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This collection argues for the need to promote intercultural understanding as a clear goal for teaching and learning pragmatics in second and foreign language education.The volume sees the learning of pragmatics as a challenging yet enriching process whereby the individual expands their capacity for understanding how meaning making processes influence social relationships and how assumptions about social relationships shape the interpretation and use of language in context. This locates pragmatics within a humanistically oriented conception of learning where success is defined relative to the enrichment of human understanding and appreciation of difference. The book argues that intercultural understanding is not an "add on" to language learning but central to the learner's ability to understand and construct meaning with individuals from diverse linguistic and cultural backgrounds. Chapters analyse teachers' and learners' ways of making sense of pragmatics, how their assumptions about social relationships impact their perceptions of language use, and how reflection on pragmatic judgments opens up possibilities for developing intercultural understanding.This book will be of interest to students and scholars in intercultural communication, language education, and applied linguistics.

This innovative collection explores critical issues in understanding multilingualism as a defining dimension of identity creation and negotiation in contemporary social life.Reinforcing interdisciplinary conversations on these themes, each chapter is co-authored by two different researchers, often those who have not written together before. The combined effect is a volume showcasing unique and dynamic perspectives on such topics as rethinking of language policy, testing of language rights, language pedagogy, meaning-making, and activism in the linguistic landscape. The book explores multilingualism through the lenses of spaces and policies as embodied in Elizabeth Lanza's body of work in the field, with a focus on the latest research on linguistic landscapes in diverse settings. Taken together, the book offers a window into better understanding issues around processes of change in and of languages and societies.This ground breaking volume will be of particular interest to students and scholars in multilingualism, applied linguistics, and sociolinguistics.

The Routledge Handbook of Second Language Acquisition and Neurolinguistics provides a comprehensive discussion of a wide-range of neurocognitive and neurobiological scientific research about learning second or additional languages.

This original volume provides the first state-of-the-art overview of research on pronouns in the 21st century.

This collection critically considers the question of how learning and teaching should be conceived, understood, and approached in light of the changing nature of learning scenarios and new pedagogies in this current age of multimodal digital texts, practices, and communities.The book takes the concept of digital artifacts as being composed of multiple meaning-making semiotic resources, such as visuals, music, and design, as its point of departure to explore how diverse communities interact with these tools and develop and explore their understanding of digital practices in learning contexts. The first section of the volume examines different case studies in which involved participants learn to grapple with the introduction of digital tools for learning in children's early years of schooling. The second section extends the focus to secondary and higher education settings as digital learning tools grow more complex as do students, parents, and teachers' interactions with them and the subsequent need for new pedagogies to rethink these multimodal artifacts. A final section reflects on the implications of new multimodal tools, technologies, and pedagogies for teachers, such as on teacher training and community building among educators.In its in-depth look at multimodal approaches to learning as meaning-making in a digital world, this book will be of interest to students and scholars in multimodality, English language teaching, digital communication, and education.

This innovative collection examines key questions on language diversity and multilingualism running through contemporary debates in psycholinguistics and sociolinguistics.Reinforcing interdisciplinary conversations on these themes, each chapter is co-authored by two different researchers, often those who have not written together before. The combined effect is a volume showcasing unique and dynamic perspectives on such topics as multilingualism across the lifespan, bilingual acquisition, family language policy, language and ageing, language shift, language and identity, and multilingualism and language impairment. The book builds on Elizabeth Lanza's pioneering work on multilingualism across the lifespan, bringing together cutting-edge research exploring multilingualism as an evolving phenomenon at landmarks in individuals', families', and communities' lives.¿Taken together, the book offers a rich portrait of the different facets of multilingualism as a lived reality for individuals, families, and communities.This ground-breaking volume will be of particular interest to students and scholars in multilingualism, applied linguistics, sociolinguistics, and psycholinguistics.

Multilingual China explores the dynamics of multilingualism in one of the most multilingual countries in the world. This edited collection comprises frontline empirical research¿into a range of important issues that arise from the presence of 55 official ethnic minority groups, plus China's search to modernize and strengthen the nation's place in the world order.Topics focus on the dynamics of national, ethnic minority and foreign languages in use, policy making and education, inside China and beyond. Micro-studies of language contact and variation are included, as are chapters dealing with multilingual media and linguistic landscapes. The book highlights tensions such as threats to the sustainability of weak languages and dialects, the role and status of foreign languages (especially English) and how Chinese can be presented as a viable regional or international language.Multilingual China will appeal to academics and researchers working in multilingualism and multilingual education, as well as sinologists keen to examine the interplay of languages in this complex multilingual context.