This volume looks at the development of linguistic competence and convergence in second language acquisition by analysing the acquisition of complex syntax by non-native learners of Spanish. It looks at the knowledge that is transferred from the native language and the changes that occur as learners become more proficient. It focuses on a particular class of grammatical constructions that are central to understanding the transition from simple to complex syntax in language development: Control, Raising and Exceptional Case Marking structures. The formal properties of these constructions have been described extensively in theoretical syntax. This volume presents an empirical study, as well as a comprehensive review of seminal and current theories, that ultimately seeks to bridge the gap between linguistic theory and its applications.

Bilingual education programs give students who are learning languages and content the opportunity to progress academically while gaining proficiency in English as well as their first language. Grounded in current research, this hands-on guide helps educators navigate the linguistic, academic, and cultural considerations of bilingual classrooms.

Focusing on teachers' day-to-day experiences, the authors present classroom-ready strategies such as

• Guidance on balancing instruction in two languages, including age-specific needs and social and academic language development
• Tools for content-area teaching across the curriculum, including vocabulary development
• Recommendations on appropriate assessments
• Vignettes from schools and teachers illustrating solutions to challenges

Appropriate for a wide range of K-12 bilingual programs, Teaching in Two Languages is a comprehensive guide to language and content-area instruction for educators in any bilingual program or setting.

This volume represents an outgrowth of the 7th international ATECR conference, which brought together researchers and educators from fields as diverse as language teaching in a variety of contexts, corpus linguistics and literary studies. The contributions in this volume show despite their diversity a strong common denominator: an aim to bundle efforts and unify parameters in order to optimize English Language Teaching as a world-wide endeavor. Thus, for our teaching it can only be beneficial when linguists talk to literary-minded teachers or methodology specialists investigate whether their theoretical underpinnings make their way into practice by talking to language instructors or language service providers. In general, the authors present a multifaceted picture of the English Language Teaching context with themselves as practitioners but also as investigators and researchers at the same time. The research that reflects back on their teaching thus creates a force-feedback loop not only for the investigating scholar but also for the practicing instructor who reapplies his/her knowledge after failed or suboptimal attempts as evidenced by the data.

The Haitian Creole Language is the first book that deals broadly with a language that has too long lived in the shadow of French. With chapters contributed by the leading scholars in the study of Creole, it provides information on this language's history; structure; and use in education, literature, and social interaction. Although spoken by virtually all Haitians, Creole was recognized as the co-official language of Haiti only a little over twenty years ago. The Haitian Creole Language provides essential information for professionals, other service providers, and Creole speakers who are interested in furthering the use of Creole in Haiti and the Haitian diaspora. Increased language competencies would greatly promote the education of Creole speakers and their participation in the social and political life of their countries of residence. This book is an indispensable tool for those seeking knowledge about the centrality of language in the affairs of Haiti, its people, and its diaspora.

Hizkuntza gutxituen hainbat erronka hizpide hartuta idatzitako liburua daukazu esku artean. Jatorriz unibertsitatean hizkuntza gutxituen gaia lantzeko asmoz sortua, ziur asko unibertsitatetik kanpo ere jakin-mina piztu dezaketen datu eta hausnarketak topatuko dituzu bertan. Lehenengo atalean munduko hizkuntza-aniztasunaren berri ematen eta hizkuntza gutxituen ezaugarri batzuk azaltzen saiatu gara. Ziur asko, hizkuntza gutxituak dira hizkuntza-aniztasuna gehien berma dezaketenak eta, horregatik, ezinbestekoa da egoera ahulean dauden hizkuntzak indartzea. Liburuko bigarren atalean heltzen zaio hizkuntzaren indarberritzeari, Fishman eta Txepetxen proposamenen bidez. Hirugarren eta laugarren atalek hizkuntza gutxituak eta hezkuntza uztartzen dituzte. Hirugarrengoan, besteak beste, hizkuntza-eskubideen ikuspegia hartzen da hizkuntza gutxituek eskolan zer-nolako trataera duten ikusteko. Auzi horren inguruan nazioarteko arau edo jarraibideak zein diren ere azaltzen da. Laugarren atalean, berriz, hizkuntza gutxituak eskolan irakasteko erabiltzen diren ereduak aurkezten dira. Halaber, hizkuntza gutxituen didaktikaren hainbat osagai ere aipatzen da. Liburuaren azken atalean immigrazioaren auziari heldu diogu. «Jatorriz» bertakoak diren hizkuntzei etorri berrien hizkuntzak gehitzeak, nolabait, hizkuntza-aniztasun «berri» bat ekarri du. Aniztasun hori eskolaren esparruan lantzeak dakartzan erronketan jarri dugu arreta. Liburuan zehar etengabe aurkituko duzu «euskal begirada bat»; izan ere, euskararen indarberritze- prozesuan lortu den eskarmentuak bere ekarpentxoa egin lezake munduko hizkuntza-aniztasuna indartze aldera.

Este libro intenta ser informativo, educativo y formativo para el profesorado de lenguas extranjeras (de español para extranjeros o de otras lenguas), así como para profesores de centros de lenguas, de instituto, de escuelas oficiales de idiomas y universidades, y quienes necesiten planificar, diseñar exámenes (tanto para fines educativos o académicos como sociales, laborales u otros) y entender sus sistemas de dar notas, sus criterios de calificación, y sus objetivos y formatos. Porque la evaluación es una tarea que necesita dotarse de herramientas adecuadas que prueben que las mediciones que se realizan con ellas son objetivas, válidas y fiables.

Así, ofrecemos aquí una explicación honesta y clara de cómo funcionan los test, presentamos una información práctica sobre cómo funcionan los ítems y tests y sobre las dificultades que presenta el diseño de exámenes fiables y válidos y tenemos en cuenta en todo momento el MCERL, tanto para mostrar su uso, en la media de lo posible, como para hacer ver sus dificultades de aplicación o sus limitaciones.

The Routledge Handbook of Second Language Acquisition brings together fifty leading international figures in the field to produce a state-of-the-art overview of Second Language Acquisition.

The Handbook covers a wide range of topics related to Second Language Acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development.

The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching Second Language Acquisition.

The Routledge Handbook of Discourse Analysis covers the major approaches to Discourse Analysis from Critical Discourse Analysis to Multimodal Discourse Analysis and their applications in key educational and institutional settings. The handbook is divided into six sections: Approaches to Discourse Analysis, Approaches to Spoken Discourse, Genres and Practices, Educational Applications, Institutional Applications, and Identity, Culture and Discourse.

The chapters are written by a wide range of contributors from around the world, each a leading researcher in their respective field. All chapters have been closely edited by James Paul Gee and Michael Handford. With a focus on the application of Discourse Analysis to real-life problems, the contributors introduce the reader to a topic, and analyse authentic data.

The Routledge Handbook of Discourse Analysis is vital reading for linguistics students as well as students of communication and cultural studies, social psychology and anthropology.

Munduan hizkuntza gutxitu gutxik lortzen du ahozkotik idatzizkorako jauzia egitea. Are gutxiagok hizkuntza estandarizatzea. Eta oraindik ere ezohikoagoa da unibertsitatera iristea, eta bertan irakaskuntza-hizkuntza gisa erabiltzea eta goi-mailako komunikazio-esparru bat eratzea. Euskara salbuespen bitxi horietako bat da. XX. mendean lortutako hizkuntza-batasunari esker, komunitate zientifiko bat eratzea erdietsi du.

Liburu honek, gerraostetik 1990. urteraino euskarak unibertsitatera bidean egindako pausoak aztertzen ditu, Komunitate Zientifiko Euskaldunaren eratze-prozesuaren parte gisa. Izan ere, gure hipotesia da, gaur eguneko Komunitate Zientifiko Euskalduna gerraostean eratu zela hizkuntza-batasunaren inguruan, euskara kultur hizkuntza bilakatu eta unibertsitatean txertatu zen neurrian.

This monograph proposes a new theoretical and methodological perspective on identity called multimodal interaction analysis (Norris 2004). While many discourse studies analyze spoken language, this book moves from discourse analysis to multimodal discourse analysis. The author illustrates this new perspective through an extended ethnographic study of two women living in Germany. It gives examples of their everyday identity production that show how multimodal interaction analysis can be used to examine identity construction ...