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Social Emotional Learning for Multilingual Learners: Essential Actions for Success

Foster multilingual learners’ academic success, wellbeing, agency, and belonging Though multilingual learners (MLs) comprise nearly 25% of the school-age population, the most widely-used social emotional learning (SEL) frameworks and programs lack an intentional focus on these students’ unique strengths and challenges. To foster MLs’ academic success and wellbeing, educators must consider students’ cultures, languages, assets, expectations, norms, and life experiences when integrating SEL practices. In this groundbreaking book, Dr. Diane Staehr Fenner and Mindi Teich break down how each of the five competencies in the Collaborative for Academic, Social, and Emotional Learning (CASEL) SEL framework can be implemented with ML success in mind. Staehr Fenner and Teich’s practical and engaging guide provides SEL considerations that are unique to MLs, relevant research, easy-to-implement educator actions, and tools to seamlessly integrate SEL practices into content and language instruction. Additional features include: Tools and practical strategies educators can apply immediately Programmatic and systemic considerations that impact SEL for MLs Examples of successful SEL strategies for MLs currently being used in classrooms Ample opportunities for reflection and application in each chapter Templates to prioritize and integrate SEL for MLs into teaching practices MLs thrive when they are validated and supported to achieve their goals, empathize with others, build relationships, and make responsible decisions. The essential actions presented in this guide will enable you–regardless of your role or prior experience with SEL–to empower MLs to achieve academic and lifelong success.

Social Emotional Learning for Multilingual Learners: Essential Actions for Success

Foster multilingual learners’ academic success, wellbeing, agency, and belonging Though multilingual learners (MLs) comprise nearly 25% of the school-age population, the most widely-used social emotional learning (SEL) frameworks and programs lack an intentional focus on these students’ unique strengths and challenges. To foster MLs’ academic success and wellbeing, educators must consider students’ cultures, languages, assets, expectations, norms, and life experiences when integrating SEL practices. In this groundbreaking book, Dr. Diane Staehr Fenner and Mindi Teich break down how each of the five competencies in the Collaborative for Academic, Social, and Emotional Learning (CASEL) SEL framework can be implemented with ML success in mind. Staehr Fenner and Teich’s practical and engaging guide provides SEL considerations that are unique to MLs, relevant research, easy-to-implement educator actions, and tools to seamlessly integrate SEL practices into content and language instruction. Additional features include: Tools and practical strategies educators can apply immediately Programmatic and systemic considerations that impact SEL for MLs Examples of successful SEL strategies for MLs currently being used in classrooms Ample opportunities for reflection and application in each chapter Templates to prioritize and integrate SEL for MLs into teaching practices MLs thrive when they are validated and supported to achieve their goals, empathize with others, build relationships, and make responsible decisions. The essential actions presented in this guide will enable you–regardless of your role or prior experience with SEL–to empower MLs to achieve academic and lifelong success.

Social Justice, Decoloniality, and Southern Epistemologies within Language Education: Theories, Knowledges, and Practices on TESOL from Brazil (Global South Perspectives on TESOL)

With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives. The chapters showcase the work of teachers and teacher educators in confronting sociopolitical issues in Brazil, including in the domains of democracy, language education, and knowledge production, as well as prevailing issues within TESOL itself. Contributions stem from an eclectic range of analytical orientations that reflect ontological and epistemological diversity while demonstrating why, where, and how TESOL is done in Brazil. In doing so, this volume also establishes a place for Southern voices to be heard in the move toward challenging complex and long-standing issues of representation, marginalization, and exclusion that have traditionally characterised North-South relations in TESOL as a field. This volume seeks to promote Southern-based conversations about decoloniality and social justice in TESOL and will be of direct relevance to graduate students, researchers, and scholars in the field of TESOL and foreign language education.

Social Justice through Multilingual Education

The principles for enabling children to become fully proficient multilinguals through schooling are well known. Even so, most indigenous/tribal, minority and marginalised children are not provided with appropriate mother-tongue-based multilingual education (MLE) that would enable them to succeed in school and society. In this book experts from around the world ask why this is, and show how it can be done. The book discusses general principles and challenges in depth and presents case studies from Canada and the USA, northern Europe, Peru, Africa, India, Nepal and elsewhere in Asia. Analysis by leading scholars in the field shows the importance of building on local experience. Sharing local solutions globally can lead to better theory, and to action for more social justice and equality through education.

Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity (Multiliteracies and Second Language Education)

Social Justice through Pedagogies of Multiliteracies explores the ways in which pedagogies of multiliteracies can be used to promote and achieve situated forms of social justice, especially for minoritized L2 learners.This edited collection focuses on pedagogies of multiliteracies that seek to develop and strengthen L2 learner identity and agency within and outside formal educational contexts in bilingual, multilingual, multimodal, community, language, and teacher education. The volume contextualizes agency and identity around questions, ideologies, and issues related to language, gender, sex, sexuality, body, race, and ethnicity. Contributions illustrate the design and implementation of pedagogies of multiliteracies through a diverse range of modalities and settings: linguistic landscapes, graphic novels, picturebooks, photovoice, text, and imagery through instructor- and student-developed materials. The volume acknowledges, enacts, and builds upon the responsibility of L2 educators to develop pedagogies of multiliteracies that reflect the life experiences, identities, and needs of minoritized L2 individuals in the curriculum in order to realize the social justice aim of L2 education.Social Justice through Pedagogies of Multiliteracies will be of interest to L2 researchers, teachers, and teacher educators.

The Social Life of Numbers: A Quechua Ontology of Numbers and Philosophy of Arithmetic

Unraveling all the mysteries of the khipu -the knotted string device used by the Inka to record both statistical data and narrative accounts of myths, histories, and genealogies-will require an understanding of how number values and relations may have been used to encode information on social, familial, and political relationships and structures. This is the problem Gary Urton tackles in his pathfinding study of the origin, meaning, and significance of numbers and the philosophical principles underlying the practice of arithmetic among Quechua-speaking peoples of the Andes. Based on fieldwork in communities around Sucre, in south-central Bolivia, Urton argues that the origin and meaning of numbers were and are conceived of by Quechua-speaking peoples in ways similar to their ideas about, and formulations of, gender, age, and social relations. He also demonstrates that their practice of arithmetic is based on a well-articulated body of philosophical principles and values that reflects a continuous attempt to maintain balance, harmony, and equilibrium in the material, social, and moral spheres of community life.

The Social Life of the Japanese Language

Why are different varieties of the Japanese language used differently in social interaction, and how are they perceived? How do honorifics operate to express diverse affective stances, such as politeness? Why have issues of gendered speech been so central in public discourse, and how are they reflected and refracted in language use as social practice? This book examines Japanese sociolinguistic phenomena from a fascinating new perspective, focusing on the historical construction of language norms and its relationship to actual language use in contemporary Japan. This socio-historically sensitive account stresses the different choices which have shaped Japanese and Western sociolinguistics and how varieties of Japanese, honorifics and politeness, and gendered language have emerged in response to the socio-political landscape in which a modernizing Japan found itself.

Social Variation and the Latin Language

Languages show variations according to the social class of speakers and Latin was no exception, as readers of Petronius are aware. The Romance languages have traditionally been regarded as developing out of a 'language of the common people' (Vulgar Latin), but studies of modern languages demonstrate that linguistic change does not merely come, in the social sense, 'from below'. There is change from above, as prestige usages work their way down the social scale, and change may also occur across the social classes. This book is a history of many of the developments undergone by the Latin language as it changed into Romance, demonstrating the varying social levels at which change was initiated. About thirty topics are dealt with, many of them more systematically than ever before. Discussions often start in the early Republic with Plautus, and the book is as much about the literary language as about informal varieties.

Sociocultural Contexts of Language and Literacy

Sociocultural Contexts of Language and Literacy, Second Edition engages prospective and in-service teachers in learning about linguistically and culturally diverse students, and in using this knowledge to enrich literacy learning in classrooms and communities. The text is grounded in current research and theory that integrate sociocultural and constructivist concepts and perspectives and provide a framework teachers can use to develop strategies for teaching reading, writing, and thinking to diverse students. The focus on English literacy development does not imply advocacy for "English only" or ESL as the primary mode of literacy instruction. Rather, the authors take the position that learners need to develop literacy in their native language and that the concepts and skills learned in developing the native language create a foundation of strength from which students can develop English literacy. Part I introduces relevant research and language learning theories. Part II provides research reviews and information about literacy learning within specific culturally and linguistically diverse communities. The chapters in Part III challenge the reader to view the multiple social, intellectual, cultural, and language differences children bring to the classroom as an opportunity for learning and building on the diversity among students. Activities and suggested readings at the end of each chapter involve readers in reflection, observation, meaning making, and the construction of application processes for their new understandings. New in the Second Edition:*updated research and theory on multilingual and second language literacy;*a focus on the interpretation of these research findings to make them useful for teachers and teacher educators in understanding and articulating the research bases for literacy practices; *attention to current intensely debated issues, such as standards, the phonics movement, and high-stakes testing; and*new activities and suggested readings.

Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis and the Research/Practice Divide (ESL & Applied Linguistics Professional Series)

Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning—a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching. This approach is based on Vygotsky’s sociocultural theory, according to which the two activities are inherently connected so that each is necessarily rooted in the other; practice is the research laboratory where the theory is tested. From the perspective of language education, this is what is meant by the ‘pedagogical imperative.’ Sociocultural Theory and the Pedagogical Imperative in L2 Education• Elaborates a new approach to dealing with the relationship between theory and practice—an approach grounded in praxis—the dialectical unity of theory and practice• Presents an analysis of empirical research illustrating praxis-based principles in real language classrooms • Brings together cognitive linguistics and sociocultural theory ─ the former provides the theoretical knowledge of language required of praxis and the latter furnishes the theoretical principles of learning and development also called for in a praxis approach• Offers recommendations for redesigning teacher education programs Its timely focus on the theory-practice gap in language education and its original approach to bridging it put this book at the cutting edge of thinking about Vygotskian sociocultural theory in applied linguistics and SLA.

Sociocultural Theory in Second Language Education: An Introduction Through Narratives

In this accessible introduction to Vygotskyian sociocultural theory, narratives illuminate key concepts of the theory. Intended for graduate and undergraduate audiences, this textbook includes controversies in the field, questions for collaborative discussion and provides references to important work in the literature of second language teaching, learning and research.

Sociolinguistic Approaches to Sibilant Variation in Spanish (Routledge Studies in Hispanic and Lusophone Linguistics)

Social processes and the nature of language variation have driven sibilant variation across the Spanish-speaking world. This book explores the current state of Spanish sibilants and their dialectal variations. Focusing on different processes undergone by sibilants in Spanish (e.g., voicing, devoicing, weakening, aspiration, elision) in various geographical areas and language contact situations, each chapter offers an analysis on a unique sociolinguistic case from different formal, experimental, and data-based approaches. The opening chapter orients the reader with an overview of sibilant system’s evolution, which serves as an anchor to the other chapters and facilitates understanding for readers new to the topic. The volume is organized around three thematic sections: part one, Spain; part two, United States; and part three, Central and South America. The collection includes research on dialects in both Peninsular and Trans-Atlantic Spanish such as Jerezano, Caribbean Spanish in Boston and New York City, Cuban Spanish in Miami, Colombia-Barranquilla Spanish, northern Buenos Aires Argentine Spanish, and USA heritage Spanish, among other case studies. This volume offers an original and concise approach to one of the most studied variables in Spanish phonetics, taking into account geographically-based phonetic variation, sociolinguistic factors, and various Spanish language contact situations. Written in English, this detailed synthesis of the wide-ranging geolinguistic features of Spanish sibilants provides a valuable resource for scholars in Hispanic studies, linguistics, Spanish dialectology and sociolinguistics.

Sociolinguistics in Wales

This volume showcases recent sociolinguistic research about Wales and offers contributions from scholars working on Welsh, English and other languages spoken in the country. The chapters present a range of frameworks and methodologies used in sociolinguistics and apply them to the Welsh linguistic context. This context is very distinctive compared to the rest of the UK and represents a prime ground to observe different aspects of the interplay between language and society. The structure of the volume reflects the linguistic diversity of the country and is divided into three sections. The first section examines recent research on Welsh, the second section focuses on English, and the third section deals with research on Welsh and English together, as well as research on other languages spoken in Wales. The book will be useful to those wanting to discover more about language and society in Wales, as well as to those already working in the field as it offers new perspectives and insights.

The Sociolinguistics of Academic Publishing: Language and the Practices of Homo Academicus

This book presents a sociolinguistics of academic publishing from an historical and contemporary perspective. Using Swedish academia as a case study, it focuses on publishing practices within history and psychology. The author demonstrates how new regimes of research evaluation and performance-based funding are impinging on university life. His central argument, following the French sociologist Bourdieu, is that the trend towards publishing in English should be understood as a social strategy, developed in response to such transformations. Thought-provoking and challenging, this book will interest students and scholars of sociolinguistics, language planning and language policy, research policy, sociology of science, history and psychology.

The Sociolinguistics of Iran’s Languages at Home and Abroad: The Case of Persian, Azerbaijani, and Kurdish

This book examines the sociolinguistics of some of Iran’s languages at home and in the diaspora. The first part of the book examines the politics of minority languages and the presence of hegemonic discourses which favour Persian (Farsi) in Iran, exploring issues such as language maintenance and shift, linguistic ideologies and practices among Azerbaijani and Kurdish-speaking communities. The authors then go on to examine Iranians’ linguistic ideologies, practices and (trans)national identity construction in the diaspora, investigating both the challenges of maintaining a home language and the strategies and linguistic repertoires employed when constructing a diasporic identity away from home. This book will be of interest to students and scholars of minority languages and communities, diaspora and migration studies, and language policy and planning.

Sociolinguistics of the Korean Wave: Hallyu and Soft Power

Samosir and Wee examine how the immensely popular Korean Wave ("K-wave") also known as Hallyu is wielded as soft power through the use of communication for persuasion and attraction on the global stage. The Korean Wave refers to the global spread and popularity of South Korean culture, particularly its pop music ("K-pop"), serialised dramas ("K-dramas") and films ("K-films"). Given the South Korean government’s involvement in providing funding and publicity, the Korean Wave raises interesting sociolinguistic questions about the relationship between artistry and citizenship, the use of social media in facilitating the consumption of cultural products, and, ultimately, the nature of soft power itself. Studies of soft power have tended to come from the field of international relations. This book shows that sociolinguistics actually has a number of tools in its conceptual arsenal – such as indexicality, stance taking, affect, and styling – that can shed light on the Korean Wave as a form of soft power. As the first book-length sociolinguistic analysis of the Korean Wave and soft power, this book demonstrates how K-pop, K-dramas, and K-films have been able to encourage in consumers an anthropological stance towards all things Korean. This volume will be of particular interest to students and scholars in sociolinguistics, political science, cultural studies, and Korean studies.

Sociopragmatics of Japanese: Theoretical Implications (Routledge Research in Pragmatics)

Obana and Haugh question the extent to which commonly accepted theories in pragmatics can readily explain sociopragmatic phenomena in Japanese. Studies of Japanese in pragmatics have often challenged the cross-linguistic relevance of dominant theories. However, they have also inadvertently perpetuated stereotypes about the Japanese. It is often been assumed, for instance, that Japanese people are less strategic, more polite and more reliant on tacit forms of communication than speakers of other languages. But the Japanese are not as polite as one might think. The aim of this book is thus to question those folk assumptions around politeness, impoliteness, irony and indirectness while at the same time emphasizing that close examination of sociopragmatic phenomena in Japanese yields important empirical insights that combat common theoretical assumptions in pragmatics. The content is structured in three parts, in which the authors highlight a key building block of a theory of sociopragmatics. Part I focuses on indexing through the lens of chapters on honorifics, routine formula and politeness strategies. Part II focuses on evaluating through the lens of chapters on giving/receiving expressions and honorific irony. Finally, Part III focuses on relating through the lens of chapters on joint utterances and off record requests. Throughout the chapters the authors draw attention to ways in which these three dimensions are invariably intertwined in various ways. This book is not simply a collection of studies that promotes our understanding of the sociopragmatics of a particular language, but goes deeper and challenges what many have taken for granted in pragmatics. It proposes a framework for exploring sociopragmatic phenomena, building on the key sociopragmatic axes of indexing, evaluating and relating, and offers fresh new perspectives on time-honoured phenomena in pragmatics. It will interest scholars and postgraduate students in pragmatics, particularly those specializing in: politeness, impoliteness, indirectness and irony. The book explains what Japanese terms mean, and all the Japanese examples are morphologically-glossed. Therefore, teachers (and advanced learners) of Japanese at all levels will benefit from the book as it will enrich their knowledge of the Japanese language.

Soft CLIL and English Language Teaching: Understanding Japanese Policy, Practice and Implications (Routledge Series in Language and Content Integrated Teaching & Plurilingual Education)

Content and Language Integrated Learning (CLIL) is a transformative and powerful approach to language education and has had a significant impact on educational pedagogy in recent years. Despite burgeoning literature on the efficacy and implementation of CLIL, there remains a gap between CLIL and English Language Teaching (ELT). Many practitioners wonder how they can ‘do CLIL’ if their main classes are focused on English as a Foreign Language (EFL). This volume addresses these concerns by examining the experiences of various CLIL practitioners in the EFL context of Japan. Chapters outline the CLIL methodology, the differences in ‘hard CLIL’ (subject led) and ‘soft CLIL’ (language-oriented) before focusing on the EFL interpretations of soft-CLIL. Although the distinction of hard CLIL and soft CLIL has been mentioned in several publications, this is the first book-length exploration of this issue, featuring chapters examining expectations, challenges, material support, implementation, and even motivation in CLIL classrooms. All of this culminates in a review of the potential and future of CLIL in EFL contexts, paving the way for more widespread and well informed implementation of CLIL all over the world.

Sol Y Viento Beginning Spanish, 3rd Edition

Soluzioni: A Practical Grammar of Contemporary Italian (Routledge Concise Grammars)

The newest edition of Soluzioni: A Practical Grammar of Contemporary Italian combines an engaging reference and grammar practice explained in clear and concise language with numerous supporting exercises. Aimed at keen students of all levels, Soluzioni also has a companion website at www.routledge.com/cw/derome which provides further resources for students and instructors. There are 240 free interactive language quizzes, plus supplementary downloadable material such as a comprehensive verb section and full answer key. This fifth edition continues the accessible methodology and focus on contemporary usage that has made Soluzioni the clearest pedagogic grammar book on the market today. Fully updated, it covers key areas of difficulty such as tense usage (including the subjunctive), causative verbs, combined pronouns and word order. It also pays attention to the links between grammar and communicative functions as well as those between grammar, context and register. Suitable for class use and independent study, Soluzioni is the ideal reference and practice resource for learners of Italian.

Soluzioni: A Practical Grammar of Contemporary Italian (Routledge Concise Grammars)

Soluzioni: A Practical Grammar of Contemporary Italian combines an engaging reference and practice grammar explained in clear and concise language with numerous supporting exercises. Aimed at keen students of all levels, Soluzioni offers: a complete grammar review in tabular form for easy navigation and at-a-glance comprehension; 650 graded practice exercises with an answer key for self-assessment; extensive examples, using a wide range of useful up-to-date vocabulary; authentic material from Italian media and literature, with vocabulary notes and linked exercises to show how grammar works in practice; special help sections throughout, dedicated to clarifying tricky points or avoiding common pitfalls; a comprehensive user-friendly index for ease of access in both Italian and English; a glossary of grammatical terms; a companion website at www.routledge.com/cw/derome with over 240 free interactive language quizzes for on-the-spot testing, plus supplementary downloadable material such as a comprehensive verb section and full answer key to the book exercises. This fourth edition continues the accessible methodology and focus on contemporary usage that has made Soluzioni the clearest and most comprehensive pedagogic grammar on the market today. Fully updated, it covers key areas of difficulty such as tense usage, the subjunctive, causative verbs, combined pronouns and word order. It also pays attention to the links between grammar and communicative functions as well as those between grammar, context and register. Suitable for class use and independent study, Soluzioni is the ideal reference and practice resource for learners of Italian. It is particularly suitable for fast-track use in ab initio courses at university and college.

The Somali Within: Language, Race and Belonging in Minor Italian Literature

The recent histories of Italy and Somalia are closely linked. Italy colonized Somalia from the end of the 19th century to 1941, and held the territory by UN mandate from 1950 to 1960. Italy is also among the destination countries of the Somali diaspora, which increased in 1991 after civil war. Nonetheless, this colonial and postcolonial cultural encounter has often been neglected. Critically evaluating Gilles Deleuze and F�x Guattari�s concept of �minor literature�, as well as drawing on postcolonial literary studies, The Somali Within analyses the processes of linguistic and cultural translation and self-translation, the political engagement with race, gender, class and religious discrimination, and the complex strategies of belonging and unbelonging at work in the literary works in Italian by authors of Somali origins. Brioni proposes that the �minor� Somali Italian connection might offer a major insight into the transnational dimension of contemporary �Italian� literature and �Somali� culture.

Sonnets to Orpheus: (bilingual Edition)

COMPOSED IN A BURST of inspiration near the end of the poet's life, Rilke's Sonnets to Orpheus represents the consummation of the writer's career, distilling the essence of his poetic wisdom in a gem-like sequence. This new translation--with the original German on facing pages--offers a clear window into the world of this endlessly scintillating cycle of poems. "Daniel Polikoff's English version of Rilke's last sonnet sequence, perhaps his greatest work, is wholly admirable. Rilke's late work is extremely difficult to penetrate. Both its conceptual nature and Rilke's unique use of the German language tend to resist interpretation. Astonishingly, Polikoff has found ways of rendering Rilke's complexities into English and also preserving his metrical and rhyme schemes. Such an accomplishment is possible only with a deep understanding of Rilke's vision and a knowledge of the root structure of German. Daniel Polikoff gives us Rilke in word and spirit in these splendid Sonnets."--LISEL MUELLER, National Book Award for Poetry (1981) for The Need to Hold Still; Pulitzer Prize for Poetry (1997) for Alive Together: New & Selected Poems "Daniel Polikoff is the first to achieve the unimaginable: an English translation which brings the form and content of these Sonnets together into an organic confluence. These new translations lift our understanding of Rilke's spiritual and aesthetic inspiration up to a whole different level, one accessible for the first time to the English reader. As a professor of German literature who has taught these sonnets for over thirty years, I can only thank Daniel Polikoff for this phenomenal accomplishment. His version should serve as the new standard for Rilke translations and belongs on the bookshelves of every poetry lover."--LUDWIG MAX FISCHER, author of Seasons of the Soul: The Poetic Guidance of Herman Hesse "This is a uniquely faithful, skillful, and eloquent translation of one of the greatest poems of the 20th century. I salute Daniel Polikoff and recommend his wonderful work to all seekers and lovers of poetry."--ANDREW HARVEY, author of Teachings of Rumi

Sophocles: The Classical Heritage (Routledge Revivals)

Sophocles: The Classical Heritage, first published in 1996, contains a diverse collection of reflection, ranging from the 16th century to the 20th, on one of the three great Attic tragedians, the author of perhaps the most famous play of all time. With the entire notion of ‘Western culture’ under duress, the need to establish continuity from antiquity to modernity is as pressing as ever. Each essay, selected by Professor Dawe, explores a theme or concept derived from the tragic vision of the Sophoclean universe which is still of relevance today. An enormous range of topics is investigated, in a variety of modes and styles: the linguistic challenges of translation, the psychology of Sigmund Freud, Enlightenment critiques, the history of performance conventions, dramatic structure and technique, and issues facing the modern director. Overall, Professor Dawe offers a staggering selection of responses, which cumulatively demonstrate the continuing importance and fascination of Sophocles’ legacy.

The Sorrows of Young Werther/Die Leiden des jungen Werther: A Dual-Language Book

Loosely based on Goethe's personal experiences, the novel is written mostly in the form of letters in which Werther recounts his unrequited love for a married woman. Its Sturm und Drang style, portraying the rebellion of youthful genius against conventional standards, makes it a perennial favorite with readers of every era.