Channel View Publications

Spanish speakers, whether in monolingual or bilingual situations, or in majority or minority contexts, represent a considerable population worldwide. Spanish speakers in the U.S. constitute an illustrative context of the challenges faced by speech-language practitioners to provide realistic services to an increasing and diverse Spanish-speaking caseload. There is still considerable paucity in the amount of literature on Hispanic individuals with clinical relevance in speech-language pathology. Particularly lacking are works that link both empirical and theoretical bases to evidence-based procedures for child and adult Spanish users with communication disorders. Further, because communication skills depend on multiple phenomena beyond strictly linguistic factors, speech-language students and practitioners require multidisciplinary bases to realistically understand Spanish clients’ communication performance. This volume attempts to address those gaps. This publication takes a multidisciplinary approach that integrates both theoretical and empirical grounds from Speech-Language Pathology, Neurolinguistics, Neuropsychology, Education, and Clinical Psychology to develop evidence-based clinical procedures for monolingual Spanish and bilingual Spanish-English children and adults with communication disorders.

The impact of mobility and superdiversity in recent sociolinguistic research is well-established, yet very few studies deal with issues related to immobility. The chapters in this book focus on the sociolinguistic investigation of the dynamics between mobility and immobility as experienced by migrants, asylum seekers and members of minority or exploited groups. Central to the book is an exploration of how mobilities are affected by and in turn affect power relations and of the kinds of resources used by people to deal with (im)mobility processes. The book brings to light a new critical sociolinguistic imagination that is responsive to 21st century processes of (im)mobilities as socially, discursively and emotionally constructed and negotiated. 

This book presents the current state of knowledge in the vibrant and diverse field of vocabulary studies, reporting innovative empirical investigations, summarising the latest research, and showcasing topics for future investigation. The chapters are organised around the key themes of theorising and measuring vocabulary knowledge, formulaic language, and learning and teaching vocabulary. Written by world-leading vocabulary experts from across the globe, the contributions present a variety of research perspectives and methodologies, offering insights from cutting-edge work into vocabulary, its learning and use. The book will be essential reading for postgraduate students and researchers interested in the area of second language acquisition, with a particular focus on vocabulary, as well as to those working in the broader fields of applied linguistics, TESOL and English studies.

Since the founding of television stations in Welsh, Catalan and Basque in the early 1980s, minority languages have gradually gained a new prominence, particularly in Europe. As globalisation has developed, questions concerning such languages and the effect that the media might have on them have become more urgent. This book is the first general study of the many issues raised by this situation. Fourteen researchers from across Europe and the USA examine questions such as the media needs of minority languages, the role of the media in language maintenance, the impact of digital media, and problems raised by translation. Case studies range from the representativeness of drama on Welsh television to Sign Language in the media. Taken as a whole, this book establishes the field of minority language media studies and forms an important basis for future research.

Explicit discussions of race and racial identity have traditionally been omitted from Spanish language education in the US – especially in curricula designed for imagined 'native' speakers of English. Consequences of this de-racialization of Spanish language learning include the perpetuation of institutional racisms and missed opportunities to build productive conversations about the ways race and power are enacted through language. Spanish So White is written specifically for secondary and post-secondary teachers who identify as White and second language learners of Spanish. It supports the development of language education that centers a racially dynamic Spanish-speaking world and challenges interpersonal and institutional forms of racism. Author Adam Schwartz shares stories of his own socialization into Whiteness and Spanish-English bilingualism. He invites readers into the work of reconciling privileges they too may share as White Spanish-language learners and teachers.

Additional resources for the book are available to download here: https://www.multilingual-matters.com/page/ssw/. 

This book is a case study carefully detailing the French/English bilingual and biliterate development of three children in one family beginning with their births and ending in late adolescence. The author and researcher is the children’s French/English bilingual American father, who was aided by his bilingual French Canadian wife (also the children’s mother). We reared our three children in two different cultures— essentially monolingual English-speaking Louisiana, and totally monolingual French-speaking Québec. The family spent academic years in Louisiana, and the summer months in Québec. Our strategy was to speak only French to our son and our identical twin daughters. We artificially orchestrated and manipulated both the strategies, and to the extent possible, even the children’s environments to ensure the success of our project. Additionally, I carefully documented our progress using a variety of research tools, including audio and videotape recordings, teacher and child surveys, interviews with teachers, fieldnotes, psychological and diagnostic testing, and standardized assessment instruments.

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 book is both a collection of cutting-edge research in the areas of multilingualism, translanguaging and bilingual education by leading scholars in these fields, and a tribute to the research and influence of Ofelia García. The chapters use a variety of methodological approaches and research designs to address topics across language policy, sociology of language and bilingual education, representing the full breadth of Ofelia García’s scholarship. Combined with the empirical chapters are more personal chapters which testify to the contributions Ofelia has made as a mentor, colleague and friend. The book recognizes Ofelia García’s place at the centre of a movement to remake multilingualism in the service of linguistic equality, justice, pluralism, diversity and inclusion in schools and societies worldwide.

The translation of law has played an integral part in the interaction among nations in history and is playing a greater role in our increasingly interconnected world today. The book investigates legal translation in its many facets as an intellectual pursuit and a profession. It examines legal translation from an interdisciplinary perspective, covering theoretical and practical grounds and linguistic as well as legal issues. It analyses legal translation competence and various types of legal texts including contracts, statutes and multilateral legal instruments, presents a comparative analysis of the Common Law and the Civil Law and examines the case law from Canada, Hong Kong and the European Court of Justice. It attempts to demonstrate that translating law is a complex act that can enrich law, culture and human experience as a whole.

This book explores young children's language acquisition in multilingual households through an original longitudinal study of the author's own children and interviews with members of other Korean-English families. The study investigates how multilingual children not only acquire multiple languages (verbal communication) but also acquire multiple strategies of non-verbal communication. In the process, it is also revealed that parents learn from children, collaboratively shaping the language of their family together in a manner that is between and beyond languages and cultures. The book explores the different types and frequency of non-verbal behaviours acquired by multilingual children and reveals how multilingual families use a range of multimodal resources to communicate effectively in a way that creates solidarity. The results of this longitudinal study are discussed within the paradigm of translanguaging and provide insight into an underrepresented multilingual population. With accompanying online videos, this book offers rich multimodal family interaction data for students and researchers interested in multilingualism, family language practices, and first and second language acquisition.  

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.

The Southwest Pacific from Southern China through Indonesia, Australia and the Pacific Islands constitutes the richest linguistic region of the world.  That rich resource cannot be taken for granted.  Some of its languages have already been lost; many more are under threat.  The challenge is to describe the languages that exist today and to adopt policies that will support their maintenance.

The field of multilingual testing and assessment has grown rapidly in recent years due to the widespread need to integrate immigrant populations into mainstream education and to provide fair and equitable forms of assessment for all students. However, a continuing emphasis on bilingual students has created a significant gap in testing and assessment research. This book addresses the need for research and guidance on testing multilingual students: at its heart is the difference between designing multilingual tests and testing multilingual individuals. The author introduces an integrated approach to testing and assessment, a flexible approach that combines information about multilingual learners' knowledge, skills and abilities with information about their language background and living environment. The book provides an overview of existing research conducted with multilingual populations; provides guidelines for test-writers, teachers and educators that outline the steps involved in the design, administration, scoring and interpretation of tests for multiple language speakers; and demonstrates how to use the integrated approach to testing and assessment in a multilingual educational context.

Linguistic Landscapes is the first comprehensive approach to a largely under-explored sociolinguistic phenomenon: language on signs. Based on an up-to-date review of previous research from various places around the world, the book develops an analytical framework for the systematic analysis of linguistic landscape data. This framework is applied to a sample of 2,444 signs collected in 28 survey areas in central Tokyo. Analytical categories include the languages contained and their combinations, differences between official and nonofficial signs, geographic distribution, availability of translation or transliteration, linguistic idiosyncrasies, and the comparison of older and newer signs, among others. Combining qualitative and quantitative methods, the analysis yields some unique insights about the writers of multilingual signs, their readers, and the languages and scripts in contact. Linguistic Landscapes thus demonstrates that the study of language on signs has much to contribute to research into urban multilingualism, as well as the study of language and society as a whole.

Set in a multilingual cleaning company that serves Anglophone customers in the upper-(middle) class suburbs of New York City, this book presents an ethnographic study into power, language policy and communication from the perspectives of the Brazilian–American employer as well as the company’s Hispanophone and Lusophone employees. Power asymmetries in internal communication demonstrate the employer’s legitimated domination over her employees and her L1 Portuguese as a form of linguistic capital. Employees’ resourcefulness and multicompetence – rather than quantifiable levels of English-language proficiency – determine the extent to which they rely on language brokering to facilitate communication with their customers, directly impacting their agency. The book contributes to current debates on extra-linguistic modes of communication in multilingual settings and thematic analyses of care work, migration, communication and the role of English.

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.

This volume contains a selection of papers analyzing language transfer, a phenomenon which results from language contact in bilingual and multilingual language acquisition and learning contexts. The main focus of the volume is on the lexical aspects of language transfer.

This book makes Relevance Theory (RT) relevant for L2 teachers and L2 teacher educators, in particular those working in foreign language teaching contexts. L2 classroom discourse data collected in seven research projects in the years 1984 – 2004 are reinterpreted in this book in the light of Relevance Theory - a theory of interpretation of the incoming messages. In this perspective the teachers’ input for instructed L2 learners facilitates shifts in the learners’ attention from meaning to form and vice versa. Such shifts of attention, according to Relevance Theory, change the level of expected optimal relevance of classroom communication, either focusing the students on form-oriented communication (accuracy), on meaning-oriented communication (fluency) or on meaning and form-oriented communication (fluency combined with accuracy). The latter is considered optimal for L2 learning/acquisition. Apart from the main focus on the relevance-theoretic interpretation of the teachers’ input, the book presents an overview of other theoretical approaches to the question of input for instructed L2 learners: the SLA approach, the communicative L2 teaching perspective, and the L2 classroom discourse approach.

This book demonstrates the power and distinctiveness of the contribution that sociolinguistics can make to our understanding of everyday communicative practice under changing social conditions. It builds on the approaches developed by Gumperz and Hymes in the 1970s and 80s, and it not only affirms their continuing relevance in analyses of the micropolitics of everyday talk in urban settings, but also argues for their value in emergent efforts to chart the heavily securitised environments now developing around us. Drawing on 10 years of collaborative work and ranging across disciplinary, interdisciplinary and applied perspectives, the book begins with guiding principles and methodology, shifts to empirically driven arguments in urban sociolinguistics, and concludes with studies of (in)securitised communication addressed to challenges ahead.

Power and Identity In the Creative Writing Classroom remaps theories and practices for teaching creative writing at university and college level. This collection critiques well-established approaches for teaching creative writing in all genres and builds a comprehensive and adaptable pedagogy based on issues of authority, power, and identity. A long-needed reflection, this book shapes creative writing pedagogy for the 21st century.

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.

In this book different aspects of language and aging are discussed. While language spoken by and language spoken with elderly people have been treated as different areas of research, it is argued here that from a dynamical system perspective the two are closely interrelated. In addition to overviews of research on language and aging, a number of projects on this topic in multilingual settings are presented.

With increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today’s globalized world. The volume breaks new ground in that all chapters share a focus on teachers as ‘knowledge generators’ and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school.

Chapters 1, 3, 4 and 8 are free to download as open access publications under a CC BY NC ND licence. You can access them here:
Chapter 1: Pedagogical Translanguaging: Theoretical, Methodological and Empirical Perspectives. An Introduction
by Päivi Juvonen and Marie Källkvist https://zenodo.org/records/5267290#.YSd2vI5Kjcs
Chapter 3. Marie Källkvist and Päivi Juvonen: Engaging Teachers and Researchers in Classroom Research: Issues of Fluidity and Time in Two Multi-sited Projects https://zenodo.org/records/5269023#.YSeV9o5Kjcs
Chapter 4. Pia Sundqvist, Henrik Gyllstad, Marie Källkvist and Erica Sandlund: Mapping Teacher Beliefs and Practices About Multilingualism: The Development of the MultiBAP Questionnaire https://zenodo.org/records/5269102#.YSjxl45KjIV
Chapter 8. Åsa Wedin: (Trans)languaging Mathematics as a Source of Meaning in Upper-Secondary School in Sweden https://zenodo.org/records/5269113#.YSjxzI5KjIV

This book questions assumptions about the nature of language and how language is conceptualized. Looking at diverse contexts from sign languages in Indonesia to literacy practices in Brazil, from hip-hop in the US to education in Bosnia and Herzegovina, this book forcefully argues that a critique of common linguistic and metalinguistic suppositions is not only a conceptual but also a sociopolitical necessity. Just as many notions of language are highly suspect, so too are many related concepts premised on a notion of discrete languages, such as language rights, mother tongues, multilingualism, or code-switching. Definitions of language in language policies, education and assessment have material and often harmful consequences for people. Unless we actively engage with the history of invention of languages in order to radically change and reconstitute the ways in which languages are taught and conceptualized, language studies will not be able to improve the social welfare of language users.

How do some language learners triumph against all odds, despite not having obvious heritage links or spending extended periods of time in the L2 environment pre-adulthood? This book delves into the autobiographical stories of learners who achieve nativelike proficiency, opening a narrative window into their experiences and offering insights into their pathways to success. The in-depth analysis ties together a wide range of potentially relevant topics, from motivational vision and international posture to issues of identity, endurance and even musical ability, among other themes. The authors explore whether these successes can be repeated by others and the book will be of use to language teachers interested in learner motivation and the antecedents to high-level ultimate attainment. The book will also be of great interest to researchers working in the areas of language learner psychology, especially in topics concerning language learning motivation, identity and narrative inquiry.

This is a sequel to the author’s best-selling A Practical Guide for Translators first published in 1993 and now in its 4th edition. Managing Translation Services looks at how to successfully make the change from being a single freelance translator to developing a translation company offering a range of value added services. The book is intended principally for those who presently work as a freelance translator with all the inherent limitations this presents in terms of income and being reliant on the limited range of skills that the individual can offer. While some business skills will have been accumulated by virtue of working in a commercial environment, the transition from being responsible for oneself and taking the bold step of employing additional resources can be quite daunting. However, the opportunities this offers in terms of income and personal satisfaction are considerable. This book considers the initial Ssteps towards business development, exploiting these opportunities and the rewards they can offer. Advice is given on setting up a translation business, organisational development, what a business plan needs to consider for successful growth, how quality management needs to be approached, managing human resources, customer relations and other topics. The book provides a wealth of ready-made examples of quality procedures, forms that support business management and sources of further information. It also considers an exit strategy and related long-term planning when disposing of the business. Managing Translation Services is based on the many years of experience gained by the author working as a staff translator, freelance translator, university lecturer in translation studies, and former head of an award-winning, ISO 9001 accredited company. As a result, it covers a range of management issues relating to providing professional translation services.

This volume brings together scholars from around the world to juxtapose the voices of classroom participants alongside the voices of ruling elites with the aim of critically linking language policy issues with classroom practice in a range of contexts. The volume is suitable for postgraduate students, researchers and educators in a range of areas.

The book is designed as a comprehensive introduction to bilingual education for instructors, researchers and students and a companion to "Foundations of Bilingual Educationa nd Bilingualism". It will fulfil the needs of teacher education and the preparation and professional development of bilingual teachers. Bilingual education at classroom, school and community levels are explored from a contemporary and international perspective.

The readings are divided into four sections:

Section 1: Varieties of Bilingual Education

Section 2: History, Policy and Politics of Bilingual Education

Section 3: Languages and Literacies in Bilingual Education

Section 4: Issues in Teaching, Learning and Assessment in Bilingual Education

Following each of the nineteen readings, there are questions and activities to create an interactive text for instructors and students. Such questions and activities will engage the reader in reflection, deepening understandings and critical appreciation of bilingual education policies, politics and practices.

This book focuses on the study-abroad experiences of pre-service and in-service language teachers and language teacher educators. The diverse contributions to this volume provide readers with a deep understanding of what this mobility means for individuals and the language teaching and learning communities they encounter and return to post-sojourn. Considering the broad variability of study-abroad programs and arrangements, as well as the multidimensional, complex nature of study-abroad social, geographical and digital environments, the chapters discuss the teachers’ psychological experiences in cognitive, affective and social terms. Readers will discover the effect of mobility on identity, beliefs, practices, self-efficacy, agency, self-confidence, independence and personal growth, as well as how transitions across borders can result in feelings of self-doubt, anxiety and insecurity. This is essential reading for language teacher educators, mentors and supervisors, managers of study-abroad programs and researchers working in the fields of study abroad, international education and language teacher education.

Joshua Fishman is perhaps best known and loved for his pioneering and enduring work in language loyalty and reversing language shift. This volume brings together a selection of his recent writings on these topics and some of his personal perspectives on the field of sociolinguistics, along with an interview dialogue with the editors in which Fishman reflects on his lifetime’s work

This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram’s pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.

This book brings together visions and realities of multilingual schools throughout the world in order to examine the pedagogical, socioeducational, and sociopolitical issues that impact on their development and success. The chapters describe and analyze pedagogical, instructional, and policy efforts to develop multilingualism through school with different targeted populations -- immigrant students, indigenous peoples, traditional minorities, majorities, and multiethnic/multilingual groups. Each contribution, many written by well-known scholars in the field of bilingual and multilingual education, affirms the desirability of multilingualism as a societal resource and as a right of individuals, while acknowledging the social, economic and political differences that make the acquisition of multilingualism easy for some, and difficult for others. And yet, the book focuses on the school as a place of promise and resistance, having the potential to preserve, recover, and expand the world's linguistic diversity. The introduction, written by the co-editors, identifies the conceptual threads that are developed throughout the chapters. But the chapters themselves remind us of the importance of local conditions, despite the global pressures of the 21st century, in imagining and creating multilingual educational spaces.

When learners of a new language draw on their native language (or on any other that they may know), this earlier acquired linguistic knowledge may influence their success. Such cross-linguistic influence, also known as language transfer, has long raised questions about what linguists can predict about success in the new language and about what processes are involved in using prior knowledge. This book lucidly brings together many insights on transfer: e.g. on the relation between translation and transfer, the relation between comprehension and production, and the problem of how complete any predictions of difficulty may ever be. The discussions also explore implications for future research and for classroom practice. The book will thus serve as a reliable guide for teachers, researchers, translators, interpreters, and students curious about language contact.

Controversy erupted in 1996 when the Oakland Unified School District’s ‘Ebonics Resolution’ proposed an approach to teaching Standard English that recognized the variety of English spoken by African American students. With new demands for accountability driven by the No Child Left Behind policy and its emphasis on high-stakes testing in Standard English, this debate will no doubt rise again. This book seeks to better inform this next episode.

In Part 1, leading scholars place the debate within its historical and contemporary context, provide clear explanations of what Ebonics is and is not, and offer practical approaches schools can and should follow to address the linguistic needs of African American students. Part 2 provides original documents that accompanied the debate, including the original resolutions, legislation, organization position papers, and commentary/analyses from leading linguists. This book is written for all those whose work impacts the lives of Ebonics speakers in our public schools.

This book is a case study carefully detailing the French/English bilingual and biliterate development of three children in one family beginning with their births and ending in late adolescence. The author and researcher is the children’s French/English bilingual American father, who was aided by his bilingual French Canadian wife (also the children’s mother). We reared our three children in two different cultures— essentially monolingual English-speaking Louisiana, and totally monolingual French-speaking Québec. The family spent academic years in Louisiana, and the summer months in Québec. Our strategy was to speak only French to our son and our identical twin daughters. We artificially orchestrated and manipulated both the strategies, and to the extent possible, even the children’s environments to ensure the success of our project. Additionally, I carefully documented our progress using a variety of research tools, including audio and videotape recordings, teacher and child surveys, interviews with teachers, fieldnotes, psychological and diagnostic testing, and standardized assessment instruments.

In and out of English: For Better, For Worse? is concerned with the impact of English as the lingua franca of today’s world, in particular its relationship with the languages of Europe.  Within this framework a  number of themes are explored, including linguistic imperialism, change as the result of language contact, the concept of the English native speaker, and the increasing need in an enlarged Europe for translation into as well as out of English.

This book presents a critique of current English as a Business Lingua Franca (BELF) practices using research conducted in Bosnia and Herzegovina. The authors identify English communication behaviors that hinder or promote success in the workplace, and trace these back to curricula and teaching practices. The authors suggest which skills employers need and expect from employees, and question whether English courses concerned with general academic English skills and business vocabulary are sufficient training for linguistically-complex workplaces. The book also examines whether the focus on achieving native-like proficiency with high grammatical standards and a strong emphasis on form are adequately preparing students who aspire to use English in professional contexts as a means to ‘get their job done’.

In the wake of recent federal legislation entitled No Child Left Behind, high-stakes standardized testing for accountability purposes is being emphasized in educational systems across the U.S. for all students – including English Language Learners (ELLs). Yet language proficiency mediates test performance, so ELLs typically receive scores far below those of other students. This book explores how tests have become de facto language policy in schools, shaping what is taught in school, how it is taught, and in what language(s) it is taught. In New York City, while most schools responded to testing by increasing the amount of English instruction offered to ELLs, a few schools have preserved native language instruction instead. Moreover, this research documents how tests are a defining force in the daily lives of ELLs and the educators who serve them.

This book critically analyses early school foreign language teaching policy and practice, foregrounding the influence of the socioeducational and cultural context on how policies are implemented and assessing the factors which either promote or constrain their effectiveness. It focuses on four Asian contexts – Malaysia, South Korea, Sri Lanka and Thailand – while providing a discussion of policy and practice in Canada and Finland as a comparison. Concentrating on the state school sector, it criticises the worldwide trend for a focus on English as the principal or only foreign language taught in primary schools, founded on a rationale that widespread proficiency in English is important for future national success in a globalised economy. It maintains that the economic rationale is not only largely unfounded and irrelevant to the language learning experiences of young children but also that the focus on English exacerbates system inequalities rather than contributing to their reduction. The book argues for a broader perspective on language learning in primary schools, one that values multilingualism and knowledge of regional and indigenous languages alongside a more diverse range of foreign languages. This book will appeal to educational policymakers, researchers and students interested in early foreign language learning in state educational systems worldwide.

This book offers sharp new insights into the acquisition and use of French as a foreign language.  The authors are specialists in their particular theoretical paradigms and focus on morphology, morpho-syntax, syntax, discourse, as well as fluency in the French interlanguage from beginners to advanced learners with different first languages.

The book presents a new theory of the relationship between language and culture in a transnational and global perspective. The fundamental view is that languages spread across cultures, and cultures spread across languages, or in other words, that linguistic and cultural practices flow through social networks in the world along partially different paths and across national structures and communities.

This book offers a unique understanding of how researchers’ linguistic resources, and the languages they use in the research process, are often politically and structurally shaped and constrained, with implications for the reliability of the research. The chapters are written by both experienced and novice researchers, who examine how they negotiated the use of their own, and others’, linguistic and communicative resources when undertaking their research in politically-charged, and linguistically and culturally diverse contexts. The contributing authors are either from the Global South, or engaged in work which is contextualised within the Global South; or they face linguistic structural hegemonies in the Global North which challenge their research processes. They utilise diverse theoretical, methodological and disciplinary approaches to produce a collection of engaging and accessible accounts of researching multilingually in their contexts. These accounts will help readers to make theoretically and methodologically informed choices about the political dimensions of languages in their own research when researching multilingually.

The essays and research papers in this collection explore current issues in Language Education, English for Academic Purposes, Contrastive Discourse Analysis, and Language Policy and Planning, and outline promising directions for theory and practice in applied linguistics. The collection also honours the life-long contribution of Robert B. Kaplan to the field.

This book examines the evidence relative to the idea that there is an age factor in first and second language acquisition, evidence that has sources ranging from studies of feral children to evaluations of language programmes in primary schools. It goes on to explore the various explanations that have been advanced to account for such evidence. Finally, it looks at the educational ramifications of the age question, with particular regard to formal second language teaching in the early school years and in ‘third age’ contexts.

This highly accessible book examines linguistic diversity in Galicia, one of the devolved regions of Spain. Its principal hypotheses are: that the Galician language is an intrinsic characteristic of Galician ethnic identity: that policy and planning impact on the behavioural practices of language users, reflected in loyalty and prestige factors: that whilst a reversal in traditional perceptions and attitudes is resulting in a reaffirmation of Galician as the autochthonous language, its sociolinguistic relationship with Castilian has not been resolved: that Galicians have to negotiate multiple identities, subject to constant change and adjustment. Through its innovative and in-depth analysis of Galician linguistic, sociolinguistic, ethnic and cultural revival and revitalisation processes, it also serves to emphasise the wider relevance of such studies to the case of minoritised languages in general.

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.

Translation is intercultural communication in its purest form.  Its power in forming and/or deforming cultural identities has only recently been acknowledged, given the attention it deserves.  The chapters in this unique volume assess translation from Arabic into other languages from different perspectives: the politics, economics, ethics, and poetics of translating from Arabic; a language often neglected in western mainstream translation studies.

In this book different aspects of language and aging are discussed. While language spoken by and language spoken with elderly people have been treated as different areas of research, it is argued here that from a dynamical system perspective the two are closely interrelated. In addition to overviews of research on language and aging, a number of projects on this topic in multilingual settings are presented.

Spanish speakers, whether in monolingual or bilingual situations, or in majority or minority contexts, represent a considerable population worldwide. Spanish speakers in the U.S. constitute an illustrative context of the challenges faced by speech-language practitioners to provide realistic services to an increasing and diverse Spanish-speaking caseload. There is still considerable paucity in the amount of literature on Hispanic individuals with clinical relevance in speech-language pathology. Particularly lacking are works that link both empirical and theoretical bases to evidence-based procedures for child and adult Spanish users with communication disorders. Further, because communication skills depend on multiple phenomena beyond strictly linguistic factors, speech-language students and practitioners require multidisciplinary bases to realistically understand Spanish clients’ communication performance. This volume attempts to address those gaps. This publication takes a multidisciplinary approach that integrates both theoretical and empirical grounds from Speech-Language Pathology, Neurolinguistics, Neuropsychology, Education, and Clinical Psychology to develop evidence-based clinical procedures for monolingual Spanish and bilingual Spanish-English children and adults with communication disorders.

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.

The complexity and diversity of the linguistic situations, practices, policies and theories of bilingual education is widely acknowledged in a country with a population of 1.3 billion people consisting of 56 officially recognised indigenous nationalities speaking more than 80 languages. This book addresses this complexity and diversity with a comprehensive examination of issues in bilingual education for both minority and majority nationalities in China and explores the links between the two major forms of bilingual education. It includes voices that are ‘emic’ or ‘etic’, local or international, and voices that come from those who work at the forefront of bilingual education or in the development of theory. All these voices are needed as different and divergent perspectives represent a reality

Translation and film adaptation of theatre have received little study. In filling that gap, this book draws on the experiences of theatrical translators and on movie versions of plays from various countries. It also offers insights into such concerns as the translation of bilingual plays and the choice between subtitling and dubbing of film.

Since the founding of television stations in Welsh, Catalan and Basque in the early 1980s, minority languages have gradually gained a new prominence, particularly in Europe. As globalisation has developed, questions concerning such languages and the effect that the media might have on them have become more urgent. This book is the first general study of the many issues raised by this situation. Fourteen researchers from across Europe and the USA examine questions such as the media needs of minority languages, the role of the media in language maintenance, the impact of digital media, and problems raised by translation. Case studies range from the representativeness of drama on Welsh television to Sign Language in the media. Taken as a whole, this book establishes the field of minority language media studies and forms an important basis for future research.

How do written and other signs shape our educational spaces and practices; and how, in turn, are these written and other signs shaped by the educational spaces and practices they inhabit? Building on enquiries into the linguistic landscapes of public spaces, this volume addresses these questions and thereby further advances the educational turn in linguistic and semiotic landscapes studies. Prompted by social changes associated with migration and superdiversity, as well as imperatives to promote pluri- and multilingualism, the studies collected here speak to the interest of researchers and practitioners in educational linguistics and educational sciences. They confirm the value of combining empirical analyses of linguistic and semiotic educationscapes with action research on mobilising linguistic landscapes as pedagogical resources to promote multilingual equality.

In choosing to render dialect and vernacular speech into Scots, Bill Findlay, to whose memory this volume is dedicated, made a pioneering contribution in safeguarding the authenticity of voices in translation. The scene of the book is set by an overview of approaches to rendering foreign voices in English translation including those of the people to whom Findlay introduced us in his Scots dialect versions of European plays. Martin Bowman, his frequent co-translator follows with a discussion of their co-translation of playwright Jeanne-Mance Delisle. Different ways of bridging the cultural divide in the translation between English and a number of plays written in a number of European languages are then illustrated including the custom of creating English versions, an approach rejected by contributions that argue in favour of minimal intervention on the part of the translator. But transferring the social and cultural milieu that the speakers of other languages inhabit may also cause problems in translation, as discussed by some translators of fiction. In addition attention is drawn to the translators’ own attitude and the influence of the time in which they live. In conclusion, stronger forces in the form of political events are highlighted that may also, adversely or positively, have a bearing on the translation process.

A Companion to Translation Studies is the first work of its kind. It provides an authoritative guide to key approaches in translation studies. All of the essays are specially commissioned for this collection, and written by leading international experts in the field. The book is divided into nine specialist areas: culture, philosophy, linguistics, history, literary, gender, theatre and opera, screen, and politics. Contributors include Susan Bassnett, Gunilla Anderman and Christina Schäffner. Each chapter gives an in-depth account of theoretical concepts, issues and debates which define a field within translation studies, mapping out past trends and suggesting how research might develop in the future. In their general introduction the editors illustrate how translation studies has developed as a broad interdisciplinary field. Accompanied by an extensive bibliography, this book provides an ideal entry point for students and scholars exploring the multifaceted and fast-developing discipline of translation studies.

This volume brings together scholars from around the world to juxtapose the voices of classroom participants alongside the voices of ruling elites with the aim of critically linking language policy issues with classroom practice in a range of contexts. The volume is suitable for postgraduate students, researchers and educators in a range of areas.

This book focuses on the study-abroad experiences of pre-service and in-service language teachers and language teacher educators. The diverse contributions to this volume provide readers with a deep understanding of what this mobility means for individuals and the language teaching and learning communities they encounter and return to post-sojourn. Considering the broad variability of study-abroad programs and arrangements, as well as the multidimensional, complex nature of study-abroad social, geographical and digital environments, the chapters discuss the teachers’ psychological experiences in cognitive, affective and social terms. Readers will discover the effect of mobility on identity, beliefs, practices, self-efficacy, agency, self-confidence, independence and personal growth, as well as how transitions across borders can result in feelings of self-doubt, anxiety and insecurity. This is essential reading for language teacher educators, mentors and supervisors, managers of study-abroad programs and researchers working in the fields of study abroad, international education and language teacher education.

Teaching Poetry Writing: A Five Canon Approach is a comprehensive alternative to the full-class workshop approach to poetry writing instruction. In the five canon approach, peer critique of student poems takes place in online environments, freeing up class time for writing exercises and lessons based on the five canons of classical rhetoric: invention, arrangement, style, memory, and delivery.

Linguistic Landscapes is the first comprehensive approach to a largely under-explored sociolinguistic phenomenon: language on signs. Based on an up-to-date review of previous research from various places around the world, the book develops an analytical framework for the systematic analysis of linguistic landscape data. This framework is applied to a sample of 2,444 signs collected in 28 survey areas in central Tokyo. Analytical categories include the languages contained and their combinations, differences between official and nonofficial signs, geographic distribution, availability of translation or transliteration, linguistic idiosyncrasies, and the comparison of older and newer signs, among others. Combining qualitative and quantitative methods, the analysis yields some unique insights about the writers of multilingual signs, their readers, and the languages and scripts in contact. Linguistic Landscapes thus demonstrates that the study of language on signs has much to contribute to research into urban multilingualism, as well as the study of language and society as a whole.

This book explores individual language policy among bilingual youth who belong to different ethnic minority groups in Vietnam, through vivid stories detailing their life with multiple languages. It examines the youth’s daily language behaviours through the unique theoretical lens of individual language policy, and the ways in which this policy interacts with and is influenced by language policies at macro, meso and micro level. It contributes to research on language and identity, and language policy in non-Anglophone societies and will appeal to a broad international readership, including researchers in sociolinguistics, teachers working with ethnic minority students and policymakers concerned with minority language maintenance around the world.

This volume addresses the methods and motives for translating the central texts of the world’s religions and investigates a wide range of translation challenges specific to the unique nature of these writings. Translation theory underpins the methodology for the analysis of a variety of scriptures and brings important and sensitive issues of translation to the fore.

The book contains studies on second language lexical processes based on empirical findings by authors mostly from Central Europe. The reader may have access to how lexical items are stored in the memory and also to how second language lexicons work in speech processing. Questions of the two lexicons’ integration or separation, the fashion of bilingual word storage, vocabulary acquisition and assessment, word retrieval from the memory and lexical access are the focus of the studies. The authors of the studies refer to analyses of different psycholinguistic experiments (e.g. a word association test, speech perception tests, a Cloze-test). Assessment of written work of second language learners both at secondary school and university levels is also provided. Second language lexical acquisition processes are described and the influences of different types of languages on each other are shown. The second languages involved are mainly internationally less widely investigated and published languages of Finno-Ugric (i.e. Hungarian) and Indo-European (e.g. Croatian, Polish, Russian, etc.) origin next to the more frequently studied English and German. The studies included in our volume focus on lexical acquisition and processing and also make reference to pedagogical questions. They include investigations of lexical perception, production, acquisitional processes and vocabulary assessment. The novelty of the book is that the studies make reference to Hungarian and a number of Slavic languages. They provide the reader with new perspectives on second language lexical acquisition processes when the source language and the target language are distinct from a typological point of view, the lexicon in processing terms. The book is intended for the use of undergraduate and graduate students of second language studies, psycholinguistics and/or bilingualism researchers, teachers and academics whose interests include a second language acquisition component.

Within the complex process of second language acquisition there lies a highly variable component referred to as the silent period, during which some beginning second language learners may not willingly produce the target language. Silence in Second Language Learning claims that the silent period might represent a psychical event, a non-linguistic as well as a linguistic moment in the continuous process of identity formation and re-formation. Colette Granger calls on psychoanalytic concepts of anxiety, ambivalence, conflict and loss, and on language learning narratives, to undertake a theoretical dialogue with the learner as a being engaged in the psychical work of making, and re-making, an identity. Viewed in its entirety, this study takes the form of a kind of triangulation of three elements: the linguistically described phenomenon of the silent period; the psychoanalytically oriented problem of the making of the self; and the real and remembered experiences of individuals who live in the silent space between languages.

International Schools have developed since their inception from a largely native English-speaking student body to schools such as the author’s, the Vienna International School (VIS), where there are students of 90 nationalities with 65 mother tongues. Maurice Carder proposes a “three-programme model” for addressing the language and curricula needs of these students: a content-based second language programme; a programme of cultural and linguistic training for all staff; and a mother tongue programme for minority students. The model is based on research findings and practice: at the VIS every year approximately 1/3 of the graduating students gain an IB Diploma (International Baccalaureate) because they are able to take their mother tongue (other than English or German) as Language A1. The book contains insightful chapters not only for school leaders, programme designers and teachers, but also for parents. Inserted boxes of student responses give an authentic voice to the needs of second language learners, and many useful resources and websites are given.

This book presents research focused on young emergent bilingual children’s multimodal meaning-making processes in diverse cultural and linguistic settings. Chapters draw on a range of theoretical frameworks and expand on traditional notions of literacy, especially for students who are working to learn English as a new language. The insights into original research studies will help readers understand the many avenues that one can take as a practitioner in order to ensure that student assets are built upon to promote positive literate identities and learning experiences and, ultimately, to promote literacy success for diverse learners. Each chapter includes practical pedagogical recommendations and implications for teachers that can immediately be applied to classrooms, making the book an essential resource for using multiple modes to teach literacy with diverse student populations.

The aim of this book is to inform both scholars and the public about the nature and extent of the problem of language decline and death in Africa.  It resourcefully traces the main causes and circumstances of language endangerment, the processes and extent of language shift and death, and the consequences of language loss to the continent’s rich linguistic and cultural heritage.  The book outlines some of the challenges that have emerged out of the situation.

This book is a systematic attempt to address the issue of fossilization in relation to a fundamental question in second language acquisition research, which is: why are learners, adults in particular, unable to develop the level of competence they have aspired to in spite of continuous and sustained exposure to the target language, adequate motivation to learn, and sufficient opportunity to practice?

A Companion to Translation Studies is the first work of its kind. It provides an authoritative guide to key approaches in translation studies. All of the essays are specially commissioned for this collection, and written by leading international experts in the field. The book is divided into nine specialist areas: culture, philosophy, linguistics, history, literary, gender, theatre and opera, screen, and politics. Contributors include Susan Bassnett, Gunilla Anderman and Christina Schäffner. Each chapter gives an in-depth account of theoretical concepts, issues and debates which define a field within translation studies, mapping out past trends and suggesting how research might develop in the future. In their general introduction the editors illustrate how translation studies has developed as a broad interdisciplinary field. Accompanied by an extensive bibliography, this book provides an ideal entry point for students and scholars exploring the multifaceted and fast-developing discipline of translation studies.

To what extent is linguistic continuity a prerequisite for ethno-cultural survival? Focusing on the Gaelic community in Scotland and the Sorbs of Lusatia, this study illuminates core assumptions and rationales in relation to minority language revitalisation ideologies in Scotland and Germany and shows how they have been affected by assimilation processes arising from modernisation and globalisation. A thorough review of relevant theoretical debates is followed by a presentation of historical contexts and a detailed analysis of contemporary discourses about bilingualism, cultural difference and ethno-cultural belonging within the Gaelic and Sorbian communities. Drawing on more than 100 interviews, a questionnaire survey and a wide range of comments by Gaelic and Sorbian speakers in the media, the author identifies current ideological faultlines in Gaelic and Sorbian activist circles and argues that minority language planners must critically engage with competing theoretical paradigms if revitalisation efforts are to be successful.

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?

This book is provides a comprehensive review of the legal status of minority languages in the U.S. It also provides the historical and political context for the legal manoeuvring that culminated in landmark civil rights victories. All of the major cases in the U.S. concerning language rights are discussed in detail and in an easily accessible manner to the non-legal audience. The topics range from the English-only movement to consumer law, employment discrimination to international law.

Why do the French defend their language so passionately? Can a world language like French really be in crisis? By tracing the long history of language defence in France and by examining the multiplicity of official and non-official defensive activities and attitudes, the book aims to answer these and other related questions. It looks at changing government policy, particularly the recent paradoxical shift from monolingualism to plurilingualism, and at what has motivated it. It analyses the work of the powerful government agencies and of the small but very vocal private defensive groups. The importance of the Internet is highlighted both by its extensive use in the research for the book and by an examination of its use by the language defenders. A European context is provided by comparisons with Germany, Italy, Spain and the United Kingdom. Finally, a look at various contemporary problems leads to a thought-provoking prognosis for this most strongly-defended of European languages.

This book questions assumptions about the nature of language and how language is conceptualized. Looking at diverse contexts from sign languages in Indonesia to literacy practices in Brazil, from hip-hop in the US to education in Bosnia and Herzegovina, this book forcefully argues that a critique of common linguistic and metalinguistic suppositions is not only a conceptual but also a sociopolitical necessity. Just as many notions of language are highly suspect, so too are many related concepts premised on a notion of discrete languages, such as language rights, mother tongues, multilingualism, or code-switching. Definitions of language in language policies, education and assessment have material and often harmful consequences for people. Unless we actively engage with the history of invention of languages in order to radically change and reconstitute the ways in which languages are taught and conceptualized, language studies will not be able to improve the social welfare of language users.

This book presents the narratives and voices of young, mostly male practitioners of hip hop culture in Delhi, India. The author suggests that practitioners understand hip hop as both a thing that can be appropriated and authenticated, made real, in the local and global context and as a way that enables them to transform their lives and futures in the rapidly globalising urban environments of Delhi. The dancers, artists, musicians and cultural theorists that feature in this book construct a multitude of voices in their narratives to formulate their ‘own’ transcultural voices within global hip hop. Through a combination of linguistic ethnography, sociolinguistics and discourse studies, the book addresses issues including gender and sexuality, identity construction and global culture.

In and out of English: For Better, For Worse? is concerned with the impact of English as the lingua franca of today’s world, in particular its relationship with the languages of Europe.  Within this framework a  number of themes are explored, including linguistic imperialism, change as the result of language contact, the concept of the English native speaker, and the increasing need in an enlarged Europe for translation into as well as out of English.

The United States is and has always been an immigrant country. However, it has always demonstrated a marked ambivalence towards newcomers. In some circumstances, they are seen as welcomed contributors to a multifaceted society; in others they are viewed as interlopers usurping depleting resources which should be going to the country’s citizens. A major part of this ongoing debate centers on the languages which immigrants bring with them. For some, these new languages add to the country’s diversity; for others the new languages are seen as an inherent threat to English and the American way of life.

Languages in America: A Pluralist View is a vigorous response to this perspective by a sociolinguist and professor, Susan J. Dicker. Drawing on knowledge from the fields of linguistics, history and sociology, Dicker presents a cogent argument for language diversity in the United States. She explores the role language plays in personal and public identity. She debunks the mythology of America as a melting pot. She tackles common misconceptions about second-language learning, reveals the nativist roots of the official-English movement, and describes how other countries nurture language pluralism. Finally, Dicker asks her readers to imagine America as an open, pluralistic society in which language diversity plays an important part.

International Schools have developed since their inception from a largely native English-speaking student body to schools such as the author’s, the Vienna International School (VIS), where there are students of 90 nationalities with 65 mother tongues. Maurice Carder proposes a “three-programme model” for addressing the language and curricula needs of these students: a content-based second language programme; a programme of cultural and linguistic training for all staff; and a mother tongue programme for minority students. The model is based on research findings and practice: at the VIS every year approximately 1/3 of the graduating students gain an IB Diploma (International Baccalaureate) because they are able to take their mother tongue (other than English or German) as Language A1. The book contains insightful chapters not only for school leaders, programme designers and teachers, but also for parents. Inserted boxes of student responses give an authentic voice to the needs of second language learners, and many useful resources and websites are given.

Language is all around us as it is displayed in texts on shop windows, commercial signs, posters, official notices, etc. Given a multitude of languages there, it does not come as a surprise that an increasing number of researchers have taken a closer look at languages on signs in the public space. The book reports on studies of the linguistic landscape in cities in countries around the globe: Israel, Japan, Thailand, the Netherlands (Friesland) and Spain (the Basque Country). Their cultural, socio-economic and political circumstances are very divergent. Multimillion cities are included such as Bangkok and Tokyo, but also smaller cities such as Ljouwert-Leeuwarden and Donostia-San Sebastian. Multilingualism turns out to be an important dimension of the linguistic landscape everywhere, as well as the reflection of the process of globalisation, visible through the use of English. The study of the linguistic landscape is applied here as a means to increase our understanding of multilingualism and future directions are outlined.

This book is about the relationship between learning English as an additional language and the ways in which immigrant students are able to represent their identities at school. In high schools, how such students are heard by others may be just as important as how they speak.

This book explores the importance of cross-linguistic similarity in foreign language learning. While linguists have primarily focussed upon differences between languages, learners strive to make use of any similarities to prior linguistic knowledge they can perceive. The role of positive transfer is emphasized as well as the essential differences between comprehension and production. In comprehension of related languages, cross-linguistic similarities are easily perceived while in comprehension of distant languages they are merely assumed. Production may be based on previous perception of similarities, but frequently similarities are here merely assumed. Initially, effective learning is based on quick establishment of cross-linguistic one-to-one relations between individual items. As learning progresses, the learner learns to modify such oversimplified relations. The book describes the ways in which transfer affects different areas of language, taking account of the differences between learning a language perceived to be similar and a language where few or no cross-linguistic similarities can be established.

The book is designed as a comprehensive introduction to bilingual education for instructors, researchers and students and a companion to "Foundations of Bilingual Educationa nd Bilingualism". It will fulfil the needs of teacher education and the preparation and professional development of bilingual teachers. Bilingual education at classroom, school and community levels are explored from a contemporary and international perspective.

The readings are divided into four sections:

Section 1: Varieties of Bilingual Education

Section 2: History, Policy and Politics of Bilingual Education

Section 3: Languages and Literacies in Bilingual Education

Section 4: Issues in Teaching, Learning and Assessment in Bilingual Education

Following each of the nineteen readings, there are questions and activities to create an interactive text for instructors and students. Such questions and activities will engage the reader in reflection, deepening understandings and critical appreciation of bilingual education policies, politics and practices.

This book offers sharp new insights into the acquisition and use of French as a foreign language.  The authors are specialists in their particular theoretical paradigms and focus on morphology, morpho-syntax, syntax, discourse, as well as fluency in the French interlanguage from beginners to advanced learners with different first languages.

This book offers a unique understanding of how researchers’ linguistic resources, and the languages they use in the research process, are often politically and structurally shaped and constrained, with implications for the reliability of the research. The chapters are written by both experienced and novice researchers, who examine how they negotiated the use of their own, and others’, linguistic and communicative resources when undertaking their research in politically-charged, and linguistically and culturally diverse contexts. The contributing authors are either from the Global South, or engaged in work which is contextualised within the Global South; or they face linguistic structural hegemonies in the Global North which challenge their research processes. They utilise diverse theoretical, methodological and disciplinary approaches to produce a collection of engaging and accessible accounts of researching multilingually in their contexts. These accounts will help readers to make theoretically and methodologically informed choices about the political dimensions of languages in their own research when researching multilingually.

Language Socialization in Bilingual and Multilingual Societies is a multidisciplinary, multinational collection of essays that explore language socialization from very early childhood through adulthood, not only in oftenstudied communities in Canada and the United States, but also in Australia, Bolivia, Egypt, India and Slovakia. The global perspective gained by the inclusion of studies of communities representing every inhabited continent provides readers with an indication of the richness of the field as well as a guide for future work. The book includes chapters focusing on language socialization at different stages of the lifespan – at home and in schools, communities and workplaces. Authors focus on well-known communities, such as Mexican-Americans in the United States and Francophones in Canada, as well as on communities that are less familiar to many readers, such as the Aymara in Bolivia, the Inuit in northern Québec and minority Hungarians in Slovakia. The breadth and theoretical sophistication of this volume make it a suitable text for upper-division and graduate courses in bilingualism, language education and sociolinguistics.

This book contributes to the growth of interest in task-based language learning and teaching that has been seen in recent years. It brings together research that focuses on various aspects and effects of pedagogic task design and presents work that uses tasks to examine oral interaction, written production, vocabulary and reading, lexical innovation and pragmatics in different formal language learning contexts and in different languages (English as a second/foreign language, French/German/Italian/Spanish as foreign languages). It also provides guidelines for task classification, sequencing and design.

The book is addressed to both professionals and students interested in second language acquisition research. It will also be of use to professionals involved in language pedagogy and curriculum design.

This book is both research report and performance piece. Here is a team of researchers as they study communication on the volleyball court. And here are the voices and actions of the volleyball coach and his players as they practise and play. Research in process and research findings are represented in a play script which brings vividly to life both ethnographic research methods and communication in the world of sport. This highly original book adds innovation and imagination to the representation of language in social life.

This book brings together visions and realities of multilingual schools throughout the world in order to examine the pedagogical, socioeducational, and sociopolitical issues that impact on their development and success. The chapters describe and analyze pedagogical, instructional, and policy efforts to develop multilingualism through school with different targeted populations -- immigrant students, indigenous peoples, traditional minorities, majorities, and multiethnic/multilingual groups. Each contribution, many written by well-known scholars in the field of bilingual and multilingual education, affirms the desirability of multilingualism as a societal resource and as a right of individuals, while acknowledging the social, economic and political differences that make the acquisition of multilingualism easy for some, and difficult for others. And yet, the book focuses on the school as a place of promise and resistance, having the potential to preserve, recover, and expand the world's linguistic diversity. The introduction, written by the co-editors, identifies the conceptual threads that are developed throughout the chapters. But the chapters themselves remind us of the importance of local conditions, despite the global pressures of the 21st century, in imagining and creating multilingual educational spaces.

This book examines the influence of cultural values and communication styles on intercultural communication and demonstrates how training can develop intercultural communication competencies. A large number of interactions between well-educated immigrants from all continents and from more than a hundred countries, together with some including native speakers, are examined and participants’ answers to questionnaires compared with their actual communicative behaviour. The author raises questions of interest to many groups: linguists, educators, business people and sociologists. Which values are most salient and enduring, and which cause clashes between cultural groups? To what extent do people retain the communication style identified with their first language and how do these different styles impact on others?

This volume presents the results of the largest ever language attitude/motivation survey in second language studies. The research team gathered data from over 13,000 Hungarian language learners on three successive occasions: in 1993, 1999 and 2004. The examined period covers a particularly prominent time in Hungary’s history, the transition from a closed, Communist society to a western-style democracy that became a member of the European Union in 2004. Thus, the book provides an ‘attitudinal/motivational flow-chart’ describing how significant sociopolitical changes affect the language disposition of a nation. The investigation focused on the appraisal of five target languages – English, German, French, Italian and Russian – and this multi-language design made it also possible to observe the changing status of the different languages in relation to each other over the examined 12-year period. Thus, the authors were in an ideal position to investigate the ongoing impact of language globalisation in a context where for various political/historical reasons certain transformation processes took place with unusual intensity and speed. The result is a unique blueprint of how and why language globalisation takes place in an actual language learning environment.

This volume deals with Translation Research (TR) and Interpreting Research (IR). In the main contribution, Daniel Gile from the Université Lumière Lyon 2 (France) explores kinship, differences and prospects for partnership between the two. He gives an overview of the history of research into translation and interpreting, explores commonalities and reviews differences between translation and interpreting, and discusses implications for research. He comments critically on the foci and paradigms in both TR and IR and on the epistemological and methodological problems they raise. He concludes by saying that Translation and Interpreting Studies are gaining both social cohesion and some weight as an academic identity.

The contributions by Jan Cambridge, Andrew Chesterman, Janet Fraser, Yves Gambier, Moira Inghilleri, Zuzana Jettmarová, Ian Mason, Mariana Orozco, Franz Pöchhacker and Miriam Shlesinger focus on translator and interpreter behaviour, research methodology, types of research, disciplinary autonomy and interdisciplinarity, theory and practice, research training, and institutional constraints. There is general agreement that in view of commonalities and differences between translation and interpreting, each step in the investigation of one can contribute valuable input towards investigation of the other.

Mindful of the fact that cultures are now more interdependent than ever, this book explores the development of critical cultural awareness through the processes of teaching and learning about foreign cultures. It draws upon theoretical foundations relating to inter- and intra-cultural communication from contemporary philosophical movements, namely Critical Theory and Postmodernism. The study adopts Critical Pedagogy, as it is described by Freire, Giroux and others, as the educational framework providing guidelines for taking a critical perspective towards both native and foreign cultures. It examines the critical dimension of some selected documents and models used worldwide for teaching/learning culture within foreign language classes. It includes a research project carried out among secondary school teachers of EFL in Portugal whose national syllabus suggests a critical approach to English-speaking cultures. This project aimed to illustrate how practising teachers approach foreign cultures critically, to provide some grounded theory for a definition of critical cultural awareness within foreign language/culture education, and to inspire a proposal for teacher education and development. Finally, this book submits a general proposal for the development of critical cultural awareness and intercultural communication competence among prospective and practising teachers of foreign languages/cultures.

This short volume provides a comprehensive and synoptic view of Joshua A. Fishman's contributions to international sociolinguistics from 1949 to the present. Readers will find in this volume the essential understandings of Fishmanian sociolinguistics in two short essays that integrate his life's work. The first essay by García and Schiffman identifies the major theoretical contributions and the development of Fishmanian sociolinguistics, often echoing Fishman's own words. The essay by Peltz then analyzes Fishman´s contributions to Yiddish scholarship, as well as the role of that scholarship in his general work. These essential understandings are then extended through Fishman's own concluding sentiments, as well as by the comprehensive and up-to-date bibliography of over 1,000 titles of Joshua A. Fishman's work, compiled by his wife, Gella Schweid Fishman. Together, the contributions in this volume pay tribute to the life work of one of the world's most prolific and original scholars in the field of sociolinguistics -- the founder of what we refer to in this volume as Fishmanian sociolinguistics.

Language, Space, and Power describes the sociolinguistic and sociocultural life of a Spanish-English dual language classroom in which attention is given to not only the language learning processes at hand but also to how race, ethnicity, and gender dynamics interact within the language acquisition process.

This book documents ongoing language shift to English among Latino professionals in California 67% of which studied Spanish formally in high school and 54% of which studied Spanish in college. Taking into account the recommendations about the teaching of Spanish as a heritage language made by these professionals, the book then describes current instructional practices used in the teaching of Spanish as an academic subject at the high school and university levels to “heritage” language students who, although educated entirely in English, acquired Spanish at home as their first language. The suggestions made by the Professionals concentrated almost exclusively on Spanish language maintenance (e.g., making cultural/historical connections; showing relevance and significance of language to students’ lives, teaching other subjects in Spanish, teaching legal, medical, business terms in Spanish). The study of goals currently guiding instruction for heritage speakers of Spanish at both the high school and the college levels, on the other hand, raise questions about the potential contribution of educational institutions to the maintenance and retention of Spanish among the current Spanish-speaking population of California.

This volume covers the language situation in Botswana, Malawi, Mozambique and South Africa explaining the linguistic diversity, the historical and political contexts and the current language situation, including language-in-education planning, the role of the media, the role of religion, and the roles of non-indigenous languages. The authors are indigenous and have been participants in the language planning context.

This book contains reports of research on bilingualism in infants and children as well as perspectives from those involved in cross-linguistic research on language development, literacy development in bilingual children, and psycholinguistic research on bilingualism in adults. It offers a fresh multidisciplinary perspective and next steps for research on childhood bilingualism.

Language, Space, and Power describes the sociolinguistic and sociocultural life of a Spanish-English dual language classroom in which attention is given to not only the language learning processes at hand but also to how race, ethnicity, and gender dynamics interact within the language acquisition process.

The Internet is accelerating globalization by exposing organizations and individuals to global audiences. This in turn is driving teletranslation and teleinterpretation, new types of multilingual support, which are functional in digital communications environments. The book describes teletranslation and teleinterpretation by exploring a number of key emerging contexts for language professionals.

The book presents a new theory of the relationship between language and culture in a transnational and global perspective. The fundamental view is that languages spread across cultures, and cultures spread across languages, or in other words, that linguistic and cultural practices flow through social networks in the world along partially different paths and across national structures and communities.