Multilingual Matters

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

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

This book brings together 11 prominent scholars and political activists to discuss and explore issues around postcolonialism, decoloniality, Theories of the South and Epistemologies of the South.  These wide-ranging discussions touch upon issues from academic research methods and writing conventions to global struggles for justice. Together the chapters, as well as the interventions from forum participants which are characteristic of this series, paint a complex and dynamic picture of areas of thought and action that are constantly evolving in response to the demands of a world in flux. The book is a major intervention in current debates about the geopolitics of knowledge, as well as an illustration of the ways in which scholarship in the Global North(s) is indebted to the diverse traditions of scholarship in the Global South(s).

This book considers the past, present and future directions of innovation in US-based Intensive English Programs (IEPs), which provide international students with an immersion-style environment for learning academic English, prior to matriculating into a full-time college or university degree program. IEPs frequently serve as sites for pre-service teacher preparation, curricular experimentation and research, and yet little published work takes a critical look at the advantages and shortcomings of such programs. The chapters in this book provide a nuanced view of this microcosm of the English language teaching industry, demonstrating the various ways that IEPs have impacted and continue to influence the wider fields of Applied Linguistics and TESOL. They emphasize the unique positioning of IEPs within higher education and describe the various ways IEP practitioners can influence their host institutions and beyond.

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

This book brings together a collection of high-quality empirical studies which examine multiple aspects involved in the acquisition, teaching and assessment of pragmatics in Chinese as a second language (L2). The studies collectively address some of the most cutting-edge issues in the field of L2 pragmatics, such as the acquisition of key pragmatic features, methodological innovations in pragmatics assessment, individual difference factors and virtual learning contexts. The majority of the chapters include detailed descriptions of the instruments used and additional material in the appendices, making it a truly valuable collection for researchers and students alike. Furthermore, the publication includes the most comprehensive, state-of-the-art review of empirical research in L2 Chinese pragmatics published bilingually (in English and Chinese) between 1995 and 2022, along with a supplemental annotated bibliography. While the empirical studies all focus on Chinese as the target language, the issues they address have implications for L2 pragmatics research in general and this book will appeal to those interested in the latest developments in the field.

Online collaboration can be a powerful means of encouraging language learners to make connections between their local community and people from other cultural backgrounds. In doing so, learners develop their language skills while exploring different attitudes, values and beliefs. The authors of this book draw on 20 years of participation in numerous online intercultural exchanges to offer teachers a down-to-earth guide to finding partners, choosing a platform and designing online exchanges. They share their experience of working with learners to ensure that deep intercultural learning occurs alongside language development. This book offers strategies for mediating conflict with partners and participants, and guidance on the assessment of linguistic and intercultural competences. It is a practical resource for language teachers, informed by the latest research on language teaching and intercultural telecollaborations and situated in the reality of classrooms around the world.

This book explores the gap between policy, practice and academic literature within language learning for refugees and argues that a multilingual approach, which combines translanguaging principles, decolonising methodology and linguistic hospitality,  provides a more accessible starting point than current monolingual pedagogies. It considers the multilingual and multilateral approach laid out within Scotland’s New Scots Refugee Integration Strategy, which recognises the importance of linguistic diversity and two-way integration. The divide between policy, practice and theory points towards the need to counteract the dominant monolingual/social cohesion narrative through suitable pedagogies which highlight linguistic diversity in a positive way. The author suggests ‘ecologising’ as an alternative language pedagogy, drawing on three key findings: the significance of decolonising, collaborative learner/teacher relationships during the liminal phase of refugee arrival; the importance of place and orientation; and an increased understanding of language and ‘languaging’.

This book explores the framework of Intercultural Citizenship within a variety of US teaching and learning contexts. The chapters, which comprise both conceptual pieces and empirical research studies, represent a wide variety of languages at levels ranging from beginner to advanced, from early elementary through higher education contexts. They urge us to look carefully at how Intercultural Citizenship enhances and expands the work of world language educators by bringing in additional focus on social justice and critical cultural awareness. The book addresses curricular issues, professional development models, language immersion, study abroad, virtual exchanges and teacher education in relation to Intercultural Citizenship. Through its focus on how Intercultural Citizenship is being enacted in a wide variety of learning contexts in the United States, and its theoretical and conceptual investigations of social justice and Intercultural Citizenship, the book will be an invaluable resource for teachers, teacher educators and researchers working on Intercultural Citizenship.

This book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition. In addition, the book explores the particular inclusive methods and techniques of teaching and assessment that foster success in language learning. Language teaching is embedded in a wider social and educational context, and therefore the book also provides an in-depth discussion of general educational issues related to identifying and disclosing disabilities and to making transitions from one institution to the other.

The content has been thoroughly updated and revised for the second edition, particularly in the areas of inclusive pedagogies, new evidence-based methods and tools for identifying SpLDs, and new conceptualisations of neurodiversity. The book also includes the latest research on assessment, transition and progression, and the impact of SpLDs on additional language learning.

Language is on display all around us, all the time, and the study of this linguistic landscape is one of the fastest-growing areas of research in applied linguistics. This book provides an overview of how the field of Linguistic Landscape Studies has emerged and developed over the past 20 years, combined with an in-depth exploration of the theoretical approaches, innovative research methods and major themes that have been central to this dynamic area of research. Written by two authors who have been involved in the field from its inception, the book features summaries of studies from around the world, a discussion of the future of the field, and an analysis of the impact of linguistic landscape research on language policy, language learning and teaching, and minority language revitalization. It will be an invaluable companion for students and researchers in Linguistic Landscape Studies, as well as to those working in related areas.

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

This book argues that Linguistics, in common with other disciplines such as Anthropology and Sociology, has been shaped by colonization. It outlines how linguistic practices may be decolonized, and the challenges which such decolonization poses to linguists working in diverse areas of Linguistics. It concludes that decolonization in Linguistics is an ongoing process with no definite end point and cannot be completely successful until universities and societies are decolonized too. In keeping with the subject matter, the book prioritizes discussion, debate and the collaborative, creative production of knowledge over individual authorship. Further, it mingles the voices of established authors from a variety of disciplines with audience comment and dialogue to produce a challenging and inspiring text that represents an important step along the path it attempts to map out.

In today’s globalised world, large-scale migration is the norm. A contributing factor to the successful settlement of migrants is the ability to access work and economic security. This book focuses on the lived experiences of migrants who (try to) access the workplace, and explores the barriers and support they encounter. The editors bring together studies which look at the ways in which inclusion and exclusion from the workplace are done linguistically from historical, discourse analytical, narrative and language assessment perspectives. The chapters represent an innovative, holistic, intersectional and multidisciplinary approach to the subject, and illustrate a wide range of analytical methods and theoretical tools for the study of multilingualism and professional identity. The rich empirical data contained in the book cover a variety of professional contexts and countries, and the book will appeal to both specialist and non-specialist audiences.

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

This book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles – above all, learning from multilingual learners, not only about them – and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners.

Language and gender are interconnected, social and relational acts through which we constantly remake our worlds. But what happens when our ways of doing gender cannot be neatly categorized into traditional binary systems, including not only the social groupings of roles, practices and identities, but also the forms and structures through which we do language? This book brings together a broad range of scholars to explore the undoing and redoing of gender binaries in non-Anglophone communities and contexts, in and through their linguistic and social reimaginings. Each of the contributions to this book reflects on this ongoing change and its place in our everyday lives, including the ways that its outcomes are both contested and fluid. This volume represents an important step in scholarship in language and gender, one that stands to inform a public increasingly aware of these remakings and one that calls on all of us to stand in the tensions of our own humanity and look through it for how our languaging might ‘do’ imaginary worlds that are more equitable, more connected, and more just for us all.

This book investigates the content of the grammar syllabus typically employed in mainstream English Language Teaching. Using a mixed-methods approach, the author examines how the syllabuses used in coursebooks are actually constructed, how they evolved and how valid their contents are as a basis for teaching. The research reported consists of a broad exploration of primary sources in order to outline the evolution of ELT pedagogical grammar; ten interviews with key ELT authors and publishing professionals, which allows for the investigation of the decision-making processes underlying the choice of grammar content in ELT teaching materials; and finally, the presentation of case studies which examine three areas of grammar, analysing the evolution of their treatment in ELT materials (both historical and contemporary) and comparing their current treatment to data on real learner use. This book contributes to the literature on syllabus design and pedagogical grammar and builds on existing research into materials design. It will be of interest to researchers and professionals working in the fields of applied linguistics, pedagogical grammar, curriculum design and materials design.

This book presents the findings of an in-depth qualitative longitudinal investigation into the willingness to communicate (WTC) of individuals who, through varying migration channels, left one cultural/linguistic context to make a new life in another. It examines communication behaviours and language choice in multilingual community contexts and emphasises how even the most trivial of communication events are embedded in histories of previous communication and are influenced by emotions connected with a person’s overall life situation. The book fills a gap in contemporary WTC research by examining how WTC operates in multilingual community contexts. Through the use of a complexity lens and the presentation of a revised 3D pyramid model, the authors demonstrate the dynamic nature of WTC and shed new light on processes that affect communication, migration and well-being. This book will be of interest to researchers seeking to explore individual differences using context sensitive and temporally focused designs.

This book argues for an approach to linguistic ethnography which departs from the singular gaze of the academic researcher, to amplify instead the voices of participants, researchers and collaborators. The authors offer an account of writing ethnography polyphonically, incorporating the complexity of individual voices. In doing so they challenge the imperative to make meaning from, and explain the culture of, ‘the other’. Together, the essays open up the emic perspective by considering the experiential, aesthetic, emotional, moral and ethical value people bring to encounters with others. The book is an essential addition to research methods courses in applied linguistics and sociolinguistics, and an invaluable contribution to knowledge about research-based drama, theatre and creative practice.

This book provides a detailed and comprehensive design of a new second language literacy pedagogy and the results of implementing this pedagogy in different contexts in order to demonstrate that it is possible to address some long-standing second language (L2) curriculum and literacy development challenges. The author clearly explains the theory behind Vygotskian Sociocultural Theory of Mind and Systemic Functional Linguistics and how they can inform literacy pedagogy in the form of Concept-Based Language Instruction and a Division-of-Labor Pedagogy. By presenting detailed qualitative and quantitative analyses and results of multiple forms of data, the author demonstrates the effectiveness of the pedagogy. In conjunction with background on the intricate and interdependent nature of the concepts needed for second language literacy development, and in contrast with a cognitivist approach to reading pedagogy and research, the author provides all the details necessary for teachers and researchers to appreciate both the theory and how it can be applied to their practice.

This book, which combines scholarly articles with interviews, seeks to imagine a decolonized sociolinguistics. All the chapters are firmly grounded in southern approaches to knowledge production, focusing not only on epistemology but also on the complex relationship between epistemology and ontology. The chapters address issues ranging from author positionality to the central theorists of a southern sociolinguistics, and roam from the language classroom to the church, in ways which invite us to begin to decolonize ourselves and rethink normative assumptions about everything from academic writing to research methods and language teaching. The book provides scholars and teachers with inspiration for how to teach linguistics in ways that challenge colonial hegemonies and that allow one to ‘do’ sociolinguistics otherwise. It also makes a powerful argument that debates about decolonization, southern theory and social justice are not just academic pursuits: what is at stake is our future and how we imagine it.

This book examines the complexities and dynamics in the relationship between intangible cultural heritage (ICH) and tourism, taking as a focus the ICH at the World Cultural Heritage site in Lijiang, China. It explores the tensions between the protection of authenticity of ICH and the use of ICH in tourism commodification, and considers the perspectives of governmental officials, experts, local ICH practitioners and community members. The volume aims to redefine the concepts of authenticity, integrity and continuity from the perspective of the ICH practitioners and to provide theoretical guidelines for developing a sustainable ICH tourism using a people-based approach. It will be a helpful resource for students, researchers and practitioners in heritage studies, tourism, anthropology, cultural management and Chinese studies.

This book, which takes the form of a graphic novel, looks at political activism in the public landscape. It has a particular focus on the UK activist group Led By Donkeys which has, since late 2018, been running a campaign to expose hypocrisy in the political classes. Their approach to activism involves the use of large posters and other forms of public display, which highlight the gap between the rhetoric and actions of politicians, and how language and communication is used to manipulate opinion. The activism discussed in the book includes four major issues: Brexit, Trump, Covid and the Russian invasion of Ukraine. The book is both an innovative visual approach to the presentation of academic research and thought, and an exploration of how the linguistic landscape can be a key resource for the communication of political activism.

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

This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.

Beginning from the premise that being non-racist – and other ‘neutral’ positions – are inadequate in the face of a racist society and institutions, this book provides language educators with practical tools to implement antiracist pedagogy in their classrooms. It offers readers a solid theoretical grounding for its practical suggestions, drawing on work in critical race theory, critical sociolinguistics and language ideology to support its argument for antiracist pedagogy as a necessary form of direct action. The author contends that antiracist pedagogy is a crucial part of the project of decolonizing universities, which goes beyond tokenistic diversity initiatives and combats racism in institutions that have historically helped to perpetuate it. The author’s pedagogical suggestions are accompanied by online resources which will help the reader to adapt and develop the material in the book for their own classrooms.   

This book explores language teacher wellbeing across the career span from an ecological perspective. It reports on empirical findings from an extensive investigation into language teacher wellbeing in various social, cultural and linguistic contexts. It is unique in casting light on the professional trajectory of language teachers and opening up discussions on the characteristics, psychological needs and strengths of language teachers at different points in their careers. It examines wellbeing in terms of the dynamic interplay between the challenges individuals encounter in their personal and professional lives, and the psychological, social and contextual resources that they draw on to buffer the impact of these challenges. The findings of the study will help readers to understand how language teachers can protect and nurture their wellbeing, not only to remain in the profession, but also to thrive in the long-term. The book will be a valuable resource for anyone interested in the lives, wellbeing and psychology of language teachers in diverse contexts and career phases.

This innovative and original book provides valuable insights into the interorganisational dynamics of collaboration in tourism marketing. Specific attention is given to global airline alliances, international hotel consortia, and destination collaboration between nations. The book begins by providing a detailed understanding of tourism marketing principles and practice within the context of inter-organisational collaboration. The impact of collaboration on tourism marketing strategy and the implementation of marketing programmes is then explored.

Issues for discussion include the benefits and drawbacks of collaboration marketing, the internal processes, resource implications and external impacts of collaboration marketing, and the challenge of managing parallel competitive and collaborative marketing strategies. Tourism Marketing: A Collaborative Approach offers a strategic marketing framework for application in interorganisational settings within the tourism industry. The existing marketing paradigm is questioned in an industry where rarely does any one organisation own or control all elements of the tourism product. 

Second homes - the cottage, the summer house, the bach - are an important part of the tourism and leisure lifestyles of many people in the developed world. Second homes are therefore an integral component of tourism experiences in rural and peripheral areas. Yet, despite their significance not only for tourism but also for rural communities and the rural economy, relatively little research has been undertaken on the topic until recent times. This volume represents the first major international analysis and review of second homes for over 25 years. It will provide a significant resource for those interested in changing patterns of tourism and leisure behaviour as well as the use of the countryside and peripheral areas. The book describes the economic, social and environmental impacts of second homes as well as their planning implications and places such discussions within the context of contemporary human mobility. The volume represents essential reading for those interested in rural regional development processes and the development of new rural leisure landscapes.

While literacy has always been central to language planning work, there are fewer studies which focus primarily on literacy as a language planning activity. Often planning for literacy is treated as an aspect of status, corpus or language-in-education planning, rather than addressing literate practice itself as a planning objective. This volume investigates the complex issues and social and political pressures relating to literacy in a variety of language planning contexts around the world. The studies presented in this book examine language planning for literacy in official and vernacular languages and address issues relating to literacy in first and additional languages in North America, Asia, Africa, Europe and the Pacific. As a collection, these studies show that language planning for literacy is not simply a matter of planning a written version of a language, but involves more complex questions relating to the nature and practice of literacy and the power relations which exist within societies.

How can we envisage a new language and culture pedagogy that breaks with the tradition of viewing language as part of a closed national universe of culture, history, people and mentality, and begins to see itself as a field operating in a complex and dynamic world characterised by transnational flows of people, commodities and ideas? Initially, to understand the field and its current challenges, we must understand its history, and the first part of this book contains a critical analysis of the history of the international field of culture teaching – the first historical treatment of this field ever written. The next part of the book focuses on how we can build a framework for a new transnational language and culture pedagogy that aims at the education of world citizens whose intercultural competence includes critical multilingual and multicultural awareness in a global perspective.

The question of why the issue of language features increasingly at the centre of debates about education for social and economic development at the beginning of the 21st Century is compelling. Within a rapidly changing world, language, literacy and communication are seen as constituting key elements in the process of lifelong learning. Contemporary technological development and cultural shifts intersect in complex ways with the legacy of colonialism and underdevelopment within developing countries with a colonial history. This book addresses some of these issues related to language and development. Part I explores the relationship between colonial and postcolonial social policies on the unresolved language problems that prevail in many developing countries. Part II comprises case studies of Mali, Pakistan and South Africa. Part III draws on key motifs identified in the previous two sections, and discusses linguistic diversity as an important variable of cultural capital within the interactive global cultural economy. The book’s focus on language, education and development makes it essential reading in Development Studies, International and Comparative Education, Sociology and Educational Policy Studies. Its focus on language issues within the global cultural economy would make it an important text in Applied Linguistic Studies.

Shopping Tourism, Retailing and Leisure provides a comprehensive examination of the relationships between tourism, leisure, shopping, and retailing. Critical issues are examined within the framework of the dichotomous relationship between utilitarian and hedonic forms of shopping, shopping as a primary and secondary attraction in tourist destinations, the development of various tourist-retail venues, the role of souvenirs in tourism, and management issues (e.g. merchandising, venue design, and customer service).

For many years Ireland has been a popular tourist destination and tourism has been one of the most significant social, economic and cultural forces in Irish society. Irish Tourism: Image, Culture and Identity engages with major national and international debates on contemporary tourism through cutting-edge research. The book explores the multi-faceted nature of this important phenomenon, drawing on current work in sociology, cultural studies, ethnography, and language studies. For those who theorise about tourism and those who make practical day-to-day decisions on tourism policy, Irish Tourism will provide invaluable insights into historical and contemporary tourist representations, practices and impacts. In addressing issues such as the relationship between the local and the global in tourist settings, the construction of tourist imagery and products, and the development of tourism policy, contributors to Irish Tourism offer an innovative and critical analysis of the impact of global tourism on a small country. This book will be indispensable reading for students and scholars in Tourism Studies and Irish Studies and will also be essential for students of sociology, cultural studies, geography, languages and anthropology.

This volume covers the language situation in Fiji, The Philippines and Vanuatu 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/or have been participants in the language planning context. Fiji and Vanuatu are not well represented in the international language policy/planning literature, while the section on the Philippines draws together the published literature in this area. The purpose of the volumes in this series is to present up-to-date information on polities that are not well-known to researchers in the field. A longer range purpose is to collect comparable information on as many polities as possible in order to facilitate the development of a richer theory to guide language policy and planning in other polities that undertake the development of a national policy on languages. This volume is part of an areal series which is committed to providing descriptions of language planning and policy in countries around the world.

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

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.

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.

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.

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.

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.

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.

Tourism, with its wide-ranging impact, needs to be managed effectively – but how? This book advocates taking a business approach to tourism that encourages greater collaboration between stakeholders in the practical assessment of tourism options. The approach places key business management functions and stakeholders at the forefront of tourism initiatives. The business management functions of planning, organising, leadership and control are the filters through which tourism opportunities are viewed, while the stakeholder groups of customers, residents, industry and government set the agenda for appropriate tourism development.

Tourist destinations must engage in realistic assessments of their abilities to meet the needs and expectations of tourism stakeholders and then act on these assessments so their goals and objectives can be achieved. A new model for bridging stakeholder gaps is presented as a template for how communities can understand and make the most of their tourism resources. The Bridging Tourism Gaps Model is a practical tool to help destinations focus on the important factors in developing and maintaining tourism as a beneficial and vital part of their communities.

This book builds on the success of Tourism: A Community Approach and the subsequent tourism planning experiences of both authors to advance strategic planning in tourism.

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.

In what ways does tourism change the host community? This book offers original insights into the broad and deep influences of tourism, and places them within the historical context of globalisation. Intensive fieldwork spanning many years on a Canary Island has produced a rich portrayal of the community, examining the changes experienced in areas including their working lives, families, identities, local culture, values, attitudes, political structure and economic base. The tourists, predominantly independent, are also examined, and their unique impact analysed. The research emphasises the indigenous experience, and makes cross-cultural comparisons, especially with island communities. It employs the methods of sociocultural anthropology and includes the multidisciplinary findings of tourism studies: in doing so it is innovative and challenges standard understandings of the influence of specific types of tourism on small communities.

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.

Music and Tourism is the first book to comprehensively examine the links between travel and music. It combines contemporary and historical analysis of the economic and social impact of music tourism, with discussions of the cultural politics of authenticity and identity. Music tourism evokes nostalgia and meaning, and celebrates both heritage and hedonism. It is a product of commercialisation that can create community, but that also often demands artistic compromise. Diverse case studies, from the USA and UK to Australia, Jamaica and Vanuatu, illustrate the global extent of music tourism, its contradictions and pleasures.

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.

Tourism is now known as the world’s largest industry and a major foreign exchange earner for many countries. With continuously growing tourist numbers, pressure on resources increases, and there is a need to preserve and protect natural, cultural and historic resources. Various more sensitive forms of tourism have emerged and in recognition of the need for this development the United Nations proclaimed 2002 as the International Year of Ecotourism. This book introduces the reader to a number of case studies from different parts of the world and illustrates opportunities and constraints associated with the implementation of the ecotourism concept. 

This book examines the economic, social and environmental impacts and issues associated with the development of sport tourism globally, including the lack of research and coordination between industry and government. The book suggests the need for a more balanced analysis of the impacts and issues associated with future sport tourism development.

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.

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.

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 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.

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.

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.

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.

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.

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.

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 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.

As the travel industry develops at warp speed, challenges for practitioners and academics have grown exponentially. Taking a multidisciplinary approach, this collection discusses some present trends in the development of tourism. The first section explores and sharpens some of the tools of the trade with special attention to content analysis and public–private ownership of tourist attractions. In the second part the focus is on the challenges posed by globalisation and the emergence of new nation states. The final chapters discuss new attractions such as space tourism and the impact of cultural events on urban destinations. Both the introduction and the conclusion assess a number of trends that delineate the future from a multidisciplinary perspective.

Special attention is devoted to threats and opportunities created by unexpected events like global terrorism, SARS, or the outbreak of foot-and-mouth disease. While all of them have exacted a heavy toll on the development of the industry, further growth has nevertheless remained unabated once their impact was assessed and duly digested by the public.

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 draws together a wide range of sources to provide the most comprehensive handbook of tourism in Oceania available. It is designed to act as a single source of reference for tourism in a region that is growing in significance as a tourism destination. Oceania provides a detailed anatomy of tourism in the region on a country by country basis, as well as a view of the future and an analysis of key issues contributed by experts in the field.

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.

Backpackers have shifted from the margins of the travel industry into the global spotlight. This volume explores the international backpacker phenomenon, drawing together different disciplinary perspectives on its meaning, impact and significance. Links are drawn between theory and practice, setting backpacking in its wider social, cultural and economic context.

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 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.

The Mediterranean coastal regions of Southern Europe have long been world leaders in mass tourism. This book examines some key questions for tourism development in these areas, with implications for similar regions across the world. The standardised forms of mass tourism are diversifying – with more specialised forms, notably those based on nature, culture and heritage, and those catering for special interests. There is a growing spectrum of modes of tourism, with an emphasis on variety, flexibility and permeability. Both mass tourism and the more diversified forms substantially impact on sustainable development. Policies promoting sustainable development are often of two main types: developing smaller-scale, alternative tourism products that are intended to be less damaging to the environment and society, and secondly, attempts to make mass tourism coastal resorts more sustainable. But there has been little critical assessment of these policies, either evaluating their basic assumptions or their successes and failures in practice. This edited book critically examines these issues for varied coastal regions in Southern Europe, including case studies from Spain, Croatia, Turkey, and north and south Cyprus.

Chris Ryan, as editor of Tourism Management, the author of several books and a researcher with an international reputation, has revisited his book, Recreational Tourism, after a gap of more than ten years. This new edition is an appraisal of that which is still thought to be valid, but with a significant updating in the light of new research. The structure of the book has been slightly changed to better reflect, not only current thinking, but the nature of existing texts and the greater degree of specialisation that now exists in the tourism literature. The book is primarily concerned with the determinants of tourism demand, the implications of that demand, and the problems posed for those who, in whatever capacity, seek to manage tourism at the destination level. After a new chapter that presents a history of tourism where the discerning reader can see that which is old and that which is new, the rest of the book analyses social, economic and psychological determinants of demand and discusses the broad aspects of destination change and the challenges presented to those responsible for managing such change. The book represents a learned introduction to the subject, a review of the developing literature and thinking that can be classified as broadly postpositivistic. In a curious manner it represents a return to the conventional, but within a new awareness of competing interpretations of one of the leading economic drivers of the new millennium.

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.

Increasingly tourists are seeking learning and educational holidays. This interest has led to the provision of tourism product with some form of learning or education as an integral component, including cultural heritage tourism and ecotourism. The growth of offshore education and lifelong learning has stimulated cross-border movement for language learning, school excursions and university student travel. Reflecting this growth in educational tourism types, the author outlines the main forms of educational tourism, their demand and supply characteristics, their impacts and the management issues associated with them, taking a holistic systems-based perspective. The book argues that without adequate research and appropriate management of educational forms of tourism, the potential regional development impacts and personal learning benefits will not be maximised. The book highlights the need for collaboration and networking between both the tourism and education industries to adequately manage the issues surrounding the growth in educational tourism.

Marine ecotourism is a major growth area within ecotourism, itself a rapidly expanding area within tourism as a whole. The activity has been attracting increasing attention, both from the popular media and from professionals and academics with an interest in tourism’s potential to contribute to sustainable development. However, there is a growing consensus that far too often the term has been used merely as a tool for capitalising on the good intentions of tourists, without the industry itself having to make fundamental changes to their products or to the way they go about their operations. This has often been to the detriment of local environments, economies and host communities. Yet the ideal of ecotourism, as it is properly understood, is to present local communities with a sustainable development alternative – one that works to the benefit of local ecosystems, local economies and local people. The purpose of the first section of this book is therefore to introduce the concept of marine ecotourism and to draw out some of the key issues involved in ensuring that marine ecotourism is developed in a genuinely sustainable manner. The second section then discusses some practical experiences of planning and managing marine ecotourism from around the world, identifying common problems and discussing what might constitute good practice in addressing those problems.

This book joins two important fields, that of literacy and multimodality, with a focus on local and global literacies. Chapters include work on media, popular culture and literacy, weblogs, global and local crossings, in and out of educational settings in such locations as the US, the UK, South Africa, Australia and Canada.

Foreign Language Teachers and Intercultural Communication: An International Investigation reports on a study that focused on teachers’ beliefs regarding intercultural competence teaching in foreign language education. Its conclusions are based on data collected in a quantitative comparative study that comprises questionnaire answers received from teachers in seven countries: Belgium, Bulgaria, Poland, Mexico, Greece, Spain and Sweden. It not only creates new knowledge on the variability, and relative consistency, of today’s foreign language teachers’ views regarding intercultural competence teaching in a number of countries, but also gives us a picture that is both more concrete and more comprehensive than previously known.

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

The development of bilingual education in South America can be traced back to the arrival of the Spanish and Portuguese colonisers in the 15th and 16^th centuries, when Catholic missionaries began their evangelisation of the indigenous peoples using local vernaculars, as well as Latin, Spanish and Portuguese. Traditionally, debate on bilingual education has been conducted in two separate arenas: majority language contexts involving international languages, such as English, French, Spanish and Portuguese, and minority community contexts aimed at maintaining native Amerindian languages as well as the different Sign Languages of the South American Deaf communities.

This book presents an integrated vision of bilingual education in six South American nations: three Andean countries, Peru, Ecuador, and Colombia, and three ‘Southern Cone’ countries, Brazil, Argentina and Paraguay. It includes work carried out in minority as well as majority language contexts, referring to developments in the fields of indigenous, Deaf, and international bilingual and multilingual provision.

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.

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.

This volume covers the language situation in Hungary, Finland, and Sweden 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  minority and  migrant languages. The authors have been participants in the language planning context in these polities.

The book focuses on one aspect of foreign language acquisition that has not received much attention, that of the effect of bilingualism in the oral production of the English language learners. Two research areas have tackled this issue separately. On the one hand, third language acquisition researchers have analysed bilingualism effects in the acquisition of a third language. On the other hand, studies in interlanguage pragmatics have taken into account variables affecting the use of request acts by second language learners of English. The two research areas are connected in this volume, as it deals with bilingualism effects in the pragmatic production and awareness of third language learners of English.

The first part of the book includes a theoretical description of research conducted in the areas of third language acquisition and interlanguage pragmatics, and the second part presents a detailed description of the empirical study carried out in a multilingual speech community.

Second Language Writing Systems looks at how people learn and use a second language writing system, arguing that they are affected by characteristics of the first and second writing systems, to a certain extent independently of the languages involved. This book presents for the first time the effects of writing systems on language reading and writing and on language awareness, and provides a new platform for discussing bilingualism, biliteracy and writing systems.

The approach is interdisciplinary, with contributions not only from applied linguists and psychologists but also corpus linguists, educators and phoneticians. A variety of topics are covered, from handwriting to spelling, word recognition to the mental lexicon, and language textbooks to metalinguistic awareness. Though most of the studies concern adult L2 learners and users, other populations covered include minority children, immersion students and bilingual children. While the emphasis is on English as the L2 writing system, many other writing systems are analysed as L1 or L2: Arabic, Chinese, Dutch, Gujarati, Indonesian, Irish, Italian and Japanese. Approaches that are represented include contrastive analysis, transfer, poststructuralism, connectionism and corpus analysis. The readership is SLA and bilingualism researchers, students and teachers around the world; language teachers will also find much food for thought.

This book describes the educational experiences and linguistic outcomes of students in Chicago, Illinois, who are attending one of the oldest Spanish-English dual immersion schools in the United States. The author follows a group of students during fifth grade and again during eighth grade, documenting their Spanish use and proficiency as well as how Spanish and English intersect with the ongoing production of their identities.

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.

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.

It has been widely recognised that an in-depth textual analysis of a source text is relevant for translation. This book discusses the role of Discourse Analysis for translation and translator training. One particular model of discourse analysis is presented in detail, and its application in the context of translator training is critically examined.

The study of politeness has undergone an explosion of interest since the late 1980s, involving an examination of language and languages in many societies. The present volume aims to contribute to current knowledge and understanding of the subject by giving a broad picture of politeness across twenty-two European countries, addressing the essential debates at the heart of politeness studies. Each chapter attempts to provide an empirical snapshot, based on sound theoretical principles, of the issues and practices in its own society. 

Some of the contributors engage directly with critical thinking on politeness theory, using data from their languages and cultures to advance theoretical frameworks, while others highlight the forms politeness takes in particular cultural contexts, analysing how individuals interact with each other in ways intended to achieve their communicative goals.

The volume treats questions such as whether a given society favours positive politeness or negative politeness, the use of formal or informal pronouns of address, small-talk, conventional politeness formulas and how politeness practices change over time.

Teaching and Learning Languages and Intercultural Communication is not a neutral enterprise. Critical Pedagogy, as a movement and an intellectual field, engages with the political and ideological questions raised in educational practices. In this book the respective fields of languages, intercultural communication and critical pedagogy are brought into dialogue, dissent and reflection.

Since the late 1970s, scholarly interest in the translation of children’s books has increased at a rapid pace. Research across a number of disciplines has contributed to a developing knowledge and understanding of the cross-cultural transformation and reception of children’s literature. The purpose of this Reader is to reflect the diversity and originality of approaches to the subject by gathering together, for the first time, a range of journal articles and chapters on translation for children published during the last thirty years. From an investigation of linguistic features specific to translation for children, to accounts of the travels of international classics such as the Grimm Brothers’ Household Tales or Carlo Collodi’s Pinocchio, to a model of narrative communication with the child reader in translated texts and, not least, the long-neglected comments of professional translators, these essays offer new insights into the challenges and difference of translating for the young.