The book discusses vocabulary learning strategies as an integral subgroup of language learning strategies. It attempts to integrate the approaches of theories of second language acquisition, the theory and practice of instructed foreign language learning, and the findings of current empirical research.
The book discusses vocabulary learning strategies as an integral subgroup of language learning strategies. It attempts to integrate the approaches of theories of second language acquisition, the theory and practice of instructed foreign language learning, and the findings of current empirical research.
This is the first book that deals primarily with vocabulary learning strategies as a specific and integral subgroup of language learning strategies. Its aim is to define the concept of language learning strategies in general and their features on the basis of cognitive theory and relevant models of second language acquisition as the basis for empirical research. Furthermore, the book gives a survey of relevant research on vocabulary learning strategies and describes three original empirical studies. Thus, the book integrates the approaches of theories of second language acquisition, the theory and practice of instructed foreign (second) language learning, and the findings of current empirical research.
Details
Price: $134.95
Pages: 208
Publisher: Multilingual Matters
Imprint: Multilingual Matters
Series: Second Language Acquisition
Publication Date: 4th February 2008
Trim Size: 5.85 x 8.25 in
ISBN: 9781847690395
Format: Hardcover
BISACs: LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics LANGUAGE ARTS & DISCIPLINES / Study & Teaching
Reviews
This book provides a timely, thoughtful, and welcome contribution to the current surge of articles and edited volumes on L2 strategies. Researchers interested in vocabulary and strategies will appreciate its concentrated, theoretical accounts of vocabulary learning, whereas classroom practitioners will value the pedagogical applications it provides on topics such as L2 strategy instruction.
- Luke Plonsky, Michigan State University, USA, in Studies in Second Language Acquisition Volume 31, 2009
The book is well-written, nicely organized, and reader-friendly, and it should be quite accessible to teachers, researchers, and graduate students alike. It provides excellent coverage of relevant theories of vocabulary learning and useful data through its empirical chapters. It should be essential reading for language teachers and graduate students working on language learning and teaching strategies and can also be enthusiastically recommended as a supplementary text for courses on methodology in second and foreign language teaching.
- Is’haaq Akbarian, University of Qom, in English for Specific Purposes 28 (2009)
Takac's book is a significant contribution to LLS in the field of SLA. Each chapter is clearly laid-out and well written, with excellent end-of-chapter summaries. I believe that this much needed book will be an invaluable resource and will be thought-provoking for the reader, not only on learner strategy use, but also on the relationship between strategy training and language acquisition. Overall, I would highly recommend this book to those researchers involved in LLS and of vocabulary acquisition, and for teachers and teacher educators. The wealth of illustrations and the elaborate discussion makes this book an extremely useful reference for those involved in strategy teaching and training.
- Yasemin Kirkgoz, University of Cukurova, Turkey, in Linguist List 19.2650
This much needed book will be an invaluable text for researchers of language learning strategies and of vocabulary acquisition, and for teachers and teacher educators. It will stimulate the reader to reflect at length, not only on learner strategy deployment, but also on the problematical relationship between instruction and acquisition. The elaborate and detailed review of studies in the field makes the book suitable for those new to the field while the results of new research particularly in the second and third studies will appeal to those with more advanced knowledge and experience in the area.
- Dr Muiris O'Laoire, Institute of Technology, Tralee, Ireland
Author Bio
Višnja Pavičić Takač obtained her BA in English and German language and literature from the University of Osijek, Croatia, and her MA and PhD from the University of Zagreb, Croatia. After working as a primary school teacher of English, she was appointed teaching assistant for the English language and ELT methodology at the Faculty of Philosophy University of Osijek, Croatia. As a guest lecturer, she has also taught at universities in Bosnia and Herzegovina, and the postgraduate course on foreign language learning strategies at the University of Zagreb, Croatia. Her professional and research interests include individual differences in foreign language learning, language learning strategies, interlanguage, cross-linguistic studies, as well as pre-service teacher education and foreign language teachersâ competence. She is currently an assistant professor and teaches a variety of under- and postgraduate courses related to theory and practice of foreign language acquisition.
Table of Contents
Introduction
Chapter One: Factors Affecting Vocabulary Learning and Acquisition
Chapter Two: Theoretical Anchorage
Chapter Three: Survey of Research on Vocabulary Learning Strategies
Chapter Four: Studies on Vocabulary Learning Strategies
Chapter Five: Summary, Some Implications for Practice and Research, and Conclusions
References
Appendices
This is the first book that deals primarily with vocabulary learning strategies as a specific and integral subgroup of language learning strategies. Its aim is to define the concept of language learning strategies in general and their features on the basis of cognitive theory and relevant models of second language acquisition as the basis for empirical research. Furthermore, the book gives a survey of relevant research on vocabulary learning strategies and describes three original empirical studies. Thus, the book integrates the approaches of theories of second language acquisition, the theory and practice of instructed foreign (second) language learning, and the findings of current empirical research.
Price: $134.95
Pages: 208
Publisher: Multilingual Matters
Imprint: Multilingual Matters
Series: Second Language Acquisition
Publication Date: 4th February 2008
Trim Size: 5.85 x 8.25 in
ISBN: 9781847690395
Format: Hardcover
BISACs: LANGUAGE ARTS & DISCIPLINES / Linguistics / Psycholinguistics LANGUAGE ARTS & DISCIPLINES / Study & Teaching
This book provides a timely, thoughtful, and welcome contribution to the current surge of articles and edited volumes on L2 strategies. Researchers interested in vocabulary and strategies will appreciate its concentrated, theoretical accounts of vocabulary learning, whereas classroom practitioners will value the pedagogical applications it provides on topics such as L2 strategy instruction.
– Luke Plonsky, Michigan State University, USA, in Studies in Second Language Acquisition Volume 31, 2009
The book is well-written, nicely organized, and reader-friendly, and it should be quite accessible to teachers, researchers, and graduate students alike. It provides excellent coverage of relevant theories of vocabulary learning and useful data through its empirical chapters. It should be essential reading for language teachers and graduate students working on language learning and teaching strategies and can also be enthusiastically recommended as a supplementary text for courses on methodology in second and foreign language teaching.
– Is’haaq Akbarian, University of Qom, in English for Specific Purposes 28 (2009)
Takac's book is a significant contribution to LLS in the field of SLA. Each chapter is clearly laid-out and well written, with excellent end-of-chapter summaries. I believe that this much needed book will be an invaluable resource and will be thought-provoking for the reader, not only on learner strategy use, but also on the relationship between strategy training and language acquisition. Overall, I would highly recommend this book to those researchers involved in LLS and of vocabulary acquisition, and for teachers and teacher educators. The wealth of illustrations and the elaborate discussion makes this book an extremely useful reference for those involved in strategy teaching and training.
– Yasemin Kirkgoz, University of Cukurova, Turkey, in Linguist List 19.2650
This much needed book will be an invaluable text for researchers of language learning strategies and of vocabulary acquisition, and for teachers and teacher educators. It will stimulate the reader to reflect at length, not only on learner strategy deployment, but also on the problematical relationship between instruction and acquisition. The elaborate and detailed review of studies in the field makes the book suitable for those new to the field while the results of new research particularly in the second and third studies will appeal to those with more advanced knowledge and experience in the area.
– Dr Muiris O'Laoire, Institute of Technology, Tralee, Ireland
Višnja Pavičić Takač obtained her BA in English and German language and literature from the University of Osijek, Croatia, and her MA and PhD from the University of Zagreb, Croatia. After working as a primary school teacher of English, she was appointed teaching assistant for the English language and ELT methodology at the Faculty of Philosophy University of Osijek, Croatia. As a guest lecturer, she has also taught at universities in Bosnia and Herzegovina, and the postgraduate course on foreign language learning strategies at the University of Zagreb, Croatia. Her professional and research interests include individual differences in foreign language learning, language learning strategies, interlanguage, cross-linguistic studies, as well as pre-service teacher education and foreign language teachersâ competence. She is currently an assistant professor and teaches a variety of under- and postgraduate courses related to theory and practice of foreign language acquisition.
Introduction
Chapter One: Factors Affecting Vocabulary Learning and Acquisition
Chapter Two: Theoretical Anchorage
Chapter Three: Survey of Research on Vocabulary Learning Strategies
Chapter Four: Studies on Vocabulary Learning Strategies
Chapter Five: Summary, Some Implications for Practice and Research, and Conclusions
References
Appendices
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
https://zenodo.org/records/10519269 Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators https://zenodo.org/records/10519319
Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies https://zenodo.org/records/10519390
Tatyana Kleyn
Lessons from a Dual Language Bilingual School
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This edited book showcases the lessons, successes and challenges of starting and growing a fully bilingual school. Reflecting on the first 10 years of Dos Puentes Elementary School in New York City, it explores the evolution of the school through its four founding pillars: (1) bilingüismo, biliteracidad y multiculturalismo, (2) las familias son partners, leaders and advocates, (3) investigaciones and hands-on learning, and (4) partnerships with universities, organizations y la comunidad. The chapter authors include families, teachers, school administrators and university partners, centering the voices of those directly involved in the school community and highlighting key moments in the life of the school. At the end of each chapter, researcher commentary contextualizes these experiences within the wider literature and discusses implications and next steps for the field of bilingual education. This book will be of interest to pre- and in-service teachers and school administrators, particularly those looking to develop bilingual programs in their own context.
Kaishan Kong
Intercultural Citizenship in Language Education
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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.
Trish Morita-Mullaney
Lau v. Nichols and Chinese American Language Rights
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This book employs a narrative policy portraiture approach to recenter the stories of the Chinese community involved in the Lau v. Nichols court case of 1974. This seminal Supreme Court case ruled that the failure to provide adequate and accessible instruction to approximately 1800 students of Chinese ancestry denied them the opportunity to participate in public education and constituted a discrimination on the basis of national origin. While much has been written on language education policy changes for emergent bilinguals in the US, the perspectives of the key actors involved in the case are rarely heard. This book brings Chinese and Chinese American voices to the forefront, placing the participants within the retrospective social context as they reach their own conclusions about the process and outcomes of the case. It draws upon research in language policy and Asian American studies and invites readers to imagine the social futures and possibilities for what Lau v. Nichols means for the 21st century and beyond. The volume fills a significant gap in narration, representation and retrospective research and will be of interest to graduate students and researchers in Asian American studies, bilingual education, educational policy and leadership, as well as teachers, school administrators and policymakers.
William Perez
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.
Jeff Bale
Centering Multilingual Learners and Countering Raciolinguistic Ideologies in Teacher Education
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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.
