Bøger udgivet af Multilingual Matters

This book argues that Linguistics has been shaped by colonization. It outlines how linguistic practices may be decolonized and the challenges which this poses to linguists. It concludes that decolonization in Linguistics is a process with no definite end point and cannot be completely successful until societies are decolonized too.

This book argues that Linguistics has been shaped by colonization. It outlines how linguistic practices may be decolonized and the challenges which this poses to linguists. It concludes that decolonization in Linguistics is a process with no definite end point and cannot be completely successful until societies are decolonized too.

This book investigates the content of the grammar syllabuses typically employed in mainstream English Language Teaching. Using a mixed-methods approach, the author examines how the syllabuses used in coursebooks are actually constructed, how they evolved and how valid their contents are as a basis for teaching.

Do bi- and multilinguals perceive themselves differently in their respective languages? Do they experience different emotions? How do they express emotions and do they have a favourite language for emotional expression? How are emotion words and concepts represented in the bi- and multilingual lexicons? This ground-breaking book opens up a new field of study, bilingualism and emotions, and provides intriguing answers to these and many related questions.

Biliteracy - the use of two or more languages in and around writing- is an inescapable feature of lives and schools worldwide, yet one which most educational policy and practice continue blithely to ignore. The continua of biliteracy featured in the present volume offers a comprehensive yet flexible model to guide educators, researchers, and policy-makers in designing, carrying out, and evaluating educational programs for the development of bilingual and multilingual learners, each program adapted to its own specific context, media, and contents.

This book represents the most comprehensive account to date of foreign language (FL) writing. Its basic aim is to reflect critically on where the field is now and where it needs need to go next in the exploration of FL writing at the levels of theory, research, and pedagogy, hence the two parts of the book: 'Looking back' and 'Looking ahead'. The chapters in Part I offer accounts of both the inquiry process followed and the main insights gained in various long-term research programs. The chapters in Part 2 contribute a retrospective analysis of the available empirical research and of professional experiences in an attempt to move forward. The book invites the reader to step back and rethink seemingly well established knowledge about L2 writing in light of what is known about writing in FL contexts.

This book explores bilingual community education, specifically the educational spaces shaped and organized by American ethnolinguistic communities for their children in the multilingual city of New York. Employing a rich variety of case studies which highlight the importance of the ethnolinguistic community in bilingual education, this collection examines the various structures that these communities use to educate their children as bilingual Americans. In doing so, it highlights the efforts and activism of these communities and what bilingual community education really means in today's globalized world. The volume offers new understandings of heritage language education, bilingual education, and speech communities for bilingual Americans in the 21st century.

New Trends in Audiovisual Translation is an innovative and interdisciplinary collection of articles written by leading experts in the emerging field of audiovisual translation (AVT). In a highly accessible and engaging way, it introduces readers to some of the main linguistic and cultural challenges that translators encounter when translating films and other audiovisual productions. The chapters in this volume examine translation practices and experiences in various countries, highlighting how AVT plays a crucial role in shaping debates about languages and cultures in a world increasingly dependent on audiovisual media. Through analysing materials which have been dubbed and subtitled like Bridget Jones's Diary, Forrest Gump, The Simpsons or South Park, the authors raise awareness of current issues in the study of AVT and offer new insights on this complex and vibrant area of the translation discipline.

Multilingual Aspects of Speech Sound Disorders in Children explores both multilingual and multicultural aspects of children with speech sound disorders. The 30 chapters have been written by 44 authors from 16 different countries about 112 languages and dialects. The book is designed to translate research into clinical practice. It is divided into three sections: (1) Foundations, (2) Multilingual speech acquisition, (3) Speech-language pathology practice. An introductory chapter discusses cross-linguistic and multilingual aspects of speech sound disorders in children. Subsequent chapters address speech sound acquisition, how the disorder manifests in different languages, cultural contexts, and speakers, and addresses diagnosis, assessment and intervention. The research chapters synthesize available research across a wide range of languages. A unique feature of this book are the chapters that translate research into clinical practice. These chapters provide real-life vignettes for specific geographical or linguistic contexts.

Mathematics classrooms are increasingly multilingual, whether they are found in linguistically diverse societies, urban melting pots or planned bilingual programs. The chapters in this book present and discuss examples of mathematics classroom life from a range of multilingual classroom settings, and use these examples to draw out and discuss key issues for the teaching and learning of mathematics and language. These issues relate to pedagogy, students' learning, curriculum, assessment, policy and aspects of educational theory. The contributions are based on research conducted in mathematics classrooms in Europe, South Asia, North America and Australia. Recurring issues for the learning of mathematics include the relationship between language and mathematics, the relationship between formal and informal mathematical language, and the relationship between students' home languages and the official language of schooling.

This book, addressed to experienced and novice language educators, provides an up-to-date overview of sociolinguistics, reflecting changes in the global situation and the continuing evolution of the field and its relevance to language education around the world. Topics covered include nationalism and popular culture, style and identity, creole languages, critical language awareness, gender and ethnicity, multimodal literacies, classroom discourse, and ideologies and power. Whether considering the role of English as an international language or innovative initiatives in Indigenous language revitalization, in every context of the world sociolinguistic perspectives highlight the fluid and flexible use of language in communities and classrooms, and the importance of teacher practices that open up spaces of awareness and acceptance of --and access to--the widest possible communicative repertoire for students.

The emergence of studies of translation based on electronic corpora has been one of the most interesting and fruitful developments in Translation Studies in recent years. But the origins of such studies can be traced back through many decades, as this volume sets out to establish. Covering a number of European languages including Czech, Hungarian, Polish and Slovenian, as well as French, Spanish, Portuguese and Swedish, the book presents many new studies of translation patterns using parallel corpora focusing on particular linguistic features. The studies reveal systemic differences which are in turn, of relevance to the linguistic description of the languages concerned, as well as to translator training. Also included are broader-ranging contributions on the concept of translation universals, including a critical perspective on this popular topic. [127 words]

This book contributes to the growth of interest in task-based language learning and teaching that has been seen in recent years. It brings together research that focuses on various aspects and effects of pedagogic task design and presents work that uses tasks to examine oral interaction, written production, vocabulary and reading, lexical innovation and pragmatics in different formal language learning contexts and in different languages (English as a second/foreign language, French/German/Italian/Spanish as foreign languages). It also provides guidelines for task classification, sequencing and design.The book is addressed to both professionals and students interested in second language acquisition research. It will also be of use to professionals involved in language pedagogy and curriculum design.

This book questions assumptions about the nature of language and how language is conceptualized. Looking at diverse contexts from sign languages in Indonesia to literacy practices in Brazil, from hip-hop in the US to education in Bosnia and Herzegovina, this book forcefully argues that a critique of common linguistic and metalinguistic suppositions is not only a conceptual but also a sociopolitical necessity. Just as many notions of language are highly suspect, so too are many related concepts premised on a notion of discrete languages, such as language rights, mother tongues, multilingualism, or code-switching. Definitions of language in language policies, education and assessment have material and often harmful consequences for people. Unless we actively engage with the history of invention of languages in order to radically change and reconstitute the ways in which languages are taught and conceptualized, language studies will not be able to improve the social welfare of language users.

The book presents a new theory of the relationship between language and culture in a transnational and global perspective. The fundamental view is that languages spread across cultures, and cultures spread across languages, or in other words, that linguistic and cultural practices flow through social networks in the world along partially different paths and across national structures and communities.

This volume contains a selection of papers analyzing language transfer, a phenomenon which results from language contact in bilingual and multilingual language acquisition and learning contexts. The main focus of the volume is on the lexical aspects of language transfer.

The essays and research papers in this collection explore current issues in Language Education, English for Academic Purposes, Contrastive Discourse Analysis, and Language Policy and Planning, and outline promising directions for theory and practice in applied linguistics. The collection also honours the life-long contribution of Robert B. Kaplan to the field.