recovery aTable of ContentsList of Figures xi List of Tables xvi About the Editor xviii About the Contributors xix Special Foreword xxxiii Michel Paradis Overview of the Handbook xxxviii John W. Schwieter and Rebecca Mueller Acknowledgements xlvi Part I Theories and Methods 1 1 Defining and Assessing Multilingualism 3 Kees de Bot 2 Cognitive Neuroscience and Multilingualism 19 Edna Andrews 3 What Do Bilingual Models Tell Us About the Neurocognition of Multiple Languages? 48 Angela Grant, Jennifer Legault, and Ping li 4 Psycholinguistic Methods in Multilingual Research 75 Eleonora Rossi, Kyra Krass, and Gerrit Jan Kootstra 5 Real‐Time Measures of the Multilingual Brain 100 Nicole Y. Y. Wicha, Eva María Moreno, and Haydée Carrasco-Ortíz 6 Neuroimaging Studies of Multilingual Speech 121 Angélique M. Blackburn 7 In Search of Memory Traces of a Forgotten Language 147 Ludmila Isurin 8 Brain Adaptations and Neurological Indices of Processing in Adult Second Language Acquisition: Challenges for the Critical Period Hypothesis 170 Vincent DeLuca, David Miller, Christos Pliatsikas, and Jason Rothman Part II Neural Representations 197 9 Language Organization in the Bilingual and Multilingual Brain 199 Nicola Del Maschio and Jubin Abutalebi 10 Bilingual Word Production 214 Jana Klaus and Herbert Schriefers 11 Multilingualism and Brain Plasticity 230 Christos Pliatsikas 12 Factors Affecting Cortical Representation 252 Angélique M. Blackburn 13 The Gift of Language Learning: Individual Differences in Non‐Native Speech Perception 277 Begoña Díaz, Miguel Burgaleta, and Nuria Sebastian‐Galles 14 Lexical Organization and Reorganization in the Multilingual Mind 297 Gary Libben and John W. Schwieter 15 Emotion and Emotion Concepts: Processing and Use in Monolingual and Bilingual Speakers 313 Stephanie A. Kazanas, Jared S. McLean, and Jeanette Altarriba 16 Representing, Detecting, and Translating Humour in the Brain 335 Jennifer Hofmann and Frank A. Rodden Part III Functions and Processes 355 17 Multilingualism and Metacognitive Processing 357 Peter Bright, Julia Ouzia, and Roberto Filippi 18 Factors Affecting Multilingual Processing 372 Edalat Shekari and John W. Schwieter 19 Learning and Memory in the Bilingual Mind and Brain 389 Allison M. Wilck, Jeanette Altarriba, Roberto R. Heredia, and John W. Schwieter 20 Brain‐based Challenges of Second Language Learning in Older Adulthood 408 Zahra Hejazi, Jungna Kim, Teresa Signorelli Pisano, Yasmine Ouchikh, Aviva Lerman, and Loraine K. Obler 21 Language Control and Attention during Conversation: An Exploration 427 David W. Green 22 Cross‐Talk Between Language and Executive Control 447 Marco Calabria, Cristina Baus, and Albert Costa 23 What Language Experience Tells us about Cognition: Variable Input and Interactional Contexts Affect Bilingual Sentence Processing 467 Paola E. Dussias, Jorge R. Valdés Kroff, Anne L. Beatty‐Martínez, and Michael A. Johns 24 Translation, Interpreting, and the Bilingual Brain: Implications for Executive Control and Neuroplasticity 485 Bruce J. Diamond and Gregory M. Shreve 25 Event‐Related Potentials in Monolingual and Bilingual Non‐literal Language Processing 508 Anna Siyanova‐Chanturia, Paolo Canal, and Roberto R. Heredia Part IV Impairments and Disorders 531 26 Aphasia in the Multilingual Population 533 Elisa Cargnelutti, Barbara Tomasino, and Franco Fabbro 27 Recovery and Rehabilitation Patterns in Bilingual and Multilingual Aphasia 553 Claudia Peñaloza and Swathi Kiran 28 Primary Progressive Aphasia in Bilinguals and Multilinguals 572 Taryn Malcolm, Aviva Lerman, Marta Korytkowska, Jet M. J. Vonk, and Loraine K. Obler 29 Acquired Reading Disorders in Bilingualism 592 Mira Goral 30 Dementia and Multilingualism 608 Mariana Vega‐Mendoza, Suvarna Alladi, and Thomas H. Bak 31 Schizophrenia and Bilingualism 625 Daria Smirnova, Sveta Fichman, and Joel Walters Part V Cognitive and Neurocognitive Consequences 655 32 Neurocognitive Effects of Multilingualism Throughout the Lifespan: A Developmental Perspective 657 Hannah L. Claussenius‐Kalman and Arturo E. Hernandez 33 The Intense Bilingual Experience of Interpreting and Its Neurocognitive Consequences 685 Yanping Dong and Fei Zhong 34 The Bilingual Advantage Debate: Quantity and Quality of the Evidence 701 Kenneth Paap 35 The Bilingual Advantage Debate: Publication Biases and the Decline Effect 736 Angela de Bruin and Sergio Della Sala 36 Speech‐Sign Bilingualism: A Unique Window into the Multilingual Brain 754 Robin L. Thompson and Eva Gutierrez‐Sigut Index 784

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Book SynopsisIntroduction.- Chapter 1: Minority Languages and Communities in a Changing World; Gabrielle Hogan-Brun and Bernadette O'Rourke.- Part I: Minority Language Rights, Protection, Governance.- Chapter 2: Minority Language Rights and Standards: Definitions and Applications at the Supra-national Level; Fernand de Varennes and Elzbieta Kuzborska.- Chapter 3: Minority Language Rights in the Russian Federation: The End of a Long Tradition?; Bill Bowring.- Chapter 4: Minority Languages, Governance  and Regulation; Colin Williams and John Walsh.- Part II: Recognition, Self-determination, Autonomy.- Chapter 5: The Recognition of Ethnic and Language Diversity in Nation-States and Consociations; Christian Giordan.- Chapter 6: Linguistic Recognition in Deeply Divided Societies: Antagonism or Reconciliation?; Máiréad Nic Craith and Philip McDermott.- Chapter 7: National Cultural Autonomy and Linguistic Rights in Central and Eastern Europe; David Smith, Federica Prina and Judit Molnar Sansum.- ChapTrade Review“This is a serious collection that makes a very substantial and welcome contribution to the large literature on minority languages. I would imagine that it is more likely to find a place on the shelves of libraries than those of individual readers …” (Gibson Ferguson, Journal of Multilingual and Multicultural Development, June 23, 2019)Table of ContentsIntroduction.- Chapter 1: Minority Languages and Communities in a Changing World; Gabrielle Hogan-Brun and Bernadette O’Rourke.- Part I: Minority Language Rights, Protection, Governance.- Chapter 2: Minority Language Rights and Standards: Definitions and Applications at the Supra-national Level; Fernand de Varennes and Elzbieta Kuzborska.- Chapter 3: Minority Language Rights in the Russian Federation: The End of a Long Tradition?; Bill Bowring.- Chapter 4: Minority Languages, Governance and Regulation; Colin Williams and John Walsh.- Part II: Recognition, Self-determination, Autonomy.- Chapter 5: The Recognition of Ethnic and Language Diversity in Nation-States and Consociations; Christian Giordan.- Chapter 6: Linguistic Recognition in Deeply Divided Societies: Antagonism or Reconciliation?; Máiréad Nic Craith and Philip McDermott.- Chapter 7: National Cultural Autonomy and Linguistic Rights in Central and Eastern Europe; David Smith, Federica Prina and Judit Molnar Sansum.- Chapter 8: Sign Language Communities; Maartje De Meulder, Verena Krausneker, Graham Turner and John Bosco Gonama.- Part III: Migration, Settlement, Mobility.- Chapter 9: Changing Perspectives on Language Maintenance and Shift in Transnational Settings: From Settlement to Mobility; Anne Pauwels .- Chapter 10: Arctic Languages in Canada in the Age of Globalisation; Donna Patrick.- Part IV: Economics, Markets, Commodification.- Chapter 11: Minority Languages and Markets; Sari Pietikäinen, Helen Kelly-Holmes and Maria Rieder.- Chapter 12: Language Economics and Issues of Planning for Minority Languages in Africa; Nkonko M. Kamwangamalu.- Chapter 13: Language Minorities in a Globalized Economy: The Case of Professional Translation in Canada; Matthieu LeBlanc.- Part V: Education, Literacy, Access.- Chapter 14: Indigenous Children’s Language Practices in Australia; Samantha Disbray and Gillian Wigglesworth.- Chapter 15: Minorities, Languages, Education and Assimilation in Southeast Asia; Peter Sercombe.- Chapter 16: Literacy in My Language? Principles, Practices, Prospects; Clinton Robinson.- Part VI: Media, Public Usage, Visibility.- Chapter 17: Minority Language Media: Issues of Power, Finance and Organization; Tom Moring.- Chapter 18: Minority Languages and Social Media; Daniel Cunliffe.- Chapter 19: Linguistic Landscapes and Minority Languages; Durk Gorter, Heiko Marten and Luk Van Mensel.- Part VII: Endangerment, Ecosystems, Resilience.- Chapter 20: Resilience for Minority Languages; David Bradley.- Chapter 21: Minority Contact Languages, Small Islands and Linguistic Ecology; Joshua Nash.- Chapter 22: The Yiddish Conundrum: A Cautionary Tale for Language Revivalism; Dovid Katz.

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Book SynopsisThe first volume to focus on race, ethnicity, and accent as elements of language teacher identity, a valuable guide for in-service teachers and teachers-in-training Language Teacher Identity presents a groundbreaking critical examination of how ideologies of race, ethnicity, accent, and immigration status impact perceptions of plurilingual teachers. Bringing together contributions by an international panel of established and emerging scholars, this important work of scholarship addresses issues related to native-speakerism, monolingualism, racism, competence, authenticity, and legitimacy while examining their role in the construction of professional identity. With an intersectional and holistic approach, the authors draw upon case studies of practical teacher experiences from Brazil, Canada, Germany, Norway, Mongolia, Pakistan, and the United States to provide teachers with real-world insights on responding to the assumptions, biases, and prejudices that students

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Book SynopsisBilingual Education in the 21st Century examines languages and bilingualism as individual and societal phenomena, presents program types, variables, and policies in bilingual education, and concludes by looking at practices, especially pedagogies and assessments.Trade Review“Aside from the conceptual issues highlighted above, the detailed discussions of multilingual education policy alone make the book worth buying for scholars of language in education issues.” (Journal of Linguistic Anthropology, 10 April 2012) “Garcia concludes with a detailed examination of bilingual education practices and their intended outcomes, which should be mandated reading for curriculum specialists and school principals.” (Choice Reviews, June 2009)Table of ContentsList of Figures ix List of Tables x Preface and Acknowledgments (and a Caveat) xii Part I Bilingual Education for All 1 1 Introducing Bilingual Education 3 Scenarios 3 Introduction 5 What Is Bilingual Education? 5 Beneficiaries and Reasons 11 Geopolitics and Language Orientations 13 Summary 16 Conclusion 17 Part II Bilingualism and Education 19 2 Languaging and Education 21 Introduction 22 Language Constructions 23 Languaging 31 Conclusion 40 3 Bilingualism and Translanguaging 42 Introduction 43 Bilingualism and Translanguaging 44 Models of Bilingualism 51 Questioning Assumptions 56 Bilingual Abilities 61 Bilingual Development 63 Neurolinguistic and Psycholinguistic Considerations 67 Conclusion 71 4 The Sociopolitics of Bilingualism 73 Introduction 73 Transglossia 75 Language Maintenance, Shift, and Revitalization 80 Language Ideologies 82 Language Policy as Right and Resource 84 Conclusion 91 5 Benefits of Bilingualism 93 Introduction 94 Cognitive Advantages 94 Social Advantages 97 Intervening Factors 101 Conclusion 107 Part III Bilingual Education Policy 109 6 Bilingual Education: Frameworks and Types 111 Introduction: The Social Context 112 Bilingual Education Models? 113 Bilingual Education Theoretical Frameworks 115 Bilingual Education Types 123 Conclusion 135 7 Bilingual Education: Factors and Variables 137 by Hugo Baetens Beardsmore Introduction 137 Situational Factor 138 Operational Factor 146 Outcome Factor 152 Integrating Situational, Operational, and Outcome Factors 156 Conclusion 157 8 U.S. Language Policy in Education 159 Introduction 159 The Past 160 The Present 174 Conclusion 193 9 Language Promotion by European Supra-national Institutions 197 by Hugo Baetens Beardsmore Introduction 197 The Council of Europe 198 The European Commission 204 Bilingual Education: CLIL/EMILE 208 Conclusion 216 10 Monoglossic Bilingual Education Policy 218 Introduction 219 Policies for Transition: Transitional Bilingual Education 221 Policies for Maintenance and Enrichment: Maintenance Bilingual Education 231 Policies for Enrichment of Social Elite: Prestigious Bilingual Education 236 Policy for Enrichment of Language Majorities: Immersion Bilingual Education 237 Conclusion 240 11 Heteroglossic Bilingual Education Policy 244 by Ofelia García and Hugo Baetens Beardsmore, with contributions by Debra Cole and Zeena Zakharia Introduction 245 Policies for Language Revitalization: Immersion Revitalization Bilingual Education 247 Policies for Development of Minority Languages: Developmental Bilingual Education 251 Policy for Plurilingualism across Groups: Poly-Directional or Two-Way Bilingual Education (Dual Language) 257 Policies for Plurilingualism within Groups: CLIL and CLIL-Type Bilingual Education 264 Policies for Multiple Languages: Multiple Multilingual Education 266 Conclusion 280 Part IV Bilingual Education Practices 287 12 Bilingualism in the Curriculum 289 Introduction 289 Bilingual Allocation 290 Bilingual Arrangements 291 Bilingual Practices: Translanguaging 304 Models of Bilingual Teaching 308 Conclusion 309 13 Bilingual Education Pedagogy and Practices 312 Introduction 312 Bilingual Education Approaches and Methods 313 Principles and Practices of Bilingual Education Pedagogy 318 Strategies: Scaffolding 329 Conclusion 335 14 Biliteracy Practices and Pedagogy 337 Introduction 337 A Sociocultural Approach 338 The Continua of Biliteracy 340 Models of Biliteracy Use 342 Biliteracy Sequencing 344 Written Language and Texts 346 Instructional Approaches 351 The Biliteracy Workshop 354 Conclusion 364 15 Assessment of Bilinguals 366 by Ofelia García and Hugo Baetens Beardsmore Introduction 366 The Power of Assessment 367 Assessing Bilinguals 369 Democratic Assessment for Bilinguals 378 Conclusion 378 Part V Bilingual Education for the Twenty-first Century 381 Conclusion 383 Appendix: Myths and Realities 390 by Cristina Muir, Yesenia Morales, Lori Falchi, and Ofelia García Notes 395 Bibliography 410 Author Index 459 Subject Index 466

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Book SynopsisAs globalization has increased awareness of the extent of language contact and linguistic diversity, questions concerning bilingualism and multilingualism have taken on an increasing importance from both practical and scholarly points of view. Written by leading experts and practitioners in the field, The Blackwell Guide to Research Methods in Bilingualism and Multilingualism: Highlights the interdisciplinary nature of research on bilingualism and multilingualism and offers a practical guide to the procedures and tools for collecting and analyzing data Specifically addresses methodological issues, discussing research topics, core concepts and approaches, and the methods and techniques available Links theory to method, and to data, and answers a real need for a know-how volume on bilingualism and multilingualism that deals with its methodology in a systematic and coherent way Trade Review“In summary, I can think of no other text that offers such a wide range of practical advise for actually carrying out research. This guide will find a place in courses on bi- and multilingualism, in linguistic field methods and even ethnographic methods courses, as well as on the shelves of university libraries and scholars interested in this subject.” (Journal of Linguistic Anthropology, 19 June 2013) "This book accomplishes something quite unique, in providing a background knowledge and understanding of research methodologies used in studies of bilingualism and multilingualism." (Journal of Sociolinguistics, April 2009) "Provides a comprehensive overview of research methods on bilingualism. The overview of each research method is very brief and clear." (Studies in Second Language Acquisition, 2009)Table of ContentsList of Figures vii List of Tables viii Notes on Contributors ix Acknowledgments xv Preface xvi Part I Researching Bilingualism and Multilingualism 1 1 Research Perspectives on Bilingualism and Multilingualism 3 Li Wei 2 Research as Practice: Linking Theory, Method, and Data 18 Melissa G. Moyer Part II Procedures, Methods, and Tools 33 3 Types and Sources of Bilingual Data 35 Jacomine Nortier 4 Bilingual Speech Data: Criteria for Classification 53 Penelope Gardner-Chloros 5 Selecting Individuals, Groups, and Sites 73 Elizabeth Lanza 6 Study Design: Cross-sectional, Longitudinal, Case, and Group 88 Zhu Hua and Annabelle David 7 Laboratory Designs and Paradigms: Words, Sounds, and Sentences 108 Judith F. Kroll, Chip Gerfen, and Paola E. Dussias 8 Imaging Technologies 132 Jubin Abutalebi and Pasquale Anthony Della Rosa 9 Interviews and Questionnaires 158 Eva Codó 10 Recording Audio and Video 177 Ignasi Clemente 11 Transcription 192 Maria Teresa Turell and Melissa G. Moyer 12 Quantification and Statistics 214 Natasha Tokowicz and Tessa Warren 13 Data Banks and Corpora 232 Ad Backus 14 Doing Ethnography 249 Monica Heller 15 Social Network Analysis 263 Xu Daming, Wang Xiaomei, and Li Wei 16 Conversation and Interactional Analysis 275 Holly R. Cashman 17 Critical Discourse Analysis 296 Adrian Blackledge 18 Narrative Analysis 311 Aneta Pavlenko 19 Media Analysis 326 Tony Purvis Part III Project Ideas, Dissemination, and Resources 343 20 Project Ideas 345 Li Wei and Melissa G. Moyer 21 Disseminating Research: A Guide to Conference Presentation and Journal Publication 354 Melissa G. Moyer and Li Wei 22 Resources for Research on Bilingualism and Multilingualism 361 Li Wei and Melissa G. Moyer References 365 Index 399

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Book SynopsisA lifespan approach highlights the importance of considering an individual's age in studying how bilingualism affects language acquisition and cognitive development.Trade ReviewThe time has come for language researchers to abandon the monolingual model in favor of more inclusive theories of language development and processing that are inclusive of the bilingual experience. Clearly, Bilingualism Across the Lifespan is an essential read for all psycholinguists and developmental psychologists. * PsycCRITIQUES *Table of ContentsContributorsIntroduction Simona Montanari and Elena NicoladisShifting Perspectives on Bilingualism Fred Genesee I. Early Bilingualism Early Bilingualism: From Differentiation to the Impact of Family Language Practices Suzanne Quay and Simona Montanari Speech Perception in Simultaneously Bilingual Infants Christopher T. Fennell, Angeline Sin-Mei Tsui, and Tamara M. Hudon Early Lexical Development in Bilingual Infants and Toddlers Barbara T. Conboy and Simona Montanari Code-Switching in Childhood W. Quin Yow, Ferninda Patrycia, and Suzanne Flynn II. Factors Affecting Bilingualism Across the Lifespan Quantity and Quality of Language Input in Bilingual Language Development Sharon Unsworth Factors Moderating Proficiency in Bilingual Speakers Virginia C. Mueller Gathercole Age of Onset of Bilingualism Effects and Availability of Input in First Language Attrition Silvina Montrul Age of Second-Language Acquisition: Critical Periods and Social Concerns David Birdsong and Jan Vanhove Code-Switching in Adulthood Jeff MacSwan III. Academic Achievement and Literacy in Bilinguals Bilingualism and Academic Achievement in Children in Dual Language Programs Kathryn Lindholm-Leary Literacy in Adulthood: Reading in Two Languages Judith F. Kroll, Jason Gullifer, and Megan Zirnstein IV. Cognitive Effects of Bilingualism Cognitive Effects of Bilingualism in Infancy Ágnes Melinda Kovács Bilingual Speakers' Cognitive Development in Childhood Elena Nicoladis Cognitive and Emotional Effects of Bilingualism in Adulthood Max R. Freeman, Anthony Shook, and Viorica Marian The Contribution of Bilingualism to Cognitive Reserve in Healthy Aging and Dementia Hilary D. Duncan and Natalie A. Phillips V. ConclusionConcluding Remarks and Future Directions Simona Montanari and Elena Nicoladis IndexAbout the Editors

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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 5 François 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 29 François 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 50 François 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 73 Annette 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 100 Rosa 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 119 Virginia 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 145 Ping 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 171 Annette 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 192 Ellen 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 214 Ping 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 Synopsis**Honored as a 2013 Choice Outstanding Academic Title**Comprising state-of-the-art research, this substantially expanded and revised Handbook discusses the latest global and interdisciplinary issues across bilingualism and multilingualism. Includes the addition of ten new authors to the contributor team, and coverage of seven new topics ranging from global media to heritage language learning Provides extensively revised coverage of bilingual and multilingual communities, polyglot aphasia, creolization, indigenization, linguistic ecology and endangered languages, multilingualism, and forensic linguistics Brings together a global team of internationally-renowned researchers from different disciplines Covers a wide variety of topics, ranging from neuro- and psycho-linguistic research to studies of media and psychological counseling Assesses the latest issues in worldwide linguistics, including the phenomena and the concTrade Review“The most profound and authoritative reference source in the field. Nowhere else can one find to the same degree such a comprehensive and thought provoking presentation of all the major concepts and approaches pertaining to the field. . . The volume is an absolute must-read for any student and researcher in the field of bi-/multilingualism and the adjacent spheres of language contact, language and globalization, second language acquisition, cross-cultural communication, world Englishes, and others.” (World Englishes, 10 February 2014) "A multitude of approaches that complement one another by offering the reader new perspectives on a field that is multidisciplinary in nature." (The Linguist List, 7 February 2014) “All in all, this is an excellent volume that can be used as an introduction to a larger portion of the field of language contact than one might find in a single volume elsewhere, and which may be used as a main text for upper-level undergraduate courses as well as for graduate courses on language contact.” (Journal of Sociolinguistics, 6 September 2013) “Summing Up: Highly recommended. Upper-division undergraduates through faculty.” (Choice, 1 August 2013) Table of ContentsAcknowledgments xi Contributors xii Introduction xxi Tej K. Bhatia and William C. Ritchie Part I Overview and Foundations 1 Introduction 3 Tej K. Bhatia 1 Bilingualism and Multilingualism: Some Central Concepts 5 John Edwards 2 Conceptual and Methodological Issues in Bilingualism and Multilingualism Research 26 Li Wei Part II Neurological and Psychological Aspects of Bilingualism and Multilingualism 53 Introduction 55 William C. Ritchie The Neurology of Bilingualism and Multilingualism 59 3 Bilingual Aphasia: Theoretical and Clinical Considerations 61 Elizabeth Ijalba, Loraine K. Obler, and Shyamala Chengappa Approaches to Bilingualism, Multilingualism, and Second-Language Acquisition 85 4 The Bilingual Child 87 Ludovica Serratrice 5 Bilingualism/Multilingualism and Second-Language Acquisition 109 Yuko Goto Butler 6 Multilingualism: New Perspectives on Syntactic Development 137 Éva Berkes and Suzanne Flynn 7 Bilingualism and the Heritage Language Speaker 168 Silvina Montrul Bilingual and Multilingual Language Use: Knowledge, Comprehension, and Production 191 8 Two Linguistic Systems in Contact: Grammar, Phonology, and Lexicon 193 Pieter Muysken 9 The Comprehension of Words and Sentences in Two Languages 216 Judith F. Kroll and Paola E. Dussias 10 An Appraisal of the Bilingual Language Production System: Quantitatively or Qualitatively Different from Monolinguals? 244 Elin Runnqvist, Ian FitzPatrick, Kristof Strijkers, and Albert Costa Bilingualism and Multilingualism: Memory, Cognition, and Emotion 267 11 Bilingual Memory 269 Roberto R. Heredia and Jeffrey M. Brown 12 Bilingualism and Emotion: Implications for Mental Health 292 Ines Martinovic and Jeanette Altarriba The Bilingual’s and Multilingual’s Repertoire: Code-Mixing, Code-Switching, and Communication Accommodation 321 13 Code-Switching and Grammatical Theory 323 Jeff MacSwan 14 Sign Language–Spoken Language Bilingualism and the Derivation of Bimodally Mixed Sentences 351 Gerald P. Berent 15 Social and Psychological Factors in Language Mixing 375 William C. Ritchie and Tej K. Bhatia 16 Accommodating Multilinguality 391 Itesh Sachdev, Howard Giles, and Anne Pauwels 17 Bilingualism and Gesture 417 Marianne Gullberg Part III Societal Bilingualism/Multilingualism and its Effects 439 Introduction 441 Tej K. Bhatia Language Contact, Maintenance, and Endangerment 443 18 The Bilingual and Multilingual Community 445 Suzanne Romaine 19 Language Maintenance, Language Shift, and Reversing Language Shift 466 Joshua A. Fishman 20 Linguistic Imperialism and Endangered Languages 495 Robert Phillipson and Tove Skutnabb-Kangas 21 Multilingualism, Indigenization, and Creolization 517 Jeff Siegel 22 Multilingualism and Family Welfare 542 Xiao-Lei Wang Bilingualism and Multilingualism: The Media, Education, Literacy, and the Law 563 23 Bilingualism and Multilingualism in the Global Media and Advertising 565 Tej K. Bhatia and William C. Ritchie 24 Bilingual Education 598 Wayne E. Wright 25 The Impact of Bilingualism on Language and Literacy Development 624 Ellen Bialystok 26 Bilingualism and Writing Systems 649 Benedetta Bassetti 27 Multilingualism and Forensic Linguistics 671 Tej K. Bhatia and William C. Ritchie Part IV Global Perspectives and Challenges: Case Studies 701 Introduction 703 William C. Ritchie 28 Bilingualism and Multilingualism in North America 707 William F. Mackey 29 Bilingualism in Latin America 725 Anna María Escobar 30 Bilingualism in Europe 745 Andrée Tabouret-Keller 31 Turkish as an Immigrant Language in Europe 770 Ad Backus 32 Multilingualism in Southern Africa 791 Nkonko M. Kamwangamalu 33 Multilingualism in Greater China and the Chinese Language Diaspora 813 Sherman Lee and David C. S. Li 34 Bilingualism and Multilingualism in South Asia 843 Tej K. Bhatia and William C. Ritchie 35 Multilingualism and Language Renewal in Ex-Soviet Central Asia 871 Birgit N. Schlyter 36 Bilingualism/Multilingualism in the Middle East and North Africa: A Focus on Cross-National and Diglossic Bilingualism/Multilingualism 899 Judith Rosenhouse Index 920

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Book SynopsisEngage your Latino users with proven, effective bilingual early childhood programming - even if you're not a Spanish speaker! Dr. Betsy Diamant-Cohen, award-winning creator of the widely-successful Mother Goose on the Loose[registered] (MGOL) early literacy program, has done it again! Using a combination of translated MGOL songs and traditional Spanish songs from around the world, this lively program helps children develop school readiness skills and presents child development tips to the adults in their lives. Diamant-Cohen, a much in-demand speaker at workshops throughout the United States and Canada, provides a complete, ready-to-use script for MGOL en Espanol in English and Spanish that is packed with rhymes, songs, large-motor activities, animal adventures, lullabies, and musical instrument exploration which provides all you need to joyfully engage bilingual learners in this exceptional program. Librarians will benefit from the book's wealth of lyrics, rhymes, activities, developmental tips, program aids, set-up instructions, worksheets, and bibliographies in both English and Spanish. Valuable advice for transforming the library into a welcoming environment for non-English speaking users, an explanation of the '80 per cent repetition formula', and practical suggestions for finding Spanish-speaking cultural partners to help plan and present these programs make program construction easy. There is a companion CD-ROM that includes a complete MGOL script along with reproducible forms and flannel board templates simplifies planning even more. This easy-to-follow, highly practical guide is essential for any librarian serving Spanish-speaking children.

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Book SynopsisWinner of the Association of Latina and Latino Anthropologists Book Award 1999 Winner of the British Association of Applied Linguistics Book Prize 1998 This book provides an inside view of the social construction of bilingualism in one of the largest and most disadvantaged Spanish-speaking groups in the United States.Trade Review"Growing up Bilingual is a profoundly compelling account of what it means to come of age in an economically impoverished but linguistically rich cultural environment.Without romanticising an often grim situation, Zentella tells a story that has long needed to be told. It should be read by every teacher and social worker who deals with Puerto Rican children. It should also occupy a prominent spot on the bookshelf of anyone seriously interested in language policy, ethnolinguistics, applied linguistics, bilingual education, ethnic identity or Hispanic studies."—Alicia Pousada, University of Puerto Rico "Along with her splendid sense of the need to portray memory and history, she brings wit, grace, and intelligence to her intimate and detailed portrayals of the life and language of Puerto Rican children and their families in New York."—Shirley Brice Heath, Stanford University "Zentella's book achieves its goal of describing the social and linguistic realities of New York Perto Ricans...those who advocate for an English-only society and the elimination of bilingual education, as well as their foes, should read this work and consider the significance of language for those who are subject to domination by a different culture."—Yolanda Rivera-Castillo, University of Alabama-TuscaloosaTable of Contents1. Hablamos Los Dos. We Speak Both: Studying Bilingualism in the Community Context. 2. The Community: El Bloque. 3. The Bilingual/Multidialectal Repertoire of El Bloque. 4. Bilingualism En Casa. 5. The Hows and Whys of "Spanglish". 6. The Grammar of "Spanglish". 7. Life and Language in Young Adulthood. 8. Isabel: A Special Case. 9. Spanish Competence. 10. Raising the Next Generation of New York Puerto Ricans. 11. Maria: Learning to Defenderse. 12. Expanding Repertoires: Linking Language, Education, and the New Diversity. References. Tables. Figures.

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Book SynopsisAs the population of young dual language learners continues to rise, how can early childhood professionals choose culturally and linguistically appropriate assessments for Spanish–English bilingual pre-schoolers? They’ll get expert guidance in this one-of-a-kind resource, a comprehensive roundup and analysis of 37 developmental assessments available in English and Spanish. The only guide that examines specific early childhood bilingual measures, this book gives professionals detailed reviews culled from the highly respected authors’ extensive research and comparative analyses. For each measure, program administrators, curriculum developers, SLPs, and other professionals will • get an at-a-glance snapshot of key characteristics, including age range, cost, domains measured, and time requirements • evaluate major strengths and weaknesses • easily compare the English and Spanish versions across cultural, linguistic, and psychometric properties • learn the basics of administration and scoring • investigate technical data, including standardisation, norming, validity, and reliability • see if the tool includes adaptations and accommodations for children with disabilities • review the results of relevant studies that used the measure To help professionals conduct the most effective assessments, the book also includes research-based strategies and solid background information. Readers will get a helpful overview of bilingual language development, general guidelines on selecting measures for young dual language learners, and tips on administering assessments with awareness of and respect for cultural and linguistic influences. An essential resource to support informed decision-making, this invaluable guide will help professionals choose culturally and linguistically appropriate early childhood assessments that accurately capture the abilities of young dual language learners.

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