Second Language Acquisition and the Critical Period Hypothesis is the only book on the market to provide a diverse collection of perspectives, from experienced researchers, on the role of the Critical Period Hypothesis in second language acquisition.
This edited volume is devoted to expanding the theoretical basis of Processability Theory, a theory of second language development that combines insights in the way speakers generate language and store their language knowledge to predict, describe and explain developmental sequences (Pienemann 1998, 2005).
Introducing Second Language Acquisition: Perspectives and Practices represents a clear and concise introduction to the main concepts, issues, and debates in second language acquisition studies aimed specifically at undergraduates encountering the topic for the first time.
This book explores crosslinguistic influence in third language acquisition, drawing insights from a study of young bilingual secondary school students in Germany to unpack the importance of different variables in the acquisition and use of English as an additional language.
This book puts cognition back at the heart of the language learning process and challenges the idea that language acquisition can be meaningfully understood as a purely linguistic phenomenon.
This volume explores linguistic diversity and complexity in different urban contexts, many of which have never been subject to significant sociolinguistic inquiry.
This volume offers a thorough, systematic, and crosslinguistic account of evidentiality, the linguistic encoding of the source of information on which a statement is based.
This book constitutes a timely contribution to the existing literature by presenting a relatively comprehensive, neurobiological account of certain aspects of second language acquisition.
This book examines the fundamental interactional dimension to foreign language communication, including the establishment, development, consolidation and maintenance of interpersonal relations.
Taking a cross-disciplinary approach, Suzanne Romaine's main concern is to show how language and discourse play key roles in understanding and communicating gender and culture.
This book approaches English instruction through the lens of "e;fi gured worlds,"e; which recognizes and spotlights how students are actively engaged in constructing their own school, peer group, extracurricular, and community worlds.
Universal Grammar (UG) is a theory of both the fundamental principles for all possible languages and the language faculty in the "e;initial state"e; of the human organism.
Based on a research project funded by the Army Research Institute, Foreign Language Learning reports original empirical and theoretical research on foreign language acquisition and makes recommendations about applications to foreign language instruction.
Designed to support English-teaching faculty across high schools and universities, this practical guide presents novel ideas for integrating pop culture into ELA classroom instruction.
The book provides a methodological blueprint for the study of constructional alternations - using corpus-linguistic methods in combination with different types of experimental data.
This up-close look at Chinese ESL teachers documents undertakings at formal and informal levels to support and sustain their expertise in ways that balance collaborative and competitive efforts, situated and standards-based programs, ethnically responsive and government-based efforts, and traditional and 21st-century teaching visions.
This volume uses unique properties of Chinese script to focus on morphological analyses during the character and word recognition process, though some of the reported work also pertains to the use of phonological information.
This book presents a current, interdisciplinary perspective on language requisites from both a biological/comparative perspective and from a developmental/learning perspective.
Multilingual policies are increasingly important and required in educational settings worldwide, yet a solid experimental body of theory, research, and practice providing guidance for the development of policies is lacking.
This practice-focused guide introduces The SmartStart Toolbox as a remedial program to help mental health professionals and adoptive parents promote the educational and social development of internationally adopted children aged 4-8.
Effective Curriculum for Teaching L2 Writing sets out a clear big picture for curricular thinking about L2 writing pedagogy and offers a step-by-step guide to curriculum design with practical examples and illustrations.
This book critically refines and adds depth to current understandings and practices in EAP (English for Academic Purposes) and EMI (English-Medium Instruction), using empirical research examining the experiences of English language learning and use of undergraduate and postgraduate international students in the UK.
Cognitive Neuroscience of Language provides an up-to-date, wide-ranging, and pedagogically practical survey of the most important developments in this exciting field.
A critical resource for literacy educators and graduate students, this volume investigates key moments in the development of literacy education and provides a much-needed overview of where, when, and how efforts to shape education influence literacy teaching, as well as what literacy educators can do to advocate for themselves, their students, and the profession.
Based on the work of real leaders and educators in high-performing, urban schools across the country, this book unpacks five key practices that are integral to improving achievement and postsecondary outcomes for Latino students.
Illuminating, through ethnographic inquiry, how individual agents "e;make"e; language policy in everyday social practice, this volume advances the growing field of language planning and policy using a critical sociocultural approach.
