Dictionaries, Reference & Language Books

Book SynopsisThis book explores language teacher wellbeing across the career span from an ecological perspective. It reports on empirical findings from an extensive investigation into language teacher wellbeing in various social, cultural and linguistic contexts. It is unique in casting light on the professional trajectory of language teachers and opening up discussions on the characteristics, psychological needs and strengths of language teachers at different points in their careers. It examines wellbeing in terms of the dynamic interplay between the challenges individuals encounter in their personal and professional lives, and the psychological, social and contextual resources that they draw on to buffer the impact of these challenges. The findings of the study will help readers to understand how language teachers can protect and nurture their wellbeing, not only to remain in the profession, but also to thrive in the long-term. The book will be a valuable resource for anyone interested in the lives, wellbeing and psychology of language teachers in diverse contexts and career phases.Trade ReviewAs a teacher who has traversed the four career phases reflected in this book, I can personally attest to the veracity of the authors’ characterization of the dynamic nature of wellbeing and the internal and external factors that influence it. I highly recommend that all teachers everywhere, no matter their current trajectory, read this book. Unquestionably, they’ll find themselves reflected somewhere in these pages and feel the camaraderie and kindredship that can only be felt by being a teacher. * Tammy Gregersen, American University of Sharjah, United Arab Emirates *The authors’ investigation of challenges and resources within a broader ecology that teachers juggle over a career span is both timely and necessary. A must-read for L2 language teacher educators, practitioners and researchers who are concerned about teacher wellbeing. * Peter I. De Costa, Michigan State University, USA *This is a much-needed book within the rapidly evolving field of language teacher psychology. It astutely confirms the importance of attending to the wellbeing of teachers of all career stages, acknowledging the diversity of the teaching workforce and highlighting how teachers can thrive in their professional roles. Highly recommended and has now become my favourite! * Christina Gkonou, University of Essex, UK *Table of ContentsTables and Figures Acknowledgements Chapter 1. Introduction Chapter 2. Language Teacher Wellbeing Chapter 3. Pre-Service Language Teachers Chapter 4. Early-Career Language Teachers Chapter 5. Mid-Career Language Teachers Chapter 6. Late-Career Language Teachers Chapter 7. Teacher Wellbeing Across the Career Span Chapter 8. Implications and Future Directions Appendices References Index

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Book SynopsisThis book highlights the roles of several individual difference (ID) variables on the language learning process, exploring them from both the students' and the teachers' perspectives. It presents the results of a large-scale, mixed-methods investigation which was conducted with secondary school pupils and their teachers in Hungary. The quantitative questionnaire data is used to analyze the English language learners' motivation, autonomy and self-efficacy beliefs, and to examine the relationships between these and a wide range of positive and negative emotions. The qualitative data, consisting of interviews with teachers, gives voice not only to an understanding of student-related ID variables but also to teachers' reflections on their own cognitive, affective and behavioral processes. Taken together, the contrastive analysis of these two datasets yields interactional results that provide fresh insights into the language learning process and practical classroom applications.

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Book SynopsisThis edited volume focuses on writing Chinese as a second language (L2). It provides readers with cutting-edge empirical research and insightful teaching methods and strategies for effectively developing L2 writing competence in L2 Chinese classroom contexts. The themes encompass heritage versus foreign language writers, individual versus collaborative writing, writing as process versus writing as product, writing-focused intervention and written corrective feedback in L2 Chinese classrooms, as well as online writing instruction during and beyond the pandemic. In addition to providing meaningful and innovative contributions for graduate students and researchers who wish to further explore learners’ writing development in L2 Chinese, each chapter offers practical, detailed and insightful pedagogical recommendations to assist language teachers and educators, graduate students and research scholars in making well-informed decisions on writing instruction in L2 Chinese and to facilitate the implementation of writing-focused activities within classrooms.Trade ReviewThis collection of pedagogically-relevant research reports will provide a much-needed resource for L2 Chinese writing specialists. Its chapters focus on important writing-related topics, including collaborative writing, writing for social media, strategy use, the writing of heritage-language learners, writing fluency, syntactic quality, and lexical accuracy. The volume is groundbreaking. * Melinda Reichelt, University of Toledo, USA *This impressive book contains eight empirical studies on the process and product of L2 Chinese writing competence development at different proficiency levels, in different pedagogical contexts, and with different learning backgrounds. The data-driven pedagogical recommendations from each study offer valuable insights for both L2 researchers and practitioners. * Chuanren Ke, Professor Emeritus, University of Iowa, USA *Table of ContentsContributors Acknowledgments Li Yang and Laura Valentín-Rivera: Contextualizing the Importance of Writing: A Call for Action in L2 Chinese Classrooms Chapter 1. Shuyi Yang: Writing Processes and Products of Chinese as Heritage and Foreign Language Learners Chapter 2. Brian Olovson and Sha Huang: Collaborative Writing in a Tertiary Chinese as a Foreign Language Classroom: Processes and Products Chapter 3. Li Yang and Zenan Zhao: Learners’ Writing Strategies in L2 Chinese: A Cross-Sectional Study Chapter 4. Xiaofei Pan: Investigating Nominal Structures in L2 Chinese Writing: A Systemic Functional Linguistics Perspective Chapter 5. Jia Lin and Gengsong Gao: Exploring L2 Chinese Learners’ Connective Usage in Writing: An Error Analysis Approach Chapter 6. Lijuan Ye: Facebook as a Mediator for L2 Chinese Writing: Practices and Perceptions Chapter 7. Laura Valentín-Rivera: The Efficacy of Teachers’ Written Corrective Feedback in the L2 Chinese Classroom: Learner Perceptions and Preferences Chapter 8. Daniel Román-Zúñiga, Idoia Elola and Raychel Vasseur: L2 Writing under Pandemic Conditions: How Do Chinese and Spanish Instructors Adapt? Li Yang and Laura Valentín-Rivera: Concluding Remarks Index

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Book SynopsisThis book explores the ways in which multimodality and multilingualism as areas of study intersect and provides empirical examples of how this looks in practice from a wide range of settings. The chapters include visual as well as linguistic descriptions of practice and provide an accessible introduction to multimodality and multilingualism for a readership from undergraduate students to researchers. The book argues that the everyday practices of multilingual communities are multimodal in nature, and that by working at the intersection of multilingualism and multimodality we may be able to make fruitful advances in multiple areas of applied linguistics, and properly appreciate the actual human complexities of communication.Trade ReviewThe editors of this book have brought together cutting-edge scholarship which integrates multimodal and multilingual approaches to social and linguistic research. The range and scope of subject matter, and the depth of analysis, make this an unmissable resource for anyone interested in communication in contemporary life. * Angela Creese, University of Stirling, UK *This is a volume of impressive scope bringing together a selection of cutting-edge research. In their insightful approach, the editors recognize the value of semiotic resources which include and extend beyond language, and put social transformation front and centre. Applied Linguistics is enriched by this vibrant collection that explores the horizons of the field. * James Simpson, Hong Kong University of Science & Technology *Table of ContentsFigures and Tables Contributors Acknowledgements Steph Ainsworth, Dominic Griffiths, Gee Macrory and Kate Pahl: Introduction: Origins, Scope and Rationale of the Book Part 1: Multilingual Approaches Vally Lytra: Introduction to Part 1: Appraising the ‘Multilingual Turn’ in Applied Linguistics and Sociolinguistics Chapter 1. Sophie Liggins: Heritage Language Speakers’ Responses to Plurilingual Pedagogies in a Secondary School Context Chapter 2. Yesha Devi Mahadeo-Doorgakant: The Development of the Linguistic Repertoire of Primary School Learners within the Mauritian Educational System Chapter 3. Pryanki Ghosh: ‘What’s in a Name?’ An Exploratory Study on International Students’ Names within International University Theatre Society Contexts Chapter 4. Marie Jacobs: ‘So You Need to Be Able to Tell It Well’: On Footing and Genre in Lawyer–Client Consultations in the Field of Asylum Law Part 2: Multimodal Approaches Jennifer Rowsell: Introduction to Part 2: Situating Multimodality in the Landscape of Language Research Chapter 5. Kelli Zezulka: Applying Linguistics to the Theatre Production Process Chapter 6. Ornaith Rodgers: ‘A Special Closeness’, ‘des moments de tendresse indescriptibles’: A Multimodal Critique of Infant Feeding Health Promotional Discourse in Ireland and France Chapter 7. Christina Hedman, Ewa Jacquet, Eva Nilsson and Katarina Rejman: Expressing Reading Engagement within Drama-Based Literary Work: Perspectives from Three Students in a Linguistically Diverse Classroom in Sweden Chapter 8. Jessica Bradley and Louise Atkinson: Conversation through Art Part 3: Integrating Multimodal and Multilingual Approaches Gabriele Budach: Introduction to Part 3: Multilingualism and Multimodality: A Comment Chapter 9. Kate Pahl: Meaning Matters: Multimodality, (New) Materialism and Co-production with Young People in Applied Linguistics Chapter 10. Ulrike Zeshan, Sibaji Panda, Uta Papen and Julia Gillen: Peer to Peer Multiliteracies: A New Concept of Accessibility Khawla Badwan: Concluding Thoughts: Labouring Together towards Generous Cuts in Language and Literacy Education Index

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

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Book SynopsisThis book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai’i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community’s critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.Trade ReviewExcellent classroom research that speaks to important issues of equity and social justice. The author makes theoretical and empirical analysis such a delight to read and a source of insights to inspire a whole next generation of teachers, researchers and teacher educators in plurilingual and pluricultural settings. * Angel M. Y. Lin, Simon Fraser University, Canada *This book delivers a powerful message about the benefits and challenges of classroom multilingualism, based on the Hawaiian concept of HĀ, with an eye toward ensuring that all students’ strengths are considered to create and sustain a caring multilingual classroom community. There is so much to learn from this extraordinary work. * Christian Faltis, Texas A&M International University, USA *Mendoza's book weaves together a variety of sociolinguistic lenses to delve into teacher-student interactions in English-medium classrooms in Hawaii. It offers insights into how classroom translanguaging could be framed: with, as Mendoza puts it, attention to equity, criticality, and safety for all students. * Kate Seltzer, Rowan University, USA *Table of ContentsAcknowledgments Figures and Tables Excerpts Transcription Conventions Jeff MacSwan: Foreword Chapter 1. Introduction Chapter 2. Theoretical Constructs and Multilingual Practices in K–12 Education Chapter 3. Research Context, Methods and Data Collection and Analysis Chapter 4. ‘Sheltered’ English 9: Multilingual Majorities, Minorities, Singletons, Newcomers and Old-Timers Chapter 5. ESL 9/10: Connecting Translanguaging and Critical Language Awareness Chapter 6. Identity Trajectories of Individual Students: Multidialectal Translanguaging and Expanded Notions of ‘Academic’ Literacy Chapter 7. Discussion and Pedagogical Implications Chapter 8. Conclusion Appendices References

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Book SynopsisThis book presents international research on oracy development in early language learning, focusing on the pedagogical implications for plurilingual classrooms. It explores the effects of language policy, collaborative learning and teacher intervention on speaking and listening skills in early foreign language and second language classrooms.

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Book SynopsisCompleting a thesis is a crucial final stage in many Bachelor's and Master's programmes across Europe and beyond. However, the process of thesis writing, how it is experienced by the writers, and how those experiences impact on writing remain under-explored. This book explores the student experience of thesis writing through an interdisciplinary perspective drawing on theories of learning, emotions, and genre and narrative/discursive analysis. As a result of this approach, the thesis is reconceptualised as a multilayered experience from the point of view of student writers. The chapters, which arose out of a collaborative research project across 11 European countries, use an innovative combination of methods including the use of journey plots to provide a complex picture of the thesis writing process, which will be of interest to readers involved in academic writing at all levels.

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Book SynopsisThis book explores the ways in which transcultural pedagogies can support learning and literacies in critical, creative and socially just ways, highlighting research initiatives from across the globe. Each chapter provides a different and innovative perspective with respect to reimagining language and literacy pedagogies in conjunction with students’ diverse literacies and resources. Presenting a collection of classroom and community-based research, the book addresses the intersections of plurilingualism, identity and transcultural awareness in various contexts, including schools, universities, as well as local and Indigenous communities. These settings have been deliberately chosen to profile the range of research in the field, showcasing transcultural, plurilingual, translanguaging and community-engaged pedagogies, among others.Trade ReviewLinguistic and cultural diversity are a global reality. The editors and authors of this volume make an important and original contribution to share knowledge about ways to improve education in diversity contexts. The contributions cover a wide range of topics: from commitment to revitalising the languages of autochthonous minorities, preserving the languages of immigrants to the use of new media and artistic encounters as teaching tools. * Ingrid Gogolin, University of Hamburg, Germany *This inspirational volume documents how educators in diverse contexts around the world have orchestrated interactional spaces in their classrooms that enable minoritized students to mobilize their intellectual, linguistic, and cultural strengths to create knowledge, literature, and art. In chapter after chapter, we see students engaged in the collaborative generation of power and agency – empowerment pedagogy in action. * Jim Cummins, University of Toronto, Canada *If you are a teacher or a teacher educator looking for cutting edge research on transformative, culturally sustaining and decolonising pedagogies, this book is for you. Through fascinating examples of the transformative – and transgressive – power of transcultural and translingual pedagogies in a wide variety of contexts, the authors demonstrate the potential offered by linguistic and cultural diversity to foster transcultural awareness and competence, destabilize linguistic privilege and rethink classroom practice and teacher education in transcultural times. * Christine Hélot, University of Strasbourg, France *Table of ContentsAcknowledgments Contributors Marjorie Faulstich Orellana: Foreword Rahat Zaidi, Umit Boz and Eve Moreau: Introduction: Transcultural Pedagogies for Multilingual Classrooms Theme 1: Teaching through a Multilingual and Transcultural Lens Chapter 1. Zhuo Sun and Guofang Li: Rethinking Chinese Heritage Language (CHL) Teaching in Translocal Realities: Pedagogical Adaptations and Missed Opportunities to Bridge Transcultural Gaps in Canada Chapter 2. Anuschka van ’t Hooft, Sara Florence Davidson, Liam Doherty and Bonny Norton: Developing Digital Stories in Indigenous Languages: Striving for Culturally Sustaining Pedagogies in Mexico and Canada Chapter 3. Gail Prasad: Be(com)ing Multilingual Allies and Activists: Fostering Cultural and Linguistic Collaboration in the Classroom Chapter 4. Burcu Yaman Ntelioglou, Bev Fontaine, Barb Ehman, Karon McGillivary, Sylvia Lathlin-Scott and Marcella Clarke: Community-Engaged Indigenous Language Revitalization as a Gateway for a Decolonizing and Critical Posthuman Trans'lingual'/’cultural’ Education Chapter 5. Marie-Paule Lory: Plurilingual Kamishibaï: A Plurilingual Pedagogical Art-Based Project to Go Beyond Monolingualism in the Classroom Chapter 6. Esther Bettney Heidt: Translanguaging Pedagogies as a Tool to Decolonize Multilingual Education in International Schools Theme 2: Exploring Teaching and Learning in Transcultural Times Chapter 7. Jacqueline D’warte: Building on Plurilingual Repertoires in Mainstream Classrooms Chapter 8. Claudia Vallejo Rubinstein: Crafting a Journey, Claiming a Home: Transnational Background Children’s Collaborative Engagement in Plurilingual and Transcultural Pedagogies for Being and Belonging Chapter 9. Sílvia Melo-Pfeifer: Challenging Mainstream Perspectives on Multilingual Pedagogies: An Analysis of Teachers' Online Discussions on Linguistic Landscapes Chapter 10. Ava Becker: Transcultural Pedagogies for Challenging Times: Deshaciendo la Maleta Chapter 11. Patriann Smith: Transraciolinguistics for Transculturally Just Futures: An International Perspective

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Book SynopsisThis book explores the gap between policy, practice and academic literature within language learning for refugees and argues that a multilingual approach, which combines translanguaging principles, decolonising methodology and linguistic hospitality, provides a more accessible starting point than current monolingual pedagogies. It considers the multilingual and multilateral approach laid out within Scotland’s New Scots Refugee Integration Strategy, which recognises the importance of linguistic diversity and two-way integration. The divide between policy, practice and theory points towards the need to counteract the dominant monolingual/social cohesion narrative through suitable pedagogies which highlight linguistic diversity in a positive way. The author suggests ‘ecologising’ as an alternative language pedagogy, drawing on three key findings: the significance of decolonising, collaborative learner/teacher relationships during the liminal phase of refugee arrival; the importance of place and orientation; and an increased understanding of language and ‘languaging’.Trade ReviewSarah Cox gracefully weaves together hitherto disparate strands of scholarship in this exciting, methodologically rigorous treatment of language ecology, multilingualism, translanguaging, and learner identities. Her study exposes the weaknesses and fissures in well-meaning instruction for newcomers, particularly as it impacts women. She then develops a compassionate, decolonised pedagogy representing genuine linguistic hospitality through which learners are truly heard and the teacher becomes the learner. * Glenn Levine-West, University of Vermont, USA *Cox’s book is an act of historical witness in an age of state-engineered hostility toward people seeking refuge. Throughout, Cox makes plain that hope isn’t just a feeling; it is a material, multilingual, ecological, collaborative, and political activity. This is a gorgeous picture of love, vigilance, humility, and courage on so many levels – from Cox’s own voice as a teacher and researcher, to the many careful drafters raising expectations across Scotland for better, deeply humane civic policy. * David Gramling, University of British Columbia, Canada *This book invites the reader into a journey of personal connection and stories with warmth and languages. Sarah Cox creates a unique process of research by engaging and providing space for people to share their experiences, and to do so in a spirit of togetherness and patience with one another. * Pinar Aksu, University of Glasgow, UK *Table of ContentsFigures Acknowledgements Abbreviations Foreword Prologue Introduction Part 1: Contextualising the Research Chapter 1. The Policy Context Chapter 2. Establishing an Ecological, Multilingual Framework Chapter 3. Implementing a Decolonising Approach Chapter 4. Wales and Germany Part 2: Beginning to Co-construct a Multilingual, Ecological Praxis for Refugee Families in Scotland Chapter 5. Learning a Language is Hard Work Chapter 5½. Uncovering Three Ecologies Part 3: Towards an 'Ecologising' of Language Learning Chapter 6. Ecology 1: Relationships Chapter 7. Ecology 2: Place Chapter 8. Ecology 3: Language and 'Languaging' Chapter 9. Conclusions and Recommendations References Index

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Book SynopsisThis book examines dilemmas faced by second language (L2) Japanese speakers as a result of persistent challenges to their legitimacy as speakers of Japanese. Based on an ethnographic interview study with L2-Japanese speakers and their L1-Japanese-speaking friends, co-workers and significant others, the book examines ideologies linked to three core speech styles of Japanese – keigo or polite language, gendered language and regional dialects – to show how such ideologies impact L2-Japanese speakers. The author demonstrates that speaker legitimacy is often tenuous for L2 speakers and argues that, despite increasing numbers of Japanese-speaking foreign residents in Japan, native speaker bias remains a persistent issue for L2-Japanese speakers living and working in Japan. This book extends the discussion of native speaker bias beyond educational contexts, and in the process reveals tensions between how L2 speakers aspire to speak and how L1 speakers expect them to speak.Trade ReviewLanguage Ideologies and L2 Speaker Legitimacy is a sophisticated and important contribution to our understanding of linguistic capital, language attitudes, and intercultural communication. At a time when language norms in Japan are being vividly discussed, this book adds empirical detail and new insight to what it means to speak Japanese as a second language. * Patrick Heinrich, Ca' Foscari University, Italy *Takeuchi’s study on L2 Japanese speakers’ experience is timely and eye opening, particularly when foreign workers have started returning to Japan in the post-COVID-19 era. Practitioners and policymakers will benefit from her insightful analysis of the role of keigo and dialects that contribute to reinforcing divisions between Japanese and non-Japanese people. * Kayoko Hashimoto, University of Queensland, Australia *Takeuchi’s fascinating new book provides sophisticated and nuanced analyses focused on “speaker legitimacy” and the ownership of language for L2 Japanese speakers in Japan. Her thoughtful suggestion that L2 speakers should be treated simply as speakers rather than targets of judgment rings true for education of any language. A must read. * Neriko Musha Doerr, Ramapo College of New Jersey, USA *Table of ContentsAcknowledgements Chapter 1. Introduction Chapter 2. This Study: L2 Speakers in Japan Chapter 3. 'Foreigners Don’t Need Keigo': Excusing L2 Speakers from Keigo Chapter 4. Trying (Not) to Sound Like a 'Girly-Girl' or a 'Manly-Man' Chapter 5. 'You’re Speaking Dialect, That’s Funny Cuz You’re a Foreigner' Chapter 6. 'His Japanese Makes No Sense' Chapter 7. Conclusion Appendix A: Sample L2 Interview Protocol Appendix B: Sample L1 Interview Protocol Appendix C: Transcription Conventions Appendix D: Sample Questionnaires References Index

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

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Book SynopsisThis book is a comprehensive introduction to the topic of assessing students who use two or more languages in their daily life. The book provides foundational information for assessing multilingual learners (MLs) in schools, with an emphasis on school language and content. Major assessment ideas are viewed through a framework called PUMI (Purpose, Use, Method and Instrument) to help readers focus on important assessment principles, leading to better quality assessments for MLs.This is a substantially revised and updated second edition ofThe Assessment of Emergent Bilinguals. Updates in this edition include a greater focus on multilingual assessment and assessment in language contexts in addition to English/Spanish. This edition addresses both the current politics of multilingual assessment and recent theoretical developments, including an expanded exploration of translanguaging in assessment contexts. This edition aims to be more practical than the first edition, with more examples of assessments and rubrics, and a greater emphasis on using assessment results in formative ways.

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Book SynopsisThis book is the first to focus specifically on born-digital texts in EFL teaching, uniting international and innovative scholarship with practical classroom applications. The book develops a theoretically sound framework for curriculum, materials and methods design that takes into account the growing ubiquity of born-digital texts in the digital age. It covers a broad variety of born-digital text types (including those generated by AI) which so far have not been an explicit focus in the context of language teaching, while also providing a grounding in current discussions around digital tools in education. The chapters cover a wide range of issues from methodological approaches to born-digital texts to curriculum, syllabus and materials design. The book will be a valuable introduction to the subject for trainee and practising teachers, as well as teacher educators and students on EFL courses.Chapter 7 is free to download as an open access publication and is available here: https://zenodo.org/records/11174197.

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Book SynopsisLanguage and gender are interconnected, social and relational acts through which we constantly remake our worlds. But what happens when our ways of doing gender cannot be neatly categorized into traditional binary systems, including not only the social groupings of roles, practices and identities, but also the forms and structures through which we do language? This book brings together a broad range of scholars to explore the undoing and redoing of gender binaries in non-Anglophone communities and contexts, in and through their linguistic and social reimaginings. Each of the contributions to this book reflects on this ongoing change and its place in our everyday lives, including the ways that its outcomes are both contested and fluid. This volume represents an important step in scholarship in language and gender, one that stands to inform a public increasingly aware of these remakings and one that calls on all of us to stand in the tensions of our own humanity and look through it for how our languaging might ‘do’ imaginary worlds that are more equitable, more connected, and more just for us all.Trade ReviewAt a time when far-right politicians and TERF scholars are fundamentally threatening trans and non-binary people’s right to exist, this highly innovative edited collection offers an indispensable scholarly and political intervention illustrating the creative ways in which the gender binary is contested and reimagined. A must read! * Tommaso M. Milani, Pennsylvania State University, USA *Knisely and Russell have produced a timely collection, bringing to the fore speakers’ unmaking of limited and binary structures in language, and the remaking of inclusive interactions with the self and others. This volume is an exciting journey beyond the cis-only world, gifting the field with new and much-needed terminology, concepts and experiences. * Federica Formato, University of Brighton, UK *This book highlights the exclusionary reality that many trans and gender non-conforming people face when learning and using languages with grammatical gender. Addressing contexts both within and outside the classroom, the authors offer innovative and methodologically diverse approaches that effectively challenge the ongoing dominance of English in conversations about trans language. * Lal Zimman, University of California, Santa Barbara, USA *Table of ContentsFigures Tables Contributors Acknowledgments Series Editors' Preface Kris Aric Knisely and Eric Louis Russell: Introduction: Redoing Linguistic Worlds Part 1: Languagers and Genderers Chapter 1. Kris Aric Knisely and Eric Louis Russell: Languagers and Genderers: A Guide to Redoing Linguistic Worlds Part 2: Unmaking Gender Binaries and Remaking Gender Pluralities in the Classroom Chapter 2. Kris Aric Knisely: Not Another Binary: Gender Modality, Languaging and Language Learning in French Chapter 3. Maureen O. Gallagher (she), Simone Pfleger (they), Angineh Djavadghazaryans (she), Brigetta (Britt) Abel (she) and Faye Stewart (she): Gender Plurality in the German-Language Classroom: Constructing Linguistic and Cultural Identities Beyond Binaries Chapter 4. Lindsay D. Preseau, LeAnne Spino and Niko Tracksdorf: Gender Inclusivity Across the Curriculum: An Exploration of Novice and Advanced Course Content through Student Perspectives Part 3: Unmaking Gender Binaries and Remaking Gender Pluralities in Sociolinguistic Space Chapter 5. Maxen Jack-Monroe: Beyond il or elle and femme or homme: How Non-Binary Montréalers Navigate French Chapter 6. Jennifer Kaplan: The Social Life of Non-Binary French: How Non-Binary Francophones Linguistically Navigate Institutions Chapter 7. Sheryl Bernardo-Hinesley and Alba Arias Álvarez: Remaking Spanish Gender Binaries: Online Attitudes Toward Gender Pluralities Part 4: Unmaking Gender Binaries and Remaking Gender Pluralities as Resistance and Social Change Chapter 8. Michael Barnes: 'Estamos pavimentando el camino para futuros hablantes del castellano': Nonbinary Peninsular Spanish Languaging as Prefigurative Politics Chapter 9. Ben Papadopoulos: Identifying Gender in Gendered Languages: The Case of Spanish Chapter 10. Eric Louis Russell: Ciro è morto o morta? Symbolic Power and Discursive Effablity Kris Aric Knisely and Eric Louis Russell: Redoing and Undoing: When a Conclusion Is Just the Beginning Index

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Book SynopsisThis book embarks on an ever-expanding array of language, academic mobility, neoliberalism, and accompanying rich scholarly debates. It examines the ways in which international English language teachers in Saudi Arabia’s higher education system position themselves, negotiate, interact, adjust, make sense of their classroom dynamics, and validate their senses of selves and pedagogies in their day-to-day (dis)engagement with their institutions and encounters at work. Informed by rich empirical data from a multi-year, multi-site project in addition to other qualitative studies, the book reveals on-the-ground complexities involving speaker status, language, ethnicity, nationality, race, religion, sociocultural factors, emotion labour, work dynamic and professionalism. It promotes thinking beyond normative ideologies on marginalisation, the native and non-native speaker dichotomy, linguistic, racial, religious and ethnic (inter)relations, and translanguaging pedagogies, while also offering new material for original theorisation in multi-Englishes multilingualism, local-trusting-local and the limits of negotiability. Trade ReviewAll of us – nomads, immigrants, refugees, teachers, students, company executives, academics and farmers – are in flow, in motion and on the move, argues International TESOL Teachers in A Multi-Englishes Community. This is true even if physically we stay put. Methodologically innovative, scholarly grounded, and intellectually dareful, this book tells the story of this mobility, its challenges as well as its possibilities, especially how it looks like when it meets such a nice field as TESOL. It dares to ask, what does it mean to live in a time and a place that are neither neutral nor without history? At some point, especially for TESOL teachers and learners, we would not know if the stories told in the book belong to the authors or to the reader. This is the poetic of this book, you can’t put it down until the end. It is highly recommended, namely for those who are interested in that space of métissage between TESOL, mobility, historicity and negotiability. * Awad Ibrahim, University of Ottawa, Canada *In this exciting and incredibly accessible manuscript, written consistently with an international readership in mind, authors Phan Le Ha and Osman Barnawi have produced what I see as a brilliant, regionally contextualized approach to bridging theory and practice in the “multi-Englishes” TESOL context of Saudi Arabia. Making great use of scripts of conversations between the authors for the preface and opening to the introduction, in the twelve chapters, the authors cover a comprehensive range of topics, targeting international mobility, as well as realities, practicalities, and limitations of how far new approaches influencing TESOL in the region can go. They raise critical arguments from the international scholarship, along with excerpts from a series of insightful interviews they conducted with international teachers. This book is a must-read for all TESOL researchers and practitioners interested in contexts where international teachers are the cornerstone of ideological developments and reshaping of not only TESOL theory and practice, but of the region itself. * Jim McKinley, University College London, UK *The authors skillfully expose, unpack and interpret complexities of contextualized professional identity negotiations of international TESOL teachers in the broader waves and entanglements of neoliberalism, transnational mobility, globalization, hybridity, and superdiversity. This book will set the tone and serve as an inspiring example for future projects focusing on the diversity and complexity of realities and perspectives in other parts of the world. * Ali Fuad Selvi, METU Northern Cyprus Campus, Turkey *International TESOL Teachers in a Multi-Englishes Community provides a compelling analysis of socio-cultural, political, and economic implications of transnational TESOL teachers working in Saudi Arabia. For those who are interested in the on-the-ground work realities of English teachers, this is a must-read book. The increasing demand of TESOL professionals in the Global South makes this exceptional account of teachers’ engagement with Saudi Arabia’s Higher Education system and their navigation of local tensions, challenges and demands more pressing than ever. Power, tensions, challenges, but also hope, resignation, and trust feed the multiple stories documented in this book written by two exceptional scholars who are clearly ahead of their discipline. This piece of writing provides a unique understanding of the inner workings of the international TESOL industry and makes a genuine contribution to a more politicized and ethnographically informed field of TESOL and Applied Linguistics. * Alfonso Del Percio, University College London, UK *Table of ContentsAcknowledgements Preface: Putting Curiosities in Action: An Uneasy Journey of Exploration 1: International TESOL Teachers: What’s Missing on the Ground? 2: International Teachers of English in the ‘New’ Middle East: Saudi Arabia in Focus 3: Engaging (with) Flavors of TESOL: Mobility, Space, Place, Neoliberalism, Multilingualism and Emotion Labor 4: Unpacking Mobility Drive: Geographical, Personal, Financial, Professional and More 5: Unpacking Often-Hidden Layers of Factors behind International Mobilities 6: English, ELT and Perceptions of Peers and Students 7: On-the-Ground Realities: From Training, Experience and Perception to Actual Classrooms 8: Every Teacher is Different, Every Classroom has its Own Dynamic 9: Sulaiman Jenkins: Examining the (Im)mobility of African American Muslim TESOL Teachers in Saudi Arabia 10: Unpacking Hardly-Ever-Revealed Emotions, Pains and Complexities 11: Abdullah Alshakhi and Phan Le Ha: A Much-Needed Conversation with Native-English-Speaking Caucasian Teachers: Emotion Labor and Affect in Transnational Encounters 12: International TESOL Teachers Working in the Saudi ‘Trust House’: (Re)Conceptualization of Key Constructs Ryuko Kubota: Afterword References Index

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Book SynopsisThis book argues for a view of study abroad as emergent of, and negotiated through, tensions between localised and globalised imaginaries of language, identity and place. By examining the experiences of a group of Japanese high school students during, and after, a year embedded in families and schools abroad in countries across Europe, Asia and North and South America, it provides the first in-depth exploration of the role of mobile communications technology in study abroad. This includes its facilitation of strategic language learning, host community participation and the construction of multilingual identities. The student accounts covered in this book explore a number of other critical issues in contemporary study abroad, including translanguaging practices, racialised identities, the role of the host family and the status of English as a lingua franca in multilingual environments. The results demonstrate the importance of understanding study abroad and related language learning as intersecting with global flows of people and information.

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Book SynopsisThis book embarks on an ever-expanding array of language, academic mobility, neoliberalism, and accompanying rich scholarly debates. It examines the ways in which international English language teachers in Saudi Arabia’s higher education system position themselves, negotiate, interact, adjust, make sense of their classroom dynamics, and validate their senses of selves and pedagogies in their day-to-day (dis)engagement with their institutions and encounters at work. Informed by rich empirical data from a multi-year, multi-site project in addition to other qualitative studies, the book reveals on-the-ground complexities involving speaker status, language, ethnicity, nationality, race, religion, sociocultural factors, emotion labour, work dynamic and professionalism. It promotes thinking beyond normative ideologies on marginalisation, the native and non-native speaker dichotomy, linguistic, racial, religious and ethnic (inter)relations, and translanguaging pedagogies, while also offering new material for original theorisation in multi-Englishes multilingualism, local-trusting-local and the limits of negotiability. Trade ReviewAll of us – nomads, immigrants, refugees, teachers, students, company executives, academics and farmers – are in flow, in motion and on the move, argues International TESOL Teachers in A Multi-Englishes Community. This is true even if physically we stay put. Methodologically innovative, scholarly grounded, and intellectually dareful, this book tells the story of this mobility, its challenges as well as its possibilities, especially how it looks like when it meets such a nice field as TESOL. It dares to ask, what does it mean to live in a time and a place that are neither neutral nor without history? At some point, especially for TESOL teachers and learners, we would not know if the stories told in the book belong to the authors or to the reader. This is the poetic of this book, you can’t put it down until the end. It is highly recommended, namely for those who are interested in that space of métissage between TESOL, mobility, historicity and negotiability. * Awad Ibrahim, University of Ottawa, Canada *In this exciting and incredibly accessible manuscript, written consistently with an international readership in mind, authors Phan Le Ha and Osman Barnawi have produced what I see as a brilliant, regionally contextualized approach to bridging theory and practice in the “multi-Englishes” TESOL context of Saudi Arabia. Making great use of scripts of conversations between the authors for the preface and opening to the introduction, in the twelve chapters, the authors cover a comprehensive range of topics, targeting international mobility, as well as realities, practicalities, and limitations of how far new approaches influencing TESOL in the region can go. They raise critical arguments from the international scholarship, along with excerpts from a series of insightful interviews they conducted with international teachers. This book is a must-read for all TESOL researchers and practitioners interested in contexts where international teachers are the cornerstone of ideological developments and reshaping of not only TESOL theory and practice, but of the region itself. * Jim McKinley, University College London, UK *The authors skillfully expose, unpack and interpret complexities of contextualized professional identity negotiations of international TESOL teachers in the broader waves and entanglements of neoliberalism, transnational mobility, globalization, hybridity, and superdiversity. This book will set the tone and serve as an inspiring example for future projects focusing on the diversity and complexity of realities and perspectives in other parts of the world. * Ali Fuad Selvi, METU Northern Cyprus Campus, Turkey *International TESOL Teachers in a Multi-Englishes Community provides a compelling analysis of socio-cultural, political, and economic implications of transnational TESOL teachers working in Saudi Arabia. For those who are interested in the on-the-ground work realities of English teachers, this is a must-read book. The increasing demand of TESOL professionals in the Global South makes this exceptional account of teachers’ engagement with Saudi Arabia’s Higher Education system and their navigation of local tensions, challenges and demands more pressing than ever. Power, tensions, challenges, but also hope, resignation, and trust feed the multiple stories documented in this book written by two exceptional scholars who are clearly ahead of their discipline. This piece of writing provides a unique understanding of the inner workings of the international TESOL industry and makes a genuine contribution to a more politicized and ethnographically informed field of TESOL and Applied Linguistics. * Alfonso Del Percio, University College London, UK *Table of ContentsAcknowledgements Preface: Putting Curiosities in Action: An Uneasy Journey of Exploration 1: International TESOL Teachers: What’s Missing on the Ground? 2: International Teachers of English in the ‘New’ Middle East: Saudi Arabia in Focus 3: Engaging (with) Flavors of TESOL: Mobility, Space, Place, Neoliberalism, Multilingualism and Emotion Labor 4: Unpacking Mobility Drive: Geographical, Personal, Financial, Professional and More 5: Unpacking Often-Hidden Layers of Factors behind International Mobilities 6: English, ELT and Perceptions of Peers and Students 7: On-the-Ground Realities: From Training, Experience and Perception to Actual Classrooms 8: Every Teacher is Different, Every Classroom has its Own Dynamic 9: Sulaiman Jenkins: Examining the (Im)mobility of African American Muslim TESOL Teachers in Saudi Arabia 10: Unpacking Hardly-Ever-Revealed Emotions, Pains and Complexities 11: Abdullah Alshakhi and Phan Le Ha: A Much-Needed Conversation with Native-English-Speaking Caucasian Teachers: Emotion Labor and Affect in Transnational Encounters 12: International TESOL Teachers Working in the Saudi ‘Trust House’: (Re)Conceptualization of Key Constructs Ryuko Kubota: Afterword References Index

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Book SynopsisThis book presents the first collection of conversation analytic studies addressed exclusively to issues of inequality and injustice. It offers a broad depiction of how inequality and injustice are reproduced, resisted and transformed in our daily life; together the chapters produce a forensic analysis of how participants enact discriminatory ideologies, negotiate systemic power imbalances, and pursue social change in and through the nuances of their interactions. The authors draw on audio and video recordings of interaction in a wide range of social settings, ranging from classrooms to family dinners, and political town halls to television sitcoms. The book demonstrates the power of conversation analysis to tackle issues of social (in)justice and (in)equality and launches critical conversation analysis as a distinct empirical program dedicated to systematically investigating and promoting inclusion and equity in the minute details of everyday interaction.

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

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Book SynopsisThis book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness. It focuses on four Asian contexts – Malaysia, South Korea, Sri Lanka and Thailand – while providing a discussion of policy and practice in Canada and Finland as a comparison. Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy. It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction. The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages. This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.Trade ReviewHayes’ detailed and critical analyses of early language learning policies in six different countries – Thailand, South Korea, Sri Lanka, Malaysia, Finland, and Canada – beautifully and powerfully illustrate the complex realities and importance of situating policies in specific societal and linguistic contexts. This book is highly recommended for anyone interested in language education policies. * Yuko Goto Butler, Graduate School of Education, University of Pennsylvania, USA *I thoroughly enjoyed reading this book because it educated me about little-known contexts of early language education, thereby critically analysing – and partly dissecting – the political, economic and educational rationales underlying policies and practice of early language learning. The spirit of equity and justice ingrained in many aspects of the analysis and argumentation in this book is admirable. * Eva Wilden, University of Duisburg-Essen, Germany *This book brings alive the vital role of the socio-educational context on the success, or otherwise, of foreign language learning in primary school. The book bristles with research insights from a range of contexts and provides a solid basis for re-imagining language education in state-sector primary education globally. It is a wonderful resource for language policy makers, researchers, teachers, and teacher educators. * Kuchah Kuchah, University of Leeds, UK *Table of ContentsAcknowledgements Chapter 1. Rationales for Early Language Learning in State Sector Education Systems Chapter 2. Thailand: An Educational Paradox Chapter 3. South Korea: A Severe Case of ‘English Fever’ Chapter 4. Sri Lanka: Language Education and Peace-Building in Primary Schools Chapter 5. Equity and Multilingual Diversity in Primary School Language Teaching and Learning in Malaysia Chapter 6. Early Language Teaching and Learning in Ontario, Canada and Finland: Experiences of Bilingualism and Multilingualism Chapter 7. Rethinking Early Language Learning in State Sector Education Systems References Index

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Book SynopsisThis volume contributes to the growing body of research on developmental dyslexia, focusing on the disorder’s behavioural manifestations at different levels of the language system. It is organised into three sections that cover the three main vantage points from which the effects of dyslexia on communication can be observed: neuropsychology, linguistics and the perspective of educators. Together, the chapters provide an insightful overview of the ways in which dyslexia impacts different components of language, including lexical and pragmatic abilities, and present data from experimental and applied research, with suggestions for the application of research-based data in both innovative and traditional language teaching, ways to rehabilitate reading dysfunctions, as well as teacher training. The book will be essential reading for researchers and students investigating dyslexia, as well as foreign language teachers and professionals who work on the rehabilitation of linguistic performance dysfunctions in people with dyslexia.Trade ReviewWhat is the contribution of linguistics to the study of dyslexia? This is the question that this book tries to answer, bringing together quality research papers and original experimental reports in a must-read volume that offers food for thought to scholars, educators, careers, and clinicians alike. * Marcella Bertuccelli Papi, University of Pisa, Italy *This is a great resource, offering insights into the precise parts of language that may be impacted by developmental dyslexia, while also attempting to identify plausible causes for such issues and forecasting the route of linguistic development. It provides unique perspectives of interest to a wide, international audience including both practitioners and researchers. * Stefania M. Maci, University of Bergamo, Italy *This excellent collection provides novel insights into the effects of dyslexia on second language learning and the linguistic challenges of dyslexic individuals from different first language backgrounds. It is an ideal resource for researchers in the fields of first and second language acquisition, bi- and multilingualism and language disorders, as well as for teachers of additional languages and language teacher educators. * Judit Kormos, Lancaster University, UK *Table of ContentsGloria Cappelli and Sabrina Noccetti: Introduction Part 1: Psychological and Neurobiological Foundations of Language Skills in People with Dyslexia Chapter 1. Enrico Ghidoni: The Neurobiological Basis of Language Skills and Dyslexia Chapter 2. Claudia Casalini, Daniela Brizzolara, Anna Maria Chilosi, Filippo Gasperini and Chiara Pecini: Late Effects of Early Language Delay on Complex Language and Literacy Abilities: A Clinical Approach to Dyslexia in Subjects with a Previous Language Impairment Chapter 3. Filippo Gasperini: Foreign Language Learning Difficulties in Developmental Dyslexia: A Narrative Review of the Existing Evidence Part 2: Theoretical and Experimental Linguistic Research on Dyslexia Chapter 4. Marijan Palmović, Ana Matić, Mirta Zelenika Zeba, Melita Kovačević: Phonological and Lexical Effects on Reading in Dyslexia Chapter 5. Cristina Burani: Morphemes as Reading and Spelling Units in Developmental Dyslexia Chapter 6. Rachel Berthiaume, Amélie Bourcier and Daniel Daigle: Morphological Knowledge in French-speaking Children with Dyslexia Chapter 7. Giovanna Marotta: Developmental Dyslexia and Morphosyntactic Competence in Italian Young Adults Chapter 8. Anna Cardinaletti, Elisa Piccoli and Francesca Volpato: Dyslexia and Syntactic Deficits: Overview and a Case Study of Language Training Chapter 9. Gloria Cappelli: The Impact of Dyslexia on Lexico-Semantic Skills: An Overview Chapter 10. Gloria Cappelli, Sabrina Noccetti, Nicoletta Simi, Giorgio Arcara and Valentina Bambini: Dyslexia and Pragmatic Skills Part 3: Applied Linguistic Research and Dyslexia Chapter 11. Sabrina Noccetti: Visual and Auditory Stimuli for Teaching EFL Vocabulary to Learners with Dyslexia Chapter 12. Francesca Santulli and Melissa Scagnelli: Reading as a Multi-Layer Activity: Training Strategies at Text Level Chapter 13. Rossella Iovino: Teaching Latin to Dyslexic Learners: A Methodological Proposal Chapter 14. Joanna Nijakowska: Foreign Language Teacher Training and Preparedness to Teach Learners with Dyslexia Index

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

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Book SynopsisIn today’s globalised world, large-scale migration is the norm. A contributing factor to the successful settlement of migrants is the ability to access work and economic security. This book focuses on the lived experiences of migrants who (try to) access the workplace, and explores the barriers and support they encounter. The editors bring together studies which look at the ways in which inclusion and exclusion from the workplace are done linguistically from historical, discourse analytical, narrative and language assessment perspectives. The chapters represent an innovative, holistic, intersectional and multidisciplinary approach to the subject, and illustrate a wide range of analytical methods and theoretical tools for the study of multilingualism and professional identity. The rich empirical data contained in the book cover a variety of professional contexts and countries, and the book will appeal to both specialist and non-specialist audiences.Trade ReviewThis expert editorial team present a rich range of research from diverse temporal, geographical and linguistic contexts. Qualitative analysis of workplace interactions explores migrants’ lived experience and the complex relationship between language policy and actual practices. At the forefront of workplace discourse research, the editors strongly advocate an activist agenda for sociolinguistics and applied linguistics research. * Janet Holmes, Professor Emerita, Victoria University of Wellington, New Zealand *This book offers rich insights into the various ways in which language matters in the working life of migrants. The fine-grained ethnographic and historical contributions remind us of the crucial political dimension of language and its impact on the lives of people on the move. The volume constitutes a valuable resource for sociolinguists, applied linguists and discourse analysts. * Alexandre Duchêne, University of Fribourg, Switzerland *This outstanding volume employs interdisciplinary and critical sociolinguistic, theoretical and methodological frameworks to explore the debate over which language competences and ‘skills’ might be regarded as adequate or not, by whom and why – especially in the case of migrant workers. It becomes apparent that the workplace continues to be one of the salient contexts which perpetuates societal power asymmetries. This book is a must read for scholars and laypeople alike who are concerned about the rising inequalities in our globalized societies. * Ruth Wodak, Emerita Professor, Lancaster University, UK and University of Vienna, Austria *Table of ContentsContributors Chapter 1. Jo Angouri, Julie Kerekes and Minna Suni: Migration and Language at Work: Current Trends and Future Opportunities for Multidisciplinary Research Chapter 2. Florian Hiss: Contextualising Diversity, Work and Mobility across Time: Cases from Norway's 'High North' Chapter 3. Nóra Schleicher: 'Doctor Johnny': The Discursive Construction of the Medical Doctor as an Immigrant Chapter 4. Fiona O'Neill: Multilingual Professionals, Monolingual Contexts and Multicultural Mindsets: Towards an Intercultural Mindset Chapter 5. Marta Kirilova: 'Getting the Job Done': Conventional Expressions as Shibboleths in Multilingual Job Interviews Chapter 6. Marja Seilonen and Minna Suni: Assessing and Analysing Health Care Finnish: Test Performance and Lived Experiences Chapter 7. Julie Kerekes and Jeanne Sinclair: The Role of Soft Skills in Vocational ESL: Their Potential to (Dis)Empower Migrant Employment Seekers Chapter 8. Johanna Tovar: Impression Management Games: Language and Mobility among Southern European Migrants in a London Call Centre Chapter 9. Art Babayants: Understanding the Immigrant Actor through a Multilingual Lens Chapter 10. Kristina Humonen and Jo Angouri: ‘[They] thought I didn’t know how to be a chef because I didn’t speak Finnish’: Gatekeeping and Professional Role Enactment in a Multilingual Kitchen Context Index

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Book SynopsisThis is the first edited volume to bring together research on the interaction between language teacher identity and wellbeing. It addresses the need for further research on the experience of language teachers and the vulnerability and resilience they demonstrate in the face of threats to their wellbeing. Naming, describing and analyzing issues with a view to sensitively addressing them, this book contributes to research as a social enterprise which can raise public consciousness of these issues. Exploring how language teacher identity influences and is influenced by wellbeing, the chapters develop a theoretical and empirical understanding of this interaction using Indigenous, psychological, critical and postmodern frameworks and the personal perspectives of teachers and researchers. Spanning a wide range of cultural and institutional contexts, this book provides a wealth of insights for teacher learners, practicing teachers andresearchers.

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Book SynopsisThis book honors the impactful contributions of Guadalupe Valdés toward equity in multilingual schools and communities. As one of the first language education scholars to examine the vibrant language practices of bilingual users in the US Southwest, her work marked a departure from traditional foreign language approaches and sparked a movement focused on valuing heritage languages and creating more equitable educational systems for young people from linguistically minoritized backgrounds. Influenced by the work of Professor Valdés, the contributors to this book draw on multiple aspects of her research to look at new ways of addressing equity and social justice for multilingual users in schools and communities. Chapters focus on three major areas of her work: the nature of languages and literacies in multilingual contexts, language development in classrooms and communities, and equity and access. At the end of each section, short interludes describe contributors' personal experiences of learning from and with Professor Valdés, providing insight into the practices of mentorship and professional development within the field. This volume will appeal to students and researchers across bilingualism, applied linguistics and education, offering an overview of developments in these fields and directions for future research on equity in multilingual educational settings.

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Book SynopsisThis book synthesises research on very early language learning in pre-primary organised instruction settings such as kindergarten, nursery or afternoon classes. Using a framework of ecological development, it investigates the nested systems in which very young learners operate, the other agents involved in each of these systems and the influence these agents have on children's foreign language learning. It explores the ecosystems of the individual learner and their family, educational institutions, general social climate and language education policies, resulting in a holistic view of early language learning and the key transitions into and out of pre-primary formal instruction settings. This is the first book to gather research to date on very young learners in formal settings, offering a comprehensive state of the art to researchers and graduate students in early language learning, second language acquisition and early years pedagogy.

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