Channel View Publications

This book explores how fan practices, such as fan art and fan fiction, and linguistic landscapes – the language surrounding us in everyday contexts – can be integrated into foreign language teaching through the innovative Fictional Linguistic Landscapes pedagogy. It offers practical models for educators to use multimodal fan activities to enhance second language learning, including designing semiotic landscapes, soundscapes, skinscapes and social mediascapes. Drawing on popular fictional universes like Dune, it illustrates how educators can utilize fan practices to foster deeper language learning, critical thinking and intercultural awareness. The result is an innovative pedagogical approach that blends entertainment, social media and popular culture with language learning in a way that promises to engage and inspire students. The book represents a step forward in EFL and TESOL pedagogy and demonstrates how theoretical advances can be used in ways that make language learning relevant to today’s students.

This book contains a collection of chapters that blend theory and practice to share the hows and whys of implementing radical inclusivity in the language and writing classroom. It highlights the experiences and practices of global K-20 teachers and teacher educators and the many ways they promote these radically inclusive practices in their classrooms. The chapter authors outline what radical inclusivity is and how it can be embedded in classroom practice and pedagogy across teacher education, undergraduate classrooms, community engagement contexts and different institutional and programmatic settings. The book views teaching as a radical act of hope, and uses perspectives from Critical Language Awareness to support learners in developing critical perspectives on the intersections of language, identity, power and privilege. Structured as a theory-to-practice resource, the book is designed to provide teachers and graduate students with theoretical backgrounds and practical activities that can be integrated into language teacher education, as well as writing and language classrooms.

Este libro examina las experiencias sociales y educativas de una población creciente pero poco estudiada de jóvenes inmigrantes en EE.UU., centrándose en estudiantes multilingües que hablan una de tres lenguas indígenas: zapoteco, mixteco y p’urhépecha. Explora las identidades etnoraciales de los estudiantes, el uso de sus lenguas indígenas y sus prácticas transnacionales, así como la influencia de estos factores en su adaptación escolar, rendimiento académico y trayectorias educativas. Este estudio de métodos mixtos, realizado durante tres años en contextos semiurbanos, urbanos y rurales, analiza entrevistas con estudiantes y docentes, así como datos de encuestas, para ofrecer un panorama de cómo los estudiantes indígenas desarrollan sus identidades sociales. También examina la influencia de sus compañeros y docentes mexicanos no indígenas. El libro resalta nuevos desarrollos en la heterogeneidad cultural y lingüística de la comunidad latina y en las relaciones raciales/étnicas dentro del grupo, brindando información valiosa a legisladores y educadores sobre los estudiantes inmigrantes indígenas y cómo apoyar eficazmente su multilingüismo, el desarrollo de su identidad étnica y su éxito educativo. Esta traducción de Culturally Responsive Schooling for Mexican Indigenous Students proporciona un recurso en español para educadores, legisladores e investigadores en EE.UU. y América Latina.

An English-language edition of this book is also available at: https://multilingual-matters.com/page/detail/?K=9781800417526.

This book brings together research on second language pragmatics in the underexplored context of EFL primary classrooms. Presenting studies from Croatia, Cyprus, Germany, Norway, Spain and the Netherlands, the book offers a rich exploration of different topics, such as learners' pragmatic performance, awareness and development, learners’ and teachers' views on pragmatic instruction, and investigations concerning material use and lesson planning. The studies feature a range of data sources including animated films, arts-based instruction, classroom discourse, narrated picture-based tasks, questionnaires and interviews, introducing the reader to a wealth of opportunities for young learners’ engagement with pragmatics. Being the first edited volume to provide an overview of the rapidly growing area of young learner pragmatics, it will be of great interest to researchers, graduate students and language teachers.

This book provides readers, students and teachers with a clear and concise guide to understanding the concepts of offensive and taboo language and how this type of language can be subtitled into Spanish used in Spain. It combines theoretical and practical approaches and covers technical matters, as well as those of censorship, (ideological) manipulation, translation strategies and techniques, the treatment of offensive and taboo language and how to conduct research in this field. It includes an array of examples from recent films and TV series to present the reader with real samples of subtitles broadcast on digital platforms today. In addition, each chapter includes exercises with which the reader can put theory into practice, as well as possible solutions in the form of answer keys. It will be of use not only to researchers and students, but also to future audiovisual translators seeking to acquire further knowledge in the transfer of offensive and taboo language.

This book examines the perspectives and experiences of student teachers who are in the process of becoming secondary school English teachers in Japan. It reports on the trainee teachers’ attitudes towards theory and practice in their professional development. Through a discussion of what professional expertise should look like in this context, the book identifies the challenges faced by the Initial Teacher Education (ITE) system in Japan, and suggests support and mediational activities that should be included as components of the ITE curriculum. The book contains valuable rich descriptions of trainee teachers’ experiences, and will be of interest to those working in EFL both in Japan and elsewhere.

This book presents the career narratives of an under-researched group of teachers: immigrant Filipino teachers of English working mainly with young and very young learners in Japan. It provides a nuanced and revealing critique of poststructuralist views of identity and proposes recognition theories as an alternative perspective. It explores the role of the community found in language teacher associations in the formation and strengthening of language teacher identity and reveals new insights into morality and social justice in language teacher identity. The narratives of the teachers and the communities of which they are part demonstrate how prejudice affects these teachers' lives, and how speaking about and celebrating success can affirm individual and group identity.

This 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.

Vigorously advocates for realising translanguaging’s transformative potential in education.

This book examines diverse aspects of advocacy for translanguaging as a legitimate educational practice. It advances a practical theory of the translanguaging of education that is informed by deliberative advocacy and based in evidence. Combinations of quantitative and qualitative research from preschool to higher and adult education in different parts of the world give insight into current translanguaging strategies and pedagogies.

From translanguaging and transsemiotising in subject lessons such as Mathematics and Geography, to transdisciplinary engagement with poetry and music beyond the classroom, the findings contribute to the development of a practical theory of translanguaging in education, and demonstrate how translanguaging plays a part in everyday language learning and language use.

This book is open access under a CC BY ND licence.

This book explores the ways in which language is understood in diverse contexts, and how linguistic theories – and the idea of language as an object – fail to represent a reality that is inherently multi- and trans-. The chapters tease out the way that an understanding of language as a social practice, and the central role of the speaker(s) and their repertoire, allows for a more nuanced interpretation of language in contexts ranging from English as an international ‘neutral’ language in research and teaching, to the importance of life trajectories and multilingualism in the development of theoretical perspectives. The book offers a glimpse of a decolonial linguistics that recognizes the importance of entanglement – between languages, between the North and South and between the personal and the theoretical.

This book is both a deep dive into and a critique of foundational decolonial concepts and epistemologies, engaging both historical, theoretical analyses of social issues and conditions, and standpoints from activism. The chapters are situated within multiple, plural and shifting force fields within the academy, and present a pathway to critically engage political or academic practices within and outside the university. The authors specifically engage contestations and harmonies in approaches of decoloniality, epistemic injustices, Southern epistemologies and epistemologies of the Souths. Alongside the theoretical chapters sit interventions on self-liberation, healing, reconstitution of human life, embracing interdependence and defying boundaries. The book represents a critical intervention in the development of decolonial theories and methodologies, and will be of interest to scholars, students and activists within and outside of academia.

8th edition of the world’s leading textbook on bilingual education and bilingualism.

The eighth edition of this bestselling textbook has been revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism and multilingualism at individual, group and societal levels. Updates to the new edition include:

• Updated chapters with over 500 new citations and the latest demographic and statistical information.
• An expanded Chapter 16 on Deaf-Signing People, Bilingualism/Multilingualism and Bilingual Education, to give readers a thorough grounding in the history of Deaf bilingual education, and in the latest research.
• Several new, or more thoroughly covered, topics including: national, local, family and individual language policy; dynamic bilingualism; multimodal communication; translanguaging and translanguaging pedagogy; raciolinguistics and anti-racist education; language revival and revitalization; translanguaging among Deaf-signing students; the hybrid, constructed, complex and fluid nature of identity; the gentrification of bilingual education; bilingualism and economic inequalities and advantages; mobile apps and social media; technology-enhanced language proficiency assessments; artificial intelligence (AI); recent developments in and limitations of brain imaging research; and multilingualism on the internet and in information technology.
• Important policy developments in the US context are covered, including the Every Student Succeeds Act (ESSA), the Seal of Biliteracy, the Science of Reading (structured literacy), response to intervention, and state consortia for shared English language proficiency standards and assessments (WIDA, ELPA21), and for alternative assessments for disabled students (Dynamic Learning Maps), the US Census, Proposition 58 (California), the LOOK Act (Massachusetts), Arizona Senate Bill 1014 and the Native American Languages Preservation Act.
• Attention has also been given to expanded discussion of the Common European Framework of Reference for Languages and its use across Europe and around the world. Efforts have also been made to update and diversify the global examples of research, policy and practice, with a particular focus on adding examples outside of Europe and North America.

Students and Instructors will benefit from chapter features including:

• New bolded key terms corresponding to a comprehensive glossary.
• Recommended readings and online resources.
• Discussion questions and study activities.

In order for decolonization to avoid becoming yet another orthodoxy, this book argues that it is necessary to recognize the neoliberal ideologies and imperatives that drive so much work in universities in both the Global Norths and Global Souths, and to understand the enmeshment (both historical and ongoing) of universities in colonial practices. The chapters interrogate both these issues and the terms in which they are usually critiqued in order to identify the cracks and fissures within institutions that may enable decolonization to be leveraged as a praxis and a means of radical change. The chapters explore a range of issues across Higher Education including reparations, allyship, soft power, academic publishing and the politics of race within the university; together they represent an argument for the necessity of continually rethinking and re-making the theories, methods and assumptions of decolonization.

The voices in this book raise questions about the relationalities and entanglements of applied linguists in a troubled world. They are the personal stories that are sometimes hidden behind and within more conventional teaching, research and scholarship, however iconoclastic and unconventional the endeavors themselves. Injustice runs through and across the chapters, connecting one with another but also highlighting differences. The stories in this book describe or picture anxieties, fears, veils, exclusion, erasures, microaggressions, racism and patriarchy, together with the painful double-binds and pitfalls experienced in applied linguistic fieldwork and teaching. By sharing their stories, the authors attempt to embody the changes called into being through their applied linguistics teaching and fieldwork.

This Handbook brings together the viewpoints of academics, practitioners, artists and people seeking refuge in Scotland to explore the global learnings that can be gained from this context. The book engages with the challenge of delivering integration as multi-directional processes within a broader setting in which forced migration is often criminalised. Situating its analysis of integration in Scotland, the book combines chapters based in theory, which explore issues ranging from the concept of integration to law, borders and integration policy, with creative and practical responses to these issues. The book offers hopeful alternatives to current realities of forced migration, and a compelling challenge to dominant narratives related to refuge and integration. It will be of interest to practitioners, policymakers and scholars working with refugees and asylum seekers around the world.

This book will be open access under a CC BY ND licence.

This book examines dilemmas faced by second language (L2) Japanese speakers as a result of persistent challenges to their legitimacy as speakers of Japanese. Based on an ethnographic interview study with L2-Japanese speakers and their L1-Japanese-speaking friends, co-workers and significant others, the book examines ideologies linked to three core speech styles of Japanese – keigo or polite language, gendered language and regional dialects – to show how such ideologies impact L2-Japanese speakers. The author demonstrates that speaker legitimacy is often tenuous for L2 speakers and argues that, despite increasing numbers of Japanese-speaking foreign residents in Japan, native speaker bias remains a persistent issue for L2-Japanese speakers living and working in Japan. This book extends the discussion of native speaker bias beyond educational contexts, and in the process reveals tensions between how L2 speakers aspire to speak and how L1 speakers expect them to speak.

This book builds a space in which a diversity of voices – Indigenous teachers, activists and committed academics – are foregrounded in the processes of Indigenous education with the goal of Indigenous language reclamation. It decenters state systems of education (e.g. schooling) and instead considers the efforts of teachers (defined broadly), community activists and scholars who are developing initiatives to support Indigenous language practices in, around and beyond schooling, thereby emphasizing diverse processes of language reclamation in complex and varied settings. The authors invite the reader to reconsider language reclamation in the face of climate change and neocolonial exploitation, offering a source of radical hope for the future. Central to the book are narratives regarding community-based collaborations, which subvert the asymmetrical power relations between academia and educational practitioners and activists, and call into question the categories constructed by a top-down approach, as well as the colonial relationships that linguistic anthropology and linguistics have constructed within the spaces and people they ‘study’.

This book provides the first comprehensive overview of young children’s language learning in pre-primary and primary education. It collates research to date on language development and pedagogy among children learning a language in addition to their home language(s) in instructional settings, providing readers with a thorough understanding of the topic and directions for further study. The book promotes a learner-centered approach to research and teaching and encourages critical reflection on how best to conduct research among children. It recognizes the substantial diversity of young language learning experiences and pays attention to individual differences and variability in children’s language development, embracing an ecological perspective sensitive to contextual factors. Closing the gap between research and practice, each chapter opens with pedagogical or policy-related questions, explores relevant theories and research findings from instructed second language acquisition, and offers discussion questions and recommended reading for further reflection and study. This will be invaluable reading for all those who are undertaking research and working with young language learners.

This book is a collaborative project which centres on the testimonios of more than 100 survivors of the harsh realities of the 80-year Colombian armed conflict, drawing on multiple disciplinary areas and practices: linguistics, philology and linguistics, education, journalism, academia, art and film, literature, human rights, sociology, urban geography, cosmogony and grassroots activism. Using extracts from testimonios in multiple forms – oral, written, film, textiles – and mobilising the concepts of Testimony, Narrative and Memory, the book explores how survivors of all ages configure and reconfigure their experiences, worldviews and identities, striving towards the building of new knowledges which will help ensure the non-repetition of violence. The book will be of interest to all who are committed to understanding conflict and post-conflict societies in the search for peace.

This book is open access under a CC BY ND licence.

This book presents a pragmatic perspective on the development of intercultural communicative competence and intercultural understanding by language learners in the foreign language classroom and in study abroad contexts. Using data from role-play interactions, intercultural episodes and student reflections, including both US learners of Spanish and multilingual learners of other languages, the book examines how a focus on pragmatics and metapragmatic awareness aids the development of intercultural competence. It also addresses current topics such as intercultural impoliteness, the negotiation of and reflection on speech acts at the discourse level, pragmatic competence, agency and pragmatic resistance. The book concludes with a reflection on what it means to be an intercultural speaker along with suggestions for both teaching and assessment.

This book seeks to understand how language teachers regulate and use their emotions to best serve themselves and their students. It furthers research in the field by providing an in-depth theoretical discussion of emotion regulation alongside a comprehensive exploration in Japan. The study at the heart of the book focuses on three important features: the strategies language teachers employ to regulate their emotions, the motives that they regulate in aid of, and the various contextual factors shaping their strategy and motive decision-making. The findings reveal numerous ways that language teacher emotion regulation is empowered and constrained by identities, notions of good practice, critical experiences and external pressures. The book provides theoretical models of emotion regulation alongside recommendations for researchers, trainers and teachers who are interested in understanding more about the emotional dimension of the language classroom.

This book provides a much-needed overview of the theory and practice of intercultural service learning (ISL), an approach that combines curricular learning, intercultural encounters and community service. It includes a model that outlines the essential components of this pedagogy and which is intended to serve as a foundation for practitioners developing their projects. Practical examples offer templates and inspiration, while the scholarly examination of the projects demonstrates the approach's potential. The book concludes with considerations on how to assess intercultural and democratic competences in ISL projects and practical implementation guidelines. Suitable for both in-service foreign language educators at all levels and for use in teacher training, the book provides a practical guide to a holistic pedagogy that is increasingly being used by educators keen to engage their students in an ever more interconnected world.

Through an ethnographic study that took place in highly diverse primary school classrooms in London and the East of England, UK, this book engages with teachers’ perspectives and children's descriptions of their plurilingual experiences, as it explores what constitutes, hinders and potentially facilitates teachers’ agency in multilingual pedagogies. The concept of teacher agency offers a powerful lens for critical reflections on the – often monolingual – status quo and on possible transformations in schools, where teachers seek to create pedagogical spaces that acknowledge, engage and promote pupils’ plurilingual repertoires. This book develops a nuanced framework for understanding and enhancing teacher agency in multilingual pedagogies. It also encourages teacher educators and policymakers to recognise multilingual pedagogies as an integral part of (primary) school pedagogy and to support the capacity of present and future teachers to build on their professional knowledge and experiences, when normalising multilingual pedagogies in mainstream schools.

This volume contributes to the growing body of research on developmental dyslexia, focusing on the disorder’s behavioural manifestations at different levels of the language system. It is organised into three sections that cover the three main vantage points from which the effects of dyslexia on communication can be observed:  neuropsychology, linguistics and the perspective of educators. Together, the chapters provide an insightful overview of the ways in which dyslexia impacts different components of language, including lexical and pragmatic abilities, and present data from experimental and applied research, with suggestions for the application of research-based data in both innovative and traditional language teaching, ways to rehabilitate reading dysfunctions, as well as  teacher training. The book will be essential reading for researchers and students investigating dyslexia, as well as foreign language teachers and professionals who work on the rehabilitation of linguistic performance dysfunctions in people with dyslexia.

While substantial research has looked backward at the colonial history of language and forward to the potential of decolonizing English for linguistic justice, there is a lack of investigation looking inward at the lived raciolinguistic experiences of multilingual scholars. This edited collection opens a healing space for storytelling and deepens readers' understanding of raciolinguistics in practice through autoethnography. The book brings together language education researchers and scholars, with each author representing and in contact with multiple cultural, linguistic and ethnic backgrounds. Together they create a community of practice to bring scholars with diverse backgrounds together for inward reflections on their lived raciolinguistic experiences. Through this journey, the book empowers both the chapter contributors and readers and allies who may see themselves in the stories to reflect, learn and change their practices, and provides valuable insights into raciolinguistics and autoethnography as a research method.

Because of its focus on mutual understanding, the language classroom is uniquely situated to discuss and enact ideas about social justice. This book brings together authors from different geographical and professional contexts united by a common goal: to bring about a change in language teacher education and language classrooms. The chapters represent the perspectives of authors at a range of stages in their careers; together they take the reader on a journey from conceptual dilemmas and their place in applied linguistics, through specific critical issues which are positioned within the theoretical landscape surrounding social justice, to projects with clear pedagogical implications. The book represents a much-needed step in broadening the conversation about social justice in and through language education, and will be of interest to language teachers and researchers as well as students of applied linguistics.

Challenging the boundaries of linguistics as a field, and transgressing the limitations of genre in writing about language, this book explores the possibilities of what the authors call a ‘hospitable linguistics’. It offers a critical discussion of how linguistics endeavors to domesticate, subdue and integrate both people and languages into existing academic structures and theories, and how as a discipline academic linguistics has barely begun to move beyond its colonial, patriarchal and conservative foundations. In this book, leading figures in their fields reflect on their own and others’ practices and experiences in three key areas: the agency and power of refugees and migrants; Indigenous people’s (in)hospitable responses to strangers; and hospitable language as expressed through art, music and artefacts. As a whole, the book represents a crucial intervention in attempts to fashion a new, more integrative, responsible and respectful linguistics that makes way for the ideas of people who are often the object of study. 

This volume presents research on oracy development in early language learning, with a particular focus on the pedagogical implications for growingly plurilingual classrooms. The chapters offer empirical results from diverse international contexts which reveal common and differing experiences of teaching methodologies and assessment practices, learners’ attitudes and motivation, and young learners’ skill development processes. Together they explore the effects of language policy, collaborative learning and teacher intervention on the development of children’s listening and speaking skills in a second or foreign language. The book will be of interest to researchers in early second language acquisition as well as students on EFL, TESOL and ESL courses. It will be particularly useful to pre-primary and primary teachers in multilingual classrooms and can be used in teacher education and professional development programmes to promote reflection on current teaching practices.

This volume offers a rich overview of current research and teaching strategies for the integration of technology into language teaching and learning. It introduces the Planning, Personalization and Implementation (PPI) methodological framework to support educators in engaging with the theoretical foundations and innovative practices that should guide the incorporation of technology into their teaching practices. While Spanish language teaching is used as an example, the recommendations can be applied to any language learning contexts. The 13 chapters address a broad range of themes including accessibility, curriculum design, teacher attitudes, motivation, anxiety and feedback, and offer guidance on using digital tools such as podcasts, gamification and artificial intelligence. Written by an international group of scholars, this book serves as a roadmap for language professionals to effectively incorporate technology into any learning environment, whether face-to-face, hybrid or online.

This book will be available as an open access publication under a CC BY NC ND licence.

This book provides an overview and analysis of the role that classroom interaction plays in instructed second language acquisition. The authors synthesise current state-of-the-art research on how classroom interaction benefits L2 learning through the lens of three theoretical perspectives: cognitive-interactionist (with a focus on how conversational interaction may promote L2 processing and learning), sociocultural (which assumes that cognitive advances are located within social interaction) and language socialisation (which examines how learners position themselves and are positioned in social interaction, and how they establish their membership in the target language community). They go on to critically examine how findings from this research can be applied to classroom practice in diverse L2 settings; they then provide pedagogical implications and suggested teaching activities to support L2 teachers and teacher educators in harnessing the benefits of classroom interaction for L2 learning.

This book provides an in-depth examination of minority language maintenance and loss within a group of first-generation Spanish-speaking families in the early-21st century, post-industrial, hyper-globalized US Midwest, an area that has a recent history of Latino settlement and has a low ethnolinguistic vitality for Spanish. It looks specifically at language ‘in the small spaces’, that is, everyday interactions within households and families, and gives a detailed account of the gendered nature of linguistic transmission in immigrant households, as well as offering insights into the sociolinguistic aspects of language contact dynamics. Starting with the question of why speakers choose to use and transmit their family language in communities with few opportunities to use it, this book presents the reader with a theoretical model of language maintenance in low vitality settings. It incorporates mothers’ voices and perspectives on mothering, their families’ well-being, and their role in cultural/linguistic transmission and compares the self-perceptions, motivations, attitudes and language acquisition histories of members of two generations within the same household. It will appeal to researchers and educators interested in bilingualism, language maintenance and family language dynamics as well as to those working in the areas of education, immigration and sociology.

This book is the first volume devoted to mindset theory and practice in language education, offering interdisciplinary investigations into the motivation, competencies, emotions and wellbeing of language learners and teachers. Presenting studies from a vast array of language learning environments, the chapters explore topics such as students' attitudes and motivation surrounding language learning, the effects of mindset on vocabulary acquisition, the mindsets of early career teachers and experienced language teachers, interventions on students' mindsets and interventions that strengthen language teachers' growth mindsets. The findings presented in this book will be of great interest to instructors and researchers alike and present essential developments for the field of applied linguistics and psychology of language learning and teaching. The book will be invaluable in improving the quality of the language learning experience for teachers and students in various academic environments.

The first dual language instruction book to focus on a non-alphabetical language, Mandarin Chinese.

This book discusses multiple aspects of Chinese dual language immersion (DLI) programs, with a focus on the controversial Utah model. The first part of the book focuses on the parents, teachers, and school administrators. It looks at the perceptions of the three groups toward the Utah model, how they build a supportive DLI classroom with an emphasis on teacher–teacher and teacher–parent communication, and how the teachers position themselves in teaching through their teacher identities.

The second part of the book emphasizes classroom research and explores teaching and learning strategies, corrective feedback and learner uptake and repair, translanguaging in authentic teacher–student interaction, and Chinese-character teaching.

As the first DLI book to include a non-alphabetical language, Chinese, it addresses the need for more research on DLI programs of languages other than Spanish. The book will benefit not only Chinese DLI educators and administrators in the US, but will also offer some useful suggestions and thoughts to educators and administrators of similar programs worldwide.

This book synthesises research on very early language learning in pre-primary organised instruction settings such as kindergarten, nursery or afternoon classes. Using a framework of ecological development, it investigates the nested systems in which very young learners operate, the other agents involved in each of these systems and the influence these agents have on children’s foreign language learning. It explores the ecosystems of the individual learner and their family, educational institutions, general social climate and language education policies, resulting in a holistic view of early language learning and the key transitions into and out of pre-primary formal instruction settings. This is the first book to gather research to date on very young learners in formal settings, offering a comprehensive state of the art to researchers and graduate students in early language learning, second language acquisition and early years pedagogy.

This book compiles original studies investigating crosslinguistic child phonological development in typical and atypical settings, that is, protolanguage phonology. The chapters address topics and issues not widely or exhaustively reported in the literature, such as research on under-represented languages and foci of interest, as well as information that has remained little-known to the field. It documents recent developments on typically developing populations, and atypical developmental speech in children with autism, developmental language disorder affecting speech, childhood apraxia of speech, phonological assessment and intervention, phonological awareness in (a)typical contexts affecting literacy, and motor speech analysis in speech sound disorders. The book will be of interest to linguists and academic researchers, as well as postgraduate students who are investigating child language acquisition in monolingual settings.

This book presents the latest research on the role of strategy use and development in second and foreign language teaching and learning. It comprises a wide selection of studies which cover topics such as strategic training of young EFL learners, promoting critical thinking through video gaming, language learning strategies for languages other than English, and the contribution of language learning strategies to the development of the four language learning skills. It will equip scholars and practitioners with the knowledge to help them better appreciate how language learning strategies contribute to and are linked with language learning processes. The contributing authors share research from their various contexts, which range from primary to tertiary education, and discuss the need for fine-tuned strategy categorization, conscious self-regulation and proposed strategy instruction.

This book demonstrates the importance of raising multilingual children in the UK, both for the children’s own benefit and for the benefit of society as a whole. Against the backdrop of both the rich linguistic diversity already present in the UK and the challenges faced by any languages other than a few major European languages to find any space in educational contexts, the author challenges the myth that multilingualism hinders English language acquisition and use, instead emphasising the cultural and cognitive advantages of multilingual education and support for home and community languages. The book is a call to action for educators, policymakers and parents, combining practical strategies with research-based insights to support its readers in advocating for multilingual education. It presents a hopeful vision for education in the UK, where teachers can combine technological innovations and the linguistic resources of their classrooms and communities to support and promote multilingualism.

This book examines the role of affective variables in the process of learning a minority language. It presents a comprehensive account of how adult learners’ attitude, motivation and identity are related to their awareness of, and commitment to, different dialects and varieties as target speech models. These issues are examined in the context of Irish, a minority language which does not have a standard spoken variety and where the vast majority of learners have no regular contact with native speakers. Using a mixed methods research approach, this study explores the relationships that exist between, on the one hand, learners’ attitudes towards the three main traditional dialects of Irish and non-traditional second language varieties, and on the other, their motivation and self-concept as second language learners.

This book shifts the focus of peacebuilding away from nation-states and international organisations to make a powerful argument that sustainable peacebuilding is the work of ordinary people. It brings together work done in Gaza, Ghana, Mexico, Morocco and Zimbabwe, alongside work with refugees in Scotland, to argue for a place for successful intercultural relations as a central aim of peacebuilding, moving beyond the more usual focus on economic development. With a particular emphasis on addressing gender-based violence and the role of women in peacebuilding, together with a central role for arts and culture as a means of resistance and social change, the chapters represent the fruit of collaborative work across geographical and cultural borders, between artists, activists and academics, bringing a wide range of disciplinary perspectives to bear on situations of violence and precarity. In a world where peace work can feel increasingly futile, this book makes a powerful case for the crucial role of local action and cultural work and play in the creation of a better future.  

The book will be open access under a CC BY ND licence.

This edited book is a collection of studies on protolanguage phonology, referring to the development of children’s autonomous linguistic systems from their first meaningful forms to complete cognitive and articulatory acquisition of language. The volume comprises chapters on child bilingual phonological development, understood as the acquisition or use of more than one linguistic code, whether actual languages, dialects, or communication modes, in an array of contexts. Such contexts include endogenous and exogenous bilingualism, heritage language, bilectalism, trilingualism, and typical and atypical use. The contributed works here will be of interest to researchers and postgraduate students investigating language acquisition in bi-/multilingual settings, as well as those working on child phonological development across a variety of languages.

This book begins with the idea that English in the multilingual university is filled with and surrounded by tensions, from the renegotiation and bending of language norms to the emotional strain of the increasing use of English. It explores how these tensions are experienced by those who find themselves in multilingual university settings outside the anglophone world and use English in their research or education. The author examines the use of English in multiple domains in Swedish universities, progressing from macro perspectives on language policies to in-depth qualitative studies of individuals. The book presents both a synthesis of recent scholarship on the use of language in multilingual universities and the author’s own empirical findings, which are situated in a theoretical framework based on the work of Mikhail Bakhtin. The book offers the reader a novel way of tracing the links between language perceptions and practices on the ground, and the forces and processes which govern these practices.

This book introduces the main concepts of pragmatics as they relate to the young English language learner classroom and research with young second language learners (YLLs). It considers the speech acts which are particularly relevant to YLLs and presents research findings on learners’ development of speech act perception and production. It provides pre- and in-service second language (L2) teachers, teacher educators and researchers with an understanding of young learners’ pragmatic development and with ideas for research-based approaches and specific classroom activities to help foster speech act development in the YLL classroom. Moving beyond the research methods traditionally employed in L2 pragmatics research, it also demonstrates how participant-centred data elicitation methods can be effective when conducting research with children. This book will appeal to researchers, advanced undergraduate and postgraduate students in applied linguistics and TESOL, as well as pre- and in-service primary school L2 teachers and teacher educators.

This book presents a sociocultural linguistic analysis of discourses of conflict, as well as an examination of how linguistic identity is embodied, negotiated and realized during a time of war. It provides new insights regarding multilingualism among Ukrainians in Ukraine and in the diaspora of New Zealand, the US and Canada, and sheds light on the impact of the Russian-Ukrainian war on language attitudes among Ukrainians around the world. Crucially, it features an analysis of a new movement in Ukraine that developed during the course of the war – ‘changing your mother tongue’, which embodies what it is to renegotiate linguistic identity. It will be of value to researchers, faculty, and students in the areas of linguistics, Slavic studies, history, politics, anthropology, sociology and international affairs, as well as those interested in Ukrainian affairs more generally.

This book is open access under a CC BY NC ND licence.

This book brings together current research on the impact of affective factors on learning in English-medium instruction (EMI), exploring both student and teacher perspectives. With the number of EMI programs rapidly increasing around the world, it offers a timely investigation into the affective dimension in these settings to provide a better understanding of how programs can be streamlined and enhanced. The chapters cover topics such as learner motivation, anxiety, emotions, willingness to communicate, teacher motivation and teacher beliefs. They offer new insights into the field with data from Anglophone and non-Anglophone countries, monolingual and multilingual territories as well as migration contexts. Each chapter concludes with recommendations for both language and content teachers in higher education settings. This book will be of interest to researchers working in the fields of applied linguistics, bilingual education, multilingualism and language teaching as well as teacher trainers and adult education instructors seeking to expand their knowledge on the affective dimension.

This book highlights the roles of several individual difference (ID) variables on the language learning process, exploring them from both the students’ and the teachers’ perspectives. It presents the results of a large-scale, mixed-methods investigation which was conducted with secondary school pupils and their teachers in Hungary. The quantitative questionnaire data is used to analyze the English language learners’ motivation, autonomy and self-efficacy beliefs, and to examine the relationships between these and a wide range of positive and negative emotions. The qualitative data, consisting of interviews with teachers, gives voice not only to an understanding of student-related ID variables but also to teachers’ reflections on their own cognitive, affective and behavioral processes. Taken together, the contrastive analysis of these two datasets yields interactional results that provide fresh insights into the language learning process and practical classroom applications.

This is the first edited volume to bring together research on the interaction between language teacher identity and wellbeing. It addresses the need for further research on the experience of language teachers and the vulnerability and resilience they demonstrate in the face of threats to their wellbeing. Naming, describing and analyzing issues with a view to sensitively addressing them, this book contributes to research as a social enterprise which can raise public consciousness of these issues. Exploring how language teacher identity influences and is influenced by wellbeing, the chapters develop a theoretical and empirical understanding of this interaction using Indigenous, psychological, critical and postmodern frameworks and the personal perspectives of teachers and researchers. Spanning a wide range of cultural and institutional contexts, this book provides a wealth of insights for teacher learners, practicing teachers and researchers.

A systematic and critical exploration of the history of EAP from its birth until the present day.

Since its inception in the 1960s, the field of English for Academic Purposes (EAP) has enjoyed a period of almost continual expansion and growth and now represents a multi-million dollar industry worldwide. This book provides readers with a critical and comprehensive overview of EAP’s birth, its historical development and its ongoing trajectory, incorporating along the way the views of individuals who have played key roles in the field.

It examines a wide range of crucial topics in EAP, including pedagogy, materials and assessment and the role of EAP and those who teach it within the academy. The book concludes with a glimpse into the future as the author discusses the strengths, weaknesses and opportunities currently facing EAP and also evaluates some of the threats posed by issues such as privatisation and generative AI.

This book explains both the theory and practice of e-Portfolio pedagogy and assessment in second and foreign language classroom contexts. The author addresses how e-Portfolios can help instructors make the most of the challenges and opportunities by the continuation of online and blended classrooms in post-pandemic education, and how students might be encouraged to capitalise on their social media literacy to fully engage with e-Portfolios. In addition to providing new insights for scholars of language pedagogy, the book equips language teachers with the practical knowledge and skills they need to use the e-Portfolio approach in their classrooms. It offers a balance between theory, research and the practice of an e-Portfolio approach, which will inform effective second language instruction and assessment as well as enhance key stakeholders’ language assessment literacy.

This book argues for a view of study abroad as emergent of, and negotiated through, tensions between localised and globalised imaginaries of language, identity and place. By examining the experiences of a group of Japanese high school students during, and after, a year embedded in families and schools abroad in countries across Europe, Asia and North and South America, it provides the first in-depth exploration of the role of mobile communications technology in study abroad. This includes its facilitation of strategic language learning, host community participation and the construction of multilingual identities. The student accounts covered in this book explore a number of other critical issues in contemporary study abroad, including translanguaging practices, racialised identities, the role of the host family and the status of English as a lingua franca in multilingual environments. The results demonstrate the importance of understanding study abroad and related language learning as intersecting with global flows of people and information.

This edited volume focuses on the experiences of individuals learning languages other than English (LOTEs) in a range of Asian contexts that have traditionally been under-represented in the literature. Aligning with the 'multilingual turn' in SLA, it views learners as individuals of a multilingual society with unique, complex, heterogenous and dynamic identities. The chapters explore the learners’ motivational trajectories, multilingual identities and their conceptualisations of the 'ideal multilingual self'. This volume enhances our critical understanding of language learning motivation through empirical findings and conceptual insights from studies of motivation in specific regions in Asia, including Greater China, Indonesia, Japan, Kazakhstan, Malaysia, Pakistan and Syria. Providing insight into the multilingual identities of individuals learning LOTEs, it will appeal to students and scholars in second language acquisition, researchers in language learning motivation and policymakers in language education.

This book seeks to disrupt the narrative about the process of academic writing and the written products which are currently valued in the university by juxtaposing the messiness and deletions of the writing process with the hegemonic imaginary of what research writing should look like. The author uses writing as both a subject and a method of enquiry in an ethnographic deep dive into her long-term engagement with a postgraduate writers' circle in an elite South African university. The book engages with growing global interest in the geopolitics of research writing and its relationship to patterns of epistemic privilege, drawing on current work on decolonising knowledge production. It opens a space to widen and deepen how we imagine the relationship between writing and knowledge-making.

This book is the first to focus specifically on born-digital texts in EFL teaching, uniting international and innovative scholarship with practical classroom applications. The book develops a theoretically sound framework for curriculum, materials and methods design that takes into account the growing ubiquity of born-digital texts in the digital age. It covers a broad variety of born-digital text types (including those generated by AI) which so far have not been an explicit focus in the context of language teaching, while also providing a grounding in current discussions around digital tools in education. The chapters cover a wide range of issues from methodological approaches to born-digital texts to curriculum, syllabus and materials design. The book will be a valuable introduction to the subject for trainee and practising teachers, as well as teacher educators and students on EFL courses.

Chapter 7 is free to download as an open access publication under a CC BY licence and is available here: https://zenodo.org/records/11174197.

This book traces and summarizes the author’s theoretical insights and empirical findings in the field of foreign language education. The volume explores themes such as individual differences in L1 ability and their connection to L2 aptitude and L2 achievement, L2 anxiety as an affective or cognitive variable, and the relationship between L1 and L2 reading. The book includes the author’s previously published works, presented together with newly written commentaries on those topics, as well as commentaries on new empirical work. It will be of interest to students and researchers in SLA, educational practitioners and language policymakers.

This book explores how EFL writing teacher education is theoretically, pedagogically, methodologically and sociopolitically shaped, given teachers’ unique local contexts and circumstances. It showcases practitioners and researchers teaching in, or studying, geographic areas that have as yet been under-represented in international publications, and it focuses on ways that specific contexts create unique opportunities and constraints on what developing teachers know and do in their work. The chapters prioritize local voices and materials to build a more inclusive and comprehensive picture of L2 writing globally, enabling the book as a whole to both document and further shape pedagogical approaches to L2 writing. Readers will be able to use the unique insights contained in this book in their own classrooms and professional development activities.

This book gives an overview of the linguistic development of Korean-English bilingual children living in the US. It provides a detailed longitudinal account of English and Korean acquisition in early childhood, offering a close examination of Korean-American children’s code-switching and morphology and syntax development during a time when their language dominance is shifting rapidly. The book sheds light on the broad and creative linguistic capabilities of bilingual children, expands our understanding of heritage language acquisition and furthers bilingualism research on typologically distinct language pairings. Researchers investigating heritage language development in early childhood will find the extensive longitudinal data a rich source of comparison and the book will be a useful resource for scholars and graduate students interested in sequential bilingualism, second language acquisition and heritage speakers.

Taking a psycholinguistic perspective, this book investigates how second language (L2) learners’ pragmatic abilities in English can be measured. It complements and extends earlier work on the testing of implicit and explicit grammar. The authors present a set of tests they developed using both well-established methods of measuring pragmatic knowledge (e.g. a Metapragmatic Knowledge Test and role plays) and more original tests (e.g. an Irony Test and an Elicited Imitation Test). They explain the development of the tests and report the results of their work with native speakers of English and Chinese and Japanese L2 learners. A confirmatory factor analysis lends support to the theoretical basis of the tests. The authors also report studies that explored the use of the tests to investigate L2 linguistic proficiency, study abroad and formal instruction. In concluding, they consider the strengths and limitations of the tests and propose some directions for future research.

This book explores the transnational practices of migrant groups in global London, illustrating the complex relations between migrants and the city in the context of globalisation. The chapters offer a starting point to examine migrants and the city from a comparative perspective by bringing together case studies of diverse migrant communities. They use ‘languaging’ as the central concept in the development of an interdisciplinary framework that creates an opportunity to ‘talk across disciplines’ to engage with key issues crisscrossing migration, cities and language. The book promotes ‘language-based’ or ‘language-sensitive’ research, drawing on the plurilingual repertoires and the language and translanguaging practices of migrant communities as the tool for data collection and ethnographic fieldwork. This approach generates fresh insights into the complex issues of diasporic identities, belonging and place-making, which have broad implications for migration studies in post-Brexit Britain and beyond.

This book explores the ways in which transcultural pedagogies can support learning and literacies in critical, creative and socially just ways, highlighting research initiatives from across the globe. Each chapter provides a different and innovative perspective with respect to reimagining language and literacy pedagogies in conjunction with students’ diverse literacies and resources. Presenting a collection of classroom and community-based research, the book addresses the intersections of plurilingualism, identity and transcultural awareness in various contexts, including schools, universities, as well as local and Indigenous communities. These settings have been deliberately chosen to profile the range of research in the field, showcasing transcultural, plurilingual, translanguaging and community-engaged pedagogies, among others.

In this book dialogue is used as a research, knowledge-sharing and community-building tool in which participants engage with each other in reflecting upon the perspectives of self and others: challenging, complementing and contradicting each other as critical peers. The book aims to be an enactment of sociological reimagination, as a way to reimagine public conversations that inspire criticality, innovation and multimodality around the intersection of identity (self), language (mediating mechanism) and power (sociocultural domain). Each chapter illustrates the use of dialogue as a participatory research tool as a way in which the sharing of knowledge and the growth of understanding occurs through meaning- and strategy-making processes. Together they present dialogue as an integrative model of self-inquiry and social activism and provide a valuable standpoint to understand the participatory nature of our very effort to question and investigate our sense of self in the world.

Online 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.

This book brings together a wide range of studies, practical applications and reflective accounts written by academics working at a university in Japan to present a cohesive overview of their collaborative efforts to promote learner reflection within their institution. The book contributes to a shift in language education towards promoting learner responsibility and ownership of their learning through developing a deeper sense of awareness of and motivation for the learning process. It makes a convincing case for showing that not only is promoting reflection possible, but it can also be effectively integrated into language learning activities with significant benefits to the learners. The chapters are highly practical for researchers and practitioners, with the research chapters containing instruments which make them ideal for replication studies. The text includes a wealth of practical tools and activities for practitioners, who will be able to experience first-hand how to facilitate student success and increase satisfaction.

In the context of increasingly multilingual global educational settings, this book provides a timely exploration of the phenomenon of cross-linguistic transfer of writing strategies (in particular, transfer from the foreign language to the first language) and presents a compelling case for a multilingual approach to writing pedagogy. The book presents evidence from a classroom-based intervention study conducted in a secondary school in England on cross-linguistic strategy transfer. It suggests that even beginner or low proficiency foreign language learners can develop effective skills and strategies in the foreign language classroom which can also positively influence writing in other languages, including their first language. This book ultimately encourages more joined-up, cross-curricular, cross-linguistic thinking related to language in schools by exploring the potential for collaboration between languages teachers.

This volume aims to capture evidence of marginalized voices in various contexts globally and show how speakers seek to reclaim their voices and challenge power relations. The chapters reveal how speakers actively confront inequities in society such as the unequal distribution of resources. Through bottom-up initiatives and conscious involvement in language use, documentation and the development of language domains, speakers can address issues of language-based marginalization, (re)establish linguistic human rights and reclaim their linguistic and cultural identity. Chapters in the volume explore commitments to democratic participation, to voice, to the heterogeneity of linguistic resources and to the political value of sociolinguistic understanding. Drawing upon the framework of linguistic citizenship, they link questions of language to sociopolitical discourses of justice, rights and equity, as well as to issues of power and access within a political and democratic framework.

This 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.

Internationalisation and intercultural competence are key ideas in contemporary education and have been much theorised and practised in higher education but have not received the same attention in school contexts. Linked to these ideas is an increasing focus on global citizenship and the development of students’ critical thinking skills and self-realisation. This book is based on a decade of experience of combining all three concepts in the practice of an upper secondary school in Denmark which is linked to 16 schools in 15 countries. The book includes both a description of the project by the teachers who have taken part and an analysis by researchers who have worked with them to deliver the programme.

In this monograph, Anatoliy V. Kharkhurin presents the results of his empirical investigation into the impact of multilingual practice on an individual's creative potential. Until now, the relationship between these two activities has received little attention in the academic community. The book makes an attempt to resuscitate this theme and provides a solid theoretical framework supported by contemporary empirical research conducted in a variety of geographic, linguistic, and sociocultural locations. This study demonstrates that several factors - such as the multilinguals' age of language acquisition, proficiency in these languages and experience with cultural settings in which these languages were acquired - have a positive impact on selective attention and language mediated concept activation mechanisms. Together, these facilitate generative and innovative capacities of creative thinking. This book will be of great interest not only to scholars in the fields of multilingualism and creativity, but also to educators and all those interested in enhancing foreign language learning and fostering creativity.

It is clearly illogical to search for one good, universal solution for multilingual education when educational contexts differ so widely due to demographic and social factors. The situation is further complicated by the motivations of learners and teachers, and by attitudes towards multilingualism and ‘otherness’. The studies in this volume seek to investigate not only whether certain solutions and practices are ‘good’, but also when and for whom they make sense. The book covers a wide range of Western multilingual contexts, and uncovers common themes and practices, shared aims and preoccupations, and often similar solutions, within seemingly diverse contexts. In addition to chapters based on empirical data, this book offers theoretical contributions in the shape of a discussion of the appropriateness of L1-Ln terminology when discussing complex multilingual realities, and looks at how the age factor works in classroom settings.

This book applies a psycholinguistic perspective to instructed second language acquisition, seeking to bridge the gap between second language acquisition research and language teaching practices. It challenges the traditional divide between conscious and unconscious processes, or explicit and implicit learning, and re-envisions this as a continuum of the varying levels of consciousness which can be applied by learners to different language behaviors in the second language classroom. It applies this model to learner development and the classroom context, discussing pedagogical applications for instructors at all levels. This book will be of interest to researchers and graduate students in second language acquisition, psycholinguistics and language pedagogy. The accessible discussion of research findings, pedagogical approaches and classroom tasks and activities make this book particularly relevant for language teachers, providing the tools needed to apply second language acquisition research in their classroom.

This book discusses salient moments of multilingual encounters and brings together contributions focused on the interplay between language use by individuals and societies, and language-related inequalities or opportunities for speakers. The chapters demonstrate how biographical and speaker-centred approaches can contribute to an understanding of linguistic diversity, how researchers can empirically account for lived experiences of languages, and how such accounts are embedded in a larger discussion on social (in)equality. Together the chapters make a powerful case for the importance of speaker-centred methodologies in multilingual and multilingualism research. The book is a rich source of theoretical and methodological reflections and will thus be a valuable resource for both experienced researchers and students beginning to explore biographical research methods.

This book explores the reasons why adult ESL learners drop out of their language classes and suggests explicit strategies for keeping students engaged. The most effective strategies may be personal rather than technical or curricular. Based on a study of a group of Mexican immigrants to the US, the author proposes that superación or ‘self-actualization’ is crucial to understanding the relative success of adult ESL learners. Learners’ decisions to drop out were not hasty or superficial but were based on a commonsense assessment concerning how the class might improve the quality of their lives. Those involved in delivering ESL to adult learners should stress the tangible, practical advantages that accrue with learning English, and at the same time strive to make instruction relevant.

This edited volume contributes to the creation of a comprehensive and a more inclusive understanding of an increasingly complex global ELT landscape across countries as well as across teaching and learning settings. The volume brings together inquiries from language teachers, educators and researchers from different backgrounds in the Global South and the Global North, who use their experiences of shuttling across borders to reflect on the shaping of their pedagogical, research and professional practices across higher education settings. The chapters weave the personal, professional and theoretical in a seamless manner, examining transnational identities and pedagogical practices formed and informed by both communities – ‘home’ and ‘host’ – and include narratives that are not unidirectional. The contributing authors also use a variety of qualitative research methods, along with reflexive writing and exploration of the authors’ own positionalities, to shed light on transnational identities and critique dominant pedagogical assumptions.

This book brings applied linguistics and translation studies together through an analysis of literary texts in Chinese, Hindi, Japanese and Korean and their translations. It examines the traces of translanguaging in translated texts with special focus on the strategic use of scripts, morphemes, words, names, onomatopoeias, metaphors, puns and other contextualized linguistic elements. As a result, the author draws attention to the long-term, often invisible contributions of translanguaging performed by translators to the development of languages and society. The analysis sheds light on the problems caused by monolingualizing forces in translation, teaching and communicative contexts in modern societies, as well as bringing a new dimension to the burgeoning field of translanguaging studies. 

This ethnographic drama script is adapted from observations conducted in a large city centre library in the UK. The action focuses on the staff room in the library, where the fictionalised characters of four customer experience assistants, threatened with redundancy, take their lunch and tea breaks. The ethnographic drama is a creative curation of field notes, transcripts, audio recordings, video recordings, conversations and observations. It tells a story of political tension in everyday life at a time of austerity.

This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.

This book embarks on an ever-expanding array of language, academic mobility, neoliberalism, and accompanying rich scholarly debates. It examines the ways in which international English language teachers in Saudi Arabia’s higher education system position themselves, negotiate, interact, adjust, make sense of their classroom dynamics, and validate their senses of selves and pedagogies in their day-to-day (dis)engagement with their institutions and encounters at work. Informed by rich empirical data from a multi-year, multi-site project in addition to other qualitative studies, the book reveals on-the-ground complexities involving speaker status, language, ethnicity, nationality, race, religion, sociocultural factors, emotion labour, work dynamic and professionalism. It promotes thinking beyond normative ideologies on marginalisation, the native and non-native speaker dichotomy, linguistic, racial, religious and ethnic (inter)relations, and translanguaging pedagogies, while also offering new material for original theorisation in multi-Englishes multilingualism, local-trusting-local and the limits of negotiability.     

What goes on in creative writers’ heads when they write? What can cognitive psychology, neuroscience, literary studies and previous research in creative writing studies tell creative writers about the processes of their writing mind?

Creative writers have for centuries undertaken cognitive research. Some described cognition in vivid exegetical essays, but most investigated the mind in creative writing itself, in descriptions of the thinking of characters in fiction, poetry and plays. The inner voicings and inner visualising revealed in Greek choruses, in soliloquies, in stream-of-consciousness narratives are creative writers’ ‘research results’ from studying their own cognition, and the thinking of others. The Creative Writer’s Mind is a book for creative writers: it sets out to cross the gap between creative writing and science, between the creative arts and cognitive research.

This edited book expands the current scholarship on teaching world languages for social justice and equity in K-12 and postsecondary contexts in the US. Over the past decade, demand has been growing for a more critical approach to teaching languages and cultures: in response, this volume brings together a group of scholars whose work bridges the fields of world language education and critical approaches to education. Within the current US context, the chapters address the following key questions: (1) How are pre-service or in-service world language teachers/professors embedding issues, understandings, or content related to social justice, human rights, access, critical pedagogy and equity into their teaching and curriculum? (2) How are teacher educators preparing language teachers to teach for social justice, human rights, access and equity?

The chapters in this book call attention to vulnerabilities, challenges and risks for applied linguistics researchers and the communities they work with across a broad range of contexts from the Global North and South, and in both signed and spoken languages. Together they provide insights on both academic and professional practice across several areas: the vulnerabilities involved in researching, the limitations of traditional epistemologies, the challenges inherent in the repertoire of methodologies and pedagogies employed by applied linguists, and the effectiveness of practical responses to language-related problems. The book encourages those involved in applied linguistics to consider their own practice and their relationship with the communities, policies and educational contexts they engage with in the course of their teaching, research and activism.

The 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.

This is a thoroughly revised, updated and expanded edition of a practical introduction to intercultural education for teachers of English as a second language. It provides a concise summary of the intellectual and pedagogical traditions that have shaped intercultural language education, from ethnography to critical pedagogy and cultural studies. The book offers clear illustrations of the practical impact of these traditions on curriculum design, classroom activities and assessment. As well as addressing developments in the field since the publication of the 1st edition, this new edition also reflects on the impact of online resources for English language education. The book continues to make a powerful case for developing intercultural as well as linguistic competences and will remain invaluable reading for English language teachers across the world.

Using data from multilingual settings in universities and adjacent learning contexts in East Asia, North Africa, Central and North America and Europe, this book provides examples of the heuristic value of translanguaging and epistemological decentring. Despite this and other theoretical and empirical work, and ever stronger calls for the inclusion of other languages, epistemologies and constructions of culture in higher education, decentring and translanguaging practices are often relegated to the margins or suppressed in research and education because of the organisational structures of education institutions and prevailing language norms, policies and ideologies. The authors draw on research on pluri- and multilingualism within education studies, as well as post- and decolonial theoretical contributions to the research on the role of language in education and knowledge production, to provide evidence that decentring cannot happen until learners have been given the tools to identify which sorts of centring dynamics and conditions are salient to their learning and (trans)languaging.

In this linguistic ethnography of bilingual science learning in a South African high school, the author connects microanalyses of classroom discourse to broader themes of de/coloniality in education. The book challenges the deficit narrative often used to characterise the capabilities of linguistically-minoritised youth, and explores the challenges and opportunities associated with leveraging students’ full semiotic repertoires in learning specific concepts. The author examines the linguistic landscape of the school and the beliefs and attitudes of staff and students which produce both coloniality and cracks in the edifice of coloniality. A critical translanguaging lens is applied to analyse multilingual and multimodal aspects of students’ science meaning-making in a traditional classroom and a study group intervention. Finally, the book suggests implications for decolonial pedagogical translanguaging in Southern multilingual classrooms.

This book presents and discusses theoretical and practical perspectives on English pronunciation theory, research and practice in order to establish evidence-based pronunciation teaching models, teaching and research priorities, and recommendations for best practices in teaching English pronunciation. The chapters provide a balanced view of theory and practice based on the authors’ empirical findings and their extensive professional experiences in English as a second/foreign language (ESL/EFL) and lingua franca contexts. The book identifies pronunciation teaching priorities that take into account individual learner variables, disseminates knowledge about theoretical frameworks, explores teachers’ and learners’ beliefs and practices regarding pronunciation instruction, and shares empirical findings regarding teacher education and teaching interventions in diverse contexts with English learners of different ages and language backgrounds. Overall, the chapters highlight the need to focus on intelligibility models that consider individual learner differences, and teacher and contextual variables.

This book explores the ways in which multimodality and multilingualism as areas of study intersect and provides empirical examples of how this looks in practice from a wide range of settings. The chapters include visual as well as linguistic descriptions of practice and provide an accessible introduction to multimodality and multilingualism for a readership from undergraduate students to researchers. The book argues that the everyday practices of multilingual communities are multimodal in nature, and that by working at the intersection of multilingualism and multimodality we may be able to make fruitful advances in multiple areas of applied linguistics, and properly appreciate the actual human complexities of communication.

The 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.

This book provides critical perspectives on issues relating to writing norms and assessment, as well as writing proficiency development, and suggests that scholars need to both carefully examine testing regimes and develop research-informed perspectives on tests and testing practices. In this way schools, institutions of adult education and universities can better prepare learners with differing cultural experiences to meet the challenges. The book brings together empirical studies from diverse geographical contexts to address the crossing of literacy borders, with a focus on academic genres and practices. Most of the studies examine writing in countries where the norms and expectations are different, but some focus on writing in a new discourse community set in a new discipline. The chapters shed light on commonalities and differences between these two situations with respect to the expectations and evaluations facing the writers. They also consider the extent to which the norms that the writers bring with them from their educational backgrounds and own cultures are compromised in order to succeed in the new educational settings.

This book presents the results of research that focused on international students receiving writing instruction on a US university campus. It explores how the students developed their foreign-student identities and their own ways of grappling with the unique issues they encountered as they worked to improve their academic literacy skills. The book extends the theoretical horizons of language socialization research by integrating insights from other disciplinary frameworks, such as a translingual approach, multilingual literacies and writing center theory, to explore international students’ university experiences. By adopting these varied lenses, the book provides readers with a more holistic, integrative and ecological understanding of students’ language and literacy development. The authors also investigate how a translingual pedagogy informs language instructors and literacy instructors in facilitating multilingual students’ academic literacy development across a variety of codes, registers, genres, modes and media.

Imperialism may be over, but the political, economic and cultural subjugation of social life through English has only intensified. This book demonstrates how English has been newly constituted as a dominant language in post-market reform India through the fervent aspirations of non-elites and the zealous reforms of English Language Teaching experts. The most recent spread of English in India has been through low-fee private schools, which are perceived as dubious yet efficient. The book is an ethnography of mothering at one such low-fee private school and its neighboring state-funded school. It demonstrates that political economic transitions, experienced as radical social mobility, fuelled intense desire for English schooling. Rather than English schooling leading to social mobility, new experiences of mobility necessitated English schooling. At the same time, experts have responded to the unanticipated spread of English by transforming it from a second language to a first language, and earlier hierarchies have been produced anew as access to English democratized.

This book contributes to the understanding of the transformative power of incorporating translanguaging, the dynamic language practices of bi/multilingual communities, in the schooling of US Latinx children and youth. It showcases instructional spaces in US education where Latinx children’s and youths’ translanguaging is at the center of their teaching and learning. By centering racialized Latinx bilingual students, including their knowledge systems and cultural and linguistic practices, it transforms the monolingual-white supremacy ideology of many educational spaces. In so doing, racialized bilingual Latinx subjectivities are potentially transformed, as students learn to understand processes of colonization and domination that have robbed them of opportunities to use their entire semiotic repertoire in learning. The book makes a strong theoretical contribution to the field, putting decolonial, post-structuralist understandings of language and bilingualism alongside critical race theory and critical pedagogy.

In the wake of #MeToo, Black Lives Matter, #rhodesmustfall and the Covid-19 pandemic, this groundbreaking book echoes the growing demand for decolonization of the production and dissemination of academic knowledge. Reflecting the dynamic and collaborative nature of online discussion, this conversational book features interviews with globally-renowned scholars working on language and race and the interactive discussion that followed and accompanied these interviews. Participants address issues including decoloniality; the interface of language, development and higher education; race and ethnicity in the justice system; lateral thinking and the intellectual history of linguistics; and race and gender in a biopolitics of knowledge production. Their discussion crosses disciplinary boundaries and is a vital step towards fracturing racialized and gendered epistemic systems and creating a decolonized academia.

This 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. 

This book examines the intersectionality of gendered, religious identity among Muslim women in Catalonia, and illustrates how this identity is brokered through language use in a multilingual and diasporic context. Drawing on a mixed methods study of 1st and 2nd generation immigrant women, this book also examines how acculturation is a transgenerational process reflected in linguistic behavior. Through the use of questionnaire and interview data, the author constructs a story about informants’ experiences navigating life vis-à-vis language use; specifically through the use of Spanish, Catalan and native/heritage languages. This book offers a unique lens through which we can further our understanding of the role of language in the acculturation process in Catalonia. It adds to the ongoing discussion about language and migration in Catalonia and provides a valuable contribution to debates about immigrant women’s language learning and use.

This book addresses the complexity of mixed language classroom learning environments in which heritage learners (HL) and second language (L2) learners are concurrently exposed to language learning in the same physical space. Heritage speakers, defined widely as those exposed to the target language at home from an early age, tend to display higher oral proficiency and increased intercultural proficiency but lesser metalinguistic and grammatical awareness than L2 learners. The theoretical and pedagogical challenges of engaging both types of learners simultaneously without polarizing the classroom community dictates the need for well-defined, differentiated learning strategies; in response this book offers best practices and reproducible pedagogical initiatives and methodologies for different levels of instruction. The chapters address themes including translanguaging, linguistic identity, metalinguistic awareness and intercultural competence, with contributions from Europe, Africa and the United States.

This book examines semiotics, meaning-making and the co-construction of relations in transmodal communications. Through the lens of transpositioning – the multiple and interwoven layers of emplacements and positionings that are entailed in communications which cross and transcend the boundaries that have historically shaped our thinking about the world and its inhabitants – the chapters interrogate digital languaging and literacies, and how transmodal communications shape identities, belongings and relationships, with particular attention paid to issues of equity and social justice. The chapter authors consider both transmodalities and critical cosmopolitanism as they analyze empirical data from youth, adults and researchers participating in a project that digitally connects youth to share their lives across diverse and under-resourced global communities. In offering this multi-perspectival, multi-voiced volume, the authors portray and address methodological issues in researching transglobal transmodal communications.  

Social context, an often-neglected dimension in L2 learning/use, can play a vital role in sustaining learners’ initial motivation. As researchers have begun to shift their focus from teaching to learners and learner variables, what happens to learners when they practise their new skills in the community, has become an important area of concern. Using data on Welsh learners’ experiences outside the classroom, the author argues that, in order to learn a second or foreign language successfully, learners require regular interaction in the target language in a setting in which they feel comfortable. The impact on learners of native speakers’ switch to a language of wider communication, their speed of speech, use of dialect and identity issues are explored as are the relevance of practical issues such as time and opportunity and affective factors such as anxiety.

In a world where migration is a daily reality, the ways in which affirming educational experiences can be provided for all children remain high on the agendas of schools, colleges and teachers. This book provides practical ideas for how children, young people and parents can feel welcomed and affirmed in their multilingual identities and all learners can feel intrigued and excited by the linguistic diversity of the world’s people. The book will be an invaluable resource for educational practitioners, researchers, trainee teachers, teacher educators and all who are passionate about bringing together creative arts approaches with language learning and teaching. By blending academic theory with tried-and-tested classroom practice the authors will inspire readers to adapt the featured activities for their own contexts and learners.

Why does a public high school, despite having resources and educators with good intentions, end up graduating English learners (ELs) without preparing them for college and career? This book answers this question through a longitudinal ethnographic case study of a diverse high school in Pennsylvania. The author takes the reader on a journey with seven EL students through their last two years of high school, exploring how and why none of them reached the postsecondary destinations they originally aspired to. This book provides a sobering look into the systemic undereducation of high school ELs and the role of high schools in limiting their postsecondary options.

The emergence of studies of translation based on electronic corpora has been one of the most interesting and fruitful developments in Translation Studies in recent years. But the origins of such studies can be traced back through many decades, as this volume sets out to establish. Covering a number of European languages including Czech, Hungarian, Polish and Slovenian, as well as French, Spanish, Portuguese and Swedish, the book presents many new studies of translation patterns using parallel corpora focusing on particular linguistic features. The studies reveal systemic differences which are in turn, of relevance to the linguistic description of the languages concerned, as well as to translator training. Also included are broader-ranging contributions on the concept of translation universals, including a critical perspective on this popular topic. [127 words]