Making Waves tells the human story of an academic field based on one-to-one interviews with 43 of the most famous scholars in Variationist Sociolinguistics. Explanations of concepts, ideas, good practice and sage advice come directly from the progenitors of the discipline.
• An authentic, inside story about the origins of Sociolinguistics as Language Variation and Change, recording the context and spirit of sociolinguistics
• Gives students access to the views on language variation of major sociolinguists such as Bill Labov and Peter Trudgill
• Offers a human story of an academic field, and is written in the style of a novel, offering complete accessibility with minimal in-group terminology
• Provides a timely audio archive of the reminiscences of the major Sociolinguists, including Labov, Fasold, Milroy, Trudgill, and Wolfram, with a companion website featuring 400 audio clips from the interviews.

Simon Horobin's "How English became English: a short history of a global language",

• Provides a concise and accessible history of English from 'hail' to 'hashtag'.
• Engages with key debates concerning issues of correctness, standards, and dialects.
• Investigates the uses of English worldwide.
• Reflects on the future of the English language.

This book evaluates a project where formal classroom learning of a second language was supplemented with informal, natural interactions with older native speakers of the target language, delivering a number of pedagogical and societal benefits. The authors introduce a model of intergenerational, intercultural encounters which aims to promote the use of community language resources; enrich the experiences of young learners; foster greater understanding between generations; break down cultural stereotypes; encourage appreciation of different cultures and enhance the quality of life and community engagement of older people with a bi/multilingual background. It draws on theories of language acquisition, discourse analysis and psychosocial perspectives to propose a model of language learning for students that can be used for any language or locality. It is therefore an essential resource for graduate students, researchers and language teachers as well as for education, aged and youth care policy makers, practitioners and community services workers who are interested in innovative language pedagogy.

 The teenage years are a fascinating time in the life of any family, but what happens when the challenges of parenting teenagers are combined with the desire to help your children build on their multilingual abilities? In this follow-up to Growing up with Three Languages: Birth to Eleven, Xiao-lei Wang offers a unique insight into the dynamics of a multilingual family. She combines practical, evidence-based advice with rich detail from observations of her own family to offer support and inspiration on an aspect of multilingual parenting that has received comparatively little attention. By placing language within the wider context of teenagers cognitive and social development, this book will enable parents everywhere to help and guide their children through the next step in their multilingual journey.

This book explores connections between the fields of foreign/second language teaching and adult learning. This interdisciplinary approach serves as a framework in order to: (a) understand the teaching methods that promote the deeper, more critical sort of language learning advocated by scholars and professional organizations, (b) understand how adult students learn and transform through language study, and (c) reinforce the immense value of beginning language courses. Johnson studies a classroom of adult language learners for one semester, exploring issues of motivation and perceived value for these short-term learners as well as touching on issues around intercultural communication teaching and learning. The book will be of interest to adult language teachers as well as researchers studying adult education and second language learning. 

 This volume provides an unprecedented insight into current approaches to crosslinguistic influence (CLI). The collection investigates a range of themes including linguistic relativity, the possible contributions of neurolinguistics, the problem of cognitive development and the role of the frequency of structures in acquisition from distinct, overlapping and complementary perspectives. Chapters focusing on vocabulary, morphosyntactic categories, semantic structures, and phonetic and phonological structures feature in the volume, as do over 20 languages, in order to offer new insights into both theoretical and empirical issues in CLI, including the consequences of great or little similarity in structures between languages. The relevance of CLI research for teaching is discussed in a number of chapters, as is the phenomenon of multilingualism. The collection will appeal to researchers, graduate and postgraduate students, teachers and professionals interested in the field of CLI in SLA.

In contexts of minority language revitalization, educational assessment should consider the effect of language-related factors on performance. Student score comparisons might be unfair if assessment does not take into account the student's language background, language of instruction or the level of minority language standardization. Including language-related variables in assessment may improve validity, reduce sociolinguistic bias, and make it possible to monitor the progress of the revitalization plans. In this study, we present research conducted in the Basque Autonomous Community, where Spanish and Basque co-exist. Based on population data (N = 16,270) from a study of fourth-grade students, results show a positive relationship between the percentage of minority language speakers in the school catchment area and mathematical competence. Results also highlight differences in performance as a function of sociolinguistic groups based on the combination of family language and instruction language, showing better average performance for the Basque-Basque group.

Eremu urriko hizkuntzak berpizteko programetan murgildutako testuinguru linguistikoetan hezkuntza ebaluazio programek kontuan hartu beharko lituzkete hizkuntzarekin loturiko aldagiek ebaluazioaren emaitzengan izan ditzaketen eraginak. Ikasleen arteko puntuazioak erkatzea alboratua izan daiteke ebaluazioak gogoan izaten ez baditu ikasleen etxeko-hizkuntza, eskola-hizkuntza edota gutxiagotutako hizkuntzaren estandarizazio maila. Hizkuntzarekin loturiko aldagaiak hezkuntza ebaluazio programetara ekartzeak ebaluazioaren beraren baliagarritasuna hobetu dezake, alborapen soziolinguistikoa gutxitu, eta era berean berpizte planaren bilakaera monitorizatzen lagundu dezake. Lan honetan Euskal Autonomi Erkidegoan 4.mailako ikaslee-populazioarekin (N = 16.270) burutatuko ikerketa dakargu. Ondorioek erlazio positiboa erakusten dute eskola-esparruko euskaldun portzentajearen eta matematikako konpetetnziaren artean, eta agerian jartzen dituzte etxeko hizkuntza/eskola-hizkuntza aldagaien araberako taldeen arteko diferentziak. Batazbesteko konpetentzi mailarik altuena euskara-euskara deritzon taldeak du.

This study analyzes gender assignment in Spanish-Basque mixed nominal constructions with nouns in Basque (a language that lacks gender) and determiners in Spanish (a language that marks gender) by using a multi-task approach: (i) naturalistic data, (ii) an elicitation task, and (iii) an auditory judgment task. Naturalistic data suggest cross-language effects under which a morphological marker of Basque (-a determiner) is interpreted as a morphophonological expression of gender marking in Spanish. A preference for feminine determiners was observed in the judgment task, which differs from the masculine default trend observed in Spanish-English bilinguals (Jake, Myers-Scotton & Gross, 2002). Our results point to feminine gender as default in Spanish-Basque mixed DPs, indicating that the resources that bilinguals use for gender assignment can be different from those of monolinguals. We argue that this is an outcome of interacting processes which take place at the interfaces (lexicon, phonology, morphosyntax) of both languages, resulting in cross-language effects.

This paper reports on the comprehension of movement-derived structures by a Spanish-Basque bilingual with chronic Broca's aphasia. The study reveals a differential impairment which affects mostly Basque and a selective impairment in this language that affects only object questions and subject relatives. The impairment pattern observed is discussed in light of the predictions made by different representational and processing accounts for (monolingual as well as bilingual) Spanish and Basque agrammatism.
The asymmetry observed between the two languages suggests that the patient resorts to language-specific morpho-syntactic cues, which cannot be transferred from one language to the other because of the typological distance between Spanish and Basque. The data confirm results from previous studies showing that (major) typological distance hinders cross-language effects from arising in bilingual aphasia.