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Der erste Teil dieser Sprachgeschichte hat den Sprachstrukturwandel im mecklenburgischen Varietätengefüge nachgezeichnet. Der zweite Teil beleuchtet ergänzend, was 90 Zeitzeuginnen und Zeitzeugen über den Wandel in ihrem Sprachgebrauch und ihren Spracheinstellungen berichten und welche Veränderungen sie in ihrem gesellschaftlichen und sprachlichen Umfeld beobachtet haben. Der Fokus dieser oral language history liegt dabei wieder auf dem Gefüge von konkurrierenden Kontaktvarietäten, die nach dem Zweiten Weltkrieg in Mecklenburg aufeinandertrafen: auf dem Niederdeutschen, den Herkunftsvarietäten der immigrierten Vertriebenen und dem (regionalen) Hochdeutschen. Rekonstruiert werden jeweils Entwicklungen im Spracherwerb, in der Sprachkompetenz, der Sprachpragmatik und der Sprachwahrnehmung.

The Polish language was brought to Brazil by Polish-speaking peasants who came to the New World in the late 19th and early 20th century. Since then, the language has been developing in relative isolation from the European Polish context.In this monograph, the author focuses on a dialect of Polish still spoken in a remote community in the south of Brazil. The dialect¿s origins, history, and present character are investigated to portray the language as a result of a multilingual process with a specific starting point. On the basis of the original data recorded in the community, the author establishes a viable baseline for future in-depth studies of linguistic phenomena. She pays special attention to the distinct identity of the speakers, which mirrors the dialect¿s distinct character.

This Element aims to address the complexity of metalinguistic awareness to achieve a thorough account of its impacts on second language (L2) reading development and promote an in-depth understanding of the factors regulating the influence of first language (L1) metalinguistic awareness on L2 reading. It is guided by four questions: 1) To what extent do L1 phonological, orthographic, and morphological awareness correlate with L2 phonological, orthographic, and morphological awareness in L2 readers? 2) To what extent do phonological, orthographic, and morphological awareness correlate with word decoding intralingually in L2 readers? 3) To what extent do L1 phonological, orthographic, and morphological awareness correlate with L2 word decoding in L2 readers? 4) To what extent do the relations in questions 1¿3 vary as a function of linguistic-, learner-, measurement-, and instruction-related factors? This Element is the first to systematically investigate the roles of distinct facets of metalinguistic awareness in L2 reading.

This book examines the use of Chinese by school-aged Chinese Australians from a dual-track culturalisation perspective. Drawing upon interviews, participant observations and documentary analysis, the author discusses why and how these children learn and use Chinese in multiple social settings, and how they construct their understanding of language and identities in doing so. The book will appeal to students and scholars in the fields of sociolinguistics, migration studies, sociology of education, language and communication amongst other areas in the social sciences.

This groundbreaking text provides practical methods for teaching and discussing topics that are considered "taboo" in the classroom to support students' lived experiences. With contributions from K-12 teachers and scholars, chapters focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, and gender identity.

This groundbreaking text provides practical methods for teaching and discussing topics that are considered ¿taboö in the classroom to support students¿ lived experiences. With contributions from K-12 teachers and scholars, chapters focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, and gender identity.

This collection offers a cross-disciplinary exploration of the ways in which multilingual practices were embedded in early modern European literary culture, opening up a dynamic dialogue between contemporary multilingual practices and scholarly work on early modern history and literature.

This book extends new lines of inquiry on intra- and interlingual translation, building on Jakobson's classification of translational relations to take into account the full complexity of language and the role of social dimensions in fostering linguistic unity and identity.

This critical volume provides accessible examples of how K-12 teachers use systemic functional linguistics (SFL) and action research to support the disciplinary literacy development of diverse learners in the context of high stakes school reform.

This critical volume provides accessible examples of how K-12 teachers use systemic functional linguistics (SFL) and action research to support the disciplinary literacy development of diverse learners in the context of high-stakes school reform. With chapters from teachers, teacher educators, and researchers, this book paves the way for teachers to act as change agents in their schools to design and implement meaningful curriculum, instruction, and assessment that builds on students' cultural and linguistic knowledge. Addressing case studies and contexts, this book provides the framework, tools, and resources for instructing and supporting multilingual students and ELL. This volume - intended for pre- and in-service teachers - aims to improve educators' professional practice through critical SFL pedagogy and helps teachers combat racism and anti-immigrant rhetoric by contributing to an equity agenda in their schools.

This volume addresses challenges that the field of English language teacher education has faced in the past several years. The global pandemic has caused extreme stress and has also served as a catalyst for new ways of teaching, learning, and leading. Educators have relied on their creativity and resiliency to identify new and innovative teaching practices and insights that inform the profession going forward. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world and how these innovations can transform education going forward into the future.Paving the way for a revitalized profession, this book is essential reading for the current and future generations of TESOL scholars, graduate students, and professors.

This volume addresses challenges that the field of English language teacher education has faced in the past several years. Contributors describe how teacher educators have responded to the specific needs and difficulties of educating teachers and teaching second language learners in challenging circumstances around the world.

This edited volume comprises an insightful collection of international autoethnographies from doctoral candidates in the field of applied linguistics, narrating and analyzing their student experiences to problematize and challenge the dominant and oppressive cultures of academia.

This volume provides a comprehensive overview of corpus use in Italian L2 Pedagogy and shows how corpora can be used for language learning and teaching. The author addresses Italian language corpus resources, their potential uses in pedagogical settings, and the range of research methods available to evaluate their effectiveness.

In their book, the authors describe the usage of and attitudes towards English in Asia since the 19th century, as well as the creative and dynamic ways in which Asians of the 21st century continually reinvent the lexicon of English, and the lexicons of their native tongues.

With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives.

This book brings together researchers and practitioners who, despite coming from very different geopolitical areas and pursuing distinct research objectives, coincide in their use of the ROAD-MAPPING conceptual framework. A valuable contribution to EMEMUS research recommended for scholars, policymakers and students of applied linguistics.

This collection explores the links between multimodality and multilingualism, charting the interplay between languages, channels, and forms of communication in multilingual written texts from historical manuscripts through to the new media of today and the non-verbal associations they evoke.