Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners.
Intermediate Portuguese: A Grammar and Workbook is an accessible reference grammar presenting twenty-two individual grammar points in realistic contexts with practise exercises in each unit designed to reinforce and consolidate learning.
Looking closely at what happens when translanguaging is actively taken up to teach emergent bilingual students across different contexts, this book focuses on how it is already happening in classrooms as well as how it can be implemented as a pedagogical orientation.
This text is the first holistic research overview and practical methodological guide for social network analysis in second language acquisition, examining how to study learner social networks and how to use network data to predict language learner behavior and identity.
The aim of this book is two-fold: to offer a retrospective view on the past thirty years of research on aspectuality and temporality as well as to develop new perspectives on the future development of the field.
Offering a timely snapshot of current theory and research in the field of psychology in foreign language learning, this book is accessible to both specialists and non-specialists.
Originally published in 1974 and taking the revolution in psycholinguistics and cognitive psychology as a point of departure, this book summarizes the lessons learned from past attempts to construct a psychology of the higher mental processes.
A Guide to Doing Statistics in Second Language Research Using SPSS and R, Second Edition is the only text available that demonstrates how to use SPSS and R as specifically related to applied linguistics and SLA research.
Ke's book examines and reflects on English education in Taiwan from a global English perspective, starting with a discussion on globalization and global Englishes.
This edited volume takes an expansive, no-nonsense view of the spectrum of English language learners to address their varied backgrounds and their wide range of needs, worries, motivations, and abilities.
The importance of the early years in young children's lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young children's language and literacy development.
This volume brings together the latest research from leading scholars on the mental lexicon - the representation of language in the mind/brain at the level of individual words and meaningful sub-word units.
Providing a series of chapters, written by teacher educators in three continents, this edited volume explores the concepts, challenges, possibilities, and implementations of competency-based instruction for developing English competencies in English as a foreign language (EFL) contexts.
Pushing the field forward in critically important ways, this book offers clear curricular directions and pedagogical guidelines to transform foreign language classrooms into environments where stimulating intellectual curiosity and tapping critical thinking abilities are as important as developing students' linguistic repertoires.
Exploring the roles of students' pluralistic linguistic and transnational identities at the university level, this book offers a novel approach to translanguaging by highlighting students' perspectives, voices, and agency as integral to the subject.
Through case studies from around the world, this book illustrates the opportunities and challenges facing families negotiating the issues of language maintenance and language learning in the home.
The book illustrates how the human ability to adapt to the environment and interact with it can explain our linguistic representation of the world as constrained by our bodies and sensory perception.
This volume brings together established and new scholarly voices to explore how participatory and situated approaches to learning can contribute to educational innovation.
Estimating native-speaker vocabulary size is important for guiding interventions to support native-speaker vocabulary growth and for setting goals for learners of English as a foreign language.
This book, published in 1976, presents an entirely original approach to the subject of the mind-body problem, examining it in terms of the conceptual links between the physical sciences and the sciences of human behaviour.
Published in 1981, this book describes and critically examines the standardised tests and modes of assessment available and most commonly used by speech therapists, psychologists and educationalists.
Longitudinal Studies of Second Language Learning: Quantitative Methods and Outcomes provides a how-to guide to choosing, using, and understanding quantitative longitudinal research and sampling methods in second and foreign language learning.
This book outlines a system of phonological features that is minimally sufficient to distinguish all consonants and vowels in the languages of the world.
The teaching of English in the Expanding Circle, traditionally called EFL countries, has long been regarded as having no choice but to follow Inner Circle or Anglo-American norms, both in pedagogy and language models.
This book contributes significantly to our understanding of bilingualism and bilingual education as a sociocultural and political process by offering analyses of the stories of five Tibetan individual journeys of becoming bilingual in the Tibetan areas of China at four different points in time from 1950 to the present.
