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Now in a revised and expanded third edition, this established course text and teacher guide explores the processes involved in second-language acquisition and translates the research into practical instructional strategies for PreK-12. Engaging classroom vignettes and personal reflections from the authors and other seasoned educators bring the teaching methods and linguistic concepts to life. Highlighting ways to draw on emergent bilingual and multilingual students' strengths, the book presents innovative learning activities, lesson-planning ideas, technology applications, downloadable reproducible forms, and other resources. Second edition title: "Building Literacy with English Language Learners." New to this edition: (1) Chapter on visual literacy; (2) Extensive updated coverage of literacy in the digital age, including gamification and video games, digital reading, and uses of ChatGPT in the classroom; (3) Increased attention to multimodal projects and activities; and (4) New or expanded discussions of translanguaging, dual-language instruction, English as a lingua franca as well as an academic language, and other timely topics. Pedagogical features: (1) "How Does This Look in the Classroom?" sections; (2) Study and discussion questions in every chapter; (3) Chapter-opening "Key Vocabulary" boxes; and (4) End-of-book glossary.

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.

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on July 15-19, 2020, in Washington, D.C. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

While social values outside of academia are changing from nationalism to globalization, much of English studies remains entrenched in nationalist discourses. Editor Bruce McComiskey and his contributors argue that English studies must shift from a national (petrified, zombified) to a global (cosmopolitan, planetary) orientation in order to remain relevant. In this sequel to the popular "English Studies: An Introduction to the Discipline(s)," McComiskey proposes seven principles to reimagine English studies for increased relevance: (1) Conceive the discipline as a process; (2) Seek difference; (3) Expand what counts as literature; (4) Promote adaptive practices; (5) Value technology; (6) Embrace collaboration; and (7) Take a public turn. Each chapter explores a different discipline within English studies from the perspective of difference: linguistics by Jacquelyn Rahman, rhetoric and composition by Victor Villanueva, creative writing by Sarah Sandman, literature and literary criticism by Richard C. Taylor, critical theory and cultural studies by Jeffrey J. Williams, and English education by Tonya B. Perry. All play vital and distinct but interrelated roles in this proposed shift toward a globally oriented English studies.

"Drawing Conclusions" explores the use of juxtaposed visual representations (JVRs) to help preservice teachers grapple with abstract concepts, theories, or complex controversies in education. Acting as both a learning tool and an intellectual spark, JVRs are two simple contrasted sketches that students produce on a divided sheet of paper. In these drawings, students attempt to visually represent contrasting ideas that the class is struggling to understand (such as code-meshing versus code-switching, descriptive versus prescriptive grammar, peer response versus peer editing). JVRs are powerful tools for the teacher education classroom because they employ active learning and scaffold pedagogical strategies, act as a low-stakes but important formative assessment tool, help students grapple with complex literary and critical theories, and aid in reorganizing and revising a long writing project. This book: (1) Offers a method for pushing students to higher-order thinking in just a few minutes, helping them analyze critical concepts in English education, writing studies, linguistics, literacy, English Language Arts, and related fields; (2) Outlines how to use JVRs to encourage students to think in a wider dimension, to use different parts of their brain, and to awaken different neurons; and (3) Provides multiple examples of JVRs to help instructors adapt this intellectually stimulating heuristic to their own classrooms.

This e-book is a celebration of and reflection on 10 years of the LLAS elearning symposium, an event which is run by the Centre for Languages, Linguistics and Area Studies (LLAS) based at the University of Southampton, UK. Over the past ten years, the symposium has followed the innovations brought about in the digital realm and has offered a yearly forum where technology and education have met. Over the past ten years, the symposium has followed the innovations brought about in the digital realm and has offered a yearly forum where technology and education have met. As some of the invited pieces show, the journey of technology in education has been a long and exciting one. Along the way, as all the contributions suggest, the symposium has brought innovative practice to the attention of teachers and learners and, perhaps more significantly for the connected world in which we operate, it has been a catalyst for the formation of an enthusiastic community--as this editorial project clearly shows. This ebook is structured around four sections. Each section begins with an invited contribution and contains articles related to the broad thematic area introduced in the invited piece. This structure deliberately reflects the alternation of keynote plenary sessions and talks which has been the distinct format of the elearning symposium in the past ten years. The book is aimed at practitioners and as such recounts real, practical experiences of innovation in using technology in language teaching or professional practice. The authors' work is based in research, but they all present lived examples of excellent practice in action. The range of projects and case studies presented in this e-volume is a testament to the irrepressible creativity of language teachers in their adoption of technology to achieve their pedagogic aims. Section 1, Language learning in new context: mobile learning, contains: (1) A journey to the East? Trials and tribulations of a personal journey with technology and languages (Marion Sadoux); (2) Technological diversity: A case study into language learners' mobile technology use inside and outside the classroom (Billy Brick and Tiziana Cervi-Wilson); and (3) Podcasting as a language teaching and learning tool (Fernando Rosell-Aguilar). Section 2, Collaboration and open learning, contains: (1) A reflective e-learning journey from the dawn of CALL to web 2.0 intercultural communicative competence (ICC) (Marina Orsini-Jones); (2) Learning to swim in new waters: A meta-narrative about the design and implementation of a virtual learning environment for language learning and teaching (Teresa MacKinnon); (3) From autonomous to peer e-learning--How the FReE Team turned ePortfolio into a social network between first and final-year modern languages students (Jean-Christophe Penet); (4) OER (re)use and language teachers' tacit professional knowledge: Three vignettes (Tita Beaven); and (5) Dyslexia in modern language learning: A case study on collaborative task-design for inclusive teaching and learning in an online context (Anna Motzo and Debora Quattrocchi). Section 3, Fostering creativity in the classroom, contains: (1) Reflections on a personal journey in learning design (Julie Watson); (2) Collaborative production of learning objects on French literary works using the LOC software (Christine Penman); (3) Digital English--me, online, writing & academia (Ania Rolinska); (4) The grammar movie project (Edith Kreutner); (5) Tapping technology in creating product development studies: Reflections on an ESP-business project (Aiden Yeh); and (6) Using Blackboard Wiki pages as a shared space for simulating the professional translation work environment (Juliet Vine). Section 4, New tools, new practices, contains: (1) Connected language learning: A tutor's perspective (Benoît Guilbaud); (2) The e-learning tool Voxopop and its benefits on oral skills: Activities for final year students of German (Sascha Stollhans); (3) Sound literature: The pedagogy of reconnection through student-authored audiobooks in the Spanish curriculum (Susana Lorenzo-Zamorano); (4) Learning foreign languages with ClipFlair: Using captioning and revoicing activities to increase students' motivation and engagement (Rocío Baños and Stavroula Sokoli); and (5) FLAX: Flexible and open corpus-based language collections development (Alannah Fitzgerald, Shaoqun Wu, and María José Marín).

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

In 2006, a consortium of state departments of education, led by the North Carolina Department of Public Instruction and the Council of Chief State School Officers, was awarded a grant from the U.S. Department of Education to investigate methods of determining comparability of variations of states' assessments used to meet the requirements of the No Child Left Behind Act of 2001 (NCLB). NCLB peer review guidelines includes a requirement that states using variations of their assessments based on grade level academic achievement standards must provide evidence of comparability of proficiency from these variations to proficiency on the general assessment (U.S. Department of Education, July 2007, revised January 2009). The consortium of states focused on two types of K-12 achievement test variations: computer-based tests that are built to mirror the state's paper-based tests and test formats that are designed to be more accessible to specific student populations than the general test is. In addition, the studies conducted included a study of the comparability of an alternate assessment based on modified achievement standards; the comparability issues related to those assessments are different from the ones discussed here. This publication contains the following chapters: (1) Comparability and Test Variations (Phoebe C. Winter); (2) Summary of the Online Comparability Studies for One State's End-of-course Program (Susan M. Lottridge, W. Alan Nicewander, and Howard C. Mitzel); (3) Evaluating the Comparability of English and Spanish Video Accommodations for English Language Learners (Stephen G. Sireci and Craig S. Wells); (4) Evaluating Linguistic Modifications: An Examination of the Comparability of a Plain English Mathematics Assessment (Charles A. DePascale); (5) Evaluating the Comparability of Scores from an Alternative Format (Karen E. Barton and Phoebe C. Winter); (6) Modified Tests for Modified Achievement Standards: Examining the Comparability of Scores to the General Test (Charles A. DePascale); (7) Comparability of Paper-based and Computer-based Tests: A Review of the Methodology (Susan M. Lottridge, W. Alan Nicewander, E. Matthew Schulz, and Howard C. Mitzel); (8) Validity Issues and Empirical Research on Translating Educational Achievement Tests (Stephen G. Sireci); (9) Considerations for Developing and Implementing Translations of Standardized K-12 Assessments (Laura J. Wright); (10) Impact of Language Complexity on the Assessment of ELL Students: A Focus on Linguistic Simplification of Assessment (Jamal Abedi); (11) Alternative Formats: A Review of the Literature (Karen E. Barton and Phoebe C. Winter); and (12) Where Are We and Where Could We Go Next? (Rebecca Kopriva). Individual chapters contain tables, figures and references. (Contains 28 footnotes.) [This report is based on research funded by an Enhanced Assessment Grant from the U.S. Department of Education, awarded to the North Carolina Department of Public Instruction, in partnership with the Council of Chief State School Officers and its SCASS TILSA and SCASS CAS.]

What happens when practitioners and researchers work together in an elementary classroom setting? Discover the power of using engaging and informative lesson plans developed in elementary classrooms across the U.S. and backed by current research. Hear from both sides of the profession and understand how they come together for the benefit of the student. Following series editor's preface (Holly Hansen-Thomas) and the introduction (Judy Sharkey), this book is organized into the following sections and chapters: Section 1: Language Arts: (1) Cultivating Culturally Responsive Elementary Classrooms With Empathetic Critical Integrations (1st grade) (Joy Dangora Erickson); (2) Scaffolding Instruction for English Learners in First Grade: The Power of Joint Construction (1st grade) (Luciana C. de Oliveira, Loren Jones, and Jeanette Arana); (3) Touch Tablets as Learning Tools for Young Learners (1st grade) (Zohreh Eslami and Mahjabin Chowdhury); and (4) Mini-Novelas to Incorporate Culturally Responsive Literature With Academic Writing (5th grade) (Holly Hansen-Thomas). Section 2: Social Studies: (5) The Quest for Social Justice: Developing Democratic Ideals and Practices in Elementary Social Studies Classrooms (Kindergarten-5th grade) (Mayra C. Daniel and Carolyn Riley); and (6) Breaking the Linguistic Ceiling: Bilingual Students Appropriate Academic English (5th grade) (María Estela Brisk, Jasmine Alvarado, Beverly Timothy, and Pat Scialoia). Section 3: Science: (7) Standards-Based Assessments for Science in Inclusion Kindergarten: Language, Content, and Teacher Education (Kindergarten) (Katlyn Lawver and Sarah Rilling); (8) Abundant Student Output Through Teachers' Big Questions: A Study in Curricular Design (3rd grade) (Lorrie Stoops Verplaetse, Marisa Ferraro, and Melissa Mazzaro); (9) Scaffolding Scaffolding: A Collaborative Effort to Understand and Enact Appropriate Scaffolding for English Learner Learning in Science (4th grade) (Megan Madigan Peercy, Megan DeStefano, Kendall Sethna, and Melissa Bitter); and (10) Teaching Students to Unpack Science Texts: Systemic Functional Linguistics in an Upper Elementary Level Classroom (5th grade) (Michaela Colombo, Nicole Finneran, and Linda Gormley-Bonanno). The book ends with a conclusion (Judy Sharkey) and appendix.

This compilation of resource papers and findings is from a regional workshop on mother-tongue/bilingual literacy programmes for ethnic and linguistic minorities in multilingual settings. It was organized by Asia-Pacific Programme of Education for All (APPEAL), United Nations Educational and Cultural Organization (UNESCO) Bangkok, 6-10 December 2005 in Chiangmai, Thailand and included nine participating countries--Bangladesh, Cambodia, China, India, Indonesia, Nepal, the Philippines, Thailand and Viet Nam. APPEAL supports pilot projects in these countries which provide mother-tongue or multilingual education to ethno-linguistic minorities. Each chapter summarizes an aspect of multilingual education programme development including issues and positive problem solving experiences. Chapter titles are as follows: (1) Linguistic Diversity, Literacy and Education (resource paper); (2) Education in Ethnic Minority Communities: Questions to Consider and Problems to Solve (resource paper); (3) Multilingual Education Practice in Eight Asian Countries (Bangladesh, Cambodia, China, India, Indonesia, Nepal, the Philippines, Thailand); (4) Developing Low Cost and Effective Materials for Multilingual Education Programmes; (5) Training Effective Community Teachers for Multilingual Education Programmes; and (6) Teaching Methods for Effective Multilingual Education Programmes. (Contains 7 tables, 10 figures, and 21 footnotes.) [This report was published by the UNESCO Asia and Pacific Regional Bureau for Education.]

This monograph contains 13 self-contained brief treatises that comprise material on linguistic, historical and cultural studies of the extinct American Indian languages of southeastern New England. These Indian languages, and their dialects, were once spoken principally in the States of Rhode Island and Massachusetts. They are called "Massachusett" and "Narragansett." These Indian tongues are a subset of a larger group of about three dozen Indian languages called the Algonquian language family. The manuscript summarizes work over the past decade relating to the documentation, analysis and reconstruction of these lost and sleeping American Indian languages. The primary focus is comparative Algonquian vocabulary and elementary grammatical structures, derived from the scholarly linguistic and anthropological literature, oral tradition, and the authors own (hypothetical) reconstructive contributions. The objective of the manuscript is to reach a diverse audience interested in these old Indian languages. As such, its approach is quasi-historical, linguistic and phenomenological. Each chapter contains vocabularies and extensive grammatical notes relating to individual topical areas. The following chapters are included: (1) The Word "Squaw" in Historical and Modern Sources; (2) Spirits & Family Relations; (3) Animals and Insects; (4) Birds and Fowl; (5) Muhhog: The Human Body; (6) Fish and Aquatic Animals; (7) Corn, Fruit, Berries & Trees; (8) The Heavens, Weather, Winds, Time; (9) Algonquian Prayers and Miscellaneous Algonquian Indian Texts; (10) Prolegomena to Nukkone Manittowock in that Part of America Called New-England; (11) Guide to Historical Spellings & Sounds in the Extinct New England American Indian Languages Narragansett-Massachusett; (12) Bringing Back Our Lost Language: Geistod in That Part of America Called New-England; and (13) At the Powwow. (Individual chapters contain footnotes, references, figures, photographs, and acknowledgments.) [Additional support provided by the Rhode Island Indian Council and the Aquidneck Indian Council. Abstract modified to meet ERIC guidelines.]

Designed to be a resource for the myriad K-12 teachers who wonder what to do about grammar--how to teach it, how to apply it, how to learn what they themselves were never taught---this book offers an informal, hands-on approach to grammar in the classroom. The book presents teachers with ways to negotiate the often conflicting goals of testing, confident writing, the culturally inclusive classroom, and the teaching of Standard English while also honoring other varieties of English. It includes numerous examples and practical vignettes describing real teachers' real classroom experiences with specific grammar lessons--including English as a second language issues--as well as chapters that review grammar basics, from how to diagram a sentence to the elements of linguistic grammar. A grammar glossary and annotated list of sources for further reading round out the book. The book begins with these sections: Vignette: Language about Language: A Middle School Grammar Class; and Introduction. Next, under I. Grammar in the Classroom--are these chapters: (1) Three Goals for Teaching Grammar; (2) Discovering Grammar; (3) Teaching the Language of Grammar; (4) Flexing the Students' Sentence Sense; and (5) Non-Native Speakers in the English Classroom. Then under II. On Grammar--are these chapters: (6) Grammar Superstitions: The Never-Never Rules; (7) Diagramming Sentences; (8) An Overview of Linguistic Grammar; and Conclusion. (NKA)

This issue includes the following articles: "On Negative Alternative Questions" (Chung-hye Han); "A Categorical Syntax for Verbs of Perception" (Robin Clark, Gerhard Jager); "Defective Complements in Tree Adjoining Grammar" (Seth Kulick, Robert Frank, K. Vijayshanker); "The Convergence of Lexicalist Perspectives in Psycholinguistics and Computational Linguistics" (Albert E. Kim, Bangalore Srinivas, John C. Trueswell); "Event Heads and the Distribution of Psych-Roots" (Martha McGinnis); "Echo Reduplication in Kannada: Implications for a Theory of Word Formation" (Jeffrey Lidz); "The Distribution of the Old Irish Infixed Pronouns: Evidence for the Syntactic Evolution of Insular Celtic?" (Ronald Kim); "Discourse Salience and Pronoun Resolution in Hindi" (Rashmi Prasad, Michael Strube); "The Effect of Thematic Roles on Pronoun Use and Frequency of Reference Continuation" (Jennifer E. Arnold); "Bilingual Code-Switching and the Open/Closed Class Distinction" (Ellen F. Prince and Susan Pintzuk); "Dialect Acquisition and Prestige" (Clarissa Surek-Clark); "Final Extrametricality in Latin and Manam" (Eugene Buckley); "Yoruba Vowel Elision and Compounding" (Amanda Seidl); "The Laryngeal Effect in Korean: Phonology or Phonetics?" (Eon-Suk Ko); and "Multidimensional Exploration of Online Linguistic Field Data" (Steven Bird). Individual articles contain references. (KFT)

This collection of papers is divided into three parts. After "Introduction" (James F. Lee and Albert Valdman), Part 1, "Theoretical Aspects of Focus on Form," includes "What Form to Focus On? Linguistics, Language Awareness, and the Education of L2 Teachers" (Cristina Sanz); "Five Types of Input and the Various Relationships between Form and Meaning" (James F. Lee); "Processing Instruction as Form-Meaning Connections: Issues in Theory and Research" (Bill VanPatten); and "Attention, Awareness, and Focus on Form Research: A Critical Overview" (Ronald P. Leow). Part 2, "The Teaching Context for Focus on Form," includes "Classroom Talk: Form, Meaning, and Activity Theory" (Celeste Kinginger) and "Meaning and Form in Classroom-Based SLA Research: Reflections from a College Foreign Language Perspective" (Heidi Byrnes). Part 3, "Pedagogical Applications," includes "Toward a Pedagogical Discourse of Grammar: Techniques for Teaching Word-Order Constructions" (Carl S. Blyth); "The Effect of Explicit Training on Successful Circumlocution: A Classroom Study" (Mary Ellen Scullen and Sarah Jourdain); "Relationships between the Process of Reading, Word Inferencing, and Incidental Word Acquisition" (Susanne Rott); and "Linking Form and Meaning in Reading: An Example of Action Research" (Catherine C. Fraser). (Papers contain references.) (SM)

This publication reports on the work of four universities in "The Public Schools Rewards Project: A Higher Ed Tough One, which was begun in 1995 and was designed to enhance the value that university rewards systems placed on faculty work with K-12 schools and teachers, and ultimately to improve the quality of education delivered in K-12 schools, colleges, and universities. Following the Prologue by Dan Tompkins, an overview by Crystal J. Gips describes the participating campuses (California State University, Northridge, Temple University (Pennsylvania), the University of Southern Colorado, and the University of Texas, El Paso); presents the project plan; describes what really happened and what was learned; and offers recommendations for other institutions. The next section includes institutional reports: "California State University Northridge" (Sharon Klein); "Temple University" (Dan Tompkins); "University of Southern Colorado" (Donna Watkins); and "University of Texas at El Paso (Kathleen Staudt and Jack Bristol). The report concludes with faculty life histories which explore their experiences in six disciplines: English, history, language and linguistics, political science, psychology and sociology, and science. Following an Introduction by Carol Stoel, the essays include: "Educational Renewal Connections: The Development of English Education at the University of Texas at El Paso" (Tommy J. Boley); "Learning To Teach: Where University Meets Universe" (Amy Birge); "Research and Student Achievement: Developing K-16 Work at the Institute for the Study of Literature, Literacy, and Culture" (Steve Parks); "My Experience with K-16 Work" (William E. Sheidley); "Education Renewal Connections: Experiences in History" (Nicole Etcheson); "Betwixt and Between: A Shifting Understanding of School-College Collaboration" (Morris J. Vogel); "Reflections of One Linguist" (Sharon Klein); "Educational Renewal Connections: Experiences in Modern Languages" (Joan H. Manley); "Personal Reflections" (Dan Tompkins); "The Eco-Literacy Project at Cal State Northridge" (Matthew Cahn); "Educational Renewal Connections: Experiences in Political Science" (Kathleen Staudt and Gregory Rocha); "Education Renewal: Prospects for Psychology" (Lawrence D. Cohn); "A Sociologist's Perspective on Educational Renewal" (Cheryl Howard); "The Public Schools Rewards Project: A Scientist's Perspective" (Steve Oppenheimer); and "My K-16 Involvement" (Jack A. Seilheimer). (Some papers contain notes. Contains 17 references.) (SM)

"Kansas Working Papers in Linguistics" is intended as a forum for the presentation of the latest original research by the faculty and students of the Department of Linguistics and other related departments of the University of Kansas. Papers in this volume include: "Some Issues in Japanese Accent" (Kenneth Miner); "Retraction in Cariocan Portuguese" (Isaias Reis); "The Brahmi Family of Scripts and Hangul: Alphabets or Syllabaries?" (Christoper Wilhelm); "The Case of Subjects in the Romance Causative" (Sara Rosen); "Locative Inversion in Cantonese" (Sui-Sang Mok); "Spatial Expressions in Sinhala: Appearance of Verb Forms" (Sunanda Tilakaratne); "Division of Labor between Grammar and Pragmatics Concerning Anaphora" (Sun-Hee Kim); "A Study of Quantifier Phrases in Thai" (Phawadee Deephuengton); "Nouns in Tutelo" (Giulia Oliverio); "Proto-Algic IV: Nouns" (Paul Proulx); "Syllable Boundary Demarcation in Hualapai and Havasupai" (Marcellino Berardo); "A Bibliography on Incorporation and Polysynthesis in Native American and Paleosiberian Languages" (Willem de Reuse); and "Language Maintenance and Language Renewal among Cherokee People in Oklahoma" (Barbara Brooks). (JL)

Five working papers in linguistics and education are presented. "The Mediators: Providing Access To Texts in English in a Semi-Urban Maharashtrian College Community" (Grace Plamthodathil Jacob) examines the teacher's role in mediating cultural awareness as part of English second language education in a multilingual, non-western society. "Gender Distribution of Negative Judgments" (Dom Berducci) examines how male and female college students make negative judgments, and discusses possible sociolinguistic rules for the use of such judgments. "Distance Learning and Second Language Acquisition: The Role of Input and Interaction" (Thomas Hickey) suggests that distance learning might be a fruitful area of inquiry for second language learning researchers. "Educational Alternatives for Elementary School Students in Spanish-Speaking Communities" (Daphne Katranides) considers four educational programs available to elementary school children of Spanish-English bilingual communities in the United States. "Literacy in Brazil: For What Purposes?" (Marcia Montenegro Velho) discusses the structures and roles of two literacy programs implemented in Brazil in the 1960s and 1970s, one built on the work of Paolo Freire and the other on the Brazilian Literacy Movement. (MSE)

Papers on women in linguistics are presented in five groups. An introductory section contains: "Feminist Linguistics: A Whirlwind Tour"; "Women in Linguistics: The Legacy of Institutionalization"; "Reflections on Women in Linguistics"; and "The Structure of the Field and Its Consequences for Women." Papers on trends and data include: "The Status of Women in Linguistics"; "The Representation of Women in Linguistics, 1989"; and "Women in Linguistics: Recent Trends." A section on problems and their sources includes: "How Dick and Jane Got Tenure: Women and University Culture 1989"; "Success and Failure: Expectations and Attributions"; "Personal and Professional Networks"; "Sexual Harassment and the University Community"; and "Two Cultures of Communication." Essays on finding and giving support include: "Gender Values and Success in Academia"; "First Generation Mentors"; and "He Was Her Mentor, She Was His Muse: Women as Mentors, New Pioneers." A section addressing stages in a woman's career contains: "The Dissertation Year"; "A Dean's Perspective on Women in Academe"; "From Graduate School to Tenure"; "Living on the Margin: Pros and Cons of Being Linguists in an English Department"; and "Independent and Isolated Scholars: Report on a Group Discussion." (MSE)

Content and Language Integrated Learning (CLIL) is a form of education that combines language and content learning objectives, a shared concern with other models of bilingual education. While CLIL research has often addressed learning outcomes, this volume focuses on how integration can be conceptualised and investigated. Using different theoretical and methodological approaches, ranging from socioconstructivist learning theories to systemic functional linguistics, the book explores three intersecting perspectives on integration concerning curriculum and pedagogic planning, participant perceptions, and classroom practices. The ensuing multidimensionality highlights that in the inherent connectedness of content and language, various institutional, pedagogical, and personal aspects of integration also need to be considered. Following the foreword, Integrating Content and Language in Education: Best of Both Worlds? (Rick de Graaff), and a section titled, More than Content and Language: The Complexity of Integration in CLIL and Bilingual Education (Tarja Nikula, Christiane Dalton-Puffer, Ana Llinares, and Francisco Lorenzo), this book is comprised of three parts. Part 1, Curriculum and Pedagogy Planning, contains the following chapters: (1) Cognitive Discourse Functions: Specifying an Integrative Interdisciplinary Construct (Christiane Dalton-Puffer); (2) Historical Literacy in CLIL: Telling the Past in a Second Language (Francisco Lorenzo and Christiane Dalton-Puffer); (3) Learning Mathematics Bilingually: An Integrated Language and Mathematics Model (ILMM) of Word Problem-Solving Processes in English as a Foreign Language (Angela Berger); and (4) A Bakhtinian Perspective on Language and Content Integration: Encountering the Alien Word in Second Language Mathematics Classrooms (Richard Barwell). Part 2, Participants, contains the following chapters: (5) University Teachers' Beliefs of Language and Content Integration in English-Medium Education in Multilingual University Settings (Emma Dafouz, Julia Hüttner, and Ute Smit); and (6) CLIL Teachers' Beliefs about Integration and about Their Professional Roles: Perspectives from a European Context (Kristiina Skinnari and Eveliina Bovellan). Part 3, Practices, contains the following chapters and conclusion: (7) Integration of Language and Content Through Languaging in CLIL Classroom Interaction: A Conversation Analysis Perspective (Tom Morton and Teppo Jakonen); (8) Teacher and Student Evaluative Language in CLIL Across Contexts: Integrating SFL and Pragmatic Approaches (Ana Llinares and Tarja Nikula); (9) Translanguaging in CLIL Classrooms (Pat Moore and Tarja Nikula); and Conclusion: Language Competence, Learning and Pedagogy in CLIL--Deepening and Broadening Integration (Constant Leung and Tom Morton).

Starting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the 'multilingual turn' in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy, and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators, and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts. This book is comprised of three parts. Part 1, Societal Perspectives on the Multilingual Turn in Language(s) Education, contains the following chapters: (1) Socialized into Multilingualism: A Case Study of a Mauritian Pre-School (A. M. Auleear Owodally); (2) Exploring the -lingual Between Bi and Mono: Young People and Their Languages in an Australian Context (Ken Cruickshank); (3) Multilingualism as Portrayed in a Chinese English Textbook (Guangwei Hu and Sandra Lee McKay); and (4) Looking Through the Language Lens: Monolingual Taint or Plurilingual Tint? (Andrea Young). Part 2, Perspectives on the Multilingual Turn in Education, includes the following chapters: (5) From Normalization to Didactization of Multilingualism: European and Francophone Research at the Crossroads Between Linguistics and Didactics (Laurent Gajo); (6) Our Mother Tongue is Plurilingualism: A Framework of Orientations for Integrated Multilingual Curricula (Gabriela Meier); (7) Multilingual Teachers' Resources in Three Different Contexts: Empowering Learning (Jean Conteh, Fiona Copland, and Angela Creese); and (8) Multilingualism and Social Cohesion: Two-Way Immersion Education Meets Diverse Needs (Gabriela Meier). Part 3, Visions of the Multilingual Turn in Pedagogy and Practice, includes the following chapters: (9) Multilingual Pedagogy in Primary Settings: From the Margins to the Mainstream (Jean Conteh, Shila Begum, and Saiqa Riasat); (10) Plurilingualism and Empathy: Beyond Instrumental Language Learning (Enrica Piccardo and Joëlle Aden); (11) Translanguaging as Process and Pedagogy: Developing the English Writing of Japanese Students in the US (Ofelia García and Naomi Kano); (12) Transforming Learning, Building Identities: Arts-Based Creativity in the Community Languages Classroom (Jim Anderson and Yu-Chiao Chung); and Conclusion: The Multilingual Turn in Languages Education (Gabriela Meier and Jean Conteh).

This multidisciplinary approach to cultural mediation brings together insights from anthropology, sociology, linguistics and intercultural communication to offer a detailed depiction of family life in immigrant Chinese communities. Utilising a strongly contextualised and evidence-based narrative approach to exploring the nature of child cultural mediation, the author provides an insightful analysis of intercultural relationships between children and parents in immigrant families and of the informative aspects of their everyday lives. Furthermore, the family home setting offers the reader a glimpse of a personal territory that researchers often have great difficulty accessing. This ethnographic study will be of interest to students, researchers and professionals working in the areas of intercultural communication, childhood studies, family relations and migration studies.

The issue of intercultural learning has been tackled, amongst others, in the fields of education, language education and applied linguistics. In spite of the extensive literature on the subject, there is still much which needs to be done to address the ways in which linguistics itself can contribute to intercultural education. The 8 chapters by internationally-renowned scholars highlight different ways of using it both in the classroom and in researching intercultural education. The following approaches are covered: Critical Discourse Analysis, Énonciation, Conversation Analysis and Pragmatics. The introduction to the volume also offers a useful and comprehensive survey of the debates around the polysemic notion of the 'intercultural'. The book will appeal to an international readership of students, scholars and professionals across a wide range of disciplines, interested in making intercultural education more effective.

This book is divided into four parts. In Part One the author considers the natural factors which have influenced the various national systems of education. They comprise racial, linguistic, geographical and economic factors. In Part Two he considers the contribution of religious traditions to education, more particularly those of the Catholic and Puritan faiths, and in Part Three the secular traditions of humanism, socialism and nationalism. Finally in Part Four a comparison is made of the systems of education in England and Wales, the USA, France and the Soviet Union.

Based on a series of studies from universities around the world, this book suggests that internationalization does not equate with across-the-board use of English, and instead represents a new cultural and linguistic hybridity with the potential to develop new identities unfettered by traditional "us-and-them" binary thinking, and which could result in new communicative practices. This book contains five parts. Part 1, English as a Lingua Franca for Higher Education Teaching and Learning, contains: (1) The Relationship between Teaching Language and Student Learning in Swedish University Physics (J. Airey); and (2) Students' and Teachers' Self-Assessment of English Language Proficiency in English-Medium Higher Education in Denmark: A Questionnaire Study (C. Jensen, L. Denver, I.M. Mees and C. Werther). Part 2, When the Official Lingua Franca Happens to be the First Language of the Majority: The Case of the United Kingdom, contains: (3) Perceptions of Identity and Issues of Concern among International Students in the United Kingdom (P. Sercombe); (4) Developing Perceptions of Interculturality: A Troublesome Space? (C. Montgomery); and (5) Internationalising the University: Enabling Selves-in-the-World (D. Killick). Part 3, The Construction of International Perspectives in "International" Student Group Work, contains: (6) Educational Practices in the International University: Language as a Resource for Intercultural Distinction in a Project Group Meeting (D. Day and S. Kjaerbeck); and (7) International Basic Studies in the Humanities: Internationalization and Localization in Four Dimensions (A.H. Fabricius). Part 4, Academic Writing and Literacy in a Transnational Perspective, contains: (8) Crossing Borders: The Feasibility of Harmonising Academic Literacy Standards across Europe (C. Sedgwick); (9) Plagiarism in the International University: From Kidnapping and Theft to Translation and Hybridity (I. Klitgard). Part 5, East and West at the International University, contains: (10) International Students at China Three Gorges University: A Survey (Hu X. and Chen Y.); (11) How Far Can Face and Hierarchy Affect Developing Interaction between Korean University Students and their Supervisors in the United Kingdom? (J. Back); and (12) Intercultural Interaction: Teacher and Student Roles in the Classroom of Portuguese as a Foreign Language in Macau, China (R. Teixeira E Silva and C. Cavaco Martins).

This book critically examines the impact of migration, education, development, and the spread of English on global bio-linguistic and cultural diversity. Derived from findings from a comparative eco-linguistic study of intergenerational language, culture, and education change in the Tibetan Diaspora, the book extends its analysis to consider the plight of other peoples who find themselves straddling the Indigenous-Minority-Diaspora divide. MacPherson explores the overlapping and distinctive sustainability challenges facing indigenous and minority communities when they are connected by and within diasporas, and seeks to adequately explain the discontinuities and disjunctures between their educational struggles and achievement levels.

In today's culturally diverse classrooms, students possess and use many culturally, ethnically, and regionally diverse English language varieties that may differ from standardized English. This book helps classroom teachers become attuned to these differences and offers practical strategies to support student achievement while fostering positive language attitudes in classrooms and beyond. The text contrasts standardized varieties of English with Southern, Appalachian, and African American English varieties, focusing on issues that are of everyday concern to those who are assessing the linguistic competence of students. Featuring a narrative style with teaching strategies and discussion questions, this practical resource: (1) Provides a clear, introductory explanation of what is meant by non-standard English, from both linguistic and educational viewpoints; (2) Emphasizes what educators needs to know about language variation in and outside of the classroom; and (3) Addresses the social factors accompanying English language variation and how those factors interact in real classrooms. [Foreword by William Labov. Afterword by Walt Wolfram.]

The classroom practices discussed in "Effective Second Language Writing" reflect various trends and methodologies; however, the underlying theme in this volume of the Classroom Practice Series is the need for clear and meaningful communication between ESL writers and their readers. While approaches differ, two core beliefs are constant: ESL students have something important to say, and ESL writing teachers can help them say it. Effective instruction starts with meaningful writing tasks, integrates a variety of skills and technologies, builds competencies, requires critical thinking, and employs appropriate resources. This volume of ideas and insights will enable ESL teachers to help their writing students find purposeful voices that resonate across countries, customs, disciplines, and cultures. This book contains 19 chapters. Chapters include: (1) No Matter Where We've Been, Here We Are! (Susan Kasten); (2) Beyond the Five-Paragraph Essay: A Content-First Approach (Nigel A. Caplan); (3) Modern Heroes: From Content to Composition via Critical and Creative Thinking (Linda Forrester); (4) Writing to Embody: Engaging Students in Written Role Play (Shawna Shapiro); (5) Using Second Language Learning as Content in a University ESL Writing Course (Mark A. James); (6) Meaningful Writing Opportunities in the Community College: The Cultural and Linguistic Autobiography Writing Project (Gloria Park); (7) Media Participation as an End Point for Authentic Writing and Autonomous Learning (Stephen Soresi); (8) Multitext Synthesizing in Research Writing (Amina M. B. Megheirbi); (9) A Process-Genre Approach to Teaching Writing to Medical Science Graduate Students (Miao Yang); (10) "It May Be Possible" to Teach the Use of Hedging in EFL University Writing (Jingjing Qin and Erkan Karabacak); (11) Service Learning and Writing With a Purpose (Denise Vaughnter); (12) From the Classroom to the Boardroom: Grammar and Style Across Genres in ESL Professional Writing (Jennifer Haan and Karyn Mallett); (13) Discourse Analysis: Bridging the Gap Between Linguistic Theory and Classroom Practice in Writing Classes (Peter McDonald); (14) A Case for Writer-Generated Annotation (Holli Schauber); (15) Wiki Writing Web: Development of a Web Site to Improve Writing Motivation in Exam Courses (Christopher A. Baldwin); (16) A Chain Story Blog (Najla Malaibari); (17) Authentic English Through the Computer: Corpora in the ESOL Writing Classroom (Vander Viana); (18) Revising the Revision Process with Google Docs: A Classroom-Based Study on Revision in Second Language Writing (Soo Hyon Kim); and (19) Great Expectations: Whose Job Is This Anyway? (Donald Weasenforth, Margaret Redus, and Nancy Ham Megarity). References and an index are included.

Edited by three authorities in the field, this "Handbook" presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching. A comprehensive collection, the "Handbook" focuses on the three key areas of reading, writing, and language, and issues that cut across them. The international emphasis of all the chapters is extended by a final section that looks directly at different countries and continents. The authors address many key issues including: (1) why pupil motivation is so important; (2) the evidence for what works in teaching and learning; (3) the place of Information Technology in the twenty-first century; (4) the status of English and other languages; and (5) globalisation and political control of education. This definitive guide concludes by discussing the need for better policy cycles that genuinely build on research evidence and teachers' working knowledge in order to engage young people and transform their life chances. Part I, Reading Social and Cultural Influences on Children's Motivation for Reading, contains the following: (1) Literature for Children; (2) Approaches to Teaching Literature; (3) Reading and Teaching Short Stories, Based on Process Studies and Experimental Research; Comprehension Instruction: Merging Two Historically Antithetical Perspectives; (4) The Genre-Specific Nature of Reading Comprehension; (5) Morphological Knowledge and Learning to Read in English; (6) Phonological Development Across Different Languages; and (7) Interaction and Learning to Read: Towards a Dialogic Approach. Part II, Writing Facilitating Writing Development, contains the following: (8) Writing in the Early Years; (9) The Ontogenesis of Writing in Childhood and Adolescence; (10) Composition Across Levels of Schooling: Cognitive, Textual and Social Dimensions; (11) Rhythm And Blues: Making Textual Music with Grammar and Punctuation; (12) Linguistic Foundations of Spelling Development; and (13) Handwriting and Writing. Part III, Language Orality, Literacy, and Culture: Talk, Text, and Tools in Ideological Contexts, contains the following: (14) Understanding Language Development; (15) Bilingualism and English Language Teaching; Drama-Teaching, Learning, Language and Literacy; and (16) Classroom Discourse: Towards a Dialogic Pedagogy. Part IV, Teaching English, Language and Literacy Critical Approaches to Teaching Language, Reading and Writing, contains the following: (17) Culturally Responsive Teacher Preparation: Learning in Field Experiences for Prospective Literacy Educators; (18) The Text Environment and Learning to Read: Windows and Mirrors; (19) Shaping Literate Lives; (20) The Relationship Between Home And School; (21) Literacy Practices; (22) Gender and the Teaching of English; (23) An Outward, Inward, and School-ward Overview of Interactive Communication; (24) Technologies Across the Literacy Landscape; (25) Multimodality, Literacy and School English; (26) A Very Long Engagement: English and The Moving Image; (27) Reading, Writing and Speaking Poetry; (28) Teaching Shakespeare; (29) Difficulties in Learning Literacy; (30) Classroom Assessment; and (31) Initial Teacher Preparation for Reading Instruction. Part V, English, Language and Literacy Teaching: Countries as Contexts International Comparisons of Literacy--What have they revealed?, contains the following: (32) Globalisation and the International Context for Literacy Policy Reform; (33) A Tale of the Two Special Administrative Regions (SARS) of China--An Overview of English Language Teaching Developments in Hong Kong and Macao; (34) Bilingual Educational Programmes in Indian Schools: Addressing the English Language Needs of the Country; (35) English in Scandinavia--A Success Story? Sub-saharan Africa Recent Federal Education Policy in the United States; (36) English Teaching in Australia and New Zealand; and (37) English in England and Wales: Knowledge and Ownership. Finally, Part VI, contains conclusion recommendations for practice, policy and research

Linguistics is a subject that has remained largely confined to the academy, rather than being integrated into school curricula. This is unfortunate but not surprising, as although some teacher education programs include courses on linguistics, it is not comprehensively integrated into teacher education, so it is largely absent from the curriculum. This volume brings together a team of leaders in the field of linguistics and education, to provide an overview of the current state of research and practice. It demonstrates changes which can be made to teaching, such as revising teacher's preparation, developing and implementing practical applications of linguistics in both primary and secondary classrooms, partnering linguists with classroom teachers, and working to improve state and national education standards. The contributors emphasize the importance of collaboration between professional linguists and educators in order to meet a common goal: to raise awareness of the workings of language. The table of contents provides biographical sketches of contributors, and is divided into three parts. Part I, Linguistics from the Top Down: Encouraging Institutional Change: Introduction to Part one (Kristin Denham and Anne Lobeck), contains the following chapters: (1) Ideologies of Language, Art, and Science (Edwin Battistella); (2) Bringing Linguistics into the School Curriculum: Not One Less (Wayne O'Neil); (3) How Linguistics Has Influenced Schools in England (Richard Hudson); (4) Supporting the Teaching of Knowledge about Language in Scottish Schools (Graeme Trousdale); (5) Envisioning Linguistics in Secondary Education: An Australian Exemplar (Jean Mulder); (6) Linguistics and Educational Standards: The California Experience (Carol Lord and Sharon Klein); (7) Developing Sociolinguistic Curricula That Help Teachers Meet Standards (Jeffrey Reaser); and (8) Linguistic Development in Children's Writing: Changing Classroom Pedagogies (Debra Myhill). Part II. Linguistics from the Bottom Up: Encouraging Classroom Change: Introduction to Part Two (Kristin Denham and Anne Lobeck) provides: (9) From Cold Shoulder to Funded Welcome: Lessons from the Trenches of Dialectally Diverse Classrooms (Rebecca S. Wheeler); (10) Positioning Linguists as Learners in K-12 Schools (Long Peng and Jean Ann); (11) Fostering Teacher Change: Effective Professional Development for Sociolinguistic Diversity (Julie Sweetland); (12) On Promoting Linguistics Literacy: Bringing Language Science to the English Classroom (Maya Honda, Wayne O'Neil, and David Pippin); (13) Linguistics in a Primary School (Kristin Denham); (14) Educating Linguists: How Partner teaching enriches linguistics (Anne Lobeck); and (15) The linguistics Olympiads: academic Competitions in Linguistics for Secondary School Students (Ivan Derzhanski and Thomas Payne). Part III. Vignettes: Voices from the Classroom offers: (16) And You Can All Say Haboo: Enriching the Standard Language Arts Curriculum with Linguistic Analysis (Angela Roh); (17) Code Switching: Connecting Written and Spoken Language Patterns (Karren Mayer and Kirstin New; (18) A Primary Teacher's Linguistic Journey (Deidre Carlson); (19) Why do VCE English Language? (Caroline Thomas and Sara Wawer); (20) Language Lessons in an American Middle School (Athena McNulty); (21) The Diary of Opal Whiteley: A Literary and Linguistic Mystery (David Pippin); (22) Using the Voices of North Carolina Curriculum(Leatha Fields Carey and Suzanne Sweat); and (23) A-level English Language Teaching in London (Dan Clayton). (Contains 8 tables and a bibliography.)

The Workshop on the Role of Language in School Learning: Implications for Closing the Achievement Gap was held to explore three questions: What is known about the conditions that affect language development? What are the effects of early language development on school achievement? What instructional approaches help students meet school demands for language and reading comprehension? Of particular interest was the degree to which group differences in school achievement might be attributed to language differences, and whether language-related instruction might help to close gaps in achievement by helping students cope with language-intensive subject matter especially after the 3rd grade. The workshop provided a forum for researchers and practitioners to review and discuss relevant research findings from varied perspectives. The disciplines and professions represented included: language development, child development, cognitive psychology, linguistics, reading, educationally disadvantaged student populations, literacy in content areas (math, science, social studies), and teacher education. The aim of the meeting was not to reach consensus or provide recommendations, but rather to offer expert insight into the issues that surround the study of language, academic learning, and achievement gaps, and to gather varied viewpoints on what available research findings might imply for future research and practice. This book summarizes and synthesizes two days of workshop presentations and discussion.

Written specifically for K-12 educators, this accessible book explains the processes involved in second-language acquisition and provides a wealth of practical strategies for helping English language learners (ELLs) succeed at reading. The authors integrate knowledge from two fields that often remain disconnected--linguistics and literacy--with a focus on what works in the classroom. Teachers learn effective practices for supporting students as they build core competencies not just for reading in English, but also for listening, speaking, and writing. Engaging vignettes and examples illustrate ways to promote ELLs' communicative skills across the content areas and in formal and informal settings. Contents include: (1) Big Ideas and Research That Guide the Profession; (2) First-Language Influence in Second-Language Acquisition; (3) ELL Oracy: Listening Comprehension and Oral Language Development; (4) Learning to Read, Write, and Spell Words in English as a New Language; (5) Using Morphemes to Learn Vocabulary; (6) Word Formation Processes, Cognates, and Collocations; (7) "The Same, but Different": Reading Fluency in English as a New Language; (8) Achieving Comprehension in L2 English Reading; and (9) Writing to Learn in English across the Curriculum.

Globalization is on everyone's tongue, and the discussion is not only limited to economic exchange, but expands to the intermingling of cultural values. To be truly successful in the international arena, whether as an immigrant, student, businessperson, or tourist, openness toward other cultures is vital and the most obvious door to those cultures is through language. Learning a second language is no longer an option for many, it is both a survival tool and an opportunity. This book is an aid to parents, educators, researchers, and individuals who want facts about foreign language learning in order to apply concrete tools to maximize their potential in this area, independent of their age. This book examines the various factors in successful multilingualism across the lifespan, discussing groups such as those lucky enough to enjoy bilingualism from birth to those who become foreign language learners in adulthood. Special attention is paid to a critique of the academic critical years concept and the question, how long does it take a non-native speaker to become fluent? While many are concerned with bilingualism, millions around the world live with three or more languages. For those considering adding a third language, this book looks at the benefits of bilingualism that transfer to trilingualism. Finally, the book establishes methods for teaching foreign languages and hints for home support that maximize each person's potential for languages. Eight chapters comprise this book. Chapter 1 begins by reviewing the ten key factors in raising multilingual children (aptitude, timing, motivation, strategy, consistency, opportunity, the linguistic relationship between the languages, siblings, gender and hand-use as a reflection of cerebral dominance). Chapter 2 celebrates how lucky we are to be living at this particular point in history since languages are highly valued around the world by a myriad of professions, something that marks a turning point in human linguistic endeavors. Chapters 3 delves into languages across the human lifespan and defines seven different life stages from birth to adulthood. Chapter 4 focuses on the distinction of language for school versus language for play, or academic versus social language skills. This is followed by the developmental steps of language acquisition, from comprehension to speaking to reading and finally writing. Chapter 5 explains how third languages differ from second languages in terms of how they are learned. Chapter 6 is dedicated to explaining how the brain works when it takes on more than one language. Chapter 7 focuses on the impact different key players in a person's life have on language learning--including families, schools, and society--and what these players can do to encourage the best possible learning environments. Finally, Chapter 8 offers a personal reflection and recounts our family story covering five countries, four languages, three kids, two nationalities, and one home. An index is included. (Contains 5 tables, 6 figures, and 186 notes.)

"The Handbook of Latent Semantic Analysis" is the authoritative reference for the theory behind Latent Semantic Analysis (LSA), a burgeoning mathematical method used to analyze how words make meaning, with the desired outcome to program machines to understand human commands via natural language rather than strict programming protocols. The first book of its kind to deliver such a comprehensive analysis, this volume explores every area of the method and combines theoretical implications as well as practical matters of LSA. Readers are introduced to a powerful new way of understanding language phenomena, as well as innovative ways to perform tasks that depend on language or other complex systems. The "Handbook" clarifies misunderstandings and pre-formed objections to LSA, and provides examples of exciting new educational technologies made possible by LSA and similar techniques. It raises issues in philosophy, artificial intelligence, and linguistics, while describing how LSA has underwritten a range of educational technologies and information systems. Alternate approaches to language understanding are addressed and compared to LSA. This work is essential reading for anyone--newcomers to this area and experts alike--interested in how human language works or interested in computational analysis and uses of text. Educational technologists, cognitive scientists, philosophers, and information technologists in particular will consider this volume especially useful.

When Vladimir Nabokov was up for a chair in literature at Harvard, the linguist Roman Jakobson protested: "What's next? Shall we appoint elephants to teach zoology?" That anecdote, with which D. G. Myers begins "The Elephants Teach", perfectly frames the issues this book tackles. Myers explores more than a century of debate over how writing should be taught and whether it can or should be taught in a classroom at all. Along the way, he incorporates insights from a host of poets and teachers, including Henry Wadsworth Longfellow, Ralph Waldo Emerson, Robert Frost, John Berryman, John Dewey, Lionel Trilling, Robert Lowell, Ezra Pound, and Saul Bellow. And from his exhaustive research, Myers extracts relevant background information on nineteenth-century educational theory; shifts in technology, publishing, and marketing; the growth of critical theory in this country; and the politics of higher education. While he shows how creative writing has become a machine for creating more creative writing programs, Myers also suggests that its history supplies a precedent for something different--a way for creativity and criticism, poetry and scholarship, to join together to produce not just writing programs but good writers. Updated with fresh commentary on what's happened to creative writing in the academy since the first edition was published ten years ago, "The Elephants Teach" will be indispensable for students and teachers of writing, literature, and literary history.

The concept of "leadership" has overtaken previous linguistic formulations such as "administration" or "management" as the dominant description for all those functions that are involved in guiding and developing organizations towards the achievement of their organizational goals. This is not merely part of some general linguistic drift; it is a recognition that organizations and institutions, including schools, need to be constantly reinvigorated, monitored (in the broadest and best sense) and moved forward if they are to meet the needs of a rapidly changing world. The sheer pace of innovation in learning theory, in the use of ICT and above all in national policy on education has been so dramatic that it has, at times quite literally, taken the breath away from those engaged in learning and teaching in schools. It is partly because of the amplitude of this wave of multiple and multilayered innovations that some have argued for a new conception of leadership that moves away from traditional hierarchical models where power and responsibility are vested in one or two key people-namely, the headteacher and the deputy headteacher or, in larger schools, a slightly wider "senior management team." The central thesis of those who offer this new conception is that there is simply so much leadership and so many things to lead that all staff need to be involved as leaders. These new ideas come in various guises but one of the most popular and influential ways of expressing this trend is through the notion of "distributed leadership," where leadership functions are spread widely throughout the school. In many ways this is to be applauded as an approach since it has the advantages of not only involving staff in decision-making but also of offering a degree of democratization (or something akin to it) in the leadership and management of schools. There are, however, a number of challenges and dangers subsumed within these new ideas and these have special impact on primary school. This book is divided into 4 Sections. Section A, "An Overview of the Components," contains the first three chapters: (1) Introduction: in Search of Subject Leadership; (2) The Effective Classroom Practitioner; and (3) From Subject to Curriculum. Section B, "Establishing a Direction," contains the next four chapters: (4) Leadership, Management and the Middle Leader; (5) Middle Leaders Managing Change; (6) Monitoring and Evaluating Progress; and (7) Accountability and the Middle Leader. Section C, "Working with Resources," contains the next two chapters: (8) Identifying and Organizing Learning Resources; and (9) Budgeting for the Cost of Learning Resources. Section D, "Leading and Motivating Colleagues and Pupils," concludes with the final three chapters: (10) Human Resources: Leading and Managing to Improve Performance; (11) Curriculum Leadership; and (12) Classroom and School-Based Research for Evidence-Based Decision-Making. (Contains 12 figures and 12 tables.) [This was published by Paul Chapman Publishing.]

This volume will be of interest to teachers and teacher educators who already understand the power of nonjudgmental collaborative inquiry--and to those who are ready to discover it. Each chapter represents one meeting and is divided into three parts: text, conversation, and response. A list of suggested readings offers background on the issues raised and extends the conversation. Topics include collaborative groups, in-service professional development, using a negotiated syllabus, linguistics, research in language teacher education, and language teachers' teaching knowledge. This book begins with a section titled, "Collaborative Reflection as Critical Practice in Teacher Education (Donald Freeman and Margaret Hawkins). It then divides into seven chapters: (1) Collaborative Groups in Teacher Education (Text: Francis Bailey and Jerri Willett; Response: Tom Nicoletti); (2) Can In-Service Professional Development Be Authentic? (Text: Ellen Rintell; Response: Ken Pransky); (3) Controlling a Negotiated Syllabus (Text: Suzanne Irujo; Response: Avrom Feinberg); (4) The Nature of Linguistics in a Language Teacher Education Program (Text: Diane Larsen-Freeman; Response: Ellie Schmitt); (5) Examining Language Teachers' Teaching Knowledge (Text: Donald Freeman and Kathleen Graves; Response: Amy Powell Faeskorn); (6) The Role of Research in Language Teacher Education (Text: Margaret Hawkins; Response: Jo-Anne Wilson Keenan); and (7) Conclusion: Closely Examined Work: An Epilogue to the LTEC Conversations (Donald Freeman).

This book explores the nature and purposes of formulaic language, examining patterns across research from the fields of discourse analysis, first language acquisition, language pathology, and applied linguistics. There are 14 chapters in 6 parts. Part 1, "What Formulaic Sequences Are," includes (1) "The Whole and the Parts,""Detecting Formulaicity," and "Pinning Down Formulaicity." Part 2, "A Reference Point," includes (4) "Patterns of Formulaicity in Normal Adult Language" and (5) "The Function of Formulaic Sequences: A Model." Part 3, "Formulaic Sequences in First Language Acquisition," includes (6) "Patterns of Formulaicity in Child Language" and (7) "Formulaic Sequences in the First Language Acquisition Process: A Model." Part 4, "Formulaic Sequences in a Second Language," includes (8) "Non-Native Language: Overview," (9) "Patterns of Formulaicity in Children Using a Second Language," (10) "Patterns of Formulaicity in Adults and Teenagers Using a Second Language," and (11) "Formulaic Sequences in the Second Language Acquisition Process: A Model." Part 5, "Formulaic Sequences in Language Loss," includes (12) "Patterns of Formulaicity in Aphasic Language" and (13) "Formulaic Sequences in Aphasia: A Model." Part 6, "An Integrated Model," includes (14) "The Heteromorphic Distributed Lexicon." (Contains 14 figures, 10 tables, and approximately 350 references.) (SM)

This book provides comprehensive resources for the critical discussion of major issues in learning to read Chinese from a child acquisition perspective. It is divided into 4 parts and 11 chapters. Part 1, "Theoretical Perspectives on Learning to Read" includes "Current Issues in Learning To Read Chinese" (Ovid J.L. Tzeng), "Children's Early Understanding of Writing and Language: The Impact of Characters and Alphabetic Orthographies" (Kevin F. Miller) and Discussion: "Translations and Transitions in Learning To Read" (Houcan Zhang). Part 2, "Role of Metalinguistic Awareness in Chinese Reading", has three chapters: "Phonological Awareness in Chinese Reading" (Insup Taylor); "The Role of Morphological Awareness in Learning To Read Chinese" (William E. Nagy, Amy Kuo-Kealoha, Xinchun Wu, Wenling Li, Richard C. Anderson, Xi Chen); "Facets of Metalinguistic Awareness that Contribute to Chinese Literacy" (Wenling Li, Richard C. Anderson, William Nagy, Houcan Zhang); Discussion: "Metalinguistic Awareness as a Critical Construct" (Jerome L. Packard). Part 3, "Wide reading and the Development of Chinese Literacy," has four chapters: "Book-Based Programs in Developing Countries" (Warwick B. Elley); "Shared-Book Reading in China" (Richard C. Anderson, Janet S. Gaffney, Xinchun Wu, Chiung-Chu Wang, Wenling Li, Hua Shu, William E. Nagy, Xiaojie Ming); "Children's Literature in the People's Republic of China: Its Purposes and Genres" (Belinda Yun-Ying Louie, Douglas H. Louie); Discussion: Supporting the Reading Instruction and Learning of Chinese Children" (Rebecca Barr). Part 4, "Factors in Home Literacy," includes two chapters: "The Role of Home Literacy Environment in Learning To Read Chinese" (Hua Shu, Wenling Li, Richard C. Anderson, Yu-Min Ku, Xuan Yue); "Writing Systems and Learning To Read in a Second Language" (Keiko Koda); Discussion: "Variables Associated With Learning To Read in Chinese" (Erica McClure). Author and subject indices are included. (Contains 82 references) (KFT)

This book treats human language as the manifestation of a faculty of the mind, a mental organ whose nature is determined by human biology, suggesting that its functional properties should be explored just as physiology explores the functional properties of physical organs. The book asserts that linguistics investigates cognition, taking as its object mental representations and processes rather than externally observed grammatical patterns. Such a view has nontraditional consequences for the kinds of argument and analysis that can be offered in understanding the nature of language. The book surveys the nature of the language faculty in its various aspects: the systems of sounds, words, and syntax; the development of language in the child and historically; and what is known about its relation to the brain. It discusses the kinds of work that can be carried out in these areas that will contribute to an understanding of the human language organ. Ten chapters are: (1) "Studying the Human Language Faculty"; (2) "Language as a Mental Organ"; (3) "Syntax"; (4) "Sound Patterns in Language"; (5) "Describing Linguistic Knowledge"; (6) "Phonetics and the l-Linguistics of Speech"; (7) "Morphology"; (8) "Language Change"; (9) "'Growing' a Language"; and (10) "The Organic Basis of Language." (Contains approximately 220 references.) (SM)

This book is a step-by-step guide to creating and analyzing linguistic corpora. It defines a corpus as a collection of texts or parts of texts upon which some general linguistic analysis can be conducted. It begins with a discussion of the role that corpus linguistics plays in linguistic theory, demonstrating that corpora have proven to be very useful resources for linguists who believe that their theories and descriptions of English should be based on real, rather than contrived, data. It goes on to describe how to plan the creation of a corpus, how to collect and computerize data for inclusion in a corpus, how to annotate the data that are collected, and how to conduct a corpus analysis of a completed corpus. The book concludes with an overview of the future challenges that corpus linguists face to make both the creation and analysis of corpora much easier undertakings than they currently are. Two appendixes contain corpus resources and concordancing programs. (Contains approximately 185 references.) (SM)

This important book includes sections on cognitive and developmental approaches to language and literacy acquisition, sociocultural approaches to language and literacy, crosslinguistic and bilingual issues in language and literacy, and critical perspectives on language and literacy education. The range of methodologies, perspectives, and research areas in language and literacy has exploded over the past ten years. "Perspectives on Language and Literacy," a new publication from the "Harvard Educational Review," provides a comprehensive overview of these trends and developments. In chapter after chapter, researchers, educators, sociologists, and linguists provide theoretical, empirical, and critical evaluations of language and literacy education; sociocultural examinations of language acquisition; and research on the developmental spectrum of language and literacy practices-from preschoolers to adults, with first and second language learners, in the United States and abroad. Presenting an overview of historical trends and current ideas, "Perspectives on Language and Literacy" acts as both an introduction to research and theory and a starting point for new scholarship. Classic articles provide historical grounding and important insights, and carefully chosen recent articles introduce readers to cutting-edge thinking in rapidly developing areas such as critical theory, bilingualism, and cross-linguistic studies.

This book has been conceived as a companion to learnability for the benefit of those linguists who base their work on Chomsky's "Principles and Parameters Hypothesis." General concepts from formal theory and complexity theory and important facts from psycholinguistics, historical linguistics, and language processing have been introduced in a tutorial and completely self-contained fashion, so as to introduce linguistics of the parametric persuasion to important techniques that can be used to obtain interesting and empirically testable predictions from parametric theories of language variation. The book is divided into the following five chapters: "A Brief Overview of Learnability" (Stefano Bertolo); "Learnability and the Acquisition of Syntax" (Martin Atkinson); "Language Change and Learnability" (Ian Roberts); "Information Theory, Complexity, and Linguistic Descriptions" (Robin Clark); "The Structural Triggers Learner" (William G. Sakas, Janet D. Fodor). A detailed subject index is also included. (Contains 209 references.) (KFT)

This book is intended to be an introduction to the sound system of the Spanish language. The book is descriptive in nature and presents a true picture of the language as it is spoken by native speakers from a wide variety of dialect zones. The book is divided into five parts and 25 chapters. Part one, Phonetics and Phonology," includes the following seven chapters: "The Study of Sounds and Systems"; "Phonetic Transcription"; "Speech Pronunciation and Acoustic Phonetics"; "Articulatory Phonetics: Vowels"; "Articulatory Phonetics: Consonants"; "The Five Families of Sounds"; and "The Phoneme." Part two, "Spanish Vocoids and Syllables," includes the following four chapters: "The Spanish Vowels"; The Spanish Glides /y/ and /w/"; "The Spanish Syllable"; and "Diphthongs, Syllabification, and Resyllabification." Part three, "Spanish Obstruents," includes the following five chapters: "The Voiceless Stops /p, t, k/ and the Affricate /c/"; "The Voiced Stops /b, d, g/"; "The Voiceless Fricative Phonemes /f/ and /s/"; "The Voiceless Fricatives /h/, /x/,/X/ and /theta/"; and "The Voiced Fricatives /y/ and /w/." Part four, "Spanish Sonorant Consonants," includes three chapters: "The Nasals /m/, /n/, and..."; "The Non-Lateral Liquids /r/ and /r/"; and "The Lateral Liquids...and (/". Part five, "Other Topics in Spanish Pronunciation", includes: "Spanish Word Stress"; "Spanish Intonation"; "Spanish Vowel Combinations"; "Spanish Language and History and Emerging Dialects"; "The Spanish of the Iberian Peninsula and the Canary Islands"; and "The Spanish Language in the New World." Four appendices and a glossary are appended. (Contains 473 references.) (KFT)

This edited volume includes the following chapters: "The Matrix Language Frame Model: Development and Responses" (Carol Myers-Scotton); "Language Alternation: The Third Kind of Codeswitching Mechanism" (Rodolfo Jacobson); "Contrastive Sociolinguistics: Borrowed and Codeswitched Past Participles in Romance-Germanic Language Contact" (Jeanine Treffers-Daller); "Functional Categories and Codeswitching in Japanese/English" (Shoji Azuma); "Linguostatistic Study of Bulgarian in Ukraine" (Ol'ga S. Parfenova); "The Role of Semantic Specificity in Insertional Codeswitching: Evidence from Dutch-Turkish" (Ad Backus); "Oral and Written Assyrian-English Codeswitching" (Erica McClure); "Written Codeswitching: Powerful Bilingual Images" (Cecilia Montes-Alcala); "Talking in Johannesburg: The Negotiation of Identity in Conversation" (Robert K. Herbert); "Codeswitching in the Language of Immigrants: The Case of Franbreu" (Miriam Ben-Rafael); and "Towards a New Understanding of Codeswitching in the Foreign Language Classroom" (Diana-Lee Simon). A subject reference is also included. (Contains 294 references.) (KFT)

This book addresses the growing need to familiarize classroom teachers with the structure and use of language. Written with future teachers in mind, it addresses the core areas they will find most relevant, introducing them to various types of linguistic analysis while covering the basics of phonetics, phonology, morphology, and syntax. Seven sections include the following: "What Is Linguistics?" (e.g., what linguists do and the relevance of linguistics); "Phonetics: The Sounds of English" (e.g., the relevance of phonetics to classroom teachers and phonemic inventories); "Phonology: The Sound System of English" (e.g., phonemes and allophones, the systematicity of phonology, and modeling phonological analysis with four rules of English); "Morphology: English Word Structures and Formation" (e.g., word classes, major classes, minor classes, and classification of morphemes); "Morphophonology: Where Morphology Meets Phonology" (e.g., morphophonological analysis and some rules of English morphophonology); "Syntax: English Phrase and Sentence Structure" (e.g., sentence types, the purpose of syntax, and constituents); and "Language Variation: English Dialects" (e.g., the language versus dialect distinction and levels of language variation). (Contains 10 references.) (SM)