Language learning: specific skills Books

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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Book SynopsisThis book examines the concept of authentic English in today’s world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.Trade ReviewWhat has plagued the notion of authenticity to date has been an ‘alphabet soup’ of abstract terms and simplistic references that attempt to define what it is and why it is important in L2 teaching and learning. In a compelling personal voice, Pinner masterfully unpacks the complexities of authenticity while re-positioning it on a continuum that is inclusive of global Englishes and relative to individuals’ selves and perceived position in rapidly changing societies. * Karen E. Johnson, The Pennsylvania State University, USA *This wide-ranging book offers a timely reassessment and reassertion of the notion of authenticity in English language education, decisively unshackling it from its ‘classic’ mooring in native-speaker models. Richard Pinner convincingly argues that authenticity – viewed as relevant to the socially dynamic contexts within which people are learning and using English today – is a more important goal for educators than ever before. * Richard Smith, University of Warwick, UK *This is a clever and horizon-expanding book with a lot to offer readers. It gives an insightful and comprehensive review of debates around authenticity in language teaching and learning while suggesting a new way forward that is less Anglocentric and less static. The book is written in a lively, engaging and in many places entertaining, way with ample examples to concretise at times complex lines of argument. -- Anna Kristina Hultgren, The Open University, UK * BAAL News, Issue 114, Winter 2019 *Table of Contents1. Introduction to the Book 2. Existential, Philosophical and Theoretical Underpinnings 3. English as a Global Language 4. Authenticity in Language Teaching 5. The Authenticity Continuum 6. Authenticity in Bilingual Educational Contexts 7. New Media as a Catalyst for Authenticity 8. Conclusion 9. References

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Book SynopsisThis book examines the concept of authentic English in today’s world, where cultures are in constant interaction and the English language works as a binding agent for many cross-cultural exchanges. It offers a comprehensive review of decades of debate around authenticity in language teaching and learning and attempts to synthesise the complexities by presenting them as a continuum. This continuum builds on the work of eminent scholars and combines them within a flexible framework that celebrates the process of interaction whilst acknowledging the complexity and individual subjectivity of authenticity. Authenticity is approached as a complex dynamic construct that can only be understood by examining it from social, individual and contextual dimensions, in relation to actual people. Authenticity is a problem not just for language acquisition but one which affects us as individuals belonging to society.Trade ReviewWhat has plagued the notion of authenticity to date has been an ‘alphabet soup’ of abstract terms and simplistic references that attempt to define what it is and why it is important in L2 teaching and learning. In a compelling personal voice, Pinner masterfully unpacks the complexities of authenticity while re-positioning it on a continuum that is inclusive of global Englishes and relative to individuals’ selves and perceived position in rapidly changing societies. * Karen E. Johnson, The Pennsylvania State University, USA *This wide-ranging book offers a timely reassessment and reassertion of the notion of authenticity in English language education, decisively unshackling it from its ‘classic’ mooring in native-speaker models. Richard Pinner convincingly argues that authenticity – viewed as relevant to the socially dynamic contexts within which people are learning and using English today – is a more important goal for educators than ever before. * Richard Smith, University of Warwick, UK *This is a clever and horizon-expanding book with a lot to offer readers. It gives an insightful and comprehensive review of debates around authenticity in language teaching and learning while suggesting a new way forward that is less Anglocentric and less static. The book is written in a lively, engaging and in many places entertaining, way with ample examples to concretise at times complex lines of argument. -- Anna Kristina Hultgren, The Open University, UK * BAAL News, Issue 114, Winter 2019 *Table of Contents1. Introduction to the Book 2. Existential, Philosophical and Theoretical Underpinnings 3. English as a Global Language 4. Authenticity in Language Teaching 5. The Authenticity Continuum 6. Authenticity in Bilingual Educational Contexts 7. New Media as a Catalyst for Authenticity 8. Conclusion 9. References

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Book SynopsisThe aging of the population and the increasing number of older adults pursuing foreign language courses call for a greater understanding of the ways in which these individuals learn foreign languages. This book offers a pioneering contribution to the literature on foreign language education for older adults (aged 60 and over), termed foreign language geragogy. It details an empirical, multidisciplinary study on Japanese older learners of Spanish and focuses on the influence of learning experiences on vocabulary learning strategy use. It discusses the constraints that preconceptions impose on learners, researchers, instructors and administrators, and it offers a set of practical recommendations for foreign language activities for elderly individuals. It also introduces the notion of ‘learner re-training’, an instructional mechanism that contributes to older learners' self-acknowledgment and autonomy development in foreign language learning. The book is directed at teachers and trainee teachers of foreign languages to older adults, and also at education professionals and researchers in the field of foreign language learning in general.Trade ReviewLanguage Teaching and the Older Adult is a watershed moment in the field of adult education. Ramírez Gómez successfully interweaves that theoretical interface between the study of foreign languages and geragogy, whilst also engaging a practitioner’s lens that culminates in practical recommendations for programme facilitators. This book is a necessary read for facilitators and academics working in adult education. * Marvin Formosa, University of Malta, Malta *This is an excellent introduction to foreign language (FL) teaching for older adults. It provides a thorough overview of the issues facing older FL students and explicit techniques for addressing these issues. It explains why FL teaching for older adults is something we should all be interested in. This book will be of interest to not only teachers, but FL and TESL program coordinators, researchers and even therapists working with older adults as we all prepare to cater to an aging world population. * Loran Edwards, Ritsumeikan University, Japan *In recent years the teaching of second languages has focused more and more on younger learners, while virtually ignoring the growing demographic of much older learners, particularly in developed countries like Japan or Western Europe. Ramírez Gómez's timely book not only redresses this imbalance but proposes a pedagogy – not based on a deficit model of the older learner – that both respects and enlists the older learner’s experience and learning dispositions. * Scott Thornbury, The New School, USA *Ramírez Gómez’s work can be described as convincing, relevant, hands-on, and pragmatic. The book offers great insights into who we are teaching (older adults) and how we are teaching them; it gives ample opportunity to reassess teaching practices but also concrete advice for the classroom (...) any foreign language teacher teaching older adults or creating courses for them should read this book. Researchers interested in FL acquisition and geragogy will also find that this book is an educational gem due to its timeliness in proposing a possible new way forward in teaching the older adult. -- Annelie Carslake, National University of Ireland Galway, Ireland * Adult Education Quarterly 68(4) *By writing this book, Gomez brings the needs and importance of older people into the spotlight and reminds us that this age group is as valuable and respectable as when they were younger, and that their cognitive, psychological and social needs should be met. -- Sahar Farrahi Avval, Iran * LINGUIST List 28.3463 *Language Teaching and the Older Adult is compulsory reading for all individuals involved in the teaching of older adults, considering furthermore that educational programs focused on this segment of the population are rising significantly. If those programs intend to be credible, they cannot be coordinated by individuals who lack the theoretical preparation conveyed in Danya Ramírez Gómez’s work. -- Maria da Graça L. Castro Pinto, Universidade do Porto, Portugal * Linguarum Arena, Vol. 8, 2017 *Table of ContentsA Note to the Reader Acronyms Chapter 1. Introduction Chapter 2. Characteristics of the Older Learner: Whom are we Teaching? Chapter 3. Experience, Foreign Language Learning and the Third Age: The Case of Japanese Older Learners of Spanish Chapter 4. Toward a Foreign Language Geragogy: Part I: Lifelong Learning and Education for Older Adults Chapter 5. Toward a Foreign Language Geragogy: Part II: Learner Re-Training Chapter 6. Toward A Foreign Language Geragogy: Part III: The Foreign Language Lesson Chapter 7. Recapitulation and Conclusions Bibliography Appendix

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Book SynopsisThis book presents research on the learning of foreign languages by children aged 6-12 years old in primary school settings. The collection provides a significant and important contribution to this often overlooked domain and aims to provide research-based evidence that might help to inform and develop pedagogical practice. Topics covered in the chapters include the influence of learner characteristics on word retrieval; explicit second language learning and language awareness; meaning construction; narrative oral development; conversational interaction and how it relates to individual variables; first language use; feedback on written production; intercultural awareness raising and feedback on diagnostic assessment. It will be of interest to undergraduate and graduate students, researchers, teachers and stakeholders who are interested in research on how children learn a second language at primary school.Trade ReviewThis fascinating collection provides a wealth of research focused on foreign language learners aged 6-12. An eye-opener on what children are capable of in linguistic, social and cognitive domains of learning, instructed and unassisted. This much needed work does indeed provide important insights for educators and researchers. I found my book of the year! -- Jenefer Philp, Lancaster University, UKThis volume responds to the need for evidence-based insights on the learning and teaching of foreign languages in school-based programs for young children. With contributions on linguistic, social, cognitive, and curricular dimensions of the foreign language experience, explored from a range of methodological orientations, it is a rich source of information for both language researchers and educators. -- Laura Collins, Concordia University, CanadaThis volume is packed with rich findings, revealing many new research directions for the reader to explore. This is surely a must-read for teachers and researchers in many parts of the world. -- Janet Enever, University of Reading, UK * Language Teaching for Young Learners 1:1, 2019 *Table of ContentsMaría del Pilar García Mayo: Introduction 1. Ting Zhao and Victoria A. Murphy: Factors Affecting the Speed of Word Retrieval in Children Learning English as a Foreign Language 2. Angela Tellier and Karen Roehr-Brackin: Raising Children’s Metalinguistic Awareness to Enhance Classroom Second Language Learning 3. Carmen Muñoz: The Development of Language Awareness at the Transition from Primary to Secondary School 4. Ana Llinares: Learning How to Mean In Primary School CLIL Classrooms 5. Amparo Lázaro Ibarrola and María de los Ángeles Hidalgo: Benefits and Limitations of Conversational Interactions among Young Learners of English in a CLIL Context 6. Agurtzane Azkarai and Ainara Imaz Agirre: Gender and Age in Child Interaction in an EFL CLIL Context: An Exploratory Study 7. Elisabet Pladevall-Ballester and Alexandra Vraciu: Exploring Early EFL: L1 Use in Oral Narratives by CLIL and Non-CLIL Primary School Learners 8. Yuko Goto Butler, Yeting Liu and Heejin Kim: Narrative Development in L1 and FL: A Longitudinal Study among Young Chinese Learners of English 9. Anna Bret Blasco: A Two-Year Longitudinal Study of Three EFL Young Learners’ Oral Output: The Development of Syntactic Complexity and Accuracy 10. Francisco Javier García Hernández, Julio Roca de Larios and Yvette Coyle: Reformulation as a Problem-Solving Space For Young EFL Writers: A Longitudinal Study of Learning Strategies 11. Annamaria Pinter and Samaneh Zandian: A Questionnaire Study of Iranian Children’s Understanding of Intercultural Issues 12. Marianne Nikolov: Students' and Teachers' Feedback on Diagnostic Tests For Young EFL Learners: Implications for Classrooms Rhonda Oliver: Afterword

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Book SynopsisThis is the first book devoted to exploring issues of learning written Japanese, focusing on the challenges the writing system poses for the second language learner. It weaves together previous research on Japanese second language acquisition and kanji learning with original studies on self-regulation and kanji learning strategies. It provides the most comprehensive overview of the Japanese writing system and kanji learning to date; helps further our understanding of second language writing acquisition and offers new directions for research in the wider fields of language learning strategies, motivation and self-regulation. Each chapter concludes with a brief discussion of the implications of the content of the chapter for the Japanese language learner, instructor and researcher. It will appeal to researchers of the teaching and learning of Japanese as a foreign/second language, the Japanese writing system and second language acquisition, as well as to instructors and learners of Japanese who are struggling with the teaching and learning of kanji.Trade ReviewFor Japanese language learners, studying kanji requires laborious and often tedious efforts, but it can also build their self-confidence and creativity for devising learning strategies. This groundbreaking book draws on Rose’s own experience as a learner, fills a research gap, and offers evidence-based insights to Japanese language learners, teachers, and researchers. -- Ryuko Kubota, University of British Columbia, CanadaA timely and important contribution to the study of the acquisition of the Japanese writing system, focussing on self-regulation and motivation. This compelling volume relates key research findings on kanji acquisition in a way that will be very useful to Japanese language learners, teachers and researchers alike. -- Lorna Carson, Trinity Centre for Asian Studies, Trinity College Dublin, IrelandTable of ContentsAbout The Author Preface SECTION ONE: ISSUES SURROUNDING JAPANESE LANGUAGE ACQUISITION Chapter 1: Introduction Chapter 2: The Japanese Writing System Chapter 3: Cognitive Challenges in Learning the Japanese Writing System SECTION TWO: COGNITIVE STRATEGIES Chapter 4: Cognitive Learning Strategies Chapter 5: Visual Association Chapter 6: Component Analysis Chapter 7: Mnemonics SECTION 3: PSYCHOLOGY AND SELF-REGULATION Chapter 8: Learner Psychology, Self-Regulation and Language Learning Chapter 9: Metacognition and Language Learning Chapter 10: Goal Setting and Commitment Control Strategies Chapter 11: Affective Factors in Kanji Learning SECTION 4: IMPLICATIONS Chapter 12: Implications for Learners Chapter 13: Implications for Instructors Chapter 14: Implications for the Researchers Glossary Bibliography

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Book SynopsisThis is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and the UK. Themes include English as an additional language, English as a second or foreign language, French as a modern foreign language, medium of instruction controversies and content and language integrated learning (CLIL). The volume reviews the choice of research methodologies for early language learning research in schools with a particular focus on mixed methods and proposes that in the multidisciplinary context of early language learning this paradigm allows for a more comprehensive understanding of the evidence than other approaches might provide. The collection will be of interest to in-service and trainee teachers of young language learners, graduate students in the field of TESOL and early language learning, teacher educators, researchers and policymakers.Trade ReviewThis is an exciting edited volume for graduate students, researchers and decision-makers interested in early language teaching and learning. The chapters present research conducted in 13 countries in Africa, Europe, Asia and Latin America and discuss English and French as a foreign, second and additional language. The studies offer insights into innovative uses of mixed methods to examine literacy development, individual differences and a range of other aspects of early language learning. * Marianne Nikolov, University of Pécs, Hungary *This illuminating volume focuses attention on an under-researched field, the complex nature of young children's language learning. Reference to longitudinal studies which illustrate the dynamic nature of the learning process and its fluctuations is particularly welcome, as is the novel use of mixed methods research in many different settings worldwide. * Anne-Marie de Mejía, Universidad de los Andes, Colombia *This book makes a timely and significant contribution to the field of early language learning research. Firstly, it presents a wide range of global studies illuminating critical areas such as factors influencing motivation and learning outcomes at different ages. Secondly, it provides an innovative focus on mixed methods research design enriching the scope and depth of insights into the complex and dynamic nature of young children's language learning and paving the way for future studies in this rapidly expanding field. * Carol Read, Primary ELT specialist and Former President of IATEFL, Spain *In finishing this collection the reader comes away with a much better understanding of current topics and issues in ELL and MMR. The employment of both observational, as well as more experimental methods provides a holistic picture of the current state of research on ELL. With contributions on a wide range of disciplines (e.g., linguistics, social, cognitive), it serves as a rich source of information for anyone interested in ELL and teaching, MMR and multi-disciplinary research -- Yasemin Yildiz, UCL Institute of Education, UK * System (2018) *This publication is an exciting development and the importance of this book and its value for future MMR and researchers in ELL and primary English teacher education must be stressed. Enever and Lindgren have created the necessary stepping stone to finding a ‘natural home’ (306) for this research field so that expertise can not only be shared but also further developed. -- Tatia Gruenbaum, Avans University of Applied Sciences, Netherlands * ELT Journal, 2018 *Table of ContentsDedication List of Contributors List of Figures List of Tables 1. Eva Lindgren and Janet Enever: Introduction: Mixed Methods In Early Language Learning Research – Examining Complexity SECTION 1. OVERVIEWS OF RESEARCH FINDINGS 2. Agatha J. Van Ginkel: Early Language Learning in Complex Linguistic Settings, Insights from Africa 3. Patricia Driscoll: The Complexity of Cultural Learning within Early Language Learning: A Model of Good Practice 4. Victoria Murphy: Literacy Development in Children with English as an Additional Language (EAL) SECTION 2. EMPIRICAL STUDIES USING MIXED METHODS 5. Alison Porter: Verbal Working Memory and Foreign Language Learning In English Primary Schools: Implications for Teaching and Learning 6. Jiang Changsheng, Zhang Jie, Liang Xiaohua, Yuan Yuan and Qun Xie: Piecing Together the Jigsaw: Understanding Motivations of English Learners in Chinese Primary School through a Questionnaire and Elicited Metaphor Analysis 7. Judith Buendgens-Kosten, Ilonca Hardy and Daniela Elsner: Code-Switching Your Way to Language Learning? Receptive Code-Switching With Digital Storybooks in Early Language Learning 8. Heather Hilton: Individual Differences and English L2 Learning in Two Primary Classrooms in France 9. Karmen Pižorn: Content and Language Integrated Learning: A Panacea for Young English Language Learners? SECTION 3. LONGITUDINAL PERSPECTIVES USING MIXED METHODS 10. Yuko Goto Butler: The Dynamics of Motivation Development among Young Learners of English in China 11. Lucilla Lopriore: Young Italian Learners’ Foreign Language Development: A Longitudinal Perspective 12. Eva Lindgren and Janet Enever: Employing Mixed Methods for the Construction of Thick Descriptions of Early Language Learning 13. Jelena Mihaljević Djigunović: Developmental Aspects of Early EFL Learning SECTION FOUR: EVALUATING EARLY LANGUAGE LEARNING PROGRAMMES 14. María Del Pilar García Mayo and Ainara Imaz: Child EFL Interaction: Age, Instructional Setting and Development 15. Peter Sayer, Ruth Ban and Magdalena López De Anda: Evaluating the Educational Outcomes of an Early Foreign Language Program: The Design of an Impact Study for the Primary English Program in Mexico 16. Raphaela Porsch and Eva Wilden: The Development of a Curriculum-Based C-Test for Young EFL Learners 17. Janet Enever and Eva Lindgren Mixed Methods in Early Language Learning Research

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Book SynopsisThis is the first collection of research studies to explore the potential for mixed methods to shed light on foreign or second language learning by young learners in instructed contexts. It brings together recent studies undertaken in Cameroon, China, Croatia, Ethiopia, France, Germany, Italy, Kenya, Mexico, Slovenia, Spain, Sweden, Tanzania and the UK. Themes include English as an additional language, English as a second or foreign language, French as a modern foreign language, medium of instruction controversies and content and language integrated learning (CLIL). The volume reviews the choice of research methodologies for early language learning research in schools with a particular focus on mixed methods and proposes that in the multidisciplinary context of early language learning this paradigm allows for a more comprehensive understanding of the evidence than other approaches might provide. The collection will be of interest to in-service and trainee teachers of young language learners, graduate students in the field of TESOL and early language learning, teacher educators, researchers and policymakers.Trade ReviewThis is an exciting edited volume for graduate students, researchers and decision-makers interested in early language teaching and learning. The chapters present research conducted in 13 countries in Africa, Europe, Asia and Latin America and discuss English and French as a foreign, second and additional language. The studies offer insights into innovative uses of mixed methods to examine literacy development, individual differences and a range of other aspects of early language learning. * Marianne Nikolov, University of Pécs, Hungary *This illuminating volume focuses attention on an under-researched field, the complex nature of young children's language learning. Reference to longitudinal studies which illustrate the dynamic nature of the learning process and its fluctuations is particularly welcome, as is the novel use of mixed methods research in many different settings worldwide. * Anne-Marie de Mejía, Universidad de los Andes, Colombia *This book makes a timely and significant contribution to the field of early language learning research. Firstly, it presents a wide range of global studies illuminating critical areas such as factors influencing motivation and learning outcomes at different ages. Secondly, it provides an innovative focus on mixed methods research design enriching the scope and depth of insights into the complex and dynamic nature of young children's language learning and paving the way for future studies in this rapidly expanding field. * Carol Read, Primary ELT specialist and Former President of IATEFL, Spain *In finishing this collection the reader comes away with a much better understanding of current topics and issues in ELL and MMR. The employment of both observational, as well as more experimental methods provides a holistic picture of the current state of research on ELL. With contributions on a wide range of disciplines (e.g., linguistics, social, cognitive), it serves as a rich source of information for anyone interested in ELL and teaching, MMR and multi-disciplinary research -- Yasemin Yildiz, UCL Institute of Education, UK * System (2018) *This publication is an exciting development and the importance of this book and its value for future MMR and researchers in ELL and primary English teacher education must be stressed. Enever and Lindgren have created the necessary stepping stone to finding a ‘natural home’ (306) for this research field so that expertise can not only be shared but also further developed. -- Tatia Gruenbaum, Avans University of Applied Sciences, Netherlands * ELT Journal, 2018 *Table of ContentsDedication List of Contributors List of Figures List of Tables 1. Eva Lindgren and Janet Enever: Introduction: Mixed Methods In Early Language Learning Research – Examining Complexity SECTION 1. OVERVIEWS OF RESEARCH FINDINGS 2. Agatha J. Van Ginkel: Early Language Learning in Complex Linguistic Settings, Insights from Africa 3. Patricia Driscoll: The Complexity of Cultural Learning within Early Language Learning: A Model of Good Practice 4. Victoria Murphy: Literacy Development in Children with English as an Additional Language (EAL) SECTION 2. EMPIRICAL STUDIES USING MIXED METHODS 5. Alison Porter: Verbal Working Memory and Foreign Language Learning In English Primary Schools: Implications for Teaching and Learning 6. Jiang Changsheng, Zhang Jie, Liang Xiaohua, Yuan Yuan and Qun Xie: Piecing Together the Jigsaw: Understanding Motivations of English Learners in Chinese Primary School through a Questionnaire and Elicited Metaphor Analysis 7. Judith Buendgens-Kosten, Ilonca Hardy and Daniela Elsner: Code-Switching Your Way to Language Learning? Receptive Code-Switching With Digital Storybooks in Early Language Learning 8. Heather Hilton: Individual Differences and English L2 Learning in Two Primary Classrooms in France 9. Karmen Pižorn: Content and Language Integrated Learning: A Panacea for Young English Language Learners? SECTION 3. LONGITUDINAL PERSPECTIVES USING MIXED METHODS 10. Yuko Goto Butler: The Dynamics of Motivation Development among Young Learners of English in China 11. Lucilla Lopriore: Young Italian Learners’ Foreign Language Development: A Longitudinal Perspective 12. Eva Lindgren and Janet Enever: Employing Mixed Methods for the Construction of Thick Descriptions of Early Language Learning 13. Jelena Mihaljević Djigunović: Developmental Aspects of Early EFL Learning SECTION FOUR: EVALUATING EARLY LANGUAGE LEARNING PROGRAMMES 14. María Del Pilar García Mayo and Ainara Imaz: Child EFL Interaction: Age, Instructional Setting and Development 15. Peter Sayer, Ruth Ban and Magdalena López De Anda: Evaluating the Educational Outcomes of an Early Foreign Language Program: The Design of an Impact Study for the Primary English Program in Mexico 16. Raphaela Porsch and Eva Wilden: The Development of a Curriculum-Based C-Test for Young EFL Learners 17. Janet Enever and Eva Lindgren Mixed Methods in Early Language Learning Research

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Book SynopsisThis book details patterns of language use that can be found in the writing of adult immigrant learners of Norwegian as a second language (L2). Each study draws its data from a single corpus of texts written for a proficiency test of L2 Norwegian by learners representing 10 different first language (L1) backgrounds. The participants of the study are immigrants to Norway and the book deals with the varying levels and types of language difficulties faced by such learners from differing backgrounds. The studies examine the learners’ use of Norwegian in relation to the morphological, syntactic, lexical, semantic and pragmatic patterns they produce in their essays. Nearly all the studies in the book rely on analytical methods specifically designed to isolate the effects of the learners’ L1s on their use of L2 Norwegian, and every chapter highlights patterns that distinguish different L1 groups from one another.Trade ReviewThis edited volume brings together findings from the ‘ASKeladden – A corpus-based approach to L1 transfer in Norwegian learner language’ project. It will be of great value to researchers and practitioners interested in how learner corpus data can contribute to the theory and practice of second language acquisition. It is also unique in being grounded in Jarvis’s (2000) methodological framework for the study of transfer. * Magali Paquot, FNRS - Université catholique de Louvain, Belgium *This volume is essential reading for anyone interested in the complex problem of language transfer. Especially praiseworthy is the coverage of problems encountered by speakers of highly diverse languages such as Polish, Somali, and Vietnamese in their efforts to acquire Norwegian. The collection also seems exemplary in showing how methods in corpus linguistics can be used to study crosslinguistic influence. * Terence Odlin, Ohio State University, USA *This excellent collection shows how crosslinguistic influence research can be theoretically interesting and methodologically challenging. The level of mastery is superb, and the result is a strong volume which contains a number of perceptive insights for the reader to reflect upon. A must-read for anyone interested in crosslinguistic influence research, Norwegian and quantitative research methods. * Gessica De Angelis, Trinity College Dublin, Ireland *A particular strong point of the volume is its involvement of a wide variety of L1s...and its richness in data and linguistic subsystems covered for L2 Norwegian, which leads to a fine-grained view of transfer for this target language. In addition, findings may eventually be used to inform the development of traching materials, especially for adult (immigrant) learners. -- Valentin Werner, University of Bamberg, Germany * International Journal of Learner Corpus Research Volume 6:1 (2020) *Table of ContentsKari Tenfjord (University of Bergen), Anne Golden (University of Oslo) and Scott Jarvis (Ohio University): Preface 1. Kari Tenfjord (University of Bergen), Scott Jarvis (Ohio University) and Anne Golden (University of Oslo): Introduction 2. Scott Jarvis (Ohio University): Transfer: An Overview with an Expanded Scope 3. Ann-Kristin Helland Gujord (University of Bergen): The “Perfect Candidate” for Transfer: A Discussion of L1 Influence in L2 Acquisition of Tense-Aspect Morphology 4. Oliwia Szymańska (SWPS Warsaw University of Social Sciences and Humanities): On how Polish Learners of Norwegian Render Spatial Prepositions in L2: A Corpus-Based Study of i and på 5. Marta Olga Janik (SWPS Warsaw University of Social Sciences and Humanities): Positive and Negative Transfer in the L2 Adjective Inflection of English, German and Polish Speaking Learners of L2 Norwegian 6. Silje Ragnhildstveit (Western Norway University of Applied Sciences): Gender Assignment and L1 Transfer in Norwegian Second Language Learners’ Written Performance 7. Kari Tenfjord (University of Bergen) and Torodd Kinn (University of Bergen): Stranded or Lost? Preposition Stranding in Norwegian Learner Languages 8. Anne Golden (University of Oslo): Emotions Negotiated in L2 Texts: A Corpus Study of Written Production by Adult Learners on a Norwegian Test 9. Anne Golden (University of Oslo), Lars Anders Kulbrandstad (Inland Norway University of Applied Sciences) and Kari Tenfjord (University of Bergen): Evaluation of Texts in Tests: Or, Where is the Dog Buried?

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Book SynopsisThis book discusses literacy development in heritage language speakers and presents the results of four different quantitative studies that investigate the transfer of literacy skills in bi- and multilingual language development. The empirical studies focus on different populations of pupils, most of them located in various parts of Switzerland, and emphasise the potential residing in shared or transferred resources between their heritage languages and the languages spoken in the region to which their family has immigrated. The goal of all studies was to gain an understanding of the factors, both linguistic and non-linguistic in nature, that contribute to the development of language skills in both the heritage and school languages. Theoretical assumptions are put to the test via hypothesis testing and the generally shared assumptions on bilingual education are questioned based on the data. Furthermore, methodological problems in the investigation of linguistic interdependence are discussed. This book contributes to the scholarly investigation of potential beneficial effects in academic proficiency across languages in migrant children.Trade ReviewThis volume is timely and provocative because the scientific evidence on the relationship between heritage languages and second languages reported has important implications for the concept of interdependence. Readers interested in multilingualism and education will not only find rich data but also ground-breaking ideas. The book will certainly stimulate further discussion in the field. * Jasone Cenoz, University of the Basque Country, UPV/EHU, Spain *This volume addresses unresolved theoretical, methodological and educational issues, arising from Cummins' (1976) seminal interdependence hypothesis. In general, the findings of the carefully conducted empirical studies reported in this volume provide insufficient support for the interdependence hypothesis. The volume therefore forms obligatory reading for all researchers of multilingualism and school education. * Jan Hulstijn, University of Amsterdam, The Netherlands *This volume brings together findings of studies on the interdependence of languages in migrant children with reflections on theoretical and methodological issues in such research and on educational implications concerning heritage languages. Reflections are thought-provoking and call into question established expectations regarding transfer and interdependence effects. The book provides stimulating food for thought for applied linguists and policy makers. * Carmen Muñoz, University of Barcelona, Spain *I would say it is a must-read book for anyone who is involved in multilingualism, in research on multilingualism and in school education. -- Isabelle O'Neill * Multilingual Cafe, February 2019 *Table of Contents Raphael Berthele and Amelia Lambelet: Investigating Interdependence and Literacy Development in Heritage Language Speakers: Theoretical and Methodological Considerations Amelia Lambelet, Raphael Berthele, Magalie Desgrippes, Carlos Pestana and Jan Vanhove: Testing Interdependence in Portuguese Heritage Speakers in Switzerland: The HELASCOT Project Magalie Desgrippes and Amelia Lambelet: On the Sociolinguistic Embedding of Portuguese Heritage Language Speakers in Switzerland: Socioeconomic Status and Home Literacy Environment (HELASCOT Project) Carlos Pestana, Amelia Lambelet and Jan Vanhove: Reading Comprehension Development in Portuguese Heritage Speakers in Switzerland (HELASCOT Project) Magalie Desgrippes, Amelia Lambelet and Jan Vanhove: The Development of Argumentative and Narrative Writing Skills in Portuguese Heritage Speakers in Switzerland (HELASCOT Project) Jan Vanhove and Raphael Berthele: Testing the Interdependence of Languages (HELASCOT Project) Urs Moser, Nicole Bayer and Martin J. Tomasik: Language Skill Transfer Effects: Moving from Heritage Language to School Language in Kindergarten Edina Krompàk: Promoting Multilingualism through Heritage Language Courses: New Perspectives on the Transfer Effect Lea Nieminen and Riikka Ullakonoja: The Development of Russian Heritage Pupils’ Writing Proficiency in Finnish and Russian Raphael Berthele: Assessing Heritage Languages and Interdependence: Why and How?

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Book SynopsisThis book addresses fundamental questions regarding the relationships between successful language learning and strategy use and development, according to learner, situational or target variables. It considers strategy effectiveness from an individual point of view and discusses pedagogical issues, especially relating to teacher perceptions and training, classroom and learner factors, methodology and content. This new edition has been reworked and revised to include an extensive review, analysis and re-interpretation of the existing literature and an update on the theoretical debate surrounding language learning strategies. The research methodology section has been considerably extended and detailed explanations are now given for how to analyse data from research studies. Rather than focusing on strategies divorced from the 'real world' of the classroom, this book explores the issues from the teaching/learning point of view and will be of interest to students, teachers, trainee teachers, teacher educators and researchers alike.Trade ReviewGriffiths expertly navigates through 40 flourishing, and at times turbulent, years of research into language learning strategies to provide the reader with this comprehensive overview. The book skilfully melds old ideas with the new, core concepts with the peripheral, and traditional research approaches with calls for future innovation. * Heath Rose, University of Oxford, UK *I was immediately hooked by the title of this book and read the whole thing avidly. The author successfully presents the relationship between language learning strategies and success depending on the level of the learner. She also observes that cause and effect remain problematic in the issues related to language learning strategies. * Birsen Tan Tutunis, Istanbul Kultur University, Turkey *The second edition of Griffiths’ book provides an excellent, state-of-the-art overview of the field of language learning strategies, adeptly reconciling theoretical, empirical and pedagogical perspectives. This treasure trove of useful information and fresh ideas is a must-read for anyone interested in the field, whether they are researchers, teacher trainers or practitioners. * Mirosław Pawlak, Adam Mickiewicz University, Kalisz, Poland; State University of Applied Sciences, Konin, Poland *What is impressive about the book is its scope of coverage. It includes many different stances and beliefs on learning, a range of behaviours and attributes that might best lead to efficacy of agency in learning. -- Nick Marsden, Unitec * TESOLANZ Journal, Vol. 26, 2018 *Table of ContentsIntroduction 1. A Conceptual Perspective 2. A Quantitative Perspective 3. A Qualitative Perspective 4. A Pedagogical Perspective 5. Overview Glossary Bibliography Appendix 1 Appendix 2 Appendix 3 Appendix 4 Index

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Book SynopsisThis book addresses fundamental questions regarding the relationships between successful language learning and strategy use and development, according to learner, situational or target variables. It considers strategy effectiveness from an individual point of view and discusses pedagogical issues, especially relating to teacher perceptions and training, classroom and learner factors, methodology and content. This new edition has been reworked and revised to include an extensive review, analysis and re-interpretation of the existing literature and an update on the theoretical debate surrounding language learning strategies. The research methodology section has been considerably extended and detailed explanations are now given for how to analyse data from research studies. Rather than focusing on strategies divorced from the 'real world' of the classroom, this book explores the issues from the teaching/learning point of view and will be of interest to students, teachers, trainee teachers, teacher educators and researchers alike.Trade ReviewGriffiths expertly navigates through 40 flourishing, and at times turbulent, years of research into language learning strategies to provide the reader with this comprehensive overview. The book skilfully melds old ideas with the new, core concepts with the peripheral, and traditional research approaches with calls for future innovation. * Heath Rose, University of Oxford, UK *I was immediately hooked by the title of this book and read the whole thing avidly. The author successfully presents the relationship between language learning strategies and success depending on the level of the learner. She also observes that cause and effect remain problematic in the issues related to language learning strategies. * Birsen Tan Tutunis, Istanbul Kultur University, Turkey *The second edition of Griffiths’ book provides an excellent, state-of-the-art overview of the field of language learning strategies, adeptly reconciling theoretical, empirical and pedagogical perspectives. This treasure trove of useful information and fresh ideas is a must-read for anyone interested in the field, whether they are researchers, teacher trainers or practitioners. * Mirosław Pawlak, Adam Mickiewicz University, Kalisz, Poland; State University of Applied Sciences, Konin, Poland *What is impressive about the book is its scope of coverage. It includes many different stances and beliefs on learning, a range of behaviours and attributes that might best lead to efficacy of agency in learning. -- Nick Marsden, Unitec * TESOLANZ Journal, Vol. 26, 2018 *Table of ContentsIntroduction 1. A Conceptual Perspective 2. A Quantitative Perspective 3. A Qualitative Perspective 4. A Pedagogical Perspective 5. Overview Glossary Bibliography Appendix 1 Appendix 2 Appendix 3 Appendix 4 Index

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Book SynopsisIt is clear that a proper understanding of what academic English is and how to use it is crucial for success in college, and yet students face multiple obstacles in acquiring this new 'code', not least that their professors often cannot agree among themselves on a definition and a set of rules. Understanding Language Use in the Classroom aims to bring the latest findings in linguistics research on academic English to educators from a range of disciplines, and to help them help their students learn and achieve. In this expanded edition of the original text, college educators will find PowerPoint presentations and instructor materials to enhance the topics covered in the text. Using these additional resources in the classroom will help educators to engage their students with this crucial, but frequently neglected, area of their college education; and to inform students about the unexamined linguistic assumptions we all hold, and that hold us back. You can find additional materials on the Resources tab of our website.Trade ReviewI am pleased to recommend this essential book on academic English from a renowned linguist. The accessible style, lesson plans, PowerPoints, and current topics make it a more useful text for students and instructors. Information on voice and speech science enhances the material on form and function of language. * Robert M. Goldfarb, Adelphi University, USA *This important and highly accessible book demonstrates how an understanding of basic linguistics can help students improve their academic English. The comprehensive resources mean that the reader does not require a background in linguistics, and the clear and entertaining accompanying teaching materials will greatly assist educators with their lesson plans. * Kerry Mullan, RMIT University, Australia *Meticulously researched and methodically organized, this book is written in a clear, accessible style. Informed by extensive interviews and her own years of classroom experience, Behrens’ engaging examples demystify the academic English that we want our students to master. I value this book as a resource for understanding the needs of my students, particularly those in their first year. * Mary Boldt, York College of Pennsylvania, USA *Table of ContentsContents Author Biography Acknowledgments Introduction Part 1: The Role of Academic English in Higher Education 1. Linguistic Obstacles to Better Teaching and Learning 2. Examining Academic English: Form and Function Definitions 3. Linguistics and Pedagogy Part 2: The Linguistic Conversations (Including Lesson Plans) 4. Introducing the Conversations: Linguistic Principles 5. Word Formation/Morphology 6. Word Meaning/Semantics 7. Grammatical Markers/Morphosyntax 8. Grammar and Punctuation/Syntax 9. Narrative Structure/Discourse 10. Pronunciation/Phonology 11. Voice Quality and Speech Melody/Prosody Part 3: Study Sheets: Review Materials for More Conversations Appendix Glossary References Index

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Book SynopsisIt is clear that a proper understanding of what academic English is and how to use it is crucial for success in college, and yet students face multiple obstacles in acquiring this new 'code', not least that their professors often cannot agree among themselves on a definition and a set of rules. Understanding Language Use in the Classroom aims to bring the latest findings in linguistics research on academic English to educators from a range of disciplines, and to help them help their students learn and achieve. In this expanded edition of the original text, college educators will find PowerPoint presentations and instructor materials to enhance the topics covered in the text. Using these additional resources in the classroom will help educators to engage their students with this crucial, but frequently neglected, area of their college education; and to inform students about the unexamined linguistic assumptions we all hold, and that hold us back. You can find additional materials on the Resources tab of our website.Trade ReviewI am pleased to recommend this essential book on academic English from a renowned linguist. The accessible style, lesson plans, PowerPoints, and current topics make it a more useful text for students and instructors. Information on voice and speech science enhances the material on form and function of language. * Robert M. Goldfarb, Adelphi University, USA *This important and highly accessible book demonstrates how an understanding of basic linguistics can help students improve their academic English. The comprehensive resources mean that the reader does not require a background in linguistics, and the clear and entertaining accompanying teaching materials will greatly assist educators with their lesson plans. * Kerry Mullan, RMIT University, Australia *Meticulously researched and methodically organized, this book is written in a clear, accessible style. Informed by extensive interviews and her own years of classroom experience, Behrens’ engaging examples demystify the academic English that we want our students to master. I value this book as a resource for understanding the needs of my students, particularly those in their first year. * Mary Boldt, York College of Pennsylvania, USA *Table of ContentsContents Author Biography Acknowledgments Introduction Part 1: The Role of Academic English in Higher Education 1. Linguistic Obstacles to Better Teaching and Learning 2. Examining Academic English: Form and Function Definitions 3. Linguistics and Pedagogy Part 2: The Linguistic Conversations (Including Lesson Plans) 4. Introducing the Conversations: Linguistic Principles 5. Word Formation/Morphology 6. Word Meaning/Semantics 7. Grammatical Markers/Morphosyntax 8. Grammar and Punctuation/Syntax 9. Narrative Structure/Discourse 10. Pronunciation/Phonology 11. Voice Quality and Speech Melody/Prosody Part 3: Study Sheets: Review Materials for More Conversations Appendix Glossary References Index

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Book SynopsisUsing second language (L2) socialization theory as a theoretical framework, this book investigates the ways in which four advanced learners of Japanese on an immersion program in the USA exercise their agency to pursue their language learning goals. The work presents their learner portraits and documents the different ways in which the four learners negotiate the meaning of their participations in the new community of practice, navigate and shape the trajectories of their learning and eventually achieve their goals of learning from their emic perspectives. The book re-examines Norton’s (2000) constructs of investment, investigates its applicability and argues that L2 learners’ desires and drives for learning an L2 are more diverse, unique and contextually situated than Norton’s notion of investment alone can explain. The research will be of interest to researchers and students in the fields of applied linguistics, second language acquisition, foreign language education and language and literacy education.Trade ReviewChie Muramatsu combines consummate storytelling with theoretical insight in this contribution to an emerging body of research on L2 learners. Her portraits of four Japanese language learners paint a vivid picture of L2 learning as socially situated lived experience in which the learner’s agency plays a crucial role. * Phil Benson, Macquarie University, Australia *This is a great study of diverse social processes of individuals in language learning. It highlights the role of social agency and the dialogic relationship of learners and social community in their language learning and identity construction. This study adds a rich dimension to the L2 learning process and theory. * Danling Fu, University of Florida, USA *Muramatsu’s book, focusing on the qualities of domestic immersion through detailed case studies, is a lucidly written and significant contribution to socially-oriented research on foreign language education. Solid erudition deftly combined with compelling storytelling make this volume a joy to read. * Celeste Kinginger, Pennsylvania State University, USA *Table of ContentsChapter 1. Introduction Chapter 2. Second Language Socialization, Community, and L2 Learner Agency Chapter 3. Community Chapter 4. Parker: Lost Opportunities, Reconnection, and Transforming Chapter 5. Alison: Shame, Resistance, and Overcoming Chapter 6. Naiya: Separation, Resistance, and Accomplishing Chapter 7. Danielle: Identities, Ambivalence, and Becoming Chapter 8. Conclusion

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Book Synopsis'El libro de S.I. Strong, Katia Fach Gómez y Laura Carballo Piñeiro sigue la estructura de algunos textos clásicos de Derecho Comparado, como los de Rudolf Schelsinger y John Henry Merryman, cotejando los elementos generales de los dos grandes sistemas jurídicos del Derecho Civil y el Common Law, analizando las semejanzas y diferencias de ambos sistemas con un fin eminentemente práctico: atender a las necesidades de aquellos que trabajan cruzando las fronteras lingüísticas para analizar un análisis comparado.'- Rodrigo Polanco Lazo, Universidad de Chile and Universidad de Berna, Suiza Comparative Law for Spanish-English Lawyers (Derecho Comparado para Abogados Anglo- e Hispanoparlantes) provides lawyers and law students who are conversationally fluent in both Spanish and English with the information and skills needed to undertake comparative legal research in their second language and facilitate communication with colleagues and clients in that language.Key features include: fully Spanish-English bilingual enables lawyers to develop the broad practical skills critical to success in today's increasingly international legal market covers a variety of substantive and procedural areas of law and includes information on legal and business practices in a number of English- and Spanish-speaking jurisdictions contextualizes information about foreign legal systems and develops readers' linguistic and legal skills through both immersion and instruction. Suitable for use by both individuals and groups, helping practitioners, academics and law students at any stage of their professional development, this book is perfect for anyone who wishes to move from conversational fluency in a second language to legal fluency.Comparative Law for Spanish English Lawyers / Derecho comparado para abogados anglo- e hispanoparlantes, escrita en inglés y español, persigue potenciar las habilidades lingüísticas y los conocimientos de derecho comparado de sus lectores. Con este propósito, términos y conceptos jurídicos esenciales son explicados al hilo del análisis riguroso y transversal de selectas jurisdicciones hispano- y angloparlantes. El libro pretende con ello que abogados, estudiantes de derecho y traductores puedan trabajar en una segunda lengua con solvencia y consciencia de las diferencias jurídicas y culturales que afectan a las relaciones con abogados y clientes extranjeros. La obra se complementa con ejercicios individuales y en grupo que permiten a los lectores reflexionar sobre estas divergencias.Trade ReviewComparative Law for Spanish-English Speaking Lawyers is an extremely well researched and well put together book, and it will be a worthwhile investment for those attorneys who regularly conduct business with Span and/or Mexico. Additionally, law schools with Study Abroad programs in a variety of Spanish speaking nations will find this a valuable resource, useful for preparing their students for coursework and even internships in those foreign countries.' --Stacy Fowler, International Journal of Legal Information'This insightful book offers innovative solutions to tackle the cultural, legal and linguistic nuances which inevitably arise in international law, trade and commerce. It will also provide assistance to the international legal community by providing a greater degree of legal certainty and precision. For these reasons alone, it is a necessary addition to any bilingual (Spanish-English) practitioner's library, as well as a template for further works in other languages.' --Gary Born, Wilmer Cutler Pickering Hale and Dorr LLP, UK'La originalidad de su concepción y el alto valor práctico añadido a los materiales incluidos en el texto sólo permiten abrigar buenos augurios. Es probable, incluso, que el libro abra una nueva modalidad para los escritos de Derecho comparado que comience a extenderse a otros binomios lingüísticos, lo cual sería una excelente noticia.' --Diego P Fernández Arroyo, Sciences Po Law School, FranceTable of ContentsContents: About the authors - Sobre las autoras Foreword - Prologo Preface - Prefacio Acknowledgements - Agradecimientos Permissions - Permisos List of abbreviations - Lista de abreviaturas Table of cases - Tabla de jurisprudencia Table of legislation - Table de legislacion PART I: INTRODUCTION - SECTION I INTRODUCCIÓN 1. Introduction – Introducción 2. Legal, Business and Social Cultures – Culturas Jurídicas, Empresariales Y Sociales SECTION II : SOURCES OF LAW/SECCION II FUENTES DEL DERECHO 3. Basic Principles of Comparative Law – Principios Básicos De Derecho Comparado 4. Legislation – Legislación 5. Decisions From Judicial and Other Tribunals – Decisiones De La Judicatura Y Otros Tribunales 6. Treatises and Scholarly Commentary – Doctrina SECTION III: SUBJECT-SPECIFIC AREAS OF LAW/SECCIÓN III – ÁREAS JURÍDICAS ESPECÍFICAS 7. Substantive Law – Derecho Sustantivo 8. Procedural Law – Derecho Procesal SECTION IV: PRACTICAL ISSUES/SECCIÓN IV – CUESTIONES PRÁCTICAS DE LA PRACTICA JURIDICA 9. Submissions to Judicial, Arbitral and Other Tribunals – Escritos Dirigidos A Tribunales De Justicia, Arbitrales Y Otros 10. Trasactional Documents/Documentos Transaccionales 11. Internal and External Correspondence and Memoranda – Correspondencia Externa E Interna Y Dictámenes SECTION V: EXERCISES AND FURTHER DEVELOPMENT/SECCIÓN V – EJERCICIOS Y OTROS DESARROLLOS 12. Mock Arbitral Dispute – Simulación De Arbitraje 13. Mock Legal Transaction – Simulación De Transacciónes Jurídicas 14. Answers to self-tests - Contestaciones a las autoevaluaciones Index/Indice

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Book SynopsisThis fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.Trade ReviewIn a world that needs new visions and ethics, this book stimulates important and original conversations. Theoretically grounded in new materialism Toohey rethinks classrooms as assemblages, joining the human and non-human as we take rides with pens on paper, follow fingers on iPads, and play with objects. This is a generous open-ended critical inquiry into the lives of children, complete with research stories from which we can all learn. * Angela Creese, University of Birmingham, UK *Kelleen Toohey writes of her transition from her groundbreaking sociocultural studies to an engagement with emergent socio-material perspectives. The result is an important new vision for the field: at once theoretically generative while never losing focus on the lifeworlds of students, classrooms and their communities. * Allan Luke, Emeritus Professor, Queensland University of Technology, Australia *I read this book with a deep sense of appreciation for how children engage in and with socio-material worlds. It is the kind of writing and research that comes with years of experience in the field, observing teachers and young children in respectful, ethical and attentive ways. Toohey tells stories that celebrate and venerate children as complex and persistent feelers, makers and thinkers. It is a book that belongs on our book shelves. * Jennifer Rowsell, Brock University, Canada *Table of ContentsAcknowledgements Introduction 1. Framing Story: Theory, Setting and Methodology 2. New Materialism and Language Learning 3. Kindergarten Stories 4. Constructing School Identities: Kindergarten 5. ‘Break Them Up, Take Them Away’: Practices in the Grade 1 Classroom 6. Discursive Practices in Grade 2: Language Arts Lessons 7. Appropriating Voices and Telling Stories References Index

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Book SynopsisThis fully revised edition provides a comprehensive discussion of how insights and concepts from new materialism and posthumanism might be used in investigating second language learning and teaching in classrooms. Alongside the sociocultural and poststructural perspectives discussed in the first edition, this new book presents insights from new materialism on identity, second language learning and pedagogical practices. This application of new theory deepens our understanding of how minority language background children learn English in the context of their classrooms. The author comprehensively explains the new materiality perspectives and suggests how research from this perspective might provide new insights on second language learning and teaching in classrooms. The book is unique in analysing empirical classroom data from a sociocultural, but also a new materiality perspective, and has the potential to change our understandings of research and pedagogical practices.Trade ReviewIn a world that needs new visions and ethics, this book stimulates important and original conversations. Theoretically grounded in new materialism Toohey rethinks classrooms as assemblages, joining the human and non-human as we take rides with pens on paper, follow fingers on iPads, and play with objects. This is a generous open-ended critical inquiry into the lives of children, complete with research stories from which we can all learn. * Angela Creese, University of Birmingham, UK *Kelleen Toohey writes of her transition from her groundbreaking sociocultural studies to an engagement with emergent socio-material perspectives. The result is an important new vision for the field: at once theoretically generative while never losing focus on the lifeworlds of students, classrooms and their communities. * Allan Luke, Emeritus Professor, Queensland University of Technology, Australia *I read this book with a deep sense of appreciation for how children engage in and with socio-material worlds. It is the kind of writing and research that comes with years of experience in the field, observing teachers and young children in respectful, ethical and attentive ways. Toohey tells stories that celebrate and venerate children as complex and persistent feelers, makers and thinkers. It is a book that belongs on our book shelves. * Jennifer Rowsell, Brock University, Canada *Table of ContentsAcknowledgements Introduction 1. Framing Story: Theory, Setting and Methodology 2. New Materialism and Language Learning 3. Kindergarten Stories 4. Constructing School Identities: Kindergarten 5. ‘Break Them Up, Take Them Away’: Practices in the Grade 1 Classroom 6. Discursive Practices in Grade 2: Language Arts Lessons 7. Appropriating Voices and Telling Stories References Index

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Book SynopsisTask-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author’s experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved. It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition.Trade ReviewRod Ellis has written (yet another) agenda-setting book, this time charting a journey through key issues in task-based language teaching. This is a must-read for researchers committed to the pedagogic relevance of their work, and for language educators in search of a deeper understanding of task-based research and pedagogy. * Jonathan Newton, Victoria University of Wellington, New Zealand *This comprehensive yet personal book will be invaluable reading for very diverse audiences. Synthesizing a lifetime of engagement with language education and tasks, Rod Ellis proposes an options-based approach that can be flexibly adapted across geographies and masterfully re-examines the quandaries cognitive and social researchers investigate through the questions teachers ask. * Lourdes Ortega, Georgetown University, USA *This review has recommended Reflections on Task-Based Language Teaching in particular to teacher educators and to researchers. However, classroom teachers at whatever stage of their career will find plenty to guide them in their teaching. Chapter 5, titled “Preparing learners to perform tasks,” is one good example. This is a book which should sell well and which will probably give fresh ideas to classroom teachers, whether or not they are also researchers. -- Marilyn Lewis, University of Auckland, New Zealand * TESOL Theory and Praxis, Volume 4 Issue 1 *[This book] is an honour to the work of one of the most esteemed scholars in TBLT. -- Melissa Baralt, Florida International University, USA * ELT Journal, Volume 73, Issue 2, April 2019 *[This book] comprehensively examines the theoretical and pedagogic aspects of task-based language teaching (TBLT), one of the long-standing topics in instructed SLA, and offers insights into TBLT as an approach to second language teaching. Ellis’ (2003) previous book, Task-based Language Learning and Teaching, focuses on research and theories underlying TBLT. The current book complements his previous work by shedding more light on pedagogic issues related to TBLT. -- Taichi Yamashita and Long He, Iowa State University, USA * Applied Linguistics 2019: 1–5 *Table of ContentsAcknowledgements Preface Section 1: Introduction Chapter 1: A Brief History of Task-based Language Teaching and Research Chapter 2: Task-based Research and Language Pedagogy Section 2: Researching Task-based Teaching Chapter 3: Non-Reciprocal Tasks, Comprehension and Second Language Acquisition Chapter 4: Focus on Form: A Critical Review Chapter 5: Preparing Learners to Perform Tasks Chapter 6: Is there a Role for Explicit Instruction in Task-based Language Teaching? Chapter 7: Measuring Second Language Learners’ Performance of Tasks Section 3: Task-based Language Pedagogy Chapter 8: Task-based Language Teaching: Sorting out the Misunderstandings Chapter 9: Moving Task-based Language Teaching Forward Chapter 10: Towards a Modular Curriculum Chapter 11: An Options-based Approach to doing Task-based Language Teaching Chapter 12: Teachers Evaluating Tasks Section 4: Conclusion Chapter 13: Key Issues in Task-based Research and Pedagogy

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Book SynopsisRecent developments in education, such as the increasing linguistic diversity in school populations and the digital revolution which has led to new ways of being, learning and socialising, have brought about fresh challenges and opportunities. In response, this book shows how technology enriches multilingual language learning, as well as how multilingual practices enrich computer assisted language learning (CALL) by bringing together two, thus far distinct, fields of research: CALL and multilingual approaches to language learning. The collection includes contributions from researchers and practitioners from three continents to illustrate how native languages, previously studied languages, heritage languages or dialects are activated through technology in formal and informal learning situations. The studies in this book showcase multilingual language use in chat rooms, computer games, digital stories, ebook apps, online texts and telecollaboration/virtual exchange via interactive whiteboards. This volume will be of interest to researchers interested in language learning and teaching and to practitioners looking for support in seizing the opportunities presented by the multilingual, digital classroom.Trade ReviewFollowing ‘the multilingual turn’ in SLA and bilingual education approaches, Buendgens-Kosten and Elsner argue cogently for the multicompetences of learners to be acknowledged in CALL. They coin ‘MCALL’ to foreground the pluralism that best reflects the multilingual realities of individual learners, groups and materials. These realities are further highlighted in this collection that shows the breadth of technologies, their affordances and constraints, applied to facilitate the needs and competences of different groups of language learners. * Ingrid Gogolin and Sarah McMonagle, University of Hamburg, Germany *This inspiring volume sets the stage for a radical shift in language learning pedagogy. The rich collection of studies draws on a diverse range of multimodal digital technologies to illustrate their potential for establishing exciting multilingual learning environments. MCALL has arrived – a must-read for teachers, teacher educators and researchers everywhere! * Janet Enever, University of Reading, UK; Umeå University, Sweden *This inspirational and timely volume demonstrates that we have finally reached a tipping point with respect to the impact of digital technologies on education. In these pages we see the immense potential of new technologies to promote not only learner autonomy but also collaborative learning of languages and academic content both within the classroom and across the globe. * Jim Cummins, University of Toronto, Canada *This volume takes strides forward to uncover an overlapping while understudied area in both multilingualism and CALL. -- Xue Zhang and Yue Huang, Washington State University, USA * International Journal of Computer-Assisted Language Learning and Teaching Volume 9, Issue 2 *Table of ContentsJudith Buendgens-Kosten and Daniela Elsner: Multilingual CALL: Introduction Multiliteracies and MCALL Chapter 1. Wolfgang Hallet: The Multiple Languages of Digital Communication Chapter 2. Oliver Meyer, Do Coyle and Kevin Schuck: Learnscaping – Creating Next-Gen Learning Environments for Pluriliteracies Growth Multilingual Texts Chapter 3. Sonja Brunsmeier and Annika Kolb: “I like the character, weil er so richtig funny ist” - Reading Story Apps in the Primary EFL Classroom Chapter 4. Daniela Elsner and Judith Buendgens-Kosten: Awareness Of Multilingual Resources: EFL Primary Students' Receptive Code-Switching During Collaborative Reading Chapter 5. Henriette Dausend: This Is How I Say It! Discourse With Tablets among Multilingual Learners Chapter 6. John Michael Alvarez: Über die Grenzen des einsprachigen Habitus: Application of Computer Assisted Language Learning through Home Language Content in Secondary Level Classrooms Chapter 7. Judith Buendgens-Kosten and Daniela Elsner: Playful Plurilingualism? Exploring Language(S) With the Multilingual Serious Game Melang-E Intercomprehension and CALL Chapter 8. Manuela Pohl: (A) CALL For Slavic Intercomprehension: The Promotion of Minority Languages in the Modern Foreign Language Classroom Chapter 9. Sílvia Melo-Pfeifer: When Non-Romance Languages Break the Linguistic Contract in Romance Languages Chat Rooms: Theoretical Consequences for Studies on Intercomprehension Multilingual Online Exchange and Telecollaboration Chapter 10. Euline Cutrim Schmid: Developing Plurilingual Competence in the EFL Primary Classroom through Telecollaboration Chapter 11. Antonie Alm: Advanced Language Learners as Autonomous Language Users on Facebook MCALL and Professional Development of Teachers Chapter 12. Rae Si‘ilata: Multilingual Digital Translanguaging and Storying With New Zealand Pasifika Learners Chapter 13. Heike Niesen: The Use of Teacher Trainees’ Own and Peer Videos for the Introduction of Multilingual-Sensitive Teaching Approaches In Pre-Service Teacher Training Classes Concluding Remarks Afterword: Gabriela Meier: Learning In Multilingually and Digitally Mediated Spaces: The MCALL Approach 

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Book SynopsisRecent developments in education, such as the increasing linguistic diversity in school populations and the digital revolution which has led to new ways of being, learning and socialising, have brought about fresh challenges and opportunities. In response, this book shows how technology enriches multilingual language learning, as well as how multilingual practices enrich computer assisted language learning (CALL) by bringing together two, thus far distinct, fields of research: CALL and multilingual approaches to language learning. The collection includes contributions from researchers and practitioners from three continents to illustrate how native languages, previously studied languages, heritage languages or dialects are activated through technology in formal and informal learning situations. The studies in this book showcase multilingual language use in chat rooms, computer games, digital stories, ebook apps, online texts and telecollaboration/virtual exchange via interactive whiteboards. This volume will be of interest to researchers interested in language learning and teaching and to practitioners looking for support in seizing the opportunities presented by the multilingual, digital classroom.Trade ReviewFollowing ‘the multilingual turn’ in SLA and bilingual education approaches, Buendgens-Kosten and Elsner argue cogently for the multicompetences of learners to be acknowledged in CALL. They coin ‘MCALL’ to foreground the pluralism that best reflects the multilingual realities of individual learners, groups and materials. These realities are further highlighted in this collection that shows the breadth of technologies, their affordances and constraints, applied to facilitate the needs and competences of different groups of language learners. * Ingrid Gogolin and Sarah McMonagle, University of Hamburg, Germany *This inspiring volume sets the stage for a radical shift in language learning pedagogy. The rich collection of studies draws on a diverse range of multimodal digital technologies to illustrate their potential for establishing exciting multilingual learning environments. MCALL has arrived – a must-read for teachers, teacher educators and researchers everywhere! * Janet Enever, University of Reading, UK; Umeå University, Sweden *This inspirational and timely volume demonstrates that we have finally reached a tipping point with respect to the impact of digital technologies on education. In these pages we see the immense potential of new technologies to promote not only learner autonomy but also collaborative learning of languages and academic content both within the classroom and across the globe. * Jim Cummins, University of Toronto, Canada *This volume takes strides forward to uncover an overlapping while understudied area in both multilingualism and CALL. -- Xue Zhang and Yue Huang, Washington State University, USA * International Journal of Computer-Assisted Language Learning and Teaching Volume 9, Issue 2 *Table of ContentsJudith Buendgens-Kosten and Daniela Elsner: Multilingual CALL: Introduction Multiliteracies and MCALL Chapter 1. Wolfgang Hallet: The Multiple Languages of Digital Communication Chapter 2. Oliver Meyer, Do Coyle and Kevin Schuck: Learnscaping – Creating Next-Gen Learning Environments for Pluriliteracies Growth Multilingual Texts Chapter 3. Sonja Brunsmeier and Annika Kolb: “I like the character, weil er so richtig funny ist” - Reading Story Apps in the Primary EFL Classroom Chapter 4. Daniela Elsner and Judith Buendgens-Kosten: Awareness Of Multilingual Resources: EFL Primary Students' Receptive Code-Switching During Collaborative Reading Chapter 5. Henriette Dausend: This Is How I Say It! Discourse With Tablets among Multilingual Learners Chapter 6. John Michael Alvarez: Über die Grenzen des einsprachigen Habitus: Application of Computer Assisted Language Learning through Home Language Content in Secondary Level Classrooms Chapter 7. Judith Buendgens-Kosten and Daniela Elsner: Playful Plurilingualism? Exploring Language(S) With the Multilingual Serious Game Melang-E Intercomprehension and CALL Chapter 8. Manuela Pohl: (A) CALL For Slavic Intercomprehension: The Promotion of Minority Languages in the Modern Foreign Language Classroom Chapter 9. Sílvia Melo-Pfeifer: When Non-Romance Languages Break the Linguistic Contract in Romance Languages Chat Rooms: Theoretical Consequences for Studies on Intercomprehension Multilingual Online Exchange and Telecollaboration Chapter 10. Euline Cutrim Schmid: Developing Plurilingual Competence in the EFL Primary Classroom through Telecollaboration Chapter 11. Antonie Alm: Advanced Language Learners as Autonomous Language Users on Facebook MCALL and Professional Development of Teachers Chapter 12. Rae Si‘ilata: Multilingual Digital Translanguaging and Storying With New Zealand Pasifika Learners Chapter 13. Heike Niesen: The Use of Teacher Trainees’ Own and Peer Videos for the Introduction of Multilingual-Sensitive Teaching Approaches In Pre-Service Teacher Training Classes Concluding Remarks Afterword: Gabriela Meier: Learning In Multilingually and Digitally Mediated Spaces: The MCALL Approach 

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Book SynopsisThis book examines key issues in theories of what language is and what happens in the mind during second language acquisition (SLA), inspiring readers to think in new and exciting ways about language learning and teaching. Chapters, written by both established and rising star scholars, provide cutting-edge insights and new empirical findings on major topics of formal and cognitive linguistics, psycholinguistics and second language development, and offer a coherent, wide-ranging, reader-friendly examination of learner-internal factors in SLA. The first section of the book focuses on issues that are pertinent to our understanding of language acquisition, particularly in relation to syntax. The second section comprises empirical chapters on syntax, the lexicon, phonetics/phonology and language production in English and other languages. These chapters refer to theories and frameworks from within SLA to enable the reader to grasp the key questions and issues that are currently relevant. The final section focuses on research relating to how second language (L2) learners make transitions from one stage of development to the next; it covers state-of-the-art psycholinguistic research concerning how L2 acquisition occurs in real time, and includes discussion of models of L2 development both in and out of the classroom.Trade ReviewThis book provides an accessible background on linguistics, language acquisition and experimental methodologies. Each chapter presents new empirical data and the volume will appeal to second language specialists, as well as a general audience. Its fine writing and broad range of topics – from language evolution to psycholinguistics – make it a welcome contribution to the field. * Julia Herschensohn, University of Washington, USA *This book provides language teachers and applied linguists with a rich, comprehensive and carefully arranged smörgåsbord of theoretical issues relevant for understanding the mismatch between what teachers teach and what learners learn. Even the more challenging aspects of some topics are worth the reader’s careful attention and will pay rich dividends. * Michael Sharwood Smith, University of Edinburgh, UK *This is a highly recommended volume for three reasons: 1. It covers both property and transition theories and focuses on language representation and processing. 2. The chapters have been authored by the researchers involved in the reported research. 3. Chapters discuss teaching-related issues and make for invaluable reading for teachers and students alike. * Andreas Rohde, University of Cologne, Germany *Table of ContentsChapter 1. Clare Wright, Thorsten Piske and Martha Young-Scholten: Introduction Section 1: Language and Mind Chapter 2. Andrew Caink: What is Grammar? A Universal Grammar Approach Chapter 3. William O’Grady: Syntax and Acquisition: The Emergentist Story Chapter 4. Kook-Hee Gil, Heather Marsden and George Tsoulas: Poverty of the Stimulus and Language Acquisition: From Ancient Philosophy to Neuroscience Chapter 5. Andrew Feeney: Language Evolution and the Nature of the Human Faculty for Language Section 2: Properties of Interlanguage Grammars Chapter 6. Walid Kahoul, Anne Vainikka and Martha Young-Scholten: The Mystery of the Missing Inflections Chapter 7. Vivienne Rogers, David Playfoot and James Milton: The L2 Lexicon Chapter 8. Joan Carles Mora and Elena Safronova: Foreign Accent in a Second Language: Individual Differences In Perception Chapter 9. Esther De Leeuw, Aurela Tusha, Hui Zhao, Kyle Helke and Alice Greenfield: A Case Study of Extreme L1 Attrition Section 3: Transitions in Acquisition Chapter 10. Theo Marinis and Ian Cunnings: Using Psycholinguistic Techniques in a Second Language Teaching Setting Chapter 11. Clare Wright: Research in Memory and Processing in SLA Chapter 12. Jörg-U. Kessler, Anke Lenzing and Anja Plesser: Processability Theory: Architecture and Application

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Book SynopsisThis book examines key issues in theories of what language is and what happens in the mind during second language acquisition (SLA), inspiring readers to think in new and exciting ways about language learning and teaching. Chapters, written by both established and rising star scholars, provide cutting-edge insights and new empirical findings on major topics of formal and cognitive linguistics, psycholinguistics and second language development, and offer a coherent, wide-ranging, reader-friendly examination of learner-internal factors in SLA. The first section of the book focuses on issues that are pertinent to our understanding of language acquisition, particularly in relation to syntax. The second section comprises empirical chapters on syntax, the lexicon, phonetics/phonology and language production in English and other languages. These chapters refer to theories and frameworks from within SLA to enable the reader to grasp the key questions and issues that are currently relevant. The final section focuses on research relating to how second language (L2) learners make transitions from one stage of development to the next; it covers state-of-the-art psycholinguistic research concerning how L2 acquisition occurs in real time, and includes discussion of models of L2 development both in and out of the classroom.Trade ReviewThis book provides an accessible background on linguistics, language acquisition and experimental methodologies. Each chapter presents new empirical data and the volume will appeal to second language specialists, as well as a general audience. Its fine writing and broad range of topics – from language evolution to psycholinguistics – make it a welcome contribution to the field. * Julia Herschensohn, University of Washington, USA *This book provides language teachers and applied linguists with a rich, comprehensive and carefully arranged smörgåsbord of theoretical issues relevant for understanding the mismatch between what teachers teach and what learners learn. Even the more challenging aspects of some topics are worth the reader’s careful attention and will pay rich dividends. * Michael Sharwood Smith, University of Edinburgh, UK *This is a highly recommended volume for three reasons: 1. It covers both property and transition theories and focuses on language representation and processing. 2. The chapters have been authored by the researchers involved in the reported research. 3. Chapters discuss teaching-related issues and make for invaluable reading for teachers and students alike. * Andreas Rohde, University of Cologne, Germany *Table of ContentsChapter 1. Clare Wright, Thorsten Piske and Martha Young-Scholten: Introduction Section 1: Language and Mind Chapter 2. Andrew Caink: What is Grammar? A Universal Grammar Approach Chapter 3. William O’Grady: Syntax and Acquisition: The Emergentist Story Chapter 4. Kook-Hee Gil, Heather Marsden and George Tsoulas: Poverty of the Stimulus and Language Acquisition: From Ancient Philosophy to Neuroscience Chapter 5. Andrew Feeney: Language Evolution and the Nature of the Human Faculty for Language Section 2: Properties of Interlanguage Grammars Chapter 6. Walid Kahoul, Anne Vainikka and Martha Young-Scholten: The Mystery of the Missing Inflections Chapter 7. Vivienne Rogers, David Playfoot and James Milton: The L2 Lexicon Chapter 8. Joan Carles Mora and Elena Safronova: Foreign Accent in a Second Language: Individual Differences In Perception Chapter 9. Esther De Leeuw, Aurela Tusha, Hui Zhao, Kyle Helke and Alice Greenfield: A Case Study of Extreme L1 Attrition Section 3: Transitions in Acquisition Chapter 10. Theo Marinis and Ian Cunnings: Using Psycholinguistic Techniques in a Second Language Teaching Setting Chapter 11. Clare Wright: Research in Memory and Processing in SLA Chapter 12. Jörg-U. Kessler, Anke Lenzing and Anja Plesser: Processability Theory: Architecture and Application

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Book SynopsisThis book presents a comprehensive and detailed study of literacy practices and language use outside of the classroom by university students of Japanese. It investigates both tasks related to classes (e.g. homework and preparation for classes) and voluntary activities in the target language (e.g. watching TV and writing emails) and discusses how values, motivations and types of activities differ between the two contexts. It employs sociocultural perspectives to observe reading and writing activities within and under the influence of individual and social contexts, such as learner motives, peer networks and the language classroom, and contributes to the related research areas in the field of second language acquisition, such as motivation, autonomous language learning and language learning strategies. Crucially, the book not only documents out-of-class literacy activities, but also examines which teaching practices facilitate and promote such out-of-class language learning and use. It considers which literacy activities in the target language students undertake out-of-class, which factors encourage or discourage such out-of-class activity and how and with which tools they undertake these activities. As such the book provides guidance for classroom teaching and suggests that slight changes to teaching practices in the classroom may enhance autonomous learning outside the classroom.Trade ReviewAs we move into a future of blended online/offline cultures, understanding foreign language learning is increasingly a matter of understanding relationships between out-of-class and in-class engagement with language. Miho Inaba makes an especially valuable contribution to this important area of research by introducing both a new language and context, Japanese in Australia, and the new perspective of everyday literacy practices. * Phil Benson, Macquarie University, Australia *This timely book explores the out-of-class literacy activities of L2 learners of Japanese, and the complex ecologies and multiple motivations that shape them. Teachers and researchers alike will gain rare insights into the intersections between class-related and non-class-related activities, as well as the ways in which students are engaging with the new technological resources which mediate them. * Robyn Spence-Brown, Monash University, Australia *I've always wanted to know what my students do outside the classroom. Thanks to Inaba's work, I now know that they engage in not only class-related, but also non-class related practices, playing games, chatting on social media, reading magazines, and I can encourage them to make the most of these practices. * Chihiro Kinoshita Thomson, UNSW, Sydney, Australia *Richly grounded in data and drawing on Activity Theory as an illuminating analytical framework, this study explores what language learners do (or can do) outside the classroom to enhance their literacy skills and connect language study with personal interests and pursuits. The book offers valuable insights for those researching, promoting or engaging in out-of-class language learning. * Ema Ushioda, University of Warwick, UK *Second Language Literacy Practices and Language Learning Outside the Classroom represents a positive pursuit of approaching modern ways of teaching second languages. The book develops along linear and straightforward chapters that offer explanations, figures and tables accessible to all readers. -- Laura Dubcovsky, University of California, Davis, USA * LINGUIST List 31.1939 *Table of ContentsList of Tables and Figures Acknowledgements Chapter 1. Introduction Chapter 2. Out-of-Class Literacy and Language Learning from Sociocultural Perspectives Chapter 3. Types of Literacy Activities Performed Outside of the Classroom Chapter 4. Class-Related Literacy Practices outside the Classroom Chapter 5. Non-Class-Related Literacy Practices Chapter 6. Language-Related Mediation in L2 Literacy Practices Chapter 7. L2 Literacy Practices and Language Learning in Out-of-Class Contexts References Appendix

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Book SynopsisThis book explores the motivations of adult second language (L2) learners to learn Italian in continuing education settings in Australia. It focuses on their motivational drives, learning trajectories and related dynamics of identity development triggered by the learning process. Central to the study are adult L2 learners, who are still a largely under-researched and growing group of learners, and readers will gain a better understanding of the learning process of this specific group of learners and ideas for sustaining L2 adult learning motivation in continuing education settings. Furthermore, the book discusses the role played by the Italian migrant community in Australia in making Italian a sought-after language to learn. It explores how a migrant community may influence motivation, and highlights and expands on the notion of L2 learning contexts, showing the existence of sociocultural environments where second language learning trajectories are affected by the presence of migrant groups.Trade ReviewThis thorough analysis of the integrative search for expanded cultural homes probes why English-speaking adults in an Australian cosmopolitan city, facing the Pacific and oriented to Asia, choose to learn Italian. What new identities do they seek and forge? Palmieri sheds light on cultural enrichment reasoning via contemporary methods of second language identity formation. * Joseph Lo Bianco, The University of Melbourne, Australia *Focusing on non-heritage adult learners of Italian in Australia, Palmieri skilfully integrates various theoretical frameworks to analyse the dynamic interplay among ‘identity’ and ‘community’ (imagined community, local migrant community, classroom community…) in shaping their motivation to engage with this language. This is a richly illuminating study of a less researched learning context in the L2 motivation field. * Ema Ushioda, University of Warwick, UK *Given the dominance of English in L2 motivation research, a detailed analysis of learning Italian as a foreign language is more than welcome. Our appetite should be further whetted by the fact that the study employs an integrated theoretical approach that draws on several paradigms, from integrativeness to the ideal self and identity formation. Add to this blend a mixed-methods research design and the result is a motivational cocktail that most readers will find highly pleasing if not fantastico! * Zoltán Dörnyei, University of Nottingham, UK *Table of ContentsChapter 1. Introduction: Learning a Language as an Identity Shaping Journey Chapter 2. L2 Learning Motivation, Identity and Community: Reshaping Social Identity through L2 Learning Chapter 3. Learning Italian outside Italy: Culture, Lifestyle and Italophilia Chapter 4. Learning Italian in Australia: Theoretical Framework and Research Method Chapter 5. The Ideal L2 Self and Italian Learning Motivation: A Quantitative Investigation Chapter 6. Community and Identity: A Qualitative Exploration of Drivers for Learning Italian Chapter 7. Italian Learning in Australia: Under the Spell of a Cultural Icon Reference List Appendix A - Questionnaire

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Book SynopsisStudy abroad is now both an international industry and an experience that can have a deep impact on students’ linguistic, cultural and personal development. This book explores ‘the social turn’ in the fields of study abroad and language learning strategies. The longitudinal qualitative study reported in this volume investigates the international educational experiences of Arab university students from diverse countries (Iraq, Libya, Jordan, Saudi Arabia, Syria and the United Arab Emirates) and represents one of the few empirical studies to capture an in-depth understanding of the study abroad experiences of newly-arrived international students in higher education. Particular attention is paid to their changing learning goals, underlying motivations and strategy uses during their attendance on both short and long academic programmes in a study abroad context. It also examines their past language learning experiences in their homelands retrospectively. Readers will gain a better understanding of international students’ study abroad experiences in terms of their expectations, aspirations, diverse difficulties and the strategies they deploy to deal with these difficulties.Trade ReviewThe highly engaging narratives of international students' language learning efforts in this book help us appreciate how these students strategically maneuvered themselves in complex, shifting contexts to pursue what they desired to have. It is sure to inspire language learning strategy researchers with its rich insights for further research. * Andy Gao, University of New South Wales, Australia *The research in this book includes a valuable set of case studies of how learning strategies are used across contexts and stages of study. The book takes a broad, holistic perspective on a set of learners with some commonalities (for example, Arab ethnicity), without exoticizing them. This is well supported with further readings for researchers and also implications for teachers and others working in education. * David M. Palfreyman, Zayed University, UAE *Table of ContentsForeword by Jane Jackson Chapter 1. Introduction PART I: Theoretical Considerations Chapter 2. Has Language Learning Strategy Research Come to an End? Chapter 3. Towards a Socio-Dynamic Perspective on Language Learning Strategy Research PART II: Language Learning Strategy Research in English as a Foreign Language (EFL) Context Chapter 4. Impact of Household Members on EFL Students’ Strategic Language Learning and Future Vision Chapter 5: Impacts of Mainstream Schooling and ‘Shadow Education’ on EFL Students’ Strategic Language Learning and Development PART III: Learning Strategy Research in a Study Abroad Context Chapter 6. Social Interaction, Strategy Use and Future Vision on Pre-Sessional English Programmes Chapter 7. Social Connectedness, Learning Strategy Use and Future Vision during Masters Programmes Chapter 8. The Challenges of Writing a Masters Dissertation, Learning Strategy Use and Future Vision: Perspectives of International Students Epilogue by Carol Griffiths

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Book SynopsisThe comprehension, retention and production of idiomatic expressions is one of the most difficult areas of the lexicon for second language (L2) learners, even very advanced students, to master. This book investigates this under-researched and interesting aspect of language acquisition, shedding light on both conventional uses of idiomatic expressions as well as creative variant forms. The chapters in the book delve into different aspects of idiomatic mastery: students’ comprehension of canonically used idioms in both their first and second language; the effects of multimedia and visualization techniques on learners’ comprehension and retention of L2 idioms; students’ misinterpretations of L2 idioms; L2 learners’ comprehension of creative idiom variants and their use of idioms in free composition writing.Trade ReviewThe book offers new and valuable insights into L2 learners' understanding, retrieval and use of idiomatic expressions. This is especially true as the studies included focus on previously largely neglected areas of investigation. It should therefore be a welcome addition to instructors and researchers alike working within this particular field. * E. Birgitta Svensson, University of Gothenburg, Sweden *Providing a comprehensive, exhaustive and authoritative overview of scholarly research on L2 learners’ acquisition, comprehension, retrieval and use of idiomatic expressions, this book also covers previously neglected areas of investigation. It is a must-have for applied linguists, psycholinguists, neurolinguists, practicing teachers, machine-translation researchers, cognitive psychologists, postgraduate and undergraduate students, and more. * Mohammad Ali Salmani Nodoushan, IECF, Iran *Idiomatic expressions form one of the most difficult areas for language learners and cause problems even for advanced students. Monica Karlsson’s book is an important and longed-for contribution to the study of learners’ understanding, retention and production of idioms based on a number of experiments and learners’ free essay writing. * Karin Aijmer, University of Gothenburg, Sweden *Idiomatic Mastery in a First and Second Language is a highly specialized work that will be of interest to seasoned teachers of an L2 at an advanced level, as well as to linguists, educationalists and researchers [...] This is a work to which I will be referring to in planning my own teaching and I am certain other teachers will find her book invaluable. -- Stuart Foster, Halmstad University, Sweden * International Journal of Language Studies Volume 13, Number 2 *Table of ContentsChapter 1. Introduction Chapter 2. The Simultaneous Effects of Age, Context, Transparency and Frequency on Idiom Comprehension in a First and Second Language Chapter 3. Do Multimodal and Visualization Techniques Enhance Students’ Comprehension and Retention of L2 Idioms? Chapter 4. Persisting Ignorance and (Partial) Misinterpretations of L2 Idioms after Treatment Chapter 5. L2 Comprehension of Creative Idiom Variants Chapter 6. Productive Mastery of L2 Idioms in Free Composition Writing Chapter 7. Summing Up and Directions for Future Research

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Book SynopsisThis book offers new insights into the language gains of adult learners enrolled in an English-medium instruction (EMI) degree programme. It provides longitudinal empirical evidence of the phonological gains of the learners; discusses which individual factors contribute to the changes in the learners’ pronunciation and investigates whether and to what extent increased exposure to the target language in EMI classrooms leads to incidental learning of second language pronunciation. Furthermore, it expands on the discussions surrounding the Critical Period Hypothesis, the native-speaker norm, foreign language accent and the role of English as a Lingua Franca. The comparative and longitudinal design of the research study fills a significant gap in the literature and the book offers considerable original and important research-informed insights into the fields of EMI, bilingual education and second language acquisition. As such, it is a valuable resource and must-read book for researchers, practitioners and policymakers in these areas.Trade ReviewThis book not only effectively demonstrates that long run EMI instruction can improve students’ pronunciation, it also shows that the critical period is not absolute – adults can improve their pronunciation. The impressive literature reviews of EMI in Europe, of language learning in the EMI classroom, and of factors influencing L2 pronunciation mastery, are in themselves are compelling reasons to read the book. * Glenn Ole Hellekjær, The University of Oslo, Norway *Those interested in pronunciation will find this volume most enlightening. At a time when EMI programmes are burgeoning, pronunciation has unfortunately been largely disregarded by researchers, although both teachers and students are very concerned about its role in EMI. This study successfully manages to bridge this research/concern gap. * David Lasagabaster, University of the Basque Country UPV/EHU, Spain *The book is well written, highly informative, and of high interest to anyone interested in either EMI research or accent attainment research. -- Clay Hunter Williams, Akita International University, Japan * LINGUIST List 32.3036 *...this book is a bridge between EMI and L2 speech learning, to which little attention has been devoted so far. If readers are experts in EMI but novices in L2 pronunciation and/or L2 speech learning, this book takes the first step toward understanding this area. -- Keiko Hanzawa, Tokyo University of Science, Japan * Journal of Second Language Pronunciation, Volume 5:3 (2019) *I am deeply convinced that the study will pave the way for similar empirical investigations in the future and will set standards for how similar research should be executed. -- Mirosław Pawlak, Adam Mickiewicz University, Kalisz and State University of Applied Sciences, Konin, Poland * SSLLT 9 (2) 2019 *The book provides a useful overview of EMI in Europe and how it is developing. By undertaking research into the case of a UAS in Austria it sheds a significant amount of light on how such courses are and should be run. -- Graeme Couper, Auckland University of Technology, Auckland, New Zealand * Journal of English for Academic Purposes 41 (2019) *Table of ContentsAcknowledgements Tables and Figures List of Abbreviations Chapter 1. Introduction Chapter 2. English-Medium Instruction in European Higher Education Chapter 3. Language Learning in the English-Medium Classroom Chapter 4. Factors Influencing L2 Pronunciation Mastery Chapter 5. The Development of the Austrian Accent in the EMI Classroom Chapter 6. Conclusion References Appendix Subject Index

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Book SynopsisThis volume sheds empirical light on Complex Dynamic Systems Theory (CDST) by providing five sets of analyses of two longitudinal, interactional datasets, involving two dyads exchanging emails over one academic semester. The collective study on CDST is the first of its kind, in that it delves into multiple subsystems of learner language, traversing the domains of morphosyntax, semantics, pragmatics and discourse. The data analyses expose the dynamics of the interactional process, offering evidence of core characteristics of complex dynamic systems: sensitive dependence on initial conditions, interconnectedness of subsystems, the emergence of attractor states over time and variation in and between the individuals. Together, the analyses, each alone an engaging description, capture fine-grained patterns of change over time. More importantly, they demonstrate the impact of the ecosystem on individuals’ use of language. The book offers critical insights relevant to CDST researchers, theorists and empiricists alike, as well as to teachers seeking a nuanced understanding of the learning benefits of computer-mediated interactional activities.Trade ReviewUnlike most other collections, this book consists of a series of articles that draw on data from the same macro context. This gives a uniformity to the book that is rare in collections and very welcome. It makes a noteworthy contribution to the study of Complex Dynamic Systems and offers some important suggestions about how research in this area can move forward. I congratulate ZhaoHong Han on assembling such an interesting volume. * Rod Ellis, Curtin University, Australia *The time has come to deliver on the promise of Complex Dynamic Systems Theory (CDST) in language studies. By adopting multiple approaches to a common data set, this innovative set of studies expertly applies CDST, and in doing so, clearly and unapologetically demonstrates both its emerging strengths and limitations. * Peter D. MacIntyre, Cape Breton University, Canada *This edited volume is an innovative, challenging, and stimulating collection of papers that shed empirical light on Complex Dynamic Systems Theory (CDST) [...] it will provide an invaluable conception and metaphor that can assist in reinterpreting research findings, recognizing their limitations, and placing them in relation to other variables. -- Christine Nicole Giannikas, Cyprus University of Technology, Cyprus * BAAL News, Issue 116, Winter 2020 *Table of Contents1. ZhaoHong Han and Jing Liu: Profiling Learner Language from a Complex Dynamic System Perspective: An Introduction 2. Yuan-Yuan Meng: A Dynamic View on Morphosyntactic Accuracy and Complexity in Dyadic Interaction 3. Natalia Saez: A Dynamic View on Prepositions, Modal Auxiliaries and Metaphorical Functions In Dyadic Interaction 4. Heidi L. Banerjee: A Dynamic View on Advice Giving in Dyadic Interaction 5. Vanessa Sheu: A Dynamic View on Relational Propositions in Dyadic Interaction 6. Farah Akbar: A Dynamic View on Topic Management in Dyadic Interaction 7. ZhaoHong Han: Researching CDST: Promises and Pitfalls

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Book SynopsisMost of what we know about writing in a second or foreign language (L2) is based on conclusions drawn from research on L2 writing in English. However, a significant quantity of L2 writing and writing instruction takes place in languages other than English and so there is a need for studies that look beyond English. The chapters in this book focus on languages other than English and investigate curricular issues, multiple languages in contact/conflict in L2 writing instruction and student attitudes toward pedagogical practices. The collection as a whole makes a valuable contribution to the study of L2 writing, and it will also prove an essential resource for instructors of second and foreign language writing.Trade ReviewThis informative and valuable collection advances our understanding of L2 writing with its focus on the distinctive challenges faced when writing in a range of additional languages other than English is learned and taught in a variety of instructional contexts across the world. The book hence fills an important gap in L2 writing scholarship. * Rosa M. Manchón, University of Murcia, Spain *In assembling this cogent and accessible volume on L2 writing in languages other than English, Nur Yiğitoğlu and Melinda Reichelt have made a long-needed and important contribution to L2 writing scholarship, moving the field toward a broader and more realistic and comprehensive understanding of the nature of L2 writing. * Tony Silva, Purdue University, USA *As the first book of its kind, this edited volume brings together a collection of chapters that examine second language writing in non-English languages ranging from popular languages like French and Spanish to underrepresented ones such as Basque and Polish. It is a must-read book for those interested in researching second language writing in languages other than English, as well as those helping primary, secondary and/or university students develop second language writing competence in non-English languages. * Icy Lee, The Chinese University of Hong Kong, Hong Kong *Table of ContentsIntroduction. Nur Yiğitoğlu and Melinda Reichelt: L2 Writing in Non-English Languages: Toward a Fuller Understanding of L2 Writing Part I – Curricular Issues Chapter 1. Adela Borrallo-Solís and Andrea Meador Smith: Writing Through the Senses: Bringing Life to College Spanish Writing Courses in the United States Chapter 2. Dani Francuz Rose and Mateusz Gaze: Highlighting Practices and Perspectives on Polish L2 Writing in Poland Chapter 3. Heather Willis Allen and Kate Paesani: Interpersonal Writing in the Advanced Undergraduate French Curriculum: A Multiliteracies Perspective Chapter 4. Jim McKinley: Teaching Japanese L2 Writing Inside and Outside Japan: Implications for Global Approaches in L2 Writing Chapter 5. Heath Rose: Unique Challenges of Learning to Write in the Japanese Writing System Chapter 6. Ming Fang and Andie Wang: Feedback to Feed Forward: Giving Effective Feedback in Advanced Chinese Writing Part II – Multiple Languages in Contact/Conflict in L2 Writing Instruction Chapter 7. Ibon Manterola: A Study of Recipes Written by Basque L2 Immersion Students: Any Evidence for Language Revitalization? Chapter 8. Lucile Duperron: The Transition from the Foreign Language to the Study Abroad Classroom: Mediating Writer Culture Shock Chapter 9. Juyoung Song: Language Ideology, Language Policy and Writing in Korean as a Second Language Part III – Affect and Student Attitudes Toward Pedagogical Practices Chapter 10. Laura Valentín-Rivera: Writing Practices among Spanish Mixed Pairs: An Insight Regarding the Revision of Labor and Learners’ Perceptions on Collaboration Chapter 11. Aroline E. Seibert Hanson: The Motivation of Heritage Learners vs. Foreign Language Learners in a University-level Spanish Composition Course Chapter 12. Mizuki Mazzotta and David L. Chiesa: The Role of Learner Affect in L2 Japanese Writing Tutorials Conclusion. Nur Yiğitoğlu and Melinda Reichelt

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Book SynopsisUsing second language (L2) socialization theory as a theoretical framework, this book investigates the ways in which four advanced learners of Japanese on an immersion program in the USA exercise their agency to pursue their language learning goals. The work presents their learner portraits and documents the different ways in which the four learners negotiate the meaning of their participations in the new community of practice, navigate and shape the trajectories of their learning and eventually achieve their goals of learning from their emic perspectives. The book re-examines Norton’s (2000) constructs of investment, investigates its applicability and argues that L2 learners’ desires and drives for learning an L2 are more diverse, unique and contextually situated than Norton’s notion of investment alone can explain. The research will be of interest to researchers and students in the fields of applied linguistics, second language acquisition, foreign language education and language and literacy education.Trade ReviewChie Muramatsu combines consummate storytelling with theoretical insight in this contribution to an emerging body of research on L2 learners. Her portraits of four Japanese language learners paint a vivid picture of L2 learning as socially situated lived experience in which the learner’s agency plays a crucial role. * Phil Benson, Macquarie University, Australia *This is a great study of diverse social processes of individuals in language learning. It highlights the role of social agency and the dialogic relationship of learners and social community in their language learning and identity construction. This study adds a rich dimension to the L2 learning process and theory. * Danling Fu, University of Florida, USA *Muramatsu’s book, focusing on the qualities of domestic immersion through detailed case studies, is a lucidly written and significant contribution to socially-oriented research on foreign language education. Solid erudition deftly combined with compelling storytelling make this volume a joy to read. * Celeste Kinginger, Pennsylvania State University, USA *Table of ContentsChapter 1. Introduction Chapter 2. Second Language Socialization, Community, and L2 Learner Agency Chapter 3. Community Chapter 4. Parker: Lost Opportunities, Reconnection, and Transforming Chapter 5. Alison: Shame, Resistance, and Overcoming Chapter 6. Naiya: Separation, Resistance, and Accomplishing Chapter 7. Danielle: Identities, Ambivalence, and Becoming Chapter 8. Conclusion

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Book SynopsisThis book unites a range of emerging topics in the burgeoning transdisciplinary fields of second language acquisition and interculturality in a study abroad context. It explores key issues, trends and approaches within each strand and how the strands relate to one another, painting a big picture of the diversity and complexity underpinning second language acquisition in a study abroad context. The chapters highlight themes such as social networks, input and interaction issues, learner identities and study abroad in lingua franca contexts, while also presenting other themes spanning the breadth of second language acquisition and interculturality research, such as individual differences and linguistic development. This comprehensive and cohesive volume showcases the latest innovative research using quantitative, qualitative and mixed method approaches across a range of source and target language learner cohorts, and highlights emerging themes and directions for future research.Trade ReviewIn this informative and timely volume highly respected international researchers provide answers to important issues related to interculturality and study abroad, as well as suggestions on how to move the field forward. Practitioners and researchers alike will find in this volume an excellent resource for the study of linguistic and personal development in immersive contexts. * Christina Sanz, Georgetown University, USA *This volume makes an important contribution to the literature concerned with language learning and intercultural development during study abroad. The mix of well-designed empirical studies and thought-provoking essays offers new insights, puts forth innovative approaches, and critically examines concepts, methods, and discourses. It is essential reading for scholars, graduate students, and study abroad administrators. * Rachel L. Shively, Illinois State University, USA *This volume offers a fresh perspective on the development of linguistic and intercultural competence in study abroad (SA) settings. Empirical and thematic overview contributions by international scholars on changes in attitudes/perceptions, identity development, input and social network analysis, effects of long-term residence abroad, and individual differences provide a unique, in-depth understanding of factors at play during learners’ development of linguistic/intercultural competence in SA contexts. * Barbara A. Lafford, Arizona State University, USA *Table of ContentsIntroduction. Martin Howard: Second Language Acquisition and Interculturality During Study Abroad: Issues and Perspectives. An Introduction to the Volume Chapter 1. Jane Jackson: “Cantonese is my own eyes and English is just my glasses:” The Evolving Language and Intercultural Attitudes of a Chinese Study Abroad Student Chapter 2. Sònia Mas-Alcolea: Study Abroad and the Students’ Discourse on ‘Cultural Difference’: A Longitudinal View Chapter 3. Tiina Räisänen: Discursive Identity Work and Interculturality During Blue-collar Work Practice Abroad: Finnish Engineering Students as Language Learners and Users Chapter 4. Leah Geoghegan and Carmen Pérez-Vidal:English as a Lingua Franca, Motivation, and Identity in Study Abroad Chapter 5. Àngels Llanes: Study Abroad as a Context for Learning English as an International Language: An Exploratory Study Chapter 6. Fanny Forsberg Lundell: Long-term Residence Abroad and SLA: The Case of Cultural Migrants in France Chapter 7. Rebekah Rast: What First Exposure Studies of Input can Contribute to Study Abroad Research Chapter 8. Rozenn Gautier: Understanding Socialisation and Integration through Social Network Analysis: American and Chinese Students During a Stay Abroad Chapter 9. Noriko Iwasaki: Individual Differences in Study Abroad Research: Sources, Processes and Outcomes of Students’ Development in Language, Culture and Personhood Chapter 10. Celeste Kinginger: Four Questions for the Next Generation of Study Abroad Researchers

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Book SynopsisThis book unites a range of emerging topics in the burgeoning transdisciplinary fields of second language acquisition and interculturality in a study abroad context. It explores key issues, trends and approaches within each strand and how the strands relate to one another, painting a big picture of the diversity and complexity underpinning second language acquisition in a study abroad context. The chapters highlight themes such as social networks, input and interaction issues, learner identities and study abroad in lingua franca contexts, while also presenting other themes spanning the breadth of second language acquisition and interculturality research, such as individual differences and linguistic development. This comprehensive and cohesive volume showcases the latest innovative research using quantitative, qualitative and mixed method approaches across a range of source and target language learner cohorts, and highlights emerging themes and directions for future research.Trade ReviewIn this informative and timely volume highly respected international researchers provide answers to important issues related to interculturality and study abroad, as well as suggestions on how to move the field forward. Practitioners and researchers alike will find in this volume an excellent resource for the study of linguistic and personal development in immersive contexts. * Christina Sanz, Georgetown University, USA *This volume makes an important contribution to the literature concerned with language learning and intercultural development during study abroad. The mix of well-designed empirical studies and thought-provoking essays offers new insights, puts forth innovative approaches, and critically examines concepts, methods, and discourses. It is essential reading for scholars, graduate students, and study abroad administrators. * Rachel L. Shively, Illinois State University, USA *This volume offers a fresh perspective on the development of linguistic and intercultural competence in study abroad (SA) settings. Empirical and thematic overview contributions by international scholars on changes in attitudes/perceptions, identity development, input and social network analysis, effects of long-term residence abroad, and individual differences provide a unique, in-depth understanding of factors at play during learners’ development of linguistic/intercultural competence in SA contexts. * Barbara A. Lafford, Arizona State University, USA *Table of ContentsIntroduction. Martin Howard: Second Language Acquisition and Interculturality During Study Abroad: Issues and Perspectives. An Introduction to the Volume Chapter 1. Jane Jackson: “Cantonese is my own eyes and English is just my glasses:” The Evolving Language and Intercultural Attitudes of a Chinese Study Abroad Student Chapter 2. Sònia Mas-Alcolea: Study Abroad and the Students’ Discourse on ‘Cultural Difference’: A Longitudinal View Chapter 3. Tiina Räisänen: Discursive Identity Work and Interculturality During Blue-collar Work Practice Abroad: Finnish Engineering Students as Language Learners and Users Chapter 4. Leah Geoghegan and Carmen Pérez-Vidal:English as a Lingua Franca, Motivation, and Identity in Study Abroad Chapter 5. Àngels Llanes: Study Abroad as a Context for Learning English as an International Language: An Exploratory Study Chapter 6. Fanny Forsberg Lundell: Long-term Residence Abroad and SLA: The Case of Cultural Migrants in France Chapter 7. Rebekah Rast: What First Exposure Studies of Input can Contribute to Study Abroad Research Chapter 8. Rozenn Gautier: Understanding Socialisation and Integration through Social Network Analysis: American and Chinese Students During a Stay Abroad Chapter 9. Noriko Iwasaki: Individual Differences in Study Abroad Research: Sources, Processes and Outcomes of Students’ Development in Language, Culture and Personhood Chapter 10. Celeste Kinginger: Four Questions for the Next Generation of Study Abroad Researchers

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Book SynopsisThis book brings together contributions from the leaders of the language learning motivation field. The varied chapters demonstrate how Gardner’s work remains integral to a diverse range of contemporary theoretical issues underlying the psychology of language, even today, 60 years after the publication of Gardner and Lambert’s seminal 1959 paper. The chapters cover a wide selection of topics related to applied linguistics, second language acquisition, social psychology, sociology, methodology and historical issues. The book advances thinking on cutting-edge topics in these diverse areas, providing a wealth of information for both students and established scholars that show the continuing and future importance of Gardner and Lambert’s ideas.Trade ReviewThis book highlights how Robert Gardner’s seminal work has influenced the research of an array of scholars who, through diverse, rigourous methods, have developed their own important lines of inquiry on topics such as identity, acculturation, emotions, and well-being, culminating in a unique perspective on the social psychology of language and intergroup relations. * Kimberly A. Noels, University of Alberta, Canada *Anyone seeking an up-to-date assessment of sixty years of motivation research since Gardner and Lambert’s (1959) ground-breaking proposal for a social-educational model will find in this volume a treasure trove of theoretical, empirical, and methodological insights, made all the richer by critical, dialogic engagement alongside personal reminiscences by top researchers in the field. * Heidi Byrnes, Georgetown University, USA *This book is highly recommended for anyone interested in learning more about Robert Gardner himself and his personal relationship with some of the renowned authors in this book as well as the significant ways Gardner has made an impact in their personal and professional lives. It is my opinion that this book has the potential to push the field of language learning motivation forward -- Jelena Vuksanovic, University of Houston, USA * LINGUIST List 31.1737 *The volume...is an impressive tribute to a pioneer in the ever-expanding and developing fields of L2 learning motivation and social psychology of language learning. -- Matthew T. Apple, Ritsumeikan University, Japan * JALT Journal, 42.2, Nov 2020 *Table of ContentsPreface Zoltán Dörnyei Integrative Motivation: Sixty Years and Counting Ali H. Al-Hoorie and Peter D. MacIntyre Looking Back and Looking Forward Robert C. Gardner Part I: Second Language Development / Applied Linguistics Chapter 1. James P. Lantolf and Merrill Swain: Perezhivanie: The Cognitive–Emotional Dialectic Within the Social Situation of Development Chapter 2. Tammy Gregersen, Peter D. MacIntyre and Jessica Ross: Extending Gardner’s Socio-Educational Model to Learner Well-being: Research Propositions Linking Integrative Motivation and PERMA theory Chapter 3. Mercè Bernaus: Teachers’ and Learners’ Motivation in Multilingual Classrooms Chapter 4. Peter D. MacIntyre, Jean-Marc Dewaele, Nicole MacMillan and Chengchen Li: The Emotional Underpinnings of Gardner’s Attitudes and Motivation Test Battery Part II: Social Psychology / Sociology Chapter 5. Sara Rubenfeld and Richard Clément : Identity, Adaptation and Social Harmony: A Legacy of the Socio-Educational Model Chapter 6. Jorida Cila and Richard Lalonde: What’s in a Name? Motivations for Baby-naming in Multicultural Contexts Chapter 7. Bonny Norton: Motivation, Identity, and Investment: A Journey with Robert Gardner Part III: Historical / Methodological Issues Chapter 8. Rebecca L. Oxford: Snapshots in Time: Time in Gardner’s Theory and Gardner’s Theory across Time Chapter 9. Ema Ushioda: Researching L2 Motivation: Re-evaluating the Role of Qualitative Inquiry, or the ‘Wine and Conversation’ Approach Chapter 10. Paul F. Tremblay: Quantitative Methods in Second Language Learning Motivation Research: Gardner’s Contributions and Some New Developments Chapter 11. Jennifer Claro : Identification with External and Internal Referents: Integrativeness and the Ideal L2 Self Chapter 12. John Edwards: History, Philosophy and the Social Psychology of Language Part IV: Discussants Chapter 13. Phil Hiver and Diane Larsen-Freeman: Motivation: It is a Relational System Chapter 14. Elaine Horwitz: How Robert C. Gardner’s Pioneering Social-Psychological Research Raised New Applied Questions about Second Language Acquisition Epilogue Howard Giles

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Book SynopsisThe chapters in this volume, all written by experts in the field, present an array of new research on second language acquisition (SLA) that touches on several current theoretical debates in the field and present a rich range of new empirical data and a number of innovative findings. The studies address questions relating to ultimate attainment, first language transfer, universal properties of SLA, processing and second language (L2) grammar, and explore a number of grammatical features of the L2: tense, aspect, modality, specificity, definiteness, gender, number, anaphora. These themes are complemented by the study of pragmatic competence in sociocultural aspects of register use. The students investigated in the studies range from heritage speakers to naturalistic learners, to instructed learners and immigrants. Another distinctive feature of this book is the inclusion of pedagogical recommendations based on L2 research, making the book relevant for both SLA researchers and language teachers.Trade ReviewA welcome and well-planned contribution to SLA research. Contributions from rising stars and established top names bring valuable insights into how to relate linguistic theory to the L2 classroom. The variety of research questions, methodologies, and range of languages included makes this volume an essential addition to any SLA-focused reading list for researchers, students and practitioners. * Clare Wright, University of Leeds, UK *A timely volume drawing on different approaches in innovative and exciting ways! The contributors do a brilliant job bringing together generative linguistics and theories of processing to give us novel insights on the L2 representation of a range of grammatical features, as well as sociocultural aspects of register use. Impressively, and a rare occurrence in our field, they also draw the implications of their work for pedagogy. * Florence Myles, University of Essex, UK *The focus on L2 French and Spanish in this collection, including psycholinguistic, sociolinguistic and organic grammar treatments, is complemented by pedagogical and pragmatic information. This volume will be of great interest to those striving to improve what they do in the classroom based on sound SLA research. * Linda McManness, Baylor University, USA *Table of ContentsJulia Herschensohn: Introduction Chapter 1. Asya Achimova and Viviane Déprez: Specificity Matters Even When Definiteness Transfers Chapter 2. Deborah Arteaga and Julia Herschenson: What Can Acquisition Studies Contribute to Instruction of Register? A Case Study of French Chapter 3. Dalila Ayoun: The L2 Acquisition of French Morpho-syntax by Anglophone Learners: A Longitudinal Study Chapter 4. Laurent Dekydtspotter and Charlene Gilbert: When Non-native Speakers Have an Advantage Across Tasks: Syntax and Long Distance Anaphoric Dependencies in Second-language French Chapter 5. Nuria Sagarra: Age Affects and Morphological Markedness in L2 Processing of Gender Agreement: Insights From Eye-tracking Chapter 6. Anne Vainikka and Martha Young-Scholten: Finding Their Heads: How Immigrant Adults Posit L2 Functional Projections Chapter 7. Bridget Yaden: The Acquisition Environment for Instructed L2 Learners: Implementing Hybrid and Online Language Courses Conclusion. Deborah Arteaga

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Book SynopsisThe chapters in this volume, all written by experts in the field, present an array of new research on second language acquisition (SLA) that touches on several current theoretical debates in the field and present a rich range of new empirical data and a number of innovative findings. The studies address questions relating to ultimate attainment, first language transfer, universal properties of SLA, processing and second language (L2) grammar, and explore a number of grammatical features of the L2: tense, aspect, modality, specificity, definiteness, gender, number, anaphora. These themes are complemented by the study of pragmatic competence in sociocultural aspects of register use. The students investigated in the studies range from heritage speakers to naturalistic learners, to instructed learners and immigrants. Another distinctive feature of this book is the inclusion of pedagogical recommendations based on L2 research, making the book relevant for both SLA researchers and language teachers.Trade ReviewA welcome and well-planned contribution to SLA research. Contributions from rising stars and established top names bring valuable insights into how to relate linguistic theory to the L2 classroom. The variety of research questions, methodologies, and range of languages included makes this volume an essential addition to any SLA-focused reading list for researchers, students and practitioners. * Clare Wright, University of Leeds, UK *A timely volume drawing on different approaches in innovative and exciting ways! The contributors do a brilliant job bringing together generative linguistics and theories of processing to give us novel insights on the L2 representation of a range of grammatical features, as well as sociocultural aspects of register use. Impressively, and a rare occurrence in our field, they also draw the implications of their work for pedagogy. * Florence Myles, University of Essex, UK *The focus on L2 French and Spanish in this collection, including psycholinguistic, sociolinguistic and organic grammar treatments, is complemented by pedagogical and pragmatic information. This volume will be of great interest to those striving to improve what they do in the classroom based on sound SLA research. * Linda McManness, Baylor University, USA *Table of ContentsJulia Herschensohn: Introduction Chapter 1. Asya Achimova and Viviane Déprez: Specificity Matters Even When Definiteness Transfers Chapter 2. Deborah Arteaga and Julia Herschenson: What Can Acquisition Studies Contribute to Instruction of Register? A Case Study of French Chapter 3. Dalila Ayoun: The L2 Acquisition of French Morpho-syntax by Anglophone Learners: A Longitudinal Study Chapter 4. Laurent Dekydtspotter and Charlene Gilbert: When Non-native Speakers Have an Advantage Across Tasks: Syntax and Long Distance Anaphoric Dependencies in Second-language French Chapter 5. Nuria Sagarra: Age Affects and Morphological Markedness in L2 Processing of Gender Agreement: Insights From Eye-tracking Chapter 6. Anne Vainikka and Martha Young-Scholten: Finding Their Heads: How Immigrant Adults Posit L2 Functional Projections Chapter 7. Bridget Yaden: The Acquisition Environment for Instructed L2 Learners: Implementing Hybrid and Online Language Courses Conclusion. Deborah Arteaga

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Book SynopsisThis book presents a comprehensive and detailed study of literacy practices and language use outside of the classroom by university students of Japanese. It investigates both tasks related to classes (e.g. homework and preparation for classes) and voluntary activities in the target language (e.g. watching TV and writing emails) and discusses how values, motivations and types of activities differ between the two contexts. It employs sociocultural perspectives to observe reading and writing activities within and under the influence of individual and social contexts, such as learner motives, peer networks and the language classroom, and contributes to the related research areas in the field of second language acquisition, such as motivation, autonomous language learning and language learning strategies. Crucially, the book not only documents out-of-class literacy activities, but also examines which teaching practices facilitate and promote such out-of-class language learning and use. It considers which literacy activities in the target language students undertake out-of-class, which factors encourage or discourage such out-of-class activity and how and with which tools they undertake these activities. As such the book provides guidance for classroom teaching and suggests that slight changes to teaching practices in the classroom may enhance autonomous learning outside the classroom.Trade ReviewAs we move into a future of blended online/offline cultures, understanding foreign language learning is increasingly a matter of understanding relationships between out-of-class and in-class engagement with language. Miho Inaba makes an especially valuable contribution to this important area of research by introducing both a new language and context, Japanese in Australia, and the new perspective of everyday literacy practices. * Phil Benson, Macquarie University, Australia *This timely book explores the out-of-class literacy activities of L2 learners of Japanese, and the complex ecologies and multiple motivations that shape them. Teachers and researchers alike will gain rare insights into the intersections between class-related and non-class-related activities, as well as the ways in which students are engaging with the new technological resources which mediate them. * Robyn Spence-Brown, Monash University, Australia *I've always wanted to know what my students do outside the classroom. Thanks to Inaba's work, I now know that they engage in not only class-related, but also non-class related practices, playing games, chatting on social media, reading magazines, and I can encourage them to make the most of these practices. * Chihiro Kinoshita Thomson, UNSW, Sydney, Australia *Richly grounded in data and drawing on Activity Theory as an illuminating analytical framework, this study explores what language learners do (or can do) outside the classroom to enhance their literacy skills and connect language study with personal interests and pursuits. The book offers valuable insights for those researching, promoting or engaging in out-of-class language learning. * Ema Ushioda, University of Warwick, UK *Second Language Literacy Practices and Language Learning Outside the Classroom represents a positive pursuit of approaching modern ways of teaching second languages. The book develops along linear and straightforward chapters that offer explanations, figures and tables accessible to all readers. -- Laura Dubcovsky, University of California, Davis, USA * LINGUIST List 31.1939 *Table of ContentsList of Tables and Figures Acknowledgements Chapter 1. Introduction Chapter 2. Out-of-Class Literacy and Language Learning from Sociocultural Perspectives Chapter 3. Types of Literacy Activities Performed Outside of the Classroom Chapter 4. Class-Related Literacy Practices outside the Classroom Chapter 5. Non-Class-Related Literacy Practices Chapter 6. Language-Related Mediation in L2 Literacy Practices Chapter 7. L2 Literacy Practices and Language Learning in Out-of-Class Contexts References Appendix

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Book SynopsisDirected motivational currents (DMCs) are goal-directed motivational surges in pursuit of a much-desired personal outcome. This book introduces the reader to cutting-edge theory and research in second language learner motivation and presents empirical research which investigates DMCs in the context of language learning. The studies explore the wider relevance of DMC theory from participants recruited worldwide, answering questions such as how many (and which) participants reported having experienced DMCs and what emerged as common triggers initiating such experiences. The studies also discuss the pedagogical implications of DMC theory, investigating whether it is possible to design and implement a project (specifically, a project ‘with DMC potential’) in such a way that it may be able to purposefully facilitate a group-DMC with learners in a second language classroom. The book’s accessible writing style makes it suitable for researchers and students who are interested in second language learning as well as for teachers and trainee teachers who are looking for classroom inspiration.Trade ReviewMotivational currents are intriguing phenomena – once you’ve experienced one you’ll never forget it. This book shows how these surges of motivational energy can be harnessed in the language classroom to boost learning. The author’s findings leave no doubt about the potential value of DMCs in the language learning process. This is SLA research at its most scholarly and most applied! * Zoltán Dörnyei, University of Nottingham, UK *Amidst an emergent trend towards complex understandings of L2 learner psychology, this anticipated work not only suggests that DMCs are a widespread phenomenon, but that inclusion of student and teacher voices furnishes animated insight into their dynamic experience. In particular, Muir’s focus on such intense motivation in the context of group projects will be highly valued by researchers and educational practitioners alike. * Richard J. Sampson, Rikkyo University, Japan *The DMC is one of those genuinely original concepts which makes intuitive good sense and one wonders ‘why didn’t I think of that?’ As Muir argues in this compelling book, it now deserves the focused attention of language educators, so it can be further validated through research, engendered in teaching and perhaps even personally experienced. * Martin Lamb, University of Leeds, UK *Muir’s research is prodigious, and there are many things to admire about the book; however, the three major reasons that this book is worth reading are the following. Firstly, this book exemplifies the utilization of the quantitative research method on DMC, which breaks the domination of qualitative methods in this field in the past [...] Secondly, the book contributes to the exploration of conducting intervention studies to trigger and maintain students’ group DMC in classroom contexts—the underexplored and key topic of DMC [...] Thirdly, this book inspires us to explore some possible topics for future DMC research. -- Lixiang Gao, Xu Yang and Honggang Liu, Northeast Normal University, China * Frontiers in Psychology, Vol 11, November 2020 *The volume is an excellent, thought-provoking read and I recommend it to anyone interested in making L2 instruction more effective, whether they are researchers, teacher trainers, materials writes, or pre-service and in-service teachers. -- Mirosław Pawlak Adam Mickiewicz University, Poland * SSLLT 10 (4) 2020 *Muir has successfully presented not only an organised and efficient foundational basis for key concepts of DMCs for novice readers, but has also provided concise descriptions for readers more familiar with the topic. The book is suitable for L2 learners and researchers who are interested in L2 language-learning motivation, and for teachers who are seeking activities to boost motivation within the classroom. -- Alfaf Albakistani, Birkbeck, University of London, UK * LINGUIST List 32.2218 *Table of ContentsForeword Section One. Introducing DMCs and Intensive Group Projects Chapter One. Key Threads in the Field L2 Motivation Research and the Emergence of Directed Motivational Currents Chapter Two. What Exactly is a DMC? Key Definitions and Core Characteristics Chapter Three. DMCs in the L2 Classroom: Group-DMCs and Intensive Group Projects (‘with DMC Potential’) Section Two. DMCs Worldwide: A Truly Global Phenomenon? Chapter Four. Section Two Methodology Chapter Five. First Look Results: Investigating the Wider Relevance and Recognisability of DMCs Chapter Six. Exploring Commonly Reported Triggers & the Experience of DMCs Section Three. From Theory to Application: Group-DMCs in the L2 Classroom Chapter Seven. Section Three Methodology Chapter Eight. Group-DMC Emergence: Assessing the Evidence Chapter Nine. Intensive Group Projects ‘with DMC Potential’: Refining the Key Criteria for Success Section Four. The Future of DMC Research Chapter Ten. Revisiting the Seven Frameworks for Focused Interventions & the Future of DMC Research Afterword

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Book SynopsisDirected motivational currents (DMCs) are goal-directed motivational surges in pursuit of a much-desired personal outcome. This book introduces the reader to cutting-edge theory and research in second language learner motivation and presents empirical research which investigates DMCs in the context of language learning. The studies explore the wider relevance of DMC theory from participants recruited worldwide, answering questions such as how many (and which) participants reported having experienced DMCs and what emerged as common triggers initiating such experiences. The studies also discuss the pedagogical implications of DMC theory, investigating whether it is possible to design and implement a project (specifically, a project ‘with DMC potential’) in such a way that it may be able to purposefully facilitate a group-DMC with learners in a second language classroom. The book’s accessible writing style makes it suitable for researchers and students who are interested in second language learning as well as for teachers and trainee teachers who are looking for classroom inspiration.Trade ReviewMotivational currents are intriguing phenomena – once you’ve experienced one you’ll never forget it. This book shows how these surges of motivational energy can be harnessed in the language classroom to boost learning. The author’s findings leave no doubt about the potential value of DMCs in the language learning process. This is SLA research at its most scholarly and most applied! * Zoltán Dörnyei, University of Nottingham, UK *Amidst an emergent trend towards complex understandings of L2 learner psychology, this anticipated work not only suggests that DMCs are a widespread phenomenon, but that inclusion of student and teacher voices furnishes animated insight into their dynamic experience. In particular, Muir’s focus on such intense motivation in the context of group projects will be highly valued by researchers and educational practitioners alike. * Richard J. Sampson, Rikkyo University, Japan *The DMC is one of those genuinely original concepts which makes intuitive good sense and one wonders ‘why didn’t I think of that?’ As Muir argues in this compelling book, it now deserves the focused attention of language educators, so it can be further validated through research, engendered in teaching and perhaps even personally experienced. * Martin Lamb, University of Leeds, UK *Muir’s research is prodigious, and there are many things to admire about the book; however, the three major reasons that this book is worth reading are the following. Firstly, this book exemplifies the utilization of the quantitative research method on DMC, which breaks the domination of qualitative methods in this field in the past [...] Secondly, the book contributes to the exploration of conducting intervention studies to trigger and maintain students’ group DMC in classroom contexts—the underexplored and key topic of DMC [...] Thirdly, this book inspires us to explore some possible topics for future DMC research. -- Lixiang Gao, Xu Yang and Honggang Liu, Northeast Normal University, China * Frontiers in Psychology, Vol 11, November 2020 *The volume is an excellent, thought-provoking read and I recommend it to anyone interested in making L2 instruction more effective, whether they are researchers, teacher trainers, materials writes, or pre-service and in-service teachers. -- Mirosław Pawlak Adam Mickiewicz University, Poland * SSLLT 10 (4) 2020 *Muir has successfully presented not only an organised and efficient foundational basis for key concepts of DMCs for novice readers, but has also provided concise descriptions for readers more familiar with the topic. The book is suitable for L2 learners and researchers who are interested in L2 language-learning motivation, and for teachers who are seeking activities to boost motivation within the classroom. -- Alfaf Albakistani, Birkbeck, University of London, UK * LINGUIST List 32.2218 *Table of ContentsForeword Section One. Introducing DMCs and Intensive Group Projects Chapter One. Key Threads in the Field L2 Motivation Research and the Emergence of Directed Motivational Currents Chapter Two. What Exactly is a DMC? Key Definitions and Core Characteristics Chapter Three. DMCs in the L2 Classroom: Group-DMCs and Intensive Group Projects (‘with DMC Potential’) Section Two. DMCs Worldwide: A Truly Global Phenomenon? Chapter Four. Section Two Methodology Chapter Five. First Look Results: Investigating the Wider Relevance and Recognisability of DMCs Chapter Six. Exploring Commonly Reported Triggers & the Experience of DMCs Section Three. From Theory to Application: Group-DMCs in the L2 Classroom Chapter Seven. Section Three Methodology Chapter Eight. Group-DMC Emergence: Assessing the Evidence Chapter Nine. Intensive Group Projects ‘with DMC Potential’: Refining the Key Criteria for Success Section Four. The Future of DMC Research Chapter Ten. Revisiting the Seven Frameworks for Focused Interventions & the Future of DMC Research Afterword

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Book SynopsisThis book provides an in-depth exploration of psychological phenomena affecting language learning within a social learning space. Drawing on the literature from identity in second language learning, communities of practice and learner beliefs, in conjunction with other individual difference factors, it uncovers perceptions and assumptions that language learners have of the space and how they affect their relationship with it and the people within it. Readers will gain a greater understanding of how psychological phenomena shape a space and how a learning space can contribute to a wider learning ecology. This book will appeal to researchers interested in language learning beyond the classroom and psychological aspects of language acquisition, as well as to practitioners and professionals who are supporting learners outside the classroom.Trade ReviewIt is refreshing to see a book on language learners and their experiences that actually takes the learners’ voices as the starting point. This book gives fascinating insights into the psychological realities of the language learning journey and provides us with important directions for future practice and research. * Hayo Reinders, Anaheim University, USA *A compelling example of spaces transformed into places for learning through the interaction of individuals whose complex identities shape their choices and actions. This is an invaluable resource for educators, administrators and researchers committed to creating and exploring innovative environments that support classroom practice by fostering out-of-class learning. * Garold Murray, Freelance Language Consultant, Japan *This book goes beyond a collection of research papers related to self-access or self-directed learning spaces – it will be a useful guide for those interested in enhancing or transforming their learning spaces into a social learning community. It provides the reader with a complete and comprehensive presentation of social learning spaces dynamics and the diversity of phenomena that emerge within these environments. * Adelia Peña Clavel, National Autonomous University of Mexico, Mexico *Table of ContentsPart 1: Setting the Scene Chapter 1. Introduction Chapter 2. Social Learning Spaces Chapter 3. The Japanese Educational Context Chapter 4. Methodology Part 2: Case Studies Chapter 5. “If some freshman come to us, I said like, ‘please join us’.” Kokon’s Story Chapter 6. “We see like the same people like every day so I feel like yeah it's kind of like a community, Yellow Sofa community kind of thing.” Sina’s Story Chapter 7. “Is it okay if I ignore grammar and just speak?” Kaede's Story Chapter 8. “Don’t be afraid of making mistakes.” Rintaro’s Story Chapter 9. “I should be more confident in talking with people.” Sachiko’s Story Chapter 10. “Just try is I think the most important thing”. Sayaka's Story Part 3: Exploring Concepts Through the Research Chapter 11. Understanding Identity in a Social Learning Space Chapter 12. Understanding Communities of Practice in a Social Language Learning Space Chapter 13. Understanding Learner Beliefs and Other Individual Differences in a Social Learning Space Chapter 14. Lessons Learnt from the Research Methods Applied in this Project Part 4: Implications for the Field Chapter 15. Summary of the Findings Chapter 16. Implications and Practical Interventions

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Book SynopsisThis book provides an in-depth exploration of psychological phenomena affecting language learning within a social learning space. Drawing on the literature from identity in second language learning, communities of practice and learner beliefs, in conjunction with other individual difference factors, it uncovers perceptions and assumptions that language learners have of the space and how they affect their relationship with it and the people within it. Readers will gain a greater understanding of how psychological phenomena shape a space and how a learning space can contribute to a wider learning ecology. This book will appeal to researchers interested in language learning beyond the classroom and psychological aspects of language acquisition, as well as to practitioners and professionals who are supporting learners outside the classroom.Trade ReviewIt is refreshing to see a book on language learners and their experiences that actually takes the learners’ voices as the starting point. This book gives fascinating insights into the psychological realities of the language learning journey and provides us with important directions for future practice and research. * Hayo Reinders, Anaheim University, USA *A compelling example of spaces transformed into places for learning through the interaction of individuals whose complex identities shape their choices and actions. This is an invaluable resource for educators, administrators and researchers committed to creating and exploring innovative environments that support classroom practice by fostering out-of-class learning. * Garold Murray, Freelance Language Consultant, Japan *This book goes beyond a collection of research papers related to self-access or self-directed learning spaces – it will be a useful guide for those interested in enhancing or transforming their learning spaces into a social learning community. It provides the reader with a complete and comprehensive presentation of social learning spaces dynamics and the diversity of phenomena that emerge within these environments. * Adelia Peña Clavel, National Autonomous University of Mexico, Mexico *Table of ContentsPart 1: Setting the Scene Chapter 1. Introduction Chapter 2. Social Learning Spaces Chapter 3. The Japanese Educational Context Chapter 4. Methodology Part 2: Case Studies Chapter 5. “If some freshman come to us, I said like, ‘please join us’.” Kokon’s Story Chapter 6. “We see like the same people like every day so I feel like yeah it's kind of like a community, Yellow Sofa community kind of thing.” Sina’s Story Chapter 7. “Is it okay if I ignore grammar and just speak?” Kaede's Story Chapter 8. “Don’t be afraid of making mistakes.” Rintaro’s Story Chapter 9. “I should be more confident in talking with people.” Sachiko’s Story Chapter 10. “Just try is I think the most important thing”. Sayaka's Story Part 3: Exploring Concepts Through the Research Chapter 11. Understanding Identity in a Social Learning Space Chapter 12. Understanding Communities of Practice in a Social Language Learning Space Chapter 13. Understanding Learner Beliefs and Other Individual Differences in a Social Learning Space Chapter 14. Lessons Learnt from the Research Methods Applied in this Project Part 4: Implications for the Field Chapter 15. Summary of the Findings Chapter 16. Implications and Practical Interventions

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Book SynopsisThrough the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.Trade ReviewThis is the most authoritative book yet applying self-determination theory to language learning. Chapters written by top practitioners and expert researchers provide ideas on how to motivate language students both in and out of the classroom. An incredible resource for language teachers and for educators more generally. * Richard M. Ryan, Australian Catholic University, Australia *This volume provides rich insights into how students can be supported in their language learning beyond the classroom. It uses self-determination theory as a valuable conceptual lens to deepen our understanding of language learner autonomy, and of the relationship between the individual and the (social) environment. The book is an excellent resource for all those involved in supporting and researching language learners beyond the classroom. * Ema Ushioda, University of Warwick, UK *This compilation of theoretical and empirical articles is a much-needed contribution, insofar as it seeks to find solutions to dealing with changing language learning scenarios. * David Rixham, EFL Teacher, White Rose, Spain, IATEFL Voices, Issue 289 *Table of ContentsTables and Figures Contributors Jo Mynard and Scott J. Shelton-Strong: Introduction: Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective Part 1: Theoretical Underpinnings 1. Johnmarshall Reeve: A Brief but Comprehensive Overview of Self-Determination Theory 2. Johnmarshall Reeve: What it Means to 'Take Ownership over One’s Own Learning' in a Self-Determination Theory Analysis Part 2: Autonomy Support in Learning Environments and Open Spaces 3. Ali Dincer and Tuba Işık: Understanding the Inner Motivational Resources of Language Learners’ Out-of-class Technology Use for Language Learning 4. Xuan Hoang, Alice Chik, Ruth French and Sue Ollerhead: Vietnamese EFL Students’ Out-of-classroom Motivation Viewed through Self-Determination Theory 5. Yanling Li, Jiaxiu Zhang and Pingying Hu: Autonomy-supportive Online EFL Writing: A Self-Determination Theory Perspective 6. Satoko Watkins: Creating Social Learning Opportunities Outside the Classroom: How Interest-based Learning Communities Support Learners’ Basic Psychological Needs Part 3: Autonomy Support in Communities and Relationships 7. Mustafa Firat, Kimberly A. Noels and Nigel Mantou Lou: Self-Determined Motivation in Language Learning beyond the Classroom: Interpersonal, Intergroup and Intercultural Processes 8. W.L. Quint Oga-Baldwin: The Quality of Our Connections Matters: Relationships Motivation Theory in Independent Language Learning 9. Satoko Kato: Establishing High-Quality Relationships through a Mentoring Programme: Relationships Motivation Theory Part 4: Autonomy Support in Advising and Self-Access for Language Learning 10. Scott J. Shelton-Strong and Maria Giovanna Tassinari: Facilitating an Autonomy-Supportive Learning Climate: Advising in Language Learning and Basic Psychological Needs 11. Micòl Beseghi: Mindfulness and Advising in Language Learning: A Self-Determination Theory Perspective 12. Jo Mynard: Reimagining the Self-Access Centre as a Place to Thrive Scott J. Shelton-Strong: Conclusion: Where to Go from Here? Index

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