Education: ESL & Bilingualism 2008 (UK)

Routledge Education

New Titles and Key Backlist

ESL & Bilingualism

2008 including Lawrence Erlbaum Associates Books

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www.routledge.com/education Welcome to the Routledge

CONTENTS

ESL & Bilingualism Catalogue

ESL & Applied LInguistics Professional Series . . . .1 Handbooks . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Research and Theory . . . . . . . . . . . . . . . . . . . . .5 Classroom Practice . . . . . . . . . . . . . . . . . . . . . .14 Language Policy and Practice . . . . . . . . . . . . . .17

New Titles & Key Backlist 2008

Adult Literacy . . . . . . . . . . . . . . . . . . . . . . . . . .20 Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23 Order Form . . . . . . . . . . . . . . . . . . .Centre Pages

CONTACTS IN THE UK AND INTERNATIONALLY: Page 5

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IN THE US, CANADA AND LATIN AMERICA For Editorial Enquiries: Naomi Silverman Senior Editor

COMPLETE CATALOGUE This catalogue only includes a selection of our titles in the ESL & Bilingualism. Our online catalogue gives you the power to search for any book currently in print by title, ISBN or full text. All the entries have a description of the book’s content. www.routledge.com/education

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ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES

ESL & Applied Linguistics Professional Series

NEW

NEW

Gesture

International English in Its Sociolinguistic Contexts

Edited by Eli Hinkel

Second Language Acquistion and Classroom Research

NEW

Edited by Steven G. McCafferty, University of Nevada at Las Vegas, USA and Gale Stam, National-Louis University, USA

Sandra Lee McKay, San Francisco State University, USA and Wendy D. Bokhorst-Heng, National Institute of Education, Singapore

This book demonstrates the vital connection between language and gesture, and why it is critical for research on second language acquisition to take into account the full spectrum of communicative phenomena.

The study of gesture in applied linguistics is just beginning to come of age. This edited volume, the first of its kind, covers a broad range of concerns that are central to the field of SLA. The chapters focus on a variety of second-language contexts, including adult classroom and naturalistic learners, and represent learners from a variety of language and cultural backgrounds. Gesture is organized in five sections:

‘...a substantive, well-organized, and authoritative volume.... Its appearance is timely indeed, as researchers, employers, school boards and ministries of education around the world are grappling with the implications of English as a global language.’

– David Nunan, University of Hong Kong

Cultures, Contexts, and World Englishes Yamuna Kachru, University of Illinois at UrbanaChampaign, USA and Larry E. Smith, Christopher, Smith & Associates, LLC, USA This volume aims to familiarise readers with the varieties of world Englishes used across cultures and to create awareness of some of the linguistic and socially relevant contexts and functions that have given rise to them. It emphasises that effective communication among users of different Englishes requires awareness of the varieties in use and their cultural, social, and ideational functions. Cultures, Contexts and World Englishes: • Demonstrates the rich results of integrating theory, methodology and application.

• Features critical and detailed discussion of the sociolinguistics of English in the globalized world.

• Gives equal emphasis to grammar and pragmatics of variation and to uses of Englishes in spoken and written modes in major English-using regions of the world.

Each chapter includes suggestions for further reading and challenging discussion questions and appropriate research projects designed to enhance the usefulness of this volume in courses such as world Englishes, English in the Global Context, Sociolinguistics, Critical Applied Linguistics, Language Contact and Convergence, Ethnography of Communication, and Crosscultural Communication.

April 2008: 232pp Hb: 978-0-8058-4732-1: £70.00 Pb: 978-0-8058-4733-8: £20.99 eBook: 978-1-4106-1900-6 www.routledge.com/9780805847338

• Part One: Gesture and its L2 Applications provides both an overview of gesture studies and a review of the L2 gesture research.

• Part Two: Gesture and Making Meaning in the L2 offers three studies that all take an explicitly sociocultural view of the role of gesture in SLA. • Part Three: Gesture and Communication in the L2 focuses on the use and comprehension of gesture as an aspect of communication.

• Part Four: Gesture and Linguistic Structure in the L2 addresses the relationship between gesture and the acquisition of linguistic features, and how gesture relates to proficiency.

• Part Five: Gesture and the L2 Classroom considers teachers’ gestures, students’ gestures, and how students’ interpret teachers’ gestures.

Although there is a large body of research on gesture across a number of disciplines including anthropology, communications, psychology, sociology, and child development, to date there has been comparatively little investigation of gesture within applied linguistics. This volume provides readers unfamiliar with L2 gesture studies with a powerful new lens with which to view many aspects of language in use, language learning, and language teaching.

March 2008: 336pp Hb: 978-0-8058-6052-8: £75.00 Pb: 978-0-8058-6053-5: £27.99 eBook: 978-1-4106-1428-5 www.routledge.com/9780805860535

Towards a Socially Sensitive EIL Pedagogy

‘The links to language planning, policy, and pedagogy make this a very valuable book that will be of great interest to many people involved in ELT around the world.’ – Christina Higgins, University of Hawaii at Manoa, USA Present-day globalization, migration, and the spread of English have resulted in a great diversity of social and educational contexts in which English learning is taking place. A basic assumption of this book is that because English is an international language, and effective pedagogical decisions cannot be made without giving special attention to the many varied contexts in which English is taught and learned. Its unique value is the combination of three strands – globalization, sociolinguistics, and English as an international language – in one focused volume specifically designed for language teachers, providing explicit links between sociolinguistic concepts and language pedagogy.

International English in Its Sociolinguistic Contexts: • Fully recognizes the relationship between social context and language teaching.

• Describes the social and sociolinguistic factors that affect the teaching and learning of English.

• Examines how the social context is influential in determining which languages are promoted in schools and society and how these languages are taught.

• Is unique in directly relating basic constructs in sociolinguistics to English language teaching.

• Features case studies that illustrate the diversity of English teaching contexts.

Directed to a wide TESOL and applied linguistics professional readership, this text will be particularly useful and effective for pre-service and in-service professional development in TESOL for K-12 and higher education levels.

June 2008: 224pp Hb: 978-0-8058-6337-6: £70.00 Pb: 978-0-8058-6338-3: £21.99 eBook: 978-1-4106-1798-9 www.routledge.com/9780805863383

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ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES

NEW

NEW

NEW

Leadership in English Language Education

Teaching ESL/EFL Listening and Speaking

Theoretical Foundations and Practical Skills for Changing Times

I.S.P. Nation and Jonathan Newton, both at Victoria University of Wellington, New Zealand

Building a Validity Argument for the Test of English as a Foreign Language™

Edited by MaryAnn Christison, University of Utah, USA and Denise Murray, Macquarie University, Australia

Teaching ESL/EFL Listening and Speaking provides a practical guide for teachers and teacher trainees to the teaching of the two skills of listening and speaking. The focus is strongly hands-on, featuring some easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring, but it also draws on research and theory in applied linguistics. The book explicitly describes research-based principles that teachers can apply in designing and presenting courses.

This text is designed for and has been field tested for use in the teaching methods component of all Certificate, Diploma, Masters and Doctoral courses for teachers of English as a foreign language.

Leadership in English Language Education presents both theoretical approaches to leadership and practical skills leaders in English language education need to be effective. Discussing practical skills in detail, and providing readers with the opportunity to acquire new skills and apply them in their own contexts, the text is organized around three themes: • The roles and characteristics of leaders • Skills for leading • ELT leadership in practice.

Leadership theories and approaches from business and industry are applied to and conclusions are drawn for English language teaching in a variety of organizational contexts, including intensive English programs in English-speaking countries, TESOL departments in universities, ESL programs in community colleges, EFL departments in non-English speaking countries, adult education programs, and commercial ELT centers and schools around the world. This is an essential resource for all administrators, teachers, academics, and teacher candidates in English language education.

May 2008: 240pp Hb: 978-0-8058-6310-9: £70.00 Pb: 978-0-8058-6311-6: £21.99 eBook:978-1-4106-1769-9 www.routldge.com/9780805863116

Edited by Carol A. Chapelle, Iowa State University, USA, Mary K. Enright, Educational Testing Service, USA and Joan M. Jamieson, Northern Arizona University, USA ’...makes a significant contribution to the field of language assessment by bringing together in one volume all of the excellent work that has gone into the revision of one of the world’s most influential tests. A welcome addition to the library of anyone interested in assessment issues, both in the U.S. and internationally.’

– Sarah Cushing Weigle, Georgia State University, USA

July 2008: 189pp Hb: 978-0-415-98969-5: £70.00 Pb: 978-0-415-98970-1: £15.99 www.routledge.com/9780415989701

NEW

Teaching ESL/EFL Reading and Writing I.S.P. Nation, Victoria University of Wellington, New Zealand Teaching ESL/EFL Reading and Writing provides a practical guide for teachers and teacher trainees to the teaching of the two skills of reading and writing. Drawing on research and theory in applied linguistics, the focus is strongly hands-on, featuring some easily applied principles, a large number of useful teaching techniques, and guidelines for testing and monitoring. Explicitly describing research-based principles that teachers can apply in designing and presenting courses, Teaching ESL/EFL Reading and Writing is designed for and has been field tested for use in the teaching methods component of all Certificate, Diploma, Masters and Doctoral courses for teachers of English as a foreign language.

June 2008: 160pp Hb: 978-0-415-98967-1: £70.00 Pb: 978-0-415-98968-8: £15.99 www.routledge.com/9780415989688

This landmark volume provides a detailed description and analysis of Educational Testing Service’s research and development efforts to develop a major revision of the TOEFL® test. The result is a book that serves as a case study of test design drawing upon theory in the complex domain of English language proficiency while attempting to meet standards of educational measurement.

Building a Validity Argument for the Test of English as a Foreign Language™ is distinctive in its attempt to develop a coherent story of the rationale for a test or its revision, explain the research and development process, and provide the results of the validation process. Through its treatment of one test, it expands on and tests principles and approaches to educational measurement, providing an in-depth, integrated perspective on the overall process of test revision. Moreover, because the conceptual foundation and history are presented alongside the empirical studies and validity argument, these sometimes disparate areas are presented in a way that demonstrates their connections — an approach which represents a departure from, or extension of, conventional materials on test revision.

This volume is particularly relevant for professionals and graduate students in educational measurement, applied linguistics, and second language acquisition as well as anyone interested in assessment issues.

December 2007: 384pp Hb: 978-0-8058-5455-8: £70.00 Pb: 978-0-8058-5456-5: £21.99 eBook: 978-0-203-93789-1 www.routledge.com/9780805854565

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ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES

Idioms Description, Comprehension, Acquisition, and Pedagogy Dilin Liu, University of Alabama, USA ’The book draws on a lot of research, is friendly to the reader, and will be of good value to teachers.’ – Paul Nation, Victoria University of Wellington, USA This comprehensive, up-to-date, and accessible text on idiom use, learning, and teaching approaches the topic with a balance of sound theory and extensive research in cognitive linguistics, psycholinguistics, corpus linguistics, and sociolinguistics combined with informed teaching practices. Idioms is organized into three parts: • Part One includes discussion of idiom definition, classification, usage patterns, and functions.

• Part Two investigates the process involved in the comprehension of idioms and the factors that influence individuals’ understanding and use of idioms in both L1 and L2.

• Part Three explores idiom acquisition and the teaching and learning of idioms, focusing especially on the strategies and techniques used to help students learn idioms.

To assist the reader in grasping the key issues, study questions are provided at the end of each chapter. The text also includes a glossary of special terms and an annotated list of selective idiom reference books and student textbooks.

Idioms is designed to serve either as a textbook for ESL and Applied Linguistics teacher education courses or as a reference book. No matter how the book is used, it will equip ESL and Applied Linguistics students and professionals with a solid understanding of various issues related to idioms and the learning of them.

December 2007: 224pp Hb: 978-0-8058-6345-1: £70.00 Pb: 978-0-8058-6346-8: £21.99 eBook: 978-1-4106-1807-8 www.routledge.com/9780805863468

Teaching Chinese, Japanese, and Korean Heritage Language Students Curriculum Needs, Materials, and Assessment Edited by Kimi Kondo-Brown and James Dean Brown, both at the University of Hawaii at Manoa, USA This book contributes to building the research knowledge that language teaching professionals need in developing curriculum for the large population of East Asian heritage students in countries like the United States, Canada, and Australia, where speakers of East Asian languages are among the fastest growing populations.

Heritage language instruction is currently a “hot topic” and is becoming a sub-discipline within the fields of foreign language education and applied linguistics. Special instruction for heritage language learners is on the rise, particularly in the U.S. and Canada. Providing theoretical and practical information about heritage-language instruction in terms of curriculum design, learner needs, materials development, and assessment procedures, the goal of this book is not only to promote research about heritage students in East Asian languages but also to improve the teaching of these students in various educational settings and all over the world, especially in English speaking countries. The volume is organized in four sections: • An Overview addressing the timeliness, necessity, and applications of the work and issues and future agendas for teaching Chinese, Japanese, and Korean heritage students • Language Needs Analysis • Attitude, Motivation, Identity, and Instructional Preference • Curriculum Design, Materials Development, and Assessment Procedures.

Teaching Chinese, Japanese, and Korean Heritage Language Students is intended as a primary text or reference for researchers, educators, and students in the areas of curriculum, pedagogy, and assessment studies related to teaching bilingual and heritage students in general and East Asian heritage students in particular.

August 2007: 368pp Hb: 978-0-8058-5877-8: £75.00 Pb: 978-0-8058-5878-5: £21.99 eBook: 978-1-4106-1653-1 www.routledge.com/9780805858785

CALL Dimensions Options and Issues in Computer-Assisted Language Learning Mike Levy, Griffith University, Australia and Glenn Stockwell, Waseda University, Japan This volume gives language teachers, software designers, and researchers who wish to use technology in second or foreign language education the information they need to absorb what has been achieved so far and to make sense of it. It is designed to enable the kind of critical reading of a substantial literature that leads to a balanced and detailed knowledge of the field. Chapter by chapter, the book builds a detailed picture of modern CALL through description, analysis, examples, and discussion.

May 2006: 328pp Hb: 978-0-8058-5633-0: £60.00 Pb: 978-0-8058-5634-7: £20.99 www.routledge.com/9780805856347

Chicano-Anglo Conversations Truth, Honesty, and Politeness Madeleine Youmans, The University of Alabama in Huntsville, USA This groundbreaking book – about differences in communication practices between Mexican-American underclass residents in an East Los Angeles housing project and white, middle-class literacy tutors who worked with them – makes an important contribution to research on the sociolinguistics of the Chicano gang culture. More specifically, this work adds substantially to research on understanding linguistic politeness theories, the use of epistemic modals for negative politeness, and evidentiality.

It refines, and in a number of cases, defines, function categories for epistemic modals through a rigorous grammatical analysis.

This volume is directed to researchers and graduate students in the areas of sociolinguistics, applied linguistics, discourse analysis, and cross-cultural communication, and will also interest language and linguistics educators and grammarians.

September 2006: 208pp Hb: 978-0-8058-4693-5: £32.50 eBook: 978-1-4106-1488-9 www.routledge.com/9780805846935

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ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES

Classroom Interactions as Cross-Cultural Encounters

2ND EDITION

CALL Research Perspectives

English L2 Reading

Native Speakers in EFL Lessons

Getting to the Bottom

Edited by Joy L. Egbert and Gina Mikel Petrie, both at Washington State University, USA

Jasmine C.M. Luk, The Chinese University of Hong Kong and Angel M.Y. Lin, City University of Hong Kong

Barbara M. Birch, California State University at Fresno, USA

This book is about native English speakers teaching English as a global language in non-English speaking countries. Through analysis of naturally occurring dialogic encounters, the authors examine the multifaceted ways in which teachers and students utilize diverse communicative resources to construct, display, and negotiate their identities as teachers, learners, and language users, with different pedagogic, institutional, social, and political implications. A range of issues in applied linguistics is addressed, including linguistic imperialism, post-colonial theories, micropolitics of classroom interaction, language and identity, and bilingual classroom practices.

August 2006: 264pp Hb: 978-0-8058-5083-3: £50.00 Pb: 978-0-8058-5084-0: £20.99 eBook: 978-1-4106-1434-6 www.routledge.com/9780805850840

Dialects, Englishes, Creoles, and Education Edited by Shondel J. Nero, New York University, USA This volume brings together a multiplicity of voices – both theoretical and practical – on the complex politics, challenges, and strategies of educating students – in North America and worldwide – who are speakers of diverse or nonstandard varieties of English, creoles, and hybrid varieties of English, such as African American Vernacular English, Caribbean Creole English, Tex Mex, West African Pidgin English, and Indian English, among others. The number of such students is increasing as a result of the spread of English, internal and global migration, and increased educational access.

Collectively, the chapters in this volume invite educators, researchers, and students, across the fields of TESOL, applied linguistics, sociolinguistics, English, literacy, and language education, to begin to consider and adopt context-specific policies and practices that will improve the language development and academic performance of linguistically diverse students.

March 2006: 368pp Hb: 978-0-8058-4658-4: £65.00 Pb: 978-0-8058-4659-1: £22.99 eBook: 978-0-203-92866-0 www.routledge.com/9780805846591

English L2 Reading remains a comprehensive, myth-debunking examination of how L1 features (orthographic system, phonology, morphology) can influence English L2 reading at the “bottom” of the reading process. It provides a thorough but very accessible linguistic and psycholinguistic examination of the lowest levels of the reading process. It is both theoretical and practical. The goal is to balance or supplement (not replace) top-down approaches and methodologies with effective low-level options for teaching English reading. Core linguistic and psycholinguistic concepts are presented within the context of their application to teaching. Intended for ESL/EFL reading researchers, teacher trainers and teachers, and as a text for MATESOL students, chapters contain practical suggestions that teachers can incorporate into whole language methods to teach beginning or intermediate ESL/EFL reading in a more balanced way. Pre-reading discussion and study questions are provided to stimulate interest and enhance comprehension. End-of-chapter exercises help readers apply the concepts.

August 2006: 256pp Pb: 978-0-8058-5929-4: £18.99 eBook: 978-1-4106-1493-3

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Helen Basturkmen, University of Auckland, New Zealand November 2005: 200pp Hb: 978-0-8058-4417-7: £42.50 Pb: 978-0-8058-4418-4: £14.99 eBook: 978-1-4106-1704-0 www.routledge.com/9780805844184

Language Minority Students in American Schools An Education in English H. D. Adamson, University of Arizona, USA February 2005: 488pp Hb: 978-0-8058-4496-2: £65.00 Pb: 978-0-8058-4497-9: £22.99 eBook: 978-1-4106-1251-9 www.routledge.com/9780805844979

Understanding Language Teaching B. Kumaravadivelu, San Jose State University, USA

Sandra Lee McKay, San Francisco State University, USA This text introduces teachers to research methods they can use to examine their own classrooms in order to become more effective teachers. Becoming familiar with classroom-based research methods not only enables teachers to do research in their own classrooms, it also provides a basis for assessing the findings of existing research.

Sandra Lee McKay emphasizes throughout that what a teacher chooses to examine will dictate which method is most effective. Each chapter includes activities to help readers apply the methods described in the chapter, often by analyzing research data.

+44 (0)1235 400524

Ideas and Options in English for Specific Purposes

From Method to Postmethod

Researching Second Language Classrooms

January 2006: 200pp Pb: 978-0-8058-5340-7: £16.99 eBook: 978-1-4106-1737-8 www.routledge.com/9780805853407

May 2005: 216pp Hb: 978-0-8058-5137-3: £42.50 Pb: 978-0-8058-5138-0: £16.99 eBook: 978-1-4106-1357-8 www.routledge.com/9780805851380

September 2005: 280pp Hb: 978-0-8058-5176-2: £60.00 Pb: 978-0-8058-5676-7: £16.99 eBook: 978-1-4106-1251-9 www.routledge.com/9780805856767

Reclaiming the Local in Language Policy and Practice Edited by A. Suresh Canagarajah, Pennsylvania State University, CUNY, USA November 2004: 224pp HB: 978-0-8058-4592-1: £65.00 Pb: 978-0-8058-4593-8: £25.99 eBook: 978-1-4106-1184-0 www.routledge.com/9780805845938

New Perspectives on Grammar Teaching in Second Language Classrooms Edited by Eli Hinkel, Seattle University, USA and Sandra Fotos, Senshu University, Japan July 2001: 288pp Pb: 978-0-8058-3955-5: £23.99 eBook: 978-1-4106-0503-0 www.routledge.com/9780805839555

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HANDBOOKS

NEW

Handbook of Cognitive Linguistics and Second Language Acquisition Edited by Peter Robinson, Aoyama Gakuin University, Japan and Nick C. Ellis, University of Michigan, USA This cutting-edge volume describes the implications of Cognitive Linguistics for the study of second language acquisition (SLA). Chapters in the first two sections identify theoretical and empirical strands of Cognitive Linguistics, presenting them as a coherent whole. Chapters in the third section discuss the relevance of Cognitive Linguistics to SLA and define a research agenda linking these fields with implications for language instruction. Its comprehensive range and tutorial-style chapters make this Handbook of Cognitive Linguistics and Second Language Acquisition a valuable resource for students and researchers alike.

February 2008: 576pp Hb: 978-0-8058-5351-3: £100.00 Pb: 978-0-8058-5352-0: £39.99 eBook: 978-0-203-93856-0 www.routledge.com/9780805853520

Handbook of Research in Second Language Teaching and Learning Edited by Eli Hinkel, Seattle University, USA This landmark volume provides a broad-based, state-of-the-art overview of current knowledge and research into second language teaching and learning.

It is intended for researchers, practitioners, graduate students, and faculty in teacher education and applied linguistics programs, teachers, teacher trainers, teacher trainees, curriculum and material developers and all other professionals in the field of second language teaching and learning.

RESEARCH AND THEORY

Handbook for Arabic Language Teaching Professionals in the 21st Century Edited by Kassem M. Wahba, Georgetown University, USA, Zeinab A. Taha, The American University in Cairo, Egypt and Liz England, Shenandoah University, USA This landmark volume offers an introduction to the field of teaching Arabic as a foreign or second language. Recent growth in student numbers and the demand for new and more diverse Arabic language programs of instruction have created a need that has outpaced the ability of teacher preparation programs to provide sufficient numbers of wellqualified professional teachers at the level of skill required. The most significant feature of this volume is its pioneer role in approaching the field of Arabic language teaching from many different perspectives.

It offers readers the opportunity to consider the role, status, and content of Arabic language teaching in the world today.

The Handbook is intended as a resource to be used in building Arabic language and teacher education programs and in guiding future academic research.

It will benefit and be welcomed by Arabic language teacher educators and trainers, administrators, graduate students, and scholars around the world. It is intended to create dialogue among scholars and professionals in the field and in related fields – dialogue that will contribute to creating new models for curriculum and course design, materials and assessment tools, and ultimately, better instructional effectiveness for all Arabic learners everywhere, in both Arabic-speaking and nonArabic speaking countries.

April 2006: 512pp Hb: 978-0-8058-5101-4: £110.00 Pb: 978-0-8058-5102-1: £42.50 www.routledge.com/9780805851021

NEW

Generation 1.5 in College Composition Teaching Academic Writing to U.S.-Educated Learners of ESL Mark Roberge, San Francisco State University, USA, Meryl Siegal, Laney College, USA and Linda Harklau, The University of Georgia, USA ‘Generation 1.5 is the most interesting topic of concern in ESL today, yet publications are few and far between.... The editors clearly know what they’re doing.... They know the field, know the subject matter, understand the problems.... This volume contributes to the thinking in the field.’

– Linda Lonon Blanton, University of New Orleans, USA Building on the work that has been done over the past decade, this volume is pedagogically focused to help practicing and prospective ESL teachers understand and more effectively teach Generation 1.5 students. Since the mid-1970s, U.S. colleges and universities have experienced a dramatic increase in the population of immigrant students who entered the educational system as children and developed complex bi- or multilingual repertoires throughout their adolescence. The term “Generation 1.5” is used to describe these students because their immigrant and educational journeys position them somewhere between first generation adult immigrants and the U.S.-born second generation children of immigrant families. Generation 1.5 in College Composition: • Is designed to help both scholars and practitioners reconceptualize the fields of College Composition and TESOL and create a space for research, theory and pedagogy focusing on postsecondary immigrant ESL students.

• Provides both important new theoretical work (which lays the underpinnings for serious pedagogical innovation) and important new pedagogical approaches.

Because of their varied and complex language and literacy profiles, Generation 1.5 students are found in developmental English courses, college ESL courses, and mainstream college writing courses. This volume is directed to pre-service and in-service teachers, teacher educators, and researchers involved with educating Generation 1.5 students in these and other contexts.

August 2008: 264pp Hb: 978-0-8058-6442-7: £75.00 Pb: 978-0-8058-6443-4: £21.99 eBook: 978-1-4106-1872-6 www.routledge.com/9780805864434

January 2005: 1176pp Hb: 978-0-8058-4180-0: £170.00 Pb: 978-0-8058-4181-7: £65.00 eBook: 978-1-4106-1270-0 www.routledge.com/9780805841817

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RESEARCH AND THEORY

NEW

NEW

NEW

Global Linguistic Flows

The Home-School Connection

The Linguistic Landscape

Hip Hop Cultures, Youth Identities, and the Politics of Language

Lessons Learned in a Culturally and Linguistically Diverse Community

Expanding the Scenery

Awad Ibrahim, University of Ottawa, Canada, H. Sammy Alim, University of California at Los Angeles, USA and Alistair Pennycook, University of Technology, Australia

Flora Rodriguez-Brown, University of Illinois at Chicago, USA

This cutting-edge volume explores the ways in which multilingual identities are performed within Hip Hop culture. Located at the intersection of sociolinguistics and Hip Hop Studies, it brings together for the first time an international group of researchers who study Hip Hop textually, ethnographically, socially, aesthetically, and linguistically. It is the harvest of dialogue between these two separate yet interconnected areas of study.

Looking at Hip Hop sociolinguistically and applying diverse applied linguistics frameworks, the authors use detailed ethnographic, critical discourse analysis, and sociolinguistic studies of Hip Hop culture in locally and globally diverse contexts to examine the relations between language, popular culture, identity, and pedagogy, and offer a complex reading of the politics of language education. A missing gap in the Hip Hop literature is the centrality and an in-depth analysis of the very medium that is used to express and perform Hip Hop: language. Global Linguistic Flows fills that gap.

August 2008: 250pp Hb: 978-0-8058-6283-6: £75.00 Pb: 978-0-8058-6285-0: £21.99 www.routledge.com/9780805862850

Demographic data confirm the steadily increasing numbers of culturally and linguistically diverse students in U.S. public schools today. A pressing need exists for models and programs that effectively serve the educational needs of this population. This book addresses issues related to development, implementation, and effectiveness of a program model that fulfills this need.

The FLAME program used as context for the book is a comprehensive, research-based family literacy model designed to address issues of continuity and discontinuity between home and school, and the important role that parents and teachers play in supporting the transition from home to school for all children, but particularly those from culturally and linguistically diverse families.

The model is supported by a strong sociocultural framework based on current research on cultural ways of learning and theories of multiliteracies and discourse.

Project FLAME is a comprehensive model which includes much more than the sharing of books with children.

The home-school connection is seen as a two-way road where parents and teachers learn from each other, in order to make learning relevant for children.

The Home-School Connection: • Provides a sociocultural framework for working with culturally and linguistically diverse families.

• Highlights the relevance of parents’ knowledge, cultural ways, and discourses in sharing literacy knowledge with their children.

Edited by Elana Shohamy, Tel Aviv University, Israel and Durk Gorter, University of Amsterdam, the Netherlands This book proposes to provide a resource to students and researchers in the field of Applied Linguistics on the topic of the linguistic landscape. This refers to the signs, directions, and other documentation that appear in the public space, and includes the interpretation of this ‘visible language’ in social, political, and economic contexts. It is a form of urban multilingualism. Most studies on linguistic landscapes so far have been descriptive and there is an apparent absence of studies that examine linguistic landscapes from more theoretical, methodological and critical perspectives.

July 2008: 296pp Hb: 978-0-415-98872-8: £70.00 Pb: 978-0-415-98873-5: £19.99 eBook: 978-0-203-93096-0 www.routledge.com/9780415988735

Islam and English in the Post-9/11 Era A Special Issue of the Journal of Language, Identity, and Education Edited by Sohail Karmani, University of Sharjah, United Arab Emirates and Sinfree Makoni, Pennsylvania State University, USA May 2005: 6pp Pb: 978-0-8058-9483-7: £19.99 www.routledge.com/9780805894837 • AVAILABLE AS AN INSPECTION COPY

• Includes recommendations for developing and implementing family literacy programs with Latino families, and examples and vignettes to illustrate the relevance of the program to any school context with a culturally and linguistically diverse student population.

June 2008: 192pp Hb: 978-0-8058-5784-9: £70.00 Pb: 978-0-8058-5785-6: £21.99 eBook: 978-1-4106-1770-5 www.routledge.com/9780805857856

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RESEARCH AND THEORY

Routledge Applied Linguistics Series Edited by Christopher N. Candlin and Ronald Carter

Bilingualism

Language Testing and Assessment

An Advanced Resource Book

An Advanced Resource Book

Ng Bee Chin, Nanyang Technological University, Singapore and Gillian Wigglesworth, University of Melbourne, Australia

Glenn Fulcher, University of Leicester, UK and Fred Davidson, University of Illinois at Urbana-Champaign, USA

Literacy is a comprehensive textbook which provides students and researchers with support for advanced study of the topic. It introduces readers to a broad range of approaches to understanding literacy in educational contexts and in society.

’Ng and Wigglesworth offer a timely, lucid and painstakingly researched discussion of findings, pseudo-findings, insight, breakthrough and prejudice in past and current academic literature on bilingualism. Written in a crisp, engaging style, and complete with activities, study scenarios and plenty of food for thought, this book will deservedly become an obligatory reference for parents, teachers, students, school authorities and language curriculum planners faced with issues of multilingual language uses.’ – Madalena Cruz-Ferreira, National University of Singapore

This book:

This book:

Literacy An Advanced Resource Book for Students Brian V. Street, King’s College, UK and Adam Lefstein, Oxford University, UK

• Integrates psychological, educational and anthropological approaches to literacy and its consequences for individuals and society.

• Introduces students to key issues and themes that include bilingual development and education, and the integration of social and cognitive perspectives.

• Gathers together influential reading from key names in this inter-disciplinary field, including: Catherine Snow, David Olson, and Mike Cole.

• Uses tasks and examples to equip the reader with the necessary skills and insights to assess and interpret research drawn from bilingual populations.

• Presents teachers, students and researchers with many diverse opportunities to explore for themselves a broad range of perspectives and methods of study.

• Incorporates case studies drawn from a range of countries such as the United States, South Africa, the Netherlands, Morocco and the People’s Republic of China.

Written by experienced teachers and researchers in the field, Literacy is an essential textbook for students and researchers of Applied Linguistics.

November 2007: 288pp Hb: 978-0-415-29180-4: £70.00 Pb: 978-0-415-29181-1: £19.99 eBook: 978-0-203-46399-4 www.routledge.com/9780415291811 • AVAILABLE AS AN INSPECTION COPY

• Gathers together influential readings from key names in the discipline, including: Fred Genesee, Richard Bourhis, Elizabeth Peal, Wallace Lambert, Merrill Swain, Jim Cummins, and Ellen Bialystok.

Written by experienced teachers and researchers in the field, Bilingualism is an essential textbook for students and researchers of Applied Linguistics.

July 2007: 384pp Hb: 978-0-415-34386-2: £70.00 Pb: 978-0-415-34387-9: £19.99 eBook: 978-0-203-41026-4 www.routledge.com/9780415343879 • AVAILABLE AS AN INSPECTION COPY

This book: • Introduces students to the key methods and debates surrounding language testing and assessment.

• Explores the testing of linguistic competence of children, students, asylum seekers and many others in context of the uses to which such research can be put.

• Presents influential and seminal readings in testing and assessment by names such as Michael Canale and Merrill Swain, Michael Kane, Alan Davies, Lee Cronbach and Paul Meehl and Pamela Moss.

December 2006: 424pp Hb: 978-0-415-33946-9: £70.00 Pb: 978-0-415-33947-6: £19.99 eBook: 978-0-203-44906-6 www.routledge.com/9780415339476

English for Academic Purposes An Advanced Resource Book Ken Hyland, Institute of Education, UK ‘Hyland’s book is a very welcome addition to the literature on teaching English for academic purposes. It covers a wide range of topics, both comprehensively and thoroughly. This book is certain to become key reading for students, teachers and researchers with an interest in the teaching of English for academic purposes.’ – Brian Paltridge, University of Sydney, Australia This book: • Introduces the major theories, approaches and controversies in the field.

• Gathers together influential readings from key names in the discipline, including: John Swales, Alastair Pennycook, Greg Myers, Brian Street and Ann Johns.

• Provides numerous exercises as practical study tools that encourage a critical approach to the subject.

Written by an experienced teacher and researcher in the field, English for Academic Purposes is an essential resource for students and researchers of Applied Linguistics.

June 2006: 336pp Hb: 978-0-415-35869-9: £70.00 Pb: 978-0-415-35870-5: £19.99 eBook: 978-0-203-00660-3 www.routledge.com/9780415358705

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RESEARCH AND THEORY

NEW 3RD EDITION

Second Language Acquisition

Second Language Acquisition Research Series

An Introductory Course

Edited by Susan M. Gass and Alison Mackey

Susan M. Gass, Michigan State University, USA and Larry Selinker, New York University, USA

NEW

’A tour de force. The authors have taken the best text available for an introductory course in second language acquisition (SLA) and made it even stronger.... The improvements in the third edition are palpable from the very beginning of the text.’

– Fred Eckman, University of Maryland, USA ‘[This book] presents the most balanced, grounded, and accessible introduction to a broad field.’ – Richard Young, University of Wisconsin-Madison, USA ‘This text presents a comprehensive overview of SLA in an accessible, highly readable manner appropriate for readers new to this discipline...The new edition includes even more data samples than the previous edition, both integrated into the main text and in the discussion questions at the end of each chapter.’ – Deborah Pilcher, Gallaudet University, USA The new and updated edition of this bestselling introductory textbook is a comprehensive overview of the field of second language acquisition. In an easy-to-read, accessible style, it provides students with information about the scope of the field, but also provides background information on related areas such as first language acquisition. The book introduces students to current issues of data collection and data analysis, as well as provides a historical overview of the field, thus giving students context and perspective about how today’s issues arise from earlier approaches.

Each chapter offers discussion questions and problems so that students can put their knowledge to use in a way that is relevant to what they have learned, but that also challenges them to go beyond what is in the chapter and to relate information across chapters.

The book covers a range of areas of second language research including sociolinguistic, psycholinguistic, and linguistic perspectives. It also includes a chapter on the lexicon and on instructed second language learning.

The concluding chapter pulls the information in the previous chapters together into a coherent framework that challenges students to think about the field of second language acquisition as a whole.

January 2008: 616pp Hb: 978-0-8058-5497-8: £60.00 Pb: 978-0-8058-5498-5: £24.99 eBook: 978-0-203-93284-1 www.routledge.com/9780805854985

Problems in Second Language Acquisition Michael H. Long, University of Maryland at College Park, USA In this book, Mike Long proposes a way to help second language acquisition develop a systematic and coherent focus using the philosophy of science as the lens.

Psycholinguistics and Second Language Acquisition

May 2008: 224pp Pb: 978-0-8058-6255-3: £18.00 www.routledge.com/9780805862553

The volume will be of interest to researchers, educators, and graduate students in second language acquisition, applied linguistics, TESOL, and linguistics programs. It may be recommended as additional reading for an introductory SLA course in order to stimulate class discussions.

Data Elicitation for Second and Foreign Language Research

June 2006: 216pp Hb: 978-0-8058-3580-9: £48.99 Pb: 978-0-8058-6084-9: £18.00 eBook: 978-1-4106-1433-9 www.routledge.com/9780805860849

Using Priming Methods in Second Language Research Kim McDonough, Nothern Arizona University, USA and Pavel Trofimovich, Concordia University, Canada

Susan M. Gass, Michigan State University, USA and Alison Mackey, Georgetown University, USA This timely reference guide is specifically directed toward the needs of second language researchers, who can expect to gain a clearer understanding of which techniques may be most appropriate and fruitful in given research domains. This is a perfect companion to the same author team’s bestselling Second Language Research: Methodology and Design. It will be an indispensable text for graduate or advanced-level undergraduate students who are beginning research projects in the fields of applied linguistics, second language acquisition, and TESOL as well as a comprehensive reference point for more seasoned researchers.

February 2007: 224pp Hb: 978-0-8058-6034-4: £39.99 Pb: 978-0-8058-6035-1: £14.50 eBook: 978-1-4106-1628-9 www.routledge.com/9780805860351

Theories in Second Language Acquisition An Introduction Edited by Bill VanPatten and Jessica Williams, both at the University of Illinois at Chicago, USA This book surveys the major theoretical approaches currently used in second language acquisition research, providing a systematic and coherent presentation in a single source.

Each chapter follows a consistent model constructed around the same set of questions, including: ‘What is the theory?’ ‘What are the major constructs?’ ‘What counts as evidence?’ ‘What are the common misunderstandings about the theory?’

The answers to these questions are written at a basic level by a leading expert in the respective theoretical model. As a result, the volume as a whole presents complex ideas in an accessible manner.

The Psychology of the Language Learner Individual Differences in Second Language Acquisition Zoltán Dörnyei, University of Nottingham, UK November 2005: 288pp Hb: 978-0-8058-4729-1: £45.00 Pb: 978-0-8058-6018-4: £19.50 eBook: 978-1-4106-1334-9 www.routledge.com/9780805860184

Intended to serve as an introductory textbook for advanced undergraduate and beginning graduate students, Theories in Second Language Acquisition is an exceptionally thorough resource that effectively expounds the theoretical foundations of the field.

September 2006: 272pp Hb: 978-0-8058-5737-5: £55.50 Pb: 978-0-8058-5738-2: £19.99 eBook: 978-1-4106-1529-9

Second Language Research Methodology and Design Alison Mackey, Georgetown University, USA and Susan M. Gass, Michigan State University, USA February 2005: 424pp Hb: 978-0-8058-5602-6: £65.00 Pb: 978-0-8058-4249-4: £27.00 eBook: 978-1-4106-1256-4 www.routledge.com/9780805842494

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RESEARCH AND THEORY

NEW

A Synthesis of Research on Second Language Writing in English Ilona Leki, University of Tennessee, USA, Tony Silva, Purdue University, USA and Alister Cumming, University of Toronto, Canada ‘The authors command the field in ways that perhaps no one else does. Their vast collective knowledge shines on every page.’ – Barbara Kroll, University of Southern California Synthesizing twenty-five years of the most significant and influential findings of published research on second language writing in English, this volume promotes understanding and provides access to research developments in the field. Overall, it distinguishes the major contexts of English L2 learning in North America, synthesizes the research themes, issues, and findings that span these contexts, and interprets the methodological progression and substantive findings of this body of knowledge. Of particular interest is the extensive bibliography, which makes this volume an essential reference tool for libraries and serious writing professionals, both researchers and practitioners, both L1 and L2.

This book is designed to help researchers become familiar with the most important research on this topic, to promote understanding of pedagogical needs of L2 writing students, and to introduce graduate students to L2 writing research findings. It is organized in three sections: • Contexts for L2 Writing covers research on L2 writers in school settings, in community, workplace, and professional environments, and in respect to ideological issues.

• Instruction and Assessment focuses on pedagogical and assessment issues within courses and institutions.

• Basic Research on Second Language Writing reviews basic empirical research on L2 writers, composing processes, and texts.

A Synthesis of Research on L2 Writing in English is intended for L2 writing researchers world wide, L2 writing practitioners, graduate students in TESOL methods courses, L1 English writing professionals and practitioners, and graduate students in teacher education courses in literacy development, as well as writing centers serving the growing number of L2 writers using those services.

June 2008: 224pp Hb: 978-0-8058-5532-6: £70.00 Pb: 978-0-8058-5533-3: £22.99 eBook: 978-0-203-93025-0 www.routledge.com/9780805855333

Undergraduates in a Second Language

Second Language Writing Research

Challenges and Complexities of Academic Literacy Development Ilona Leki, University of Tennessee, USA ’Once I started reading, I couldn’t stop.... I cannot emphasise too strongly how important (and rare) it is for a professional book to be so very readable, so compelling....

The combination of the solid scholarship, the theoretical framework, and vivid depiction of the students’ lives, make this book one that will be read by many and that will be influential.’ – Stephanie Vandrick, University of San Francisco, USA ‘Few studies like this exist that document the writing that students do and the attitudes toward writing that they have over their entire undergraduate experience.... The case studies are rich and revealing, and give curriculum designers and writing teachers, both L1 and L2, much to think about. Above all, [this book] makes us question long- and dearly held assumptions about writing at the undergraduate level.’ – Christine Pearson Casanave, Temple University, USA This is the first book-length study of bilingual, international, and immigrant students in English writing courses that attempts to fully embed their writing experiences within the broader frame of their personal histories, the human context of their development, and the disciplinary contexts of their majors. It addresses the questions: How useful are L2 writing courses for the students who are required to take them? What do the students carry with them from these courses to their other disciplinary courses across the curriculum? What happens to these students after they leave ESL, English, or writing classes?

Drawing on data from a 5-year longitudinal study of four university students for whom English was not their strongest or primary language, it captures their literacy experiences throughout their undergraduate careers.

The intensive case studies answer some questions and raise others about these students’ academic development as it entwined with their social experiences and identity formation and with the ideological context of studying at a U.S. university in the 1990s.

Perspectives on the Process of Knowledge Construction Edited by Paul Kei Matsuda, University of New Hampshire, USA and Tony Silva, Purdue University, USA January 2005: 272pp Hb: 978-0-8058-5045-1: £55.00 Pb: 978-0-8058-5046-8: £23.99 eBook: 978-1-4106-1275-5 www.routledge.com/9780805850468

2ND EDITION

The Bilingualism Reader Edited by Li Wei, Newcastle University, UK The Bilingualism Reader is the definitive Reader for the study of bilingualism. Designed as an integrated and structured student resource it provides invaluable editorial material that guides the reader through different sections and covers: • Definitions and typology of bilingualism • Language choice and bilingual interaction • Bilingualism, identity and ideology • Grammar of code-switching and bilingual acquisition • Bilingual production and perception • The bilingual brain • Methodological issues in the study of bilingualism.

The second edition of this best selling volume includes nine new chapters and postscripts written by the authors of the original articles, who evaluate them in the light of recent research. Critical discussion of research methods, revised graded study questions and activities, a comprehensive glossary, and an up-to-date resource list make The Bilingualism Reader an essential introductory text for students of linguistics, psychology and education.

December 2006: 592pp Hb: 978-0-415-35554-4: £80.00 Pb: 978-0-415-35555-1: £24.99 www.routledge.com/9780415355551 • AVAILABLE AS AN INSPECTION COPY

June 2007: 352pp Hb: 978-0-8058-5637-8: £49.95 Pb: 978-0-8058-5638-5: £19.99 eBook: 978-1-4106-1776-7 www.routledge.com/9780805856385

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RESEARCH AND THEORY

2ND EDITION

Cultural Practices of Literacy

Changing English

Case Studies of Language, Literacy, Social Practice, and Power

Edited by David Graddol, Dick Leith, Joan Swann, Martin Rhys and Julia Gillen, all at the Open University, UK Changing English examines the history of English from its origins in the fifth century to the present day. It focuses on the radical changes that have taken place in the structure of English over a millennium and a half, detailing the influences of migration, colonialism and many other historical, social and cultural phenomena. Expert authors illustrate and analyze dialects, accents and the shifting styles of individual speakers as they respond to changing circumstances. The reader is introduced to many key debates relating to the English language, illustrated by specific examples of data in context.

Including key material retained from the earlier bestselling book, English: History, Diversity and Change, this new book has been thoroughly reorganized and updated with entirely new material. Changing English: • Explains basic concepts, easily located through a comprehensive index.

• Includes contributions by experts in the field, such as David Crystal, David Graddol, Dick Leith, Lynda Mugglestone and Joan Swann.

• Contains a range of source material and commissioned readings to supplement chapters.

This book makes an essential contribution to the field of English language studies.

January 2007: 328pp Hb: 978-0-415-37669-3: £70.00 Pb: 978-0-415-37679-2: £19.99 www.routledge.com/9780415376792 • AVAILABLE AS AN INSPECTION COPY

Edited by Victoria Purcell-Gates, University of British Columbia, Canada This volume presents case studies of literacy practices as shaped by culture, language, community, and power.

Covering a range of contexts and exploring a number of relevant dimensions in the evolving picture of literacy as situated, multiple, and social, the studies are grouped around four overarching themes:

Developing Reading and Writing in Second-Language Learners Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth Edited by Diane August, Center for Applied Linguistics, USA and Timothy Shanahan, University of Illinois at Chicago, USA A Co-Publication of Routledge, the Center for Applied Linguistics, and the International Reading Association This book is a shorter version of Developing Literacy in Second-Language Learners, reporting the findings of the National Literacy Panel on Language-Minority Children and Youth. This book concisely summarizes what is known from empirical research about the development of literacy in language-minority children and youth, including development, environment, instruction, and assessment.

• Language, Literacy, and Hegemony • The Immigrant Experience: Language, Literacies, and Identities • Literacies In-/Out-of-School and On the Borders • New Pedagogies for New Literacies.

It is now generally recognized that literacy is multiple and woven within the sociocultural lives of communities, but what is not yet fully understood is how it is multiple – how this multiplicity plays out across and within differing sociocultural contexts. Such understanding is critical for crafting school literacy practices in response to the different literacy sets brought to school by different learners. Toward this end it is necessary to know what those sets are composed of. Each of the case studies contributes to building this knowledge in new and interesting ways. As a whole the book provides a rich and complex portrait of literacy-in-use.

Cultural Practices of Literacy advances sociocultural research and theory pertaining to literacy development as it occurs across school and community boundaries and cultural contexts and in and out of school. It is intended for researchers, students, professionals across the field of literacy studies and schooling, including specialists in family literacy, community literacy, adult literacy, critical language studies, multiliteracies, youth literacy, international education, English as a second language, language and social policy, and global literacy.

March 2007: 256pp Hb: 978-0-8058-5491-6: £75.00 Pb: 978-0-8058-5492-3: £19.99 eBook: 978-1-4106-1791-0 www.routledge.com/9780805854923

This more accessible version of the full report is intended for teachers, administrators, and researchers and for use in a wide range of teacher preparation courses and in in-service and staff development programs that deal with educating English language learners.

August 2007: 336pp Hb: 978-0-8058-6208-9: £75.00 Pb: 978-0-8058-6209-6: £15.99 eBook: 978-0-203-93760-0 www.routledge.com/9780805862096

Developing Literacy in Second-Language Learners Report of the National Literacy Panel on Language-Minority Children and Youth Edited by Diane August, Center for Applied Linguistics, USA and Timothy Shanahan, University of Illinois at Chicago, USA This volume reports the findings of the National Literacy Panel on Language-Minority Children and Youth. The formal charge to the panel – a distinguished group of expert researchers in reading, language, bilingualism, research methods, and education – was to identify, assess, and synthesize research on the education of language-minority children and youth with respect to their attainment of literacy.

The audiences for this volume include researchers interested in the development of literacy in language-minority children and youth as well as those studying literacy more generally, and those concerned with improving the education of this population of students.

July 2006: 688pp Hb: 978-0-8058-6076-4: £160.00 Pb: 978-0-8058-6077-1: £42.50 eBook: 978-1-4106-1423-0 www.routledge.com/9780805860771

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RESEARCH AND THEORY

Heritage Language Education

An Introduction to Bilingualism

Learning to Read Across Languages

A New Field Emerging

Principles and Processes

Edited by Donna M. Brinton, Soka University of America, USA, and Olga Kagan and Susan Bauckus, both at the University of California at Los Angeles, USA

Edited by Jeanette Altarriba, University at Albany, SUNY, USA and Roberto R. Heredia, Texas A&M International University, USA

Cross-Linguistic Relationships in First- and Second-Language Literacy Development

’... focuses on issues at the forefront of heritage language teaching and research. Its state-of-the-art presentation will make this volume a standard reference book for investigators, teachers, and students. It will also generate further research and discussion, thereby advancing the field.’

– María Carreira, California State University at Long Beach, USA ‘In our multilingual and multicultural society there is an undeniable need to address issues of bilingualism, language maintenance, literacy development, and language policy. The subject of this book is timely.... It has potential to make a truly significant contribution to the field.’ – María Cecilia Colombi, University of California at Davis, USA This volume presents a multidisciplinary perspective on teaching heritage language learners. Contributors from theoretical and applied linguistics, sociolinguistics, psychology, educational policy, and pedagogy specialists explore policy and societal issues, present linguistic case studies, and discuss curricular issues, offering both research and hands-on innovation.

’Excellent book! It covers the field to some of its remotest corners.’ – Jean-Marc Dewaele, University of London, UK This important text provides a general overview of the methods and theories used in the broad domain of bilingualism.

The unique interdisciplinary approach, which is reflected in the various topics covered, gives students a global picture of the field. Topics range from early childhood intellectual development to educational and social-cognitive challenges to the maturing bilingual brain. Important developing areas such as cognitive aging, creativity, the social and cultural context perspective, communication disorders and sentence processing are also covered within the volume. This text is aimed towards undergraduate courses and graduate courses in psycholinguistics, especially those with an emphasis on bilingualism or second language learning.

Edited by Keiko Koda, Carnegie Mellon University, USA and Annette M. Zehler, Center for Applied Linguistics, USA This book systematically examines how learning to read occurs in diverse languages, and in so doing, explores how literacy is learned in a second language by learners who have achieved at least basic reading skills in their first language.

As a consequence of rapid globalization, such learners are a large and growing segment of the school population worldwide, and an increasing number of schools are challenged by learners from a wide variety of languages, and with distinct prior literacy experiences. To succeed academically these learners must develop second-language literacy skills, yet little is known about the ways in which they learn to read in their first languages, and even less about how the specific nature and level of their first-language literacy affects second-language reading development.

This volume provides detailed descriptions of five typologically diverse languages and their writing systems, and offers comparisons of learning-to-read experiences in these languages. Specifically, it addresses the requisite competencies in learning to read in each of the languages, how language and writing system properties affect the way children learn to read, and the extent and ways in which literacy learning experience in one language can play a role in subsequent reading development in another. Both common and distinct aspects of literacy learning experiences across languages are identified, thus establishing a basis for determining which skills are available for transfer in second-language reading development.

December 2007: 392pp Hb: 978-0-8058-5134-2: £49.99 Pb: 978-0-8058-5135-9: £27.50 eBook: 978-0-203-92782-3 www.routledge.com/9780805851359 • AVAILABLE AS AN INSPECTION COPY

Research and curriculum design in heritage language education is just beginning. Heritage language pedagogy, including research associated with the attrition, maintenance, and growth of heritage language proficiency, is rapidly becoming a field in its own right within foreign language education. This book fills a current gap in both theory and pedagogy in this emerging field. It is a significant contribution to the goals of formulating theory, developing informed classroom practices, and creating enlightened programs for students who bring home-language knowledge into the classroom.

Learning to Read Across Languages is intended for researchers and advanced students in the areas of second-language learning, psycholinguistics, literacy, bilingualism, and cross-linguistic issues in language processing.

Heritage Language Education is dedicated to Professor Russell Campbell (1927-2003), who was instrumental in advocating for the creation of the field of heritage language education.

October 2007: 256pp Hb: 978-0-8058-5611-8: £75.00 Pb: 978-0-8058-5612-5: £22.99 eBook: 978-0-203-93566-8 www.routledge.com/9780805856125

December 2007: 384pp Hb: 978-0-8058-4803-8: £70.00 eBook: 978-0-8058-4803-8 www.routledge.com/9780805848038

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RESEARCH AND THEORY

Problematizing Identity Everyday Struggles in Language, Culture, and Education Edited by Angel M.Y. Lin, City University of Hong Kong ’...a major contribution to the fields it addresses. This book is quite appropriate not only for such areas as language, culture and education, multilingualism and multiculturalism, sociolinguistics, discourse and critical discourse analysis, and language and gender... but also for courses that deal with various aspects of comparative and international education more broadly.’ – Timothy Reagan, University of Connecticut, USA This book argues that identity as a term needs to be problematized, not taken for granted – for both the risks and the potential that the concept offers to educators for understanding issues of social inequality and how social inequality is being reproduced, and for exploring possible alternative ways educators can work with identity de/formation processes to seek to break the social reproduction structures mediated through identity fixing and essentialization. It provides some of the meta-language and theoretical, analytical tools to embark on such a practice of making the familiar strange, problematizing the taken-for-granted, and uncovering the linguistic, discursive, and cultural processes that serve to subordinate some people while privileging others.

The chapters are organized around three themes: Identity, Class, and Difference; Gender, Ethnicity, and Education; and Gender, Ethnicity, and Language. The diverse sociocultural contexts in which the data and analyses are situated help to illustrate symbolic struggles and identity politics that are being engaged in by peoples in different cultures, languages, and societies of the world, offering insights from multidisciplinary, transcultural, and trans-local perspectives.

Technology-Mediated Learning Environments for Young English Learners Connections In and Out of School Edited by L. Leann Parker, University of California at Berkeley, USA This book explores issues related to the use of technologies to support young second-language learners and looks at promising areas for research, design, and development. Grounded in a sociocultural theoretical framework, it invites educators, researchers, and educational technology developers to consider a range of social and cultural factors in utilizing technology as a tool to help children from diverse linguistic and cultural backgrounds develop their English-language and reading skills. A major contribution is the authors’ consideration of ways that technology outside of school can benefit these students’ English-language development in school. The central chapters are counter pointed by invited reflections that bring to the discussion different, yet complementary, perspectives from notable scholars in the field of second-language literacy and learning.

Technology-Mediated Learning Environments for Young English-Language Learners is targeted to researchers, educators, and policymakers in the areas of elementary education, after-school learning, second-language teaching and learning, English language and literacy development, and reading.

November 2007: 336pp Hb: 978-0-8058-6232-4: £65.00 Pb: 978-0-8058-6233-1: £21.99 eBook: 978-1-4106-1615-9 www.routledge.com/9780805862331

2ND EDITION

Using English Edited by Janet Maybin, Neil Mercer and Ann Hewings, all at the Open University, UK Using English provides an invaluable introduction to the study of English for students of language and linguistics. It examines the way in which the English language is used today in different contexts and in many parts of the world, by both native and non-native speakers. Issues of language use in speech and writing, in work and play, and in persuading and informing are explored and illustrated with data and readings from around the English-using world. The reader is introduced to the adaptations and variations in English language use and to debates relating to how these are perceived and evaluated by different groups of users.

For this new book, key material from the earlier bestselling book, Using English: From Conversation to Canon, has been reorganized and updated, and entirely new material introduced. This new content is based on recent research in the field, as well as on contemporary thinking about how speakers and writers use the English language to accomplish a huge range of purposes in a variety of linguistic and cultural settings.

Drawing on The Open University’s wide experience of writing accessible and innovative texts, this book: • Explains basic concepts, easily located through a comprehensive index.

• Includes contributions by experts in the field, such as Mike Baynham, Adrian Beard, Guy Cook, Sharon Goodman, Almut Koester, Janet Maybin and NeilMercer.

• Contains a range of source material and commissioned readings to supplement chapters.

February 2007: 328pp Hb: 978-0-415-37681-5: £70.00 Pb: 978-0-415-37682-2: £19.99 www.routledge.com/9780415376822 • AVAILABLE AS AN INSPECTION COPY

By offering a comprehensive integration, clarification and delineation of the different ways identity has been thought about and used in different theoretical traditions, and discussing the implications of different theoretical senses of “identity” for language educators, this volume will be useful to undergraduate and graduate students, researchers, and educators in sociolinguistics, applied linguistics, discourse analysis, sociology, education, gender studies, and cultural and media studies.

November 2007: 248pp Hb: 978-0-8058-5338-4: £75.00 Pb: 978-0-8058-5339-1: £19.99 eBook: 978-1-4106-1810-8 www.routledge.com/9780805853391

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RESEARCH AND THEORY

Color, Race, and English Language Teaching Shades of Meaning Edited by Andy Curtis, Queen’s University, Canada and Mary Romney, Quinebaug Valley Community College, USA The unique contribution of this book is to bring together Critical Race Theory and narrative inquiry and apply them specifically to a largely overlooked area of experience within the field of TESOL: What does it mean to be a TESOL professional of color?

To address this question, TESOL professionals of color from all over the world, representing a wide range of racial, ethnic, and cultural backgrounds, offer accounts of their own experiences, responding to two related questions: Can you identify critical events or conditions in your personal or professional life that are the result of you being a person of color that affect who you are now and what you do as a TESOL professional of color? and What have you learned from these events or conditions that have had a bearing on your life as a TESOL professional of color?

Color, Race, and English Language Teaching is intended for researchers, professionals, and students in the field of English language teaching. The book is designed as a text for MATESOL programs and courses that deal with issues of language, culture, and teaching.

May 2006: 224pp Hb: 978-0-8058-5659-0: £42.50 Pb: 978-0-8058-5660-6: £14.99 www.routledge.com/9780805856606 • AVAILABLE AS AN INSPECTION COPY

Speech Production and Second Language Acquisition Judit Kormos, Eotvos University, Hungary Series: Cognitive Science and Second Language Acquisition Speech Production and Second Language Acquisition provides a thorough overview of the field and proposes a new integrative model of how L2 speech is produced.

The book examines how research on second language and bilingual speech production can be grounded in L1 research conducted in cognitive science and in psycholinguistics. It highlights a coherent and straightforward introduction to the bilingual lexicon and its role in spoken language performance.

March 2006: 248pp Hb: 978-0-8058-5657-6: £36.99 Pb: 978-0-8058-5658-3: £18.50 www.routledge.com/9780805856583

Language, Identity, and Stereotype Among Southeast Asian American Youth

Dialogic Approaches to TESOL

The Other Asian

September 2005: 48pp Hb: 978-0-8058-5597-5: £60.00 Pb: 978-0-8058-3901-2: £20.99 www.routledge.com/9780805839012 • AVAILABLE AS AN INSPECTION COPY

Angela Reyes, Hunter College, CUNY, USA This book – an ethnographic and discourse analytic study of an after-school video-making project for 1.5- and second-generation Southeast Asian American teenagers – explores the relationships among stereotype, identity, and ethnicity that emerge in this informal educational setting.

Working from a unique theoretical foundation that combines linguistic anthropology, Asian American studies, and education, and using rigorous linguistic anthropological tools to closely examine video- and audio- recorded interactions gathered during the video-making project (in which teen participants learned the skills for creating their own video and adult staff learned to respect and value the local knowledge of youth), the author builds a compelling link between micro-level uses of language and macro-level discourses of identity, race, ethnicity, and culture. In this study of the ways in which teens draw on and play with circulating stereotypes of the self and the other, Reyes uniquely illustrates how individuals can reappropriate stereotypes of their ethnic group as a resource to position themselves and others in interactionally meaningful ways, to accomplish new social actions, and to assign new meanings to stereotypes.

Where the Ginkgo Tree Grows Shelley Wong, George Mason University, USA

Funds of Knowledge Theorizing Practices in Households, Communities, and Classrooms Edited by Norma Gonzalez, University of Utah, USA, Luis C. Moll, University of Arizona, USA and Cathy Amanti, Tucson Unified School District, USA May 2005: 320pp Hb: 978-0-8058-4917-2: £65.00 Pb: 978-0-8058-4918-9: £22.99 eBook: 978-1-4106-1346-2 www.routledge.com/9780805849189 • AVAILABLE AS AN INSPECTION COPY

Language, Literacy, and Power in Schooling Edited by Teresa L. McCarty, Arizona State University, USA

This is an important book for academics and students in sociolinguistics, linguistic anthropology, discourse analysis, and applied linguistics with an interest in issues of youth, race, and ethnicity, and educational settings, and will also be of interest to readers in the fields of education, Asian American studies, social psychology, and sociology.

April 2005: 352pp Hb: 978-0-8058-4646-1: £65.00 Pb: 978-0-8058-4647-8: £25.99 eBook: 978-1-4106-1354-7 www.routledge.com/9780805846478 • AVAILABLE AS AN INSPECTION COPY

August 2006: 192pp Hb: 978-0-8058-5539-5: £50.00 eBook: 978-1-4106-1451-3 www.routledge.com/9780805855395

Latino Education

Ultimate Attainment in Second Language Acquisition

A Volume of the National Latino/a Education Research and Policy Project

A Case Study

July 2005: 584pp Hb: 978-0-8058-4986-8: £95.00 Pb: 978-0-8058-4987-5: £42.50 eBook: 978-1-4106-1331-8 www.routledge.com/9780805849875

An Agenda for Community Action Research Edited by Pedro Pedraza and Melissa Rivera, both at the Center for Puerto Rican Studies, CUNY, USA

Donna Lardiere, Georgetown University, USA The first book-length treatment of its type, this volume is a case study with a solid theoretical grounding that examines the language of an immigrant learner of English, and thereby presents a much needed understanding of the linguistic competence of second language speakers. Based on longitudinal data collected over a period of 16 years, this clear and accessible presentation is well-grounded in linguistic theory and in second language acquisition research issues.

September 2006: 288pp Hb: 978-0-8058-3456-7: £69.99 eBook: 978-1-4106-1547-3 www.routledge.com/9780805834567

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13

14

RESEARCH AND THEORY

CLASSROOM PRACTICE

Learning, Teaching, and Community

NEW

Contributions of Situated and Participatory Approaches to Educational Innovation

2ND EDITION

Edited by Lucinda Pease-Alvarez, University of California at Santa Cruz, USA and Sandra R. Schecter, York University, Canada

ESL (ELL) Literacy Instruction

English-Only Instruction and Immigrant Students in Secondary Schools

A Guidebook to Theory and Practice

A Critical Examination

Lee Gunderson, University of British Columbia, Canada

Lee Gunderson, University of British Columbia, Canada

July 2005: 208pp Hb: 978-0-8058-4867-0: £60.00 Pb: 978-0-8058-4868-7: £22.99 eBook: 978-1-4106-1319-6 www.routledge.com/9780805848687

VOLUME 3

NABE Review of Research and Practice Edited by Virginia Gonzalez, University of Cincinnati, USA and Josefina Tinajero, University of Texas at El Paso, USA January 2005: 480pp Hb: 978-0-8058-5275-2: £50.00 Pb: 978-0-8058-5276-9: £16.99 eBook: 978-1-4106-1267-0 www.routledge.com/9780805852769 • AVAILABLE AS AN INSPECTION COPY

Research in Applied Linguistics Becoming a Discerning Consumer Fred L. Perry, Jr., American University in Cairo, Egypt May 2005: 288pp Hb: 978-0-8058-4684-3: £65.00 Pb: 978-0-8058-4685-0: £22.99 eBook: 978-1-4106-1361-5 www.routledge.com/9780805846850 • AVAILABLE AS AN INSPECTION COPY

Teaching English to the World History, Curriculum, and Practice Edited by George Braine, The Chinese University of Hong Kong April 2005: 216pp Hb: 978-0-8058-5400-8: £50.00 Pb: 978-0-8058-5401-5: £16.99 eBook: 978-1-4106-1286-1 www.routledge.com/9780805854015 • AVAILABLE AS AN INSPECTION COPY

This book is for teachers, teacher educators, school and district administrators, policy makers, and researchers who want to know about literacy, cultural diversity, and students who speak little or no English.

It offers a rich picture of the incredible diversity of students who enter secondary school as immigrants – their abilities, their needs, and their aspirations.

’Gunderson has done an excellent job of presenting both whole language and phonics based approaches with a minimum of bias. The abundance of illustrative instructional tools included in this book make it a treasure house for pedagogical purposes.’ – Lorrie Stoops Verplaetse, Southern Connecticut State University, USA ‘[The author] has composed a text that will help the teacher teach and insure that the student will learn. Dr. Gunderson’s research is brilliant! This one-of-a-kind text is sorely needed for pre-service and in-service teacher education.’ – Patricia Schmidt, LeMoyne College, USA This comprehensive research-based text provides both ESL and mainstream teachers with the background and expertise necessary to plan and implement reading programs that match the particular needs and abilities of their students. ESL Literacy Instruction: • Applies current ESL and reading research and theory to practice.

• Is designed for use by pre-service and in-service teachers at all levels from kindergarten to adult learners.

• Explains different models of literacy instruction from systematic phonics to whole language instruction and includes specific teaching methods within each model.

Educators and researchers will find the descriptions of students’ simultaneous learning of English and of academic content relevant to their view of whether instruction should be English only or bilingual. For teachers who view multicultural education as an important endeavor, this book may on occasion surprise them and at other times confirm their views. The author does not attempt to develop a particular political viewpoint about which approach works best with immigrant students. Rather, the objective of the studies was to develop a full, rich description of the lives of immigrant high school students enrolled in classes where the medium of instruction is English. The reader is left to evaluate the results.

August 2006: 320pp Hb: 978-0-8058-2513-8: £75.00 Pb: 978-0-8058-2514-5: £25.99 eBook: 978-1-4106-1495-7 www.routledge.com/9780805825145 • AVAILABLE AS AN INSPECTION COPY

• Encourages teacher choice in instructional decisions and provides a systematic rationale and approach for teachers to design their own teaching programs within their own models of literacy.

• Addresses multicultural issues.

Changes in the Second Edition include more research based discussions and more practical teaching suggestions, updated coverage of views on reading instruction for ESL/ELL students, new section on secondlanguage theory and research, new chapters on the importance of culture in second-language literacy contexts, and information on how published resources can be accessed on the Internet.

July 2008: 320pp Hb: 978-0-415-98971-8: £70.00 Pb: 978-0-415-98972-5: £21.99 eBook: 978-0-203-89421-7 www.routledge.com/9780415989725 • AVAILABLE AS AN INSPECTION COPY

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CLASSROOM PRACTICE

Black Communications and Learning to Read

2ND EDITION

Building on Children’s Linguistic and Cultural Strengths

Carolyn Temple Adger, Center for Applied Linguistics, USA, Walt Wolfram, North Carolina State University, USA and Donna Christian, Center for Applied Linguistics, USA

Terry Meier, Wheelock College, USA This book is about effective literacy instruction for students in grades K-4 who use the language variety that many linguists call African American English, but which, as explained in the Introduction, the author calls Black Communications (BC). Throughout, considerable attention is given to discussing the integral and complex interconnections among African American language, culture, and history, drawing significantly on examples from African American historical and literary sources. Although it is theoretical in its description of the BC system and its discussion of research on language socialization in African American communities, the major focus of this book is pedagogy. Many concrete examples of successful classroom practices are included so that teachers can readily visualize and use the strategies and principles presented.

• Part One: What is Black Communications? presents an overview of the BC system, providing a basic introduction to the major components of the language – phonology, grammar, lexicon, and pragmatics, and illustrating how these components work in synchrony to create a coherent whole.

• Part Two: Language Socialization in the African American Discourse Community examines existing research on African American children’s language • Part Three: Using African American Children’s Literature draws connections between strategy instruction and the linguistic and rhetorical abilities discussed in Part Two. Each chapter ends with suggestions for using African American literature to help children develop their speaking and writing abilities.

• Part Four: Children Using Language moves from a focus on teaching comprehension strategies to helping BC speakers learn to decode text.

This volume is directed to researchers, faculty, and graduate students in the fields of language and literacy education and linguistics, and is well-suited as a text for graduate-level courses in these areas.

September 2007: 352pp Hb: 978-0-8058-5759-7: £50.00 Pb: 978-0-8058-5760-3: £21.99 eBook: 978-1-4106-1829-0 www.routledge.com/9780805857603

Dialects in Schools and Communities

’There are still widespread myths and negative attitudes about dialect variations in student language. This second edition of an already classic text can help all students become confidently bi-dialectal but only if all teachers, coaches, and professional developers across the curriculum take its conceptual messages to heart, and take its beautifully-designed exercises into all classrooms and workshops.’ – Courtney Cazden, Harvard University, USA ‘This is a terrific book for both pre-service and in-service teacher education... [The authors] deserve kudos for making dialect differences so interesting and accessible!’ – Marcia Farr, The Ohio State University, USA This book describes dialect differences in American English and their impact on education and everyday life.

It explores some of the major issues that confront educational practitioners and suggests what practitioners can do to recognize students’ language abilities, support their language development, and expand their knowledge about dialects.

In this edition the authors reconsider and expand their discussion of many of the issues addressed in the first edition and in other of their earlier works, taking into account especially the research on dialects and publications for audiences beyond linguistics that have appeared since the first edition. This edition is offered as an updated report on the state of language variation and education in the United States.

This volume is intended for teacher interns and practicing teachers in elementary and secondary schools, early childhood specialists, specialists in reading and writing, speech and language pathologists, special education teachers, and students in various language specialties.

January 2007: 240pp Hb: 978-0-8058-4315-6: £75.00 Pb: 978-0-8058-4316-3: £21.99 eBook: 978-1-4106-1618-0 www.routledge.com/9780805843163 • AVAILABLE AS AN INSPECTION COPY

Inclusive Pedagogy for English Language Learners A Handbook of Research-Informed Practices Edited by Lorrie Stoops Verplaetse and Naomi Migliacci, both at Southern Connecticut State University, USA In this book leading researchers, teacher educators, and expert practitioners speak to current and future educators and educational leaders in understandable language about the research that informs best practices for English language learners integrated into the K-12 public school system.

Responding to current state and federal mandates that require educators to link their practices to sound research results, it is designed to help educators to define, select, and defend realistic educational practices that include and serve well their English language learning student populations.

A critical and distinctive feature of this volume is its non-technical language that is accessible to general educators who have not been trained in the fields of second-language development and applied linguistics.

Each chapter begins with a thorough discussion of the recommended practices, followed by a description of the research that supports these practices. The rigor of reported research is contained, but this research is written in a lay person’s terminology, accompanied by bibliographies for readers who wish to read about the research in technical detail. The volume is structured around four themes: • In the Elementary Classroom • In the Middle and Secondary Classroom • School and Community Collaboration • School and District Reform.

Inclusive Pedagogy for English Language Learners is intended for current and future educational administrators, all educators who have a keen interest in school reform at the classroom, school, or district level, and staff developers, policy makers, parents and community groups, and anyone interested in the successful education of linguistically and culturally diverse students.

September 2007: 384pp Hb: 978-0-8058-5719-1: £75.00 Pb: 978-0-8058-5720-7: £27.99 eBook: 978-1-4106-1755-2 www.routledge.com/9780805857207

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16

CLASSROOM PRACTICE

Language, Culture, and Community in Teacher Education

2ND EDITION

Language and Linguistics in Context

Literacy and Bilingualism

Readings and Applications for Teachers

Edited by María Estela Brisk, Boston College, USA

A Handbook for ALL Teachers

Published by Lawrence Erlbaum Associates/ Taylor & Francis Group for the American Association of Colleges for Teacher Education

María Estela Brisk, Boston College, USA and Margaret M. Harrington, Providence Public Schools, USA

Edited by Harriet Luria, Hunter College, CUNY, USA, Deborah M. Seymour, Laureate Education, Inc., USA and Trudy Smoke, Hunter College, CUNY, USA

’The particular and much-needed focus of this volume is language diversity.... It takes on this previously un-emphasised and un-studied problem in teacher education, raising thoughtful questions and offering trenchant analyses....

Now more than ever, those who are committed to teacher education practice, research, and policy that includes language diversity need to understand and be strategic about the complex circumstances that threaten these agendas. This volume is a big step in the right direction.’ – Marilyn Cochran-Smith, Boston College, USA

This book applies proven techniques, derived from bilingual and bicultural classrooms, to teaching literacy in the twenty-first century. Its goal is to help teachers increase their understanding of bilingual learners in order to maximize instruction. Teachers can use this book to expand their understanding of literacy and bilingualism, implement literacy approaches and assess students’ development; and learn through reflection.

This volume addresses the pressing reality in teacher education that all teachers need to be prepared to work effectively with linguistically and culturally diverse student populations. Every classroom in the country is already, or will soon be, deeply affected by the changing demographics of America’s students. The literature on language education has typically been discussed in relation to preparing ESL or bilingual teachers. Typically, needs of culturally and linguistically diverse students, including immigrants, refugees, language minority populations, African Americans, and deaf students, have been addressed separately. This volume emphasises that these children have both common educational needs and needs that are culturally and linguistically specific.

It is directed to the preparation of all teachers who work with culturally and linguistically diverse students.

It not only focuses on how teachers need to change but how faculty and curriculum need to be transformed, and how to better train teacher education candidates to understand and work efficaciously with the communities in which culturally and linguistically diverse students tend to be predominant.

September 2007: 432pp Hb: 978-0-8058-5697-2: £45.00 Pb: 978-0-8058-5698-9: £19.99 eBook: 978-1-4106-1867-2 www.routledge.com/9780805856989

August 2006: 296pp Pb: 978-0-8058-5506-7: £18.99 eBook: 978-1-4106-1455-1 www.routledge.com/9780805855067 • AVAILABLE AS AN INSPECTION COPY

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Language in the Schools Integrating Linguistic Knowledge Into K-12 Teaching Edited by Kristin Denham and Anne Lobeck, both at Western Washington University, USA July 2005: 296pp Hb: 978-0-8058-4813-7: £65.00 Pb: 978-0-8058-4814-4: £23.99 eBook: 978-1-4106-1321-9 www.routledge.com/9780805848144

2ND EDITION

Bilingual Education

Linguistic Diversity and Teaching

From Compensatory To Quality Schooling

Nancy L. Commins, University of Colorado at Denver, USA and Ofelia B. Miramontes, University of Colorado at Boulder, USA

María Estela Brisk, Boston College, USA September 2005: 272pp Pb: 978-0-8058-4773-4: £15.99 eBook: 978-1-4106-1566-4 www.routledge.com/9780805847734

Series: Reflective Teaching and the Social Conditions of Schooling

3RD EDITION

Language Exploration and Awareness

June 2005: 208pp Pb: 978-0-8058-2736-1: £14.99 eBook: 978-1-4106-1344-8 • AVAILABLE AS AN INSPECTION COPY

A Resource Book for Teachers Larry Andrews, University of Nebraska at Lincoln, USA

Multicultural Issues and Literacy Achievement

This book shows English teachers how they can expand their curriculum beyond the traditional emphases on grammar and syntax, to help their students learn about the many aspects of the English language – including general semantics, regional and social dialects, syntax, spelling, history of the English language, social language conventions, lexicography, and word origins.

The text reviews basic aspects of English language study in classrooms, and then illustrates how teachers can create student-centered, inquiryoriented activities for the learners in their classrooms.

Written from a “language in cultural and social context” perspective, this text stresses the uses of authentic language as it is used by real people for real purposes in diverse social contexts.

Kathryn Au, University of Hawaii at Honolulu, USA

July 2006: 368pp Pb: 978-0-8058-4308-8: £29.99 eBook: 978-0-203-92911-7 www.routledge.com/9780805843088 • AVAILABLE AS AN INSPECTION COPY

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September 2005: 456pp Pb: 978-0-8058-5500-5: £32.50 eBook: 978-0-203-92912-4 www.routledge.com/9780805855005 • AVAILABLE AS AN INSPECTION COPY

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Series: Literacy Teaching September 2005: 232pp Hb: 978-0-8058-4400-9: £50.00 Pb: 978-0-8058-4401-6: £17.99 www.routledge.com/9780805844016

Preparing Quality Educators for English Language Learners Research, Policy, and Practice Edited by Kip Téllez, University of California at Santa Cruz, USA and Hersh C. Waxman, University of Houston, USA November 2005: 216pp Hb: 978-0-8058-5437-4: £50.00 Pb: 978-0-8058-5438-1: £20.99 eBook: 978-1-4106-1734-7 www.routledge.com/9780805854381 • AVAILABLE AS AN INSPECTION COPY

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CLASSROOM PRACTICE

2ND EDITION

The Teacher’s Grammar Book James D. Williams, Soka University, USA May 2005: 288pp PB: 978-8058-5221-9: £23.99 eBook: 978-1-4106-1381-3 www.routledge.com/9780805852219

Teaching and Learning Vocabulary Bringing Research to Practice Edited by Elfrieda H. Hiebert, University of California at Berkeley, USA and Michael L. Kamil, Stanford University, USA June 2005: 288pp HB: 978-0-8058-5285-1: £65.00 Pb: 978-0-8058-5286-8: £27.99 eBook: 978-1-4106-1292-2 www.routledge.com/9780805852868

LANGUAGE POLICY AND PRACTICE

NEW

NEW

Affirming Students’ Right to their Own Language

Cultural Education-Cultural Sustainability

Laurie Katz, The Ohio State University, USA, Jerrie L. Scott, The University of Memphis, USA and Dolores Y. Straker, University of Cincinnati, USA

Minority, Diaspora, Indigenous and Ethno-Religious Groups in Multicultural Societies

This book pulls together much of what we know about language diversity and education in a way that enables professional educators to make sound pedagogical decisions and advocate for educational polices that make sense in relation to the realities confronted in increasingly diverse classrooms. This book:

• Highlights some of the unfulfilled promises of legislated and litigated educational policies.

Stephen B. Kucer, Washington State University, USA and Cecilia Silva, Texas Christian University, USA July 2005: 424pp Pb: 978-0-8058-5020-8: £32.50 eBook: 978-1-4106-1387-5

• Provides a global perspective on the management of language diversity in classrooms and the preservation of indigenous languages in other countries.

Teaching World Languages for Social Justice

July 2008: 420pp Hb: 978-0-8058-6348-2: £75.00 Pb: 978-0-8058-6349-9: £22.99 eBook: 978-1-4106-1813-9 www.routledge.com/9780805863499

A Sourcebook of Principles and Practices

’...contributes significantly to current conversations on multicultural education.... and promises to add substantively to the terrain by giving space to the voices of various ethnic and cultural groups that are not commonly heard. This is both laudable and educative.’

– Maenette Benham, Michigan State University, USA

• Responds to the call to take care of some of the unfinished pedagogical business of the Students’ Right to Their Own Language resolution.

• Demonstrates the value of giving students access to their own language and cultural patterns as a means of improving the quality of learning and subsequently removing the performance gap between PreK–12th grade non-mainstream and mainstream students.

Teaching the Dimensions of Literacy

Edited by Zvi Bekerman, Hebrew University of Jerusalem, Israel and Ezra Kopelowitz, Research Success Technologies, Israel

Terry A. Osborn, Fordham University, USA November 2005: 232pp Pb: 978-0-8058-5075-8: £17.99 eBook: 978-1-4106-1719-4 www.routledge.com/9780805850758 • AVAILABLE AS AN INSPECTION COPY

This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use formal and informal education to sustain cultural continuity while grappling with the influences and demands of wider globalizing, nationalizing, or other homogenizing and assimilatory forces. Particular attention is given to groups that use educational elements other than second-language teaching alone in programs to sustain their particular cultural traditions. The focus of the book on cultural sustainability changes the nature of questions posed in multicultural education from those that address the opening of boundaries to issues of preserving boundaries in an open yet sustainable way.

As forced and elective immigration trends are changing the composition of societies and the educational systems within them – bringing a rich diversity of cultural experience to the teaching and learning process – diaspora, indigenous, and minority groups are looking more and more for ways to sustain their cultures in the context of wider socio-political influences. This volume is a first opportunity to consider critically multicultural efforts in dialogue with educational options that are culturally particularistic but at the same time tolerant.

2ND EDITION

Teaching ESL Composition Purpose, Process, and Practice Dana Ferris, California State University, USA and John S. Hedgcock, Monterey Institute of International Studies, USA

Academics will find this an excellent reference book.

Practitioners will draw inspiration in learning of others’ efforts to sustain cultures, and will engage in critical reflection on their own work vis-á-vis that of others.

Teachers will realize they do not stand alone in their educational efforts and will uncover new strategies and methodologies through which to approach their work.

September 2004: 448pp Pb: 978-0-8058-4467-2: £32.50 eBook: 978-1-4106-1150-5 • AVAILABLE AS AN INSPECTION COPY

January 2008: 448pp Hb: 978-0-8058-5724-5: £75.00 eBook: 978-0-203-93836-2 www.routledge.com/9780805857245

Varied Voices On Language and Literacy Learning Linda Lonon Blanton, University of New Orleans, USA August 1998: 184pp Pb: 978-0-8058-6210-2: £16.99 eBook: 978-1-4106-1593-0 www.routledge.com/9780805862102 • AVAILABLE AS AN INSPECTION COPY

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18

LANGUAGE POLICY AND PRACTICE

Language, Culture, and Teaching Series Edited by Sonia Nieto

NEW

The Work of Language in Multicultural Classrooms Talking Science, Writing Science Edited by Katherine Richardson Bruna, Iowa State University, USA and Kimberley Gomez, University of Illinois at Chicago, USA This book assists science teachers and teacher educators in accommodating students’ cultural and linguistic diversity in the classroom. It contributes to the growing body of work on the role of language in developing classroom scientific communities of practice, expands that work by highlighting the challenges faced specifically by diverse learners and their teachers in joining those communities, and showcases exemplary teaching and research initiatives for helping to meet these challenges. End-of-chapter reflection and extension sections offer rich opportunities for the reader to reflect on the implications of each chapter’s findings for science instruction and research and to apply insights developed in real-world science teaching and learning contexts.

Critical Literacy and Urban Youth

Beyond Grammar

Pedagogies of Access, Dissent, and Liberation

Language, Power, and the Classroom: Resources for Teachers

Ernest Morrell, University of California at Los Angeles, USA ’Morrell challenges pre-service and practicing teachers to embrace complex ideas in order to improve their classroom practice, especially if they want their students to become critical and engaged citizens of our nation and world.... [This] is a passionate book, elegantly written and beautifully developed. Drawing on the ideas of Paulo Freire, Morrell makes no apologies for believing in and trusting both students and teachers. For him, writing and indeed all literacies, are practices of freedom.

Confident that teachers can create classrooms and schools that are critical, lively, and hopeful spaces, he provides teachers and those about to enter the profession with inspiration.’ – Sonia Nieto, From the Foreword

Informative and engaging, The Work of Language in Multicultural Classrooms is intended for courses specifically related to science education, particularly those emphasizing academic literacy and educating linguistically and culturally diverse students.

Critical Literacy and Urban Youth offers an interrogation of critical theory developed from the author’s work with young people in classrooms, neighborhoods, and institutions of power. Through cases, an articulated process, and a theory of literacy education and social change, Morrell extends the conversation among literacy educators about what constitutes critical literacy while also examining implications for practice in secondary and postsecondary American educational contexts. This book is distinguished by its weaving together of theory and practice..

July 2008: 339pp Hb: 978-0-8058-6427-4: £70.00 Pb: 978-0-8058-6428-1: £22.99 eBook: 978-1-4106-1860-3 www.routledge.com/9780805864281

December 2007: 272pp Hb: 978-0-8058-5663-7: £75.00 Pb: 978-0-8058-5664-4: £22.99 eBook: 978-0-8058-5663-7 www.routledge.com/9780805856644

Contextualizing College ESL Classroom Praxis

Language, Culture, and Teaching

A Participatory Approach to Effective Instruction

Sonia Nieto, University of Massachusetts at Amherst, USA

Lawrence N. Berlin, Northeastern Illinois University, USA May 2005: 584pp Pb: 978-0-8058-4988-2: £16.99 eBook: 978-1-4106-1380-6 www.routledge.com/9780805849882

Critical Perspectives for a New Century

August 2001: 320pp Pb: 978-0-8058-3738-4: £22.99 eBook: 978-1-4106-0581-8

Mary R. Harmon, Saginaw Valley State University, USA and Marilyn J. Wilson, Michigan State University, USA Written for pre-service and practicing teachers, Beyond Grammar asks readers to think about the power of words, the power of language attitudes, and the power of language policies as they play out in communities, in educational institutions, and in their own lives as individuals, teachers, and participants in the larger community. Each chapter provides extended discussion of a set of critical language issues that directly affect students in classrooms: the political nature of language, the power of words, hate language and bullying, gender and language, dialects, and language policies.

May 2006: 256pp Pb: 978-0-8058-3715-5: £16.99 eBook: 978-0-203-92916-2 www.routledge.com/9780805837155

3RD EDITION

With Literacy and Justice for All Rethinking the Social in Language and Education Carole Edelsky, Arizona State University, USA The third edition of this book continues to document Carole Edelsky’s long involvement with socially critical, holistic approaches to the everyday problems and possibilities facing teachers of language and literacy. This book helps education professionals understand the educational and societal situations they are dealing with, and literacy instruction and second language learning in particular contexts. Edelsky does not offer simplistic pedagogical formulas, but rather, progressively works through differences and tensions in the discourses and practices of sociolinguistics, bilingual education, whole language, and critical pedagogy – fields whose practitioners and advocates too often work in isolation from each other and, at times, at cross purposes.

March 2006: 336pp Hb: 978-0-8058-5507-4: £50.00 Pb: 978-0-8058-5508-1: £14.99 eBook: 978-1-4106-1796-5 www.routledge.com/9780805855081

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LANGUAGE POLICY AND PRACTICE

Language and Minority Rights Ethnicity, Nationalism and the Politics of Language

A New Paradigm for Global School Systems

Stephen May, University of Waikato, New Zealand

Education for a Long and Happy Life

’This is a masterful book – perhaps the most comprehensive, nuanced, and detailed treatment of minority language rights on an international scale in recent years. Clear, balanced, cogently argued, and remarkable in its depth and scope, Stephen May’s Language and Minority Rights represents a major contribution to both scholarship and practice in the field.’ – Teresa McCarty, Arizona State University, USA

Joel Spring, Queens College, CUNY, USA

‘This interdisciplinary volume presents a provocative, comprehensive analysis of issues related to linguistic pluralism... Accessibly written and extensively referenced, [this] is an excellent resource for students, teachers and researchers in the fields of anthropology, sociology, sociolinguistics, political science and education.’

– Anthropology & Education Quarterly In this provocative and ground-breaking book, Stephen May argues for a non-essentialist understanding of language rights, while at the same time outlining why language rights, particularly for minority groups, are defensible and important, both academically and politically. May argues that the causes of many of the language-based conflicts in the world today lie with the nation-state and its preoccupation with establishing a “common” language and culture via mass education.

The solution, he suggests, is to rethink nation-states in more culturally and linguistically plural ways while avoiding, and at the same time, essentializing the language-identity link.

Language and Minority Rights is an outstanding interdisciplinary analysis which draws together debates on language from widely different academic fields, including the sociology of language, ethnicity and nationalism, sociolinguistics, social and political theory, education, history and law, illustrating these debates via a wealth of different national contexts and examples. It is essential reading for students, teachers and researchers in the sociology of language, sociolinguistics, applied linguistics, language policy and planning, sociology, politics, and education.

November 2007: 404pp Pb: 978-0-415-96489-0: £29.99 eBook: 978-1-4106-1766-8 www.routledge.com/9780415964890

Series: Sociocultural, Political, and Historical Studies in Education This volume – a major contribution to Joel Spring’s reportage and analysis of the intersection of global forces and education – offers a new paradigm for global school systems. Education for global economic competition is the prevailing goal of most national school systems. Spring argues that recent international studies by economists, social psychologists, and others on the social factors that support subjective well-being and longevity should serve as a call to arms to change education policy as the current industrial-consumer paradigm is not supportive of either happiness or long life.

Building his argument through an original documentation, synthesis, and critique of prevailing global economic goals for schools and research on social conditions that support happiness and long life, Spring: • Develops guidelines for a global core curriculum, methods of instruction, and school organizations.

• Translates these guidelines into a new paradigm for global school systems based on progressive, human rights, and environmental educational traditions.

• Contrasts differing ways of seeing and knowing among indigenous, Western, and Confucian-based societies, concluding that global teaching and learning involve a particular form of holistic knowing and seeing.

• Proposes a prototype for a global school – an ecoschool that functions to protect the biosphere and human rights and to support the happiness and well-being of the school staff, students, and immediate community – and for a global core curriculum based on holistic models for lessons and instruction.

DO NOT Leave Your Language Alone The Hidden Status Agendas Within Corpus Planning in Language Policy Joshua A. Fishman, Stanford University, New York University and Yeshiva University, USA This book, focused on corpus planning in language policy, provides a broad, integrative framework and also discusses multiple languages in detail. It provides readers with great familiarity with a wide range of language cases and at the same time gives them the theoretical tools and analysis to see how they inter-relate.

March 2006: 176pp Hb: 978-0-8058-5023-9: £32.50 Pb: 978-0-8058-5024-6: £14.99 eBook: 978-1-4106-1657-9 www.routledge.com/9780805850246 • AVAILABLE AS AN INSPECTION COPY

Language Policy, Culture, and Identity in Asian Contexts Edited by Amy B.M. Tsui, The University of Hong Kong, Hong Kong and James W. Tollefson, International Christian University, Japan Bringing together scholarship on issues relating to language, culture, and identity, with a special focus on Asian countries, this volume makes an important contribution in terms of analyzing and demonstrating how language is closely linked with crucial social, political, and economic forces, particularly the tensions between the demands of globalization and local identity. A particular feature is the inclusion of countries that have been under-represented in the research literature, such as Nepal, Bangladesh, Brunei Darussalam, Pakistan, Cambodia, Vietnam, and Korea.

October 2006: 296pp Hb: 978-0-8058-5693-4: £75.00 Pb: 978-0-8058-5694-1: £22.99 eBook: 978-1-4106-1452-0 www.routledge.com/9780805856941 • AVAILABLE AS AN INSPECTION COPY

State Assessment Policy and Practice for English Language Learners

The book concludes with Spring’s retelling of Plato’s parable of the cave – in which educators break the chains that bind them to the industrial-consumer paradigm and rethink their commitment to humanity’s welfare.

Edited by Charlene Rivera and Eric Collum, both at George Washington University, USA

February 2007: 232pp Hb: 978-0-8058-6123-5: £75.00 Pb: 978-0-8058-6124-2: £18.99 eBook: 978-1-4106-1479-7 www.routledge.com/9780805861242

This volume fills a gap in scholarship by offering a focused and extensive examination of states’ policies and practices for including English language learners in state educational assessment programs.

A National Perspective

March 2006: 504pp Hb: 978-0-8058-5568-5: £95.00 Pb: 978-0-8058-5569-2: £32.50 www.routledge.com/9780805855692 • AVAILABLE AS AN INSPECTION COPY

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20

ADULT LITERACY

Adult Biliteracy

Adult Education Teachers

5TH EDITION

Sociocultural and Programmatic Responses

Designing Critical Literacy Practices

The Articulate Mammal

Edited by Klaudia M. Rivera, Long Island University, USA and Ana Huerta-Macías, University of Texas at El Paso, USA

Rebecca Rogers, University of Missouri at St. Louis, USA and Mary Ann Kramer, St. Louis Public Schools, USA

An Introduction to Psycholinguistics

Offering an in-depth view of adult literacy and biliteracy by merging two fields – adult literacy and English as a Second Language – this volume brings to the forefront linguistic, demographic, sociocultural, workforce, familial, academic, and other issues surrounding the development of bilingualism and biliteracy by adults in the U.S. As such, it helps to fill a gap in the research literature on language development among adults which has traditionally placed more emphasis on the development of oral English. Most important, it brings to light issues that are integral to the success of immigrant populations in the U.S. – issues that politicians, policymakers, educators, and employers must place at the top of their agendas as immigration reform is being formulated and implemented.

This book examines the literacy practices of exemplary adult education teachers working within critical literacy frameworks. It provides an in-depth look at the complexity of adult literacy education through the lenses of these teachers. An understanding of this complexity helps teachers design literacy practices in classrooms on a daily basis. This is an important book for there is considerable pedagogical and political attention focused on adult literacy education at this time. As the field of adult education continues to grapple with issues of teacher professionalization and certification, it adds a much needed teacher perspective.

Adult Biliteracy critically analyzes the assumptions that normalize monolingual and mono-literate approaches to adult education and to the teaching of English to immigrants and other language minorities in the U.S. By integrating theoretical principles with their applications, it furthers the discussion of the effects that bilingualism and biliteracy have on adult instruction. Applying research-based theoretical principles to the contexts in which adults learn, work, engage in civic participation, raise their children, and come together in community, this volume sheds light on the multiple ways in which adults use their first and second languages in the diverse sociocultural and educational contexts in which they function and learn in two languages.

Highly relevant for researchers, professionals, and students concerned with second-language education, adult education, and applied linguistics, this book will particularly interest those whose work focuses on the education of immigrant and national language minorities.

September 2007: 248pp Hb: 978-0-8058-5361-2: £75.00 Pb: 978-0-8058-5362-9: £21.99 eBook: 978-1-4106-1811-5 www.routledge.com/9780805853629

Appropriate as a text for adult education courses, this volume will also appeal to researchers, teacher educators, practitioners, and graduate students across the field of literacy education.

September 2007: 352pp Hb: 978-0-8058-6242-3: £75.00 Pb: 978-0-8058-6243-0: £24.99 eBook: 978-1-4106-1637-1 www.routledge.com/9780805862430

NEW

Literacy, Lives and Learning David Barton, Roz Ivanic, Yvon Appleby, Rachel Hodge and Karin Tusting, all at Lancaster University, UK

Jean Aitchison, Worcester College, UK An established bestseller, The Articulate Mammal is a concise and highly readable introduction to the main topics in psycholinguistics. This fifth edition brings the book up to date with recent theories, including new material on: • The possibility of a “language gene” • Post-Chomskyan ideas • Language within an evolutionary framework • Spatial cognition and how this affects language • How children become acclimatized to speech rhythms before birth • The acquisition of verbs • Construction and cognitive grammar • Aphasia and dementia.

Requiring no prior knowledge of the subject, chapter by chapter, The Articulate Mammal tackles the basic questions central to the study of psycholinguistics. Jean Aitchison investigates these issues with regard to animal communication, child language and the language of adults, and includes in the text full references and helpful suggestions for further reading.

November 2007: 320pp Hb: 978-0-415-42016-7: £70.00 Pb: 978-0-415-42022-8: £18.99 eBook: 978-0-203-93471-5 • AVAILABLE AS AN INSPECTION COPY

Demonstrating what it is like to be an adult learner in today’s world, this book focuses on language, literacy and numeracy learning. The authors explore the complex relationship between learning and adults’ lives, following a wide range of individual students in various formal learning situations, from college environments to a young homeless project, and a drug support and aftercare center.

The study is rooted in a social practices approach and examines how people’s lives shape their learning.

Themes addressed range from: how literacy is learned through participation and how barriers such as violence and ill-health impact on people’s lives. Based on a major research project and detailed, reflexive and collaborative methodology, the book describes a coherent strategy of communication and impact which will have a direct effect on policy and practice.

December 2007: 192pp Hb: 978-0-415-42485-1: £80.00 Pb: 978-0-415-42486-8: £24.99 www.routledge.com/9780415424868

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ADULT LITERACY

NEW

VOLUME 7

VOLUME 6

Literacy and Gender

Review of Adult Learning and Literacy

Review of Adult Learning and Literacy

Connecting Research, Policy, and Practice

Connecting Research, Policy, and Practice

Edited by John Comings, National Center for the Study of Adult Learning and Literacy, USA, Barbara Garner, World Education and National Center for the Study of Adult Literacy, USA and Cristine Smith, National Center for the Study of Adult Learning and Literacy, USA

Edited by John Comings, National Center for the Study of Adult Learning and Literacy, USA, Barbara Garner, World Education and National Center for the Study of Adult Literacy, USA and Cristine Smith, National Center for the Study of Adult Learning and Literacy, USA

A Project of the National Center for the Study of Adult Learning and Literacy

A Project of the National Center for the Study of Adult Learning and Literacy

Researching Texts, Contexts and Readers Gemma Moss, University of London, UK Series: Literacies Why are girls outperforming boys in literacy skills in the Western education system today? To date, there have been few attempts to answer this question. Literacy and Gender sets out to redress this state of affairs by re-examining the social organization of literacy in primary schools.

In studying schooling as a social process, this book focuses on the links between literacy, gender and attainment, the role school plays in producing social difference and the changing pattern of interest in this topic both within the feminist community and beyond. Gemma Moss argues that the reason for girls’ relative success in literacy lies in the structure of schooling and in particular the role the reading curriculum plays in constructing a hierarchy of learners in class. Using fine-grained ethnographic analysis of reading in context, this book outlines methods for researching literacy as a social practice and understanding how different versions of what counts as literacy can be created in the same site December 2007: 232pp Hb: 978-0-415-23456-6: £60.00 Pb: 978-0-415-23457-3: £24.99 eBook: 978-0-203-46427-4 www.routledge.com/9780415234573 • AVAILABLE AS AN INSPECTION COPY

Review of Adult Learning and Literacy: Volume 7, is the newest volume in a series of annual publications that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Each Review opens with an overview of significant recent developments in the field of adult literacy followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field, and concludes with a Resources section. Chapter topics in Volume 7 include: • Persistence: Helping Adult Students Reach Their Goals • Achieving Adult Education Program Quality

September 2005: 320pp Hb: 978-0-8058-5459-6: £65.00 Pb: 978-0-8058-5460-2: £23.99 eBook: 978-1-4106-1733-0 www.routledge.com/9780805854602 • AVAILABLE AS AN INSPECTION COPY

• Assistive Technology and Adult literacy • Individualized Group Instruction

VOLUME 5

• Health Literacy

Review of Adult Learning and Literacy

• Research on Professional Development and Teacher Change • Opportunities, Transitions, and Risks: Perspectives on Adult Literacy and Numeracy Development in Australia • Adult Basic Education in South Africa • Annotated Bibliography on Workplace Education.

The Review of Adult Learning and Literacy serves as the journal of record for the field and is an essential resource for all stakeholders who need to know what research can reveal about how best to serve adult learners.

March 2007: 280pp Hb: 978-0-8058-6164-8: £60.00 Pb: 978-0-8058-6165-5: £19.99 eBook: 978-1-4106-1523-7 www.routledge.com/9780805861655

Connecting Research, Policy, and Practice Edited by John Comings, National Center for the Study of Adult Learning and Literacy, USA, Barbara Garner, World Education and National Center for the Study of Adult Literacy, USA and Cristine Smith, National Center for the Study of Adult Learning and Literacy, USA A Project of the National Center for the Study of Adult Learning and Literacy January 2005: 216pp Hb: 978-0-8058-5139-7: £50.00 Pb: 978-0-8058-5140-3: £17.99 eBook: 978-1-4106-1265-6 www.routledge.com/9780805851403

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22

ADULT LITERACY

Toward Defining and Improving Quality in Adult Basic Education Issues and Challenges Edited by Alisa Belzer, Rutgers University, USA Series: Rutgers Invitational Symposium on Education This volume revisits, problematises, and expands the meaning of quality in the context of adult basic education.

Covering a wide range of relevant topics, it includes contributors from the realms of both policy and practice and encompasses both the major instructional areas – reading, writing, and mathematics – as well as larger issues of literacy, learning, and adulthood. Each chapter focuses on what improving quality in the field might look like through the particular lens of the author’s work. As a whole, the broad scope of topics and ideas addressed will raise the level of discussion, knowledge, and practice regarding quality in adult basic education.

Coming at a time of increasing pressure to standardise, to be accountable, and to improve outcomes, and when calls for evidence-based practice are fueling stakeholders’ interest in the relationship between research and practice at all levels of the system, Toward Defining and Improving Quality in Adult Basic Education is particularly timely for scholars, graduate students, and professionals in the field of adult basic education.

January 2007: 344pp Hb: 978-0-8058-5545-6: £60.00 eBook: 978-1-4106-1553-4 www.routledge.com/9780805855456

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INDEX

A

Cultural Practices of Literacy . . . . . . . . . . . . . . . . . . . . . . . . . .10

Adamson, H. D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Cumming, Alister . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Adger, Carolyn Temple . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Curtis, Andy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Cultures, Contexts, and World Englishes . . . . . . . . . . . . . . . . . .1

Adult Biliteracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Aitchison, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Hedgcock, John S. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Heredia, Roberto R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Data Elicitation for Second and Foreign Language Research . . .8

Altarriba, Jeanette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Davidson, Fred . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Amanti, Cathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Denham, Kristin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Andrews, Larry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Developing Literacy in Second-Language Learners . . . . . . . . . .10

Appleby, Yvon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Developing Reading and Writing in Second-Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Au, Kathryn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 August, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Harklau, Linda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Harrington, Margaret M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

D

Alim, H. Sammy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Articulate Mammal, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Handbook of Research in Second Language Teaching and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Harmon, Mary R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Adult Education Teachers . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Affirming Students’ Right to their Own Language . . . . . . . . . .17

Handbook of Cognitive Linguistics and Second Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Dialects in Schools and Communities . . . . . . . . . . . . . . . . . . .15 Dialects, Englishes, Creoles, and Education . . . . . . . . . . . . . . . .4 Dialogic Approaches to TESOL . . . . . . . . . . . . . . . . . . . . . . . . .13

Heritage Language Education . . . . . . . . . . . . . . . . . . . . . . . . .11 Hewings, Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12 Hiebert, Elfrieda H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Hinkel, Eli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 2, 3, 4, 5 Hodge, Rachel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Home-School Connection, The . . . . . . . . . . . . . . . . . . . . . . . . .6 Huerta-Macías, Ana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Hyland, Ken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

DO NOT Leave Your Language Alone . . . . . . . . . . . . . . . . . . .19 Dörnyei, Zoltán . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

B

I/J

Barton, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Basturkmen, Helen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Ibrahim, Awad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

E

Ideas and Options in English for Specific Purposes . . . . . . . . . . .4

Bauckus, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Bekerman, Zvi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Belzer, Alisa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22 Berlin, Lawrence N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Beyond Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Bilingual Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Bilingualism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Bilingualism Reader, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Birch, Barbara M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Black Communications and Learning to Read . . . . . . . . . . . . .15 Blanton, Linda Lonon . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Edelsky, Carole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18 Egbert, Joy L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Ellis, Nick C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 England, Liz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 English for Academic Purposes . . . . . . . . . . . . . . . . . . . . . . . . .7 English L2 Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 English-Only Instruction and Immigrant Students in Secondary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 ESL (ELL) Literacy Instruction . . . . . . . . . . . . . . . . . . . . . . . . . .14 ESL and Applied Linguistics Professional (series) . . . . . .1, 2, 3, 4

Brown, James Dean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Bruna, Katherine Richardson . . . . . . . . . . . . . . . . . . . . . . . . . .18 Building a Validity Argument for the Test of English as a Foreign Language . . . . . . . . . . . . . . . . . . . . . . .2

International English in Its Sociolinguistic Contexts . . . . . . . . . .1 Introduction to Bilingualism, An . . . . . . . . . . . . . . . . . . . . . . .11 Islam and English in the Post-9/11 Era . . . . . . . . . . . . . . . . . . . .6 Ivanic, Roz . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20 Jamieson, Joan M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

K Kachru, Yamuna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Braine, George . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Brisk, María Estela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Inclusive Pedagogy for English Language Learners . . . . . . . . . .15

Enright, Mary K. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Bokhorst-Heng, Wendy D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 Brinton, Donna M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Kagan, Olga . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

F

Kamil, Michael L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Ferris, Dana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Katz, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Fishman, Joshua A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Koda, Keiko . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Fotos, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Kondo-Brown, Kimi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Fulcher, Glenn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Kopelowitz, Ezra . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Funds of Knowledge . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Kormos, Judit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Karmani, Sohail . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Kramer, Mary Ann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

C

Kucer, Stephen B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

CALL Dimensions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 CALL Research Perspectives . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Kumaravadivelu, B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

G

Canagarajah, A. Suresh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Garner, Barbara . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Canadin, Christopher N. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Gass, Susan M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Carter, Ronald . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Generation 1.5 in College Composition . . . . . . . . . . . . . . . . . . .5

Changing English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Gesture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Language and Linguistics in Context . . . . . . . . . . . . . . . . . . . .16

Chapelle, Carol A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Gillen, Julia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Language and Minority Rights . . . . . . . . . . . . . . . . . . . . . . . . .19

Chicano-Anglo Conversations . . . . . . . . . . . . . . . . . . . . . . . . . .3

Global Linguistic Flows . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Language Exploration and Awareness . . . . . . . . . . . . . . . . . . .16

Chin, Ng Bee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Gomez, Kimberley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Language in the Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Christian, Donna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Gonzalez, Norma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Language Minority Students in American Schools . . . . . . . . . . .4

Christison, MaryAnn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Gonzalez, Virginia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Language Policy, Culture, and Identity in Asian Contexts . . . . .19

Classroom Interactions as Cross-Cultural Encounters . . . . . . . . .4

Gorter, Durk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Language Testing and Assessment . . . . . . . . . . . . . . . . . . . . . .7

Cognitive Science and Second Language Acquisition (series) . .13

Graddol, David . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Language, Culture, and Community in Teacher Education . . . .16

Collum, Eric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Gunderson, Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Language, Culture, and Teaching . . . . . . . . . . . . . . . . . . . . . .18 Language, Culture, and Teaching (series) . . . . . . . . . . . . . . . . .18

Color, Race, and English Language Teaching . . . . . . . . . . . . . .13

Language, Identity, and Stereotype Among Southeast Asian American Youth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Comings, John . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21 Commins, Nancy L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Contextualizing College ESL Classroom Praxis . . . . . . . . . . . . .18 Critical Literacy and Urban Youth . . . . . . . . . . . . . . . . . . . . . .18 Cultural Education-Cultural Sustainability . . . . . . . . . . . . . . . .17

L

H

Language, Literacy, and Power in Schooling . . . . . . . . . . . . . .13

Handbook for Arabic Language Teaching Professionals in the 21st Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Lardiere, Donna . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Latino Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Leadership in English Language Education . . . . . . . . . . . . . . . .2

E-mail: education@routledge.com

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23

24

INDEX

Learning to Read Across Languages . . . . . . . . . . . . . . . . . . . .11

Preparing Quality Educators for English Language Learners . . .16

Learning, Teaching, and Community . . . . . . . . . . . . . . . . . . . .14

Problematizing Identity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

T

Lefstein, Adam . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Problems in Second Language Acquisition . . . . . . . . . . . . . . . . .8

Taha, Zeinab A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Leith, Dick . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Psycholinguistics and Second Language Acquisition . . . . . . . . .8

Teacher’s Grammar Book, The . . . . . . . . . . . . . . . . . . . . . . . . .17

Leki, Ilona . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Psychology of the Language Learner, The . . . . . . . . . . . . . . . . .8

Teaching and Learning Vocabulary . . . . . . . . . . . . . . . . . . . . .17

Levy, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Purcell-Gates, Victoria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Lin, Angel M. Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4, 12

Teaching Chinese, Japanese, and Korean Heritage Language Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Linguistic Diversity and Teaching . . . . . . . . . . . . . . . . . . . . . . .16

Teaching English to the World . . . . . . . . . . . . . . . . . . . . . . . . .14

R

Teaching ESL Composition . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Literacies (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20, 21 Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Reclaiming the Local in Language Policy and Practice . . . . . . . .4

Teaching ESL/EFL Reading and Writing . . . . . . . . . . . . . . . . . . .2

Literacy and Bilingualism . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Research in Applied Linguistics . . . . . . . . . . . . . . . . . . . . . . . .14

Teaching the Dimensions of Literacy . . . . . . . . . . . . . . . . . . . .17

Literacy and Gender . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Researching Second Language Classrooms . . . . . . . . . . . . . . . .4

Teaching World Languages for Social Justice . . . . . . . . . . . . . .17

Literacy Teaching (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Review of Adult Learning and Literacy, Volume 5 . . . . . . . . . .21

Literacy, Lives and Learning . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Review of Adult Learning and Literacy, Volume 6 . . . . . . . . . .21

Technology-Mediated Learning Environments for Young English Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Liu, Dilin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Review of Adult Learning and Literacy, Volume 7 . . . . . . . . . .21

Lobeck, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Reyes, Angela . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Long, Michael H. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Rhys, Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Luk, Jasmine C. M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Rivera, Charlene . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Luria, Harriet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Rivera, Klaudia M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Toward Defining and Improving Quality in Adult Basic Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Rivera, Melissa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Trofimovich, Pavel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Roberge, Mark . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Tsui, Amy B.M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

M

Robinson, Peter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Tusting, Karin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Mackey, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Rogers, Rebecca . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20

Makoni, Sinfree . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Romney, Mary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Matsuda, Paul Kei . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Routledge Applied Linguistics (series) . . . . . . . . . . . . . . . . . . . .7

U/V

May, Stephen . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Rutgers Invitational Symposium on Education (series) . . . . . . .22

Ultimate Attainment in Second Language Acquisition . . . . . . .13

Linguistic Landscape, The . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Teaching ESL/EFL Listening and Speaking . . . . . . . . . . . . . . . . . .2

TĂŠllez, Kip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Theories in Second Language Acquisition . . . . . . . . . . . . . . . . .8 Tinajero, Josefina . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Tollefson, James W. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Rodriguez-Brown, Flora . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Maybin, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Undergraduates in a Second Language . . . . . . . . . . . . . . . . . . .9

McCafferty, Steven G. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Understanding Language Teaching . . . . . . . . . . . . . . . . . . . . . .4 Using English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

McDonough, Kim . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

S

McKay, Sandra Lee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1, 4

Schecter, Sandra R. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14

Varied Voices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Meier, Terry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Scott, Jerrie L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Verplaetse, Lorrie Stoops . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Mercer, Neil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Second Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . . . .8

Migliacci, Naomi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Second Language Acquisition Research (series) . . . . . . . . . . . . .8

Miramontes, Ofelia B. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Second Language Research . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Moll, Luis C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Second Language Writing Research . . . . . . . . . . . . . . . . . . . . . .9

W/X/Y/Z

Morrell, Ernest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Selinker, Larry . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Wahba, Kassem M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Moss, Gemma . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

Seymour, Deborah M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Waxman, Hersh C. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Multicultural Issues and Literacy Achievement . . . . . . . . . . . . .16

Shanahan, Timothy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Wei, Li . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Murray, Denise . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Shohamy, Elana . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Wigglesworth, Gillian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Siegal, Meryl . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Williams, James D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Silva, Cecilia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Williams, Jessica . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

N/O

Silva, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Wilson, Marilyn J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Smith, Cristine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21

With Literacy and Justice for All . . . . . . . . . . . . . . . . . . . . . . .18

NABE Review of Research and Practice . . . . . . . . . . . . . . . . . .14

Smith, Larry E. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Wolfram, Walt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15

Nation, I.S.P. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Smoke, Trudy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16

Wong, Shelley . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Nero, Shondel J. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Sociocultural, Political, and Historical Studies in Education (series) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Work of Language in Multicultural Classrooms, The . . . . . . . .18

McCarty, Teresa L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

New Paradigm for Global School Systems, A . . . . . . . . . . . . . .19

VanPatten, Bill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

New Perspectives on Grammar Teaching in Second Language Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

Speech Production and Second Language Acquisition . . . . . . .13

Newton, Jonathan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2

Stam, Gale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Nieto, Sonia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

State Assessment Policy and Practice for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Osborn, Terry A. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Spring, Joel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19

Youmans, Madeleine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Zehler, Annette M. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Stockwell, Glenn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Straker, Dolores Y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Street, Brian V. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

P

Swann, Joan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Parker, L. Leann . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Synthesis of Research on Second Language Writing in English, A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Pease-Alvarez, Lucinda . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Pedraza, Pedro . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13 Pennycook, Alistair . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Perry, Jr., Fred L. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14 Petrie, Gina Mikel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

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