Bilingualism and multilingualism Books

Book SynopsisLiteracy practices have changed over the past several years to incorporate modes of representation much broader than language alone, in which the textual is also related to the visual, the audio, the spatial, etc. This book focuses on research and instructional practices necessary for integrating an expanded view of literacy in the classroom that offers multiple points of entry for all students. Projects highlighted in this book incorporate multiple modes of communication (e.g., visual, aural, textual) through various digital and print-based written formats. In addition, this book particularly focuses on the possibilities that this expanded view of literacy holds for emergent to advanced bilingual students and specific scaffolds necessary for supporting them. Our focus is specifically multilingual students as classrooms across the United States and other English-speaking countries around the world become more and more diverse. The book considers educators as active participants in social change and contributors to our overall goal of social justice for all. This book grew out of work conducted by doctoral students and former doctoral students, now faculty at various universities, from the Language and Literacy Learning in Multilingual Settings (LLLMS) specialization in the Department of Teaching and Learning at the School of Education and Human Development at the University of Miami, Florida. The most outstanding feature of this work is the breadth of examples for integrating literacy in the classroom, as well as the specific instructional strategies provided for supporting multilingual students. This volume is unique in tackling both literacy and specific scaffolding for multilingual students. Additionally, the chapters here collectively aim to go beyond describing research to also provide a variety of classroom connections for practitioners and implications for teacher education.Table of Contents Preface Teaching Multimodal Practices to Multilingual Elementary Students through Picture Books Exploring Multimodal Representations of Words in a Fourth-Grade English Language Arts Teacher Guide to Support Emergent Bilinguals’ Vocabulary Instruction Using Multimodal Practices to Support Students’ Access to Academic Language and Content in Spanishand English The Power of Working Together: Research on Collaborative Writing and Implications for Practice Translanguaging Writing Practices and Implications for Multilingual Students Scaffolding Multimodal Composing in the Multilingual Classroom Writing for Social Justice: A Promising Practice for Culturally and Linguistically Diverse Adolescents Contributor Biographies.

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Book SynopsisLiteracy practices have changed over the past several years to incorporate modes of representation much broader than language alone, in which the textual is also related to the visual, the audio, the spatial, etc. This book focuses on research and instructional practices necessary for integrating an expanded view of literacy in the classroom that offers multiple points of entry for all students. Projects highlighted in this book incorporate multiple modes of communication (e.g., visual, aural, textual) through various digital and print-based written formats. In addition, this book particularly focuses on the possibilities that this expanded view of literacy holds for emergent to advanced bilingual students and specific scaffolds necessary for supporting them. Our focus is specifically multilingual students as classrooms across the United States and other English-speaking countries around the world become more and more diverse. The book considers educators as active participants in social change and contributors to our overall goal of social justice for all. This book grew out of work conducted by doctoral students and former doctoral students, now faculty at various universities, from the Language and Literacy Learning in Multilingual Settings (LLLMS) specialization in the Department of Teaching and Learning at the School of Education and Human Development at the University of Miami, Florida. The most outstanding feature of this work is the breadth of examples for integrating literacy in the classroom, as well as the specific instructional strategies provided for supporting multilingual students. This volume is unique in tackling both literacy and specific scaffolding for multilingual students. Additionally, the chapters here collectively aim to go beyond describing research to also provide a variety of classroom connections for practitioners and implications for teacher education.Table of Contents Preface Teaching Multimodal Practices to Multilingual Elementary Students through Picture Books Exploring Multimodal Representations of Words in a Fourth-Grade English Language Arts Teacher Guide to Support Emergent Bilinguals’ Vocabulary Instruction Using Multimodal Practices to Support Students’ Access to Academic Language and Content in Spanishand English The Power of Working Together: Research on Collaborative Writing and Implications for Practice Translanguaging Writing Practices and Implications for Multilingual Students Scaffolding Multimodal Composing in the Multilingual Classroom Writing for Social Justice: A Promising Practice for Culturally and Linguistically Diverse Adolescents Contributor Biographies.

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Book SynopsisThe recent decision to end the Deferred Action for Childhood Arrivals (DACA) has had a major impact on many who have been geographically uprooted to places they have never lived or known. Established in 2012, DACA allows eligible immigrant youth (Dreamers) to apply for protection for deportation and work permits in two-year increments. On September 5, 2017 the Trump administration announced that it would tersely end the program. While several organizations have taken charge by advocating and representing Dreamers, there are still many students in school districts who have not been represented or advocated for because of their limited language skills. On January 22, 2019, the U.S. Supreme Court declined, for now, to take up the Trump administration's request to review the lawsuit challenging the administration's decision to end Deferred Action for Childhood Arrivals. These students, although here legally, have not been able to been able to attain these skills simply because our schools do not have the adequate resources and personnel to attend to them (Cherng et al., 2017).This book exposes the experiences of 15 Educational Leadership candidates focused on improving their bilingual/ multilingual school communities via conceptual ideas and policies learned as students and synthesizing these ideas into practice as future administrators. As such, the chapters presented in this project will be focused on the development of innovative methods to meet the needs of these communities. Guided by social justice leadership, this project exposes the empirical practices of these teacher leaders in their respective New York City communities. Immigration can be an on-going challenge for educational leaders, counselors, school personnel, community members, and those who are engaged in meeting the needs of this population. Teachers and leaders in new immigrant destinations — places that are seeing rapidly increasing numbers of immigrants — often find themselves dealing with a host of unexpected issues: immigrant students’ unique socio-emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more (Tamer, 2014). Still, there is a high need of research providing leadership guidance addressing immigration policies and resources inside and outside schools.

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Book SynopsisThe recent decision to end the Deferred Action for Childhood Arrivals (DACA) has had a major impact on many who have been geographically uprooted to places they have never lived or known. Established in 2012, DACA allows eligible immigrant youth (Dreamers) to apply for protection for deportation and work permits in two-year increments. On September 5, 2017 the Trump administration announced that it would tersely end the program. While several organizations have taken charge by advocating and representing Dreamers, there are still many students in school districts who have not been represented or advocated for because of their limited language skills. On January 22, 2019, the U.S. Supreme Court declined, for now, to take up the Trump administration's request to review the lawsuit challenging the administration's decision to end Deferred Action for Childhood Arrivals. These students, although here legally, have not been able to been able to attain these skills simply because our schools do not have the adequate resources and personnel to attend to them (Cherng et al., 2017).This book exposes the experiences of 15 Educational Leadership candidates focused on improving their bilingual/ multilingual school communities via conceptual ideas and policies learned as students and synthesizing these ideas into practice as future administrators. As such, the chapters presented in this project will be focused on the development of innovative methods to meet the needs of these communities. Guided by social justice leadership, this project exposes the empirical practices of these teacher leaders in their respective New York City communities. Immigration can be an on-going challenge for educational leaders, counselors, school personnel, community members, and those who are engaged in meeting the needs of this population. Teachers and leaders in new immigrant destinations — places that are seeing rapidly increasing numbers of immigrants — often find themselves dealing with a host of unexpected issues: immigrant students’ unique socio-emotional needs, community conflict, a wider range of skills in English, lack of a common language for communication with parents, and more (Tamer, 2014). Still, there is a high need of research providing leadership guidance addressing immigration policies and resources inside and outside schools.

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Book SynopsisThis book presents different practices and strategies for the English as an additional language classroom as well as units that could be adapted to various grade levels, English language proficiency levels, and linguistic and cultural backgrounds. The research, lessons, and concepts included in the book present innovative ideas in EAL education.The chapters are the result of a professional learning program for 30 English as a Foreign Language (EFL) teachers from Brazil, held at the University of Miami's School of Education and Human Development in the Spring semester of 2018. The program, entitled "Six-Week English Language Certificate Program for High School English Teachers from Brazil (PDPI)," contained several components related to language development and methodology, including orality, reading, writing, linguistic and grammatical knowledge, and interculturality. The program was guided by the principle of multiliteracies, with a focus on English language development through new possibilities to participate in meaning making that incorporates verbal, visual, body language, gestures, and audiovisual resources.

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Book SynopsisThis book presents different practices and strategies for the English as an additional language classroom as well as units that could be adapted to various grade levels, English language proficiency levels, and linguistic and cultural backgrounds. The research, lessons, and concepts included in the book present innovative ideas in EAL education.The chapters are the result of a professional learning program for 30 English as a Foreign Language (EFL) teachers from Brazil, held at the University of Miami's School of Education and Human Development in the Spring semester of 2018. The program, entitled "Six-Week English Language Certificate Program for High School English Teachers from Brazil (PDPI)," contained several components related to language development and methodology, including orality, reading, writing, linguistic and grammatical knowledge, and interculturality. The program was guided by the principle of multiliteracies, with a focus on English language development through new possibilities to participate in meaning making that incorporates verbal, visual, body language, gestures, and audiovisual resources.

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Book SynopsisThis book, authored by K-4 elementary educators, working at a publicly funded non-profit charter school, illustrates the power of culturally responsive teaching and learning as it becomes embedded in the New York State Education Curriculum. Educators, families, and community members contributed to this unique program with the goal of enhancing learning environments by applying the languages and cultures of their students in their classrooms.Strong, carefully attentive, school leadership encouraged culturally responsive teaching and learning with the belief that children in this urban, economically stressed area could demonstrate significant academic and social/emotional gains.Readers of this book will witness culturally responsive lessons, family interviews, and whole school events that honor languages and cultures represented in the school. Sample classrooms' culturally responsive lessons tied to the curriculum, are presented. Additionally, qualitative and quantitative student academic and affective gains are analyzed. Moreover, this book clearly demonstrates the talents, vision, and compassionate care given to children and their families by exceptional educators.A CRTL Montage was created for this book. It includes classrooms, children, teachers, family, and community members. Teachers collected CRTL experiences and presented them to Producer, Dean Meghan Miller and Director, Designer, Dean Pamela Smith. They also received support for the montage from Instructor Allen Lauricella, and Graduate Assistant Elizabeth Kenny, Syracuse University, Newhouse School.

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Book SynopsisThis book, authored by K-4 elementary educators, working at a publicly funded non-profit charter school, illustrates the power of culturally responsive teaching and learning as it becomes embedded in the New York State Education Curriculum. Educators, families, and community members contributed to this unique program with the goal of enhancing learning environments by applying the languages and cultures of their students in their classrooms.Strong, carefully attentive, school leadership encouraged culturally responsive teaching and learning with the belief that children in this urban, economically stressed area could demonstrate significant academic and social/emotional gains.Readers of this book will witness culturally responsive lessons, family interviews, and whole school events that honor languages and cultures represented in the school. Sample classrooms' culturally responsive lessons tied to the curriculum, are presented. Additionally, qualitative and quantitative student academic and affective gains are analyzed. Moreover, this book clearly demonstrates the talents, vision, and compassionate care given to children and their families by exceptional educators.A CRTL Montage was created for this book. It includes classrooms, children, teachers, family, and community members. Teachers collected CRTL experiences and presented them to Producer, Dean Meghan Miller and Director, Designer, Dean Pamela Smith. They also received support for the montage from Instructor Allen Lauricella, and Graduate Assistant Elizabeth Kenny, Syracuse University, Newhouse School.

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Book SynopsisThe perspective espoused by this volume is that collaboration among universities, schools, and communities is a crucial element in ensuring the provision of optimal learning environment for both im/migrant children and their parents. Chapter authors share their practice and theorizing regarding the many questions that arise when schools and universities collaborate with communities and build supportive structures to nurture literacy among im/migrant students. Enlightened teaching and culturally aware approaches from teachers engender support and cooperation from parents. Enlightened leadership is a constant thread through all the endeavors that are chronicled by contributors, as are the implications for socially just outcomes of successful implementation of inclusive pedagogies.Writing about the Children Crossing Borders study which began in 2003, Tobin (2019) asserted that "the social and political upheavals surrounding migration has (sic) put increasing pressure on the ECEC [early childhood education and care] sector to build bridges between the host and newly arrived communities" (p. 2). Tobin recalled that the original grant proposal for the Children Crossing Borders described young migrant children as "the true transnationals, shuttling back and forth daily between the cultures of their home and the ECEC [programs]" (p. 1)—programs staffed by well-intentioned individuals who nevertheless may "lack awareness of im/migrant parents' preferences for what will happen in their children's ECEC program" (p. 2). To extrapolate from Tobin's summary of the findings of Children Crossing Borders, for both the true transnationals (the children) and their parents, "the first and most profound engagement they have with the culture and language of their new host country" (p. 1) may well be mediated by a teacher who is unaware of the intricacies of the community.

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Book SynopsisThe perspective espoused by this volume is that collaboration among universities, schools, and communities is a crucial element in ensuring the provision of optimal learning environment for both im/migrant children and their parents. Chapter authors share their practice and theorizing regarding the many questions that arise when schools and universities collaborate with communities and build supportive structures to nurture literacy among im/migrant students. Enlightened teaching and culturally aware approaches from teachers engender support and cooperation from parents. Enlightened leadership is a constant thread through all the endeavors that are chronicled by contributors, as are the implications for socially just outcomes of successful implementation of inclusive pedagogies.Writing about the Children Crossing Borders study which began in 2003, Tobin (2019) asserted that "the social and political upheavals surrounding migration has (sic) put increasing pressure on the ECEC [early childhood education and care] sector to build bridges between the host and newly arrived communities" (p. 2). Tobin recalled that the original grant proposal for the Children Crossing Borders described young migrant children as "the true transnationals, shuttling back and forth daily between the cultures of their home and the ECEC [programs]" (p. 1)—programs staffed by well-intentioned individuals who nevertheless may "lack awareness of im/migrant parents' preferences for what will happen in their children's ECEC program" (p. 2). To extrapolate from Tobin's summary of the findings of Children Crossing Borders, for both the true transnationals (the children) and their parents, "the first and most profound engagement they have with the culture and language of their new host country" (p. 1) may well be mediated by a teacher who is unaware of the intricacies of the community.

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Book SynopsisThis book is a synthesis of important topics in studying multilingualism: dynamic multilingualism, translanguaging, language policy, bilingual education, and bilingualism and cognition. The author as an immigrant herself integrated personal and dramatic experiences around most of the topics to show how they influence the lives of immigrants around the globe. The author's aim is to reach the readers in a personal way. The issue of translanguaging and social justice is crucial for the book. The studies on bilingualism and cognition give amazing results on how bilingual children profit from increased metalinguistic awareness, abstract thinking, creativity, working memory, attention control, to name just a few. Bilingualism is shown to be a real gift for human understanding. The original feature of this book is the integration of excerpts of the interviews the author conducted with the experts in the field of bilingualism: Ellen Bialystok, Jim Cummins, Ofelia Garcí a, Christine He lot, Nancy Hornberger, and Catherine Snow. For each topic their opinions are combined with future directions in the research on bilingualism that can certainly inspire other researchers in the field. Finally, this book is called Drama of Multilingualism: Literature Review and Liberation, and it is exactly that, informing and affecting those who want to embark on this dramatic journey of exploring multilingualism.Table of Contents Acknowledgements Series Editor's Preface: Languages in Life: An Autoethnography in Education, Jaan Valsiner Introduction PART I: DRAMA CHAPTER 1: Story PARTII: MULTILINGUALISM CHAPTER 2:Definitions CHAPTER 3:Dynamic Multilingualism CHAPTER 4: Language Policy CHAPTER 5: Bilingual and Multilingual Education CHAPTER 6: Bilingualism and Cognition CHAPTER 7: Conclusion References Author Biography

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Book SynopsisThis book is a synthesis of important topics in studying multilingualism: dynamic multilingualism, translanguaging, language policy, bilingual education, and bilingualism and cognition. The author as an immigrant herself integrated personal and dramatic experiences around most of the topics to show how they influence the lives of immigrants around the globe. The author's aim is to reach the readers in a personal way. The issue of translanguaging and social justice is crucial for the book. The studies on bilingualism and cognition give amazing results on how bilingual children profit from increased metalinguistic awareness, abstract thinking, creativity, working memory, attention control, to name just a few. Bilingualism is shown to be a real gift for human understanding. The original feature of this book is the integration of excerpts of the interviews the author conducted with the experts in the field of bilingualism: Ellen Bialystok, Jim Cummins, Ofelia Garcí a, Christine He lot, Nancy Hornberger, and Catherine Snow. For each topic their opinions are combined with future directions in the research on bilingualism that can certainly inspire other researchers in the field. Finally, this book is called Drama of Multilingualism: Literature Review and Liberation, and it is exactly that, informing and affecting those who want to embark on this dramatic journey of exploring multilingualism.Table of Contents Acknowledgements Series Editor's Preface: Languages in Life: An Autoethnography in Education, Jaan Valsiner Introduction PART I: DRAMA CHAPTER 1: Story PARTII: MULTILINGUALISM CHAPTER 2:Definitions CHAPTER 3:Dynamic Multilingualism CHAPTER 4: Language Policy CHAPTER 5: Bilingual and Multilingual Education CHAPTER 6: Bilingualism and Cognition CHAPTER 7: Conclusion References Author Biography

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Book SynopsisUnequivocally, advocacy for bilingual learners has been at the forefront of educators' work and has also led to critical theoretical advancements and policies. Nevertheless, the bilingual education field has been challenged by "unsystematic curricular innovations and few important pedagogical advances" (Garcí a, in Adelman Reyes & Kleyn, 2010, p. viii). As a result, research on curricular and pedagogical innovations in bilingual teacher education and its impact on bilingual curriculum and instruction is still nascent. This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts. In particular, the volume provides a much-needed overview of innovative bilingual teacher preparation practices designed and implemented to develop bilingual teacher professionals equipped to effect curricular and pedagogical changes in bilingual settings. As such, two main questions guiding the orchestration of the volume are: (a) What innovative curricular and pedagogical designs characterize the field of bilingual teacher education in 21st century? and (b) How do or could these innovative curricular and pedagogical approaches for educating future bilingual teachers influence teacher practices in bilingual contexts for advancing curriculum, pedagogy and the achievement of bilingual learners? Following the knowledge construction process characterizing how new curricular and pedagogical developments are established in the field of bilingual teacher education, a distinctive feature of the volume pertains to how its twelve chapters are organized along efforts to develop, implement, and/or research innovative bilingual teacher preparation practices from a range of theoretical, analytical, and research traditionsTable of ContentsForeword, Carmen M. Martínez-Roldán. Acknowledgments. Introduction. Pushing the Boundaries of Curricular and Pedagogical Innovations in Bilingual Teacher Education: Toward Renewed Movement Building, Cristian R. Aquino-Sterling, Belinda Bustos Flores, and Mileidis Gort. PART I: CONCEPTUALIZING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Conceptualizing and Realizing Bilingual Education for Social Transformation, María del Rosario Zavala and Josephine Arce. Nuevos desafío s: la importancia de ideologí as heteroglo sicas y crí ticas en la capacitacio n docente bilingu e, Katherine Barko-Alva y Christian E. Zu?n?iga. Reconceptualizing Bilingual/Dual-Language Teacher Education to Promote Disciplinary Biliteracies in STEM, Marialuisa Di Stefano, Idalis Villanueva Alarcón, and Alberto Esquinca. Cultivating Bilingual Education in Massachusetts: From Survival to Restoration, Jasmine Alvarado and Patrick Proctor. PART II: IMPLEMENTING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Bilingual Coteaching in the Art Museum: A Linguistic and Culturally Authentic Field Instruction Experience for Bilingual Teacher Education Candidates, Haydee? Marie Rodríguez, Lucía Cárdenas Curiel, and Andrea Saenz. Learning to Listen to Multilingual Kids: Merging Theory and Practice in Preservice Bilingual Teacher Education, Janelle Franco, Andre?a C. Minkoff, Marjorie Faulstich Orellana. El desarrollo de competencias en espan?ol pedago gico: hacia una visio n multidimensional del quehacer lingu í stico del docente en educacio n bilingu e, Cristian R. Aquino-Sterling. PART III: RESEARCHING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Teaching and Learning Multiliteracies: Case Study of Bilingual Teacher Candidates in a Clinically-Rich Literacy Methods Course, Anissa Wicktor Lynch and Elizabeth A. Morphis. Reconsidering Teaching and Learning in the Bilingual Mathematics Classroom, Gladys H. Krause and Luz A. Maldonado Rodríguez. Developing a Funds of Knowledge Inventory to Enhance Instruction in Bilingual Settings, Eric J. Johnson. Afterword, Patricia Sánchez. Contributors. Index

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Book SynopsisUnequivocally, advocacy for bilingual learners has been at the forefront of educators' work and has also led to critical theoretical advancements and policies. Nevertheless, the bilingual education field has been challenged by "unsystematic curricular innovations and few important pedagogical advances" (Garcí a, in Adelman Reyes & Kleyn, 2010, p. viii). As a result, research on curricular and pedagogical innovations in bilingual teacher education and its impact on bilingual curriculum and instruction is still nascent. This edited volume extends our field of studies by highlighting novel 21st century curricular designs and pedagogical practices in the preparation of future bilingual teachers and their relevance for advancing curriculum, instruction, and educational achievement across bilingual school contexts. In particular, the volume provides a much-needed overview of innovative bilingual teacher preparation practices designed and implemented to develop bilingual teacher professionals equipped to effect curricular and pedagogical changes in bilingual settings. As such, two main questions guiding the orchestration of the volume are: (a) What innovative curricular and pedagogical designs characterize the field of bilingual teacher education in 21st century? and (b) How do or could these innovative curricular and pedagogical approaches for educating future bilingual teachers influence teacher practices in bilingual contexts for advancing curriculum, pedagogy and the achievement of bilingual learners? Following the knowledge construction process characterizing how new curricular and pedagogical developments are established in the field of bilingual teacher education, a distinctive feature of the volume pertains to how its twelve chapters are organized along efforts to develop, implement, and/or research innovative bilingual teacher preparation practices from a range of theoretical, analytical, and research traditions.Table of ContentsForeword, Carmen M. Martínez-Roldán. Acknowledgments. Introduction. Pushing the Boundaries of Curricular and Pedagogical Innovations in Bilingual Teacher Education: Toward Renewed Movement Building, Cristian R. Aquino-Sterling, Belinda Bustos Flores, and Mileidis Gort. PART I: CONCEPTUALIZING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Conceptualizing and Realizing Bilingual Education for Social Transformation, María del Rosario Zavala and Josephine Arce. Nuevos desafío s: la importancia de ideologí as heteroglo sicas y crí ticas en la capacitacio n docente bilingu e, Katherine Barko-Alva y Christian E. Zu?n?iga. Reconceptualizing Bilingual/Dual-Language Teacher Education to Promote Disciplinary Biliteracies in STEM, Marialuisa Di Stefano, Idalis Villanueva Alarcón, and Alberto Esquinca. Cultivating Bilingual Education in Massachusetts: From Survival to Restoration, Jasmine Alvarado and Patrick Proctor. PART II: IMPLEMENTING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Bilingual Coteaching in the Art Museum: A Linguistic and Culturally Authentic Field Instruction Experience for Bilingual Teacher Education Candidates, Haydee? Marie Rodríguez, Lucía Cárdenas Curiel, and Andrea Saenz. Learning to Listen to Multilingual Kids: Merging Theory and Practice in Preservice Bilingual Teacher Education, Janelle Franco, Andre?a C. Minkoff, Marjorie Faulstich Orellana. El desarrollo de competencias en espan?ol pedago gico: hacia una visio n multidimensional del quehacer lingu í stico del docente en educacio n bilingu e, Cristian R. Aquino-Sterling. PART III: RESEARCHING CURRICULAR AND PEDAGOGICAL INNOVATIONS IN BILINGUAL TEACHER EDUCATION. Teaching and Learning Multiliteracies: Case Study of Bilingual Teacher Candidates in a Clinically-Rich Literacy Methods Course, Anissa Wicktor Lynch and Elizabeth A. Morphis. Reconsidering Teaching and Learning in the Bilingual Mathematics Classroom, Gladys H. Krause and Luz A. Maldonado Rodríguez. Developing a Funds of Knowledge Inventory to Enhance Instruction in Bilingual Settings, Eric J. Johnson. Afterword, Patricia Sánchez. Contributors. Index

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Book SynopsisPrepare SLPs and educators to support this growing population with the third edition of this bestselling textbook, developed by three influential experts on bilingual language development and aligned with Head Start guidelines on cultural and linguistic responsiveness.Updated with the latest research and recommended practices, this book gives a broad audience of future professionals the clear and comprehensive information they need to promote positive outcomes for young dual language learners and make informed decisions about assessment and intervention when a disorder is present. Readers will get up-to-date guidance on a wide range of key topics, including recognizing the typical stages of second language learning, supporting development in both languages, distinguishing a language delay from a disorder, planning culturally appropriate interventions, addressing reading disorders in bilingual children, and more. New and enhanced student-friendly features make this edition even more engaging and practical, and a robust new package of online support materials will help faculty members use the book effectively in their courses.With the foundational knowledge in this state-of-the-art textbook—also a valuable resource for in-practice SLPs and educators—professionals will be ready to help young dual language learners thrive, both at home and in the classroom.WHAT’S NEW:- New chapter on supporting heritage language development in children with immigration backgrounds- Important updates throughout the book on best practices and recent research findings from the field- Updated student-friendly features, including learning outcomes at the start of each chapter, tables and figures that illustrate key concepts and research, and Voices from the Field text boxes- Two downloadable parent questionnaires to help SLPs gather critical information when working with culturally and linguistically diverse children- New online companion materials: discussion questions and class activities for each chapter, plus a final integrative course projectTrade ReviewAdds a significant layer of depth to our understanding of dual language development and disorders in children as well as how to provide successful interventions for those at risk of language, communication, and reading disorders. Offering a comprehensive, compelling, and accessible discussion of the issues, this volume is essential reading." - Diane Tedick, University of Minnesota"Amazingly comprehensive and accessible . . .This new edition brings the handbook up-to-date and secures its status as an essential reference for many more years to come." - Li Wei, Chair of Applied Linguistics, UCL Institute of Education, and Editor of International Journal of Bilingual Education and Bilingualism"An accessible and multi-faceted book on language and literacy development and disorders in bilingual children with critically important theoretical and practical information." - Brian Goldstein, Chief Academic Officer (CAO), Executive Dean, College of Rehabilitative Sciences, University of St. Augustine for Health Science"The authors once again provide current, clear, and accessible information in a culturally responsive manner. Through interwoven discussions of research, educational and clinical contexts, and illustrative case examples, they skillfully build both a theoretical and practical understanding of the heterogeneous nature of dual language learning and how to support dual language learners with different experiences and ability levels." - Elizabeth Kay-Raining Bird, School of Communication Sciences and Disorders, Dalhousie University, Halifax, Nova Scotia, Canada"A wonderful book . . . both scholarly and accessible. The best source for science-based, realistic support for raising, teaching, and treating bilingual children." - Erika Hoff, Professor of Psychology, Florida Atlantic University"A welcome and important addition . . . masterfully synthesizes the latest evidence base on dual language learners with typical development as well as language impairment. This text should be considered required reading for clinicians and scholars." - Raúl Rojas, Associate Professor, Director, Bilingual Language Lab, University of Texas at Dallas"An exemplary book that fully captures the state of the field, is well-written for varied audiences, and impactful in its description of findings for practice and policy." - Sandra Barrueco, Professor of Psychology, Director, Doctoral Program in Clinical Psychology, Director, Institute for Latin American and Iberian Studies and Latin American and Latino Studies, The Catholic University of AmericaTable of Contents Series Preface Editorial Advisory Board About the Authors Acknowledgments Section I: Foundations 1. Introduction 2. The Language–Culture Connection 3. The Language Neurocognition Connection Section II: Understanding Bilingual and Second Language Development 4. Language Development in Simultaneous Bilingual Children 5. Code-Mixing in Bilingual Development 6. Second Language Development in Children 7. Heritage Language Development in Children 8. Language Development in Internationally-Adopted Children 9. Schooling in a Second Language Section III: Dual Language and Disorders 10. Language and Communication Disorders in Bilingual Children    Appendix: The Normal Curve and Related Concepts 11. Reading Difficulties in Bilingual Children Glossary Index

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Book SynopsisTo date, there has been no published textbook which takes into account changing sociolinguistic dynamics that have influenced South African society. Multilingualism and Intercultural Communication breaks new ground in this arena. Its scope ranges from macro-sociolinguistic questions pertaining to language policies and their implementation (or non-implementation), to microsociolinguistic observations of actual language use in verbal interaction, mainly in multilingual contexts of Higher Education (HE). There is a gradual move for the study of language and culture to be taught in the context of (professional) disciplines in which they would be used. This book caters for this growing market. Because of its multilingual nature, it caters to English and Afrikaans language speakers, as well as the Sotho and Nguni language groups. It brings together various interlinked disciplines such as Sociolinguistics and Applied Language Studies, Media Studies and Journalism, History and Education, Social and Natural Sciences, Law, Human Language Technology, Music, Intercultural Communication and Literary Studies. The unique crosscutting disciplinary features of the book will make it a must-have for twenty-first century South African students and scholars and those interested in applied language issues.Trade Review"Multilingualism and Intercultural Communication places valuable emphasis on a language implementation plan that will encourage the intellectualisation of indigenous African languages." - Linda Kwatsha, Department of Language and Literature, Nelson Mandela Metropolitan University. "This book offers a unique South African perspective, offering practical solutions to address the language deficit characterising South Africa institutions of Higher Education". - Somikazi Deyi, Department of African Languages, University of Cape Town.

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Book SynopsisThis volume focuses on a range of topics and studies that address the notion of plurilingualism and multilingual identity in computer-mediated language learning spaces. Interest in digital multilingual identity in the fields of applied linguistics and language education has been growing exponentially in recent years, encompassing new variables and realities of life, such as translanguaging, heightened multilingualism, linguistic superdiversity, multimodal computer-mediated communication, and even social justice and forensics. New theoretical assumptions and recent global challenges urge researchers to problematize the traditional notion of virtual identity in the face of increased virtual connectedness and the hybridization of transcultural and translingual practices and intersecting physical movements of people. Singling out identity research within the field of computer-assisted language learning (CALL) is particularly critical in the era of hyperlingualism, a form of multilingualism characterized by the increased participatory nature of digital communication and the provision of multiple languages in their own bounded spaces and places of use on the web and in other digital contexts. This volume contributes to this fast-growing body of interdisciplinary research, featuring conceptual papers and research studies of identity performance and multilingual communication in highly complexified digitally mediated social platforms. Although researchers have recently begun to explore some aspects of identity and plurilingualism in digital spaces, this volume seeks to (a) contextualize digital multilingual communication as it pertains to FL learning and teaching via a historical and conceptual overview of the multilingual movement in technologically mediated SLA along with in-depth explorations of how multilingual practices and digital affordances affect language learner identities beyond the classroom context, (b) fill the research void by exploring critical aspects of identity and multilingual digital communication across a range of educational and non-institutional contexts where language learners actively participate in translingual and plurilingual practices, and (c) illustrate new ways of evaluating and adapting CALL materials and teaching practices to accommodate multilingual subjects, and reflect the increasingly hyperlingual nature of digital communication.Table of Contents1. Introduction to the Volume: On the State of Identity Research in CALL Liudmila Klimanova 2. Language Use, Identity and Positioning in Virtual Exchange Francesca Helm, University of Padova, and Mirjam Hauck, Open University 3. Multilingual Identities and Intercultural Education during Telecollaboration: A Heritage Language Learner Case Study Carly M. Lesoski, Wayne State University 4. #multilingualself: Hashtagging as a Resource for Performing a Multilingual Identity Ilona Vandergriff, San Francisco State University 5. Language Learning Hashtags on TikTok in Chinese, Italian, and Russian Boris Vazquez-Calvo, University of Malaga, Tian Leticia Zhang, Beijing Foreign Studies University, and Liudmila Shafirova, University of Aveiro, Portugal 6. Multilingualism in a Box? Identity in Non-CMC CALL Judith Buendgens-Kosten, Goethe University Frankfurt 7. Examining Identity Performance of Multilingual Students in Computer Science Education: A Narrative Case Study Sharin Jacob, Jonathan Montoya, and Mark Warschauer, all at University of California, Irvine 8. On Becoming Language Education Professionals: Reframing Doctoral Students’ Perceptions of Language Teacher Identity Negotiations Patrick Mannion and John I. Liontas, University of South Florida 9. Construction and Performance of Online Foreign Language Teacher Identity: A Case Study of Korean as a Foreign Language Teachers Seojin Park, University of Arizona 10. Engagement in the Expression of Learners Identity within Virtual Exchange Asynchronous Discussions Ana Sevilla-Pavón, Universitat de València, and Anna Nicolaou, Cyprus University of Technology 11. Cycles of Translanguaging and Group Identity Performances in Multi-Party Video Mediated Telecollaboration: Triggers, Consequences, and Implications Liudmila Klimanova 12. Cultural Identity and Intercultural Learning: Individual Learners’ Experiences in Telecollaboration Anastasia Izmaylova, Grinnell College, Iowa 13. The Effects of Multimodal Communication on the Development of New Types of Learner Imagination Borbala Gaspar, University of Arizona 14. Re-establishing Multilingual Identities through Telecollaborative Experience Se Jeong Yang, The Ohio State University

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Book SynopsisThe Mediterranean island of Corsica, a French territory, experiences mobility in the form of locals’ mass exodus to the Continent, the arrival of immigrants at rates similar to Paris, and a booming tourist industry with millions of visitors each year. What, then, are the multilingual dynamics on the island—languages emerging from above (French), a middle ground (Corsican), and sideways (languages of immigrants and tourists)? What multilingual subjectivities are articulated? Mendes analyzes competing conceptualizations of linguistic multiplicity, what he calls countervocalities, in which languages are constantly rearranging in variously imagined hierarchies. Countervocalities explores different dimensions of institutional multilingualism, namely those related to policies, practices, and ideologies within and extending from education settings. The chapters address reclamation, imposition, and erasure of different languages on Corsica, moving from inside the school, to artefacts from the schoolscape, to discourses about language teaching. The study fruitfully analyzes an array of interactional and artefactual data types. This productive alternation offers a cross-section of attitudes toward and representations of multilingual dynamics while foregrounding the role of mobility and language in understandings of place and what counts as local.Table of ContentsAcknowledgementsTranscription ConventionsList of ImagesPrefaceChapter 1 Introduction: TightropesChapter 2 PearlsChapter 3 ABCsChapter 4 StoriesChapter 5 For(z)aCodaBibliography

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Book SynopsisThis book explores the intricate relationship between culture and communication before moving on to intercultural health care, including a detailed look at perception of illness and disability. Two chapters on intercultural speech pathology look at clinical practice, including culturally-focussed assessment and management approaches. Interpreter-mediated speech pathology is covered in detail, including an overview of the process of interpreting, debate on professional versus untrained interpreters, discussion of pre-session briefing, a look at potential barriers to the interpretation process and introduction to a collaborative partnership model for working with interpreters. The final chapter explores the author's thoughts on the future directions in research and education in the field of intercultural and interpreter-mediated speech pathology. The book provides a comprehensive and practical insight into intercultural and interpreter-mediated speech pathology. With its easy to read and practical content, it should be of significant use to undergraduate students and qualified speech-language pathologists new to multicultural/multilingual contexts. However, it would also be suitable for experienced clinicians who find themselves tackling the challenges of intercultural speech pathology everyday.Table of ContentsIntroduction. Chapter 1 Communication and culture. Chapter 2 Miscommunication. Chapter 3 Intercultural health care. Chapter 4 Intercultural speech-language pathology. Chapter 5 Assessment and treatment approaches. Chapter 6 Different culture, different language. Chapter 7 Issues in interpreting - pre-session briefing. Chapter 8 Issues in interpreting - potential barriers. Chapter 9 Models of partnership. Chapter 10 Future directions. References. Index.

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Book SynopsisMultilingual learners (MLs) students spend most of their school time with their teachers, who often feel professionally unprepared to meet their linguistically diverse students' needs. As such, preparing teachers for increasing numbers of multilingual learners (MLs) has become a critical factor in promoting equity and success for all students in our global society. This book explores and highlights the reflective narratives of teacher educators, in-service, and preservice teachers. It shows how these narratives are grounded in their personal lives, professional training, and daily teaching, and how they can unfold the complexities in their various experiences and the rich implications for MLs teaching and teacher preparation. The book presents papers that utilize teachers' reflective narratives to prepare and train teachers who are or will be working with MLs. It discusses the challenges and implications of teaching groups of MLs made up of diverse learners, including immigrants, refugees, and learners with disabilities. 'This book seeks to change the narrative of some of our most vulnerable student populations by giving voice to the experiences, challenges, success, and best practices encountered in the international education landscape. The power contained within each chapter is the systematic and intentional reflections that bring the marginalized stories to the center of the discussion. Anyone seeking an understanding of how reflective narrative can build equity and social justice for multilingual learners will appreciate the breadth of experience described. This understanding is critical for culturally and linguistically diverse teaching and learning.' Jordan González, Ph.D., St. John's University, NYTable of ContentsIntroduction Huili Hong, Towson University Patricia Rice Doran, Towson University Chapter 1 Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times Guofang Li, University of British Columbia Chapter 2 Preparing Teachers for Young and Adolescent Multilingual Learners: The Use of Reflective Narratives Huili Hong, Towson University Karin Keith, East Tennessee State University Renee Moran, East Tennessee State University Chapter 3 Reflective Narratives on Problem-Solving Strategies to Address English Language Learner Needs in a Teaching Abroad Context Vanessa Manalo, Massey University Albany Campus Chapter 4 Tales of Diversity within Diversity: Urban Educators’ Narratives of Working Immigrant and Refugee Students and Families in Unsettling Times Gregory Knollman, Towson University Kandace M. Hoppin, Towson University Patricia Rice Doran, Towson University Chapter 5 Internationalizing Literacy Coursework: Igniting Preservice Teachers’ Inquiry about Self, Diverse Learners and the World Natalia Ward, East Tennessee State University Karin Keith, East Tennessee State University Renee Moran, East Tennessee State University Shulin Yang, East Tennessee State University Chapter 6 A Retrospective View of the Developmental Trajectory of English as a Discipline in China Ning Yizhong, Shenzhen University Chapter 7 Reflections from the Margins: Learning and Teaching Among Linguistically and Culturally Diverse Learners Stephen Mogge, Towson University Conclusion Patricia Rice Doran, Towson University Huili Hong, Towson University

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Book SynopsisThis textbook takes a broad perspective on multilingualism, using a sociolinguistics and acquisition-informed approach that treats multilingualism not solely as the mastery of two or more well-defined language systems, but rather as a continuum of linguistic repertoires and resources to be used in different settings and combinations. The authors introduce traditional aspects of multilingualism - including historical dimensions, societal and individual multilingualism, aspects of identities, ideologies, education, and language policies - before going on to examine newer manifestations such as multilingualism in migrant and refugee contexts, in new media, pop music and linguistic landscaping, as well as the notion of grassroots multilingualism. This textbook will be an ideal resource for postgraduate students of linguistics and multilingualism, as well as advanced undergraduate students who are looking for a nuanced and holistic approach to the topic. Table of ContentsChapter 1: Welcome to a multilingual worldChapter 2: Multilingualism then and nowChapter 3: The multilingual individual: who is multilingual and what is special?Chapter 4: Linguistic mechanisms, processes, and resultsChapter 5: Linguistic manifestations in a multilingual world: focus on EnglishChapter 6: Societal multilingualismChapter 7: Multilingualism between identities, ideologies, and language policiesChapter 8: Multilingual education and teachingChapter 9: Multilingualism in migrant and refugee contextsChapter 10: Multilingualism in new mediaChapter 11: Multilingual pop musicChapter 12: Linguistic LandscapesChapter 13: Investigating multilingualismChapter 14: Using existing data repositories and data analysis

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Book SynopsisThis open access book sheds light on 21st-Century multilingualism in the Far North of Europe – Finland, Sweden, Norway, and Estonia – an area with multifaceted contacts between many Uralic and Indo-European languages. These contacts are taking new forms as migration and English as the lingua franca are changing the linguistic situation remarkably. The national languages dominate the life of most inhabitants, while the use of indigenous Saami languages, old minority languages, and the languages of new immigrants is limited to certain areas or domains. This volume takes a close look at multilingual individuals and discusses how their lives are affected by different languages.Table of Contents Chapter 1: Language Discourses and Contacts in the 21st Century Far North – Introduction to the Volume Chapter 2: Managing Differences, Showing (Dis)affiliations: Language Contacts Through the Eyes of the Inhabitants of a Village in Finnish Lapland. Chapter 3: ‘Somewhere Between Engineering and Humanities’: Discourses of Investment in Additional Language Learning Among Students of Higher Education in Finland Chapter 4: The Effects of the Beginning of University Studies on the Language Revitalisation of Skolt Saami as Seen from the Perspective of Students and the Language Community Chapter 5: Talkin’ ’bout my Integration: Views on Language, Identity, and Integration Among Dutch and Finnish Migrants to the Swedish Countryside Chapter 6: Finnish, the Most Difficult Language to Learn? Four German-Speaking Migrants’ Ways of Getting Access to the Finnish Language in the North of Finland Chapter 7: Transnationals’ Discourses on the English Language in Finland Chapter 8: Silence and Question Marks in Drawings of Interactional Encounters Chapter 9: Relationship Between Translingual Practices and Identity Performance and Positioning on the Swedish-Finnish Border Chapter 10: Language Mixing in the Contact of Finnish with Swedish, Estonian, and English: The Case of Mixed Compound Nouns Chapter 11Structural Approach to Language Revitalisation: Revival of Aanaar Saami

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Book Synopsis Multilingual classrooms and online communication are becoming increasingly linguistically diverse due to globalization and new discourse patterns are emerging. Many of these patterns include the use of linguistic resources from multiple languages in the same utterance. Translanguaging, a recent theoretical framework, is gaining prominence among scholars interested in studying these multilingual discursive practices and the concept of a unitary language system for lexical processing. The aim of this book is to gain a better understanding of the bilingual brain and how words and sentences that use features from socially distinct languages are processed. Using examples provided by multilingual study participants, a categorization of the various forms of translanguaging is developed to build a translanguaging model. Psycholinguistic methods such as eye tracking are combined with conventional sociolinguistic survey methodology to provide rich qualitative and quantitative data that address the cognitive effects of translanguaging and the underlying structure of translingual word-formations. This monograph shows how language biography, exposure, and attitude towards multilingual discursive practices all affect cognitive processing. It also demonstrates how multilingual speakers are setting the patterns for novel word-formations to be produced, thus having a social, cultural, and cognitive impact on how we communicate.

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Book SynopsisThe book deals with content acquisition in a Content and Language Integrated Learning (CLIL) based chemistry course and represents high level scientific work. The topic of the thesis is current and relevant in the context of up-to-date research in theory of language education. The main research problem stated and discussed in the thesis confirms that all the attempts of introducing CLIL should be valued, therefore, the book may inspire foreign language teachers and contribute to better understanding of CLIL nature.Table of ContentsThe Origins and Development of Content and Language Integrated Learning (CLIL).- The Effectiveness of CLIL: Overview of the Field.- Insights into CLIL Methodology.

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Book Synopsis?This book looks at the development of language skills in Swedish as a second language in young adults, beginning from the first months of their second language instruction and ending after three years of intensive language courses. The focus is on three proficiency dimensions: complexity, accuracy, and fluency, and their interplay at group level and in individual students.At the beginning of the second language learning process, accuracy, complexity, and fluency are not integrated in the learner's mind and they tend to act in an arbitrary fashion. During second language development, integration of all dimensions proceeds steadily and after three years of learning the discrepancy between different aspects of proficiency is very low. The study traces the mutual impact of each dimension on particular aspects in order to identify four distinct learner profiles. The goal of this book is to provide a platform for further discussion of the dynamics of second language development and the interconnectedness of the systems involved in this development. Iwona Kowal calls for an individual approach to be taken with every learner and for development to be treated as a constant interplay between many factors.Trade ReviewThe monograph encourages reflection for second language researchers and teachers. It has stemmed from an observation of the development of the third language (Swedish) in young Polish adults, i.e. students at the Jagiellonian university... The application of dynamic systems theory in second language research enables to follow a way in which a new language emerges in persons who are learning it as a second, third or fourth language. That is, I think, the most important conclusion that can be drawn from the study. -- Zdzislaw Wawrzyniak

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Book SynopsisThis book brings together research on multilingualism, identity and intercultural understanding from a range of locations across the globe to explore the intersection of these key ideas in education. It addresses the need to better understand how multilingual, identity, and intercultural approaches intersect for multilingual learners in complex and varied settings. Through global examples, it explores how identities and multilingualism are situated within, and surrounding intercultural experiences. This book examines the different theoretical interpretations as encountered and used in different contexts. By doing so, it helps readers better understand how teachers approach multilingualism and diversity in a range of contexts.Trade Review“The collection provides an excellent set of discussions that explore and showcase the complexities of language, identity and interculturality. It also offers practical guidance for researchers and teachers in the development of multilingual awareness and identities.” (Qing Gao, Journal of Multilingual and Multicultural Development, December 18, 2023)Table of ContentsChapter 1. Introduction – Multilingualism, Identity and Interculturality as Constructs in Education.- Chapter 2. Conceptualising the Multilingual Intercultural Identity Approach in Languages Education.- Chapter 3. “My languaging is ok, your languaging is ok!”: Multilingual identity as the wellspring of intercultural development.- Chapter 4. The intersection of multilingualism and intercultural competence in the Norwegian foreignl language curriculum: teachers’ perspectives.- Chapter 5. Trying harder than everyone else; examining how young former refugees reconstruct new identities that assist them to ‘get ahead’ in Australian education.- Chapter 6. Identity, investment and interculturality in adult multilingualism: between monolingual mindsets and diversity activism.- Chapter 7. Multiplying the identity factor. Harnessing the language resources of the language ecology for expressing Aboriginal and Torres Strait Islander identity.- Chapter 8. From Bilingual to Plurilingual Identity: How to Advance Language Learners’ Plurilinguality and Pluriculturality.- Chapter 9. Diversity Matters: Harnessing the linguistic and cultural resources of multilingual children and families.- Chapter 10. Future Directions for Multilingualism, Identity and Intercultural Understanding in Education.

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

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