Based on classic and cutting-edge research, this textbook shows how grammatical phenomena can best be taught to second language and bilingual learners. Bringing together second language research, linguistics, pedagogical grammar, and language teaching, it demonstrates how linguistic theory and second language acquisition findings optimize classroom intervention research. The book assumes a generative approach but covers intervention studies from a variety of theoretical perspectives. Each chapter describes relevant linguistic structures, discusses core challenges, summarizes research findings, and concludes with classroom and lab-based intervention studies. The authors provide tools to help to design linguistically informed intervention studies, including discussion questions, application questions, case studies, and sample interventions. Online resources feature lecture slides and intervention materials, with data analysis exercises, ensuring the content is clear and ready to use. Requiring no more than a basic course in linguistics, the material serves advanced undergraduates and first-year graduate students studying applied linguistics, education, or language teaching.

English as a global lingua franca interacts with other languages across a wide range of multilingual contexts. Combining insights from linguistics, education studies, and psychology, this book addresses the role of English within the current linguistic dynamics of globalization. It takes Singapore, Hong Kong, and Dubai as case studies to illustrate the use of English in different multilingual urban areas, arguing that these are places where competing historical assessments, and ideological conceptions of monolingualism and multilingualism, are being acted out most forcefully. It critically appraises the controversial concept of multilingual advantages, and studies multilingual cross-linguistic influence in relation to learning English in bilingual heritage contexts. It also scrutinises multilingual language policies in their impact on attitudes, identities, and investment into languages. Engaging and accessible, it is essential reading for academic researchers and advanced students of bi- and multilingualism, globalization, linguistic diversity, World Englishes, sociolinguistics, and second/third language acquisition.

 
Examines multilingual development from the perspective of different disciplines
Offers a truly global perspective on the acquisition and use of English
Provides an overview of 100 years of multilingualism research

Politeness plays a vital role in maintaining class differences. In this highly original account, Sara Mills analyses the interrelationship between class and linguistic interaction, uncovering the linguistic ideologies behind politeness in British English. She sheds light on the way politeness and rudeness interrelate with the marking of class boundaries, and reveals how middle-class positions in society are marked by people's use of self-deprecation, indirectness and reserve. Systematically challenging received wisdom about cross-cultural and inter-cultural differences, she goes beyond the mere context of the interaction to investigate the social dimension of politeness. This approach enables readers to analyse other languages in the same way, and a range of case studies illustrate how ideologies of politeness are employed and judged.

Moving beyond two main concepts of 'interlingual' and 'intralingual' discrimination, this Cambridge Element addresses the concept of 'translingual discrimination', which refers to inequality based on transnational migrants' specific linguistic and communicative repertoires that are (il)legitimized by the national order of things. Translingual discrimination adds intensity to transnational processes, with transnational migrants showing two main characteristics of exclusion - 'translingual name discrimination' and its associated elements such as 'name stigma' and 'name microaggression'; and 'translingual English discrimination' and its elements such as 'accentism', 'stereotyping' and 'hallucination'. The accumulation of these characteristics of translingual discrimination causes negative emotionality in its victims, including 'foreign language anxiety' and 'translingual inferiority complexes'. Consequently, transnational migrants adopt coping strategies such as 'CV whitening', 'renaming practices', 'purification', and 'ethnic evasion' while searching for translingual safe spaces. The Element concludes with the social and pedagogical implications of translingual discrimination in relation to transnational migrants.

This Element explores ways in which language teachers, especially teachers of English, can benefit from knowledge of phonetics. It also offers recommendations for introducing and improving pronunciation teaching in the classroom. While hoping that this Element is useful to instructors of all languages, the majority of the examples comes from North American English (NAE) and the English language classroom. At the same time, the Element acknowledges that English language teaching is rather different from the teaching of other languages, since nowadays, most interactions around the world in English do not involve a native speaker, and use of English as a lingua franca (ELF) has become widespread. Teachers of English should be aware that their students may not want to mimic all aspects of native-speaker pronunciation; since some native-speaker patterns of speech, such as the extensive simplification and omission of sounds may not be helpful in enhancing intelligibility.

Uno de los principales objetivos de la organización del congreso fue que la realidad plurilingüe en la cual vivimos, trabajamos e investigamos estuviera presente en el congreso, no solo en los contenidos de las ponencias y comunicaciones presentadas, sino también como lengua vehicular de los actos protocolarios, académicos y culturales que se desarrollaron a lo largo del mismo. Una muestra de que así ha sido es que en este libro se presentan trabajos escritos en cuatro lenguas distintas, lenguas en las cuales trabajan habitualmente las autoras y autores de los textos, y que se mencionan otras lenguas varias en los trabajos presentados. Liburuan ikus daitekeenez, ikertzaileek aukeztu zituzten gaiak denetarikoak izan ziren eta estuki loturik daude gaur egungo errealitatearekin. Bi ardatz nagusi aipatu beharko bagenitu, lehenengo ardatza litzateke hizkuntza irakatsi behar dela hizkuntzatik abiatuta, eta literatura ere berdin, literaturatik. Bigarren ardatz nagusia da baliabide tekniko berriek badutela erabilgarritasunik hizkuntzaren eta literaturaren irakaskuntzan. Estas son, precisamente, las principales aportaciones que se desprenden de los trabajos presentados; la necesidad de hacer una reflexión intrínseca sobre la propia esencia de la didáctica: la lengua se enseña desde la propia lengua y, por ende, la literatura se aprehende desde el conocimiento de la literatura. La otra gran aportación de estos trabajos es que el surgimiento, continuo e incesante, de nuevas herramientas telemáticas de comunicación virtual, lejos de ser adversarias de la lectura, pueden ser un acicate, si el profesorado tiene el conocimiento y la habilidad para adaptarlas a los objetivos de las materias que imparte.

Mundua geroz eta eleaniztunagoa da. Faktore ezberdinak direla medio, eleaniztasuna ohiko fenomenoa da mundu osoan eta baita Europa mailan ere (Europako Kontseilua, 2016). Hizkuntzak, bada, elkarrekin bizi dira, eta elkarbizitza horretatik sortzen diren erronkak ez dira txikiak. Egoera horiek soziolinguistikoki konplexuak dira eta trataera egoki bat emateko alor zein ikuspegi ezberdinak izan behar ditugu aintzat...

La Unión Europea sostiene que para poder responder a los desafíos de la sociedad actual es imprescindible contar con sistemas e instituciones de educación superior que sean eficaces en el ámbito de la educación, la investigación y la innovación, y que estén conectados a sus sociedades. Por lo tanto es importante, ahora más que nunca, que la universidad forme personas emprendedoras, que sepan gestionar información compleja, que piensen de forma autónoma y creativa, que utilicen los recursos de manera inteligente, que se comuniquen de manera eficaz y que sean resilientes. En definitiva, profesionales que sean capaces de desarrollar las tecnologías y las soluciones de vanguardia para responder a las necesidades de la sociedad actual y futura, y de liderar las necesarias transformaciones sociales y educativas.
 
Europar Batasunak dio, egungo gizartearen erronkei erantzun ahal izateko, ezinbestekoa dela hezkuntzaren, ikerketaren eta berrikuntzaren arloan eraginkorrak izango diren goi-mailako hezkuntza-sistemak eta -erakundeak izatea, gizartearekin lotuta egongo direnak. Beraz, orain inoiz baino garrantzitsuagoa da unibertsitateak pertsona ekintzaileak bultzatzea, informazio konplexua kudeatzen dakitenak, modu autonomoan eta sortzailean pentsatzen dutenak, baliabideak modu adimentsuan erabiltzen dituztenak, eraginkortasunez komunikatzen direnak eta erresilienteak direnak. Azken batean, egungo eta etorkizuneko gizartearen beharrei erantzuteko teknologiak eta abangoardiako irtenbideak garatzeko gai diren profesionalak, horrela beharrezkoak diren gizarte- eta hezkuntza-eraldaketak zuzentzeko.

Garapen Iraunkorrerako Helburuak eta Haur eta Gazte Literatura, horiexek uztartzen ditugu gida honetan, eta bi helburu nagusi ditugu: batetik, literaturaren erabilera sustatzea Garapen Iraunkorrerako Helburuak (GIH) lantzeko eta, bestetik, bitartekariei tresnak eskaintzea literatura-lan egokiak hautatzeko eta baliatzeko. Horiek horrela, balore sozialak eta balore literarioak jarri ditugu erdigunean. Gida honen ardatz nagusia izan da bi-biak kontuan hartzea.