This book presents new research on Chinese as a Second Language (CSL) teaching from an ethnographic classroom study on classroom translanguaging practices that highlights the policy and pedagogical implications of adopting a creative and principled multilingual approach.
This book looks closely at Yi bilingual education practice in the southwest of China from an educationalist's perspective and, in doing so, provides an insight toward our understanding of minority language maintenance and bilingual education implementation in China.
This book posits a universal syntactic constraint (FPC) for code switching, using as its basis a study of different types of code-switching between French, Moroccan Arabic and Standard Arabic in a language contact situation.
This book provides a rich and nuanced examination of children learning to read and write a second language in primary schools in Kenya, taught by teachers who themselves have often learned English as a second or third language.
This book is the first to offer a conceptual framework of English-medium education that can be used across different international higher education (HE) contexts.
This edited book examines how teacher education utilises international immersion and field teaching (or service-learning) experience to develop teachers' global, multilingual and intercultural competencies, in preparation for entering today's culturally and linguistically diverse classrooms.
This book traces the historical postcolonial journey of four generations of Jamaican psychiatrists challenging the European colonial 'civilizing mission' of psychiatric care.
This book examines the racial and socio-linguistic dynamics of Jamaica, a majority black nation where the dominant ideology continues to look to white countries as models, yet which continues to defy the odds.
This book examines the language policies relating to linguistic rights in European Union law and in the constitutions and legal statutes of some European Union member states.
This 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.
This textbook provides a clear and concise overview of the main schools of linguistic thought and scholarship from the late 18th century to the present day, examining the key tenets and leading figures of each approach and assessing their impact on the field.
This volume presents new conceptual and experimental studies which investigate the connection between vagueness and rationality from various systematic directions, such as philosophy, linguistics, cognitive psychology, computing science, and economics.
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 volume provides descriptions and interpretations of social and cognitive phenomena as well as processes that emerge at the interface of languages and cultures in the context of contrastive and contact linguistics and media discourse.
To respond to the multilingual turn in language education, this volume constitutes a challenge to the traditional, monolingual, and native speakerism paradigm in the field of Teaching English to Speakers of Other Languages (TESOL) through a translanguaging lens.
This edited book examines the crucial role still played by African languages in pedagogy and literatures in the 21st century, generating insights into how they effectively serve cultural needs across the African continent and beyond.
This volume is the first published collection of papers on the impact of diglossia and dialectal variations on language and literacy acquisition, impairment, and education.
This book challenges neurocentrism by advocating a systemic view of cognition based on investigating how action shapes the experience of thinking, placing interactivity at its heart.
This book showcases current research on language in new media, the performing arts and music in Africa, emphasising the role that youth play in language change and development.
This book presents an extended account of the language of dystopia, exploring the creativity and style of dystopian narratives and mapping the development of the genre from its early origins through to contemporary practice.
This book examines language contact and shift in Nepal, a multilingual context where language attitudes and policies often reflect the complex socio-cultural and socio-political relationship between minority, majority and endangered languages and peoples.
This edited volume explores studying second languages abroad by critically and constructively reviewing established programming, providing theoretical and research-informed support for pedagogical and curriculum interventions, and analysing participant experiences.
This volume examines how internationalization, stakeholders, and educational contexts have a reciprocal influence on multilinguals and their communities both as individual and collective variables.
This book adopts an integrated approach to the study of contact literature through collaboration between theories of World Englishes and translation studies.
This edited book offers culturally-situated, critical accounts of Content and Language Integrated Learning (CLIL) approaches in diverse educational settings, showcasing authentic examples of how CLIL can be applied to different educational levels from primary to tertiary.
This book offers a linguistic-semantic analysis of the expression 'Eastern Europe' in international English-language media discourse and academic discourse.
This book presents a new analytical approach that will advance the establishment of a new discourse within the study of language and communication disorders.
This book presents case studies of five schools engaged in radical change in order to engage with children's home languages and cultures in a more multilingual and inclusive way.
