Routledge Education
New Titles and Key Backlist
ESL & Bilingualism
2009
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www.routledge.com/education Welcome to the Routledge
ESL & Bilingualism Catalogue New Titles & Key Backlist 2009
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COMPLETE CATALOGUE This catalogue only includes a selection of our titles in 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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CONTACTS
ESL & Applied Linguistics Professional Series . . .1 Research and Theory . . . . . . . . . . . . . . . . . . . . .4 Classroom Practice . . . . . . . . . . . . . . . . . . . . .13 Bilingualism . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Language Policy and Politics . . . . . . . . . . . . . .17 Adult Literacy . . . . . . . . . . . . . . . . . . . . . . . . .18 Index by Title . . . . . . . . . . . . . . . . . . . . . . . . . .19 Index by Author . . . . . . . . . . . . . . . . . . . . . . .20 Order form . . . . . . . . . . . . .Centre of Catalogue
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CONTENTS
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ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES
FORTHCOMING
FORTHCOMING
The English Teacher in Global Civil Society
Second Language Teacher Education
Series Editor: Eli Hinkel
Barbara M. Birch, California State University at Fresno, USA
Karen E. Johnson, Pennsylvania State University, USA
FORTHCOMING
How can English language teachers contribute to peace locally and globally?
ESL & Applied Linguistics Professional Series
Doing Action Research in English Language Teaching A Guide for Practitioners Anne Burns, Macquarie University, Australia ‘...original in approach, engaging in style and persuasive in terms of its content and structure.’ – Keith Richards, University of Warwick, UK This hands-on, practical guide for ESL/EFL teachers and teacher educators outlines, for those who are new to doing action research, what it is and how it works. Straightforward and reader friendly, it introduces the concepts and offers a step-by-step guide to going through an action research process, including illustrations drawn widely from international contexts. Specifically, the text addresses: • action research and how it differs from other forms of research • the steps involved in developing an action research project
A Sociocultural Perspective
English language teachers and learners are located in the global civil society – an international network of civil organizations and NGOs related to human rights, the environment, and sustainable peace. English, with its special role as an international language, is a major tool for communication within this network. On the local level, many teachers are interested in promoting reconciliation and sustainable peace, but often do not know how to do so. This book provides information, analysis, and techniques to help teachers around the world take action toward this goal. Balancing, in a readable and accessible way, the global and the local, core and periphery, cultural diffusion and resistance, theory and practice, pessimism and optimism, outsider and insider perspectives, the expert role and the apprentice role, and prescriptive and elicitive methods, it offers an alternative to literature about critical applied linguistics, globalization, and peace education that is simply too complex and wordy to spread easily from theoretician to the classroom teacher. The English Teacher in Global Civil Society: • synthesizes threads from many fields and topics into a coherent and empowering argument for the activist role English language teachers can take to promote social change.
• ways of developing a research focus • methods of data collection • approaches to data analysis • making sense of action research for further classroom action Each chapter includes a variety of pedagogical activities: • pre-reading questions • reflection points invite readers to think about and discuss what they have read
• draws on humanistic education, peace education, cross-cultural understanding, problem-posing, cooperative learning, and critical thinking methodologies to help English language teachers learn how to teach conflict resolution skills in their classrooms.
• action points ask readers to carry out action-research related tasks based on what they have read
• covers issues in critical applied linguistics, approaches and methodologies in ESL/EFL, global and local curricular issues, and specific skill areas such reading, writing, and speaking.
• classroom voices illustrate aspects of action from teachers internationally
• suggests a new goal for English language teachers: global citizenship.
• summary points provide a synopsis of the discussion in the chapter.
This engaging, informative, provocative, and highly readable book is a welcome resource for English language teacher trainers, pre-service teachers, practicing classroom teachers, and Peace Corps workers around the world.
Bringing the how-to and the what together, Doing Action Research in English Language Teaching is the perfect text for BATESOL and MATESOL courses in which action research is the focus or a required component. September 2009: 120pp Hb: 978-0-415-99144-5: £70.00 Pb: 978-0-415-99145-2: £13.99
‘...a beautifully written, articulate and compelling argument for a sociocultural perspective on second language teacher education.... Essential reading for all who wish to understand this perspective.’ – David Nunan, University of Hong Kong ‘...significant and timely. Johnson is masterful at writing in an engaging, transparent prose about complex concepts. It’s a rare scholar who can write prose like this. Throughout my reading I wanted to engage in dialogue with her – this is a sure sign of a great book.’ – Diane Tedick, University of Minnesota, USA This book presents a comprehensive overview of the epistemological underpinnings of a sociocultural perspective on human learning and addresses in detail what this perspective has to offer the field of second language teacher education. Captured through five changing points of view, it argues that a sociocultural perspective on human learning changes the way we think about how teachers learn to teach; how teachers think about language; how teachers teach second languages; the broader social, cultural, and historical macro-structures that are ever present and ever changing in the second language teaching profession; and what constitutes second language teacher professional development. Overall, it clearly and accessibly makes the case that a sociocultural perspective on human learning reorients how the field understands and supports the professional development of second language teachers. June 2009: 176pp Hb: 978-0-415-80078-5: £75.00 Pb: 978-0-415-80079-2: £23.99 www.routledge.com/9780415800792
July 2009: 160pp Hb: 978-0-415-99448-4: £70.00 Pb: 978-0-415-99449-1: £15.99 eBook: 978-0-203-87804-0 www.routledge.com/9780415994491
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ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES
Cultures, Contexts, and World Englishes Yamuna Kachru, University of Illinois at Urbana-Champaign, USA and Larry E. Smith, Christopher, Smith & Associates, LLC, USA This volume aims to familiarize 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 emphasizes 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. The Introduction outlines the underlying sociocultural reasons for language variation and discusses the status and functions of English in various parts of the world. Part One provides the background necessary to appreciate variation in English. Part Two presents select features of grammatical and lexical variation to relate sociocultural contexts to the structural features of Englishes. Part Three sets out the conventions of language use in the spoken and written modes across cultures. The conclusion briefly discusses topics such as issues of standardization and codification, ideological stances with regard to linguistic imperialism and hegemony, violation of linguistic human rights attributed to the English language, and monolingual and “native-speaker bias” associated with practices in the ELT profession. 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. May 2008: 256pp Hb: 978-0-8058-4732-1: £75.00 Pb: 978-0-8058-4733-8: £21.99 eBook: 978-0-203-89134-6 • AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780805847338
Gesture Second Language Acquistion and Classroom Research
International English in Its Sociolinguistic Contexts Towards a Socially Sensitive EIL Pedagogy
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:
’...addresses a timely and attention-getting topic with expertise and perspective. There is both engagement with theoretical issues and an exploration of specific cases from all continents of the globe... This book is a clear choice for courses in the TESOL master’s program at my institution, which prepares both U.S. and international TESOL teachers. A particular virtue is the clarity of the writing style for non-native English speaking readers.’ – Nancy Hornberger, University of Pennsylvania, USA
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: 344pp Hb: 978-0-8058-6052-8: £75.00 Pb: 978-0-8058-6053-5: £27.99 eBook: 978-1-4106-1428-5
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, 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: 232pp Hb: 978-0-8058-6337-6: £70.00 Pb: 978-0-8058-6338-3: £21.99 eBook: 978-1-4106-1798-9 • AVAILABLE AS AN INSPECTION COPY
www.routledge.com/9780805860535
www.routledge.com/9780805863383
BESTSELLER
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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ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES
NEW
Leadership in English Language Education Theoretical Foundations and Practical Skills for Changing Times Edited by MaryAnn Christison, University of Utah, USA and Denise E. Murray, Macquarie University, Australia ’This volume is filled with useful information for those who already are leaders in English language education as well as those preparing to be leaders. A key concept presented in this book is that all teachers/educators are leaders when they have a positive influence on others as they do their job, whether it be peer mentoring, curriculum development, program redesign, or helping to improve the school environment. I hope we’ll see a lot more attention to leadership training in our field as a result of this important new book.’ – Sharon Seymour, ESL Educator; CATESOL Past President ‘This book is a metaphor for the authors themselves: thorough, detailed, committed to professional development as a tool for excellence in outcomes. It reflects their long-standing commitment to sound scholarship and their recognition in the field as teachers/scholars.’ – Michele Sabino, University of Houston-Downtown This book 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. November 2008: 288pp Hb: 978-0-8058-6310-9: £70.00 Pb: 978-0-8058-6311-6: £21.99 eBook: 978-1-4106-1769-9 • AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780805863116
Teaching ESL/EFL Listening and Speaking I.S.P. Nation and Jonathan Newton, both at Victoria University of Wellington, New Zealand Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their listening and speaking skills and fluency. By following these suggestions, which are organized around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – teachers will be able to design and present a balanced program for their students.
Building a Validity Argument for the Test of English as a Foreign Language™ Edited by Carol A. Chapelle, Iowa State University, USA, Mary K. Enright, Educational Testing Service, USA and Joan M. Jamieson, Northern Arizona University, USA This book 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. It 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.
Teaching ESL/EFL Listening and Speaking, and its companion text, Teaching ESL/EFL Reading and Writing, are similar in format and the kinds of topics covered, but do not need to be used together. Drawing on research and theory in applied linguistics, their focus is strongly hands-on, featuring:
November 2007: 384pp Hb: 978-0-8058-5455-8: £75.00 Pb: 978-0-8058-5456-5: £24.99 eBook: 978-0-203-93789-1
• easily applied principles
www.routledge.com/9780805854565
• a large number of useful teaching techniques • guidelines for testing and monitoring.
Idioms
All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. This text is designed for and has been field tested in such programs.
Description, Comprehension, Acquisition, and Pedagogy Dilin Liu, University of Alabama, 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.
August 2008: 224pp Hb: 978-0-415-98969-5: £70.00 Pb: 978-0-415-98970-1: £15.99 eBook: 978-0-203-89170-4 • AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780415989701
Teaching ESL/EFL Reading and Writing I.S.P. Nation, Victoria University of Wellington, New Zealand Using a framework based on principles of teaching and learning, this guide for teachers and teacher trainees provides a wealth of suggestions for helping learners at all levels of proficiency develop their reading and writing skills and fluency. By following these suggestions, which are organized around four strands – meaning-focused input, meaning-focused output, language-focused learning, and fluency development – teachers will be able to design and present a balanced program for their students.
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 • AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780805863468
All Certificate, Diploma, Masters and Doctoral courses for teachers of English as a second or foreign language include a teaching methods component. This text is designed for and has been field tested in such programs. August 2008: 184pp Hb: 978-0-415-98967-1: £70.00 Pb: 978-0-415-98968-8: £15.99 eBook: 978-0-203-89164-3 • AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780415989688
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ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES
RESEARCH AND THEORY
Teaching Chinese, Japanese, and Korean Heritage Language Students
2ND EDITION
FORTHCOMING
English L2 Reading
Curriculum Needs, Materials, and Assessment
Getting to the Bottom
Christian and Critical English Language Educators in Dialogue
Edited by Kimi Kondo-Brown and James Dean Brown, both at the University of Hawaii at Manoa, USA
Barbara M. Birch, California State University at Fresno, 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. It 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
August 2006: 256pp Pb: 978-0-8058-5929-4: £18.99 eBook: 978-1-4106-1493-3 www.routledge.com/9780805859294
Researching Second Language Classrooms Sandra Lee McKay, San Francisco State University, USA January 2006: 200pp Pb: 978-0-8058-5340-7: £16.99 eBook: 978-1-4106-1737-8 www.routledge.com/9780805853407
CALL Research Perspectives Edited by Joy L. Egbert and Gina Mikel Petrie, both at Washington State University, USA
www.routledge.com/9780805858785
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
CALL Dimensions
www.routledge.com/9780805851380
Options and Issues in Computer-Assisted Language Learning Mike Levy, Griffith University, USA and Glenn Stockwell, Waseda University, Japan 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, University of Alabama at Huntsville, USA September 2006: 208pp Hb: 978-0-8058-4693-5: £32.50 eBook: 978-1-4106-1488-9 www.routledge.com/9780805846935
Classroom Interactions as Cross-Cultural Encounters
Ideas and Options in English for Specific Purposes 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
The legacy of English teaching and Christian missionaries is a flashpoint within the field of English language teaching. This critical examination of the place of Christianity in the field is unique in presenting the voices of TESOL professionals from a wide range of religious and spiritual perspectives. About half identify themselves as “Christian” while the others identify themselves as Buddhist, atheist, spiritualist, and variations of these and other faiths. What is common for all the authors is their belief that values have an important place in the classroom. What they disagree on is whether and how spiritual values should find expression in learning and teaching. This volume dramatizes how scholars in the profession wrestle with ideological, pedagogical, and spiritual dilemmas as they seek to understand the place of faith in education. To sustain this conversation, the book is structured dialogically. Each section includes a set of position chapters in which authors explain their views of faith and pedagogy integration, a set of chapters by authors responding to these positions while articulating their own views on the subject, and discussion questions to engage readers in comparing the positions of all the authors, reflecting on their own experiences and values, and advancing the dialogue in fresh and personal directions. April 2009: 304pp Hb: 978-0-415-99953-3: £75.00 eBook: 978-0-203-87780-7
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
Jasmine C.M. Luk and Angel M.Y. Lin, both at the Chinese University of Hong Kong
From Method to Postmethod
www.routledge.com/9780805850840
Edited by Mary Shepard-Wong, Azusa Pacific University, USA and Sursesh Canagarajah, Pennsylvania State University, USA
www.routledge.com/9780415999533
Native Speakers in EFL Lessons
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
Pedagogical and Ethical Dilemmas
B. Kumaravadivelu, San Jose State University, USA September 2005: 280pp Hb: 978-0-8058-5176-2: £60.00 Pb: 978-0-8058-5676-7: £16.99 eBook: 978-1-4106-1572-5 www.routledge.com/9780805856767
Dialects, Englishes, Creoles, and Education Edited by Shondel J. Nero, New York University, USA March 2006: 368pp Hb: 978-0-8058-4658-4: £65.00 Pb: 978-0-8058-4659-1: £22.99 www.routledge.com/9780805846591
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RESEARCH AND THEORY
FORTHCOMING
FORTHCOMING
NEW
English Language Assessment and the Chinese Learner
Ethnolinguistic Diversity and Literacy Education
Generation 1.5 in College Composition
Edited by Liying Cheng, Queens University, Canada and Andy Curtis, Chinese University of Hong Kong
Edited by Lisya Seloni, Indiana University of Pennsylvania, USA, Juyoung Song, University of California at San Diego, USA and Marcia Farr, Ohio State University, USA
Teaching Academic Writing to U.S.-Educated Learners of ESL
This book presents a comprehensive, up-to-date, relevant picture of English language assessment for students in China – including Mainland China, Hong Kong and Taiwan – and for Chinese learners of English around the world. In China, for students to be successful in school means taking numerous tests and examinations at every grade. Major public examinations are required to enter into junior and senior secondary schools, university, and postgraduate education. Examinations continue to be used for the selection of government officials, for the promotion of academics and professionals, and for obtaining better paid jobs involving international communication. Among these tests and examinations, English is used as the gatekeeper for these purposes. Currently, each year at least 60 million Chinese university students are learning English and taking English tests. Chinese students are among the five largest groups of TOEFL test takers and among the largest groups of international students studying at English medium universities in North America, UK, Australia and New Zealand. Given the long history of objective testing and its extensive use in Chinese society, and considering the sheer number of students taking various tests in English in China and elsewhere, an understanding of the impact of English language testing is essential for testing and assessment policy makers, curriculum designers, researchers, ESL/EFL materials writers, graduate students, and English language teachers and researchers at various levels who are involved in testing and assessment issues in China and elsewhere in the world. July 2009: 296pp Hb: 978-0-415-99447-7: £75.00
Exploring the crucial issues that emerge at the intersection of language diversity and literacy education, and providing up-to-date knowledge from sociolinguistic research that has implications for US schooling, this book contributes to understanding contemporary ethnolinguistic diversity and how such knowledge can be used to acknowledge the linguistic and cultural resources students bring into the schools. This up-to-date overview of such sociolinguistic research and practice is unique in including not only work on vernacular varieties of US English, but also English-based Creoles, and in expanding the discussion to heritage languages, bilingualism in non-English languages, and diversity related to learners of English as a second language. The issues involved in using research on all these kinds of linguistic diversity to improve literacy education are similar across these populations – all are assumed to be deficient in language, when in fact each group has a linguistic repertoire that includes much skill with language(s). Representing various linguistic, cultural, and professional backgrounds, the authors bring their unique perspectives to researching the impact of dialect differences and community languages on ethnolinguistically diverse students’ academic achievement, to unpacking dominant literacy and language policies, and to looking at ways to promote pluralistic understandings of literacy education. August 2009: 224pp Hb: 978-0-415-80278-9: £75.00 Pb: 978-0-415-80279-6: £23.99
NEW
Color, Race, and English Language Teaching
Crosslinguistic Approaches to the Psychology of Language
Shades of Meaning
Research in the Tradition of Dan Isaac Slobin
Edited by Andy Curtis, Chinese University of Hong Kong and Mary Romney, Quinebaug Valley Community College, USA
Edited by Elena Lieven, Max Planck Institute for Evolutionary Anthropology, Denmark and Jiansheng Guo, California State University at Hayward, USA
www.routledge.com/9780805856606
’...a well-organized volume with a strong emphasis on pedagogy.’ – Trudy Smoke, Hunter College, CUNY ‘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, and understand the problems.... This volume contributes to the thinking in the field.’ – Linda Lonon Blanton, University of New Orleans Building on the work that has been done over the past decade, this volume provides theoretical frameworks for understanding debates about immigrant students, studies of students’ schooling paths and language and literacy experiences, and pedagogical approaches for working with Generation 1.5 students. 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.
www.routledge.com/9780415802796
www.routledge.com/9780415994477
May 2006: 224pp Hb: 978-0-8058-5659-0: £42.50 Pb: 978-0-8058-5660-6: £14.99
Edited by Mark Roberge, San Francisco State University, USA, Meryl Siegal, Laney College, California, USA and Linda Harklau, University of Georgia, USA
Dan Isaac Slobin has been a major intellectual and creative force in the field of child language development, linguistics and psycholinguistics for the past 40 years. It is impossible to over-estimate the importance of his contribution. In this volume, conceived as a tribute to Slobin’s enormous intellectual contribution, researchers take up the challenge of language differences to forward research in the major areas with which Slobin has been concerned throughout his career: language learning from a crosslinguistic perspective (spoken and sign languages); the integration of language specific factors in narrative skill; theoretical issues in typology, language development and language change; the relationship between language and cognition.
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. February 2009: 288pp Hb: 978-0-8058-6442-7: £83.33 Pb: 978-0-8058-6443-4: £24.99 eBook: 978-0-203-88569-7 www.routledge.com/9780805864434
December 2008: 584pp Hb: 978-0-8058-5998-0: £105.00 Pb: 978-0-8058-5999-7: £49.99 www.routledge.com/9780805859997
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6
RESEARCH AND THEORY
NEW
NOW IN PAPERBACK!
NEW
Race, Culture, and Identities in Second Language Education
Cultural Education-Cultural Sustainability
Global Linguistic Flows
Exploring Critically Engaged Practice
Minority, Diaspora, Indigenous and Ethno-Religious Groups in Multicultural Societies
Edited by Ryuko Kubota, University of North Carolina at Chapel Hill, USA and Angel M.Y. Lin, Chinese University of Hong Kong The concept and construct of race is often implicitly yet profoundly connected to issues of culture and identity. This book fills a need in the field for empirical and conceptual research that specifically explores critical issues of race, culture, and identities in second language education. The key questions addressed are these: • Does race matter? How are issues of race relevant to second language education? • Interrogating whiteness: How does whiteness influence students’ and teachers’ sense of self and instructional practices? • Racialized discourses and identity construction in educational settings: How do discourses of racialization influence the construction of student identities and subjectivities? • Exploring critically engaged practice – classroom and beyond: How do discourses on race, such as colorblindness, influence classroom practices, educational interventions, and parental involvement? How can teachers transform the status quo? Topics cover a wide range of themes that emerge from various pedagogical contexts, including ESL and bilingual programs in primary and secondary education in the US and Canada, post-secondary ESL program in Australia and the US, second and foreign language teacher education in the US and Venezuela, and EFL settings in Brazil, Korea, Japan, Hong Kong, as well as other countries. Each chapter is grounded in theory and provides implications for engaged practice. Authors from diverse racial, ethnic, and cultural backgrounds and geopolitical locations include both established and beginning scholars in the field, making the content vibrant and stimulating. Chapters begin with pre-reading questions and end with discussion questions, to facilitate comprehension and stimulate dialogues. February 2009: 296pp Hb: 978-0-415-99506-1: £75.00 Pb: 978-0-415-99507-8: £21.99 www.routledge.com/9780415995078
Problematizing Identity Everyday Struggles in Language, Culture, and Education Edited by Angel M.Y. Lin, Chinese University of Hong Kong 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.
Edited by Zvi Bekerman, Hebrew University of Jerusalem, Israel and Ezra Kopelowitz, Research Success Technologies, Israel ’...a fine introduction to the complexities of “Cultural Education”.’ – Herve Varenne, Teachers College, Columbia University ‘...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 This volume is a path-breaking contribution to the study of efforts of diaspora, indigenous, and minority groups, broadly defined, to use education (formal and informal) 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. 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-à-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. January 2008: 448pp Hb: 978-0-8058-5724-5: £75.00 Pb: 978-0-415-99590-0: £27.99 eBook: 978-0-203-93836-2 www.routledge.com/9780415995900
Hip Hop Cultures, Youth Identities, and the Politics of Language Edited by H. Samy Alim, University of California at Los Angeles, USA, Awad Ibrahim, University of Ottawa, Canada and Alastair Pennycook, University of Technology, Australia Located at the intersection of sociolinguistics and Hip Hop Studies, this cutting-edge book moves around the world – spanning Africa, Asia, Australia, the Americas and the European Union – to explore Hip Hop Cultures, youth identities, the politics of language, and the simultaneous processes of globalization and localization. Focusing closely on language, these scholars of sociolinguistics, linguistic anthropology, (Hip Hop) cultural studies, and critical pedagogies offer linguistic insights to the growing scholarship on Hip Hop Culture, while reorienting their respective fields by paying closer attention to processes of globalization and localization. The book engages complex processes such as transnationalism, (im)migration, cultural flow, and diaspora in an effort to expand current theoretical approaches to language choice and agency, speech style and stylization, codeswitching and language mixing, crossing and sociolinguistic variation, and language use and globalization. Moving throughout the Global Hip Hop Nation, through scenes as diverse as Hong Kong’s urban center, Germany’s Mannheim inner-city district of Weststadt, the Brazilian favelas, the streets of Lagos and Dar es Salaam, and the hoods of the San Francisco Bay Area, this global intellectual cipha breaks new ground in the ethnographic study of language and popular culture. September 2008: 272pp Hb: 978-0-8058-6283-6: £75.00 Pb: 978-0-8058-6285-0: £22.99 eBook: 978-0-203-89278-7 www.routledge.com/9780805862850
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 a valuable resource for students and researchers alike. February 2008: 576pp Hb: 978-0-8058-5351-3: £85.00 Pb: 978-0-8058-5352-0: £35.00 eBook: 978-0-203-93856-0
November 2007: 248pp Hb: 978-0-8058-5338-4: £75.00 Pb: 978-0-8058-5339-1: £19.99
www.routledge.com/9780805853520
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RESEARCH AND THEORY
NEW
Literacy, Lives and Learning
Literacies Series
Handbook of Child Language Disorders Edited by Richard G. Schwartz, Graduate Center, CUNY, USA ’[This book] provides an exceptionally broad and comprehensive review of the state of research in children’s communication problems.’ – Rhea Paul, Yale University Child Study Center, USA ‘This creatively conceived volume not only provides a cutting-edge exploration of our current understanding of language disorders in children, it also points to likely future developments through its description of emerging methods and theories.... [The contributors’] writing is provocative, yet accessible to readers at many levels of expertise and from many disciplines. In short, this is a book that I will buy for my own library, then thrust upon colleagues, students, and anyone else who studies or treats children with language disorders. It seems destined to become a classic.’ – Rebecca McCauley, University of Vermont, USA ‘...a ‘must have’ resource...’ – Barbara L. Davis, University of Texas at Austin, USA This Handbook provides an in-depth, comprehensive, and state-of-the-art review of current research concerning the nature, assessment, and remediation of language disorders in children. The book includes chapters focusing on specific groups of childhood disorders (SLI, autism, genetic syndromes, dyslexia, hearing impairment); the linguistic, perceptual, genetic, neurobiological, and cognitive bases of these disorders; and the context of language disorders (bilingual, across dialects, and across languages). To examine the nature of deficits, their assessment and remediation across populations, chapters address the main components of language (morphology, syntax, semantics, and pragmatics) and related areas (processing, memory, attention, executive function such as reading and writing). Finally, even though there is extensive information regarding research and clinical methods in each chapter, there are individual chapters that focus directly on research methods. This Handbook is a comprehensive reference source for clinicians and researchers and can be used as a textbook for undergraduate, masters, and doctoral students in speech-language pathology, developmental psychology, special education, disabilities studies, neuropsychology and in other fields interested in children’s language disorders.
David Barton, Roz Ivanic, Yvon Appleby, Rachel Hodge and Karin Tusting, all at Lancaster University, UK
Series Editor: David Barton
Demonstrating what it is like to be an adult learner in today’s world, this book focuses on language, literacy and numeracy learning. 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.
Grassroots Literacy Writing, Identity and Voice in Central Africa Jan Blommaert, University of Jyvaskyla, Finland What effect has globalization had on our understanding of literacy? This book seeks to address the relationship between globalization and the widening gap between “grassroots” literacies, or writings from ordinary people and local communities, and “elite” literacies. Displaced from their original context to elite literacy environments in the form of letters, police declarations and pieces of creative writing, “grassroots” literacies are unsurprisingly easily disqualified, either as “bad” forms of literacy, or as messages that fail to be understood. Through close analysis of two unique, handwritten documents from the Democratic Republic of the Congo, Jan Blommaert considers how “grassroots” literacy in the Third World develops outside the literacy-saturated environments of the developed world. In examining these documents produced by socially and economically marginalized writers Blommaert demonstrates how literacy environments should be understood as relatively autonomous systems.
December 2007: 192pp Hb: 978-0-415-42485-1: £80.00 Pb: 978-0-415-42486-8: £24.99 www.routledge.com/9780415424868
Literacy and Gender Researching Texts, Contexts and Readers Gemma Moss, Institute of Education, University of London, UK This book provides a major contribution to general debates about literacy and gender in schools. It advances the theory in literacy as a social practice as well as providing practical support to those researching literacy.
Grassroots Literacy will be key reading for students of language and literacy studies as well as an invaluable resource for anyone with an interest in understanding the implications of globalization on local literacy practices. August 2008: 240pp Hb: 978-0-415-42631-2: £80.00 Pb: 978-0-415-42630-5: £24.99 eBook: 978-0-203-89548-1: Not Sold in Canada
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/9780415426305
www.routledge.com/9780415234573
Hiphop Literacies Elaine Richardson, Pennsylvania State University, USA October 2006: 160pp Hb: 978-0-415-32928-6: £65.00 Pb: 978-0-415-32927-9: £19.99 eBook: 978-0-203-39110-5 www.routledge.com/9780415329279
September 2008: 608pp Hb: 978-1-84169-433-7: £50.00 www.routledge.com/9781841694337
BESTSELLER
Funds of Knowledge Theorizing Practices in Households, Communities, and Classrooms
Want more information on a book? Visit the direct URL found at the bottom of the title description
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
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7
8
RESEARCH AND THEORY
The Home-School Connection
NEW
Linguistic Landscape
Lessons Learned in a Culturally and Linguistically Diverse Community
Interlanguage Variation in Theoretical and Pedagogical Perspective
Expanding the Scenery
Flora V. Rodríguez-Brown, University of Illinois at Chicago, USA ’In this unique contribution to the literature on parental involvement in culturally and linguistically diverse communities, Flora Rodríguez-Brown offers a critique of family literacy programs that lack a clear design for literacy activities relevant to community goals, offering an alternative model that is grounded within an abiding respect for the parents’ role as the child’s first, and ultimately, most important teacher.’ – Robert D. Milk, University of Texas at San Antonio, USA The Project FLAME program used as context for this book is a comprehensive family literacy model supported by a strong sociocultural framework based on current research on cultural ways of learning and theories of multiliteracies and discourse. The model highlights the relevance of parents’ knowledge, cultural ways, and discourses in sharing literacy knowledge with their children. A pressing need exists for models and programs that effectively serve the educational needs of the steadily increasing numbers of culturally and linguistically diverse students in US public schools today. Addressing issues related to development, implementation, and effectiveness of a program model that fulfills this need, this book is an essential resource for educators, community workers, and researchers interested in the relevance of the home-school connection in relation to children’s school success. July 2008: 192pp Hb: 978-0-8058-5784-9: £75.00 Pb: 978-0-8058-5785-6: £22.99 eBook: 978-1-4106-1770-5
Edited by Elana Shohamy, Tel Aviv University, Israel and Durk Gorter, University of Amsterdam, the Netherlands
H.D. Adamson, University of Arizona, USA In this book H.D. Adamson reviews scholarship in sociolinguistics and second language acquisition, comparing theories of variation in first- and second-language speech, with special attention to the psychological underpinnings of variation theory. Interlanguage is what second language learners speak. It contains syntactic, morphological and phonological patterns that are not those of either the first or the second language, and which can be analyzed using the principles and techniques of variation theory. Interlanguage Variation in Theoretical and Pedagogical Perspective: • relates the emerging field of variation in second language learners’ speech (interlanguage) to the established field of variation in native speakers’ speech • relates the theory of linguistic variation with psycholinguistic models of language processing • relates sociolinguistic variation theory to the theory of Cognitive Grammar • suggests teaching applications that follow from the theoretical discussion. At the forefront of scholarship in the fields of interlanguage and variation theory scholarship, this book is directed to graduate students and researchers in applied English linguistics and second language acquisition, especially those with a background in sociolinguistics. December 2008: 240pp Hb: 978-0-8058-5576-0: £70.00 eBook: 978-0-203-88736-3
’[This book] charts new territory by expanding the methodological, theoretical, and empirical boundaries of the field. It is essential reading for all interested in this rapidly growing area of research.’ – Kendall King, Georgetown University, USA ‘It is the wealth of aspects and contexts as well as the multitude of research perspectives which makes this volume extremely rewarding reading for the expert as well as the student or the language planning and policy practitioner.’ – Ulrich Ammon, University of Duisburg-Essen, Germany In this comprehensive and pioneering volume, language scholars from around the world examine the “linguistic landscape” from multiple perspectives – theoretical, methodological, and critical. Written by widely recognized experts, the articles in this book analyze linguistic landscapes in a range of international contexts. Dozens of photographs illustrate the use of language in the environment—the words and images displayed and exposed in public spaces. Suitable for graduate or advanced undergraduate students in applied linguistics, sociolinguistics, and language policy studies, Linguistic Landscape is a vital contribution to a burgeoning field. August 2008: 392pp Hb: 978-0-415-98872-8: £80.00 Pb: 978-0-415-98873-5: £25.99 eBook: 978-0-203-93096-0 www.routledge.com/9780415988735
www.routledge.com/9780805855760
NEW
Routes to Language
www.routledge.com/9780805857856
Studies in Honor of Melissa Bowerman Edited by Virginia C. Mueller-Gathercole, Bangor University, USA
NEW
Language Teaching
This volume has been prepared with the utmost dedication and care in honor of one of the lights of the field of child language. As an introduction to each chapter, each author provides a short personal statement of how Melissa Bowerman has played a major role in their work and their lives.
Integrational Linguistic Approaches Edited by Michael Toolan, University of Birmingham, UK Series: Routledge Advances in Communication and Linguistic Theory This book demonstrates the relevance of an integrational linguistic (IL) perspective to a practical, real-world need, namely the learning of languages. Integrational linguistics’ shunning of both realist and structuralist theories of language, its commitment to an unwavering attention to the perspective of the language user, and its adherence to a semiology in which signs are the situated products of interactants interpretive behaviour, mean that it radically reconceptualizes language learning and language teaching. Detractors have implied that IL is so “philosophical” or “theoretical” an exercise that it has no useful bearing on the practical problems of language learning. These papers refute that misconception by demonstrating how an IL stance can help disentangle the conflicting considerations and contradictory assumptions that arise in a host of language teaching situations: first, second- and foreignlanguage classrooms in a diversity of settings (including India, Australia, the United States, and Hong Kong), with different age-groups of students, whether the focus is on speech or writing, and in more informal settings.
December 2008: 480pp Hb: 978-1-84169-716-1: £50.00 www.routledge.com/9781841697161
December 2008: 206pp Hb: 978-0-415-95753-3: £65.00 eBook: 978-0-203-88226-9 www.routledge.com/9780415957533
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RESEARCH AND THEORY
3RD EDITION
3RD EDITION
The Psychology of Language
Second Language Acquisition
From Data to Theory
An Introductory Course
Trevor Harley, University of Dundee, UK ’I want this book for me, not just for my students.’ – Gary S. Dell, University of Illinois at Urbana-Champaign, USA ‘It’s a winning combination delivered with wit, balanced accuracy, and admirable directness of style.’ – Professor Merrill Garrett, University of Arizona ‘The coverage of this work is quite remarkable and it constitutes the ideal resource.’ – Martin Pickering, University of Edinburgh, UK This is a thorough revision and update of the popular second edition. It contains everything the student needs to know about the psychology of language, including how we acquire, understand, produce, and store language. The new edition contains new chapters on how children learn to read, and how language is used in everyday settings. It also describes recent research on the impact of new techniques of brain imaging. The text is comprehensive and written in a lively and accessible style. It covers all the main topics in this complex field, focusing on reading, writing, speaking, and listening in both adult and child language. There is an emphasis on language processing as well as language production and coverage of the social basis of language. The text covers recent connectionist models of language, describing complex ideas in a clear and approachable manner. Following a strong developmental theme, the text describes how children acquire language (sometimes more than one), and also how they learn to read. The Psychology of Language also demonstrates how language is related to the brain and to other aspects of cognition. For the first time, supplementary materials are available to accompany the textbook, which include: • chapter-by-chapter lecture slides • an interactive chapter-by-chapter multiple-choice question test bank • multiple-choice questions in paper and pen format. The supplementary resources are available on CD-ROM and online, and are free of charge to adopters. The Psychology of Language assumes no prior knowledge other than a grounding in the basic concepts of cognitive psychology. This third edition of this best-selling textbook will be essential reading for any student of cognition, psycholinguistics or the psychology of language. It will also be useful for those on speech and language therapy courses.
Second Language Acquisition Research Series
Susan M. Gass, Michigan State University, USA and Larry Selinker, New York University, USA ’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 ....The third edition of Second Language Acquisition: An Introductory Course should form the basis for any introduction to SLA, at either the graduate or undergraduate level. This text would also, in my view, be an ideal point of entry for any linguists or language specialists who would like to familiarize themselves with the field of SLA theory.’ – Fred Eckman, University of Maryland, USA ‘[This book] presents the most balanced, grounded, and accessible introduction to a broad field. .... Second Language Acquisition has now become a living standard in our field.’ – Richard Young, University of Wisconsin at Madison, 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 an 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.
February 2008: 624pp Hb: 978-1-84169-381-1: £54.95 Pb: 978-1-84169-382-8: £27.50
January 2008: 616pp Hb: 978-0-8058-5497-8: £50.00 Pb: 978-0-8058-5498-5: £24.99 eBook: 978-0-203-93284-1 • AVAILABLE AS AN INSPECTION COPY
www.routledge.com/9781841693828
www.routledge.com/9780805854985
Series Editors: Susan M. Gass and Alison Mackey
NEW
Using Priming Methods in Second Language Research Kim McDonough, Northern Arizona University, USA and Pavel Trofimovich, Concordia University, Canada ’Anyone involved in serious research in second language acquisition, cognition, interaction, or psycholinguistics will benefit from this volume. Its crystal clear analysis and explanation prescribes the appropriate techniques that will save a research cycle – one less flawed study to relegate to pilot status. An invaluable resource for seasoned and student researchers alike.’ – Nick C. Ellis, University of Michigan, USA ‘This book is an indispensable resource for graduate students and researchers interested in using experimental priming methods in second language research. The text not only provides an accessible introduction to psycholinguistic studies using priming, but also gives the reader the necessary tools to design and implement a priming study, as well as analyze the data and report the results. This book is a perfect combination of theory and application; I look forward to teaching with it.’ – Gretchen Sunderman, Florida State University, USA This book is an accessible introduction to the use of auditory, semantic, and syntactic priming methods for second language (L2) processing and acquisition research. It provides a guide for the use, design, and implementation of priming tasks and an overview of how to analyze and report priming research. Key principles about auditory, semantic, and syntactic priming are introduced, and issues for L2 researchers to consider when designing priming studies are pointed out. Empirical studies that have adopted priming methods are highlighted to illustrate the application of experimental techniques from psychology to L2 processing and acquisition research. Each chapter concludes with follow-up questions and activities that provide additional reinforcement of the chapter content, while the final chapter includes data sets that can be used to practice the statistical tests commonly used with priming data. October 2008: 240pp Hb: 978-0-415-99983-0: £65.00 Pb: 978-0-8058-6255-3: £24.99 eBook: 978-0-203-88094-4 www.routledge.com/9780805862553
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9
10
RESEARCH AND THEORY
Data Elicitation for Second and Foreign Language Research
A Synthesis of Research on Second Language Writing in English
Undergraduates in a Second Language
Susan M. Gass, Michigan State University, USA and Alison Mackey, Georgetown University, USA
Ilona Leki, University of Tennessee at Knoxville, USA, Alister Cumming, University of Toronto, Canada and Tony Silva, Purdue University, USA
Challenges and Complexities of Academic Literacy Development
This book is 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. It will stimulate second language researchers to use data elicitation measures with a clearer understanding of their strengths and limitations and enhance researchers’ ability to modify and combine techniques to match their own research needs. 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
Problems in Second Language Acquisition Michael H. Long, University of Maryland at College Park, USA 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
Theories in Second Language Acquisition An Introduction
’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, USA 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.
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
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. Drawing on data from a five-year longitudinal study of four university students, it captures their literacy experiences throughout their undergraduate careers. 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
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 allow researchers to 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.
www.routledge.com/9780805856385
June 2008: 272pp Hb: 978-0-8058-5532-6: £70.00 Pb: 978-0-8058-5533-3: £24.99 eBook: 978-0-203-93025-0
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. Many concrete examples of successful classroom practices are included so that teachers can readily visualize and use the strategies and principles presented.
www.routledge.com/9780805855333
Adult Biliteracy Sociocultural and Programmatic Responses
Edited by Bill VanPatten and Jessica Williams, both at the University of Illinois at Chicago, USA
Ilona Leki, University of Tennessee at Knoxville, USA
Edited by Klaudia M. Rivera, Long Island University, USA and Ana Huerta-Macías, University of Texas at El Paso, USA 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 US.
www.routledge.com/9780805857382
Black Communications and Learning to Read Building on Children’s Linguistic and Cultural Strengths Terry Meier, Wheelock College, USA
September 2007: 352pp Hb: 978-0-8058-5759-7: £50.00 Pb: 978-0-8058-5760-3: £21.99 www.routledge.com/9780805857603
August 2007: 248pp Hb: 978-0-8058-5361-2: £75.00 Pb: 978-0-8058-5362-9: £21.99 www.routledge.com/9780805853629
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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 and Martin Rhys, all at the Open University, UK and Julia Gillen, Lancaster University, UK Examining the history of English from its origins in the fifth century to the present day, this book 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.
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 book 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.
January 2007: 328pp Hb: 978-0-415-37669-3: £70.00 Pb: 978-0-415-37679-2: £19.99
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/9780415376792
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Crosslinguistic Influence in Language and Cognition
Developing Reading and Writing in Second-Language Learners
Scott Jarvis, Ohio University, USA and Aneta Pavlenko, Temple University, USA
Lessons from the Report of the National Literacy Panel on Language-Minority Children and Youth
This book is a cogent, clearly-written synthesis of new and classic work on crosslinguistic influences on language and thought. Intended as a text for upper-level undergraduates and graduate students, it will also serve as a resource for instructors and scholars in applied linguistics, linguistics, and psycholinguistics courses.
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 Handbook 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.
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
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
Language, Culture, and Community in Teacher Education Edited by María Estela Brisk, Boston College, USA
Published by Routledge for the American Association of Colleges for Teacher Education 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. Marilyn Cochran-Smith’s Foreword and Donaldo Macedo’s Introductory Essay set the context with respect to teacher education and student demographics, followed by a series of chapters presented in three sections: knowledge, practice, and policy.
Implications for Learnability
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. 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 inservice and staff development programs that deal with educating English language learners.
Edited by Melissa Bowerman and Penelope Brown, both at Max Planck Institute for Psycholinguistics, the Netherlands
July 2007: 336pp Hb: 978-0-8058-6208-9: £75.00 Pb: 978-0-8058-6209-6: £15.99 eBook: 978-0-203-93760-0
Glenn Fulcher, University of Leicester, UK and Fred Davidson, University of Illinois at Urbana-Champaign, USA
This book integrates important contemporary issues in linguistics and language acquisition. With its rich crosslinguistic base and the innovative empirical methods it showcases for studying the role of argument structure in language acquisition, it will be of great interest to linguists and language acquisition specialists alike, as well as to upper-level students in linguistics and psychology in the United States and abroad.
www.routledge.com/9780805862096
Series: Routledge Applied Linguistics
October 2007: 304pp Hb: 978-0-8058-3885-5: £39.99 eBook: 978-0-203-93592-7 www.routledge.com/9780805838855
Crosslinguistic Perspectives on Argument Structure
October 2007: 588pp Hb: 978-0-8058-4194-7: £70.00 eBook: 978-1-4106-1645-6
September 2007: 432pp Hb: 978-0-8058-5697-2: £45.00 Pb: 978-0-8058-5698-9: £19.99 www.routledge.com/9780805856989
Language Testing and Assessment An Advanced Resource Book
Introducing students to the methods and debates associated with language testing assessment, this book has been written by experienced teachers and researchers in the field. Supported by a companion website, it includes commentary on key readings.
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 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
www.routledge.com/9780805841947
February 2007: 320pp 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
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RESEARCH AND THEORY
English for Academic Purposes An Advanced Resource Book Ken Hyland, Institute of Education, University of London, UK Series: Routledge Applied Linguistics August 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
NOW IN PAPERBACK
Heritage Language Education A New Field Emerging 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 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. November 2007: 384pp Hb: 978-0-8058-4803-8: £70.00 Pb: 978-0-415-99588-7: £24.99 eBook: 978-1-4106-1887-0 www.routledge.com/9780415995887
Learning to Read Across Languages Cross-Linguistic Relationships in First- and Second-Language Literacy Development Edited by Keiko Koda, Smith College, 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. Detailed descriptions are provided of five typologically diverse languages and their writing systems, and comparisons are offered of learning-to-read experiences in these languages. 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
Technology-Mediated Learning Environments for Young English Learners
Handbook for Arabic Language Teaching Professionals in the 21st Century
Connections In and Out of School
Edited by Kassem M. Wahba, Georgetown University, USA, Zeinab A. Taha, American University in Cairo, Egypt and Liz England, Shenandoah University, USA
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. 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
April 2006: 512pp Hb: 978-0-8058-5101-4: £110.00 Pb: 978-0-8058-5102-1: £42.50 www.routledge.com/9780805851021
English-Only Instruction and Immigrant Students in Secondary Schools A Critical Examination Lee Gunderson, University of British Columbia, Canada 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
www.routledge.com/9780805862331
2ND EDITION
Using English Edited by Janet Maybin, Neil Mercer and Ann Hewings, all at the Open University, UK This book details how English is used in speech and writing, and in work and play to persuade, amuse or to get things done. Analyzing language as a form of social action through which people construct distinctive cultures, nationalities and identities, this book has been radically updated with new readings and examples, and also includes a new chapter on using English to persuade.
Language, Identity, and Stereotype Among Southeast Asian American Youth The Other Asian Angela Reyes, Hunter College, CUNY, USA August 2006: 192pp Hb: 978-0-8058-5539-5: £50.00 eBook: 978-1-4106-1451-3 www.routledge.com/9780805855395
Speech Production and Second Language Acquisition Judit Kormos, Eotvos University, Hungary Series: Cognitive Science and Second Language Acquisition
February 2007: 328pp Hb: 978-0-415-37681-5: £70.00 Pb: 978-0-415-37682-2: £19.99
March 2006: 248pp Hb: 978-0-8058-5657-6: £36.99 Pb: 978-0-8058-5658-3: £18.50
www.routledge.com/9780415376822
www.routledge.com/9780805856583
Varied Voices
Ultimate Attainment in Second Language Acquisition
On Language and Literacy Learning Linda Lonon Blanton, University of New Orleans, USA
A Case Study
This book is an ethnographic study of language and literacy learning in a culturally and linguistically diverse Moroccan school. There, children and teachers turn classrooms into social spaces as they work to build learning communities.
September 2006: 288pp Hb: 978-0-8058-3456-7: £69.99 eBook: 978-1-4106-1547-3
January 2007: 184pp Pb: 978-0-8058-6210-2: £16.99 eBook: 978-1-4106-1593-0 www.routledge.com/9780805862102
Donna Lardiere, Georgetown University, USA
www.routledge.com/9780805834567
Handbook of Research in Second Language Teaching and Learning Edited by Eli Hinkel, Seattle University, USA 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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CLASSROOM PRACTICE
NEW 3RD EDITION
FORTHCOMING
Language, Culture, and Teaching Series
2ND EDITION
Language, Culture, and Teaching
Dimensions of Literacy A Conceptual Base for Teaching Reading and Writing in School Settings, Third Edition
Series Editor: Sonia Nieto
Stephen B. Kucer, University of Washington at Vancouver, USA
FORTHCOMING
This popular text, now in its third edition, “unpackages” the various dimensions of literacy – linguistic (the nature of language, oral-written language relationships, language variation); cognitive (constructive nature of perception, the reading process, understanding written discourse, the writing process); sociocultural (literacy as social practices, authority of written discourse); and developmental (constructing the written language system) – and at the same time accounts for the interrelationships among them. Distinguished by its examination of literacy from a multidimensional and interdisciplinary perspective, it provides a strong conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded. Dimensions of Literacy links theory and research to practice in an understandable, user-friendly manner, provides in-depth coverage of the various dimensions of literacy, and includes demonstrations, hands-on activities, authentic reading and writing events that reflect key concepts, and tables and figures that summarize the concepts. Changes in Third Edition include: • more clearly focused discussion on the nature of language and addresses the role of various other sign systems in reading and writing • new research on eye movements and miscue analysis (EMMA) and reading fluidity (i.e., flow) • expanded discussion of bilingualism and biliteracy through the book • extended discussion of new literacies, multiliteracies, and multimodal literacies • updated references throughout the entire book. March 2009: 432pp Hb: 978-0-415-99787-4: £70.00 Pb: 978-0-415-99788-1: £27.99 eBook: 978-0-203-87979-5 www.routledge.com/9780415997881
Critical Perspectives for a New Century Sonia Nieto, University of Massachusetts at Amherst, USA
Literacy and Power Hillary Janks, University of Witwatersrand, South Africa Hilary Janks addresses these questions and many more in Literacy and Power – a landmark text that is both engaging and accessible: • Is literacy a skill or a social practice? • In what ways is literacy embodied? • Do texts have designs on us and what can we do about it? • How does language construct reality? • What is “linguistic capital” and who has it? • Who gets access to new literacies and who is excluded? • How is literacy implicated in relations of power and questions of identity in our daily lives? Janks shows how competing orientations to critical literacy education – domination (power), access, diversity, design – foreground one over the other. Her central argument is that these different orientations are crucially interdependent and need to work together to create possibilities for redesign and social action that serve a social justice agenda. Recognizing ongoing change in socio-historical conditions, in the communication landscape, and in the applications of critical literacy, she examines the theory underpinning each orientation, and develops new theory in the argument for interdependence and integration. Most important, Literacy and Power sits at the interface between theory and practice, constantly moving from one to the other. It is rich with examples of how to use these orientations in real teaching contexts, and how to use them to counterbalance one another. In the groundbreaking final chapter, Janks shows ways of working “beyond reason”. Considering how the rationalist underpinning of critical literacy tends to exclude the non-rational – pleasure and play, desire and the unconscious – she makes the case that these need to be taken seriously given their power to cut across the work of critical literacy educators working from any orientation.
Offering information, insights, and motivation to teach students of diverse backgrounds, this text presents examples of real-life dilemmas about diversity that teachers will face in their own classrooms; ideas about how language, culture, and teaching are linked; and ways to engage with these ideas through reflection and collaborative inquiry. Sonia Nieto speaks directly to current and future teachers in this thoughtful integration of journal articles and book chapters she has published in recent years and creative pedagogical features. Language, Culture, and Teaching offers in each chapter critical questions to help readers build on the knowledge they have gained by analyzing the concepts further; classroom activities that provide suggestions for applying what they have learned to their own teaching context; and community activities suggesting projects beyond the classroom context, in settings ranging from the school or district to the state or national level. New times deserve new textbooks that engage teachers in viewing students’ cultural and linguistic differences in a more hopeful and critical way, and in changing classroom practices and school policies to promote the learning of all students. Although no easy answers are available to fix the problems and uncertainties teachers encounter every day, there are thoughtful ways to address them that respect teachers’ and other educators’ professionalism, honor the identities of students and their families, and validate the nation’s claim to educate students of all backgrounds. The aim of this text is to help practicing and pre-service teachers accomplish these goals. In the Second Edition, Eight of the thirteen chapters are either revised versions of chapters in the first edition or entirely new. NCLB and other more recent topics are covered in these new chapters. September 2009: 320pp Hb: 978-0-415-99968-7: £75.00 Pb: 978-0-415-99974-8: £24.99 www.routledge.com/9780415999748
Critical Literacy and Urban Youth Pedagogies of Access, Dissent, and Liberation
August 2009: 224pp Hb: 978-0-8058-5577-7: £70.00 Pb: 978-0-415-99963-2: £22.99
Ernest Morrell, University of California at Los Angeles, USA
www.routledge.com/9780415999632
This book 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. December 2007: 272pp Hb: 978-0-8058-5663-7: £70.00 Pb: 978-0-8058-5664-4: £22.99 eBook: 978-0-203-93791-4 www.routledge.com/9780805856644
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14
CLASSROOM PRACTICE
The Work of Language in Multicultural Classrooms
NEW
FORTHCOMING
Talking Science, Writing Science
Teaching Readers of English Students, Texts, and Contexts
Measurement and Evaluation in Post-secondary ESL
Edited by Katherine Richardson Bruna, Iowa State University, USA and Kimberley Gomez, University of Illinois at Chicago, USA How does language comprise the implicit or explicit curriculum of teaching and learning in multicultural science settings? Building on a growing interest in the ways in which language and literacy practices interact with science teaching and learning to facilitate or obstruct successful student outcomes, this book contributes to scholarship on the role of language in developing classroom scientific communities of practice, expands that work by highlighting the challenges faced specifically by ethnic- and linguistic-”minority” students and their teachers in joining those communities, and showcases exemplary teaching and research initiatives for helping to meet these challenges. Offering teacher practitioners and researchers in the fields of science education and multicultural education lenses through which they can critically consider the myriad of classroom settings, instructional approaches, curricular materials, and scientific topics involved in what it means to teach science while pointedly addressing concerns about equity of educational opportunity, this volume serves as a powerful resource for linking theory and practice. End-of-chapter reflection questions and engagement activities facilitate discussion round these issues and provide rich opportunities for the reader to consider the implications of each chapter for science instruction and research and to apply insights developed in a real-world science teaching and learning contexts. July 2008: 384pp Hb: 978-0-8058-6427-4: £75.00 Pb: 978-0-8058-6428-1: £21.99 eBook: 978-1-4106-1860-3 • AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780805864281
Beyond Grammar Language, Power, and the Classroom: Resources for Teachers Mary R. Harmon, Saginaw Valley State University, USA and Marilyn J. Wilson, Michigan State University, USA May 2006: 256pp Pb: 978-0-8058-3715-5: £16.99 eBook: 978-0-203-92916-2
John S. Hedgcock, Monterey Institute of International Studies, USA and Dana Ferris, University of California at Davis, USA ’A book of this kind is long overdue....It is a giant contribution to the field. With its emphasis on a socioliterate approach to reading and literacy, it nicely captures the prevailing view of academic literacy instruction. Its extremely skillful and well-developed balancing act between theory and practice allows it to appeal to a wide variety of readers. Pre- and in-service teachers, in particular, will benefit immensely.’ – Alan Hirvela, Ohio State University, USA A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insights from current reading theory and research with highly practical, field-tested strategies for teaching and assessing L2 reading in secondary and post-secondary contexts. Teaching Readers of English: • provides a through yet accessible survey of L2 reading theory and research • addresses the unique cognitive and socioeducational challenges encountered by L2 readers • covers the features of L2 texts that teachers of reading must understand • acquaints readers with methods for designing reading courses, selecting curricular materials, and planning instruction
See Order Form in the centre of this catalogue
Using Discourse Analysis to Improve Classroom Interaction Lelsey A. Rex, University of Michigan at Ann Arbor, USA and Laura Schiller
www.routledge.com/9780805863475
• guides readers step-by-step through how to build their interactional awareness to improve their teaching
BESTSELLER
• includes “Try It Out” exercises to engage readers in learning how to respond to the social dynamics of their classrooms for the purpose of improving classroom interaction.
2ND EDITION
Teaching ESL Composition
September 2004: 448pp Pb: 978-0-8058-4467-2: £32.50 eBook: 978-1-4106-1150-5 www.routledge.com/9780805844672
Proceeding from simple illustrations to more complex layering of analytical concepts, short segments of talk, transcribed to highlight important points, are used to explain and illustrate the concepts. By the time readers get to the complicated issues addressed in this text they are ready to deal with some of teaching’s toughest challenges and have the tools to build positive relationships among their students so that all can participate equally in the classroom. June 2009: 120pp Hb: 978-0-415-80113-3: £75.00 Pb: 978-0-415-80114-0: £18.99 www.routledge.com/9780415801140
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FORTHCOMING
• offers teachers the powerful tools of discourse analysis as a way of understanding the complex dynamics of human interaction that constitute effective, equitable teaching and learning
3RD EDITION
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/9780805861266
March 2009: 432pp Hb: 978-0-415-99964-9: £75.00 Pb: 978-0-8058-6347-5: £26.00 eBook: 978-0-203-88026-5
Dana Ferris, University of California at Davis, USA and John S. Hedgcock, Monterey Institute of International Studies, USA
Carole Edelsky, Arizona State University, USA
September 2009: 256pp Hb: 978-0-8058-6125-9: £70.00 Pb: 978-0-8058-6126-6: £21.99 eBook: 978-1-4106-1480-3 • AVAILABLE AS AN INSPECTION COPY
Pedagogical features in each chapter include Questions for Reflection, Further Reading and Resources, Reflection and Review questions, and Application Activities.
• includes practical methods for assessing L2 students’ proficiency, achievement, and progress in the classroom.
Purpose, Process, and Practice
Rethinking the Social in Language and Education
This book is an introductory text on testing English as a second language, presenting the basics of language testing, and taking the student or reader through the fundamental descriptive and quantitative aspects of effective language testing. A thorough and concise guide to ESL assessment, this text fulfills the testing component of TESOL programs in the US and around the world. It merges accepted and fresh concepts and approaches to language testing in a manner accessible to language teaching professionals, such as teachers and graduate students, concerned administrators, and even the informed non-specialists. In this volume, Ekbatani takes a fresh look at accepted assessment concepts and issues such as test construct, authenticity, communicative competence, validity and reliability, integrated and discrete point tests, test method effect, norm and criterion-based language testing, holistic and analytical testing approaches and methods, standardized tests, and the role of computers in language testing.
This accessible “how to” text is about classroom interaction – how to study it and how to use that knowledge to improve teaching and learning. Actually showing what critical, constructionist, sociocultural perspectives on teaching, learning, and schooling are and what they can do, it makes discourse analysis understandable and useful to teachers and other nonlinguists. Using Discourse Analysis to Improve Classroom Interaction:
• explores the essential role of systematic vocabulary development in teaching L2 literacy
www.routledge.com/9780805837155
With Literacy and Justice for All
Glayol V. Ekbatani, St John’s University, USA
+44 (0)1235 400524
Fax: +44 (0)20 7017 6699
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CLASSROOM PRACTICE
NEW
NEW
NEW
2ND EDITION
ESL (ELL) Literacy Instruction
Teaching Children English as an Additional Language
Sexual Identities in English Language Education
A Guidebook to Theory and Practice
A programme for 7-11 year olds
Classroom Conversations
Lee Gunderson, University of British Columbia, Canada
Caroline Scott, EAL Teacher and Project Leader, UK
Cynthia D. Nelson, University of Sydney, Australia
’This book is groundbreaking. It is the only one of its kind that seriously begins to link culturally responsive teaching with balanced ESL teaching and learning. 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 (ELL) Literacy Instruction:
Here is a typical classroom scenario: out of the 30 children, two-thirds speak a different language at home and only speak English at school. Even though many students’ English skills are almost non-existent, teachers are expected to provide the national curriculum for every child in the class. This book solves this problem with a 10-week teaching program of units and lesson activities for children aged 7-11 new to English. It will help these children learn some very basic English sentences, questions and vocabulary, to get them through regular day-to-day routines more easily. By offering a flexible step by step approach this book helps EAL teachers to:
• applies current ESL and reading research and theory to practice
• identify learners’ individual needs
• is designed for use by pre-service and in-service teachers at all levels from kindergarten to adult learners
• support teaching through speaking and listening
• explains different models of literacy instruction from systematic phonics to whole language instruction and includes specific teaching methods within each model
The program also contains emergency lessons to support learners in the first three days, cross curricular links, ways of using a home-school learning book and an opportunity for the child to make a booklet about themselves. It fosters the child’s home language, incorporates different learning styles as well as including a wealth of carefully tailored, themed resources. The program is complete with activities, resources and assessment materials and helpful tips on how to develop a successful EAL department.
• 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 reviews on reading instruction for ESL/ELL students; new section on second-language theory and research; new chapter on the importance of culture in second-language literacy contexts; and information on how published resources can be accessed on the Internet.
• teach grammar and vocabulary • assess pupils to inform future planning.
October 2008: 208pp Pb: 978-0-415-45231-1: £24.99 eBook: 978-0-203-92656-7 www.routledge.com/9780415452311
August 2008: 312pp 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
’Cynthia Nelson’s powerful book is not only timely and important, but a great pleasure to read...[It] makes an outstanding contribution to the field.’ – Bonny Norton, University of British Columbia, Canada ‘Clearly written and richly detailed, this exceptional book develops Nelson’s work in support of lesbian and gay experiences in classrooms, and at the same time, poses critical questions and understandings of much broader relevance to the TESOL profession. Combining theory and practice in ways both challenging and accessible, it is certain to become a key resource for an international readership.’ – Brian Morgan, York University, Canada • What pedagogic challenges and opportunities arise as gay, lesbian, and queer themes and perspectives become an increasingly visible part of English language classes within a variety of language learning contexts and levels? • What sorts of teaching practices are needed in order to productively explore the sociosexual aspects of language, identity, culture, and communication? • How can English language teachers promote language learning through the development of teaching approaches that do not presume an exclusively heterosexual world? Drawing on the experiences of over 100 language teachers and learners, and using a wide range of research and theory, especially queer education research, this innovative, cutting-edge book skillfully interweaves classroom voices and theoretical analysis to provide informed guidance and a practical framework of macrostrategies English language teachers (of any sexual identification) can use to engage with lesbian/gay themes in the classroom. In so doing, it illuminates broader questions about how to address social diversity, social inequity, and social inquiry in a classroom context. Informing English language educators about current practice and theory regarding sexual identity issues in the language classroom, this timely book will interest novice and experienced teachers working in a second- or a foreign-language environment, as well as educators in related areas, and anyone with an interest in sexual, linguistic and cultural diversity as it pertains to language or learning.
Literacy An Advanced Resource Book for Students Brian V. Street, King’s College, UK and Adam Lefstein, Oxford University, UK Series: Routledge Applied Linguistics ‘Unique in its conception, range and ... pedagogic value.’ – Mary Scott, Institute of Education, University of London, UK This 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. Literacy:
October 2008: 256pp Hb: 978-0-8058-6367-3: £75.00 Pb: 978-0-8058-6368-0: £24.99 eBook: 978-0-203-89154-4 www.routledge.com/9780805863680
• integrates psychological, educational and anthropological approaches to literacy and its consequences for individuals and society • gathers together influential readings from key names in this inter-disciplinary field, including: Catherine Snow, David Olson, and Mike Cole • presents teachers, students and researchers with many diverse opportunities to explore for themselves a broad range of perspectives and methods of study. Written by experienced teachers and researchers in the field, Literacy is an essential textbook for students and researchers of Applied Linguistics. January 2008: 272pp • Hb: 978-0-415-29180-4: £70.00 • Pb: 978-0-415-29181-1: £19.99 • eBook: 978-0-203-46399-4
15
Want more information on a book? Visit the direct URL found at the bottom of the title description
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16
CLASSROOM PRACTICE
Teaching English Language Across the Curriculum Series Series Editors: Tony Erben, Bárbara C. Cruz and Stephen J. Thornton
Teaching English Language Learners in Career and Technical Education Programs Victor M. Hernández-Gantes and William Blank, both at the University of South Florida, USA Exploring the unique challenges of vocational education, this book provides simple and straightforward advice on how to teach English Language Learners in today’s Career and Technical Education programs. The authors’ teaching framework and case studies draw from common settings in which career and technical educators find themselves working with ELLs – in the classroom, in the laboratory or workshop, and in work-based learning settings. By integrating CTE and academic instruction, and embedding career development activities across the curriculum, readers will gain a better understanding of the challenges of teaching occupationally-oriented content to a diverse group of learners in multiples settings. August 2008: 256pp Hb: 978-0-415-95758-8: £75.00 Pb: 978-0-415-95757-1: £18.99 eBook: 978-0-203-89439-2 • AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780415957571
Teaching Mathematics to English Language Learners Gladis Kersaint, Denisse R. Thompson and Mariana Petkova, all at the University of South Florida, USA This book provides simple and straightforward advice on how to teach mathematics to the English Language Learners in the classroom. The authors offer context-specific strategies for everything from facilitating classroom discussions with all students, to reading and interpreting math textbooks, to tackling word problems. A fully annotated list of math web and print resources completes the volume, making this a valuable reference to help mathematics teachers meet the challenges of including all learners in effective instruction.
Teaching English Language Learners through Technology
2ND EDITION
Tony Erben, University of Tampa, US, Ruth Ban, Barry University, USA and Martha Castañeda, Miami University, USA
Carolyn Temple Adger, Center for Applied Linguistics, USA, Walt Wolfram, North Carolina State University, USA and Donna Christian, Center for Applied Linguistics, USA
In this book, the authors explore the use of computers and technology as a pedagogical tool to aid in the appropriate instruction of ELLs across all content areas. The special focus of this book is on the informed use of various technologies and software programs that can specifically aid ELLs. Strategies are also provided for varying levels of access – whether teachers teach in a one computer classroom, have access to multiple computers, or have the ability to go into a computer lab at their school. A fully annotated list of web and print resources completes the volume, making this a valuable reference to help teachers harness the power of computer-assisted technologies in meeting the challenges of including all learners in effective instruction. August 2008: 240pp Hb: 978-0-415-95767-0: £75.00 Pb: 978-0-415-95768-7: £18.99 eBook: 978-0-203-89442-2 • AVAILABLE AS AN INSPECTION COPY
Dialects in Schools and Communities
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. 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 • AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780805843163
3RD EDITION
Language Exploration and Awareness A Resource Book for Teachers Larry Andrews, University of Nebraska at Lincoln, USA July 2006: 368pp Pb: 978-0-8058-4308-8: £29.99 eBook: 978-0-203-92911-7
www.routledge.com/9780415957687
Teaching Social Studies to English Language Learners Bárbara C. Cruz and Stephen J. Thornton, both at the University of South Florida, USA This book provides simple and straightforward advice on how to teach English Language Learners in the classroom. In it the authors offer context-specific strategies for the full range of the social studies curriculum, including geography, US history, world history, economics, and government. A fully annotated list of web and print resources completes the volume, making this a valuable reference to help social studies teachers meet the challenges of including all learners in effective instruction.
www.routledge.com/9780805843088
Dialogic Approaches to TESOL Where the Ginkgo Tree Grows Shelley Wong, George Mason University, USA September 2005: 248pp Hb: 978-0-8058-5597-5: £60.00 Pb: 978-0-8058-3901-2: £20.99 www.routledge.com/9780805839012
August 2008: 256pp Hb: 978-0-415-95760-1: £75.00 Pb: 978-0-415-95761-8: £18.99 eBook: 978-0-203-89434-7 • AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780415957618
August 2008: 192pp Hb: 978-0-415-95788-5: £75.00 Pb: 978-0-415-95789-2: £17.99 eBook: 978-0-203-89452-1 • AVAILABLE AS AN INSPECTION COPY www.routledge.com/9780415957892
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BILINGUALISM
LANGUAGE POLICY AND POLITICS
Bilingualism
FORTHCOMING
An Advanced Resource Book
The Economics of the Multilingual Workplace
Ng Bee Chin, Nanyang Technological University, Singapore and Gillian Wigglesworth, University of Melbourne, Australia Series: Routledge Applied Linguistics Written by an experienced team of teachers and researchers, this comprehensive introduction to the key issues and debates in bilingualism presents articles from leading figures, including Fred Genesee, Elizabeth Peal and Wallace Lambert, Tim MacNamara, D.J. Saer and Merrill Swain.
Francois Grin and Claudio Sfreddo, both at the University of Geneva, Switzerland and François Vaillancourt, Université de Montréal, Canada Series: Routledge Studies in Sociolinguistics This volume looks at the relationship between linguistic diversity and the economic sector, in particular the operation of firms. It develops a novel perspective combining language economics, which helps to fill gaps in our understanding of the role of languages in economic activity, and a broader sociolinguistic perspective on macro-level language policy issues. July 2009: 244pp Hb: 978-0-415-80018-1: £65.00
September 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
2ND EDITION
The Bilingualism Reader Edited by Li Wei, Newcastle University, UK Designed as an integrated and structured student resource, the second edition of this best-selling volume includes nine new chapters and postscripts written by the authors of the original articles, which evaluates 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 this book an essential introductory text for students studying linguistics, psychology and education. February 2007: 592pp Hb: 978-0-415-35554-4: £80.00 Pb: 978-0-415-35555-1: £24.99 www.routledge.com/9780415355551
An Introduction to Bilingualism Principles and Processes Edited by Jeanette Altarriba, University at Albany, SUNY, USA and Roberto R. Heredia, Texas A&M International University, USA 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.
FORTHCOMING
Ethnography in Language Policy Edited by Teresa McCarty, Arizona State University, USA Illuminating, through ethnographic inquiry, how individual agents “make” language policy in everyday social practice, this volume advances the growing field of language planning and policy using a critical sociocultural and ethnographic approach. From this perspective, language policy is conceptualized not only as official acts and documents, but as modes of human interaction, negotiation, and production mediated by relations of power. The central theme is that decisions about language, whether officially sanctioned or not, are at their heart struggles for equality, justice, and human rights. Using this conceptual framework, the volume addresses a variety of pressing language policy and planning issues: the impacts of globalization, diaspora, and transmigration on language practices and policies; language shift, endangerment, and revitalization; medium-of-instruction policies; heritage-language maintenance; literacy and biliteracy; language and ethnic and national identity; and the tensions inherent in conducting language planning and policy research. These issues are contextualized in case studies by leading scholars in the field. Extending previous work in the field, tapping into leading-edge interdisciplinary scholarship, and charting new directions, Ethnography in Language Policy: • joins language policy research with ethnographic methods and modes of analysis • takes a sociocultural approach to exploring how policy is enacted in everyday social practice • is both deeply local and broadly comparative, probing cases in-depth while offering parallels and contrasts from the Americas, Europe, Africa, the Pacific, and South Asia
www.routledge.com/9780805851359
• exemplifies an ethnography for social justice allied with the interests of the communities with whom researchers work.
Literacy and Bilingualism A Handbook for ALL Teachers María Estela Brisk, Boston College, USA and Margaret M. Harrington, Providence Public Schools, USA August 2006: 296pp Pb: 978-0-8058-5506-7: £18.99 eBook: 978-0-203-88035-7 www.routledge.com/9780805855067
Edited by Amy B.M. Tsui, University of Hong Kong and James W. Tollefson, International Christian University, Japan 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
NEW
Affirming Students’ Right to Their Own Language Bridging Language Policies and Pedagogical Practices Edited by Jerrie Cobb Scott, University of Memphis, USA, Dolores Y. Straker, University of Cincinnati, USA and Laurie Katz, Ohio State University, USA
www.routledge.com/9780415800181
December 2007: 392pp Hb: 978-0-8058-5134-2: £49.95 Pb: 978-0-8058-5135-9: £27.50 eBook: 978-0-203-92782-3
2ND EDITION
Language Policy, Culture, and Identity in Asian Contexts
A Co-publication of the National Council of Teachers of English and Routledge How can teachers make sound pedagogical decisions and advocate for educational policies that best serve the needs of students in today’s diverse classrooms? What is the pedagogical value of providing culturally and linguistically diverse students greater access to their own language and cultural orientations? This landmark volume responds to the call to attend to the unfinished pedagogical business of the NCTE Conference on College Composition and Communication 1974 Students’ Right to Their Own Language resolution. Chronicling the interplay between legislated and litigated education policies and language and literacy teaching in diverse classrooms, it presents exemplary research-based practices that maximize students learning by utilizing their home-based cultural, language, and literacy practices to help them meet school expectations. Pre-service teachers, practicing teachers, and teacher educators need both resources and knowledge, including global perspectives, about language variation in PreK-12 classrooms and hands-on strategies that enable teachers to promote students’ use of their own language in the classroom while also addressing mandated content and performance standards. This book meets that need. November 2008: 448pp Hb: 978-0-8058-6348-2: £80.95 Pb: 978-0-8058-6349-9: £24.99 eBook: 978-1-4106-1813-9 www.routledge.com/9780805863499
State Assessment Policy and Practice for English Language Learners
Recognizing that language policy is not merely or even primarily about language per se, but rather about power relations that privilege some languages and speech communities while marginalizing others, this volume seeks to expand policy discourses in ways that lead to social justice for all.
Edited by Charlene Rivera and Eric Collum, both at George Washington University, USA
August 2009: 240pp Hb: 978-0-415-80139-3: £75.00 Pb: 978-0-415-80140-9: £23.99
March 2006: 504pp Hb: 978-0-8058-5568-5: £95.00 Pb: 978-0-8058-5569-2: £32.50
www.routledge.com/9780415801409
www.routledge.com/9780805855692
A National Perspective
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LANGUAGE POLICY AND POLITICS
ADULT LITERACY
Language and Minority Rights
Adult Education Teachers
VOLUME 7
Ethnicity, Nationalism and the Politics of Language
Designing Critical Literacy Practices
Stephen May, University of Waikato, New Zealand
Rebecca Rogers, University of Missouri at St. Louis, USA and Mary Ann Kramer, St. Louis Public Schools, USA
Review of Adult Learning and Literacy
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.
November 2007: 404pp Pb: 978-0-415-96489-0: £29.99 eBook: 978-1-4106-1766-8 www.routledge.com/9780415964890
A New Paradigm for Global School Systems
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.
October 2007: 352pp Hb: 978-0-8058-6242-3: £75.00 Pb: 978-0-8058-6243-0: £24.99 eBook: 978-1-4106-1637-1
Joel Spring, Queens College, CUNY, USA
The Articulate Mammal
Series: Sociocultural, Political, and Historical Studies in Education
An Introduction to Psycholinguistics
www.routledge.com/9780805861242
DO NOT Leave Your Language Alone The Hidden Status Agendas Within Corpus Planning in Language Policy
This is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning.
www.routledge.com/9780805861655
5TH EDITION
Jean Aitchison, Worcester College, UK An established bestseller, this book is a concise and highly readable introduction to the main topics in psycholinguistics. Requiring no prior knowledge of the subject, chapter by chapter, it tackles the basic questions central to the study of psycholinguistics.
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
Edited by John Comings, Barbara Garner and Cristine Smith, all at National Center for the Study of Adult Learning and Literacy, USA
March 2007: 280pp Hb: 978-0-8058-6164-8: £60.00 Pb: 978-0-8058-6165-5: £19.99
www.routledge.com/9780805862430
Education for a Long and Happy Life
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. 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; the current industrial-consumer paradigm is not supportive of either happiness or long life.
Connecting Research, Policy, and Practice
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, problematizes, 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.
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 www.routledge.com/9780415420228
Joshua A. Fishman, Stanford University, New York University, and Yeshiva University, USA
January 2007: 344pp Hb: 978-0-8058-5545-6: £60.00 eBook: 978-1-4106-1553-4 www.routledge.com/9780805855456
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
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INDEX BY TITLE
A
F
P
V
Adult Biliteracy . . . . . . . . . . . . . . . . . . . . . . . .10 Adult Education Teachers . . . . . . . . . . . . . . . .18 Affirming Students’ Right to Their Own Language . . . . . . . . . . . . . . . . . . . . . . . . . .17 Articulate Mammal, The . . . . . . . . . . . . . . . . .18
Funds of Knowledge . . . . . . . . . . . . . . . . . . . .7
Problematizing Identity . . . . . . . . . . . . . . . . . . .6 Problems in Second Language Acquisition . . .10 Psychology of Language, The . . . . . . . . . . . . . .9
Varied Voices . . . . . . . . . . . . . . . . . . . . . . . . .12
R
With Literacy and Justice for All . . . . . . . . . . .14 Work of Language in Multicultural Classrooms, The . . . . . . . . . . . . . . . . . . . . .14
B Beyond Grammar . . . . . . . . . . . . . . . . . . . . . .14 Bilingualism . . . . . . . . . . . . . . . . . . . . . . . . . .17 Bilingualism Reader, The . . . . . . . . . . . . . . . . .17 Black Communications and Learning to Read . .10 Building a Validity Argument for the Test of English as a Foreign Language™ . . . . . . . . .3
C CALL Dimensions . . . . . . . . . . . . . . . . . . . . . . .4 CALL Research Perspectives . . . . . . . . . . . . . . .4 Changing English . . . . . . . . . . . . . . . . . . . . . .11 Chicano-Anglo Conversations . . . . . . . . . . . . . .4 Christian and Critical English Language Educators in Dialogue . . . . . . . . . . . . . . . . . .4 Classroom Interactions as Cross-Cultural Encounters . . . . . . . . . . . . . . . . . . . . . . . . . .4 Cognitive Science and Second Language Acquisition Series . . . . . . . . . . . . . . . . . . . .12 Color, Race, and English Language Teaching . .5 Critical Literacy and Urban Youth . . . . . . . . . .13 Crosslinguistic Approaches to the Psychology of Language . . . . . . . . . . . . . . . . . . . . . . . . .5 Crosslinguistic Influence in Language and Cognition . . . . . . . . . . . . . . . . . . . . . . . . . .11 Crosslinguistic Perspectives on Argument Structure . . . . . . . . . . . . . . . . . . . . . . . . . .11 Cultural Education-Cultural Sustainability . . . . .6 Cultural Practices of Literacy . . . . . . . . . . . . . .11 Cultures, Contexts, and World Englishes . . . . .2
D Data Elicitation for Second and Foreign Language Research . . . . . . . . . . . . . . . . . . .10 Developing Literacy in Second-Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Developing Reading and Writing in Second-Language Learners . . . . . . . . . . . . . .11 Dialects in Schools and Communities . . . . . . .16 Dialects, Englishes, Creoles, and Education . . .4 Dialogic Approaches to TESOL . . . . . . . . . . . .16 Dimensions of Literacy . . . . . . . . . . . . . . . . . .13 DO NOT Leave Your Language Alone . . . . . . .18 Doing Action Research in English Language Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
E Economics of the Multilingual Workplace, The . .17 Education Programs . . . . . . . . . . . . . . . . . . . .16 English for Academic Purposes . . . . . . . . . . . .12 English L2 Reading . . . . . . . . . . . . . . . . . . . . . .4 English Language Assessment and the Chinese Learner . . . . . . . . . . . . . . . . . . . . . .5 English Teacher in Global Civil Society, The . . . .1 English-Only Instruction and Immigrant Students in Secondary Schools . . . . . . . . . .12 ESL & Applied Linguistics Professional Series . .1 ESL (ELL) Literacy Instruction . . . . . . . . . . . . . .15 Ethnography in Language Policy . . . . . . . . . . .17 Ethnolinguistic Diversity and Literacy Education . .5
G Generation 1.5 in College Composition . . . . . .5 Gesture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Global Linguistic Flows . . . . . . . . . . . . . . . . . . .6 Grassroots Literacy . . . . . . . . . . . . . . . . . . . . . .7
H Handbook for Arabic Language Teaching Professionals in the 21st Century . . . . . . . .12 Handbook of Child Language Disorders . . . . . .7 Handbook of Cognitive Linguistics and Second Language Acquisition . . . . . . . . . . . .6 Handbook of Research in Second Language Teaching and Learning . . . . . . . . . . . . . . . .12 Heritage Language Education . . . . . . . . . . . .12 Hiphop Literacies . . . . . . . . . . . . . . . . . . . . . . .7 Home-School Connection, The . . . . . . . . . . . . .8
I Ideas and Options in English for Specific Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 Inclusive Pedagogy for English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . .11 Interlanguage Variation in Theoretical and Pedagogical Perspective . . . . . . . . . . . . . . . .8 International English in Its Sociolinguistic Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Introduction to Bilingualism, An . . . . . . . . . . .17
Race, Culture, and Identities in Second Language Education . . . . . . . . . . . . . . . . . . .6 Researching Second Language Classrooms . . . .4 Review of Adult Learning and Literacy . . . . . .18 Routes to Language . . . . . . . . . . . . . . . . . . . . .8 Routledge Advances in Communication and Linguistic Theory Series . . . . . . . . . . . . . . . . .8 Routledge Applied Linguistics Series . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11, 12, 15, 17 Routledge Studies in Sociolinguistics Series . .17 Rutgers Invitational Symposium on Education Series . . . . . . . . . . . . . . . . . . . . .18
W
S Second Language Acquisition . . . . . . . . . . . . .9 Second Language Acquisition Research Series . .9 Second Language Teacher Education . . . . . . . .1 Sexual Identities in English Language Education . . . . . . . . . . . . . . . . . . . . . . . . . .15 Sociocultural, Political, and Historical Studies in Education Series . . . . . . . . . . . . . . . . . . .18 Speech Production and Second Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . . .12 State Assessment Policy and Practice for English Language Learners . . . . . . . . . . . . .17 Synthesis of Research on Second Language Writing in English, A . . . . . . . . . . . . . . . . . .10
T
L Language and Minority Rights . . . . . . . . . . . .18 Language Exploration and Awareness . . . . . .16 Language Minority Students in American Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 Language Policy, Culture, and Identity in Asian Contexts . . . . . . . . . . . . . . . . . . . . . .17 Language Teaching . . . . . . . . . . . . . . . . . . . . .8 Language Testing and Assessment . . . . . . . . .11 Language, Culture, and Community in Teacher Education . . . . . . . . . . . . . . . . . . .11 Language, Culture, and Teaching . . . . . . . . . .13 Language, Culture, and Teaching Series . . . . .13 Language, Identity, and Stereotype Among Southeast Asian American Youth . . . . . . . .12 Leadership in English Language Education . . . .3 Learning to Read Across Languages . . . . . . . .12 Linguistic Landscape . . . . . . . . . . . . . . . . . . . . .8 Literacies Series . . . . . . . . . . . . . . . . . . . . . . . .7 Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Literacy and Bilingualism . . . . . . . . . . . . . . . .17 Literacy and Gender . . . . . . . . . . . . . . . . . . . . .7 Literacy and Power . . . . . . . . . . . . . . . . . . . . .13 Literacy, Lives and Learning . . . . . . . . . . . . . . .7
Teaching Children English as an Additional Language . . . . . . . . . . . . . . . . . . . . . . . . . .15 Teaching Chinese, Japanese, and Korean Heritage Language Students . . . . . . . . . . . . .4 Teaching English Language Across the Curriculum Series . . . . . . . . . . . . . . . . . . . .16 Teaching English Language Learners in Career and Technical . . . . . . . . . . . . . . . . . . . . . . . . . Teaching English Language Learners through Technology . . . . . . . . . . . . . . . . . .16 Teaching ESL Composition . . . . . . . . . . . . . . .14 Teaching ESL/EFL Listening and Speaking . . . . .3 Teaching ESL/EFL Reading and Writing . . . . . . .3 Teaching Mathematics to English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Teaching Readers of English . . . . . . . . . . . . . .14 Teaching Social Studies to English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Technology-Mediated Learning Environments for Young English Learners . . . . . . . . . . . . .12 Theories in Second Language Acquisition . . . .10 Toward Defining and Improving Quality in Adult Basic Education . . . . . . . . . . . . . . . . .18
U
M Measurement and Evaluation in Post-secondary ESL . . . . . . . . . . . . . . . . . . .14
N New Paradigm for Global School Systems, A . .18 New Perspectives on Grammar Teaching in Second Language Classrooms . . . . . . . . . . . .2
Ultimate Attainment in Second Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . . .12 Undergraduates in a Second Language . . . . .10 Understanding Language Teaching . . . . . . . . . .4 Using Discourse Analysis to Improve Classroom Interaction . . . . . . . . . . . . . . . . .14 Using English . . . . . . . . . . . . . . . . . . . . . . . . .12 Using Priming Methods in Second Language Research . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
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20
INDEX BY AUTHOR
A
G
M
T
Adamson, H.D. . . . . . . . . . . . . . . . . . . . . . .4, 8 Aitchison, Jean . . . . . . . . . . . . . . . . . . . . . . . .18 Alim, H. Samy . . . . . . . . . . . . . . . . . . . . . . . . .6 Altarriba, Jeanette . . . . . . . . . . . . . . . . . . . .17 Amanti, Cathy . . . . . . . . . . . . . . . . . . . . . . . . .7 Andrews, Larry . . . . . . . . . . . . . . . . . . . . . . . .16 Appleby, Yvon . . . . . . . . . . . . . . . . . . . . . . . . .7 August, Diane . . . . . . . . . . . . . . . . . . . . . . . .11
Garner, Barbara . . . . . . . . . . . . . . . . . . . . . . .18 Gass, Susan M. . . . . . . . . . . . . . . . . . . . . .9, 10 Gillen, Julia . . . . . . . . . . . . . . . . . . . . . . . . . .11 Gomez, Kimberley . . . . . . . . . . . . . . . . . . . . .14 Gonzalez, Norma . . . . . . . . . . . . . . . . . . . . . . .7 Gorter, Durk . . . . . . . . . . . . . . . . . . . . . . . . . .8 Graddol, David . . . . . . . . . . . . . . . . . . . . . . . .11 Grin, Claudio . . . . . . . . . . . . . . . . . . . . . . . . .17 Gunderson, Lee . . . . . . . . . . . . . . . . . . . .12, 15 Guo, Jiansheng . . . . . . . . . . . . . . . . . . . . . . . .5
Mackey, Alison . . . . . . . . . . . . . . . . . . . . . .9, 10 May, Stephen . . . . . . . . . . . . . . . . . . . . . . . . .18 Maybin, Janet . . . . . . . . . . . . . . . . . . . . . . . .12 McCafferty, Steven G. . . . . . . . . . . . . . . . . . . .2 McDonough, Kim . . . . . . . . . . . . . . . . . . . . . .9 McKay, Sandra Lee . . . . . . . . . . . . . . . . . . .2, 4 Meier, Terry . . . . . . . . . . . . . . . . . . . . . . . . . .10 Mercer, Neil . . . . . . . . . . . . . . . . . . . . . . . . .12 Migliacci, Naomi . . . . . . . . . . . . . . . . . . . . . .11 Mikel Petrie, Gina . . . . . . . . . . . . . . . . . . . . . .4 Moll, Luis C. . . . . . . . . . . . . . . . . . . . . . . . . . .7 Morrell, Ernest . . . . . . . . . . . . . . . . . . . . . . .13 Moss, Gemma . . . . . . . . . . . . . . . . . . . . . . . . .7 Mueller-Gathercole, Virginia C. . . . . . . . . . . . .8 Murray, Denise E. . . . . . . . . . . . . . . . . . . . . . . .3
Taha, Zeinab A. . . . . . . . . . . . . . . . . . . . . . . .12 Temple Adger, Carolyn . . . . . . . . . . . . . . . . .16 Teresa McCarty, . . . . . . . . . . . . . . . . . . . . . . .17 Thompson, Denisse R. . . . . . . . . . . . . . . . . . .16 Thornton, Stephen J. . . . . . . . . . . . . . . . . . . .16 Tollefson, James W. . . . . . . . . . . . . . . . . . . . .17 Toolan, Michael . . . . . . . . . . . . . . . . . . . . . . . .8 Trofimovich, Pavel . . . . . . . . . . . . . . . . . . . . . .9 Tsui, Amy B.M. . . . . . . . . . . . . . . . . . . . . . . .17 Tusting, Karin . . . . . . . . . . . . . . . . . . . . . . . . . .7
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Nation, I.S.P. . . . . . . . . . . . . . . . . . . . . . . . . . .3 Nelson, Cynthia D. . . . . . . . . . . . . . . . . . . . . .15 Nero, Shondel J. . . . . . . . . . . . . . . . . . . . . . . .4 Newton, Jonathan . . . . . . . . . . . . . . . . . . . . . .3 Nieto, Sonia . . . . . . . . . . . . . . . . . . . . . . . . .13
Wahba, Kassem M. . . . . . . . . . . . . . . . . . . .12 Wei, Li . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17 Wigglesworth, Gillian . . . . . . . . . . . . . . . . . .17 Williams, Jessica . . . . . . . . . . . . . . . . . . . . . . .10 Wilson, Marilyn J. . . . . . . . . . . . . . . . . . . . . .14 Wolfram, Walt . . . . . . . . . . . . . . . . . . . . . . .16 Wong, Shelley . . . . . . . . . . . . . . . . . . . . . . . .16
B Ban, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . .16 Barton, David . . . . . . . . . . . . . . . . . . . . . . . . . .7 Basturkmen, Helen . . . . . . . . . . . . . . . . . . . . . .4 Bauckus, Susan . . . . . . . . . . . . . . . . . . . . . . .12 Bekerman, Zvi . . . . . . . . . . . . . . . . . . . . . . . . .6 Belzer, Alisa . . . . . . . . . . . . . . . . . . . . . . . . . .18 Birch, Barbara M. . . . . . . . . . . . . . . . . . . . . .1, 4 Blank, William . . . . . . . . . . . . . . . . . . . . . . . .16 Blommaert, Jan . . . . . . . . . . . . . . . . . . . . . . . .7 Bokhorst-Heng, Wendy D. . . . . . . . . . . . . . . . .2 Bowerman, Melissa . . . . . . . . . . . . . . . . . . . .11 Brinton, Donna M. . . . . . . . . . . . . . . . . . . . .12 Brisk, María Estela . . . . . . . . . . . . . . . . . .11, 17 Brown, Penelope . . . . . . . . . . . . . . . . . . . . .11 Burns, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Harklau, Linda . . . . . . . . . . . . . . . . . . . . . . . . .5 Harley, Trevor . . . . . . . . . . . . . . . . . . . . . . . . . .9 Harmon, Mary R. . . . . . . . . . . . . . . . . . . . . . .14 Harrington, Margaret M. . . . . . . . . . . . . . . . .17 Hedgcock, John S. . . . . . . . . . . . . . . . . . . . . .14 Heredia, Roberto R. . . . . . . . . . . . . . . . . . . . .17 Hernández-Gantes, Victor M. . . . . . . . . . . . .16 Hewings, Ann . . . . . . . . . . . . . . . . . . . . . . . .12 Hinkel, Eli . . . . . . . . . . . . . . . . . . . . . . .1, 2, 12 Hodge, Rachel . . . . . . . . . . . . . . . . . . . . . . . . .7 Huerta-Macías, Ana . . . . . . . . . . . . . . . . . . . .10 Hyland, Ken . . . . . . . . . . . . . . . . . . . . . . . . .12
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C Canagarajah, Sursesh . . . . . . . . . . . . . . . . . . . .4 Castañeda, Martha . . . . . . . . . . . . . . . . . . . .16 Chapelle, Carol A. . . . . . . . . . . . . . . . . . . . . . .3 Cheng, Liying . . . . . . . . . . . . . . . . . . . . . . . . . .5 Chin, Ng Bee . . . . . . . . . . . . . . . . . . . . . . . . .17 Christian, Donna . . . . . . . . . . . . . . . . . . . . . .16 Christison, MaryAnn . . . . . . . . . . . . . . . . . . . .3 Cobb Scott, Jerrie . . . . . . . . . . . . . . . . . . . . .17 Collum, Eric . . . . . . . . . . . . . . . . . . . . . . . . . .17 Comings, John . . . . . . . . . . . . . . . . . . . . . . .18 Cruz, Bárbara C. . . . . . . . . . . . . . . . . . . . . . .16 Cumming, Alister . . . . . . . . . . . . . . . . . . . . . .10 Curtis, Andy . . . . . . . . . . . . . . . . . . . . . . . . . . .5
D Davidson, Fred . . . . . . . . . . . . . . . . . . . . . . .11 Dean Brown, James . . . . . . . . . . . . . . . . . . . . .4
E Edelsky, Carole . . . . . . . . . . . . . . . . . . . . . . . .14 Egbert, Joy L. . . . . . . . . . . . . . . . . . . . . . . . . . .4 Ellis, Nick C. . . . . . . . . . . . . . . . . . . . . . . . . . . .6 England, Liz . . . . . . . . . . . . . . . . . . . . . . . . .12 Enright, Mary K. . . . . . . . . . . . . . . . . . . . . . . .3 Erben, Tony . . . . . . . . . . . . . . . . . . . . . . . . . .16
F Farr, Marcia . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Ferris, Dana . . . . . . . . . . . . . . . . . . . . . . . . . .14 Fishman, Joshua A. . . . . . . . . . . . . . . . . . . . .18 Fotos, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . .2 Fulcher, Glenn . . . . . . . . . . . . . . . . . . . . . . . .11
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J Jamieson, Joan M. . . . . . . . . . . . . . . . . . . . . . .3 Janks, Hillary . . . . . . . . . . . . . . . . . . . . . . . . .13 Jarvis, Scott . . . . . . . . . . . . . . . . . . . . . . . . . .11 Johnson, Karen E. . . . . . . . . . . . . . . . . . . . . . .1
K Kachru, Yamuna . . . . . . . . . . . . . . . . . . . . . . .2 Kagan, Olga . . . . . . . . . . . . . . . . . . . . . . . . .12 Katz, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . .17 Kersaint, Gladis . . . . . . . . . . . . . . . . . . . . . . .16 Koda, Keiko . . . . . . . . . . . . . . . . . . . . . . . . .12 Kondo-Brown, Kimi . . . . . . . . . . . . . . . . . . . . .4 Kopelowitz, Ezra . . . . . . . . . . . . . . . . . . . . . . .6 Kormos, Judit . . . . . . . . . . . . . . . . . . . . . . . .12 Kramer, Mary Ann . . . . . . . . . . . . . . . . . . . .18 Kubota, Ryuko . . . . . . . . . . . . . . . . . . . . . . . . .6 Kucer, Stephen B. . . . . . . . . . . . . . . . . . . . .13 Kumaravadivelu, B. . . . . . . . . . . . . . . . . . . . . .4
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V Vaillancourt, François . . . . . . . . . . . . . . . . . . .17 VanPatten, Bill . . . . . . . . . . . . . . . . . . . . . . . .10
Parker, L. Leann . . . . . . . . . . . . . . . . . . . . . . .12 Pavlenko, Aneta . . . . . . . . . . . . . . . . . . . . . . .11 Pennycook, Alastair . . . . . . . . . . . . . . . . . . . . .6 Petkova, Mariana . . . . . . . . . . . . . . . . . . . . . .16 Purcell-Gates, Victoria . . . . . . . . . . . . . . . . . .11
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Rex Lelsey A. . . . . . . . . . . . . . . . . . . . . . . . . .14 Reyes, Angela . . . . . . . . . . . . . . . . . . . . . . . .12 Rhys, Martin . . . . . . . . . . . . . . . . . . . . . . . . .11 Richardson Bruna, Katherine . . . . . . . . . . . . .14 Richardson, Elaine . . . . . . . . . . . . . . . . . . . . . .7 Rivera, Charlene . . . . . . . . . . . . . . . . . . . . . . .17 Rivera, Klaudia M. . . . . . . . . . . . . . . . . . . . . .10 Roberge, Mark . . . . . . . . . . . . . . . . . . . . . . . . .5 Robinson, Peter . . . . . . . . . . . . . . . . . . . . . . . .6 Rodríguez-Brown, Flora V. . . . . . . . . . . . . . . . .8 Rogers, Rebecca . . . . . . . . . . . . . . . . . . . . . .18 Romney, Mary . . . . . . . . . . . . . . . . . . . . . . . . .5
S Schiller, Laura . . . . . . . . . . . . . . . . . . . . . . . . .14 Schwartz, Richard G. . . . . . . . . . . . . . . . . . . . .7 Scott, Caroline . . . . . . . . . . . . . . . . . . . . . . . .15 Selinker, Larry . . . . . . . . . . . . . . . . . . . . . . . . .9 Seloni, Lisya . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Sfreddo, François . . . . . . . . . . . . . . . . . . . . . .17 Shanahan, Timothy . . . . . . . . . . . . . . . . . . . .11 Shepard-Wong, Mary . . . . . . . . . . . . . . . . . . . .4 Shohamy, Elana . . . . . . . . . . . . . . . . . . . . . . . .8 Siegal, Meryl . . . . . . . . . . . . . . . . . . . . . . . . . .5 Silva, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . .10 Smith, Cristine . . . . . . . . . . . . . . . . . . . . . . . .18 Smith, Larry E. . . . . . . . . . . . . . . . . . . . . . . . . .2 Song, Juyoung . . . . . . . . . . . . . . . . . . . . . . . . .5 Spring, Joel . . . . . . . . . . . . . . . . . . . . . . . . . .18 Stam, Gale . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 Stockwell, Glenn . . . . . . . . . . . . . . . . . . . . . . .4 Stoops Verplaetse, Lorrie . . . . . . . . . . . . . . . .11 Straker, Dolores Y. . . . . . . . . . . . . . . . . . . . . .17 Street, Brian V. . . . . . . . . . . . . . . . . . . . . . . . .15 Swann, Joan . . . . . . . . . . . . . . . . . . . . . . . . .11
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