Bilingualism and multilingualism Books

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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