Literacy, Language, and ESL/Bilingual Education 2011 (UK)

R o u t l e d g e e d u c at i o n

Literacy, Language, and ESL/Bilingual Education • Language and Literacy Education – Research and Theory – Classroom Practice – Language Diversity/Language and Culture

• ESL, Bilingual, and Multilingual Education – Research and Theory – Classroom Practice

• Literacy and Technology/Multiliteracies • Language Policy and Politics • Adult Literacy

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Welcome to Routledge

Literacy, Language, and ESL/Bilingual Education New Titles and Key Backlist 2011

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contents Language and Literacy Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Research and Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Classroom Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Language Diversity/Language and Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 ESL, Bilingual, and Multilingual Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Research and Theory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Classroom Practice. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Literacy and Technology/Multiliteracies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Language Policy and Politics. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Adult Literacy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

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Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Order Form. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Back of Catalog

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la nguag e and l iter acy educat i o n : Research and Theory

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language and literacy education Research and Theory

Handbook of Research on Children’s and Young Adult Literature Edited by Shelby Wolf, University of Colorado at Boulder, USA, Karen Coats, Illinois State University, USA, Patricia A. Enciso, Ohio State University, USA and Christine Jenkins, University of Illinois at Urbana-Champaign, USA

3rd Edition

Handbook of Research on Teaching the English Language Arts Co-Sponsored by the International Reading Association and the National Council of Teachers of English Edited by Diane Lapp and Douglas Fisher, both at San Deigo State University, USA Now in its third edition, the Handbook of Research on Teaching the English Language Arts offers an integrated perspective on the teaching of the English language arts and a comprehensive overview of research in the field. Prominent scholars, researchers, and professional leaders:

• provide historical and theoretical perspectives about teaching the language arts • focus on bodies of research that influence decision-making within the teaching of the language arts • explore the environments for language arts teaching • reflect on the methods and materials for instruction.

The third edition is restructured, updated, and includes many new contributors. More emphasis is given to the learner, multiple texts, learning, and sharing one’s knowledge. A Companion Website, new for this edition, includes among other features interactive tools, PowerPoint slides, and several videos.

This Handbook is an essential resource for all professional educators, researchers, curriculum designers, students, and prospective and practising teachers across the field of the English language arts.

December 2010: 8-1/2 x 11: 448pp Hb: 978-0-415-87735-0: £155.00 Pb: 978-0-415-87736-7: £71.99 eBook: 978-0-203-83971-3 For more information, visit: www.routledge.com/9780415877367

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Complimentary Exam Copy

This landmark volume is the first to bring together leading scholarship on children’s and young adult literature from three intersecting disciplines: Education, English, and Library and Information Science.

Distinguished by its multidisciplinary approach, it describes and analyzes the different aspects of literary reading, texts, and contexts to illuminate how the book is transformed within and across different academic figurations of reading and interpreting children’s literature.

The Routledge International Handbook of English, Language and Literacy Teaching Edited by Dominic Wyse, University of Cambridge, UK, Richard Andrews, Institute of Education, UK and James Hoffman, University of Texas at Austin, USA

NEW

NEW

• Part one considers perspectives on readers and reading literature in home, school, library, and community settings.

• Part two introduces analytic frames for studying young adult novels, picturebooks, indigenous literature, graphic novels, and other genres. Chapters include commentary on literary experiences and creative production from renowned authors and illustrators.

• Part three focuses on the social contexts of literary study, with chapters on censorship, awards, marketing, and literary museums.

The singular contribution of this Handbook is to lay the groundwork for colleagues across disciplines to redraw the map of their separately figured worlds, thus to enlarge the scope of scholarship and dialogue as well as push ahead into uncharted territory.

October 2010: 8-1/2 x 11: 568pp Hb: 978-0-415-96505-7: £190.00 Pb: 978-0-415-96506-4: £85.00 eBook: 978-0-203-84354-3

Edited by three authorities in the field, this Handbook presents contributions from experts across the world who report the cutting-edge of international research. It is ground-breaking in its holistic, evidence-informed account that aims to synthesize key messages for policy and practice in English, language and literacy teaching.

A comprehensive collection, the Handbook focuses on the three key areas of reading, writing and language, and issues that cut across them. The international emphasis of all the chapters is extended by a final section that looks directly at different countries and continents.

The authors address many key issues including: • why pupil motivation is so important • the evidence for what works in teaching and learning • the place of Information Technology in the twenty-first century • the status of English and other languages • globalisation and political control of education.

This definitive guide concludes by discussing the need for better policy cycles that genuinely build on research evidence and teachers’ working knowledge in order to engage young people and transform their life chances.

A powerful account that will be of interest to students, researchers and academics involved with education.

February 2010: 6-3/4 x 9-3/4: 584pp Hb: 978-0-415-46903-6: £130.00 eBook: 978-0-203-86309-1 For more information, visit: www.routledge.com/9780415469036

For more information, visit: www.routledge.com/9780415965064

Handbook of Reading Disability Research Edited by Anne McGill-Franzen and Richard L. Allington, both at University of Tennessee, USA

Bringing together a wide range of research on reading disabilities, this comprehensive Handbook extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions (What is the nature or causes of reading disabilities?

How are reading disabilities assessed? How should reading disabilities be remediated? To what extent is remediation possible?) but from multiple or alternative perspectives.

Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling.

The editors and authors are distinguished scholars with extensive research experience and publication records and numerous honors and awards from professional organizations representing the range of disciplines in the field of reading disabilities. Throughout, their contributions are contextualized within the framework of educators struggling to develop concrete instructional practices that meet the learning needs of the lowest achieving readers.

July 2010: 8-1/2 x 11: 536pp Hb: 978-0-8058-5333-9: £175.00 Pb: 978-0-8058-5334-6: £85.00 eBook: 978-0-203-85301-6 For more information, visit: www.routledge.com/9780805853346

e-Inspection New in Paperback Companion Website

la nguage a n d l i te r acy e du cat i o n : Research and Theory

NEW

NEW IN 2011

NEW

Handbook of Reading Research, Volume IV

2nd Edition

2nd Edition

Handbook of Family Literacy

Edited by Michael L. Kamil, Emeritus Professor of Education, Stanford University, USA, P. David Pearson, University of California at Berkeley, USA, Elizabeth Birr Moje, University of Michigan, USA and Peter Afflerbach, University of Maryland, USA

Edited by Barbara H. Wasik, University of North Carolina at Chapel Hill, USA and Barbara Van Horn, Pennsylvania State University, USA

An Introduction to Critical Discourse Analysis in Education

October 2010: 7 x 10: 800pp Hb: 978-0-8058-5342-1: £190.00 Pb: 978-0-8058-5343-8: £85.00 eBook: 978-0-203-84041-2 For more information, visit: www.routledge.com/9780805853438

NEW IN 2011

Routledge Handbook of Discourse Analysis Edited by James Paul Gee, Arizona State University, USA and Michael Handford, University of Tokyo, Japan Series: Routledge Handbooks in Applied Linguistics The Routledge Handbook of Discourse Analysis covers the major approaches to discourse analysis from Critical Discourse Analysis to Multimodal Discourse Analysis and their applications in key educational and institutional settings. Divided into six sections: Approaches to DA, Approaches to Spoken Discourse, Genres and Practices, Educational Applications, Institutional Applications, and Identity, Culture and Discourse.

Chapters are written by a wide range of contributors from around the world, each a leading researcher in their respective field, which have been closely edited by James Paul Gee and Michael Handford. With a focus on the application of discourse analysis to real-life problems, the Handbook introduces the reader to a topic, analyses authentic data and then looks at the analysis of the data.

The Routledge Handbook of Discourse Analysis is vital reading for linguistics students as well as other areas where discourse analysis is studied, from communication and cultural studies to social psychology and anthropology.

June 2011: 6-3/4 x 9-3/4: 592pp Hb: 978-0-415-55107-6: £115.00 For more information, visit: www.routledge.com/9780415551076

The new edition of this Handbook focuses on the intergenerational transfer of literacy and shows why family literacy is basic to the goals of any country. It discusses the latest developments in child and adult literacy, parent education, and the implications of family literacy for home visiting programs. Information on culture and diversity remain central to the discussion of family literacy and new information on the role of fathers is presented.

• Comprehensive Coverage – Whereas many books deal with various components of this broad and loosely coupled field, this is the first to profile and integrate its many overlapping components.

• New Information – In addition to updating all topics, there is an increased focus on the role of fathers, on second language learners, and on procedures for meeting the needs of specific ethnic groups.

• Recommendations for Practice – Information essential to the development of curriculum and instructional practices in integrated throughout the book. Program recommendations cover such topics as integrating the curriculum, enriching early childhood classrooms, enhancing parent-child literacy interactions, and coordinating with other agencies.

October 2011: 7 x 10: 608pp Hb: 978-0-415-88457-0: £160.00 Pb: 978-0-415-88458-7: £84.99 eBook: 978-0-203-84149-5 For more information, visit: www.routledge.com/9780415884587

related journal

The Handbook of Reading Research is the research Handbook for the field. Each volume has come to define the field for the period of time it covers. Volume IV follows in this tradition. The editors extensively reviewed the reading research literature since the publication of Volume III in 2000, as portrayed in a wide array of research and practitioner-based journals and books, to identify the themes and topics covered. As in previous volumes, the focus is on reading research, rather than a range of literate practices. When taken as a set, the four volumes provide a definitive history of reading research. Volume IV brings the field authoritatively and comprehensively up-to-date.

Providing intervention services for at-risk children and their families has become a major goal of countries throughout the world. A vital part of this movement is the introduction of family literacy services not only in the US but throughout Europe, Africa, Canada, Australia and New Zealand. The emerging field of family literacy, which cuts across early childhood education, early literacy development, parent education, adult education, and parent-child literacy interactions has never had a comprehensive volume that pulls together and integrates its many interacting components. That is the mission of this Handbook. It provides an up-to-date picture of existing family literacy programs, of the research and theories that guide these programs, of current issues, and of likely future directions.

Literacy Research and Instruction Official Journal of the Association of Literacy Educators & Researchers

Edited by Rebecca Rogers, University of Missouri – St. Louis, USA

Accessible yet theoretically rich, this landmark text introduces key concepts and issues in critical discourse analysis and situates these within the field of educational research. The book invites readers to consider the theories and methods of three major traditions in critical discourse studies – discourse analysis, critical discourse analysis, and multimodal discourse analysis – through the empirical work of leading scholars in the field. Beyond providing a useful overview, it contextualizes CDA in a wide range of learning environments and identifies how CDA can shed new insights on learning and social change. Detailed analytic procedures are included – to demystify the process of conducting CDA, to invite conversations about issues of trustworthiness of interpretations and their value to educational contexts, and to encourage researchers to build on the scholarship in critical discourse studies.

This edition features a new structure; a touchstone chapter in each section by a recognized expert (Gee, Fairclough, Kress); and a stronger international focus on both theories and methods.

A Companion Website accompanies this book with chapter extensions; interviews; bibliographies; and resources for teaching critical discourse analysis.

February 2011: 6 x 9: 336pp Hb: 978-0-415-87428-1: £60.00 Pb: 978-0-415-87429-8: £27.99 eBook: 978-0-203-83614-9 For more information, visit: www.routledge.com/9780415874298

NEW IN 2011 4th Edition

Social Linguistics and Literacies Ideology in Discourses James Paul Gee, Arizona State University, USA This book serves as a classic introduction to the study of language, learning and literacy in their social, cultural and political contexts. It shows how contemporary sociocultural approaches to language and literacy emerged and: • engages with topics such as orality and literacy, the history of literacy, the nature of discourse analysis and social theories of mind and meaning • explores how language functions in a society

Volume Number: 49 Frequency: 4 issues per year Print ISSN: 1938-8071 Online ISSN: 1938-8063

• through the exploration of the notion of ‘Discourse’, it surveys the current state of the field with specific reference to cross-cultural issues in communities and schools.

EDITORS Parker Fawson - Kentucky University, USA Sylvia Read - Utah State University, USA Brad Wilcox - Brigham Young University, USA

This new edition incorporates contemporary work on ’new literacies’, that is, meaning making that uses digital media, images, or ’multimodal texts’ which integrate words and images. This new perspective fully updates the book and its approach to language, learning, and literacy in society and culture.

For more information on Literacy Research and Instruction, or to access an Online Sample Copy, please visit: www.informaworld.com/ULRI

July 2011: 5-1/2 x 8-1/2: 288pp Hb: 978-0-415-61775-8: £105.00 Pb: 978-0-415-61776-5: £23.99 For more information, visit: www.routledge.com/9780415617765

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la nguag e and l iter acy educat i o n : Research and Theory

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NEW

NEW

NEW IN 2011

3rd Edition

How to do Discourse Analysis: A Toolkit

Exploring English Language Teaching

James Paul Gee, Arizona State University, USA

Language in Action

Graham Hall, University of Northumbria, UK

An Introduction to Discourse Analysis Theory and Method

How to do Discourse Analysis: A Toolkit is the essential new book from James Paul Gee, bestselling author of An Introduction to Discourse Analysis: Theory and Method.

Discourse analysis is widely used in a range of academic subjects, all concerned with how humans make meaning and communicate within and across different social and cultural groups.

James Paul Gee, Arizona State University, USA

Discourse analysis considers how language, both spoken and written, enacts social and cultural perspectives and identities. Assuming no prior knowledge of linguistics, An Introduction to Discourse Analysis examines the field and presents James Paul Gee’s unique integrated approach which incorporates both a theory of language-in-use and a method of research.

The third edition of this bestselling text has been extensively revised and updated to include new material such as examples of oral and written language, ranging from group discussions with children, adults, students and teachers to conversations, interviews, academic texts and policy documents. While it can be used as a stand-alone text, this edition has also been fully cross-referenced with the practical companion title How to do Discourse Analysis: A Toolkit and together they provide the complete resource for students with an interest in this area.

September 2010: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-58569-9: £80.00 Pb: 978-0-415-58570-5: £22.99 eBook: 978-0-203-84788-6 For more information, visit: www.routledge.com/9780415585705

The Future of Language

Using a practical how-to approach, Gee provides the tools necessary to work with discourse analysis, with engaging step-by-step tasks featured throughout the book. Each tool is clearly explained, along with guidance on how to use it, and authentic data is provided for readers to practice using the tools. Readers from all fields will gain both a practical and theoretical background in how to do discourse analysis and knowledge of discourse analysis as a distinctive research methodology.

How to do Discourse Analysis: A Toolkit is the ideal preparation for future learning in discourse analysis and applied linguistics. It is the companion text to Gee’s An Introduction to Discourse Analysis: Theory and Method, meant for those interested in learning discourse analysis by doing it.

October 2010: 5-1/2 x 8-1/2: 224pp Hb: 978-0-415-57207-1: £70.00 Pb: 978-0-415-57208-8: £19.99 eBook: 978-0-203-85099-2 For more information, visit: www.routledge.com/9780415572088

The Routledge David Crystal Lectures

NEW IN 2011

David Crystal

Exploring Classroom Discourse

The Future of Language brings together three of Professor David Crystal’s most popular lectures on the future of language. Crystal delivers these informative and highly enjoyable performance lectures exploring key contemporary language issues: ’The Future of Englishes’, ’Language Death’ and ’Internet Linguistics’.

An accompanying book supplements the lectures with an overview of the main themes discussed, and a more detailed introduction to each topic. Special features include English subtitles, a cultural and usage commentary with timecodes, further reading and activities for the classroom and an index both for the DVD and the book.

2009: 5-1/4 x 8-1/2: 192pp Pack: 978-0-415-48490-9: £110.00 For more information, visit: www.routledge.com/9780415484909

See page 11 for more titles by David Crystal

Complimentary Exam Copy

Series: Routledge Introductions to Applied Linguistics Routledge Introductions to Applied Linguistics consists of introductory level textbooks covering the core topics in Applied Linguistics, designed for those entering postgraduate studies and language professionals returning to academic study. The books take an innovative ’practice to theory’ approach, with a ‘back to front’ structure which takes the reader from real life problems and issues in the field, then enters into a discussion of intervention and how to engage with these concerns. The final section concludes by tying the practical issues to theoretical foundations. Additional features include tasks with commentaries, a glossary of key terms, and an annotated further reading section.

Exploring English Language Teaching provides a single volume introduction to the field of ELT from an applied linguistics perspective. The book guides readers through relevant questions and issues related to classroom language learning and teaching in ELT using the tasks and activities throughout the text to support this.

Hall identifies various teaching practices, the reasons for using them, how to adopt them in the classroom and finally how applied linguistic theory underpins all of this.

Exploring English Language Teaching is an indispensable textbook for language teachers, post graduate/graduate students and advanced undergraduates studying in the areas of Applied Linguistics, Language Teacher Education, and ELT/TESOL. March 2011: 6-1/4 x 9-1/4: 256pp Hb: 978-0-415-58413-5: £80.00 Pb: 978-0-415-58415-9: £22.99 For more information, visit: www.routledge.com/9780415584159

NEW IN 2011

Exploring Vocabulary

Language in Action

Language in Action

Steve Walsh, University of Newcastle, UK

Dee Gardner, Brigham Young University, USA

Series: Routledge Introductions to Applied Linguistics

Series: Routledge Introductions to Applied Linguistics

Routledge Introductions to Applied Linguistics consists of introductory level textbooks covering the core topics in Applied Linguistics, designed for those entering postgraduate studies and language professionals returning to academic study.

This book looks particularly at the relationship between language, interaction and learning. Providing a comprehensive account of current perspectives on classroom discourse, the book aims to promote a fuller understanding of interaction, regarded as being central to effective teaching and introduces the concept of classroom interactional competence (CIC).

The case is made in this book for a need not only to describe classroom discourse, but to ensure that teachers and learners develop the kind of interactional competence which will result in more engaged, dynamic classrooms where learners are actively involved in the learning process.

March 2011: 6-1/4 x 9-1/4: 240pp Hb: 978-0-415-57066-4: £80.00 Pb: 978-0-415-57067-1: £22.99

Vocabulary is the foundation of language and language learning and as such knowledge of how to facilitate learners’ vocabulary growth is an indispensible teaching skill and curricular component.

Exploring Vocabulary begins with discussions of vocabulary issues familiar to language educators, continues with discussions of possible intervention and engagement with these problems, and concludes by tying these more practical issues to research findings and theoretical foundations.

The book aims to equip language teachers and professionals with a framework for dealing with the vocabulary needs of English language learners in a variety of contexts, for a range of learners.

September 2011: 6-1/4 x 9-1/4: 288pp Hb: 978-0-415-58544-6: £80.00 Pb: 978-0-415-58545-3: £22.99 For more information, visit: www.routledge.com/9780415585453

For more information, visit: www.routledge.com/9780415570671

e-Inspection New in Paperback Companion Website

la nguage a n d l i te r acy e du cat i o n : Research and Theory

NEW IN 2011

NEW IN 2011

NEW

Language, Ethnography, and Education

2nd Edition

Literacy, Power, and the Schooled Body

Bridging New Literacy Studies and Bourdieu Michael Grenfell, University of Southampton, UK, David Bloome, The Ohio State University, USA, Kate Pahl, Sheffield University, UK, Jennifer Roswell, Rutgers Graduate School of Education, USA and Brian V. Street, Kings College, London University, UK Offering an in-depth discussion of Bourdieu, New Literacy Studies and education, this frontline book provides a useful reference point for scholars and students of education, language, and literacy wishing to incorporate Bourdieu’s ideas into their work.

There is a well established tradition of using ethnographic perspectives to study classroom practice.

What this volume contributes is two distinctive approaches to the social study of education in general and literacy in particular: New Literacy Studies and Bourdieusian sociology, both integrated with such ethnographic perspectives.

More than just a set of stand-alone chapters around social perspectives on language interactions in classrooms, this ‘integrated text’: • provides practical examples of New Literacy Studies and Bourdieu used in ethnographic classroom contexts • offers a synthesis considering the practical examples in terms of the range of issues of theory and method presented • extends and develops many of the questions and issues raised in terms of a future practical research agenda.

Beyond the field of education, language in education, classroom ethnography, and literacy, scholars and students across a wide range of disciplines in which Bourdieu attracts attention also will find this volume relevant.

July 2011: 6 x 9: 192pp Hb: 978-0-415-87248-5: £95.00 Pb: 978-0-415-87249-2: £29.99 For more information, visit: www.routledge.com/9780415872492

NEW IN 2011

Fifty Key Thinkers on Language and Linguistics Margaret Thomas Series: Routledge Key Guides Fifty Key Thinkers on Language and Linguistics introduces some of the most influential figures in the field of English Language and Linguistics. Each entry includes a discussion of the person’s life and thought as well as the historical context of their work and an analysis of their lasting contribution to the field. Featuring: • Aristotle • Samuel Johnson • The Neogrammarians • Saussure • Greenberg • Chomsky.

Fully cross-referenced and with invaluable guides to further reading, this is an ideal introduction to the thinkers who have had a significant impact on the subject.

August 2011: 5-1/2 x 8-1/2: 304pp Hb: 978-0-415-37302-9: £65.00 Pb: 978-0-415-37303-6: £16.99 eBook: 978-0-203-09960-5 For more information, visit: www.routledge.com/9780415373036

Reading Researchers in Search of Common Ground The Expert Study Revisited Edited by Rona F. Flippo, University of Massachusetts, Boston In Reading Researchers in Search of Common Ground, Second Edition, Rona F. Flippo revisits her groundbreaking Expert Study, in which she set out to find common ground among experts in the much-fragmented field of reading research. The original edition, featuring contributions from participants in the Expert Study, commentary from additional distinguished literacy scholars with specialized experiences and vantage points from which to view it, and recommendations for use of its findings, was published in 2001 and has become a classic in the field. The Expert Study’s findings and discussions related to it remain provocative, viable, and highly relevant. Taking a fresh look at it, and its current implications for literacy education and common ground in light of the newest thinking and research of today, the second edition includes four new chapters from leaders in the field who discuss the Study from their unique vantage points (literacy trends, emergent writing development, a comprehensive literacy curriculum, and a comparative analysis of the study’s findings and recommendations).

July 2011: 6 x 9: 288pp Hb: 978-0-415-80112-6: £85.00 Pb: 978-0-415-80111-9: £25.99 eBook: 978-0-203-83608-8

Learning in Time and Space Kerryn Dixon, University of Witwatersrand, Johannesburg, South Africa

What effects do space and time have on classroom management, discipline, and regulation? How do teachers’ practices create schooled and literate students?

To explore these questions, this book looks at early childhood classrooms, charting the shifts and continuities as four-year-old children begin pre-school, move from pre-school into primary school, and come to the end of the first phase of schooling at nine years. The literacy classroom is used as a specific site in which to examine how children’s bodies are disciplined to become literate.

This is not a book that theorizes space, time, discipline, bodies, and literacy in abstract ways. Rather, working from a Foucaultian premise that discipline is directed onto children’s bodies, it moves from theory to practice.

Photographs, lesson transcripts, interviews, and children’s work show how teachers’ practices are enacted on children’s bodies in time and space. In this way, teachers are offered practical examples from which to think about their own classrooms and classroom practice.

For more information, visit: www.routledge.com/9780415801119

November 2010: 7 x 10: 200pp Hb: 978-0-415-87962-0: £85.00 Pb: 978-0-415-87963-7: £27.99 eBook: 978-0-203-85148-7

NEW IN 2011

For more information, visit: www.routledge.com/9780415879637

The Great Literacy Debate A Critical Response to the Literacy Strategy and the Framework for English Edited by Andrew Goodwyn, University of Reading, UK and Carol Fuller The National Literacy Strategy, and its secondary version, The Framework for English, is considered the most ambitious educational reform programme in the world. In its ten year history it affected every primary and secondary teacher in the country and, therefore, every child. As a reform, it was always controversial and the evidence suggests that it has fallen far short of its ambitious targets.

However, it has brought massive attention to the importance of literacy for all children and, if the National Tests were to be believed, then reading standards in particular have improved, whilst the initiative has attracted the attention of many other governments.

This book is the first definitive, and objective, attempt to examine the actual impact of these reforms. The contributors are amongst the most respected experts on literacy and English from the UK and from across the world, and they do both justice to the policies and practices that developed, and examine them critically.

The book will interest anyone concerned about literacy, whether a policy-maker or a classroom teacher. Readers from around the world will be able to put this huge and vastly expensive initiative into a genuine and evidence-based perspective and to consider the lessons learned from both its ambitions and its failures.

May 2011: 6-1/4 x 9-1/4: 176pp Hb: 978-0-415-59763-0: £80.00 Pb: 978-0-415-59764-7: £24.99 For more information, visit: www.routledge.com/9780415597647

Browse and order online: www.routledge.com/education

Design Literacies Learning and Innovation in the Digital Age Mary P. Sheridan, University of Wyoming, USA and Jennifer Rowsell, Brock University, Canada Series: Literacies

Design Literacies explores new ways of meaning making by examining the practices, stories, and products of new and digital media producers with the goal of understanding the logic of marketplace production.

Based on interviews with thirty new media and digital technology producers, including designers of video games, community activists and marketers of digital technologies, Design Literacies looks at the shared patterns and common themes and offers a window into contemporary out-of-school practices, a language to describe these practices and a pedagogy that better meets students’ needs in this new media and digital age.

With a foreword by Gunther Kress and an afterword by James Gee, Design Literacies will be of interest to postgraduate and graduate students of applied linguistics and education.

May 2010: 6-1/4 x 9-1/4: 144pp Hb: 978-0-415-55962-1: £80.00 Pb: 978-0-415-55964-5: £24.99 For more information, visit: www.routledge.com/9780415559645

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la nguag e and l iter acy educat i o n : Research and Theory

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Researching English Language A Resource Book for Students

Interdisciplinary Perspectives on Learning to Read

Alison Sealey, University of Birmingham, UK

Culture, Cognition and Pedagogy

Series: Routledge English Language Introductions

Edited by Kathy Hall, University College Cork, Ireland, Usha Goswami, University of Cambridge, UK, Colin Harrison, University of Nottingham, UK, Sue Ellis, University of Strathclyde, UK and Janet Soler, The Open University, UK

Routledge English Language Introductions cover core areas of language study and are one-stop resources for students.

Assuming no prior knowledge, books in the series offer an accessible overview of the subject, with activities, study questions, sample analyses, commentaries and key readings – all in the same volume. The innovative and flexible ’two-dimensional’ structure is built around four sections – introduction, development, exploration and extension – which offer self-contained stages for study. Each topic can also be read across these sections, enabling the reader to build gradually on the knowledge gained.

Researching English Language: • provides comprehensive support for readers tackling their first independent research projects • offers advice about research methods with reference to an extensive range of English Language topics including variation in accents, news discourse, forensic linguistics, child language development and many more

Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policy-makers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools.

The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of: • comprehension

• includes an extensive range of activities and points for discussion

• digital literacy at home and school

• illustrates each topic with examples from actual student projects and published studies

• dyslexia and special educational needs

June 2010: 6-3/4 x 9-3/4: 272pp Hb: 978-0-415-46897-8: £65.00 Pb: 978-0-415-46898-5: £17.99 For more information, visit: www.routledge.com/9780415468985

The Routledge Handbook of Multimodal Analysis Edited by Carey Jewitt, Institute of Education, University of London, UK

The Handbook offers a theoretical and methodological tool kit to support multimodal research including: chapters on key concepts, methodological issues, key factors, a range of theoretical approaches, multimodal case studies and an extensive glossary.

2009: 6-3/4 x 9-3/4: 368pp Hb: 978-0-415-43437-9: £130.00 Pb: 978-0-415-66777-7: £29.99 For more information, visit: www.routledge.com/9780415667777

• phonics and decoding • bilingual learners and reading • evidence based literacy • visual texts.

This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.

March 2010: 6-1/4 x 9-1/4: 272pp Hb: 978-0-415-56123-5: £85.00 Pb: 978-0-415-56124-2: £24.99 eBook: 978-0-203-85652-9 For more information, visit: www.routledge.com/9780415561242

Contemporary Perspectives on Reading and Spelling Edited by Clare Wood, University of Coventry, UK and Vincent Connelly, Oxford Brookes University, UK

With contributions from leading international researchers, Contemporary Perspectives on Reading and Spelling offers a critique of current thinking on the research literature into reading, reading comprehension and writing.

2009: 6-1/4 x 9-1/4: 304pp Hb: 978-0-415-49716-9: £85.00 Pb: 978-0-415-49717-6: £24.99 eBook: 978-0-203-87783-8 For more information, visit: www.routledge.com/9780415497176

Complimentary Exam Copy

Edited by Terry Locke, University of Waikato, New Zealand

Are there evidence-based answers to the broad question ’What explicit knowledge about language in teachers and/or students appears to enhance literacy development in some way’? Distinguished by its global perspective, its currency, and its comprehensiveness, Beyond the Grammar Wars:

• gender and literacy attainment

This book is accompanied by a Companion Website: www.routledge.com/textbooks/reli.

A Resource for Teachers and Students on Developing Language Knowledge in the English/Literacy Classroom

Series: Routledge Psychology in Education

• guides readers step-by-step through the research process, from initial ideas to the submission of the dissertation

• includes key readings from leading English Language researchers, including Ronald Carter; Jennifer Coates; Ruqaiya Hasan; Roz Ivani; Ben Rampton; John Sinclair.

Beyond the Grammar Wars

• provides an historical overview of the debates around grammar and English/literacy teaching in four settings: the US, England, Scotland and Australia • offers an up-to-date account of what the research is telling (and not telling) us about the effectiveness of certain kinds of grammar-based pedagogies in English/literacy classrooms • takes readers into English/literacy classrooms through a range of examples of language/grammar-based pedagogies which have proven to be successful • addresses metalinguistic issues related to changes in textual practices in a digital and multimodal age, and explores the challenges for educators who are committed to finding a ’usable grammar’ to contribute to teaching and learning in relation to these practices.

All of the contributors are acknowledged experts in their field. Activities designed for use in language and literacy education courses actively engage students in reflecting on and applying the content in their own teaching contexts.

March 2010: 6 x 9: 336pp Hb: 978-0-415-80264-2: £95.00 Pb: 978-0-415-80265-9: £34.99 eBook: 978-0-203-85435-8 For more information, visit: www.routledge.com/9780415802659

3rd Edition

The Routledge Linguistics Encyclopedia Edited by Kirsten Malmkjaer, Middlesex University, UK

The Routledge Linguistics Encyclopedia is a single-volume encyclopedia covering all major and subsidiary areas of linguistics and applied linguistics. The seventy-nine entries provide in-depth coverage of the topics and sub-topics of the field. Entries are alphabetically arranged and extensively cross-referenced so the reader can see how areas interrelate. Including a substantial introduction which provides a potted history of linguistics and suggestions for further reading, this is an indispensable reference tool for specialists and non-specialists alike.

2009: 6-3/4 x 9-3/4: 704pp Hb: 978-0-415-42104-1: £130.00 eBook: 978-0-203-87495-0 For more information, visit: www.routledge.com/9780415421041

e-Inspection New in Paperback Companion Website

l anguag e and l it e racy education: Classroom Practice

Multimodality A Social Semiotic Approach to Contemporary Communication Gunther Kress, Institute of Education, University of London, UK

Gunther Kress, a pioneer in the field of multimodality and the co-author of the bestselling Reading Images, produces a comprehensive theoretical framework for the study of the topic providing sample analyses and suggestions for further reading.

2009: 6-1/4 x 9-1/4: 236pp Hb: 978-0-415-32060-3: £80.00 Pb: 978-0-415-32061-0: £24.99 eBook: 978-0-203-97003-4

Official Portraits and Unofficial Counterportraits of ’At Risk’ Students Writing Spaces in Hard Times Richard J. Meyer, University of New Mexico, USA

This book chronicles fifth and sixth grade writers in a poor, culturally diverse, rural school in the southwest US coming into their voices, cultivating those voices, and using those voices in a variety of venues, beginning with the classroom community and spreading outward. The big ideas of official and unofficial portraits are presented, followed by data and facets of the theoretical construct of counterportraits in each chapter, as a response to official portraits.

For more information, visit: www.routledge.com/9780415320610

2009: 6 x 9: 312pp Hb: 978-0-415-87123-5: £100.00 Pb: 978-0-415-87124-2: £35.99 eBook: 978-0-203-86679-5

Changing Literacies for Changing Times

For more information, visit: www.routledge.com/9780415871242

An Historical Perspective on the Future of Reading Research, Public Policy, and Classroom Practices

Literacy in Times of Crisis

Edited by James V. Hoffman, University of Texas at Austin and Yetta M. Goodman, University of Arizona, USA

Offering the wisdom that only experience and expertise in the field can bring, this book takes a critical look into the present and the future of literacy as envisioned by leading reading researchers. The lead author of each chapter is a distinguished reading researcher elected by their peers into the Reading Hall of Fame. A key message in this book is that literacy professionals must take an active role to shape change.

2009: 6 x 9: 336pp Hb: 978-0-415-99502-3: £85.00 Pb: 978-0-415-99503-0: £28.99 eBook: 978-0-203-87518-6 For more information, visit: www.routledge.com/9780415995030

Practices and Perspectives Edited by Laurie MacGillivray, University of Memphis, USA

On the frontline of critical issues in education today, this volume covers new ground for teachers and teacher educators for whom crisis is a daily part of their work. Exploring the relationship between crisis and literacy, its aims are to improve educators’ ability to recognize, cope with, and avoid crisis, and to advance their understanding of the dynamic relationship between crisis and cultural, historical, and political literacy practices.

2009: 6 x 9: 216pp Hb: 978-0-415-87163-1: £95.00 Pb: 978-0-415-87164-8: £29.99 eBook: 978-0-203-86629-0 For more information, visit: www.routledge.com/9780415871648

Defying Convention, Inventing the Future in Literacy Research and Practice Edited by Patricia L. Anders, University of Arizona, USA In this volume, major literacy scholars from around the world pay tribute to Ken and Yetta Goodman – renowned and revered worldwide for their pioneering, influential work in the field of reading/literacy education – and offer glimpses of what the future of literacy research and practice might be.

2009: 6 x 9: 288pp Hb: 978-0-8058-6341-3: £100.00 eBook: 978-0-203-84471-7

language and literacy education Classroom Practice NEW 2nd Edition

Teaching Literature to Adolescents Richard Beach, University of Minnesota, USA, Deborah Appleman, Carelon College, USA, Susan Hynds, Syracuse University (Emerita), USA and Jeffrey Wilhelm, Boise State University, USA

Designed to introduce prospective English teachers to current methods of teaching literature in middle and high school classrooms, this popular textbook explores a variety of innovative approaches that incorporate reading, writing, drama, talk, and media production. Each chapter is organized around specific questions that English educators often hear in working with pre-service teachers. The text engages readers in considering the dilemmas and issues facing literature teachers through inquiry-based responses to authentic case narratives. A Companion Website, http://teachingliterature.pbworks.com, provides resources and enrichment activities, inviting teachers to consider important issues in the context of their own current or future classrooms.

New in the second edition: • more attention to the use of digital texts from use of online literature to digital storytelling to uses of online discussion and writing tools incorporated throughout • new chapter on teaching young adult literature • new chapter on teaching reading strategies essential to interpreting literature • more references to examples of teaching multicultural literature.

November 2010: 7 x 10: 288pp Hb: 978-0-415-87515-8: £95.00 Pb: 978-0-415-87516-5: £29.99 eBook: 978-0-203-84003-0 For more information, visit: www.routledge.com/9780415875165

You can now follow Routledge Education on

For more information, visit: www.routledge.com/9780805863413

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NEW

NEW

NEW

Debates in English Teaching

Becoming a Teacher Researcher in Literacy Teaching and Learning

3rd Edition

Edited by Jon Davison, Caroline Daly, Institute of Education, University of London, UK and John Moss, Canterbury Christ Church University, UK Series: Debates in Subjects Teaching

Debates in English Teaching explores the major issues all English teachers encounter in their daily professional lives. It engages with established and contemporary debates, promotes and supports critical reflection and aims to stimulate both novice and experienced teachers to reach informed judgements and argue their point of view with deeper theoretical knowledge and understanding.

Key issues debated include: the professional identity of English teachers; attitudes to correctness in grammar and standard English; the importance of the media and new technologies; social class and literacy; the nature of the dialogic classroom; the role of wider reading; the politics of early literacy.

With its combination of expert opinion and fresh insight, Debates in English Teaching is the ideal companion for all student and practising teachers engaged in initial training, continuing professional development and master’s level study.

December 2010: 6-1/4 x 9-1/4: 240pp Hb: 978-0-415-56915-6: £80.00 Pb: 978-0-415-56916-3: £22.99 eBook: 978-0-203-83144-1 For more information, visit: www.routledge.com/9780415569163

NEW IN 2011

Teaching the Literature of Today’s Middle East Allen Webb, Western Michigan University, USA Providing a gateway into the real literature emerging from the Middle East, this book shows teachers how to make the topic authentic, powerful, and relevant.

Teaching the Literature of Today’s Middle East: • introduces teachers to this literature and how to teach it • brings to the reader a tremendous diversity of teachable texts and materials by Middle Eastern writers

Strategies and Tools for the Inquiry Process Edited by Christine C. Pappas, University of Illinois at Chicago, USA and Eli Tucker-Raymond, Research Scientist, Chèche Konnen Center at TERC, USA

Designed to facilitate teachers’ efforts to meet the actual challenges and dilemmas they face in their classrooms, Becoming a Teacher Researcher in Literacy Teaching and Learning: • provides background information and key concepts in teacher research • covers the ’how-to’ strategies of the teacher research process from the initial proposal to writing up the report as publishable or presentable work

• illustrates a range of literacy topics and grade levels • features twelve reports by teacher researchers who have gone through the process, and their candid remarks about how activities helped (or not) • helps teachers understand how knowledge is constructed socially in their classrooms so that they can create instructional communities that promote all students’ learning.

Addressing the importance of teacher research for better instruction, reform, and political action, this text emphasizes strategies teachers can use to support and strengthen their voices as they dialogue with others in the educational community, so that their ideas and perspectives may have an impact on educational practice both locally in their schools and districts and more broadly.

January 2011: 7 x 10: 256pp Hb: 978-0-415-99620-4: £85.00 Pb: 978-0-415-99621-1: £25.99 eBook: 978-0-203-83609-5

The Literate Classroom Edited by Prue Goodwin Now in its third edition, The Literate Classroom offers essential information and advice from leading experts about the teaching of primary English to students, NQTs and less confident teachers of literacy.

Presenting a range of refreshing and challenging viewpoints from experienced classroom practitioners, this book describes how the theory behind key areas of literacy teaching can be transformed into realistic learning experiences within the classroom.

Split into five sections, this book outlines effective measures in inspiring children to become confident with all aspects of literacy through speaking and listening, creative approaches to reading and writing and new experiences with poetry and drama.

This fully updated edition includes: • shared and guided reading and writing • guidance on literacy teaching with EAL pupils • comprehension through response to children’s literature • working with drama, ICT, poetry and language study • new chapters on speaking and listening, reading aloud to children, and children’s development as independent readers.

This accessible and informative collection is a must-have for all trainee and practising teachers, as well as teaching assistants and support workers, looking to enhance literacy learning in the primary classroom.

December 2010: 6-3/4 x 9-3/4: 224pp Hb: 978-0-415-58407-4: £80.00 Pb: 978-0-415-58408-1: £20.99 eBook: 978-0-203-83473-2 For more information, visit: www.routledge.com/9780415584081

For more information, visit: www.routledge.com/9780415996211

NEW

Learning to Read the Numbers Integrating Critical Literacy and Critical Numeracy in K-8 Classrooms

• takes a thematic approach that allows students to understand and engage with the region and address key issues

A Co-Publication of The National Council of Teachers of English and Routledge

• includes stories from the author’s own classroom, and shares student insight and reactions

• utilizes contemporary teaching methods, including cultural studies, lit circles, blogs, YouTube, class speakers, and film analysis • directly and powerfully models how to address controversial issues in the region.

This text offers teachers and teacher-educators a much needed resource for helping students to think deeply and critically about the politics and culture of the Middle East through literary engagements.

May 2011: 6 x 9: 192pp Hb: 978-0-415-87437-3: £95.00 Pb: 978-0-415-87438-0: £27.99 eBook: 978-0-203-83255-4 For more information, visit: www.routledge.com/9780415874380

Complimentary Exam Copy

David J. Whitin and Phyllis E. Whitin, both at Wayne State University, USA Being a critical reader of numerical information is an integral part of being literate in today’s data-drenched world. Uniquely addressing both mathematics and language issues, this text shows how critical readers dig beneath the surface of data to better evaluate their usefulness and to understand how numbers are constructed by authors to portray a certain version of reality. Engaging, concise, and rich with examples and clear connections to classroom practice, it provides a framework of critical questions that children and teachers can pose to crack open authors’ intentions, expose their decisions, and make clear who are the winners and losers – questions that are essential for building democratic classrooms.

Explaining and illustrating how K-8 teachers can engage students in developing the ability to be both critical composers and critical readers of texts, Learning to Read the Numbers is designed for teacher education courses across the areas of language arts, mathematics, and curriculum studies, and for elementary teachers, administrators, and literacy and mathematics coaches.

September 2010: 6 x 9: 144pp Hb: 978-0-415-87430-4: £90.00 Pb: 978-0-415-87431-1: £24.99 eBook: 978-0-203-84266-9 For more information, visit: www.routledge.com/9780415874311

e-Inspection New in Paperback Companion Website

la nguage a n d l i te r acy e du cat i o n : Classroom Practice

NEW IN 2011

NEW IN 2011

Beyond Early Literacy

Literacy for All Students

Parallel Learning of Reading and Writing in Early Childhood

A Balanced Approach to Developing the Whole Child

An Instructional Framework for Closing the Gap Edited by Rebecca Powell, Georgetown College, Kentucky, USA and Elizabeth Rightmyer, Independent Education/Research Consultant, USA The Culturally Responsive Instruction Observation Protocol (CRIOP) is a framework for implementing culturally relevant literacy instruction and classroom observation.

Drawing on research and theory reflecting a range of perspectives – multicultural instruction, literacy theory, equity pedagogy, language and discourse models, sheltered instruction, critical pedagogy – it provides a means for assessing the many variables of classroom literacy instruction and for guiding practitioners in their development as multicultural educators.

Literacy for All Students: • discusses issues in multicultural literacy instruction within the context of various essential instructional components (such as assessment, curriculum, parent collaboration) • provides a protocol for observing features of literacy instruction for culturally and linguistically diverse students • presents vignettes from real classrooms, written by elementary and middle school teachers, showing their victories and struggles as they attempt to implement a pedagogy that is culturally responsive within a climate of high stakes testing.

A highly effective instrument for assessing culturally responsive literacy instruction in schools, the CRIOP serves as a model for realizing a literacy that is both relevant and transformative.

June 2011: 6 x 9: 272pp Hb: 978-0-415-88586-7: £85.00 Pb: 978-0-415-88587-4: £25.99 eBook: 978-0-203-83873-0

Mary Shea, Canisius College, USA

Parallel Learning of Reading and Writing in Early Childhood explores why it’s important to provide a balanced language learning environment for young children and offers approaches for children to practice and explore language. Writing – a different but parallel process – can open the door to reading, and an effective writing approach in the home and early childhood classrooms leads to the development of phonemic awareness, understanding of phonetic principles, vocabulary, fluency, and comprehension.

Effective early childhood teachers are those that extend the knowledge children have amassed at home and use the knowledge of how children learn naturally in the world to inform their practice.

Special features include:

This two-part book is first framed by current theory and research about children’s cognitive, language, and literacy development, and an extensive body of research and case studies on the efficacy of the method. The second part features strategies from on-the-ground teachers who have used the process with their students and explores how Shared Journal can be used with new technologies, can meet standards, and can be appropriate for diverse populations of children. This is a fantastic resource for use in early childhood education courses in emergent literacy, language arts, and curriculum.

• vignettes and descriptions of Pre-K, K, and Grade 1 classrooms that incorporate writing across the day

NEW IN 2011

• concept labeling words and topic specific terms defined throughout the book to support the reader’s understanding of professional terminology

Edited by Allen Webb, Western Michigan University, USA What are the realities and possibilities of utilizing on-line virtual worlds as teaching tools for specific literary works? Through engaging and surprising stories from classrooms where virtual worlds are in use, this book invites readers to understand and participate in this emerging and valuable pedagogy. It examines the experience of high school and college literature teachers involved in a pioneering project to develop virtual worlds for literary study, detailing how they created, utilized, and researched different immersive and interactive virtual reality environments to support the teaching of a wide range of literary works. Readers see how students role-play as literary characters, extending and altering character conduct in purposeful ways, and how they explore on-line, interactive literature maps, museums, archives, and game worlds to analyze the impact of historical and cultural setting, language, and dialogue on literary characters and events.

For early childhood classrooms – where curriculum is increasingly shaped by standards and teachers are pressed for time – Beyond Early Literacy offers a literacy method that goes beyond simply developing language arts skills. Known as Shared Journal, this process promotes young children’s learning across content areas – including their communication and language abilities, writing skills, sense of community, grasp of diverse social and cultural worlds, and understanding of history, counting, numeracy, and time. Pairing interactive talk with individual writing in the classroom community, this rich method develops the whole child.

Special features include:

• artifacts of children’s writing that demonstrate an evolution of knowledge related to both message and word construction

Immersive Learning in English Studies

This book offers the purpose, context, and outcomes of including writing right from the start in young children’s literacy learning. Through analysis of writing samples, research, and principles of best practices, Shea outlines the essential ingredients for early language learning and provides a developmentally appropriate approach to language learning. Throughout the chapters, Shea integrates discussion of assessment, classroom environment, instructional/teacher scaffolding, and differentiating instruction across developmental levels along with the supporting theory.

For more information, visit: www.routledge.com/9780415885874

Teaching Literature in Virtual Worlds

Janet B. Taylor, Auburn University, USA, Nancy Amanda Branscombe, Athens State University, USA, Jan Gunnels Burcham, Columbus State University, USA and Lilli Land, Auburn University, USA

• discussion of seminal and current research as well as best practices • a Companion Website with lesson ideas and abundant writing samples from a wide range of demographic, cultural, and language contexts for readers to view, analyze, and discuss.

This text offers pre- and in-service early childhood education teachers the content and resources to develop a deeper understanding of language learning, to prompt an examination of current practice, and to stimulate curricular re-designs that foster meaningful, joyful, and motivated learning.

March 2011: 7 x 10: 240pp Hb: 978-0-415-88298-9: £90.00 Pb: 978-0-415-88299-6: £19.99 eBook: 978-0-203-84118-1 For more information, visit: www.routledge.com/9780415882996

June 2011: 6 x 9: 240pp Hb: 978-0-415-88628-4: £95.00 Pb: 978-0-415-88629-1: £32.99 eBook: 978-0-203-83647-7 For more information, visit: www.routledge.com/9780415886291

Browse and order online: www.routledge.com/education

• sample lesson plans, rubrics, and templates throughout the book • children’s artifacts, including examples of oral and written work • teacher accounts examining the use of Shared Journal in the classroom, including strategies and suggestions • a Companion Website with templates, additional resources, and video clips of in-classroom teaching and examples of exciting ways to use new technologies.

July 2010: 7 x 10: 176pp Hb: 978-0-415-87443-4: £95.00 Pb: 978-0-415-87444-1: £20.99 eBook: 978-0-203-85311-5 For more information, visit: www.routledge.com/9780415874441

Free Monthly Newsletter Ensure that you’re kept up-to-date with news and information in your area of interest by signing up to our Education Newsletter.

Signing up is quick and easy – simply email education@routledge.com highlighting your areas of interest, and start receiving new title information and special offers direct to your inbox today!

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la nguag e and l iter acy educat i o n : Classroom Practice

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5th Edition Young Adult Literature Linking Reading and Adolescent Identity Across Cultures and Classrooms Assessment to Instruction Contexts for the Literary Lives of Teens Edited by Janet Alsup, Purdue University, USA

Taking a critical, research-oriented perspective, this exploration of the theoretical, empirical, and pedagogical connections between the reading and teaching of young adult literature and adolescent identity development centers around three key questions:

An Application Worktext for Elementary Classroom Teachers Arleen Shearer Mariotti, Hillsborough County Public Schools, USA and Susan P. Homan, University of South Florida, USA

Now in its fifth edition, this text applies current theory to classroom practice by providing, in each chapter, a brief explanation of major concepts followed by guided practical experience in administering, scoring, and interpreting reading assessment techniques.

• Who are the teens reading young adult literature?

• Why should teachers teach young adult literature?

• Why are teens reading young adult literature?

All chapters work simultaneously on two levels: each provides both a critical resource about contemporary young adult literature that could be used in YA literature classes or workshops and specific practical suggestions about what texts to use and how to teach them effectively in middle and high school classes.

Theorizing, problematizing, and reflecting in new ways on the teaching and reading of young adult literature in middle and secondary school classrooms, this valuable resource for teachers and teacher educators will help them to develop classrooms where students use literature as a means of making sense of themselves, each other, and the world around them.

April 2010: 6 x 9: 240pp Hb: 978-0-415-87698-8: £95.00 Pb: 978-0-415-87699-5: £28.99 eBook: 978-0-203-85313-9 For more information, visit: www.routledge.com/9780415876995

Academic Language/Literacy Strategies for Adolescents A ’How-To’ Manual for Educators Debra L. Cook Hirai, Irene Borrego, Emilio Garza and Carl T. Kloock, all at California State University at Bakersfield, USA

Fast-paced, practical, and innovative, this text for pre-service and in-service teachers features clear, easily accessible lessons and professional development activities to improve the delivery of academic language/literacy instruction across the content areas for junior/middle school and high school students, particularly English language learners, struggling readers, and other special populations of students.

2009: 6 x 9: 304pp Hb: 978-0-415-99965-6: £100.00 Pb: 978-0-8058-6391-8: £27.99 eBook: 978-0-203-85957-5 For more information, visit: www.routledge.com/9780805863918

Complimentary Exam Copy

The fifth edition is revised and updated to reflect recent developments in the field.

New activities are included throughout. A Companion Website for instructors and students, a value-added feature, is new for this edition.

Like previous editions of this popular text, this edition: • emphasizes the use of assessment and diagnosis for instructional decision-making

Teaching English Creatively Teresa Cremin, The Open University, UK Illustrated by examples of children’s work, this book explores the core elements of creative practice in relation to developing engaged readers, writers, speakers and listeners. Creative ways to explore powerful literary, non-fiction, visual and digital texts are offered throughout.

2009: 6-3/4 x 9-3/4: 192pp Hb: 978-0-415-54829-8: £80.00 Pb: 978-0-415-43502-4: £20.99 eBook: 978-0-203-86750-1 For more information, visit: www.routledge.com/9780415435024

3rd Edition

Learning to Teach English in the Secondary School A Companion to School Experience Edited by Jon Davison and Jane Dowson, De Montfort University, UK Series: Learning to Teach Subjects in the Secondary School

• stresses the use of informal assessment techniques – reflecting the current emphasis in educational assessment theories – but also includes usage of standardized test scores • provides numerous classroom-tested, hands-on activities, giving students step-by-step experiences in administering, scoring, and interpreting assessment techniques.

This text covers assessment/diagnosis in all five critical reading areas: phonemic awareness, phonics, vocabulary, fluency, and comprehension. It is designed for undergraduate and graduate courses in reading diagnosis, reading methods that include a diagnostic component, and for in-service courses on reading/ literacy development and diagnosis.

2009: 8-1/2 x 11: 240pp Pb: 978-0-415-80209-3: £29.99 eBook: 978-0-203-87115-7 For more information, visit: www.routledge.com/9780415802093

3rd Edition

Writing Under Control Edited by Judith Graham and Alison Kelly, both at Roehampton University, UK

Now in its third edition and reflecting changes in the Primary National Strategy, this bestselling textbook introduces primary teachers to key issues in the teaching of writing.

2009: 6-3/4 x 9-3/4: 272pp Hb: 978-0-415-48405-3: £80.00 Pb: 978-0-415-48404-6: £22.99 For more information, visit: www.routledge.com/9780415484046

This bestselling textbook presents an introduction to the opportunities and challenges of teaching English in secondary classrooms. This new edition has been thoroughly updated in light of revisions to the National Curriculum, examination syllabuses and the Standards for Qualified Teacher Status.

2009: 6-3/4 x 9-3/4: 368pp Hb: 978-0-415-49165-5: £80.00 Pb: 978-0-415-49166-2: £24.99 For more information, visit: www.routledge.com/9780415491662

Using Discourse Analysis to Improve Classroom Interaction Lesley A. Rex, University of Michigan, USA and Laura Schiller, Literacy Consultant for Oakland Intermediate School District, USA

This accessible ’how to’ book offers teachers powerful tools of discourse analysis as a way of understanding the complex dynamics of human interaction that constitute effective, equitable teaching and learning and guides them step-by-step through how to build their interactional awareness to improve their teaching.

2009: 6 x 9: 184pp Hb: 978-0-415-80113-3: £80.00 Pb: 978-0-415-80114-0: £22.99 eBook: 978-0-203-87698-5 For more information, visit: www.routledge.com/9780415801140

e-Inspection New in Paperback Companion Website

la nguage a n d l i te r acy e du cat i o n : Classroom Practice

Just A Phrase I’m Going Through

Designing Socially Just Learning Communities

Talking Beyond the Page

My Life in Language

Critical Literacy Education across the Lifespan

David Crystal

Rebecca Rogers, University of Missouri – St. Louis, USA, Mary Ann Kramer, St. Louis Public Schools, USA, Melissa Mosley, University of Texas at Austin, USA and The Literacy for Social Justice Teacher Research Group, University of Missouri – St. Louis, USA

Edited by Janet Evans, University of Liverpool Hope, UK

Kidnapping, attempted assassination, espionage not the answers you’d expect to the question ‘what happens when you become a linguist?’

But now, reflecting on a long and hugely successful career at the forefront of the field of English Language and Linguistics, David Crystal answers this question and offers us a special look behind the scenes at the adventures, rewards, challenges and pitfalls of his life in language.

Both an autobiography and a highly accessible introduction to the field of linguistics, Just a Phrase I’m Going Through illuminates and entertains us with its many insights into the ever-fascinating subject of language.

Designing Socially Just Learning Communities models an innovative form of professional development for educators and researchers who are seeking ways to transform educational practices. The teachers’ practices and actions – in their classrooms and as members of the teacher research group – will speak loudly to policy-makers, researchers, and activists who wish to work alongside them.

Reading and Responding to Picturebooks

This book shows how different kinds of picturebooks can be used with children of all ages and highlights what positive educational gains are to be made from reading, sharing, talking and writing about picturebooks.

2009: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-47695-9: £85.00 Pb: 978-0-415-47696-6: £23.99 For more information, visit: www.routledge.com/9780415476966

David Crystal is synonymous with language, both as a great populariser and linguistic pioneer, and his contribution to the field is unparalleled. This is a book not just for students and teachers but for all lovers of language.

2009: 6 x 9: 248pp Hb: 978-0-415-99759-1: £90.00 Pb: 978-0-415-99762-1: £27.99 eBook: 978-0-203-88167-5

Teaching Reading Shakespeare

For more about David Crystal at Routledge, visit: www.routledge.com/textbooks/9780415485746.

For more information, visit: www.routledge.com/9780415997621

John Haddon

2009: 6-1/4 x 9-1/4: 304pp Hb: 978-0-415-48575-3: £50.00 Pb: 978-0-415-48574-6: £14.99

3rd Edition

NEW IN 2011

David Crystal’s Introduction to Language The Lectures David Crystal David Crystal brings linguistics alive in these specially recorded lectures. Six thirty minute lectures cover all the key topics in an introductory course to linguistics, including: • language and communication • language structure • the medium of transmission • language change • language variation • language discourse.

The Companion Website includes substantial supporting material such as: synopsis of lecture content; analysis of the lectures; a linguistic and cultural commentary for international viewers with timecodes so users can select points of interest; glossary of linguistic terms; suggestions for follow-up work and further reading.

This is the essential resource for all beginning students of English, languages and linguistics and is the ideal material for virtual learning environments.

Dimensions of Literacy A Conceptual Base for Teaching Reading and Writing in School Settings Stephen B. Kucer, University of Washington at Vancouver, USA

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.

2009: 6 x 9: 384pp Hb: 978-0-415-99787-4: £85.00 Pb: 978-0-415-99788-1: £32.99 eBook: 978-0-203-87979-5 For more information, visit: www.routledge.com/9780415997881

May 2011 DVD: 978-0-415-60267-9: £120.00 For more information, visit: www.routledge.com/9780415602679

Browse and order online: www.routledge.com/education

‘John Haddon offers creative, systematic and challenging approaches which don’t bypass the text but engage children with it.’ – Trevor Wright, Senior Lecturer in Secondary English, University of Worcester, UK

Teaching Reading Shakespeare is for all training and practising secondary teachers who want to help their classes overcome the very real difficulties they experience when they have to ‘do’ Shakespeare.

2009: 6-1/4 x 9-1/4: 208pp Hb: 978-0-415-47907-3: £85.00 Pb: 978-0-415-47908-0: £23.99 eBook: 978-0-203-87075-4 For more information, visit: www.routledge.com/9780415479080

related journal

For more information, visit: www.routledge.com/9780415485746

Reading & Writing Quarterly Volume Number: 26 Frequency: 4 issues per year Print ISSN: 1057-3569 Online ISSN: 1521-0693

Editor Howard Margolis, Ed.D. - Voorhees, NJ, USA

For more information on Reading & Writing Quarterly, or to access an Online Sample Copy, please visit: www.informaworld.com/URWL

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la nguag e and l iter acy educat i o n : Classroom Practice

12

Language, Culture, and Teaching Series Series Edited by Sonia Nieto, University of Massachusetts, Amherst (Emerita), USA This series of texts for undergraduate- and graduate-level teacher education courses focuses on the intersections of language, culture, and teaching – specifically on how language and culture inform classroom practice. Books in the series are intended as primary or supplementary texts in the growing range of courses that address issues such as, but not limited to, foundations of multicultural education; multicultural children’s literature; teaching diverse populations; foundations of bilingual education; teaching English as a second language; and sociocultural issues in teaching.

The primary objectives of the series are to challenge traditional biases about diversity and about students of diverse languages and cultures, and to reframe the conventional idea of the textbook by envisioning classroom practice as critical, creative, and liberatory.

Re-framing Literacy Teaching and Learning in English and the Language Arts Richard Andrews, University of London, UK

Imaginative and attractive, cutting edge in its conception, this text explicates a model for the integration of language arts and literacy education based on the notion of framing. The act of framing – not frames in themselves – provides a creative and critical approach to English as a subject. Re-framing Literacy breaks new ground in the language arts/literacy field, integrating arts-based and sociologically based conceptions of the subject. The theory of rhetoric the book describes and which provides its overarching theory is dialogic, political, and liberating.

Pedagogically, the text works inductively, from examples up toward theory: starting with visuals and moving back and forth between text and image; exploring multimodality; and engaging in the transformations of text and image that are at the heart of learning in English and the language arts. Structured like a teaching course, it is designed to excite and involve readers and lead them toward high-level and useful theory in the field. Offering an authoritative, clear guide to a complex field, it is widely appropriate for pre-service and in-service courses globally in English and language arts education.

August 2010: 6 x 9: 248pp Hb: 978-0-415-99552-8: £95.00 Pb: 978-0-415-99553-5: £29.99 eBook: 978-0-203-85312-2

NEW

Cultural Validity in Assessment Addressing Linguistic and Cultural Diversity Edited by María del Rosario Basterra, Mid-Atlantic Equity Consortium, Inc., USA, Elise Trumbull, Education Consultant and Guillermo Solano-Flores, University of Colorado, Boulder, USA What is assessment and how is it a cultural practice? How does failure to account for linguistic and cultural variation among students jeopardize assessment validity? What is required to achieve cultural validity in assessment? This resource for practising and prospective teachers – as well as others concerned with fair and valid assessment – provides a thorough grounding in relevant theory, research, and practice. The book lays out criteria for culturally valid assessment and recommends specific strategies that teachers can use to design and implement culturally valid classroom assessments.

Social Justice Pedagogy Across the Curriculum The Practice of Freedom Edited by Thandeka K. Chapman, University of Wisconsin, Milwaukee, USA and Nikola Hobbel, Humboldt State University, USA

Assessment plays a powerful role in the process of education in the US and has a disproportionately negative impact on students who do not come from mainstream, middle-class backgrounds. Given the significance of testing in education today, cultural validity in assessment is an urgent issue facing educators.

This book is essential reading for addressing this important, relevant topic.

December 2010: 6 x 9: 320pp Hb: 978-0-415-99979-3: £85.00 Pb: 978-0-415-99980-9: £27.99 eBook: 978-0-203-85095-4 For more information, visit: www.routledge.com/9780415999809

Home-School Connections in a Multicultural Society Learning From and With Culturally and Linguistically Diverse Families Edited by Maria Luiza Dantas, University of California, Santa Barbara, USA and Patrick C. Manyak, University of Wyoming, USA

Educators everywhere confront critical issues related to families, schooling, and teaching in diverse settings. Directly addressing this reality, this book shows pre-service and practising teachers how to recognize and build on the rich resources for enhancing school learning that exist within culturally and linguistically diverse families.

2009: 6 x 9: 312pp Hb: 978-0-415-99756-0: £90.00 Pb: 978-0-415-99757-7: £27.99 eBook: 978-0-203-86843-0 For more information, visit: www.routledge.com/9780415997577

What knowledge and tools do pre- and in-service educators need to teach for and about social justice across the curriculum in K-12 classrooms?

This compelling text synthesizes in one volume historical foundations, philosophic/theoretical conceptualizations, and applications of social justice education in public school classrooms.

• Part one details the history of the multicultural movement and the instantiation of public schooling as a social justice project.

• Part two connects theoretical frameworks to social justice curricula. Parts one and two are general to all K-12 classrooms.

• Part three provides powerful specific subject-area examples of good practice, including English as a Second Language and Special/ Exceptional Education Social Justice Pedagogy Across the Curriculum includes highlighted ’Points of Inquiry’ and ’Points of Praxi’s’ sections offering recommendations to teachers and researchers and activities, resources, and suggested readings. These features invite teachers at all stages of their careers to reflect on the role of social justice in education, particularly as it relates to their particular classrooms, schools, and communities.

Relevant for any course that addresses history, theory, or practice of multicultural/social justice education, this text is ideal for classes that are not subject-level specific and serve a host of students from various backgrounds.

March 2010: 6 x 9: 344pp Hb: 978-0-415-80600-8: £85.00 Pb: 978-0-415-80604-6: £30.99 eBook: 978-0-203-85448-8 For more information, visit: www.routledge.com/9780415806046

Literacy and Power Hilary Janks, University of the Witwatersrand, South Africa

Janks shows how competing orientations to critical literacy education – 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 new possibilities.

2009: 6 x 9: 272pp Hb: 978-0-8058-5577-7: £87.00 Pb: 978-0-415-99963-2: £27.99 eBook: 978-0-203-86995-6 For more information, visit: www.routledge.com/9780415999632

For more information, visit: www.routledge.com/9780415995535

Complimentary Exam Copy

e-Inspection New in Paperback Companion Website

l anguag e and l it e racy education: Language Diversity/ Language and Culture

Toward a Literacy of Promise

2nd Edition

Language, Culture, and Teaching

Joining the African American Struggle

Critical Perspectives Sonia Nieto, University of Massachusetts, Amherst (Emerita), USA

Distinguished multiculturalist Sonia Nieto speaks directly to current and future teachers in this selection of her key book chapters and journal articles focused on language, culture, and teaching, thoughtfully integrated with creative pedagogical features. The text offers information, insights, and motivation to teach students of diverse cultural, racial, and linguistic backgrounds.

2009: 6 x 9: 296pp Hb: 978-0-415-99968-7: £90.00 Pb: 978-0-415-99974-8: £29.99

The Work of Language in Multicultural Classrooms

Mirrors, Windows, and Doors Maria José Botelho and Masha Kabakow Rudman, both at University of Massachusetts at Amherst, USA Bringing a critical lens to the study of multiculturalism in children’s literature, this book prepares teachers, teacher educators, and researchers of children’s literature to analyze the ideological dimensions of reading and studying literature.

For more information, visit: www.routledge.com/9780805837117

Bringing together theoretical perspectives on critical theory, literacy theory, and history, and analyses of qualitative data and qualitative research data from classroom research, this book examines popular assumptions about literacy and challenges readers to question how it has been used historically both to empower and to oppress. It offers an alternative view of literacy – a ’literacy of promise’ – that charts an emancipatory agenda for literacy instructional practices in schools.

For more information, visit: www.routledge.com/9780805845365

Critical Multicultural Analysis of Children’s Literature

2009: 6 x 9: 376pp Hb: 978-0-415-99666-2: £90.00 Pb: 978-0-8058-3711-7: £32.99 eBook: 978-0-203-88520-8

2008: 6 x 9: 224pp Hb: 978-0-415-99518-4: £95.00 Pb: 978-0-8058-4536-5: £26.99 eBook: 978-0-203-89095-0

For more information, visit: www.routledge.com/9780415999748

Edited by Linda A. Spears-Bunton, Florida International University, USA and Rebecca Powell, Georgetown College, Kentucky, USA

Talking Science, Writing Science Edited by Katherine Richardson Bruna, Iowa State University, USA and Kimberley Gomez, University of Illinois at Chicago, USA

Exploring the ways in which language comprises the implicit or explicit curriculum of teaching and learning in multicultural science settings, 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.

2008: 6 x 9: 384pp Hb: 978-0-8058-6427-4: £95.00 Pb: 978-0-8058-6428-1: £27.99 eBook: 978-0-203-86697-9 For more information, visit: www.routledge.com/9780805864281

language and literacy education Language Diversity/ Language and Culture NEW IN 2011

Language, Gender and Feminism Theory and Methodology Sara Mills, Sheffield Hallam University, UK and Louise Mullany, University of Nottingham, UK Language, Gender and Feminism introduces students to key theoretical perspectives, methodology and analytical frameworks in the field of feminist linguistic analysis, providing readers with a comprehensive survey of the current state of the field.

The book is split into three parts, designed to integrate theory, practice, methodology and analysis. The first part presents students with the foundational knowledge and skills necessary to understand the field of study and the issues which surround it. The second part establishes the wide range of contemporary theories and approaches that feminist linguists take to gender and language study. The final part focuses on methodology and outlines research methods that can be adopted to conduct written and spoken language analysis, as well as a focus on reflexivity, ethics and the importance of producing research of practical relevance.

A defining feature of the book is that it contains practical examples in every chapter in order to ensure that students can clearly observe the practical applications of all current theories and approaches. Within each chapter, a variety of current issues are explored in conjunction with specific case study illustrations. The case studies present readers with concrete examples of the most recent research developments which have focused upon these crucial areas of development. Examples are taken both from the authors’ own research and from other researchers’ studies which use data from a range of different global locations.

This textbook ensures that both authentic spoken and written data from a wealth of different contexts, settings and sources are thoroughly analysed. Areas covered include: politics, religion, the workplace, education, cyberspace, media discourse, music, literary works, the family and friendship groups.

Language, Gender and Feminism will be an invaluable introductory text for students of language and gender studies, communication studies and women’s studies.

April 2011: 6-3/4 x 9-3/4: 240pp Hb: 978-0-415-48595-1: £70.00 Pb: 978-0-415-48596-8: £19.99

FREE P&P Online!

Simple and secure online ordering, please visit www.routledge.com/education and receive FREE postage & packaging* for online orders over £20. *UK customers only

Browse and order online: www.routledge.com/education

For more information, visit: www.routledge.com/9780415485968

Also available: Language and Literacy Education Backlist See page 17 for more details.

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NEW 2nd Edition

Introducing Sociolinguistics Miriam Meyerhoff, University of Auckland, New Zealand

‘A welcome introduction to sociolinguistics by a leading researcher in the field.

Users will be inspired by the breadth and sweep of Meyerhoff’s treatment.’

– William Labov, University of Pennsylvania, USA

‘Authoritative, yet open-minded, innovative yet touches all the bases that need to be touched. It embodies a passion for sociolinguistics that I hope many readers will embrace.’ – David Britain, University of Essex, UK ‘A great book easy to read and by far the most easily accessible introductory text for sociolinguistics.’ – Nana Haug Hilton, Centre for Language and Cognition, University of Groningen This second edition of Miriam Meyerhoff’s highly successful textbook is supported by the Routledge Sociolinguistics Reader and online resources common to both books. It provides a solid, up-to-date appreciation of the interdisciplinary nature of the field covering foundation issues, recent advances and current debates.

It presents familiar or classic data in new ways, and supplements the familiar with fresh examples from a wide range of languages and social settings. It clearly explains the patterns and systems that underlie language variation in use, as well as the ways in which alternations between different language varieties index personal style, social power and national identity.

New features of the second edition include: • a wider range of approaches to politeness theory incorporating an international range of research • expanded sections on multi-lingualism and codeswitching, social class, dialect contact and tracking change over time • linkage to the new Routledge Sociolinguistics Reader which can be used alongside this textbook, allowing students to supplement and build on material covered in the textbook.

• a shared website serving both reader and textbook which includes web- and video-links, interactive exercises and an expanded online glossary at: www.routledge.com/textbooks/meyerhoff • a refreshed text design to assist navigation through textbook and reader.

Each chapter includes exercises that enable readers to engage critically with the text, break out boxes making connections between sociolinguistics and linguistic or social theory, and brief, lively add-ons guaranteed to make the book a memorable and enjoyable read. With a full glossary of terms and suggestions for further reading, this text gives students all the tools they need for an excellent command of sociolinguistics.

February 2011: 7-1/2 x 9-3/4: 368pp Hb: 978-0-415-55005-5: £65.00 Pb: 978-0-415-55006-2: £20.99 eBook: 978-0-203-87419-6 For more information, visit: www.routledge.com/9780415550062

The Routledge Sociolinguistics Reader

NEW

Edited by Miriam Meyerhoff, University of Auckland, New Zealand and Erik Schleef, University of Manchester, UK

Language, Society and Power

Both a companion to Introducing Sociolinguistics, Miriam Meyerhoff’s bestselling textbook, and a stand-alone Reader in sociolinguistics, this collection includes both classic foundational readings and more recent innovative articles.

Intended to be highly user-friendly, The Routledge Sociolinguistics Reader includes substantial section introductions, annotated further reading, a reader’s guide on how to use the book and an introductory chapter providing advice on how to undertake qualitative and quantitative research. This introduction is supplemented by exercises focussing on data handling and collection.

The Reader is divided into six sections and each section is thematically organised. Each reading is accessible to beginning students of sociolinguistics but the entire selection is assembled to also help advanced students focus on themes, principles and concepts that cut across different researchers’ work. Beginning and advanced students are supported by Content Questions to assist understanding of essential features in the readings, and Concept Questions which help advanced students make connections across readings, apply theory to data, and critically engage with the readings. A Companion Website supports and connects the Reader and textbook with structured exercises, links to associated websites and video examples, plus an online glossary.

The Routledge Sociolinguistics Reader is essential reading for students on courses in sociolinguistics, language and society and language and variation.

June 2010: 7-1/2 x 9-3/4: 584pp Hb: 978-0-415-46956-2: £85.00 Pb: 978-0-415-46957-9: £24.99

3rd Edition An Introduction Annabelle Mooney, Roehampton University, UK, Jean Stilwell Peccei, formerly Roehampton University, UK, Suzanne LaBelle, Berit Engøy Henriksen, Eva Eppler, Satori Soden, all at Roehampton University, UK, Pia Pichler, Goldsmiths, University of London, UK, Anthea Irwin, Glasgow Caledonian University, UK and Sian Preece, Institute of Education, UK

Language, Society and Power is the essential introductory text for students studying language in a variety of social contexts.

This book examines the ways in which language functions, how it influences thought and how it varies according to age, ethnicity, class and gender. It seeks to answer such questions as: How can a language reflect the status of children and older people? Do men and women talk differently? How can our use of language mark our ethnic identity? It also looks at language use in politics and the media and investigates how language affects and constructs our identities, exploring notions of correctness and attitudes towards language use.

This third edition of this bestselling book has been completely revised to include recent developments in theory and research and offers the following features: • a range of new and engaging international examples drawn from everyday life: beauty advertisements, conversation transcripts, newspaper headlines reporting on asylum seekers, language themed cartoons, and excerpts from the television programme South Park and satirical news website The Onion • new activities designed to give students a real understanding of the topic

For more information, visit: www.routledge.com/9780415469579

• a new chapter covering ’Student Projects’ – giving readers suggestions on how to further explore the topics covered in the book

Ethnolinguistic Diversity and Education

• updated and expanded further reading sections for each chapter and a glossary.

Language, Literacy and Culture Edited by Marcia Farr, Ohio State University, USA, Lisya Seloni, Indiana University of Pennsylvania, USA and Juyoung Song, University of California at San Diego, USA

This volume provides an up-to-date review of sociolinguistic research and practice aimed at improving education for students who speak vernacular varieties of US English, English-based Creole languages, and non-English languages, and presents socioculturally based approaches that acknowledge and build on the linguistic and cultural resources students bring into the school.

While it can be used as a stand-alone text, this edition of Language, Society and Power has also been fully cross-referenced with the new companion title: The Language, Society and Power Reader. Together these books provide the complete resource for students of English language and linguistics, media, communication, cultural studies, sociology and psychology.

December 2010: 6-3/4 x 9-3/4: 288pp Hb: 978-0-415-57658-1: £60.00 Pb: 978-0-415-57659-8: £18.99 eBook: 978-0-203-83654-5 For more information, visit: www.routledge.com/9780415576598

2009: 6 x 9: 288pp Hb: 978-0-415-80278-9: £90.00 Pb: 978-0-415-80279-6: £28.99 eBook: 978-0-203-86344-2 For more information, visit: www.routledge.com/9780415802796

Complimentary Exam Copy

e-Inspection New in Paperback Companion Website

languag e and literacy edu cat i o n : Language Diversity/Language and Culture

NEW

Language, Learning, Context

NEW

The Language, Society and Power Reader

Talking the Talk

Teacher Preparation for Bilingual Student Populations

Edited by Annabelle Mooney, Roehampton University, USA, Jean Stilwell Peccei, formerly Roehampton University, USA, Suzanne LaBelle, Berit Endgay Henriksen, Eva Eppler, Satori Soden, all at Roehampton University, UK, Pia Pichler, Goldsmiths, University of London, UK and Anthea Irwin, Glasgow Caledonian University, UK

The Language, Society and Power Reader is the definitive Reader for students studying introductory modules in language and society.

Highly user-friendly, this wide-ranging collection of key readings introduces students to the thoughts and writings of major writers working within the area of sociolinguistics. The Language, Society and Power Reader: • is divided into ten thematic sections that explore the nature of language in the following areas: power, politics, media, gender, ethnicity, age, social class, identity and standardisation • includes classic foundational readings from renowned scholars, but also innovative and contemporary work from new writers in the area • provides a wealth of editorial support for each section with detailed section introductions and background information, issues to consider, annotated further reading and suggestions for further viewing

Wolff-Michael Roth, University of Victoria, Canada Series: Foundations and Futures of Education

In what way do educators understand the language they use to make sense of the educational environment?

How does language enable educators and how can they consciously make the most of its potential?

Using the right language and setting the correct tone in the school classroom has repercussions for all involved; whether it affects the linguistic development of a student or the effective delivery of a lesson, language plays an important factor in any educational context.

As such, this innovative book focuses right at the heart of learning, arguing that current theories of speech in classrooms do not, and cannot, capture the essentially passive aspects of talking. Until now, these verbal and physical expressions of communication have been left untheorised, leaving the potential of an entire secondary area of language untapped.

Exploring his argument along three clear, but interrelated lines of investigation, the author focuses on our understanding, on language itself and finally on communication. Thus he argues: • that language is unintentional and our understanding of it is limited • as soon as we speak, language appears beyond us in a highly singular, situated context

• features a glossary with helpful definitions and information on how the readings link to different areas.

• that communication cannot be reduced to the simple production of words.

While it can be used as a stand-alone text, The Language, Society and Power Reader has also been fully cross-referenced with the new companion title: Language, Society and Power, third edition (Routledge, 2011).

Together these books provide the complete resource for students studying modules in language and society in English language and linguistics, media, communication, cultural studies, sociology and psychology.

Building on the work of linguistic philosophers such as Martin Heidegger, Donald Davidson, Paul Ricœur and Jacques Derrida, these salient points are further elaborated to fully develop the relationship between thinking and talk in educational settings.

This invaluable book makes recommendations for the praxis of teaching and will appeal to students, researchers, and practising science and mathematics teachers, as well as those with interests in language and literacy.

February 2011: 6-3/4 x 9-3/4: 368pp Hb: 978-0-415-43082-1: £65.00 Pb: 978-0-415-43083-8: £19.99

May 2010: 6-1/4 x 9-1/4: 256pp Hb: 978-0-415-55191-5: £80.00

For more information, visit: www.routledge.com/9780415430838

For more information, visit: www.routledge.com/9780415551915

Teacher Preparation for Linguistically Diverse Classrooms A Resource for Teacher Educators Edited by Tamara Lucas, Montclair State University, USA

Teacher educators today need knowledge and practical ideas about how to prepare all pre-service and in-service teachers (not just bilingual or ESL specialists) to teach the growing number of students in K-12 classrooms in the United States who speak native languages other than English.

This book is at the forefront in focusing exclusively on the preparation of mainstream classroom teachers for this population of students. Part one provides the conceptual and contextual framework for the book, including a comprehensive discussion of relevant demographic trends and an analysis of national and state policies. Part two presents examples of initiatives in different institutional and geographic settings, highlighting three essential elements of teacher preparation: curriculum content, program design, and program coherence.

Meeting a pressing need among teacher educators left to figure out, largely by trial and error, how best to prepare non-specialist classroom teachers to work with ELLs, this book both contributes to the research base and provides practical information to help readers envision possibilities they can apply in their own settings.

August 2010: 6 x 9: 256pp Hb: 978-0-415-99791-1: £95.00 • Pb: 978-0-415-99792-8: £32.99 • eBook: 978-0-203-84323-9 For more information, visit: www.routledge.com/9780415997928

Browse and order online: www.routledge.com/education

Educar para Transformar Edited by Belinda Bustos Flores, University of Texas at San Antonio, USA, Rosa Hernández Sheets, Texas Tech University, USA and Ellen Riojas Clark, University of Texas at San Antonio, USA

The growing number of bilingual students in public schools coupled with a critical shortage of teachers specially prepared to serve this population calls for a critical examination of policies and practices in bilingual and ESL teacher preparation. This volume focuses on understanding the structural, substantive, and contextual elements of preparation programs, and provides transformative guidelines for creating Educar signature programs. Designed to improve the practice of teacher preparation by promoting dialogic conversations and applications of praxis in the preparation of bilingual/ESL teacher candidates, it emphasizes that exemplary teacher preparation requires transformative teacher educators.

Simultaneously organizing the scholarship in the field and advancing new understandings, this book is must-have resource for current and future teacher educators.

November 2010: 6 x 9: 272pp Hb: 978-0-415-87739-8: £100.00 Pb: 978-0-415-87740-4: £35.99 eBook: 978-0-203-85097-8 For more information, visit: www.routledge.com/9780415877404

NEW IN 2011

True to the Language Game African American Discourse, Cultural Politics, and Pedagogy Keith Gilyard, Pennsylvania State University, USA In True to the Language Game, Keith Gilyard, one of the major African American figures to emerge in language and cultural studies, makes his most seminal work available in one volume. This collection of new and previously published essays contains Gilyard’s most relevant scholarly contributions to deliberations about linguistic diversity, cultural identity, critical literacy, writing instruction, literary texts, and popular culture.

The volume also features contemporary treatises on such timely topics as ’students’ right to their own language,’ code-switching pedagogy, and political discourse surrounding the rise of Barack Obama. Gilyard weaves together serious analysis, theoretical work, policy discussions, and personal reflections on the interplay of language, literacy, and social justice to make True to the Language Game essential reading for students and scholars in rhetorical studies, composition studies, applied linguistics, and education.

March 2011: 6 x 9: 352pp Hb: 978-0-415-88716-8: £95.00 Pb: 978-0-415-88717-5: £27.99 eBook: 978-0-203-83461-9 For more information, visit: www.routledge.com/9780415887175

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la nguag e and l iter acy educat i o n : Language Diversity/Language and Culture

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Language in the Real World

NEW IN 2011

Language and Power

2nd Edition

A Resource Book for Students

An Introduction to Linguistics

English with an Accent

Edited by Susan J. Behrens, Marymount Manhattan College, USA and Judith A. Parker, University of Mary Washington, USA

Language, Ideology and Discrimination in the United States

Paul Simpson and Andrea Mayr, both at Queen’s University Belfast, UK

Language in the Real World challenges traditional approaches to linguistics to provide an innovative introduction to the subject. By first examining the real world applications of core areas of linguistics and then addressing the theory behind these applications, this text offers an inductive, illustrative, and interactive overview for students. Key areas covered include animal communication, phonology, language variation, gender and power, lexicography, translation, forensic linguistics, language acquisition, ASL, and language disorders. Each chapter, written by an expert in the field, is introduced by boxed notes listing the key points covered and features an author’s note to readers that situates the chapter in its real world context. Activities and pointers for further study and reading are also integrated into the chapters and an end of text glossary is provided to aid study.

Professors and students will benefit from the interactive Companion Website that includes a student section featuring comments and hints on the chapter exercises within the book, a series of flash cards to test knowledge and further reading and links to key resources. Material for professors includes essay and multiple choice questions based on each chapter and additional general discussion topics.

Language in the Real World shows that linguistics can be appreciated, studied, and enjoyed by actively engaging real world applications of linguistic knowledge and principles and will be essential reading for students with an interest in language.

Rosina Lippi-Green Since its publication over ten years ago English with an Accent has provoked debate and controversy within classrooms through its scrutiny of American attitudes towards language. Drawing on examples from a range of contexts that include the judicial courts and media, Rosina Lippi-Green discusses the ways in which discrimination based on accent functions to support and perpetuate social structures and unequal power relations.

The second edition of English with an Accent is reorganised and revised to include: • new dedicated chapters on Latino English and Asian American English • a section in each chapter with discussion questions, annotated further reading, key concepts, and suggested classroom exercises • updated examples drawn from a variety of contexts: the classroom, the court, the media and corporate culture • a discussion of the long-term implications of the Ebonics debate.

Additionally, the book is now accompanied by a Companion Website, featuring: • links to audio, video, and other resources relevant to the each chapter’s content • interactive flash cards of key terms in the book • an instructor’s guide to using the book and website • further suggested discussion questions and activity prompts.

English with an Accent is essential reading for students with interests in attitudes and discrimination towards language.

July 2010: 10 x 7: 392pp Hb: 978-0-415-77467-3: £85.00 Pb: 978-0-415-77468-0: £24.99

September 2011: 6-3/4 x 9-3/4: 352pp Hb: 978-0-415-55910-2: £75.00 Pb: 978-0-415-55911-9: £21.99

For more information, visit: www.routledge.com/9780415774680

For more information, visit: www.routledge.com/9780415559119

Alastair Pennycook, University of Technology, Sydney, Australia Language as a Local Practice addresses the questions of language, locality and practice as a way of moving forward in our understanding of how language operates as an integrated social and spatial activity.

By taking each of these three elements – language, locality and practice – and exploring how they relate to each other, Language as a Local Practice opens up new ways of thinking about language. It questions assumptions about languages as systems or as countable entities, and suggests instead that language emerges from the activities it performs. To look at language as a practice is to view language as an activity rather than a structure, as something we do rather than a system we draw on, as a material part of social and cultural life rather than an abstract entity.

Language as a Local Practice draws on a variety of contexts of language use, from bank machines to postcards, Indian newspaper articles to fish-naming in the Philippines, urban graffiti to mission statements, suggesting that rather than thinking in terms of language use in context, we need to consider how language, space and place are related, how language creates the contexts where it is used, how languages are the products of socially located activities and how they are part of the action.

Language as a Local Practice will be of interest to students on advanced undergraduate and postgraduate courses in Applied Linguistics, Language Education, TESOL, Literacy and Cultural Studies.

February 2010: 6-1/4 x 9-1/4: 176pp Hb: 978-0-415-54750-5: £70.00 Pb: 978-0-415-54751-2: £24.99 eBook: 978-0-203-84622-3

Routledge English Language Introductions cover core areas of language study and are one-stop resources for students.

Assuming no prior knowledge, books in the series offer an accessible overview of the subject, with activities, study questions, sample analyses, commentaries and key readings – all in the same volume. The innovative and flexible ‘two-dimensional’ structure is built around four sections – introduction, development, exploration and extension – which offer self-contained stages for study. Each topic can also be read across these sections, enabling the reader to build gradually on the knowledge gained.

Language and Power: • offers a comprehensive survey of the ways in which language intersects and connects with the social, cultural and political aspects of power • provides a comprehensive introduction to the history of the field, and covers all the major approaches, theoretical concepts and methods of analysis in this important and developing area of academic study • covers all the ‘traditional’ topics, such as race, gender and institutional power, but also incorporates newer material from forensic discourse analysis, the discourse of new capitalism and the study of humour as power • includes readings from works by seminal figures in the field, such as Roger Fowler, Deborah Cameron and Teun van Dijk • uses real texts and examples throughout, including advertisements from cosmetics companies; newspaper articles and headlines; websites and Internet media; and spoken dialogues such as a transcription from the Obama and McCain presidential debate • is accompanied by a supporting website that aims to challenge students at a more advanced level and features a complete four-unit chapter which includes activities, a reading and suggestions for further work.

Language and Power will be essential reading for students studying English language and linguistics.

Language as a Local Practice

Series: Routledge English Language Introductions

2009: 6-3/4 x 9-3/4: 272pp Hb: 978-0-415-46899-2: £70.00 Pb: 978-0-415-46900-5: £17.99 eBook: 978-0-203-86770-9 For more information, visit: www.routledge.com/9780415469005

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online using the urls below each listing

For more information, visit: www.routledge.com/9780415547512

Complimentary Exam Copy

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Language in Use A Reader

Language Development Over the Lifespan

Edited by Patrick Griffiths, York University, UK, Andrew John Merrison and Aileen Bloomer, both at York St. John University, UK

Kees de Bot, Groningen University, the Netherlands and Robert W. Schrauf, Pennsylvania State University, USA

Designed for introductory students, this collection of key readings in language and linguistics will take readers beyond their introductory textbook and introduce them to the thoughts and writings of many esteemed authorities.

2009: 6-3/4 x 9-3/4: 416pp Hb: 978-0-415-44204-6: £80.00 Pb: 978-0-415-44205-3: £24.99 For more information, visit: www.routledge.com/9780415442053

Language Development Over the Lifespan is a reference resource for those conducting research on language development and the aging process, and a supplementary textbook for courses in applied linguistics/ bilingualism programs that focus on language attrition/aging and adult literacy development in second languages. It offers an integrative approach to language development that examines changes in language over a lifetime, organized by different theoretical perspectives, which are presented by well-known international scholars.

related journal

languag e and literacy edu cat i o n : Language Diversity/Language and Culture

Scientific Studies of Reading 2009 Impact Factor: 2.000 (© 2010 Thomson Reuters, Journal Citation Reports®) Official Journal of the Society for the Scientific Study of Reading Volume Number: 14 Frequency: 6 issues per year Print ISSN: 1088-8438 Online ISSN: 1532-799X

Editor Rauno Parrila - University of Alberta,Canada For more information on Scientific Studies of Reading, or to access an Online Sample Copy, please visit: www.informaworld.com/HSSR

2009: 6 x 9: 312pp Hb: 978-0-415-99853-6: £80.00 Pb: 978-0-8058-6460-1: £36.99 eBook: 978-0-203-88093-7 For more information, visit: www.routledge.com/9780805864601

LANGUAGE AND LITERACY EDUCATION Title

Author

Date

Format & ISBN

Price

Handbook of Research on Reading Comprehension www.routledge.com/9780805862010

Susan E. Israel and Gerald G. Duffy

2008

Hb: 978-0-8058-6200-3 Pb: 978-0-8058-6201-0 eBook: 978-1-4106-1585-5

£150.00 £65.00

Global Linguistic Flows: Hip Hop Cultures, Youth Identities, and the Politics of Language www.routledge.com/9780805862850

H. Samy Alim, Awad Ibrahim and Alastair Pennycook

2008

Hb: 978-0-8058-6283-6 Pb: 978-0-8058-6285-0 eBook: 978-0-203-89278-7

£95.00 £29.99

Critical Perspectives on Harry Potter: 2nd Edition www.routledge.com/9780415964845

Elizabeth E. Heilman

2008

Pb: 978-0-415-96484-5 eBook: 978-0-203-89281-7

£24.99

The Home-School Connection: Lessons Learned in a Culturally and Linguistically Diverse Community www.routledge.com/9780805857856

Flora V. Rodriguez-Brown

2008

Hb: 978-0-8058-5784-9 Pb: 978-0-8058-5785-6 eBook: 978-0-203-86700-6

£95.00 £28.99

Handbook of College Reading and Study Strategy Research: 2nd Edition www.routledge.com/9780805860016

Rona F. Flippo and David C. Caverly

2008

Hb: 978-0-8058-6000-9 Pb: 978-0-8058-6001-6 eBook: 978-0-203-89494-1

£180.00 £65.00

Telling Stories to Change the World: Global Voices on the Power of Narrative to Build Community and Make Social Justice Claims www.routledge.com/9780415960809

Rickie Solinger, Madeline Fox and Kayhan Irani

2008

Hb: 978-0-415-96079-3 Pb: 978-0-415-96080-9 eBook: 978-0-203-92806-6

£95.00 £22.99

Handbook of Research on New Literacies www.routledge.com/9780805856521

Julie Coiro, Michele Knobel, Colin Lankshear and Donald J. Leu

2008

Hb: 978-0-8058-5651-4 Pb: 978-0-8058-5652-1 eBook: 978-1-4106-1889-4

£160.00 £72.00

Pierre Bourdieu and Literacy Education www.routledge.com/9780415995894

James Albright and Allan Luke

2007

Hb: 978-0-8058-5687-3 Pb: 978-0-415-99589-4

£95.00 £31.99

Learning to Read Across Languages: Cross-Linguistic Relationships in First- and Second-Language Literacy Development www.routledge.com/9780805856125

Keiko Koda and Annette M. Zehler

2007

Hb: 978-0-8058-5611-8 Pb: 978-0-8058-5612-5 eBook: 978-0-203-93566-8

£95.00 £29.99

Language, Culture, and Community in Teacher Education www.routledge.com/9780805856989

Maria Estela Brisk

2007

Hb: 978-0-8058-5697-2 Pb: 978-0-8058-5698-9

£70.00 £20.99

Creating Critical Classrooms: K-8 Reading and Writing With an Edge www.routledge.com/9780805862317

Mitzi Lewison, Christine Leland and Jerome Harste

2007

Pb: 978-0-8058-6231-7

£27.99

Literacy and Bilingualism: 2nd Edition www.routledge.com/9780805855067

Maria Estela Brisk and Margaret M. Harrington

2006

Pb: 978-0-8058-5506-7

£20.99

Browse and order online: www.routledge.com/education

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ESL, BILINGUAL, AND MULTILINGUAL EDUCATION ESL & Applied Linguistics Professional Series Series Edited by Eli Hinkel, Seattle University, USA This series provides essential texts on teaching English as a second language and applied linguistics. It includes authored and edited volumes to be used as primary or supplementary texts in graduate-level and teacher training courses to enhance students’ and practising teachers’ professional qualifications and knowledge. Each text is designed to promote the current and growing body of knowledge in applied linguistics and second language teaching, including advances in teacher education and the study of language.

Specifically, the series includes, but is not limited to, current uses of applied linguistics research in teaching a variety of second language skills, such as reading, writing, speaking and listening; materials and curriculum design; literacy; English for academic purposes; and research methods. The texts also deal with broad domains of professional preparation related to socio-cultural perspectives and current issues/topics in teaching and learning a second language.

Books in the series benefit not only students, but experienced teachers, curriculum developers, teacher trainers, program administrators, and other second and foreign language professionals seeking to advance and update their knowledge and expertise.

NEW

NEW

NEW IN 2011

Handbook of Research in Second Language Teaching and Learning

Research on Second Language Teacher Education

Language Teacher Education for a Global Society

Edited by Karen E. Johnson, Pennsylvania State University, USA and Paula R. Golombek, University of Florida, USA

A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing

Volume 2 Edited by Eli Hinkel, Seattle University, USA

This landmark volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections:

• Social Contexts in Research on Second Language Teaching and Learning • Second Language Research Methods • Second Language Research and Applied Linguistics • Research in Second Language Processes and Development • Methods and Instruction in Second Language Teaching • Second Language Assessment • Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning • Language Planning and Policy.

Changes in Volume 2: • captures new and ongoing developments, research, and trends in the field • surveys prominent areas of research that were not covered in Volume 1 • includes new authors from Asia, Australia, Europe, and North America to broaden the Handbook’s international scope.

December 2010: 7 x 10: 1040pp Hb: 978-0-415-99871-0: £199.00 Pb: 978-0-415-99872-7: £74.99 eBook: 978-0-203-83650-7 For more information, visit: www.routledge.com/9780415998727

Complimentary Exam Copy

Embracing a sociocultural perspective on human cognition and employing an array of methodological tools for data collection and analysis, this volume documents the complexities of second language teachers’ professional development in diverse L2 teacher education programs around the world, including Asia, South America, Europe, and North America, and traces that development both over time and within the broader cultural, historical and institutional settings and circumstances of teachers’ work.

This systematic examination of teacher professional development illuminates in multiple ways the discursive practices that shape teachers’ knowing, thinking, and doing and provides a window into how alternative mediational means can create opportunities for teachers to move toward more theoretically and pedagogically sound instructional practices within the settings and circumstances of their work. The chapters represent both native and non-native English speaking pre-service and in-service L2 teachers at all levels from K-12 through higher education, and examine significant challenges that are present in L2 teacher education programs.

December 2010: 6 x 9: 304pp Hb: 978-0-415-88332-0: £95.00 Pb: 978-0-415-88333-7: £27.99 eBook: 978-0-203-84499-1 For more information, visit: www.routledge.com/9780415883337

B. Kumaravadivelu, San Jose State University, USA The field of second/foreign language teacher education is calling out for a coherent and comprehensive framework for teacher preparation in these times of accelerating economic, cultural and educational globalization. Responding to this clarion call, Language Teacher Education for a Global Society introduces a state-of-the-art model that takes into account not only issues such as teachers’ knowledge, skills and dispositions, but also the major forces that are shaping educational globalization. Its five modules – Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS) – are designed to help student-teachers focus more on: • the production of personal knowledge than on the application of received wisdom • acceleration of agency than on acceptance of authority • teacher research with local touch than on expert research with global reach • becoming transformative intellectuals than on being passive technicians • mastering the teaching model than on modeling the master teacher.

With its strong scholarly foundation and its supporting reflective tasks and exploratory projects, this book is immensely useful for graduate students who are being introduced to the field of language education, for practising teachers who wish to enhance their knowledge and skill about teaching, for teacher educators who are looking for a cogent volume that can be used in practicum, for pre-service and in-service programs, and for educational researchers who are interested in exploring the complexity of language teacher education.

July 2011: 6 x 9: 192pp Hb: 978-0-415-87737-4: £95.00 Pb: 978-0-415-87738-1: £29.99 eBook: 978-0-203-83253-0 For more information, visit: www.routledge.com/9780415877381

e-Inspection New in Paperback Companion Website

esl , bi l in g ual, a n d m ult i l i n g ual e d u cat i o n

NEW

Teaching Grammar in Second Language Classrooms Integrating Form-Focused Instruction in Communicative Context Hossein Nassaji, University of Victoria, Canada and Sandra S. Fotos, Senshu University, Japan

Recent SLA research recognizes the necessity of attention to grammar and demonstrates that form-focused instruction is especially effective when it is incorporated into a meaningful communicative context. Designed specifically for second-language teachers, this text identifies and explores the various options for integrating a focus on grammar and a focus on communication in classroom contexts and offers concrete examples of teaching activities for each option.

Each chapter includes a description of the option, its theoretical and empirical background, examples of activities illustrating in a non-technical manner how it can be implemented in the classroom, questions for reflection, and a list of useful resources that teachers can consult for further information.

November 2010: 6 x 9: 184pp Hb: 978-0-415-80204-8: £95.00 Pb: 978-0-415-80205-5: £26.99 eBook: 978-0-203-85096-1 For more information, visit: www.routledge.com/9780415802055

NEW IN 2011

Teaching and Learning Second Language Listening Metacognition in Action Edited by Christine C.M. Goh, National Institute of Education, Nanyang Technological University, Singapore and Larry Vandergrift, University of Ottawa, Cananda This teacher-friendly text, firmly grounded in listening theories and supported by recent research findings, offers a comprehensive treatment of concepts and knowledge relating to L2 listening, with a particular emphasis on metacognition.

The metacognitive approach, aimed at developing learner listening in a holistic manner, is unique and groundbreaking. The book is focused on the language learner throughout; all theoretical perspectives, research insights, and pedagogical principles in the book are presented and discussed in relation to the learner.

The pedagogical model – a combination of the tried-and-tested sequence of listening lessons and activities that show learners how to activate processes of skilled listeners – provides teachers with a sound framework for students’ L2 listening development to take place inside and outside the classroom. The text includes many practical ideas for listening tasks that have been used successfully in various language learning contexts.

August 2011: 6 x 9: 248pp Hb: 978-0-415-88371-9: £95.00 Pb: 978-0-415-88372-6: £32.99

What English Language Teachers Need to Know Volume I

What English Language Teachers Need to Know Volume II

Understanding Learning

Facilitating Learning

Denise E. Murray, Macquarie University, Australia and San Jose State University, USA and MaryAnn Christison, University of Utah, USA

Denise E. Murray, Macquarie University, Australia and San Jose State University, USA and MaryAnn Christison, University of Utah, USA

Designed for pre-service teachers and teachers new to the field of ELT, Volume I and its companion textbook, Volume II, are organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? All English language teachers need to understand the nature of language and language learning, and with that understanding they need to be able to facilitate student learning.

Volume I, on understanding learning, provides the background information that teachers need to know and be able to use in their classroom:

• instructing

• the characteristics of the context in which they work • how English works and how it is learned • their role in the larger professional sphere of English language education.

The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).

August 2010: 6 x 9: 240pp Hb: 978-0-415-80638-1: £85.00 Pb: 978-0-415-80639-8: £25.99 eBook: 978-0-203-84633-9 For more information, visit: www.routledge.com/9780415806398

Second Language Teacher Education A Sociocultural Perspective Karen E. Johnson, Pennsylvania State University, 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.

2009: 6 x 9: 160pp Hb: 978-0-415-80078-5: £85.00 Pb: 978-0-415-80079-2: £26.99 eBook: 978-0-203-87803-3 For more information, visit: www.routledge.com/9780415800792

For more information, visit: www.routledge.com/9780415883726

Designed for pre-service teachers and teachers new to the field of ELT, Volume II and its companion textbook, Volume I, are organized around the key question: What do teachers need to know and be able to do in order for their students to learn English?

Volume II, on facilitating learning, covers the three main facets of teaching:

• planning • assessing.

The focus throughout is on outcomes, that is, student learning.

The texts work for teachers across different contexts (countries where English is the dominant language, one of the official languages, or taught as a foreign language); different levels (elementary/primary, secondary, college or university, or adult education), and different learning purposes (general English, workplace English, English for academic purposes, or English for specific purposes).

August 2010: 6 x 9: 256pp Hb: 978-0-415-80640-4: £85.00 Pb: 978-0-415-80641-1: £25.99 eBook: 978-0-203-84629-2 For more information, visit: www.routledge.com/9780415806411

NEW IN 2011

Case Studies in Language Curriculum Design Concepts and Approaches in Action Around the World Edited by I.S.P. Nation and John Macalister, both at Victoria University of Wellington, New Zealand Case studies are a powerful pedagogical tool for illuminating constructs and models in real-life contexts.

Covering a wide range of teaching-learning contexts and offering in-depth analyses of ESL/ELT language curriculum design issues, this casebook is distinctive and unique in that each case draws on and is clearly linked to a single model presented in Nation and Macalister’s Language Curriculum Design giving the book a high degree of coherence. A short commentary by the editors after each case highlights features of note and/or issues arising from it. This is a versatile text, designed to work as a companion to Language Curriculum Design (adding meaning and depth to the model presented there by relating it to a range of applications), as a stand-alone text, or as a resource for language teacher trainees, teacher educators, practicing teachers, program administrators, and materials writers in the field.

March 2011: 6 x 9: 216pp Hb: 978-0-415-88231-6: £95.00 Pb: 978-0-415-88232-3: £25.99 eBook: 978-0-203-84785-5 For more information, visit: www.routledge.com/9780415882323

Browse and order online: www.routledge.com/education

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NEW IN 2011

NEW IN 2011

NEW IN 2011

2nd Edition

Intelligibility in World Englishes

Pragmatics for Language Educators

Theory and Practice

A Sociolinguistic Perspective

Language and Minority Rights Ethnicity, Nationalism and the Politics of Language Stephen May, University of Aukland, New Zealand The first edition of Language and Minority Rights, an outstanding interdisciplinary analysis of the questions and issues concerning minority language rights in modern nation-states, is now regarded as a key benchmark in the field of language rights and language policy, drawing together debates on language from widely different academic fields, including the sociology of language, ethnicity and nationalism, sociolinguistics, social and political theory, education, history and law, and illustrating these debates via a wealth of different national contexts and examples.

The second edition of this provocative and groundbreaking book is a timely and useful revision of its core arguments and examples, addressing new theoretical and empirical developments since its initial publication. Stephen May’s basic position, however, remains unchanged – he argues for a non-essentialist understanding of language rights, while at the same time outlining why language rights are both necessary and legitimate, particularly for minority groups. This volume is essential reading for students, teachers and researchers in the sociology of language, sociolinguistics, applied linguistics, language policy and planning, sociology, politics, and education.

July 2011: 6 x 9: 404pp Hb: 978-0-8058-6307-9: £95.00 Pb: 978-0-8058-6306-2: £29.99 eBook: 978-0-203-83254-7

Cecil L. Nelson, Indiana State University, USA

Virginia LoCastro, University of Florida, USA

Intelligibility is the term most generally used to address the complex of criteria that describe, broadly, how useful someone’s English is when talking or writing to someone else. Set within the paradigm of world Englishes – which posits that the Englishes of the world may be seen as flexibly categorized into three Circles (Inner, Outer, Expanding) in terms of their historical developments – this text provides a comprehensive overview of the definitions and scopes of intelligibility, comprehensibility and interpretability, and addresses key topics within this paradigm:

Making pragmatics accessible to a wide range of learners and teachers without dumbing down the content of the field, this text for language professionals:

• Who – if anyone – provides the models and norms for a given population of English users?

• hybridity and creativity in world Englishes • evaluating paradigms: misinformation and disinformation • practicalities of dealing with the widening variety of Englishes • Is English ’falling apart’?

The much-debated issue of intelligibility touches not only sociolinguistic theory but all aspects of English language teaching, second language acquisition, language curriculum planning, and regional or national language planning. Designed for students, teacher educators, and scholars internationally, each chapter includes topics for discussion and assignments and suggestions for further reading.

For more information, visit: www.routledge.com/9780805863062

June 2011: 6 x 9: 166pp Hb: 978-0-415-87181-5: £85.00 Pb: 978-0-415-87182-2: £27.99 eBook: 978-0-203-83257-8

NEW IN 2011

For more information, visit: www.routledge.com/9780415871822

Effective Curriculum for Teaching ESL Writing and Language Building

Doing Action Research in English Language Teaching A Guide for Practitioners

Uniquely connecting curriculum, writing instruction, and language building, this text for pre-service and in-service teachers offers a step-by-step guide to curriculum design for teaching second language writing, with practical examples and illustrations. The central premise is that writing and language instruction need to be integrated, based on a clear understanding of the writing needs of academic writers, and that principled and language-focused curricula are necessary to guide this endeavor.

Anne Burns, Macquarie University, Australia

December 2011: 6 x 9 Hb: 978-0-415-88998-8: £85.00 Pb: 978-0-415-88999-5: £25.99 eBook: 978-0-203-83015-4 For more information, visit: www.routledge.com/9780415889995

Complimentary Exam Copy

• osters the ability to think critically about language data and use • helps readers develop the ability to ’do pragmatics’.

The book features careful explanations of topics and concepts that are often difficult for uninitiated readers; a wealth of examples, mostly of natural speech from collected data sources; and attention to the needs of non-native English speakers, with non-Western perspectives offered when possible. Exercises and activities at the end of each chapter elicit recall of the content, and push readers to summarize and synthesize multiple sources of information including relevant personal experiences, to think critically about the concepts and topics, and to carry out observation and data collection studies and analysis of data.

December 2011: 6 x 9: 296pp Hb: 978-0-415-80115-7: £85.00 Pb: 978-0-415-80116-4: £27.99 eBook: 978-0-203-85094-7 For more information, visit: www.routledge.com/9780415801164

Nonnative Speaker English Teachers Research, Pedagogy, and Professional Growth George Braine, Chinese University of Hong Kong

Eli Hinkel, Seattle University, USA

Bringing together the what and the how-to of developing course curricula with research-based principles of effective teaching in L2 writing courses, what sets this book apart is its overarching focus on language pedagogy and language building. To enhance its usefulness as a course text, each chapter includes an outline of the main points covered; boxed highlights of the discussion and illustrative examples; practice activities and tasks; practical techniques and suggestions for curriculum design and teaching; summary points; and suggested further readings.

• raises awareness and increases knowledge and understanding of how human beings use language in real situations to engage in social action

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. Each chapter includes a variety of pedagogical activities. Bringing the how-to and the what together, this is the perfect text for BATESOL and MATESOL courses in which action research is the focus or a required component.

2009: 6 x 9: 208pp Hb: 978-0-415-99144-5: £85.00 Pb: 978-0-415-99145-2: £16.99 eBook: 978-0-203-86346-6 For more information, visit: www.routledge.com/9780415991452

According to current estimates, about eighty percent of English teachers worldwide are nonnative speakers of the language. The nonnative speaker movement began a decade ago to counter the discrimination faced by these teachers and to champion their causes. As the first singleauthored volume on the topic since the birth of the movement, this book fills the need for a coherent account that: • traces the origins and growth of the movement • summarizes the research that has been conducted • highlights the challenges faced by nonnative speaker teachers • promotes NNS teachers’ professional growth.

No discussion of world Englishes or the spread of English internationally is now complete without reference to the NNS movement. This book celebrates its first decade and charts a direction for its growth and development.

February 2010: 6 x 9: 128pp Hb: 978-0-415-87631-5: £95.00 Pb: 978-0-415-87632-2: £26.99 eBook: 978-0-203-85671-0 For more information, visit: www.routledge.com/9780415876322

e-Inspection New in Paperback Companion Website

esl , bi l in g ual, a n d m ult i l i n g ual e d u cat i o n

Conversation Analysis and Second Language Pedagogy

Language and Culture

A Guide for ESL/ EFL Teachers

Reflective Narratives and the Emergence of Identity

Jean Wong, College of New Jersey, USA and Hansun Zhang Waring, Teachers College, Columbia University, USA

Edited by David Nunan, Anaheim University, California, USA and University of Hong Kong and Julie Choi, University of Technology, Australia

Conversation and speaking skills are the key building blocks for much of language learning. This text increases teachers’ awareness about spoken language and suggests ways of applying that knowledge to teaching second-language interaction skills based on insights from Conversation Analysis (CA).

Conversation Analysis and Second Language Pedagogy:

• reviews key CA concepts and findings • directly connects findings from CA with second language pedagogy • presents a model of interactional practices grounded in CA concepts • includes numerous transcripts of actual talk • invites readers to complete a variety of tasks to solidify and extend their understandings • features a useful collection of practical teaching activities.

The time is ripe for a book that blends conversation analysis and applied linguistics. This text takes that important step, extending the reaches of these once separate academic fields. Assuming neither background knowledge of conversation analysis nor its connection to second language teaching, it is designed for courses in TESOL and applied linguistics and as a resource for experienced teachers, material developers, and language assessment specialists seeking to update their knowledge and hone their craft.

April 2010: 6 x 9: 304pp Hb: 978-0-415-80636-7: £90.00 Pb: 978-0-415-80637-4: £25.99 eBook: 978-0-203-85234-7 For more information, visit: www.routledge.com/9780415806374

This state-of-the-art exploration of language, culture, and identity is orchestrated through prominent scholars’ and teachers’ narratives, each weaving together three elements: a personal account based on one or more memorable or critical incidents that occurred in the course of learning or using a second or foreign language; an interpretation of the incidents highlighting their impact in terms of culture, identity, and language; the connections between the experiences and observations of the author and existing literature on language, culture and identity.

What makes this book stand out is the way in which authors meld traditional ‘academic’ approaches to inquiry with their own personalized voices. This opens a window on different ways of viewing and doing research in Applied Linguistics and TESOL. What gives the book its power is the compelling nature of the narratives themselves. Telling stories is a fundamental way of representing and making sense of the human condition.

These stories unpack, in an accessible but rigorous fashion, complex socio-cultural constructs of culture, identity, the self and other, and reflexivity, and offer a way into these constructs for teachers, teachers in preparation and neophyte researchers. Contributors from around the world give the book broad and international appeal.

March 2010: 6 x 9: 248pp Hb: 978-0-415-87165-5: £95.00 Pb: 978-0-415-87166-2: £32.99 eBook: 978-0-203-85698-7 For more information, visit: www.routledge.com/9780415871662

Language Curriculum Design

The English Language Teacher in Global Civil Society

I.S.P Nation and John Macalister, both at Victoria University of Wellington, New Zealand

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

Combining sound research/ theory with state-of-the-art practice, this crystal-clear and comprehensive yet concise text describes the steps involved in the language curriculum design process, elaborates and justifies these steps, and provides opportunities for practising and applying them.

Many English language teachers are interested in promoting reconciliation and sustainable peace, locally and globally, 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.

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 and San Jose State University, USA

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 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.

2008: 6 x 9: 288pp Hb: 978-0-8058-6310-9: £85.00 Pb: 978-0-8058-6311-6: £26.99 eBook: 978-1-4106-1769-9 For more information, visit: 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 highly practical guide 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 – ESL and EFL teachers will be able to design and present a balanced program for their students.

2008: 6 x 9: 224pp Hb: 978-0-415-98969-5: £87.00 Pb: 978-0-415-98970-1: £20.99 eBook: 978-0-203-89170-4 For more information, visit: www.routledge.com/9780415989701

View any

2009: 6 x 9: 240pp Hb: 978-0-415-80605-3: £90.00 Pb: 978-0-415-80606-0: £27.99 eBook: 978-0-203-87073-0

2009: 6 x 9: 240pp Hb: 978-0-415-99448-4: £85.00 Pb: 978-0-415-99449-1: £19.99 eBook: 978-0-203-87804-0

For more information, visit: www.routledge.com/9780415806060

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21

esl, bil i ngual, and mu lt ili ngual ed u cat i o n

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Teaching ESL/EFL Reading and Writing

Cultures, Contexts, and World Englishes

I.S.P. Nation, Victoria University of Wellington, New Zealand

Yamuna Kachru, University of Illinois, Urbana-Champaign, USA and Larry E. Smith, Christopher Smith and Associates, LLC

Using a framework based on principles of teaching and learning, this highly practical guide 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 – ESL and EFL teachers will be able to design and present a balanced program for their students.

2008: 6 x 9: 184pp Hb: 978-0-415-98967-1: £87.00 Pb: 978-0-415-98968-8: £20.99 eBook: 978-0-203-89164-3

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.

2008: 6 x 9: 256pp Hb: 978-0-8058-4732-1: £95.00 Pb: 978-0-8058-4733-8: £27.99 eBook: 978-0-203-89134-6 For more information, visit: www.routledge.com/9780805847338

For more information, visit: www.routledge.com/9780415989688

Gesture Second Language Acquistion and Classroom Research

International English in Its Sociolinguistic Contexts Towards a Socially Sensitive EIL Pedagogy Sandra Lee McKay, San Francisco State University, USA and Wendy D. Bokhorst-Heng, National Institute of Education, Centre for Research in Pedagogy and Practice, Singapore

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.

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

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.

ESL, BILINGUAL, AND MULTILINGUAL EDUCATION Research and Theory NEW

Mapping Applied Linguistics A Guide for Students and Practitioners Christopher Hall, York St. John University, UK, Patrick H. Smith, University of Texas at El Paso, USA and Rachel Wicaksono, York St. John University, UK

Mapping Applied Linguistics: A Guide for Students and Practitioners provides an innovative and wide-ranging introduction to the full scope of applied linguistics.

Incorporating both socio-cultural and cognitive perspectives, the book maps the diverse and constantly expanding range of theories, methods and issues faced by students and practitioners alike. Practically oriented and ideally suited to students new to the subject area, the book provides in-depth coverage of: • language teaching and education, literacy and language disorders • language variation and world Englishes • language policy and planning • lexicography and forensic linguistics • multilingualism and translation.

2008: 6 x 9: 344pp Hb: 978-0-8058-6052-8: £95.00 Pb: 978-0-8058-6053-5: £34.99 eBook: 978-0-203-86699-3 For more information, visit: www.routledge.com/9780805860535

Including real data and international examples, the book features further reading and exercises in each chapter, fieldwork suggestions and a full glossary of key terms.

An interactive Companion Website also provides a wealth of additional resources.

This book will be essential reading for students studying applied linguistics, TESOL, general linguistics, and education at the advanced undergraduate or master’s degree level. It is also the ideal gateway for practitioners to better understand the wider scope of their work.

February 2011: 6-3/4 x 9-3/4: 416pp Hb: 978-0-415-55912-6: £75.00 Pb: 978-0-415-55913-3: £22.99 eBook: 978-0-203-83242-4

2008: 6 x 9: 232pp Hb: 978-0-8058-6337-6: £87.00 Pb: 978-0-8058-6338-3: £27.99 eBook: 978-1-4106-1798-9

For more information, visit: www.routledge.com/9780415559133

For more information, visit: www.routledge.com/9780805863383

Also available: Order Yours Today!

For simple and secure online ordering, please visit www.routledge.com/education

ESL, Bilingual, and Multilingual Education Backlist See page 28 for more details.

Or use the order form at the back of this catalog.

Complimentary Exam Copy

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esl, bili ngual, and m ult il i n g ual e du cat i o n : Research and Theory

NEW IN 2011

NEW

NEW

The Routledge Applied Linguistics Reader

The Routledge Handbook of Applied Linguistics

The Reflexive Teacher Educator in TESOL

Edited by Li Wei, Birkbeck, University of London, UK

James Simpson, University of Leeds, UK

Roots and Wings

The Routledge Applied Linguistics Reader is an essential collection of readings for students of Applied Linguistics.

Divided into five sections: Language Teaching and Learning, Second Language Acquisition, Applied Linguistics, Identity and Power and Language Use in Professional Contexts, the Reader takes a broad interpretation of the subject from its traditional foundations in language teaching and learning to cover the newer subdisciplines from corpus linguistics to forensic linguistics.

Series: Routledge Handbooks in Applied Linguistics

Julian Edge, University of Manchester, UK

The Routledge Handbook of Applied Linguistics serves as an introduction and reference point to key areas in the field of applied linguistics.

The five sections of the volume encompass a wide range of topics from a variety of perspectives:

Reflexivity is the key concept underpinning a view of teacher education that binds together the orientations of action research and personal development in a way that establishes common ground, common purpose, and common experience between teachers and teacher educators.

Using a multidisciplinary approach, the Reader focuses on the topics and issues to which Applied Linguistics research has made a significant contribution, in particular: • our understanding of key concepts and notions in the study of real-world problems in which language and communication play a central role • the theoretical debates of broader social science issues that impact on language teaching, learning and use • the main methodological advances.

Featuring twenty-seven carefully selected readings, the Reader focuses on both the major contributions of Applied Linguistics, and the conceptual and theoretical issues of the subject in a variety of contexts and methods.

March 2011: 6-3/4 x 9-3/4: 432pp Hb: 978-0-415-56619-3: £95.00 Pb: 978-0-415-56620-9: £26.99 For more information, visit: www.routledge.com/9780415566209

NEW IN 2011 2nd Edition

Research in Applied Linguistics Becoming a Discerning Consumer Fred L. Perry, Jr., American University in Cairo, Egypt Newly updated and revised, this popular text provides a solid introduction to the foundations of research methods, with the goal of enabling students and professionals in the field of applied linguistics to become not just casual consumers of research who passively read bits and pieces of a research article, but discerning consumers able to effectively use published research for practical purposes in educational settings. All issues important for understanding and using published research for these purposes are covered. Key principles are illustrated with research studies published in refereed journals across a wide spectrum of applied linguistics.

Exercises throughout the text encourage readers to engage interactively with what they are reading at the point when the information is fresh in their minds.

Changes in the second edition include:

• applied linguistics in action

• language learning, language education

• language, culture and identity • perspectives on language in use • descriptions of language for applied linguistics.

• develops the concept of praxis as it resolves the usual theory/practice dichotomy of teacher education

The chapters are written by specialists from around the world. Each one provides an overview of the history of the topic, the main current issues and possible future trajectory. Where appropriate, authors discuss the impact and use of new technology in the area. Suggestions for further reading are provided with every chapter. The Routledge Handbook of Applied Linguistics is an essential purchase for postgraduate students of Applied Linguistics.

• uses a narrative, autobiographical voice that explicates the concepts involved, while also offering practical methodological procedures for teacher education.

January 2011: 6-3/4 x 9-3/4: 680pp Hb: 978-0-415-49067-2: £115.00 eBook: 978-0-203-83565-4 For more information, visit: www.routledge.com/9780415490672

NEW IN 2011

Research Methods for Applied Language Studies An Advanced Resource Book for Students Steven John Ross, University of Maryland, USA, Paul Seedhouse, University of Newcastle, UK and Keith Richards, University of Warwick, UK Series: Routledge Applied Linguistics Research Methods for Applied Language Studies: • provides an advanced introduction to quantitative and qualitative research methods used in second and foreign language learning, teaching, and assessment • comprises of qualitative (phenomenological and constructionist) studies as well as quantitative studies mainly featuring intervention and exploratory designs

• major reordering in chapter four to better represent the sample types

• presents and comments on key readings and articles from leading names in the field

• reorganization of chapters six and seven to enhance cohesion of the themes being discussed

• is supported by a Companion Website.

April 2011: 6 x 9: 304pp Hb: 978-0-415-88570-6: £85.00 Pb: 978-0-415-88571-3: £25.99 eBook: 978-0-203-83902-7 For more information, visit: www.routledge.com/9780415885713

Augmenting the field in important ways, The Reflexive Teacher Educator in TESOL:

The forty-seven chapters connect knowledge about language to decision-making in the real world. The volume as a whole highlights the role of applied linguistics, which is to make insights drawn from language study relevant to such decision-making.

• new examples in chapter two reflecting formatting changes made by ERIC

• updated references and recommended reading lists in all chapters.

In this book Julian Edge explores the construct of reflexivity in teacher education, differentiating it from, while locating it in, reflective practice.

Written by experienced teachers and researchers in the field, Research Methods for Applied Language Studies is an essential resource for students and researchers of Applied Linguistics.

May 2011: 6-3/4 x 9-3/4: 320pp Hb: 978-0-415-55140-3: £80.00 Pb: 978-0-415-55141-0: £24.99 For more information, visit: www.routledge.com/9780415551410

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• introduces a framework (Copying, Applying, Theorising, Reflecting, Acting) that allows present and prospective teacher educators to become reflexive individuals

Written with clarity and style, scholarly yet personal, dealing with reflexivity in an accessible yet non-trivial way, this book – a first in the field, distinctive in terms of what the story is and how it is told – is a gift to the profession of TESOL teacher education.

December 2010: 6 x 9: 208pp Hb: 978-0-415-88250-7: £95.00 Pb: 978-0-415-88251-4: £24.99 eBook: 978-0-203-83289-9 For more information, visit: www.routledge.com/9780415882514

NEW

Alternative Approaches to Second Language Acquisition Edited by Dwight Atkinson, Purdue University, USA This volume presents six alternative approaches to studying second language acquisition – ’alternative’ in the sense that they contrast with and/or complement the cognitivism pervading the field. All six approaches – sociocultural, complexity theory, conversation-analytic, identity, language socialization, and sociocognitive – are described according to the same set of six headings, allowing for direct comparison across approaches.

Each chapter is authored by leading advocates for the approach described: James Lantolf for the sociocultural approach; Diane Larsen-Freeman for the complexity theory approach; Gabriele Kasper and Johannes Wagner for the conversation-analytic approach; Bonny Norton and Carolyn McKinney for the identity approach; Patricia Duff and Steven Talmy for the language socialization approach and Dwight Atkinson for the sociocognitive approach.

This volume is essential reading in the field of second language acquisition.

February 2011: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-54924-0: £70.00 Pb: 978-0-415-54925-7: £19.99 For more information, visit: www.routledge.com/9780415549257

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NEW

Measurement and Evaluation in Post-Secondary ESL Glayol V. Ekbatani, St. John’s University, USA Practical and concise, this introductory text for language teaching professionals is a guide to ESL assessment and to fulfilling the testing component of TESOL programs in the US and around the world. Covering the fundamental descriptive and quantitative facets of effective language testing, it explicates key technical aspects in an accessible, non-technical manner. Each chapter includes relevant practical examples and is augmented by a partnered project that provides practical opportunities for readers to apply the concepts presented in real testing situations.

Understanding Advanced Second-Language Reading

Academic Writing in a Global Context

Elizabeth B. Bernhardt, Stanford University, USA

The Politics and Practices of Publishing in English

What distinguishes this book is its broad, yet thorough, view of theory, process, and research on adult second-language reading.

Offering extensive discussions of upper-register second-language texts (both expository and narrative) that adult secondlanguage readers encounter daily across the globe, it also presents an assessment schema for second-language text comprehension as well as for the assessment of teaching.

Measurement and Evaluation in Post-Secondary ESL: • discusses effective methods of evaluating the language proficiency of college-bound English language learners in various skills areas such as reading, oral proficiency, and writing • takes a fresh look at accepted assessment concepts and issues such as validity and reliability, construct definition, authenticity, washback, reliable scoring, rater training, holistic and analytic rubrics, standardized tests, and statistical concepts • places special emphasis on innovative methods and alternative forms of assessment, such as self and portfolio assessment, as an adjunct to traditional methods • reviews the changes in the new internet-based Test of English a Second Language launched in 2005

Understanding Advanced Second-Language Reading: • includes languages other than English in the discussion of second language reading • is firmly anchored in a theory of second language reading • emphasizes the multi-dimensionality and dynamic nature of L2 reading development • focuses on comprehension of upper-register literary texts • balances theory and instructional practices.

Filling the need for a coherent, theoretically consistent, and research-based portrait of how literate adolescents and adults comprehend, and learn to comprehend, this is a must-have resource for reading and secondlanguage researchers, students, and teachers.

July 2010: 6 x 9: 240pp Hb: 978-0-415-87909-5: £95.00 Pb: 978-0-415-87910-1: £32.99 eBook: 978-0-203-85240-8

• addresses the role and responsibilities of assessors

For more information, visit: www.routledge.com/9780415879101

September 2010: 6 x 9: 128pp Hb: 978-0-8058-6125-9: £95.00 Pb: 978-0-8058-6126-6: £24.99 eBook: 978-0-203-84117-4

Becoming Biliterate

For more information, visit: www.routledge.com/9780805861266

A Guide to Doing Statistics in Second Language Research Using SPSS Jenifer Larson-Hall, University of North Texas, USA Series: Second Language Acquisition Research

This valuable book shows second language researchers how to use the statistical program SPSS to conduct statistical tests frequently done in SLA research. Using data sets from real SLA studies, A Guide to Doing Statistics in Second Language Research Using SPSS shows newcomers to both statistics and SPSS how to generate descriptive statistics, how to choose a statistical test, and how to conduct and interpret a variety of basic statistical tests.

2009: 7 x 10: 440pp Hb: 978-0-8058-6185-3: £75.00 Pb: 978-0-8058-6186-0: £39.99 eBook: 978-0-203-87596-4 For more information, visit: www.routledge.com/9780805861860

Complimentary Exam Copy

Identity, Ideology, and Learning to Read and Write in Two Languages Bobbie Kabuto, Queens College of the City University of New York, USA

Through the real-life context of one child learning to be bilingual and biliterate, this book raises questions and provides a context for pre-service and practising teachers to understand and reflect on how children learn to read and write in multiple languages. Highlighting the social and cognitive advantages of biliteracy, its purpose is to help teachers better understand the complexity by which young children become biliterate as they actively construct meaning and work through tensions resulting from their everyday life circumstances. Perspectives regarding identity and language ideologies are presented to help teachers refine their own pedagogical approaches to teaching linguistically diverse children. Readers are engaged in understanding early biliteracy through a process of articulating and questioning their own assumptions and beliefs about learning in multiple languages and literacies.

July 2010: 6 x 9: 160pp Hb: 978-0-415-87179-2: £95.00 Pb: 978-0-415-87180-8: £29.99 eBook: 978-0-203-84643-8 For more information, visit: www.routledge.com/9780415871808

Theresa Lillis, The Open University, UK and Mary Jane Curry, University of Rochester, USA

Academic Writing in a Global Context addresses the issue of the pressure on academics worldwide to produce their work in English in scholarly publishing, and why the growth of the use of academic English matters.

Drawing on an eight year ‘text-ethnographic’ study of the experiences of fifty scholars working in Europe, this book discusses these questions at both a macro and micro level – through discussions of knowledge evaluation systems on all levels, and analysis of the progress of a text towards publication. In addition to this, case studies of individual scholars in their local institutions and countries are used to illustrate experiences of using English in the academic world.

Academic Writing in a Global Context examines the impact of the growing dominance of English on academic writing for publication globally. The authors explore the ways in which the global status attributed to English is impacting on the lives and practices of multilingual scholars working in contexts where English is not the official language of communication and throws into relief the politics surrounding academic publishing.

April 2010: 6-1/4 x 9-1/4: 224pp Hb: 978-0-415-46881-7: £80.00 Pb: 978-0-415-46883-1: £24.99 eBook: 978-0-203-85258-3 For more information, visit: www.routledge.com/9780415468831

NEW IN 2011

The Routledge Handbook of Multilingualism Edited by Marilyn Martin-Jones, Adrian Blackledge and Angela Creese, all at Birmingham University, UK Series: Routledge Handbooks in Applied Linguistics The Routledge Handbook of Multilingualism provides a comprehensive survey of the field of multilingualism for a global readership and an overview of the research which situates multilingualism in its social, cultural and political context.

The Handbook includes an introduction and five sections with thirty two chapters by leading international contributors. The Introduction charts out the changing landscape of social and ethnographic research on multilingualism (theory, methods and research sites) and it foregrounds key contemporary debates. Chapters are structured around sub-headings such as: early developments, key issues related to theory and method, new research directions.

The Routledge Handbook of Multilingualism offers an authoritative guide to shifts over time in thinking about multilingualism as well as providing an overview of the range of contemporary themes, debates and research sites.

July 2011: 6-3/4 x 9-3/4: 496pp Hb: 978-0-415-49647-6: £115.00 For more information, visit: www.routledge.com/9780415496476

e-Inspection New in Paperback Companion Website

esl, bili ngual, and m ult il i n g ual e du cat i o n : Research and Theory

The Think-Aloud Controversy in Second Language Research Melissa A. Bowles, University of Illinois at Urbana-Champaign, USA Series: Second Language Acquisition Research Series

The Think-Aloud Controversy in Second Language Research aims to answer key questions about the validity and uses of think-alouds, verbal reports completed by research participants while they perform a task. It offers an overview of how think-alouds have been used in language research and presents a quantitative meta-analysis of findings from studies involving verbal tasks and think-alouds. The book begins by presenting the theoretical background and empirical research that has examined the reactivity of think-alouds, then offers guidance regarding the practical issues of data collection and analysis, and concludes with implications for the use of think-alouds in language research. With its focus on a much-discussed and somewhat controversial data elicitation method in language research, this timely work is relevant to students and researchers from all theoretical perspectives who collect first or second language data. It serves as a valuable guide for any language researcher who is considering using think-alouds.

May 2010: 6 x 9: 180pp Hb: 978-0-415-99483-5: £75.00 Pb: 978-0-415-99484-2: £24.99 eBook: 978-0-203-85633-8 For more information, visit: www.routledge.com/9780415994842

NEW IN 2011

Early Biliteracy Development How Young Bilinguals Make Use of Their Linguistic Resources – Research and Applications Edited by Eurydice B. Bauer, University of Illinois at Urbana-Champaign, USA and Mileidis Gort, University of Miami, USA At the forefront in focusing exclusively on biliteracy development in early childhood across a variety of languages, this book fills a pressing need for a resource that provides both findings from empirical research with young bilinguals from pre-school to grade three in home and school contexts and practical applications of these findings. Part one provides a contextual and conceptual framework that encompasses the specific need to do systematic research on emergent biliteracy development and its transition into conventional literacy in two languages during the early years. Part two focuses on the various factors/skills that impact young bilinguals’ literacy development across different languages, with attention to both reading and/or writing. Pushing the field forward, this book is a valuable resource for helping literacy educators understand and respond to critical issues related to the development of young children’s literate competencies in two languages in home and school contexts.

July 2011: 6 x 9: 176pp Hb: 978-0-415-88017-6: £95.00 Pb: 978-0-415-88018-3: £30.99 eBook: 978-0-203-85040-4

NEW IN 2011

2nd Edition

Written Corrective Feedback in Second Language Acquisition and Writing

Questionnaires in Second Language Research Construction, Administration, and Processing

John Bitchener, Auckland University of Technology, Australia and Dana R. Ferris, University of California, Davis, USA

Zoltán Dörnyei and Tatsuya Taguchi, both at University of Nottingham, UK

What should language and writing teachers do about giving students written corrective feedback? Surveying theory, research, and practice on this important and sometimes controversial practice (also known as ’error/grammar correction’) and its impact on second language acquisition and writing development, the volume critically analyzes and synthesizes parallel and complementary strands of research on error/feedback (both oral and written) in second-language acquisition (SLA) and on the impact of error correction in second-language writing (SLW). This is the first book to intentionally connect these two separate but important lines of inquiry.

Offering state-of-the-art treatment of a topic that is highly relevant to both SLA and SLW researchers and practitioners, it moves from theory – historical SLA views of ’error’ and what it means for short- and long-term acquisition and historical composition/SLW views of the relative importance of error/language issues in overall writing development – to a detailed analysis of the research on oral corrective feedback, written corrective feedback, following SLA research paradigms, and error correction work in L2 writing. The final section focuses on applications of research and theory to pedagogical practice. Thoughtful, well-researched, and well-reasoned, this book is a must-read for both researchers and practitioners in SLA and SLW. August 2011: 6 x 9: 200pp Hb: 978-0-415-87243-0: £95.00 Pb: 978-0-415-87244-7: £29.99 eBook: 978-0-203-83240-0 For more information, visit: www.routledge.com/9780415872447

NEW IN 2011

The Routledge Handbook of Second Language Acquisition Edited by Susan M. Gass, Michigan State University, USA and Alison Mackey, Georgetown University, USA Series: Routledge Handbooks in Applied Linguistics The Routledge Handbook of Second Language Acquisition brings together thirty-six leading international figures in the field to produce a state-ofthe-art overview of second language acquisition.

The Handbook covers a wide range of topics related to second language acquisition: language in context, linguistic, psycholinguistic, and neurolinguistic theories and perspectives, skill learning, individual differences, L2 learning settings, and language assessment. All chapters introduce the reader to the topic, outline the core issues, then explore the pedagogical application of research in the area and possible future development.

The Routledge Handbook of Second Language Acquisition is an essential resource for all those studying and researching second language acquisition.

Series: Second Language Acquisition Research Series Questionnaires in Second Language Research is the first guide in the second language field devoted to the question of how to produce and use questionnaires as reliable and valid research instruments. It offers a thorough overview of the theory of questionnaire design, administration, and processing, made accessible by concrete, real-life second language research applications.

This second edition features a new chapter on how an actual scientific instrument was developed using the theoretical guidelines in the book, and new sections on translating questionnaires and collecting survey data on the Internet. Researchers and students in second language studies, applied linguistics, and TESOL programs will find this book invaluable, and it can also be used as a textbook for courses in quantitative research methodology and survey research in linguistics, psychology, and education departments.

2009: 6 x 9: 200pp Hb: 978-0-415-99819-2: £75.00 Pb: 978-0-415-99820-8: £24.99 eBook: 978-0-203-86473-9 For more information, visit: www.routledge.com/9780415998208

NEW IN 2011

Applying Cognitive Linguistics Cognitive Linguistics and Second Language Learning Andrea Tyler, Georgetown University, USA Applying Cognitive Linguistics illustrates the ways that cognitive linguistics, a relatively new paradigm in language studies, can illuminate and facilitate language teaching. The first part of the book introduces the basics of cognitive linguistic theory in a way that is geared toward foreign language teachers and researchers.

Included is a thorough review of the existing literature on cognitive linguistic applications to teaching and cognitive linguistic-based experiments. The second part of the book applies cognitive linguistics to the teaching of English. Special attention is paid to the elements of English that learners tend to find challenging, such as tense, modals, prepositions and constructions. A chapter on “Future Directions” reports on innovative analyses of English articles and conditionals. Pedagogical aids such as case studies, sample teaching material, end-of-chapter exercises and a glossary round out this pioneering text.

June 2011: 6-3/4 x 9-3/4: 512pp Hb: 978-0-415-47993-6: £115.00

October 2011: 6 x 9: 240pp Hb: 978-0-415-80249-9: £55.00 Pb: 978-0-415-80250-5: £24.99 eBook: 978-0-203-87603-9

For more information, visit: www.routledge.com/9780415479936

For more information, visit: www.routledge.com/9780415802505

For more information, visit: www.routledge.com/9780415880183

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25

esl, bil i ngual, and mu lt ili ngual ed u cat i o n : Research and Theory

26

NEW IN 2011

Linguistic Minority Students Go to College

Race, Culture, and Identities in Second Language Education

Preparation, Access, and Persistence

Exploring Critically Engaged Practice

Edited by Yasuko Kanno, Temple University, USA and Linda Harklau, University of Georgia, USA

Edited by Ryuko Kubota, University of British Columbia, Canada and Angel M.Y. Lin, University of Hong Kong

By 2025, according to US Department of Education estimates, 25% of the entire public school population will be linguistic minority students – students who speak a language other than English at home. Bringing together emerging scholarship on the growing number of college-bound first-generation linguistic minority immigrants in the K-12 pipeline, this ground-breaking volume showcases new research on these students’ preparation for, access to, and persistence in college.

Other than studies of their linguistic challenges and writing and academic literacy skills in college, little is known about the broader issues of these students’ access to and success in college. Examining a variety of factors and circumstances that influence the process and outcome, the scope of this book goes beyond students’ language proficiency and its impact on college education, to look at issues such as student race/ ethnicity, gender, SES, and parental education and expectations. It also addresses structural factors in schooling including tracking, segregation of English learners from English-fluent peers, availability and support of institutional personnel, and collegiate student identity and campus climate.

Presenting state-of-the-art knowledge and mapping out a future research agenda in an extremely important and yet understudied area of inquiry, this book advances knowledge in ways that will have a real impact on policy regarding linguistic minority immigrant students’ higher education opportunities.

October 2011 Hb: 978-0-415-89061-8: £85.00 Pb: 978-0-415-89062-5: £25.99 eBook: 978-0-203-82938-7 For more information, visit: www.routledge.com/9780415890625

This groundbreaking volume presents empirical and conceptual research that specifically explores critical issues of race, culture, and identities in second language education and provides implications for engaged practice.

2009: 6 x 9: 336pp Hb: 978-0-415-99506-1: £90.00 Pb: 978-0-415-99507-8: £26.99 eBook: 978-0-203-87665-7 For more information, visit: www.routledge.com/9780415995078

Generation 1.5 in College Composition Teaching Academic Writing to U.S.-Educated Learners of ESL Edited by Mark Roberge, San Francisco State University, USA, Meryl Siegal, Laney College, California, USA and Linda Harklau, The University of Georgia, USA

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.

2009: 6 x 9: 288pp Hb: 978-0-8058-6442-7: £100.00 Pb: 978-0-8058-6443-4: £31.99 eBook: 978-0-203-88569-7 For more information, visit: www.routledge.com/9780805864434

Christian and Critical English Language Educators in Dialogue Pedagogical and Ethical Dilemmas Edited by Mary Shepard Wong, Azusa Pacific University, USA and Suresh Canagarajah, Pennsylvania State University, USA

This volume critically examines how English language teaching professionals wrestle with ideological, pedagogical, and spiritual dilemmas as they seek to understand the place of faith in education.

English Language Assessment and the Chinese Learner Edited by Liying Cheng, Queen’s University, Canada and Andy Curtis, The Chinese University of Hong Kong

Building on current theoretical and practical frameworks for English language assessment and testing, this book presents a comprehensive, up-to-date, relevant picture of English language assessment for students in China (Mainland China, Hong Kong and Taiwan) and for Chinese learners of English around the world.

2009: 6 x 9: 304pp Hb: 978-0-415-99447-7: £90.00 eBook: 978-0-203-87304-5 For more information, visit: www.routledge.com/9780415994477

2009: 6 x 9: 328pp Hb: 978-0-415-99953-3: £85.00 eBook: 978-0-203-87780-7 For more information, visit: www.routledge.com/9780415999533

Routledge Resources for Teaching in Higher Education The one stop shop for your teaching needs!

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Aimed at supporting the Higher Education teaching professional, this website highlights books that offer essential guidance, tips, and techniques that are sure to enhance your teaching practice.

Take a moment to browse our complete list of practical teaching and learning & eLearning resources today!

www.routledge.com/ teachinginhighereducation

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esl , bi li ngual, an d m ulti l i n g ual e du cat i o n : Classroom Practice

ESL, BILINGUAL, AND MULTILINGUAL EDUCATION Classroom Practice Teaching English Language Learners Across the Curriculum Series NEW

Teaching the Arts to Engage English Language Learners Margaret Macintyre Latta and Elaine Chan, both at University of Nebraska-Lincoln, USA

Written for prospective and practising visual arts, music, drama, and dance educators, Teaching the Arts to Engage English Language Learners offers guidance for engaging ELLs, alongside all learners, through artistic thinking. By paying equal attention to visual art, music, drama, and dance education, this book articulates how arts classrooms can create rich and supportive contexts for ELLs to grow socially, academically, and personally. The making and relating, perceiving and responding, and connecting and understanding processes of artistic thinking, create the terrain for rich curricular experiences. These processes also create the much-needed spaces for ELLs to gain communicative practice, skill, and confidence. Special features include generative texts such as films, poems, and performances that function as springboards for arts educators to adapt according to the needs of their classroom; teaching tips, formative assessment practices, and related instructional tables and resources; an annotated list of internet sites, reader-friendly research articles, and instructional materials; and a glossary for readers’ reference.

December 2010: 7 x 10: 264pp Hb: 978-0-415-87385-7: £85.00 Pb: 978-0-415-87386-4: £22.99 eBook: 978-0-203-83723-8 For more information, visit: www.routledge.com/9780415873864

Teaching Social Studies to English Language Learners Bárbara C. Cruz and Stephen J. Thornton, both at University of South Florida, USA

This book provides advice on how to teach English Language Learners in the classroom. It offers context-specific strategies for the full range of the social sciences curriculum, including geography, history, economics, and government.

2008: 7 x 10: 256pp Hb: 978-0-415-95760-1: £100.00 Pb: 978-0-415-95761-8: £26.99 eBook: 978-0-203-89434-7 For more information, visit: www.routledge.com/9780415957618

Teaching Science to English Language Learners

Teaching Language Arts to English Language Learners

Joyce Nutta, University of Central Florida, USA, Nazan U. Bautista, Miami University, Ohio, USA and Malcolm B. Butler, University of South Florida, USA

Anete Vasquez, Kennesaw State University, USA, Angela L. Hansen, Northern Arizona University, USA and Philip C. Smith, University of South Florida, USA

Teaching Science to English Language Learners offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science, offering examples of easy ways to adapt existing lesson plans to be more inclusive. The practical, teacher-friendly strategies and techniques included here are proven effective with ELLs, and many are also effective with all students. The book provides context-specific strategies for the full range of the secondary sciences curriculum, including physical science, life science, earth and space science, science as inquiry, and history and nature of science and more. A fully annotated list of web and print resources completes the book, making this a one volume reference to help science teachers meet the challenges of including all learners in effective instruction.

Special features include: • practical examples of science exercises make applying theory to practice simple when teaching science to ELLs

Today’s language arts classrooms increasingly include students for whom English is a second language. Teaching Language Arts to English Language Learners provides readers with the comprehensive understanding of both the challenges that face ELLs and ways in which educators might address them in the language arts classroom. The authors offer proven techniques that teachers can readily use to teach reading, writing, grammar, and vocabulary as well as speaking, listening, and viewing skills. A complete section is also devoted to ways teachers can integrate all five strands of the language arts curriculum into a comprehensive unit of study with meaningful accommodations for ELLs. An annotated list of web and print resources completes the volume, making this a valuable reference for language arts teachers to meet the challenges of including all learners in effective instruction.

Special features include:

• an overview of the National Science Education Standards

• over a dozen learning activities for each of the main areas of the language arts curriculum

• useful guidelines for effective instructional and assessment practices for ELLs in secondary grades

• engaging vignettes vividly illustrate real-life interactions of teachers and ELLs in the classroom

• graphs, tables, and illustrations provide additional access points to the text in clear, meaningful ways.

• graphs, tables, and illustrations provide additional access points to the text in clear, meaningful ways.

August 2010: 7 x 10: 208pp Hb: 978-0-415-99624-2: £85.00 Pb: 978-0-415-99625-9: £22.99 eBook: 978-0-203-85057-2

February 2010: 7 x 10: 216pp Hb: 978-0-415-99531-3: £85.00 Pb: 978-0-415-99532-0: £22.99 eBook: 978-0-203-85648-2

For more information, visit: www.routledge.com/9780415996259

For more information, visit: www.routledge.com/9780415995320

Teaching English Language Learners in Career and Technical Education Programs Victor M. Hernández-Gantes, University of South Florida, USA and William Blank, 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.

2008: 7 x 10: 256pp Hb: 978-0-415-95758-8: £100.00 • Pb: 978-0-415-95757-1: £26.99 • eBook: 978-0-203-89439-2 For more information, visit: www.routledge.com/9780415957571

Browse and order online: www.routledge.com/education

27

esl, bil i ngual, and mu lt ili ngual ed u cat i o n : Classroom Practice

28

Teaching Mathematics to English Language Learners

NEW

Teaching Readers of English

Methods of Language Teaching

Students, Texts, and Contexts

Gladis Kersaint, Denisse R. Thompson and Mariana Petkova, all at University of South Florida, USA

Blair Bateman and Baldomero Lago, both at Brigham Young University, USA

John Hedgcock, Monterey Institute of International Studies, USA and Dana R. Ferris, University of California, Davis, USA

This book provides advice on how to teach mathematics to English Language Learners by offering context-specific strategies for facilitating classroom discussions, reading and interpreting math textbooks, and tackling word problems.

2008: 7 x 10: 192pp Hb: 978-0-415-95788-5: £100.00 Pb: 978-0-415-95789-2: £26.99 eBook: 978-0-203-89452-1 For more information, visit: www.routledge.com/9780415957892

Teaching English Language Learners through Technology Tony Erben, University of Tampa, USA, Ruth Ban, Barry University, USA and Martha Castañeda, Miami University, USA

In this book, authors explore the use of computers/technology as a pedagogical tool to aid in the appropriate instruction of English Language Learners across all content areas.

Methods of Language Teaching is an innovative teaching tool which enables upper level trainee teachers to witness language teaching methods being applied in a classroom.

The DVD shows a series of lessons illustrating methods that have been widely used, as taught by teachers who have made extensive use of these methods in their own classrooms. The methods covered include the Grammar-Translation Method, the Audiolingual Method, the Cognitive Code Approach and the Total Physical Response Method.

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

Each method presented includes a brief textual description of the historical background, the theories of language and language learning on which the method is based, and an outline of a ’typical’ lesson. A video demonstration of some of the most common teaching and learning activities associated with the method is also included, as taught by a teacher in an actual classroom setting.

• addresses the unique cognitive and socioeducational challenges encountered by L2 readers

Methods of Language Teaching is primarily designed for teachers and students of language teaching methods, including ESL classes, but is also a useful resource for anyone interested in methods of language teaching.

• explores the essential role of systematic vocabulary development in teaching L2 literacy

November 2010 DVD: 978-0-415-60101-6: £82.50 For more information, visit: www.routledge.com/9780415601016

• 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

• includes practical methods for assessing L2 students’ proficiency, achievement, and progress in the classroom.

Pedagogical features in each chapter include questions for reflection, further reading and resources, reflection and review questions, and application activities.

2009: 6 x 9: 456pp Hb: 978-0-415-99964-9: £90.00 Pb: 978-0-8058-6347-5: £30.99 eBook: 978-0-203-88026-5 For more information, visit: www.routledge.com/9780805863475

2008: 7 x 10: 240pp Hb: 978-0-415-95767-0: £100.00 Pb: 978-0-415-95768-7: £26.99 eBook: 978-0-203-89442-2 For more information, visit: www.routledge.com/9780415957687

ESL, BILINGUAL, AND MULTILINGUAL EDUCATION Title

Author

Date

Format & ISBN

Price

Interlanguage Variation in Theoretical and Pedagogical Perspective www.routledge.com/9780805855760

H.D. Adamson

2008

Hb: 978-0-8058-5576-0 eBook: 978-0-203-88736-3

£85.00

Sexual Identities in English Language Education: Classroom Conversations www.routledge.com/9780805863673

Cynthia D. Nelson

2008

Hb: 978-0-8058-6367-3 eBook: 978-0-203-89154-4

£90.00

ESL (ELL) Literacy Instruction: A Guidebook to Theory and Practice: 2nd Edition www.routledge.com/9780415989725

Lee Gunderson

2008

Hb: 978-0-415-98971-8 Pb: 978-0-415-98972-5 eBook: 978-0-203-89421-7

£87.00 £27.99

A Synthesis of Research on Second Language Writing in English www.routledge.com/9780805855333

Ilona Leki, Alister Cumming and Tony Silva

2008

Hb: 978-0-8058-5532-6 Pb: 978-0-8058-5533-3 eBook: 978-0-203-93025-0

£90.00 £31.99

Second Language Acquisition: An Introductory Course: 3rd Edition www.routledge.com/9780805854985

Susan M. Gass and Larry Selinker

2008

Hb: 978-0-8058-5497-8 Pb: 978-0-8058-5498-5 eBook: 978-0-203-93284-1

£95.00 £32.99

Heritage Language Education: A New Field Emerging www.routledge.com/9780415995887

Donna M. Brinton, Olga Kagan and Susan Bauckus

2007

Hb: 978-0-8058-4803-8 Pb: 978-0-415-99588-7 eBook: 978-1-4106-1887-0

£85.00 £31.99

Complimentary Exam Copy

e-Inspection New in Paperback Companion Website

L i ter acy a n d Tec h n olo g y /M ulti li ter ac i es

Literacy and Technology/Multiliteracies Multiliteracies in Motion Current Theory and Practice Edited by David R. Cole, University of Technology, Sydney, Australia and Darren Lee Pullen, University of Tasmania, Australia Looking onward from the original statement of aims of the multiliteracies movement in 1996, this volume brings together top-quality scholarship and research that has embraced the notion and features new contributions by many of the originators of this approach to literacy. It provides frontline information and a vital update on the evolution of mulitliteracies and the current state of literacy theory in relation to it.

2009: 6 x 9: 288pp Hb: 978-0-415-80156-0: £100.00 Pb: 978-0-415-80157-7: £34.99 eBook: 978-0-203-86403-6 For more information, visit: www.routledge.com/9780415801577

LITERACY and TECHNOLOGY/MULTILITERACIES Author

Date

Format & ISBN

Price

Multimedia and Literacy Development: Improving Achievement for Young Learners www.routledge.com/9780415988421

Adriana G. Bus and Susan B. Neuman

2008

Hb: 978-0-415-98841-4 Pb: 978-0-415-98842-1 eBook: 978-0-203-89215-2

£95.00 £29.99

related journals

Title

Bilingual Research Journal Official Journal of the National Association for Bilingual Education Volume Number: 33 Frequency: 3 issues per year Print ISSN: 1523-5882 Online ISSN: 1523-5890

Editors María E. Fránquiz - University of Texas, Austin, USA For more information on Bilingual Research Journal, or to access an Online Sample Copy, please visit: www.informaworld.com/UBRJ

Critical Inquiry in Language Studies Official Journal of the International Society for Language Studies

International Multilingual Research Journal Volume Number: 4 Frequency: 2 issues per year Print ISSN: 1931-3152 Online ISSN: 1931-3160

Volume Number: 7 Frequency: 4 issues per year Print ISSN: 1543-4303 Online ISSN: 1543-4311

Editors Alfredo J. Artiles - Arizona State University, USA Terrence G. Wiley - Arizona State University, USA

Editor Antony John Kunnan California State University, Los Angeles, USA and The University of Hong Kong

For more information on International Multilingual Research Journal, or to access an Online Sample Copy, please visit: www.informaworld.com/HMRJ

Journal of Language, Identity & Education

Volume Number: 7 Frequency: 4 issues per year Print ISSN: 1542-7587 Online ISSN: 1542-7595

Volume Number: 9 Frequency: 5 issues per year Print ISSN: 1534-8458 Online ISSN: 1532-7701

Editor John Watzke - St. Louis University, USA

Editors Thomas Ricento - University of Calgary, Canada Terrence G. Wiley - Arizona State University, USA

For more information on Critical Inquiry in Language Studies, or to access an Online Sample Copy, please visit: www.informaworld.com/HCIL

Language Assessment Quarterly

For more information on Journal of Language, Identity & Education, or to access an Online Sample Copy, please visit: www.informaworld.com/HLIE

Browse and order online: www.routledge.com/education

For more information on Language Assessment Quarterly, or to access an Online Sample Copy, please visit: www.informaworld.com/HLAQ

29

L anguag e Pol icy and Po l itics

30

Language Policy and Politics NEW IN 2011

NEW

NEW IN 2011

Reclaiming Reading

Essentials of Online Course Design

Designing Better Schools for Culturally and Linguistically Diverse Children

Reappropriating and Cultivating Reading for the 21st Century Edited by Richard J. Meyer, University of Mexico, USA and Kathryn F. Whitmore, University of Iowa, USA Inviting teachers back to the role of reflective advocates for thoughtful reading instruction, this book presents theory and pedagogical possibilities to reclaim and build upon the knowledge base that was growing when government mandates, scripted commercial programs, and high stakes tests took over as the dominant agenda for reading instruction in US public schools. It examines how the teaching of reading can be reclaimed via an intensive reconsideration of five pillars as central to the teaching and learning of reading: learning, teaching, curriculum, language, and sociocultural contexts.

Reclaiming Reading offers the knowledge base for taking good reading instruction out of the cracks and placing it back at the center of the classroom. Explaining what happens in readers’ minds as they read, and how teachers can design practices to support that process, it informs and encourages teachers to initiate a pedagogy that will be less subversive and more mainstream when constraints are reduced or even removed and teachers are more able to return to the stance of reflective, knowledgeable, professional decision-makers.

June 2011: 6 x 9: 272pp Hb: 978-0-415-88809-7: £90.00 Pb: 978-0-415-88810-3: £30.99 eBook: 978-0-203-83266-0 For more information, visit: www.routledge.com/9780415888103

A Standards-Based Guide Marjorie Vai, Freelance Consultant and Writer, USA and Kristen Sosulski, New York University, USA Foreword by Michael Carrier, British Council, Featured Teacher, UK and Scott Thornbury In spite of the proliferation of online learning in higher education, creating online courses can still evoke a good deal of frustration, negativity, and wariness in those who need to create them.

Essentials of Online Course Design takes a fresh, thoughtfully designed, step-by-step approach to online course development. At its core is a set of standards that are based on best practices in the field of online learning and teaching. Pedagogical, organizational and visual design principles are presented and modelled throughout the book and users will quickly learn from the guide’s hands-on approach. The course design process begins with the elements of a classroom syllabus which, after a series of guided steps, easily evolve into an online course outline.

Essentials of Online Course Design serves as a best-practice model for designing online courses. After reading this book, readers will find that preparing for online teaching is, contrary to popular belief, a satisfying and engaging experience. The core issue is simply good design: pedagogical, organizational, and visual.

January 2011 Hb: 978-0-415-87299-7: £80.00 Pb: 978-0-415-87300-0: £21.99 eBook: 978-0-203-83831-0

Stuart McNaughton, University of Auckland, New Zealand How can schools be better designed to enable equitable academic outcomes for culturally and linguistically diverse children from communities lacking in economic, political and social power? Putting forward a robust ‘science of performance’ model of school change based on a specified process of research and development in local contexts, this book: • lays out the traditions of optimism and pessimism about effective schooling for at-risk students • reviews the international and national evidence for the effectiveness of schools and school systems in reducing disparities in achievement • describes the challenges educational research must address to solve the problem of school effectiveness, proposes strict criteria against which effectiveness should be judged, and examines in detail examples where change has been demonstrated • proposes how researchers, professionals, and policy-makers can develop more effective systems.

Bringing together structural and psychological accounts of the nature of schools, and establishing theoretically defensible criteria for judging effectiveness, this book is a critically important contribution to advancing the science of making schools more effective.

March 2011: 6 x 9: 240pp Hb: 978-0-415-88659-8: £95.00 Pb: 978-0-415-88660-4: £24.99 eBook: 978-0-203-83582-1

NEW

Ethnography and Language Policy

For more information, visit: www.routledge.com/9780415886604

Edited by Teresa L. McCarty, Arizona State University, USA

A Science of Performance Model for Research

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 approach. From this perspective, language policy is conceptualized not only as official acts and documents, but as language-regulating modes of human interaction, negotiation, and production mediated by relations of power.

Using this conceptual framework, the volume addresses the impacts of globalization, diaspora, and transmigration on language practices and policies; language endangerment, revitalization, and maintenance; medium-of-instruction policies; literacy and biliteracy; language and ethnic/national identity; and the ethical tensions in conducting critical ethnographic language policy research. These issues are contextualized in case studies and reflective commentaries by leading scholars in the field.

Full Table of Contents For full table of contents on all titles featured in this catalog, visit: www.routledge.com/education

Ethnography and Language Policy extends previous work in the field, tapping into leading-edge interdisciplinary scholarship, and charting new directions. Recognizing that language policy is not merely or even primarily about language per se, but rather about power relations that structure social-linguistic hierarchies, the authors seek to expand policy discourses in ways that foster social justice for all.

December 2010: 6 x 9: 320pp Hb: 978-0-415-80139-3: £90.00 • Pb: 978-0-415-80140-9: £30.99 • eBook: 978-0-203-83606-4 For more information, visit: www.routledge.com/9780415801409

LANGUAGE POLICY AND POLITICS Title

Author

Date

Format & ISBN

Price

Affirming Students’ Right to their Own Language: Bridging Language Policies and Pedagogical Practices www.routledge.com/9780805863499

Jerrie Cobb Scott, Dolores Y. Straker and Laurie Katz

2008

Hb: 978-0-8058-6348-2 Pb: 978-0-8058-6349-9 eBook: 978-0-203-86698-6

£95.00 £29.99

Complimentary Exam Copy

e-Inspection New in Paperback Companion Website

A dult L i te r acy

Negotiating Language Policies in Schools

Adult Literacy

NEW

NEW

Connecting Text Features, Task Demands, and Respondent Skills

Educators as Policymakers Edited by Kate Menken, Queens University/The City University of New York, USA and Ofelia Garcia, Graduate Center of the City University of New York, USA

Educators are at the epicenter of language policy in education. This book explores how they interpret, negotiate, resist, and (re)create language policies in classrooms. Bridging the divide between policy and practice by analyzing their interconnectedness, it examines the negotiation of language education policies in schools around the world, focusing on educators’ central role in this complex and dynamic process.

Each chapter shares findings from research conducted in specific school districts, schools, or classrooms around the world and then details how educators negotiate policy in these local contexts. Discussion questions are included in each chapter. A highlighted section provides practical suggestions and guiding principles for teachers who are negotiating language policies in their own schools.

February 2010: 6 x 9: 296pp Hb: 978-0-415-80207-9: £95.00 Pb: 978-0-415-80208-6: £34.99 eBook: 978-0-203-85587-4 For more information, visit: www.routledge.com/9780415802086

Linguistic Imperialism Continued Robert Phillipson, Copenhagen Business School, Denmark

This volume brings together key writings since the 1992 publication of Linguistic Imperialism – Robert Phillipson’s controversial benchmark volume, which triggered a major re-thinking of the English teaching profession by connecting the field to wider political and economic forces.

Analyzing how the global dominance of English in all domains of power is maintained, legitimized and persists in the twenty-first century, Linguistic Imperialism Continued reflects and contributes in important ways to understanding these developments.

Improving Literacy at Work Alison Wolf, King’s College, London, UK and Karen Evans, Institute of Education, University of London, UK Series: Improving Learning

Modern societies demand high levels of literacy. The written word is pervasive; individuals with poor literacy skills are deeply disadvantaged; and governments are increasingly pre-occupied with the contribution that skills can make to economic growth. As a result, the basic skills of adult workers are of concern as never before, a focus for workplace and education policy and practice.

While Improving Literacy at Work builds on detailed research from the UK, the issue is a universal one and rising skill requirements mean the conclusions drawn will be of equal interest elsewhere in Europe, USA, Canada, Australia and New Zealand. The research findings have very direct implications and practical relevance for teaching and learning, as this valuable book demonstrates, providing clear advice on how to develop effective provision and how best to support learners at work.

Throughout the study, the authors address the following fundamental questions: • How do adults’ literacy skills impact on their working lives, and on the enterprises where they work?

• How can we develop these essential skills in the workforce?

• When and how can literacy instruction change individuals’ employability and engagement with further learning?

Essential reading for trainers and managers in industry, teachers, researchers and lecturers in adult and further education and stakeholders implementing evidencebased policy, this book maps the fundamental changes taking place in workplace literacy.

November 2010: 5-1/2 x 8-1/2: 224pp Hb: 978-0-415-54868-7: £75.00 Pb: 978-0-415-54872-4: £22.99 eBook: 978-0-203-83830-3 For more information, visit: www.routledge.com/9780415548724

Sheida White, National Assessment of Adult Literacy and National Assessment of Educational Progress Writing Assessment, USA

’This is a genuinely scholarly work ... It is based on [analysis of] the most up-to-date quantitative surveys that we have on adult literacy. These surveys are the gold standard in terms of documenting adult literacy in the United States ... The author analyzes these extensive surveys and puts them into a theoretical context in a way that has not been done before.’ – Rosemary J. Park, University of Minnesota ’I don’t know of any book providing the same information. There is a shortage of literature in this area and the book is an excellent contribution.’

– Dolores Perin, Teachers College, Columbia University ’The contribution of the theory is important – not only to adult literacy but to our understanding of the reading process at nearly every level ... Additionally, the application of multidimensional item response modeling to the new TTR theory offers a tantalizing view of how the predictive validity of a theory might be tested and used to provide practical results.’ – Larry Mikulecky, Indiana University Very often, individual differences in literacy performance are understood exclusively in terms of the characteristics of the reader. Drawing on a rich array of empirical research, the author presents a detailed and highly integrative new theory of functional literacy. The text-task-respondent (TTR) theory of functional literacy offers improved understanding of how successful performance on everyday literacy tasks involves a dynamic relationship among the text, the task, and the reader.

This book will appeal primarily to assessment developers who wish to select tasks and texts of varying difficulty to yield more precise estimates of adult literacy; to researchers who study cognitive, linguistic, and discourse processes; and to teachers who want to find new ways to increase text comprehension among students, including English language learners and struggling readers. The text is appropriate for an advanced course in adult education, discourse analysis, educational measurement, educational psychology, literacy, or linguistics – or as a reference work for those interested in literacy.

October 2010: 6 x 9: 280pp Hb: 978-0-415-88247-7: £95.00 Pb: 978-0-415-88248-4: £34.99 eBook: 978-0-203-84188-4

January 2010: 5-1/2 x 8-1/2: 416pp Pb: 978-0-415-87201-0: £32.99 eBook: 978-0-203-85717-5

For more information, visit: www.routledge.com/9780415882484

Not Available for Sale in India, Pakistan, Bangladesh, Sri Lanka, Nepal and Bhutan For more information, visit: www.routledge.com/9780415872010

Understanding Adult Functional Literacy

ADULT LITERACY Title

Author

Date

Format & ISBN

Price

Handbook of Research on Adult Learning and Development www.routledge.com/9780805858204

M Cecil Smith with Nancy DeFrates-Densch

2008

Hb: 978-0-8058-5819-8 Pb: 978-0-8058-5820-4 eBook: 978-0-203-88788-2

£180.00 £65.00

Browse and order online: www.routledge.com/education

31

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index A Academic Language/Literacy Strategies for Adolescents. . . . . . . . . . . . . . . . . . . . . . . . . 10 Academic Writing in a Global Context. . . . . . . 24 Adamson, H.D.. . . . . . . . . . . . . . . . . . . . . . . . 28 Affirming Students’ Right to their Own Language . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Afflerbach, Peter. . . . . . . . . . . . . . . . . . . . . . . . 3 Albright, James. . . . . . . . . . . . . . . . . . . . . . . . 17 Alim, H. Samy. . . . . . . . . . . . . . . . . . . . . . . . . 17 Allington, Richard L.. . . . . . . . . . . . . . . . . . . . . 2 Alsup, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Alternative Approaches to Second Language Acquisition . . . . . . . . . . . . . . . . . . . . . . . . . 23 Anders, Patricia L.. . . . . . . . . . . . . . . . . . . . . . . 7 Andrews, Richard. . . . . . . . . . . . . . . . . . . . 2, 12 Appleman, Deborah. . . . . . . . . . . . . . . . . . . . . 7 Applying Cognitive Linguistics. . . . . . . . . . . . . 25 Atkinson, Dwight. . . . . . . . . . . . . . . . . . . . . . 23

B Ban, Ruth. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Basterra, MarÌa del Rosario. . . . . . . . . . . . . . . 12 Bateman, Blair . . . . . . . . . . . . . . . . . . . . . . . . 28 Bauckus, Susan. . . . . . . . . . . . . . . . . . . . . . . . 28 Bauer, Eurydice B.. . . . . . . . . . . . . . . . . . . . . . 25 Bautista, Nazan U. . . . . . . . . . . . . . . . . . . . . . 27 Beach, Richard . . . . . . . . . . . . . . . . . . . . . . . . . 7 Becoming a Teacher Researcher in Literacy Teaching and Learning. . . . . . . . . . . . . . . . . . 8 Becoming Biliterate. . . . . . . . . . . . . . . . . . . . . 24 Behrens, Susan J. . . . . . . . . . . . . . . . . . . . . . . 16 Bernhardt, Elizabeth B.. . . . . . . . . . . . . . . . . . 24 Beyond Early Literacy . . . . . . . . . . . . . . . . . . . . 9 Beyond the Grammar Wars. . . . . . . . . . . . . . . . 6 Birch, Barbara M. . . . . . . . . . . . . . . . . . . . . . . 21 Birr Moje, Elizabeth. . . . . . . . . . . . . . . . . . . . . . 3 Bitchener, John. . . . . . . . . . . . . . . . . . . . . . . . 25 Blackledge, Adrian . . . . . . . . . . . . . . . . . . . . . 24 Blank, William. . . . . . . . . . . . . . . . . . . . . . . . . 27 Bloome, David . . . . . . . . . . . . . . . . . . . . . . . . . 5 Bloomer, Aileen. . . . . . . . . . . . . . . . . . . . . . . 17 Bokhorst-Heng, Wendy D. . . . . . . . . . . . . . . . 22 Borrego, Irene. . . . . . . . . . . . . . . . . . . . . . . . . 10 Botelho, Maria JosÈ. . . . . . . . . . . . . . . . . . . . . 13 Bowles, Melissa A. . . . . . . . . . . . . . . . . . . . . . 25 Braine, George. . . . . . . . . . . . . . . . . . . . . . . . 20 Branscombe, Nancy Amanda . . . . . . . . . . . . . . 9 Brinton, Donna M. . . . . . . . . . . . . . . . . . . . . . 28 Brisk, Maria Estela. . . . . . . . . . . . . . . . . . . . . . 17 Bruna, Katherine Richardson. . . . . . . . . . . . . . 13 Burcham, Jan Gunnels . . . . . . . . . . . . . . . . . . . 9 Burns, Anne. . . . . . . . . . . . . . . . . . . . . . . . . . 20 Bus, Adriana G.. . . . . . . . . . . . . . . . . . . . . . . . 29 Bustos Flores, Belinda. . . . . . . . . . . . . . . . . . . 15 Butler, Malcolm B.. . . . . . . . . . . . . . . . . . . . . . 27

C Canagarajah, Suresh. . . . . . . . . . . . . . . . . . . . 26 Case Studies in Language Curriculum Design. . 19 CastaÒeda, Martha. . . . . . . . . . . . . . . . . . . . . 28 Caverly, David C.. . . . . . . . . . . . . . . . . . . . . . . 17 Chan, Elaine. . . . . . . . . . . . . . . . . . . . . . . . . . 27 Changing Literacies for Changing Times. . . . . . 7 Chapman, Thandeka K. . . . . . . . . . . . . . . . . . 12 Carrier, Michael. . . . . . . . . . . . . . . . . . . . . . . 30 Cheng, Liying. . . . . . . . . . . . . . . . . . . . . . . . . 26 Choi, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Christian and Critical English Language Educators in Dialogue. . . . . . . . . . . . . . . . . 26 Christison, MaryAnn. . . . . . . . . . . . . . . . . 19, 21

Coats, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Coiro, Julie. . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Cole, David R.. . . . . . . . . . . . . . . . . . . . . . . . . 29 Connelly, Vincent. . . . . . . . . . . . . . . . . . . . . . . 6 Contemporary Perspectives on Reading and Spelling. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Conversation Analysis and Second Language Pedagogy . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Creating Critical Classrooms . . . . . . . . . . . . . . 17 Creese, Angela. . . . . . . . . . . . . . . . . . . . . . . . 24 Cremin, Teresa . . . . . . . . . . . . . . . . . . . . . . . . 10 Critical Multicultural Analysis of Children’s Literature. . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Critical Perspectives on Harry Potter . . . . . . . . 17 Cruz, B·rbara C. . . . . . . . . . . . . . . . . . . . . . . . 27 Crystal, David. . . . . . . . . . . . . . . . . . . . . . . . . . 4 Cultural Validity in Assessment . . . . . . . . . . . . 12 Cultures, Contexts, and World Englishes. . . . . 22 Cumming, Alister. . . . . . . . . . . . . . . . . . . . . . 28 Curry, Mary Jane. . . . . . . . . . . . . . . . . . . . . . . 24 Curtis, Andy. . . . . . . . . . . . . . . . . . . . . . . . . . 26

D Daly, Caroline. . . . . . . . . . . . . . . . . . . . . . . . . . 8 Dantas, Maria Luiza . . . . . . . . . . . . . . . . . . . . 12 David Crystal’s Introduction to Language. . . . 11 Davison, Jon. . . . . . . . . . . . . . . . . . . . . . . . 8, 10 de Bot, Kees. . . . . . . . . . . . . . . . . . . . . . . . . . 17 Debates in English Teaching . . . . . . . . . . . . . . . 8 Debates in Subjects Teaching (series). . . . . . . . . 8 DeFrates-Densch, Assistant Editor, with Nancy.31 Defying Convention, Inventing the Future in Literary Research and Practice. . . . . . . . . . . . 7 Design Literacies. . . . . . . . . . . . . . . . . . . . . . . . 5 Designing Better Schools for Culturally and Linguistically Diverse Children . . . . . . . . . . . 30 Designing Socially Just Learning Communities. . 11 Dimensions of Literacy . . . . . . . . . . . . . . . . . . 11 Dixon, Kerryn. . . . . . . . . . . . . . . . . . . . . . . . . . 5 Doing Action Research in English Language Teaching. . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Dˆrnyei, Zolt·n. . . . . . . . . . . . . . . . . . . . . . . . . 25 Dowson, Jane. . . . . . . . . . . . . . . . . . . . . . . . . 10 Duffy, Gerald G.. . . . . . . . . . . . . . . . . . . . . . . 17

E Early Biliteracy Development. . . . . . . . . . . . . . 25 Edge, Julian . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Effective Curriculum for Teaching ESL Writing and Language Building. . . . . . . . . . 20 Ekbatani, Glayol V. . . . . . . . . . . . . . . . . . . . . . 24 Ellis, Sue. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Enciso, Patricia A.. . . . . . . . . . . . . . . . . . . . . . . 2 English Language Assessment and the Chinese Learner. . . . . . . . . . . . . . . . . . . . . . 26 English Language Teacher in Global Civil Society, The. . . . . . . . . . . . . . . . . . . . . 21 English with an Accent. . . . . . . . . . . . . . . . . . 16 Eng¯y Henriksen, Berit. . . . . . . . . . . . . . . . . . . 14 Eng¯y Henriksen, Berit . . . . . . . . . . . . . . . . . . 15 Eppler, Eva . . . . . . . . . . . . . . . . . . . . . . . . 14, 15 Erben, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . 28 ESL & Applied Linguistics Professional Series (series). . . . . . . . . . . . . . . . . 18, 19, 20, 21, 22 ESL (ELL) Literacy Instruction. . . . . . . . . . . . . . 28 Essentials of Online Course Design . . . . . . . . . 30 Ethnography and Language Policy. . . . . . . . . . 30 Ethnolinguistic Diversity and Education. . . . . . 14 Evans, Janet . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Evans, Karen. . . . . . . . . . . . . . . . . . . . . . . . . . 31 Exploring Classroom Discourse . . . . . . . . . . . . . 4 Exploring English Language Teaching . . . . . . . . 4 Exploring Second Language Acquisition . . . . . . ?

Exploring Vocabulary . . . . . . . . . . . . . . . . . . . . 4

F Farr, Marcia. . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Complimentary Exam Copy

Ferris, Dana R.. . . . . . . . . . . . . . . . . . . . . . 25, 28 Fifty Key Thinkers on Language and Linguistics. . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Flippo, Rona F. . . . . . . . . . . . . . . . . . . . . . . 5, 17 Fotos, Sandra S. . . . . . . . . . . . . . . . . . . . . . . . 19 Foundations and Futures of Education (series). . 15 Fox, Madeline. . . . . . . . . . . . . . . . . . . . . . . . . 17 Fuller, Carol. . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Future of Language, The. . . . . . . . . . . . . . . . . . 4

G Garcia, Ofelia. . . . . . . . . . . . . . . . . . . . . . . . . 31 Gardner, Dee . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Garza, Emilio . . . . . . . . . . . . . . . . . . . . . . . . . 10 Gass, Susan M.. . . . . . . . . . . . . . . . . . . . . 25, 28 Gee, James Paul. . . . . . . . . . . . . . . . . . . . . . 3, 4 Generation 1.5 in College Composition. . . . . . 26 Gesture. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Gilyard, Keith. . . . . . . . . . . . . . . . . . . . . . . . . 15 Global Linguistic Flows. . . . . . . . . . . . . . . . . . 17 Goh, Christine C.M.. . . . . . . . . . . . . . . . . . . . 19 Golombek, Paula R. . . . . . . . . . . . . . . . . . . . . 18 Gomez, Kimberley . . . . . . . . . . . . . . . . . . . . . 13 Goodman, Yetta M. . . . . . . . . . . . . . . . . . . . . . 7 Goodwin, Prue. . . . . . . . . . . . . . . . . . . . . . . . . 8 Goodwyn, Andrew. . . . . . . . . . . . . . . . . . . . . . 5 Gort, Mileidis . . . . . . . . . . . . . . . . . . . . . . . . . 25 Goswami, Usha. . . . . . . . . . . . . . . . . . . . . . . . . 6 Graham, Judith. . . . . . . . . . . . . . . . . . . . . . . . 10 Great Literacy Debate, The. . . . . . . . . . . . . . . . 5 Grenfell, Michael . . . . . . . . . . . . . . . . . . . . . . . 5 Griffiths, Patrick . . . . . . . . . . . . . . . . . . . . . . . 17 Guide to Doing Statistics in Second Language Research Using SPSS, A. . . . . . . . 24 Gunderson, Lee . . . . . . . . . . . . . . . . . . . . . . . 28

H Haddon, John. . . . . . . . . . . . . . . . . . . . . . . . . 11 Hall, Christopher. . . . . . . . . . . . . . . . . . . . . . . 22 Hall, Graham . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Hall, Kathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Handbook of College Reading and Study Strategy Research . . . . . . . . . . . . . . . . . . . . 17 Handbook of Family Literacy. . . . . . . . . . . . . . . 3 Handbook of Reading Disability Research. . . . . 2 Handbook of Reading Research, Volume IV. . . . 3 Handbook of Research in Second Language Teaching and Learning. . . . . . . . . . . . . . . . . 18 Handbook of Research on Adult Learning and Development . . . . . . . . . . . . . . . . . . . . 31 Handbook of Research on Children’s and Young Adult Literature . . . . . . . . . . . . . . . . . 2 Handbook of Research on New Literacies. . . . 17 Handbook of Research on Reading Comprehension. . . . . . . . . . . . . . . . . . . . . . 17 Handbook of Research on Teaching the English Language Arts. . . . . . . . . . . . . . . . . . 2 Handford, Michael . . . . . . . . . . . . . . . . . . . . . . 3 Hansen, Angela L.. . . . . . . . . . . . . . . . . . . . . . 27 Harklau, Linda. . . . . . . . . . . . . . . . . . . . . . . . . 26 Harrington, Margaret M.. . . . . . . . . . . . . . . . . 17 Harrison, Colin. . . . . . . . . . . . . . . . . . . . . . . . . 6 Harste, Jerome. . . . . . . . . . . . . . . . . . . . . . . . 17 Hedgcock, John . . . . . . . . . . . . . . . . . . . . . . . 28 Heilman, Elizabeth E. . . . . . . . . . . . . . . . . . . . 17 Heritage Language Education. . . . . . . . . . . . . 28 Hern·ndez Sheets, Rosa. . . . . . . . . . . . . . . . . 15 Hern·ndez-Gantes, Victor M.. . . . . . . . . . . . . 27 Hinkel, Eli. . . . . . . . . . . . . . . . . . . . . . . . . 18, 20 Hirai, Debra L. Cook. . . . . . . . . . . . . . . . . . . . 10 Hobbel, Nikola . . . . . . . . . . . . . . . . . . . . . . . . 12 Hoffman, James. . . . . . . . . . . . . . . . . . . . . . . . 2 Hoffman, James V. . . . . . . . . . . . . . . . . . . . . . . 7 Homan, Susan P.. . . . . . . . . . . . . . . . . . . . . . . 10 HomeñSchool Connection, The. . . . . . . . . . . . 17 Home-School Connections in a Multicultural Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

How to do Discourse Analysis: A Toolkit . . . . . . 4 Hynds, Susan . . . . . . . . . . . . . . . . . . . . . . . . . . 7

I Ibrahim, Awad . . . . . . . . . . . . . . . . . . . . . . . . 17 Improving Learning (series). . . . . . . . . . . . . . . 31 Improving Literacy at Work. . . . . . . . . . . . . . . 31 Intelligibility in World Englishes. . . . . . . . . . . . 20 Interdisciplinary Perspectives on Learning to Read. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Interlanguage Variation in Theoretical and Pedagogical Perspective. . . . . . . . . . . . . . . . 28 International English in Its Sociolinguistic Contexts. . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Introducing Sociolinguistics. . . . . . . . . . . . . . . 14 Introduction to Critical Discourse Analysis in Education, An. . . . . . . . . . . . . . . . . . . . . . . . 3 Introduction to Discourse Analysis, An . . . . . . . 4 Irani, Kayhan. . . . . . . . . . . . . . . . . . . . . . . . . . 17 Irwin, Anthea. . . . . . . . . . . . . . . . . . . . . . 14, 15 Israel, Susan E. . . . . . . . . . . . . . . . . . . . . . . . . 17

J Janks, Hilary. . . . . . . . . . . . . . . . . . . . . . . . . . 12 Jenkins, Christine . . . . . . . . . . . . . . . . . . . . . . . 2 Jewitt, Carey. . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Johnson, Karen E.. . . . . . . . . . . . . . . . . . . 18, 19 Just A Phrase I’m Going Through . . . . . . . . . . 11

K Kabuto, Bobbie. . . . . . . . . . . . . . . . . . . . . . . . 24 Kachru, Yamuna. . . . . . . . . . . . . . . . . . . . . . . 22 Kagan, Olga. . . . . . . . . . . . . . . . . . . . . . . . . . 28 Kamil, Michael L. . . . . . . . . . . . . . . . . . . . . . . . 3 Kanno, Yasuko. . . . . . . . . . . . . . . . . . . . . . . . 26 Katz, Laurie. . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Kelly, Alison . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Kersaint, Gladis. . . . . . . . . . . . . . . . . . . . . . . . 28 Kloock, Carl T.. . . . . . . . . . . . . . . . . . . . . . . . . 10 Knobel, Michele. . . . . . . . . . . . . . . . . . . . . . . 17 Koda, Keiko . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Kramer, Mary Ann. . . . . . . . . . . . . . . . . . . . . 11 Kress, Gunther. . . . . . . . . . . . . . . . . . . . . . . . . 7 Kubota, Ryuko. . . . . . . . . . . . . . . . . . . . . . . . 26 Kucer, Stephen B.. . . . . . . . . . . . . . . . . . . . . . 11 Kumaravadivelu, B.. . . . . . . . . . . . . . . . . . . . . 18

L L. McCarty, Teresa. . . . . . . . . . . . . . . . . . . . . . 30 LaBelle, Suzanne. . . . . . . . . . . . . . . . . . . . 14, 15 Lago, Baldomero. . . . . . . . . . . . . . . . . . . . . . . 28 Land, Lilli . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Language , Society and Power Reader, The. . . 15 Language and Culture. . . . . . . . . . . . . . . . . . . 21 Language and Minority Rights. . . . . . . . . . . . . 20 Language and Power . . . . . . . . . . . . . . . . . . . 16 Language as a Local Practice. . . . . . . . . . . . . . 16 Language Curriculum Design . . . . . . . . . . . . . 21 Language Development Over the Lifespan . . . 17 Language in the Real World . . . . . . . . . . . . . . 16 Language in Use. . . . . . . . . . . . . . . . . . . . . . . 17 Language Teacher Education for a Global Society . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Language, Culture, and Community in Teacher Education. . . . . . . . . . . . . . . . . . . . 17 Language, Culture, and Teaching . . . . . . . . . . 13 Language, Culture, and Teaching Series (series). . . . . . . . . . . . . . . . . . . . . . . . . . 12, 13 Language, Ethnography, and Education . . . . . . 5 Language, Gender and Feminism . . . . . . . . . . 13 Language, Learning, Context . . . . . . . . . . . . . 15 Language, Society and Power. . . . . . . . . . . . . 14 Lankshear, Colin. . . . . . . . . . . . . . . . . . . . . . . 17 Lapp, Diane . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Larson-Hall, Jenifer. . . . . . . . . . . . . . . . . . . . . 24

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Latta, Margaret Macintyre. . . . . . . . . . . . . . . . 27 Leadership in English Language Education . . . 21 Learning to Read Across Languages . . . . . . . . 17 Learning to Read the Numbers. . . . . . . . . . . . . 8 Learning to Teach English in the Secondary School. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Learning to Teach Subjects in the Secondary School Series (series). . . . . . . . . . . . . . . . . . 10 Leki, Ilona. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Leland, Christine. . . . . . . . . . . . . . . . . . . . . . . 17 Leu, Donald J.. . . . . . . . . . . . . . . . . . . . . . . . . 17 Lewison, Mitzi. . . . . . . . . . . . . . . . . . . . . . . . . 17 Lillis, Theresa. . . . . . . . . . . . . . . . . . . . . . . . . . 24 Lin, Angel M.Y.. . . . . . . . . . . . . . . . . . . . . . . . 26 Linguistic Imperialism Continued. . . . . . . . . . . 31 Linguistic Minority Students Go to College . . . 26 Linking Reading Assessment to Instruction . . . 10 Lippi-Green, Rosina. . . . . . . . . . . . . . . . . . . . . 16 Literacies (series). . . . . . . . . . . . . . . . . . . . . . . . 5 Literacy and Bilingualism. . . . . . . . . . . . . . . . . 17 Literacy and Power. . . . . . . . . . . . . . . . . . . . . 12 Literacy for All Students . . . . . . . . . . . . . . . . . . 9 Literacy in Times of Crisis . . . . . . . . . . . . . . . . . 7 Literacy, Power, and the Schooled Body. . . . . . . 5 Literate Classroom, The. . . . . . . . . . . . . . . . . . . 8 LoCastro, Virginia. . . . . . . . . . . . . . . . . . . . . . 20 Locke, Terry. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Lucas, Tamara. . . . . . . . . . . . . . . . . . . . . . . . . 15 Luke, Allan. . . . . . . . . . . . . . . . . . . . . . . . . . . 17

M Macalister, John . . . . . . . . . . . . . . . . . . . . 19, 21 MacGillivray, Laurie. . . . . . . . . . . . . . . . . . . . . . 7 Mackey, Alison. . . . . . . . . . . . . . . . . . . . . . . . 25 Malmkjaer, Kirsten . . . . . . . . . . . . . . . . . . . . . . 6 Manyak, Patrick C.. . . . . . . . . . . . . . . . . . . . . 12 Mapping Applied Linguistics. . . . . . . . . . . . . . 22 Martin-Jones, Marilyn. . . . . . . . . . . . . . . . . . . 24 May, Stephen. . . . . . . . . . . . . . . . . . . . . . . . . 20 Mayr, Andrea . . . . . . . . . . . . . . . . . . . . . . . . . 16 McCafferty, Steven G.. . . . . . . . . . . . . . . . . . . 22 McGill-Franzen, Anne. . . . . . . . . . . . . . . . . . . . 2 McKay, Sandra Lee. . . . . . . . . . . . . . . . . . . . . 22 McNaughton, Stuart. . . . . . . . . . . . . . . . . . . . 30 Measurement and Evaluation in Post-Secondary ESL. . . . . . . . . . . . . . . . . . . 24 Menken, Kate. . . . . . . . . . . . . . . . . . . . . . . . . 31 Merrison, Andrew John. . . . . . . . . . . . . . . . . . 17 Methods of Language Teaching . . . . . . . . . . . 28 Meyer, Richard J.. . . . . . . . . . . . . . . . . . . . . 7, 30 Meyerhoff, Miriam. . . . . . . . . . . . . . . . . . . . . 14 Mills, Sara. . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Mooney, Annabelle. . . . . . . . . . . . . . . . . . 14, 15 Mosley, Melissa. . . . . . . . . . . . . . . . . . . . . . . . 11 Moss, John. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Mullany, Louise. . . . . . . . . . . . . . . . . . . . . . . . 13 Multiliteracies in Motion. . . . . . . . . . . . . . . . . 29 Multimedia and Literacy Development . . . . . . 29 Multimodality. . . . . . . . . . . . . . . . . . . . . . . . . . 7 Murray, Denise E.. . . . . . . . . . . . . . . . . . . 19, 21

N Nassaji, Hossein . . . . . . . . . . . . . . . . . . . . . . . 19 Nation, I.S.P . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Nation, I.S.P.. . . . . . . . . . . . . . . . . . . . 19, 21, 22 Negotiating Language Policies in Schools . . . . 31 Nelson, Cecil L.. . . . . . . . . . . . . . . . . . . . . . . . 20 Nelson, Cynthia D. . . . . . . . . . . . . . . . . . . . . . 28 Neuman, Susan B.. . . . . . . . . . . . . . . . . . . . . . 29 Newton, Jonathan . . . . . . . . . . . . . . . . . . . . . 21 Nieto, Sonia . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Nonnative Speaker English Teachers . . . . . . . . 20 Nunan, David. . . . . . . . . . . . . . . . . . . . . . . . . 21 Nutta, Joyce. . . . . . . . . . . . . . . . . . . . . . . . . . 27

O Official Portraits and Unofficial Counterportraits of “At Risk” Students. . . . . . . . . . . . . . . . . . . 7

P P. Sheridan, Mary . . . . . . . . . . . . . . . . . . . . . . . 5 Pahl, Kate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Pappas, Christine C.. . . . . . . . . . . . . . . . . . . . . 8 Parallel Learning of Reading and Writing in Early Childhood. . . . . . . . . . . . . . . . . . . . . . . 9 Parker, Judith A.. . . . . . . . . . . . . . . . . . . . . . . 16 Pearson, P. David. . . . . . . . . . . . . . . . . . . . . . . . 3 Peccei, Jean Stilwell. . . . . . . . . . . . . . . . . . . . . 14 Pennycook, Alastair. . . . . . . . . . . . . . . . . . 16, 17 Perry, Jr., Fred L. . . . . . . . . . . . . . . . . . . . . . . . 23 Petkova, Mariana . . . . . . . . . . . . . . . . . . . . . . 28 Phillipson, Robert . . . . . . . . . . . . . . . . . . . . . . 31 Pichler, Pia. . . . . . . . . . . . . . . . . . . . . . . . 14, 15 Pierre Bourdieu and Literacy Education. . . . . . 17 Powell, Rebecca . . . . . . . . . . . . . . . . . . . . . 9, 13 Pragmatics for Language Educators. . . . . . . . . 20 Preece, Si‚n. . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Pullen, Darren Lee. . . . . . . . . . . . . . . . . . . . . . 29

Q Questionnaires in Second Language Research. . 25

R Race, Culture, and Identities in Second Language Education . . . . . . . . . . . . . . . . . . 26 Reading Researchers in Search of Common Ground. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Reclaiming Reading. . . . . . . . . . . . . . . . . . . . . 30 Reflexive Teacher Educator in TESOL, The . . . . 23 Re-framing Literacy. . . . . . . . . . . . . . . . . . . . . 12 Research in Applied Linguistics. . . . . . . . . . . . 23 Research Methods for Applied Language Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Research on Second Language Teacher Education . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Researching English Language . . . . . . . . . . . . . 6 Rex, Lesley A.. . . . . . . . . . . . . . . . . . . . . . . . . 10 Richards, Keith. . . . . . . . . . . . . . . . . . . . . . . . 23 Rightmyer, Elizabeth. . . . . . . . . . . . . . . . . . . . . 9 Riojas Clark, Ellen. . . . . . . . . . . . . . . . . . . . . . 15 Roberge, Mark. . . . . . . . . . . . . . . . . . . . . . . . 26 Rodriguez-Brown, Flora V.. . . . . . . . . . . . . . . . 17 Rogers, Rebecca. . . . . . . . . . . . . . . . . . . . . 3, 11 Ross, Steven John. . . . . . . . . . . . . . . . . . . . . . 23 Roswell, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . 5 Roth, Wolff-Michael. . . . . . . . . . . . . . . . . . . . 15 Routledge Applied Linguistics (series) . . . . . . . 23 Routledge Applied Linguistics Reader, The. . . . 23 Routledge English Language Introductions (series). . . . . . . . . . . . . . . . . . . . . . . . . . . 6, 16 Routledge Handbook of Applied Linguistics, The. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 Routledge Handbook of Discourse Analysis. . . . 3 Routledge Handbook of Multilingualism, The. . 24 Routledge Handbook of Multimodal Analysis, The. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Routledge Handbook of Second Language Acquisition, The. . . . . . . . . . . . . . . . . . . . . . 25 Routledge Handbooks in Applied Linguistics (series). . . . . . . . . . . . . . . . . . . . . 3, 23, 24, 25 Routledge International Handbook of English, Language and Literacy Teaching, The. . . . . . . 2 Routledge International Handbooks of Education (series). . . . . . . . . . . . . . . . . . . . . . 2 Routledge Introductions to Applied Linguistics (series). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Routledge Key Guides (series). . . . . . . . . . . . . . 5 Routledge Linguistics Encyclopedia, The . . . . . . 6 Routledge Psychology in Education (series). . . . 6 Routledge Sociolinguistics Reader, The . . . . . . 14 Rowsell, Jennifer. . . . . . . . . . . . . . . . . . . . . . . . 5

Rudman, Masha Kabakow . . . . . . . . . . . . . . . 13

S Schiller, Laura. . . . . . . . . . . . . . . . . . . . . . . . . 10 Schleef, Erik . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Schrauf, Robert W.. . . . . . . . . . . . . . . . . . . . . 17 Scott, Jerrie Cobb. . . . . . . . . . . . . . . . . . . . . . 30 Sealey, Alison. . . . . . . . . . . . . . . . . . . . . . . . . . 6 Second Language Acquisition. . . . . . . . . . . . . 28 Second Language Acquisition Research Series (series). . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25 Second Language Teacher Education. . . . . . . 19 Seedhouse, Paul. . . . . . . . . . . . . . . . . . . . . . . 23 Selinker, Larry. . . . . . . . . . . . . . . . . . . . . . . . . 28 Seloni, Lisya . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Sexual Identities in English Language Education . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Shea, Mary. . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Shearer Mariotti, Arleen. . . . . . . . . . . . . . . . . 10 Sheen, Younghee. . . . . . . . . . . . . . . . . . . . . . . .

Siegal, Meryl. . . . . . . . . . . . . . . . . . . . . . . . . . 26 Silva, Tony. . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Simpson, James . . . . . . . . . . . . . . . . . . . . . . . 23 Simpson, Paul. . . . . . . . . . . . . . . . . . . . . . . . . 16 Smith, Larry E.. . . . . . . . . . . . . . . . . . . . . . . . . 22 Smith, M Cecil . . . . . . . . . . . . . . . . . . . . . . . . 31 Smith, Patrick H.. . . . . . . . . . . . . . . . . . . . . . . 22 Smith, Philip C.. . . . . . . . . . . . . . . . . . . . . . . . 27 Social Justice Pedagogy Across the Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . 12 Social Linguistics and Literacies. . . . . . . . . . . . . 3 Soden, Satori . . . . . . . . . . . . . . . . . . . . . . 14, 15 Solano-Flores, Guillermo. . . . . . . . . . . . . . . . . 12 Soler, Janet. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Solinger, Rickie. . . . . . . . . . . . . . . . . . . . . . . . 17 Song, Juyoung . . . . . . . . . . . . . . . . . . . . . . . . 14 Sosulski, Kristen . . . . . . . . . . . . . . . . . . . . . . . 30 Spears-Bunton, Linda A.. . . . . . . . . . . . . . . . . 13 Stam, Gale. . . . . . . . . . . . . . . . . . . . . . . . . . . 22 Stilwell Peccei, Jean. . . . . . . . . . . . . . . . . . . . . 15 Straker, Dolores Y.. . . . . . . . . . . . . . . . . . . . . . 30 Street, Brian V. . . . . . . . . . . . . . . . . . . . . . . . . . 5 Synthesis of Research on Second Language Writing in English, A. . . . . . . . . . . . . . . . . . 28

T Taguchi, Tatsuya. . . . . . . . . . . . . . . . . . . . . . . 25 Talking Beyond the Page. . . . . . . . . . . . . . . . . 11 Taylor, Janet B. . . . . . . . . . . . . . . . . . . . . . . . . . 9 Teacher Preparation for Bilingual Student Populations. . . . . . . . . . . . . . . . . . . . . . . . . 15 Teacher Preparation for Linguistically Diverse Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . 15 Teaching and Learning Second Language Listening. . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Teaching English Creatively. . . . . . . . . . . . . . . 10 Teaching English Language Learners across the Curriculum (series). . . . . . . . . . . . . . 27, 28 Teaching English Language Learners in Career and Technical Education Programs. . . . . . . . 27 Teaching English Language Learners through Technology. . . . . . . . . . . . . . . . . . . . . . . . . 28 Teaching ESL/EFL Listening and Speaking. . . . 21 Teaching ESL/EFL Reading and Writing . . . . . . 22 Teaching Grammar in Second Language Classrooms . . . . . . . . . . . . . . . . . . . . . . . . . 19 Teaching Language Arts to English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Teaching Literature in Virtual Worlds. . . . . . . . . 9 Teaching Literature to Adolescents . . . . . . . . . . 7 Teaching Mathematics to English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . 28 Teaching Readers of English . . . . . . . . . . . . . . 28 Teaching Reading Shakespeare. . . . . . . . . . . . 11 Teaching Science to English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . 27 Teaching Social Studies to English Language Learners . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

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Teaching the Arts to Engage English Language Learners . . . . . . . . . . . . . . . . . . . 27 Teaching the Literature of Today’s Middle East. . . . 8 Telling Stories to Change the World . . . . . . . . 17 The Literacy for Social Justice Teacher Research Group. . . . . . . . . . . . . . . . . . . . . . 11 Think-Aloud Controversy in Second Language Research, The . . . . . . . . . . . . . . . . . . . . . . . 25 Thomas, Margaret . . . . . . . . . . . . . . . . . . . . . . 5 Thompson, Denisse R.. . . . . . . . . . . . . . . . . . . 28 Thornbury, Scott. . . . . . . . . . . . . . . . . . . . . . . 30 Toward a Literacy of Promise. . . . . . . . . . . . . . 13 True to the Language Game. . . . . . . . . . . . . . 15 Trumbull, Elise. . . . . . . . . . . . . . . . . . . . . . . . . 12 Tucker-Raymond, Eli. . . . . . . . . . . . . . . . . . . . . 8 Tyler, Andrea. . . . . . . . . . . . . . . . . . . . . . . . . . 25

U Understanding Adult Functional Literacy. . . . . 31 Understanding Advanced Second-Language Reading. . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Using Discourse Analysis to Improve Classroom Interaction. . . . . . . . . . . . . . . . . . . . . . . . . . 10

V Vai, Marjori. . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Van Horn, Barbara . . . . . . . . . . . . . . . . . . . . . . 3 Vandergrift, Larry . . . . . . . . . . . . . . . . . . . . . . 19 Vasquez, Anete. . . . . . . . . . . . . . . . . . . . . . . . 27

W Walsh, Steve. . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Wasik, Barbara H.. . . . . . . . . . . . . . . . . . . . . . . 3 Webb, Allen. . . . . . . . . . . . . . . . . . . . . . . . . 8, 9 Wei, Li . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 What English Language Teachers Need to Know Volume I. . . . . . . . . . . . . . . . . . . . . . 19 What English Language Teachers Need to Know Volume II. . . . . . . . . . . . . . . . . . . . . . 19 White, Sheida. . . . . . . . . . . . . . . . . . . . . . . . . 31 Whitin, David J.. . . . . . . . . . . . . . . . . . . . . . . . . 8 Whitin, Phyllis E.. . . . . . . . . . . . . . . . . . . . . . . . 8 Whitmore, Kathryn F. . . . . . . . . . . . . . . . . . . . 30 Wicaksono, Rachel. . . . . . . . . . . . . . . . . . . . . 22 Wilhelm, Jeffrey . . . . . . . . . . . . . . . . . . . . . . . . 7 Wolf, Alison. . . . . . . . . . . . . . . . . . . . . . . . . . 31 Wolf, Shelby. . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Wong, Jean . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Wong, Mary Shepard. . . . . . . . . . . . . . . . . . . 26 Wood, Clare. . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Work of Language in Multicultural Classrooms, The. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Writing Under Control . . . . . . . . . . . . . . . . . . 10 Written Corrective Feedback in Second Language Acquisition and Writing. . . . . . . . 25 Wyse, Dominic. . . . . . . . . . . . . . . . . . . . . . . . . 2

Y Young Adult Literature and Adolescent Identity Across Cultures and Classrooms. . . . . . . . . . 10

Z Zehler, Annette M.. . . . . . . . . . . . . . . . . . . . . 17 Zhang Waring, Hansun. . . . . . . . . . . . . . . . . . 21

35

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Teaching Children English as an Additional Language Programme for 7-11 Year Olds Part 2 Caroline Scott Teaching Children English as an Additional Language involves a ten-week teaching programme of units and lesson activities for children aged seven to eleven (Key Stage 2) 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.

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A More Complex View of Reading

Storytelling and Imagination: Beyond Basic Literacy 8-14

Teachers and Children as Readers Together

Rob Parkinson

N Av N ov ai E em lab W be le fr r 2 om 01 1

Lizzie Smart A More Complex View of Reading aims to re-establish the importance of becoming a reader rather than just a child who can read. At its heart is the importance of teachers as readers themselves and their role as lead reader in their classrooms.

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Storytelling and Imagination: Beyond Basic Literacy 8-14 is the complete guide to using creative storytelling in the primary school classroom and for transitions to Key Stage 3 at secondary school.

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2010: 234x156: 212pp Pb: 978-0-415-57187-6: £21.99

3rd Edition

Developing Language and Communication Skills through Effective Small Group Work SPIRALS: From 3-8 Marion Nash, Jackie Lowe and Tracey Palmer Now in its third edition, Developing Language and Communication Skills through Effective Small Group Work provides essential information for practitioners working with linguistically struggling children.

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