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Linguistic Identities in the Arab Gulf States: Waves of Change (Routledge Studies in Language and Identity)
by Sarah HopkynsCombining empirical and theoretical approaches from a range of disciplines, Linguistic Identities in the Arab Gulf States examines current issues surrounding language and identity in the Arab Gulf states. Organized in four parts, the book addresses the overarching theme of ‘waves of change’ in relation to language and power, linguistic identities in the media, identities in transition, and language in education. The authors of each chapter are renowned experts in their field and contribute to furthering our understanding of the dynamic, changeable, and socially constructed nature of identities and how identities are often intricately woven into and impacted by local and global developments. Although the book geographically covers Gulf region contexts, many of the concepts and dilemmas discussed are relevant to other highly diverse nations globally. For example, debates surrounding tolerance, diversity, neoliberal ideologies in English-medium instruction (EMI), media representation of language varieties, and sociolinguistic inequalities during coronavirus communication are pertinent to regions outside the Gulf, too. This volume will particularly appeal to students and scholars interested in issues around language and identity, gender, language policy and planning, multilingualism, translingual practice, language in education, and language ideologies.
A Linguistic Image of Womanhood in South Korea (Routledge Studies In East Asian Translation Ser.)
by Jieun Kiaer Jiyoung ShinA Linguistic Image of Womanhood in South Korea examines the verbal and non-verbal techniques used by contemporary South Korean women to navigate their society. South Korea is extremely hierarchical, and this is expressed through a complex array of different politeness levels in words, gestures, and behaviours. These hierarchies were formed over 500 years ago with the introduction of Neo-Confucianism from China, but patriarchal and paternalistic values still linger in contemporary Korean society. In this book, the authors have coined the term ‘language cosmetics’ to describe how women in South Korea modify their language and behaviour to conform to social expectations. The book examines womanhood and femininity as seen in popular Korean films, K-dramas, and K-pop. The authors note that feminine language and behaviour are not limited to women (as seen by the practice of aegyo or ‘acting cute’ within Korean boy bands), and they describe the tensions between gender hierarchy and socioeconomic status (as seen in the powerful and elegant samonim ladies of K-drama). This book will be informative for those studying and researching in the fields of Asian studies, cultural studies, linguistics, and East Asian languages, particularly those analysing how society and gender have an impact upon language.
Linguistic Imperialism Continued
by Robert PhillipsonThis volume brings together key writings since the 1992 publication of Linguistic Imperialism – Robert Phillipson’s controversial benchmark volume, which triggered a major re-thinking of the English teaching profession by connecting the field to wider political and economic forces. Analyzing how the global dominance of English in all domains of power is maintained, legitimized and persists in the twenty-first century, Linguistic Imperialism Continued reflects and contributes in important ways to understanding these developments. This book is not for sale in India, Pakistan, Bangladesh, Sri Lanka, Nepal, and Bhutan.
Linguistic Interaction in Roman Comedy
by Peter Barrios-LechThis book presents a comprehensive account of features of Latin that emerge from dialogue: commands and requests, command softeners and strengtheners, statement hedges, interruptions, attention-getters, greetings and closings. In analyzing these features, Peter Barrios-Lech employs a quantitative method and draws on all the data from Roman comedy and the fragments of Latin drama. In the first three parts, on commands and requests, particles, attention-getters and interruptions, the driving questions are firstly - what leads the speaker to choose one form over another? And secondly - how do the playwrights use these features to characterize on the linguistic level? Part IV analyzes dialogues among equals and slave speech, and employs data-driven analyses to show how speakers enact roles and construct relationships with each other through conversation. The book will be important to all scholars of Latin, and especially to scholars of Roman drama.
Linguistic Interfaces in East-Asian Languages: A Festschrift in Honor of Yoshihisa Kitagawa (Studies in East Asian Linguistics)
by Yu-Yin Hsu Jen TingThis book contains new research essays of linguistic interface studies in or related to East Asian languages. Written by 14 colleagues or former students of Yoshihisa Kitagawa, it is also a book paying tribute to his decades of scholarships on linguistic interface studies. The chapters therein range from interface studies in syntax and other linguistic areas such as morphology, phonology, semantics, pragmatics, language acquisition, language evolution, and language faculty science. The languages under discussion are mainly East Asian languages such as Chinese, Japanese, and Korean, but also include Jordanian Arabic and Spanish, under comparative studies with respect to East Asian languages. The book appeals to both seasoned and novice researchers in linguistics, East Asian languages, and modern languages.Chapters “Bare Quotatives as Embedded SpeechActs”, “Re: The Interpretive Functions of the So-Called Japanese Topic Marker Wa” and “Focus Inside: Evidence from Spanish and Chinese” are available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
The Linguistic Landscape of the Mediterranean: French and Italian Coastal Cities (Language and Globalization)
by Stefania Tufi Robert J. BlackwoodThis book explores the Linguistic Landscapes of ten French and Italian Mediterranean coastal cities. The authors address the national languages, the regional languages and dialects, migrant languages, and the English language, as they collectively mark the public space.
Linguistic Minority Students Go to College: Preparation, Access, and Persistence
by Yasuko Kanno Linda HarklauCurrently, linguistic minority students – students who speak a language other than English at home – represent 21% of the entire K-12 student population and 11% of the college student population. Bringing together emerging scholarship on the growing number of college-bound linguistic minority students in the K-12 pipeline, this ground-breaking volume showcases new research on these students’ preparation for, access to, and persistence in college. Other than studies of their linguistic challenges and writing and academic literacy skills in college, little is known about the broader issues of linguistic minority students’ access to and success in college. Examining a variety of factors and circumstances that influence the process and outcome, the scope of this book goes beyond students’ language proficiency and its impact on college education, to look at issues such as student race/ethnicity, gender, SES, and parental education and expectations. It also addresses structural factors in schooling including tracking, segregation of English learners from English-fluent peers, availability and support of institutional personnel, and collegiate student identity and campus climate. Presenting state-of-the-art knowledge and mapping out a future research agenda in an extremely important and yet understudied area of inquiry, this book advances knowledge in ways that will have a real impact on policy regarding linguistic minority immigrant students’ higher education opportunities.
Linguistic Response to the Taboo of Death in Egyptian Arabic
by Magdalena ZawrotnaThe work presents a study of the linguistic and pragmatic response to the taboo of death in Egypt. The analysis leads the author to the conclusion that the experience of death in Egyptian society is mediated by religion. The reaction to death announcements includes a number of strategies to protect both the author of the utterance and its recipient against the effects of the taboo related to this topic. The most important feature of the studied communication is formulaicity, which is at the same time the central idea and the methodological frame of the work presented here.The discourse analyzed here fits within the Arab-Muslim rhetorical framework. In the daily utterances of the Egyptians, divine agency is believed to be constantly present, which is attested in numerous ritual practices. As part of the quantitative study and the structural analysis of the material, a pattern was distinguished in which individual types of formulas occur in their fixed places and a specific order. Qualitatively, many of the statements in the material are strongly emotional. To enhance the pragmatic effect, phrases are combined with each other, repetitions, prayers, poetic attempts and quotes from the Quran/ Hadith appear. Most of the phrases used in response to the taboo of death are prefabricated items recalled from memory almost automatically. Further analysis proposes to look at the formulae in the context of taboo and strong emotions related to it. Using formulaic sequence instead of generating novel language enables. the author of the utterance to convey emotional support to the suffering person and, at the same time, eliminates ambiguity. The methodology proposed here offers a new insight into the language of everyday communication, through the lens of its pragmatic usefulness and linguistic etiquette, taking into account the cultural framework in which the analyzed utterances are performed.
Linguistic Tools for Written Communication: An Applied Approach
by Reshmi Dutta-FlandersThis book uses a linguistically and stylistically grounded analytical approach to written discourse to explain the patterns that appear when evaluating academic essays, and to explore the potential of ‘nativized’ linguistic tendencies as strategies in written communication. As 'linguistic behaviour', these strategies constitute a multinorm, and the author argues that comprehensive awareness of a written norm in a multilingual context is not about language rules for ironing out inequalities, but rather about varieties of linguistic practices that construct alternative strategies and patterns in written discourse. The book combines topics such as study skills, English as a Second Language and English for Academic Purposes, but grounds them within a World Englishes and syntactic paradigm, exploring why students write in a certain way due to their linguistic instincts, as well as helping students to see practical examples of what this means from the immediate perspective of sentence construction. It will be of interest to scholars of Education, Language and Linguistics, Study Skills, EAP and World Englishes, as well as students across disciplines who are encountering the academic essay as a form for the first time.
Lingüística cognitiva y español LE/L2 (Routledge Advances in Spanish Language Teaching)
by Iraide Ibarretxe-Antuñano Teresa Cadierno Alejandro Castañeda CastroLingüística cognitiva y español LE/L2 constituye una valiosa aportación al estudio de la adquisición y la enseñanza del español LE/L2 desde la perspectiva teórica de la lingüística cognitiva. Se trata de la primera obra escrita en español en la que se ofrece una introducción a la lingüística cognitiva y su aplicación didáctica a la enseñanza del español LE/L2 desde una óptica internacional. Combina una orientación teórico-práctica que incluye diferentes estudios empíricos con pautas para ayudar a los profesores de español a integrar la lingüística cognitiva en la enseñanza de la lengua. Características principales: Una estructura homogénea y facilitadora de la lectura de los distintos capítulos que sirve para integrar contenidos lingüísticos y gramaticales desde un punto de vista cognitivo; Cuestiones clave en la enseñanza del español LE/L2 desde la óptica de la lingüística cognitiva: aspectos controvertidos de gramática, el desarrollo de la competencia metafórica, el aprendizaje del léxico, la influencia de la lengua materna, el foco en la forma, el uso de la traducción pedagógica; Pautas y sugerencias para aplicar la lingüística cognitiva en la enseñanza de la lengua, así como futuras vías de investigación; Una selección de imágenes, gráficos e ilustraciones para facilitar la comprensión de los temas y conceptos que se abordan en el volumen; Un glosario bilingüe (español e inglés) de términos clave para que cualquier lector pueda familiarizarse con los conceptos fundamentales de la lingüística cognitiva. Escrito en español, de manera clara y accesible, y con abundantes ejemplos, Lingüística cognitiva y español LE/L2 es una obra de referencia para docentes de español como LE/L2, estudiantes graduados y formadores de profesores, así como para cualquier persona que desee adquirir una perspectiva actual sobre las principales aportaciones teóricas y prácticas de la lingüística cognitiva a la enseñanza y el aprendizaje de segundas lenguas.
Lingüística de corpus en español / The Routledge Handbook of Spanish Corpus Linguistics (Routledge Spanish Language Handbooks)
by Giovanni Parodi Pascual Cantos-Gómez Chad Howe Manel Lacorte Javier Muñoz-BasolsLingüística de corpus en español/The Routledge Handbook of Spanish Corpus Linguistics muestra el modo en que ha cambiado el panorama de la denominada lingüística de corpus en español y cómo en la actualidad ha llegado a concitar un espacio disciplinar independiente, y, al mismo tiempo, integrar estos conocimientos en cualquier programa de estudios, investigación o diseño curricular en educación superior. Este volumen lo componen 36 capítulos que ofrecen un panorama amplio, diverso y comprehensivo de los avances en lingüística de corpus de y en español, abarcando un vasto repertorio de conceptos esenciales y de aspectos teóricos y metodológicos desde una conceptualización de la lingüística contemporánea tanto inter como transdisciplinaria. Los ámbitos que se cubren no son ni estancos, ni definitivos, ni, mucho menos, los únicos. Son perfectamente susceptibles de revisión, de mejora y/o de cambio. El objetivo último de esta obra no es el limitar o fijar, sino todo lo contrario, es el de motivar y provocar a los lectores y lectoras para que no cesen las avenidas de propuestas innovadoras en el ámbito de la lingüística de corpus del español y seguir así profundizando en el conocimiento de esta lengua. Lingüística de corpus en español / The Routledge Handbook of Spanish Corpus Linguistics shows how the landscape of corpus linguistics in Spanish has changed and how it has become an independent discipline while incorporating this knowledge into any syllabus, research or curriculum design in higher education. This volume comprises 36 chapters that provide a broad, diverse and comprehensive overview of advances in corpus linguistics of and in Spanish, covering a vast repertoire of essential concepts as well as theoretical and methodological aspects from a conceptualization of contemporary linguistics that is both inter- and transdisciplinary. The fields covered are not definitive, or even the only ones. They are entirely open to revision, improvement and/or change. The goal of this work is not to fix or limit these topics. On the contrary, it is intended to motivate and provoke the readers to continue exploring new avenues of innovative proposals in the field of Spanish corpus linguistics and thus deepen their knowledge of this language.
Lingüística hispánica actual: guía didáctica y materiales de apoyo
by Javier Munoz-Basols Manel LacorteLingüística hispánica actual provides step-by-step instructions on how to plan, design, and teach introductory Hispanic Linguistics courses. It is a versatile resource, which can be used in conjunction with Introducción a la lingüística hispánica actual: teoría y práctica. It contains an answer key for all the activities in the main textbook. It also includes additional activities, with clear and accessible explanations for students and instructors, and can accompany other existing texts and courses on Hispanic Linguistics. Features include: • A comprehensive selection of materials which gradually introduce students to the main areas of Hispanic Linguistics: General Linguistics, Phonology and Phonetics, Morphology, Syntax, Semantics and Pragmatics, History of the Spanish Language, Language Variation, and Second Language Acquisition and Language Teaching. • A wide range of carefully-crafted classroom and homework activities, essay questions and research projects to engage students and enrich their learning of Hispanic Linguistics. • Detailed guidance on how to successfully implement each activity in the classroom, suggestions for how to expand and adapt activities for different needs, and a full annotated answer key for instructors to save time planning and implementing lessons. • An extensive bilingual glossary of terms for each of the disciplines covered in the guide helps teachers introduce key concepts and terms in the classroom. Lingüística hispánica actual provides a wealth of activities specially designed to make learning Hispanic Linguistics more dynamic and enjoyable for students.
Lingüística histórica del español / The Routledge Handbook of Spanish Historical Linguistics (Routledge Spanish Language Handbooks)
by Steven N. Dworkin Gloria Clavería Nadal Álvaro S. Octavio de Toledo y HuertaLingüística histórica del español/The Routledge Handbook of Spanish Historical Linguistics ofrece una síntesis actualizada de los diversos campos que componen la lingüística histórica del español. Este volumen, pionero en su género, estudia la historia interna y externa de la lengua española con atención a los desarrollos teóricos y conocimientos contemporáneos sobre la naturaleza del cambio lingüístico y sobre el papel de los factores no lingüísticos en tales procesos. El volumen, escrito íntegramente en español, reúne contribuciones de un nutrido grupo de expertos internacionales. Con capítulos tanto de destacados filólogos como de lingüistas de orientación más teórica, el volumen ofrece a los lectores una panorámica equilibrada y completa del objeto de estudio desde muy diversas perspectivas de investigación. Esta obra aspira a servir de referencia en el campo de la lingüística histórica española y resultará de interés para estudiosos y profesores interesados en dicho ámbito, así como para los estudiantes de lingüística hispánica. Lingüística histórica del español / The Routledge Handbook of Spanish Historical Linguistics provides a state-of-the-art synthesis of the various fields that comprise Spanish historical linguistics. The first of its kind, the volume studies the internal and external history of the Spanish language within the framework of contemporary developments and insights into the nature of language change and into the role of non-linguistic factors in these processes. Written in Spanish, the volume brings together an international group of expert contributors. With chapters from both eminent philologists as well as more theoretically- oriented linguists, the volume provides readers with a well-balanced and comprehensive overview of the field from many different research perspectives. The volume will be an essential reference on Spanish historical linguistics and will be of interest to scholars and teachers in the field of Spanish historical linguistics, as well as students in Spanish linguistics.
Lingüística textual y enseñanza del español LE/L2 (Routledge Advances in Spanish Language Teaching)
by Javier de Santiago-Guervós; Lourdes Díaz Rodríguez; Javier Muñoz-BasolsLingüística textual y enseñanza del español LE/L2 ofrece una visión de conjunto teórico-práctica y actualizada de la Lingüística textual aplicada a la enseñanza del español como lengua extranjera y/o segunda, destinada especialmente a estudiantes graduados y a profesores en formación nativos y no nativos. El volumen, escrito por un elenco internacional de profesores-investigadores, presenta una visión actualizada y práctica de los géneros textuales más frecuentes en programaciones universitarias. Enmarcado por una síntesis actualizada de estudios e investigaciones en lingüística aplicada que recorre distintas perspectivas teóricas y metodológicas, recoge datos y propuestas procedentes de aulas de aprendizaje de español de distintos contextos internacionales. Su principal propósito es suscitar la reflexión teórico-práctica sobre los géneros discursivos y su papel en el aula, y ofrecer una descripción pormenorizada de los mismos para proporcionar al profesorado en formación, nativo y no nativo, recursos prácticos y propuestas didácticas que ejemplifican y guían de manera razonada cómo llevar al aula los distintos géneros textuales. Características principales: • Amplitud de aspectos de la lingüística textual y géneros discursivos abordados enteramente para el español LE/L2 y en español. • Estructuración homogénea de los capítulos que facilita la lectura y da coherencia al conjunto. Atención a géneros escritos y orales desde una perspectiva teórico-práctica que puede inspirar nuevas investigaciones. Atención a la diversidad geolectal del español, a los contextos en que este es L2 (Europa, EEUU) y a la de sus aprendices (hablantes de herencia, L2, LE). Orientado a la aplicación práctica y docente en la clase de L2/LE, cada capítulo dedicado a un género incluye consejos, pautas o actividades para el aula. Incluye temática actual en lingüística textual y aprendizaje de lenguas: escritura académica, divulgación científica, textos jurídicos, aprendizaje mediado por ordenador o el lenguaje de las redes. Capítulos bien fundamentados teórica y bibliográficamente, con sólido respaldo de datos empíricos procedentes de corpus, bien contextualizados. Aborda los aspectos teóricos tradicionales relativos al estudio de la tipología textual y los desafíos metodológicos que afronta el profesor al llevar al aula los distintos géneros discursivos. La presente obra presenta, en un solo volumen, una visión actualizada y práctica de los tipos textuales y géneros discursivos de uso más frecuente desde una perspectiva teórico-práctica: presentación, descripción y puesta en práctica es un esquema de trabajo directo y enormemente útil para su aplicación en el aula. El ámbito internacional en el que se mueven los autores le da una amplitud nunca antes recogida en una obra de lingüística textual. Todo ello hace de Lingüística textual y enseñanza del español LE/L2 una obra de consulta obligada para docentes de español como LE/L2, para estudiantes graduados y formadores de profesores, así como para cualquier persona que desee adquirir una perspectiva actual sobre lingüística textual, géneros discursivos y enseñanza e investigación en español nativo y no nativo.
Linguistically Appropriate Practice: A Guide For Working With Young Immigrant Children
by Roma Chumak-HorbatschThis path-breaking book provides a convincing argument for the importance of children's home languages and the benefits of dual- and multi-language learning. A new classroom practice known as Linguistically Appropriate Practice (LAP) offers guidance for those working with young children who arrive in childcare centres and schools with little or no proficiency in the classroom language. Linguistically Appropriate Practice details over fifty classroom activities that can be adapted to match both the developmental level of the children and the classroom curriculum. Intended for childcare staff, health care providers, settlement workers, speech and language pathologists, kindergarten and primary grade teachers, family resource workers, and literacy specialists, this book is an essential resource for preparing young children for the complex communication and literacy demands of the twenty-first century.
Linguistically Diverse Immigrant and Resident Writers: Transitions from High School to College (ESL & Applied Linguistics Professional Series)
by Todd Ruecker Christina Ortmeier-HooperSpotlighting the challenges and realities faced by linguistically diverse immigrant and resident students in U.S. secondary schools and in their transitions from high school to community colleges and universities, this book looks at programs, interventions, and other factors that help or hinder them as they make this move. Chapters from teachers and scholars working in a variety of contexts build rich understandings of how high school literacy contexts, policies such as the proposed DREAM Act and the Common Core State Standards, bridge programs like Upward Bound, and curricula redesign in first-year college composition courses designed to recognize increasing linguistic diversity of student populations, affect the success of this growing population of students as they move from high school into higher education.
Linguistics for L2 Teachers
by Larry AndrewsLinguistics for L2 Teachers is designed to help bilingual and ESL teachers better understand how and why the English language works, and to broaden their abilities to help their students learn about the various functions of English in the real world. It is not a complete curriculum in English linguistics, but rather, a foundation from which teachers can continue to grow and to teach with greater confidence. The reader-friendly, conversational style makes the concepts easily accessible to preservice and in-service teachers who have little or no previous experience in language study. This textbook: * explains various aspects of English using non-technical terminology; * goes beyond the study of grammar to examine the functions of language, not just its form; * presents language applications in L2 classrooms; and * clearly delineates the significance of chapter topics for L2 teachers and students. Each chapter includes prereading activities to enhance the reader's comprehension; postreading activities to expand and elaborate the concepts; and interactive "Be A Linguist" activities to help readers think in ways similar to the ways linguists think and to provide opportunities to apply ideas explained within the chapter. Intended for all teachers of students for whom English is a new language, this text will help them be better prepared to meet the important challenges and questions they encounter in their classrooms.
The Linguistics of the History of English
by Remco KnooihuizenThis textbook approaches the history of English from a theoretical perspective. The book provides a brief chronological overview describing the way in which the English language has changed over time from Old English to Modern English, while subsequent parts adopt a theoretical focus that is thematically organised to deal with the question of how and why English changed in the way it did, including a part addressing some specific contact-induced changes and key topics such as English as a Lingua Franca. Supported throughout with information boxes with empirical studies, the examples given are all drawn from English, but boxes with examples from other languages tie the development of the English language into changes in other contexts and settings. This book is an ideal resource for undergraduate students of the English Language and historical linguistics.
Lisbon Revisited: Urban Masculinities in Twentieth-Century Portuguese Fiction
by Rhian AtkinTwentieth-century Portugal saw dramatic political and social change. The monarchy was abolished, and a republic installed (1910), soon giving way to a long-lasting dictatorship (1926); a transition to democracy (1974) led to membership of the European Union (1986). But what do we know of how people lived during these periods? And how did men, in particular, respond to the changes taking place in society? In this illuminating and broad-ranging study, Rhian Atkin uses as case studies the work of Fernando Pessoa (1888-1935), Luis de Sttau Monteiro (1926-93) and Jose Saramago (1922-2010) in order to examine the relationship between socio-political change and the construction and performance of masculinities in the urban environment of Lisbon over the course of the last century.
Listening Myths: Applying Second Language Research to Classroom Teaching
by Steven BrownThis volume was conceived as a "best practices" resource for teachers of ESL listening courses in the way that Vocabulary Myths by Keith S. Folse (and Writing Myths by Joy Reid) is one for reading and vocabulary teachers. It was written to help ensure that teachers of listening are not perpetuating the myths of teaching listening. Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition. Steven Brown is the author of the Active Listening textbook series and is a teacher trainer. The myths debunked in this book are: § Listening is the same as reading. § Listening is passive. § Listening equals comprehension. § Because L1 language ability is effortlessly acquired, L2 listening ability is too. § Listening means listening to conversations. § Listening is an individual, inside-the-head process. § Students should only listen to authentic materials. § Listening can’t be taught.
L'italiano si impara in due
by Marco Barsacchi Vincenzo GattoThis workbook offers the teacher of Italian a varied collection of activities for the classroom. The thirty-one activities involve situations and guided exercises for creating dialogues, exchanging information, providing descriptions, and completing questionnaires and forms. In L?italiano si impara in due students work in pairs. The situations and contexts are typical of Italian society, combining topics of interest to contemporary Italian youth with traditional elements of Italian culture. The book is intended for beginner and intermediate students as a means of integrating and complementing a basic course of study. In each unit, grammatical structures are introduced and developed, as is vocabulary. Interaction between students is ensured by the complementary, two-part composition of the text. An exhaustive glossary that includes all idiomatic expressions and jargon used in the activities completes the book.
Literacies in Times of Disruption: Living and Learning During a Pandemic
by Bronwyn T. WilliamsThe wide-ranging disruptions of the COVID-19 pandemic altered the experiences of place, technology, time, and school for students. This book explores how students’ responses to these extraordinary times shaped their identities as learners and writers, as well as their perceptions of education.This book traces the voices of a diverse group of university students, from first-year to doctoral students, over the first two years of the pandemic. Students discussed the effects of having their homes forced to serve as classrooms, work, and living spaces, as they also navigated much of school and life through their digital screens. The affective and embodied experiences of this disruption and uncertainty, and the memories and narratives constructed from those experiences, challenged and remade students’ relationships with place, digital media, and school itself. Understanding students’ perceptions of these times has implications for imagining innovative and empathetic approaches to literacy and learning going forward.In a time when disruptions, including but not limited to the pandemic, continue to ripple and resonate through education and culture, this book provides important insights for researchers and teachers in literacy and writing studies, education, media studies, and any seeking a better understanding of students and learning in this precarious age. 2025 recipient of the Divergent Publication Award for Excellence in Literacy in a Digital Age Research from the Initiative for Literacy in a Digital Age
Literacy and Bilingualism: A Handbook for ALL Teachers (2nd Edition)
by Maria Estela Brisk Margaret M. HarringtonThis handbook applies proven techniques, derived from bilingual/bicultural classrooms, to teaching literacy in the twenty-first century. Its goal is to help teachers increase their understanding of bilingual learners in order to maximize instruction. Teachers can use this handbook to expand their understanding of literacy and bilingualism; implement literacy approaches and assess students’ development; and learn through reflection. Practical, flexible format and content. Complete and straightforward instructions, illustrated by case studies, allow teachers to use the strategies in this handbook on their own or in teacher-led study groups. They can select from the variety of approaches the ones which best match their students’ needs and their own teaching style. Student-centered focus. All of the approaches share characteristics that help motivate students of varying language abilities to develop literacy. Field-tested approaches. The approaches have been modified and tested with bilingual students of different ages and language backgrounds in bilingual, ESL, mainstream, special education, and deaf education classes ranging from preschool through high school. New in the Second Edition: *five new approaches with their corresponding classroom implementation;*additional information in each introduction addressing its theme;*new material on issues of language, culture, and literacy development of students completely new to the English language; and*annotated bibliographies with sample books to support literacy within language and content area classes. Literacy and Bilingualism is intended for a broad audience of teachers in any type of classroom where bilingualism plays a role, and is an excellent text for preservice and inservice courses that prepare teachers to work with English language learners.
Literacy and the Bilingual Learner: Texts and Practices in London Schools
by Catherine WallaceLiteracy and the Bilingual Learner explores the literacy development of bilingual learners in London (UK) schools and colleges through a series of vignettes and case studies of learners and their educational experiences.
Literacy as Translingual Practice: Between Communities and Classrooms
by A. Suresh CanagarajahThe term translingual highlights the reality that people always shuttle across languages, communicate in hybrid languages and, thus, enjoy multilingual competence. In the context of migration, transnational economic and cultural relations, digital communication, and globalism, increasing contact is taking place between languages and communities. In these contact zones new genres of writing and new textual conventions are emerging that go beyond traditional dichotomies that treat languages as separated from each other, and texts and writers as determined by one language or the other. Pushing forward a translingual orientation to writing—one that is in tune with the new literacies and communicative practices flowing into writing classrooms and demanding new pedagogies and policies— this volume is structured around five concerns: refining the theoretical premises, learning from community practices, debating the role of code meshed products, identifying new research directions, and developing sound pedagogical applications. These themes are explored by leading scholars from L1 and L2 composition, rhetoric and applied linguistics, education theory and classroom practice, and diverse ethnic rhetorics. Timely and much needed, Literacy as Translingual Practice is essential reading for students, researchers, and practitioners across these fields.