Linguistics Books

Book SynopsisThe Handbook of Korean Linguistics presents state-of-the-art overviews of the linguistic research on the Korean language. Structured to allow a range of theoretical perspectives in addressing linguistic phenomena Includes chapters on Old Korean and Middle Korean, present-day language policies in North and South Korea, social aspects of Korean as a heritage language, and honorifics Indispensable and unique resource not only for those studying Korean linguistics but cross-linguistic research in generalTrade Review“The first volume of its kind, students and scholars will be delighted with this comprehensive guide to a wide range of topics in Korean linguistics. The authorial team represents the very best scholarship today, including senior scholars and a younger generation of researchers, both breaking new ground in emerging areas like linguistic politeness, language acquisition, and linguistic anthropology.” Ross King, University of British Columbia, Canada “Rich in information and delightfully readable, this book includes an amazing array of topics, analyses, and authors. An unprecedented primer on the structure of the Korean language, it also introduces general linguistic theory and approaches to the study of language.” Young-Key Kim-Renaud, George Washington University, USATable of ContentsNotes on Contributors vii Editors’ Note xi Note on Transcriptions xii Part I The Sounds of Korean 1 1 Vowels and Consonants 3Jiyoung Shin 2 Syllable‐Based Phonological Processes 22Young‐Mee Yu Cho 3 Prosody 41Hae‐Sung Jeon Part II Topics in Korean Morphology and Syntax 59 4 Word Formation 61Chung‐Kon Shi 5 Double Nominative and Double Accusative Constructions 79James Hye Suk Yoon 6 Causatives 98Jae Jung Song 7 Passives 116Jaehoon Yeon 8 Anaphora and Binding 137Sean Madigan Part III Syntax, Semantics, and their Interface 155 9 Lexical Semantics: Lexicon‐Syntax Interface 157Seungho Nam 10 Focus, Topic, and Contrast 179Youngchul Jun 11 Case Particle Ellipsis 196Hanjung Lee 12 Negation and Negative Polarity Items 212Peter Sells 13 Tense and Aspect 232Hyo Sang Lee 14 Modality 249Hyo Sang Lee Part IV Discourse, Pragmatics, and Grammaticalization 269 15 Conversation Analysis 271Stephanie Hyeri Kim and Kyu‐hyun Kim 16 Korean Discourse Structure 287Shin Ja J. Hwang 17 Honorifics and Politeness 303Lucien Brown 18 Grammaticalization 320Sung‐Ock S. Sohn Part V Language Acquisition 337 19 First Language Acquisition 339Soonja Choi 20 Second Language Acquisition: Syntax 355William O’Grady and Myong Hee Choi 21 Second Language Acquisition: Phonology 373Jeong‐Young Kim 22 Second Language Acquisition: Pragmatics 389Andrew Sangpil Byon 23 Social Aspects of Korean as a Heritage Language 405M. Agnes Kang Part VI Varieties of Korean 419 24 Old Korean 421John Whitman 25 Middle Korean and Pre‐Modern Korean 439Ho‐Min Sohn 26 Varieties of Contemporary Korean 459Lucien Brown and Jaehoon Yeon 27 Language Policies in North and South Korea 477Jae Jung Song 28 Linguistic Emblems of South Korean Society 492Nicholas Harkness Index 509

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Book SynopsisThe second edition of the highly successful Handbook of Discourse Analysis has been expanded and thoroughly updated to reflect the very latest research to have developed since the original publication, including new theoretical paradigms and discourse-analytic models, in an authoritative two-volume set. Twenty new chapters highlight emerging trends and the latest areas of research Contributions reflect the range, depth, and richness of current research in the field Chapters are written by internationally-recognized leaders in their respective fields, constituting a Who's Who of Discourse Analysis A vital resource for scholars and students in discourse studies as well as for researchers in related fields who seek authoritative overviews of discourse analytic issues, theories, and methods Table of ContentsNotes on Contributors xi Preface to the Second Edition xix Introduction to the First Edition 1 I Linguistic Analysis of Discourse 9 1 Discourse and Grammar 11Marianne Mithun 2 Intertextuality in Discourse 42Adam Hodges 3 Cohesion and Texture 61J. R. Martin 4 Intonation and Discourse 82Elizabeth Couper-Kuhlen 5 Voice Registers 105Mark A. Sicoli 6 Computer-Mediated Discourse 2.0 127Susan C. Herring and Jannis Androutsopoulos 7 Discourse Analysis and Narrative 152Anna De Fina and Barbara Johnstone 8 Humor and Laughter 168Salvatore Attardo 9 Discourse Markers: Language, Meaning, and Context 189Yael Maschler and Deborah Schiffrin 10 Historical Discourse Analysis 222Laurel J. Brinton 11 Discourse, Space, and Place 244Elizabeth Keating 12 Gesture in Discourse 262David Mcneill, Elena T. Levy, and Susan D. Duncan II Approaches and Methodologies 291 13 Nine Ways of Looking at Apologies: The Necessity for Interdisciplinary Theory and Method in Discourse Analysis 293Robin Tolmach Lakoff 14 Interactional Sociolinguistics: A Personal Perspective 309John J. Gumperz 15 Framing and Positioning 324Cynthia Gordon 16 Conversational Interaction: The Embodiment of Human Sociality 346Emanuel A. Schegloff 17 Transcribing Embodied Action 367Paul Luff and Christian Heath 18 Constraining and Guiding the Flow of Discourse 391Wallace Chafe 19 Imagination in Narratives 406Herbert H. Clark and Mija M. Van Der Wege 20 Oral Discourse as a Semiotic Ecology: TheCo-construction and Mutual Influence of Speaking, Listening, and Looking 422Frederick Erickson 21 Multimodality 447Theo Van Leeuwen 22 Critical Discourse Analysis 466Teun A. Van Dijk 23 Computer-Assisted Methods of Analyzing Textual and Intertextual Competence 486Michael Stubbs 24 Register Variation: A Corpus Approach 505Shelley Staples, Jesse Egbert, Douglas Biber, and Susan Conrad III The Individual, Society, and Culture 527 25 Voices of the Speech Community: Six People I Have Learned From 529William Labov 26 Language Ideologies 557Susan U. Philips 27 Discourse and Racism 576Ruth Wodak and Martin Reisigl 28 Code-Switching, Identity, and Globalization 597Kira Hall and Chad Nilep 29 Cross-cultural and Intercultural Communication and Discourse Analysis 620Scott F. Kiesling 30 Discourse and Gender 639Shari Kendall and Deborah Tannen 31 Queer Linguistics as Critical Discourse Analysis 661William L. Leap 32 Child Discourse 681Amy Kyratzis and Jenny Cook-Gumperz 33 Discourse and Aging 705Heidi E. Hamilton and Toshiko Hamaguchi 34 Discursive Underpinnings of Family Coordination 728Elinor Ochs and Tamar Kremer-Sadlik IV Discourse in Real-World Contexts 753 35 Institutional Discourse 755Andrea Mayr 36 Political Discourse 775John Wilson 37 Discourse and Media 795Colleen Cotter 38 Discourse Analysis in the Legal Context 822Roger W. Shuy 39 Discourse and Health Communication 841Rodney H. Jones 40 Discourse in Educational Settings 858Carolyn Temple Adger and Laura J. Wright 41 Discourse in the Workplace 880Janet Holmes 42 Discourse and Religion 902Michael Lempert Author Index 921 Subject Index 939

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Book SynopsisOffering an interdisciplinary approach, The Handbook of Classroom Discourse and Interaction presents a series of contributions written by educators and applied linguists that explores the latest research methodologies and theories related to classroom language. Organized to facilitate a critical understanding of how and why various research traditions differ and how they overlap theoretically and methodologically Discusses key issues in the future development of research in critical areas of education and applied linguistics Provides empirically-based analysis of classroom talk to illustrate theoretical claims and methodologies Includes multimodal transcripts, an emerging trend in education and applied linguistics, particularly in conversation analysis and sociocultural theoryTrade Review“This book, with contributions from leading researchers and rising stars, contains a plethora of essential information on classroom discourse and interaction, both thorough and practical. It is comprehensive, up to date, and extremely accessible. It will be essential reading for the current generation of applied linguists, and beyond.” Alison Mackey, Georgetown University, USATable of ContentsNotes on Contributors x Acknowledgements xvi Part I Preliminary Matters 1 1 Introduction: Classroom Discourse and Interaction Research 3 Numa Markee Part II Research Methodologies and Assessment 21 Overview of the Research Methodologies and Assessment Section 23Numa Markee 2 Developing a Multi‐faceted Research Process: An Ethnographic Perspective for Reading Across Traditions 26Judith L. Green, Maria Lúcia Castanheira, Audra Skukauskaite, and John W. Hammond 3 Understanding Classroom Discourse and Interaction: Qualitative Perspectives 44Audra Skukauskaite, Jessica Rangel, Lisa Garcia Rodriguez, and Denise Krohn Ramón 4 Experimental Perspectives on Classroom Interaction 60Mike Long 5 Shifting Trends in the Assessment of Classroom Interaction 74Marta Antón Part III The Educational Tradition 91 Overview of the Educational Tradition 93Numa Markee 6 Discourse and Learning in Contexts of Educational Interaction 96Carl H. Frederiksen and Janet Donin 7 Can Neo‐Marxian and Poststructural Theories in Education Inform Each Other? Using Genre Approaches to Bridge the Gap 115Ross Collin and Michael W. Apple 8 The Role of Talk in Group‐based Activity in Classrooms 128David Bloome 9 The Sequential Analysis of Instruction 142Oskar Lindwall, Gustav Lymer, and Christian Greiffenhagen Part IV The Cognitive Interactionist Tradition 159 Overview of the Cognitive Interactionist Tradition 161Numa Markee 10 The Role of Tasks as Vehicles for Language Learning in Classroom Interaction 163YouJin Kim 11 Comprehensible Input and Output in Classroom Interaction 182Susan M. Gass 12 An Interactionist Approach to Learner–learner Interaction in Second and Foreign Language Classrooms 198Melissa A. Bowles and Rebecca J. Adams 13 The Relative Effectiveness of Corrective Feedback in Classroom Interaction 213Roy Lyster Part V The Sociocultural Theory Tradition 229 Overview of the Sociocultural Theory Tradition 231Numa Markee 14 From Interaction to Intra‐action: The Internalization of Talk, Gesture, and Concepts in the Second Language Classroom 233Eduardo Negueruela‐Azarola, Próspero N. García, and Kimberly Buescher 15 Classroom Discourse and Interaction in the Zone of Proximal Development 250Holbrook Mahn 16 The Emergence of Sociolinguistic Competence in L2 Classroom Interaction 265Rémi A. van Compernolle 17 Sociocultural Approaches to Expert–novice Relationships in SecondLanguage Interaction 281Steven L. Thorne and John Hellermann Part VI The Language Socialization Tradition 299 Overview of the Language Socialization Tradition 301Numa Markee 18 Literacy, Creativity, and Continuity: A Language Socialization Perspective on Heritage Language Classroom Interaction 304Agnes Weiyun He 19 Language Socialization Across Learning Spaces 319Jin Sook Lee and Mary Bucholtz 20 Academic Language and Literacy Socialization for Second Language Students 337Patricia A. Duff and Tim Anderson 21 A Language Socialization Perspective on Identity Work of ESL Youth in a Superdiverse High School Classroom 353Steven Talmy Part VII The Conversation Analysis Tradition 369 Overview of the Conversation Analysis Tradition 371Numa Markee 22 L2 Classroom Interaction as a Complex Adaptive System 373Paul Seedhouse 23 Conversation‐for‐Learning: Institutional Talk Beyond the Classroom 390Gabriele Kasper and Younhee Kim 24 Documenting Change Across Time: Longitudinal and Cross‐sectional CA Studies of Classroom Interaction 409Simona Pekarek Doehler and Virginie Fasel Lauzon 25 CA‐for‐SLA Studies of Classroom Interaction: Quo Vadis? 425Numa Markee and Silvia Kunitz Part VIII The Critical Theory Tradition 441 Overview of the Critical Theory Tradition 443Numa Markee 26 Multilingual Classroom Discourse as a Window on Wider Social, Political and Ideological Processes: Critical Ethnographic Approaches 446Marilyn Martin‐Jones 27 Power, Resistance and Second Language Learning 461Elizabeth R. Miller 28 Seeing ‘Language and Development’ Play out in Classroom Interaction 475Roslyn Appleby 29 The Social Construction of Inequality in and through Interaction in Multilingual Classrooms 490Luisa Martín Rojo Part IX Final Words 507 30 Where Does Research on Classroom Discourse and Interaction Go From Here? 509Numa Markee Appendix Transcription Conventions in Conversation Analysis 527 Index 529

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Book SynopsisFeaturing contributions from leading scholars in the field, The Handbook of Narrative Analysis is the first comprehensive collection of sociolinguistic scholarship on narrative analysis to be published. Organized thematically to provide an accessible guide for how to engage with narrative without prescribing a rigid analytic frameworkRepresents established modes of narrative analysis juxtaposed with innovative new methods for conducting narrative researchIncludes coverage of the latest advances in narrative analysis, from work on social media to small stories researchIntroduces and exemplifies a practice-based approach to narrative analysis that separates narrative from text so as to broaden the field beyond the printed pageTable of ContentsTranscription Conventions vii Notes on Contributors ix Introduction 1Anna De Fina and Alexandra Georgakopoulou Part I Narrative Foundations: Knowledge, Learning, and Experience 19 1 Narrative as a Mode of Understanding: Method, Theory, Praxis 21Mark Freeman 2 Story Ownership and Entitlement 38Amy Shuman 3 Narrating and Arguing: From Plausibility to Local Moves 57Isolda E. Carranza 4 Narrative, Cognition, and Socialization 76Masahiko Minami 5 Narrative Knowledging in Second Language Teaching and Learning Contexts 97Gary Barkhuizen Part II Time‐Space Organization 117 6 Narrative and Space/Time 119Mike Baynham 7 Chronotopes: Time and Space in Oral Narrative 140Sabina Perrino 8 Narratives Across Speech Events 160Stanton Wortham and Catherine R. Rhodes 9 Analyzing Narrative Genres 178Matti Hyvärinen Part III Narrative Interaction 195 10 Narrative as Talk‐in‐Interaction 197Charles Goodwin 11 Entering the Hall of Mirrors: Reflexivity and Narrative Research 219Catherine Kohler Riessman 12 The Role of the Researcher in Interview Narratives 239Stef Slembrouck 13 Small Stories Research: Methods – Analysis – Outreach 255Alexandra Georgakopoulou Part IV Stories in Social Practices 273 14 Narratives and Stories in Organizational Life 275Yiannis Gabriel 15 Narrative, Institutional Processes, and Gendered Inequalities 293Susan Ehrlich 16 Narratives in Family Contexts 311Cynthia Gordon 17 The Narrative Dimensions of Social Media Storytelling: Options for Linearity and Tellership 329Ruth Page Part V Performing Self, Positioning Others 349 18 Narrative and Identities 351Anna De Fina 19 Positioning 369Arnulf Deppermann 20 Narrative and Cultural Identities: Performing and Aligning with Figures of Personhood 388Michele Koven 21 Social Identity Theory and the Discursive Analysis of Collective Identities in Narratives 408Dorien Van De Mieroop 22 Narrative Bodies, Embodied Narratives 429Emily Heavey Index 447

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Book SynopsisThe Handbook of English Pronunciation presents a comprehensive exploration of English pronunciation with essential topics for applied linguistics researchers and teachers, including language acquisition, varieties of English, historical perspectives, accent's changing role, and connections to discourse, technology, and pedagogy. Provides thorough descriptions of all elements of English pronunciationFeatures contributions from a global list of authors, reflecting the finest scholarship availableExplores a careful balance of issues and topics important to both researchers and teachersProvides a historical understanding of the importance of pronunciation and examines some of the major ways English is pronounced today throughout the worldConsiders practical concerns about how research and practice interact in teaching pronunciation in the classroomTrade Review“This outstanding Handbook provides a comprehensive, readable and authoritative overview of the nature, learning, and teaching of pronunciation. It will be an indispensable resource for teachers, teacher educators, and researchers alike.” Jack C. Richards, University of Sydney and University of Auckland, New ZealandTable of ContentsNotes on Contributors vii Introduction xii Part I The History of English Pronunciation 1 1 The Historical Evolution of English Pronunciation 3Jeremy Smith 2 Accent as a Social Symbol 19Lynda Mugglestone 3 History of ESL Pronunciation Teaching 36John M. Murphy and Amanda A. Baker Part II Describing English Pronunciation 67 4 Segmentals 69David Deterding 5 Syllable Structure 85Adam Brown 6 Lexical Stress in English Pronunciation 106Anne Cutler 7 The Rhythmic Patterning of English(es): Implications for Pronunciation Teaching 125Ee‐Ling Low 8 English Intonation – Form and Meaning 139John M. Levis and Anne Wichmann Part III Pronunciation and Discourse 157 9 Connected Speech 159Ghinwa Alameen and John M. Levis 10 Functions of Intonation in Discourse 175Anne Wichmann 11 Pronunciation and the Analysis of Discourse 190Beatrice Szczepek Reed 12 Fluency 209Ron I. Thomson Part IV Pronunciation of the Major Varieties of English 227 13 North American English 229Charles Boberg 14 British English 251Clive Upton 15 Australian and New Zealand English 269Laurie Bauer 16 The Pronunciation of English in South Africa 286Ian Bekker and Bertus van Rooy 17 Indian English Pronunciation 301Pramod Pandey 18 Pronunciation and World Englishes 320Cecil L. Nelson and Seong‐Yoon Kang Part V Pronunciation and Language Acquisition 331 19 Acquisition of the English Sound System 333Marilyn May Vihman 20 Variables Affecting L2 Pronunciation Development 353Pavel Trofimovich, Sara Kennedy and Jennifer Ann Foote Part VI Pronunciation Teaching 375 21 Intelligibility in Research and Practice: Teaching Priorities 377Murray J. Munro and Tracey M. Derwing 22 The Segmental/Suprasegmental Debate 397Beth Zielinski 23 Applying Theories of Language and Learning to Teaching Pronunciation 413Graeme Couper 24 The Pronunciation of English as a Lingua Franca 433Robin Walker and Wafa Zoghbor 25 Intonation in Research and Practice: The Importance of Metacognition 454Marnie Reed and Christina Michaud 26 Integrating Pronunciation into the Language Classroom 471Laura Sicola and Isabelle Darcy 27 Using Orthography to Teach Pronunciation 488Wayne B. Dickerson 28 Technology and Learning Pronunciation 505Rebecca Hincks Index 520

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Book SynopsisThe Handbook of Portuguese Linguistics presents a comprehensive overview of research within the Brazilian and European variants of the Portuguese language. It includes chapters focusing on the key areas of linguistic study, including phonetics, phonology, morphology, syntax, semantics, pragmatics, linguistic change, language variation and contact, and acquisition. Essential reference work for scholars of Portuguese linguistics and Romance languagesChapters written by an international team of research specialists highlight both the consensus and the controversies within the various subfields of Portuguese linguisticsExamines Portuguese linguistics in relation to syntax, phonology, morphology, semantics/pragmatics, acquisition, and sociolinguisticsWritten in an accessible overview style and designed for advanced students and current scholars in the field alikeEssential reference work for scholars of Portuguese linguistics and Romance languagesTable of ContentsNotes on Contributors vii 1 History and Current Setting 1 Maria Teresa Brocardo and Celia Regina dos Santos Lopes 2 European Portuguese and Brazilian Portuguese: An Overview on Word Order 15 Mary Aizawa Kato and Ana Maria Martins 3 Portuguese in Contact 41 Ana Maria Carvalho and Dante Lucchesi 4 A Comparative Study of the Sounds of European and Brazilian Portuguese: Phonemes and Allophones 56 Gladis Massini‐Cagliari, Luiz Carlos Cagliari, and Wayne J. Redenbarger 5 Phonological Processes Affecting Vowels: Neutralization, Harmony, and Nasalization 69 Leda Bisol and João Veloso 6 Syllable Structure 86 Gisela Collischonn and W. Leo Wetzels 7 Main Stress and Secondary Stress in Brazilian and European Portuguese 107 José Magalhães 8 The Phonology–Syntax Interface 125 Raquel S. Santos and Marina Vigário 9 Intonation in European and Brazilian Portuguese 141 Sónia Frota and João Antônio de Moraes 10 The Phonology and Morphology of Word Formation 167 Alina Villalva and Carlos Alexandre Goncalves 11 The Morphology and Phonology of Inflection 188 Luiz Carlos Schwindt and W. Leo Wetzels 12 Clitic Pronouns: Phonology, Morphology, and Syntax 210 Ana R. Luís and Georg A. Kaiser 13 The Null Subject Parameter and the Structure of the Sentence in European and Brazilian Portuguese 234 Ines Duarte and Maria Cristina Figueiredo Silva 14 The Structure of DPs 254 Ana Maria Brito and Ruth E. V. Lopes 15 Wh‐movement: Interrogatives, Relatives and Clefts 275 Carlos Mioto and Maria Lobo 16 Null Objects and VP Ellipsis in European and Brazilian Portuguese 294 Sonia Cyrino and Gabriela Matos 17 Passives and Se Constructions 318 Ana Maria Martins and Jairo Nunes 18 Binding and Pronominal Forms in Portuguese 338 Sergio Menuzzi and Maria Lobo 19 The Semantics of DPs 356 Marcelo Barra Ferreira and Clara Nunes Correia 20 Lexical Semantics: Verb Classes and Alternations 374Márcia Cançado and Anabela Gonçalves 21 Tense and Aspect: A Survey 392 Rodolfo Ilari, Maria Fátima Oliveira, and Renato Miguel Basso 22 Mood and Modality 408 Rui Marques and Roberta Pires de Oliveira 23 Some Issues in Negation in Portuguese 425 Scott A. Schwenter 24 Discourse Markers 441 Ana Cristina Macário Lopes 25 From Latin to Portuguese: Main Phonological Changes 457 D. Eric Holt 26 Main Morphosyntactic Changes and Grammaticalization Processes 471Célia Regina dos Santos Lopes and Maria Teresa Brocardo 27 Main Syntactic Changes from a Principle‐and‐Parameters View 487 Charlotte Galves and Anthony Kroch 28 Main Current Processes of Phonological Variation 504 Celeste Rodrigues and Dermeval da Hora 29 Main Current Processes of Morphosyntactic Variation 526 Maria Marta Pereira Scherre and Maria Eugênia Lammoglia Duarte 30 Acquisition of Phonology 545 Giovana Ferreira‐Gonçalves and Maria João Freitas 31 Acquisition of Portuguese Syntax 562 João Costa and Ruth E. V. Lopes 32 Second Language Acquisition 578 Ana Madeira Index 591

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Book SynopsisThe Handbook of Technology and Second Language Teaching and Learning presents a comprehensive exploration of the impact of technology on the field of second language learning. The rapidly evolving language-technology interface has propelled dramatic changes in, and increased opportunities for, second language teaching and learning. Its influence has been felt no less keenly in the approaches and methods of assessing learners' language and researching language teaching and learning. Contributions from a team of international scholars make up the Handbook consisting of four parts: language teaching and learning through technology; the technology-pedagogy interface; technology for L2 assessment; and research and development of technology for language learning. It considers how technology assists in all areas of language development, the emergence of pedagogy at the intersection of language and technology, technology in language assessment, and major research issues in research and dTable of ContentsNotes on Contributors ix Acknowledgments xv 1 Introduction to the Handbook of Technology and Second Language Teaching and Learning 1Carol A. Chapelle and Shannon Sauro 2 From Past to Present: A Hundred Years of Technology for L2 Learning 10Sue E. K. Otto 3 Technologies for Teaching and Learning L2 Grammar 26Trude Heift and Nina Vyatkina 4 Technologies for Teaching and Learning L2 Vocabulary 45Qing Ma 5 Technologies for Teaching and Learning L2 Reading 62Meei‐Ling Liaw and Kathryn English 6 Technology and L2 Writing 77Zhi Li, Ahmet Dursun and Volker Hegelheimer 7 Technologies for Teaching and Learning L2 Listening 93Philip Hubbard 8 Technologies for Teaching and Learning L2 Speaking 107Robert J. Blake 9 Technologies for Teaching and Learning Intercultural Competence and Interlanguage Pragmatics 118Julie M. Sykes 10 Distance Language Teaching with Technology 134Cynthia J. White 11 Blended Language Learning: Research and Practice 149Maja Grgurović 12 Telecollaboration 169Melinda Dooly 13 The Continuing Evolution of Virtual Worlds for Language Learning 184Randall W. Sadler 14 Digital Gaming in L2 Teaching and Learning 202Jonathon Reinhardt 15 Mobile Learning Revolution: Implications for Language Pedagogy 217Agnes Kukulska‐Hulme, Helen Lee, and Lucy Norris 16 Technology for Task‐based Language Teaching 234Marta González‐Lloret 17 Language for Specific Purposes and Corpus‐based Pedagogy 248Elena Cotos 18 Technology, New Literacies, and Language Learners 265Paige Ware 19 Language Teacher Education and Technology 278Greg Kessler and Philip Hubbard 20 Integrating Assessment with Instruction through Technology 293Joan Jamieson and Matteo Musumeci 21 Technology and High‐stakes Language Testing 317Jonathan E. Schmidgall and Donald E. Powers 22 Validation of Technology‐assisted Language Tests 332Yoo‐Ree Chung 23 Authoring Language‐Learning Courseware 348Robert Godwin‐Jones 24 Design‐based Research 364Julio C. Rodriguez 25 Evaluation of Technology and Language Learning 378Carol A. Chapelle 26 Research Methods for Investigating Technology for Language and Culture Learning 393Dorothy M. Chun 27 CALL Meta‐analyses and Transparency Analysis 409Hsien‐Chin Liou and Hui‐Fen Lin 28 Researching Technology‐mediated Multimodal Interaction 428Thierry Chanier and Marie‐Noelle Lamy 29 Technology‐Enhanced SLA Research 444Bryan Smith 30 Toward Langua‐technocultural Competence 459Shannon Sauro and Carol A. Chapelle Index 473

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Book SynopsisThis Handbook provides a comprehensive, state-of-the-art overview of theoretical and descriptive research in contemporary Hispanic sociolinguistics.Table of ContentsList of Figures viii List of Tables xi Notes on Contributors xv Introduction 1Manuel Díaz-Campos I Phonological Variation 7 1 Laboratory approaches to sound variation and change 9Laura Colantoni 2 V ariationist Approaches: External Factors Conditioning Variation in Spanish Phonology 36Antonio Medina-Rivera 3 Internal Factors Conditioning Variation in Spanish Phonology 54Francisco Moreno-Fernández 4 Socio-phonological variation in Latin American Spanish 72John M. Lipski 5 Sociophonological variation and change in Spain 98José Antonio Samper Padilla II Morphosyntactic variation 121 6 Variationist Approaches to Spanish Morphosyntax: Internal and External Factors 123Scott A. Schwenter 7 Variation and grammaticalization 148Rena Torres Cacoullos 8 Morphosyntactic variation in Spanish-speaking Latin America 168Paola Bentivoglio and Mercedes Sedano 9 Morphosyntactic variation in Spain 187María José Serrano III Language, the individual, and the society 205 10 Aging, Age, and Sociolinguistics 207Richard Cameron 11 Gender and variation: Word-final /s/ in men’s and women’s speech in Puerto Rico’s western highlands 230Jonathan Holmquist 12 Forms of address: The effect of the context 244Diane R. Uber 13 Becoming a member of the speech community: Learning Socio-phonetic Variation in child language 263Manuel Díaz-Campos 14 The relationship between historical linguistics and sociolinguistics 283Donald N. Tuten and Fernando Tejedo-Herrero 15 The acquisition of variation in second language Spanish: How to identify and catch a moving target 303Kimberly Geeslin IV Spanish in Contact 321 16 Spanish in Contact with Quechua 323Anna María Escobar 17 Spanish in Contact with Guaraní 353Shaw n. Gynan 18 Spanish in Contact with Catalan 374José Luis Blas Arroyo 19 Spanish in Contact with Portuguese: the Case of Barranquenho 395J. Clancy Clements, Patrícia Amaral, and Ana R. Luís 20 Spanish in Contact with Haitian Creole 418Luis A. Ortiz López 21 Palenque (Colombia): Multilingualism in an Extraordinary Social and Historical Context 446Armin Schwegler 22 Spanish in Contact with Arabic 473Lotfi Sayahi V Spanish in the United States, Heritage Language, L2 Spanish 491 23 Spanish in the United States: Bilingual Discourse Markers 493Lourdes Torres 24 Functional Adaptation and Conceptual Convergence in the Analysis of Language Contact in the Spanish of Bilingual Communities in New York 504Ricardo Otheguy 25 Code-switching among US Latinos 530Almeida Jacqueline Toribio 26 Language and Social Meaning in Bilingual Mexico and the United States 553Norma Mendoza-Denton and Bryan James Gordon 27 Intrafamilial Dialect Contact 579Kim Potowski 28 Heritage Language Students: The Case of Spanish 598Guadalupe Valdés and Michelle Geoffrion-Vinci 29 Language Maintenance and Language Shift among US Latinos 623Jorge Porcel 30 Mockery and Appropriation of Spanish in White Spaces: Perceptions of Latinos in the United States 646Adam Schwartz VI Language Policy/Planning, Language Attitudes and Ideology 665 31 Planning Spanish: Nationalizing, Minoritizing and Globalizing Performances 667Ofelia García 32 Bilingual Education in Latin America 686Serafín M. Coronel-Molina and Megan Solon 33 V ariation and Identity in Spain 704Juan Manuel Hernández-Campoy 34 V ariation and Identity in the Americas 728Mercedes Niño-Murcia 35 Linguistic Imperialism: Who Owns Global Spanish? 747Clare Mar-Molinero and Darren Paffey Index 765

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Book SynopsisAn in-depth exploration of the sound systems of varieties of English around the world, written by a renowned authority in the field In Sounds of English Worldwide, Raymond Hickey delivers a rigorous overview of the sound systems of varieties of English throughout the world. Beginning with an overview of the history and contexts of global varieties of English, this book guides readers through the spread of English during the colonial era leading up to the present day. The second section of the book broadly considers developments in the English-speaking world, accounting for the factors that triggered regional changes and resulted in diverse scenarios for English, including language contact and shift, new dialect formation , and the use of English in non-anglophone contexts. To assist students in learning how to approach the study of varieties of English, this valuable text addresses research questions of general interest to linguists and explores a variety of fieldwork methods commonly Table of ContentsList of Maps xi List of Figures xiii List of Tables xv List of Abbreviations xviii Preface xix How to Use this Book xxi Part I Language and Variation 1 1 Studying Variation in Sound 3 1.1 Introduction 3 1.2 The View from the Sound System 10 1.3 Standards, Supraregional Varieties, and Vernaculars 19 1.4 Research Trends in Variety Studies 26 1.5 Data Sources and Analysis 32 1.5.1 Fieldwork Methods 32 1.5.2 Corpora for Varieties of English 33 1.5.3 Historical Sources 35 1.5.4 Use of “Bad Data” 36 1.5.5 Acoustic Analysis 37 2 The Sound System of English 39 2.1 Phonetics and Phonology 39 2.1.1 Syllable Structure 40 2.2 Vowels 43 2.2.1 The Principle of Lexical Sets 48 2.2.2 Standard Lexical Sets for English Vowels 49 2.2.3 Vocalic Distinctions/Splits 53 2.2.4 Extensions for Vocalic Lexical Sets 57 2.2.5 Mergers 59 2.2.6 Pre- sonorant Mergers 61 2.2.6.1 Pre- rhotic Mergers 62 2.2.6.2 Pre- lateral Mergers 67 2.2.7 Other Mergers 68 2.2.8 Chain Shifts 69 2.3 Consonants 72 2.3.1 The Consonants of English 72 2.3.2 Lexical Sets for Consonants in English 76 2.3.3 Consonantal Processes 78 2.3.4 Consonantal Developments 85 2.3.4.1 Dental Fricatives 85 2.3.4.2 Analyzing Lenition 86 2.3.4.3 The Story of R 91 2.3.4.4 The Story of l 94 2.3.4.5 The Glottal Fricative H 97 2.4 Prosody 98 2.4.1 Word Stress and Vowel Length Patterns 99 2.4.2 Sentence Intonation Patterns 100 2.5 Connected Speech 102 3 Sound Change in English 105 3.1 Analyzing Change 105 3.1.1 Movements in Sound Systems 107 3.1.2 The Course of Language Change 109 3.1.3 Motivation for Change: Internal and External 112 3.1.4 Change by External Adoption 113 3.1.5 Diffusion and Patterning 115 3.1.6 Shared Innovations or Common Developments? 115 3.1.7 Embryonic and Focused Varieties 115 3.1.8 Scrutinizing Further Factors 116 3.2 Trends in Present- Day Varieties 118 3.2.1 Fronting of the GOOSE Vowel 119 3.2.2 Short Front Vowel Lowering 121 Part II The Spread of English 127 1 The Colonial Period 129 1.1 The British Empire 129 1.2 Settlement of Colonies 130 1.3 The Slave Trade 132 1.4 Migration between Colonies 132 1.5 Internal Migration 135 2 Transported Dialect Features 137 2.1 Early Stages and Their Effects 138 2.1.1 Ship English 139 2.1.2 The “Founder Principle” 139 2.1.3 “Colonial Lag” 140 2.2 Language Contact 141 2.2.1 The Effects of Contact 141 2.3 Language Shift 143 2.4 Relic Areas and Endangered Varieties 144 2.5 Loss of Transported Features 145 3 English in the World Today 147 3.1 The Two Hemispheres 147 3.2 Major Anglophone Areas 148 3.3 Dialects and Standards 152 3.4 Regional Epicenters 154 Part III Regions and Countries 155 1 England 157 1.1 Standard Southern British English 160 1.2 London and the Home Counties 160 1.2.1 Cockney 162 1.2.2 Estuary English 163 1.2.3 Multicultural London English 165 1.2.4 British Black English 165 1.3 The South and South- West 166 1.4 East Anglia 167 1.5 The Midlands – East and West 168 1.6 The North – Lower, Central, and Far North 169 1.6.1 The Lower North 172 1.6.2 The Central North 173 1.6.3 The Far North 174 2 The Celtic Regions 176 2.1 Scotland 176 2.1.1 English in Scotland 176 2.1.2 Scots 179 2.1.3 Orkney and Shetland English 180 2.2 Wales 180 2.3 Ireland 182 2.3.1 Southern Irish English 184 2.3.2 Northern Irish English 187 2.4 Isle of Man 188 3 Europe 190 3.1 Channel Islands 190 3.2 Gibraltar 190 3.3 Malta 192 4 North America 193 4.1 United States 195 4.1.1 Supraregional American English 196 4.1.2 Dialect Regions of the USA 198 4.1.3 Selected Urban Varieties 200 4.1.4 Selected Regional Varieties 203 4.1.5 Relic Dialect Areas 206 4.1.6 Ethnic Varieties 209 4.1.7 American Versus British Pronunciation 216 4.2 Canada 217 4.2.1 Supraregional Canadian English 218 4.2.2 Regional Forms of Canadian English 220 5 The Caribbean 224 5.1 Caribbean Creoles 224 5.2 Eastern Caribbean 226 5.3 Western Caribbean 227 5.4 Caribbean Rim 228 6 Africa 231 6.1 West Africa 233 6.1.1 Cameroon 234 6.1.2 Nigeria 235 6.1.3 Ghana 235 6.1.4 Liberia 236 6.1.5 Sierra Leone 236 6.1.6 The Gambia 236 6.2 East Africa 237 6.2.1 Kenya 237 6.2.2 Tanzania 237 6.2.3 Uganda 238 6.3 Southern Africa 238 6.3.1 South Africa 238 6.3.2 Zimbabwe 245 7 The South Atlantic 246 7.1 St. Helena 246 7.2 Tristan da Cunha 246 7.3 The Falkland Islands 248 8 Asia 251 8.1 South Asia 251 8.1.1 India 252 8.1.2 Pakistan 255 8.1.3 Sri Lanka 255 8.2 South- East Asia 257 8.2.1 Malaysia 257 8.2.2 Brunei 257 8.2.3 Singapore 257 8.2.4 The Philippines 260 8.3 East Asia 260 8.3.1 China 260 8.3.2 Korea 264 8.3.3 Japan 264 9 Australasia 266 9.1 Australia 266 9.2 New Zealand 269 10 The Pacific Region 273 10.1 Background to English in the Pacific 273 10.2 Melanesian Pidgin English 274 10.3 Micronesia 280 10.4 Ogasawara Islands 281 11 Pidgins and Creoles 283 11.1 English- Lexifier Pidgins and Creoles 287 11.2 Creoles: Theories of Origin 289 11.3 The Sound Systems of Pidgins and Creoles 290 12 World Englishes and Second- Language Varieties 291 12.1 Foreign Language Pronunciations 295 Outlook 299 Appendix A Timeline for Varieties of English 301 I. Within Britain 301 II. Northern Hemisphere 301 III. Southern Hemisphere 303 IV. Movements within the Anglophone World 304 Appendix B The History of English 307 B. 1 Old English (450–1066) 307 B.1.1 The Dialects of Old English 308 B.1.2 The Transition to Middle English 308 B. 2 Middle English (1066–1500) 310 B.2.1 The Dialects of Middle English 310 B. 3 Early Modern English (1500–1700) 312 B.3.1 The Great Vowel Shift 313 B.3.2 Shortening of /uː/ and Relative Chronology 314 B.3.3 Lowering and Unrounding of /ʊ/ 315 B.3.4 The Loss of /ʍ/ 316 B.3.5 The Loss and Shift of /x/ 317 B.3.6 The Loss of Syllable- Final R 317 B.3.7 The Standardization of English 318 B. 4 Late Modern English (1700–1900) 319 B. 5 Recommended Reading 320 Appendix C Transcription Conventions 322 Appendix D Lexical Sets and Extensions 326 End Notes 330 Glossary 336 Overviews 352 References 354 Linguistic Journals 398 Index 399

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Book SynopsisOffers a wide-ranging overview of the issues and research approaches in the diverse field of applied linguistics Applied linguistics is an interdisciplinary field that identifies, examines, and seeks solutions to real-life language-related issues. Such issues often occur in situations of language contact and technological innovation, where language problems can range from explaining misunderstandings in face-to-face oral conversation to designing automated speech recognition systems for business.The Concise Encyclopedia of Applied Linguisticsincludes entries on the fundamentals of the discipline, introducing readers to the concepts, research, and methods used by applied linguists working in the field. This succinct, reader-friendly volume offers a collection of entries on a range of language problems and the analytic approaches used to address them. This abridged reference work has been compiled from the most-accessed entries fromTheEncyclopedia of Applied Linguistics(www.encyclopedTrade Review“…this volume is an excellent addition to any applied linguist’s library beyond the novice reader as it provides refreshers on methods and approaches and offers a wide range of topics relevant to many. It is also a wonderful addition for any student in the field whether debutant or finishing their studies. Finally, it can also be useful to advisors should they need to read up and freshen up on their advisees’ research.” –Camille Meritan for LINGUIST List 31.2187Table of ContentsThematic List of Entries vii Alphabetical List of Entries xiii General Editor xvii Contributors xix Introduction to The Concise Encyclopedia of Applied Linguistics xxv Acknowledgments xxxiii A–Z 1 Index 1181

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Book SynopsisThe definitive reference work on World Englishesfully revised, expanded, and updated The Handbook of World Englishes is a collection of articles on the cross-cultural and transnational linguistic convergence and change of the English language. Now in its second edition, this Handbook brings together multiple theoretical, contextual, and ideological perspectives, and offers new interpretations of the changing identities of world Englishes (WE) speakers and examines the current state of the English language across the world. Thematically integrated contributions from leading scholars and researchers explore the expansion, modification, and adaptation of English in various settings and discuss the role of English in local, regional, and global contexts. This highly regarded text has been fully updated throughout the new edition to reflect the current conditions, contexts, and functions of major varieties of English across the world. Significant revisiTable of ContentsList of Figures and Tables xi List of Contributors xiii Preface to the Second Edition xxi Preface to the First Edition xxiii Introduction: The World of World Englishes xxviCecil L. Nelson, Zoya G. Proshina, and Daniel R. Davis Part I The Historical Context 1 First Diaspora 3 1 Beginnings 5Robert D. King 2 English in Scotland 17Fiona Douglas Second Diaspora 35 3 English in the United States 37Edgar W. Schneider 4 English in Canada 52Stefan Dollinger 5 English in Australia and New Zealand 70Scott F. Kiesling 6 Caribbean Englishes 87Michael Aceto Third Diaspora 105 7 South Asian Englishes 107Ravinder Gargesh 8 English in Southeast Asia 135Ee Ling Low 9 Southern African Englishes: Form and Functions 159Nkonko M. Kamwangamalu 10 African Englishes and Creative Writing 173Eyamba G. Bokamba Fourth Diaspora 199 11 South American Englishes and Englishes in South America 201Patricia Friedrich 12 Euro‐Englishes 215Suzanne K. Hilgendorf 13 Russian Englishes 232Zoya G. Proshina 14 East Asian Englishes 248Nobuyuki Honna 15 English in the People’s Republic of China 266Wei Zhang, Kingsley Bolton, and Werner Botha Part II Variational Contexts 281 16 Contact Linguistics and World Englishes 283Rajend Mesthrie 17 Pidgins and Creoles 299Salikoko S. Mufwene 18 African‐American English 314Walt Wolfram Part III Acculturation 331 19 Written Language, Standard Language, Global Language 333M. A. K. Halliday 20 Speaking and Writing in World Englishes 349Yamuna Kachru 21 Genres and Styles in World Englishes 368Vijay K. Bhatia Part IV Crossing Borders 383 22 The Literary Dimension of World Englishes 385Edwin Thumboo 23 Bilingual Language Play and World Englishes 407Alexandra A. Rivlina 24 World Englishes and Issues of Intelligibility 430Larry E. Smith and Cecil L. Nelson 25 World Englishes and Culture Wars 447Braj B. Kachru Part V Grammar Wars and Standards 473 26 Grammar Wars: Seventeenth‐ and Eighteenth‐Century England 475Linda C. Mitchell 27 Grammar Wars: The United States 495John Algeo 28 World Englishes and Descriptive Grammars 507Daniel R. Davis 29 World Englishes and Corpora Studies 523Gerald Nelson Part VI Ideology, Identity, and Constructs 539 30 Colonial/Postcolonial Critique: The Challenge from World Englishes 541Pradeep A. Dhillon 31 Postcolonial Theory and World Englishes: Toward a Dialogue 557Wimal Dissanayake 32 Creative Acts of Gender in World Englishes 578Tamara M. Valentine Part VII World Englishes and Globalization 595 33 World Englishes in the Media 597Elizabeth Martin 34 World Englishes and Global Advertising 616Tej K. Bhatia 35 World Englishes and Global Commerce 635Stanley Van Horn Part VIII World Englishes and Applied Theory 657 36 A Recurring Decimal: English in Language Policy and Planning 659Ayọ Bamgboṣe 37 World Englishes and Communicative Competence 674Margie Berns 38 World Englishes and Pedagogy 686Aya Matsuda 39 World Englishes and International Standardized English Proficiency Tests 703James Dean Brown 40 World Englishes and Lexicography 725Fredric T. Dolezal Part IX Outlook for the Future 741 41 World Englishes: Current Debates and Future Directions 743Kingsley Bolton 42 The Karmic Cycle of World Englishes: Some Futuristic Constructs 761Yamuna Kachru and Larry E. Smith Index 780

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Book SynopsisA unique and accessible introduction to the field of phonetics through real-life applications and practical examples The dynamic field of phonetics, the science of the structure and function of human speech, has seen exciting technological innovations and new applications in recent years.Applying Phoneticsintroduces students to the field through a unique exploratory approach that highlights practical applications and focuses on the diverse ways in which the speech sciences influence daily life. Requiring no prior knowledge of linguistics, this accessible, student-friendly textbook introduces the key concepts in phonetics and explains their relevance to contemporary applications. Even students who have completed introductory linguistics courses will discover plenty of new material in this volume. Rather than immediately delving into complex theoretical information, the text presents a brief overview of basic concepts and then uses applicationsspeech syntheTrade Review“…Applying Phonetics is not only one of the most informative introductions to phonetics that I have encountered, it is certainly also one of the most approachable.” - Janine A. E. Strandberg, University of Groningen, LINGUIST List 32.1818“…this book has enormous promise for introducing students to speech sciences and providing a new entrance point to the overall fields of applied linguistics and linguistics.” – Journal of Second Language Pronunciation 8:1 (2022), pp. 149-154Table of ContentsForeword xii Acknowledgments xiii About the Companion Website xiv Part I What Is Speech? 1 1 Introducing Phonetics: The Science of Speech 3 1.1 speech, language, and communication 4 1.2 the sound structure of speech 8 1.3 phonetics as a field of study 9 2 The Human Vocal Tract 14 2.1 the vocal apparatus 14 2.2 making speech 15 for further reading 24 3 Sound, Spelling, and Phonetic Transcription 25 3.1 why do speech specialists need a phonetic alphabet? 25 3.2 phonetic transcription 28 for further reading 31 4 The Sounds of Language 32 4.1 consonants 32 4.2 vowels 36 4.3 speech sounds in other languages 39 for further reading 41 5 Beyond Segments 42 5.1 syllables 42 5.2 stress 43 5.3 rhythm 46 5.4 intonation 48 for further reading 50 Part II Speech as a Human Phenomenon 51 6 The Origins of Speech 53 6.1 our place in evolution 53 6.2 how special is speech? 58 for further reading 61 7 Speech Across the Lifespan 62 7.1 anatomical development from infancy to the teens 62 7.2 the development of speech perception 65 7.3 childhood speech production 69 7.4 speech in adulthood 73 7.5 aging 75 for further reading 77 8 When Things Go Wrong: Disorders of Speech 78 8.1 cleft lip and cleft palate 78 8.2 stuttering 80 8.3 laryngectomy 81 8.4 aphasias 84 8.5 some additional disorders 85 8.6 the role of speech–language pathologists 85 8.7 transcribing disordered speech 86 for further reading 87 Part III Applying Phonetics 89 9 Machines that Talk 91 9.1 the history of speech synthesis 91 9.2 the nature of synthetic speech 99 9.3 the secret life of text‐to‐speech systems 101 9.4 how good is your speech synthesizer? 107 9.5 the future of synthetic speech 109 for further reading 110 10 Forensic Speech Science 111 10.1 earwitness identification 111 10.2 expert speaker identification: whose speech is on that threatening voicemail? 119 10.3 speaker profiling: what does the sound of a voice tell us about its owner? 126 10.4 disputed utterance analysis: was that really a confession? 128 10.5 other applications 131 10.6 some closing thoughts 131 for further reading 132 11 Pronunciation Teaching 133 11.1 second‐language learning and accented speech 135 11.2 the nature of L2 accents 136 11.3 analyzing L2 speech 138 11.4 L2 accents and communication 141 11.5 pronunciation in second‐language instruction 143 for further reading 151 12 Phonetics for Stage, Screen, and Concert Hall 152 12.1 accents for actors 152 12.2 some applications in vocal music 161 for further reading 167 13 More Applications in Arts and Entertainment 168 13.1 speech and animation 168 13.2 invisible speech: the paradox of ventriloquism 172 13.3 the sounds of constructed languages 173 for further reading 176 14 Phonetics in the Business World (and Beyond) 177 14.1 automatic speech recognition 177 14.2 the surprising story of the vocoder 180 14.3 speech in branding and marketing 182 for further reading 187 15 Ethical Issues 188 15.1 talking about speech 188 15.2 speech science versus speech science fiction 190 15.3 other ethical concerns 192 for further reading 195 Epilogue 196 Appendix 197 Glossary 199 List of Sources 207 Index 217

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Book SynopsisA guide that offers a step-by-step process to data-driven qualitative multimodal discourse analysis Systematically Working with Multimodal Data is a hands-on guide that is theoretically grounded and offers a step-by-step process to clearly show how to do a data-driven qualitative Multimodal Discourse Analysis (MDA). This full-color introductory textbook is filled with helpful definitions, notes, discussion points and tasks. With illustrative research examples from YouTube, an Experimental and a Video Ethnographic Study, the text offers many examples of how to deal with small to large amounts of data, including information on how to transcribe video data multimodally, including online videos, and how to analyze the data. This textbook contains ample theory, directions for literature, and a teaching guide to help with a clear understanding of how to work with multimodal data. Contains new research data, exceptional illustrations and diagramsTrade Review“In this volume, the author outlines a well-structured step-by-step guide that aims to help researchers from different fields and at different levels engage with the multimodal analysis of video data in a systematic, reliable way.” – Iperstoria, Issue 15 – Spring/Summer 2020 (423-427) Table of ContentsList of Figures xvi List of Tables xix Acknowledgments xxi About the Companion Website xxiii Chapter 1 Introduction 1 1.0 Introduction to the Book 3 1.1 Brief Introduction to Multimodal Discourse Analysis 19 Chapter 2 Background 25 2.0 Philosophical and Theoretical Background 27 2.1 Development of Scollon’s Philosophical Thought 50 Chapter 3 Systematically Working with Multimodal Data Phase I 61 3.0 Phase I: Data Collection 63 3.1 Systematically Working with Small Data Sets/Data Pieces: Phase I Data Collection 86 3.2 Systematically Working with Medium‐Sized Data Sets: Phase I Data Collection 93 3.3 Systematically Working with Large Data Sets: Phase I Data Collection 106 Chapter 4 Systematically Working with Multimodal Data Phase II 117 4.0 Phase II: Delineating the Data 119 4.1 Systematically Working with Small Data Sets/Data Pieces: Phase II Delineating the Data 129 4.2 Systematically Working with Medium‐Sized Data Sets: Phase II Delineating the Data 137 4.3 Systematically Working with Large Data Sets: Phase II Delineating the Data 148 Chapter 5 Systematically Working with Multimodal Data: Phase III 159 5.0 Phase III: Selecting Data Pieces for Micro Analysis 161 5.1 Systematically Working with Small Data Sets/Data Pieces: Phase III Selecting Data Pieces for Micro Analysis 170 5.2 Systematically Working with Medium‐Sized Data Sets: Phase III Selecting Data Pieces for Micro Analysis 178 5.3 Systematically Working with Large Data Sets: Phase III Selecting Data Pieces for Micro Analysis 187 Chapter 6 Systematically Working with Multimodal Data Phase IV 197 6 Phase IV: Transcribing Data Using Multimodal Transcription Conventions 199 Chapter 7 Systematically Working with Multimodal Data Phase V 233 7 Phase V: Using Analytical Tools 235 Chapter 8 Systematically Working with Multimodal Data: Guides for Instructors 267 8 A Quick Guide for Instructors 269 References 277 Index 296

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Book SynopsisA wide-ranging and authoritative volume exploring contemporary perceptual research on speech, updated with new original essays by leading researchers Speech perception is a dynamic area of study that encompasses a wide variety of disciplines, including cognitive neuroscience, phonetics, linguistics, physiology and biophysics, auditory and speech science, and experimental psychology. The Handbook of Speech Perception, Second Edition, is a comprehensive and up-to-date survey of technical and theoretical developments in perceptual research on human speech. Offering a variety of perspectives on the perception of spoken language, this volume provides original essays by leading researchers on the major issues and most recent findings in the field. Each chapter provides an informed and critical survey, including a summary of current research and debate, clear examples and research findings, and discussion of anticipated advances and potential research directions. The tTrade Review“This book is essential reading for students of linguistics, language acquisition and education, researchers, practitioners, teachers, educators, and members of the general public who would like to know more about recent developments in the areas of speech perception.” - LINGUIST List 32.3611Table of ContentsList of Contributors vii Foreword to the Second Edition xvi Foreword to the First Edition xviii Preface xxi Part I Sensing Speech 1 1 Perceptual Organization of Speech 3Robert E. Remez 2 Primacy of Multimodal Speech Perception for the Brain and Science 28Lawrence D. Rosenblum and Josh Dorsi 3 How Does the Brain Represent Speech? 58Oiwi Parker Jones and Jan W. H. Schnupp 4 Perceptual Control of Speech 97K. G. Munhall, Anja‐Xiaoxing Cui, Ellen O’Donoghue, Steven Lamontagne, and David Lutes Part II Perception of Linguistic Properties 123 5 Features in Speech Perception and Lexical Access 125Sheila E. Blumstein 6 Speaker Normalization in Speech Perception 145Keith Johnson and Matthias J. Sjerps 7 Clear Speech Perception: Linguistic and Cognitive Benefits 177Rajka Smiljanic 8 A Comprehensive Approach to Specificity Effects in Spoken‐Word Recognition 206Conor T. McLennan and Sara Incera 9 Word Stress in Speech Perception 239Anne Cutler and Alexandra Jesse 10 Slips of the Ear 266Z. S. Bond 11 Phonotactics in Spoken‐Word Recognition 286Michael S. Vitevitch and Faisal M. Aljasser 12 Perception of Formulaic Speech: Structural and Prosodic Characteristics of Formulaic Expressions 309Diana Van Lancker Sidtis and Seung Yun Yang Part III Perception of Indexical Properties 333 13 Perception of Dialect Variation 335Cynthia G. Clopper 14 Who We Are: Signaling Personal Identity in Speech 365Diana Van Lancker Sidtis and Romi Zäske 15 Perceptual Integration of Linguistic and Non‐Linguistic Properties of Speech 398Lynne C. Nygaard and Christina Y. Tzeng 16 Perceptual Learning of Accented Speech 428Tessa Bent and Melissa Baese‐Berk 17 Perception of Indexical Properties of Speech by Children 465Susannah V. Levi Part IV Speech Perception by Special Listeners 485 18 Speech Perception by Children: The Structural Refinement and Differentiation Model 487Susan Nittrouer 19 Santa Claus, the Tooth Fairy, and Auditory‐Visual Integration: Three Phenomena in Search of Empirical Support 517Mitchell S. Sommers 20 Some Neuromyths and Challenging Questions about Cochlear Implants 540Cynthia R. Hunter and David B. Pisoni 21 Speech Perception Following Focal Brain Injury 570Emily B. Myers Part V Theoretical Perspectives 603 22 Acoustic Cues to the Perception of Segmental Phonemes 605Lawrence J. Raphael 23 On the Relation between Speech Perception and Speech Production 632Jennifer S. Pardo and Robert E. Remez 24 Speech Perception and Reading Ability: What Has Been Learned from Studies of Categorical Perception, Nonword Repetition, and Speech in Noise? 656Susan Brady and Axelle Calcus 25 Cognitive Audiology: An Emerging Landscape in Speech Perception 697David B. Pisoni Index 733

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Book SynopsisAn incisive collection of essays highlighting conflict and peace issues in the Global South, with coverage of theory, method, mediated, case-oriented, and innovative approaches In Handbook of Conflict and Peace Communication, renowned communication and media scholar Dr. Sudeshna Roy delivers an authoritative exploration of a variety of critical conflicts in the world and a spectrum of approaches to peace communication. This book offers an in-depth view of how intricate and intractable conflicts can be and how the communicative aspects of conflict are equally challenging. The author reviews and guides readers through classic and contemporary analysis in the field, providing a truly interdisciplinary work. Handbook of Conflict and Peace Communication is divided into five navigable sectionsTheory Development, Method Development, Traditional/Digital Media and Peace and Conflict, Case Studies, and Innovative Approaches that help illuminate workable and innovative peace communication strate

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Book SynopsisA comprehensive, current review of the research and approaches to advanced proficiency in second language acquisition The Handbook of Advanced Proficiency in Second Language Acquisition offers an overview of the most recent and scientific-based research concerning higher proficiency in second language acquisition (SLA). With contributions from an international team of experts in the field, the Handbook presents several theoretical approaches to SLA and offers an examination of advanced proficiency from the viewpoint of various contexts and dimensions of second language performance. The authors also review linguistic phenomena among advanced learners through the lens of phonology and grammar development. Comprehensive in scope, this book provides an overview of advanced proficiency grounded in socially-relevant domains of second language acquisition including discourse, reading, genre-based writing, and pragmatic competence. The authoritative volume brings together the theoretical acTrade Review"This authoritative, well-written, and well-edited book trains attention on second language acquisition (SLA) theory, research, assessment, and teaching at an advanced level of proficiency." Martha C. Pennington, Birkbeck College and School for Oriental and African Studies University of London, London, England - TESOL Quarterly, May 2019 Table of ContentsNotes on Contributors ix Acknowledgments xvii 1 Introduction 1Paul A. Malovrh and Alessandro G. Benati Part I Advanced L2 Capacity: Orientations on Acquisition 7 2 Systemic Functional Linguistics and Advanced Second Language Proficiency 9Marianna Ryshina‐Pankova 3 Psycholinguistic Approaches and Advanced Proficiency 30Leah Roberts 4 What Does Critical Period Research Reveal about Advanced L2 Proficiency? 51Michael H. Long, Gisela Granena, and Fátima Montero 5 Generative Approaches to Second Language (L2) Acquisition and Advanced L2 Proficiency 72Jason Rothman, Fatih Bayram, Tanja Kupisch, Terje Lohndal, and Marit Westergaard 6 Interaction‐Driven L2 Learning: Advanced Learners 94Nicole Ziegler and Lara Bryfonski 7 Sociocultural Theory: Mediating Learners toward Advanced Proficiency 114Matthew E. Poehner Part II Advanced Proficiency and Performance: Multiple Dimensions and Contexts 131 8 Advanced‐Level Grammatical Development in Instructed SLA 133Heidi Byrnes 9 Individual Differences in Advanced Proficiency 157Paula Winke and Susan M. Gass 10 The Prior Language Experience of Heritage Bilinguals 179Cristina Sanz and Julio Torres 11 Meeting the Demands of Globalization: One Goal of ISLA Research 199Paul A. Malovrh and Nina Moreno 12 Task Condition Effects on Advanced‐Level Foreign Language Performance 219Gavin Bui, Peter Skehan, and Zhan Wang Part III Advanced Phonology 239 13 Advanced‐Level L2 Phonology 241John Archibald 14 Markedness and Advanced Development 264Fred R. Eckman 15 Advanced Second Language Segmental and Suprasegmental Acquisition 282Kazuya Saito 16 Connected Speech in Advanced‐Level Phonology 304Burcu Gokgoz‐Kurt and D. Eric Holt 17 Voice Onset Time in Advanced SLA 323Alfonso Morales‐Front Part IV Advanced Grammar 341 18 Advanced‐Level Mood Distinction 343Aarnes Gudmestad 19 Advanced Conceptualizations of Tense and Aspect in L2 Acquisition 361M. Rafael Salaberry 20 Inflectional Morphology 381Roumyana Slabakova 21 Advanced Lexical Development 401Stuart A. Webb 22 Word Order and Information Structure in Advanced SLA 419Cristóbal Lozano and Marcus Callies 23 Advanced‐Level Semantics 442Tania Ionin Part V Advanced‐Level Pragmatics, Discourse, and Sociocultural Literacy 461 24 Advanced‐Level Pragmatics in Instructed SLA 463Feng Xiao 25 Advanced Reading Proficiency in Collegiate Foreign Language Learners 483Keiko Koda and Sihui Echo Ke 26 Advanced Second Language Pragmatic Competence 505Naoko Taguchi 27 Advanced Rhetoric and Socially Situated Writing 527Gregg Fields and Paul Kei Matsuda 28 Variable Structures and Sociolinguistic Variation 547Kimberly L. Geeslin Index 566

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Book SynopsisA comprehensive, current review of the research and approaches to advanced proficiency in second language acquisition The Handbook of Advanced Proficiency in Second Language Acquisition offers an overview of the most recent and scientific-based research concerning higher proficiency in second language acquisition (SLA). With contributions from an international team of experts in the field, the Handbook presents several theoretical approaches to SLA and offers an examination of advanced proficiency from the viewpoint of various contexts and dimensions of second language performance. The authors also review linguistic phenomena among advanced learners through the lens of phonology and grammar development. Comprehensive in scope, this book provides an overview of advanced proficiency grounded in socially-relevant domains of second language acquisition including discourse, reading, genre-based writing, and pragmatic competence. The authoritative volume brings together the theoretical acTable of ContentsNotes on Contributors ix Acknowledgments xvii 1 Introduction 1Paul A. Malovrh and Alessandro G. Benati Part I Advanced L2 Capacity: Orientations on Acquisition 7 2 Systemic Functional Linguistics and Advanced Second Language Proficiency 9Marianna Ryshina‐Pankova 3 Psycholinguistic Approaches and Advanced Proficiency 30Leah Roberts 4 What Does Critical Period Research Reveal about Advanced L2 Proficiency? 51Michael H. Long, Gisela Granena, and Fátima Montero 5 Generative Approaches to Second Language (L2) Acquisition and Advanced L2 Proficiency 72Jason Rothman, Fatih Bayram, Tanja Kupisch, Terje Lohndal, and Marit Westergaard 6 Interaction‐Driven L2 Learning: Advanced Learners 94Nicole Ziegler and Lara Bryfonski 7 Sociocultural Theory: Mediating Learners toward Advanced Proficiency 114Matthew E. Poehner Part II Advanced Proficiency and Performance: Multiple Dimensions and Contexts 131 8 Advanced‐Level Grammatical Development in Instructed SLA 133Heidi Byrnes 9 Individual Differences in Advanced Proficiency 157Paula Winke and Susan M. Gass 10 The Prior Language Experience of Heritage Bilinguals 179Cristina Sanz and Julio Torres 11 Meeting the Demands of Globalization: One Goal of ISLA Research 199Paul A. Malovrh and Nina Moreno 12 Task Condition Effects on Advanced‐Level Foreign Language Performance 219Gavin Bui, Peter Skehan, and Zhan Wang Part III Advanced Phonology 239 13 Advanced‐Level L2 Phonology 241John Archibald 14 Markedness and Advanced Development 264Fred R. Eckman 15 Advanced Second Language Segmental and Suprasegmental Acquisition 282Kazuya Saito 16 Connected Speech in Advanced‐Level Phonology 304Burcu Gokgoz‐Kurt and D. Eric Holt 17 Voice Onset Time in Advanced SLA 323Alfonso Morales‐Front Part IV Advanced Grammar 341 18 Advanced‐Level Mood Distinction 343Aarnes Gudmestad 19 Advanced Conceptualizations of Tense and Aspect in L2 Acquisition 361M. Rafael Salaberry 20 Inflectional Morphology 381Roumyana Slabakova 21 Advanced Lexical Development 401Stuart A. Webb 22 Word Order and Information Structure in Advanced SLA 419Cristobal Lozano and Marcus Callies 23 Advanced‐Level Semantics 442Tania Ionin Part V Advanced‐Level Pragmatics, Discourse, and Sociocultural Literacy 461 24 Advanced‐Level Pragmatics in Instructed SLA 463Feng Xiao 25 Advanced Reading Proficiency in Collegiate Foreign Language Learners 483Keiko Koda and Sihui Echo Ke 26 Advanced Second Language Pragmatic Competence 505Naoko Taguchi 27 Advanced Rhetoric and Socially Situated Writing 527Gregg Fields and Paul Kei Matsuda 28 Variable Structures and Sociolinguistic Variation 547Kimberly L. Geeslin Index 566

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Book SynopsisThe Handbook of Dialectology provides an authoritative, up-to-date and unusually broad account of the study of dialect, in one volume. Each chapter reviews essential research, and offers a critical discussion of the past, present and future development of the area. The volume is based on state-of-the-art research in dialectology around the world, providing the most current work available with an unusually broad scope of topicsProvides a practical guide to the many methodological and statistical issues surrounding the collection and analysis of dialect dataOffers summaries of dialect variation in the world's most widely spoken and commonly studied languages, including several non-European languages that have traditionally received less attention in general discussions of dialectologyReviews the intellectual development of the field, including its main theoretical schools of thought and research traditions, both academic and appliedThe editors are well known and highly respected, withTable of ContentsList of Contributors viii Introduction 1Charles Boberg, John Nerbonne, and Dominic Watt Section 1: Theory (section editor: Dominic Watt) 17 Section IntroductionDominic Watt 1 Dialectology, Philology, and Historical Linguistics 23Raymond Hickey 2 The Dialect Dictionary 39Jacques Van Keymeulen 3 Linguistic Atlases 57William A. Kretzschmar, Jr. 4 Structural Dialectology 73Matthew J. Gordon 5 Dialectology and Formal Linguistic Theory: The Blind Man and the Lame 88Frans Hinskens 6 Sociodialectology 106Tore Kristiansen 7 Dialectometry 123Hans Goebl 8 Dialect Contact and New Dialect Formation 143David Britain 9 Dialect Change in Europe—Leveling and Convergence 159Peter Auer 10 Perceptual Dialectology 177Dennis R. Preston 11 Dialect Intelligibility 204Charlotte Gooskens 12 Applied Dialectology: Dialect Coaching, Dialect Reduction, and Forensic Phonetics 219Dominic Watt Section 2: Methods (section editor: John Nerbonne) 233 Section IntroductionJohn Nerbonne 13 Dialect Sampling Methods 241Ronald Macaulay 14 The Dialect Questionnaire 253Carmen Llamas 15 Written Dialect Surveys 268J.K. Chambers 16 Field Interviews in Dialectology 284Guy Bailey 17 Corpus‐Based Approaches to Dialect Study 300Benedikt Szmrecsanyi and Lieselotte Anderwald 18 Acoustic Phonetic Dialectology 314Erik R. Thomas 19 Computational Dialectology 330Wilbert Heeringa and Jelena Prokić 20 Dialect Maps 348Stefan Rabanus 21 Identifying Regional Dialects in On‐Line Social Media 368Jacob Eisenstein 22 Logistic Regression Analysis of Linguistic Data 384John C. Paolillo 23 Statistics for Aggregate Variationist Analyses 400John Nerbonne and Martijn Wieling 24 Spatial Statistics for Dialectology 415Jack Grieve Section 3: Data (section editor: Charles Boberg) 435 Section IntroductionCharles Boberg 25 Dialects of British and Southern Hemisphere English 439Kevin Watson 26 Dialects of North American English 450Charles Boberg 27 Dialects of German, Dutch, and the Scandinavian Languages 462Sebastian Kürschner 28 Dialects of French 474Damien Hall 29 Dialects of Italy 486Tullio Telmon 30 Dialects of Spanish and Portuguese 498John M. Lipski 31 Dialects of the Slavic Languages 510Vladimir Zhobov and Ronelle Alexander 32 Dialects of Arabic 523Enam Al‐Wer and Rudolf de Jong 33 Dialects in the Indo‐Aryan Landscape 535Ashwini Deo 34 Dialects of Chinese 547Chaoju Tang 35 Dialects of Japanese 559Takuichiro Onishi 36 Dialects of Malay/Indonesian 571Alexander Adelaar Index 582

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Book SynopsisThe first handbook to explore the field of Teaching English to Speakers of Other Languages in elementary and secondary education (K-12) The number of students being educated in English has grown significantly in modern times globalization, immigration, and evolving educational policies have prompted an increased need for English language learner (ELL) education. The Handbook of TESOL in K-12 combines contemporary research and current practices to provide a comprehensive overview of the origins, evolution, and future direction of Teaching English to Speakers of Other Languages at the elementary and secondary levels (K-12). Exploring the latest disciplinary and interdisciplinary issues in the field, this is a first-of-its-kind Handbook and contributions are offered from a team of internationally-renowned scholars. Comprehensive in scope, this essential Handbook covers topics ranging from bilingual language development and technology-enTable of ContentsNotes on Contributors ix 1 Key Concepts and Issues in TESOL in K‐12 1 Luciana C. de Oliveira Section 1 – Key Issues in Teaching ESOL Students in K‐12 9 2 Plurilingual Learners and Schooling: A Sociocultural Perspective 11 Margaret R. Hawkins 3 Disciplinary and Interdisciplinary Practices for K‐12 ESOL Learners 25 Kristen C. Wilcox, Gretchen P. Oliver, Karen M. Gregory, and Lisa (Fang) Yu 4 A Developmental and Contextual Perspective on Academic Language 41 María Estela Brisk and Zhongfeng Tian 5 Language Rights and Policy in K‐12 TESOL 55 Wayne E. Wright 6 Translanguaging as an Act of Transformation: Restructuring Teaching and Learning for Emergent Bilingual Students 69 Tatyana Kleyn and Ofelia García 7 Incorporating Global Englishes in K‐12 Classrooms 83 Ali Fuad Selvi Section 2 – Pedagogical Issues and Practices in TESOL in K‐12 Education 101 Practices and Pedagogies for TESOL in K‐12 Education 103 8 Many Ways to Build a Model: Content-Based ESL Instruction Models and Approaches in K-12 105 Kate Mastruserio Reynolds and Judith B. O’Loughlin 9 Promoting Educational Equity in Assessment Practices 129 Margo Gottlieb and Gisela Ernst‐Slavit 10 Digital Age Teaching for English Learners 149 Heather Parris and Lisa M. Estrada 11 Multimodal Literacies in Teaching and Learning English In and Outside of School 163 Youngjoo Yi, Dong‐shin Shin, and Tony Cimasko Teaching Skills and Content Areas 179 12 Shifting from the Teaching of Oral Skills to the Development of Oracy 181 Aída Walqui 13 Effective Practices for Teaching Reading to Emergent Bilinguals in K‐12 Classes 199 David Freeman and Yvonne Freeman 14 New Descriptions of Metalanguage for Supporting English Language Learners’ Writing in the Early Years: A Discourse Perspective 213 Sally L. Humphrey and Jing Hao 15 Problematizing Current Vocabulary Instruction Frameworks: Where Does Student Knowledge Fit? 231 Socorro G. Herrera, Melissa A. Holmes, and Shabina K. Kavimandan 16 Paradigm Shifts in the Teaching of Grammar in K‐12 ESL/EFL Contexts: A Case for a Social‐Semiotic Perspective 249 Meg Gebhard, Kathryn Accurso, and I An Chen 17 Teaching Mathematics to Emergent Bilinguals 265 Holly Hansen‐Thomas and Anita Bright 18 Teaching Science to English Language Learners: Current Research and Practices in the Field of Science Education 277 Alandeom W. Oliveira, Molly Weinburgh, Effie McBride, Trisha Bobowski, and Rebecca Shea 19 Teaching English Language Arts to Emergent to Advanced Bilinguals: Current Research, Theories, and Pedagogical Practices 291 Sharon L. Smith and Luciana C. de Oliveira 20 Teaching Social Studies to English Language Learners: Current Research, Theories, and Pedagogical Practices 307 Ashley Taylor Jaffee and Paul J. Yoder 21 Arts‐Based Pedagogy for Teaching English Learners 323 Christian Faltis Section 3 – School Personnel Preparation for TESOL in K‐12 339 22 Preparing Teachers to Be Advocates for English Learners 341 Heather A. Linville and Diane Staehr Fenner 23 Preparing TESOL Specialists for K‐12 Contexts 357 Kristen Lindahl and Laura Baecher 24 Preparing Content Teachers to Work with Multilingual Students 371 Kara Mitchell Viesca and Annela Teemant 25 Preparing Multicultural and Multilingual Teachers to Work with Diverse Students in K‐12 387 Lía D. Kamhi‐Stein and Anna V. Osipova 26 Preparing Teachers for Co‐Teaching and Collaboration 405 Andrea Honigsfeld and Maria G. Dove 27 Intersecting Leadership and English Learner Specialty: The Nexus of Creativity, Resistance, and Advocacy 423 Trish Morita‐Mullaney Index 441

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Book SynopsisBringing together a comprehensive collection of newly-commissioned articles, this Handbook covers the most recent developments across a range of sub-fields relevant to the study of second language Spanish. Provides a unique and much-needed collection of new research in this subject, compiled and written by experts in the fieldOffers a critical account of the most current, ground-breaking developments across key fields, each of which has seen innovative empirical research in the past decadeCovers a broad range of issues including current theoretical approaches, alongside a variety of entries within such areas as the sound system, morphosyntax, individual and social factors, and instructed language learningPresents a variety of methodological approaches spanning the active areas of research in language acquisitionTable of ContentsList of Figures vii List of Tables ix Notes on Contributors xi Acknowledgments xvii Introduction 1 Part I Theoretical and Methodological Approaches to the Study of Second Language Spanish 9 1 Corpus-based Research in Second Language Spanish 11AMAYA MENDIKOETXEA 2 Functional Approaches to Second Language Spanish 30EVE ZYZIK 3 Generative Approaches to Spanish Second Language Acquisition 46JASON ROTHMAN AND DIEGO PASCUAL Y CABO 4 Psycholinguistic Approaches to Second Language Spanish 64MARGARET GILLON DOWENS AND MANUEL CARREIRAS 5 Variationist Approaches to Second Language Spanish 80AARNES GUDMESTAD 6 Cognitive Linguistic Approaches to Second Language Spanish 96TERESA CADIERNO AND ALBERTO HIJAZO-GASC6N Part II Phonology in Second Language Spanish 111 7 Voice Onset Time in Second Language Spanish 113MARY L. ZAMPINI 8 Speech Perception in Second Language Spanish 130POLINA VASILIEV AND PAOLA ESCUDERO 9 Segmental Phonology in Second Language Spanish 146MANUEL DIAZ-CAMPOS 10 Suprasegmental Phenomena in Second Language Spanish 166NICHOLAS HENRIKSEN Part III Developing Grammars in Second Language Spanish 183 11 Object Pronouns in Second Language Spanish 185PAUL A. MALOVRH 12 Grammatical Gender in Second Language Spanish 202IRMA ALARC6N 13 The Acquisition of the Copula Contrast in Second Language Spanish 219KIMBERLY L. GEESLIN 14 Tense and Aspect in Second Language Spanish 235LLOREN? COMAJOAN COLOME 15 Subject Pronouns in Second Language Spanish 253MARGARET LUBBERS QUESADA 16 Subjunctive in Second Language Spanish 270JOSEPH COLLENTINE 17 Word Order in Second Language Spanish 287CRIST6BAL LOZANO 18 Meaning in Second Language Spanish 311ROUMYANA SLABAKOVA 19 Language in Context 331RACHEL L. SHIVELY Part IV Individual and Social Factors in Second Language Spanish 351 20 Ultimate Attainment in Spanish L2 Acquisition 353SIL VINA MONTRUL 21 Affective Factors and Second Language Spanish 369DOLLY JESUSITA YOUNG 22 Study Abroad and Second Language Spanish 386BARBARA A. LAFFORD AND IZABELA USCINSKI 23 Heritage Learners of Spanish 404KIM POTOWSKI 24 Comparing Second Language Learners to Other Populations 423ANA TERESA P£REZ-LEROUX AND DANIELLE THOMAS Part V Acquisition in the Second Language Spanish Classroom 447 25 Acquisition of Grammar by Instructed Learners 449ROBERT DEKEYSER AND GORETTI PRIETO BOTANA 26 Acquisition of Reading in Second Language Spanish 466CINDY BRANTMEIER 27 Acquisition of Writing in Second Language Spanish 482MARLY NAS AND KEES VAN ESCH 28 Exploring Lexical Diversity in Second Language Spanish 498GABRIELA CASTANEDA-JIMENEZ AND SCOTT JARVIS 29 Teaching Pronunciation in Second Language Spanish 514GILLIAN LORD AND MARIA I. FIONDA 30 Instructor Characteristics and Classroom-Based SLA of Spanish 530LAURA GURZYNSKI-WEISS Index 547

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Book SynopsisProvides a comprehensive and unique examination of global language learning outside of the formal school setting Authored by a prominent team of international experts in their respective fields, The Handbook of Informal Language Learning is a one-of-a-kind reference work and it is a timely and valuable resource for anyone looking to explore informal language learning outside of a formal education environment. It features a comprehensive collection of cutting edge research areas exploring the cultural and historical cases of informal language learning, along with the growing area of digital language learning, and the future of this relevant field in national development and language education. The Handbook of Informal Language Learning examines informal language learning from both theoretical and practical perspectives. Structured across six sections, chapters cover areas of motivation, linguistics, cognition, and multimodality; digital learning, including virtual contexts, gaming, fTrade Review“I am familiar with Sadler’s work having attended some of his conference presentations and served with him on the CALICO Executive Board. I know that he is well connected within the field of technology and language learning, which should help in recruiting authors… This is the kind of book that is well-suited to libraries, and I would think that individual chapters would find their ways into course readers in more general technology and language learning teacher preparation courses.” Phil Hubbard, Stanford University, USA “My overall impression is that the proposed volume provides a highly important contribution to the endeavor of language learning. The premise is intriguing, in that it is focused on an area of research in language learning which is often left aside in research and on language teacher training programs, that of informal language learning. It is an exciting and novel approach to theorizing about language learning – one which will serve to inform studies of formal language learning and research into second language acquisition.” Anne McCabe, Saint Louis University, USA “I think a handbook on informal language learning is timely and much needed. I like how the authors proposed to start with a clear theorization of informal language learning from different perspectives and how it covers a wide range of aspects related to informal language learning.” Chun Lai, University of Hong Kong, Hong KongTable of ContentsNotes on Contributors ix Introduction 1 Mark Dressman Part I Theorizing Informal Language Learning 13 1 Motivation and Informal Language Learning 15 Alice Chik 2 Learning Languages in Informal Environments: Some Cognitive Considerations 27 Kiel Christianson and Sarah‐Elizabeth Deshaies 3 Multimodality and Language Learning 39 Mark Dressman 4 How Learning Context Shapes Heritage and Second Language Acquisition 57 Silvina Montrul 5 Informal Writing and Language Learning 75 Paul Kei Matsuda and Melika Nouri Part II Learning in Digital Contexts 85 6 Virtual Landscapes 87 Randall William Sadler 7 Gaming and Informal Language Learning 101 Stephanie W.P. Knight, Lindsay Marean, and Julie M. Sykes 8 Self‐Paced Language Learning Using Online Platforms 117 Panagiotis Arvanitis 9 Fan Fiction and Informal Language Learning 139 Shannon Sauro 10 Vlogs, Video Publishing, and Informal Language Learning 153 Tatiana Codreanu and Christelle Combe 11 Mobile Collaboration for Language Learning and Cultural Learning 169 Agnes Kukulska‐Hulme and Helen Lee Part III Learning Through Media and Live Contact 181 12 Video and Informal Language Learning 183 Robert Vanderplank 13 Songs and Music 203 Karen M. Ludke 14 Mobility, Media, and Multiplicity: Immigrants’ Informal Language Learning via Media 215 Kristen H. Perry and Annie M. Moses 15 Service Sector Work and Informal Language Learning 229 Hania Janta and Stefan D. Keller 16 Linguistic Landscapes and Additional Language Development 243 Jana Roos and Howard Nicholas 17 Language Tourism and Second Language Acquisition in Informal Learning Contexts 257 Montserrat Iglesias Part IV International Case Studies of Informal Language Learners 271 18 Hong Kong and Informal Language Learning 273 Chun Lai and Boning Lyu 19 An Emerging Path to English in Korea: Informal Digital Learning of English 289 Ju Seong Lee 20 Informal English Learning Among Moroccan Youth 303 Mark Dressman 21 Sweden and Informal Language Learning 319 Pia Sundqvist 22 Informal English Learning in France 333 Meryl Kusyk Part V Informal Learning and Formal Contexts 349 23 Translanguaging Across Contexts 351 Sarah J. McCarthey, Idalia Nuñez, and Chaehyun Lee 24 A Critical Review of Social Networks for Language Learning Beyond the Classroom 369 Katerina Zourou 25 Digital Writing in Informal Settings Among Multilingual Language Learners 383 Binbin Zheng and Chin‐Hsi Lin 26 Extensive Reading for Statistical Learning 395 Doreen E. Ewert 27 Leveraging Technology to Integrate Informal Language Learning within Classroom Settings 405 Philip Hubbard 28 Connecting Informal and Formal Language Learning 421 Dennis Murphy Odo Part VI The Present and Future of Informal Language Learning 439 29 Digital Translation: Its Potential and Limitations for Informal Language Learning 441 Helen Slatyer and Sarah Forget 30 Future Directions in Informal Language Learning 457 Robert Godwin‐Jones 31 Last Words: Naming, Framing, and Challenging the Field 471 Geoffrey Sockett and Denyze Toffoli Index 489

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Book SynopsisThe second edition of the definitive reference on contact studies and linguistic changeprovides extensive new research and original case studies Language contact is a dynamic area of contemporary linguistic research that studies how language changes when speakers of different languages interact. Accessibly structured into three sections, The Handbook of Language Contact explores the role of contact studies within the field of linguistics, the value of contact studies for language change research, and the relevance of language contact for sociolinguistics. This authoritative volume presents original findings and fresh research directions from an international team of prominent experts. Thirty-seven specially-commissioned chapters cover a broad range of topics and case studies of contact from around the world. Now in its second edition, this valuable reference has been extensively updated with new chapters on topics including globalization, language acquisiTrade Review“This book (in its second edition) brings together a considerable amount of knowledge on the subject of language contact. Inasmuch as topics range from methodological discussions on contacts in prehistoric languages to urban sociolinguistics, the diversity of the methodological approaches and the extent of the phenomena covered are very impressive.” -- Emmanuel Schang, University of Orléans for LINGUIST List 32.2117, June 2021Table of ContentsNotes on Contributors ix Preface xvii Language Contact and Linguistic Research 1Raymond Hickey Part I – Contact, Contact Studies, and Linguistics 311 Contact Explanations in Linguistics 33Sarah Thomason 2 Contact, Bilingualism, and Diglossia 51Lotfi Sayahi 3 Language Contact and Change through Child First Language Acquisition 67Carmel O’Shannessy and Lucinda Davidson 4 Contact and Grammaticalization 93Bernd Heine and Tania Kuteva 5 Contact and Language Convergence 113Anthony P. Grant 6 Contact and Linguistic Typology 129Oliver Bond, Helen Sims‐Williams, and Matthew Baerman 7 Contact and Language Shift 149Raymond Hickey 8 Contact and Lexical Borrowing 169Philip Durkin 9 Contact and Code‐Switching 181Penelope Gardner‐Chloros 10 Contact and Mixed Languages 201Peter Bakker 11 Contact and Sociolinguistic Variation 221Maya Ravindranath Abtahian and Jonathan Kasstan 12 Contact and New Varieties 241Paul Kerswill 13 Contact in the City 261Heike Wiese 14 Linguistic Landscapes and Language Contact 281Kingsley Bolton, Werner Botha, and Siu‐Lun Lee Part II – Case Studies of Contact 301 15 Contact and Early Indo‐European in Europe 303Bridget Drinka 16 Contact and the History of Germanic Languages 323Paul Roberge 17 Contact in the History of English 345Robert McColl Millar 18 Contact and the Development of American English 361Joseph C. Salmons and Thomas Purnell 19 Contact and African Englishes 385Rajend Mesthrie 20 Contact and Caribbean Creoles 403Edgar W. Schneider and Raymond Hickey 21 Contact and the Romance Languages 425John Charles Smith 22 Contact and Spanish in the Pacific 453Eeva Sippola 23 Contact and Portuguese‐Lexified Creoles 469Hugo C. Cardoso 24 Contact and the Celtic Languages 489Joseph F. Eska 25 Contact and the Slavic Languages 501Lenore A. Grenoble 26 Contact and the Finno‐Ugric Languages 519Johanna Laakso 27 Language Contact in the Balkans 537Brian D. Joseph 28 Turkic Language Contacts 551Lars Johanson, Éva Á. Csató, and Birsel Karakoc 29 Contact and Afroasiatic Languages 571Zygmunt Frajzyngier and Erin Shay 30 Contact and North American Languages 593Marianne Mithun 31 Contact and Mayan Languages 613Danny Law 32 Contact and South American Languages 625Lyle Campbell, Thiago Chacon, and John Elliott 33 Contact among African Languages 649Klaus Beyer 34 Contact and Siberian Languages 669Brigitte Pakendorf 35 Language Contact: Sino‐Russian 689Zygmunt Frajzyngier, Natalia Gurian, and Sergei Karpenko 36 Language Contact and Australian Languages 717Jill Vaughan and Debbie Loakes 37 Contact Languages of the Pacific 741Jeff Siegel Index 763

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Book SynopsisFindings related to language learning that are of interest to researchersThe topic of audiovisual speech perception is addressed in Audiovisual Language Learning: How to Crack the Speech Code by Ear and by Eye. The publication presents nine contributions on the perceptual system''s reliance on visual speech to process and learn language. This learning is addressed in its various stages of development and in reference to typical and atypical language development. Insights are discussed in the areas of multimodelity, environmental constraints, brain maturation and visuo-attentional components.Table of ContentsAnnouncement from the General Editor 6 Multimodal Language Learning: How to Crack the Speech Code by Ear and by Eye Mathilde Fort Nuria Sebastian-Galles 13 Multisensory Representation of Gender in Infants: An Eye-Tracking Study David Méary Carole Jaggie Olivier Pascalis 30 Impact of Bilingualism on Infants' Ability to Learn From Talking and Nontalking Faces Mathilde Fort Alba Ayneto-Gimeno Anira Escrichs Nuria Sebastian-Galles 57 Neural Processing of Congruent and Incongruent Audiovisual Speech in School-Age Children and AdultsJenni Heikkilä Kaisa Tiippana Otto Loberg Paavo H. T. Leppänen 79 The Role of Audiovisual Speech in the Early Stages of Lexical Processing as Revealed by the ERP Word Repetition Effect Anahita Basirat Angèle Brunellière Robert Hartsuiker 101 Beat Gestures and Syntactic Parsing: An ERP Study Emmanuel Biau Lauren A. Fromont Salvador Soto-Faraco 126 Response Errors in Females' and Males' Sentence Lipreading Necessitate Structurally Different Models for Predicting Lipreading Accuracy Lynne E. Bernstein 158 Eye Movements During Visual Speech Perception in Deaf and Hearing Children Elizabeth Worster Hannah Pimperton Amelia Ralph-Lewis Laura Monroy Charles Hulme Mairéad MacSweeney 179 Children With SLI Can Exhibit Reduced Attention to a Talker's Mouth Ferran Pons Monica Sanz-Torrent Laura Ferinu Joan Birulés Llorenç Andreu 192 Audiovisual Binding for Speech Perception in Noise and in Aging Attigodu Chandrashekara Ganesh Frédéric Berthommier Jean-Luc Schwartz 220 Index 222

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Book SynopsisBuilding Meaning in Context: A Dynamic Approach to Bantu Clause Structure uses the tools of the Dynamic Syntax framework to explore morphosyntactic phenomena in a number of Bantu languages. Examines word order alternations, inversion constructions and negation in Bantu, showing the incremental nature of the build-up of meaning in context Highlights cross-linguistic parallels, drawing on data from Japanese, Korean, Romance languages and varieties of Greek Offers a radical new perspective on the nature of human language, showing the centrality of the concepts of underspecification and update which lie at the heart of the DS structure building process An innovative analysis with a broad empirical coverage Table of Contents1. Introduction 1 1.1 Aims and objectives 1 1.2 Scope of the book 3 2. The Dynamic Syntax framework 5 2.1 Basic assumptions 5 2.2 Language of representation: the Logic of Finite Trees 5 2.3 How trees grow 8 2.4 Computational rules and tree growth 11 2.4.1 INTRODUCTION 11 2.4.2 PREDICTION 12 2.4.3 THINNING 13 2.4.4 COMPLETION 14 2.4.5 ANTICIPATION 15 2.4.6 ELIMINATION 16 2.4.7 MERGE 17 2.5 Structural underspecification 17 2.5.1 *ADJUNCTION 18 2.5.2 LOCAL *ADJUNCTION 19 2.5.3 LATE *ADJUNCTION 20 2.5.4 LINK ADJUNCTION 21 2.5.5 Semantic underspecification 22 2.6 Sample parse of a Swahili sentence 23 2.7 Summary 26 3. A dynamic perspective on Bantu clause structure 27 3.1 Modelling Bantu subject expressions 27 3.2 Modelling Bantu subject markers 29 3.3 Modelling Bantu tense-aspect information 33 3.4 Contribution of the verb stem: structure building and semantics 36 3.5 Modelling objects and object marking in Bantu languages 39 3.6 Sample parse of a Rangi sentence 43 3.7 Summary 46 4. Underspecification and update: Case studies from Bantu 474.1 The mechanisms of representation 48 4.1.1 Structural underspecification 48 4.1.2 Semantic underspecification 50 4.2 The rebuilding of structure 52 4.3 The underspecificed verb stem 53 4.4 Underspecified temporal distinctions 55 4.5 Underspecification and variant constituent order 60 4.5.1 Bantu inversion constructions 604.5.2 Bantu passive constructions 64 4.6 Summary 66 5. Modelling negation in Bantu: the dynamics of interpretation 68 5.1 Previous accounts of negation in DS 69 5.2 Negation in Bantu 73 5.3 Modelling negation in Swahili 75 5.3.1 Sentential negation in Swahili main clauses 75 5.3.2 Negation in Swahili non-main clause contexts 79 5.4 Modelling negation in Rangi 81 5.4.1 Rangi main clause negation 81 5.4.2 Rangi non-main clause negation 82 5.4.3 The Rangi negative copula 84 5.5 Capturing the historical development of Bantu negation markers 87 5.6 Summary 89 6. Modelling auxiliary placement in Rangi 91 6.1 Bantu auxiliary constructions 91 6.2 Modelling Rangi auxiliary constructions 93 6.2.1 Modelling the Rangi verb-auxiliary order 100 6.3 Modelling the Rangi auxiliary placement alternation 106 6.3.1 Content questions 107 6.3.2 Sentential negation 110 6.3.3 Relative clauses 113 6.3.4 Cleft constructions 115 6.3.5 Subordinate clauses 116 6.4 Summary 117 7. Cross-linguistic parallels: Parsing dynamics beyond Bantu 119 7.1 Constraining underspecification: the Unique Unfixed Node Constraint 119 7.1.1 Clitic placement in Medieval Spanish and Modern Greek 121 7.1.2 Cleft constructions and multiple foci in Japanese 123 7.1.3 Multiple object marking in Bantu 125 7.1.4 Word order variation in Japanese and Korean 127 7.2 Summary 133 8. Conclusion 135 8.1 Summary 136 8.2 Concluding remarks 136 Index

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Book SynopsisSecond edition of this popular Handbook bringing together stimulating discussions of core English linguistics topics in a single, authoritative volumeincludes numerous new and thoroughly updated chapters The second edition of the popularHandbook of English Linguisticsbringstogether stimulating discussions of the core topics in English linguistics in a single, authoritative volume. Written by an international team of experts, the chapters cover syntax, methodology, phonetics and phonology, lexis and morphology, variation, stylistics, and discourse, and also provide discussions of theoretical and descriptive research in the field. The revised edition includes new and updated chapters on English Corpus Linguistics, experimental approaches, complements and adjuncts, English phonology and morphology, lexicography, and more. In-depth yet accessible chapters introduce key areas of English linguistics, discuss relevant research, and suggest future researchTable of ContentsNotes on Contributors ix 1 Introduction 1Lars Hinrichs, Bas Aarts, and April McMahon Section 1: Methodology 5 2 Description and Theory 7Kersti Börjars 3 English Corpus Linguistics 29Benedikt Szmrecsanyi and Laura Rosseel 4 Experimental Approaches 45Lauren Squires 5 English Grammar Writing 63Andrew R. Linn 6 Data Collection 81Charles F. Meyer and Gerald Nelson Section 2: Syntax 103 7 English Word Classes and Phrases 105Bas Aarts and Liliane Haegeman 8 Clause Types 131Peter Collins 9 Complements and Adjuncts 145Alexander Bergs 10 Tense in English 163Laura A. Michaelis 11 Aspect and Aspectuality 183Robert I. Binnick 12 Mood and Modality in English 207Ilse Depraetere and Susan Reed 13 Information Structure 229Martin Hilpert 14 Current Changes in English Syntax 249Christian Mair and Geoffrey N. Leech 15 Constructions in English Grammar 277Hans C. Boas 16 Syntactic Variation in English: A Global Perspective 299Bernd Kortmann Section 3: Phonetics and Phonology 323 17 English Phonetics 325Jennifer Nycz 18 English Phonology and Morphology 345Samuel K. Ahmed, Samuel Andersson, and Bert Vaux 19 Prosodic Phonology 365Michael Hammond 20 Intonation 385Francis Nolan 21 Phonological Variation: A Global Perspective 407Paul Foulkes Section 4: Lexis and Morphology 441 22 English Words 443Donka Minkova and Robert Stockwell 23 Compounds and Minor Word‐Formation Types 463Laurie Bauer 24 Productivity 483Ingo Plag 25 Lexical Semantics 501Éva Kardos 26 English Lexicography: A Global Perspective 525Stefan Dollinger Section 5: Discourse, Styles, and Usage 547 27 Speaking and Writing English 549Jim Miller and Andreea S. Calude 28 English on Social Media 569Brook Bolander 29 Gender, Sexuality, and the English Language 585Evan Hazenberg 30 Language and Literature: Stylistics 601Peter Stockwell 31 English Usage: Prescription and Description 615Pam Peters 32 Mobility and the English Language 637Amelia Tseng and Lars Hinrichs Index 653

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Book SynopsisThe most rigorous description ever undertaken of the Scandinavian influence on the vocabulary of a major Middle English text, and a new model for the collection and analysis of Norse loans in any English source. A new survey of the etymological evidence for nearly 500 words in one of the most famous and important Middle English poems Conducted in accordance with a groundbreaking new system of etymological classification, and with references to all relevant previous scholarship going back to the nineteenth century Contains new insights into the etymologies, forms, meanings and textual interpretation of hundreds of Middle English words Includes a new introduction to the scholarly study of the Old Norse influence on English vocabulary, including a detailed discussion of methodologies Table of ContentsAcknowledgements iv Abbreviations and conventions vi Introductory essays 1. Introductory remarks 1 1.1 Backgrounds 1 1.2 About this book 6 1.3 Sir Gawain and the ‘Scandinavian Element’ 9 1.4 The identification of Old Norse input 25 1.4.1 Assumptions and interpretations 26 1.4.2 On evidence 34 1.5 Types and uses of structural evidence 39 1.5.1 Systematic formal evidence: Type A 39 1.5.2 Other structural categories: Types B, C and D 44 1.6 Circumstantial evidence 49 1.6.1 Germanic distribution 50 1.6.2 Dialect distribution in England 54 1.7 Categories and probabilities: other labels in the Survey 63 1.8 The Survey: inclusions and exclusions 65 1.9 The entries: format and conventions 68 2. Type A and Formal Criteria 76 2.1 Type A 76 2.1.1 Summary lists 76 2.1.2 Further remarks 79 2.1.2.1 Germanic distribution 81 2.1.2.2 Distribution in England 81 2.2 Formal Criteria 82 2.2.1 Phonological features 84 2.2.1.1 Vowels 84 2.2.1.2 Consonants 92 2.2.2 Morphological features 110 3. Type B 114 3.1 Summary lists 115 3.2 Further remarks 117 3.2.1 Germanic distribution 119 3.2.2 Distribution in England 119 3.2.3 Probability of ON input 121 4. Type C 127 4.1 Type C1 130 4.1.1 Summary list 130 4.1.2 Further remarks 132 4.1.2.1 Types of structural evidence at issue 135 4.1.2.2 Probability of ON input 137 4.2 Type C2 144 4.2.1 Summary list 144 4.2.2 Further remarks 145 4.2.2.1 Types of structural evidence at issue 147 4.2.2.2 Probability of ON input 150 4.3 Type C3 154 4.3.1 Summary list 154 4.3.2 Further remarks 155 4.3.2.1 Types of structural evidence at issue 158 4.3.2.2 Probability of ON input 160 4.4 Type C4 165 4.4.1 Summary list 165 4.4.2 Further remarks 166 4.4.2.1 Types of structural evidence at issue 166 4.4.2.2 Probability of ON input 167 4.5 Type C5 169 4.5.1 Summary list 169 4.5.2 Further remarks 170 4.5.2.1 Types of structural evidence at issue 171 4.5.2.2 Probability of ON input 172 4.6 Type C: Circumstantial evidence 174 4.6.1 Germanic distribution 174 4.6.2 Distribution in England 175 4.6.3 Other circumstantial evidence 177 5. Type D 178 5.1 Type D1 180 5.1.1 Summary list 180 5.1.2 Further remarks 182 5.1.2.1 Proposed ON etyma and their Germanic filiations 186 5.1.2.2 Distribution in England 188 5.1.2.3 Probability of ON input 190 5.2 Type D2 200 5.2.1 Summary list 200 5.2.2 Further remarks 203 5.2.2.1 Proposed ON etyma and their Germanic filiations 209 5.2.2.2 Distribution in England 212 5.2.2.3 Probability of ON input 214 6. Concluding remarks 228 6.1 Some impressions 229 6.2 Further study 234 6.3 Coda: The Gersum Project 237

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Book SynopsisMost language acquisition researchers assume, either implicitly or explicitly, that all first language learners converge on the same grammar. This outcome contrasts sharply with the outcome of L2 acquisition, which is characterized by large individual differences, particularly in adult learners. Futhermore, adult learners rarely, if ever, attain native-like competence. In this issue, eminent scholars from both first and second language acquisition investigate potential causes of individual differences in ultimate attainment. In doing so, they challenge the concept of nativeness and the role of the native speaker in ultimate attainment, they provide further insight into how cognitive ability affects acquisition and attainment, and they problematize the role of time and temporal grainsize in studying ultimate attainment. Taken together, the work presented in this issue provides expectations and lays out the challenges before us on the road to understanding the caues of individual differeTable of ContentsSible Andringa and Ewa DąbrowskaIndividual Differences in First and Second LanguageUltimate Attainment and Their Causes..................................................................................5-12Patricia J. Brooks and Vera KempeMore Is More in Language Learning:Reconsidering the Less-Is-More Hypothesis...........................................................................13-41Maja Curcic, Sible Andringa, and Folkert KuikenThe Role of Awareness and Cognitive Aptitudes in L2 Predictive Language Processsing................42-71 Ewa DąbrowskaExperience, Aptitude, and Individual Differences in Linguistic Attainment: A Comparison of Native and Nonnative Speakers....................................................................72-100Catherine J. Doughty Cognitive Language Aptitude...............................................................................................101-126Gisela Granena and Yucel YilmazCorrective Feedback and the Role of Implicit Sequence-Learning Abilityin L2 Online Performace.....................................................................................................127-156Jan H. Hulstijn An Individual-Differences Framework for Comparing Nonnative with Native Speakers: Perspectives From BLC Theory............................................................................................157-183Wander M. Lowie and Marjolijn H. VerspoorIndividual Differences and the Ergodicity Problem..................................................................184-206Simone E. Pfenninger and David SingletonStarting Age Overshadowed: The Primacy of Differential Environmental and FamilySupport Effects on Second Language Attainment in an Instructional Context.............................207-234Index..............................................................................................................................235-236

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Book SynopsisMethodologies and Challenges in Forensic Linguistic Casework Discover more about Forensic Linguistics, a fascinating cross-disciplinary field from an international team of renowned contributors Methodologies and Challenges in Forensic Linguistic Casework provides an overview of the range of forensic linguistic casework typically found in investigative and judicial contexts. In these case studies, the authors demonstrate how linguistic theory is applied in real-life forensic situations and the constraints and challenges they have to deal with. Drawing on linguistic expertise from the USA and Europe involving casework in English, Spanish, Danish and Portuguese, our contributing practitioners exemplify the most common types of text analysis such as identifying faked texts, suspect profiling, analyzing texts whose authorship is questioned, and giving expert opinions on meaning and understanding. Methodologies and Challenges in Forensic Linguistic Casework is designed for investigators aTable of ContentsSeries Preface viii Acknowledgements x About the Editors xi 1 Forensic Linguistic Casework 1Isabel Picornell and Ria Perkins Section 1 2 The Starbuck Case: Methods for Addressing Confirmation Bias in Forensic Authorship Analysis 13Tim Grant and Jack Grieve 3 A Forensic Authorship Analysis of the Ayia Napa Rape Statement 29Lisa Donlan and Andrea Nini 4 Linguistic Profiling: A Spanish Case Study 44Sheila Queralt 5 Other Language Influence Detection: Profiling the Native Language of a Dark Web Pedophile 63Ria Perkins 6 Forensic Plagiarism Detection and Analysis 77Rui Sousa Silva Section 2 7 Mourning the Slow Death of Miranda: California v. Ceja 95Gerald R. McMenamin 8 Detecting Faked Texts 114Isabel Picornell and Malcolm Coulthard 9 Joining ISIS? A Pragmatic Discourse Analysis of Chat Messages in a Counterterrorism Case 129Tanya Karoli Christensen 10 "I Wanted to Leave A Long Time Ago": Casework in Suicide Letter Analysis: Methods Used and Lessons Learned 145I. M. Nick 11 Casework in Forensic Linguistics: Looking Outward 162Isabel Picornell Index 170

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Book SynopsisA comprehensive introduction toTESOLfornew and future teachers of English, offering a full and detailed view of theprocess of becoming a language teacher Introduction to TESOL: Becoming aLanguageTeachingProfessionalpresentsan expansive and well-balanced view of both the interdisciplinary knowledgebase and professional opportunities in the fieldof language teaching.Writtento help aspiring TESOL educators understand how tobegin their careers, this comprehensivetextbookcovers both thefoundationallinguisticelements of TESOL as well as the practicalpedagogical aspectsofthe discipline. Written with the needs of the introductory student in mind,thisbookdelves into the essentials ofEnglish?as a Second Language (ESL) and English?as a Foreign Language (EFL)teaching,coveringprofessional organizations, language acquisition theories, instructional practices, professional development, and more. Readers are provided with clear descriptions ofrecent research andcontemporTrade Review“The book is well-written and engaging, and one can easily imagine that first-year university students would find the manuscript to be refreshingly approachable compared to the dry, theoretically focused tomes which are so common in our field.” - LINGUIST List 33.2059, June 2022 “It will be a useful study and reference material for beginning educators hoping to gain a comprehensive overview of TESOL, as well as experienced educators who would like to refresh their perspectives and keep themselves updated on new knowledge and developments.” – System, Volume 108, August 2022, 102859 Table of ContentsAcknowledgments ix Introduction 1 Part One: The Field of TESOL 3 1 What Is TESOL? 5 2 How Is TESOL an Academic Profession? 26 3 With Whom and Where Do Those Prepared in TESOL Work? 51 Part Two: TESOL Professionals’ Knowledge of Linguistics and Second Language Acquisition 89 4 What Are the Five Areas of Linguistics and How Do They Help TESOL Educators? Why Do TESOL Educators Need a Working Understanding of Linguistics? 91 5 What Are the Various Areas of Second Language Acquisition Theory and How Do They Guide Instruction? 118 Part Three: TESOL Professionals’ Knowledge of Instruction, Planning, and Assessment 145 6 How Does Theory Inform and Guide Instructional Practice? 147 7 What Do Educators Need to Know About Teaching the Language Skills of Listening and Reading When Using Integrated Language Skills? 169 8 How Do TESOL Educators Teach Speaking and Writing in Integrated Language Instruction? 195 9 Tools: Grammar, Vocabulary, Pronunciation, and Spelling 226 10 What Themes, Topics, and Content Can I Employ? 267 11 How Has Digital Technology Changed Language Teaching and Learning? 287 12 What Are Ways of Planning for Second Language Instruction and Assessing Learning? 306 Part Four: Where Do We Go From Here? 337 13 How Does TESOL Develop Its Body of Knowledge and Share Professional Knowledge? 339 14 What Are the Current Situations in TESOL and New Directions To Be Taken? 360 Acronyms in TESOL/Applied Linguistics 372 Index 375

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Book SynopsisTable of ContentsAbout the Editors vii About the Contributors viii About the Companion Website xi Chapter 1: The Birth and Development of Translation and Interpreting Studies 1Aline Ferreira and John W. Schwieter Chapter 2: Key Concepts and Theoretical Approaches 23Kirsten Malmkjær Chapter 3: Interpreting 43Christopher D. Mellinger Chapter 4: Specialized Practices in Interpreting Settings 70Ineke H. M. Crezee and Jo Anna Burn Chapter 5: Specialized Practices in Translation Settings 104Miguel A. Jiménez-Crespo Chapter 6: Specialized Written Texts 131Carlos Fortea Chapter 7: Machines and Technology 153Jesús Torres-del-Rey Chapter 8: Signed Language Interpreting and Translation 189Lori Whynot Chapter 9: Culture, Power, and Professionalism 216María Reimóndez Chapter 10: Training and Pedagogy 244Bogusława Whyatt Chapter 11: Translation Process Research and Methods 270Sonia Vandepitte Glossary 296 Index 320

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Book SynopsisThis work is a comprehensive corpus-based description of the synchronic segmental phonology of Classical Latin. Provides a full description of the phonology of a dead language and also highlights how the patterns and processes described contribute to phonological theoryResearch results include novel analyses of segmental phenomena, phonotactics, phonological processes, inflectional morphology, and certain diachronic questionsInformed by specific hypotheses about how phonological representations are structured and how phonological rules work, and in turn how the findings corroborate these hypothesesTheoretically grounded and provides raw material for researchers of phonology, morphology and historical linguisticsTable of ContentsList of figures List of tables Abbreviations and symbols Acknowledgements 1. Introduction 1.1. Aims and scope 1 1.2. Previous research 1 1.3. The language, the data and the form of writing 2 1.4. The framework 7 1.5. The structure of the book 11 2. The segmental inventory 13 2.1. Introduction 13 2.2. Consonants 13 2.2.1. General distributional regularities in simplex forms 16 2.2.2. The question of the labiovelar(s) 20 2.2.2.1. The issue of frequency 22 2.2.2.2. Phonetic issues 22 2.2.2.3. Geminates 23 2.2.2.4. Positional restrictions and stop + glide sequences 24 2.2.2.5. The question of [sw] 25 2.2.2.6. Verb root structure 26 2.2.2.7. Voicing contrast in clusters 26 2.2.2.8. Alternations 27 2.2.2.9. Ad-assimilation 30 2.2.2.10. Diachronic considerations 30 2.2.2.11. Poetic licence 30 2.2.2.12. Further remarks on the voiced labiovelar 31 2.2.2.13. Summary of the labiovelar question 32 2.2.3. The placeless nasal 32 2.3. Vowels 34 2.3.1. The nasal vowels 35 2.3.2. The question of diphthongs 37 2.3.3. Hiatus 43 2.4. The phonological representations 44 2.5. Conclusion 46 3. The phonotactics of simplex forms and resyllabification 48 3.1. Introduction 48 3.1.1. Excursus on metrical evidence 50 3.2. The presentation of the consonant clusters 51 3.3. The analysis of the consonant clusters 51 3.4. Syllable contact and the interaction between place of articulation and sonority 67 3.5. Resyllabification and extrasyllabic [s] 70 3.6. A note on words written with initial〈gn〉74 3.7. Conclusion 81 4. Processes affecting consonants 82 4.1. Introduction 82 4.2. Contact voice assimilation 82 4.2.1. Excursus: loss of [s] before voiced consonants 84 4.3. Total assimilation of [t] to [s] 85 4.4. Rhotacism 86 4.5. Degemination 89 4.5.1. General degemination 89 4.5.2. Degemination of [s] 91 4.6. Nasal place loss before fricatives 92 4.7. Epenthesis after [m] 92 4.8. Place assimilation 94 4.9. Dark and clear [l] 96 4.10. Final stop deletion 99 4.11. Liquid dissimilation 100 4.12. Conclusion 103 5. Processes affecting vowels 104 5.1. Introduction 104 5.2. Alternations in vowel quality 104 5.2.1. The Old Latin weakening 104 5.2.2. Synchronic alternations between the short vowels 106 5.2.2.1. Alternation in closed vs. open syllables 106 5.2.2.2. Lowering before [r] 108 5.2.2.3. Word-final lowering 110 5.3. Vowel–zero alternations 111 5.3.1. Before stem-final [r] 111 5.3.2. Prevocalic deletion of back vowels 112 5.3.3. Vowel–zero alternation in suffixes 114 5.4. Length alternations 114 5.4.1. Shortenings 115 5.4.2. Lengthening before voiced stops 115 5.4.3. Coalescence with empty vowel 118 5.4.4. Coalescence with placeless nasal 119 5.4.5. The abies-pattern 121 5.5. Conclusion 123 6. The inflectional morphology of Classical Latin 124 6.1. Introduction 124 6.2. Allomorphy in the verbal inflection 126 6.2.1. The general structure of verbal inflection 126 6.2.2. Affixes immediately following the infectum stem 127 6.2.3. Affixes immediately following the perfectum stem 131 6.2.3.1. Classification of affixes 131 6.2.3.2. The general pattern of affix alternations 132 6.2.3.3. Vowel deletion after [s] 135 6.2.3.4. Hiatus and i-final perfectum stems 135 6.2.3.5. The non-alternating suffixes 137 6.2.4. Affixes following the extended stems 139 6.3. Allomorphy in the nominal inflection 141 6.3.1. Introductory remarks 141 6.3.2. Case endings and allomorphy: nominative and accusative singular 143 6.3.2.1. Phonological alternations in the nominative singular 144 6.3.2.2. Gender marking 145 6.3.3. Case endings and allomorphy: the remaining cases 146 6.4. Morphophonological analysis: inflectional allomorphy and the vocalic scale 149 6.5. The vocalic scale and sonority 150 6.6. Conclusion 152 7. The phonology of prefixed forms 153 7.1. Introduction 153 7.2. The prefixes of Latin 155 7.2.1. Vowel-final prefixes + prae 156 7.2.1.1. dē- 156 7.2.1.2. prō- 156 7.2.1.3. sē- 157 7.2.1.4. ne- 157 7.2.1.5. re- 157 7.2.1.6. ambi- 158 7.2.1.7. ante- 159 7.2.1.8. vē- 160 7.2.1.9. prae- 160 7.2.2. Prefixes ending in [r] 160 7.2.2.1. per- 160 7.2.2.2. super- 161 7.2.2.3. subter- 161 7.2.2.4. inter- 161 7.2.2.5. por- 161 7.2.3. Nasal-final prefixes 161 7.2.3.1. in- 161 7.2.3.2. con- 162 7.2.3.3. an- 165 7.2.3.4. circum- 165 7.2.4. Coronal obstruent-final prefixes 166 7.2.4.1. post- 166 7.2.4.2. ex- 166 7.2.4.3. dis- 168 7.2.4.4. trans- 169 7.2.4.5. ad- 170 7.2.5. Prefixes ending in [b] 172 7.2.5.1. ob- 172 7.2.5.2. ab- 173 7.2.5.3. sub- 175 7.3. Generalisations 176 7.3.1. Assimilations 176 7.3.1.1. Voice assimilation 176 7.3.1.2. Place assimilation 176 7.3.1.3. Total assimilation 177 7.3.2. Non-assimilatory allomorphy 179 7.3.2.1. [s]-allomorphy 179 7.3.2.2. Vowel-triggered allomorphy 179 7.3.2.3. [b]-allomorphy 180 7.3.3. On the nature of prefix-variation 180 7.4. Conclusion 183 8. Conclusion and conspectus of the phonological rules 184 Appendix 1: The textual frequency of consonants in Classical Latin Appendix 2: Authors and works mentioned in the text References Index of Latin words Subject index

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Book SynopsisA practical guide to the methodologies used in language teaching and learning research, providing expert advice and real-life examples from leading TESOL researchers Research Methods in Language Teaching and Learning provides practical guidance on the primary research methods used in second language teaching, learning, and education. Designed to support researchers and students in language education and learning, this highly accessible book covers a wide range of research methodologies in the context of actual practice to help readers fully understand the process of conducting research. Organized into three parts, the book covers qualitative studies, quantitative studies, and systematic reviews. Contributions by an international team of distinguished researchers and practitioners explain and demonstrate narrative inquiry, discourse analysis, ethnography, heuristic inquiry, mixed methods, experimental and quasi-experimental studies, and more. Each chapter presents an overview of a method of research, an in-depth description of the research framework or data analysis process, and a meta-analysis of choices made and challenges encountered. Offering invaluable insights and hands-on research knowledge to students and early-career practitioners alike, this book: Focuses on the research methods, techniques, tools, and practical aspects of performing researchProvides firsthand narratives and case studies to explain the decisions researchers makeCompares the relative strengths and weaknesses of different research methodsIncludes real-world examples for each research method and framework to highlight the context of the studyIncludes extensive references, further reading suggestions, and end-of-chapter review questions Part of the Guides to Research Methods in Language and Linguistics series, Research Methods in Language Teaching and Learning is essential reading for students, educators, and researchers in all related fields, including TESOL, second language acquisition, English language teaching, and applied linguistics.Table of ContentsList of Figures vii List of Tables viii Notes on Contributors ix Introduction to Research Methods in Language Teaching and Learning 1Kenan Dikilitaş and Kate Mastruserio Reynolds 1 Learning to Use a Qualitative Case Study Approach to Research Language Teachers’ Self-Efficacy Beliefs 9Mark Wyatt 2 Researching the Language Classroom Through Ethnographic Diaries: Principles, Possibilities, and Practices 24Graham Hall 3 Grounded Theory: A Means to Generate Hypotheses on the Possible Impacts of Student Negotiation in an EFL Speaking Context 41Mehmet Sercan Uztosun 4 Narrative Inquiry in Applied Linguistics: A Storied Account of Its Procedures, Potentials, and Challenges in an Empirical Project 59Vahid Bahrami, Mehrdad Hosseini, and Mahmood Reza Atai 5 Positioning Analysis in Longitudinal Classroom-Based Research 73Hayriye Kayi-Aydar 6 Online and Hybrid Research Using Case Study and Ethnographic Approaches: A Decision-Making Dialogue Between Two Researchers 87Faridah Pawan and Chaoran Wang 7 Ethnography and a Heuristics of the Heart: Allied Solidarity With Indigenous Language and Literacy Activism 104Ari Sherris 8 Action Research in Teacher Education: Practical and Theoretical Challenges and Opportunities From Norway 118Dag Husebø 9 Discourse Analysis as a Research Methodology for L2 Context 132Hatime Çiftçi 10 Conversation Analysis in TESOL 147Olcay Sert 11 Combining Corpus-Based Methods With Interviews in Applied Linguistics Research 166Duygu Çandarlı 12 Exploratory Survey Research 182Jason Anderson and Amy Lightfoot 13 Using Mixed Methods Design to Investigate Vocabulary Acquisition 200Andrea B. Hellman 14 Correlational Analysis in SLA: Insights From the Study Abroad Research 215Zeynep Köylü 15 Conducting a Non-Experimental Design Quantitative Study and the Application of Partial Least Squares Structural Equation Modeling 230Hilal Peker 16 Behind the Scenes of a Longitudinal Large-Scale Randomized Controlled Trial Study With Native Spanish Speakers: Lessons Learned 257Rafael Lara-Alecio, Beverly J. Irby, Fuhui Tong, Cindy Guerrero, Kara L. Sutton-Jones, and Nahed Abdelrahman 17 Quantitative Systematic Reviews: A Lived Experience 273Tamara Kalandadze 18 Exploring the (Un‐)explored in Applied Linguistics: Conducting a Systematic Review in Intercultural Communicative Competence 288Maria Iosifina Avgousti and Stella K. Hadjistassou Index 311

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Book SynopsisProvides a thorough overview of digital learning methods and their practical application in the modern language classroom English Language Learning in the Digital Age is a comprehensive introduction to the theoretical background and real-world application of IDLE (Informal Digital Learning of English). Designed for teachers and future teachers preparing to teach English as a second or other language, this highly practical guide focuses on incorporating digital technology into curricula to draw upon the extracurricular exposures to English that many students experience outside of the classroom. With some creativity and care, teachers can find ways to bring these experiences with English into the classroom, ultimately improving student learning outcomes. Offering a specific focus on examples and case studies drawn from language education in the Middle East, Asia, and Europe, this text employs a three-part structure beginning with the theories behind Table of ContentsContents List of Figures viii List of Tables ix Acknowledgments xi Part I Introduction: Informal Digital Learning of English and Its Implications 1 1 The Age of IDLE and the IDLE Age 3 2 Seeing and Hearing the English All Around Us 22 3 Complementarity: Tradition and Innovation in English Learning and Teaching 44 Part II IDLE in the Classroom 73 4 Songs, Video, and Vlogging 75 5 Audiobooks, E-Books, and Podcasting 101 6 Social Networking and Ethical/Safety Considerations 126 7 Games and Other Virtual Learning Environments 152 8 Mobile Apps: Translation, Vocabulary, and Grammar 177 Part III Language Curriculum in the Digital Age 201 9 Beyond the Pandemic: Online and Flipped Learning 203 10 From IDLE to Academic Literacy 230 11 Curriculum, Assessment, and Professional Development in the Age of IDLE 257 12 Autonomous, Informal Learning and the Future of English Language Education 284 Index 308

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