Research Methods in Second Language Acquisition: A Practical Guideis an informative guide to research design and methodology for graduate students and scholars. Each chapter of this volume offers background, step-by-step guidance, and relevant studies to create comprehensive coverage of each method.
• Includes chapters by expert scholars on an array of topics, including second language writing and reading, meta-analyses, research replication, qualitative data collection and analysis, and more
• Includes feature boxes in each chapter highlighting relevant research studies, discussion questions and suggested further readings
• Utilizes research methods and tools from varied fields of study including education, linguistics, psychology, and sociology
 

This book includes recent and compelling data of successful bi/multilingual education policy, planning and delivery in Africa, South and South-East Asia, Latin and North America, accompanied by surprisingly modest costs and investment. It brings new, long-awaited and system-wide data to the international theory of bi/multilingual education. The richly textured evidence has the potential to influence educational debates for the next decade and beyond. This is particularly because low-cost cum high-return education, with relevance in “developing” and “developed” contexts, is of particular interest during the current downturn in the global economy. The volume shows successful case-studies of bi/multilingual education at work amongst Indigenous and minority linguistic communities in North America, Peru, Nepal, India, South-East Asia, Burkina Faso; and across the entire education system of Ethiopia. The volume also includes contemporary and high cost cum low return challenges to multilingual education in case-studies fromMorocco and Ethiopia. This is the first time that it has been possible to compare student achievement in different system-wide bi/multilingual models of education. Simultaneously, it is also the first time that it has been possible to focus on what research and expertise in low-income countries and contexts can contribute to the international field of bi/multilingual education. The implementation of linguistically diverse education as discussed in this volume, therefore, has significance for both low-income countries and dominant world powers experiencing unprecedented in-migration and socio-cultural diversity.

This volume addresses the burgeoning need for language policy and language planning for the sign languages used by deaf people. Author Timothy Reagan writes for two audiences in his new book, those who know language policy and language planning but not the Deaf World, and those well-versed in the Deaf cultural community but unfamiliar with language planning studies. To begin, Chapter 1 presents an overview of the Deaf World and a brief introduction to sign language in general. The second chapter outlines a broad overview of language policy and language planning studies both as an academic discipline and an applied type of social engineering.
In Chapter 3, Reagan examines the specifics of American Sign Language in terms of the history of language policy and planning from the nineteenth century to the post-Congress of Milan period and its form in recent years. The fourth chapter critically examines the creation of manual codes used in deaf education in the U.S. and elsewhere. Chapter 5 analyzes language policy and planning in settings around the world, and the final chapter recommends steps and methods for future language policy and planning efforts for sign languages. The cohesive rationale offered in Language Policy and Planning for Sign Languages will prove to be invaluable to all administrators and educators working with populations that use sign languages.
 

Monolingualism-the idea that having just one language is the norm is only a recent invention, dating to late-eighteenth-century Europe. Yet it has become a dominant, if overlooked, structuring principle of modernity. According to this monolingual paradigm, individuals are imagined to be able to think and feel properly only in one language, while multiple languages are seen as a threat to the cohesion of individuals and communities, institutions and disciplines. As a result of this view, writing in anything but one's "mother tongue" has come to be seen as an aberration.

Beyond the Mother Tongue demonstrates the impact of this monolingual paradigm on literature and culture but also charts incipient moves beyond it. Because newer multilingual forms and practices exist in tension with the paradigm, which alternately obscures, pathologizes, or exoticizes them, this book argues that they can best be understood as "postmonolingual" that is, as marked by the continuing force of monolingualism.

Focused on canonical and minority writers working in German in the twentieth century, Beyond the Mother Tongue examines distinct forms of multilingualism, such as writing in one socially unsanctioned "mother tongue" about another language (Franz Kafka); mobilizing words of foreign derivation as part of a multilingual constellation within one language (Theodor W. Adorno); producing an oeuvre in two separate languages simultaneously (Yoko Tawada); writing by literally translating from the "mother tongue" into another language (Emine Sevgi �zdamar); and mixing different languages, codes, and registers within one text (Feridun Zaimoglu). Through these analyses, Beyond the Mother Tongue suggests that the dimensions of gender, kinship, and affect encoded in the "mother tongue" are crucial to the persistence of monolingualism and the challenge of multilingualism
 

Aquest llibre recull diverses propostes dels membres del GELA i d’alguns col•laboradors que en els darrers anys han treballat especialment en l’àmbit de l’acollida i en el paper que hi fa la llengua.

The frequent mixing of different languages in early English texts, especially Latin, English and French, has been neglected by historical English linguistics. The contributions in this volume approach this phenomenon within the framework of code-switching theory and, based on a variety of text types from Old to early modern English, show the relevance of these texts for the history of English as well as for historical and general linguistics.

Minority Languages in the Linguistic Landscape provides an innovative approach to the written displays of minority languages in public space. It explores minority language situations through the lens of linguistic landscape research. Based on very tangible data it explores the 'same old issues' of language contact and language conflict in new ways. It deepens our understanding of language policies, power relations and ideologies.

The chapters cover a wide geographic area, ranging from Sámi in the far North, to Basque, Catalan and Corsican in the South. From the town of Dingle on the West coast of Ireland to the cities of Kiev and Chisinau in the East of Europe, including the contrasting cases of Israel and Brunei. Combining theoretical approaches from various disciplines to provide a framework which connects real bottom-up data with more abstract research on minority languages, this book will be useful for researchers and students in applied linguistics, sociolinguistics and policy sciences, as well as for policy makers.
 

Journal writing is not new--journals have been around for centuries. More recently, journals have been viewed as a means of scaffolding reflective teaching and encouraging reflectivity in research processes. As a result, some educators may ask, “What more do we need to know?” Those likely to raise this question are probably not thinking of the explosive growth of reflective writing enabled by social networking on the Web, the blogs and other interactive e-vehicles for reflection on experiences in our literate, “real,” and virtual lives This revisiting of journal writing from a 21st century perspective, informed by relevant earlier literature, is what Christine Pearson Casanave guides readers through in this first book-length treatment of the use of journal writing in the contexts of language learning, pre and in-service teaching, and research.
Casanave has put together existing ideas that haven't been put together before and has done it not as an edited collection, but as a single-authored book. She has done it in a way that will be especially accessible to teachers in language teacher education programs and to practicing teachers and researchers of writing in both second and foreign language settings, and in a way that will inspire all of us to think about, not just do, journal writing.
Those who have never attempted to use journals in their classes and own lives, as well as others who have used it with mixed results, will probably be tempted to try it in at least some of the venues Casanave provides guidance for. Those already committed to journal writing will very likely find in this book new reasons for expanding and enhancing their use of journals.
 

How can teachers make sound pedagogical decisions and advocate for educational policies that best serve the needs of students in today’s diverse classrooms? What is the pedagogical value of providing culturally and linguistically diverse students greater access to their own language and cultural orientations?
This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 Students’ Right to Their Own Language resolution. Chronicling the interplay between legislated/litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students' learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations.
Pre-service teachers, practicing teachers, and teacher educators need both resources and knowledge, including global perspectives, about language variation in PreK-12 classrooms and hands-on strategies that enable teachers to promote students’ use of their own language in the classroom while also addressing mandated content and performance standards. This book meets that need.