- Table View
- List View
The Multilingual and Intercultural Puppet: An Innovative Approach to Learning Foreign and Second Langauges
by Paula G. Eleta Mariano DolciAs the world becomes increasingly more interconnected and globalized, increasingly more families are seeking early (0-6 years) foreign and second language education, prompting educators and teachers to seek out age-appropriate tools which offer an innovative approach to early language learning (ELL). The Multilingual and Intercultural Puppet tries to answer two questions: How can we introduce children to foreign languages at an early age in a natural and also naturally playful way? And with which approach? This book presents a documented reflection that is rooted in concrete experiences which the authors have accumulated over the past twenty years of field-work, providing readers with many innovative yet practical and operational examples of how puppets have been used to facilitate ELL. Puppets, easily integrated into chilren’s natural play environment, represent a pedagogical tool par excellence for the teaching-learning of foreign languages. Using puppets, educators can create stimulating and enriching learning contexts, engaging children and moving them towards educational learning objectives, very naturally and through active and interactive play. Moreover, puppets, being puppets, can speak various languages, experience various life-events, and share these with young learners, be they homogeneous, heterogeneous, international, transcultural and/or intercultural groups. Indeed, “the language of puppets” is naturally multilingual and intercultural.
Multilingual Approach to Diversity in Education (MADE): A Methodology for Linguistically and Culturally Diverse Classrooms
by Anna Krulatz MaryAnn ChristisonThis book introduces the Multilingual Approach to Diversity in Education (MADE), a framework that provides an extensive, holistic instrument with research-based teacher indicators for teachers, teacher educators, and administrators to deliver optimal education to multilingual learners in a range of contexts. The authors introduce and provide a theoretical and research-based rationale for the MADE, presenting in turn each of its seven indicators, situating them within current research and theory in multilingualism and education, and providing specific examples of classroom applications. This book will be of interest to academics, teacher educators, pre-service and practicing teachers, and graduate students interested in teaching and researching multilingual learners.
Multilingual Approaches for Teaching and Learning: From Acknowledging to Capitalising on Multilingualism in European Mainstream Education (Routledge Research in Language Education)
by Claudine Kirsch Joana DuarteMultilingual Approaches for Teaching and Learning outlines the opportunities and challenges of multilingual approaches in mainstream education in Europe. The book, which draws on research findings from several officially monolingual, bilingual, and multilingual countries in Europe, discusses approaches to multilingual education which capitalise on students’ multilingual resources from early childhood to higher education. This book synthesises research on multilingual education, relates theory to practice, and discusses different pedagogical approaches from diverse perspectives. The first section of the book outlines multilingual approaches in early childhood education and primary school, the second looks at multilingual approaches in secondary school and higher education, and the third examines the influence of parents, policy-makers, and professional development on the implementation and sustainability of multilingual approaches. The book demonstrates that educators can leverage students’ multilingualism to promote learning and help students achieve their full potential. This book will be of great interest to academics, researchers, and postgraduate students in the fields of language education, psychology, sociolinguistics, and applied linguistics.
Multilingual Digital Storytelling: Engaging creatively and critically with literacy (Routledge Research in Education)
by Jim Anderson Vicky MacleroyClassrooms are increasingly multicultural in their social composition, and students are increasingly connected, through digital media, to local and global networks. However, pedagogy has failed to take full advantage of the opportunities these resources represent. Multilingual Digital Storytelling draws attention to the interfaces between learner engagement, creativity and critical digital literacy, as well as addressing the multilingual within the multiliteracies framework. Addressing a significant gap in the field of multiliteracies by focusing on multilingualism, this book explores new digital spaces for language learning and methods of extending understandings of youth literacy in an increasingly interconnected world. Drawing on innovative and multi-site research projects based in mainstream and community schools in London and overseas, this book discusses how young people become engaged creatively and critically with literacy by demonstrating how digital storytelling can be used as a tool for language development. The book begins by considering linguistic, cultural, cognitive and social dimensions of language learning from a theoretical perspective, whilst the second part focuses on practical case studies that reflect and illustrate these theoretical principles. Offering a powerful new perspective on multiliteracies pedagogy, Multilingual Digital Storytelling will appeal to researchers and academics in the fields of education, applied linguistics, sociology and youth and community studies. It will also be an invaluable resource for teachers, teacher educators, curriculum planners and policymakers.
The Multilingual Edge of Education
by Piet Van Avermaet Stef Slembrouck Koen Van Gorp Sven Sierens Katrijn MarynsThis book highlights the need to develop new educational perspectives in which multilingualism is valorised and strategically used in settings and contexts of instruction and learning. Situated in the current educational debate about multilingualism and ethno-linguistic minorities, chapter authors examine the polarised response to heightened linguistic diversity and how the debate is very much premised on binary views of monolingualism and multi- or bilingualism. Contributors argue that the diverse linguistic backgrounds of immigrant and minority students should be considered an asset, instead of being regarded as a barrier to teaching and learning. From its title through to its conclusion, this book underlines the current perspective of multilingualism as possessing cutting edge potential for transforming diverse classrooms into more inhabitable, more equitable and more efficiently organised spaces for learning. This book will be of interest to scholars and researchers in educational linguistics, applied linguistics, sociolinguistics, anthropological linguistics, pedagogics, educational studies, and educational anthropology.
Multilingual Education and Sustainable Diversity Work: From Periphery to Center
by Tove Skutnabb-Kangas Kathleen HeughThis very original, inspirational book globalises our understanding of languages in education and changes our understanding of bilingual and multilingual education from something mostly western to being truly transnational: it spotlights the small, celebrates African and Asian cases of multilingual classrooms and demonstrates that such education is universally successful. Colin R. Baker, Pro Vice-Chancellor, Bangor University, Bangor, Wales, UK A norm-setting work on multilingual education, which combines theoretical perspectives with practical experience from different parts of the globe, this book demonstrates convincingly not only that multilingual education works, but also that, for most developing countries, there is no viable alternative. Ayo Bamgbose, Professor Emeritus, University of Ibadan, Nigeria This excellent volume brings to light the fascinating lived experiences of multilingual education in linguistically rich but resource impoverished countries, and offers important lessons from which we can all learn. Amy B. M. Tsui, Professor , Pro Vice-Chancellor & Vice President, The University of Hong Kong, Hong Kong This is a book of hope and inspiration. Documenting the significant shift that is taking place in countries around the world in the status and legitimacy of mother tongue-based multilingual education, it represents a giant step towards a "tipping point" where mother tongue-based multilingual education will be normalized as the preferred and, in fact, common sense option for educating the children of the world. Jim Cummins, The University of Toronto, Canada This important book challenges us to think about multilingual education from a different angle––this time putting the periphery at the center. The effect is one of destabilizing old visions and imagining new worlds where multilingual education provides the backdrop for generous understandings of all peoples. Ofelia García, Program in Urban Education, Graduate Center/The City University of New York, USA There are regrettably few detailed accounts of successful elementary school instruction in the pupils' home language, which makes this book with its surprising examples (especially Ethiopia and Nepal but other third world cases) so relevant. Students of language education policy will learn a great deal about the possibility of multilingual education from the chapters of this important book. Bernard Spolsky, Professor Emeritus, Bar-Ilan University, Israel At least half of today’s languages are marginalised and endangered and the attention of the world needs to be focused on these minor and minority languages together with the value of multilingualism. If the book succeeds in enhancing the consciousness of the world towards predicaments of the third world, then its efforts will have been amply rewarded. Debi Prasanna Pattanayak, Former Director, Central Institute of Indian Languages, India Drawing on the most powerful and compelling research data to date and connecting this research to linguistic human rights, this book explores the conditions and practices of robust bilingual and multilingual educational innovations in both system-wide and minority-settings and what it is that makes these viable. It demonstrates how, in countries where educational practices are inclusive of linguistic diversity and responsive to local conditions and community participation, implementation of bilingual education even within limited budgetary investment can be successful.
Multilingual Education in South Asia: At the Intersection of Policy and Practice (Routledge Series in Language and Content Integrated Teaching & Plurilingual Education)
by Lina Adinolfi Usree Bhattacharya Prem PhyakSpanning scholarly contributions from India, Nepal, Bangladesh, Pakistan, and Sri Lanka, this edited volume seeks to capture and elucidate the distinct challenges, approaches and possible solutions associated with interpreting, adapting and applying language-in-education policies in a range of linguistically complex teaching and learning environments across South Asia. Centring on-the-ground perspectives of scholars, practitioners, pupils, parents and the larger community, the volume offers new insights into one of the most complex, populous, and diverse multilingual educational contexts in the world. Language-in-education policies and practices within this setting represent particularly high stakes issues, playing a pivotal role in determining access to literacy, thereby forming a critical pivot in the reproduction of educational inequality. The broad aim of the collection is thus to highlight the pedagogical, practical, ideological and identity-related implications arising from current language-in-education policies in this region, with the aim of illustrating how systemic inequality is intertwined with such policies and their associated interpretations. Aimed at both academics and practitioners - whether researchers and students in the fields of education, linguistics, sociology, anthropology or South Asian studies, on the one hand, or language policy advisors, curriculum developers, teacher educators, teachers, and members of funding bodies, aid providers or NGOs, on the other - it is anticipated that the accounts in this volume will offer their readership opportunities to consider their wider implications and applications across other rich multilingual settings – be these local, regional, national or global.
Multilingual Education Yearbook 2018: Internationalization, Stakeholders And Multilingual Education Contexts (Multilingual Education Yearbook Ser.)
by Indika LiyanageThis volume examines how internationalization, stakeholders, and educational contexts have a reciprocal influence on multilinguals and their communities both as individual and collective variables. Therefore, the exploration of these variables and how they intersect and interact with worldwide phenomena like globalization, global citizenship, and responsive and responsible provisions of education are the central foci of this volume. Contributors from different parts of the world draw on analyses of various forms of data to foreground these foci with implications for effective multilingual education practices in their contexts, and beyond.The Multilingual Education Yearbook publishes high-quality empirical research on education in multilingual societies. It publishes research findings that, in addition to providing descriptions of language learning, development and use in language contact and multilingual contexts, will shape language education policy and practices in multilingual societies.
Multilingual Education Yearbook 2019: Media of Instruction & Multilingual Settings (Multilingual Education Yearbook)
by Indika Liyanage Tony WalkerThis book offers essential insights into the challenges and complexities surrounding the medium of instruction (MOI), its impact on all languages and stakeholders in multilingual contexts, educational processes, developments and outcomes. MOI has been a prominent topic in recent debates on the role of languages in education in multilingual contexts, partly because prioritizing one language over others as the medium of instruction has a profound impact on all languages and stakeholders in multilingual contexts. These include, to name but a few, (language) teachers, teacher educators, students, and policymakers, as well as industries and enterprises built around the needs and expectations of these stakeholders. This book presents high-quality empirical research on education in multilingual societies. It highlights research findings that, in addition to providing descriptions of language learning, development and use in language contact and multilingual contexts, will help shape future language education policy and practices in multilingual societies.
Multilingual Education Yearbook 2020: Teacher Education and Multilingual Contexts (Multilingual Education Yearbook)
by Indika Liyanage Wenhao TaoThis book focuses on the challenges of teaching in diversely multilingual classrooms, discussing how these challenges and complexities interact in the preparation of teachers (language & content areas) in and for multilingual settings, and how they impact on educational processes, developments, and outcomes.Teacher education in multilingual contexts is a key topic and occupies an important position in efforts to improve educational outcomes and quality for all stakeholders. It is seen as essential for competitive participation in global economic activity and for providing opportunities to enjoy the benefits of increased prosperity. Teacher education is generally expected to address both the demand for multilingualism and the challenges of teaching in diversely multilingual classrooms, which are important foci at policy and institutional levels. For example, the demand for quality outcomes is manifested in state-administered standards and performance cultures that regulate entry and practices, and poses ethical and pedagogic dilemmas for teachers. This book presents high-quality empirical research on education in multilingual societies, highlighting findings that, in addition to providing descriptions of language learning, development, and use in language contact and multilingual contexts, will help shape future language education policy and practices in multilingual societies.
Multilingual Education Yearbook 2021: Policy and Practice in STEM Multilingual Contexts (Multilingual Education Yearbook)
by Anthony A. Essien Audrey MsimangaThis edited book attempts to foreground how challenges and complexities between policy and practice intertwine in the teaching and learning of the STEM subjects in multilingual settings, and how they (policy and practice) impact on educational processes, developments and outcomes. The unique feature of this book, thus, lies in its combination of not just language issues in the teaching and learning of the STEM subjects, but also in how these issues relate to policy and practice in multilingual contexts and how STEM research and practice may inform and shape language policies and their implementation in multilingual contexts. This book is of interest to stakeholders involved in STEM education such as researchers, undergraduate and graduate students, tertiary level teachers, teacher educators, curriculum developers as well as other professionals with responsibilities in STEM education subjects. The book is written in a way that is accessible to a wide range of backgrounds, including those who are in language education.
Multilingual Education Yearbook 2023: Teaching with Technology in English-Medium Instruction Universities in Multilingual China (Multilingual Education Yearbook)
by John Corbett Edith M. Y. Yan Jackie Yeoh Juyoung LeeThis book provides a wealth of insights into the use of technology to deliver university courses with English as the medium of instruction (EMI). It presents practical case studies from a number of Chinese HE institutions that offer degree programmes in English. The cases illustrate the benefits to be gained from collaborative action research among English language educators and subject specialists in the Sciences, Social Sciences, Humanities, Business and Management. The chapters address students’ and instructors’ engagements with established technologies, such as the Moodle learning management system, and with more recent innovations, such as mobile learning, social media use in the classroom, and game-based learning. Topics range from curriculum design that attends to the use of technology in the delivery of courses through EMI, and the benefits of technology in supporting pedagogical innovations such as online peer assessment, to the use of specific apps to enhance students’ comprehension of course materials. The book will be of vital interest to curriculum planners and designers, as well as to instructors in higher education who are engaged in delivering courses using English as a medium of instruction.
Multilingual Higher Education
by Christa van der WaltThe general perception that a good command of English is enough to gain access and to be successful in higher education hides the complexity of learning and teaching in multilingual environments, and this book shows that all higher education environments are multilingual to some extent. Strategies like translation, interpreting and switching from one language to another not only support learning but also build competence for multilingual professional environments. Whether institutions focus on widening access to minoritised communities or whether they want to attract more international students, the book argues that a multilingual pedagogy is needed to improve student access and success. Building on work by Nancy Hornberger, Colin Baker and Ofelia García, the book extends strategies and techniques from bilingual education at school level to multilingual higher education.
Multilingual Hong Kong: Languages, Literacies and Identities
by David C. S. LiThis volume gives an up-to-date account of the language situation and social context in multilingual Hong Kong. After an in-depth, interpretive analysis of various language contact phenomena, it shows why it is such a tall order for Hongkongers to live up to the Special Administrative Region government's language policy goalpost, 'biliteracy and trilingualism'. A detailed contrastive analysis between Cantonese and (a) English, (b) Modern Written Chinese, and (c) Putonghua helps explain the nature of the linguistic and acquisitional challenges involved. Economic forces and sociopolitical realities helped shape the 'mother tongue education' or 'dual MoI streaming' policy since September 1998. The book provides a critical review of the significant milestones and key policy documents from the early 1990s, and outlines the concerns of stakeholders at the receiving end. Another MoI debate concerns the feasibility and desirability of teaching Chinese in Putonghua (TCP). Based on a critical review of the TCP literature and recent psycholinguistic and neuroscience research, the language-in-education policy implications are discussed, followed by a few recommendations. Hongkongers of South Asian descent saw their life chances curtailed as a result of the post-1997 changes in the language requirements for gaining access to civil service positions and higher education. Based on a study of 15 South Asian undergraduate students' prior language learning experiences, recommendations are made to help redress that social inequity problem.
Multilingual Leadership in TESOL
by Ethan Trinh Luciana C. de Oliveira Ali Fuad SelviMultilingual Leadership in TESOL addresses issues related to leadership by and for multilingual individuals in the field. Chapters in this edited volume provide a strong theoretical grounding for multilingual leadership, use case studies and autoethnographies to showcase multilingual leaders’ backgrounds, and discuss challenges and opportunities for current and future leaders in TESOL. Presenting a wide view of leadership development in the field, this book includes contributions from top scholars from over a dozen countries, ethnicities and language backgrounds.Bringing together the dual focus on multilingualism and leadership, this is essential reading for scholars, researchers and future leaders in TESOL and applied linguistics.
Multilingual Learners and Academic Literacies: Sociocultural Contexts of Literacy Development in Adolescents
by Daniella Molle Edynn Sato Timothy Boals Carol A. HedgspethShifting the discourse from a focus on academic language to the more dynamic but less researched construct of academic literacies, this volume addresses three key questions: • What constitutes academic literacy? • What does academic literacy development in adolescent multilingual students look like and how can this development be assessed? • What classroom contexts foster the development of academic literacies in multilingual adolescents? The contributing authors provide divergent definitions of academic literacies and use dissimilar theoretical and methodological approaches to study literacy development. Nevertheless, all chapters reflect a shared conceptual framework for examining academic literacies as situated, overlapping, meaning-making practices. This framework foregrounds students’ participation in valued disciplinary literacy practices. Emphasized in the new college and career readiness standards, the notion of disciplinary practices allows the contributing authors to bridge the language/content dichotomy, and take a more holistic as well as nuanced view of the demands that multilingual students face in general education classrooms. The volume also explores the implications of the emphasis on academic literacy practices for classroom instruction, research, and policy.
Multilingual Learning: Assessment, Ideologies and Policies in Sub-Saharan Africa (Routledge Series in Language and Content Integrated Teaching & Plurilingual Education)
by Colin Reilly Feliciano Chimbutane John Clegg Casmir Rubagumya Elizabeth J. ErlingThis edited volume provides the follow up to Erling et al.’s (2021) Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa. The strategies put forward in Volume 1 included multilingual pedagogies that allow students to draw on their full linguistic repertoires, translanguaging and other language supportive pedagogies. While there is great traction in the pedagogical strategies proposed in Volume 1, limited progress has been made in terms of multilingual education in SSA. Thus, the main focus of this follow-up volume is to explore the question of why former colonial languages and monolingual approaches continue to be used as the dominant languages of education, even when we have multilingual pedagogies and materials that could and do work and despite substantial evidence that learners have difficulties when taught in a language they do not understand. This book offers perspectives to answer this question through focusing on the internal and external pressures which impact the capacity for implementing multilingual strategies in educational contexts at regional, national, and community levels. Chapters provide insights into how to better understand and work within these contemporary constraints and challenge dominant monoglossic discourses which inhibit the implementation of multilingual education in SSA. The volume focuses on three main areas which have proven to be stumbling blocks to the effective implementation of multilingual education to date, namely: Assessment, Ideology and Policy. An insightful collection that will be of great interest to academics, researchers, and practitioners in the fields of language education, language-in-education policy and educational assessments in the wide range of multilingual contexts in Africa.
Multilingual Learning and Language Supportive Pedagogies in Sub-Saharan Africa (Routledge Series in Language and Content Integrated Teaching & Plurilingual Education)
by Elizabeth J. ErlingThis edited collection provides unprecedented insight into the emerging field of multilingual education in Sub-Saharan Africa (SSA). Multilingual education is claimed to have many benefits, amongst which are that it can improve both content and language learning, especially for learners who may have low ability in the medium of instruction and are consequently struggling to learn. The book represents a range of Sub-Saharan school contexts and describes how multilingual strategies have been developed and implemented within them to support the learning of content and language. It looks at multilingual learning from several points of view, including ‘translanguaging’, or the use of multiple languages – and especially African languages – for learning and language-supportive pedagogy, or the implementation of a distinct pedagogy to support learners working through the medium of a second language. The book puts forward strategies for creating materials, classroom environments and teacher education programmes which support the use of all of a student’s languages to improve language and content learning. The contexts which the book describes are challenging, including low school resourcing, poverty and low literacy in the home, and school policy which militates against the use of African languages in school. The volume also draws on multilingual education approaches which have been successfully carried out in higher resource countries and lend themselves to being adapted for use in SSA. It shows how multilingual learning can bring about transformation in education and provides inspiration for how these strategies might spread and be further developed to improve learning in schools in SSA and beyond.
Multilingual Lexical Recognition in the Mental Lexicon of Third Language Users
by Weronika Szubko-SitarekThe monograph constitutes an attempt to demonstrate that trilinguals should be considered as learners and speakers in their own right as opposed to L2 learners with a view to enumerating consequences this would bring to third or additional language teaching. Its theoretical part offers an insight into the structure of the multilingual mental lexicon which is a product of the interplay of a whole array of cross-linguistic factors in the minds of multilingual speakers. The empirical part reports the findings of an empirical study which aimed to investigate connections which are formed between multiple languages in a multilingual mind. All the aspects, analyzed in the experiments are part of a broader question of how multilinguals make their lexical decisions and, more specifically, how they recognize words from different languages. The book closes with the discussion of the role of the obtained results for multilingual didactics as well as some possible areas for future research.
Multilingual Narratives of a Pandemic: Covid 19 and Worldmaking (Language Acts and Worldmaking)
by Various Professor Catherine BoyleWe narrate everything. We construct the world around us by telling its stories, shaping the language we use to describe what is happening to us; language that is used and adapted in the media in response to moments of crisis. This language in turn shapes how we see the world. This is what we call 'worldmaking'. When we look for solutions to problems, we so often start by telling stories to each other in our communities, stories that set a crisis in context, relate it to our historical experience, help us to understand it in the context of our local communities and contrast those stories to dominant narratives. In this way, language becomes a physical and material force in our world, through which we construct our personal, local, transnational and spiritual identities.'Worldmaking in the Time of COVID-19', the project that informs this book, was an early response to the experience of living through the COVID-19 pandemic - intended as a contribution to our collective understanding of the COVID-19 pandemic. Following comparison and analysis of over 1.1 million news articles from 117 countries in twelve different languages, this timely reflection follows the course of this investigation, with three main objectives: - to capture the languages of the early pandemic (January-April 2020); - to offer a transferable methodology for exploring world events in multiple languages; - and to share some of the key findings of researchers. Like all the volumes in the Language Acts and Worldmaking series, the overall aim is two-fold: to challenge widely-held views about language learning as a neutral instrument of globalisation and to innovate and transform language research, teaching and learning, together with Modern Languages as an academic discipline, by foregrounding its unique form of cognition and critical engagement. Specific aims are to:· propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal· put research into the hands of wider audiences· share a philosophy, policy and practice of language teaching and learning which turns research into action· provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research· share knowledge across and within all levels and experiences of language learning and teaching· showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences· disseminate new research in languages that engages with diverse communities of language practitioners.
Multilingual Narratives of a Pandemic: Covid 19 and Worldmaking (Language Acts and Worldmaking)
by Various Professor Catherine BoyleWe narrate everything. We construct the world around us by telling its stories, shaping the language we use to describe what is happening to us; language that is used and adapted in the media in response to moments of crisis. This language in turn shapes how we see the world. This is what we call 'worldmaking'. When we look for solutions to problems, we so often start by telling stories to each other in our communities, stories that set a crisis in context, relate it to our historical experience, help us to understand it in the context of our local communities and contrast those stories to dominant narratives. In this way, language becomes a physical and material force in our world, through which we construct our personal, local, transnational and spiritual identities.'Worldmaking in the Time of COVID-19', the project that informs this book, was an early response to the experience of living through the COVID-19 pandemic - intended as a contribution to our collective understanding of the COVID-19 pandemic. Following comparison and analysis of over 1.1 million news articles from 117 countries in twelve different languages, this timely reflection follows the course of this investigation, with three main objectives: - to capture the languages of the early pandemic (January-April 2020); - to offer a transferable methodology for exploring world events in multiple languages; - and to share some of the key findings of researchers. Like all the volumes in the Language Acts and Worldmaking series, the overall aim is two-fold: to challenge widely-held views about language learning as a neutral instrument of globalisation and to innovate and transform language research, teaching and learning, together with Modern Languages as an academic discipline, by foregrounding its unique form of cognition and critical engagement. Specific aims are to:· propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal· put research into the hands of wider audiences· share a philosophy, policy and practice of language teaching and learning which turns research into action· provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research· share knowledge across and within all levels and experiences of language learning and teaching· showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences· disseminate new research in languages that engages with diverse communities of language practitioners.
Multilingual Perspectives from Europe and Beyond on Language Policy and Practice (Routledge Research in Language Education)
by Bruna Di Sabato Bronwen HughesThis edited volume offers an overarching yet detailed view of fast-changing language policy and practice in Europe and beyond. It provides a thorough investigation of different linguacultural scenarios, exploring how language policy has repercussions on research and initiatives in the field of language education. With contributions from a range of European settings as well as Turkey and the USA, the book discusses topical issues related to language learning and explores how these can shape our identities. Chapters present cutting-edge research on translanguaging, EMI, multilingualism and minority languages in Europe. The volume forecasts what future educational policies might look like, and questions how evaluating and rethinking educational practices can produce positive effects on language practices as well as language policies. The book has a wide-reaching international focus and will be an important resource for researchers, academics, language experts and postgraduate students in the fields of applied linguistics, language education and sociolinguistics.
Multilingual Routes in Translation (New Frontiers in Translation Studies)
by Maria Sidiropoulou Tatiana BorisovaThis book tackles the interface between translation and pragmatics. It comprises case studies in English, Greek, Russian and Chinese translation practice, which highlight the potential of translation to interact with pragmatics and reshape meaning making in a target language in various pragmatically relevant ways. Fiction and non-fiction genres merge to suggest a rich inventory of interlingual transfer instances which can broaden our perception of what may be shifting in translation transfer. Authors use an emic approach (in addition to an etic one) to confirm results which they often present graphically. The book has a didactic perspective in that it shows how pragmatic awareness can regulate translator behaviour and is also useful in foreign language teaching, because it shows how important implicit knowledge can be, in shaping the message in a foreign language.
The Multilingual Self: An Inquiry Into Language Learning
by Natasha LvovichThis book relates the author's stories about how languages have integrated her being, and defined and formed her sense of self. The idea of writing autobiographical stories of her multilingual life came from her long-term commitment to foreign language teaching and from a recent, extremely rich and valuable experience teaching English to immigrants in the U.S. While reading and studying various aspects of second-language-related-theory -- linguistics, psychology, anthropology, and sociolinguistics literature -- the author realized how estranged language learners are from all the research, speculations, hypotheses, and achievements of scholarship. A Russian immigrant, the author tells stories to her ESL students to help them understand why and at what price successful language acquisition and acculturation is realistic. Not only can students learn from her stories which encourage discoveries about their own behaviors or problems, but they might want to respond and tell about their own struggles with a foreign language. By becoming writers and interpreters of her text and by making it their own, students can construct their own virtual texts. The stories told throughout are those of a language learner, who is also a linguist and language teacher. As such, they can bridge the gap between second language research and practical teaching and learning. Moreover, this book can help initiate language learners along with their teachers into scholarship. Second language teachers and graduate students preparing for a teaching career might see this book as an illustration and validation of the studied theory and an inner voice of their students at the same time. Multidisciplinary by nature, it can also be used in several college courses such as cultural anthropology, anthropo- and socio-linguistics, sociology, multicultural education, ethnography, bilingualism, and the study of immigrant experience. There are numerous applications of the book in the educational field at various levels of adult learning programs which might be determined by the objectives and by the instructor's vision of it in the curriculum. It is also intended as a message to the general public and to all thinking individuals in search of identity. It will popularize the idea of the importance of foreign language learning, language education, linguistic literacy, and metalinguistic awareness, of illuminating self-discovery through the treasure of multilingual experience, capable of giving birth to a new, sophisticated, spiritually complex and enriched multicultural identity.
The Multilingual Turn: Implications for SLA, TESOL, and Bilingual Education
by Stephen MayDrawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the ‘monolingual bias’ argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning. This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries – particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.