Language acquisition

This book traces the evolutionary trajectory of language and teaching from the earliest periods of human evolution to the present day.

This book focuses on Portuguese as an additional language and its young learners in threecase studies within the Portuguese-speaking world: Portuguese as a second language inCape Verde, Portuguese as a heritage language in Switzerland and Portuguese as a foreignlanguage in Macao SAR.

This book examines the relationship between human language and biology in order to determine whether the biological foundations of language can offer deep insights into the nature and form of language and linguistic cognition.

This book contains papers that were written to honor Professor Lyn Frazier on the occasion of her retirement from the University of Massachusetts Amherst.

This Element connects phonetics knowledge and language teaching practice, informing effective teaching techniques and strategies.

Primatology, Ethics and Trauma offers an analytical re-examination of the research conducted into the linguistic abilities of the Oklahoma chimpanzees, uncovering the historical reality of the research.

Primatology, Ethics and Trauma offers an analytical re-examination of the research conducted into the linguistic abilities of the Oklahoma chimpanzees, uncovering the historical reality of the research.

Practical Grammar Teaching for the Second Language Classroom provides a well-rounded foundation for teaching second language (L2) grammar for pre-service, novice, and practicing teachers, as well as for teacher educators who seek to develop their professional knowledge and skills.

This collection highlights diverse epistemological perspectives in original research on the important role of multimodality in second language contexts.

In an increasingly interconnected world, supporting students as they learn to communicate in linguistically diverse intercultural settings is a significant aim of English language and international education.

This book offers a comprehensive resource on the state-of-the-art in L2 pronunciation, surveying the most up-to-date theoretical and methodological developments to highlight the multidimensional nature of pronunciation scholarship and directions for future research.

This book deals with the complicated realm of metaphor, an enigma deeply embedded in language and cognition.

This book aims to provide a clear description of key aspects of English phonology in order to help teachers diagnose and prioritize problem areas in pronunciation.

This book presents ecological perspectives towards early language education that conceptualise the phenomenon of interactions between child language-based agency, teachers' agency, peers' agency and parents' agency, consequently furthering insights into the lives of young children growing up in multilingual homes.

Fangfei Li investigates L2 international students' engagement with teacher feedback in the UK higher education system.

This innovative collection is the first of its kind to showcase global perspectives on learning minority languages as second languages, offering unique insights into their acquisition and specific characteristics and raising greater awareness around other languages and contexts where SLA occurs.

This accessible and inclusive new textbook introduces Child Language Acquisition (CLA), with unique coverage of bilingual and early second language development as well as first languages.

With more than 50 years of teaching experience between them, Ilse Depraetere and Chad Langford present a grammar pitched precisely at advanced learners of English who need to understand how the English language really works without getting stalled in the complex specifics.

This edited volume presents narratives on a range of methods for research on second language teaching and learning appropriate to the elementary, middle, and high schools (K-12).

A Hybrid Approach to Teaching Chinese through Digital Humanities, CALL, and Project-Based Learning presents an exposition of current thinking, research, and best practices in Computer-Assisted Language Learning (CALL), Digital Humanities (DH), and Project-Based Language Learning (PBLL) in the context of teaching Chinese as a foreign language (TCFL).

This cross-cultural edited volume presents a rich tapestry of experiences, challenges, and innovations, focusing on assessment, course and curriculum design, approaches to pedagogy and teacher professional development in computer-assisted language learning (CALL) in the Global South.

Whether we grow up with one, two, or several languages during our early years of life, many of us will learn a second, foreign, or heritage language in later years.

Teachers in any subject area must have a basic understanding of how language is learned and used in educational contexts because language impacts teaching and learning across all subjects.

The popular notion of how children come to speak their first language is that their parents teach them words, then phrases, then sentences, then longer utterances.

Originally published in 1970, parents and teachers were beginning to realise how very much earlier in life human intelligence develops than was previously thought.

Originally published in 1970, parents and teachers were beginning to realise how very much earlier in life human intelligence develops than was previously thought.

Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad.

Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad.

This book describes a theory-guided approach to Foreign Language (FL) course development, implementation, instruction and assessment.

This book describes a theory-guided approach to Foreign Language (FL) course development, implementation, instruction and assessment.

Essentials of SLA for L2 Teachers: A Transdisciplinary Framework presents an accessible and comprehensive account of current understandings of second language acquisition (SLA) geared towards those studying to become L2 teachers.

Essentials of SLA for L2 Teachers: A Transdisciplinary Framework presents an accessible and comprehensive account of current understandings of second language acquisition (SLA) geared towards those studying to become L2 teachers.

This innovative volume offers a comprehensive account of the study of language change in verb meaning in the history of the English language.

This innovative volume offers a comprehensive account of the study of language change in verb meaning in the history of the English language.

Twenty years after its first publication, Susan M.

Twenty years after its first publication, Susan M.

While there is much in the literature on ESL development, this book is the first of its kind to track the development of specific language abilities in an Intensive English Program (IEP) longitudinally and highlights the implications of this particular study's findings for future IEP implementation and practice and ESL and SLA research.

While there is much in the literature on ESL development, this book is the first of its kind to track the development of specific language abilities in an Intensive English Program (IEP) longitudinally and highlights the implications of this particular study's findings for future IEP implementation and practice and ESL and SLA research.

Assessing Learners' Competence in L2 Chinese is the first book intended to answer the question on whether existing standardised and classroom-based assessments can reflect learners' competence in L2 Chinese.

Assessing Learners' Competence in L2 Chinese is the first book intended to answer the question on whether existing standardised and classroom-based assessments can reflect learners' competence in L2 Chinese.

Originally published in 1993, the starting place for this book is the notion, current in the literature for around 30 years at that time, that children could not learn their native language without substantial innate knowledge of its grammatical structure.

Originally published in 1993, the starting place for this book is the notion, current in the literature for around 30 years at that time, that children could not learn their native language without substantial innate knowledge of its grammatical structure.

Originally published in 1979, this volume represented a unique attempt to connect the usually separated fields of infancy studies and studies of older children.

Originally published in 1979, this volume represented a unique attempt to connect the usually separated fields of infancy studies and studies of older children.

This volume provides a comprehensive overview of contemporary language shift and identity in a language community in the mid-Atlantic South to offer a unique window into ethnic dialect formation and sociolinguistic processes underpinning dialect acquisition.

This volume provides a comprehensive overview of contemporary language shift and identity in a language community in the mid-Atlantic South to offer a unique window into ethnic dialect formation and sociolinguistic processes underpinning dialect acquisition.

Since the 1970s researchers in the communicative development of infants and small children had rejected traditional models and began to explore the complex, dynamic properties of communicative exchanges.

Since the 1970s researchers in the communicative development of infants and small children had rejected traditional models and began to explore the complex, dynamic properties of communicative exchanges.

How do children acquire language?