Bücher der Reihe Trends in Applied Linguistics [TAL]

This book contributes to current issues in TLA and multilingualism research. It discusses multilingual learning and development from a Dynamic Systems Theory perspective. The author argues that trilingual education does not harm or confuse young learners but that the teaching of three languages from an early age carries positive implications for children's linguistic, metalinguistic, and crosslinguistic awareness.

This book deals with early multilingual acquisition from a holistic, dynamic, and multilingual perspective. It focuses on the analysis of pragmatic awareness and language attitudes of consecutive multilingual children in relation to other variables, such as the linguistic model or the age factor. This volume makes an important contribution to the field, providing evidence for the Dynamic Model of Multilingualism proposed by Herdina and Jessner.

This book comprehensively analyzes the development of interculturally blended third spaces by the second language learner, beginning with the linguistic and sociocultural imprints of the first language and culture on the mind and culminating in the proposal of a phase-model of the development of intercultural competence. The foundational analysis of L1-mediated constructs is followed by an analysis of forms interaction, concepts of identity and constructs of culture/interculture, thus shifting the object of analysis from the subjective to the intersubjective levels of construction and interaction. The focus of the book is on the gradual development of interculturally blended third spaces in the mind of the learner as genuinely new bases for construction. This book takes an interdisciplinary approach, drawing on research in cultural psychology, linguistic anthropology, critical theory, language acquisition and second language learning and shows how culture and interculture need to be emphasized as an integral part of second language learning.

This book introduces a new topic to applied linguistics: the significance of the TESOL teacher's background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant. The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism. The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more. The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers' language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers' professional beliefs, identity, language awareness and language learning awareness. Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful. How does the experience of successful or unsuccessful language learning and language use affect one's identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial? These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.

Investigating the processes involved in bilingual language acquisition and use may contribute essentially to our understanding of the cognitive foundations of language. This volume focuses on the relationship between language, culture, and cognition by assessing differences and similarities between monolingual and bilingual speakers.

Deals with theory building within applied linguistics and sociolinguistics by looking at the role of language in the lives, and understandings of real children and youth in an urban setting. This title shows how urban children and youth construct, negotiate, and navigate between different linguistic and sociocultural norms and resources.

Suitable for the study of multimodality, this book offers a range of approaches and data sets illuminating the value of multimodal investigations for education, sociology, anthropology, linguistics, psychology, and communication.

Features a collection of scholarly articles that address the challenges of multilingualism from a multidisciplinary perspective. This book examines both the beneficial and the problematic aspects of multilingualism in various dimensions, that is, they address familial, educational, academic, historical, professional, and geopolitical challenges.

This book explores wide-ranging issues related to the (non)nativeness issue, providing a forum of reflection and discussion for L2 educators from all over the world. The discussion mainly focuses on recognizing and emphasizing the main strengths of both NS and NNS teachers as legitimate language professionals.

Combines research from the field of (im)politeness studies with research on language pedagogy and language learning. This title offers a useful dialogue between (im)politeness theorists, language teachers, and SLA researchers by formulating 'teaching' and 'learning' as processes of socialization, cultural transmission, and adaptation.

This Reader is a comprehensive introductory text for the study of multimodality and offers a wide range of approaches and data sets illuminating the value of multimodal investigations for education, sociology, anthropology, linguistics, psychology, and communication.

Describes and assesses pronunciation talent in its various dimensions, such as production and perception or the segmental and suprasegmental levels of speech. This title focuses on the psychological and neural correlates of phonetic performance. It investigates behavioral influences such as empathy or motivation.

With English-medium higher education burgeoning in Europe and elsewhere outside the English-speaking world, this book is the first to offer an ethnographically-embedded analysis of such classroom discourse by taking cognizance of English functioning as a lingua franca (ELF) in international student groups. By virtue of investigating one such educational programme in its entirety, the study also enlarges the present knowledge on ELF discourse as it offers novel insights into the interactional dynamics that shape and develop an educational community of practice.

Includes twelve narratives that offer unique personal insights into what shapes the development and maintenance of multiple languages in a single individual. This title includes narratives that are analyzed against the background of research on language development revealing a richer and much more nuanced picture of multilingualism.