Bilingualism and multilingualism Books

Book SynopsisDesigned specifically with mental health professionals in mind, The Bilingual Counselor's Guide to Spanish is perfect for counselors interested in expanding their client base and language skill set. Featuring terminology and cultural phrases specific to the mental health profession, this text offers an easy introduction to both the Spanish language and interfacing with Spanish-speaking clients in a counseling setting. Sections of useful and practical vocabulary are followed by Practique! sections, which enable to reader to put his or her developing skills to use. These sections are augmented by case studies in English and Spanish, as well as brief overviews of Latino history, customs, and social manners that will greatly enhance any counselor's depth of interaction with Spanish-speaking clients. For counselors who want to communicate with the large and rapidly expanding population of Spanish speakers in the United States, or for those who are simply interested in devTrade Review"At last, a multicultural text that goes beyond awareness and knowledge to actual skills development in counseling with Spanish speaking clients! This book will help counselors both walk the walk and talk the talk."—Courtland C. Lee, PhD, department of counseling, higher education and special education, University of Maryland and past president of ACA "Dr. Swazo has written a superb guide to help bilingual counselors working in a range of settings to deliver better services in Spanish. From greetings, to intake interview and follow up, Dr. Swazo offers culturally relevant Spanish expressions, meaningful practice sessions, and illustrative case examples. This book is a must-read for practitioners at all levels of their cultural competency and cultural humility development who are interested in or currently serving the Latin population in the U.S."—Andrés J. Consoli, PhD, department of counseling, San Francisco State University and visiting professor, Universidad del Valle, Guatemala City, Guatemala"Learning the language and culture of today’s Latino/Hispanic clientele is essential for contemporary clinical practice. Dr. Swazo provides practical and common-sense strategies to understand and speak Spanish, augmented by specific examples of phrases frequently used in the clinical setting and a back story of Latino/Hispanic culture that contributes to multicultural competency. An essential book for clinicians wanting to develop culturally sensitive bilingual skills!"—Bruce Dykeman, PhD, associate professor of counseling, Roosevelt University"The Bilingual Counselor's Guide to Spanish is well written, readable, and insightful. It should be required reading for any professional in a counseling or health field who has contact with Spanish-speaking or Hispanic clients."– James P. Choca, PhD, professor and chair of psychology, Roosevelt University"Once again Dr. Roberto Swazo is leading the way to the enhancement of multicultural counseling. Through these pages he brilliantly intertwines theory, experience and practice, offering a gem that will contribute significantly to mental-health services that are culturally relevant and respectful to the Hispanic/Latino community—particularly those that have Spanish as their dominant language. This book is a masterful resource that should join the libraries and desks of those who are committed to the wellness of Latino/as."—Maria del Pilar Grazioso, PhD, director, masters program in counseling psychology and mental health, Universidad del Valle de GuatemalaTable of Contents1. Who are the Latinos-Hispanics? A Brief Historical Overview of Their Culture and People; 2. Cultural Norms and Family Systems: Considerations in the Hispanic/Latino Culture; 3. An Introduction and Review of the Spanish Language; 4. Counselors, Social Workers, and Psychologists; 5. Interventions for School Counselors and School Psychologists; 6. Substance Abuse Professionals; 7. Developing Spanish Bilingual Materials and Techniques on How to Work with an Interpreter. References

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Book SynopsisThis bestselling textbook is the ideal companion to An Introduction to Discourse Analysis: Theory and Method, by leading author, James Paul Gee. Using a practical how-to approach, Gee provides the tools necessary to work with discourse analysis, with engaging step-by-step tasks featured throughout the book. Each tool is clearly explained, along with guidance on how to use it, and authentic data is provided for readers to practice using the tools. Readers from all fields will gain both a practical and theoretical background in how to do discourse analysis and knowledge of discourse analysis as a distinctive research methodology. Updated throughout, this second edition also includes a new tool- The Big C Conversation Tool'. A new companion website www.routledge.com/cw/gee features a frequently asked questions section, additional tasks to support understanding, a glossary and free access to journal articles by James Paul Gee. How to do DiscourseTable of ContentsIntroduction 1. Language and Context 2. Saying, Doing and Designing 3. Building Things in the World 4. Theoretical Tools Conclusion

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Book SynopsisTools for Teaching in an Educationally Mobile World examines the challenges that undergraduate and postgraduate teachers often encounter when working with students from different national and cultural backgrounds. It focuses on the consequences for interactive teaching and for course design in a world where students, ideas and courses are mobile, using examples and experiences from a wide range of disciplines and national contexts. It not only considers Anglophone countries, including the USA, Canada, the UK, Australia and New Zealand, but also the use of English as a language of instruction in countries where neither teachers nor students are native English speakers. This book offers ideas for adjusting and adapting teaching approaches for culturally and linguistically diverse student groups. Students may cross national boundaries to seek accreditation, or the courses may be transnational', being designed in one country and delivered in another using local as well aTable of ContentsSection 1: Teaching across cultures: the issues and the context Chapter 1. Teaching educationally mobile students in times of change Chapter 2. The impact of educational mobility on teaching and learning Chapter 3. Teachers as mediators of educational diversity and pedagogic variation Chapter 4. Learning in English, teaching in English: the issues for teachers Chapter 5. ‘This is your place, too’: working towards inclusive teaching and learning Section 2: Developing students’ skills for intercultural and communicative competence Chapter 6. Practical strategies for developing students’ English language proficiency Chapter 7. Fostering and assessing students’ intercultural competence Section 3: Intercultural teaching, learning and assessment issues Chapter 8. Designing programs and courses with an international perspective Chapter 9. Encouraging student participation in lectures Chapter 10. Encouraging participation in seminars, tutorials and in supervision Chapter 11. Managing assessed, collaborative group work involving diverse student groups Chapter 12. Assessing diverse students: an overview of the issues Chapter 13. Practical strategies for assessing diverse students and for making assessment accessible, authentic and sustainable References

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Book SynopsisAssuming no familiarity with statistical methods, this text for language education research methods and statistics courses  provides detailed guidance and instruction on principles of designing, conducting, interpreting, reading, and evaluating statistical research done in classroom settings or with a small number of participants. While three different types of statistics are addressed (descriptive, parametric, non-parametric) the emphasis is on non-parametric statistics because they are appropriate when the number of participants is small and the conditions for use of parametric statistics are not satisfied. The emphasis on non-parametric statistics is unique and complements the growing interest among second and foreign language educators in doing statistical research in classrooms. Designed to help students and other language education researchers to identify and use analyses that are appropriate for their studies, taking into account the number of participants and the shape Trade Review"The clear and systematic writing style and many concrete examples from language education research make this book an excellent entry point to quantitative research for even those who might be afraid of statistics. Its coverage of non-parametric statistics is particularly useful."Ari Huhta, University of Jyväskylä, Finland"This book helps readers to understand basic statistical logics and principles, and to analyze and interpret their data using, the freeware statistical program R, available online. It is suitable for language teachers who may not be satisfied with statistical resources that have many intimidating numbers and formulas but without relevant language learning and teaching contexts" Sun-Young Shin, Indiana University, Bloomington, USAThe strength of Turner’s book is that it never loses sight of the target audience: language teachers or novice researchers who want to conduct research in their individual contexts with nonrandom and small or unequal samples sizes, which are likely to require the application of nonparametric statistical procedures. In addition, those without access to expensive software like SPSS or with limited knowledge of how to get started using the free software R will find this book an invaluable addition to their personal library." Aaron C. Sponseller, JALT JournalTable of ContentsPrefaceAcknowledgementsSection I: FoundationsChapter One: What is research? Chapter Two: Defining and describing variables Chapter Three: Designing sound research--variable roles, threats to validity, and research design Chapter Four: How are research questions formed and what are the parts of well-written research reports?Chapter Five: What is logical about statistical logic and what purposes does it serve?Section II: Analyzing Differences Between Two Sets of DataChapter Six: The parametric t-test statisticsChapter Seven: The non-parametric Mann-Whitney U Test and Wilcoxon Signed Rank Test statisticsSection III: Analyzing Differences Among more than Two Sets of DataChapter Eight: Introduction to the parametric between-group analysis of variance statistic (ANOVA)Chapter Nine: The non-parametric Kruskal-Wallis and Friedman's Test statisticsSection IV: Analyzing Patterns within a Variable and Between Two VariablesChapter Ten: The parametric Pearson’s Product Moment Correlation Coefficient statisticChapter Eleven: The non-parametric Spearman’s Rho and Kendall's Tau statisticsChapter Twelve: The non-parametric Chi-Squared statisticsReferences

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Book SynopsisA leading Yale psycholinguist separates myth from fact in the first comprehensive account of the psychological, linguistic, educational, and social aspects of bilingualism.Table of Contents* Introduction * Bilingualism and Intelligence * Childhood Bilingualism * The Bilingual Mind * How Children Learn a Second Language * How Adults Learn a Second Language * Bilingualism in Society * Bilingual Education * Reflections on Bilingualism

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Book SynopsisHow does speaking affect writing in a second language? This book offers insights from research and theory on the numerous ways in which second language speaking and writing can interact and influence each other.

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Book SynopsisShould second language reading instruction be comprehension-oriented, or should it be language-oriented? What types of knowledge and skills are necessary for improving reading comprehension? This book presents research on teaching reading in a second language. It is suitable for teachers, curriculum developers, and materials writers.

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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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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 SynopsisThis book discusses cognitive and psycholinguistic aspects of third language acquisition and trilingualism, and explores the key role of linguistic awareness in multilingual proficiency and language learning. In view of the widespread acquisition of English by those who are already bilingual or are also acquiring a regional lingua franca this study will contribute to the current discussion of multilingualism with English in Europe and beyond, as well as the understanding of multilingual speech processing. The author supports a dynamic view of multilingualism by stressing the cognitive advantages that the contact with more languages can offer and uses this approach as the basis for future language teaching and learning. Chapters cover topics such as performing in a third language, metalinguistic awareness in multilinguals and in multilingual education, and English as a third language in Europe.Trade ReviewThis an excellent introduction into linguistic awareness research and into the complexities of multilingualism in general. The book is reader-friendly: each chapter begins with an overview of the following discussion; the results of analysis are explicitly stated [and] throughout the book, terminology specific to studies on third language studies is explained where used, which makes the book very accessible for students. -- Anastassia Zabrodskaja, Tallinn University, Estonia LINGUIST list Ulrike Jessner is a leading scholar in the field of multilingualism and third language acquisition. Her book's major asset lies in its interdisciplinary approach and concentration on metalinguistic awareness as an emerging property of multilingual proficiency. The book is clear, amazingly informative and documented -- Daniele Moore, Simon Fraser University, and Directeur de recherche, Sorbonne It's a terrific piece of work - so comprehensive, with new insights and very, very clear. It will become a landmark in research for all interested in metalinguistic awareness. -- Muiris O'Laoire, Institute of Technology Tralee The new book contains an extensive discussion of third language acquisition and the nature of linguistic awareness... Jessner shows an impressive overview of the field, covering also brand-new works. -- Bjorn Hammarberg, University of Stockholm This well-informed, systematic volume will be of importance to researchers, practicing teachers, students, and all whose interests include multilingualism, cognitive aspects of language acquisition, language processing in multilinguals, and metalinguistic awareness. -- Larissa Aronin International Journal of Applied Linguistics This volume should be on the shelf of every researcher interested in L3 acquisition. Jessner has done an exceptional job of creating a volume that focuses on the impending issues of the rapidly growing field... -- Amy Thompson Studies in Second Language Acquisition This an excellent introduction into linguistic awareness research and into the complexities of multilingualism in general. The book is reader-friendly: each chapter begins with an overview of the following discussion; the results of analysis are explicitly stated [and] throughout the book, terminology specific to studies on third language studies is explained where used, which makes the book very accessible for students. Ulrike Jessner is a leading scholar in the field of multilingualism and third language acquisition. Her book's major asset lies in its interdisciplinary approach and concentration on metalinguistic awareness as an emerging property of multilingual proficiency. The book is clear, amazingly informative and documented It's a terrific piece of work - so comprehensive, with new insights and very, very clear. It will become a landmark in research for all interested in metalinguistic awareness. The new book contains an extensive discussion of third language acquisition and the nature of linguistic awareness... Jessner shows an impressive overview of the field, covering also brand-new works. This well-informed, systematic volume will be of importance to researchers, practicing teachers, students, and all whose interests include multilingualism, cognitive aspects of language acquisition, language processing in multilinguals, and metalinguistic awareness. This volume should be on the shelf of every researcher interested in L3 acquisition. Jessner has done an exceptional job of creating a volume that focuses on the impending issues of the rapidly growing field...Table of Contents1. Introduction; 2. Multilingualism with English; 3. Learning and Using a Third Language; 4. On the Nature of Linguistic Awareness; 5. Exploring Linguistic Awareness in Third Language Use; 6. Crystallizing Linguistic Awareness in Multilingual Education; 7. Conclusion.

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Book SynopsisAsking students to write journals that reflect on their learning has become a widespread pedagogical practice in recent years. However, the scholarly literature does not address certain key questions about how journal writing aids learning: * Is there something inherent in journal writing that encourages students to write reflectively? * What psycholinguistic or cognitive factors help to explain the power of journal writing? * Why do some students use journals to write prolifically and creatively while others limit their responses to summarizing the assigned course reading? * Why do teachers find some journal entries so much more engaging than others? * How do teachers'' ways of responding to journals affect their students'' development as writers and thinkers? This book addresses such questions through a careful analysis of the journal writing of the students in the author''s ESL classes at a large urban college. It contains detailed case studies of five cTrade Review"Conversations of the Mind is intended to raise our consciousness about our teaching and our students' learning. I finished her study with an increased sense of the possibilities for improving my own teaching, for transforming my own classroom work. Mlynarczyk's willingness to share her own tribulations and flaws, as well as her triumphs and strengths, plays no small part in making curriculum transformation look at least possible, if not easy."—Transformations, The New Jersey Project Journal"Conversations of the Mind is highly recommended reading not just for ESL or Writing teachers, but for anyone wnating glimpse into the minds of young urban college students who are struggling with language acquisition and the immigrant experience."—MultiCultural Review"It is not Mlynarczyk's intent to solve teaching problems. Her intent is to heighten the reader's sensitivity to and apreciation for the unexpected situations that continually occur in teaching. She has done so sensitively and remarkably well."—Journal of Adolescent and Adult Literacy."This easy-to-read paperback is the result of the author's desire to learn more about how students think and feel about themselves as learners in a 'large urban college' prefreshman ESL composition class."—Studies in Second Language Acquisition"This is profoundly a book about teaching and learning, but it is not a collection of lesson plans or even a method as such. It is, rather, the description of a reflective practitioner in action as she tries to understand how what she does as a teacher affects her students. Equally, she is trying to get beneath the surface of the polite ESL class to see how her students are learning as they experiment with a kind of writing which is new to all of them and which 'works' in different ways for all of them -- powerfully for some, minimally for others....One of the great joys of this book is a chance to visit with a teacher whose merit does not derive from great performances at the chalkboard, but from a deep commitment to understanding how students learn and bending her efforts toward strengthening their learning."—John S. MayherNew York University, from the Foreword"A wonderful book -- well grounded in theory and research and well written. It tells a very important story about the meanings and uses of journal writing by a writing teacher and different students. This fascinating study makes a valuable contribution to the field...."—Joy Kreeft PeytonCenter for Applied Linguistics"An artful, forthright, engrossing weaving by a teacher-researcher who insists that we -- her readers -- are collaborators on the journey....A pastiche vibrant with life, with dimension...."—Margot ElyNew York UniversityTable of ContentsContents: J.S. Mayher, Foreword. Preface. Introduction: The Teacher, The Study, The Students. Textual Explorations: Thinking and Writing in Journals. The Writing Class: Journals in Context. Roberto: Validation Through Connected Knowing. Cliff: Unspoken Words From the Deepest Part of the Mind. Maribel: Tension Between Private and Public Worlds. Lan and Kiyoko: Surprising Reactions to Journal Writing. The Conversation Continues. Appendices: Response Letters to Entire Class. Selected Entries From Roberto's Journal and Teacher's Response Letters. Selected Entries From Cliff's Journal and Teacher's Response Letters. Selected Entries From Maribel's Journal and Teacher's Response Letters. Selected Entries From Lan's Journal and Teacher's Response Letters.

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Book SynopsisWhat is the philosophy that should drive native education policy and practice? In July 1997 a group of native educational leaders from the United States (including Alaska and Hawai''i), Canada, Australia, and New Zealand gathered to define a potential solution to this question. This book passes on the individual educational philosophies of the participants and captures the essence of each in a dynamic, transformational, and holistic model--Go to the Source--which forwards a collective vision for a native language- and culture-based educational philosophy that native educational leaders and teachers, policymakers, and curriculum developers can use to ground their work. For more information visit http://ed-web2.educ.msu.edu/voice/Trade Review"The book and the In Our Mother's Voice Web site are recommended for educators, legislators, and students of Native populations."—CHOICE"The book holds great promise as a tool to help various First Nations frame and give voice to their perspectives on education and to engage in the construction of an Indigenous educational policy and practice. Refreshing about the book is its representation of models using real-life artifacts that were constructed by participants to assist them in telling their individual and tribal stories of education."—The Alberta Journal of Educational Research"As is customary is most Iroquois gatherings, the words that come before all else are those of giving thanks for the all the gifts of life....so it is with the same spirit that I begin the Foreword for this book....The initial goal was to gather indigenous educational leaders together for a forum focused on sharing knowledge and best practices for the native children from various indigenous groups from throughout the world....Like many of our ancestors were in their lifetimes, the educators at this gathering represented the ones who assumed their responsibilities to care for the next seven generations. They are the ones who, throughout their lives, have fought the tough battles to perpetuate traditional native knowledge and to develop education that develops indigenous youth into whole human beings....I believe this compilation of their collective wisdom about creating meaningful knowledge will make a difference....Through this book, we hope that we will leave even better paths to education for the generations yet to come."—Valorie JohnsonFrom the "Foreword""Indigenous Educational Models for Contemporary Practice: In Our Mother's Voice gives meaning to Article 15 of the United Nation's Draft Declaration of Indigenous People's Rights. The Declaration proclaims, 'Indigenous children have the right to all levels and forms of education of the State. All indigenous peoples also have this right and the right to establish and control their educational systems and institutions providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.' The legacy of colonialism and genocide has made it difficult to fulfill this right. Many educational traditions and practices have been lost or only remain in the memories of survivors of the indigenous people's holocaust. This book restores this educational legacy and adapts it to the reality of the global economy and culture. Further, it does more than recapture a lost past. The educational models included in this volume affirm the vitality of these traditions and their adaptability to contemporary times....It is my hope that the educational models described in this book will help put students, teachers, and the world on the path to harmony and hope."—Joel SpringFrom the "Note From the Editor of the Series""The purpose of this book is to create a space for the sharing of conversations and for the learning of both truth and wisdom through the ideas of fourteen Native educators from around the globe....Here, these remarkable teachers explore ways to enhance and apply a broader, more inclusive body of knowledge that links the 'best thinking' (theory and inquiry) on Native education with the 'best practices' (leadership, teaching, and learning) across diverse, Native communities. What we learn from these leaders is that our thinking and our work must be community-based and must facilitate the connection of schools, families, and children as we work across cultures to improve Native education. In addition, we learn that we must fashion a comprehensive curriculum that serves the academic, cultural, spiritual, and physical needs of Native children and youth. Finally, the learning experiences in this curriculum must be rooted in social action, which seeks to transform our current educational system, one that has for so long silenced Native peoples. This book begins the work of breaking that silence."—Maenette Kape'ahiokalani Padekene BenhamFrom the PrefaceTable of ContentsContents: J. Spring, From the Series Editor. V. Johnson, Foreword. Preface. M.K.P. Benham, J.E. Cooper, Gathering Together to Travel to the Source: A Vision for a Language and Culture-Based Educational Model. OUR DIFFERENT PATHS TO THE SOURCE:^R Transitions I: Path to a Native Epistemology--The Lightning Tree.K. Cherrington, Building a Child-Centered Model: "An Indigenous Model Must Look to the Future." J. Armstrong, A Holistic Education, Teachings From the Dance-House: "We Cannot Afford to Lose One Native Child." L. Aranga-Low, Grounding Vision on the Three Baskets of Knowledge: "Kia ora ai te iwi Maori." Transition II: Path to Native Language and Cultural Revitalization: "Everything You Need to Know Is in the Language."S. Keahi, Advocating for a Stimulating and Language-Based Education: "If You Don't Learn Your Language Where Can You Go Home To?" D. Kipp, A Commitment to Language-Based Education: "Among the Gifts We Can Give Our Children Is Our Cultural Traditions." K. Silva, Revitalizing Culture and Language: "Returning to the 'Aina." G. Kiernan, Building an Indigenous Language Center: "The Children Have the Right to Learn Their Language." Transitions: Path to the Spirit. Transition III: Path to the Spirit: "We Are Walking in a Sacred Manner."S. Suina, Linking Native People Around the Spirituality of All Life: "The Gifts of Our Grandmothers and Grandfathers." G. Gollnick, Creating a Ceremony: "Nature's Model From the Longhouse People." Transitions: Path to Community. Transition IV: Path to Community: "We Want to Remain the Person That Stops and Cares for the Grandparent."L.A. Napier, Building Linkages Across the Community: "To Take Action, Takes Great Courage and Strength." P. Johnson, Envisioning a Community-Centered Education: "We Do Not Own Our Children We Must Honor Them in All Ways." M. Wright, The Circle We Call Community: "As a Community, You All Have to Pull Together." S. Wetere-Bryant, Educational Empowerment for Maori People: "We Are on the Right Path. We Are on the Right Dreaming." R. Medcraft, Locating Global Learning Centers: "With the United Forces of Us All." B. Medicine, Afterword. J. Garcia, Appendix A: Exemplary Native Educational Programs in the United States. Resources for Native Educators. Appendix B: Resources for Native Educators.

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Book SynopsisThe Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 5 is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning.Each Review opens with an overview of significant recent developments in the field of adult literacy during the year, followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field. Volume 5 includes chapters on:*the increasing emphasis on scientifically based research and evidence-based practice in education, their use in adult literacy, and the perception of their usefulness by those who work in the field;*recent research on the impact of acquiring a General Educational Development (GED) credential;*the adult literacy system in the state Trade Review"The Review of Adult Learning and Literacy....helps to unify into one profession the varied group of practitioners working in so many different contexts with such a variety of students."—Mina ReddyFrom the ForewordTable of ContentsContents: M. Reddy, Foreword. Preface. T.G. Sticht, The Year 2002 in Review. L. Mikulecky, Adult Literacy Policy, Scientifically Based Research, and Evidence-Based Practice. J.H. Tyler, The General Educational Development (GED) Credential: History, Current Research, and Directions for Policy and Practice. J. Comings, L. Soricone, Massachusetts: A Case Study of Improvement and Growth of Adult Education Services. J.A. Sandlin, R. St. Clair, Volunteers in Adult Literacy Education. A.J. Cain, J. Benseman, Adult Literacy in New Zealand. J.G. Cromley, Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy. J.G. Cromley, Resources on Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy.

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Book SynopsisThis book explores issues related to the use of technologies to support young second-language learners and looks at promising areas for research, design, and development. Grounded in a sociocultural theoretical framework, it invites educators, researchers, and educational technology developers to consider a range of social and cultural factors in utilizing technology as a tool to help children from diverse linguistic and cultural backgrounds develop their English-language and reading skills. A major contribution is the authors' consideration of ways that technology outside of school can benefit these students' English-language development in school. The central chapters are counter pointed by invited reflections that bring to the discussion different, yet complementary, perspectives from notable scholars in the field of second-language literacy and learning.Technology-Mediated Learning Environments for Young English-Language Learners is targeted to researchers, educatoTable of Contents@contents: Selected Contets:Preface and AcknowledgmentsList of ContributorsCHAPTER 1: Introduction: Technology-Based Learning Environments for Young English Learners In and Out of School (Leann Parker, University of California, Berkeley) CHAPTER 2: Technology and Literacy Development of Latino Youth (Richard Duran, University of California, Santa Barbara) REFLECTION: Literacy and English Learners: Where Does Technology Fit? (Robert Rueda, University of Southern California)CHAPTER 3: Technology, Literacy, and Young Second Language Learners: Designing Educational Futures (Jim Cummins, University of Toronto) REFLECTION: Rules of Engagement for Achieving Educational Futures (Olga A. Vasquez, University of California, San Diego)CHAPTER 4: Developing New Literacies Among Multilingual Learners in the Elementary Grades (Jill Castek, Donald J. Leu, Jr., Julie Coiro, Mileidis Gort, Laurie A. Henry, and Clarisse O. Lima; University of Connecticut) REFLECTION: Integrating Language, Culture, and Technology to Achieve New Literacies for All (Bridget Dalton, Center for Applied Special Technologies, Inc.)CHAPTER 5: Technology and Second Language Learning: Promises and Problems (Yong Zhao and Chun Lai, Michigan State University) REFLECTION: Technology and Second Language Learning: Current Resources, Tools and Techniques (Gary A. Cziko, University of Illinois at Urban-Champaign)CHAPTER 6: Technology in Support of Young English Learners In and Out of School (Leann Parker, University of California, Berkeley) REFLECTION: ELLS and Technology: Transforming Teaching and Learning (Carla Meskill, State University of New York at Albany) CHAPTER 7: Technology Opening Opportunities for ELL Students: Attending to the Linguistic Character of These Students (Eugene E. Garcia, Arizona State University)CHAPTER 8: Conclusion: Reflecting on Technology and Young English Learners (L. Leann Parker, University of California, Berkeley)Author IndexSubject 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 SynopsisAn Introduction to Foreign Language Learning and Teaching provides an engaging, student-friendly guide to the field of foreign language learning and teaching. Aimed at students with no background in the area and taking a task-based approach, this book: introduces the theoretical and practical aspects of both learning and teaching; provides discussion and workshop activities throughout each chapter of the book, along with further reading and reflection tasks; deals with classroom- and task-based teaching, and covers lesson planning and testing, making the book suitable for use on practical training courses; analyses different learning styles and suggests strategies to improve language acquisition; includes examples from foreign language learning in Russian, French, and German, as well as English; is accompanied by a brand new companion website at www.routledge.com/cw/johnson, which contains additional material, exercises, and weblinks. Written by an experienced teacher and author, An Introduction to Foreign Language Learning and Teaching is essential reading for students beginning their study in the area, as well as teachers in training and those already working in the field.Trade Review'This updated and revised book provides a thorough, entertaining and extremely well-written introduction to current ideas and developments in TESOL and applied linguistics. The book is full of stimulating activities and ideas for reading and will be successful in prompting teachers to be both critical and reflective.'Steve Mann, University of Warwick, UK'Keith Johnson has done an excellent job in making the work so accessible and engaging while providing readers with an in-depth theoretical perspective. The book is also full of good questions and useful activities which will help its readers become reflective and efficient language teachers.'Qiuping Gao, Capital University of Economics and Business, China'I used to teach from the first, then the second edition of Johnson’s "Introduction" in my pre- and in-service training courses. And now I’ll use the third one, which has been updated and substantially revised, whilst remaining thorough, wise and, above all, entertaining.'Péter Medgyes, Eötvös Lorand University, HungaryTable of ContentsPart 1 BACKGROUND1 Five learners and five methods2 What is there to learn?3 Some views of language and language learningPart 2 LEARNING4 Learners and their errors5 Input, interaction and output6 Some learning processes7 Individual language learners: some differences8 Good language learners and what they doPART 3 TEACHING9 Language teaching: a brisk walk through recent times10 Contexts11 Plans and programmes12 Ways and means13 Skills14 Tests15 When all has been said: preparing and managing lessons

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Book SynopsisThis book is the first text dedicated to the history of multilingual societies. Written in clear, accessible language by prominent scholars, it take us on a fascinating journey from ancient Rome and Egypt to medieval London and Jerusalem, from Russian, Ottoman and Austro-Hungarian empires to modern Norway, Ukraine, and Spain.

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Book SynopsisThis Element offers a new theoretical model of acculturation within the general framework of cultural psychology. Three interconnected components symbols, language, and values/practices characterize both enculturation and acculturation. Reaching bicultural competencies and identities is the proposed outcome.

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

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Book SynopsisThis book presents a lively, rich, and concise introduction to the key concepts and tools for developing clarity and coherence in academic writing. Well-known authors and linguists David Nunan and Julie Choi argue that becoming an accomplished writer is a career-long endeavor. They describe and provide examples of the linguistic procedures that writers can draw on to enhance clarity and coherence for the reader. Although the focus is on academic writing, these procedures are relevant for all writing. This resource makes complex concepts accessible to the emergent writer and illustrates how these concepts can be applied to their own writing. The authors share examples from a wide range of academic and non-academic sources, from their own work, and from the writing of their students. In-text projects and tasks invite you, the reader, to experiment with principles and ideas in developing your identity and voice as a writer.Trade Review'This volume, produced with the input of students, performs what it proclaims: clarity and coherence about academic writing. The authors demonstrate how academic writing works and how it can be acquired. The volume is also excellent in its serious treatment of the concept of ‘language as a resource’. The field of academic language studies has needed this book for a long time.'Joseph Lo Bianco, Professor, University of Melbourne, Australia'This book offers what every academic could wish for—an empathetic older brother and sister extending their helping hand to the struggling writer of academic English prose. Not just rules and advice, but concrete examples of revisions and rewrites. Not to relieve your guilt feelings, but to help you reach your intended audience in the most forceful way. Not recipes, but explorations of your writing process. Writing as a way of discovering what you really think—and who you really are. I wish I could have had such a book at the beginning of my writing career.'Claire Kramsch, Professor Emerita University of California, Berkeley, USA'The authors invite you as readers to engage with how academic texts are crafted, to consider how you tackle the process of writing, and to reflect on your own writing. The book is about being a writer, as much as it is about academic writing.'From the Foreword by Debra Myhill, Professor, University of Exeter, UKTable of Contents1. What Every Writer Should Know About Language 2. Only Connect 3. Product and Process Approaches to Writing 4. Audience and Purpose 5. Towards Active Voice 6. Using Figurative Language 7. Seeking and Providing Meaningful Feedback 8. The Power of Revising 9. In a Nutshell: Ten Thoughts to Take Away

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Book SynopsisA hands-on guide for practitioners, this book prepares instructors to teach in-sessional English for Academic Purposes (ISEAP) higher education courses. As university cohorts become more diverse, there is demand for in-sessional EAP courses not only to support international students, but also increasingly as a provision for all students. This informative resource explores the varying formats of ISEAP courses and how they are embedded within and alongside students' degree programmes in the United Kingdom and beyond. In accessible chapters, authors Neil Adam Tibbetts and Timothy Chapman present illuminating findings drawn from interviews conducted with experts in the field and highlight the challenges that students and practitioners face. Avoiding prescriptive recommendations, Tibbetts and Chapman address different models and contexts of ISEAP courses at the university level and offer guidance and tools for practice. Covering key topics such as pedagogies, logistical chaTable of ContentsIntroduction Section A The In-sessional Within the EAP Context 1. The state and status of ISEAP 2. Pedagogies and teaching ISEAP 3. Logistical issues in ISEAP Section B In-sessional EAP: Its Role Within the Wider University 4. Changing contexts in ISEAP 5. The ISEAP practitioner 6. Beyond ISEAP Appendix

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

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

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

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Book SynopsisThis inviting book is a bridge between two major strands of reading instruction that are often held in opposition: the science of reading and artful approaches to teaching reading. Although the current climate of literacy instruction positions these approaches as diametrically opposed, the authors Young, Paige, and Rasinski describe how teachers can use the science of reading to engage students in artful, engaging, and authentic instruction. The authors reveal how effective teaching is a dynamic process that requires agency and creativity and show how teachers make artful shifts based on the needs of students in specific contexts. Chapters include a range of examples and explanations of how artful teaching is integrated into reading instruction and how it can increase studentsâ motivation and positive attitudes toward reading. The concise and practical chapters cover key topics, including phonemic awareness, reading fluency, vocabulary, assessment, home and family reading, and more.This essential road map for all pre-service and in-service reading teachers restores the importance of teacher agency, supports the critical understanding of reading research, and allows teachers to use their knowledge, experience, and creative approaches in the classroom. This is the definitive guide to teaching reading as both an art and a science.Trade Review"This book is an absolute gem that every teacher of literacy needs to read today! What a fabulous resource that is jam-packed with the latest science and proven engaging lessons. Young, Paige, and Rasinski provide the most current research on teaching reading in a readable and succinct format. They artfully share lessons on every aspect of teaching reading. Best of all this slim reference with its ‘go-to’ ideas almost fits in your pocket." --Lori Oczkus, Author and Literacy ConsultantTable of Contents1. Teaching Reading: A Science, but also an Art 2. Becoming a Scientific and Artful Reading Teacher 3. Artful Teaching of Phonemic Awareness 4. Artful Teaching of Phonics 5. Artful Teaching of Reading Fluency 6. Artful Teaching of Vocabulary 7. Artful Teaching of Comprehension 8. Artful Assessment of Reading 9. Artful Approaches to Home and Family Reading 10. Using Reading Models, Theories, and Research to Develop Effective and Artful Reading Instruction and Interventions

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Book SynopsisThis accessible volume presents an up-to-date overview of how young children, older youth, and adults develop multilingual proficiencies. Importantly, it highlights an assets view of multilingualism, offering clear recognition that multilingual competencies are both functional and highly valued in communities across the globe.Dispelling common myths, it explores the benefits of multilingualism spanning interpersonal, academic, and professional settings. With these settings in mind, the book provides practical information on how professionals can foster [advance? promote?] effective communication with colleagues and clients from a variety of language backgrounds. Each chapter comes equipped with a series of true or false statements where you can record your predictions and learn as you read. Chapters cover topics including the economic and cognitive benefits of multilingualism, social influences, the age factor, family bilingualism and optimal teaching and learning conditions.

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

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Book SynopsisThis critical resource provides foundational information and practical strategies for d/Deaf or hard of hearing (d/Dhh) multilingual learners. These learners come from backgrounds where their home languages differ from the dominant spoken or sign languages of the culture. This book is a one-stop resource for professionals, interventionists, and families, helping them to effectively support the diverse needs of d/Dhh multilingual learners by covering topics such as family engagement, assessment, literacy, multiple disabilities, transition planning, and more. The book provides vignettes of learners from 25 countries, discussion questions, and family-centered infographic briefs that synthesize each chapter. Deaf and Hard of Hearing Multilingual Learners is a groundbreaking step towards better supporting the many languages and cultures d/Dhh students experience in their lifetimes through strength-based and linguistically responsive approaches.  Trade Review"This collection shows teachers, interventionists, and professionals how to navigate just that. The editors collaborated with other deaf education experts to cover topics such as family engagement, assessment, collaboration, literacy, multiple disabilities, and transition planning, featuring case studies of young language learners from 25 countries with resources. "-J. F. Andrews, CHOICETable of Contents1. Learners who are d/Deaf or Hard of Hearing and Multilingual: Perspectives, Approaches and Considerations 2. Family Engagement: Developing Partnerships for d/Deaf and Hard-of-Hearing Multilingual Learners 3. Developing a Comprehensive Language Profile to Support Learning: The Assessment of d/Deaf and Hard-of-Hearing Multilingual Learners 4. Language Development, Assessment, and Intervention for d/Deaf and Hard-of-Hearing Multilingual Learners 5. d/Deaf and Hard-of-Hearing Multilingual Learners and Literacy Instruction 6. Leadership and Collaboration in School Settings for d/Deaf and Hard-of-Hearing Multilingual Learners 7. d/Deaf and Hard of Hearing Multilingual Learners with Disabilities: A Case Study of a Learner who is Deaf with Autism Spectrum Disorder and from an Immigrant Family 8. Transition for d/Deaf and Hard-of-Hearing Multilingual Learners: Guiding Principles and Planning Tools

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Book SynopsisThis edited volume takes an expansive, no-nonsense view of the spectrum of English language learners to address their varied backgrounds and their wide range of needs, worries, motivations, and abilities. Each chapter addresses a key area and group of students to enable English language teachers to come away with the knowledge and skills they need to support their students. The contributors, who represent a diverse range of voices themselves, cover essential topics, including dyslexia, neurodiversity, linguistic inclusion, deaf students, LGBTQI+ students, racial and cultural inclusion, and more. Accessible and grounded in cutting-edge research, this book features key concepts, methodologies, and strategies that will encourage reflection and inclusive pedagogy. An invaluable resource for students, researchers, and professionals, this volume demonstrates how English language education can be a force for transformative change and social inclusion.Table of ContentsIntroduction 1. Trouble and Care in the English language classroom Part 1: Inclusive language 2. An inclusive approach to teaching English to deaf adult learners 3. Inclusion in foreign language education: Using translingual scaffolding to support vocabulary learning in primary school 4. Traditional stories in ELT: Translingual practice for inclusive writing and digital skills instruction Part 2: Inclusive teaching 5. ‘You don't want to lose anyone, you don't want anyone falling behind’: Online ESOL, inclusion and accessibility in the UK 6. LGBTQI+ Sexualities and a Diversity-Focused Approach in English for Academic Purposes 7. Developing senior learners’ autonomy in second language learning Part 3: Teaching inclusion 8. How to talk about race in the English language classroom 9. English language learners dealing with trauma: developing ESL teachers’ knowledge, attitudes, and skills 10. Accommodating learners with SpLDs in the language classroom: Problems and solutions

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Book SynopsisThis book provides a practical and extensive guide for the International Corpus Network of Asian Learners of English (ICNALE), a unique dataset including more than 15,000 samples of Asian learners' L2 English speeches and essays. It also offers approachable introductions to a variety of corpus studies on the aspects of Asian learners' L2 English.Key topics discussed in the book include: background, aims, and methods of learner corpus research principles, designs, and applications of the ICNALE vocabulary, grammar, and pragmatics in Asian learners' L2 English, and individual differences of Asian learners and assessments of their speeches and essays With many case studies and hands-on guides to utilise ICNALE data to the fullest extent, The ICNALE Guide is a unique resource for students, teachers, and researchers who are interested in a corpus-based analysis of L2 acquisition.Trade Review"I am delighted to see the work on the ICNALE corpus coming to fruition. In this volume the scale and importance of the corpus are made clear both by a careful description of its contents, but also by a good survey of the research context that ICNALE contributes to. The research possibilities opened up by ICNALE are shown in a host of fascinating studies of learner language. These cover topics as diverse as vocabulary, pragmatics and paralinguistic features. Ishikawa has produced a book which all researchers interested in learner language, especially in East Asian contexts, must read."Tony McEnery, Lancaster University"This book by Shin Ishikawa is the culmination of years of work with one of the best learner corpus resources available - the ICNALE. This practical introduction to learner corpus studies of written and spoken L2 registers is a goldmine for teachers and researchers of L2 vocabulary, grammar and pragmatics, while also covering lesser-explored areas of gesture and assessment through Shin's wonderful ICNALE resource. As a regular user of the ICNALE, this guide is essential reading for both experts and newcomers to the field of LCR, and stands to make an amazing contribution to language teaching and learning." Peter Crosthwaite, University of Queensland"This is the first comprehensive introduction to the ICNALE project directed by Shin Ishikawa. The ICNALE is arguably one of the most ambitious and well-designed corpus projects for its international scope, unique design criteria, and rich metadata. This book will provide an overview of the project as well as major findings from the corpus, which will serve as an invaluable resource for anyone interested in researching the use of the English language by Asian learners or users and how their usage or use will be affected by various learner and environmental factors." Yukio Tono, Tokyo University of Foreign StudiesTable of ContentsPart 1: Introduction to the Learner Corpus Research 1. Learner Corpus Research: An Overview 2. ICNALE: Major Features 3. ICNALE: Modules Part 2: Aspects of Asian Learners’ L2 English Use 4. Vocabulary 5. Grammar 6. Pragmatics 7. Individual Differences 8. Assessment 9. Conclusion

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Book SynopsisStudying for a Masters in TESOL or Applied Linguistics provides the definitive go-to text for all students studying an MA in TESOL or Applied Linguistics, as well as closely related degrees such as an MA in English Language Teaching. Written in a clear and user-friendly format and drawing on authentic and highly relevant source materials with the inclusion of practical tasks and answer keys for self-correction throughout, this book demystifies each stage of the MA TESOL/MA Applied Linguistics journey.Covering practical programme components, such as lesson observation and teaching practice, this book helps the reader to develop the key skills required to successfully complete an MA including:How to effectively manage your timeHow to get the most out of your lecturesHow to develop effective reading skillsHow to become a better academicTrade ReviewThis book will be extremely useful for students embarking on a TESOL or Applied Linguistics master’s degree. It discusses areas and expectations which new students may not be familiar with and, importantly, gives sound advice on how to deal with them. I will be recommending it to my students! Brian Paltridge, Professor of TESOL, University of Sydney, Australia Table of ContentsAcknowledgements Why this Book? 1 Being an Effective Student in the Context of MA TESOL/Applied Linguistics Introduction 1.1 What should I expect? What will others expect of me? 1.2 Developing Effective Reading Strategies 1.3 Planning Your Time 1.4 Accessing Resources and Learning to Work Smart 1.5 Identifying Sources of Support Additional Resources for Further Reading Chapter References 2 Academic Speaking and Listening Introduction 2.1 Contexts Involving Academic Speaking 2.1.1 Academic Speaking in Groups and Seminars 2.1.2 Academic Speaking in Oral Presentations 2.2 Contexts Involving Academic Listening Suggested Answers to Independent Tasks Resources for Further Reading 3 Using Academic Sources Introduction 3.1 Why Do I Need Academic Sources? 3.2 Plagiarism and How to Avoid It 3.3 Avoiding Other Common Forms of Academic Misconduct 3.4 Paraphrasing 3.5 Making Citations 3.6 Direct Quotations 3.6.1 A Few More Things to Be Aware Of and Pay Particular Attention To 3.7 Bringing It All Together 3.8 Compiling A Reference List or Bibliography 3.9 Different Academic Style Conventions Suggested Answers to Independent Tasks Resources for Further Reading 4 Becoming A More Confident and Proficient Academic Writer Introduction 4.1 Fundamental Features of Effective Academic Writing 4.1.1 The Importance of Clear Structuring 4.1.2 Use of the First Person 4.1.3 Hedging and the Avoidance of Sweeping Generalisations 4.1.4 Use of Appropriate Academic Lexis 4.1.5 Supporting All Claims with Evidence 4.2 Building A Coherent Academic Argument Suggested Answers to Independent Tasks Resources for Further Reading 5 Dealing with Different Types of Written Coursework Assignments Introduction 5.1 Dealing with Academic Essays 5.1.1 ‘Compare and Contrast’ Type Essays 5.1.2 ‘Discussing a Quotation’ Type Essays 5.1.3 ‘Critically Evaluate’ Type Essays 5.2 Dealing with Linguistic Analysis Tasks 5.2.1 Which Dimensions of a Task Should I Analyze? 5.2.2 What Form Should a Textual Analysis Take? 5.3 Dealing with Reflective Writing Tasks 5.3.1 The Difference Between Description and Critical Reflection 5.4 Marking Criteria Suggested Answers to Independent Tasks Resources for Further Reading 6 Teaching Observation and Practice Introduction 6.1 The Relationship Between Theory and Practice 6.2 Teaching Observation 6.2.1 Observation Tools and Mechanisms 6.2.2 The Observation Cycle 6.3 Lesson Planning 6.3.1 Different Conceptualizations of Lessons 6.3.2 Different ‘Ingredients’ in Lessons 6.3.3 Approaches to Writing Lesson Plans 6.4 Teaching Practice 6.4.1 Peer Micro-Teaching 6.4.2 Team Teaching/Teaching Your Own Class 6.5 The Importance of Critical Reflection Suggested Answers to Independent Tasks Resources for Further Reading 7 Planning Your Dissertation Introduction 7.1 Choosing A Suitable Topic 7.1.1 Where Do I Begin? 7.1.2 How Should I Manage My Time? 7.2 Deciding on an Appropriate Research Paradigm 7.2.1 Understanding Ontology and Epistomology 7.2.2 Quantitative or Qualitative? 7.2.3 Mixed Methods 7.3 Completing a Formal Proposal 7.4 What to Expect from your Supervisor 7.4.1 Some Tips for Getting the Most out of the Supervisor-Supervisee Relationship Suggested Answers to Independent Tasks Resources for Further Reading 8 Writing Up Your Dissertation Part I Introduction 8.1 Dissertation Structure and Length 8.1.1 Rhetorical Purpose 8.1.2 The Importance of Effective Signposting 8.2 Writing Chapter 1: The Introduction 8.3 Writing Chapter 2: The Literature Review 8.4 Writing Chapter 3: The Methodology 8.4.1 Quantitative Forms of Research Methodology 8.4.2 Qualitative Forms of Research Methodology 8.4.3 Approaches to Data Coding 8.4.4 Ethical Considerations 8.4.5 Reflexivity 8.4.6 Some Closing Reminders Suggested Answers to Independent Tasks Resources for Further Reading 9 Writing Up Your Dissertation Part II Introduction 9.1 Writing Chapter 4: Results 9.1.1 Presenting Quantitative Results 9.1.2 Presenting Qualitative Results 9.2 Writing Chapter 5: Discussion 9.3 Writing Chapter 6: Conclusion 9.3.1 A Note on Summarising 9.3.2 Acknowledging Strengths and Limitations 9.3.3 Recommendations for Future Action 9.4 Beginnings: Acknowledgements and Abstracts 9.5 Endings: Appendices 9.6 Final Considerations 9.7 Proofreading Suggested Answers to Independent Tasks Resources for Further Reading 10 Life Beyond Your Masters Introduction 10.1 Going on to Further Study 10.1.1 Doing a PhD or an EdD 10.1.2 Doing Other Qualifications 10.2 Going Back to Work 10.2.1 Updating Your CV 10.2.2 Jobs Using TESOL and Applied Linguistics 10.2.3 The Traditional Job Search vs The Creative Job Search 10.2.4 Working in the Higher Education Sector 10.3 Continuing Professional Development 10.3.1 Publishing Your Dissertation 10.3.2 Presenting at Conferences 10.3.3 Finding Your Professional Niche 10.4 Closing Thoughts Suggested Answers to Independent Tasks Resources for Further Reading A List of Common Journals for TESOL and Applied Linguistics A List of Useful Organisations Index

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