This project focuses on the developmental patterns of multilingual disciplinary literacies across secondary education in a multilingual educational context. Each academic discipline has subject-specific ways of constructing and communicating knowledge. As a result, students need to develop the necessary linguistic skills to navigate subject content—known as disciplinary literacies (DLs). 

Aims to explore the intersection of language education and technology, with a specific focus on the advancements and challenges posed by Large Language Models (LLMs) such as ChatGPT. As LLMs rapidly advance, they present methodological, philosophical, and pedagogical implications for language education globally. However, this volume aims to particularly shed light on the unique context of Asia, bringing together scholars from diverse regions including South East Asia and South Asia.

The primary focus of this volume is to examine the role of technology, particularly Artificial Intelligence (AI), in language education within the Asian context. The book includes contributions that explore how AI technologies, including LLMs like ChatGPT, are shaping language learning environments, pedagogical practices, and educational policies across Asia. The chapters cover themes ranging from sociolinguistics and technology; technology and language pedagogies; innovative approaches in learning; language preservation and revitalisation; and the future of digital education.

This innovative, accessible book is an introduction to using digital storytelling in language teaching, with a focus on English as an Additional Language (EAL)  instruction. Linville and Vinogradova provide a clear framework that addresses translanguaging and multimodal meaning making in teaching multilingual learners (MLs) through use of digital storytelling.

This book provides detailed guidance on how to incorporate digital storytelling into language teaching, building on recent developments in the fields of TESOL and language education that position multilingualism and multiliteracies as important components of any language instruction. Through this text and accompanying activities, readers will understand how to work with MLs to create multimodal digital texts. This book offers an easy-to-follow, step-by-step process for language educators to follow to support MLs’ digital storytelling projects in any EAL classroom. Featured digital storytelling projects from EAL practitioners in various contexts, as well as multiple examples and resources, are included for each stage of the process, always grounded in contemporary TESOL theories (e.g., critical pedagogy, culturally responsive teaching, translanguaging, and a pedagogy of multiliteracies). This framework supports the development of multilingualism and multiliteracies and can be adapted by educators of other world languages for any language education setting.

Increasing globalization presents both challenges and opportunities to the higher education sector. This pioneering book shows how interaction between the two fields of foreign language pedagogy and second language acquisition (SLA) can facilitate more effective language development at an advanced level. Establishing a new research agenda to describe, assess, and study high-level language use, it uses mixed-methods analyses within a sociocognitive framework to explore constructs such as second language (L2) identity and critical language awareness as essential components of multilingualism and global citizenship. It approaches L2 advancedness from multiple perspectives, examining the L2 learner and their understanding of advanced language use, highlighting individual differences among foreign-language professionals regarding high-level language use, positing the need for unified departmental missions, and analysing alternative constructs to assess L2 advancedness. Throughout, analyses of quantitative and qualitative data are used to demonstrate the multiple dimensions of advanced second language use in higher education.

Aquest volum, a cavall de l’assaig i el manual, tracta del discurs: un fenomen universal, únic i múltiple alhora, heterogeni i creatiu, que ens caracteritza com a  espècie. Som Homo sapiens, loquens i també discursivus. La capacitat de llenguatge esdevé discurs, que ens fa humans... i que ens ha fet humans al llarg de l’evolució. La immensitat del nombre i tipus de discursos defineix la nostra societat i la nostra cultura, que no es poden entendre sense la interacció sincronitzada de paraules, sons i imatges. Aquest llibre explora aquesta multimodalitat, els límits de la cohesió i la coherència, el joc dels significats —literals o figurats— i les fronteres de l’ambigüitat i la indeterminació. També estudia casos concrets de discurs, com el poètic i visual, el polític —del poder i de la resistència— i el discurs que ens fa persones, creant identitats i estils, sempre incorporant trets de qui parla i de qui escolta, de qui escriu i de qui llegeix.

This volume offers a holistic understanding of the interconnections of language, specifically English, scholarly publishing, and knowledge production and circulation through a sociolinguistic lens in contemporary academia across different European settings for research purposes.

The volume is organised around three parts: the first part explores individual factors underpinning knowledge production and their role in shaping scholars’  academic careers; the second part critically reflects on the challenges and opportunities for multilingual scholars in the academic landscape, examining the inherent tensions in the interactions between English and other languages; the final part considers the ways in which academic knowledge is institutionalised  – at universities, private companies, and on a national scale – and the subsequent impact on knowledge dissemination. Taken together, the chapters provide a coherent and holistic overview of the affordances and limitations that different social actors experience when participating in such cycles, including the different modes of access to resources across geographic contexts and disciplinary traditions. An important contribution of the volume is the multilayered angle that it incorporates into analysing issues of scholarly publishing in today's academia, placing language as a social practice at the heart of the structuring processes that condition the creation, dissemination, and consumption of knowledge in contemporary societies.

This volume explores the emergent process of developing translanguaging repertoires among teacher educators, pre- and in-service teachers in different U.S. teacher education contexts. Its empirically based chapters adopt various qualitative methods to unpack the opportunities and challenges and provide  implications for critical teacher education. It will be of interest to researchers and teachers in bilingual education, TESOL and social justice.

El lenguaje nos hace únicos y quizá, por este motivo, la lingüística se alza como una disciplina que sigue despertando el interés de muchos investigadores. Los lingüistas, aun partiendo de diferentes aproximaciones, tradiciones y metodologías, comparten un objetivo común: aportar datos relevantes que permitan  conocer en profundidad todas las facetas de la fascinante capacidad lingüística del ser humano.

En torno al lenguaje: nuevas aportaciones al estudio lingüístico es una obra colectiva que reúne trece investigaciones de quince jóvenes investigadores del  panorama nacional e internacional, que ejemplifican de manera idónea cómo debe ser el estudio lingüístico en la actualidad: transversal, interdisciplinar,  multimodal, interlingüístico y empírico.

Previous research has established that discourse markers differ in their development from other grammatical material. Nevertheless, the main view expressed in much of that research was that this development can be described most appropriately in terms of grammaticalization, even if an extended version of grammaticalization may be required. The book proposes a new perspective of the genesis of discourse markers. While admitting that grammaticalization plays  some role, it is argued that discourse markers are mainly the result of discourse-pramatic processing. This processing involves an operation called 'cooptation' whereby a given linguistic expression is transferred from the level of sentence grammar to that of discourse organization.

Deaf children experience language deprivation at alarmingly high rates. One contributing factor is that most are born to non-signing hearing parents who face insurmountable barriers to learning a signed language. This Element presents a case for developing signed language curricula for hearing families with deaf children that are family-centered and focus on child-directed language. Core vocabulary, functional sentences, and facilitative language techniques centered around common daily routines allow families to apply what they learn immediately. Additionally, Deaf Community Cultural Wealth (DCCW) lessons build families' capacity to navigate the new terrain of raising a deaf child. If early intervention programs serving the families of young deaf children incorporate this type of curriculum into their service delivery, survey data suggest that it is both effective and approachable for this target population, so the rates of language deprivation may decline.