Dictionaries, Reference & Language Books

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 presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It comprises a wide selection of studies which cover topics such as strategic training of young EFL learners, promoting critical thinking through video gaming, language learning strategies for languages other than English, and the contribution of language learning strategies to the development of the four language learning skills. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes. The contributing authors share research from their various contexts, which range from primary to tertiary education, and discuss the need for fine-tuned strategy categorization, conscious self-regulation and proposed strategy instruction.

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Book SynopsisThis book examines how asbestos activists living in remote rural villages in South Africa activated metropolitan resources of representation at the grassroots level in a quest for justice and restitution for the catastrophic effects on their lives caused by the asbestos industry. It follows the Asbestos Interest Group (AIG) over a fifteen-year period through its involvement in grassroots research, in legal cases and in the compensation systems for asbestos-related disease. It examines how the AIG became grassroots technicians of translocal paperwork, moving texts back and forth between periphery and center, pushing documents through the textual mazeways of the courts, medical institutions, the compensation system and various government agencies. The book addresses rhetorical mobility and the extent to which, given the AIG’s position on the periphery, it has been able to enter the voices and interests of villagers into formerly inaccessible forums of deliberation and decision-making.Trade ReviewTrimbur demonstrates the transformative power of grassroots literacy in mobilizing the poor and resisting big industries. He merges activism with analytical rigor – adopting a creative style layered with the personal, narrative, and theoretically nuanced – to leave us with a text that will inspire us for similar forms of political engagement and academic relevance. * Suresh Canagarajah, Pennsylvania State University, USA *This is a richly detailed and illuminating study of asbestos activism in South Africa. The author’s commanding approach helps us see that justice is served, and denied, not only by control over knowledge but also by control over the modalities of participation in knowledge production and the uneven status, distribution, exchange, and circulation of these between and among periphery and metropolis. * Bruce Horner, University of Louisville, USA *This innovative book provides a fascinating textual history of asbestos activism and the struggles of invisible people to be counted as legitimate citizens in the aftermath of apartheid. Trimbur provides a powerful analysis of the struggles to connect grassroots literacy to the written record, arguing for the centrality of participation in this process. * Carolyn McKinney, University of Cape Town, South Africa *At a moment when the advances of the post-apartheid era have been called into question as never before, John Trimbur’s textual history of the asbestos activists of the Northern Cape serves as a timely reminder not only of even darker times but also of collective struggles that did have positive social and economic effects. Paying meticulous attention to the widest range of textual and extra-textual sources, Grassroots Literacy and the Written Record examines how South Africa’s highly profitable asbestos-mining industry devastated the lives of miners and their communities in the Northern Cape and how those miners and communities fought successfully for compensation. -- David Johnson, The Open University, UK * Journal of Southern African Studies, 2022 *Table of ContentsIntroduction: Circumstances, Motives, Methods, and Theories Chapter 1. On the Periphery: Life and Literacy in the Kuruman District Chapter 2. Asbestos Mining in the Written Record: A Brief History Chapter 3. The Emergence of Asbestos Activism: From the ‘Period of Non-Awareness’ to the National Asbestos Summit of 1998 Chapter 4. Grassroots Activism and the Mobility of Documents: The Formation of the AIG Chapter 5. Insurgent Lawfare and Form-Made Persons: From Asbestos Related-Disease Sufferers to Plaintiffs Chapter 6. 'The Lawyer Stole the Money': The Political Economy of Compensation Conclusion: Grassroots Activism, Popular Participation, and Contextual Spaces

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Book SynopsisWith increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world. The volume breaks new ground in that all chapters share a focus on teachers as ‘knowledge generators’ and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school. Chapters 1, 3, 4 and 8 are free to download as open access publications. They can be downloaded from our website: https://www.channelviewpublications.com/page/open-access/.Trade ReviewSpringing from the Nordic region and beyond, this collection of research-based studies provides the much-needed bridging between translanguaging theories and translanguaging pedagogies across a wide range of instructional contexts. It is a must read for teachers, scholars and teacher educators interested in gaining inspirations from examples of pedagogical translanguaging in their ongoing battles against racism, classism and monolingualism. * Angel M. Y. Lin, Simon Fraser University, Canada *This outstanding volume is a great contribution to research on translanguaging at different levels of education. By combining theoretical and research perspectives this collection clearly shows the advantages of using students’ multilingual resources in educational contexts. The illuminating insights in this book will be highly useful for scholars, teachers and teacher educators. * Jasone Cenoz, University of the Basque Country, UPV/EHU, Spain *Juvonen and Källkvist have put together a thought-provoking volume of studies of pedagogical translanguaging. The practical as well as theoretical insights from practitioners and researchers are particularly significant. They will help to keep the debates over the education of minoritized and racialised bilingual learners going for many years to come. * Li Wei, UCL Institute of Education, UK *...the editors of this collection have carefully selected the case-study chapters in order to present a wide range of examples that touch upon various age groups, stakeholders, types of education and social contexts. They offer a rich repertoire to be drawn on in instructional contexts. -- Zhe (Zoey) Zheng, University of Stirling, UK * Journal of Multilingual and Multicultural Development, 2022 *Table of ContentsContributors Nancy H. Hornberger: Foreword: Teaching and Researching in Linguistically and Culturally Diverse Classrooms Chapter 1. Päivi Juvonen and Marie Källkvist: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives – An Introduction Chapter 2. Jim Cummins: Translanguaging: A Critical Analysis of Theoretical Claims Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire Chapter 5. Gudrun Svensson: Developing Pedagogical Translanguaging in a Primary and Middle School Chapter 6. Valentina Carbonara and Andrea Scibetta: ‛我的…futuro?’: Multilingual Practices Shaping Classroom Interaction in Italian Mainstream Education Chapter 7. Anne Reath Warren: Semiotic Assemblages in Study Guidance in the Mother Tongue Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden Chapter 9. Jessica Sierk: Language 'Barriers' or Barriers to Translanguaging? Language as a 'Problem' in the New Latinx Diaspora Chapter 10. Jenny Rosén and Berit Lundgren: Challenging Monolingual Norms through Pedagogical Translanguaging in Adult Education for Immigrants in Sweden? Chapter 11. Oliver St John: Doing Multilingual Language Assistance in Swedish for Immigrants Classrooms Chapter 12. Anne Pitkänen-Huhta: Multilingualism in Language Education: Examining the Outcomes in the Context of Finland Francis M. Hult: Afterword Index

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Book SynopsisThis edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.Trade ReviewWhat are the insights gained from the multifarious trajectories and lived experiences of English language teaching professionals as they engage in developing critical practices and identities? This rare volume comprises a wide range of transnational research on this important subject. Highly recommended for students, teachers, researchers and teacher educators in English language education. * Angel M. Y. Lin, Simon Fraser University, Canada *This compelling volume admirably decenters and decolonizes English language teaching research, extends its geographical and conceptual range, and yields powerful insights. Welcome features include diverse voices; broadened perspectives on issues of identity; and criticality throughout. Readers are given renewed hope for the editors' vision of 'a new TESOL landscape – a more just and equitable one.' * Stephanie Vandrick, University of San Francisco, USA *This is a fine collection of timely contributions to the scholarship on transnational practices and identities in the field of ELT. The editors’ and contributors’ critical explorations into the complex landscapes in global ELT settings set a significant agenda for scholarly activities along this line in the years to come. * Lawrence Jun Zhang, University of Auckland, New Zealand *Table of ContentsContributors Chapter 1. Rashi Jain, Bedrettin Yazan and Suresh Canagarajah: A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT Settings Part 1: Transnational Practices and Identities of ELLs in the US Chapter 2. Jungmin Kwon: Understanding Transnational Childhoods through Young Immigrant Children’s Photographs Chapter 3. Semi Yeom: 'I’m not belonged': Examining Transnational Undergraduate Students’ Sense of Belonging as English Learners Chapter 4. Hatice Altun: Dubious Battle in 'Otherness': Pride or Shame Chapter 5. Ufuk Keles and Bedrettin Yazan: Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency and Navigating Emotions Part 2: Transnational Practitioners and Participants in Global Contexts Beyond the US Chapter 6. Ozgehan Ustuk and Peter I. De Costa: 'Started working as a global volunteer...': Developing Professional Transnational Habitus through Erasmus+ Chapter 7. Tabitha Kidwell: Intercultural Experience and Transnational Culture Education: A Case Study of One Novice Teacher’s Personal and Professional Development Chapter 8. David Martínez-Prieto and Kristen Lindahl: National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges Chapter 9. Emrah Cinkara: Syrian Immigrants as Transnational TESOL Practitioners in Turkey Part 3: Transnational Practices and Identities of TESOL Practitioners in the US Chapter 10. Kyung Min Kim: A Korean-American Teacher’s Journey of Professionalization: A TESOL Teacher Educator’s Identity Formation across Transnational Contexts Chapter 11. Pei Chia (Wanda) Liao: Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and Agency Chapter 12. Min-Seok Choi, Tamara Mae Roose and Christopher E. Manion: Teaching as Transnational Spaces: Exploring the Teacher Identity Construction of International Graduate Teaching Associates of Second-Year Writing Courses Chapter 13. Willa Black, Danning Liang and Gloria Park: Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language Teachers Afterword Index

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Book SynopsisThis edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.Trade ReviewWhat are the insights gained from the multifarious trajectories and lived experiences of English language teaching professionals as they engage in developing critical practices and identities? This rare volume comprises a wide range of transnational research on this important subject. Highly recommended for students, teachers, researchers and teacher educators in English language education. * Angel M. Y. Lin, Simon Fraser University, Canada *This compelling volume admirably decenters and decolonizes English language teaching research, extends its geographical and conceptual range, and yields powerful insights. Welcome features include diverse voices; broadened perspectives on issues of identity; and criticality throughout. Readers are given renewed hope for the editors' vision of 'a new TESOL landscape – a more just and equitable one.' * Stephanie Vandrick, University of San Francisco, USA *This is a fine collection of timely contributions to the scholarship on transnational practices and identities in the field of ELT. The editors’ and contributors’ critical explorations into the complex landscapes in global ELT settings set a significant agenda for scholarly activities along this line in the years to come. * Lawrence Jun Zhang, University of Auckland, New Zealand *Table of ContentsContributors Chapter 1. Rashi Jain, Bedrettin Yazan and Suresh Canagarajah: A Critical Exploration of the Complex Research Landscape of Transnational Practices and Identities in Global ELT Settings Part 1: Transnational Practices and Identities of ELLs in the US Chapter 2. Jungmin Kwon: Understanding Transnational Childhoods through Young Immigrant Children’s Photographs Chapter 3. Semi Yeom: 'I’m not belonged': Examining Transnational Undergraduate Students’ Sense of Belonging as English Learners Chapter 4. Hatice Altun: Dubious Battle in 'Otherness': Pride or Shame Chapter 5. Ufuk Keles and Bedrettin Yazan: Transnational Socialization of a Graduate Student from Turkey: Negotiating Identities, Asserting Agency and Navigating Emotions Part 2: Transnational Practitioners and Participants in Global Contexts Beyond the US Chapter 6. Ozgehan Ustuk and Peter I. De Costa: 'Started working as a global volunteer...': Developing Professional Transnational Habitus through Erasmus+ Chapter 7. Tabitha Kidwell: Intercultural Experience and Transnational Culture Education: A Case Study of One Novice Teacher’s Personal and Professional Development Chapter 8. David Martínez-Prieto and Kristen Lindahl: National Perspectives on Mexican Transnational EAL Teachers: Ideological and Professional Challenges Chapter 9. Emrah Cinkara: Syrian Immigrants as Transnational TESOL Practitioners in Turkey Part 3: Transnational Practices and Identities of TESOL Practitioners in the US Chapter 10. Kyung Min Kim: A Korean-American Teacher’s Journey of Professionalization: A TESOL Teacher Educator’s Identity Formation across Transnational Contexts Chapter 11. Pei Chia (Wanda) Liao: Two Transnational and Translingual TESOL Practitioners in the United States: Their Capital and Agency Chapter 12. Min-Seok Choi, Tamara Mae Roose and Christopher E. Manion: Teaching as Transnational Spaces: Exploring the Teacher Identity Construction of International Graduate Teaching Associates of Second-Year Writing Courses Chapter 13. Willa Black, Danning Liang and Gloria Park: Becoming Critical Transnational English Teachers: A Narrative Inquiry of Fulbright Pre-service English Language Teachers 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 SynopsisIn the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.Trade ReviewThe benefits and value of FL learning in schools becomes increasingly important in this time of prevailing nationalism in many parts of the world. Forbes should be lauded for this timely addition that offers insights into the phenomenon of cross-linguistic transfer of writing strategies and the potential contribution of FL teaching to the development of students’ writing skills. * Lawrence Jun Zhang, University of Auckland, New Zealand *This is an important book which provides much-needed empirical insight into the connections between foreign language and first language teaching and learning in schools. In the context of the modern multilingual profile of school populations, the need for joined-up thinking on cross-linguistic transfer has never been more pressing. * Michael Evans, University of Cambridge, UK *In this timely and well-written book, Karen Forbes convincingly demonstrates that students’ transfer of strategies across languages is a multidirectional phenomenon. The book contains an ideal balance of theory and empirical examples from L1 and FL classrooms making it highly relevant for both researchers and language teachers. * Åsta Haukås, University of Bergen, Norway *Table of ContentsAcknowledgements Chapter 1. Introduction Chapter 2. The Position of First Language and Foreign Language Learning in Schools Chapter 3. An Overview of Strategy Research and the Role of LLSI Chapter 4. Considerations for Researching the Effects of a Cross-Linguistic Intervention of LLSI Chapter 5. Teaching for Transfer: Developing a Cross-Linguistic Approach to LLSI Chapter 6. An In-depth Exploration of Patterns of Strategy Development in FL and L1 Writing Chapter 7. Exploring the Cross-Linguistic Transfer of Strategies Chapter 8. Negotiating LLSI: Individual Trajectories Chapter 9. The Role of Learners’ Individual Differences Chapter 10. Reflecting Back and Looking Forward: Implications and Conclusions Appendix A: Student Questionnaire Appendix B: Writing Strategy Task Sheet References Subject Index Author Index

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Book SynopsisChallenging the boundaries of linguistics as a field, and transgressing the limitations of genre in writing about language, this book explores the possibilities of what the authors call a hospitable linguistics'. It represents a crucial intervention in attempts to fashion a more integrative, responsible and respectful linguistics.

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Book SynopsisThis book focuses on the study-abroad experiences of pre-service and in-service language teachers and language teacher educators. The diverse contributions to this volume provide readers with a deep understanding of what this mobility means for individuals and the language teaching and learning communities they encounter and return to post-sojourn. Considering the broad variability of study-abroad programs and arrangements, as well as the multidimensional, complex nature of study-abroad social, geographical and digital environments, the chapters discuss the teachers’ psychological experiences in cognitive, affective and social terms. Readers will discover the effect of mobility on identity, beliefs, practices, self-efficacy, agency, self-confidence, independence and personal growth, as well as how transitions across borders can result in feelings of self-doubt, anxiety and insecurity. This is essential reading for language teacher educators, mentors and supervisors, managers of study-abroad programs and researchers working in the fields of study abroad, international education and language teacher education.Trade ReviewThis wide-ranging and well-structured resource provides fascinating insights into various aspects of study-abroad experiences. Including views from pre-service, in-service language teachers and language teacher educators, it captures diverse and multidimensional perspectives. The chapters’ ‘practical implications’ will be invaluable for teacher educators in their efforts to design and support appropriate educational experiences. * Steve Mann, University of Warwick, UK *COVID has disrupted, and demanded a re-imagining of studying abroad, often a crucial component in language teacher education programmes. This book brings together soul-searching empirical studies from diverse educational contexts to explore the meaning of studying abroad for language teachers. These deeply reflective narratives from language teachers and language teacher education researchers provide an up-to-date and humanistic understanding of a critical approach to internationalisation studies. * Alice Chik, Macquarie University, Australia *Table of ContentsAcknowledgements Contributors Chapter 1. Gary Barkhuizen: Language Teachers Studying Abroad Part 1: Identities and Professional Development Chapter 2. Julia Menard-Warwick, Enrique David Degollado and Shannon Kehoe: Emotionality in Field Trip Narratives: Confronting Deficit Perspectives Chapter 3. Steve Marshall: Japanese English Teachers’ Professional Development in a Canadian University: Perceptions of Self and Imagining Practice Chapter 4. Rosemary Wette and Gary Barkhuizen: Study Abroad as a Site of Transformative Learning: Post-Sojourn Knowledge and Identity Change of Two Cambodian Teachers Chapter 5. Donna Starks and Howard Nicholas: Life and Learning through Study Abroad: Trajectories Connecting Identity and Communicative Repertoires Chapter 6. Danping Wang: ‘They Say My Job is Propaganda’: Professional Identities of Pre-Service Chinese Language Teachers in Overseas Schools Part 2: Interculturality and Intercultural Learning Chapter 7. Rachel Shriver, Magda Madany-Saa, Eleanor Sweeney, Elizabeth Smolcic, Sharon Childs, Ana Loja Criollo and Yolanda Loja Criollo: Re-Imagining Immersion for Teachers: Exploring the Seedlings of Decolonial Roots within Ecuadorian/United States Partnerships Chapter 8. Roswita Dressler and Colleen Kawalilak: The Experience of Pre-Service Language Teachers Learning an Additional Language through Study Abroad Chapter 9. Chiou-lan Chern, Angel M. Y. Lin and Mei-Lan Lo: Border-Crossing and Professional Development of Taiwanese EFL Teachers in a Study Abroad Program Chapter 10. Sin Yu Cherry Chan and Jane Jackson: ‘I Thought it was Really a No!’: A Narrativized Account of an L2 Sojourn with a Homestay Chapter 11. Erik Jon Byker and Natalia Mejia: Language for the Heart: Investigating the Linguistic Responsiveness of Study Abroad Part 3: Emotions and Personal Growth Chapter 12. Takaaki Hiratsuka: Dreams Cut Short but Heads Held High: Study Abroad in Times of Coronavirus Chapter 13. John Macalister: No Ordinary Time: Language Teachers Abroad in an Extraordinary Year Chapter 14. Shondel Nero: When Teachers become ‘The Other’: Studying Abroad in the Dominican Republic Chapter 15. Harold Castañeda-Peña, Carmen Helena Guerrero Nieto and Pilar Méndez Rivera: Study Abroad as Subjection: Doctoral Students’ Emotions during Academic Short Stays Chapter 16. Diana Feick and Petra Knorr: Emotional Aspects of Online Collaboration: Virtual Exchange of Pre-Service EFL Teachers Part 4: Relationships and Careers Chapter 17. Rosamond Mitchell and Nicole Tracy-Ventura: From Language Teaching Assistant Abroad to Language Professional: A Longitudinal Study of Career Entry Chapter 18. Christine Biebricher and Yue You: Understanding Pre-Service Teachers’ Study Abroad Experiences through Duoethnography: Challenges, Emotions and Developments Chapter 19. Michael Burri: From ESL Student to Teacher Educator: Reflections on Transnational and Transcultural Professional Identity Development Chapter 20. Anja Wilken and Andreas Bonnet: Transformative Learning and Professionalization through Uncertainty? A Case Study of Pre-Service Language Teachers During a STIE Chapter 21. Meredith D’Arienzo and YouJin Kim: The Impact of a Two-Week Study Abroad Teacher Development Program on Pre-Service L2 Teachers Index

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Book Synopsis Heritage processes vary according to cultural, national, geographical, and historical contexts. This volume is unique in that it is dedicated to approaching the analysis of heritage through the concepts of social movements. Adapting the latest developments in the field of social movements, the chapters examine the formation, use and contestation of heritage by various official, non-official and activist players and the spaces where such ongoing negotiations and contestation take place. By bringing social movements into heritage studies, the book advocates a shift of perspective in understanding heritage, one that is no longer bound by (at times arbitrary) divisions such as those assumed between the state and people or between experts and non-experts.Trade Review “Throughout the text, authors marvelously highlight unique cases, backed by compelling evidence, that portray a well-rounded story of heritage activism across countries such as Indonesia, China, Singapore, Nepal, Sri Lanka, and Iran. Libraries with extensive reserves focusing on Asian heritage, culture, and politics should have a copy of this work. – Highly Recommended.” • Choice “In general, this book highlights the need to question generalizing ideas about heritage. It props up the various ways in which we can counter the assimilationist emphasis of most state-sanctioned heritage policies. With an overtly structural approach, the chapters present translational applications to real-world problems.” • International Journal of Asian Studies (IJAS) “This book significantly contributes to our understanding of the complexities of heritage in Asia. It broadens our horizons to look at issues of governance, state-society relations, and the institutional ways memory and material culture are politically negotiated. It reveals heritage as a series of movements, unpacking, elaborating and critiquing what that term means in different social settings. An exciting contribution to the examination of heritage in Asia.” • Tim Winter, University of Western Australia, Professor of Critical Heritage studies, Author of Geocultural Power: China’s Quest to Revive the Silk Roads for the Twenty First Century “The book is a wake-up call for heritage practitioners who still too easily think of the material past as a static and unmediated record of times past. Heritage Movements in Asia reminds us that the heritage expert is only one among numerous players competing to inscribe meaning on the traces of the past embedded in the ground we all live on. As this book vividly illustrates, heritage activism, whether in the form of mass mobilisation or more intimate engagements, is what gives the material past its dynamism.” • Denis Byrne, Author of Counterheritage: Critical Perspectives on Heritage Conservation in Asia “Looking at heritage processes through the lens of social movements, this volume adds a meaningful contribution to the growing literature of critical heritage studies.” • Neel Kamal Chapagain, Director of the Centre for Heritage Management, Ahmedabad University “The manuscript fits well within the framework of collected essays on various aspects of heritage which have made recent appearance on themes such as contested and dissonant heritage, the impact of globalization upon multicultural societies and the increasing role of social media in mobilizing identity.” • Brian J. Shaw, School of Earth & Environment (Retired)Table of Contents List of illustrations Foreword Acknowledgements Introduction: Negotiation, Strategic Action and the Production of Heritage Ali Mozaffari and Tod Jones Chapter 1. Understanding Heritage Activism: Learning from Social Movement Studies Tod Jones, Ali Mozaffari, and James M. Jasper Chapter 2. ‘The Past is Always New’: A Framework for Understanding the Centrality of Social Media to Contemporary Heritage Movements Tod Jones, Transpiosa Riomandha and Hairus Salim Chapter 3. The Exemplary Foreigner: Cultural Heritage Activism in Regional China Gary Sigley Chapter 4. Heritage Activism in Singapore Terence Chong Chapter 5. Riverscape as Biocultural Heritage: A Local Indigenous Social Movement Contests a National Park in Nepal Sudeep Jana Thing Chapter 6. Heritage for Whom? Caste and Contestation Among Sri Lanka’s Dumbara Rata Weavers Aimée Douglas Chapter 7. Heritage Activism and the Media (Framing) in Iran Ali Mozaffari

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Book SynopsisThe eleven short, linked essays in Morality by Design represent a culmination of two decades of research and writing on the topic of moral realism. Wade Rowland first introduces readers to the basic ideas of leading moral thinkers from Plato to Leibniz to Putnam, and then explores the subject through today''s political, economic and environmental conundrums.

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Book SynopsisThis edited collection explores a subject of great potential for both art historians and museologists – that of the nature of the specimen and how it might be reinterpreted. Through its cross-disciplinary contributions, written by a team of art historians, artists, poets, anthropologists, critics and curators, this book looks at how artistic encounters in museums, ranging from anatomy museums to contemporary cabinets of curiosity, can provoke new modes of thinking about art, science and curating. Museological literature in the past focused on artefacts or objects; this is an original contribution to the field and offers new readings of old issues, inspiring new understandings of the relationships between art, science and curating. Brings together international expertise from art practitioners, historians, creative writers and theorists in France, the United States, United Kingdom and New Zealand. Contributions from creative practitioners draw upon their own experience of producing artworks in response to specific scientific collections while historians, anthropologists, critics and writers examine how museums stimulate, incite and otherwise inspire artistic awareness of science and its specimens. One of the most important contributions this book will make is drawing together several threads of research and practice to encourage interdisciplinary discussion. It provides new ways of thinking about the relationships between art, science, museums and their objects. It concentrates on the ways in which scientific collections kindle novel aesthetic strategies and inspire new scholarly interpretations of art, science, curating and epistemology. In so doing it will make a considerable contribution to the fields of art writing, creative practice, art theory, the history of science and curating. This book will appeal to academics, researchers, undergraduates and postgraduates studying fine art, curating, museology, art history, the history of science, creative writing; visual artists, curators, and other creative practitioners. Also of interest to museum audiences. Reading list potential.Table of ContentsIntroduction Edward Juler and Alistair Robinson 1: Narratives of the ‘Fetish’ John Mack 2: Curating Interobjectively in Museums Alistair Robinson 3: ‘A Readiness to Find What Surrounds Us Strange and Odd’: Objects in the Relational Curiosity Museum Marion Endt-Jones 4: Art, Science and the Mutant Object Rahma Khazam 5: Models of Subjectivity: Surrealism, Physics and Psychoanalysis Gavin Parkinson 6: Glimpsed Phantoms of Sensation: Or, a Psychogeographical Investigation of Various Anatomical Specimens with Reference to Christine Borland’s Cet être-là, c’est à toi de le créer! Edward Juler 7 … as far back as I will remember Nadia Lichtig 8: Poetry and the Pathology Museum: A Model of Difference Christy Ducker 9: The Scientist and the Magician Irene Brown 10: Choosing, Unpicking and Connecting: On Drawing Museum Objects Richard Talbot 11: Post-Specimens and Present Ancestors: Passing Fables and Comparative Readings at the Wildgoose Memorial Library Jane Wildgoose 12: Moving beyond the Specimen (From Drawing Objects to Drawing Processes) Gemma Anderson 13: Desiccation, Suspension, Extraction: The Inhuman Art of Christine Borland Andrew Patrizio Afterword: What’s at Stake? Ludmilla Jordanova

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Book SynopsisThis collection considers the city of the future and its relationship to its citizens. It responds to the foregrounding of digital technologies in the management of urban spaces, and addresses some of the ways in which technologies are changing the places in which we live and the way we live in them. A broad range of interdisciplinary contributors reflect on the global agenda of smart cities, the ruptures in smart discourse and the spaces where we might envisage a more user-friendly and bottom-up version of the smart future. The authors adopt an equality studies lens to assess how we might conceive of a future smart city and what fissures need to be addressed to ensure the smart future is equitable. In the project of envisaging this, they consider various approaches and arguments for equality in the imagined future city, putting people at the forefront of our discussions, rather than technologies. In the smart discourse, hard data, technological solutions, global and national policy and macro issues tend to dominate. Here, the authors include ethnographic evidence, rather than rely on the perspective of the smart technologies’ experts, so that the arena for meaningful social development of the smart future can develop. The international contributors respond purposefully to the smart imperative, to the disruptive potential of smart technologies in our cities: issues of change, design, austerity, ownership, citizenship and equality. The collection examines the pull between equality and engagement in smart futures. To date, the topic of smart cities has been approached from the perspective of digital media, human geography and information communications technology. This collection, however, presents a different angle. It seeks to open new discussions about what a smart future could do to bridge divides, to look at governmentality in the context of (in)equality in the city. The collection is an approachable discussion of the issues that surround smart digital futures and the imagined digital cities of the future. It is aspirational in that it seeks to imagine a truly egalitarian city of the future and to ponder how that might come about. Primary readership will be academics and students in social science, architecture, urban planning, government employees, and those working or studying in social justice and equality studiesTrade Review'One of the strengths of this book is that its authors bridge familiar planning and broader urban studies theory with the contemporary challenges of new technology deployment. This bridging helps ground our engagement with the complexity of new technologies in our long-standing obligation to equitably evaluate how new changes in communities will affect all of our residents. Planners reading this book will gain insight into how we might engage our residents in civic conversations about new technology adoption. [...] Individually and collectively, these chapters will help planners think more critically about the challenges and opportunities new technologies bring before we implement them. Equality in the City has many chapters that could be used in planning theory classes, allowing learners to see how the planning and urbanism theories that have long informed our practice also shed important light on new trends.' -- Pamela Robinson, Journal of the American Planning AssociationTable of ContentsIntroduction Susan Flynn Section 1: Urban Crisis 1. Locked down in the neoliberal Smart City: A-systemic technologies in crisis. Eleanor Dare, Reader in Digital Media, Royal College of Art 2. If (equality). Delfina Fantini von Ditmar, Lecturer in Digital Research, Royal College of Art 3. Reading Lefebvre’s right to the city in the age of the internet. Alan Reeve. Reader in Urban Design, Oxford Brookes University 4. Universities, Equality and the Neoliberal City. Richard Hayes. Vice-President, Waterford Institute of Technology Section 2: City Design 5. Universal Smart City Design. Eoghan Conor O’Shea, Lecturer in Universal Design and Architecture. Institute of Technology, Carlow, Ireland 6. The Design and Public Imaginaries of Smart Street Furniture. Justine Humphry, University of Sydney; Sophia Maalsen, University of Sydney; Justine Gangneux, University of Glasgow; Chris Chesher, University of Sydney; Matt Hanchard, University of Glasgow; Simon Joss, University of Glasgow; Peter Merrington, University of Glasgow; Bridgette Wessels, University of Glasgow 7. Co-creating Place and Creativity Through Media Architecture: The Instabooth. Glenda Caldwell, Associate Professor of Architecture, Queensland University of Technology 8. Narratives, inequalities and civic participation: A case for 'more-than-technological' approaches to smart city development. Carla Maria Kayanan, Post-Doctoral Fellow, University College Dublin; Niamh Moore-Cherry, Associate Professor of Urban Governance and Development in the School of Geography, University College Dublin and Alma Clavin, Post-Doctoral Fellow, University College Dublin Section3: Spatial Humanism 9. Building Participatory City 2.0; Folksonomy, Taxonomy, Hyperhumanism. Carl Smith, Director of the Learning Technology Research Centre (LTRC) and Principal Research Fellow Ravensbourne University London; Fred Garnett, London Knowledge Lab and Manuel Laranja, Senior Associate Professor of Innovation and Entrepreneurship, University of Lisbon 10. Psychogeography: reimagining and re-enchanting the smart city. Adrian Sledmere, Lecturer in Cultural Studies, University of the Arts, London 11. Afterword Rob Kitchin, Professor of Human Geography, National University of Ireland, Maynooth

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Book SynopsisProvides new perspectives on the increasingly complex relationships between media forms and formats, materiality, and meaning. Drawing on a range of qualitative methodologies, our consideration of the materiality of media is structured around three overarching concepts: form – the physical qualities of objects and the meanings which extend from them; format – objects considered in relation to the protocols which govern their use, and the meanings and practices which stem from them; and ephemeral meaning – the ways in which media artefacts are captured, transformed, and redefined through changing social, cultural, and technological values. Each section includes empirical chapters which provide expansive discussions of perspectives on media and materiality. It considers a range of media artefacts such as 8mm film, board games maps, videogames, cassette tapes, transistor radios and Twitter, amongst others. These are punctuated with a number of short takes – less formal, often personal takes exploring the meanings of media in context. We seek to consider the materialities which emerge across the broad and variegated range of the term’s use, and to create spaces for conversation and debate about the implications that this plurality of material meanings might have for the study of study of media, culture, and society.Table of ContentsList of Figures Acknowledgements Foreword – Nicholas Gebhardt Introduction SECTION 1: FORM Short Take 1: My Notebook – Lee Griffiths 1. Investigating the Illicit: The Material Traces of Britain’s Early Trade in Obscene 8mm Films – Oliver Carter Short Take 2: ‘Press the Start Button’ – Harrison Charles 2. On, Off, and in the Map: Materializing Game Experiences Through Player Cartography – Nick Webber Short Take 3: Making Order Out of Chaos – Hilary Weston Jones 3. The Solid State of Radio – Sam Coley Short Take 4: Materialities of Television History – E. Charlotte Stevens SECTION 2: FORMAT Short Take 5: Only Dancing. Again – Philip Young 4. Between Analogue and Digital: The Cassette Tape as Hybrid Artefact – Iain A. Taylor Short Take 6: Patch Lead Possibilities – Chris Mapp 5. ‘Because It Is Not Digital’: The Cultural Value of the Analogue Book in Digital Age – Christian Moerken Short Take 7: Materialities of Spatial Confinement: Trefeglwys Meets Beirut – Dima Saber 6. Essentially (Not) the Game: Reading the Materiality of Video Game Paratexts – Regina Seiwald Short Take 8: Materialities and Craft Value – Karen Patel SECTION 3: EPHEMERAL MEANING Short Take 9: Still Angry: Still Feeding – Matt Grimes 7. Stamp of Approval: A Prosopography of the English Midlands Videogame Industry – Alex Wade and Adam Whittaker Short Take 10: The Edward Colston Experience – Martin Cox 8. Reframing Materiality in the Caribbean Diaspora Podcast – Rachel-Ann Charles and Tim Wall Short Take 11: We’re all Victorians Now – Kirsten Forkert 9. You Can Look, Share and Comment, But You Can’t Touch: The Relationship Between the Materiality and Physicality of Photographs in an Online Community Archive – Vanessa Jackson Short Take 12: Location, Agency, and Hashtag Activism During the COVID-19 Pandemic – Yemisi Akinbobola 10. Thirty-Seven Retweets – John Hillman Conclusion: Shifting Horizons of Possibility – Susanna Paasonen Notes on Contributors Index

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Book SynopsisThis substantially revised and expanded edition of theThe Drama Therapy Decision Tree provides anintegrated model for therapeutic decision-makingby uniting drama therapy interventions withdiagnostic information, individual and groupprocesses, psychological distance, the dramatherapy pie, and global outcomes. This book is a practical guide in four sections, not a checklist. Rather than using a standardized protocol that makes the decisions for the therapist, drama therapy is based on dynamic, embodied, creative action with participants in the here and now. Conscious planning on the part of the drama therapist before the session supports spontaneity and creativity, preparing them to make good therapeutic decisions in the moment during the session. The opening section guides readers through the foundational principles leading readers into Section Two, The DecisionTree, which is a series of questions forearly career drama therapists to ask themselvesas they prepare treatment plans for clients.Diversity, Equity, and Ethics are covered in SectionThree from the point of view of creative artstherapy practitioners. Section Four looks at Integrating the Five Phases of Treatment with the DramaTherapy Pie,following differentpopulations (diagnosis) of clients through the fivephases of group therapy in order to illustrate howthe Decision Tree supports intervention choice inthe different phases of treatment. The authorsstrive to provide a common language forcommunicating what drama therapists do and howthey do it in order to demystify drama therapy forother mental health and medical professionals.Using the decision tree as a guide, early career drama therapists can move forward confidently and ground their work with participants in an integrated system.Anonline searchable database of drama therapyinterventions provides descriptions, therapeuticoutcomes addressed, and other useful information provides a wealth of additional supporting material.There is also a separate online resource of deroling activities. The online resources, here, can also be an asset for non-drama therapists who are wanting to incorporate a more active and embodied component safely into their work, particularly in terms of warm-ups, closure, and deroling.

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Book SynopsisEncountering the Plague explores human responses to epidemics, past and present, through the lens of different humanities disciplines. The book demonstrates how the humanities can play a meaningful role in key social and political debates, enriching our understanding of human responses to epidemics through time. 20 illus.

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Book SynopsisThis book presents and discusses theoretical and practical perspectives on English pronunciation theory, research and practice in order to establish evidence-based pronunciation teaching models, teaching and research priorities, and recommendations for best practices in teaching English pronunciation. The chapters provide a balanced view of theory and practice based on the authors’ empirical findings and their extensive professional experiences in English as a second/foreign language (ESL/EFL) and lingua franca contexts. The book identifies pronunciation teaching priorities that take into account individual learner variables, disseminates knowledge about theoretical frameworks, explores teachers’ and learners’ beliefs and practices regarding pronunciation instruction, and shares empirical findings regarding teacher education and teaching interventions in diverse contexts with English learners of different ages and language backgrounds. Overall, the chapters highlight the need to focus on intelligibility models that consider individual learner differences, and teacher and contextual variables.Trade ReviewThis broad collection of work on the learning and teaching of L2 English pronunciation is invaluable to researchers, teachers and teacher educators. Research-informed pronunciation teaching takes a step forward with this volume, showing us how to learn from our collective experience and apply new knowledge about pronunciation learning and teaching. * Una Cunningham, Stockholm University, Sweden *For a balanced, comprehensive look at the state-of-the-art in English pronunciation teaching, look no further. This volume, co-edited by two influential voices in the field, not only offers a superb framing of theoretical perspectives but also, through its practice-oriented contributions, gives language teachers and learners a voice in explaining their lived experience. I’m thrilled to be able to draw on this book both for me and for my students. * Pavel Trofimovich, Concordia University, Canada *This volume brings together an excellent collection of inspiring theoretical and methodological studies by leading scholars in the field of pronunciation teaching and learning. It offers very insightful research perspectives on second language pronunciation, making an extremely valuable contribution to bridging the gap between research and practice. * Joan C. Mora, Universitat de Barcelona, Spain *Table of ContentsAbbreviations and Acronyms Phonetic Symbols Contributors Preface Part 1: Introduction Chapter 1. Veronica G. Sardegna and Anna Jarosz: Introduction Chapter 2. Anna Jarosz: Key Aspects of Pronunciation Learning and Teaching Part 2: Theoretical Perspectives Chapter 3. Veronica G. Sardegna: The Effects of Learner and Instructional Variables on English Pronunciation Learning: What Teachers Need to Know Chapter 4. Marnie Reed: The Limitations of Imitation: Instilling Metalinguistic Awareness of the Discourse and Pragmatic Functions of English Intonation Chapter 5. Mirosław Pawlak: The Mediating Role of Individual Differences in Pronunciation Instruction: Extending the Research Agenda Chapter 6. Mara Haslam: English Pronunciation in a Context between ESL and EFL: The Swedish Case Part 3: Practical Perspectives and Research Findings Chapter 7. Veronica G. Sardegna and Wayne B. Dickerson: Improving the Pronunciation of English Polysyllabic Words Through Orthographic Word-Stress Rules Chapter 8. Magdalena Szyszka: Intelligibility and Situated Pronunciation Learning Strategies Chapter 9. Alice Henderson and Arkadiusz Rojczyk: Foreign Language Accent Imitation: Matching Production with Perception Chapter 10. Anastazija Kirkova-Naskova: Learners’ Views on the Usefulness of L2 Perceptual Training Chapter 11. Esther Gómez-Lacabex and Francisco Gallardo-del-Puerto: Pronunciation and Intelligibility in English-Medium Instruction (EMI): Lecturers’ Views and Skills Chapter 12. Anna Jarosz: Exploring how Teachers’ Pronunciation Beliefs Affect their Classroom Practices Chapter 13. Pekka Lintunen, Aleksi Mäkilähde and Pauliina Peltonen: L2 Pronunciation Feedback: Pre-Service Teachers’ Beliefs and Practices Part 4: Teacher Preparation Chapter 14. Tracey M. Derwing: Lessons Learned from Teaching Teachers to Teach Pronunciation Chapter 15. John M. Levis and Tim Kochem: Pronunciation Tutoring as Teacher Preparation Chapter 16. Rebecca Oreto: Teaching Pronunciation to International Teaching Assistants (ITAs) and Graduate Students Chapter 17. Małgorzata Baran-Łucarz: Teaching Pronunciation to Older Adult EFL Learners Part 5: Conclusion Chapter 18. Veronica G. Sardegna and Anna Jarosz: Pronunciation Teaching: Lessons Learned and Future Directions Index

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Book SynopsisBeginning from the premise that being non-racist – and other ‘neutral’ positions – are inadequate in the face of a racist society and institutions, this book provides language educators with practical tools to implement antiracist pedagogy in their classrooms. It offers readers a solid theoretical grounding for its practical suggestions, drawing on work in critical race theory, critical sociolinguistics and language ideology to support its argument for antiracist pedagogy as a necessary form of direct action. The author contends that antiracist pedagogy is a crucial part of the project of decolonizing universities, which goes beyond tokenistic diversity initiatives and combats racism in institutions that have historically helped to perpetuate it. The author’s pedagogical suggestions are accompanied by online resources which will help the reader to adapt and develop the material in the book for their own classrooms. Trade ReviewApproaches to teaching Spanish in the US have too often ignored the systematic marginalization of Spanish language users in schools and communities throughout the nation. Magro’s book provides a compelling examination of these dynamics and a powerful set of pedagogical strategies for linking Spanish language learning to broader political struggles. * Jonathan Rosa, Stanford University, USA *Magro presents to readers a navigable roadmap to antiracist language education, intricately weaving together racializing experiences, hip hop, research, and sociocultural examples. He defines what racism and antiracism mean within and across language education before sharing expertly crafted pedagogical approaches. This book is a revelation on the importance of engaging with critical, antiracist language theory and praxis to create a multilingual and just society. * María Cioè-Peña, University of Pennsylvania, USA *Teaching Spanish is not a neutral endeavor. In flowing and compelling prose, José Magro provides an outsider perspective on why and how US-based language teaching needs to address its colonial, Eurocentric foundations and adopt an antiracist approach that treats race, ethnicity, class, gender, and linguistic identity as crucial dimensions of language pedagogy. * Cecelia Cutler, CUNY Graduate Center, USA *Table of ContentsIntroduction: Antiracist Pedagogy Works! Part 1: Race, Racism and Antiracism in the Language Classroom Chapter 1. Introduction to Foundational Concepts for an Antiracist Approach to Language Teaching Chapter 2. ‘Trabajo más que un negro’: An Ethnography of Racism Within a Spanish Department Chapter 3: Let Us Talk About Race… and Language… and Power Chapter 4: Pedagogical Foundations of SPC Units Part 2: When, Where, How: Raising Antiracist Critical Linguistic Awareness in the Language Classroom Through Sociolinguistics-Informed Pedagogies Chapter 5: Integrating SPCs in an Advanced (Spanish) Language Class Chapter 6: Integrating SPCs in Different Curricular Settings Chapter 7: The Students Talk: Testimonials from Participants in Antiracist Programs Appendices References Index

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Book SynopsisThis revised edition of Michael Byram’s classic 1997 book updates the text in light of both recent research and critiques and commentaries on the 1st edition. Beginning from the premise that foreign and second language teaching should prepare learners to use a language with fluency and accuracy, and also to speak with people who have different cultural identities, social values and behaviours, the book is an invaluable guide for teachers and curriculum developers, taking them from a definition of Intercultural Communicative Competence through planning for teaching to assessment. This edition refines the definitions of the five ‘savoirs’ of intercultural competence, and includes new sections on issues such as moral relativism and human rights, mediation, intercultural citizenship and teachers’ ethical responsibilities.Trade ReviewWith remarkable educational integrity, Michael Byram revisits his highly successful 1997 book and responds to his critics. The result is a rich and thoughtfully revamped version of the original classic, adapted to our multicultural societies and mindful of the need to educate language learners to global intercultural citizenship through intercultural communicative competence. The added sections on mediation, teachers' ethical responsibility, and pluralism and human rights are particularly noteworthy. * Claire Kramsch, University of California, Berkeley, USA *This new edition not only clarifies the ambiguities and inclusiveness of the ICC theory, but also situates it in a more contemporary and global teaching environment. Byram’s conceptualization of critical cultural awareness leading to democratic citizenship has far more importance now for other non-European regions including Asia, where foreign language is taught mostly for instrumental purposes and the value of wholesome humanistic education is often left behind. * Kahoko Matsumoto, Tokai University, Japan *There is little way that anyone can read this book and not believe that all universities should have a foreign language requirement [...] Though gifting this book to your administrator may be a longshot, it definitely belongs in the hands of anyone that will be teaching and/or creating content for language education from now on. -- Boris Yelin, Northeastern University, USA * LINGUIST List 32.2158 *Table of ContentsForeword Preface (2020) Preface (1997) Introduction Chapter 1. Defining and Describing Intercultural Communicative Competence Chapter 2. A Model for Intercultural Communicative Competence Chapter 3. Objectives for Teaching, Learning and Assessment Chapter 4. Curriculum Issues Chapter 5. Assessment Chapter 6. Conclusion Appendix - Glastonbury Public Schools Project References Index

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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 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 SynopsisThis volume aims to capture evidence of marginalized voices in various contexts globally and show how speakers seek to reclaim their voices and challenge power relations. The chapters reveal how speakers actively confront inequities in society such as the unequal distribution of resources. Through bottom-up initiatives and conscious involvement in language use, documentation and the development of language domains, speakers can address issues of language-based marginalization, (re)establish linguistic human rights and reclaim their linguistic and cultural identity. Chapters in the volume explore commitments to democratic participation, to voice, to the heterogeneity of linguistic resources and to the political value of sociolinguistic understanding. Drawing upon the framework of linguistic citizenship, they link questions of language to sociopolitical discourses of justice, rights and equity, as well as to issues of power and access within a political and democratic framework. Trade ReviewThe Power of Voice in Transforming Multilingual Societies is an urgent call to analysts, theorists, researchers, think-tankers, policymakers, and governments to take seriously the voice and (socio)linguistic citizenship of marginalized citizens. Each chapter makes an important intervention on how to uplift every multilingual voice and advances the utility of (socio)linguistic citizenship, first developed in the global South. * Quentin Williams, University of the Western Cape, South Africa *With its focus on minoritized and marginalized groups of speakers and signers, this book brings together case studies from often overlooked contexts, and in particular from the Global South. It makes a committed plea for the recognition of linguistic difference, for equal access to resources and rights despite difference and for multilingual interaction across difference. * Brigitta Busch, University of Vienna, Austria *An impressive range of case studies on communities that have been largely neglected in the literature. The authors analyze multilingualism under duress and offer insights on how a world of minoritized yet resilient language communities are reclaiming territory in contested spaces such as urban centers, social media forums, and the multilingual classroom. In the grand tradition of Multilingual Matters, each contribution is replete with ideas for praxis. * Daniel Kaufman, City University of New York and the Endangered Language Alliance, USA *Table of ContentsContributors Julia Gspandl, Christina Korb, Angelika Heiling and Elizabeth J. Erling: The Power of Voice in Transforming Multilingual Societies: An Introduction Part 1. Multilingual Practices Chapter 1. Mary Edward: Multilingualism in Adamorobe and the Case for Adamorobe Sign Language (AdaSL) Chapter 2. Agnes Grond: Şexbizinî Facebook Groups: Virtual Communities as Spaces for Practice, Maintenance and Exploration of an Endangered Language Chapter 3. Vlada V. Baranova: The Grassroots Initiatives for the Revitalization of Kalmyk: Who is Involved in Language Planning, and How? Part 2. Facilitating Voice Chapter 4. Sandra Radinger: Reclaiming Voice in the Austrian Refugee Context through Experiences of Ambiguity Chapter 5. Melissa Barnes and Katrina Tour: Giving Voice to Mothers from Refugee Backgrounds: Their Agentic Roles in Children’s Learning Chapter 6. Anik Nandi, Maite Garcia-Ruiz and Ibon Manterola: Reclaiming Voice through Family Language Policies: Parental (Socio)linguistic Citizenship in Castilian-Spanish-Dominated Multilingual Settings Part 3. Building Communities of Voicing Chapter 7. Danny Foster: (Socio)linguistic Citizenship in Rural Tanzania: A Perspective from the Capability Approach Chapter 8. Eilidh McEwan: Deaf Capabilities in the Global South: Reflections on Sign Languages and Emancipation Using the Capabilities Approach Chapter 9. Khoi Nguyen: Forming (Socio)linguistic Citizenship through Philanthropy on Facebook Pages of the Vietnamese Diaspora in the UK Chapter 10. Phoebe Siu, Bong-gi Sohn and Angel M.Y. Lin: Reclaiming a Plurilingual Voice in EMI Classrooms: Co-creating Translanguaging Space through the Multimodalities-Entextualisation Cycle Ben Rampton, Mel Cooke, Constant Leung, Dermot Bryers, Becky Winstanley and Sam Holmes: Afterword: Localising (Socio)linguistic Citizenship 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 SynopsisHow do some language learners triumph against all odds, despite not having obvious heritage links or spending extended periods of time in the L2 environment pre-adulthood? This book delves into the autobiographical stories of learners who achieve nativelike proficiency, opening a narrative window into their experiences and offering insights into their pathways to success. The in-depth analysis ties together a wide range of potentially relevant topics, from motivational vision and international posture to issues of identity, endurance and even musical ability, among other themes. The authors explore whether these successes can be repeated by others and the book will be of use to language teachers interested in learner motivation and the antecedents to high-level ultimate attainment. The book will also be of great interest to researchers working in the areas of language learner psychology, especially in topics concerning language learning motivation, identity and narrative inquiry.Trade ReviewThis book provides a fascinating analysis of how highly successful language learners achieve the ultimate gold standard of ‘passing for a native speaker’. It is a deeply engaging account that offers valuable lessons for us all (language learners, teachers, researchers), and offers a poignant memory of Zoltán Dörnyei’s passionate enthusiasm for his subject. * Ema Ushioda, University of Warwick, UK *With this highly original book the authors have shed light on a group of learners who reached the foreign language equivalent of the top of Everest. Rather than subjecting them to endless tests and measurements, the authors listened to what they had to say about their exceptional journey. * Jean-Marc Dewaele, Birkbeck, University of London, UK *On reading this book one is left with the overwhelming impression that it is as unique and exceptional as the participants of the research project and the individual trajectories which emerge from the narratives offered during the interviews. * Mirosław Pawlak, Adam Mickiewicz University, Poland, SSLLT 13 (1) 2023 *...the book is concise, clearly-structured, and extremely well-thought out, with chapter subheadings making the volume suitable for dipping into and out of as needed. Indeed, the breadth and depth of the new perspectives contained in the work mean that this volume is highly recommended for all scholars interested in any aspect of applied linguistics and second language acquisition [...] it would also be of relevance for language teachers and for any advanced language learners seeking to gain academic perspectives on how to proceed beyond the CEFR C2 level [...] a ground-breaking work with immense potential to influence the future scope of research in this valuable and important area. * Antony Hoyte-West, Independent Scholar, UK, Theory and Practice of Second Language Acquisitionvol. 9 (2), 2023 *Table of ContentsAcknowledgements Introduction 1. Theoretical Background 2. Methodology: Identifying Participants and Documenting Their Stories 3. Defining Nativelikeness 4. A Favourable Set-Up 5. A Unique Bond with the Chosen Language 6. Cognition and Other Facilitative Learner Characteristics 7. Attention to Pronunciation 8. Intensive Effort and Strategic Learning 9. Reinforcing Relationships and Social Expectations 10. Sources of Persistence 11. Second Language Confidence, Comfort and Ownership 12. The Question of L2 Identities Conclusion Appendix References

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Book SynopsisHow do some language learners triumph against all odds, despite not having obvious heritage links or spending extended periods of time in the L2 environment pre-adulthood? This book delves into the autobiographical stories of learners who achieve nativelike proficiency, opening a narrative window into their experiences and offering insights into their pathways to success. The in-depth analysis ties together a wide range of potentially relevant topics, from motivational vision and international posture to issues of identity, endurance and even musical ability, among other themes. The authors explore whether these successes can be repeated by others and the book will be of use to language teachers interested in learner motivation and the antecedents to high-level ultimate attainment. The book will also be of great interest to researchers working in the areas of language learner psychology, especially in topics concerning language learning motivation, identity and narrative inquiry.Trade ReviewThis book provides a fascinating analysis of how highly successful language learners achieve the ultimate gold standard of ‘passing for a native speaker’. It is a deeply engaging account that offers valuable lessons for us all (language learners, teachers, researchers), and offers a poignant memory of Zoltán Dörnyei’s passionate enthusiasm for his subject. * Ema Ushioda, University of Warwick, UK *With this highly original book the authors have shed light on a group of learners who reached the foreign language equivalent of the top of Everest. Rather than subjecting them to endless tests and measurements, the authors listened to what they had to say about their exceptional journey. * Jean-Marc Dewaele, Birkbeck, University of London, UK *On reading this book one is left with the overwhelming impression that it is as unique and exceptional as the participants of the research project and the individual trajectories which emerge from the narratives offered during the interviews. * Mirosław Pawlak, Adam Mickiewicz University, Poland, SSLLT 13 (1) 2023 *...the book is concise, clearly-structured, and extremely well-thought out, with chapter subheadings making the volume suitable for dipping into and out of as needed. Indeed, the breadth and depth of the new perspectives contained in the work mean that this volume is highly recommended for all scholars interested in any aspect of applied linguistics and second language acquisition [...] it would also be of relevance for language teachers and for any advanced language learners seeking to gain academic perspectives on how to proceed beyond the CEFR C2 level [...] a ground-breaking work with immense potential to influence the future scope of research in this valuable and important area. * Antony Hoyte-West, Independent Scholar, UK, Theory and Practice of Second Language Acquisitionvol. 9 (2), 2023 *Table of ContentsAcknowledgements Introduction 1. Theoretical Background 2. Methodology: Identifying Participants and Documenting Their Stories 3. Defining Nativelikeness 4. A Favourable Set-Up 5. A Unique Bond with the Chosen Language 6. Cognition and Other Facilitative Learner Characteristics 7. Attention to Pronunciation 8. Intensive Effort and Strategic Learning 9. Reinforcing Relationships and Social Expectations 10. Sources of Persistence 11. Second Language Confidence, Comfort and Ownership 12. The Question of L2 Identities Conclusion Appendix References

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Book SynopsisThis book explores the reasons why adult ESL learners drop out of their language classes and suggests explicit strategies for keeping students engaged. The most effective strategies may be personal rather than technical or curricular. Based on a study of a group of Mexican immigrants to the US, the author proposes that superación or ‘self-actualization’ is crucial to understanding the relative success of adult ESL learners. Learners’ decisions to drop out were not hasty or superficial but were based on a commonsense assessment concerning how the class might improve the quality of their lives. Those involved in delivering ESL to adult learners should stress the tangible, practical advantages that accrue with learning English, and at the same time strive to make instruction relevant.Trade ReviewDr. Kim offers an insightful, ground-level perspective of the daily lives and dreams of English Learners. Teaching English to hard-working adults involves more than reconsidering curriculum; it requires a radical reorientation, founded upon caring relationships and knowledge of student aspirations. Dr. Kim explains how to transform your teaching and why it matters. * Lawrence Baines, Berry College, USA *This book is an invaluable addition to the field of Second Language Acquisition and English teaching. Practitioners and researchers alike will find the emphasis on ‘learner investment’ to be a useful angle to approach their work. Teachers, educators, and scholars will gain insight into the challenges of real adult learners and some potential solutions suggested by the author. * Kyungsook Yeum, Sookmyung Women’s University, South Korea *Why do adult English language learners drop out of language programs? In this book, Dr. Taewoong Kim tackles this problem in a very insightful and humanistic way. He gives voice to those that are often not heard. All teachers wanting to empower this unique demographic of students should read this. * Daniel Rueckert, California State University, Fullerton, USA *Table of ContentsAcknowledgements Preface Introduction: A Broken Car Chapter 1. Voices Unheard from the Margins Chapter 2. Theoretical Frameworks Chapter 3. Adult English Literacy Learners in America and Research Context Chapter 4. The Six Persistent Learners Chapter 5. Who They Are: Thematic Identity of the Six Adult English Learners Chapter 6. What Drives Investment Chapter 7. What Makes Adult ELs Drop Out Chapter 8. What Makes Adult ELs Stay Chapter 9. Discussion Chapter 10. Implications and Conclusion References About the Author Index

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Book SynopsisThis book investigates the impact of language learning and study abroad on the career options and choices of US-based alumni of all ages. It reports on the results of a mixed-methods study which used both an extensive nationwide survey and qualitative life history interviews with 54 participants systematically selected to represent a broad range of backgrounds and professions. International education experiences are shown to exert considerable influence on the aspirations and career paths of individuals in a wide variety of fields (e.g. education, healthcare, business, government service). The long-term benefits of language study are illustrated both in narratives from individuals whose work requires proficiency beyond English and from participant comments on improvement in their use of English for international communication. The book will be of relevance to a wide audience of international education professionals in addition to researchers and students in applied linguistics and language education.Trade ReviewThis remarkable book represents a real tour de force. Through their thoughtful, comprehensive and sociohistorically contextualized approach, Kinginger and Zhuang have managed to paint a much more nuanced picture of the value of Study Abroad (SA) than heretofore achieved in Applied Linguistics. Their surveys and interviews of some 11,000 Anglophone alumni of American SA programs abroad offer credible and powerful insights into students’ motivations, experiences abroad and post-SA life trajectories. * Claire Kramsch, University of California, Berkeley, USA *This absorbing and very readable book provides exceptionally rich insights into the impact on the later life paths of American citizens of language learning through study abroad. Together, its large scale survey findings and detailed individual narratives make a compelling case for continuing educational investment and improved access to study abroad. * Rosamond Mitchell, University of Southampton, UK *Table of ContentsFigures, Tables and Box Simplified Transcription Conventions Acknowledgements Chapter 1: Introduction and Literature Review Chapter 2: Research Design Chapter 3: Using Languages at Work Chapter 4: Discovering a Calling Chapter 5: Quests for Identity Chapter 6: Exploring Features of Study Abroad Programs Chapter 7: Multilingual Dispositions and Lessons for Life Chapter 8: Conclusion Appendices References

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