Language learning: specific skills Books

Book SynopsisHow do you build successful professional connections with colleagues from Mexico? While most books focus simply on how to avoid common communication mistakes, this book leads its readers to an understanding of how to succeed and thrive within the three cultures, Mexico, the US, and Canada. Kelm, Hernandez-Pozas and Victor present a set of practical guidelines for communicating professionally with Mexicans, both in Mexico and abroad, providing many photographs as examples. The Seven Keys to Communicating in Mexico follows the model of presenting key cultural concepts used in the earlier books by Kelm and Victor on Brazil and (with Haru Yamada) on Japan. Olivia Hernandez-Pozas, Orlando Kelm, and David Victor, well-respected research professors and seasoned cross-cultural trainers for businesspeople, guide readers through Mexican culture using Victor's LESCANT Model (an acronym representing seven key cross-cultural communication areas: Language, Environment, Social Organization, Contexting, Authority, Nonverbal Behavior, and Time). Each chapter addresses one of these topics and demonstrates how to evaluate the differences among Mexican, US, and Canadian cultures. In the final chapter the authors bring all of these cultural interactions together with a sample case study about business interactions between Mexicans and North Americans. The case study includes additional observations from North American and Mexican business professionals who offer related suggestions and recommendations.Trade ReviewThe authors deliver an immediately useful tool to those seeking to teach and learn intercultural skills. * Hispania *Table of ContentsIntroduction 1. The Spanish Language: A Beautiful Mixture That Defines Mexico 2. The Mexican Environment: A Cornucopia 3. Mexican Social Organization: Mestizaje, Mosaic, or Melting Pot? 4. Mexican Contexting: The Hidden Wisdom of the Proverb 5. The Mexican Authority Conception: Power Is Always Personalized 6. Mexican Nonverbal Communication: Colorful, Bold, and Making a Statement! 7. The Mexican Temporal Conception: All Our Pasts Are Our Present 8. Case Study: When Being Bicultural Is More than Being Bilingual Notes Index About the Authors

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Book SynopsisHow do you build successful professional connections with colleagues from Mexico? While most books focus simply on how to avoid common communication mistakes, this book leads its readers to an understanding of how to succeed and thrive within the three cultures, Mexico, the US, and Canada. Kelm, Hernandez-Pozas and Victor present a set of practical guidelines for communicating professionally with Mexicans, both in Mexico and abroad, providing many photographs as examples. The Seven Keys to Communicating in Mexico follows the model of presenting key cultural concepts used in the earlier books by Kelm and Victor on Brazil and (with Haru Yamada) on Japan. Olivia Hernandez-Pozas, Orlando Kelm, and David Victor, well-respected research professors and seasoned cross-cultural trainers for businesspeople, guide readers through Mexican culture using Victor's LESCANT Model (an acronym representing seven key cross-cultural communication areas: Language, Environment, Social Organization, Contexting, Authority, Nonverbal Behavior, and Time). Each chapter addresses one of these topics and demonstrates how to evaluate the differences among Mexican, US, and Canadian cultures. In the final chapter the authors bring all of these cultural interactions together with a sample case study about business interactions between Mexicans and North Americans. The case study includes additional observations from North American and Mexican business professionals who offer related suggestions and recommendations.Trade ReviewThe authors deliver an immediately useful tool to those seeking to teach and learn intercultural skills. * Hispania *Table of ContentsIntroduction 1. The Spanish Language: A Beautiful Mixture That Defines Mexico 2. The Mexican Environment: A Cornucopia 3. Mexican Social Organization: Mestizaje, Mosaic, or Melting Pot? 4. Mexican Contexting: The Hidden Wisdom of the Proverb 5. The Mexican Authority Conception: Power Is Always Personalized 6. Mexican Nonverbal Communication: Colorful, Bold, and Making a Statement! 7. The Mexican Temporal Conception: All Our Pasts Are Our Present 8. Case Study: When Being Bicultural Is More than Being Bilingual Notes Index About the Authors

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Book SynopsisSpanish for the Professions is written for students who plan to pursue careers in a professional, Spanish-speaking setting within the United States or abroad. The exercises engage the learner in actual, substantive, and relevant content. This is a one-of-a-kind textbook intended for the intermediate to advanced student of Spanish who wishes to apply his or her language skills in a professional context within the Hispanic business and professional world.

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Book SynopsisWith growing mass migration across the globe, researchers, practitioners, educators and policy makers are increasingly faced with rising numbers of multilingual children and adults. This volume raises key issues surrounding the evaluation of language abilities and proficiency in multilingual speakers, taking into account the facts concerning the processes of learning, speaking and understanding two languages. Issues in the Assessment of Bilinguals brings together researchers working on bilingual and multilingual children and adults in a variety of multilingual settings: typically developing bilingual children, bilingual and multilingual children and adults found in classrooms, and bilingual children growing up in sociolinguistically fluid bilingual communities – making this an essential volume which raises key issues for anyone assessing performance.Trade ReviewVirginia Gathercole knows bilingualism from her own studies as an American in Spain and her long residence in the bilingual communities of South Florida and North Wales. She has also done first-rate studies to understand what development looks like in one and more than one language. So she is the perfect person to bring the two topics together as editor of and major contributor to this wide-ranging volume. Gathercole's incisive intellect and immense practicality shine through every page. -- Barbara Zurer Pearson, University of Massachusetts Amherst, USATo assess the linguistic skills of bilingual children using tests developed with monolinguals can be fundamentally misleading. The new volume edited by Virginia C. Mueller Gathercole exposes this key fact, and provides a many-faceted exploration of ways to address assessment in bilinguals more productively. A volume for everyone interested in bilingualism. -- D. Kimbrough Oller, The University of Memphis, USAThis edited volume raises an important issue of testing bilinguals in educational settings. The issue is not only theoretical, as the tests in their current form may both hurt bilingual students’ academic opportunities and prevent specialists from noticing language impairments in bilingual children. The volume is of great value for researchers, educators, and education policy makers. It should definitely be used in teachers’ education programs around the world to raise their awareness of multilingualism. -- Liubov Baladzhaeva, University of Haifa, Israel * the LINGUIST LIST 25.2391 *Table of Contents1. Virginia C. Mueller Gathercole: Assessment of Multi-Tasking Wonders: Music, Olympics, and Language 2. Virginia C. Mueller Gathercole, Enlli Môn Thomas, Emily J. Roberts, Catrin O. Hughes and Emma K. Hughes: Why Assessment Needs to Take Exposure into Account: Vocabulary and Grammatical Abilities in Bilingual Children 3. Shula Chiat, Sharon Armon-Lotem, Theodoros Marinis, Kamila Polišenská, Penny Roy and Belinda Seeff-Gabriel: Assessment of Language Abilities in Sequential Bilingual Children: The Potential of Sentence Imitation Tasks 4. Netta Abugov and Dorit Ravid: Assessing Yiddish Plurals in Acquisition: Impacts of Bilingualism 5. Rocío Pérez Tattam, Virginia C. Mueller Gathercole, Feryal Yavas and Hans Stadthagen-González: Measuring Grammatical Knowledge and Abilities in Bilinguals: Implications for Assessment and Testing 6. Miguel A. Pérez, Cristina Izura, Hans Stadthagen-González and Javier Marín: Assessment of Bilinguals’ Performance in Lexical Tasks Using Reaction Times 7. Rebecca Burns: Assessment and Instruction in Multilingual Classrooms 8. Jasone Cenoz, Eli Arozena, Durk Gorter: Assessing Multilingual Students’ Writing Skills in Basque, Spanish and English 9. Stephen J. Caldas: Assessment of Academic Performance: The Impact of No Child Left Behind Policies on Bilingual Education: A Ten Year Retrospective 10. Virginia C. Mueller Gathercole: Summary of Issues Surrounding the Assessment of Bilinguals and the Way Forward

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Book SynopsisSolutions for the Assessment of Bilinguals presents innovative solutions for the evaluation of language abilities and proficiency in multilingual speakers – and by extension, the evaluation of their cognitive and academic abilities. This volume brings together researchers working in a variety of bilingual settings to discuss critical matters central to the assessment of bilingual children and adults. The studies include typically developing bilingual children, bilingual children who may be at risk for language impairments, bilingual and multilingual children and adults found in classrooms, and second-language learners in childhood and adulthood. The contributions propose a variety of ways of assessing performance and abilities in the face of the multiple issues that complicate the best interpretation of test performance.Trade ReviewResearchers and practitioners are frequently challenged when faced with the assessment of bilinguals. The authors of this book tackle this challenge from different sociolinguistic perspectives and propose strategies for the assessment of bilinguals across different age groups, abilities, and domains. Their thoughtful insights provide research-based principles to build a unified foundation that can stimulate new directions in research and practice. * Vera Gutierrez-Clellen, San Diego State University, USA * This book, edited by Virginia Gathercole, a leading figure in the study of bilingualism and multilingualism, presents cutting-edge research in a burgeoning field and provides a comprehensive perspective on the assessment of bilinguals which is desperately needed. The book can serve as a valuable source not only for researchers interested in solutions for assessment of bilinguals but also for students and clinicians who want to study and work with this population. * Sharon Armon-Lotem, Bar-Ilan University, Israel *Table of Contents1. Virginia C. Mueller Gathercole: Assessment of Bilinguals: Innovative Solutions 2. Fred Genesee, Robert Savage, Caroline Erdos and Corinne Haigh: Identification of Reading Difficulties in Students Schooled in a Second Language 3. Carolyn Ann Letts: What are the Building Blocks for Language Acquisition? Underlying Principles of Assessment for Language Impairment in the Bilingual Context 4. María-José Ezeizabarrena, Julia Barnes, Iñaki García, Andoni Barreña and Margareta Almgren: Using Parental Report Assessment for Bilingual Preschoolers: The Basque Experience 5. Ciara O’Toole: Using Parent Report to Assess Bilingual Vocabulary Acquisition: A Model from Irish 6. Elizabeth D. Peña, Lisa M. Bedore and Christine Fiestas: Development of Bilingual Semantic Norms: Can Two be One? 7. Hans Stadthagen-González, Virginia C. Mueller Gathercole, Rocío Pérez Tattam, Feryal Yavas: Vocabulary Assessment of Bilingual Adults: To Cognate or Not to Cognate 8. Maria Kambanaros, Kleanthes K. Grohmann: Profiling (Specific) Language Impairment in Bilingual Children: Preliminary Evidence from Cyprus 9. Enlli Môn Thomas, Virginia C. Mueller Gathercole and Emma K. Hughes: Sociolinguistic Influences on the Linguistic Achievement of Bilinguals: Issues for the Assessment of Minority Language Competence 10. Eva Rodríguez-González: The Effects of Peer Feedback Practices in Spanish Second Language Writing 11. Erika Hoff: Commentary on Issues in the Assessment of Bilinguals and Solutions for the Assessment of Bilinguals

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Book SynopsisSolutions for the Assessment of Bilinguals presents innovative solutions for the evaluation of language abilities and proficiency in multilingual speakers – and by extension, the evaluation of their cognitive and academic abilities. This volume brings together researchers working in a variety of bilingual settings to discuss critical matters central to the assessment of bilingual children and adults. The studies include typically developing bilingual children, bilingual children who may be at risk for language impairments, bilingual and multilingual children and adults found in classrooms, and second-language learners in childhood and adulthood. The contributions propose a variety of ways of assessing performance and abilities in the face of the multiple issues that complicate the best interpretation of test performance.Trade ReviewResearchers and practitioners are frequently challenged when faced with the assessment of bilinguals. The authors of this book tackle this challenge from different sociolinguistic perspectives and propose strategies for the assessment of bilinguals across different age groups, abilities, and domains. Their thoughtful insights provide research-based principles to build a unified foundation that can stimulate new directions in research and practice. * Vera Gutierrez-Clellen, San Diego State University, USA * This book, edited by Virginia Gathercole, a leading figure in the study of bilingualism and multilingualism, presents cutting-edge research in a burgeoning field and provides a comprehensive perspective on the assessment of bilinguals which is desperately needed. The book can serve as a valuable source not only for researchers interested in solutions for assessment of bilinguals but also for students and clinicians who want to study and work with this population. * Sharon Armon-Lotem, Bar-Ilan University, Israel *Table of Contents1. Virginia C. Mueller Gathercole: Assessment of Bilinguals: Innovative Solutions 2. Fred Genesee, Robert Savage, Caroline Erdos and Corinne Haigh: Identification of Reading Difficulties in Students Schooled in a Second Language 3. Carolyn Ann Letts: What are the Building Blocks for Language Acquisition? Underlying Principles of Assessment for Language Impairment in the Bilingual Context 4. María-José Ezeizabarrena, Julia Barnes, Iñaki García, Andoni Barreña and Margareta Almgren: Using Parental Report Assessment for Bilingual Preschoolers: The Basque Experience 5. Ciara O’Toole: Using Parent Report to Assess Bilingual Vocabulary Acquisition: A Model from Irish 6. Elizabeth D. Peña, Lisa M. Bedore and Christine Fiestas: Development of Bilingual Semantic Norms: Can Two be One? 7. Hans Stadthagen-González, Virginia C. Mueller Gathercole, Rocío Pérez Tattam, Feryal Yavas: Vocabulary Assessment of Bilingual Adults: To Cognate or Not to Cognate 8. Maria Kambanaros, Kleanthes K. Grohmann: Profiling (Specific) Language Impairment in Bilingual Children: Preliminary Evidence from Cyprus 9. Enlli Môn Thomas, Virginia C. Mueller Gathercole and Emma K. Hughes: Sociolinguistic Influences on the Linguistic Achievement of Bilinguals: Issues for the Assessment of Minority Language Competence 10. Eva Rodríguez-González: The Effects of Peer Feedback Practices in Spanish Second Language Writing 11. Erika Hoff: Commentary on Issues in the Assessment of Bilinguals and Solutions for the Assessment of Bilinguals

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Book SynopsisUntil now, the picture painted of French second language learning in Canada has tended to focus on successful French immersion. This volume offers a broader representation, in response to the demographic changes that have made the French language classroom a more complex place. Focusing on inclusion and language maintenance, the chapters discuss how a multilingual population can add the two official languages to their repertoire whilst maintaining their languages of origin/heritage; how the revitalization of Indigenous languages can best be supported in the language classroom, and how students with disabilities can be helped to successfully learn languages.Trade ReviewTeaching these languages poses its own set of problems: a lack of qualified teachers, few appropriate materials, and little knowledge of how best to approach these issues. This volume is an excellent starting point for research in these four areas. Each chapter has a copious bibliography and neatly describes the issues at hand. The writing is clear; it avoids overwhelming the reader with statistics and jargon but remains scholarly. Anyone interested in different language issues in Canada would be well advised to start here. -- Helene Ossipov, Arizona State University, USA * French Review, Vol. 88.3 (March 2015) *This volume provides a review of the complex and vibrant historical and contemporary situations in Canadian second language education. Students and researchers internationally will find Canada's experiences in this regard fascinating. The editors have ably brought together the work of scholars in diverse second language education fields: official language(s) education for newcomers; heritage language maintenance programs; second language education for persons with disabilities; and revitalization and maintenance programs for Aboriginal languages. This very wide scope is matched by chapters that consider in depth and detail language education provisions for these diverse groups. * Kelleen Toohey, Simon Fraser University, Canada *This timely volume insightfully analyzes both the accomplishments and omissions in Canadian language policies over the past 40 years. Katy Arnett and Callie Mady have expanded the lens from the celebrated success of French immersion programs oriented to developing French skills among English-speaking students to include the range of multilingual realities currently found in Canadian schools. They focus on language learning opportunities (or lack thereof) afforded to social groups that have frequently been marginalized in Canadian society, specifically students from immigrant backgrounds, special needs students, and those from Aboriginal communities. The volume brilliantly sets the stage for a national discussion aimed at injecting coherence into Canadian language policies. * Jim Cummins, The Ontario Institute for Studies in Education, Canada *Table of ContentsIntroduction: Broadening the Lens of Second Language Education in Canada: Minority Populations in Canadian Second Language Education: Katy Arnett and Callie Mady Section 1: French as an Additional Language: Immigrants’ Learning of French in English-dominant Canada 1. Adding Languages, Adding Benefits: Immigrant Students’ Attitudes Towards and Performance in FSOL Programs in Canada: Callie Mady 2. Learning French in British Columbia: English as Additional Language Learner and Parent Perspectives: Wendy Carr 3. French is Hard: An English Language Learner’s Experience in Core French: Jordana Garbati Section 2: Maintenance of their Heritage Languages and Cultures 4. Fostering Heritage Languages and Diasporic Identities: The Role of Grassroots Initiatives in Alberta and British Colmbia: Martin Guardado and Ava Becker 5. Self, Identity, and Motivation in the Development and Maintenance of German as a Heritage Language: Kimberley Noels 6. Learning Chinese as a Heritage Language: Patsy Duff and Duanduan Li Section 3: Individuals with Disabilities and Second Language Study 7. The Genesis and Perpetuation of Exemptions and Transfers from French Second Language Programs for Students with Diverse Learning Needs: A Preliminary Examination and Their Link to Inclusion: Katy Arnett 8. Reading Without Borders: At Risk Students Transitioning from L1 to L2 in French Immersion: Renée Bourgoin and Joseph Dicks 9. The Writing Processes of a Grade 7 French Immersion Student with Asperger Syndrome: Josée Le Bouthillier Section 4: The Revival, Maintenance, and Growth of Aboriginal Languages in Canada 10. A Fair Country? Consideration of Canada’s Debt to Indigenous Language Renewal: Donna-Lee Smith, Josephine Peck, and Donald Taylor 11. First Nations, Métis, and Inuit K-12 Language Programming: What Works?: Carmen Gillies and Marie Battiste 12. How have Aboriginal North Americans Responded to Writing Systems in Their Own Languages: Barbara Burnaby Conclusion: Additional Conceptions of Second Language Education in Canada: Callie Mady and Katy Arnett Index

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Book SynopsisThis book synthesises current theory and research on L2 motivation in the EFL Japanese context carried out by internationally recognized researchers and upcoming researcher-educators working in various educational contexts in Japan. Topics covered include the issues of cultural identity, demotivation, language communities, positive psychology, possible L2 selves and internationalisation within a key EFL context. The studies in the book utilise a wide variety of research methodologies aiming to narrow the gap between theory and practice and examine L2 motivation in primary, secondary and tertiary education. This volume will be of interest to research/teacher professionals who are currently engaged in active ESL/EFL practice, EFL educators, researchers, and teacher-trainers both inside and outside Japan, who are interested in research on L2 motivation in general and within the Japanese context in particular, as well as graduate and postgraduate researchers.Trade ReviewThis volume explores a variety of exciting topics regarding L2 motivation research in Japan. A particular strength of this anthology is the focus on the importance of the cultural context. In addition, various research methods and approaches are presented in a well-balanced manner. I am sure that no reader will leave this volume empty-handed. -- Osamu Takeuchi, Kansai University, JapanThis volume presents a rich set of theoretical frameworks, research questions, methodologies, and reviews that shed light on the potential and actual synergies between effective second language learning and motivation. While using exemplars from Japan the distinguished group of authors provide a platform for discussing related language learning issues internationally. This is a very strong volume and I commend it highly. -- Dennis M. McInerney, Chair Professor Educational Psychology, The Hong Kong Institute of Education, Hong KongThe book offers contextualised confirmation of research findings from elsewhere as well as useful theoretical and practical implications for further research in EFL motivation and classroom practices that are not only relevant to Japan but also transferrable elsewhere. -- Kevin W. H. Yung, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 3 No. 2 *This book makes a good contribution to addressing L2 motivation theory, including teaching practices through studies on language learning I do not doubt that this volume will be a valuable addition to university libraries and the bookshelves of researchers both in Japan and around the world.motivation. -- Dominic G. Edsall, Ritsumeikan Primary School, Japan * JALT Journal, 36.2, November 2014 *The reviewed publication presents a wide and thorough scope of research on assessments and attitudes regarding motivation in second language learning. One of the major advantages of this book is its diversified notional structure and empirical analyses based on both quantitative and qualitative research, which undoubtedly provides every interested reader with a deep insight into this field of study. All of the texts that make up this insightful publication consider numerous and multi-faceted issues of cultural identity, motivation and de-motivation, language communities and other social phenomena related to language learning. This professional publication also provides its readers with basic aspects of L2 motivational research, which is an additional advantage. -- Jan E. Okuniewski, University of Warsaw, Poland * Psychology of Language and Communication, Volume 18, Issue 1 (May 2014) *Table of ContentsContributor information Editors’ Preface 1. Ema Ushioda: Foreign Language Motivation Research in Japan: An “Insider” Perspective from Outside Japan 2. Kimberly Noels: Promoting the Motivation of Japanese Learners of English through Autonomy, Competence, and Relatedness 3. Tomoko Yashima: Imagined L2 Selves and Motivation for Intercultural Communication 4. Matthew Apple, Joseph Falout, and Glen Hill: Exploring Classroom-Based Constructs of EFL Motivation for Science and Engineering Students in Japan 5. Hideo Hayashi: Dual Goal Orientation in the Japanese Context: A Case Study of Two EFL Learners 6. Rieko Nishida: A Comprehensive Summary of Empirical Studies of Motivation Among Japanese Elementary School EFL Learners 7. Kay Irie and Damon Brewster: L2 Self Motivation Development from Within: A Longitudinal, Multiple-Case Study of Japanese University Students 8. Scott Aubrey and Andrew G. P. Nowlan: Effect of Intercultural Contact on L2 Motivation: A Comparative Study 9. Yoko Munezane: Motivation, Ideal L2 Self, and Valuing of Global English 10. Tatsuya Taguchi: Motivation, Attitudes, and Selves in the Japanese Context: A Mixed Methods Approach 11. Michael Johnson: A Longitudinal Perspective on EFL Learning Motivation in Japanese Engineering Students 12. Keita Kikuchi: Demotivators in the Japanese EFL Context 13. J Lake: Positive L2 Self: Linking Positive Psychology with L2 Motivation 14. Joseph Falout, Yoshifumi Fukada, Tim Murphey, and Tetsuya Fukuda: What’s Working in Japan? Present Communities of Imagination 15. Ryo Nitta: Understanding Motivational Evolution in the EFL Classroom: A Longitudinal Study from a Dynamic Systems Perspective 16. Tomohito Hiromori: Motivational Design for Effective Second Language Instruction 17. Yoshiyuki Nakata: Perspectives on L2 Motivation: Bridging the Gaps Between Teachers, SLA Researchers and Teacher Educators

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Book SynopsisThis book synthesises current theory and research on L2 motivation in the EFL Japanese context carried out by internationally recognized researchers and upcoming researcher-educators working in various educational contexts in Japan. Topics covered include the issues of cultural identity, demotivation, language communities, positive psychology, possible L2 selves and internationalisation within a key EFL context. The studies in the book utilise a wide variety of research methodologies aiming to narrow the gap between theory and practice and examine L2 motivation in primary, secondary and tertiary education. This volume will be of interest to research/teacher professionals who are currently engaged in active ESL/EFL practice, EFL educators, researchers, and teacher-trainers both inside and outside Japan, who are interested in research on L2 motivation in general and within the Japanese context in particular, as well as graduate and postgraduate researchers.Trade ReviewThis volume explores a variety of exciting topics regarding L2 motivation research in Japan. A particular strength of this anthology is the focus on the importance of the cultural context. In addition, various research methods and approaches are presented in a well-balanced manner. I am sure that no reader will leave this volume empty-handed. -- Osamu Takeuchi, Kansai University, JapanThis volume presents a rich set of theoretical frameworks, research questions, methodologies, and reviews that shed light on the potential and actual synergies between effective second language learning and motivation. While using exemplars from Japan the distinguished group of authors provide a platform for discussing related language learning issues internationally. This is a very strong volume and I commend it highly. -- Dennis M. McInerney, Chair Professor Educational Psychology, The Hong Kong Institute of Education, Hong KongThe book offers contextualised confirmation of research findings from elsewhere as well as useful theoretical and practical implications for further research in EFL motivation and classroom practices that are not only relevant to Japan but also transferrable elsewhere. -- Kevin W. H. Yung, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 3 No. 2 *This book makes a good contribution to addressing L2 motivation theory, including teaching practices through studies on language learning I do not doubt that this volume will be a valuable addition to university libraries and the bookshelves of researchers both in Japan and around the world.motivation. -- Dominic G. Edsall, Ritsumeikan Primary School, Japan * JALT Journal, 36.2, November 2014 *The reviewed publication presents a wide and thorough scope of research on assessments and attitudes regarding motivation in second language learning. One of the major advantages of this book is its diversified notional structure and empirical analyses based on both quantitative and qualitative research, which undoubtedly provides every interested reader with a deep insight into this field of study. All of the texts that make up this insightful publication consider numerous and multi-faceted issues of cultural identity, motivation and de-motivation, language communities and other social phenomena related to language learning. This professional publication also provides its readers with basic aspects of L2 motivational research, which is an additional advantage. -- Jan E. Okuniewski, University of Warsaw, Poland * Psychology of Language and Communication, Volume 18, Issue 1 (May 2014) *Table of ContentsContributor information Editors’ Preface 1. Ema Ushioda: Foreign Language Motivation Research in Japan: An “Insider” Perspective from Outside Japan 2. Kimberly Noels: Promoting the Motivation of Japanese Learners of English through Autonomy, Competence, and Relatedness 3. Tomoko Yashima: Imagined L2 Selves and Motivation for Intercultural Communication 4. Matthew Apple, Joseph Falout, and Glen Hill: Exploring Classroom-Based Constructs of EFL Motivation for Science and Engineering Students in Japan 5. Hideo Hayashi: Dual Goal Orientation in the Japanese Context: A Case Study of Two EFL Learners 6. Rieko Nishida: A Comprehensive Summary of Empirical Studies of Motivation Among Japanese Elementary School EFL Learners 7. Kay Irie and Damon Brewster: L2 Self Motivation Development from Within: A Longitudinal, Multiple-Case Study of Japanese University Students 8. Scott Aubrey and Andrew G. P. Nowlan: Effect of Intercultural Contact on L2 Motivation: A Comparative Study 9. Yoko Munezane: Motivation, Ideal L2 Self, and Valuing of Global English 10. Tatsuya Taguchi: Motivation, Attitudes, and Selves in the Japanese Context: A Mixed Methods Approach 11. Michael Johnson: A Longitudinal Perspective on EFL Learning Motivation in Japanese Engineering Students 12. Keita Kikuchi: Demotivators in the Japanese EFL Context 13. J Lake: Positive L2 Self: Linking Positive Psychology with L2 Motivation 14. Joseph Falout, Yoshifumi Fukada, Tim Murphey, and Tetsuya Fukuda: What’s Working in Japan? Present Communities of Imagination 15. Ryo Nitta: Understanding Motivational Evolution in the EFL Classroom: A Longitudinal Study from a Dynamic Systems Perspective 16. Tomohito Hiromori: Motivational Design for Effective Second Language Instruction 17. Yoshiyuki Nakata: Perspectives on L2 Motivation: Bridging the Gaps Between Teachers, SLA Researchers and Teacher Educators

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Book SynopsisIdentity and Language Learning draws on a longitudinal case study of immigrant women in Canada to develop new ideas about identity, investment, and imagined communities in the field of language learning and teaching. Bonny Norton demonstrates that a poststructuralist conception of identity as multiple, a site of struggle, and subject to change across time and place is highly productive for understanding language learning. Her sociological construct of investment is an important complement to psychological theories of motivation. The implications for language teaching and teacher education are profound. Now including a new, comprehensive Introduction as well as an Afterword by Claire Kramsch, this second edition addresses the following central questions: - Under what conditions do language learners speak, listen, read and write? - How are relations of power implicated in the negotiation of identity? - How can teachers address the investments and imagined identities of learners? The book integrates research, theory, and classroom practice, and is essential reading for students, teachers and researchers in the fields of language learning and teaching, TESOL, applied linguistics and literacy.Trade ReviewThe publication of Bonny Norton's Identity and Language Learning in 2000 was a landmark moment in the field of additional/second language learning. The countless discussions in journal articles, research reports and PhD theses in the past decade testify to the power of her multi-faceted and generative ideas. I have no doubt that this revised edition will be on the 'must read' list of anyone concerned with additional/second language learning and language education more generally. -- Constant Leung, King's College, University of London, UKUniting impeccable scholarship and an enduring passion for social justice, Bonny Norton's 2000 book Identity and Language Learning is republished here with a magisterial new Introduction by the author and an inspirational Afterword by Claire Kramsch. The book demonstrates anew the intrinsic power of Norton's constructs of investment, imagined identities and imagined communities, and the paradigm-shifting impact of her theory of identity on an ever-expanding set of questions, contexts, and interdisciplinary approaches to research and teaching in second language education and applied linguistics. -- Nancy Hornberger, University of Pennsylvania, USASince the publication of the first, pathbreaking edition of this now-classic text, identity has become a central term through which applied linguists have been able to explore the changing, complex and contradictory struggles we encounter as we learn languages. This book has become one of the most significant of the last decade, and will continue to provoke thought, research and discussion for another decade. A key text for any applied linguist. -- Alastair Pennycook, University of Technology, Sydney, AustraliaStrengthened by the thorough updates in the new Introduction and the context provided by Kramsch in the Afterword, the book makes a persuasive case for language teachers to regard our learners and their investments in a more holistic light. It may also shed some illumination on our experiences as L2 learners ourselves. -- Anna Husson Isozaki, Gunma Prefectural Women’s University, Japan * JALT Journal, 37.1, May 2015 *The book is invaluable for both novice and experienced SLA researchers and scholars interested in inquiring about language learning and identity. Norton has successfully combined international literature on SLA, identity, and social justice with pedagogical suggestions to create a volume that effectively takes a step forward in bridging the gap between research and pedagogy on language learning and learner identity in ESL environments. Even though these chapters center on language learning in ESL context, practitioners working with other languages could benefit from the findings and pedagogical implications. -- Andrea Lypka, University of South Florida, USA * LINGUIST List 25.3857 *In sum, this book is of great value to readers who are familiar with Norton’s work as well as to those who are encountering it for the first time. For graduate students, this book is a must-read, because it provides initial knowledge about identity research and a good example of narrative inquiry. For researchers and educators, this second edition is also a helpful resource; the compelling introduction and the inspirational afterword spur readers to dwell on those “unsettling issues” (p. 19) in identity theory regarding the relationship between societal structure and human agency, identification and negotiation, multiplicity and strategic essentialism. -- Haiying Feng, University of International Business and Economics, China * TESOL Quarterly, 2015 *Table of ContentsPreface Introduction 1. Fact and Fiction in Language Learning 2. Researching Identity and Language Learning 3. The World of Adult Immigrant Language Learners 4. Eva and Mai: Old Heads on Young Shoulders 5. Mothers, Migration and Language Learning 6. Second Language Acquisition Theory Revisited 7. Claiming the Right to Speak in Classrooms and Communities Afterword by Claire Kramsch

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Book SynopsisBilingual education is one of the fastest growing disciplines within applied linguistics. This book includes the work of 20 specialists working in various educational contexts across Europe, Latin America and North America to create a volume which is both comprehensive in scope and multidimensional in its coverage of current bilingual initiatives. The central themes of this volume, which draws on past experiences of bilingual education, include issues in language use in classrooms at elementary, secondary and tertiary levels; participant perspectives on bilingual education experiences; and the language needs of bi- and multilingual students in monolingual schools. This collection will be of interest to teachers and administrators in bi- and multilingual education programs, as well as scholars working in the field of language education.Trade ReviewThe editors of this book have done a brilliant job: bringing together a team of international specialists in bilingual and multilingual education, ranging from primary to tertiary education, and having them focus on theoretical and practical issues. This book is a must-read for researchers, teachers and education officials! -- Jean-Marc Dewaele, Birkbeck, University of London, UKThought-provoking, insightful, updated collection of papers that reflect upon actual classroom praxis at various levels. The contribution these articles make to the understanding and setting up of a scholarly discussion on educational, multicultural and multilingual matters is vast, varied and far-reaching. A real must for scholars and interested audiences. -- Miriam Elizabeth Cid Uribe, Pontifical Catholic University of Chile, ChileBy engaging with the sheer variety of perspectives and initiatives in BE contained in this volume, this contribution delivers a wealth of information and provides the reader with a thorough grasp of BE and the options available to professional educators. It is an exceptional resource for those seeking research topics in BE, and raises several questions at the forefront of the field, thus providing concrete topics for discussion. -- Olivia Amzallag * LINGUIST List 25.2238 *Table of ContentsChristian Abello-Contesse, Paul M. Chandler, María Dolores López-Jiménez & Rubén Chacón-Beltrán: Introduction and Overview PART I LESSONS FROM ACCUMULATED EXPERIENCE IN BILINGUAL AND MULTILINGUAL EDUCATION 1. Christian Abello-Contesse: Bilingual and Multilingual Education: An Overview of the Field 2. Fred Genesee: Insights into Bilingual Education from Research on Immersion Programs in Canada 3. Anne-Marie de Mejía: Bilingual Education in Colombia: The Teaching and Learning of Languages and Academic Content Area Knowledge 4. Carmen Pérez-Vidal: Perspectives and Lessons from the Challenge of CLIL Experiences PART II ISSUES IN LANGUAGE USE IN CLASSROOMS AT THE ELEMENTARY, SECONDARY, AND TERTIARY LEVELS 5. Jasone Cenoz & Xabier Etxague: From Bilingualism to Multilingualism: Basque, Spanish, and English in Higher Education 6. Gwyn Lewis, Bryn Jones & Colin Baker: 100 Bilingual Lessons: Distrubuting Two Languages in Classrooms 7. Elena Domínguez Romero & Jorge Braga Riera: Native Language Influence in Teaching Subject Matter Content through English in Spanish Tertiary Education 8. Ofelia García: From Diglossia to Transglossia: Bilingual and Multilingual Classrooms in the 21st Century PART III PARTICIPANT PERSPECTIVES ON BILINGUAL EDUCATION EXPERIENCES: STUDENTS, LANGUAGE ASSISTANTS, STUDENT-TEACHERS, AND TEACHER-EDUCATORS 9. María D. Pérez Murillo: The Students’ Views on their Experience in a Spanish-English Bilingual Education Program in Spain 10. Nicole A. Tobin & Christian Abello-Contesse: The Use of Native Assistants as Language and Cultural Resources in Andalusia’s Bilingual Schools 11. Fernanda Liberali: Student-Teachers and Teacher-Educators Experience New Roles in Pre-Service Bilingual Teacher Education in Brazil 12. Miguel García López & Anthony Bruton: Potential Drawbacks and Actual Benefits of CLIL Initiatives in Public Secondary Schools PART IV ON THE LANGUAGE NEEDS OF BILINGUAL AND MULTILINGUAL STUDENTS IN MONOLINGUAL SCHOOLS 13. Maurice Carder: International School Students: Developing their Bilingual Potential 14. Jaime E. Espinoza Moore & Emilia Alonso Marks: Heritage Spanish Speakers in School Settings: Are their Needs being Met?

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Book SynopsisBilingual education is one of the fastest growing disciplines within applied linguistics. This book includes the work of 20 specialists working in various educational contexts across Europe, Latin America and North America to create a volume which is both comprehensive in scope and multidimensional in its coverage of current bilingual initiatives. The central themes of this volume, which draws on past experiences of bilingual education, include issues in language use in classrooms at elementary, secondary and tertiary levels; participant perspectives on bilingual education experiences; and the language needs of bi- and multilingual students in monolingual schools. This collection will be of interest to teachers and administrators in bi- and multilingual education programs, as well as scholars working in the field of language education.Trade ReviewThe editors of this book have done a brilliant job: bringing together a team of international specialists in bilingual and multilingual education, ranging from primary to tertiary education, and having them focus on theoretical and practical issues. This book is a must-read for researchers, teachers and education officials! -- Jean-Marc Dewaele, Birkbeck, University of London, UKThought-provoking, insightful, updated collection of papers that reflect upon actual classroom praxis at various levels. The contribution these articles make to the understanding and setting up of a scholarly discussion on educational, multicultural and multilingual matters is vast, varied and far-reaching. A real must for scholars and interested audiences. -- Miriam Elizabeth Cid Uribe, Pontifical Catholic University of Chile, ChileBy engaging with the sheer variety of perspectives and initiatives in BE contained in this volume, this contribution delivers a wealth of information and provides the reader with a thorough grasp of BE and the options available to professional educators. It is an exceptional resource for those seeking research topics in BE, and raises several questions at the forefront of the field, thus providing concrete topics for discussion. -- Olivia Amzallag * LINGUIST List 25.2238 *Table of ContentsChristian Abello-Contesse, Paul M. Chandler, María Dolores López-Jiménez & Rubén Chacón-Beltrán: Introduction and Overview PART I LESSONS FROM ACCUMULATED EXPERIENCE IN BILINGUAL AND MULTILINGUAL EDUCATION 1. Christian Abello-Contesse: Bilingual and Multilingual Education: An Overview of the Field 2. Fred Genesee: Insights into Bilingual Education from Research on Immersion Programs in Canada 3. Anne-Marie de Mejía: Bilingual Education in Colombia: The Teaching and Learning of Languages and Academic Content Area Knowledge 4. Carmen Pérez-Vidal: Perspectives and Lessons from the Challenge of CLIL Experiences PART II ISSUES IN LANGUAGE USE IN CLASSROOMS AT THE ELEMENTARY, SECONDARY, AND TERTIARY LEVELS 5. Jasone Cenoz & Xabier Etxague: From Bilingualism to Multilingualism: Basque, Spanish, and English in Higher Education 6. Gwyn Lewis, Bryn Jones & Colin Baker: 100 Bilingual Lessons: Distrubuting Two Languages in Classrooms 7. Elena Domínguez Romero & Jorge Braga Riera: Native Language Influence in Teaching Subject Matter Content through English in Spanish Tertiary Education 8. Ofelia García: From Diglossia to Transglossia: Bilingual and Multilingual Classrooms in the 21st Century PART III PARTICIPANT PERSPECTIVES ON BILINGUAL EDUCATION EXPERIENCES: STUDENTS, LANGUAGE ASSISTANTS, STUDENT-TEACHERS, AND TEACHER-EDUCATORS 9. María D. Pérez Murillo: The Students’ Views on their Experience in a Spanish-English Bilingual Education Program in Spain 10. Nicole A. Tobin & Christian Abello-Contesse: The Use of Native Assistants as Language and Cultural Resources in Andalusia’s Bilingual Schools 11. Fernanda Liberali: Student-Teachers and Teacher-Educators Experience New Roles in Pre-Service Bilingual Teacher Education in Brazil 12. Miguel García López & Anthony Bruton: Potential Drawbacks and Actual Benefits of CLIL Initiatives in Public Secondary Schools PART IV ON THE LANGUAGE NEEDS OF BILINGUAL AND MULTILINGUAL STUDENTS IN MONOLINGUAL SCHOOLS 13. Maurice Carder: International School Students: Developing their Bilingual Potential 14. Jaime E. Espinoza Moore & Emilia Alonso Marks: Heritage Spanish Speakers in School Settings: Are their Needs being Met?

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Book SynopsisDiversity - social, cultural, linguistic and ethnic - poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in addressing the needs of diverse school populations and helping children develop the competences they need to succeed in society. The book is divided into three parts that deal in turn with policy and its implications, pedagogical practice, and responses to the challenge of diversity that go beyond the language of schooling. This volume features the latest research from eight different countries, and will appeal to anyone involved in the educational integration of immigrant children and adolescents.Trade ReviewLinguistic diversity is a reality in classrooms all around the world. This volume shows an impressive picture of research, policies and praxis which take account of this challenge and support the transfer of plurilingual abilities into linguistic capital. It is an excellent overview for researchers as well as students, politicians and other experts in the field. -- Ingrid Gogolin, University of Hamburg, GermanyDrawing on a wide range of expected and unexpected contexts (from the US over Europe to Nepal) and qualitative and quantitative projects, this book scrutinizes failing educational policies and approaches the issue of the empowerment of multilingual children and their path to educational, linguistic and cultural equity. A challenging book for policy-makers and support for educators and researchers. -- Jarmo Lainio, Stockholm University, SwedenThis book makes a timely and important contribution to the educational field, with its rich and detailed picture of diversity in its many forms - cultural, social, ethnic and linguistic - and its compelling argument that such diversity be used as a resource to improve learning for all, to help develop the competences we need to function successfully in our increasingly globalised and rapidly changing world. -- Chris Davison, University of New South Wales, AustraliaTable of ContentsDavid Little, Constant Leung and Piet Van Avermaet: Introduction Part I 1. Jim Cummins: Language and identity in multilingual schools: Constructing Evidence-Based Instructional Policies 2. Tracey Costley and Constant Leung: English as an Additional Language: Symbolic Policy and Local Practices 3. Daniel Faas: Germany after the ‘Pisa Shock’: Revisiting National, European and Multicultural Values in Curriculum and Policy Discourses 4. Rachael Fionda: Teaching English to Immigrant Students in Irish Post-Primary Schools 5. Fiona Kearney: Inclusion or Invasion? How Irish Post-Primary Teachers View Newcomer Students in the Mainstream Classroom 6. Bríd Ní Chonaill: The Linguistic Challenges of Immigration: The Irish Higher Education Sector’s Response Part II 7. Bronagh Ćatibušić: Investigating the Development of Immigrant Pupils’ English L2 Oral Skills in Irish Primary Schools 8. Patrick Grommes: Investigating the Linguistic Skills of Migrant Students in the German Vocational Education System 9. Stergiani Kostopoulou: A Corpus-Based Analysis of the Lexical Demands that Irish Post-Primary Subject Textbooks make on Immigrant Students 10. Zachary Lyons: Assessing the Impact of English Language Support Programme Materials on Post-Primary Language Support and Mainstream Subject Classrooms in Ireland Part III 11. Déirdre Kirwan: From English Language Support to Plurilingual Awareness 12. Sven Sierens and Piet Van Avermaet: Language Diversity in Education: Evolving from Multilingual Education to Functional Multilingual Learning 13. Nathalie Auger: Exploring the use of Migrant Languages to Support Learning in Mainstream Classrooms in France 14. Nelson Flores and Ofelia García: Linguistic Third Spaces in Education: Teachers’ Translanguaging across the Bilingual Continuum 15. Shelley Taylor: From ‘Monolingual’ Multilingual Classrooms to ‘Multilingual’ Multilingual Classrooms: Managing Cultural and Linguistic Diversity in the Nepali Educational System 16. Fie Velghe and Jan Blommaert: The Ecology of Mobile Phone Use in Wesbank, South Africa

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Book SynopsisDiversity - social, cultural, linguistic and ethnic - poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in addressing the needs of diverse school populations and helping children develop the competences they need to succeed in society. The book is divided into three parts that deal in turn with policy and its implications, pedagogical practice, and responses to the challenge of diversity that go beyond the language of schooling. This volume features the latest research from eight different countries, and will appeal to anyone involved in the educational integration of immigrant children and adolescents.Trade ReviewLinguistic diversity is a reality in classrooms all around the world. This volume shows an impressive picture of research, policies and praxis which take account of this challenge and support the transfer of plurilingual abilities into linguistic capital. It is an excellent overview for researchers as well as students, politicians and other experts in the field. -- Ingrid Gogolin, University of Hamburg, GermanyDrawing on a wide range of expected and unexpected contexts (from the US over Europe to Nepal) and qualitative and quantitative projects, this book scrutinizes failing educational policies and approaches the issue of the empowerment of multilingual children and their path to educational, linguistic and cultural equity. A challenging book for policy-makers and support for educators and researchers. -- Jarmo Lainio, Stockholm University, SwedenThis book makes a timely and important contribution to the educational field, with its rich and detailed picture of diversity in its many forms - cultural, social, ethnic and linguistic - and its compelling argument that such diversity be used as a resource to improve learning for all, to help develop the competences we need to function successfully in our increasingly globalised and rapidly changing world. -- Chris Davison, University of New South Wales, AustraliaTable of ContentsDavid Little, Constant Leung and Piet Van Avermaet: Introduction Part I 1. Jim Cummins: Language and identity in multilingual schools: Constructing Evidence-Based Instructional Policies 2. Tracey Costley and Constant Leung: English as an Additional Language: Symbolic Policy and Local Practices 3. Daniel Faas: Germany after the ‘Pisa Shock’: Revisiting National, European and Multicultural Values in Curriculum and Policy Discourses 4. Rachael Fionda: Teaching English to Immigrant Students in Irish Post-Primary Schools 5. Fiona Kearney: Inclusion or Invasion? How Irish Post-Primary Teachers View Newcomer Students in the Mainstream Classroom 6. Bríd Ní Chonaill: The Linguistic Challenges of Immigration: The Irish Higher Education Sector’s Response Part II 7. Bronagh Ćatibušić: Investigating the Development of Immigrant Pupils’ English L2 Oral Skills in Irish Primary Schools 8. Patrick Grommes: Investigating the Linguistic Skills of Migrant Students in the German Vocational Education System 9. Stergiani Kostopoulou: A Corpus-Based Analysis of the Lexical Demands that Irish Post-Primary Subject Textbooks make on Immigrant Students 10. Zachary Lyons: Assessing the Impact of English Language Support Programme Materials on Post-Primary Language Support and Mainstream Subject Classrooms in Ireland Part III 11. Déirdre Kirwan: From English Language Support to Plurilingual Awareness 12. Sven Sierens and Piet Van Avermaet: Language Diversity in Education: Evolving from Multilingual Education to Functional Multilingual Learning 13. Nathalie Auger: Exploring the use of Migrant Languages to Support Learning in Mainstream Classrooms in France 14. Nelson Flores and Ofelia García: Linguistic Third Spaces in Education: Teachers’ Translanguaging across the Bilingual Continuum 15. Shelley Taylor: From ‘Monolingual’ Multilingual Classrooms to ‘Multilingual’ Multilingual Classrooms: Managing Cultural and Linguistic Diversity in the Nepali Educational System 16. Fie Velghe and Jan Blommaert: The Ecology of Mobile Phone Use in Wesbank, South Africa

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Book SynopsisIn the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students’ first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers’ beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing ’English-only’ policies in the light of the findings reported in this book.Trade ReviewBarnard and McLellan have brought together a group of rigorous empirical investigations of one of the most overlooked and undertheorized aspects of second-language classrooms, namely the use of the first language and the practice of codeswitching in the second-language classroom. This collection of studies done across Asia should be read by applied linguists, language teachers at all levels, and particularly educational policy-makers who currently assert that there is no place in the classroom for codeswitching and the students' first language. -- Glenn Levine, University of California, Irvine, USABarnard and McLellan's co-edited book is not only timely but also highly relevant. As the English language becomes a medium of instruction across many more campus classrooms in Asia, this book – with its many careful analyses of rich data and evidence – will turn readers towards reshaping their beliefs and practices regarding instructional strategies in multilingual settings. The book begs the question: can bilingual code-switching become an immense tool for teaching and learning in the Asian context and the 21st century? -- Anne Pakir, National University of Singapore, SingaporeThis book makes an important contribution in providing interesting examples from a variety of contexts including some that are vastly under-reported in the literature. This volume will appeal to teachers and researchers in EFL who want to understand more about the role of codeswitching in Asian university contexts as well as to language policymakers within those contexts. The book will also serve as a useful resource for students of applied linguistics, particularly those with an interest in codeswitching but also those interested more widely in comparing the impact of native and non-native speaking teachers of EFL, the implementation of English as a lingua franca and possibly also bilingual education. -- Althea Ha, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 2 No. 1, 2015 *This volume has much to offer those teaching in English-only policy environments and for those researching classroom codeswitching in higher education. Its unique case-study/commentator format is interesting to read and facilitates cross-case comparison. Overall, Codeweitching in University English-Medium Classes: Asian Perspectives is a must-read for anyone interested in classroom codeswitching across diverse contexts. -- Catherine M. Mazak, University of Puerto Rico, Mayagüez, Puerto Rico * Journal of Immersion and Content-Based Language Education, 3:1 (2015), 161-163. *We should celebrate the wealth of fresh data that is presented, material that certainly adds to our knowledge about the extent of codeswitching practices in a wide range of English-medium classes in Asia, some of the reasons why this codeswitching occurs, and the attitudes of various teachers and their students towards the practice of codeswitching. Indeed, all the chapters in the book are packed full of data, many offering numerical analysis of the extent of codeswitching and the reasons for it occurring, and most chapters include detailed examples of actual codeswitching occurring in the classroom. -- David Deterding, Universiti Brunei Darussalam, Brunei * Southeast Asia: A Multidisciplinary Journal, Vol 14, 2014, pp 36–38 *Table of ContentsContributors Transcription conventions Roger Barnard and James McLellan: Introduction Ernesto Macaro: Overview: Where Should we be Going with Classroom Codeswitching Research? 1. Ching-yi Tien and David C.S. Li: Codeswitching in a University in Taiwan 2. Lili Tian and Claudia Kunschak: Codeswitching in two Chinese Universities 3. Simon Humphries and Richmond Stroupe: Codeswitching in two Japanese Contexts 4. Chamaipak Tayjasanant and Matthew G. Robinson: Codeswitching in Universities in Thailand and Bhutan 5. Le Van Canh and Fuad Abdul Hamied: Codeswitching in Universities in Vietnam and Indonesia 6. Noor Azam Haji-Othman, Hajah Zurinah Haji Ya’akub, Liyana Ghani, Hajah Suciyati Haji Sulaiman, Saidai Haji Hitam Ain Nadzimah Abdullah and Chan Swee Heng: Codeswitching in Universities in Brunei Darussalam and Malaysia 7. Kenneth Ong Keng Wee, Lawrence Jun Zhang and Isabel Pefianco Martin: Codeswitching in Universities in Singapore and the Philippines 8. Moyra Sweetnam Evans, Ha Rim Lee and Hyun-Ju Kim: Codeswitching by Korean Students in New Zealand and Lecturers in Korea 9. Andy Kirkpatrick: Afterword

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Book SynopsisIn the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students’ first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers’ beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing ’English-only’ policies in the light of the findings reported in this book.Trade ReviewBarnard and McLellan have brought together a group of rigorous empirical investigations of one of the most overlooked and undertheorized aspects of second-language classrooms, namely the use of the first language and the practice of codeswitching in the second-language classroom. This collection of studies done across Asia should be read by applied linguists, language teachers at all levels, and particularly educational policy-makers who currently assert that there is no place in the classroom for codeswitching and the students' first language. -- Glenn Levine, University of California, Irvine, USABarnard and McLellan's co-edited book is not only timely but also highly relevant. As the English language becomes a medium of instruction across many more campus classrooms in Asia, this book – with its many careful analyses of rich data and evidence – will turn readers towards reshaping their beliefs and practices regarding instructional strategies in multilingual settings. The book begs the question: can bilingual code-switching become an immense tool for teaching and learning in the Asian context and the 21st century? -- Anne Pakir, National University of Singapore, SingaporeThis book makes an important contribution in providing interesting examples from a variety of contexts including some that are vastly under-reported in the literature. This volume will appeal to teachers and researchers in EFL who want to understand more about the role of codeswitching in Asian university contexts as well as to language policymakers within those contexts. The book will also serve as a useful resource for students of applied linguistics, particularly those with an interest in codeswitching but also those interested more widely in comparing the impact of native and non-native speaking teachers of EFL, the implementation of English as a lingua franca and possibly also bilingual education. -- Althea Ha, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 2 No. 1, 2015 *This volume has much to offer those teaching in English-only policy environments and for those researching classroom codeswitching in higher education. Its unique case-study/commentator format is interesting to read and facilitates cross-case comparison. Overall, Codeweitching in University English-Medium Classes: Asian Perspectives is a must-read for anyone interested in classroom codeswitching across diverse contexts. -- Catherine M. Mazak, University of Puerto Rico, Mayagüez, Puerto Rico * Journal of Immersion and Content-Based Language Education, 3:1 (2015), 161-163. *We should celebrate the wealth of fresh data that is presented, material that certainly adds to our knowledge about the extent of codeswitching practices in a wide range of English-medium classes in Asia, some of the reasons why this codeswitching occurs, and the attitudes of various teachers and their students towards the practice of codeswitching. Indeed, all the chapters in the book are packed full of data, many offering numerical analysis of the extent of codeswitching and the reasons for it occurring, and most chapters include detailed examples of actual codeswitching occurring in the classroom. -- David Deterding, Universiti Brunei Darussalam, Brunei * Southeast Asia: A Multidisciplinary Journal, Vol 14, 2014, pp 36–38 *Table of ContentsContributors Transcription conventions Roger Barnard and James McLellan: Introduction Ernesto Macaro: Overview: Where Should we be Going with Classroom Codeswitching Research? 1. Ching-yi Tien and David C.S. Li: Codeswitching in a University in Taiwan 2. Lili Tian and Claudia Kunschak: Codeswitching in two Chinese Universities 3. Simon Humphries and Richmond Stroupe: Codeswitching in two Japanese Contexts 4. Chamaipak Tayjasanant and Matthew G. Robinson: Codeswitching in Universities in Thailand and Bhutan 5. Le Van Canh and Fuad Abdul Hamied: Codeswitching in Universities in Vietnam and Indonesia 6. Noor Azam Haji-Othman, Hajah Zurinah Haji Ya’akub, Liyana Ghani, Hajah Suciyati Haji Sulaiman, Saidai Haji Hitam Ain Nadzimah Abdullah and Chan Swee Heng: Codeswitching in Universities in Brunei Darussalam and Malaysia 7. Kenneth Ong Keng Wee, Lawrence Jun Zhang and Isabel Pefianco Martin: Codeswitching in Universities in Singapore and the Philippines 8. Moyra Sweetnam Evans, Ha Rim Lee and Hyun-Ju Kim: Codeswitching by Korean Students in New Zealand and Lecturers in Korea 9. Andy Kirkpatrick: Afterword

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Book SynopsisThis book closes the gap between theory and classroom application by capitalizing on learners’ individuality in second or foreign language learning. The book examines the existing literature and theoretical underpinnings of each of the most prominent learner characteristics including anxiety, beliefs, cognitive abilities, motivation, strategies, styles and willingness to communicate. This strong foundation, coupled with the wide variety of activities that are suggested at the end of each chapter, arms the reader with ideas to conquer the problems created by negative affect and to capitalize on positive, facilitative emotions. The tasks are unrestricted by language and can be modified for use with technology, emergent learners and large classes, making this book a useful resource for both in-service teachers and pre-service teachers in university language teacher education programs.Trade ReviewThis is one of the richest and most intriguing books on learner characteristics that I have come across in my entire career. It aims to kill two birds with one stone by offering an up-to-date theoretical introduction as well as a series of practical classroom activities, and it succeeds: the birds are definitely dead! I will urge my friends, colleagues and students to have a copy of this book on their bookshelves. -- Zoltán Dörnyei, University of Nottingham, UKGregersen and MacIntyre do a remarkable job of closing the gap between theory and practice by presenting theories about learner characteristics in a highly accessible way and then providing a host of user-friendly, step-by-step classroom activities. The authors have an uncanny knack for speaking to the concerns of the teachers while at the same time directly addressing the needs of the learners. The volume takes 'catering to individual differences' in second language learning to a whole new level. -- Andrew D. Cohen, Professor Emeritus, University of Minnesota, USA(This book) would certainly be a welcome addition to any undergraduate or Masters-level teacher education program. The theory sections on individuality reflect the recent convergence with both Dynamic Systems Theory in SLA and Norton’s construct of investment. They provide an excellent background and highlight the dynamic complexity of L2 learning psychology in real-world contexts. In addition, the activities in the book would make the theory quite palpable to future teachers. -- Geoffrey G. Pinchbeck, University of Calgary, Canada * CMLR; Volume 72; Issue: 3 *The book will appeal to teachers working in more flexible contexts, who are interested in an introduction to various theoretical perspectives of individual differences and who are also looking to diversify their classroom activities portfolio. The book will also be useful for undergraduate and taught postgraduate students in English language teaching, teaching English to speakers of other languages, or applied linguistics who may be working with practical portfolios but also need an introduction to relevant literature. It is a “fun” book that uses stories, metaphors, inspirational quotations and colourful activities with a view to minimising “negative-narrowing affect” and harnessing the “positive-broadening power of facilitative emotions”. -- Florentina Taylor, University of York, UK * TESOL Quarterly *There are without doubt very few academic publications that would be as enlightening, inspiring, thought-provoking, reader-friendly, classroom-oriented and downright useful as the book by Tammy Gregersen and Peter D. MacIntyre Capitalizing on Learners’ Individuality: From Premise to Practice. I consider the volume to be a true gem and an urgent must-read for anyone interested in the role of individual learner differences in the process of second or foreign language learning and teaching, whether they are academics, university staff involved in teacher training, materials writers, teachers, or undergraduate, graduate and doctoral students. -- Mirosław Pawlak, Adam Mickiewicz University * Studies in Second Language Learning and Teaching 4(1) 2014 *Table of ContentsIntroduction 1. Anxiety: From Premise… to Practice 2. Beliefs: From Premise… to Practice 3. Cognitive Abilities: From Premise… to Practice 4. Motivation: From Premise… to Practice 5. Learning Strategies: From Premise… to Practice 6. Learning Styles: From Premise… to Practice 7. Willingness to Communicate: From Premise… to Practice Epilogue

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Book SynopsisThis book closes the gap between theory and classroom application by capitalizing on learners’ individuality in second or foreign language learning. The book examines the existing literature and theoretical underpinnings of each of the most prominent learner characteristics including anxiety, beliefs, cognitive abilities, motivation, strategies, styles and willingness to communicate. This strong foundation, coupled with the wide variety of activities that are suggested at the end of each chapter, arms the reader with ideas to conquer the problems created by negative affect and to capitalize on positive, facilitative emotions. The tasks are unrestricted by language and can be modified for use with technology, emergent learners and large classes, making this book a useful resource for both in-service teachers and pre-service teachers in university language teacher education programs.Trade ReviewThis is one of the richest and most intriguing books on learner characteristics that I have come across in my entire career. It aims to kill two birds with one stone by offering an up-to-date theoretical introduction as well as a series of practical classroom activities, and it succeeds: the birds are definitely dead! I will urge my friends, colleagues and students to have a copy of this book on their bookshelves. -- Zoltán Dörnyei, University of Nottingham, UKGregersen and MacIntyre do a remarkable job of closing the gap between theory and practice by presenting theories about learner characteristics in a highly accessible way and then providing a host of user-friendly, step-by-step classroom activities. The authors have an uncanny knack for speaking to the concerns of the teachers while at the same time directly addressing the needs of the learners. The volume takes 'catering to individual differences' in second language learning to a whole new level. -- Andrew D. Cohen, Professor Emeritus, University of Minnesota, USA(This book) would certainly be a welcome addition to any undergraduate or Masters-level teacher education program. The theory sections on individuality reflect the recent convergence with both Dynamic Systems Theory in SLA and Norton’s construct of investment. They provide an excellent background and highlight the dynamic complexity of L2 learning psychology in real-world contexts. In addition, the activities in the book would make the theory quite palpable to future teachers. -- Geoffrey G. Pinchbeck, University of Calgary, Canada * CMLR; Volume 72; Issue: 3 *The book will appeal to teachers working in more flexible contexts, who are interested in an introduction to various theoretical perspectives of individual differences and who are also looking to diversify their classroom activities portfolio. The book will also be useful for undergraduate and taught postgraduate students in English language teaching, teaching English to speakers of other languages, or applied linguistics who may be working with practical portfolios but also need an introduction to relevant literature. It is a “fun” book that uses stories, metaphors, inspirational quotations and colourful activities with a view to minimising “negative-narrowing affect” and harnessing the “positive-broadening power of facilitative emotions”. -- Florentina Taylor, University of York, UK * TESOL Quarterly *There are without doubt very few academic publications that would be as enlightening, inspiring, thought-provoking, reader-friendly, classroom-oriented and downright useful as the book by Tammy Gregersen and Peter D. MacIntyre Capitalizing on Learners’ Individuality: From Premise to Practice. I consider the volume to be a true gem and an urgent must-read for anyone interested in the role of individual learner differences in the process of second or foreign language learning and teaching, whether they are academics, university staff involved in teacher training, materials writers, teachers, or undergraduate, graduate and doctoral students. -- Mirosław Pawlak, Adam Mickiewicz University * Studies in Second Language Learning and Teaching 4(1) 2014 *Table of ContentsIntroduction 1. Anxiety: From Premise… to Practice 2. Beliefs: From Premise… to Practice 3. Cognitive Abilities: From Premise… to Practice 4. Motivation: From Premise… to Practice 5. Learning Strategies: From Premise… to Practice 6. Learning Styles: From Premise… to Practice 7. Willingness to Communicate: From Premise… to Practice Epilogue

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Book SynopsisThis book presents mixed-methods research into Chinese students' willingness to communicate (WTC) in an EFL classroom context. The interrelationships between WTC and motivation, communication confidence, learner beliefs and classroom environment are examined using structural equation modelling on data collected in a large-scale survey. These results are then complemented and expanded upon in a follow-up multiple case-study that identifies six themes which account for fluctuations of WTC over time and across situations. The qualitative and quantitative data provide the grounds for the proposition of an ecological model of WTC in the Chinese EFL university classroom, which reveals that WTC is socioculturally constructed as a function of the interaction of individual and environmental factors inside and beyond the classroom walls.Trade ReviewThis book is of great value to ELT practitioners because of its meticulous analysis of the important context of China and its EFL learners, as well as the provision of practical and sensible suggestions on educational practices in the last part of the book which will help EFL teachers identify suitable and appropriate cognitive and linguistic resources for learning. For those who want to understand more about the willingness to communicate (or lack of it) among Chinese learners of English, this is an excellent read. -- Ng, Carly Yor-ling, The University of Hong Kong, Hong Kong * The Asian Journal of Applied Linguistics Vol. 3 No. 1, 2016, pp. 127-128 *The book is written without using native English idioms and thus appeals to an international readership. It is useful for the ELT practitioner who seeks to understand Chinese students’ behaviour in English language classrooms. It challenges a simplistic view of Chinese students as shy and passive learners of English and helps the ELT practitioner to find ways of supporting Chinese learners on the basis of understanding them. This book also reminds ELT practitioners who work in different contexts of the complexity of their students’ WTC so that they can address their students’ needs better. -- Ying Wang, University of Southampton, UK * ELT Journal, August 2015 *This exciting book reports a multi-phase, mixed-method, longitudinal study of Chinese EFL learners' willingness to communicate in English. Taking an ecological perspective, the well-designed, groundbreaking study explores the multifaceted, context-sensitive, socially mediated, and culturally embedded nature of willingness to communicate and opens a window into the communicative psychology of millions of Chinese learners of English. * Guangwei Hu, Nanyang Technological University, Singapore *This is an exemplary mixed methods study that captures the complexity of the topic of WTC in the Chinese context. Peng not only gives the rich detail so often called for in studies in the area, she goes on to address the needs of learners and teachers. This book will inspire researchers, educators, and learners to better understand why people who have been learning a language for years decide to either talk or to hold back when the time comes to communicate. * Peter D. MacIntyre, Cape Breton University, Canada *Table of ContentsPart 1. The Research of Willingness to Communicate in a Second Language 1. Introduction 2. Hybrid Perspectives on WTC in an L2 Part 2. The Big Picture: Interrelationships between WTC, Communication Confidence, Motivation, Learner Beliefs, and Classroom Environment (Phase 1: Questionnaire Survey) 3. Dimensions of WTC, Confidence, Motivation, Beliefs, and Classroom Environment 4. Interrelationships between WTC, Confidence, Motivation, Beliefs, and Environment on WTC: A Full Structural Model Part 3. A Situated Lens: WTC Fluctuations over Time and Across Classroom Situations (Phase 2: A Multiple-Case Study) 5. Four Cases and Their WTC Fluctuations 6. Distal and Proximal Influences on WTC Fluctuations Part 4. Blending “Apple Juice” and “Orange Juice”: Integration of Overall Findings 7. WTC Inside the Language Classroom and Beyond 8. Concluding Remarks References Appendix 1. Factor Loadings Appendix 2. Questionnaire Appendix 3. Correlation Matrix for the Structural Model Appendix 4. Interview Guide Appendix 5. Classroom Observation Scheme Appendix 6. Learning Journal Framework Appendix 7. Coding Scheme Index

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Book SynopsisThis textbook offers an introductory overview of eight hotly-debated topics in second language acquisition research. It offers a glimpse of how SLA researchers have tried to answer common questions about second language acquisition rather than being a comprehensive introduction to SLA research. Each chapter comprises an introductory discussion of the issues involved and suggestions for further reading and study. The reader is asked to consider the issues based on their own experiences, thus allowing them to compare their own intuitions and experiences with established research findings and gain an understanding of methodology. The topics are treated independently so that they can be read in any order that interests the reader. The topics in question are: • how different languages connect in the mind; • whether there is a best age for learning a second language; • the importance of grammar in acquiring and using a second language; • how the words of a second language are acquired; • how people learn to write in a second language; • how attitude and motivation help in learning a second language; • the usefulness of second language acquisition research for language teaching; • the goals of language teaching.Trade ReviewThis excellent volume offers a clear and engaging description of central topics in second language acquisition research, and highlights the connection between research findings, formal and informal learning contexts, and teaching practices. I have no doubt that this volume will soon become an invaluable resource for teachers and students alike. -- Gessica De Angelis, Trinity College Dublin, IrelandThis book provides a welcome, very readable introduction to second language learning, angled at university students as well as those with a general interest in the subject. It is also very teacher-friendly. Readers will not only be suitably informed but will also find plenty to intrigue them about language and its acquisition. -- Mike Sharwood-Smith, Academy of Social Sciences, Warsaw, PolandVibrant, prescient, honest, enjoyable… such is the view of SLA that Cook and Singleton have crafted in this unmatchable book! The palette of 8 topics covers yet transcends the box of traditional SLA and the wealth of interactive illustrations fully situates adult language acquisition in present-day realities. A must-own SLA title. -- Lourdes Ortega, Georgetown University, USACook and Singleton’s book succinctly addresses many pressing questions asked by both novices and experts in the field of SLA and could be a useful tool in an introductory SLA course. -- Robert Cote, The University of Arizona, USA * LINGUIST List 25.5116 (2014) *This book constitutes a prime example of a well-written introduction to the undoubtedly highly complex, interdisciplinary and multifaceted domain of second language acquisition research, being at the same time accessible, readable and simply engaging. -- Mirosław Pawlak, Adam Mickiewicz University, Kalisz, Poland * Studies in Second Language Learning and Teaching, SSLLT 4 (4). 2014. 719-723 *Table of ContentsIntroduction 1. How do Different Languages Connect in our Minds? 2. Is there a Best Age for Learning a Second Language? 3. How do People Acquire the Words of a Second Language? 4. How Important is Grammar in Acquiring and Using a Second Language? 5. How do People Learn to Write in a Second Language? 6. How do Attitude and Motivation Help in Learning a Second Language? 7. How Useful is Second Language Acquisition Research for Language Teaching? 8. What are the Goals of Language Teaching?

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Book SynopsisHow does language or culture come to be standardized to the degree that it is considered 'homogeneous'? How does teaching language relate to such standardization processes? How can teaching be mindful of the standardization processes that potentially involve power relations? Focusing on the case of Japanese, which is often viewed as homogenous in terms of language and culture, this volume explores these questions in a wide range of contexts: the notions of translation and modernity, the ideologies of the standardization of regional dialects in Japan, current practices in college Japanese-as-a- Foreign-Language classrooms in the United States, discourses in journals of Japanese language education, and classroom practices in nursery and primary schools in Japan. This volume’s investigation of standardization processes of Japanese language and culture addresses the intersections of theoretical and practical concerns of researchers and educators that are often overlooked.Trade ReviewThis is a fascinating original study of the politics involved in standardizing Japanese language. It is the first to jointly examine Japanese language education for 'native' speakers (kokugo) and for 'non-native' speakers. Its interdisciplinary approach makes the book enlightening for anyone interested in language, education, or Japanese society. * Kaori H. Okano, La Trobe University, Australia *A must-read book for Japanese and other language educators. This book makes language educators, myself included, face the nature of our profession, which, whether we like it or not, cannot escape from being involved in ideologies and politics. The book asks us to examine our accountability as intermediaries between the 'language' and learners, who regularly (and often without much thought) make choices about the 'language' for the learners. * Chihiro Kinoshita Thomson, University of New South Wales, Australia *Table of Contents1. Shinji Sato and Neriko Musha Doerr: Introduction 2. Ryuko Kubota: Standardization of Language and Culture 3. Naoki Sakai: Identity of Language and the Regime of Translation 4. Neriko Musha Doerr: On the Necessity of “Being Understood”: Rethinking the Ideology of Standardization in Japan 5. Shigeko Okamoto: Rethinking “Norms” for Japanese Women’s Speech 6. Shinji Sato: Constructing and Constructed Japanese: History of Standard Japanese and Practice at a Japanese Preschool 7. Uichi Kamiyoshi: How Japanese Education for Young People Has Been Discussed: A Critical Analysis from a Relational Viewpoint 8. Yuko Okubo: A Consideration of the Discourse on Mother Tongue Instruction in Japanese Language Education: A Case Study of the Practices of Japanese Language Classes for Chinese Returnees and Vietnamese Residents 9. Hazuki Segawa: The Japanese Mind and Thought: Theorization over Patterns of Thought in Post-War Japanese Language Education 10. Yuri Kumagai: On Learning Japanese Language: Critical Reading of a Japanese Language Textbook 11. Ryuko Kubota: Critical Teaching of Japanese Culture 12. Yuri Kumagai: The Process of Standardization of Language and Culture in a Japanese-as-a-Foreign-Language Classroom: Analysis of Teacher-Student Interactions 13. Neriko Musha Doerr: Conclusion and Departure: Shifting Thinking

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Book SynopsisThis book examines the benefits of multilingual education that puts children’s needs and interests above the individual languages involved. It advocates flexible multilingual education, which builds upon children’s actual home resources and provides access to both the local and global languages that students need for their educational and professional success. It argues that, as more and more children grow up multilingually in our globalised world, there is a need for more nuanced multilingual solutions in language-in-education policies. The case studies reveal that flexible multilingual education – rather than mother tongue education – is the most promising way of moving towards the elusive goal of educational equity in today’s world of globalisation, migration and superdiversity.Trade ReviewExtremely readable, this book offers critical windows into a wide range of educational contexts illustrating different approaches to bilingual and multilingual education. The author sets the agenda for much needed future implementations of what he defines as flexible multilingual education by drawing lessons from the impact that each of the programs and policies analyzed has had on children's, parents' and society's language attitudes, ideologies and practices. All in all, a valuable resource for researchers, teachers and policy makers. -- Mireia Trenchs-Parera, Universitat Pompeu Fabra, Barcelona, SpainAdopting a resource-based and flexible view of language, Jean-Jacques Weber's volume is an important contribution to the literature on language and education, moving us beyond ethnolinguistic essentialism and urging policy makers and educators to recognize, and work with, the complex multilingual repertoires of children. The argument, innovative, nuanced and convincing, draws in data from a range of contexts, contrasting fixed and flexible language-in-education policies in Europe, Asia, Africa and the United States. -- Ana Deumert, University of Cape Town, South AfricaThis important contribution to language education signals an era of complex multilingual repertoires among youth living in super diverse societies. It takes a needed step in moving beyond compartmentalized and dichotomized language policies towards education that acknowledges students' rich linguistic and hybrid identity resources while evoking the need for critical inquiry-based education. -- Kathryn A. Davis, University of Hawai`I at Manoa, USAThis volume presents a thorough description of current language-in-education policies across the world together with a compelling and well-articulated defense of flexible multilingual education. This is a book that combines strong convictions with scientific rigor. -- Xavier Martin-Rubió, Universitat de Lleida, Spain * International Journal of Bilingual Education and Bilingualism, 2014 *This book is an important addition to studies on multilingual education. One of its main strengths is its comprehensiveness and comparative nature. Given the wide-ranging content in this book and its painstaking descriptiveness, I would recommend its inclusion in the recommended readings portion of syllabi for both undergraduate- and graduate-level courses and seminars on multilingual education. -- Jason Steve Sarkozi, Central Michigan University, USA * LINGUIST List 26.1459 *Table of ContentsAcknowledgements 1. Introduction Part I 2. Using Non-standard Varieties in Education 3. The Issue of Access 4. What Makes and Breaks a Good Language-in-education Policy? A Social Perspective Part II 5. The United States of America 6. Hong Kong and China 7. Singapore 8. South Africa 9. Luxembourg 10. Three Autonomous Communities of Spain: Catalonia, the Basque Country and Galicia 11. Conclusion References Index

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Book SynopsisThis book examines the benefits of multilingual education that puts children’s needs and interests above the individual languages involved. It advocates flexible multilingual education, which builds upon children’s actual home resources and provides access to both the local and global languages that students need for their educational and professional success. It argues that, as more and more children grow up multilingually in our globalised world, there is a need for more nuanced multilingual solutions in language-in-education policies. The case studies reveal that flexible multilingual education – rather than mother tongue education – is the most promising way of moving towards the elusive goal of educational equity in today’s world of globalisation, migration and superdiversity.Trade ReviewExtremely readable, this book offers critical windows into a wide range of educational contexts illustrating different approaches to bilingual and multilingual education. The author sets the agenda for much needed future implementations of what he defines as flexible multilingual education by drawing lessons from the impact that each of the programs and policies analyzed has had on children's, parents' and society's language attitudes, ideologies and practices. All in all, a valuable resource for researchers, teachers and policy makers. -- Mireia Trenchs-Parera, Universitat Pompeu Fabra, Barcelona, SpainAdopting a resource-based and flexible view of language, Jean-Jacques Weber's volume is an important contribution to the literature on language and education, moving us beyond ethnolinguistic essentialism and urging policy makers and educators to recognize, and work with, the complex multilingual repertoires of children. The argument, innovative, nuanced and convincing, draws in data from a range of contexts, contrasting fixed and flexible language-in-education policies in Europe, Asia, Africa and the United States. -- Ana Deumert, University of Cape Town, South AfricaThis important contribution to language education signals an era of complex multilingual repertoires among youth living in super diverse societies. It takes a needed step in moving beyond compartmentalized and dichotomized language policies towards education that acknowledges students' rich linguistic and hybrid identity resources while evoking the need for critical inquiry-based education. -- Kathryn A. Davis, University of Hawai`I at Manoa, USAThis volume presents a thorough description of current language-in-education policies across the world together with a compelling and well-articulated defense of flexible multilingual education. This is a book that combines strong convictions with scientific rigor. -- Xavier Martin-Rubió, Universitat de Lleida, Spain * International Journal of Bilingual Education and Bilingualism, 2014 *This book is an important addition to studies on multilingual education. One of its main strengths is its comprehensiveness and comparative nature. Given the wide-ranging content in this book and its painstaking descriptiveness, I would recommend its inclusion in the recommended readings portion of syllabi for both undergraduate- and graduate-level courses and seminars on multilingual education. -- Jason Steve Sarkozi, Central Michigan University, USA * LINGUIST List 26.1459 *Table of ContentsAcknowledgements 1. Introduction Part I 2. Using Non-standard Varieties in Education 3. The Issue of Access 4. What Makes and Breaks a Good Language-in-education Policy? A Social Perspective Part II 5. The United States of America 6. Hong Kong and China 7. Singapore 8. South Africa 9. Luxembourg 10. Three Autonomous Communities of Spain: Catalonia, the Basque Country and Galicia 11. Conclusion References Index

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Book SynopsisThis book is the first to explore the constitution of language learner agency by drawing on performativity theory, an approach that remains on the periphery of second language research. Though many scholars have drawn on poststructuralism to theorize learner identity in non-essentialist terms, most have treated agency as an essential feature that belongs to or inheres in individuals. By contrast, this work promotes a view of learner agency as inherently social and as performatively constituted in discursive practice. In developing a performativity approach to learner agency, it builds on the work of Vygotsky and Bakhtin along with research on ‘agency of spaces’ and language ideologies. Through the study of discourses produced in interviews, this work explores how immigrant small business owners co-construct their theories of agency, in relation to language learning and use. The analysis focuses on three discursive constructs produced in the interview talk–subject-predicate constructs, evaluative stance, and reported speech–and investigates their discursive effects in mobilizing ideologically normative, performatively realized agentive selves.Trade ReviewThere are few books on agency in applied linguistics, and this book is a welcome addition. It not only sheds light on the agency of immigrants, but also brings together multiple theoretical perspectives along with a detailed description of the microanalysis involved in the unique research process. -- Jo Mynard, Kanda University of International Studies, Japan * Applied Linguistics 2016: 1–6 * Bringing together interdisciplinary research, and performativity theory, and using a discourse analytic approach, Miller's study challenges the notion of language learning as constrained to formal classroom contexts and celebrates the performance of continuous learning in an everyday context. Contextualized in the current US sociopolitical context on immigration and language learning, Miller extends the conversation in the research community to better understand immigrant language learner agency from an interdisciplinary stance. The interdisciplinary perspective on immigrants' English language learning make this book valuable for a varied audience, including scholars in other fields of study as well as teachers working with English language learners, policy makers, and others interested in practice and research in this context. * Andrea Lypka, Linguist List 26.1174 *Elizabeth Miller's innovative focus on how the use of grammatical resources in interaction opens up a space for the construction and negotiating of agency in interview talk offers a fresh perspective for understanding the language learning experiences of adult immigrants to the United States – and a powerful tool for problematizing the old dichotomy between structure and agency. * Joseph Sung-Yul Park, National University of Singapore, Singapore *This data-rich monograph explores the elusive concept of agency from multiple and critical perspectives. Its significant contributions are that it illuminates not only how immigrants construct their agentive selves, but also how a micro-analytical approach to discourse can be employed to analyze interviews in second language acquisition studies. * Gergana Vitanova, University of Central Florida, USA *In this volume, Elizabeth Miller offers an in-depth analysis of adult learners’ own accounts of their very personal paths towards proficiency in English. Miller’s focus on the learner as an individual with unique and complex trajectories, desires and engagements exemplifies the latest and most fruitful developments in Applied Linguistics. Miller’s book will constitute a fundamental point of reference for sociocultural linguists interested in agency and in qualitative approaches to research on learning. * Anna De Fina, Georgetown University, USA *Table of Contents1. Agency in Second Language Research 2. Theorizing Agency 3. Analyzing Agency Constructs in Interview Discourse 4. Agency and Responsibility: Positioning Self in Subject-Predicate Constructs 5. Stance and Subjectivity: Evaluating Agentive Capacity 6. Performing Agency and Responsibility in Reported Speech 7. Local Production of Ideology and Discursive Agency 8. Conclusion Appendix References Acknowledgements Index

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Book SynopsisThis multidisciplinary approach to cultural mediation brings together insights from anthropology, sociology, linguistics and intercultural communication to offer a detailed depiction of family life in immigrant Chinese communities. Utilising a strongly contextualised and evidence-based narrative approach to exploring the nature of child cultural mediation, the author provides an insightful analysis of intercultural relationships between children and parents in immigrant families and of the informative aspects of their everyday lives. Furthermore, the family home setting offers the reader a glimpse of a personal territory that researchers often have great difficulty accessing. This ethnographic study will be of interest to students, researchers and professionals working in the areas of intercultural communication, childhood studies, family relations and migration studies.Trade ReviewThe volume provides a comparative inductive study on the modernist philosophical concepts of time, 'Otherness', and the self in practice, and relates it to contemporary tourism and mobility. * The International Association for Languages and Intercultural Communication, March 2014 *I found Guo’s book conceptually deep, methodologically sound, culturally rich, and contextually informative. This piece has a strong potential to address a diverse readership of Chinese immigrant parents; sociologists of childhood, families, and immigrants; ethnographers and anthropologists of cultural studies; as well as research students with relevant scholarly interests. -- Guanglun Michael Mu, Queensland University of Technology, Australia * Frontiers of Education in China, 2015, 10(2): 340–350 *This fascinating book reveals the significant role children play in helping their families adapt to a new migration context. Zhiyan Guo gives us lively descriptions of everyday interactions in which children interpret their experiences of school and peer culture to their parents. Her analysis highlights the subtle processes involved in understanding cultural difference. Researchers and educators will learn much from this book about children as active social agents whose mediation enables parents to connect to new cultural practices. * Charmian Kenner, Goldsmiths, University of London, UK *In this book Zhiyan Guo takes us into the everyday lives of children from Chinese immigrant families in Britain. Unlike previous studies of language brokering, Zhiyan Guo explores a continuum of mediation from assimilative, appropriative to accommodative levels. Along this continuum the children guide their parents to the British way of life. Detailed, thorough and masterfully written this book provides a guide for educators to a mobile and globalized way of life everywhere. * Sheila M. Shannon, University of Colorado Denver, USA *Zhiyan Guo's thoughtful analyses reveal both explicit and implicit ways in which children serve as cultural mediators and active agents in family socialization processes. Nicely theorized, and offering keen insights into everyday lived cultural experiences, this book helps us see reciprocal learning between adults and children in important new ways. * Marjorie Faulstich Orellana, University of California at Los Angeles, USA *Table of ContentsAcknowledgments Preface Introduction 1. Migration and Acculturation 2. Understanding Childhood 3. Cultural Mediation 4. Child Mediators and Their Families 5. The Assimilative Level of Child Cultural Mediation 6. The Appropriative Level of Child Cultural Mediation 7. The Accommodative Level of Child Cultural Mediation 8. Demystifying Child Cultural Mediation Appendix: Methodological Issues in Ethnographic Studies References

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Book SynopsisThis edited volume seeks to highlight the effects of self-concept on L2 learning and teaching by considering a wide range of theories as well as their practical application. The book is divided into four sections and includes: chapters discussing various approaches related to self-concept; empirical studies related to the selves of the learners; research from teachers’ perspectives on students' self-concept; and L2 motivational intervention studies associated with the development of self-concept of language learners. The volume contains a collection of studies from around the world (Central Europe, Canada, Asia and Australia) which were carried out using a variety of research methods and have a range of foci including adult and young learners, public and private education, foreign and second language settings, and teacher and learner motivation.Trade ReviewThe editors have done a magnificent job in pulling together an excellent resource book that includes all major theories and directions in the field of SLA motivation... The book turns out to be an essential resource for various reader profiles who are invested in SLA research and, more specifically, in language learning motivation. Researchers doing inquiry in this field will find it an extremely useful resource that undoubtly covers all aspects and perspectives around language learning motivation. -- Berta Torras-Vila, Universitat Autònoma de Barcelona, Spain * Bellaterra Journal of Teaching & Learning Language & Literature Vol. 9(4), Dec-Nov 2016, 82-86 *I recommend this book highly to anyone who is interested in the field of motivation research and selfrelated constructs, and especially to (post-graduate) researchers. The variety of research methods used along with such a diverse sample of participants should ensure that self-concept remains an intriguing construct for further exploration. -- James Rock, Universita Cattolica del Sacro Cuore di Milano, Italy * System 55 (2015) 158-171 *This exciting volume provides new insights into recent trends in SLA research: why it matters who the language learners are, how they regulate their own learning, and how their emotions, motivation and identity are shaped by their experiences. The chapters explore language learners in different contexts and show how new theoretical paradigms have shaped the way language learning is modelled. These studies document how new ideas can contribute to innovation in classroom practice. * Marianne Nikolov, University of Pécs, Hungary *This volume adds a rich tapestry of theoretical, empirical and pedagogical insights to the growing field of self-concept research in language learning. While current research in this field revolves in particular around issues of motivation, a real strength of this collection is its integration of a diverse range of self-related perspectives (including teacher as well as learner perspectives), and a variety of conceptual frameworks and research methodologies. * Ema Ushioda, University of Warwick, UK *Csizér and Magid have drawn together the leading thinkers in one of the most important lines of inquiry in the psychology of language learning. Readers will be treated to a diversity of ideas, perspectives, and implications of the self and its role in L2 motivation. No collection of motivation texts in SLA would be complete without this volume. * Peter D. MacIntyre, Cape Breton University, Canada *Overall, this volume deepens the reader’s understanding of the impact of self-concept on language learning in multiple contexts. It would be of great value and interest to L2 acquisition researchers and applied linguists. Learners and teachers of an L2 can benefit equally in accomplishing the task of “motivating the unmotivated”. This book is enlightening, applicable to diverse settings, and flows well. The unique and solid research methods represented throughout the different chapters, the diverse cultural backgrounds of the language learners represented, and the application of multiple theories related to self all make this a worth-reading title for L2 researchers and practitioners. -- Muhammad Shahbaz, Al-Majmaah University, Al-Zulfi, Kingdom of Saudi Arabia in The Canadian Journal of Applied Linguistics: 17, 2 (2014): 113-115Table of ContentsEpilogue 1. Kata Csizér and Michael Magid: The Self-concept and Language Learning: An Introduction Part I: Theories Related to Self-concept 2. Zoltán Dörnyei: Future Self-guides and Vision 3. Maya Sugita McEown, Kimberly A Noels and Kathryn Everhart Chaffee: At the Interface of the Socio-educational Model, Self-determination Theory, and the L2 Motivational Self System Model 4. Sarah Mercer: Reimagining the Self as a Network of Relationships Part II: Self-concept and Language Learning 5. Kata Csizér and Judit Kormos: The Ideal L2 Self, Self-regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners 6. Tae-Young Kim and Yoon-Kyoung Kim: EFL Students’ L2 Motivational Self System and Self-Regulation: Focusing on Elementary and Junior High School Students in Korea 7. David Lyons: The L2 Self-concept in Second Language Learning Motivation: A Longitudinal Study of Korean University Students 8. Kimberly A Noels, Kathryn Everhart Chaffee, Megan Michalyk and Maya Sugita McEown: Culture, Autonomy and the Self in Language Learning 9. Elke Stracke, Jeremy Jones and Nicolette Bramley: Investigating Adult Migrant ESL Learners’ Language Learning Motivational Profile in Australia: Towards a Bicultural Identity 10. Kay Irie and Damon Brewster: Investing in Experiential Capital: Self-efficacy and Development of Possible Selves 11. Janina Iwaniec: Self-constructs in Language Learning: What is their Role in Self-regulation? 12. Masuko Miyahara: Emerging Self-identities of Second Language Learners: Emotions and the Experiential Profile of Identity Construction 13. Jim King: Fear of the True Self: Social Anxiety and the Silent Behaviour of Japanese Learners of English 14. Zhen Yue: Chinese University Students’ Willingness to Communicate in the L2 Classroom: The Complex and Dynamic Interplay of Self-concept, Future Self-guides and the Sociocultural Context 15. Nihat Polat: The Interaction of the L2 Motivational Self System with Socialisation and Identification Patterns, and L2 Accent Attainment Part III: Self-concept and Language Teaching 16. Gabriella Mezei: The Effect of Motivational Strategies on Self-related Aspects of Student Motivation and Second Language Learning 17. Yuzo Kimura: ELT Motivation from a Complex Dynamic Systems Theory Perspective: A Longitudinal Case Study of L2 Teacher Motivation in Beijing Part IV: Intervention Studies 18. Michael Magid: A Motivational Programme for Learners of English: An Application of the L2 Motivational Self System 19. Letty Chan: Effects of an Imagery Training Strategy on Chinese University Students’ Possible Second Language Selves and Learning Experiences 20. Jessica Mackay: An Ideal L2 Self Intervention: Practical Implications in a Spanish EFL Context 21. Michael Magid and Kata Csizér: The Self-concept and Language Learning: Future Research Directions

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Book SynopsisWith a particular focus on the morphosyntactic features of second language, this book discusses the idea that language acquisition is a discontinuous and 'quantized' process and thus that some items might be learned twice, statistically and grammatically. It argues that the switch from one way of learning to another is statistically-driven and grammatically motivated. The volume brings together and discusses insights and evidence from learner corpora analysis and electrophysiological data in an attempt to provide the reader with a unified outlook and it suggests a new, developmentally-oriented interpretation of findings. The topics discussed will be of interest to researchers working in the field of psycho- and neurolinguistics and SLA.Trade ReviewThe first quality distinguishing the Italian psycholinguist Stefano Rastelli’s book Discontinuity in Second Language Acquisition: The Switch between Statistical and Grammatical Learning (henceforth, Discontinuity) is its coherence as a single-author volume focused entirely on SLA, predominantly by adults. The second is the breadth and depth of Rastelli’s knowledge of current theory and research in linguistics, cognitive psychology, neurolinguistics, and SLA, and his ability to synthesize and integrate work from all four. The third is the originality of his perspective. -- Michael H. Long, University of Maryland, US * Applied Linguistics 2016: 1–8 *Table of Contents1. Second Language Acquisition facit faltus ('takes a leap') 2. Discontinuity as Chunks Feed into Grammar 3. Discontinuity in the Maturing and in the Adapting Brain 4. Discontinuity and the Neurocognition of Second Language 5. Statistical Learning of a Second Language 6. Parts of L2 Grammar that Resist Statistical Learning Conclusions References

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Book SynopsisThis landmark volume offers a collection of conceptual papers and empirical research studies that investigate the dynamics of language learning motivation from a complex dynamic systems perspective. The contributors include some of the most well-established scholars from three continents, all addressing the question of how we can understand motivation if we perceive it as continuously changing and evolving rather than as a fixed learner trait. The data-based studies also provide useful research models and templates for graduate students and scholars in the fields of applied linguistics and SLA who are interested in engaging with the intriguing area of examining language learning in a dynamic vein.Trade ReviewThis anthology provides a much-needed bridge between conventional and dynamic approaches to L2 motivation research, and it is an important step toward a more complete understanding of the motivational ebbs and flows of language learning. -- Aaron Doyle, The University of Hong Kong * The Asian Journal of Applied Linguistics Vol. 2 No. 2 *The book is, without doubt, an important contribution not only to MLL directly but as an example of how CDST can be successfully applied to a particular area of research, also to applied linguistics, not to mention to other social science disciplines it has yet to touch. The book deserves to be read widely and with an open mind. -- Roderick E. Mitcham, Kyoto Sangyo University, Japan * JALT Journal, 37.2, November 2015 *The edited volume is bound to become a recognized source of reference, inspiration, insight, reflection and self-education for all those who set their sights on uncovering the intricate nature of motivation to learn additional languages, whether with respect to its causes, intensity or the factors responsible for shaping it. Its merits will undoubtedly be appreciated by undergraduate, graduate and doctoral students, experienced scholars who feel the need to apply a wider lens to their research, one that is more focused on the individual, context or interactions between the two, as well as teachers who are determined to gain a greater understanding of the factors impinging upon motivation in the hope of devising efficacious motivational strategies. -- Mirosław Pawlak, Adam Mickiewicz University, Kalisz, Poland * Second Language Learning and Teaching 5 (4). 2015. 697-713 *This pioneering volume brings together an impressive collection of studies on the applications of dynamic systems theory to the research of language learning motivation. Its strengths lie in offering new theoretical perspectives and groundbreaking methodological tools in researching motivation in various contexts. This book will prove to be a valuable and stimulating resource for anyone interested in the complex interplay of context, individual learner characteristics and processes of second language acquisition. * Judit Kormos, Lancaster University, UK *Table of ContentsJohn Schumann: Foreword 1. Zoltán Dörnyei, Peter D. MacIntyre and Alastair Henry: Introduction: Applying Complex Dynamic Systems Principles to Empirical Research on L2 Motivation Part I: Conceptual Summaries 2. Diane Larsen-Freeman: Ten ‘Lessons’ from Complex Dynamic Systems Theory: What is on Offer 3. Phil Hiver: Attractor States 4. Kees de Bot: Rates of Change: Timescales in Second Language Development 5. Marjolijn Verspoor: Initial Conditions 6. Ema Ushioda: Context and Complex Dynamic Systems Theory 7. Ali Al-Hoorie: Human Agency: Does the Beach Ball Have Free Will? 8. Sarah Mercer: Social Network Analysis and Complex Dynamic Systems 9. Alastair Henry: The Dynamics of Possible Selves 10. Zoltán Dörnyei, Zana Ibrahim and Christine Muir: ‘Directed Motivational Currents’: Regulating Complex Dynamic Systems through Motivational Surges Part II: Empirical Studies 11. Peter D. MacIntyre and Alicia Serroul: Motivation on a Per-Second Timescale: Examining Approach-Avoidance Motivation During L2 Task Performance 12. Sarah Mercer: Dynamics of the Self: A Multilevel Nested Systems Approach 13. Katalin Piniel and Kata Csizér: Changes in Motivation, Anxiety and Self-Efficacy during the Course of an Academic Writing Seminar 14. Frea Waninge: Motivation, Emotion and Cognition: Attractor States in the Classroom 15. Phil Hiver: Once Burned, Twice Shy: The Dynamic Development of System Immunity in Teachers 16. Letty Chan, Zoltán Dörnyei and Alastair Henry: Learner Archetypes and Signature Dynamics in the Language Classroom: A Retrodictive Qualitative Modelling Approach to Studying L2 Motivation 17. Tammy Gregersen and Peter D. MacIntyre: “I Can See a Little Bit of You on Myself”: A Dynamic Systems Approach to the Inner Dialogue Between Teacher and Learner Selves 18. Tomoko Yashima and Kumiko Arano: Understanding EFL Learners’ Motivational Dynamics: A Three-Level Model from a Dynamic Systems and Sociocultural Perspective 19. Alastair Henry: The Dynamics of L3 Motivation: A Longitudinal Interview/Observation-Based Study 20. Kay Irie and Stephen Ryan: Study Abroad and the Dynamics of Change in Learner L2 Self-Concept 21. Ryo Nitta and Kyoko Baba: Self-Regulation in the Evolution of the Ideal L2 Self: A Complex Dynamic Systems Approach to the L2 Motivational Self System 22. Chenjing (Julia) You and Letty Chan: The Dynamics of L2 Imagery in Future Motivational Self-Guides 23. Peter D. MacIntyre, Zoltán Dörnyei and Alastair Henry: Conclusion: Hot Enough to be Cool: The Promise of Dynamic Systems Research

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Book SynopsisThis book explores the place of consciousness in second language learning. It offers extensive background information on theories of consciousness and provides a detailed consideration of both the nature of consciousness and the cognitive context in which it appears. It presents the established Modular Online Growth and Use of Language (MOGUL) framework and explains the place of consciousness within this framework to enable a cognitively conceptualised understanding of consciousness in second language learning. It then applies this framework to fundamental concerns of second language acquisition, those of perception and memory, looking at how second language representations come to exist in the mind and what happens to these representations once they have been established (memory consolidation and restructuring).Trade ReviewThis is a masterly and enlightening treatment of the challenging topic that is consciousness. It is informed by cutting-edge research from within cognitive science which is then applied, in clear and concise terms, to the vexed but vital question of how conscious processes might influence the acquisition and use of second languages. Highly recommended. -- Mike Sharwood Smith, Academy of Social Sciences, Warsaw, PolandTruscott advances the understanding of the cognitive processes underlying second language development by providing a clear and readable treatment of the longstanding and difficult phenomenon of consciousness. Situated within a psychologically plausible model of second language development, this thought-provoking work has much to contribute to current debates in cognitive approaches to language learning and teaching. -- Melinda Whong, University of Leeds, UKJohn Truscott explores the links between consciousness and second language learning by giving a wealth of detailed, precise and concise information, along with cutting-edge research from cognitive science, on the conscious and unconscious processes that influence the acquisition and the use of language... (This) book offers stimulating reading for researchers, undergraduate and postgraduate students, teachers and anyone else interested in how we learn and how we should teach, especially in SLA. -- Argyro Kanaki, University of Dundee, UK * BAAL News, 107/108, 2015 *In a word, this work by Truscott supports the study of second language development by offering a vivid and readable investigation of the long-standing and intractable phenomenon of consciousness. This inspiring piece has greatly contributed to the on-going debates in cognitive approaches to language teaching and language learning. -- Mohamed Yacoub, Missouri State University, USA * LINGUIST List 26.5367 *Table of Contents1. Introduction: Setting the Problem Part I. Consciousness in Mind: Building a Framework 2. The Mind: Representation and Processing 3. Theories of Consciousness 4. MOGUL: A Framework for Understanding Consciousness and Learning 5. Consciousness in the MOGUL Framework Part II. Consciousness in Second Language Learning: Applying the Framework 6. Consciousness in Second Language Learning: A Selective Review 7. Perception: Processing Input 8. Memory Consolidation and Restructuring 9. Conclusion: Consciousness in Second Language Learning References

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Book SynopsisThis book explores the place of consciousness in second language learning. It offers extensive background information on theories of consciousness and provides a detailed consideration of both the nature of consciousness and the cognitive context in which it appears. It presents the established Modular Online Growth and Use of Language (MOGUL) framework and explains the place of consciousness within this framework to enable a cognitively conceptualised understanding of consciousness in second language learning. It then applies this framework to fundamental concerns of second language acquisition, those of perception and memory, looking at how second language representations come to exist in the mind and what happens to these representations once they have been established (memory consolidation and restructuring).Trade ReviewThis is a masterly and enlightening treatment of the challenging topic that is consciousness. It is informed by cutting-edge research from within cognitive science which is then applied, in clear and concise terms, to the vexed but vital question of how conscious processes might influence the acquisition and use of second languages. Highly recommended. -- Mike Sharwood Smith, Academy of Social Sciences, Warsaw, PolandTruscott advances the understanding of the cognitive processes underlying second language development by providing a clear and readable treatment of the longstanding and difficult phenomenon of consciousness. Situated within a psychologically plausible model of second language development, this thought-provoking work has much to contribute to current debates in cognitive approaches to language learning and teaching. -- Melinda Whong, University of Leeds, UKJohn Truscott explores the links between consciousness and second language learning by giving a wealth of detailed, precise and concise information, along with cutting-edge research from cognitive science, on the conscious and unconscious processes that influence the acquisition and the use of language... (This) book offers stimulating reading for researchers, undergraduate and postgraduate students, teachers and anyone else interested in how we learn and how we should teach, especially in SLA. -- Argyro Kanaki, University of Dundee, UK * BAAL News, 107/108, 2015 *In a word, this work by Truscott supports the study of second language development by offering a vivid and readable investigation of the long-standing and intractable phenomenon of consciousness. This inspiring piece has greatly contributed to the on-going debates in cognitive approaches to language teaching and language learning. -- Mohamed Yacoub, Missouri State University, USA * LINGUIST List 26.5367 *Table of Contents1. Introduction: Setting the Problem Part I. Consciousness in Mind: Building a Framework 2. The Mind: Representation and Processing 3. Theories of Consciousness 4. MOGUL: A Framework for Understanding Consciousness and Learning 5. Consciousness in the MOGUL Framework Part II. Consciousness in Second Language Learning: Applying the Framework 6. Consciousness in Second Language Learning: A Selective Review 7. Perception: Processing Input 8. Memory Consolidation and Restructuring 9. Conclusion: Consciousness in Second Language Learning References

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Book SynopsisThis book showcases how language learner agency can be understood and researched from varying perspectives by providing, for the first time, a collection of diverse approaches in one volume. The volume is organised into three main sections:the first sections offers an introduction to varying theoretical approaches to agency; the second section presents analyses of agency in a variety of empirical studies; and the third section focuses on the pedagogical implications of data-based studies of agency. The volume includes the work of researchers working in languages including English (ESL and EFL), Greek, Spanish, Swedish, Italian, Hindi, Marathi, Gujarati and Truku (an indigenous language in Taiwan) and with both child and adult language learners. This collection will serve as a key reference for researchers of language learning and teaching, sociolinguistics and language and identity.Trade ReviewThis volume thoroughly surveys the different approaches to the question of agency in second-language learning. A particularly strong point of this volume is the range of learning contexts that are presented. This focus on a range of unique learning experiences emphasizes the richness of agency as an area of research in second-language learning. This book will be a valuable resource for postgraduate students, teachers, and researchers of agency, identity, and second-language learning. -- David McLoughlin, Meiji University, Tokyo, Japan * Applied Linguistics 2016: 1–5 *In my opinion, the greatest strength of the book lies principally in it being an interesting collection of different perspectives from which agency in language learning can be viewed, as well as a first-class inspiration for readers to reflect and even take action in the context of multiple agency on issues raised by the contributors. Therefore, the book itself can mediate agency in both scholars and practitioners, be it through their researching or replicating the various study proposals, or implementing the contributors’ insights into their own language classrooms. -- Dorota Werbinska, Pomeranian Academy, Poland * System 50 (2015) 69-77 *This edited volume fills a large gap in second language learning research by focusing on the critical construct of agency and provides novel ways of both theoretically and methodologically exploring how this construct is conceptualized, used and studied. Kudos to the editors and the contributors for such a fascinating and thought-provoking book. * Manka Varghese, University of Washington, USA *In an educational environment increasingly driven by market-place concerns and forms of hyper-regulation, careful assessment of the potential for teacher and student agency is a most timely and welcome development. This is an outstanding collection of theoretical and pedagogical perspectives – the ‘go to’ book on agency in second language education. * Brian Morgan, Glendon College/York University, Canada *This wide-ranging anthology is the first ever collection of the diverse theoretical, analytical and pedagogical approaches to the study of language learner agency. Reflecting a broad spectrum of research conducted by leading figures in the field, this book not only makes an excellent reader for any course on second language learning, but also a handy research reference, due to the breadth and depth of the information it conveys. * Mingyue (Michelle) Gu, Chinese University of Hong Kong, Hong Kong *Table of Contents1. Gergana Vitanova, Elizabeth R. Miller, Xuesong (Andy) Gao, Ping Deters: Introduction to Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches Section I. Theoretical Approaches to Agency 2. David Block: Structure, Agency, Individualization and the Critical Realist Challenge 3. Hannele Dufva and Mari Aro: Dialogical View on Language Learners’ Agency: Connecting Intrapersonal with Interpersonal 4. Patricia A. Duff and Liam Doherty: Examining Agency in (Second) Language Socialization Research 5. Chatwara Suwannamai Duran: Theorizing Young Language Learner Agency through the Lens of Multilingual Repertoires: A Socio-Cultural Perspective 6. Carola Mick: Sociological Approaches to Second Language Learning and Agency Section II. Analytical Approaches to Investigating Agency 7. Sangeeta Bagga-Gupta: Agency, Agents and Artifacts. Accounting Practices and Identity Performances 8. Hayriye Kayi-Aydar: “He’s the Star!”: Positioning as a Tool of Analysis to Investigate Agency and Access to Learning Opportunities in a Classroom Environment 9. Adnan Ajsic: ‘Crossing’ into the L2 and Back: Agency and Ultimate Attainment by a Post-Critical Period Learner 10. Peter William Stanfield: Analyzing Learner Agency: a Place-Based Approach Section III. Pedagogical Practices for Agency 11. Christina Gkonou: Agency, Anxiety, and Activity: Understanding the Classroom Behaviour of EFL Learners 12. Próspero N. García: Verbalizing in the Second Language Classroom: Exploring the Role of Agency in the Internalization of Grammatical Categories 13. Theron Muller: Critical Discourse Analysis in a Medical English Course: Examining Learner Agency through Student Written Reflections 14. Man-Chiu Amay Lin: Towards a Relationship-Oriented Framework: Revisiting Agency by Listening to the Voices of Children 15. Anna de Fina: Afterword

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Book SynopsisThis book showcases how language learner agency can be understood and researched from varying perspectives by providing, for the first time, a collection of diverse approaches in one volume. The volume is organised into three main sections:the first sections offers an introduction to varying theoretical approaches to agency; the second section presents analyses of agency in a variety of empirical studies; and the third section focuses on the pedagogical implications of data-based studies of agency. The volume includes the work of researchers working in languages including English (ESL and EFL), Greek, Spanish, Swedish, Italian, Hindi, Marathi, Gujarati and Truku (an indigenous language in Taiwan) and with both child and adult language learners. This collection will serve as a key reference for researchers of language learning and teaching, sociolinguistics and language and identity.Trade ReviewThis volume thoroughly surveys the different approaches to the question of agency in second-language learning. A particularly strong point of this volume is the range of learning contexts that are presented. This focus on a range of unique learning experiences emphasizes the richness of agency as an area of research in second-language learning. This book will be a valuable resource for postgraduate students, teachers, and researchers of agency, identity, and second-language learning. -- David McLoughlin, Meiji University, Tokyo, Japan * Applied Linguistics 2016: 1–5 *In my opinion, the greatest strength of the book lies principally in it being an interesting collection of different perspectives from which agency in language learning can be viewed, as well as a first-class inspiration for readers to reflect and even take action in the context of multiple agency on issues raised by the contributors. Therefore, the book itself can mediate agency in both scholars and practitioners, be it through their researching or replicating the various study proposals, or implementing the contributors’ insights into their own language classrooms. -- Dorota Werbinska, Pomeranian Academy, Poland * System 50 (2015) 69-77 *This edited volume fills a large gap in second language learning research by focusing on the critical construct of agency and provides novel ways of both theoretically and methodologically exploring how this construct is conceptualized, used and studied. Kudos to the editors and the contributors for such a fascinating and thought-provoking book. * Manka Varghese, University of Washington, USA *In an educational environment increasingly driven by market-place concerns and forms of hyper-regulation, careful assessment of the potential for teacher and student agency is a most timely and welcome development. This is an outstanding collection of theoretical and pedagogical perspectives – the ‘go to’ book on agency in second language education. * Brian Morgan, Glendon College/York University, Canada *This wide-ranging anthology is the first ever collection of the diverse theoretical, analytical and pedagogical approaches to the study of language learner agency. Reflecting a broad spectrum of research conducted by leading figures in the field, this book not only makes an excellent reader for any course on second language learning, but also a handy research reference, due to the breadth and depth of the information it conveys. * Mingyue (Michelle) Gu, Chinese University of Hong Kong, Hong Kong *Table of Contents1. Gergana Vitanova, Elizabeth R. Miller, Xuesong (Andy) Gao, Ping Deters: Introduction to Theorizing and Analyzing Agency in Second Language Learning: Interdisciplinary Approaches Section I. Theoretical Approaches to Agency 2. David Block: Structure, Agency, Individualization and the Critical Realist Challenge 3. Hannele Dufva and Mari Aro: Dialogical View on Language Learners’ Agency: Connecting Intrapersonal with Interpersonal 4. Patricia A. Duff and Liam Doherty: Examining Agency in (Second) Language Socialization Research 5. Chatwara Suwannamai Duran: Theorizing Young Language Learner Agency through the Lens of Multilingual Repertoires: A Socio-Cultural Perspective 6. Carola Mick: Sociological Approaches to Second Language Learning and Agency Section II. Analytical Approaches to Investigating Agency 7. Sangeeta Bagga-Gupta: Agency, Agents and Artifacts. Accounting Practices and Identity Performances 8. Hayriye Kayi-Aydar: “He’s the Star!”: Positioning as a Tool of Analysis to Investigate Agency and Access to Learning Opportunities in a Classroom Environment 9. Adnan Ajsic: ‘Crossing’ into the L2 and Back: Agency and Ultimate Attainment by a Post-Critical Period Learner 10. Peter William Stanfield: Analyzing Learner Agency: a Place-Based Approach Section III. Pedagogical Practices for Agency 11. Christina Gkonou: Agency, Anxiety, and Activity: Understanding the Classroom Behaviour of EFL Learners 12. Próspero N. García: Verbalizing in the Second Language Classroom: Exploring the Role of Agency in the Internalization of Grammatical Categories 13. Theron Muller: Critical Discourse Analysis in a Medical English Course: Examining Learner Agency through Student Written Reflections 14. Man-Chiu Amay Lin: Towards a Relationship-Oriented Framework: Revisiting Agency by Listening to the Voices of Children 15. Anna de Fina: Afterword

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Book SynopsisThis unique volume offers a comprehensive discussion of essential theoretical and methodological issues concerning the pivotal role of working memory in second language learning and processing. The collection opens with a foreword and introductory theoretical chapters written by leading figures in the field of cognitive psychology. Following these are three research sections containing chapters providing original data and innovative insights into the dynamic and complex relationships between working memory and specific areas of second language processing, instruction, performance and development. Each section concludes with a commentary which is written by a noted SLA researcher and which charts the course for future research. This book provides a fascinating collection of perspectives on the relationship between working memory and second language learning and will appeal to those interested in the integration of cognitive psychology with SLA research.Trade ReviewOverall, the volume is successful in fulfilling its editors’ aims, i.e. to provide a forum for dialogue between SLA and WM research and to further integrate the two fields. The diversity and reach of the field is amply demonstrated by the range of empirical bases it covers. By including a range of opinions on how to move the WM–SLA field forward, the volume can serve as inspiration for future research programs, thus contributing to the already highly dynamic interface between WM and SLA research. -- Tom Rankin, Vienna University of Economics and Business, Austria * Second Language Research, 1– 11, 2016 *The editors have done an impressive job of gathering the biggest names from the fields of cognitive psychology and SLA to present a comprehensive review of the state of the art in this field, as well as have created a discussion forum on the SLA-WM relationship. -- Adriana Biedroń, Pomeranian University in Słupsk, Poland * Studies in Second Language Learning and Teaching 5 (4). 2015. 697-713 *The collection has synthesized and compiled a diversified body of research on WM and its relation to SLA supported by accessible writing styles. Many readers would appreciate that the volume provides an overview of theoretical WM models and empirical studies that are well elaborated by interesting background information, through which the readers come to understand the complex L2 processing strategies, cognitive processes, their measurements in L1 and L2 research, feedback type and L2 self-repair behavior. Combining a range of the theoretical and methodological innovation of WM-SLA research is a particular strength of the volume. As such, this book would be a valuable reference for readers in areas such as cognitive psychology, theoretical linguistics, and education, especially those engaging with topics related to L2 syntactic structures, vocabulary, L2 proficiency, and speech and writing studies. -- Asmaa Shehata, University of Calgary, Canada * LINGUIST List 27.1512, 2016 *Table of ContentsAcknowledgements Notes on Contributors Foreword: Michael Bunting & Randall Engle Zhisheng Wen, Mailce Borges Mota and Arthur McNeill: Introduction and Overview Part I: Theoretical Perspectives and Models 1. Alan Baddeley: Working Memory in Second Language Learning 2. Nelson Cowan: Second-Language Use, Theories of Working Memory, and the Vennian Mind 3. Zhisheng Wen: Working Memory in Second Language Acquisition and Processing: The Phonological/Executive Model 4. Yanping Dong and Rendong Cai: Working Memory and Interpreting: A Commentary on Theoretical Models Part II: Working Memory in L2 Processing 5. Sun-A Kim, Kiel Christianson and Jerome Packard: Working Memory in L2 Character Processing: The Case of Learning to Read Chinese 6. Yuncai Dai: Working Memory in L2 Sentence Processing: The Case with Relative Clause Attachment 7. Alan Juffs: Working Memory and Sentence Processing: A Commentary Part III: Working Memory in L2 Interaction and Performance 8. Shaofeng Li: Working Memory, Language Analytical Ability and L2 Recasts 9. Mohammad Javad Ahmadian: Working Memory, Online Planning and L2 Self-Repair Behavior 10. Yanbin Lu: Working Memory, Cognitive Resources and L2 Written Performance 11. Peter Skehan: Working Memory and Second Language Performance: A Commentary Part IV: Working Memory in L2 Instruction and Development 12. Kindra Santamaria and Gretchen Sunderman: Working Memory in Processing Instruction: The Acquisition of L2 French Clitic 13. Kaitlyn Tagarelli, Mailce Borges Mota and Patrick Rebuschat: Working Memory, Learning Conditions and L2 Syntax Acquisition 14. Melissa Baralt: Working Memory, Cognitive Complexity and L2 Recasts in Online Language Teaching 15. Anne E. Mitchell, Scott Jarvis, Michelle O’Malley and Irina Konstantinova : Working Memory Measures and L2 Proficiency 16. Clare Wright: Working Memory and L2 Development across the Life Span: A Commentary Part V: Final Commentary 17. John Williams: Working Memory in SLA Research: Challenges and Prospects Index

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Book SynopsisThis unique volume offers a comprehensive discussion of essential theoretical and methodological issues concerning the pivotal role of working memory in second language learning and processing. The collection opens with a foreword and introductory theoretical chapters written by leading figures in the field of cognitive psychology. Following these are three research sections containing chapters providing original data and innovative insights into the dynamic and complex relationships between working memory and specific areas of second language processing, instruction, performance and development. Each section concludes with a commentary which is written by a noted SLA researcher and which charts the course for future research. This book provides a fascinating collection of perspectives on the relationship between working memory and second language learning and will appeal to those interested in the integration of cognitive psychology with SLA research.Trade ReviewOverall, the volume is successful in fulfilling its editors’ aims, i.e. to provide a forum for dialogue between SLA and WM research and to further integrate the two fields. The diversity and reach of the field is amply demonstrated by the range of empirical bases it covers. By including a range of opinions on how to move the WM–SLA field forward, the volume can serve as inspiration for future research programs, thus contributing to the already highly dynamic interface between WM and SLA research. -- Tom Rankin, Vienna University of Economics and Business, Austria * Second Language Research, 1– 11, 2016 *The editors have done an impressive job of gathering the biggest names from the fields of cognitive psychology and SLA to present a comprehensive review of the state of the art in this field, as well as have created a discussion forum on the SLA-WM relationship. -- Adriana Biedroń, Pomeranian University in Słupsk, Poland * Studies in Second Language Learning and Teaching 5 (4). 2015. 697-713 *The collection has synthesized and compiled a diversified body of research on WM and its relation to SLA supported by accessible writing styles. Many readers would appreciate that the volume provides an overview of theoretical WM models and empirical studies that are well elaborated by interesting background information, through which the readers come to understand the complex L2 processing strategies, cognitive processes, their measurements in L1 and L2 research, feedback type and L2 self-repair behavior. Combining a range of the theoretical and methodological innovation of WM-SLA research is a particular strength of the volume. As such, this book would be a valuable reference for readers in areas such as cognitive psychology, theoretical linguistics, and education, especially those engaging with topics related to L2 syntactic structures, vocabulary, L2 proficiency, and speech and writing studies. -- Asmaa Shehata, University of Calgary, Canada * LINGUIST List 27.1512, 2016 *Table of ContentsAcknowledgements Notes on Contributors Foreword: Michael Bunting & Randall Engle Zhisheng Wen, Mailce Borges Mota and Arthur McNeill: Introduction and Overview Part I: Theoretical Perspectives and Models 1. Alan Baddeley: Working Memory in Second Language Learning 2. Nelson Cowan: Second-Language Use, Theories of Working Memory, and the Vennian Mind 3. Zhisheng Wen: Working Memory in Second Language Acquisition and Processing: The Phonological/Executive Model 4. Yanping Dong and Rendong Cai: Working Memory and Interpreting: A Commentary on Theoretical Models Part II: Working Memory in L2 Processing 5. Sun-A Kim, Kiel Christianson and Jerome Packard: Working Memory in L2 Character Processing: The Case of Learning to Read Chinese 6. Yuncai Dai: Working Memory in L2 Sentence Processing: The Case with Relative Clause Attachment 7. Alan Juffs: Working Memory and Sentence Processing: A Commentary Part III: Working Memory in L2 Interaction and Performance 8. Shaofeng Li: Working Memory, Language Analytical Ability and L2 Recasts 9. Mohammad Javad Ahmadian: Working Memory, Online Planning and L2 Self-Repair Behavior 10. Yanbin Lu: Working Memory, Cognitive Resources and L2 Written Performance 11. Peter Skehan: Working Memory and Second Language Performance: A Commentary Part IV: Working Memory in L2 Instruction and Development 12. Kindra Santamaria and Gretchen Sunderman: Working Memory in Processing Instruction: The Acquisition of L2 French Clitic 13. Kaitlyn Tagarelli, Mailce Borges Mota and Patrick Rebuschat: Working Memory, Learning Conditions and L2 Syntax Acquisition 14. Melissa Baralt: Working Memory, Cognitive Complexity and L2 Recasts in Online Language Teaching 15. Anne E. Mitchell, Scott Jarvis, Michelle O’Malley and Irina Konstantinova : Working Memory Measures and L2 Proficiency 16. Clare Wright: Working Memory and L2 Development across the Life Span: A Commentary Part V: Final Commentary 17. John Williams: Working Memory in SLA Research: Challenges and Prospects Index

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Book SynopsisIn the process of second language acquisition, the ability to interact effectively is critical. But what does it mean to be interactively competent? This book addresses this question by presenting research on the development of interactional competence among learners of Japanese as a second language. Qualitative data collected on learners studying abroad in Japan is evaluated to explain changes in their interactional competence and provides specific insights into the learning of Japanese. The situated analysis of multiple data sets generates meaningful interpretations of the development of interactional competence in the development of interactional competence and the learner-specific factors that shape developmental trajectories. Moreover, the context of the research provides insights into the types of learning resources and experiences that study abroad provides to assist learners’ in their progress towards becoming a competent speaker in the target community.Trade ReviewWritten by a distinguished applied linguist, this book describes the development of interactional competence by learners from a wide variety of backgrounds studying abroad in Japan. These individuals learn not only the forms of a new language but how their new language creates identities of them in social situations, some of which the learners desire and some of which their interlocutors find strangely impolite. Through her innovative study of how interactional competence develops, the author paints an optimistic picture of how language learning develops through language use. -- Richard F Young, University of Wisconsin-Madison, USAThis novel work examines the development of interactional competence among L2 Japanese learners studying in Japan for one semester, focusing on their use of oft-undervalued, yet significant interactional resources: style-shifting and incomplete sentences. Case histories of four of the learners further reveal what contributed to their development. This book is undoubtedly a valuable contribution to those teaching Japanese or researching L2 acquisition. -- Noriko Iwasaki, SOAS, University of London, UKThis book is essential for language learners and researchers, especially learners acquiring a second language in a study abroad context. Each chapter explores and explains clearly step by step how the author analyzed the process of second language acquisition. This study mainly discusses interactional competence focusing on speech style, and style shifting and incomplete sentences in the Japanese language. A study abroad setting was also considered as facilitator of second language acquisition in this study. -- Lisda Nurjaleka, Kanazawa University, Japan * LINGUIST List 27.3429 *Table of ContentsChapter 1 – Interactional Competence in Japanese Study Abroad: An Introduction Chapter 2 – Linguistic and Interactional Resources in Japanese Conversation: Speech Styles and Incomplete Sentence Endings Chapter 3 – Context of Study: Study Abroad as a Site for Language Learning Chapter 4 – Methods of the Study Chapter 5 – Speech Styles Chapter 6 – Style Shifting Across Discourse Boundaries Chapter 7 – Incomplete Sentences in Joint Turn Construction Chapter 8 – Case Histories of Interactional Development and Study Abroad Experience Chapter 9 – Conclusion References Appendices

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Book SynopsisThis book uses a narrative-oriented approach to shed light on the processes of identity construction and development among Japanese university students of English. The research highlights the instrumental agency of individuals in responding to and acting upon the social environment, and in developing, maintaining and/or reconstructing their identities as L2 users. The study offers unique insights into the role of experience, emotions, social and environmental affordances in shaping their personal orientations to English and self-perceptions as English learner-users. It also examines individuals’ responses to these factors and discusses fluctuations in their motivations. The additional value of this book lies in its detailed account of methodological procedures, challenges and ways to overcome obstacles encountered when undertaking qualitative longitudinal studies.Trade ReviewMiyahara’s detailed and illuminating narrative study of university students in Japan offers new insights into the role of experience and emotion in language learning in an EFL context. This book brings to life both current theories surrounding identity and motivation in language learning and complex methodological issues that arise in the research of these important concepts. -- Alison Stewart, Gakushuin University, Tokyo, JapanThis book uniquely incorporates Dewey’s work on experience to the development of an understanding of situated learning, imagined communities and the L2 ideal self. Miyahara links social and psychological factors in an effective and innovative way, making for a complex model of L2 identity which she applies masterfully to the English language learning narratives of Japanese university students. The book is a must-read for anyone interested in L2 identities, either from a theoretical or practical perspective. -- David Block, ICREA/Universitat de Lleida, SpainThis is a bold study that brings together psychological and sociological perspectives on the motivation to learn English of six young Japanese. Informed both by wide reading and an intimate knowledge of context, Miyahara uses a narrative approach to demonstrate convincingly how the learners' experiences with English in childhood and adolescence colour their attitudes and motivation to learn during their first year at college. -- Martin Lamb, University of Leeds, UKMiyahara’s monograph contributes to identity research by constructing a theoretical framework combining both post-structuralist and psychological theories of identity (...) The explored EFL learners’ identities strengthen the field by shedding more light on the diverse ways in which English learners in EFL (as opposed to ESL) contexts construct their identities as English users in the globalized world. Furthermore, the detailed discussion of narrative analysis provides methodological insights for interested researchers to further develop the approach. -- Hui-Jung Tang, University of Rochester, USA * Journal of Language, Identity & Education, 16:4 *I thoroughly enjoyed reading this book and I found it a thought-provoking and stimulating read for those interested in identities, the self, and emotions, and their interplay with foreign language learning. Additionally, anyone with an interest in conducting research using learner narratives may use it as an informative guide to the process and be alert to challenges that this type of research might pose. -- Christina Gkonou, University of Essex, UK * ELT Journal, Volume 71, Issue 3 *Table of ContentsOverview of the Research Acknowledgments Researcher’s Background Chapter 1. Introduction Chapter 2. Theoretical Frameworks Chapter 3. Narrative Approach: Identities Studies and Emotions Chapter 4. The Research Design, the Site, Participants, Data Collection and Analysis Chapter 5. Sayaka and Megumi ‘s Stories: Authenticate and Strengthen the L2 Possible Selves Chapter 6. Megumi and Yui’s Stories: Desires to Create and Develop the L2 Possible Selves Chapter 7. Hinako and Takehiro’s Stories: Ambivalent Desires to Create the L2 Possible Selves Chapter 8. An Attempt to Weave the Threads Together: Chapter 9. Conclusion and Afterword Figures and Tables　 Appendices

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Book SynopsisSLA literature tends to focus predominantly on what motivates language learners, but what demotivates them has not been widely discussed. This book, focusing exclusively on demotivation, will help readers to understand motivational issues from a different perspective. The aims of the work are threefold: to present the current developments of demotivation research in the field of SLA and bridge motivational theory/research and demotivation research; to promote the understanding of possible causes of demotivation; and to expand the focus of demotivation research through a reflection on current motivation theory/research and a discussion of methodological issues. The research presented in this book is situated in Japanese English-teaching contexts and will serve as a foundation for anyone wishing to better understand the causes of demotivation in SLA and to explore the topic in their own contexts.Trade ReviewThis is an ambitious and timely exploration into the neglected issue of demotivation. Demotivation has been a pervasive problem for language teachers yet largely ignored by researchers until relatively recently. Through a series of carefully designed studies of learners studying English as a foreign language in Japanese schools, Kikuchi convincingly argues for demotivation and demotivators as the legitimate target of inquiry that expands the breadth of L2 research. -- Kay Irie, Gakushuin University, JapanThis is the first book that focuses exclusively on demotivation and demotivators in instructed language learning. By examining the psychology of learner motivation from the opposite direction and focusing on why learners lose engagement in learning, it helps us gain deeper insights into motivation. This is a must-read book for teachers, who face the formidable task of keeping learners motivated. -- Tomoko Yashima, Kansai University, JapanI am convinced that, thanks to sound categorization of available studies, exemplary description of research procedures and concrete suggestions for future empirical investigations, the book will constitute a must-read for anyone intending to further examine the role of demotivation in learning second and foreign languages. -- Mirosław Pawlak, Adam Mickiewicz University, Poland; State University of Applied Sciences, Poland * SSLLT 7 (4) 2017 *Table of ContentsIntroduction 1 Understanding Demotivation 2 Prior Focus of Demotivation Studies 3 The Importance of Demotivators in Second Language Acquisition 4 A Survey Study to Test Demotivator Models 5 Learner and Teacher Perceptions of Demotivators 6 Learner Reflections: Demotivators in Secondary School 7 Uncovering Demotivators Beyond the Classroom 8 Summary of Findings from Studies of Demotivators 9 Motivational Strategies and Demotivation 10 Future Explorations of Demotivators References Appendices

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Book SynopsisThis volume investigates cultural migrants: people who, from their own free will, move to another country because of their interest in the target language and culture. Chapters include studies on cultural migrants acquiring French, Italian, Spanish and English and consider linguistic, psycholinguistic, sociolinguistic and pragmatic aspects of language acquisition. Cultural migrants have social and psychological advantages when acquiring a second language as adults, and the study of their linguistic knowledge and production increases our understanding of the possibilities and limits of L2 ultimate attainment. The work thus fills a gap in our understanding of high-level proficiency and will be of interest to researchers working in the field of SLA, as well as to social scientists studying the relationship between language, culture and integration.Trade ReviewThis volume introduces us to a new concept - the ‘cultural migrant’ - in order to investigate linguistic variation and long-term attainment among L2 users with a genuine desire to integrate into a new culture. The editors and contributors succeed in enlivening and complicating the age debate through a holistic view of the individual, and a renewed emphasis on acculturation, both needed to decisively move critical period research forward. -- Alene Moyer, University of Maryland, USAThis book makes a valuable contribution to the contemporary debate around native-likeness and ultimate attainment in adult second language learning, focusing on the growing body of cultural migrants. Its strength and originality lie in connecting migration studies with language learning through the interesting consideration of linguistic, psychological, and societal factors. -- Carmen Muñoz, University of Barcelona, SpainThis fascinating collection of papers brings together multiple perspectives on a little-known influence on adult language acquisition: cultural migration. Exploring in detail the relationship between levels of acculturation and native-like attainment in a second language, the book offers a refreshing new look at Schumann's Acculturation model. -- Pauline Foster, St. Mary's University, UKReaders interested in very advanced learners and the subtle differences between advanced, near-native and native speakers of a language will be interested in the findings presented and analyzed here; useful summaries of previous research are provided, and some useful techniques for data collection and analysis presented, especially concerning the analysis of lexical and multi-word features in spoken discourse. -- Heather E. Hilton, University of Lyon 2, France * Language, Interaction and Acquisition 7:2 *Table of ContentsFanny Forsberg Lundell and Inge Bartning: Introduction: Cultural Migrants – Introducing a New Concept in SLA Research FOCUS ON CULTURAL MIGRANTS 1. Anna Gudmundson and Camilla Bardel: Beyond Nativelike? The Lexical Profile of a Cultural Migrant in Italy 2. Fanny Forsberg Lundell and Inge Bartning: Successful Profiles in High-Level L2 French: C’est un choix de vie 3. Amanda Edmonds and Catherine Guesle-Coquelet: Reported Use and Perception of tu and vous among Less Integrated and Highly Integrated Anglophone Cultural Migrants in France 4. Britt Erman and Margareta Lewis: L2 English Vocabulary in a Long-Residency Swedish Group Compared to a Group of English Native Speakers CULTURE AS A DECISIVE FACTOR IN L2 ATTAINMENT 5. Chloe Diskin and Vera Regan: Migratory Experience and Second Language Acquisition among Polish and Chinese Migrants in Dublin, Ireland 6. Kate Hammer and Jean-Marc Dewaele: Acculturation as the Key to the Ultimate Attainment? The Case of Polish-English Bilinguals in the UK 7. Gisela Granena: The Role of Sociopsychological Factors in Long-term L2 Achievement of L1 Chinese Learners of L2 Spanish 8. Fanny Forsberg Lundell and Inge Bartning: Concluding Chapter: What Can SLA Learn From Cultural Migrants?

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Book SynopsisThis book explores connections between the fields of foreign/second language teaching and adult learning. This interdisciplinary approach serves as a framework in order to: (a) understand the teaching methods that promote the deeper, more critical sort of language learning advocated by scholars and professional organizations, (b) understand how adult students learn and transform through language study, and (c) reinforce the immense value of beginning language courses. Johnson studies a classroom of adult language learners for one semester, exploring issues of motivation and perceived value for these short-term learners as well as touching on issues around intercultural communication teaching and learning. The book will be of interest to adult language teachers as well as researchers studying adult education and second language learning.Trade ReviewStacey Margarita Johnson has written a highly accessible analysis of adult beginners in a Spanish class, revealing how their learning is much more than acquiring competences. It transforms their lives and understanding of the world, and thus provides a much needed counter-balance to impoverished instrumental justifications for language teaching. Language learning enriches. -- Michael Byram, Professor Emeritus, University of Durham, UKThis is an important piece of scholarship that challenges traditional assumptions and expectations on the goals of adult language learning. This book will certainly be an invaluable resource and guide for any college professor who wishes to incorporate transformative learning experiences into the novice or intermediate language class. -- Linwood J. Randolph Jr., University of North Carolina, Wilmington, USAJohnson presents a carefully constructed case for focusing language classes on helping students to achieve transformative learning in addition to improving language skills. While the book combines arguments about college and adult settings, it provides clear, relatable information that could help language instructors at all levels to modify their practices. -- Mariya Gyendina, University of Minnesota Twin Cities, USA * Language and Education, 30:6 *This book reports a very interesting study in an adult foreign language class from a new perspective. The findings are exciting and encouraging to language educators, language learners, and program developers. They help us look at lower-level foreign language classes from a new interdisciplinary perspective and help us see the value of these classes in promoting deeper and more reflective kind of learning among the students. These kinds of learning are not only the goals of language education but also of the undergraduate education in general. This book is, in some sense, an eye opener for practitioners in the area of foreign language education. -- Hongying Xu, University of Wisconsin-La Crosse, USA * LINGUIST List 27.3096 *Johnson’s book presents a refreshing and positive view of the effects that FL teaching and learning can have on college students. Her work is an invitation for teachers of adult FL to reflect on ways they can make their courses more relevant to the lives of adult learners. It is also an invitation for practitioners and researchers to establish connections between the fields of adult learning and adult FL teaching. In addition, the book reports on best practices while teaching FL to college students that are applicable to other settings teaching adult learners (...) For all of these reasons, I believe this book to be interesting, relevant, and useful, and I recommend it to everyone interested in adult learning and research. -- Clarena Larrotta, Texas State University, USA * Adult Education Quarterly 2016, Vol. 66(2) 188– 193 *Postsecondary educators interested in the application of adult learning theory in the L2 classroom will find an honest and informative case study of an elementary level Spanish class in Johnson’s latest work. Reflecting on the practical benefits of language learning, this book showcases the “transformative potential” of studying a foreign language and emphasizes the applied skills that can be acquired in just a single semester’s worth of study. -- Alexis McBride, Vanderbilt University, USA * The Teaching and Learning of Cultures SIG Newsletter, 3:1, January 2016 *Table of ContentsChapter 1: Introduction Chapter 2: Adult Learning Theory Chapter 3: Adult Language Education Chapter 4: This Class Chapter 5: How the Class was Taught Chapter 6: What Students Learned Chapter 7: Transformation and Development Chapter 8: Applications References Appendix

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Book SynopsisWhen people attempt to learn a new language, the language(s) they already know can help but also hinder their understanding or production of new forms. This phenomenon, known as language transfer, is the focus of this book. The collection offers new theoretical perspectives, some in the empirical studies and some in other chapters, and consists of four sections considering lexical, syntactic, phonological and cognitive perspectives. The volume provides a wealth of studies on the influence of Chinese on the acquisition of English but also includes studies involving Finnish, French, Hindi, Korean, Persian, Spanish, Swedish and Tamil. It will be of great interest to researchers and students working in the areas of crosslinguistic influence in second language acquisition, language pedagogy and psycholinguistics.Trade ReviewThere is nothing more satisfying than seeing established researchers join forces with lesser known colleagues to push theoretical, methodological and geographical boundaries. Terence Odlin, the grandfather of transfer research, teamed up with Liming Yu and produced this excellent book, including contributions by Western and Chinese scholars who bring in a fresh Asian perspective. -- Jean-Marc Dewaele, Birkbeck, University of London, UKThis volume is an interesting and innovative collection of articles on language transfer. It is unique in its presentation of papers on both theoretical perspectives and data-based studies in the context of the interaction between English and Chinese as L1 and L2 (among others). It is essential reading for anyone concerned with the processes of second language acquisition and multilingualism, not just the featured subject of language transfer. -- Danuta Gabryś-Barker, University of Silesia, PolandWith its logical categorization of studies as well as accessible writing style, lucid explanation of theories and experiments as well as pedagogical comment, and reflections on transfer in each study, this is undoubtedly an ideal academic volume not only for SLA researchers and language teachers, but for undergraduates and postgraduates involved in SLA research as well. -- Pengfei Lei and Jinfen Xu, Huazhong University of Science and Technology, China * Language and Education, 2016 *This book is a valuable collection of studies on second language learning. It offers insights into the origin and nature of language transfer, and the development, range and methodology of language transfer studies, which helps sort out the achievements, limitations, future directions of language transfer studies. -- Renhua Wang, Nanjing Institute of Technology, People’s Republic of China * International Journal of Bilingual Education and Bilingualism, 2018 *Table of Contents1. Terence Odlin and Liming Yu: Introduction 2. Scott Jarvis: The Scope of Transfer Research Part One: Lexical Perspectives 3. David Singleton: Cross-Lexical Interaction and the Structure of the Mental Lexicon 4. Jia Li and Jinting Cai: L1 Transfer in Chinese Learners’ Use of Spatial Prepositions in EFL 5. T. Sima Paribakht and Marjorie Bingham Wesche: L1 Influences in L2 Lexical Inferencing Part Two: Syntactic Perspectives 6. Shaopeng Li and Lianrui Yang: An Investigation into Topic-Prominence in the Interlanguage of Chinese EFL Learners: In a Discourse Perspective 7. Yusong Gao: Investigating the Impact of L1 Morphology and Semantics upon L2 Acquisition of English Detransitivized Constructions by Chinese and Korean Learners 8. Hui Chang and Lina Zheng: The Acquisition of the Chinese Causative Construction by English-Speaking Learners Part Three: Phonological Perspectives 9. Hong Li, Lei Zhang and Ling Zhou: L1 influence on the Learning of English Lexical Stress Patterns: Evidence from Chinese Early and Late EFL Learners 10. David Mitchell: SLA Perspectives on Language Contact: An Experimental Study in Retroflexion Part Four: Cognitive Perspectives 11. Terence Odlin: Language Transfer and the Link between Comprehension and Production 12. Chuming Wang: Context and Language Transfer 13. Terence Odlin: Conclusion: A Few More Questions

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Book SynopsisThis book brings together linguistic, psycholinguistic and educational perspectives on the phenomenon of cognate vocabulary across languages. It presents a large-scale, long-term research project focusing on Polish-English cognates and their use by bilingual and multilingual learners/users of English. It discusses extensive qualitative and quantitative data to explain which factors affect a learner’s awareness of cognates, how adult learners can benefit from raised awareness and whether cognate vocabulary can be used with younger learners as a motivational strategy. The work shows how cognate vocabulary can be examined from a range of methodological perspectives and provides considerable insights into crosslinguistic influences in language learning. While the focus of the studies is Polish-English cognates, the research will be of interest to anyone teaching learners of different language constellations, levels, ages and backgrounds.Trade ReviewThis is a welcome addition to the literature on cognate vocabulary across languages. While its emphasis is on Polish-English cognates, the volume will equally appeal to teachers and researchers interested in the topic. The chapters offer an up-to-date review of the literature on crosslinguistic influence and an unambiguous distinction between bilingual and multilingual behaviour. This is an excellent volume that will be read widely. -- Gessica De Angelis, Trinity College Dublin, IrelandThoroughly researched and elegantly written, this book offers a much-needed introduction to the role of cognates in SLA, a comprehensive and up-to-date synthesis of research on crosslinguistic similarities, and a richly-documented case study of cognate awareness used as a motivational strategy in a foreign language classroom. This text will be a valuable resource for scholars of multilingualism and for foreign language teachers looking for better ways to motivate their students and to make them more fluent and eloquent. -- Aneta Pavlenko, Temple University, USAThis book offers one of the most extensive treatments of crosslinguistic lexical similarity. Otwinowska defines cognates broadly as words with similar forms and meanings across languages and discusses the origins of such words, how they become associated in the mind, what types of crosslinguistic influences arise from these associations, and how language learners and teachers can make the best use of them…a great resource for both researchers and teachers. -- Scott Jarvis, Ohio University, USATable of ContentsIntroduction Part I Bilingual and Multilingual Language Use Chapter 1. Language Users and Language Use Chapter 2. Attitudes towards Multilingual Language Use: The European and Polish Perspective Part II Defining Lexical Crosslinguistic Similarity Chapter 3. Where does Crosslinguistic Similarity Come From? Chapter 4. Crosslinguistic Lexical Similarity Part III Lexical Crosslinguistic Similarity in Use Chapter 5. Crosslinguistic Similarity and Crosslinguistic Influences Chapter 6. Cognate Vocabulary in Language Processing Chapter 7. Cognate Vocabulary in Second Language Acquisition Chapter 8. Language-Related Factors in Lexical CLI Chapter 9. Learner-Related Factors Affecting Lexical CLI Chapter 10. Reliance on Lexical CLI as a Strategic Behaviour Part IV Investigating Lexical Crosslinguistic Similarity in Language Learning Chapter 11. Introduction: Researching the Awareness of Cognates in Polish Learners of English Chapter 12. Investigating the Awareness of Cognate Vocabulary: Polish Adult Learners of English Chapter 13. Using Cognates as a Vocabulary Learning Strategy: Polish Adult Learners of English Chapter 14. Awareness of Cognates as a Motivational Strategy: The Age Factor Chapter 15. Towards Plurilingual Education: Conclusions and Implications for Teaching

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Book SynopsisThis book brings together linguistic, psycholinguistic and educational perspectives on the phenomenon of cognate vocabulary across languages. It presents a large-scale, long-term research project focusing on Polish-English cognates and their use by bilingual and multilingual learners/users of English. It discusses extensive qualitative and quantitative data to explain which factors affect a learner’s awareness of cognates, how adult learners can benefit from raised awareness and whether cognate vocabulary can be used with younger learners as a motivational strategy. The work shows how cognate vocabulary can be examined from a range of methodological perspectives and provides considerable insights into crosslinguistic influences in language learning. While the focus of the studies is Polish-English cognates, the research will be of interest to anyone teaching learners of different language constellations, levels, ages and backgrounds.Trade ReviewThis is a welcome addition to the literature on cognate vocabulary across languages. While its emphasis is on Polish-English cognates, the volume will equally appeal to teachers and researchers interested in the topic. The chapters offer an up-to-date review of the literature on crosslinguistic influence and an unambiguous distinction between bilingual and multilingual behaviour. This is an excellent volume that will be read widely. -- Gessica De Angelis, Trinity College Dublin, IrelandThoroughly researched and elegantly written, this book offers a much-needed introduction to the role of cognates in SLA, a comprehensive and up-to-date synthesis of research on crosslinguistic similarities, and a richly-documented case study of cognate awareness used as a motivational strategy in a foreign language classroom. This text will be a valuable resource for scholars of multilingualism and for foreign language teachers looking for better ways to motivate their students and to make them more fluent and eloquent. -- Aneta Pavlenko, Temple University, USAThis book offers one of the most extensive treatments of crosslinguistic lexical similarity. Otwinowska defines cognates broadly as words with similar forms and meanings across languages and discusses the origins of such words, how they become associated in the mind, what types of crosslinguistic influences arise from these associations, and how language learners and teachers can make the best use of them…a great resource for both researchers and teachers. -- Scott Jarvis, Ohio University, USATable of ContentsIntroduction Part I Bilingual and Multilingual Language Use Chapter 1. Language Users and Language Use Chapter 2. Attitudes towards Multilingual Language Use: The European and Polish Perspective Part II Defining Lexical Crosslinguistic Similarity Chapter 3. Where does Crosslinguistic Similarity Come From? Chapter 4. Crosslinguistic Lexical Similarity Part III Lexical Crosslinguistic Similarity in Use Chapter 5. Crosslinguistic Similarity and Crosslinguistic Influences Chapter 6. Cognate Vocabulary in Language Processing Chapter 7. Cognate Vocabulary in Second Language Acquisition Chapter 8. Language-Related Factors in Lexical CLI Chapter 9. Learner-Related Factors Affecting Lexical CLI Chapter 10. Reliance on Lexical CLI as a Strategic Behaviour Part IV Investigating Lexical Crosslinguistic Similarity in Language Learning Chapter 11. Introduction: Researching the Awareness of Cognates in Polish Learners of English Chapter 12. Investigating the Awareness of Cognate Vocabulary: Polish Adult Learners of English Chapter 13. Using Cognates as a Vocabulary Learning Strategy: Polish Adult Learners of English Chapter 14. Awareness of Cognates as a Motivational Strategy: The Age Factor Chapter 15. Towards Plurilingual Education: Conclusions and Implications for Teaching

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Book SynopsisThis collection addresses issues of authenticity in second language contexts from a variety of theoretical and methodological approaches along three principal themes: What is authentic language? Who is an authentic speaker? How is authenticity achieved? The volume responds to these questions by bringing together scholars working in a range of contexts, including with language learners in the classroom and in residence or study abroad, with a variety of second or additional languages: Chinese, English, French, German, Japanese and Spanish. Contributions focus on authenticity as it relates to patterns of language and meaning, and to agency, identity and culture, and serve as an opening to an extended conversation about the nature of authenticity and its development in L2 contexts. This volume is relevant for students and scholars interested in learning about or investigating questions of authenticity and interaction in a wide range of language learning contexts.Trade ReviewIn bringing together a wealth of empirical data from both informal and formal pedagogic contexts, this collection not only makes a powerful and informed contribution to the still vibrant debate over the issue of authenticity in language education, but also succeeds in challenging and, to a large extent, superseding existing understandings of the concept. * Malcolm MacDonald, University of Warwick, UK *This excellent collection makes a significant contribution to emerging and increasingly diverse scholarship in Second Language Studies. Chapters probe and question key concepts and established assumptions in Pragmatics, Intercultural Communication and SLA. The book not only offers findings that deepen our understandings of what it means – in terms of theory and practice – to communicate in a superdiverse, multilingual world, it also effectively addresses the pressing question of how we should do Applied Linguistics in the 21st century. * Alan Firth, Newcastle University, UK *This excellent collection of studies offers new ways of understanding the multidimensionality of authenticity as it relates to language use, identity, agency and culture in a variety of second language learning contexts and from different theoretical and methodological approaches. Second language teachers and researchers of second language acquisition will find it an indispensable resource. * Joan Kelly Hall, Pennsylvania State University, USA *Table of Contents Rémi A. van Compernolle and Janice McGregor: Introducing Authenticity, Language and Interaction in Second Language Contexts Rémi A. van Compernolle and Ashlie Henery: Evaluating L2 Pragmatic Appropriateness and Authenticity in Synchronous Computer-Mediated Strategic Interaction Scenarios Lawrence Williams: Authenticity and Pedagogical Grammar: A Concept-Based Approach to Teaching French Auxiliary Verbs Rémi A. van Compernolle: Sociolinguistic Authenticity and Classroom L2 Learners: Production, Perception, and Metapragmatics Naoko Taguchi: Learning Speech Style in Japanese Study Abroad: Learners’ Knowledge of Normative Use and Actual Use Wenhao Diao: Gender, Youth and Authenticity: Peer Mandarin Socialization among American Students in a Chinese College Dorm Julieta Fernández: Authenticating Language Choices: Out-Of-Class Interactions in Study Abroad Sheng-Hsun Lee and Celeste Kinginger: Authenticating Practices in Chinese Home Stay Interactions Janice McGregor: Metapragmatic Talk and the Interactional Accomplishment of Authenticity in Study Abroad Gabriele Kasper and Alfred Rue Burch: Focus on Form in the Wild Rémi A. van Compernolle and Janice McGregor: Conclusions and Future Directions

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