Tosprogethed og flersprogethed

This book examines the experiences of adult ESL (English as a Second Language) learners in New York, paying particular attention to the relationship between their professional identities and multimodal composing practices in English classroom. The author uses an (auto-)ethnographic framework to investigate how previously-constructed identities of a professional nature aided the students in the design of multimodal texts including photographs and written material in English. This small-scale study is contextualised in relation to current research in the fields of multimodality, identity construction and teaching methodology, and the author also draws on Kress' theory of visual semiotics. Finally, the book provides detailed descriptions and suggestions for multimodal lessons which could be delivered in ESL classrooms in other settings, including multimodal roleplays, theatre games, and model discussion questions and answers. This book will be of interest to ESL/EFL and TESOL researchers and practitioners, as well as pre-service teachers and MA TESOL students.

This book examines a century of research on the relationship between bilingualism and intelligence and relates it to more recent research on bilingualism and executive functioning. In doing so, it highlights how bilingualism research has been understood and used by wider society and its impact on current debates in cognitive science as well as language policy and education.The book probes the correlation between the fact that while early intelligence research suggested a negative effect of bilingualism on intelligence, the so-called ¿Bilingual Problem¿, later research implied a positive effect, ¿the Bilingual Advantage.¿ It questions whether the negative consequences that arose from the Bilingual Problem are influencing researchers¿ reluctance to let go of the Bilingual Advantage. Findings on both the bilingual ¿advantage¿ and ¿disadvantage¿ are shown to have suffered from similar methodological problems, with research into the former finding itself at the centreof the ongoing replication crisis in psychology.This book provides fresh insights that will be of particular interest to students and scholars of cognitive psychology, psycholinguistics, bilingualism, applied linguistics, education and the history of science.

A much-needed resource for teachers of Deaf students, this practical guide presents strategies for incorporating sign language and Deaf culture in instruction across the curriculum.

This book provides a linguistic description of English in the context of the trades and investigates how this specialist language is used in real-world contexts. This book is key reading for advanced students, researchers and practitioners in the areas of ESP, trades education and vocational education.

This book examines the benefits of an Australian in-country study (ICS) in China programme and explores ways to maximise the short-term ICS experience in a multilingual space. The book employs an ecological perspective which has seldom been used to examine the study abroad context. It emphasises the importance of the space itself as an arena of interaction, belonging and power, where conduct and modes of communication are often regulated by political authorities and societal expectations. Specifically, the book focuses on the following:nbsp; the extent to which the ICS facilitated interaction in different settingsnbsp; the way in which interaction during ICS contributed to language learningnbsp; the degree in which the interaction during ICS contributed to culture learning andnbsp; the role of identity in the learning process in the ICS.The main argument of the book is that while the ICS promoted multilingual learning space for in-class and out-of-class interactions, which further facilitated language and culture learning to a great extent, Australian students' identities and self-concepts also played a core mediating role throughout individual learning trajectories.

"Bringing together research from some of the most influential scholars in linguistics today, this Handbook provides a thorough guide to how context interacts with language. Surveying the latest work from a range of theoretical perspectives, it is essential reading for researchers and advanced students across a range of linguistic subfields"--

This book tackles the interface between translation and pragmatics. It comprises case studies in English, Greek, Russian and Chinese translation practice, which highlight the potential of translation to interact with pragmatics and reshape meaning making in a target language in various pragmatically relevant ways.  Fiction and non-fiction genres merge to suggest a rich inventory of interlingual transfer instances which can broaden our perception of what may be shifting in translation transfer. Authors use an emic approach (in addition to an etic one) to confirm results which they often present graphically. The book has a didactic perspective in that it shows how pragmatic awareness can regulate translator behaviour and is also useful in foreign language teaching, because it shows how important implicit knowledge can be, in shaping the message in a foreign language.

The notion of the native speaker and its undertones of ultimate language competence, language ownership and social status has been problematized by various researchers, arguing that the ensuing monolingual norms and assumptions are flawed or inequitable in a global super-diverse world. However, such norms are still ubiquitous in educational, institutional and social settings, in political structures and in research paradigms. This collection offers voices from various contexts and corners of the world and further challenges the native speaker construct adopting poststructuralist and postcolonial perspectives. It includes conceptual, methodological, educational and practice-oriented contributions. Topics span language minorities, intercomprehension, plurilingualism and pluriculturalism, translanguaging, teacher education, new speakers, language background profiling, heritage languages, and learner identity, among others. Collectively, the authors paint the portrait of the "changing face of the native speaker" while also strengthening a new global agenda in multilingualism and social justice. These diverse and interconnected contributions are meant to inspire researchers, university students, educators, policy makers and beyond.

This timely book provides effective methods and authentic examples of teaching about climate change through digital and multimodal media production in the English Language Arts classroom.

This new edition has been comprehensively updated and significantly expanded and now includes over fifty chapters written by leading authorities and a brand new substantial introduction by John Edwards. Coverage has been expanded regionally and there is a critical focus on indigenous languages.

This timely book will guide researchers on how to apply qualitative research methods to explore English Medium Instruction (EMI) issues such as classroom interactions, teachers' and students' perceptions on language and pedagogical challenges, and stakeholders' views on the implementation of EMI.

The Peer Effect: Non-Traditional Models of Instruction in Spanish as a Heritage Language guides an important pedagogical conversation on the relevance of heritage language and literacy practices as resources for instruction, framing heritage teaching and learning as a social justice issue.

This book focuses on literary multilingualism and specifically on the challenging condition of writing in Trieste, a key European borderland located at the intersection between the Latin, Germanic and Slav civilizations.

This edited collection provides a comprehensive and locally situated understanding of English language teaching from the perspective of dedicated and experienced language professionals and researchers in Costa Rica.

This edited volume investigates the multifaceted elements that shape EAL pedagogy and research in a variety of settings and research areas including linguistic ability influences on subject-specific skills, integrating learners' home languages into classroom environments, and the importance of supporting EAL teachers in the classroom.

This edited volume takes an expansive, no-nonsense view of the spectrum of English language learners to address their varied backgrounds and their wide range of needs, worries, motivations, and abilities.

This edited volume takes an expansive, no-nonsense view of the spectrum of English language learners to address their varied backgrounds and their wide range of needs, worries, motivations, and abilities.

Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective.

Centered around the idea that literacy teaching is more than the transmission of strategies and skills, this volume serves as a foundation for approaching literacy from an identity perspective.

This book explores how the philosophy, principles, and practices of the internationally acclaimed Municipal Preschools and Infant Toddler Centers of Reggio Emilia, Italy, advance the social justice and linguistic human rights of emergent bilingual and multilingual children and their families, particularly immigrants and refugees.