Language contact - the linguistic and social outcomes of two or more languages coming into contact with each other - has been pervasive in human history. Whether or not we are aware of it, we as humans always deal with language contact. Bringing together contributions from an international team of scholars, this two-volume Handbook represents the state-of-the-art in the field of language contact. The first volume focuses on population movement and language change, and the second volume looks at multilingualism and population structure. Each of the two volumes start with an introduction outlining the history of the research in the field. They are then organised into thematic parts, and cover the processes, theoretical issues and outcomes involved in a range of language contact situations worldwide. Easy-to-read yet wide-ranging in scope, the Handbook is essential reading for anybody interested in how people behave linguistically in multilingual or multilectal settings.

• Provides examples of socioeconomic history as a background for the phenomena discussed, along with an extensive and diverse bibliography
• Offers examples of interdisciplinary research
• Includes illustrations and maps, to help the reader situate the contents geographically

L’année 2004 marque un tournant dans la politique linguistique élaborée puis mise en œuvre au Pays Basque, en particulier du fait de la transformation de la Maîtrise d’ouvrage publique, composée de l’Etat, la Région Aquitaine, le Département des Pyrénées-Atlantiques et le Syndicat Intercommunal de Soutien à la Culture Basque, en l’Office Public de la Langue Basque. Cela témoigne de la volonté des pouvoirs publics de revenir à un schéma plus classique dans la gouvernance locale, avec, d’un côté, les pouvoirs publics, et, de l’autre côté, les acteurs associatifs réunis dans un Comité consultatif, et de leur souhait de mettre en place une politique publique plus ambitieuse en faveur de la revitalisation de la langue basque. Or, qu’en est-il de la structuration, des fondements et des objectifs de cette politique linguistique ? Telles sont les questions auxquelles s’efforce de répondre cette article.

Bringing together cutting-edge research, this Handbook is the first comprehensive text to examine the pivotal role of working memory in first and second language acquisition, processing, impairments, and training. Authored by a stellar cast of distinguished scholars from around the world, the Handbook provides authoritative insights on work from diverse, multi-disciplinary perspectives, and introduces key models of working memory in relation to language. Following an introductory chapter by working memory pioneer Alan Baddeley, the collection is organized into thematic sections that discuss working memory in relation to: Theoretical models and measures; Linguistic theories and frameworks; First language processing; Bilingual acquisition and processing; and Language disorders, interventions, and instruction. The Handbook is sure to interest and benefit researchers, clinicians, speech therapists, and advanced undergraduate and postgraduate students in linguistics, psychology, education, speech therapy, cognitive science, and neuroscience, or anyone seeking to learn more about language, cognition and the human mind.

This is the first study of the early formative years of one of Wales’s most important cultural organizations—Sianel Pedwar Cymru (S4C). The volume chronicles the decisions and activities of the channel during its trial period between 1981 and 1985. Through a detailed study of minutes, correspondence, and interviews with individuals who were key to the channel’s development during its early years, it charts the many challenges, successes, and failures faced by the S4C Authority and its staff as they aimed to create a Welsh-language television service that would meet the desires and needs of Welsh viewers. S4C is no ordinary channel, and no other period in its history portrays this more effectively than the trial period given to it at the beginning of the 1980s.

The first sociolinguistic history of all languages spoken in Scotland

Presents a history which includes analyses from across the country including coverage of Gaelic, Scots, Pictish, British, Norn, Immigrant languages and Scottish Standard English
Includes four case studies dealing with the birth of a dialect or variety: North East Scots, Scottish Standard English, Shetland Scots and Glasgow Scots
Appeals across specialisms, clearly explaining sociolinguistic terminology and requiring no knowledge of Scottish language other than Standard English

Robert McColl Millar examines how language has been used in Scotland since the earliest times. While primarily focusing on the histories of the speakers of Scots and Gaelic, and their competition with the encroaching use of (Scottish) Standard English, he also traces the decline and eventual ‘death’ of Pictish, British and Norn. Four case studies illustrate the historical development of North East Scots, Scottish Standard English, Shetland Scots and Glasgow Scots. Immigrant languages are also discussed throughout the book.

This edited book has been compiled in honor of Thomas S.C. Farrell, one of the most distinguished scholars in theorizing and researching language teacher reflection. It examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers' practices and professional development. The data-driven chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions, and discuss the practical implications of their findings across a variety of policy settings. The book addresses aspects of reflective practice including macro and micro policies and constraints, as well as opportunities in the engagement of reflective practice. In addition, it explores teachers' identity, cognition, emotion and motivation, areas which are relevant but often not discussed in the literature on reflective practice.

The human body is a primary source of meaning-making, with the body conveying over two-thirds of our messages. But how can we understand these physical communicative cues? How are they being expressed and exploited in new media and multimodal online and mobile interaction?

Offering an in-depth guide to help you investigate and understand real and virtual nonverbal communication using semiotic theory, this book assumes little previous knowledge of semiotics or linguistics. With in-depth, comparative case studies, each chapter deals with a traditional aspect of nonverbal communication, such as facial expressions, touch, and gesture, before extending the discussion to new media and cyberspace.

Explaining the issues step by step and supported by exercises, directed further reading and a glossary of key terms, Understanding Nonverbal Communication provides you with all the tools you need to understand how nonverbal communication unfolds in all kinds of contexts, and the kinds of messages that it makes possible.

This book traces and summarizes the author's theoretical insights and empirical findings in the field of foreign language education. The volume explores themes such as individual differences in L1 ability and their connection to L2 aptitude and L2 achievement, L2 anxiety as an affective or cognitive variable, and the relationship between L1 and L2 reading. The book includes the author's previously published works, presented together with newly written commentaries on those topics, as well as commentaries on new empirical work. It will be of interest to students and researchers in SLA, educational practitioners and language policymakers.

This book explores the relationship between online second language (L2) communicative activities and formal language learning. It provides empirical evidence of the scale of L2 English use online, investigating the forms most commonly used, the activities likely to cause discomfort and the challenges experienced by users, and takes a critical approach to the nature of language online beyond the paradigms of 'written' versus 'spoken'. The author explores the possibilities for language teaching practices that engage with and integrate learners' L2 English online use, not only to support it but to use it as input for classroom learning and to enhance and exploit its incidental learning outcomes. This book will be of interest to postgraduate students and researchers interested in computer-mediated communication, online discourse and Activity Theory, while language teachers will find the practical ideas for lesson content invaluable as they strive to create a successful language learning community.