This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.
This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.
Instead of viewing different perspectives on the self as competing with each other and considering one perspective on the self as being inherently ‘better’ than another, this book takes the view that a fuller, more comprehensive picture of the self in SLA can be gained by examining and combining insights from different perspectives. This original collection of papers thus attempts to provide a thorough overview of the ways in which the self can be conceptualised in SLA contexts. The editors have brought together a diverse range of theoretical perspectives on the self to allow the reader to appreciate the insights that each approach contributes to overall understandings of the self in the domain of second language acquisition and foreign language learning.
Details
Price: $36.95
Pages: 200
Publisher: Channel View Publications
Imprint: Multilingual Matters
Series: Second Language Acquisition
Publication Date: 3rd February 2014
Trim Size: 6.15 x 9.2 in
ISBN: 9781783091348
Format: Paperback
BISACs: PSYCHOLOGY / Personality LANGUAGE ARTS & DISCIPLINES / Study & Teaching LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics
Reviews
The self has become an increasingly important focus for many areas; it is being highlighted in psychology, philosophy, neurobiology and very prominently, in research on language acquisition. This volume presents a rich variety of studies related to the self, bringing in many ways in which language and the self are intertwined and showing how a greater awareness of the self can lead to more effective language learning.
- Jane Arnold, University of Seville, Spain
The history of 'self' in studies of second language identities is a somewhat uneven one and what has always been missing is the big view – not a single monolithic account of this area of research, but a collection of the variety of ways there are to go about it. In this timely book, the editors bring together prominent scholars who provide the reader with a wide range of angles on the construct (from self-efficacy to self-esteem) and offer a stimulating snapshot of the state of play as regards self in second language identities research.
- David Block, Institució Catalana de Recerca I Estudis Avançats, Universitat de Lleida, Spain
Along with identity studies, research focusing on the construct of the self has grown rapidly in recent years. These studies have been carried out from a range of theoretical and methodological standpoints. This volume shows that, far from being a weakness, theoretical and methodological diversity is a strength. As such, it is a welcome addition to the growing number of publications that challenge narrow conceptualisations of research in SLA.
- David Nunan, Professor Emeritus of Applied Linguistics, University of Hong Kong
I thoroughly enjoyed reading this insightful volume and I highly recommend it to researchers and students who are interested in the application of self-constructs to the study of SLA. Researchers will appreciate the valuable contribution that the book makes towards more conceptual clarity among the myriad of self-constructs that SLA research has come to entertain, the cogent discussions of past research and original research, as well as the implications for future work in the area. Students with an interest in research on the self in SLA will value the chapters in this book for their accessible and succinct style, their clear structure, the concise literature reviews and the annotated miniature bibliographies, which recommend three key titles that are pertinent to the chapter content.
- Gianna Hessel, University of Oxford, UK, System
The main strength of the volume lies without doubt in its diversity as the editors have successfully managed to bring together a multiplicity of perspectives on the self in SLA, show the ways in which these perspectives can be reconciled and illustrate how they can provide a point of reference for future empirical investigations in this area. The book constitutes an invaluable resource for anyone interested in the study of the language learner’s self, be they graduate or doctoral students, or researchers seeking to gain further insights into this fascinating domain.
- Mirosław Pawlak, Adam Mickiewicz University, in SSLLT 5 (1) 2015.
Overall this is a highly informative volume written in an accessible manner. It has great potential to educate a wide range of readers such as postgraduate students, researchers and language teachers. For these reasons, I echo the enthusiastic praise on the back cover in my evaluation of this edited volume. It is definitely one of the most informative and useful handbooks for readers looking for ideas associated with the 'self' in research and teaching. It is a must-read for those interested in knowing more about the constructs associated with the self in language learning and teaching.
- Xuesong Gao, University of Hong Kong, Hong Kong, Independence 67 IATEFL, July/August 2016
The work collected and edited by Mercer and Williams fills important gaps and
discrepancies between major theories and brings a fresh and different perspective to the field of SLA with the crucial ideas, future directions, and debates it poses. The work brings the theories together to build toward a comprehensive perspective. The book is a very valuable one, especially for graduate students who are looking for conceptual clarity in constructs of the self.
- Hilal Peker, Florida State University, USA, Journal of Language, Identity & Education, 16:1
Author Bio
Sarah Mercer is Lecturer at the University of Graz, Austria. She has been working in ELT in Europe for over 15 years and currently researches in the area of language learning psychology, with particular interest in aspects of the self. Her recent publications include Towards an Understanding of Language Learner Self-Concept (2011, Springer).
Marion Williams was previously Reader at the University of Exeter and is currently Chair of the Academic Board for INSTILL Education. She has 40 years' experience of working at all levels of ELT internationally, is a long-standing member of the ELT Journal editorial board and is a former president of IATEFL.
Table of Contents
1. Sarah Mercer and Marion Williams: Introduction to Multiple Perspectives on the Self
2. Nicole Mills: Self-efficacy in SLA
3. Sinthujaa Sampasivam and Richard Clément: The Dynamics of Second Language Confidence: Contact and Interaction
4. Fernando Rubio: Self-Esteem and Self-Concept in Foreign Language Learning
5. Bonny Norton: Identity and Poststructuralist Theory in SLA
6. Chantal Hemmi: Dual Identities Perceived by Bilinguals
7. Florentina Taylor: Relational Views of the Self in SLA
8. Stephen Ryan and Kay Irie: Imagined and Possible Selves: Stories We Tell Ourselves About Ourselves
9. Ema Ushioda: Motivational Perspectives on the Self in SLA: A Developmental View
10. Georg Northoff: Brain and Self: A Neurophilosophical Account
11. Sarah Mercer: The Self from a Complexity Perspective
12. Sarah Mercer and Marion Williams: Concluding Reflections
Instead of viewing different perspectives on the self as competing with each other and considering one perspective on the self as being inherently ‘better’ than another, this book takes the view that a fuller, more comprehensive picture of the self in SLA can be gained by examining and combining insights from different perspectives. This original collection of papers thus attempts to provide a thorough overview of the ways in which the self can be conceptualised in SLA contexts. The editors have brought together a diverse range of theoretical perspectives on the self to allow the reader to appreciate the insights that each approach contributes to overall understandings of the self in the domain of second language acquisition and foreign language learning.
Price: $36.95
Pages: 200
Publisher: Channel View Publications
Imprint: Multilingual Matters
Series: Second Language Acquisition
Publication Date: 3rd February 2014
Trim Size: 6.15 x 9.2 in
ISBN: 9781783091348
Format: Paperback
BISACs: PSYCHOLOGY / Personality LANGUAGE ARTS & DISCIPLINES / Study & Teaching LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics
The self has become an increasingly important focus for many areas; it is being highlighted in psychology, philosophy, neurobiology and very prominently, in research on language acquisition. This volume presents a rich variety of studies related to the self, bringing in many ways in which language and the self are intertwined and showing how a greater awareness of the self can lead to more effective language learning.
– Jane Arnold, University of Seville, Spain
The history of 'self' in studies of second language identities is a somewhat uneven one and what has always been missing is the big view – not a single monolithic account of this area of research, but a collection of the variety of ways there are to go about it. In this timely book, the editors bring together prominent scholars who provide the reader with a wide range of angles on the construct (from self-efficacy to self-esteem) and offer a stimulating snapshot of the state of play as regards self in second language identities research.
– David Block, Institució Catalana de Recerca I Estudis Avançats, Universitat de Lleida, Spain
Along with identity studies, research focusing on the construct of the self has grown rapidly in recent years. These studies have been carried out from a range of theoretical and methodological standpoints. This volume shows that, far from being a weakness, theoretical and methodological diversity is a strength. As such, it is a welcome addition to the growing number of publications that challenge narrow conceptualisations of research in SLA.
– David Nunan, Professor Emeritus of Applied Linguistics, University of Hong Kong
I thoroughly enjoyed reading this insightful volume and I highly recommend it to researchers and students who are interested in the application of self-constructs to the study of SLA. Researchers will appreciate the valuable contribution that the book makes towards more conceptual clarity among the myriad of self-constructs that SLA research has come to entertain, the cogent discussions of past research and original research, as well as the implications for future work in the area. Students with an interest in research on the self in SLA will value the chapters in this book for their accessible and succinct style, their clear structure, the concise literature reviews and the annotated miniature bibliographies, which recommend three key titles that are pertinent to the chapter content.
– Gianna Hessel, University of Oxford, UK, System
The main strength of the volume lies without doubt in its diversity as the editors have successfully managed to bring together a multiplicity of perspectives on the self in SLA, show the ways in which these perspectives can be reconciled and illustrate how they can provide a point of reference for future empirical investigations in this area. The book constitutes an invaluable resource for anyone interested in the study of the language learner’s self, be they graduate or doctoral students, or researchers seeking to gain further insights into this fascinating domain.
– Mirosław Pawlak, Adam Mickiewicz University, in SSLLT 5 (1) 2015.
Overall this is a highly informative volume written in an accessible manner. It has great potential to educate a wide range of readers such as postgraduate students, researchers and language teachers. For these reasons, I echo the enthusiastic praise on the back cover in my evaluation of this edited volume. It is definitely one of the most informative and useful handbooks for readers looking for ideas associated with the 'self' in research and teaching. It is a must-read for those interested in knowing more about the constructs associated with the self in language learning and teaching.
– Xuesong Gao, University of Hong Kong, Hong Kong, Independence 67 IATEFL, July/August 2016
The work collected and edited by Mercer and Williams fills important gaps and
discrepancies between major theories and brings a fresh and different perspective to the field of SLA with the crucial ideas, future directions, and debates it poses. The work brings the theories together to build toward a comprehensive perspective. The book is a very valuable one, especially for graduate students who are looking for conceptual clarity in constructs of the self.
– Hilal Peker, Florida State University, USA, Journal of Language, Identity & Education, 16:1
Sarah Mercer is Lecturer at the University of Graz, Austria. She has been working in ELT in Europe for over 15 years and currently researches in the area of language learning psychology, with particular interest in aspects of the self. Her recent publications include Towards an Understanding of Language Learner Self-Concept (2011, Springer).
Marion Williams was previously Reader at the University of Exeter and is currently Chair of the Academic Board for INSTILL Education. She has 40 years' experience of working at all levels of ELT internationally, is a long-standing member of the ELT Journal editorial board and is a former president of IATEFL.
1. Sarah Mercer and Marion Williams: Introduction to Multiple Perspectives on the Self
2. Nicole Mills: Self-efficacy in SLA
3. Sinthujaa Sampasivam and Richard Clément: The Dynamics of Second Language Confidence: Contact and Interaction
4. Fernando Rubio: Self-Esteem and Self-Concept in Foreign Language Learning
5. Bonny Norton: Identity and Poststructuralist Theory in SLA
6. Chantal Hemmi: Dual Identities Perceived by Bilinguals
7. Florentina Taylor: Relational Views of the Self in SLA
8. Stephen Ryan and Kay Irie: Imagined and Possible Selves: Stories We Tell Ourselves About Ourselves
9. Ema Ushioda: Motivational Perspectives on the Self in SLA: A Developmental View
10. Georg Northoff: Brain and Self: A Neurophilosophical Account
11. Sarah Mercer: The Self from a Complexity Perspective
12. Sarah Mercer and Marion Williams: Concluding Reflections
Overcoming the Gentrification of Dual Language, Bilingual and Immersion Education
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This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.
The four stakeholder resource chapters in Part 2 have been made Open Access under a CC BY NC ND licence to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education.
To access the chapters please see the following links:
Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studies https://zenodo.org/records/10519199 Chapter 12: Nelson Flores: Nice White Parents and Dual Language Education
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Kaishan Kong
Intercultural Citizenship in Language Education
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Lau v. Nichols and Chinese American Language Rights
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Culturally Responsive Schooling for Indigenous Mexican Students
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This book uncovers the social and educational experiences of an increasing yet understudied population of young immigrants in the US, focusing on multilingual students who speak one of three Indigenous languages: Zapotec, Mixtec and P’urhépecha. It explores students’ ethnoracial identities, Indigenous language use and transnational practices and the influence of these factors on school adjustment, academic achievement and educational pathways. This three-year mixed-methods study in semi-urban, urban and rural contexts assesses student interviews, teacher interviews and survey data to provide an account of how Indigenous students develop their social identities and examines the influence of their non-Indigenous Mexican peers and teachers. It highlights new developments in Latinx cultural and linguistic heterogeneity and intragroup race/ethnic relations, informing policymakers and educators about Indigenous immigrant students and how to effectively support their multilingualism, ethnic identity development and educational success. It will be of interest to researchers working in related fields such as education, Latin American studies and immigration studies.
Amy Einsohn
The Copyeditor's Handbook and Workbook
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This set includes two essential resources for writers and editors: The Copyeditor’s Handbook, now in its fourth edition, and The Copyeditor’s Workbook, the new companion to the bestselling Handbook.
Unstuffy, hip, and often funny, The Copyeditor’s Handbook: A Guide for Book Publishing and Corporate Communicationshas become an indispensable resource both for new editors and for experienced hands who want to refresh their skills and broaden their understanding of the craft of copyediting. This fourth edition incorporates the latest advice from language authorities, usage guides, and new editions of major style manuals, including The Chicago Manual of Style. It registers the tectonic shifts in twenty-first-century copyediting: preparing text for digital formats, using new technologies, addressing global audiences, complying with plain language mandates, ensuring accessibility, and serving self-publishing authors and authors writing in English as a second language. The new edition also adds an extensive annotated list of editorial tools and references and includes a bit of light entertainment for language lovers, such as a brief history of punctuation marks that didn’t make the grade, the strange case of razbliuto, and a few Easter eggs awaiting discovery by keen-eyed readers.
The Copyeditor’s Workbook: Exercises and Tips for Honing Your Editorial Judgment—a new companion to the Handbook—offers comprehensive and practical training in the art of copyediting for both aspiring and experienced editors. More than forty exercises of increasing difficulty and length, covering a range of subject matter, enable you to advance in skill and confidence. Detailed answer keys and explanations offer a grounding in editorial basics, appropriate usage choices for different contexts and audiences, and advice on communicating effectively and professionally with authors and clients. Whether the exercises are undertaken alone or alongside the new edition of The Copyeditor’s Handbook, they provide a thorough workout in the essential knowledge and skills required of contemporary editors.
