Diese Darstellung der Entwicklungs- und Wirkungsgeschichte der Soziolinguistik im deutschsprachigen Raum füllt mit ihrer Berücksichtigung der DDR-Soziolinguistik und der Leistungen bereits verstorbener Fachvertreter:innen eine wichtige Lücke in der Forschungsgeschichte auch im internationalen Kontext. Den Hauptteil bilden teils autobiographische Rückblicke prominenter Fachvertreter:innen in Form von Originalbeiträgen und Interviews sowie biographischen Darstellungen im Falle verstorbener Kolleg:innen. Problemkonstellationen im Kontext von Sprachgebrauch und Gesellschaft der Anfangszeit (v. a. die sog. "Bildungskatastrophe") werden als "Blicke zurück nach vorn" in ihren Weiterentwicklungen und Neuorientierungen sichtbar gemacht (u. a. Gender- und Kontaktlinguistik, Stadtsprachen- und Jugendsprachforschung). Die Beiträge zeigen, wie sich mit den Themen auch die Forschungsmethoden verändert (ethnographische, interaktionale) und Impulse der Soziolinguistik auf viele Forschungsgebiete und Anwendungsfelder (v. a. empirische Sprachforschung, Sprachunterricht, Sprachkritik) gewirkt haben.

This volume examines issues of bilingualism and multilingualism. The research reported addresses second (L2), third (L3) and heritage language acquisition, including multiliteracy and home language development. It also touches on issues relating to language teaching methodology, education, and language policy. Through the lens of critical analysis, the authors seek to investigate new approaches to bi/multilingualism, language learning and teaching, theoretical models, research methodology, and application of language acquisition theories in teaching. The contributions provide frameworks for understanding multilingualism based on diverse topics and analyses. These chapters cover key concepts, discuss previous research, and present studies from different geographical regions and languages. They also provide critical reviews and analyses, report novel projects, and offer personal reflections. This book is ideal for students of applied linguistics, sociolinguistics, psycholinguistics, language acquisition and education. It will also be of use for practitioners, teachers, parents, and researchers wishing to update their knowledge in multilingualism at large, language learning, and language teaching.

What are languages? An assemblage approach to language gives us ways of thinking about language as dynamic, constructed, open-ended, and in and of the world. This book unsettles regular accounts of knowledge about language in several ways, presenting an innovative and provocative framework for a new understanding of language from within applied linguistics. The idea of assemblages allows for a flexibility about what languages are, not just in terms of having fuzzy linguistic boundaries but in terms of what constitutes language more generally. Languages are assembled from different elements, both linguistic elements as traditionally understood, as well as items less commonly included. Language from this point of view is embedded in diverse social and physical environments, distributed across the material world and part of our embodied existence. This book looks at what language is and what languages are with a view to understanding applied linguistics itself as a practical assemblage.

Storytelling is a powerful tool for understanding. This casebook presents seventy dilemma-based narrative cases, providing language teachers with a thorough overview of key topics in language education. The cases cover a broad range of language teaching and learning concerns relevant to the development of pre- and in-service language teachers. They include narratives of language teachers, learners, teacher educators, researchers, administrators, and other professionals working in a variety of educational settings, such as schools, universities, private language institutions, and informal contexts, and in multilingual contexts around the world. Cases illustrate theoretical principles and concepts current in the field, in the form of moral or practical dilemmas that require resolving by readers. Case components include discussion questions, related research topics with suggested methods for carrying out research, and reading resources. A facilitator guide provides suggestions for conducting classroom and online discussions, creating case-based assignments for assessment, and mentoring teacher research.

The topic of language and brain is a large and significant area of research and study, and this Handbook provides a state-of-the-art survey of the field. Bringing together contributions from an interdisciplinary team of internationally-renowned scholars, it focuses on important theoretical positions that have changed the study of language and brain in the first two decades of the 21st century. It is split into seven thematic parts, covering topics such as theoretical foundations of language and brain, neuroimaging studies of brain and language, language and cognitive development, building cognitive brain reserve and the importance of proficiency, aphasia and autism spectrum disorders, brain, language and music, and new directions and perspectives. Representing the most powerful trends in the field, it will inform new directions in the study of language and brain, cognitive neuroscience and neuroimaging, and scholars and advanced students will find this compilation an invaluable resource for years to come.

Many children and adults experience significant breakdown in the use of language. The resulting pragmatic disorders present a considerable barrier to effective communication. This book is the first critical examination of the current state of our knowledge of pragmatic disorders and provides a comprehensive overview of the main concepts and theories in pragmatics. It examines the full range of pragmatic disorders that occur in children and adults and discusses how they are assessed and treated by clinicians. Louise Cummings attempts to integrate the fields of pragmatics, language pathology and cognitive science by examining the ways in which pragmatics can make a useful contribution to debates about cognitive theories of autism. The reader is encouraged to think in a critical fashion about how clinicians, experimentalists and theorists deal with pragmatic issues.

This study focuses on the learning-teaching of renewable energies in Secondary Education, specifically, in a Basque-medium instruction immersion setting. The participating schools offered Model D schooling, in which Basque is the main language, accounting for an average of 26 weekly hours of instruction, with three hours for Spanish and English respectively. In the Basque Autonomous Community, it is the parents' decision to choose the linguistic model for their children, with varying degrees of exposure to either Basque or Spanish.

The present study took place in the Basque Autonomous Community (BAC), where there are two official languages, Basque, the minority language, and Spanish. The corpus was collected in a D model school, which is a model of Content Based Instruction (CBI) of total immersion for students whose first language is not Basque; and a maintenance model of bilingual education for students with Basque as their first language (Cenoz, 2015). In Model D, the language of instruction is Basque, with Spanish and English as subjects. According to the BAC curriculum (Eusko Jaurlaritza, 2023), the teaching and learning processes within school subjects constitute the most natural and common situations in which language is used, and thus advocate for the integration of language and content regardless of whether the language of instruction is a student's L1 or L2.

Inter- and multidisciplinarity is also advocated in the curriculum (Eusko Jaurlaritza, 2023), schools are increasingly pursuing multidisciplinary projects. In the school under analysis, a multidisciplinary project involving six subjects (mathematics, English, history, physical education, Basque and economics) and lasting 12 school days, is conducted every three months in the first year of the Humanities strand. This project follows the Project-Based Methodology (Bell, 2010), which requires students to work in groups of four. The overall goal of the project is to create empathy for the inhabitants of the continent of Africa, a continent that is both so close and yet so far away. In order to achieve this goal, each subject is expected to contribute to the shared theme from their perspectives.

“Denok gara hizkuntza irakasle!”, horixe askotan eta askori entzuten diogun aldarrikapena. Baieztapen horren baitan, ordea, denok ez dugu irudikatzen egiteko eta ardura bera. Ikasgai guztietan “hizkuntza” landu beharra arlo desberdinetako irakasleen eta hizkuntza irakasleen arteko tira-bira gai ere izaten da sarri askotan. Korapilo horren askatze bidean ekarpena egin nahi dugu eta proposatu arlo desberdinetan “hizkuntza irakasle” izateak zer esan nahi duen, nola lotzen den hori arlo bakoitzeko konpetentzien garapenarekin eta edukien jabetzearekin. Arloetako irakasleek arlo bakoitzeko diskurtsoak ezagutu eta landu behar dituztela argudiatuko dugu eta ikasleen arloko alfabetatzea sustatu behar dutela. Esku artean duzun liburu honek egiteko horri ekarpena egin nahi dio eta irakasleoi zuen arloetan hizkuntza nola landu asmatzeko oinarriak eta bitartekoak eskaintzea da gure gogoa.

Situated within the flourishing domain of pragmatics, this volume explores the crucial role of gaze in human interaction, with a particular focus on the potential of mobile eye tracking to advance our methodology and understanding of multimodal communication. Readers will find a comprehensive, balanced exploration of the benefits and challenges associated with taking eye tracking out of the lab to record authentic interaction in real-life settings. By integrating insights from pragmatics, the contributions highlight the function of gaze as a resource for coordination, cooperation and joint sense-making in human interaction. The chapters are written by leading scholars in the field as well as younger researchers. They offer in-depth methodological discussions alongside detailed case studies from static and mobile interaction settings. The book makes a strong case for the use of mobile eye tracking in addition to video cameras. It provides researchers with a solid and state-of-the-art foundation on which to make informed choices about recording technologies for their own work. The volume is a must-read for scholars in multimodal conversation analysis, interactional linguistics, as well as cognitive linguists, linguistic anthropologists, and psychologists with a strong interest in new ways of studying gaze in social interaction.