Second or additional languages Books

Book SynopsisThis book focuses on the study-abroad experiences of pre-service and in-service language teachers and language teacher educators. The diverse contributions to this volume provide readers with a deep understanding of what this mobility means for individuals and the language teaching and learning communities they encounter and return to post-sojourn. Considering the broad variability of study-abroad programs and arrangements, as well as the multidimensional, complex nature of study-abroad social, geographical and digital environments, the chapters discuss the teachers’ psychological experiences in cognitive, affective and social terms. Readers will discover the effect of mobility on identity, beliefs, practices, self-efficacy, agency, self-confidence, independence and personal growth, as well as how transitions across borders can result in feelings of self-doubt, anxiety and insecurity. This is essential reading for language teacher educators, mentors and supervisors, managers of study-abroad programs and researchers working in the fields of study abroad, international education and language teacher education.Trade ReviewThis wide-ranging and well-structured resource provides fascinating insights into various aspects of study-abroad experiences. Including views from pre-service, in-service language teachers and language teacher educators, it captures diverse and multidimensional perspectives. The chapters’ ‘practical implications’ will be invaluable for teacher educators in their efforts to design and support appropriate educational experiences. * Steve Mann, University of Warwick, UK *COVID has disrupted, and demanded a re-imagining of studying abroad, often a crucial component in language teacher education programmes. This book brings together soul-searching empirical studies from diverse educational contexts to explore the meaning of studying abroad for language teachers. These deeply reflective narratives from language teachers and language teacher education researchers provide an up-to-date and humanistic understanding of a critical approach to internationalisation studies. * Alice Chik, Macquarie University, Australia *Table of ContentsAcknowledgements Contributors Chapter 1. Gary Barkhuizen: Language Teachers Studying Abroad Part 1: Identities and Professional Development Chapter 2. Julia Menard-Warwick, Enrique David Degollado and Shannon Kehoe: Emotionality in Field Trip Narratives: Confronting Deficit Perspectives Chapter 3. Steve Marshall: Japanese English Teachers’ Professional Development in a Canadian University: Perceptions of Self and Imagining Practice Chapter 4. Rosemary Wette and Gary Barkhuizen: Study Abroad as a Site of Transformative Learning: Post-Sojourn Knowledge and Identity Change of Two Cambodian Teachers Chapter 5. Donna Starks and Howard Nicholas: Life and Learning through Study Abroad: Trajectories Connecting Identity and Communicative Repertoires Chapter 6. Danping Wang: ‘They Say My Job is Propaganda’: Professional Identities of Pre-Service Chinese Language Teachers in Overseas Schools Part 2: Interculturality and Intercultural Learning Chapter 7. Rachel Shriver, Magda Madany-Saa, Eleanor Sweeney, Elizabeth Smolcic, Sharon Childs, Ana Loja Criollo and Yolanda Loja Criollo: Re-Imagining Immersion for Teachers: Exploring the Seedlings of Decolonial Roots within Ecuadorian/United States Partnerships Chapter 8. Roswita Dressler and Colleen Kawalilak: The Experience of Pre-Service Language Teachers Learning an Additional Language through Study Abroad Chapter 9. Chiou-lan Chern, Angel M. Y. Lin and Mei-Lan Lo: Border-Crossing and Professional Development of Taiwanese EFL Teachers in a Study Abroad Program Chapter 10. Sin Yu Cherry Chan and Jane Jackson: ‘I Thought it was Really a No!’: A Narrativized Account of an L2 Sojourn with a Homestay Chapter 11. Erik Jon Byker and Natalia Mejia: Language for the Heart: Investigating the Linguistic Responsiveness of Study Abroad Part 3: Emotions and Personal Growth Chapter 12. Takaaki Hiratsuka: Dreams Cut Short but Heads Held High: Study Abroad in Times of Coronavirus Chapter 13. John Macalister: No Ordinary Time: Language Teachers Abroad in an Extraordinary Year Chapter 14. Shondel Nero: When Teachers become ‘The Other’: Studying Abroad in the Dominican Republic Chapter 15. Harold Castañeda-Peña, Carmen Helena Guerrero Nieto and Pilar Méndez Rivera: Study Abroad as Subjection: Doctoral Students’ Emotions during Academic Short Stays Chapter 16. Diana Feick and Petra Knorr: Emotional Aspects of Online Collaboration: Virtual Exchange of Pre-Service EFL Teachers Part 4: Relationships and Careers Chapter 17. Rosamond Mitchell and Nicole Tracy-Ventura: From Language Teaching Assistant Abroad to Language Professional: A Longitudinal Study of Career Entry Chapter 18. Christine Biebricher and Yue You: Understanding Pre-Service Teachers’ Study Abroad Experiences through Duoethnography: Challenges, Emotions and Developments Chapter 19. Michael Burri: From ESL Student to Teacher Educator: Reflections on Transnational and Transcultural Professional Identity Development Chapter 20. Anja Wilken and Andreas Bonnet: Transformative Learning and Professionalization through Uncertainty? A Case Study of Pre-Service Language Teachers During a STIE Chapter 21. Meredith D’Arienzo and YouJin Kim: The Impact of a Two-Week Study Abroad Teacher Development Program on Pre-Service L2 Teachers Index

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Book SynopsisThis book brings together a collection of high-quality empirical studies which examine multiple aspects involved in the acquisition, teaching and assessment of pragmatics in Chinese as a second language (L2). The studies collectively address some of the most cutting-edge issues in the field of L2 pragmatics, such as the acquisition of key pragmatic features, methodological innovations in pragmatics assessment, individual difference factors and virtual learning contexts. The majority of the chapters include detailed descriptions of the instruments used and additional material in the appendices, making it a truly valuable collection for researchers and students alike. Furthermore, the publication includes the most comprehensive, state-of-the-art review of empirical research in L2 Chinese pragmatics published bilingually (in English and Chinese) between 1995 and 2022, along with a supplemental annotated bibliography. While the empirical studies all focus on Chinese as the target language, the issues they address have implications for L2 pragmatics research in general and this book will appeal to those interested in the latest developments in the field.Trade ReviewShuai Li has made a major contribution to the field with this landmark volume, compiling cutting-edge empirical studies on learning and teaching Chinese pragmatics. The chapters deal with wide-ranging pragmatic features in Chinese, including speech acts, sentence final particles, routines, gratitude expressions and implicature. This book is an exceptional model for further inquiry into pragmatics specific to individual languages. * Naoko Taguchi, Northern Arizona University, USA *Bringing together preeminent scholars in L2 pragmatics, this volume offers innovative empirical studies, as well as a comprehensive state-of-the-art review and a helpful annotated bibliography. This timely and cutting-edge book is an indispensable resource not only for those researching Chinese, but also for researchers in L2 pragmatics more generally. * Rachel L. Shively, Illinois State University, USA *Due to the rapid growth of China's economic and political status, there has been mounting interest in the acquisition of the Chinese language. An important aspect of this acquisition is L2 Chinese pragmatics. This edited volume is the outcome of a timely endeavor made by Shuai Li, a renowned L2 pragmatics researcher, to bring to light the acquisition, instruction, and assessment of L2 Chinese pragmatics. * Zia Tajeddin, Tarbiat Modares University, Iran *Table of ContentsContributors Acknowledgments Shuai Li: Introduction Chapter 1. Shuai Li, Ting Wen and Yali Feng: Research on L2 Chinese Pragmatics (1995-2022): A State-of-the-Art Review Part 1: Acquisition of Key Pragmatic Features Chapter 2. Wenhao Diao and Chen Chen: 'Softening the Tone?': A Corpus-Based Study of the Utterance-Final Pragmatic Particle BA (吧) between L1 and L2 Chinese Speakers Chapter 3. Li Jin: L2 Chinese Internet Slang Learning: Chinese as a Foreign Language Learners’ Knowledge and Motivation Chapter 4. Mo Chen, Wenxin Zhang, Yazhuo Qiu and Chunyin Li: Effects of Proficiency and Situation Type on the Production of L2 Chinese Request Strategies by Japanese Learners Part 2: Methodological Innovations for Pragmatics Assessment Chapter 5. Tianyu (Sophie) Qin: Using a Slide Ruler to Assess Accuracy and Certainty in L2 Chinese Implicature Comprehension Chapter 6. Qiong Li: An Exploratory Study on a Natural Language Processing Approach to Evaluating L2 Pragmatic Performance Chapter 7. Shuai Li: Using the Rasch Model to Evaluate Instrument and Data Quality in Assessing Requests in L2 Chinese Part 3: Individual Difference Factors in Pragmatics Acquisition Chapter 8. Yunwen Su and Xiao Hu: Proficiency, Motivation and Production of Conventional Expressions in L2 Chinese Chapter 9. Jia Yang: Learning Strategies for Pragmatic Routines by Learners of L2 Chinese Part 4: Web-Based Approaches to Teaching and Learning Pragmatics Chapter 10. Li Yang: Effects of Website-Delivered Instruction on Development of Pragmatic Awareness in L2 Chinese Chapter 11. Xiaofei Tang: Is a Game More Appealing than an Online Lesson for L2 Pragmatics Learning? Yali Feng and Shuai Li: Appendix: An Annotated Bibliography of Empirical Studies on L2 Chinese Pragmatics (1995-2022) Index

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Book SynopsisThe Common European Framework of Reference for Languages (CEFR) and its Companion Volume have established themselves as an indispensable reference point for all aspects of second and foreign language education. This book discusses the impact of the CEFR on curricula, teaching/learning and assessment in a wide range of educational contexts, identifies challenges posed by the Companion Volume and sheds light on areas that require further research and development. Particular attention is paid to three features of the two documents: their action-oriented approach, their focus on plurilingualism, and the potential of their scales and descriptors to support the alignment of curricula, teaching/learning and assessment. The book suggests a way forward for future engagement with the CEFR, taking account of new developments in applied linguistics and related disciplines.Trade ReviewThe authors of the different chapters are experienced users of the CEFR who provide a wide range of contrasting and complementary perspectives. Their contributions demonstrate the open, dynamic nature of the reference instrument, and while the book adopts a positive approach to the CEFR and the CV, the authors also point to issues that require further work. This publication is a timely reminder of the challenges in implementing plurilingual and intercultural education and the further potential of the CEFR and CV in that regard. * Joe Sheils, formerly Head of the Language Policy Division, Council of Europe *This edited volume provides a useful account of the application of the key concepts discussed in the CEFR, such as emphasis on the role of the learner as an active user of the language, rather than a passive receiver of language instruction, plurilingualism, and mediation. The chapters in this book can help educators explore the full potential of the application of the CEFR in their own language teaching and assessment contexts. * Spiros Papageorgiou, Educational Testing Service *The scope and depth of this timely volume are impressive, and every researcher working with some aspect of the CEFR will find at least a few chapters to be of direct relevance. The richness of this book extends to the range of viewpoints that are given a forum. The editorial decision to leave room for contrasting viewpoints allows for a substantive discussion of the benefits and drawbacks of the CEFR and its Companion Volume. * Bart Deygers, Ghent University, Belgium *Table of ContentsAcknowledgements Contributors David Little and Neus Figueras: Introduction Part 1: The Common European Framework of Reference for Languages: Past, Present and Future David Little: Introduction Chapter 1. Masashi Negishi: The Impact of The CEFR in Japan Chapter 2. Margaret E. Malone: ACTFL and CEFR: Relationships, Influences and Looking Forward Chapter 3. Brian North: The CEFR Companion Volume Project: What Has Been Achieved Part 2: The Action-oriented Approach: A Change of Paradigm? David Little: Introduction Chapter 4. John H.A.L. de Jong: The Action-oriented Approach and Language Testing: A Critical View Chapter 5. Mark Levy and Neus Figueras: The Action-Oriented Approach in The CEFR and The CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain Chapter 6. Constant Leung: Action-oriented Plurilingual Mediation: A Search for Fluid Foundations Part 3: Plurilingualism, Plurilingual Education and Mediation David Little: Introduction Chapter 7. Bessie Dendrinos: A Data-driven Curriculum with Mediation Descriptors for Plurilingual Education Chapter 8. Peter Lenz: Some Thoughts about the Testing of Mediation Chapter 9. Déirdre Kirwan and David Little: Implementing Plurilingual Education: The Experience of an Irish Primary School Part 4: Descriptors, Scales and Constructive Alignment David Little: Introduction Chapter 10. Armin Berger: Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points Chapter 11. Elaine Boyd: Commonality versus Localization in Curricula Chapter 12. Elif Kantarcıoğlu: The CEFR Companion Volume and Mediation: An Assessment Perspective Part 5: Afterword Chapter 13. Barry O’Sullivan: Making the CEFR Work: Considerations for a Future Roadmap Index

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Book SynopsisThe Common European Framework of Reference for Languages (CEFR) and its Companion Volume have established themselves as an indispensable reference point for all aspects of second and foreign language education. This book discusses the impact of the CEFR on curricula, teaching/learning and assessment in a wide range of educational contexts, identifies challenges posed by the Companion Volume and sheds light on areas that require further research and development. Particular attention is paid to three features of the two documents: their action-oriented approach, their focus on plurilingualism, and the potential of their scales and descriptors to support the alignment of curricula, teaching/learning and assessment. The book suggests a way forward for future engagement with the CEFR, taking account of new developments in applied linguistics and related disciplines.Trade ReviewThe authors of the different chapters are experienced users of the CEFR who provide a wide range of contrasting and complementary perspectives. Their contributions demonstrate the open, dynamic nature of the reference instrument, and while the book adopts a positive approach to the CEFR and the CV, the authors also point to issues that require further work. This publication is a timely reminder of the challenges in implementing plurilingual and intercultural education and the further potential of the CEFR and CV in that regard. * Joe Sheils, formerly Head of the Language Policy Division, Council of Europe *This edited volume provides a useful account of the application of the key concepts discussed in the CEFR, such as emphasis on the role of the learner as an active user of the language, rather than a passive receiver of language instruction, plurilingualism, and mediation. The chapters in this book can help educators explore the full potential of the application of the CEFR in their own language teaching and assessment contexts. * Spiros Papageorgiou, Educational Testing Service *The scope and depth of this timely volume are impressive, and every researcher working with some aspect of the CEFR will find at least a few chapters to be of direct relevance. The richness of this book extends to the range of viewpoints that are given a forum. The editorial decision to leave room for contrasting viewpoints allows for a substantive discussion of the benefits and drawbacks of the CEFR and its Companion Volume. * Bart Deygers, Ghent University, Belgium *Table of ContentsAcknowledgements Contributors David Little and Neus Figueras: Introduction Part 1: The Common European Framework of Reference for Languages: Past, Present and Future David Little: Introduction Chapter 1. Masashi Negishi: The Impact of The CEFR in Japan Chapter 2. Margaret E. Malone: ACTFL and CEFR: Relationships, Influences and Looking Forward Chapter 3. Brian North: The CEFR Companion Volume Project: What Has Been Achieved Part 2: The Action-oriented Approach: A Change of Paradigm? David Little: Introduction Chapter 4. John H.A.L. de Jong: The Action-oriented Approach and Language Testing: A Critical View Chapter 5. Mark Levy and Neus Figueras: The Action-Oriented Approach in The CEFR and The CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain Chapter 6. Constant Leung: Action-oriented Plurilingual Mediation: A Search for Fluid Foundations Part 3: Plurilingualism, Plurilingual Education and Mediation David Little: Introduction Chapter 7. Bessie Dendrinos: A Data-driven Curriculum with Mediation Descriptors for Plurilingual Education Chapter 8. Peter Lenz: Some Thoughts about the Testing of Mediation Chapter 9. Déirdre Kirwan and David Little: Implementing Plurilingual Education: The Experience of an Irish Primary School Part 4: Descriptors, Scales and Constructive Alignment David Little: Introduction Chapter 10. Armin Berger: Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points Chapter 11. Elaine Boyd: Commonality versus Localization in Curricula Chapter 12. Elif Kantarcıoğlu: The CEFR Companion Volume and Mediation: An Assessment Perspective Part 5: Afterword Chapter 13. Barry O’Sullivan: Making the CEFR Work: Considerations for a Future Roadmap Index

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Book SynopsisThis revised edition of Michael Byram’s classic 1997 book updates the text in light of both recent research and critiques and commentaries on the 1st edition. Beginning from the premise that foreign and second language teaching should prepare learners to use a language with fluency and accuracy, and also to speak with people who have different cultural identities, social values and behaviours, the book is an invaluable guide for teachers and curriculum developers, taking them from a definition of Intercultural Communicative Competence through planning for teaching to assessment. This edition refines the definitions of the five ‘savoirs’ of intercultural competence, and includes new sections on issues such as moral relativism and human rights, mediation, intercultural citizenship and teachers’ ethical responsibilities.Trade ReviewWith remarkable educational integrity, Michael Byram revisits his highly successful 1997 book and responds to his critics. The result is a rich and thoughtfully revamped version of the original classic, adapted to our multicultural societies and mindful of the need to educate language learners to global intercultural citizenship through intercultural communicative competence. The added sections on mediation, teachers' ethical responsibility, and pluralism and human rights are particularly noteworthy. * Claire Kramsch, University of California, Berkeley, USA *This new edition not only clarifies the ambiguities and inclusiveness of the ICC theory, but also situates it in a more contemporary and global teaching environment. Byram’s conceptualization of critical cultural awareness leading to democratic citizenship has far more importance now for other non-European regions including Asia, where foreign language is taught mostly for instrumental purposes and the value of wholesome humanistic education is often left behind. * Kahoko Matsumoto, Tokai University, Japan *There is little way that anyone can read this book and not believe that all universities should have a foreign language requirement [...] Though gifting this book to your administrator may be a longshot, it definitely belongs in the hands of anyone that will be teaching and/or creating content for language education from now on. -- Boris Yelin, Northeastern University, USA * LINGUIST List 32.2158 *Table of ContentsForeword Preface (2020) Preface (1997) Introduction Chapter 1. Defining and Describing Intercultural Communicative Competence Chapter 2. A Model for Intercultural Communicative Competence Chapter 3. Objectives for Teaching, Learning and Assessment Chapter 4. Curriculum Issues Chapter 5. Assessment Chapter 6. Conclusion Appendix - Glastonbury Public Schools Project References Index

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Book SynopsisThe field of multilingual testing and assessment has grown rapidly in recent years due to the widespread need to integrate immigrant populations into mainstream education and to provide fair and equitable forms of assessment for all students. However, a continuing emphasis on bilingual students has created a significant gap in testing and assessment research. This book addresses the need for research and guidance on testing multilingual students: at its heart is the difference between designing multilingual tests and testing multilingual individuals. The author introduces an integrated approach to testing and assessment, a flexible approach that combines information about multilingual learners' knowledge, skills and abilities with information about their language background and living environment. The book provides an overview of existing research conducted with multilingual populations; provides guidelines for test-writers, teachers and educators that outline the steps involved in the design, administration, scoring and interpretation of tests for multiple language speakers; and demonstrates how to use the integrated approach to testing and assessment in a multilingual educational context.Trade ReviewIn this ground-breaking book, De Angelis successfully challenges monolingual perspectives on testing and the bilingual bias in assessment expressed by traditional attitudes and practices. The novel idea of integrated testing and assessment is well-grounded in theoretical considerations and supported by examples of research on its effectiveness in different educational contexts. An excellent source for those who work in education with multilingual populations. * Danuta Gabryś-Barker, University of Silesia, Poland *In this wonderful book, the author argues convincingly that multilingual testing and assessment requires an integrated and flexible approach situated between the rigid traditional and the unviable holistic approaches. This book is a breath of fresh air and a must-read for researchers, educators and teachers. * Jean-Marc Dewaele, Birkbeck, University of London, UK *This volume serves as the missing link between research on multilingualism and the implementation of multilingual interaction within educational contexts. Usually, testing and assessing are based on single concepts, which means that the introduction of new concepts such as multilingualism are very often neglected, because there are no testing tools available. This work is the first definitive effort to provide us with such tools. * Britta Hufeisen, Technische Universität Darmstadt, Germany *Table of ContentsAcknowledgements Chapter 1. Multilingual Testing and Assessment Chapter 2. Traditional, Holistic and Integrated Approaches to Testing and Assessment Chapter 3. From Bilingual to Multilingual Education Chapter 4. Multilingual Assessment Practices in Education Chapter 5. Developing Tests for Multilingual Populations Chapter 6. Assessing Multilingual Narratives Chapter 7. Multilingual Narratives: The South Tyrol Study Chapter 8. Looking Ahead References

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Book SynopsisThe field of multilingual testing and assessment has grown rapidly in recent years due to the widespread need to integrate immigrant populations into mainstream education and to provide fair and equitable forms of assessment for all students. However, a continuing emphasis on bilingual students has created a significant gap in testing and assessment research. This book addresses the need for research and guidance on testing multilingual students: at its heart is the difference between designing multilingual tests and testing multilingual individuals. The author introduces an integrated approach to testing and assessment, a flexible approach that combines information about multilingual learners' knowledge, skills and abilities with information about their language background and living environment. The book provides an overview of existing research conducted with multilingual populations; provides guidelines for test-writers, teachers and educators that outline the steps involved in the design, administration, scoring and interpretation of tests for multiple language speakers; and demonstrates how to use the integrated approach to testing and assessment in a multilingual educational context.Trade ReviewIn this ground-breaking book, De Angelis successfully challenges monolingual perspectives on testing and the bilingual bias in assessment expressed by traditional attitudes and practices. The novel idea of integrated testing and assessment is well-grounded in theoretical considerations and supported by examples of research on its effectiveness in different educational contexts. An excellent source for those who work in education with multilingual populations. * Danuta Gabryś-Barker, University of Silesia, Poland *In this wonderful book, the author argues convincingly that multilingual testing and assessment requires an integrated and flexible approach situated between the rigid traditional and the unviable holistic approaches. This book is a breath of fresh air and a must-read for researchers, educators and teachers. * Jean-Marc Dewaele, Birkbeck, University of London, UK *This volume serves as the missing link between research on multilingualism and the implementation of multilingual interaction within educational contexts. Usually, testing and assessing are based on single concepts, which means that the introduction of new concepts such as multilingualism are very often neglected, because there are no testing tools available. This work is the first definitive effort to provide us with such tools. * Britta Hufeisen, Technische Universität Darmstadt, Germany *Table of ContentsAcknowledgements Chapter 1. Multilingual Testing and Assessment Chapter 2. Traditional, Holistic and Integrated Approaches to Testing and Assessment Chapter 3. From Bilingual to Multilingual Education Chapter 4. Multilingual Assessment Practices in Education Chapter 5. Developing Tests for Multilingual Populations Chapter 6. Assessing Multilingual Narratives Chapter 7. Multilingual Narratives: The South Tyrol Study Chapter 8. Looking Ahead References

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Book SynopsisCompared with STEM fields, foreign language (FL) education and second language acquisition have only slowly embraced open education and the new knowledge ecologies it produces. FL educators may have been hesitant to participate in the open education movement due to a lack of research which investigates the benefits and challenges of FL learning and teaching in open environments. This book contextualizes open education in FL learning and teaching via an historical overview of the movement, along with an in-depth exploration of how the open movement affects FL education beyond the classroom context; fills the research void by exploring aspects of open second language learning and teaching across a range of educational contexts; and illustrates new ways of creating, adapting and curating FL materials that are freely shared among FL educators and students. This book is open access under a CC BY ND licence. Trade ReviewThis agenda-setting book challenges narrow conceptualizations of second language education by introducing a transdisciplinary approach inspired by an ecological perspective. The contributions illustrate the impact of the open education movement, which is disrupting L2 education and creating new knowledge ecosystems. With many teachers moving to online instruction today, such work is becoming ever more important, with the pedagogy of openness also promoting social justice imperatives in education. * Regine Hampel, The Open University, UK *An original and urgently needed volume for all language professionals, Blyth, Thoms, and colleagues unpack the complexities and affordances of open educational resources and practices. The volume crackles with the energy of educational openness, giving us a theoretically grounded and exquisitely practical guide toward engaging with and realizing the potential of what Blyth and Thoms appropriately frame as the “new knowledge ecology". * Glenn Levine, University of California, Irvine, USA *This forward-thinking volume illustrates the enormous and transformative potential of Open Education as an evolving knowledge ecosystem. Focusing on Open Education Practices and Resources for second language teaching and learning, Blyth and Thoms assemble innovative and critically important voices that, taken together, chart a course toward an Open future defined by greater generosity, professional sharing, and equity. * Steven L. Thorne, Portland State University, USA and University of Groningen, The Netherlands *Table of ContentsContributors Carl S. Blyth and Joshua J. Thoms: Introduction: Second Language Education as an Open Knowledge Ecology Part 1: The Microsystem: Developing Knowledge in L2 Instructional Environments Chapter 1. Gabriela C. Zapata and Alessandra Ribota: Open Educational Resources in Heritage and L2 Spanish Classrooms: Design, Development and Implementation Chapter 2. Sabine Levet and Stephen L. Tschudi: Open by Design: The Cultura Project Chapter 3. Sergio Romero: Open Educational Resources as Tools to Teach the Indigenous Languages of Latin America: Where Technology, Pedagogy, and Colonialism Meet Chapter 4. Katerina Zourou and Anthippi Potolia: Openness in a Crowdsourced Massive Online Language Community Part 2: The Mesosystem: Developing Knowledge in L2 Teacher Education Chapter 5. Joshua J. Thoms and Frederick Poole: Second Language Teachers and the Open Education Movement in the United States: A National Survey Chapter 6. Beatrice Dupuy: Raising the Curtain on OER/OEP: Opening Pathways from Awareness to Engagement in a Graduate Course on Foreign Language Program Direction Chapter 7. Carl S. Blyth, Chantelle Warner and Joanna Luks: The Role of OER in Promoting Critical Reflection and Professional Development: The Foreign Languages and the Literary in the Everyday Project Part 3: The Exosystem: Developing Knowledge in the Field of L2 Education Chapter 8. Dorothy Chun and Trude Heift: The Affordances and Challenges of Open-access Journals: The Case of an Applied Linguistics Journal Chapter 9. Tita Beaven: Analyzing Language Teachers’ Tacit Professional Knowledge of OER: The Case of Languages Open Resources Online (LORO) Chapter 10. Rebecca F. Davis and Carl S. Blyth: Towards a Pedagogy of Openness: Bridging English-language and Foreign-language Digital Humanities Chapter 11. Christian Hilchey: Finding and Using the Good Stuff: Open Educational Practices for Developing Open Educational Resources

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Book SynopsisCompared with STEM fields, foreign language (FL) education and second language acquisition have only slowly embraced open education and the new knowledge ecologies it produces. FL educators may have been hesitant to participate in the open education movement due to a lack of research which investigates the benefits and challenges of FL learning and teaching in open environments. This book contextualizes open education in FL learning and teaching via an historical overview of the movement, along with an in-depth exploration of how the open movement affects FL education beyond the classroom context; fills the research void by exploring aspects of open second language learning and teaching across a range of educational contexts; and illustrates new ways of creating, adapting and curating FL materials that are freely shared among FL educators and students. This book is open access under a CC BY ND licence. Trade ReviewThis agenda-setting book challenges narrow conceptualizations of second language education by introducing a transdisciplinary approach inspired by an ecological perspective. The contributions illustrate the impact of the open education movement, which is disrupting L2 education and creating new knowledge ecosystems. With many teachers moving to online instruction today, such work is becoming ever more important, with the pedagogy of openness also promoting social justice imperatives in education. * Regine Hampel, The Open University, UK *An original and urgently needed volume for all language professionals, Blyth, Thoms, and colleagues unpack the complexities and affordances of open educational resources and practices. The volume crackles with the energy of educational openness, giving us a theoretically grounded and exquisitely practical guide toward engaging with and realizing the potential of what Blyth and Thoms appropriately frame as the “new knowledge ecology". * Glenn Levine, University of California, Irvine, USA *This forward-thinking volume illustrates the enormous and transformative potential of Open Education as an evolving knowledge ecosystem. Focusing on Open Education Practices and Resources for second language teaching and learning, Blyth and Thoms assemble innovative and critically important voices that, taken together, chart a course toward an Open future defined by greater generosity, professional sharing, and equity. * Steven L. Thorne, Portland State University, USA and University of Groningen, The Netherlands *Table of ContentsContributors Carl S. Blyth and Joshua J. Thoms: Introduction: Second Language Education as an Open Knowledge Ecology Part 1: The Microsystem: Developing Knowledge in L2 Instructional Environments Chapter 1. Gabriela C. Zapata and Alessandra Ribota: Open Educational Resources in Heritage and L2 Spanish Classrooms: Design, Development and Implementation Chapter 2. Sabine Levet and Stephen L. Tschudi: Open by Design: The Cultura Project Chapter 3. Sergio Romero: Open Educational Resources as Tools to Teach the Indigenous Languages of Latin America: Where Technology, Pedagogy, and Colonialism Meet Chapter 4. Katerina Zourou and Anthippi Potolia: Openness in a Crowdsourced Massive Online Language Community Part 2: The Mesosystem: Developing Knowledge in L2 Teacher Education Chapter 5. Joshua J. Thoms and Frederick Poole: Second Language Teachers and the Open Education Movement in the United States: A National Survey Chapter 6. Beatrice Dupuy: Raising the Curtain on OER/OEP: Opening Pathways from Awareness to Engagement in a Graduate Course on Foreign Language Program Direction Chapter 7. Carl S. Blyth, Chantelle Warner and Joanna Luks: The Role of OER in Promoting Critical Reflection and Professional Development: The Foreign Languages and the Literary in the Everyday Project Part 3: The Exosystem: Developing Knowledge in the Field of L2 Education Chapter 8. Dorothy Chun and Trude Heift: The Affordances and Challenges of Open-access Journals: The Case of an Applied Linguistics Journal Chapter 9. Tita Beaven: Analyzing Language Teachers’ Tacit Professional Knowledge of OER: The Case of Languages Open Resources Online (LORO) Chapter 10. Rebecca F. Davis and Carl S. Blyth: Towards a Pedagogy of Openness: Bridging English-language and Foreign-language Digital Humanities Chapter 11. Christian Hilchey: Finding and Using the Good Stuff: Open Educational Practices for Developing Open Educational Resources

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Book SynopsisThis volume centres around concepts of personal and cultural authenticity as they play out in various contexts of foreign language teaching and learning worldwide. The chapters cover a wide range of contexts and disciplines, including both theoretical and empirical work; together they comprise both a rigorous analysis of authenticity in language teaching and a step away from notions of native-speakerism and cultural essentialism with which it is often associated. Written by a group of scholars working across several continents, the chapters offer diverse perspectives regarding the role language plays in processes of personal growth, learning, development, self-actualisation and power dynamics. The book addresses the theoretical and philosophical nature of authenticity while remaining grounded in the teaching and learning of languages, with authenticity viewed as a practical concern that guides our actions and beliefs. The book will be of interest to scholars, researchers and students of authenticity as well as foreign language teachers interested in the theoretical underpinnings of their practice. Trade ReviewAuthenticity has been one of the core concepts of Communicative Language Teaching since the 1970s. This multifaceted, interdisciplinary volume engages with authenticity both in a most stimulating philosophical chapter and in diverse empirical studies, spanning different languages, contexts and approaches. A very welcome and necessary book for those who like to delve into the fundamental questions of language learning and teaching. * Friederike Klippel, Professor Emerita, Munich University, Germany *This is a truly important book for language educators to better understand the notion of authenticity in our times both inside and outside language learning contexts. What makes this book highly relevant to current debates is its multilingual, global and cross-disciplinary orientation. * Werner Delanoy, University of Klagenfurt, Austria *The multi-disciplinary nature of these contributions makes for a remarkably comprehensive understanding of authenticity. Compulsory reading for all researchers of language learning and teaching. * Christa van der Walt, Stellenbosch University, South Africa *Table of ContentsContributors Claire Kramsch: Foreword: Authenticity in Our Times Preface: Authenticity Revisited: It’s Getting Personal Chapter 1. Leo Will and Richard S. Pinner: The Concept of Authenticity in Foreign Language Teaching and Learning Part 1: Authenticity and Language Teaching Chapter 2. Wolfgang Stadler and Anna Dreher: «Что такое аутентичность»? The Concept(s) of Authenticity in Russian as a Foreign Language Chapter 3. Matthew Dame and Natalia Dame: Multilingualism and Authenticity in Russian Heritage Language Teaching Practices Chapter 4. Carol Spöttl, Eva Konrad, Veronika Schwarz, Elisa Guggenbichler and Benjamin Kremmel: Authenticity in Language Assessment: Revisiting the Implementation of a Key Principle Chapter 5. Anna Shkireva: Authenticity Beyond Teaching Materials: Teachers’ Authentic Care on Students’ Persistence at the Beginner Level of Foreign Language Courses Chapter 6. Wendy M. Whitehead Martelle: Designing for Authenticity: Making Sense of an English Pedagogical Grammar Course Chapter 7. Maria Bondarenko: Rethinking Authenticity in SLA from the Perspective of L1 Use: A Concept of Cognitive Authenticity Part 2: Authenticity and Identity Chapter 8. Grit Alter: Authenticity, Curricula and Authentic Education Chapter 9. Wietske Boon and Irma Eloff: Authenticity and the Psychology of Language and Learning During Early Childhood Education Chapter 10. Elsabé Taljard: Authenticity in Language Teaching: An African Language Perspective Chapter 11. Irene Heidt : When Moral Authority Speaks: Empirical Insights into Issues of Authenticity and Identity in Multilingual Educational Settings Chapter 12. Veronika Makarova: Exploring Authenticity for an Endangered Heritage Language Context: Canadian Doukhobor Russian Part 3: Authenticity and Aesthetics Chapter 13. Candice Livingston and Hanlie Dippenaar: Autobiographical Fairy Tales for Authenticity in the English Classroom: A South African Higher Education Case Study Chapter 14. Håvard Haugland Bamle: Indie-Folk Music and the Quest for First-Person Authenticity Chapter 15. Annelise Brox Larsen: Authenticity and Literature(s) in Teacher Education: Bildung in Jigalong and Bárbmo Chapter 16. Hanlie Dippenaar, Cheryl Logan and Candice Livingston: Authenticity and Authentic Voices in the Literature Curriculum of Pre-Service Teachers of English Magdalena Kaltseis: Afterword: Taking Stock of the Authentic – Critical Synthesis and Timely Outlook Index

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Book SynopsisThis book unpacks data from conversations with bi-/multilingual EFL teachers whose L1s are languages other than English and who are from understudied contexts – Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine, and Vietnam – to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers’ selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes; it also challenges the notions of and the need for a native/non-native speaker dichotomy in the field. Expanding on Ushioda’s (2009) person-in-context approach and reflecting on the multilingual settings of the teachers, the integration of the context-specific politics of language learning and teaching is a fresh approach to work in motivation.Trade ReviewAmy S. Thompson takes us on a dialectical journey between self and context as it informs being and becoming a multilingual user/teacher and leaves us with a myriad of questions, future directions, and implications to ponder in a world plagued by institutional racism, systemic inequalities, and professional discrimination. * Ali Fuad Selvi, Middle East Technical University Northern Cyprus Campus, Turkey *Focusing on EFL teachers who are not first language speakers of English and who work in diverse cultural settings, this book brings together richly illuminating insights into their motivations, experiences and professional development. As Thompson’s analysis shows, teachers’ lives, contexts and perspectives truly matter, and her account makes for compelling reading. * Ema Ushioda, University of Warwick, UK *This book provides a detailed account of the development of a language teacher self and motivation in multilingual countries, which also informs us of the dynamic interaction, interconnection, and interdependence between teachers and contexts; and offers future research directions, such as the learning experience of the L2MSS and the interplay of dual identities (the learner and the teacher). Therefore, I would recommend the book to researchers and language teachers who endeavor to both decipher and explore the relationship between language teacher selves and contexts. -- Wenxiu Chu, Northeast Normal University, China * System 101 (2021) *This monograph is thought-provoking in that it delves deeply into the professional and academic trajectories of EFL teachers who come from diverse sociopolitical, emotional, cognitive, and behavioral backgrounds. Furthermore, the qualitative data were collected from teachers from seven countries which were underappreciated in the literature, so the findings can be novel and insightful. -- Jieping Xu, Chaohu University, Hefei, China * Frontiers in Psychology, Volume 12, July 2021 *Table of ContentsForeword Preface 1. Introduction 2. Senegal: 'We English teachers, we speak English' 3. Vietnam: 'English is a privilege for me' 4. Egypt: 'Why is he comparing her to a summer’s day?' 5. Argentina: 'Learning the language will never end' 6. Turkey: 'I’m better than these guys' 7. Ukraine: 'I know how my people think' 8. Estonia: 'Teachers speak better' 9. Final Thoughts References

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Book SynopsisThis book unpacks data from conversations with bi-/multilingual EFL teachers whose L1s are languages other than English and who are from understudied contexts – Argentina, Egypt, Estonia, Senegal, Turkey, Ukraine, and Vietnam – to provide insights into the formation of ideal teacher selves. The author discusses the complexities surrounding the development of the teachers’ selves and motivation, as well as their intertwinement with the sociopolitical realities of their individual contexts. The work reveals how these realities, and the specific social interactions that occur therein, influence the language learning and teaching processes; it also challenges the notions of and the need for a native/non-native speaker dichotomy in the field. Expanding on Ushioda’s (2009) person-in-context approach and reflecting on the multilingual settings of the teachers, the integration of the context-specific politics of language learning and teaching is a fresh approach to work in motivation.Trade ReviewAmy S. Thompson takes us on a dialectical journey between self and context as it informs being and becoming a multilingual user/teacher and leaves us with a myriad of questions, future directions, and implications to ponder in a world plagued by institutional racism, systemic inequalities, and professional discrimination. * Ali Fuad Selvi, Middle East Technical University Northern Cyprus Campus, Turkey *Focusing on EFL teachers who are not first language speakers of English and who work in diverse cultural settings, this book brings together richly illuminating insights into their motivations, experiences and professional development. As Thompson’s analysis shows, teachers’ lives, contexts and perspectives truly matter, and her account makes for compelling reading. * Ema Ushioda, University of Warwick, UK *This book provides a detailed account of the development of a language teacher self and motivation in multilingual countries, which also informs us of the dynamic interaction, interconnection, and interdependence between teachers and contexts; and offers future research directions, such as the learning experience of the L2MSS and the interplay of dual identities (the learner and the teacher). Therefore, I would recommend the book to researchers and language teachers who endeavor to both decipher and explore the relationship between language teacher selves and contexts. -- Wenxiu Chu, Northeast Normal University, China * System 101 (2021) *This monograph is thought-provoking in that it delves deeply into the professional and academic trajectories of EFL teachers who come from diverse sociopolitical, emotional, cognitive, and behavioral backgrounds. Furthermore, the qualitative data were collected from teachers from seven countries which were underappreciated in the literature, so the findings can be novel and insightful. -- Jieping Xu, Chaohu University, Hefei, China * Frontiers in Psychology, Volume 12, July 2021 *Table of ContentsForeword Preface 1. Introduction 2. Senegal: 'We English teachers, we speak English' 3. Vietnam: 'English is a privilege for me' 4. Egypt: 'Why is he comparing her to a summer’s day?' 5. Argentina: 'Learning the language will never end' 6. Turkey: 'I’m better than these guys' 7. Ukraine: 'I know how my people think' 8. Estonia: 'Teachers speak better' 9. Final Thoughts References

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Book SynopsisVestiges of monolingual bias are present in the portrayal of study abroad as an idealized monolingual immersion experience and the steps many programs take to encourage or enforce target language monolingualism. In reality, study abroad is often inherently multilingual. This book addresses the need for a recognition of the multilingual realities of study abroad across a variety of traditional and non-traditional national contexts and target languages. The chapters examine multilingual socialization and translanguaging with peers, local hosts and instructors; how the target language is necessarily entwined in global, local and historical contexts; and how students negotiate the use of local and global varieties of English. Together the chapters present a powerful argument for scholars and study abroad practitioners to consider and critically incorporate multilingual realities into their research and planning. Trade ReviewThis compelling book ushers research on language learning in study abroad into a new era of commitment to social justice. Countering the myth of monolingual immersion, exploring the multilingual realities of student experiences and expanding the contexts under investigation, the volume will be a landmark contribution to the field. * Celeste Kinginger, Pennsylvania State University, USA *This timely volume uniquely illuminates hidden spaces of study abroad research by exposing plurilingual, translingual, and lingua franca realities. Chapters offer new perspectives on study abroad in demystifying the assumptions of monolingual, monocultural, and authentic immersion experiences. The book provides useful insights on linguistic, geographic, and ethnoracial multiplicities of study abroad. * Ryuko Kubota, University of British Columbia, Canada *...this truly global book critiques a monolingual bias all too present across the academy—especially in study abroad program offerings for students [...] Having directed a faculty-led study abroad program for more than 20 years, this reviewer found the chapters timely and relevant with a solid theoretical grounding. The concluding chapter directly addresses next steps, and this reviewer was pleased to see the inclusion of the section on race and ethnicity as a key theme of this book. An excellent resource for faculty planning and/or leading study abroad programs in fields across the spectrum of higher education. -- D.M. Moss, University of Connecticut, USA * CHOICE Vol. 59 No. 6 *Table of ContentsAcknowledgements Contributors Emma Trentman and Wenhao Diao: Introduction Chapter 1. Jamie A. Thomas: Ghanaian Multilinguals on Study Abroad in Tanzania: Learning Swahili through Akan/Twi and Cultures of Storytelling Chapter 2. Uju Anya: When the Foreign is Familiar: An Afro-Dominican-American Woman’s Experience Translanguaging Race, Ethnicity and Cultural Heritage Learning Portuguese in Brazil Chapter 3. Janice McGregor: An Investigation of L2 Learning Peer Interactions in Short Term Study Abroad Chapter 4. Emma Trentman: Monolingual Expectations and Plurilingual Realities in Arabic Study Abroad Chapter 5. Wenhao Diao: Language Use, Class, and Study Abroad in China Chapter 6. Lucien Brown: 'Sorry, I don’t speak any English': An Activity-Theoretic Account of Language Choice in Study Abroad in South Korea Chapter 7. Tracy Quan: Study Abroad as a Transformative Translanguaging Space for Heritage Speakers of Spanish Chapter 8. Brandon Tullock: Encountering Multilingualism in Study Abroad: Sojourners’ Orientations to Linguistic Diversity and Language Hierarchies in Barcelona Chapter 9. Lourdes Ortega: Research on Language Learning during Study Abroad: What Next?

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Book SynopsisVestiges of monolingual bias are present in the portrayal of study abroad as an idealized monolingual immersion experience and the steps many programs take to encourage or enforce target language monolingualism. In reality, study abroad is often inherently multilingual. This book addresses the need for a recognition of the multilingual realities of study abroad across a variety of traditional and non-traditional national contexts and target languages. The chapters examine multilingual socialization and translanguaging with peers, local hosts and instructors; how the target language is necessarily entwined in global, local and historical contexts; and how students negotiate the use of local and global varieties of English. Together the chapters present a powerful argument for scholars and study abroad practitioners to consider and critically incorporate multilingual realities into their research and planning. Trade ReviewThis compelling book ushers research on language learning in study abroad into a new era of commitment to social justice. Countering the myth of monolingual immersion, exploring the multilingual realities of student experiences and expanding the contexts under investigation, the volume will be a landmark contribution to the field. * Celeste Kinginger, Pennsylvania State University, USA *This timely volume uniquely illuminates hidden spaces of study abroad research by exposing plurilingual, translingual, and lingua franca realities. Chapters offer new perspectives on study abroad in demystifying the assumptions of monolingual, monocultural, and authentic immersion experiences. The book provides useful insights on linguistic, geographic, and ethnoracial multiplicities of study abroad. * Ryuko Kubota, University of British Columbia, Canada *...this truly global book critiques a monolingual bias all too present across the academy—especially in study abroad program offerings for students [...] Having directed a faculty-led study abroad program for more than 20 years, this reviewer found the chapters timely and relevant with a solid theoretical grounding. The concluding chapter directly addresses next steps, and this reviewer was pleased to see the inclusion of the section on race and ethnicity as a key theme of this book. An excellent resource for faculty planning and/or leading study abroad programs in fields across the spectrum of higher education. -- D.M. Moss, University of Connecticut, USA * CHOICE Vol. 59 No. 6 *Table of ContentsAcknowledgements Contributors Emma Trentman and Wenhao Diao: Introduction Chapter 1. Jamie A. Thomas: Ghanaian Multilinguals on Study Abroad in Tanzania: Learning Swahili through Akan/Twi and Cultures of Storytelling Chapter 2. Uju Anya: When the Foreign is Familiar: An Afro-Dominican-American Woman’s Experience Translanguaging Race, Ethnicity and Cultural Heritage Learning Portuguese in Brazil Chapter 3. Janice McGregor: An Investigation of L2 Learning Peer Interactions in Short Term Study Abroad Chapter 4. Emma Trentman: Monolingual Expectations and Plurilingual Realities in Arabic Study Abroad Chapter 5. Wenhao Diao: Language Use, Class, and Study Abroad in China Chapter 6. Lucien Brown: 'Sorry, I don’t speak any English': An Activity-Theoretic Account of Language Choice in Study Abroad in South Korea Chapter 7. Tracy Quan: Study Abroad as a Transformative Translanguaging Space for Heritage Speakers of Spanish Chapter 8. Brandon Tullock: Encountering Multilingualism in Study Abroad: Sojourners’ Orientations to Linguistic Diversity and Language Hierarchies in Barcelona Chapter 9. Lourdes Ortega: Research on Language Learning during Study Abroad: What Next?

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Book SynopsisThis book focuses on ethical and methodological issues faced by researchers working with young language learners in formal school contexts. It uncovers and explicitly discusses a range of ethical dilemmas, challenges and experiences that researchers have encountered and grappled with, in studies of all kinds from large scale, experimental studies to ethnographic studies focused on just a handful of children. The chapters are written by researchers working with children in different classroom contexts around the world and highlight how ethical dilemmas and tensions take on a complex form in child-focused research, requiring researchers to pay particular attention to the social and cultural norms of the different communities within which children are educated as well as their school-based experiences. The book comprises three sections, with the first part focused on involving children as active participants in research; part two on ethical challenges in multilingual contexts and part three on links between teacher education and researching children. The book includes a critical discussion of the opportunities and challenges associated with applying the UNCRC (1989) document in second language research with children which will be of use to any researcher working in this area.Trade ReviewThe book is an excellent resource for anyone contemplating research focused on young linguistically diverse learners, and those in multilingual classrooms. Not only are readers given critical insights into issues of social justice, marginalisation and ethics to guide the research process but children’s rights are also highlighted for a better understanding of possible areas for concern. * Funke Omidire, University of Pretoria, South Africa *This book is a true gift and indispensable reading. How do young children become co-investigators of their own language education? What are the legal, cultural, and ethical ramifications of such a change, across different countries and continents? Readers are in for a fascinating journey that will make them rethink the very notions of ‘childhood’ and of ‘research'. * Lourdes Ortega, Georgetown University, USA *With contributions from nine countries, this book provides a comprehensive introduction to the ethical and methodological challenges faced by researchers when they work with young language learners. Each chapter bristles with insights that are as relevant to teaching and learning as they are to research. Essential reading for language teachers, teacher educators and student teachers. * David Little, Trinity College Dublin, Ireland *This book offers a thoughtful and practical consideration of a range of issues around research with children in a school context [...] This is a thought-provoking and practical book that will be useful for teachers and researchers at all levels, and is one for every higher education institution's library. -- Cora Lindsay, University of Nottingham, UK * TEYLT Worldwide, Issue 2, 2021 *Table of ContentsContributors Chapter 1. Kuchah Kuchah and Annamaria Pinter: Researching Young Language Learners in School Contexts: Setting the Scene PART 1: ENCOURAGING CHILDREN TO PLAY ACTIVE ROLES Chapter 2. Yuko Goto Butler: Researching with Children as an Opportunity for Active and Interactive Learning: Lessons from a Digital Game Design Project Chapter 3. Samaneh Zandian: Constructing Joint Understandings of Research with Children Chapter 4. María del Pilar García Mayo: ‘Are you coming back? It was fun’: Turning Ethical and Methodological Challenges into Opportunities in Task-based Research with Children PART 2: RESEARCH WITH CHILDREN IN MULTILINGUAL CONTEXTS Chapter 5. Victoria A. Murphy: Social Justice and Questions of Marginalization in Research with Linguistically Diverse Children Chapter 6. Gail Prasad: Reframing Expertise: Learning with and from Children as Co-investigators of their Plurilingual Practices and Experiences Chapter 7. Nayr Ibrahim: Artefactual Narratives of Multilingual Identity: Methodological and Ethical Considerations in Researching Children Chapter 8. Jane Andrews: "I don’t want to talk any more": Reflecting on Research into Young Children's Perspectives on their Multilingual Lives Chapter 9. Kuchah Kuchah and Lizzi O. Milligan: Navigating Cultural and Methodological Complexities in Research with Children in a Sub-Saharan African Context PART 3: TEACHER EDUCATION AND RESEARCH WITH CHILDREN Chapter 10. Gail Ellis and Nayr Ibrahim: Teachers' Image of the Child in an ELT Context Chapter 11. Rama Mathew and Annamaria Pinter: Children and Teachers as Co-researchers in Indian Classrooms: Some Ethical Issues Chapter 12. Sandie Mourão: The Ethical Practices of Collecting Informed Consent from Child Participants in Action Research Projects Chapter 13: Annamaria Pinter and Kuchah Kuchah: Revisiting and Expanding Opportunities for Participatory Research with Young Learners in School Contexts Index

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Book SynopsisThis book focuses on ethical and methodological issues faced by researchers working with young language learners in formal school contexts. It uncovers and explicitly discusses a range of ethical dilemmas, challenges and experiences that researchers have encountered and grappled with, in studies of all kinds from large scale, experimental studies to ethnographic studies focused on just a handful of children. The chapters are written by researchers working with children in different classroom contexts around the world and highlight how ethical dilemmas and tensions take on a complex form in child-focused research, requiring researchers to pay particular attention to the social and cultural norms of the different communities within which children are educated as well as their school-based experiences. The book comprises three sections, with the first part focused on involving children as active participants in research; part two on ethical challenges in multilingual contexts and part three on links between teacher education and researching children. The book includes a critical discussion of the opportunities and challenges associated with applying the UNCRC (1989) document in second language research with children which will be of use to any researcher working in this area.Trade ReviewThe book is an excellent resource for anyone contemplating research focused on young linguistically diverse learners, and those in multilingual classrooms. Not only are readers given critical insights into issues of social justice, marginalisation and ethics to guide the research process but children’s rights are also highlighted for a better understanding of possible areas for concern. * Funke Omidire, University of Pretoria, South Africa *This book is a true gift and indispensable reading. How do young children become co-investigators of their own language education? What are the legal, cultural, and ethical ramifications of such a change, across different countries and continents? Readers are in for a fascinating journey that will make them rethink the very notions of ‘childhood’ and of ‘research'. * Lourdes Ortega, Georgetown University, USA *With contributions from nine countries, this book provides a comprehensive introduction to the ethical and methodological challenges faced by researchers when they work with young language learners. Each chapter bristles with insights that are as relevant to teaching and learning as they are to research. Essential reading for language teachers, teacher educators and student teachers. * David Little, Trinity College Dublin, Ireland *This book offers a thoughtful and practical consideration of a range of issues around research with children in a school context [...] This is a thought-provoking and practical book that will be useful for teachers and researchers at all levels, and is one for every higher education institution's library. -- Cora Lindsay, University of Nottingham, UK * TEYLT Worldwide, Issue 2, 2021 *Table of ContentsContributors Chapter 1. Kuchah Kuchah and Annamaria Pinter: Researching Young Language Learners in School Contexts: Setting the Scene PART 1: ENCOURAGING CHILDREN TO PLAY ACTIVE ROLES Chapter 2. Yuko Goto Butler: Researching with Children as an Opportunity for Active and Interactive Learning: Lessons from a Digital Game Design Project Chapter 3. Samaneh Zandian: Constructing Joint Understandings of Research with Children Chapter 4. María del Pilar García Mayo: ‘Are you coming back? It was fun’: Turning Ethical and Methodological Challenges into Opportunities in Task-based Research with Children PART 2: RESEARCH WITH CHILDREN IN MULTILINGUAL CONTEXTS Chapter 5. Victoria A. Murphy: Social Justice and Questions of Marginalization in Research with Linguistically Diverse Children Chapter 6. Gail Prasad: Reframing Expertise: Learning with and from Children as Co-investigators of their Plurilingual Practices and Experiences Chapter 7. Nayr Ibrahim: Artefactual Narratives of Multilingual Identity: Methodological and Ethical Considerations in Researching Children Chapter 8. Jane Andrews: "I don’t want to talk any more": Reflecting on Research into Young Children's Perspectives on their Multilingual Lives Chapter 9. Kuchah Kuchah and Lizzi O. Milligan: Navigating Cultural and Methodological Complexities in Research with Children in a Sub-Saharan African Context PART 3: TEACHER EDUCATION AND RESEARCH WITH CHILDREN Chapter 10. Gail Ellis and Nayr Ibrahim: Teachers' Image of the Child in an ELT Context Chapter 11. Rama Mathew and Annamaria Pinter: Children and Teachers as Co-researchers in Indian Classrooms: Some Ethical Issues Chapter 12. Sandie Mourão: The Ethical Practices of Collecting Informed Consent from Child Participants in Action Research Projects Chapter 13: Annamaria Pinter and Kuchah Kuchah: Revisiting and Expanding Opportunities for Participatory Research with Young Learners in School Contexts Index

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Book SynopsisThis book investigates the effects of foreign language anxiety (FLA) on young language learners, using as a basis for observation the early childhood English education industry in South Korea that has arisen as a result of English fever. The authors combine existing knowledge on the topic of FLA together with original research on FLA in young language learners to fill a large gap in knowledge with regards to this understudied and distinct group of learners. The book includes suggestions for alleviating FLA and encouraging foreign language enjoyment, which can be implemented by parents, teachers and policymakers and which will ultimately facilitate more effective language learning and support children’s psychosocial wellbeing. Trade ReviewFocusing on young learners in South Korea, this book provides invaluable insights on L2 anxiety from psychological, cognitive, developmental, educational and sociocultural perspectives. The interdisciplinary analysis shows dynamic interaction between the sociocultural context and L2 anxiety, and the specificity of the context and learners, ironically, expands the scope of L2 anxiety research focus in applied linguistics. * Yeji Han, York St John University, UK *This excellent book shows that children need a nurturing and playful learning environment to become happy and successful foreign language learners. It reflects a powerful new positive psychology perspective that stands up against deficit thinking and undue pressure in classrooms and promotes a more informed and optimistic view of language learning. * Jean-Marc Dewaele, Birkbeck, University of London, UK *This book examines real-life language use in the classroom from a much-needed non-Eurocentric perspective. Written in an accessible style and replete with comprehensive examples, this book will leave readers equipped with practical insight into improving young children’s language learning environment. * Hyejeong Ahn, Nanyang Technological University, Singapore *The ultimate aim of the book is to help teachers, parents, and policymakers activate the minds rather than the anxiety levels of YLL. The authors truly accomplish this goal by presenting a comprehensive review of previous literature, and conducting two important studies that first document the FLA levels of YLL within English immersion institutions, and second examine the effectiveness of TBLT through a real-world activity. -- Şevket Özdemir, Muğ la Sıtkı Koçman University, Turkey * Child Language Teaching and Therapy 1–2 *Table of ContentsFigures and Tables Acknowledgments Abbreviations 1. Introduction 2. Foreign Language Anxiety and Foreign Language Enjoyment 3. Foreign Language Anxiety in Children 4. Foreign Language Anxiety in the South Korean Context 5. Sources of Increased FLA Among Young Children 6. Case Study: Factors Affecting Young Children’s FLA: Kindergarten vs. English Immersion Institution 7. Effects of Innovative Language Learning on Foreign Language Anxiety and Foreign Language Enjoyment 8. Towards a More Ethical Learning Environment 9. Conclusion Appendix A: Anxiety Metrics Appendix B: Kindergarten vs. Immersion English Parent Surveys References Index

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Book SynopsisThis book investigates the effects of foreign language anxiety (FLA) on young language learners, using as a basis for observation the early childhood English education industry in South Korea that has arisen as a result of English fever. The authors combine existing knowledge on the topic of FLA together with original research on FLA in young language learners to fill a large gap in knowledge with regards to this understudied and distinct group of learners. The book includes suggestions for alleviating FLA and encouraging foreign language enjoyment, which can be implemented by parents, teachers and policymakers and which will ultimately facilitate more effective language learning and support children’s psychosocial wellbeing. Trade ReviewFocusing on young learners in South Korea, this book provides invaluable insights on L2 anxiety from psychological, cognitive, developmental, educational and sociocultural perspectives. The interdisciplinary analysis shows dynamic interaction between the sociocultural context and L2 anxiety, and the specificity of the context and learners, ironically, expands the scope of L2 anxiety research focus in applied linguistics. * Yeji Han, York St John University, UK *This excellent book shows that children need a nurturing and playful learning environment to become happy and successful foreign language learners. It reflects a powerful new positive psychology perspective that stands up against deficit thinking and undue pressure in classrooms and promotes a more informed and optimistic view of language learning. * Jean-Marc Dewaele, Birkbeck, University of London, UK *This book examines real-life language use in the classroom from a much-needed non-Eurocentric perspective. Written in an accessible style and replete with comprehensive examples, this book will leave readers equipped with practical insight into improving young children’s language learning environment. * Hyejeong Ahn, Nanyang Technological University, Singapore *The ultimate aim of the book is to help teachers, parents, and policymakers activate the minds rather than the anxiety levels of YLL. The authors truly accomplish this goal by presenting a comprehensive review of previous literature, and conducting two important studies that first document the FLA levels of YLL within English immersion institutions, and second examine the effectiveness of TBLT through a real-world activity. -- Şevket Özdemir, Muğ la Sıtkı Koçman University, Turkey * Child Language Teaching and Therapy 1–2 *Table of ContentsFigures and Tables Acknowledgments Abbreviations 1. Introduction 2. Foreign Language Anxiety and Foreign Language Enjoyment 3. Foreign Language Anxiety in Children 4. Foreign Language Anxiety in the South Korean Context 5. Sources of Increased FLA Among Young Children 6. Case Study: Factors Affecting Young Children’s FLA: Kindergarten vs. English Immersion Institution 7. Effects of Innovative Language Learning on Foreign Language Anxiety and Foreign Language Enjoyment 8. Towards a More Ethical Learning Environment 9. Conclusion Appendix A: Anxiety Metrics Appendix B: Kindergarten vs. Immersion English Parent Surveys References Index

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Book SynopsisThis book presents the findings of an in-depth qualitative longitudinal investigation into the willingness to communicate (WTC) of individuals who, through varying migration channels, left one cultural/linguistic context to make a new life in another. It examines communication behaviours and language choice in multilingual community contexts and emphasises how even the most trivial of communication events are embedded in histories of previous communication and are influenced by emotions connected with a person’s overall life situation. The book fills a gap in contemporary WTC research by examining how WTC operates in multilingual community contexts. Through the use of a complexity lens and the presentation of a revised 3D pyramid model, the authors demonstrate the dynamic nature of WTC and shed new light on processes that affect communication, migration and well-being. This book will be of interest to researchers seeking to explore individual differences using context sensitive and temporally focused designs.Trade ReviewThis is an outstanding report of qualitative longitudinal case studies that illuminate L2/L3 WTC development in immigrant women. Momentary fluctuations in WTC are zoomed in on and then out to showcase stories embedded in macro-social contexts. The expansion of the WTC Model to multilingual 3D graphics is a stimulating addition to WTC literature. * Tomoko Yashima, Kansai University, Japan *Using a longitudinal case study methodology, Henry and MacIntyre take us on a deep dive into their participants' stories of communication in out-of-school community settings. Our reward is a new understanding of WTC as a truly complex and probabilistic phenomenon, and a renewed appreciation of why we need Complex Dynamic Systems Theory to understand it. * Phil Benson, Macquarie University, Australia *Based on a longitudinal study of immigrants in Sweden, Henry and MacIntyre propose a revised pyramid model of WTC which takes into account different languages learners may draw upon, as well as emphasizing the impact of situational demands and broader context. The book opens up new avenues in research on WTC and is a must-read for scholars interested in this ID variable. * Mirosław Pawlak, Adam Mickiewicz University, Poland *Table of ContentsFigures and Tables Acknowledgements Jean-Marc Dewaele: Foreword: From Two to Three Dimensions in WTC Research Part 1: The WTC Construct and the Research Frontier Chapter 1. Introduction Chapter 2. The Pyramid Model and the Dynamic Turn in WTC Research Part 2: The Research Project Chapter 3. Language Choice and Willingness to Communicate in a Swedish Context Chapter 4. The Project Design and the Research Process Chapter 5. The Participants Part 3: Stories of Interactions in Community Contexts Chapter 6. Developmental Dynamics: Kesu, Maria and Jessie Chapter 7. Linguistic Self-Efficacy and Communication Willingness: Wafaa Chapter 8. Willingness to Communicate and the Challenges of Tied Migration: Olivia and Titly Chapter 9. Willingness to Communicate and Translanguaging Ideologies: Pranisha and Sabrina Part 4: Syntheses, Conceptualisations and Ethics Chapter 10. At a Specific Time, with a Specific Person or Persons, Using a L2 (or Mix of Languages) Chapter 11. Introducing a 3D Model of the WTC Pyramid Chapter 12. The Probability of Initiating Communication, Given Choice and Opportunity Chapter 13. The 'Ethics of Walking Alongside': Ethical Engagement When Studying a Process in Motion Conclusion References Index

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Book SynopsisThis book examines the unique characteristics of teaching foreign languages to senior learners. It discusses the potential age-related barriers and learning difficulties which may be encountered in senior foreign language education as well as solutions to overcome these challenges. The author describes the processes of human aging from different perspectives and introduces the concept of lifelong learning. The book proposes classroom practices, activities and materials that may be adopted when working with senior learners which will prove useful to teachers and teacher trainers, as well as to educational policymakers and planners. Furthermore, it describes potential modifications to educational programmes that may be introduced in order to eliminate affective barriers, making the learning material relevant and motivating, and encouraging the use of adult learning strategies.Trade ReviewMarek Derenowski takes us on an interesting and engaging journey into the world of the elderly – in which lifelong learning makes seniors’ lives palpably more rewarding. A thorough overview of sources is supplemented by insights into the reality of FL classrooms, seen through the eyes of student seniors and their teachers. The book will be a valuable addition to the small yet significant body of literature on third age FL learners. * Danuta Gabryś-Barker, University of Silesia, Poland *This book offers a thorough review of the slowly growing literature on foreign language (FL) geragogy, and deeper scrutiny of learners’ and teachers’ motivations and beliefs. Above all, it advances the notion that FL learning may be undertaken at any point in life, and it commits to the idea that FL educators should approach older adult learning in an evidence-based and constructive fashion as a general practice. * Danya Ramírez Gómez, author of Language Teaching and the Older Adult *This fascinating book presents interdisciplinary views of aging; international efforts for lifelong learning; possible transformations in minds, hearts, and society because of senior-oriented second language learning; practical guidelines; and voices from teachers and senior language learners. Like me, other researchers, teacher trainers, or educators will treasure this book. * Rebecca L. Oxford, Professor Emerita, University of Maryland, USA *...this book offers a comprehensive and up-to-date account of senior foreign language education that anyone interested in this topic would find insightful. Its incorporation of theoretical and practical issues around foreign language geragogy will be of interest to both researchers and practitioners. In particular, unlike previous studies which show the cognitive benefits of foreign language learning for older adults, this book focuses on how to make foreign language learning a reality for them by depicting a detailed profile of foreign language educators who work with senior learners, thus contributing to foreign language teacher training. Teachers and teacher educators will find the pedagogical suggestions from this book most helpful. * Simin Zeng, Southern University of Science and Technology, China, International Review of Education (2023) 69 *Table of ContentsList of Figures List of Tables Glossary Introduction Chapter 1. Interdisciplinary Approach to Aging Chapter 2. Lifelong Learning in a Contemporary Society Chapter 3. Senior Language Learning Chapter 4. Voices form the Classroom Chapter 5. Conclusions and Modest Suggestions for Further Research References Appendices Index

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Book SynopsisThis book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram’s pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.Trade ReviewIt is exceptionally striking that this volume is not only intellectually inspiring with cutting-edge research and insights from leaders in the field of intercultural studies in education, but also emotionally touching. Most noticeably, all contributions have been crafted with a warm heart paying sincere tributes to a genuinely great individual! * Anwei Feng, University of Nottingham Ningbo China *In this inspiring celebratory volume, editors and contributors successfully manage to capture Mike Byram’s indelible contribution to languages and intercultural education spanning several decades and educational contexts while also looking forward to future possibilities inspired by his work. The collection of chapters combines comprehensive, critical retrospective with original theoretical and empirical applications of Mike Byram’s scholarly works, along with heartfelt memoirs reflecting on his academic and personal legacy. * Adriana Raquel Díaz, University of Queensland, Australia *In this global collection, one can easily see the impact of the work of a pioneer scholar. It is indispensable for anyone who is interested in the way language education can change the world for the better, inspired by the insights and research of Michael Byram. Highly recommended! * Terry A. Osborn, University of South Florida, USA *This volume demonstrates the worldwide dissemination and far-reaching influence of Michael Byram’s thoughts and can function as excellent supplementary reading to his classic works. It could benefit readers such as language teachers and novice researchers, just like me. The critical examination of Byram’s work can help readers to develop an indepth understanding of his concepts and gain valuable insights for future ICC research and practice. The concrete examples of the innovative applications of his theories in locally appropriate ways can stimulate pedagogical innovations in language teaching practice. * Li Yi (Jessie), Sun Yat-sen University, China, Educational Review, 2023 *I found the volume accessible, coherent, and well-edited. A significant contribution of the book is that it provides a thoughtful account of the evolution and impact of Byram’s work in intercultural learning with individual chapters offering critical evaluations or reflections on different aspects of his work. * Yunwen Su, University of Utah, USA, TESOL Quarterly *...the volume confirms that Byram’s ICC scholarship continues to offer a springboard for researchers to critique, refine, and propose new ideas for research and teaching, with a lasting and significant impact on language learning and teaching practices. We believe that these conceptual and pedagogical innovations will continue to transform the landscape of language education in the coming decades. * Caihong Xie, Hengyang Normal University, China and Xuesong (Andy) Gao, University of New South Wales, Australia, Innovation in Language Learning and Teaching *Table of ContentsTables and Figures Acknowledgements Contributors External Reviewers Mike Fleming: Foreword Irina Golubeva, Manuela Wagner and Troy McConachy: Introduction: Michael Byram’s Contribution to Intercultural Learning in Language Education and Beyond Michael Byram: A Biographical Sketch Part 1: Evolving Conceptual Foundations Chapter 1. Karen Risager: Intercultural Communicative Competence: Transnational and Decolonial Developments Chapter 2. Troy McConachy: Language Awareness and Intercultural Communicative Competence: Revisiting the Relationship Chapter 3. Anthony J. Liddicoat: Intercultural Mediation in Language Teaching and Learning Chapter 4. Martyn Barrett and Irina Golubeva: From Intercultural Communicative Competence to Intercultural Citizenship: Preparing Young People for Citizenship in a Culturally Diverse Democratic World Chapter 5. Paloma Castro, Ulla Lundgren and Jane Woodin: Intercultural Dialogue and Values in Education Chapter 6. Manuela Guilherme: From Critical Cultural Awareness to Intercultural Responsibility: Language, Culture and Citizenship Chapter 7. Alison Phipps: Conflict and the Cognitive Empire: Byram’s Critical Cultural Awareness Part 2: Intercultural Development in Diverse Contexts: Perspectives and Practices Chapter 8. Jane Jackson, Sin Yu Cherry Chan and Tongle Sun: Intercultural Development in the Context of Mobility Chapter 9. Petra Rauschert and Claudia Mustroph: Intercultural Education through Civic Engagement: Service Learning in the Foreign Language Classroom Chapter 10. Beatriz Peña Dix: Revisiting Intercultural Communicative Competence in Language Teacher Education: Perspectives from Colombia Chapter 11. Angela Scarino and Michelle Kohler: Assessing Intercultural Capability: Insights from Processes of Eliciting and Judging Student Learning Chapter 12. Aleidine J. Moeller: The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication: Cultivating Sojourners in the Language Classroom Chapter 13. Shuoqian Qin and Prue Holmes: Exploring a Pedagogy for Understanding and Developing Chinese EFL Students’ Intercultural Communicative Competence Chapter 14. Rita A. Oleksak and Fabiana Cardetti: Engaging Educators: Facilitating Interdisciplinary Communities of Practice in the USA Chapter 15. Manuela Wagner and José Aldemar Álvarez Valencia: Developing Intercultural Citizenship and Intellectual Humility in High School German Chapter 16. Melina Porto and Verónica Di Bin: When the Axiom of Supranational Communication in Intercultural Citizenship Theory is not Met: Enriching Theory and Pedagogy Chapter 17. Lihong Wang: Towards a Shared Future: Michael Byram’s Engagement with the Chinese Academic Community Looking Back and Looking Forward Marjukka Grover: Mike Byram and Multilingual Matters: A 40-year Partnership Joe Sheils: Mike Byram’s Commitment to Council of Europe Values Martyn Barrett: Working with Mike Byram Prue Holmes: Tribute to Mike Byram Index

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Book SynopsisOnline collaboration can be a powerful means of encouraging language learners to make connections between their local community and people from other cultural backgrounds. In doing so, learners develop their language skills while exploring different attitudes, values and beliefs. The authors of this book draw on 20 years of participation in numerous online intercultural exchanges to offer teachers a down-to-earth guide to finding partners, choosing a platform and designing online exchanges. They share their experience of working with learners to ensure that deep intercultural learning occurs alongside language development. This book offers strategies for mediating conflict with partners and participants, and guidance on the assessment of linguistic and intercultural competences. It is a practical resource for language teachers, informed by the latest research on language teaching and intercultural telecollaborations and situated in the reality of classrooms around the world.Trade ReviewWritten in an accessible and unpretentious style, this volume offers educators a practical, step-by-step guide to setting up and running an online intercultural exchange project with their students. The book is full of real examples and personal anecdotes from the authors' own experiences and it will go a long way to answering many of the questions that teachers have when they come to this activity for the first time. * Robert O'Dowd, University of León, Spain *This highly practical and accessible guide provides valuable insights into task design, implementation and assessment in intercultural online exchanges while highlighting how to use emergent tensions for a better understanding of identity dynamics in intercultural dialogue. Suitable for beginners and experienced practitioners, it equips readers with strategies to establish, guide, and evaluate impactful intercultural exchanges in digital contexts. * Melinda Dooly Owenby, Universitat Autònoma de Barcelona, Spain *Table of ContentsAcknowledgements Chapter 1. Introducing Online Intercultural Exchanges Chapter 2. Finding Partners Chapter 3. Choosing an Appropriate Platform Chapter 4. Agreeing Goals Chapter 5. Ethics, Netiquette and Security Chapter 6. Initiating Online Discussions: Breaking the Ice Chapter 7. Designing Online Intercultural Tasks Chapter 8. Negotiating Identity and Managing Rapport Chapter 9. The Instructor’s Roles: To Intervene or Not? Chapter 10. Coping with Problems Chapter 11. Organising a Videoconference Chapter 12. Learners’ Language as Classroom Data Chapter 13. Assessing Participants’ Performance Chapter 14. Evaluating an Online Intercultural Exchange Chapter 15. Developing an Action Research Project Afterword References Index

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

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Book SynopsisThis book contributes to emerging research on third language acquisition (TLA) and pinpoints the main factors characterising TLA as a different process and area of study from second language acquisition. Moving beyond the dichotomous conception of monolingualism and bilingualism, it proposes a holistic and interdisciplinary approach to studying acquisition of a third or additional language. It presents readers with a practical guide to understanding how these languages are processed, learned and taught and addresses the cognitive, linguistic and affective factors which make multilingual learning and teaching a complex and unique phenomenon. It also emphasises the important role of teachers as knowledge generators. Through various examples of multilingual education practices, it highlights how fundamental teachers are as bridges between education and research on multilingualism. This book will appeal to postgraduate students, teacher trainers and researchers in the fields of multilingual education and cognitive linguistics.Trade ReviewThe book offers a rich insight in the field of Third Language Acquisition, bridging the gap between language education and research. It explores the key linguistic and cognitive factors that make it different from Second Language Acquisition in terms of process and area of study. It is a precious resource for language learners, scholars, and teachers interested in the practical implications of the most recent research on multilingual education. * Oriana Palusci, Università degli Studi di Napoli L'Orientale, Italy *This volume provides an excellent up-to-date overview of theories and research studies in the flourishing field of third and additional language learning. It offers a critical discussion of a wide range of theoretical and empirical approaches and will definitely be a must-read for all those interested in multilingualism and language learning. * Jasone Cenoz, University of the Basque Country, UPV/EHU, Spain *This book is a fascinating journey into multilingualism: going beyond the traditional monolingual-bilingual dichotomy, it brings together research from different perspectives and offers an integrated framework on additional language learning that will benefit both research and education practices. * Antonella Sorace, University of Edinburgh, UK *Table of ContentsAcknowledgements Introduction Chapter 1. Second vs Third Language Acquisition Chapter 2. The Role of Prior Formal Language Learning and Mediating Factors in Third or Additional Language Acquisition Chapter 3. Metalinguistic Awareness and Third or Additional Language Acquisition Chapter 4. Multilingual Education and Translanguaging: A 'Practical Theory of Languages' Chapter 5. From Bilingual to Multilingual Education: Teaching, Assessing and Testing Trends Conclusion References Index

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Book SynopsisThis book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.Trade ReviewThe comprehensive studies in this book demonstrate multifaceted boundary crossings in language, research and teaching, disciplines, learning settings and ideologies. These studies deepen the conversation on translanguaging practices and highlight the importance of collaboration between researchers and classroom teachers in searching for effective paths to equitable education for emergent bilinguals. * Danling Fu, University of Florida, USA *This fascinating volume clearly shows how researcher–teacher collaboration brings new perspectives in the study of translanguaging in educational contexts. Teachers’ views can substantially contribute to informing and developing translanguaging research and, at the same time, collaboration allows for research on translanguaging to have direct impact on the classroom. * Jasone Cenoz, University of the Basque Country, Spain *Shepard-Carey and Tian’s book continues to push our understanding of translanguaging pedagogy forward by demonstrating its potential to transform our pedagogy in multilingual language education. The volume will serve as an important mentor text for researchers and practitioners who want to co-design and carry out collaborative translanguaging-focused projects in classrooms. * Peter Sayer, The Ohio State University, USA *Table of ContentsContributors Leah Shepard-Carey and Zhongfeng Tian: Preface Ofelia García: Foreword: Doing Translanguaging Research/Teaching/Learning Juntos: A Preface to Teacher–Researcher Collaboration Leah Shepard-Carey and Zhongfeng Tian: Introduction: Teacher–Researcher Collaboration as a Pathway for Sustaining Translanguaging Pedagogies Chapter 1. Susana Ibarra Johnson, Mishelle Jurado, Maria Elena Orozco and Michele Trujillo: Transladoras Sin Fronteras: Merging Linguistic Borderlands to Take Up Students’ Translanguaging Corriente Chapter 2. Shakina Rajendram: Implementing a Collaborative Translanguaging Pedagogy in an Elementary ESL Classroom in Malaysia through Teacher–Researcher Collaboration Chapter 3. Sunny Man Chu Lau, Marsha Jing-Ji Liaw and Maria José Botelho: 'Did you get what you want?': Negotiating Critical Translanguaging Teaching and Research in Dual Language Classrooms Chapter 4. Lena Cataldo-Schwarzl and Elizabeth J. Erling: Moving towards Translanguaging Pedagogies: Insights from a Teacher–Researcher Collaboration in Vienna Chapter 5. Laura Hamman-Ortiz: 'Because We Are Bilingual': Transcending Binaries in Two-Way Immersion through Collaborative Bilingual Identity Texts Chapter 6. Sally Brown and Margarita Pomare-McDonald: Translanguaging Spaces for Student Literacy Learning: A Researcher–Teacher Partnership Chapter 7. Toni Dobinson, Stephanie Dryden, Gerard Winkler, Paul Gardner and Paul Mercieca: Towards Translingualism? Collaboration Between University and School Teacher-Researchers in an Australian Multilingual Primary School Chapter 8. Kao Chia-Ling Gupta and Angel M.Y. Lin: Adopting Translanguaging Pedagogies in Critical Content and Language Integrated Learning (CLIL) Using Social Issues as the Context: A Teacher–Researcher Collaborative Approach Chapter 9. Ralph Vacca, Sara Vogel, Laura Ascenzi-Moreno and Christopher Hoadley: Acompañamiento: Centering Vulnerability and Agency in Co-Designing Computing and Translanguaging Curriculum with Teachers Chapter 10. Caitlin G. McC. Fine, Haeyoung Littich, and Maren Getz: (Trans)formative Assessment Co-design Cycles: Translanguaging Stances and Shifts in a Science Teacher–Researcher Collaboration Chapter 11. Derek Braun, Brian Seilstad and Somin Kim: What Teacher–Researcher Collaboration Creates: Reflections on Translanguaging Pedagogies from a Central Ohio Adolescent Newcomer Program Chapter 12. Ashlyn Pierson: Translanguaging and Scientific Modeling in an English-Dominant STEM Classroom Kate Seltzer: Afterword Index

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Book SynopsisThis book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.Trade ReviewThe comprehensive studies in this book demonstrate multifaceted boundary crossings in language, research and teaching, disciplines, learning settings and ideologies. These studies deepen the conversation on translanguaging practices and highlight the importance of collaboration between researchers and classroom teachers in searching for effective paths to equitable education for emergent bilinguals. * Danling Fu, University of Florida, USA *This fascinating volume clearly shows how researcher–teacher collaboration brings new perspectives in the study of translanguaging in educational contexts. Teachers’ views can substantially contribute to informing and developing translanguaging research and, at the same time, collaboration allows for research on translanguaging to have direct impact on the classroom. * Jasone Cenoz, University of the Basque Country, Spain *Shepard-Carey and Tian’s book continues to push our understanding of translanguaging pedagogy forward by demonstrating its potential to transform our pedagogy in multilingual language education. The volume will serve as an important mentor text for researchers and practitioners who want to co-design and carry out collaborative translanguaging-focused projects in classrooms. * Peter Sayer, The Ohio State University, USA *Table of ContentsContributors Leah Shepard-Carey and Zhongfeng Tian: Preface Ofelia García: Foreword: Doing Translanguaging Research/Teaching/Learning Juntos: A Preface to Teacher–Researcher Collaboration Leah Shepard-Carey and Zhongfeng Tian: Introduction: Teacher–Researcher Collaboration as a Pathway for Sustaining Translanguaging Pedagogies Chapter 1. Susana Ibarra Johnson, Mishelle Jurado, Maria Elena Orozco and Michele Trujillo: Transladoras Sin Fronteras: Merging Linguistic Borderlands to Take Up Students’ Translanguaging Corriente Chapter 2. Shakina Rajendram: Implementing a Collaborative Translanguaging Pedagogy in an Elementary ESL Classroom in Malaysia through Teacher–Researcher Collaboration Chapter 3. Sunny Man Chu Lau, Marsha Jing-Ji Liaw and Maria José Botelho: 'Did you get what you want?': Negotiating Critical Translanguaging Teaching and Research in Dual Language Classrooms Chapter 4. Lena Cataldo-Schwarzl and Elizabeth J. Erling: Moving towards Translanguaging Pedagogies: Insights from a Teacher–Researcher Collaboration in Vienna Chapter 5. Laura Hamman-Ortiz: 'Because We Are Bilingual': Transcending Binaries in Two-Way Immersion through Collaborative Bilingual Identity Texts Chapter 6. Sally Brown and Margarita Pomare-McDonald: Translanguaging Spaces for Student Literacy Learning: A Researcher–Teacher Partnership Chapter 7. Toni Dobinson, Stephanie Dryden, Gerard Winkler, Paul Gardner and Paul Mercieca: Towards Translingualism? Collaboration Between University and School Teacher-Researchers in an Australian Multilingual Primary School Chapter 8. Kao Chia-Ling Gupta and Angel M.Y. Lin: Adopting Translanguaging Pedagogies in Critical Content and Language Integrated Learning (CLIL) Using Social Issues as the Context: A Teacher–Researcher Collaborative Approach Chapter 9. Ralph Vacca, Sara Vogel, Laura Ascenzi-Moreno and Christopher Hoadley: Acompañamiento: Centering Vulnerability and Agency in Co-Designing Computing and Translanguaging Curriculum with Teachers Chapter 10. Caitlin G. McC. Fine, Haeyoung Littich, and Maren Getz: (Trans)formative Assessment Co-design Cycles: Translanguaging Stances and Shifts in a Science Teacher–Researcher Collaboration Chapter 11. Derek Braun, Brian Seilstad and Somin Kim: What Teacher–Researcher Collaboration Creates: Reflections on Translanguaging Pedagogies from a Central Ohio Adolescent Newcomer Program Chapter 12. Ashlyn Pierson: Translanguaging and Scientific Modeling in an English-Dominant STEM Classroom Kate Seltzer: Afterword Index

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

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

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Book SynopsisThe work of the Council of Europe in plurilingual and intercultural education is highly influential in Europe and beyond and has been so for many years. The Common European Framework of Reference and its Companion Volume, and related instruments, provide ways in which to implement policies and a broader vision of providing quality and equity in education across the curriculum, a vision which incorporates the core values of the Council of Europe and which educates children and young people to be plurilingual, intercultural and democratic citizens. This book presents this educational vision, demonstrates how it can be realised through the application of Council of Europe instruments in practice, and does so in a way which is easily and quickly accessible to teachers of all subjects and in all educational institutions, as well as to other educationists, including policymakers.Trade ReviewThis is a book with a positive mission. It presents the significant work of the Council of Europe on plurilingualism, intercultural competence and democratic citizenship. In a series of chapters, well-known scholars explain the Council of Europe vision of the importance of the linguistic dimensions of learning in all disciplines and for all groups of students. * Karen Risager, Roskilde University, Denmark *This timely book helped me grasp the all-embracing view of what the Council of Europe has strived to achieve – guaranteeing quality education for all to produce plurilingual, intercultural and democratic citizens. Many Asian teachers, including myself, share similar concerns and aims, though with some contextual limitations. Now I feel further encouraged to integrate democratic citizenship education into our curriculum. * Kahoko Matsumoto, Tokai University, Japan *A deep dive into one of the Council of Europe's biggest educational success stories. This book is an invaluable resource for any education professional in Europe and beyond. It explores the power and role that language and its acquisition have played in building Europe and points to future challenges. * Villano Qiriazi, Head of the Education Department, Council of Europe *Table of ContentsContributors Preface Chapter 1. Michael Byram and Joseph Sheils: Introduction – Quality and Equity in Education: The Council of Europe Vision Chapter 2. María-del-Carmen Méndez-García and Mike Fleming: What Do I Need to Know about ‘Quality’ and ‘Equity’ in Education? Chapter 3. Louise Tranekjær: What Do I Need to Know about Plurilingual-and-Intercultural and Democratic Competences? Chapter 4. Helmut Johannes Vollmer and Eike Thürmann: What Do I Need to Know and What Can I Do about the Role Language Plays in Supporting Quality and Equity in Education? Chapter 5. Florentina Sâmihăian and Diana-Maria Beldiman: What Do I Need to Know about Language as a Tool for Learning-and-Teaching and Assessing when Teaching Competences for Democratic Culture and Intercultural Competences? Chapter 6. Helmut Linneweber-Lammerskitten, Silvia Minardi and Irene Pieper: What Do I Need to Know and Do to Ensure that My Own Subject Contributes to Learners' Plurilingual, Intercultural and Democratic Competences? Chapter 7. Claudia Borghetti and Martyn Barrett: What Do I Need to Know about Quality and Equity in the Assessment of Plurilingual, Intercultural and Democratic Competences and the Use of Portfolios? Chapter 8. Mirjam Egli Cuenat and Marisa Cavalli: What is My Role and Responsibility as a Language Teacher in Developing Language (and Other) Skills for Learning Across the Curriculum? Chapter 9. Nathalie Auger and David Little: The Special Case of Education for Migrants: Children Chapter 10. Cecilie Hamnes Carlsen, Lorenzo Rocca and Joe Sheils: Education for Integration: The Case of Adult Migrants Chapter 11. Jonas Erin and Waldemar Martyniuk: As the Leader of a Language-Friendly Educational Institution, What Do I Need to Know about Policymaking for Language and Literacy Education in a Coherent Whole-School Approach? Michael Byram and Joseph Sheils: Summary Appendix: The Council of Europe Index

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Book SynopsisThis book considers the past, present and future directions of innovation in US-based Intensive English Programs (IEPs), which provide international students with an immersion-style environment for learning academic English, prior to matriculating into a full-time college or university degree program. IEPs frequently serve as sites for pre-service teacher preparation, curricular experimentation and research, and yet little published work takes a critical look at the advantages and shortcomings of such programs. The chapters in this book provide a nuanced view of this microcosm of the English language teaching industry, demonstrating the various ways that IEPs have impacted and continue to influence the wider fields of Applied Linguistics and TESOL. They emphasize the unique positioning of IEPs within higher education and describe the various ways IEP practitioners can influence their host institutions and beyond.Trade ReviewA one-of-a-kind volume on innovation in the context of Intensive English Programs (IEPs). Chapter authors chronicle the past, explore important contemporary issues and consider future trajectories. This is a must-read for IEP teachers, administrators and scholars, as well as other ELT professionals in the US and elsewhere. A stellar contribution to the professional literature. * Fredricka L. Stoller, Professor Emerita, Northern Arizona University, USA *The ever-changing profile of our students’ backgrounds and needs requires innovation, and Intensive English Programs (IEPs) deliver. This volume articulates the history of constant innovation that permeates the field, and many chapters close with suggestions for future innovative work. I strongly recommend this book to IEP and international education leaders alike to understand what IEPs are and how they support the international education aims of their institutions. * Mark Algren, University of Missouri, USA *With contributions from experts, this book provides a nuanced view of Intensive English Programs (IEPs) at US universities and is sure to be an immensely valuable read. It is the first attempt to go beyond discussing the administrative aspects of IEPs to delve into their innovations, which are of great interest in the fields of TESOL and applied linguistics. * Yumi Matsumoto, University of Pennsylvania, USA *Table of ContentsContributors Jason Litzenberg: Introduction: Understanding Innovation in University-Based Intensive English Programs Chapter 1. Diane Larsen-Freeman: The First IEP: The English Language Institute at the University of Michigan Chapter 2 Jason Litzenberg and Minjin Kim: ELI, ELP or IEP? Tracing the Growth of an Industry Chapter 3. Sharon Cavusgil, Martyn J. Miller, Rebecca Smith-Murdock and Betty Soppelsa: Founding the Modern Era: A Conversation Among Former IEP Directors Chapter 4. Jeremy D. Slagoski: Employment Trends in English Language Programs Chapter 5. Sarah Arva Grosik: Beyond Revenue: IEP Service to the University and Community Chapter 6. Michael E. Anderson and LeeAnne Berger Godfrey: Multilingualism, Multiculturalism and Advocacy: How Intensive English Language Programs can Impact Campus Culture Chapter 7. Nikki Mattson and Jacqueline M. Gianico: Behold-Remold: Navigating and Innovating Liminal Spaces as an IEP Practitioner-Administrator-Scholar (PAS) Chapter 8. JPB Gerald: The Missing Puzzle Piece: Racism and Native-Speakerism Scholarship Chapter 9. James M. Perren: The Other Side of Community Engagement Projects: Benefits to the Community? Chapter 10. Kleber Aparecido da Silva, Lauro Sérgio Machado Pereira, Dllubia Santclair, Silvia Penna and Oseas Bezerra Viana-Jr: Mind the Gap! Voices of Brazilian English Language Teachers in a Continuing Education Intensive English Program in the United States Chapter 11. Carter A. Winkle: Over a Decade of Third-Party Pathway Programs in the United States Chapter 12. Ekaterina Arshavskaya and Marta Halaczkiewicz: Brave New Classrooms: On the Role of Technology in IEPs Chapter 13. Crystal Bock Thiessen: Where to From Here? Continuing to Innovate, Respond and Reform in IEPs Index

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Book SynopsisThis book considers the past, present and future directions of innovation in US-based Intensive English Programs (IEPs), which provide international students with an immersion-style environment for learning academic English, prior to matriculating into a full-time college or university degree program. IEPs frequently serve as sites for pre-service teacher preparation, curricular experimentation and research, and yet little published work takes a critical look at the advantages and shortcomings of such programs. The chapters in this book provide a nuanced view of this microcosm of the English language teaching industry, demonstrating the various ways that IEPs have impacted and continue to influence the wider fields of Applied Linguistics and TESOL. They emphasize the unique positioning of IEPs within higher education and describe the various ways IEP practitioners can influence their host institutions and beyond.Trade ReviewA one-of-a-kind volume on innovation in the context of Intensive English Programs (IEPs). Chapter authors chronicle the past, explore important contemporary issues and consider future trajectories. This is a must-read for IEP teachers, administrators and scholars, as well as other ELT professionals in the US and elsewhere. A stellar contribution to the professional literature. * Fredricka L. Stoller, Professor Emerita, Northern Arizona University, USA *The ever-changing profile of our students’ backgrounds and needs requires innovation, and Intensive English Programs (IEPs) deliver. This volume articulates the history of constant innovation that permeates the field, and many chapters close with suggestions for future innovative work. I strongly recommend this book to IEP and international education leaders alike to understand what IEPs are and how they support the international education aims of their institutions. * Mark Algren, University of Missouri, USA *With contributions from experts, this book provides a nuanced view of Intensive English Programs (IEPs) at US universities and is sure to be an immensely valuable read. It is the first attempt to go beyond discussing the administrative aspects of IEPs to delve into their innovations, which are of great interest in the fields of TESOL and applied linguistics. * Yumi Matsumoto, University of Pennsylvania, USA *Table of ContentsContributors Jason Litzenberg: Introduction: Understanding Innovation in University-Based Intensive English Programs Chapter 1. Diane Larsen-Freeman: The First IEP: The English Language Institute at the University of Michigan Chapter 2 Jason Litzenberg and Minjin Kim: ELI, ELP or IEP? Tracing the Growth of an Industry Chapter 3. Sharon Cavusgil, Martyn J. Miller, Rebecca Smith-Murdock and Betty Soppelsa: Founding the Modern Era: A Conversation Among Former IEP Directors Chapter 4. Jeremy D. Slagoski: Employment Trends in English Language Programs Chapter 5. Sarah Arva Grosik: Beyond Revenue: IEP Service to the University and Community Chapter 6. Michael E. Anderson and LeeAnne Berger Godfrey: Multilingualism, Multiculturalism and Advocacy: How Intensive English Language Programs can Impact Campus Culture Chapter 7. Nikki Mattson and Jacqueline M. Gianico: Behold-Remold: Navigating and Innovating Liminal Spaces as an IEP Practitioner-Administrator-Scholar (PAS) Chapter 8. JPB Gerald: The Missing Puzzle Piece: Racism and Native-Speakerism Scholarship Chapter 9. James M. Perren: The Other Side of Community Engagement Projects: Benefits to the Community? Chapter 10. Kleber Aparecido da Silva, Lauro Sérgio Machado Pereira, Dllubia Santclair, Silvia Penna and Oseas Bezerra Viana-Jr: Mind the Gap! Voices of Brazilian English Language Teachers in a Continuing Education Intensive English Program in the United States Chapter 11. Carter A. Winkle: Over a Decade of Third-Party Pathway Programs in the United States Chapter 12. Ekaterina Arshavskaya and Marta Halaczkiewicz: Brave New Classrooms: On the Role of Technology in IEPs Chapter 13. Crystal Bock Thiessen: Where to From Here? Continuing to Innovate, Respond and Reform in IEPs Index

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Book SynopsisThis book argues that teachers of multiple languages (TMLs) form a distinct group of language teachers and that the study of this largely overlooked demographic group can reveal new insights into how we perceive and research language teachers. The book highlights the narratives of three TMLs from diverse global contexts, examining their journeys in navigating their careers as well as traversing multiple worlds and developing additional ways of being through new identities, beliefs and emotions. The author offers new, globally-relevant insights for language teaching research at individual, pedagogical and institutional level and demonstrates that teaching multiple languages is an emerging transnational phenomenon that cuts across age, languages, countries, institutions and career stages. By furthering our understanding of why and how some multilingual language teachers have expanded and changed their careers through teaching additional languages, the book offers a new perspective on how language teaching careers are changing in an increasingly globalized, multilingual world.Trade ReviewAt last, we hear and learn about teachers of multiple languages (TMLs). This book defines what this concept means, and then brings it to life with wonderfully crafted narratives of TMLs. Something we all know about, but rarely talk about, finally comes out from behind the shadows. An excellent book – well worth a read. * Gary Barkhuizen, University of Auckland, New Zealand *This book makes a unique and outstanding contribution to teacher education. Ku grounds his investigation in the existing realities of our multilingual world and puts teachers of multiple languages under the spotlight. The creative use of narrative inquiry offers a compelling and brilliant analysis of the complexity of identities, beliefs, and emotions. Ku’s powerful writing, resourceful examples, and rich knowledge make this book an excellent resource for a wide variety of audiences. * Hayriye Kayi-Aydar, University of Arizona, USA *This book takes a much-needed fresh look at the complex identity work in which teachers of multiple languages engage. Ku examines the intricate relationship between this under-researched group’s teacher identities, beliefs and emotions. Well-grounded in the extant literature, Ku’s study offers robust analyses of rich data sources and makes an outstanding contribution to current conceptualization of language teacher identity. * Bedrettin Yazan, The University of Texas at San Antonio, USA *Table of ContentsTables and Figures Acknowledgements Abbreviations Chapter 1: Who are Teachers of Multiple Languages? Naming and Defining the Unseen Chapter 2: The Current State of TML Research Chapter 3: Researching TMLs through Narratives and Photographs Chapter 4: Ann’s Narrative: Accessing Global Dreams as a TML Chapter 5: Megan’s Narrative: Resisting Institutional Inequalities as a TML Chapter 6: Haruko’s Narrative: Navigating Native-Speakerism as a TML Chapter 7: Insights about TMLs Chapter 8: Future Directions: Rethinking the Language Teachers We Think We Know Appendices References Index

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Book SynopsisThis book argues that teachers of multiple languages (TMLs) form a distinct group of language teachers and that the study of this largely overlooked demographic group can reveal new insights into how we perceive and research language teachers. The book highlights the narratives of three TMLs from diverse global contexts, examining their journeys in navigating their careers as well as traversing multiple worlds and developing additional ways of being through new identities, beliefs and emotions. The author offers new, globally-relevant insights for language teaching research at individual, pedagogical and institutional level and demonstrates that teaching multiple languages is an emerging transnational phenomenon that cuts across age, languages, countries, institutions and career stages. By furthering our understanding of why and how some multilingual language teachers have expanded and changed their careers through teaching additional languages, the book offers a new perspective on how language teaching careers are changing in an increasingly globalized, multilingual world.Trade ReviewAt last, we hear and learn about teachers of multiple languages (TMLs). This book defines what this concept means, and then brings it to life with wonderfully crafted narratives of TMLs. Something we all know about, but rarely talk about, finally comes out from behind the shadows. An excellent book – well worth a read. * Gary Barkhuizen, University of Auckland, New Zealand *This book makes a unique and outstanding contribution to teacher education. Ku grounds his investigation in the existing realities of our multilingual world and puts teachers of multiple languages under the spotlight. The creative use of narrative inquiry offers a compelling and brilliant analysis of the complexity of identities, beliefs, and emotions. Ku’s powerful writing, resourceful examples, and rich knowledge make this book an excellent resource for a wide variety of audiences. * Hayriye Kayi-Aydar, University of Arizona, USA *This book takes a much-needed fresh look at the complex identity work in which teachers of multiple languages engage. Ku examines the intricate relationship between this under-researched group’s teacher identities, beliefs and emotions. Well-grounded in the extant literature, Ku’s study offers robust analyses of rich data sources and makes an outstanding contribution to current conceptualization of language teacher identity. * Bedrettin Yazan, The University of Texas at San Antonio, USA *Table of ContentsTables and Figures Acknowledgements Abbreviations Chapter 1: Who are Teachers of Multiple Languages? Naming and Defining the Unseen Chapter 2: The Current State of TML Research Chapter 3: Researching TMLs through Narratives and Photographs Chapter 4: Ann’s Narrative: Accessing Global Dreams as a TML Chapter 5: Megan’s Narrative: Resisting Institutional Inequalities as a TML Chapter 6: Haruko’s Narrative: Navigating Native-Speakerism as a TML Chapter 7: Insights about TMLs Chapter 8: Future Directions: Rethinking the Language Teachers We Think We Know Appendices References Index

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

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