Language learning: specific skills Books

Book SynopsisThis book examines the use of tasks in second language instruction in a variety of international contexts, and addresses the need for a better understanding of how tasks are used in teaching and program-level decision-making. The chapters consider the key issues, examples, benefits and challenges that teachers, program designers and researchers face in using tasks in a diverse range of contexts around the world, and aim to understand practitioners’ concerns with the relationship between tasks and performance. They provide examples of how tasks are used with learners of different ages and different proficiency levels, in both face-to-face and online contexts. In documenting these uses of tasks, the authors of the various chapters illuminate cultural, educational and institutional factors that can make the effective use of tasks more or less difficult in their particular context.Trade ReviewTask-based instruction features the integration of theory, research, and practice. However, what is missing in the literature is 'practice', that is, how to effectively implement task-based instruction by taking into account various factors at the macro and micro level. Lambert and Oliver fill a significant gap through this timely initiative. * Shaofeng Li, Florida State University, USA *This volume provides insights into teachers’ practices and challenges when introducing tasks in their classroom, covering a wide range of international educational contexts. Pre-service and in-service teachers will benefit from the concrete advice about practical issues in implementing tasks in different contexts. It is also useful for researchers and postgraduate students in that it considers the effects of tasks on L2 acquisition and performance. * Natsuko Shintani, Kansai University, Japan *Lambert and Oliver have assembled an excellent variety of chapters on task-based instruction. They provide a huge breadth of coverage, of different age ranges and instructional contexts. Most distinctive are the wide geographical contexts and the range of ages which motivate the different studies. This is an important book for researchers and professionals alike, making important theoretical and practical contributions. * Peter Skehan, Birkbeck College, UK *Lambert and Oliver have done an admirable job of collating a rich and diverse collection of studies, all offering insights into how tasks can be used more effectively in real-world classrooms. -- Priska Pramastiwi, Victoria University of Wellington, New Zealand * Language Teaching for Young Learners 3:2 *Like the other volumes in this remarkable series, the chapters in this book not only reflect on key current theory, but also discuss useful and usable empirical findings [...] I would whole-heartedly recommend this book to any teacher, teacher educator, researcher, and decision maker with a stake in effective language education. -- Thomas A. Williams, University of Szeged, Hungary * ELT Journal, 2022 *[This book] offers insightful considerations on theoretical and empirical aspects, highlighting research, pedagogical needs, and practical implications for the foreign language classroom. The book is particularly useful for teachers willing to embrace a task-based instruction, as chapters exemplify a variety of information, opinion, and reasoning tasks (Ellis, 2009), include spoken, written , and hybrid modalities, examine traditional and online genres, and combine old and new resources. -- Laura Dubcovsky, University of California, Davis, USA * LINGUIST List 32.1542 *Table of ContentsContributors Chapter 1. Craig Lambert & Rhonda Oliver: Introduction: Tasks in Context Section 1: Issues in Using Tasks Chapter 2. Craig Lambert: Instructional Frameworks for Using Tasks in Second Language Instruction Chapter 3. Jonathan Newton and Trang Le Diem Bui: Low-Proficiency Learners and Task-Based Language Teaching Chapter 4. Curtis Kelly: Some Principles for Interactive Task Design: Observations from an EFL Materials Writer Chapter 5. Marta Gonzalez-Lloret: Using Technology-Mediated Tasks in Second Language Instruction to Connect Speakers Internationally Chapter 6. Lindy Norris: Using Tasks within Neo-liberal Educational Environments Chapter 7. Rod Ellis: Teacher-Preparation for Task-based Language Teaching Section 2: Approaches to Using Tasks Chapter 8. Kyoko Hillman & Mike Long: A Task-based Needs Analysis for U.S. Foreign Service Officers: The Challenge of the Japanese Celebration Speech Chapter 9. Rhonda Oliver: Developing Authentic Tasks for the Workplace using Needs Analysis: A Case Study of Australian Aboriginal Vocational Students Chapter 10. Tatiana Bogachenko & Rhonda Oliver: The Potential use of TBLT in Post-Soviet Society: Case Studies from Ukraine Chapter 11. Priscila Fabiane Farias & Raquel Carolina Souza Ferraz D`Ely: Task Design and Implementation for Beginning-Level Elementary School Learners in South-Brazil: Challenges and Possibilities Chapter 12. Maria Elena Solares Altamirano: Teachers’ Responses to an Online Course on Task-Based Language Teaching in Mexico Section 3: Research on Using Tasks Chapter 13. Masatoshi Sato: Metacognitive instruction for Collaborative Interaction: The Process and Product of Self-regulated Learning in the Chilean EFL Context Chapter 14. Mohammad Ahmadian & Abbas Mansouri: Collaborative L1 Planning and L2 Written Task Performance in an Iranian EFL Context Chapter 15. YouJin Kim, Hyejin Cho & Haoshan Ren: Collaborative Writing Tasks in an L3 Classroom: Translanguaging, the Quality of Task Outcomes and learners’ Perceptions Chapter 16. Scott Aubrey: The Role of Task-Based Interaction in Perceived Language Learning in a Japanese EFL Classroom Chapter 17. Ainara Imaz Agirre & María del Pilar García Mayo: The Impact of Agency in Pair Formation on the Degree of Participation in Young Learners’ Collaborative Dialogue Chapter 18. Justin Harris & Paul Leeming: The Accuracy of Teacher Predictions of Student Language Use in Tasks in a Japanese University Chapter 19. Rhonda Oliver & Craig Lambert: Future Directions for Research on Tasks in Second Language Instruction Index

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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 SynopsisDrawing on recent socio-cultural approaches to research on language learning and an extensive corpus of classroom video recording made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. Advanced technology for recording classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage in dyadic interaction. The research uses methods from conversation analysis with longitudinal data to document practices for interaction between learners and how those practices change over time. Language learning is seen in learners’ change in participation in their in social actions that occur around and within teacher-assigned language learning tasks (starting the task, non-elicited story tellings within tasks, and ending tasks). Web links are provided so the reader can see the data from the classroom that is the subject of the analyses.Trade ReviewThis book offers one of the most persuasive and empirically rich arguments for considering second language acquisition in terms of changes in participation within a community of practice. -- Simona Pekarek Doehler, Professor of Applied Linguistic, University of Neuchâtel, Switzerland, President of the European Second Language Association (EUROSLA)This book makes a timely contribution to the ongoing debate as to how CA, either alone or combined with a learning theory, can capture language learning. Hellermann’s study proposes one model to follow in this endeavour, and, at the same time, it triggers further questions regarding learners’ life outside of the classroom. * Studies in Second Language Acquisition 6th July 2008 Junko Mori University of Wisconsin-Madison *Table of ContentsChapter 1. Additional Language Learning in Classroom Communities of Practice Chapter 2. Conversation Analysis as a Method for Understanding Language Learning Chapter 3. Opening Dyadic Task Interactions Chapter 4. Story Tellings in Dyadic Task Interactions Chapter 5. Disengagements from Dyadic Task Interactions Chapter 6. Conclusions References Footnotes Appendix

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Book SynopsisDrawing on recent socio-cultural approaches to research on language learning and an extensive corpus of classroom video recording made over four years, the book documents language learning as an epiphenomenon of peer face-to-face interaction. Advanced technology for recording classroom interaction (6 cameras per classroom) allows the research to move the focus for analysis off the teacher and onto learners as they engage in dyadic interaction. The research uses methods from conversation analysis with longitudinal data to document practices for interaction between learners and how those practices change over time. Language learning is seen in learners’ change in participation in their in social actions that occur around and within teacher-assigned language learning tasks (starting the task, non-elicited story tellings within tasks, and ending tasks). Web links are provided so the reader can see the data from the classroom that is the subject of the analyses.Trade ReviewThis book offers one of the most persuasive and empirically rich arguments for considering second language acquisition in terms of changes in participation within a community of practice. -- Simona Pekarek Doehler, Professor of Applied Linguistic, University of Neuchâtel, Switzerland, President of the European Second Language Association (EUROSLA)This book makes a timely contribution to the ongoing debate as to how CA, either alone or combined with a learning theory, can capture language learning. Hellermann’s study proposes one model to follow in this endeavour, and, at the same time, it triggers further questions regarding learners’ life outside of the classroom. * Studies in Second Language Acquisition 6th July 2008 Junko Mori University of Wisconsin-Madison *Table of ContentsChapter 1. Additional Language Learning in Classroom Communities of Practice Chapter 2. Conversation Analysis as a Method for Understanding Language Learning Chapter 3. Opening Dyadic Task Interactions Chapter 4. Story Tellings in Dyadic Task Interactions Chapter 5. Disengagements from Dyadic Task Interactions Chapter 6. Conclusions References Footnotes Appendix

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Book SynopsisThis book analyzes how the urban disadvantaged in the city of New Delhi learn English. Using qualitative methods the author discusses the pedagogy, texts and contexts in which biliteracy occurs and links English language teaching and learning in India with the broader social and economic processes of globalization in a developing country. The study is situated in a government school, a site where classrooms have rarely been qualitatively described, and where the Three Language Formula (TLF) is being fundamentally transformed due to increasing demand from the community for earlier access to the linguistic capital of English. Through research conducted in a call centre the author also shows what the requirements of new workplaces are and how government schools are trying to meet this demand.Trade ReviewThis book is recommended reading for language researchers and teachers. -- Janaina Minelli de Oliveira, Universitat Rovira i Virgili, Spain * Discourse and Society 20(4) *Table of ContentsPreface Introduction 1. English as a Language of Decolonization 2. Biliteracy and Globalization 3. In what Languages is English Taught? 4. What is Taught? 5. In what Contexts is English Taught? 6. How Much is Learned? 7. Conclusion Bibliography Appendix 1: Non Scheduled Languages Appendix 2: 15 day Training Schedule for a Call Centre Appendix 3: Photos

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Book SynopsisThis is the first book that deals primarily with vocabulary learning strategies as a specific and integral subgroup of language learning strategies. Its aim is to define the concept of language learning strategies in general and their features on the basis of cognitive theory and relevant models of second language acquisition as the basis for empirical research. Furthermore, the book gives a survey of relevant research on vocabulary learning strategies and describes three original empirical studies. Thus, the book integrates the approaches of theories of second language acquisition, the theory and practice of instructed foreign (second) language learning, and the findings of current empirical research.Trade ReviewThis book provides a timely, thoughtful, and welcome contribution to the current surge of articles and edited volumes on L2 strategies. Researchers interested in vocabulary and strategies will appreciate its concentrated, theoretical accounts of vocabulary learning, whereas classroom practitioners will value the pedagogical applications it provides on topics such as L2 strategy instruction. -- Luke Plonsky, Michigan State University, USA, in Studies in Second Language Acquisition Volume 31, 2009The book is well-written, nicely organized, and reader-friendly, and it should be quite accessible to teachers, researchers, and graduate students alike. It provides excellent coverage of relevant theories of vocabulary learning and useful data through its empirical chapters. It should be essential reading for language teachers and graduate students working on language learning and teaching strategies and can also be enthusiastically recommended as a supplementary text for courses on methodology in second and foreign language teaching. * Is’haaq Akbarian, University of Qom, in English for Specific Purposes 28 (2009) *This much needed book will be an invaluable text for researchers of language learning strategies and of vocabulary acquisition, and for teachers and teacher educators. It will stimulate the reader to reflect at length, not only on learner strategy deployment, but also on the problematical relationship between instruction and acquisition. The elaborate and detailed review of studies in the field makes the book suitable for those new to the field while the results of new research particularly in the second and third studies will appeal to those with more advanced knowledge and experience in the area. * Dr Muiris O'Laoire, Institute of Technology, Tralee, Ireland *Takac's book is a significant contribution to LLS in the field of SLA. Each chapter is clearly laid-out and well written, with excellent end-of-chapter summaries. I believe that this much needed book will be an invaluable resource and will be thought-provoking for the reader, not only on learner strategy use, but also on the relationship between strategy training and language acquisition. Overall, I would highly recommend this book to those researchers involved in LLS and of vocabulary acquisition, and for teachers and teacher educators. The wealth of illustrations and the elaborate discussion makes this book an extremely useful reference for those involved in strategy teaching and training. * Yasemin Kirkgoz, University of Cukurova, Turkey, in Linguist List 19.2650 *Table of ContentsIntroduction Chapter One: Factors Affecting Vocabulary Learning and Acquisition Chapter Two: Theoretical Anchorage Chapter Three: Survey of Research on Vocabulary Learning Strategies Chapter Four: Studies on Vocabulary Learning Strategies Chapter Five: Summary, Some Implications for Practice and Research, and Conclusions References Appendices

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Book SynopsisForeign Language Input: Initial Processing presents the most comprehensive study to date of the starting point of second language acquisition. Its focus is on the language input that learners receive and what they actually do with this input. The empirical study detailed in the book follows a methodology in which all of the language input provided to the learners from the moment of first exposure is controlled, recorded and transcribed. This input is then quantitatively compared to the learners’ performance on language tasks administered at various time intervals up to 8 hours after first exposure. This in-depth analysis of the input and the learners’ performance sheds light on questions still unanswered in second language acquisition literature, such as what knowledge is brought to the acquisition process and how learners use this knowledge to process new linguistic information.Trade ReviewRast's clearly written exploration of input variables illuminates the nature of word and sentence repetition and word- and sentence-translation tasks for learners given minimal L2 exposure. This work will undoubtedly inspire further studies of first exposure. -- Susanne Carroll, University of CalgaryThe core matter of this book is central to all theories of acquisition: it explores the relationship between input, intake, and L2 acquisition at the initial state of learning. It will be of top interest to all concerned with the nature of early L2 acquisition. -- Marianne Gullberg, Max Planck Institute for Psycholinguistics, NijmegenRast’s highly original study charts the first few hours of L2 acquisition in both comprehension and production, providing a richer and more complex view of the earliest stages of acquisition than anything hitherto available. Essential reading for acquisitionists! -- Clive Perdue, Structures formelles du langage, CNRS & Université Paris 8Rast’s book answers the call for research on the initial stages of SLA while distinguishing itself from previous studies in which artificial languages were used. This book makes an important contribution to our understanding of the initial stages of SLA. On a theoretical level, this work is relevant and timely given the detailed discussions of intake, saliency and frequency. -- Eve Zyzik University of California, Santa Cruz * Studies in Second Language Acquisition 5th August 2008 *Table of ContentsAcknowledgements Abbreviations Introduction Part 1: Theoretical Preliminaries 1. Input and Intake Revisited 2. First Exposure Studies Part 2: The Study 3. Polish-French Contrastive Analysis 4. Research Methodology 5. The Adult’s Available Knowledge at First Exposure to an Unknown Language 6. Case Studies: Two Learners with Similar Linguistic Profiles 7. Speech Perception 8. Speech Comprehension 9. Grammatical Analysis 10. Concluding Remarks References

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Book SynopsisForeign Language Input: Initial Processing presents the most comprehensive study to date of the starting point of second language acquisition. Its focus is on the language input that learners receive and what they actually do with this input. The empirical study detailed in the book follows a methodology in which all of the language input provided to the learners from the moment of first exposure is controlled, recorded and transcribed. This input is then quantitatively compared to the learners’ performance on language tasks administered at various time intervals up to 8 hours after first exposure. This in-depth analysis of the input and the learners’ performance sheds light on questions still unanswered in second language acquisition literature, such as what knowledge is brought to the acquisition process and how learners use this knowledge to process new linguistic information.Trade ReviewRast's clearly written exploration of input variables illuminates the nature of word and sentence repetition and word- and sentence-translation tasks for learners given minimal L2 exposure. This work will undoubtedly inspire further studies of first exposure. -- Susanne Carroll, University of CalgaryThe core matter of this book is central to all theories of acquisition: it explores the relationship between input, intake, and L2 acquisition at the initial state of learning. It will be of top interest to all concerned with the nature of early L2 acquisition. -- Marianne Gullberg, Max Planck Institute for Psycholinguistics, NijmegenRast’s highly original study charts the first few hours of L2 acquisition in both comprehension and production, providing a richer and more complex view of the earliest stages of acquisition than anything hitherto available. Essential reading for acquisitionists! -- Clive Perdue, Structures formelles du langage, CNRS & Université Paris 8Rast’s book answers the call for research on the initial stages of SLA while distinguishing itself from previous studies in which artificial languages were used. This book makes an important contribution to our understanding of the initial stages of SLA. On a theoretical level, this work is relevant and timely given the detailed discussions of intake, saliency and frequency. -- Eve Zyzik University of California, Santa Cruz * Studies in Second Language Acquisition 5th August 2008 *Table of ContentsAcknowledgements Abbreviations Introduction Part 1: Theoretical Preliminaries 1. Input and Intake Revisited 2. First Exposure Studies Part 2: The Study 3. Polish-French Contrastive Analysis 4. Research Methodology 5. The Adult’s Available Knowledge at First Exposure to an Unknown Language 6. Case Studies: Two Learners with Similar Linguistic Profiles 7. Speech Perception 8. Speech Comprehension 9. Grammatical Analysis 10. Concluding Remarks References

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Book SynopsisThe volume consists of articles on issues relating to the morphosyntactic development of foreign language learners from different L1 backgrounds, in many cases involving languages which are typologically distant from English, such has Polish, Greek and Turkish. It highlights areas which may be expected to be especially transfer-prone at both the interlingual and intralingual levels. The articles in the first part report empirical studies on word morphology and sentence patterns and also look at the interface of lexis and grammar in the discourse and syntactic processing of foreign language learners. The second part elaborates on pedagogical issues concerning the acquisition of difficult grammatical features such as the English article system or the ‘s’ ending in the third person singular. It also comments more generally on the way pedagogic grammar functions in the learning of the L2.Trade ReviewThis volume should be of interest not only to linguists and applied linguists, but also to graduate researchers of SLA since many of the contributions include reviews of the relevant theoretical issues. It is an excellent volume with challenging insights that should lead to a new thinking on morphosyntax development in SLA and to a departure from more traditional empirical data measurement to newer introspective-type research instrumentation. * Dr Muiris *Table of ContentsPreface Contributors I Studies on ESL/EFL Morphosyntactic Development 1. Focus Constructions and Meaning Transfer - Terence Odlin 2. Argument Realization and Information Packaging in Tough-movement Constructions - A Learner-corpus-based Investigation - Marcus Callies 3. L1 Syntactic Preferences of Polish Adolescents in Bilingual and Monolingual Education Programmes - Anna Ewert 4. MOGUL and Crosslinguistic Influence - Mike Sharwood-Smith and John Truscott 5. Syntactic Processing of a Multilingual Language User (A Case Study) - Danuta Gabrys-Barker 6. The morphology -me in Modern Greek as L2: How German and Russian L2 Learners Interpret Verbal Constructions - Irini Kassotaki 7. Unaccusativity Marks - Konrad Szczesniak 8. To Move or not to Move: Acquisition of L2 English Syntactic Movement Parameter - Cem Can, Abdurrahman Kilimci and Esra Altunkol 9. Last to Acquire: On the Relation of Concession in Interpreting - Andrzej Lyda 10. Pragmatic (In) Competence in EFL Writing Learners - Ruediger Zimmermann II. Pedagogical Grammar in Promoting Acquisition of L2 Morphosyntax 11. The Role of Explicit Rule Presentation in Teaching English Articles to Polish Learners - Agnieszka Krol-Markefka 12. The Effect of Corrective Feedback on the Acquisition of the English Third Person- s Ending - Miroslaw Pawlak 13. The Acquisition of German Syntax by Polish Learners in Classroom Conditions - Barbara Sadownik 14. Introducing Language Interface in Pedagogical Grammar - Michal Paradowski 15. Towards Reflecting the Dynamic Nature of Grammar in Language Instruction: Expectations and Current Pedagogic Practice - Anna Mystkowska-Wiertelak

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Book SynopsisIn this age of globalisation, people who do not speak a foreign language are at a serious disadvantage in the job market. It is therefore of great relevance that learners with learning disabilities are also provided with equal and appropriate opportunities to acquire a second or foreign language. The aim of the book is to give readers an insight into the language learning process of learners with disabilities. The articles discuss the learning process and the teaching of dyslexic as well as hearing impaired learners in various parts of the world, from the USA and Canada to England, Norway, Poland and Hungary. The intended audience of the book is language teachers, MA and MEd students, and researchers in the field of SLA, applied linguistics, or special education.Trade ReviewThis book provides new and important insights into the subject of language learners with special needs from a number of perspectives, especially on topics related to learners' personal experiences of language learning. People with special needs are given a 'voice' which is imperative and very worthwhile, reflecting current approaches to understanding so-called "impairment" or "difference" in many other fields of study. -- Irene Walsh, Dept of Clinical Speech & Language Studies, Trinity College DublinMany people with physical or learning disabilities would like to master a second language. Yet, as the Editors explain, existing methods and materials are usually geared at the needs of the more able majority, and little attention is devoted to those with special needs. This collection of research studies from five different countries put the spotlight on this latter group of potential learners by drawing attention to the fact that in order for them to succeed, they would need "different methods and materials, differently prepared teachers, more guidance and a much more supportive learning environment". Creating equal educational opportunities for all is a goal that every applied linguist would surely subscribe to and therefore I applaud this pioneering volume for contributing to the process of putting language education within reach for people with disabilities. -- Professor Zoltán Dörnyei (University of Nottingham)Table of ContentsIntroduction - Judit Kormos and Edit H. Kontra 1. L1 and L2 Literacy, Aptitude, and Affective Variables as Discriminators among High- and Low-achieving L2 Learners with Special Needs - Richard L. Sparks, Leonore Ganschow and Jon Patton 2. Writing Abilities in First and Second Language Learners with and without Reading Disabilities - Katherine Ndlovu and Esther Geva 3. Second Language Assessment in Dyslexia: Principles and Practice - Turid Helland 4. Input, Processing and Output Anxiety in Students with Symptoms of Developmental Dyslexia - Ewa Piechurska-Kuciel 5. Vocabulary Learning in Dyslexia – The Case of a Hungarian Learner - Ágnes Sarkadi 6. An Experiment with Direct Multisensory Instruction in Teaching Word Reading and Spelling to Polish Dyslexic Learners of English - Joanna Nijakowska 7. Deaf EFL Learners Outside the School System - Ágnes Bajkó and Edit H. Kontra 8. Hungarian Teachers’ Perceptions of Dyslexic Language Learners - Judit Kormos and Edit H. Kontra 9. Teachers’ and Trainers’ Perceptions of Inclusive Education within TEFL Certificate Courses in Britain - Anne Margaret Smith

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Book SynopsisIn this age of globalisation, people who do not speak a foreign language are at a serious disadvantage in the job market. It is therefore of great relevance that learners with learning disabilities are also provided with equal and appropriate opportunities to acquire a second or foreign language. The aim of the book is to give readers an insight into the language learning process of learners with disabilities. The articles discuss the learning process and the teaching of dyslexic as well as hearing impaired learners in various parts of the world, from the USA and Canada to England, Norway, Poland and Hungary. The intended audience of the book is language teachers, MA and MEd students, and researchers in the field of SLA, applied linguistics, or special education.Trade ReviewThis book provides new and important insights into the subject of language learners with special needs from a number of perspectives, especially on topics related to learners' personal experiences of language learning. People with special needs are given a 'voice' which is imperative and very worthwhile, reflecting current approaches to understanding so-called "impairment" or "difference" in many other fields of study. -- Irene Walsh, Dept of Clinical Speech & Language Studies, Trinity College DublinMany people with physical or learning disabilities would like to master a second language. Yet, as the Editors explain, existing methods and materials are usually geared at the needs of the more able majority, and little attention is devoted to those with special needs. This collection of research studies from five different countries put the spotlight on this latter group of potential learners by drawing attention to the fact that in order for them to succeed, they would need "different methods and materials, differently prepared teachers, more guidance and a much more supportive learning environment". Creating equal educational opportunities for all is a goal that every applied linguist would surely subscribe to and therefore I applaud this pioneering volume for contributing to the process of putting language education within reach for people with disabilities. -- Professor Zoltán Dörnyei (University of Nottingham)Table of ContentsIntroduction - Judit Kormos and Edit H. Kontra 1. L1 and L2 Literacy, Aptitude, and Affective Variables as Discriminators among High- and Low-achieving L2 Learners with Special Needs - Richard L. Sparks, Leonore Ganschow and Jon Patton 2. Writing Abilities in First and Second Language Learners with and without Reading Disabilities - Katherine Ndlovu and Esther Geva 3. Second Language Assessment in Dyslexia: Principles and Practice - Turid Helland 4. Input, Processing and Output Anxiety in Students with Symptoms of Developmental Dyslexia - Ewa Piechurska-Kuciel 5. Vocabulary Learning in Dyslexia – The Case of a Hungarian Learner - Ágnes Sarkadi 6. An Experiment with Direct Multisensory Instruction in Teaching Word Reading and Spelling to Polish Dyslexic Learners of English - Joanna Nijakowska 7. Deaf EFL Learners Outside the School System - Ágnes Bajkó and Edit H. Kontra 8. Hungarian Teachers’ Perceptions of Dyslexic Language Learners - Judit Kormos and Edit H. Kontra 9. Teachers’ and Trainers’ Perceptions of Inclusive Education within TEFL Certificate Courses in Britain - Anne Margaret Smith

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Book SynopsisThis volume bridges the knowledge gap between second language acquisition researchers and second language pedagogy professionals in its focus on a topic of mutual interest: input. The reader-friendly contributions from seasoned researchers including Stephen Krashen, Bill VanPatten and new voices offer a wide range of existing and new perspectives on the matter of input. A rare feature of the book is that it includes extensive coverage by experts including James Flege and Alene Moyer of the acquisition of the sound system of a second language, where input seems to matter most. Those who are just making their acquaintance with second language acquisition research or updating their knowledge will find the editors’ introductory chapter on past and current issues in the field particularly useful.Trade ReviewInput matters in SLA is essential reading for those who are in the field of SLA research and will also be useful for teachers of SL/FL, since input continues to be one of the most discussed areas in SLA. -- Júlia Barón, Universitat de Barcelona, Barcelona, SpainThe volume constitutes a major contribution to the understanding of the role of input in L2 acquisition, and especially in L2 phonology, an area where input has not been investigated systematically. I think that L2 researchers and graduate students will find this volume quite appealing and would consider it a required reading for anyone planning to undertake research projects on L2 input. -- Mónica Cabrera, Loyola Marymount University, USA * Linguist List 20.4070 *This book has the great merit of appealing to quite different kinds of reader. To delve into technically complex issues, second language researchers had to part company some time ago with the more practically oriented world of language pedagogy. Without understanding what happens in people’s minds when they process what they are exposed to, we cannot make real progress in shaping efficient learning programmes but still we really need books like this one to bring issues of theory and issues of practice together. Input Matters covers a diversity of topics. Part 1 deals with more general issues and features some key players in the history of input studies, notably Stephen Krashen and Bill VanPatten. Kees de Bot and colleagues also provide a fresh new way of looking at how input is organised in the mind, providing diversity as well as depth to this first part of the book. Part 2, also featuring prominent researchers, focusses on phonology so speech input is the dominant theme. This book will have great appeal to theorists and practitioners alike. -- Mike Sharwood Smith, Heriot-Watt University, Edinburgh, UKThis book has the great merit of appealing to quite different kinds of reader. This book will have great appeal to theorists and practitioners alike. -- Mike Sharwood Smith, Heriot-Watt University, Edinburgh, UKTable of ContentsIntroduction - Martha Young-Scholten and Thorsten Piske Part 1 : Matters of input 1. Input Frequency and the Acquisition of the Progressive - Andreas Rohde, University of Cologne, Germany 2. Processing Matters in Input Enhancement - Bill VanPatten, Texas Tech University, USA 3. Input and Second Language Development from a Dynamic Perspective - Marjolijn Verspoor, Wander Lowie and Kees de Bot, University of Groningen, Netherlands 4. The Comprehension Hypothesis Extended - Professor Emeritus Stephen Krashen, University of Southern California, USA 5. Output Matters Too - Nel de Jong, Queens College, CUNY, USA 6. Learner Attitudes towards Comprehension-based Language Learning - John Stephenson, Mie University, Japan 7. The Hidden Paradox of Foreign Language Instruction, or: Which are the Real Foreign Language Learning Processes? - Werner Bleyhl, Esslingen, Germany Part 2: Input matters in phonology 8. Input as a Critical Means to an End: Quantity and Quality of Experience in L2 Phonological Attainment - Alene Moyer, University of Maryland, USA 9. Give Input a Chance! - James E. Flege, Institute of Cognitive Sciences and Technologies, Rome, Italy 10. Orthographic Input and Second Language Phonology - Benedetta Bassetti, Birkbeck College, University of London, UK 11. Second Language Speech Learning with Diverse Inputs - Ocke-Schwen Bohn, Aarhus University, Denmark & Rikke Bundgaard-Nielsen, University of Western Sydney, Australia 12. Phonetic Input in Second Language Acquisition: Contrastive Analysis of Native and Non-native Sounds - Anja Steinlen, University of Southern Denmark 13. Developing Non-native Pronunciation in Immersion Settings - Henning Wode, Kiel University, Germany Bibliography Glossary

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Book SynopsisThis volume bridges the knowledge gap between second language acquisition researchers and second language pedagogy professionals in its focus on a topic of mutual interest: input. The reader-friendly contributions from seasoned researchers including Stephen Krashen, Bill VanPatten and new voices offer a wide range of existing and new perspectives on the matter of input. A rare feature of the book is that it includes extensive coverage by experts including James Flege and Alene Moyer of the acquisition of the sound system of a second language, where input seems to matter most. Those who are just making their acquaintance with second language acquisition research or updating their knowledge will find the editors’ introductory chapter on past and current issues in the field particularly useful.Trade ReviewInput matters in SLA is essential reading for those who are in the field of SLA research and will also be useful for teachers of SL/FL, since input continues to be one of the most discussed areas in SLA. -- Júlia Barón, Universitat de Barcelona, Barcelona, SpainThe volume constitutes a major contribution to the understanding of the role of input in L2 acquisition, and especially in L2 phonology, an area where input has not been investigated systematically. I think that L2 researchers and graduate students will find this volume quite appealing and would consider it a required reading for anyone planning to undertake research projects on L2 input. -- Mónica Cabrera, Loyola Marymount University, USA * Linguist List 20.4070 *This book has the great merit of appealing to quite different kinds of reader. To delve into technically complex issues, second language researchers had to part company some time ago with the more practically oriented world of language pedagogy. Without understanding what happens in people’s minds when they process what they are exposed to, we cannot make real progress in shaping efficient learning programmes but still we really need books like this one to bring issues of theory and issues of practice together. Input Matters covers a diversity of topics. Part 1 deals with more general issues and features some key players in the history of input studies, notably Stephen Krashen and Bill VanPatten. Kees de Bot and colleagues also provide a fresh new way of looking at how input is organised in the mind, providing diversity as well as depth to this first part of the book. Part 2, also featuring prominent researchers, focusses on phonology so speech input is the dominant theme. This book will have great appeal to theorists and practitioners alike. -- Mike Sharwood Smith, Heriot-Watt University, Edinburgh, UKThis book has the great merit of appealing to quite different kinds of reader. This book will have great appeal to theorists and practitioners alike. -- Mike Sharwood Smith, Heriot-Watt University, Edinburgh, UKTable of ContentsIntroduction - Martha Young-Scholten and Thorsten Piske Part 1 : Matters of input 1. Input Frequency and the Acquisition of the Progressive - Andreas Rohde, University of Cologne, Germany 2. Processing Matters in Input Enhancement - Bill VanPatten, Texas Tech University, USA 3. Input and Second Language Development from a Dynamic Perspective - Marjolijn Verspoor, Wander Lowie and Kees de Bot, University of Groningen, Netherlands 4. The Comprehension Hypothesis Extended - Professor Emeritus Stephen Krashen, University of Southern California, USA 5. Output Matters Too - Nel de Jong, Queens College, CUNY, USA 6. Learner Attitudes towards Comprehension-based Language Learning - John Stephenson, Mie University, Japan 7. The Hidden Paradox of Foreign Language Instruction, or: Which are the Real Foreign Language Learning Processes? - Werner Bleyhl, Esslingen, Germany Part 2: Input matters in phonology 8. Input as a Critical Means to an End: Quantity and Quality of Experience in L2 Phonological Attainment - Alene Moyer, University of Maryland, USA 9. Give Input a Chance! - James E. Flege, Institute of Cognitive Sciences and Technologies, Rome, Italy 10. Orthographic Input and Second Language Phonology - Benedetta Bassetti, Birkbeck College, University of London, UK 11. Second Language Speech Learning with Diverse Inputs - Ocke-Schwen Bohn, Aarhus University, Denmark & Rikke Bundgaard-Nielsen, University of Western Sydney, Australia 12. Phonetic Input in Second Language Acquisition: Contrastive Analysis of Native and Non-native Sounds - Anja Steinlen, University of Southern Denmark 13. Developing Non-native Pronunciation in Immersion Settings - Henning Wode, Kiel University, Germany Bibliography Glossary

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Book SynopsisThe case studies in this book are based on transcripts of classroom interaction in nine different countries. In each chapter, the first author explains the specific context and through a theoretical and/or experiential perspective interprets the transcript data. The data are then re-interpreted by other authors in the book, illustrating the complexity and richness of interpretation and creating a dialogue among the book’s contributors. At the end of each chapter, readers are then invited with assistance to join in the conversation by providing their own interpretations of other transcript data from the same context. The book will be useful for student teachers or practicing professionals, as well as all educators interested in exploratory classroom research.Trade ReviewCreating Classroom Communities of Learning presents an innovative and enlightening account of interaction in nine communities of learning. In many ways it is a groundbreaking volume, full of rich transcripts of classroom interaction, with both ‘insider’ and ‘outsider’ interpretations. It not only highlights the powerful influence of cultural practices outside the classroom on what goes on inside the classroom, but it also unpacks the issue of the interpretive process. -- Peter Martin, School of Education, University of East LondonAction! Take 1: This book reminds us to be wary of unidimensional interpretations of classroom transcript data. Take 2: It presents alternative interpretations of rich, contextualized data, and invites further re-interpreting in order to develop our understanding of the co-construction of learning and the creation of learning communities. Take 3: An international cast of analysts engage in conversations about classroom interactions that are both unique and familiar. An intriguing, informative read. Cut! -- Gary Barkhuizen, Department of Applied Language Studies and Linguistics, University of AucklandThis book reminds us to be wary of unidimensional interpretations of classroom transcript data. It presents alternative interpretations of rich, contextualized data, and invites further re-interpreting in order to develop our understanding of the co-construction of learning and the creation of learning communities. An international group of analysts engage in conversations about classroom interactions that are both unique and familiar. An intriguing, informative read. -- Gary Barkhuizen, Department of Applied Language Studies and Linguistics, University of AucklandI recommend that one reads and reflects on this book to provide sorely needed direction. -- Ruth Rees, Queen’s University, Canada * Education Review 12, Nov 2009 *Table of ContentsForeword - Viv Edwards Introduction - Roger Barnard, María E. Torres-Guzmán and John F. Fanselow Notes on contributors Transcript conventions 1. Under the interactional umbrella: Presentation and collaboration in Japanese classroom discourse. - Take 1 - Fred E. Anderson; Take 2 - Sylvia Wolfe 2. Teaching content, learning language: Socialising ESL students into classroom practices in Australia. - Take 1 - Rhonda Oliver; Take 2 - James McLellan 3. Socialisation and ‘safetalk’ in upper primary English language classroom in Brunei Darussalem. - Take 1 - James McLellan and Pearl Chua-Wong Swee-Hui; Take 2 - María E. Torres-Guzmán 4. Negotiating appropriateness in the second language in a dual language education classroom setting in New York. - Take 1 - María E. Torres-Guzmán; Take 2 - Wong Bee Eng and Vijay Kumar 5. Interaction in a Taiwanese Primary school English classroom. - Take 1 - Ching-Yi Tien and Roger Barnard; Take 2 - Fred E. Anderson 6. Learning through dialogue in a primary school classroom in England. - Take 1 - Sylvia Wolfe; Take 2 - Ching-Yi Tien and María E. Torres-Guzmán 7. Constructing meaning in a bilingual learning environment: Two primary classrooms in Malaysia. - Take 1 - Wong Bee Eng and Vijay Kumar; Take 2 - Roger Barnard 8. Creating a community of learning in a New Zealand primary school classroom. - Take 1 - Roger Barnard; Take 2 – James McLellan 9. Language socialization in a Canadian secondary school course: Talking about current events. - Take 1 - Patsy Duff; Take 2 - Rhonda Oliver 10 . Afterword - John F. Fanselow Index

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Book SynopsisThe case studies in this book are based on transcripts of classroom interaction in nine different countries. In each chapter, the first author explains the specific context and through a theoretical and/or experiential perspective interprets the transcript data. The data are then re-interpreted by other authors in the book, illustrating the complexity and richness of interpretation and creating a dialogue among the book’s contributors. At the end of each chapter, readers are then invited with assistance to join in the conversation by providing their own interpretations of other transcript data from the same context. The book will be useful for student teachers or practicing professionals, as well as all educators interested in exploratory classroom research.Trade ReviewCreating Classroom Communities of Learning presents an innovative and enlightening account of interaction in nine communities of learning. In many ways it is a groundbreaking volume, full of rich transcripts of classroom interaction, with both ‘insider’ and ‘outsider’ interpretations. It not only highlights the powerful influence of cultural practices outside the classroom on what goes on inside the classroom, but it also unpacks the issue of the interpretive process. -- Peter Martin, School of Education, University of East LondonAction! Take 1: This book reminds us to be wary of unidimensional interpretations of classroom transcript data. Take 2: It presents alternative interpretations of rich, contextualized data, and invites further re-interpreting in order to develop our understanding of the co-construction of learning and the creation of learning communities. Take 3: An international cast of analysts engage in conversations about classroom interactions that are both unique and familiar. An intriguing, informative read. Cut! -- Gary Barkhuizen, Department of Applied Language Studies and Linguistics, University of AucklandThis book reminds us to be wary of unidimensional interpretations of classroom transcript data. It presents alternative interpretations of rich, contextualized data, and invites further re-interpreting in order to develop our understanding of the co-construction of learning and the creation of learning communities. An international group of analysts engage in conversations about classroom interactions that are both unique and familiar. An intriguing, informative read. -- Gary Barkhuizen, Department of Applied Language Studies and Linguistics, University of AucklandI recommend that one reads and reflects on this book to provide sorely needed direction. -- Ruth Rees, Queen’s University, Canada * Education Review 12, Nov 2009 *Table of ContentsForeword - Viv Edwards Introduction - Roger Barnard, María E. Torres-Guzmán and John F. Fanselow Notes on contributors Transcript conventions 1. Under the interactional umbrella: Presentation and collaboration in Japanese classroom discourse. - Take 1 - Fred E. Anderson; Take 2 - Sylvia Wolfe 2. Teaching content, learning language: Socialising ESL students into classroom practices in Australia. - Take 1 - Rhonda Oliver; Take 2 - James McLellan 3. Socialisation and ‘safetalk’ in upper primary English language classroom in Brunei Darussalem. - Take 1 - James McLellan and Pearl Chua-Wong Swee-Hui; Take 2 - María E. Torres-Guzmán 4. Negotiating appropriateness in the second language in a dual language education classroom setting in New York. - Take 1 - María E. Torres-Guzmán; Take 2 - Wong Bee Eng and Vijay Kumar 5. Interaction in a Taiwanese Primary school English classroom. - Take 1 - Ching-Yi Tien and Roger Barnard; Take 2 - Fred E. Anderson 6. Learning through dialogue in a primary school classroom in England. - Take 1 - Sylvia Wolfe; Take 2 - Ching-Yi Tien and María E. Torres-Guzmán 7. Constructing meaning in a bilingual learning environment: Two primary classrooms in Malaysia. - Take 1 - Wong Bee Eng and Vijay Kumar; Take 2 - Roger Barnard 8. Creating a community of learning in a New Zealand primary school classroom. - Take 1 - Roger Barnard; Take 2 – James McLellan 9. Language socialization in a Canadian secondary school course: Talking about current events. - Take 1 - Patsy Duff; Take 2 - Rhonda Oliver 10 . Afterword - John F. Fanselow Index

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Book SynopsisModern languages are offered to young learners at an increasingly early age in many countries; yet few publications have focused on what is available to children in different contexts. This volume fills this gap by documenting the state-of-the-art in researching young language learners using a variety of research methods. It demonstrates how young children progress and benefit from an early exposure to modern languages in different educational contexts, and how affective, cognitive, social, linguistic and classroom-related factors interact in the processes. A special strength is the range of languages: although English is the most widely learnt language, chapters focus on various target languages: Croatian, French, English, German, Italian, Spanish and Ukrainian and the contexts include China, Croatia, Greece, Hungary, Ireland, Norway, Poland, the Ukraine, and the United Kingdom.Trade ReviewTeaching foreign languages to young learners is currently one of the most exciting challenges for the profession. This volume gathers sixteen papers which span a wide range of topics, including the learners’ cognitive and affective characteristics, their learning processes and outcomes, and the learning conditions inside and outside the classroom. Reporting on a variety of settings and concerns, the papers in this volume will broaden perspectives and give new insights to researchers and teachers in early foreign language programmes. -- Professor Carmen Muñoz, University of Barcelona, Spain.Table of ContentsA Third Language at Primary Level in Ireland: An Independent Evaluation of the Modern Languages in Primary Schools Initiative - John Harris and Denise O Leary Can Today’s Early Language Learners in England Become Tomorrow’s Plurilingual European Citizens? - Janet Enever Young Learners of Croatian as a Second Language: Minority Language Speakers and their Croatian Competence - Zrinka Jelaska and Lidija Cvikić Cognitive Skills in Young Learners and their Implications for Foreign Language Learning - Thomaï Alexiou An Investigation into the Relationship of L2 Motivation and Cross-Cultural Contact Among Elementary-School Students - Kata Csizér and Judit Kormos The Impact of Learning Conditions on Young FL Learners’ Motivation - Jelena Mihaljević Djigunović Early Modern Foreign Language Programmes and Outcomes: Factors Contributing to Hungarian Learners’ Proficiency - Marianne Nikolov Using the Early Years Literacy Programme in Primary EFL Norwegian Classrooms - Ion Drew The Age Factor and L2 Reading Strategies - Renata Šamo A Study of FL Composing Process and Writing Strategies Employed by Young Learners - Eleni Griva, Helen Tsakiridou and Ioanna Nihoritou How do 9-11-Year-Old Croatians Perceive Sounds and Read Aloud in French? - Vanda Marijanović, Nathalie Panissal and Michel Billières Differences Between the Processes and Outcomes in 3rd Graders’ Learning English and Ukrainian in Hungarian Schools in Beregszász - Ilona Huszti, Márta Fábián and Erzsébet Bárányné Komári The Growth of Young Learners’ English Vocabulary Size - Andrea Orosz Factors Influencing Young Learners’ Vocabulary Acquisition - Magdalena Szpotowicz An Eye on Target Language Use in Elementary English Classrooms in China - Jing Peng and Lily Zhang What Primary-School Pupils Think About Learning English - Krisztina Nagy

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Book SynopsisModern languages are offered to young learners at an increasingly early age in many countries; yet few publications have focused on what is available to children in different contexts. This volume fills this gap by documenting the state-of-the-art in researching young language learners using a variety of research methods. It demonstrates how young children progress and benefit from an early exposure to modern languages in different educational contexts, and how affective, cognitive, social, linguistic and classroom-related factors interact in the processes. A special strength is the range of languages: although English is the most widely learnt language, chapters focus on various target languages: Croatian, French, English, German, Italian, Spanish and Ukrainian and the contexts include China, Croatia, Greece, Hungary, Ireland, Norway, Poland, the Ukraine, and the United Kingdom.Trade ReviewTeaching foreign languages to young learners is currently one of the most exciting challenges for the profession. This volume gathers sixteen papers which span a wide range of topics, including the learners’ cognitive and affective characteristics, their learning processes and outcomes, and the learning conditions inside and outside the classroom. Reporting on a variety of settings and concerns, the papers in this volume will broaden perspectives and give new insights to researchers and teachers in early foreign language programmes. -- Professor Carmen Muñoz, University of Barcelona, Spain.Table of ContentsA Third Language at Primary Level in Ireland: An Independent Evaluation of the Modern Languages in Primary Schools Initiative - John Harris and Denise O Leary Can Today’s Early Language Learners in England Become Tomorrow’s Plurilingual European Citizens? - Janet Enever Young Learners of Croatian as a Second Language: Minority Language Speakers and their Croatian Competence - Zrinka Jelaska and Lidija Cvikić Cognitive Skills in Young Learners and their Implications for Foreign Language Learning - Thomaï Alexiou An Investigation into the Relationship of L2 Motivation and Cross-Cultural Contact Among Elementary-School Students - Kata Csizér and Judit Kormos The Impact of Learning Conditions on Young FL Learners’ Motivation - Jelena Mihaljević Djigunović Early Modern Foreign Language Programmes and Outcomes: Factors Contributing to Hungarian Learners’ Proficiency - Marianne Nikolov Using the Early Years Literacy Programme in Primary EFL Norwegian Classrooms - Ion Drew The Age Factor and L2 Reading Strategies - Renata Šamo A Study of FL Composing Process and Writing Strategies Employed by Young Learners - Eleni Griva, Helen Tsakiridou and Ioanna Nihoritou How do 9-11-Year-Old Croatians Perceive Sounds and Read Aloud in French? - Vanda Marijanović, Nathalie Panissal and Michel Billières Differences Between the Processes and Outcomes in 3rd Graders’ Learning English and Ukrainian in Hungarian Schools in Beregszász - Ilona Huszti, Márta Fábián and Erzsébet Bárányné Komári The Growth of Young Learners’ English Vocabulary Size - Andrea Orosz Factors Influencing Young Learners’ Vocabulary Acquisition - Magdalena Szpotowicz An Eye on Target Language Use in Elementary English Classrooms in China - Jing Peng and Lily Zhang What Primary-School Pupils Think About Learning English - Krisztina Nagy

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Book SynopsisThis volume explores the relationship between 'study abroad' and the acquisition of 'sociolinguistic competence' - the ability to communicate in socially appropriate ways. The volume looks at language development and use during study abroad in France by examining patterns of variation in the speech of advanced L2 speakers. Within a variationist paradigm, fine-grained empirical analyses of speech illuminate choices the L2 speaker makes in relation to their new identity, gender patterns, closeness or distance maintained in the social context in which they find themselves. Using both cross-sectional and longitudinal data, four variable features of contemporary spoken French are analysed in a large population of advanced Irish-English speakers of French. This close-up picture provides empirical evidence by which to evaluate the wide-spread assumption that Study Abroad is highly beneficial for second language learning.Trade ReviewThis book is a real eye opener for anyone who would equate conjugating verbs and memorizing noun genders with 'learning' a second language. Regan et al. offer a stunning demonstration that effective communication hinges on acquiring the sociolinguistic competence to interpret (and produce) the many choices among variant linguistic structures that native speakers make regularly in their everyday interactions. Exemplifying with the controversial Year Abroad experience, the authors provide a first detailed account of how this is achieved. Their results should be required reading for educators, planners and policymakers, as well as linguists of all stripes. -- Shana Poplack, FRSC, Distinguished University Professor of Linguistics, University of Ottawa, CanadaThis exciting new book represents a significant leap forward for research on the effects of study abroad on second language acquisition. It focuses on the sociolinguistic competence of second language learners in a university setting, an unexplored dimension of this research strand. The volume offers a careful documentation and analysis of the crucial role played by a one-year stay in France on the acquisition of key aspects of sociostylistic variation in the spoken French of advanced-level students of French as a Second Language. Second language researchers, programme planners, and teachers will undoubtedly find this volume an insightful and useful resource. * Raymond Mougeon *This book makes a contribution to the growing literature on study-abroad programs by focusing on the acquisition of sociolinguistic competence in learning a non-native language by means of immersion. It provides valuable information about SLA in the study-abroad context, one that is favored by the European Union authorities in their attempt to promote language learning among the citizens ofits member states. This book constitutes invaluable endorsement for the study-abroad programs. especially providing convincing evidence for a widely-held belief that spending a year abroad favors L2 speakers' linguistic and sociolinguistic development. * Rub *Table of ContentsChapter 1 – Second Language Acquisition and Linguistic Variation Chapter 2 – Linguistic Outcomes of Second Language Acquisition in a Study Abroad Context Chapter 3 – Extralinguistic Factors Affecting L2 Development during Study Abroad Chapter 4 – The Research Project: An Overview Chapter 5 – The Acquisition of ne Deletion by Irish Learners of French Chapter 6 – The Variable Use of Nous/On by Irish Learners of French Chapter 7 – The Acquisition of /l/ deletion by Irish Year Abroad Speakers of French Chapter 8 – The Variable Use of Future Temporal Reference Chapter 9 – The Role of Gender in the Acquisition of Sociolinguistic Competence in an L2 During the Year Abroad Chapter 10 – Spending a Year Abroad: Do we Acquire Sociolinguistic Competence?

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Book SynopsisThe implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners’ language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.Trade ReviewThe New Zealand research group has done a superb job of putting together in a coherent volume empirical studies on implicit and explicit L2 knowledge, a timely topic in SLA research. A full range of issues is covered including theory, definitions, measurement as well as the effects of instruction. Both novice and experienced researchers will finish reading this book with an excellent understanding of the central issues and with an excitement about the possibilities of doing research in this area. This book is a welcome addition to the growing body of studies on L2 knowledge types and will occupy an important place in university and private libraries. -- Susan Gass, University Distinguished Professor, Michigan State UniversityWhat are the interactions, if any, between explicit and implicit language knowledge? The ‘Interface Question’ is the most fundamental issue of Applied Linguistics and Second Language Research. It determines how we should learn languages, how we should teach them, and how we should test proficiency. It is a fundamental theoretical question of Cognitive Science too. In this excellent volume, Rod Ellis and his colleagues in the Royal Society of New Zealand Marsden project take us through their extensive cognitive and psychometric research into the definition and measurement of implicit and explicit language knowledge, its acquisition, and its instruction. -- Nick Ellis, University of Michigan, USAMy view of the book is that it is a must-have for any person interested in SLA. It represents the peak of collaborative effort in tackling the issues at hand...This book makes a valuable contribution to the field of SLA , and it will become an indispensable text for graduate students, researchers and language professionals alike. -- Darcy Sperlich, School of English of the Manukau Institute of Technology, in Auckland, New Zealand * the LINGUIST List 22.578, 03/02/2011 *Table of ContentsPart 1: Introduction Chapter 1 Implicit and Explicit Learning, Knowledge and Instruction - Rod Ellis Part 2: The Measurement of Implicit and Explicit Knowledge Chapter 2 Defining and Measuring Implicit and Explicit Knowledge of a Second Language - Rod Ellis Chapter 3 Elicited Oral Imitation as a Measure of Implicit Knowledge - Rosemary Erlam Chapter 4 Grammaticality Judgement Tests and the Measurement of Implicit and Explicit L2 Knowledge - Shawn Loewen Chapter 5 Validating a Metalinguistic Test - Catherine Elder Part 3: Applying the Measures of Implicit and Explicit Knowledge Chapter 6 Investigating Learning Difficulty as Implicit and Explicit Knowledge - Rod Ellis Chapter 7 Implicit and Explicit Knowledge of an L2 and Language Proficiency - Catherine Elder Chapter 8 Pathways to Proficiency: Learning Experiences and Attainment in Implicit and Explicit Knowledge of English as a Second Language - Jenefer Philp Chapter 9 Exploring the Metalinguistic Knowledge of Teacher Trainees - Rosemary Erlam, Jenefer Philp and Catherine Elder Part 4: Form-focused Instruction and the Acquisition of Implicit and Explicit Knowledge Chapter 10 The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge - Rosemary Erlam, Shawn Loewen and Jenefer Philp Chapter 11 The Incidental Acquisition of 3rd Person –s as L2 Implicit and Explicit Knowledge - Shawn Loewen, Rosemary Erlam and Rod Ellis Chapter 12 The Effects of Two Types of Input on the Acquisition of L2 Implicit and Explicit Knowledge - Hayo Reinders and Rod Ellis Chapter 13 Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar - Rod Ellis, Shawn Loewen and Rosemary Erlam Part 5: Conclusion Chapter 14 Retrospect and Prospect - Rod Ellis

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Book SynopsisThe implicit/ explicit distinction is central to our understanding of the nature of L2 acquisition. This book begins with an account of how this distinction applies to L2 learning, knowledge and instruction. It then reports a series of studies describing the development of a battery of tests providing relatively discrete measurements of L2 explicit/ implicit knowledge. These tests were then utilized to examine a number of key issues in SLA - the learning difficulty of different grammatical structures, the role of L2 implicit/ explicit knowledge in language proficiency, the relationship between learning experiences and learners’ language knowledge profiles, the metalinguistic knowledge of teacher trainees and the effects of different types of form-focused instruction on L2 acquisition. The book concludes with a consideration of how the tests can be further developed and applied in the study of L2 acquisition.Trade ReviewThe New Zealand research group has done a superb job of putting together in a coherent volume empirical studies on implicit and explicit L2 knowledge, a timely topic in SLA research. A full range of issues is covered including theory, definitions, measurement as well as the effects of instruction. Both novice and experienced researchers will finish reading this book with an excellent understanding of the central issues and with an excitement about the possibilities of doing research in this area. This book is a welcome addition to the growing body of studies on L2 knowledge types and will occupy an important place in university and private libraries. -- Susan Gass, University Distinguished Professor, Michigan State UniversityWhat are the interactions, if any, between explicit and implicit language knowledge? The ‘Interface Question’ is the most fundamental issue of Applied Linguistics and Second Language Research. It determines how we should learn languages, how we should teach them, and how we should test proficiency. It is a fundamental theoretical question of Cognitive Science too. In this excellent volume, Rod Ellis and his colleagues in the Royal Society of New Zealand Marsden project take us through their extensive cognitive and psychometric research into the definition and measurement of implicit and explicit language knowledge, its acquisition, and its instruction. -- Nick Ellis, University of Michigan, USAMy view of the book is that it is a must-have for any person interested in SLA. It represents the peak of collaborative effort in tackling the issues at hand...This book makes a valuable contribution to the field of SLA , and it will become an indispensable text for graduate students, researchers and language professionals alike. -- Darcy Sperlich, School of English of the Manukau Institute of Technology, in Auckland, New Zealand * the LINGUIST List 22.578, 03/02/2011 *Table of ContentsPart 1: Introduction Chapter 1 Implicit and Explicit Learning, Knowledge and Instruction - Rod Ellis Part 2: The Measurement of Implicit and Explicit Knowledge Chapter 2 Defining and Measuring Implicit and Explicit Knowledge of a Second Language - Rod Ellis Chapter 3 Elicited Oral Imitation as a Measure of Implicit Knowledge - Rosemary Erlam Chapter 4 Grammaticality Judgement Tests and the Measurement of Implicit and Explicit L2 Knowledge - Shawn Loewen Chapter 5 Validating a Metalinguistic Test - Catherine Elder Part 3: Applying the Measures of Implicit and Explicit Knowledge Chapter 6 Investigating Learning Difficulty as Implicit and Explicit Knowledge - Rod Ellis Chapter 7 Implicit and Explicit Knowledge of an L2 and Language Proficiency - Catherine Elder Chapter 8 Pathways to Proficiency: Learning Experiences and Attainment in Implicit and Explicit Knowledge of English as a Second Language - Jenefer Philp Chapter 9 Exploring the Metalinguistic Knowledge of Teacher Trainees - Rosemary Erlam, Jenefer Philp and Catherine Elder Part 4: Form-focused Instruction and the Acquisition of Implicit and Explicit Knowledge Chapter 10 The Roles of Output-based and Input-based Instruction in the Acquisition of L2 Implicit and Explicit Knowledge - Rosemary Erlam, Shawn Loewen and Jenefer Philp Chapter 11 The Incidental Acquisition of 3rd Person –s as L2 Implicit and Explicit Knowledge - Shawn Loewen, Rosemary Erlam and Rod Ellis Chapter 12 The Effects of Two Types of Input on the Acquisition of L2 Implicit and Explicit Knowledge - Hayo Reinders and Rod Ellis Chapter 13 Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar - Rod Ellis, Shawn Loewen and Rosemary Erlam Part 5: Conclusion Chapter 14 Retrospect and Prospect - Rod Ellis

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Book SynopsisThis book represents the most comprehensive account to date of foreign language (FL) writing. Its basic aim is to reflect critically on where the field is now and where it needs need to go next in the exploration of FL writing at the levels of theory, research, and pedagogy, hence the two parts of the book: 'Looking back' and 'Looking ahead'. The chapters in Part I offer accounts of both the inquiry process followed and the main insights gained in various long-term research programs. The chapters in Part 2 contribute a retrospective analysis of the available empirical research and of professional experiences in an attempt to move forward. The book invites the reader to step back and rethink seemingly well established knowledge about L2 writing in light of what is known about writing in FL contexts.Trade ReviewLooking back and highlighting the many ways in which SL and FL learning contexts differ, this collection of papers challenges readers to (re-)consider what the field knows about L2 writing development. Looking forward, the resulting contextualization and expansion of theoretical, empirical, and pedagogical insights is sure to facilitate a more robust understanding of all L2 writing, irrespective of the educational environment, while appropriately recognizing the situatedness and diversity of writing practices in FL settings. * Heidi Byrnes, Georgetown University. *Although the predominant focus of the field of L2 writing has long been English writing in English dominant contexts, the number of studies focusing on non-English dominant contexts has been growing steadily. This authoritative volume features some of the most accomplished researchers in those contexts, seizing the momentum to expand the scope of the field and to provide a much needed global perspective. Without doubt, the editor and the contributors to this collection are laying a foundation for further exploration of L2 writing theory, research and instruction--especially in contexts where English is not one of the dominant languages. * Paul Matsuda, Arizona State University. *This collection convincingly argues for the need for greater recognition of writing in diverse foreign language contexts. Especially welcome are the focus on programs of research and the consolidation of knowledge and the spirit of inclusiveness regarding perspectives (linguistic, cognitive, and social) and approaches (to research, theory, and teaching). * Tony Silva, Purdue University. *What sets the volume apart from other edited collections is the remarkable way in which it brings together studies from different theoretical and methodological orientations without creating a mixed bag of self-contained, disjointed studies. Each chapter stays true to the book’s overall theme of looking back and moving forward as the authors take the reader through an almost narrativelike account of the past history of their academic endeavors and outline current and future developments in their research agendas...Without a doubt, this book will serve as an ideal overview for both established scholars and students who are interested in learning about current issues in the area of FL writing as well as the intersections of SLA and L2 writing. * Soo Hyon Kim, Michigan State University in SSLA Book Reviews, pp457-459, 2010 *Two elements guarantee the success of this long-overdue book. The first is the attention this book gives to contexts-from curricula and instruction methods to a recognition of English as the global language for written communication-to explain how EFL learners approach writing in English.The second notable element is the unusual and effective method of compilation, in which multiauthored chapters are intertwined as the authors refer to each others’ chapters, bringing a sense of wholeness to the book…Researchers seeking to conduct studies on FL writing will benefit from studying this impressive overview of the field. Tertiary educators also might view this book as a key resource in developing writing courses specifically for their EFL classes…Manchon’s compilation is a brief but rich and necessary handbook that places FL writing in the forefront of the writing research field-aplace that, as the contributors to this book have amply illustrated, is well earned. * Idoia Elola, Texas Tech University, The Modern Language Journal 95 (2011) *This volume is a timely contribution to the field and provides a much needed comprehensive review of this burgeoning area of research in L2 writing...What sets the volume apart from other edited collections is the remarkable way in which it brings together studies from different theoretical and methodological orientations without creating a mixed bag of self-contained, disjointed studies. Each chapter stays true to the book’s overall theme of looking back and moving forward as the authors take the reader through an almost narrativelike account of the past history of their academic endeavors and outline current and future developments in their research agendas...Without a doubt, this book will serve as an ideal overview for both established scholars and students who are interested in learning about current issues in the area of FL writing as well as the intersections of SLA and L2 writing. The book gives readers the rare opportunity to partake in the ruminations of experienced researchers as they refl ect on their previous work in light of new research fi ndings and the growing knowledge base of FL and L2 writing. * Soo Hyon Kim, Michigan State University, SSLA issue 33:3 *Table of ContentsPreface (by Ilona Leki) Introduction - Rosa M. Manchón PART 1: Looking back. Research insights Chapter 1: Situated writing practices in foreign language settings - Carol Rinnert and Hiroe Kobayashi Chapter 2: Changes in EFL students´ writing over 3.5 years - Miyuki Sasaki Chapter 3: Towards a blueprint of the foreign language writer - R. Schoonen, P. Snellings, M. Stevenson, and A. van Gelderen Chapter 4: The problem-solving nature of foreign language composing - Rosa Manchón, Julio Roca, and Liz Murphy Chapter 5: Age-related differences and associated factors in foreign language writing - M. Luz Celaya and Teresa Navés Chapter 6: The globalization of scholarship - John Flowerdew and Yongyan Li. Chapter 7: A critical evaluation of writing teaching programmes in different foreign language settings - Melinda Reichelt PART 2: Looking ahead. Issues in theory, research, and pedagogy. Chapter 8: The contribution of studies of foreign language writing research to research, theories, and policies - Alister Cumming Chapter 9: Studying writing across English as a foreign language contexts - Lourdes Ortega Chapter 10: Training for writing or training for reality? - Christine Pearson Casanave. PART 3: Coda Chapter 11: Bibliography on sources on foreign language writing - Melinda Reichelt

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Book SynopsisThis book represents the most comprehensive account to date of foreign language (FL) writing. Its basic aim is to reflect critically on where the field is now and where it needs need to go next in the exploration of FL writing at the levels of theory, research, and pedagogy, hence the two parts of the book: 'Looking back' and 'Looking ahead'. The chapters in Part I offer accounts of both the inquiry process followed and the main insights gained in various long-term research programs. The chapters in Part 2 contribute a retrospective analysis of the available empirical research and of professional experiences in an attempt to move forward. The book invites the reader to step back and rethink seemingly well established knowledge about L2 writing in light of what is known about writing in FL contexts.Trade ReviewLooking back and highlighting the many ways in which SL and FL learning contexts differ, this collection of papers challenges readers to (re-)consider what the field knows about L2 writing development. Looking forward, the resulting contextualization and expansion of theoretical, empirical, and pedagogical insights is sure to facilitate a more robust understanding of all L2 writing, irrespective of the educational environment, while appropriately recognizing the situatedness and diversity of writing practices in FL settings. * Heidi Byrnes, Georgetown University. *Although the predominant focus of the field of L2 writing has long been English writing in English dominant contexts, the number of studies focusing on non-English dominant contexts has been growing steadily. This authoritative volume features some of the most accomplished researchers in those contexts, seizing the momentum to expand the scope of the field and to provide a much needed global perspective. Without doubt, the editor and the contributors to this collection are laying a foundation for further exploration of L2 writing theory, research and instruction--especially in contexts where English is not one of the dominant languages. * Paul Matsuda, Arizona State University. *This collection convincingly argues for the need for greater recognition of writing in diverse foreign language contexts. Especially welcome are the focus on programs of research and the consolidation of knowledge and the spirit of inclusiveness regarding perspectives (linguistic, cognitive, and social) and approaches (to research, theory, and teaching). * Tony Silva, Purdue University. *What sets the volume apart from other edited collections is the remarkable way in which it brings together studies from different theoretical and methodological orientations without creating a mixed bag of self-contained, disjointed studies. Each chapter stays true to the book’s overall theme of looking back and moving forward as the authors take the reader through an almost narrativelike account of the past history of their academic endeavors and outline current and future developments in their research agendas...Without a doubt, this book will serve as an ideal overview for both established scholars and students who are interested in learning about current issues in the area of FL writing as well as the intersections of SLA and L2 writing. * Soo Hyon Kim, Michigan State University in SSLA Book Reviews, pp457-459, 2010 *Two elements guarantee the success of this long-overdue book. The first is the attention this book gives to contexts-from curricula and instruction methods to a recognition of English as the global language for written communication-to explain how EFL learners approach writing in English.The second notable element is the unusual and effective method of compilation, in which multiauthored chapters are intertwined as the authors refer to each others’ chapters, bringing a sense of wholeness to the book…Researchers seeking to conduct studies on FL writing will benefit from studying this impressive overview of the field. Tertiary educators also might view this book as a key resource in developing writing courses specifically for their EFL classes…Manchon’s compilation is a brief but rich and necessary handbook that places FL writing in the forefront of the writing research field-aplace that, as the contributors to this book have amply illustrated, is well earned. * Idoia Elola, Texas Tech University, The Modern Language Journal 95 (2011) *This volume is a timely contribution to the field and provides a much needed comprehensive review of this burgeoning area of research in L2 writing...What sets the volume apart from other edited collections is the remarkable way in which it brings together studies from different theoretical and methodological orientations without creating a mixed bag of self-contained, disjointed studies. Each chapter stays true to the book’s overall theme of looking back and moving forward as the authors take the reader through an almost narrativelike account of the past history of their academic endeavors and outline current and future developments in their research agendas...Without a doubt, this book will serve as an ideal overview for both established scholars and students who are interested in learning about current issues in the area of FL writing as well as the intersections of SLA and L2 writing. The book gives readers the rare opportunity to partake in the ruminations of experienced researchers as they refl ect on their previous work in light of new research fi ndings and the growing knowledge base of FL and L2 writing. * Soo Hyon Kim, Michigan State University, SSLA issue 33:3 *Table of ContentsPreface (by Ilona Leki) Introduction - Rosa M. Manchón PART 1: Looking back. Research insights Chapter 1: Situated writing practices in foreign language settings - Carol Rinnert and Hiroe Kobayashi Chapter 2: Changes in EFL students´ writing over 3.5 years - Miyuki Sasaki Chapter 3: Towards a blueprint of the foreign language writer - R. Schoonen, P. Snellings, M. Stevenson, and A. van Gelderen Chapter 4: The problem-solving nature of foreign language composing - Rosa Manchón, Julio Roca, and Liz Murphy Chapter 5: Age-related differences and associated factors in foreign language writing - M. Luz Celaya and Teresa Navés Chapter 6: The globalization of scholarship - John Flowerdew and Yongyan Li. Chapter 7: A critical evaluation of writing teaching programmes in different foreign language settings - Melinda Reichelt PART 2: Looking ahead. Issues in theory, research, and pedagogy. Chapter 8: The contribution of studies of foreign language writing research to research, theories, and policies - Alister Cumming Chapter 9: Studying writing across English as a foreign language contexts - Lourdes Ortega Chapter 10: Training for writing or training for reality? - Christine Pearson Casanave. PART 3: Coda Chapter 11: Bibliography on sources on foreign language writing - Melinda Reichelt

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Book SynopsisThis volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.Trade ReviewThis book has the potential for creating changes in language teaching practices around the world. It addresses the age-old, emotionally and politically charged controversy about the use of a first language in second and foreign language classrooms. The contributors to this book, drawing on multiple theoretical frameworks, and researching a variety of contexts, discuss optimal levels of first language use and what kinds of uses are supportive and effective for second and foreign language learning. This book is bound to further debate and inquiry about the roles of first language use in classroom language teaching. -- Merrill Swain, OISE, University of Toronto, CanadaThis extremely valuable and timely collection of case studies had its origins at a workshop held in 2007 at the University of California, Irvine, where many of the authors of the various chapters met to discuss the issue of code-switching in second language learning. The authors come from three main disciplines -language pedagogy, curriculum design and sociolinguistics - and the second and foreign languages they consider include not only English, but also German, Spanish and French...I strongly recommend that all language teachers - and researchers - read this book, and ponder the implications for professional practice and academic theory. -- Roger Barnard, University of Waikato, New Zealand * Modern English Teacher, 19(3) *All in all, the book provides a wealth of information about the use of learners’ first language in the second and foreign language classroom. I strongly recommend this book. It deserves a place on the shelf of second language teacher educators, curriculum developers and classroom language policy-makers alike. -- Le Van Canh, University of Waikato, New Zealand * TESOLANZ Journal, Volume 19, 2011 *Table of ContentsIntroduction - Miles Turnbull and Jennifer Dailey-O'Cain 1 Teachers' Use of the First Language in French Immersion: Revisiting a Core Principle - Brian McMillan and Miles Turnbull 2 Teacher Use of Code-Switching in the Second Language Classroom: Exploring 'Optimal' Use - Ernesto Macaro 3 Code-Switching in Computer-Mediated Communication: Linguistic and Interpersonal Dimensions of Cross-National Discourse Between School Learners of French and English - Michael Evans 4 Target Language Use in English Classes in Hungarian Primary Schools - Krisztina Nagy and Daniel Robertson 5 Forms and Functions of Code-Switching by Dual Immersion Students: A Comparison of Heritage Speaker and Second-Language Children - Kim Potowski 6 How Bilingual Children Talk: Strategic Code-Switching Among Children in Dual Language Programs - Janet M. Fuller 7 Teacher and Student Use of the First Language in Foreign Language Classroom Interaction: Functions and Applications - Jennifer Dailey-O'Cain and Grit Liebscher 8 Building Meaning Through Code Choice in Second Language Learner Interaction: A D/discourse Analysis and Proposals for Curriculum Design and Teaching - Glenn S. Levine 9 The Impact of Pedagogical Materials on Critical Language Awareness: Assessing Student Attention to Patterns of Language Use - Carl S. Blyth 10 Concluding Reflections: Moving Forward - Miles Turnbull and Jennifer Dailey-O'Cain

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Book SynopsisThis volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.Trade ReviewThis book has the potential for creating changes in language teaching practices around the world. It addresses the age-old, emotionally and politically charged controversy about the use of a first language in second and foreign language classrooms. The contributors to this book, drawing on multiple theoretical frameworks, and researching a variety of contexts, discuss optimal levels of first language use and what kinds of uses are supportive and effective for second and foreign language learning. This book is bound to further debate and inquiry about the roles of first language use in classroom language teaching. -- Merrill Swain, OISE, University of Toronto, CanadaThis extremely valuable and timely collection of case studies had its origins at a workshop held in 2007 at the University of California, Irvine, where many of the authors of the various chapters met to discuss the issue of code-switching in second language learning. The authors come from three main disciplines -language pedagogy, curriculum design and sociolinguistics - and the second and foreign languages they consider include not only English, but also German, Spanish and French...I strongly recommend that all language teachers - and researchers - read this book, and ponder the implications for professional practice and academic theory. -- Roger Barnard, University of Waikato, New Zealand * Modern English Teacher, 19(3) *All in all, the book provides a wealth of information about the use of learners’ first language in the second and foreign language classroom. I strongly recommend this book. It deserves a place on the shelf of second language teacher educators, curriculum developers and classroom language policy-makers alike. -- Le Van Canh, University of Waikato, New Zealand * TESOLANZ Journal, Volume 19, 2011 *Table of ContentsIntroduction - Miles Turnbull and Jennifer Dailey-O'Cain 1 Teachers' Use of the First Language in French Immersion: Revisiting a Core Principle - Brian McMillan and Miles Turnbull 2 Teacher Use of Code-Switching in the Second Language Classroom: Exploring 'Optimal' Use - Ernesto Macaro 3 Code-Switching in Computer-Mediated Communication: Linguistic and Interpersonal Dimensions of Cross-National Discourse Between School Learners of French and English - Michael Evans 4 Target Language Use in English Classes in Hungarian Primary Schools - Krisztina Nagy and Daniel Robertson 5 Forms and Functions of Code-Switching by Dual Immersion Students: A Comparison of Heritage Speaker and Second-Language Children - Kim Potowski 6 How Bilingual Children Talk: Strategic Code-Switching Among Children in Dual Language Programs - Janet M. Fuller 7 Teacher and Student Use of the First Language in Foreign Language Classroom Interaction: Functions and Applications - Jennifer Dailey-O'Cain and Grit Liebscher 8 Building Meaning Through Code Choice in Second Language Learner Interaction: A D/discourse Analysis and Proposals for Curriculum Design and Teaching - Glenn S. Levine 9 The Impact of Pedagogical Materials on Critical Language Awareness: Assessing Student Attention to Patterns of Language Use - Carl S. Blyth 10 Concluding Reflections: Moving Forward - Miles Turnbull and Jennifer Dailey-O'Cain

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Book SynopsisThe Meaning Makers is about children’s language and literacy development at home and at school. Based on the Bristol Study, “Language at Home and at School,” which the author directed, it follows the development of a representative sample of children from their first words to the end of their primary schooling. It contains many examples of their experience of language in use, both spoken and written, recorded in naturally occurring settings in their homes and classrooms, and shows the active role that children play in their own development as they both make sense of the world around them and master the linguistic means for communicating about it. Additionally, this second edition also sets the findings of the original study in the context of recent research in the sociocultural tradition inspired by Vygotsky’s work and includes examples of effective teaching drawn from the author’s recent collaborative research with teachers.Trade ReviewIn the first edition of The Meaning Makers, Gordon Wells used a wealth of observational data to demonstrate the importance of talk with adults for children’s learning and development. The book worked especially well because it included the voices of the children and adults in its many illustrative examples. This new edition not only links the original analysis to recent research and contemporary educational issues, but also provides fascinating insights into the changing perspectives of a researcher over the span of a highly productive, international career. * Neil Mercer, Professor of Education, University of Cambridge *Table of ContentsAcknowledgements Prologue Introduction Notes on Transcription of Dialogue Extracts Chapter One The Children and Their Families Chapter Two Learning to Talk: The Pattern of Development Chapter Three Learning to Talk: The Construction of Language Chapter Four Talking to Learn Chapter Five From Home to School Chapter Six Helping Children to Make Knowledge Their Own Chapter Seven Differences between Children in Language and Learning Chapter Eight The Centrality of Literacy Chapter Nine The Children’s Achievement at Age 10 Chapter Ten The Sense of Story Chapter Eleven A Functional Theory of Language Development Chapter Twelve Towards Dialogue in the Classroom Chapter Thirteen The Interdependence of Practice and Theory Epilogue References

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Book SynopsisMeasuring Second Language Vocabulary Acquisition provides an examination of the background to testing vocabulary knowledge in a second language and in particular considers the effect that word frequency and lexical coverage have on learning and communication in a foreign language. It examines the tools we have for assessing the various facets of vocabulary knowledge such as aural and written word recognition, the link with word meaning, and vocabulary depth. These are illustrated and the scores they produce are demonstrated to provide normative data. Vocabulary acquisition from course books and in the classroom in examined, as is vocabulary uptake from informal tasks. This book ties scores on tests of vocabulary breadth to performance on standard foreign language examinations and on hierarchies of communicative performance such as the CEFR.Trade ReviewThis volume represents a much needed update on issues in assessing vocabulary. It displays the empirical grounding and rigor that only an established scholar like James Milton can provide. A refreshing aspect of the book is that the author questions even the most basic preconceived notions that scholars and teacher practitioners might have about what it means to know a word and to assess this knowledge, and that he reports on the results of his inquiry in an honest and even-handed way. -- Andrew Cohen, Second Language Studies, University of Minnesota, USAThis book tackles the ever-intriguing, yet often staggeringly underestimated subject of measuring second language vocabulary development. By adeptly coalescing the second language acquisition theory with the state-of-the-art vocabulary research, along with an original evaluation of the position of vocabulary in general language assessment, Milton convincingly demonstrates the weight vocabulary [measurement] carries in foreign language learning and teaching. Written in a wonderfully systematic and appealingly reader-friendly way, this volume is an especially valid contribution to the field, as well as an indisputable resource and guide for all those interested in exploring any aspect of foreign language vocabulary development. -- Visnja Pavicic-Takac, Faculty of Philosophy, J. J. Strossmayer University in Osijek, CroatiaIn this volume, Milton meticulously connects research on corpus linguistics, SLA, and testing and advocates for establishing reliable units of measurement of vocabulary size as a cornerstone to furthering understanding of second-language (L2) vocabulary development...Throughout this cutting-edge volume, Milton highlights pedagogical, methodological, and theoretical implications while also cautiously reminding readers of intervening factors in establishing connections between vocabulary frequency with vocabulary knowledge. -- Diana Pulido, University of Texas at Austin published in SSLA issue 33:3Table of ContentsIntroduction 1. Explanations and Definitions 2. Word Difficulty, Word Frequency and Acquisition: Lexical Profiles 3. Frequency and Coverage 4. Measuring Vocabulary Breadth: Passive Recognition Vocabulary 5. Measuring Other Aspects of Vocabulary Breadth 6. Measuring Productive Vocabulary Knowledge 7. Measuring Vocabulary Depth 8. Vocabulary Acquisition and Assessments of Language Level 9. Vocabulary Acquisition and Classroom Input 10. Vocabulary Acquisition and Informal Language Input 11. Implications for Learning and Teaching: Theory and Practice Bibliography

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Book SynopsisMeasuring Second Language Vocabulary Acquisition provides an examination of the background to testing vocabulary knowledge in a second language and in particular considers the effect that word frequency and lexical coverage have on learning and communication in a foreign language. It examines the tools we have for assessing the various facets of vocabulary knowledge such as aural and written word recognition, the link with word meaning, and vocabulary depth. These are illustrated and the scores they produce are demonstrated to provide normative data. Vocabulary acquisition from course books and in the classroom in examined, as is vocabulary uptake from informal tasks. This book ties scores on tests of vocabulary breadth to performance on standard foreign language examinations and on hierarchies of communicative performance such as the CEFR.Trade ReviewThis volume represents a much needed update on issues in assessing vocabulary. It displays the empirical grounding and rigor that only an established scholar like James Milton can provide. A refreshing aspect of the book is that the author questions even the most basic preconceived notions that scholars and teacher practitioners might have about what it means to know a word and to assess this knowledge, and that he reports on the results of his inquiry in an honest and even-handed way. -- Andrew Cohen, Second Language Studies, University of Minnesota, USAThis book tackles the ever-intriguing, yet often staggeringly underestimated subject of measuring second language vocabulary development. By adeptly coalescing the second language acquisition theory with the state-of-the-art vocabulary research, along with an original evaluation of the position of vocabulary in general language assessment, Milton convincingly demonstrates the weight vocabulary [measurement] carries in foreign language learning and teaching. Written in a wonderfully systematic and appealingly reader-friendly way, this volume is an especially valid contribution to the field, as well as an indisputable resource and guide for all those interested in exploring any aspect of foreign language vocabulary development. -- Visnja Pavicic-Takac, Faculty of Philosophy, J. J. Strossmayer University in Osijek, CroatiaIn this volume, Milton meticulously connects research on corpus linguistics, SLA, and testing and advocates for establishing reliable units of measurement of vocabulary size as a cornerstone to furthering understanding of second-language (L2) vocabulary development...Throughout this cutting-edge volume, Milton highlights pedagogical, methodological, and theoretical implications while also cautiously reminding readers of intervening factors in establishing connections between vocabulary frequency with vocabulary knowledge. -- Diana Pulido, University of Texas at Austin published in SSLA issue 33:3Table of ContentsIntroduction 1. Explanations and Definitions 2. Word Difficulty, Word Frequency and Acquisition: Lexical Profiles 3. Frequency and Coverage 4. Measuring Vocabulary Breadth: Passive Recognition Vocabulary 5. Measuring Other Aspects of Vocabulary Breadth 6. Measuring Productive Vocabulary Knowledge 7. Measuring Vocabulary Depth 8. Vocabulary Acquisition and Assessments of Language Level 9. Vocabulary Acquisition and Classroom Input 10. Vocabulary Acquisition and Informal Language Input 11. Implications for Learning and Teaching: Theory and Practice Bibliography

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Book SynopsisBased on participant observation in a California English as a Second Language family literacy program, this ethnographic study examines how the complexly gendered life histories of immigrant adults shaped their participation in both the English language classroom and the education of their children, within the contemporary sociohistorical context of increasing Latin American immigration to the United States. Through outlining the connections between (gendered) identity work and language learning, this study builds theoretical and empirical justification for teachers to negotiate classroom practice with each community of learners, responding to students’ individual goals, histories, and lives outside the classroom.Trade ReviewHumorous and irreverent, embarrassed and frustrated, angry and grateful, the participants in Menard-Warwick’s study emerge as real people on the pages of this engaging and compassionate book that privileges immigrants’ voices and experiences. Investigating the complex interplay between gender, class, ethnicity, and immigration status, Menard-Warwick revitalizes the inquiry into the relationship between gender, power, and second language and literacy learning and makes important connections between sociolinguistic theory and adult ESL teaching practice. -- Aneta Pavlenko, College of Education, Temple University, USAThe monograph makes an important contribution to understanding adult immigrant learners' agency and heterogeneity in the restructuring of their gendered identities and their decisions on their education in early 21st century California. First, this research fills in the gaps in second language acquisition research which largely overlooks learners' identities, goals, trajectories and larger contexts of learning. Second, the study contributes in important ways to the language socialisation paradigm since it documents how the personal and family history of adult learners constitutes an important part of the social context of any educational endeavour. Besides, it questions previous findings about the divergence of immigrant children's socialisation from mainstream socialisation at schools. Last but not least, it accounts for the diverse gendered practices and ideologies within the transnational communities of practice in which informants participate through an analysis of the ESL classroom and home literacy practices. -- Maria Rosa Garrido, Universitat Autonoma de Barcelona, Spain * Spanish in Context 9:2, 2012 *Table of ContentsChapter One: The Social Context of Immigrant Language Learning Chapter Two: Second Language Learning as Gendered Practice Chapter Three: Gendered Narratives of Immigrant Language Learners Chapter Four: The Sociohistorical Construction of Parental Involvement in Education Chapter Five: Gendered Positioning in ESL Classroom Activities Chapter Six: Changing Gender Ideologies in Local Communities Chapter Seven: Gendered Identities and Language Learning: Continuing the Dialogue References Appendix A: Discourse transcription conventions Appendix B: Focal participants’ demographics Appendix C: Data collected on participants

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Book SynopsisThis book presents a comprehensive review of previous research on lexical inferencing, co-authored by Kirsten Haastrup, and a major new trilingual study of lexical inferencing by both first (L1) and second language (L2) readers. Research since the 1970s on this apparently universal cognitive process in L2 reading and vocabulary learning is surveyed, including the kinds of knowledge and textual cues L2 readers use when inferring unknown word meanings, factors influencing their success and knowledge retention, and relevant theory. A comparative study of L1 and L2 lexical inferencing by Persian and French and English speakers is then presented, focusing on evidence of L1 transfer in the L2 inferencing process, its success and readers’ gains in L2 word knowledge. Influences of the specific L1 are distinguished from those of native versus non-native proficiency, relative cultural familiarity of texts, readers’ L2 proficiency, text language features and other factors. The relative typological distance between readers’ L1 and L2 is reflected in systematic differences between L1 speakers of Persian and French in their L2 lexical inferencing. Implications are drawn for L2 instruction at advanced levels.Trade ReviewIn this study of lexical inference several topical and important strands in SLA research are woven together to form an impressive whole: lexical knowledge, cross-linguistic influence, reading comprehension and the difference between L1-and L2-speakers. The tests are skilfully planned and executed and lead to a convincing discussion of the results. This will be a most useful book for anyone working in the field of SLA. -- Håkan Ringbom, Emeritus Professor of English, Åbo Akademi University, FinlandOne valuable suggestion made by the authors in the light of this study is that when large typological distances exist, reading and vocabulary instruction should include explicit work on morphology, and even special attention to the commonest words in the L2 that are not lexicalized in the L1. Although this already exists in many ELL programs, the new Wesche and Paribakht’s study helps provide confirmatory evidence of the value of such exercises, as well as for the inferencing training that also commonly occurs in instructed L2 contexts. -- Ron Martinez, School of English Studies, University of Nottingham * Book reviews / System 39 (2011) 113-127 *Table of ContentsPart I Lexical Inferencing: A Research Review Chapter 1 Research on the Lexical Inferencing Process and its Outcomes Chapter 2 Cross-linguistic Issues in Lexical Inferencing Part II Trilingual Study of Lexical Inferencing in a First and Second Language Chapter 3 Conceptualization and Methodology Chapter 4 L1 Influences on Knowledge Source Use in L2 Lexical Inferencing Chapter 5 Inferencing Success and Initial Development of Word Knowledge Chapter 6 Trilingual Study Summary, Discussion and Implications

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Book SynopsisIt has been said there are more Chinese learning English than there are Americans. We all have a sense that the first decades of the third millennium, including the effects of the global financial recession, signal dramatic changes to the shape of the world to come. China’s emergence as a superpower is one of the few certainties in this rapidly changing world. What is less well realised is the critical role which China’s decisions about English will play in the world’s communication profile. This unique volume explores this question looking at the debates on identity, cultural values and communication practices. Taking a wide-ranging view and uniquely blending both Chinese and Western perspectives the volume explores the critically important cultural consequences of mass English learning in today’s world.Trade ReviewWhat is remarkable in this volume is not only the ways in which the discourses of this dichotomy resonate in the early twenty-first century, but also the ways in which new discourses, new problems and new opportunities emerge in the present. The editors are to be congratulated on this book, which offers an insightful blend of theory and empirical research. The fascinating and wide-ranging account of the status and functions of English in China today provided by Lo Bianco, Orton and Gao in China and English is essential reading for everyone interested in English in the Chinese context and in the wide range of educational and intercultural issues associated with the continuing story of English in China. -- Kingsley Bolton, City University, Hong Kong * English Today *While much attention is paid in certain circles to the rising power of China, little is known about the critical impact on both the Chinese people and the rest of the world of the country’s language policy, in particular China’s domestication of English and its increasing efforts to spread its language and culture worldwide. What dynamics has it brought about? How are identities negotiated with the teaching and learning of English as a foreign language at the collective/national and individual levels? And how do such identities affect China’s interaction with the rest of the world? This book is therefore a timely contribution to addressing these important questions. -- Huhua Ouyang, Guangdong University of Foreign Studies, China * Lang Policy (2012) 11:209–211 *This edited volume is a significant contribution to linguistic, educational, and social studies of English in China, and it is also a valubale addition to the existing literature of studies on language and cultural identity. It is an insightful volume that takes on many of the current issues that are of great interest to a wide range of readership from English language teachers and learners to researchers and scholars focusing on culture and identity as well as Chinese studies both within China and worldwide. -- Zhichang Xu, Monash University, Australia * English World-Wide 34:2, 2013 *Table of ContentsPART I Western Dreams, Chinese Quests: Habitus and Encounter 1. Intercultural Encounters and Deep Cultural Beliefs – Joseph Lo Bianco 2. Sociocultural Contexts and English in China: Retaining and Reforming the Cultural Habitus – Gao Yihong 3. English and the Chinese Quest – Jane Orton PART II Learners, Identities, Purposes 4. Language and Identity: State of the Art and a Debate of Legitimacy – Gao Yihong 5. Beautiful English vs. the Multilingual Self – Li Zhanzi 6. “Just a Tool”: The Role of English in the Curriculum – Jane Orton 7. The More I Learned, the Less I Found My Self – Bian Yongwei PART III Landscapes and Mindscapes 8. Language, Ethnicity and Identity in China – Zhou Qingsheng 9. Ethnic Minorities, Bilingual Education and Glocalization – Xu Hongchen 10. English at Home in China: How Far Does the Bond Extend? – Joseph Lo Bianco 11. Motivational Force-Imagined Community in Crazy English – Li Jingyan 12. Understanding Ourselves Through ‘Teacher Man’ – Li Zhanzi PART IV Narratives 13. Negotiated (Non-)Participation of ‘Unsuccessful’ Learners – Li Yuxia 14. Teachers’ Identities in Personal Narratives – Liu Yi PART V English for China in the World 15. East Goes West – Jane Orton 16. Being Chinese, Speaking English – Joseph Lo Bianco

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Book SynopsisIt has been said there are more Chinese learning English than there are Americans. We all have a sense that the first decades of the third millennium, including the effects of the global financial recession, signal dramatic changes to the shape of the world to come. China’s emergence as a superpower is one of the few certainties in this rapidly changing world. What is less well realised is the critical role which China’s decisions about English will play in the world’s communication profile. This unique volume explores this question looking at the debates on identity, cultural values and communication practices. Taking a wide-ranging view and uniquely blending both Chinese and Western perspectives the volume explores the critically important cultural consequences of mass English learning in today’s world.Trade ReviewWhat is remarkable in this volume is not only the ways in which the discourses of this dichotomy resonate in the early twenty-first century, but also the ways in which new discourses, new problems and new opportunities emerge in the present. The editors are to be congratulated on this book, which offers an insightful blend of theory and empirical research. The fascinating and wide-ranging account of the status and functions of English in China today provided by Lo Bianco, Orton and Gao in China and English is essential reading for everyone interested in English in the Chinese context and in the wide range of educational and intercultural issues associated with the continuing story of English in China. -- Kingsley Bolton, City University, Hong Kong * English Today *While much attention is paid in certain circles to the rising power of China, little is known about the critical impact on both the Chinese people and the rest of the world of the country’s language policy, in particular China’s domestication of English and its increasing efforts to spread its language and culture worldwide. What dynamics has it brought about? How are identities negotiated with the teaching and learning of English as a foreign language at the collective/national and individual levels? And how do such identities affect China’s interaction with the rest of the world? This book is therefore a timely contribution to addressing these important questions. -- Huhua Ouyang, Guangdong University of Foreign Studies, China * Lang Policy (2012) 11:209–211 *This edited volume is a significant contribution to linguistic, educational, and social studies of English in China, and it is also a valubale addition to the existing literature of studies on language and cultural identity. It is an insightful volume that takes on many of the current issues that are of great interest to a wide range of readership from English language teachers and learners to researchers and scholars focusing on culture and identity as well as Chinese studies both within China and worldwide. -- Zhichang Xu, Monash University, Australia * English World-Wide 34:2, 2013 *Table of ContentsPART I Western Dreams, Chinese Quests: Habitus and Encounter 1. Intercultural Encounters and Deep Cultural Beliefs – Joseph Lo Bianco 2. Sociocultural Contexts and English in China: Retaining and Reforming the Cultural Habitus – Gao Yihong 3. English and the Chinese Quest – Jane Orton PART II Learners, Identities, Purposes 4. Language and Identity: State of the Art and a Debate of Legitimacy – Gao Yihong 5. Beautiful English vs. the Multilingual Self – Li Zhanzi 6. “Just a Tool”: The Role of English in the Curriculum – Jane Orton 7. The More I Learned, the Less I Found My Self – Bian Yongwei PART III Landscapes and Mindscapes 8. Language, Ethnicity and Identity in China – Zhou Qingsheng 9. Ethnic Minorities, Bilingual Education and Glocalization – Xu Hongchen 10. English at Home in China: How Far Does the Bond Extend? – Joseph Lo Bianco 11. Motivational Force-Imagined Community in Crazy English – Li Jingyan 12. Understanding Ourselves Through ‘Teacher Man’ – Li Zhanzi PART IV Narratives 13. Negotiated (Non-)Participation of ‘Unsuccessful’ Learners – Li Yuxia 14. Teachers’ Identities in Personal Narratives – Liu Yi PART V English for China in the World 15. East Goes West – Jane Orton 16. Being Chinese, Speaking English – Joseph Lo Bianco

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Book SynopsisThis monograph reports on a longitudinal inquiry into mainland Chinese undergraduates’ language learning experiences in an English medium university in a multilingual setting with a focus on their strategic language learning efforts. This book examines the issue as to what extent language learners’ strategic learning efforts depend on their ‘choice’, if ‘the element of choice’ is the defining characteristic of language learners’ strategic learning behaviour. The inquiry, using a qualitative and ethnographic research approach, reveals dynamic interaction between learners’ agency and contextual conditions underlying the participants’ strategic learning process. Such understanding informs pedagogical efforts to foster individual learners’ capacity for strategic learning and their capacities in opening up and sustaining a social learning space for exercising their strategic learning capacity or utilizing their strategic learning knowledge.Trade ReviewIn this engaging study combining both quantitative and qualitative approaches, Gao makes extensive use of a sociocultural research perspective to investigate second-language learner strategies. With theoretically-grounded rigor, he demonstrates how contextual realities (such as the threat of a given exam) mediate the language learning and use strategies of college students. A highlight of the study is his comparison of the same learners’ strategies and discourse about their experiences in studying in mainland China and then at an English-medium university in Hong Kong. What lends credibility to the study is that the author himself experienced challenges similar to those of his subjects, and that he was a participant observer by rooming for a year in a student dorm with one of his subjects. * Andrew Cohen, Second Language Studies, University of Minnesota, USA * Gao Xuesong’s book is the first in-depth account of language learning strategy use written from a sociocultural perspective. Showing how individuals’ strategy repertoires and use change over a period of years and across two settings – Mainland China and Hong Kong – it offers unique insights into the roles of individual agency and social context in strategic engagement with foreign language learning. The four detailed, and often moving, individual case studies included in the book are especially valuable in illuminating the human side of language learning strategy use. * Phil Benson, Hong Kong Institute of Education * Overall, Gao’s book is a timely and valuable addition to the growing body of research on SLA from a sociocultural perspective. This book in particular makes an important contribution to understanding the interaction between learner agency and social context in mediating the process of language learning. A particular strength of the book is that it is written in a clear and accessible manner throughout. In view of the rich and insightful analyses of the data and the use of a rigorous theoretical framework, it is clearly a book that deserves to be widely read and it is highly recommended to researchers in the areas of language learning, language learning strategy, sociocultural theory, and learners’ learning narratives. * Chit Cheung Matthew Sung, Lancaster University in SSLA issue 33:3 *Table of ContentsChapter 1 Introduction Chapter 2 A Sociocultural Perspective on Strategic Learning Chapter 3 Mainland Chinese Students’ Migration to Hong Kong Chapter 4 On the Chinese Mainland Chapter 5 Learning English in Hong Kong Chapter 6 Four Case Studies Chapter 7 Agency and Context in Strategic Learning

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Book SynopsisThis monograph reports on a longitudinal inquiry into mainland Chinese undergraduates’ language learning experiences in an English medium university in a multilingual setting with a focus on their strategic language learning efforts. This book examines the issue as to what extent language learners’ strategic learning efforts depend on their ‘choice’, if ‘the element of choice’ is the defining characteristic of language learners’ strategic learning behaviour. The inquiry, using a qualitative and ethnographic research approach, reveals dynamic interaction between learners’ agency and contextual conditions underlying the participants’ strategic learning process. Such understanding informs pedagogical efforts to foster individual learners’ capacity for strategic learning and their capacities in opening up and sustaining a social learning space for exercising their strategic learning capacity or utilizing their strategic learning knowledge.Trade ReviewIn this engaging study combining both quantitative and qualitative approaches, Gao makes extensive use of a sociocultural research perspective to investigate second-language learner strategies. With theoretically-grounded rigor, he demonstrates how contextual realities (such as the threat of a given exam) mediate the language learning and use strategies of college students. A highlight of the study is his comparison of the same learners’ strategies and discourse about their experiences in studying in mainland China and then at an English-medium university in Hong Kong. What lends credibility to the study is that the author himself experienced challenges similar to those of his subjects, and that he was a participant observer by rooming for a year in a student dorm with one of his subjects. * Andrew Cohen, Second Language Studies, University of Minnesota, USA * Gao Xuesong’s book is the first in-depth account of language learning strategy use written from a sociocultural perspective. Showing how individuals’ strategy repertoires and use change over a period of years and across two settings – Mainland China and Hong Kong – it offers unique insights into the roles of individual agency and social context in strategic engagement with foreign language learning. The four detailed, and often moving, individual case studies included in the book are especially valuable in illuminating the human side of language learning strategy use. * Phil Benson, Hong Kong Institute of Education * Overall, Gao’s book is a timely and valuable addition to the growing body of research on SLA from a sociocultural perspective. This book in particular makes an important contribution to understanding the interaction between learner agency and social context in mediating the process of language learning. A particular strength of the book is that it is written in a clear and accessible manner throughout. In view of the rich and insightful analyses of the data and the use of a rigorous theoretical framework, it is clearly a book that deserves to be widely read and it is highly recommended to researchers in the areas of language learning, language learning strategy, sociocultural theory, and learners’ learning narratives. * Chit Cheung Matthew Sung, Lancaster University in SSLA issue 33:3 *Table of ContentsChapter 1 Introduction Chapter 2 A Sociocultural Perspective on Strategic Learning Chapter 3 Mainland Chinese Students’ Migration to Hong Kong Chapter 4 On the Chinese Mainland Chapter 5 Learning English in Hong Kong Chapter 6 Four Case Studies Chapter 7 Agency and Context in Strategic Learning

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Book SynopsisThis volume is the first to deal with Turkish communicative development and disorders, reflecting the use of Turkish by a sizeable population in multilingual settings in Europe, USA, and Australia. In addition to Speech-language Pathologists, the book will be of interest to professionals from related fields such as clinical linguistics, psychology, psycholinguistics, neurolinguistics, audiology, and special education. This book presents a compendium of information about the profession of speech-language pathology, cultural differences, assessment materials and research done in communication disorders in Turkey. It also covers acquisition and disorders in multilingual contexts where there is significant Turkish immigration.Trade ReviewCommunication Disorders in Turkish is the most comprehensive overview of this topic ever written. Each chapter author has skillfully translated research to guide clinical practice. Speech-language pathologists and audiologists within Turkey, and in the many countries where Turkish people live, will find the breadth and depth of information to be impressive. -- Professor Sharynne McLeod, Research Institute for Professional Practice, Learning and Education (RIPPLE), Charles Sturt University, AustraliaCommunication Disorders in Turkish elevates the field of speech-language pathology for Turkish-speaking individuals to a new level. The book will certainly become a mainstay resource for speech-language pathologists, educational audiologists, and even deaf educators who care for Turkish-speaking children and adults with speech or language disorders and differences. It will also appeal to clinical and scientific professionals across the international community, especially those in Europe, Australia, and North America, where millions of bilingual Turkish families have made their homes. -- Professor Kenneth O. St. Louis, Dept of Speech Pathology and Audiology, West Virginia University, USATable of ContentsPART I Prologue Chapter 1: A Closer Look at the Developing Profession of Speech and Language Pathology - Seyhun Topbaş Chapter 2: The Sound Inventory of Turkish: Consonants and Vowels - Handan Kopkallı-Yavuz Chapter 3: Some Structural Characteristics of Turkish - Mehmet Yavaş PART II Communication Development and Disorders in Monolingual Settings Chapter 4: Normal Language Development in Turkish - Ayhan Aksu-Koç Chapter 5: MLU as a Tool for Morphological Assessment in Turkish Children - Pınar Ege Chapter 6: Turkish SALT: Computer Assisted Language Sample Analysis - Funda Acarlar and Judith Johnston Chapter 7: Specific Language Impairment in Turkish: Adapting the TELD-3 as a First Step in Measuring Language Impairments - Seyhun Topbaş Chapter 8: Speech Characteristics of Hearing Impaired Turkish Children - Ümran Tüfekçioğlu Chapter 9: Language Characteristics of Hearing Impaired Turkish Children - Ümran Tüfekçioğlu Chapter 10: Characteristics of Aphasia in Turkish - İlknur Maviş Chapter 11: Semantic Relatedness Judgments in Normal Turkish-English Bilinguals - İlknur Maviş and Swathi Kiran PART III Communication Disorders in Multilingual Settings Chapter 12: Aspects of Acquisition and Disorders in Turkish-Dutch Bilingual Children - Kutlay Yağmur and Elma Nap-Koff Chapter 13: Language Impairment in Turkish-Dutch Bilingual Children - Jan de Jong, Nazife Çavuş and Anne Baker Chapter 14: Measuring the Language Abilities of Turkish-English Bilingual Children Using TELD-3-T - Theodoros Marinis and Duygu Özge Chapter 15: Aspects of Language Acquisition and Disorders in Turkish-French Bilingual Children - Mehmet Ali Akıncı and Nathalie Decool-Mercier Chapter 16: Specific Language Impairment in Turkish-German Bilingual Children: Aspects of Assessment and Outcome - Solveig Chilla and Ezel Babür

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Book SynopsisTogether with changes in the nature of modernity, globalisation is restructuring society. The sovereignty of the nation-state is undermined, the structuring of identity is realigned and a sense of individualism (which involves a freedom of choice re institutional alignments) prevails. English emerges as the global lingua franca. At the heart of these developments is the knowledge economy within which work is organised according to principles quite different from those of the Taylorism that prevailed in the industrial economy. Language and culture play a crucial role in the elaboration of the shared meaning that is crucial for learning within team working. The book argues that creativity is enhanced by the use of multilingualism within working practices. It concludes with an overview of how our understanding of language is also changing.Trade ReviewThis is another important and highly contemporary contribution by Glyn Williams. Noted for his considerable originality and independence of viewpoint, the book is remarkably interdisciplinary, with understandings from economics, sociology, philosophy, business and sociolinguistics. It attacks issues of major current importance: the future knowledge-based economy, globalisation, and the use of technology for information exchange. The book contains critical appreciation and historical analysis but is also a very modern and highly constructive approach to the knowledge economy, and to the future of language. This is Williams’ best book from several decades of publishing. * Colin Baker, University of Bangor, Wales *Williams’s latest book offers a thoughtful, original and often provocative interpretation of the mutual relationships between the linguistic, the political, the social and the economic. The line of argument weaves together notions that are all too often considered in isolation, and this book can be recommended to advanced students and specialists of language policy and the politics of language who seek access to the big picture, along with wide-ranging scholarship and genuine intellectual engagement. * François Grin, University of Geneva, Switzerland *In this book, Williams sets out to provide an account of the role played by culture and language in the workplace practices and labour relations of the knowledge economy. Weaving together themes from industrial sociology, management studies, philosophy of science, linguistics and social theory, he builds an argument focused on parallel changes in the social, economic and academic domains: from a modernity centred on the nation-state to a reflexive modemity centred on selfcreated identity; from an industrial Taylorist economy to a flexible knowledge economy; and from humanist, rationalist theoretical interpretations of human agency to a decentred post-structuralist model of social practice. There can be no doubt that Williams lays down a worthy and ambitious project, especially since engagement with language use in organisational settings remains relatively marginal within discourse-analytic research. * AIon Lischinsky, Umea Universitet, Sweden in Lang Policy (2011) 10:111-113 *Table of ContentsChapter 1 Change and the Knowledge Economy Chapter 2 Language as an Object Chapter 3 Human Capital Chapter 4 Regional Innovation Systems Chapter 5 Communities of Practice Chapter 6 Language and the Subject Chapter 7 The Cultural Economy Chapter 8 Social Theory and Language

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Book SynopsisThis book addresses specific learning difficulties in reading and spelling – developmental dyslexia. Set in the cross-linguistic context, it presents issues surrounding dyslexia from the perspective of a foreign language teacher. It is intended to serve as a reference book for those involved in foreign language teaching, including experienced in-service teachers and novice teachers, as well as teacher trainers and trainees. It offers an up-to-date and reader-friendly study of the mechanisms of dyslexia and an overview of the current research on the disorder, in theoretical and practical terms. Its aim is to help teachers tackle one of the many challenges they face in the modern classroom: the organization of an effective foreign language teaching process for students with dyslexia.Trade ReviewThe book is informed by wide consideration of current knowledge in the dyslexia field, viewing dyslexia from an interdisciplinary perspective and considering language learning abilities to be on a continuum. Nijakowska presents a comprehensive overview of past and current thinking and research on dyslexia as it relates to the learning of a foreign language. With some novel approaches based on sound examination of recent findings, Nijakowska links research to practice to produce one of the most comprehensive books in the field. -- Dr Margaret Crombie, Educational Consultant, Author and Dyslexia SpecialistTable of ContentsIntroduction Chapter 1 Becoming Literate Chapter 2 Causes of Dyslexia Chapter 3 Dyslexia and Foreign Language Learning Chapter 4 Symptoms and Identification of Dyslexia Chapter 5 Treatment and Teaching Chapter 6 Sample Activities for Learners with Dyslexia Learning English as a Foreign Language

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Book SynopsisThis book addresses specific learning difficulties in reading and spelling – developmental dyslexia. Set in the cross-linguistic context, it presents issues surrounding dyslexia from the perspective of a foreign language teacher. It is intended to serve as a reference book for those involved in foreign language teaching, including experienced in-service teachers and novice teachers, as well as teacher trainers and trainees. It offers an up-to-date and reader-friendly study of the mechanisms of dyslexia and an overview of the current research on the disorder, in theoretical and practical terms. Its aim is to help teachers tackle one of the many challenges they face in the modern classroom: the organization of an effective foreign language teaching process for students with dyslexia.Trade ReviewThe book is informed by wide consideration of current knowledge in the dyslexia field, viewing dyslexia from an interdisciplinary perspective and considering language learning abilities to be on a continuum. Nijakowska presents a comprehensive overview of past and current thinking and research on dyslexia as it relates to the learning of a foreign language. With some novel approaches based on sound examination of recent findings, Nijakowska links research to practice to produce one of the most comprehensive books in the field. -- Dr Margaret Crombie, Educational Consultant, Author and Dyslexia SpecialistTable of ContentsIntroduction Chapter 1 Becoming Literate Chapter 2 Causes of Dyslexia Chapter 3 Dyslexia and Foreign Language Learning Chapter 4 Symptoms and Identification of Dyslexia Chapter 5 Treatment and Teaching Chapter 6 Sample Activities for Learners with Dyslexia Learning English as a Foreign Language

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Book SynopsisIn a field like L2 vocabulary teaching and learning where interest and research studies are burgeoning, this book offers a useful collection of papers that contains new ways of investigating vocabulary development, techniques for vocabulary teaching such as the Focus on Form hypothesis, word associations, and the use of concordance data. In addition, it tackles recent areas of analysis such as the treatment of vocabulary in teaching materials—an area of almost complete neglect in the literature. The book is divided into three parts. Part one provides the overview and deals with the development of a model for vocabulary teaching and learning. Part two focuses on empirical studies on lexical processing in English and Spanish. Part three centers on materials design for vocabulary teaching and learning. The advances made in this book will certainly be of interest to researchers, teachers, and graduate students working on this very active field of inquiry.Trade ReviewInsights into non-native vocabulary learning and teaching is a valuable addition to the library of any vocabulary researcher or L2 materials developer. -- Monica Richards, Iowa State University * System 39 (2011) 554-584 *Table of ContentsChapter 1: Vocabulary Teaching and Learning: Introduction and Overview - Rubén Chacón-Beltrán, Christián Abello-Contesse, M. del Mar Torreblanca-López Section 1: Development of a Model for Vocabulary Teaching and Learning Chapter 2: Form-focused Instruction in Second Language Vocabulary Learning - Batia Laufer Chapter 3: Key Issues in Teaching and Learning Vocabulary - Norbert Schmitt Chapter 4: A Dynamic Perspective on (Academic English) L2 Lexical Development - Tal Caspi and Wander Lowie Section 2: Empirical Studies on Lexical Processing in English and Spanish Chapter 5: The Effect of Lexicalization in the Native Language on L2 Lexical Inferencing: A Cross-linguistic Study - Sima Paribakht Chapter 6: Aural Word Recognition and Oral Competence in a Foreign Language - James Milton, Jo Wade and Nicola Hopkins Chapter 7: A Cascade Model of Lexical Access and the Phonological Activation of Newly-acquired Lexical Items - Teresa López-Soto Chapter 8: Concordances versus Dictionaries: Evaluating the Learning Effect - Rachel Allan Chapter 9: Evidence of Incremental Vocabulary Learning in Advanced L2 Spanish Learners - Diana Frantzen Section 3: Materials Design and Strategies for Vocabulary Teaching and Learning Chapter 10: Conspicuous by their Absence: The Infrequency of Very Frequent Words in English as a Foreign Language (EFL) Textbooks - James Lawley Chapter 11: The Treatment of Lexical Aspects in Commercial Textbooks for L2 Teaching and Learning - María Dolores López-Jiménez Chapter 12: A Second-generation CALL Vocabulary-learning Programme “ADELEX”: In Search of a Psychopedagogic Model - Carmen Pérez Basanta Chapter 13: Word Associations as a Vocabulary Teaching Strategy in an Advanced L2 Reading Class - Zorana Vasiljevic

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Book SynopsisIn a field like L2 vocabulary teaching and learning where interest and research studies are burgeoning, this book offers a useful collection of papers that contains new ways of investigating vocabulary development, techniques for vocabulary teaching such as the Focus on Form hypothesis, word associations, and the use of concordance data. In addition, it tackles recent areas of analysis such as the treatment of vocabulary in teaching materials—an area of almost complete neglect in the literature. The book is divided into three parts. Part one provides the overview and deals with the development of a model for vocabulary teaching and learning. Part two focuses on empirical studies on lexical processing in English and Spanish. Part three centers on materials design for vocabulary teaching and learning. The advances made in this book will certainly be of interest to researchers, teachers, and graduate students working on this very active field of inquiry.Trade ReviewInsights into non-native vocabulary learning and teaching is a valuable addition to the library of any vocabulary researcher or L2 materials developer. -- Monica Richards, Iowa State University * System 39 (2011) 554-584 *Table of ContentsChapter 1: Vocabulary Teaching and Learning: Introduction and Overview - Rubén Chacón-Beltrán, Christián Abello-Contesse, M. del Mar Torreblanca-López Section 1: Development of a Model for Vocabulary Teaching and Learning Chapter 2: Form-focused Instruction in Second Language Vocabulary Learning - Batia Laufer Chapter 3: Key Issues in Teaching and Learning Vocabulary - Norbert Schmitt Chapter 4: A Dynamic Perspective on (Academic English) L2 Lexical Development - Tal Caspi and Wander Lowie Section 2: Empirical Studies on Lexical Processing in English and Spanish Chapter 5: The Effect of Lexicalization in the Native Language on L2 Lexical Inferencing: A Cross-linguistic Study - Sima Paribakht Chapter 6: Aural Word Recognition and Oral Competence in a Foreign Language - James Milton, Jo Wade and Nicola Hopkins Chapter 7: A Cascade Model of Lexical Access and the Phonological Activation of Newly-acquired Lexical Items - Teresa López-Soto Chapter 8: Concordances versus Dictionaries: Evaluating the Learning Effect - Rachel Allan Chapter 9: Evidence of Incremental Vocabulary Learning in Advanced L2 Spanish Learners - Diana Frantzen Section 3: Materials Design and Strategies for Vocabulary Teaching and Learning Chapter 10: Conspicuous by their Absence: The Infrequency of Very Frequent Words in English as a Foreign Language (EFL) Textbooks - James Lawley Chapter 11: The Treatment of Lexical Aspects in Commercial Textbooks for L2 Teaching and Learning - María Dolores López-Jiménez Chapter 12: A Second-generation CALL Vocabulary-learning Programme “ADELEX”: In Search of a Psychopedagogic Model - Carmen Pérez Basanta Chapter 13: Word Associations as a Vocabulary Teaching Strategy in an Advanced L2 Reading Class - Zorana Vasiljevic

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Book SynopsisThis volume is the first to offer a comprehensive and, at the same time, in-depth examination of the spread of English and English language education across Greater China. It consists of two parts. Part 1 presents rich sociolinguistic data for easy comparisons between mainland China, Singapore, Taiwan, Hong Kong, and Macao, while Part 2 explores in depth the phenomena inside mainland China to provide contrastive analysis of English language use and education in economically booming areas such as Shanghai and Guangdong and underdeveloped regions like Xinjiang and Yunnan. With the descriptive, comparative and analytical accounts of different territories ranging from nation-states to small villages in remote areas, theories on the spread of English, second/third language acquisition and identity are challenged with new concepts proposed and established.Trade ReviewThis impressive collection brings together 21 international scholars who provide a fascinating in-depth look at English language teaching and use across the linguistically and culturally complex area called Greater China. Not only do these authors provide valuable documentation of the history, implementation and impact of language policies and English teaching in different countries and diverse regions of Mainland China, but collectively they also challenge us to rethink many of the theories, models, and concepts which have long dominated the fields of English language teaching, applied linguistics, and bilingual education. As such, this book makes a most significant and valuable contribution. -- Wayne E. Wright, University of Texas at San AntonioAnwei Feng’s excellent addition to the growing body of literature about China’s investment in English not only expands our knowledge of its prodigious scale and importance but offers a nuanced and often-brilliant account of the many dilemmas involved: pedagogical and political, cultural and curricular, personal and professional. The author has unique insight into these problems and prospects from his close familiarity with China’s vast investment in producing an indigenous competence in English, but the work is also sustained by a careful process of documentation and analysis, and a coherent and accessible style of writing. -- Joseph Lo BiancoAnwei Feng and the contributors of this book offer a comprehensive, informative, and timely discussion of English language education across ‘Greater China.’ Surveying a variety of contexts and employing various research methodologies, this book echoes some of what English as a Foreign Language researchers already are keenly aware of in working on Chinese or Asian Englishes, while simultaneously adding some much-needed perspective when it comes to the impact of English on minority groups and languages. It is a valuable text for graduate students and researchers alike who are interested in knowing more about English language education and its stakeholders in this region of Asia. This book touches upon many of the issues that are meaningful to those doing research on world Englishes, including language policy, language and globalization/glocalization, and language and access. -- Genevieve Leung* and Ying Yang, University of San Francisco, USA * World Englishes, Vol. 32, No. 3, pp. 443–458, 2013 *In summary, this book is practically inspiring, contextually complex, and theoretically rich. Policy makers can compare and contrast various dimensions of English language planning to make informed decisions for particular contexts. Language teachers will gain insights into the rationale behind different models and teaching approaches. For language researchers, it revisits and synthesises theory around World Englishes, linguistic imperialism, cultural and linguistic capital, social divisiveness, and home or minority language maintenance. It also deserves to be read by postgraduate students interested in English education in China and beyond. I therefore have no hesitation in recommending this book to readers. -- Michael Mu, Beijing Normal University, China * TESOL in Context Journal, Vol 23, Issue 1 + 2 *Table of ContentsForeword - David Crystal Chapter 1 – Introduction: The Apex of ‘the Third Wave’ – English Language across Greater China - Anwei FENG Part I – Sociolinguistic Profiles of Countries and Regions across Greater China Chapter 2 – The English language in China: A sociolinguistic profile - Jeffrey GIL and Bob ADAMSON Chapter 3 – English-knowing bilingualism in Singapore: Economic pragmatism, ethnic relations and class - T. Ruanni F. TUPAS Chapter 4 – English language in Taiwan: An examination of its use in society and education in schools - Irene Wen-ling CHEN and Jessie Ju-Chen HSIEH Chapter 5 – Improving the standards and promoting the use of English in Hong Kong: Issues, problems and prospects - David C.S. LI Chapter 6 – English use and education in Macao - Ming Yee Carissa YOUNG Part II – Convergence and Divergence of English Language Use and Education in Different Regions in Mainland China Chapter 7 – The ‘English Curriculum Standards’ in China: Rationales and issues - Xiaotang CHENG Chapter 8 – Primary school English teaching in South China: Past, present and future - Yuefeng Zhang and Jinjun WANG Chapter 9 – English immersion in China - Haiyan QIANG, Xiaodan HUANG, Linda SIEGEL and Barbara TRUBE Chapter 10 – Family background and English learning at compulsory stage in Shanghai - Weicheng ZOU and Shaolin ZHANG Chapter 11 – Economic development and the growing importance of the English language in Guangxi - Binlan HUANG Chapter 12 – Trilingual education policy ideals and realities for the Naxi in Yunnan - Dongyan Ru BLACHFORD and Marion JONES Chapter 13 – Learning English as L3 by Uyghur students in Xinjiang: A blessing in disguise? - Mamtimyn SUNUODULA and Anwei FENG

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Book SynopsisThis volume is the first to offer a comprehensive and, at the same time, in-depth examination of the spread of English and English language education across Greater China. It consists of two parts. Part 1 presents rich sociolinguistic data for easy comparisons between mainland China, Singapore, Taiwan, Hong Kong, and Macao, while Part 2 explores in depth the phenomena inside mainland China to provide contrastive analysis of English language use and education in economically booming areas such as Shanghai and Guangdong and underdeveloped regions like Xinjiang and Yunnan. With the descriptive, comparative and analytical accounts of different territories ranging from nation-states to small villages in remote areas, theories on the spread of English, second/third language acquisition and identity are challenged with new concepts proposed and established.Trade ReviewThis impressive collection brings together 21 international scholars who provide a fascinating in-depth look at English language teaching and use across the linguistically and culturally complex area called Greater China. Not only do these authors provide valuable documentation of the history, implementation and impact of language policies and English teaching in different countries and diverse regions of Mainland China, but collectively they also challenge us to rethink many of the theories, models, and concepts which have long dominated the fields of English language teaching, applied linguistics, and bilingual education. As such, this book makes a most significant and valuable contribution. -- Wayne E. Wright, University of Texas at San AntonioAnwei Feng’s excellent addition to the growing body of literature about China’s investment in English not only expands our knowledge of its prodigious scale and importance but offers a nuanced and often-brilliant account of the many dilemmas involved: pedagogical and political, cultural and curricular, personal and professional. The author has unique insight into these problems and prospects from his close familiarity with China’s vast investment in producing an indigenous competence in English, but the work is also sustained by a careful process of documentation and analysis, and a coherent and accessible style of writing. -- Joseph Lo BiancoAnwei Feng and the contributors of this book offer a comprehensive, informative, and timely discussion of English language education across ‘Greater China.’ Surveying a variety of contexts and employing various research methodologies, this book echoes some of what English as a Foreign Language researchers already are keenly aware of in working on Chinese or Asian Englishes, while simultaneously adding some much-needed perspective when it comes to the impact of English on minority groups and languages. It is a valuable text for graduate students and researchers alike who are interested in knowing more about English language education and its stakeholders in this region of Asia. This book touches upon many of the issues that are meaningful to those doing research on world Englishes, including language policy, language and globalization/glocalization, and language and access. -- Genevieve Leung* and Ying Yang, University of San Francisco, USA * World Englishes, Vol. 32, No. 3, pp. 443–458, 2013 *In summary, this book is practically inspiring, contextually complex, and theoretically rich. Policy makers can compare and contrast various dimensions of English language planning to make informed decisions for particular contexts. Language teachers will gain insights into the rationale behind different models and teaching approaches. For language researchers, it revisits and synthesises theory around World Englishes, linguistic imperialism, cultural and linguistic capital, social divisiveness, and home or minority language maintenance. It also deserves to be read by postgraduate students interested in English education in China and beyond. I therefore have no hesitation in recommending this book to readers. -- Michael Mu, Beijing Normal University, China * TESOL in Context Journal, Vol 23, Issue 1 + 2 *Table of ContentsForeword - David Crystal Chapter 1 – Introduction: The Apex of ‘the Third Wave’ – English Language across Greater China - Anwei FENG Part I – Sociolinguistic Profiles of Countries and Regions across Greater China Chapter 2 – The English language in China: A sociolinguistic profile - Jeffrey GIL and Bob ADAMSON Chapter 3 – English-knowing bilingualism in Singapore: Economic pragmatism, ethnic relations and class - T. Ruanni F. TUPAS Chapter 4 – English language in Taiwan: An examination of its use in society and education in schools - Irene Wen-ling CHEN and Jessie Ju-Chen HSIEH Chapter 5 – Improving the standards and promoting the use of English in Hong Kong: Issues, problems and prospects - David C.S. LI Chapter 6 – English use and education in Macao - Ming Yee Carissa YOUNG Part II – Convergence and Divergence of English Language Use and Education in Different Regions in Mainland China Chapter 7 – The ‘English Curriculum Standards’ in China: Rationales and issues - Xiaotang CHENG Chapter 8 – Primary school English teaching in South China: Past, present and future - Yuefeng Zhang and Jinjun WANG Chapter 9 – English immersion in China - Haiyan QIANG, Xiaodan HUANG, Linda SIEGEL and Barbara TRUBE Chapter 10 – Family background and English learning at compulsory stage in Shanghai - Weicheng ZOU and Shaolin ZHANG Chapter 11 – Economic development and the growing importance of the English language in Guangxi - Binlan HUANG Chapter 12 – Trilingual education policy ideals and realities for the Naxi in Yunnan - Dongyan Ru BLACHFORD and Marion JONES Chapter 13 – Learning English as L3 by Uyghur students in Xinjiang: A blessing in disguise? - Mamtimyn SUNUODULA and Anwei FENG

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Book SynopsisIn this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition, imagination, beliefs, and self. The book also addresses practice in classroom, self-access, and distance education contexts, considering topics such as teachers’ views on motivation, plurilingual learning, sustaining motivation in distance education, pop culture and gaming, study abroad, and the role of agency and identity in the motivation of pre-service teachers. The book concludes with a discussion of how an approach which sees identity, motivation, and autonomy as interrelated constructs has the potential to inform theory, practice and future research directions in the field of language teaching and learning.Trade ReviewThrough the use of qualitative research methods, the authors explore the complex, contingent, and dynamic nature of motivation, identity, and autonomy-both for language learners and teachers-in many different parts of the world. Importantly, they also look for relationships among the three constructs. This is precisely the integrative approach that should be encouraged as we seek to understand the lived experience of individuals. -- Diane Larsen-Freeman, Professor of Education, Professor of Linguistics, Research Scientist, English Language Institute, University of MichiganThere is no doubt that identity, motivation and autonomy are closely related concepts, yet this link has typically been underrepresented in the literature. This rich collection of papers offers to redress this by examining how the language learner’s agency, will and self interact in a wide range of cultures and contexts, and how they jointly shape learner behaviours and classroom practices. A particular strength of the anthology is that it offers a good balance of discussions of the latest theoretical approaches (such as complex dynamic systems theory and sociocultural approaches) and data-based investigations in which we can hear the voices of real learners in real classrooms. Readers will find that the issues are covered in impressive breadth and depth: there is something for everybody in this useful and insightful volume and I am convinced that nobody will leave it ‘empty-handed’. Highly recommended. -- Zoltan DornyeiA very informative and serious read. -- Hanna Kryszewska, University of Gdańsk, Poland * Humanising Language Teaching Issue 3, June 2012 *The book certainly takes an important step towards its stated aim of synergising findings regarding interactions between identity, motivation, and autonomy, and is recommended to anyone interested in the lived, holistic experiences of language learners and those involved with them. -- Richard J. Sampson, Gunma University, Japan * JALT Journal, 35.2 • November 2013 *Table of ContentsXuesong Gao and Terry Lamb: Exploring Links between Identity, Motivation and Autonomy Section I: Emerging Theoretical Perspectives Ema Ushioda: Motivating Learners to Speak as Themselves Xuesong Gao and Lawrence Jun Zhang: Joining Forces for Synergy: Agency and Metacognition as Interrelated Theoretical Perspectives on Learner Autonomy Liliane Assis Sade: Emerging Selves, Language Learning and Motivation through the Lens of Chaos Vera Lúcia Menezes De Oliveira E Paiva: Identity, Motivation, and Autonomy in SLA from the Perspective of Complex Dynamical Systems Section II: Independent Learning Settings Garold Murray: Imagination, Metacognition, and the L2 Self in a Self-Access Learning Environment E. Desirée Castillo Zaragoza: Identity, Motivation and Plurilingualism in SACs Linda Murphy: ‘Why am I Doing This?’ Maintaining Motivation in Distance Language Learning Hayo Reinders and Noemí Lázaro: Beliefs, Identity and Motivation in Implementing Autonomy: The Teacher’s Perspective Section III: Cultures and Contexts Alice Chik and Stephan Breidbach: Identity, Motivation and Autonomy: A Tale of Two Cities Stephen Ryan and Sarah Mercer: Natural Talent, Natural Acquisition and Abroad: Learner Attributions of Agency in Language Learning Martin Lamb: Future Selves, Motivation And Autonomy In Long-Term EFL Learning Trajectories Diane Malcolm: “Failing” to Achieve Autonomy in English for Medical Purposes Neil Cowie and Keiko Sakui: Crucial but Neglected: EFL Teachers’ Perspectives on Learner Motivation Jing Huang: A Dynamic Account of Autonomy, Agency and Identity in TEFL Learning Garold Murray: Identity, Motivation and Autonomy: Stretching our Boundaries

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Book SynopsisIn this volume researchers from Asia, Europe, the Middle East and North and South America employ a variety of theoretical perspectives and methodological approaches in their exploration of the links between identity, motivation, and autonomy in language learning. On a conceptual level the authors explore issues related to agency, metacognition, imagination, beliefs, and self. The book also addresses practice in classroom, self-access, and distance education contexts, considering topics such as teachers’ views on motivation, plurilingual learning, sustaining motivation in distance education, pop culture and gaming, study abroad, and the role of agency and identity in the motivation of pre-service teachers. The book concludes with a discussion of how an approach which sees identity, motivation, and autonomy as interrelated constructs has the potential to inform theory, practice and future research directions in the field of language teaching and learning.Trade ReviewThrough the use of qualitative research methods, the authors explore the complex, contingent, and dynamic nature of motivation, identity, and autonomy-both for language learners and teachers-in many different parts of the world. Importantly, they also look for relationships among the three constructs. This is precisely the integrative approach that should be encouraged as we seek to understand the lived experience of individuals. -- Diane Larsen-Freeman, Professor of Education, Professor of Linguistics, Research Scientist, English Language Institute, University of MichiganThere is no doubt that identity, motivation and autonomy are closely related concepts, yet this link has typically been underrepresented in the literature. This rich collection of papers offers to redress this by examining how the language learner’s agency, will and self interact in a wide range of cultures and contexts, and how they jointly shape learner behaviours and classroom practices. A particular strength of the anthology is that it offers a good balance of discussions of the latest theoretical approaches (such as complex dynamic systems theory and sociocultural approaches) and data-based investigations in which we can hear the voices of real learners in real classrooms. Readers will find that the issues are covered in impressive breadth and depth: there is something for everybody in this useful and insightful volume and I am convinced that nobody will leave it ‘empty-handed’. Highly recommended. -- Zoltan DornyeiA very informative and serious read. -- Hanna Kryszewska, University of Gdańsk, Poland * Humanising Language Teaching Issue 3, June 2012 *The book certainly takes an important step towards its stated aim of synergising findings regarding interactions between identity, motivation, and autonomy, and is recommended to anyone interested in the lived, holistic experiences of language learners and those involved with them. -- Richard J. Sampson, Gunma University, Japan * JALT Journal, 35.2 • November 2013 *Table of ContentsXuesong Gao and Terry Lamb: Exploring Links between Identity, Motivation and Autonomy Section I: Emerging Theoretical Perspectives Ema Ushioda: Motivating Learners to Speak as Themselves Xuesong Gao and Lawrence Jun Zhang: Joining Forces for Synergy: Agency and Metacognition as Interrelated Theoretical Perspectives on Learner Autonomy Liliane Assis Sade: Emerging Selves, Language Learning and Motivation through the Lens of Chaos Vera Lúcia Menezes De Oliveira E Paiva: Identity, Motivation, and Autonomy in SLA from the Perspective of Complex Dynamical Systems Section II: Independent Learning Settings Garold Murray: Imagination, Metacognition, and the L2 Self in a Self-Access Learning Environment E. Desirée Castillo Zaragoza: Identity, Motivation and Plurilingualism in SACs Linda Murphy: ‘Why am I Doing This?’ Maintaining Motivation in Distance Language Learning Hayo Reinders and Noemí Lázaro: Beliefs, Identity and Motivation in Implementing Autonomy: The Teacher’s Perspective Section III: Cultures and Contexts Alice Chik and Stephan Breidbach: Identity, Motivation and Autonomy: A Tale of Two Cities Stephen Ryan and Sarah Mercer: Natural Talent, Natural Acquisition and Abroad: Learner Attributions of Agency in Language Learning Martin Lamb: Future Selves, Motivation And Autonomy In Long-Term EFL Learning Trajectories Diane Malcolm: “Failing” to Achieve Autonomy in English for Medical Purposes Neil Cowie and Keiko Sakui: Crucial but Neglected: EFL Teachers’ Perspectives on Learner Motivation Jing Huang: A Dynamic Account of Autonomy, Agency and Identity in TEFL Learning Garold Murray: Identity, Motivation and Autonomy: Stretching our Boundaries

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