ESL and Bilingualism 2009 (UK)

ESL &Bilingualism

Routledge Education

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CONTENTSESL & Applied Linguistics Professional Series . . .1

Research and Theory . . . . . . . . . . . . . . . . . . . . .4

Classroom Practice . . . . . . . . . . . . . . . . . . . . .13

Bilingualism . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Language Policy and Politics . . . . . . . . . . . . . .17

Adult Literacy . . . . . . . . . . . . . . . . . . . . . . . . .18

Index by Title . . . . . . . . . . . . . . . . . . . . . . . . . .19

Index by Author . . . . . . . . . . . . . . . . . . . . . . .20

Order form . . . . . . . . . . . . .Centre of Catalogue

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EDITORIAL ENQUIRIESNaomi SilvermanSenior EditorEmail: [email protected]

Welcome to the Routledge

ESL & Bilingualism CatalogueNew Titles & Key Backlist 2009

Page 2 Page 3 Page 3 Page 6 Page 12 Page 15 Page 17 Page 18


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ESL & Applied Linguistics Professional Series

Series Editor: Eli Hinkel

FORTHCOMING

Doing Action Research in EnglishLanguage TeachingA Guide for Practitioners

Anne Burns, Macquarie University, Australia

‘...original in approach, engaging in style andpersuasive in terms of its content and structure.’– Keith Richards, University of Warwick, UK

This hands-on, practical guide for ESL/EFL teachers andteacher educators outlines, for those who are new todoing action research, what it is and how it works.Straightforward and reader friendly, it introduces theconcepts and offers a step-by-step guide to goingthrough an action research process, includingillustrations drawn widely from international contexts.Specifically, the text addresses:

• action research and how it differs from other forms of research

• the steps involved in developing an action researchproject

• ways of developing a research focus

• methods of data collection

• approaches to data analysis

• making sense of action research for further classroom action

Each chapter includes a variety of pedagogical activities:

• pre-reading questions

• reflection points invite readers to think about anddiscuss what they have read

• action points ask readers to carry out action-researchrelated tasks based on what they have read

• classroom voices illustrate aspects of action fromteachers internationally

• summary points provide a synopsis of the discussion in the chapter.

Bringing the how-to and the what together, DoingAction Research in English Language Teaching is theperfect text for BATESOL and MATESOL courses in whichaction research is the focus or a required component.

September 2009: 120ppHb: 978-0-415-99144-5: £70.00Pb: 978-0-415-99145-2: £13.99

www.routledge.com/9780415991452

FORTHCOMING

The English Teacher in Global Civil SocietyBarbara M. Birch, California State University atFresno, USA

How can English language teachers contribute to peacelocally and globally?

English language teachers and learners are located inthe global civil society – an international network of civilorganizations and NGOs related to human rights, theenvironment, and sustainable peace. English, with itsspecial role as an international language, is a major toolfor communication within this network.

On the local level, many teachers are interested inpromoting reconciliation and sustainable peace, butoften do not know how to do so. This book providesinformation, analysis, and techniques to help teachersaround the world take action toward this goal.Balancing, in a readable and accessible way, the globaland the local, core and periphery, cultural diffusion andresistance, theory and practice, pessimism and optimism,outsider and insider perspectives, the expert role and theapprentice role, and prescriptive and elicitive methods, itoffers an alternative to literature about critical appliedlinguistics, globalization, and peace education that issimply too complex and wordy to spread easily fromtheoretician to the classroom teacher.

The English Teacher in Global Civil Society:

• synthesizes threads from many fields and topics into a coherent and empowering argument for the activistrole English language teachers can take to promotesocial change.

• draws on humanistic education, peace education, cross-cultural understanding, problem-posing,cooperative learning, and critical thinking methodologiesto help English language teachers learn how to teachconflict resolution skills in their classrooms.

• covers issues in critical applied linguistics, approachesand methodologies in ESL/EFL, global and localcurricular issues, and specific skill areas such reading,writing, and speaking.

• suggests a new goal for English language teachers:global citizenship.

This engaging, informative, provocative, and highlyreadable book is a welcome resource for English languageteacher trainers, pre-service teachers, practicing classroomteachers, and Peace Corps workers around the world.

July 2009: 160ppHb: 978-0-415-99448-4: £70.00Pb: 978-0-415-99449-1: £15.99eBook: 978-0-203-87804-0


FORTHCOMING

Second Language Teacher EducationA Sociocultural Perspective

Karen E. Johnson, Pennsylvania State University, USA

‘...a beautifully written,articulate and compellingargument for a socioculturalperspective on secondlanguage teachereducation.... Essentialreading for all who wish tounderstand this perspective.’– David Nunan, University ofHong Kong

‘...significant and timely.Johnson is masterful atwriting in an engaging,

transparent prose about complex concepts. It’s arare scholar who can write prose like this.Throughout my reading I wanted to engage indialogue with her – this is a sure sign of a greatbook.’ – Diane Tedick, University of Minnesota, USA

This book presents a comprehensive overview of theepistemological underpinnings of a socioculturalperspective on human learning and addresses in detailwhat this perspective has to offer the field of secondlanguage teacher education. Captured through fivechanging points of view, it argues that a socioculturalperspective on human learning changes the way wethink about how teachers learn to teach; how teachersthink about language; how teachers teach secondlanguages; the broader social, cultural, and historicalmacro-structures that are ever present and everchanging in the second language teaching profession;and what constitutes second language teacherprofessional development. Overall, it clearly andaccessibly makes the case that a socioculturalperspective on human learning reorients how the fieldunderstands and supports the professional developmentof second language teachers.

June 2009: 176ppHb: 978-0-415-80078-5: £75.00Pb: 978-0-415-80079-2: £23.99


ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES 1

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Cultures, Contexts, and World EnglishesYamuna Kachru, University of Illinois at Urbana-Champaign, USA and Larry E. Smith,Christopher, Smith & Associates, LLC, USA

This volume aims to familiarizereaders with the varieties ofworld Englishes used acrosscultures and to create awarenessof some of the linguistic andsocially relevant contexts andfunctions that have given rise to them. It emphasizes thateffective communication amongusers of different Englishesrequires awareness of thevarieties in use and their cultural,social, and ideational functions.

Cultures, Contexts and World Englishes:

• demonstrates the rich results of integrating theory,methodology and application

• features critical and detailed discussion of thesociolinguistics of English in the globalized world

• gives equal emphasis to grammar and pragmatics ofvariation and to uses of Englishes in spoken and writtenmodes in major English-using regions of the world.

The Introduction outlines the underlying socioculturalreasons for language variation and discusses the statusand functions of English in various parts of the world.Part One provides the background necessary toappreciate variation in English. Part Two presents selectfeatures of grammatical and lexical variation to relatesociocultural contexts to the structural features ofEnglishes. Part Three sets out the conventions oflanguage use in the spoken and written modes acrosscultures. The conclusion briefly discusses topics such asissues of standardization and codification, ideologicalstances with regard to linguistic imperialism andhegemony, violation of linguistic human rightsattributed to the English language, and monolingualand “native-speaker bias” associated with practices inthe ELT profession.

Each chapter includes suggestions for further reading andchallenging discussion questions and appropriate researchprojects designed to enhance the usefulness of this volumein courses such as World Englishes, English in the GlobalContext, Sociolinguistics, Critical Applied Linguistics,Language Contact and Convergence, Ethnography ofCommunication, and Crosscultural Communication.

May 2008: 256ppHb: 978-0-8058-4732-1: £75.00Pb: 978-0-8058-4733-8: £21.99 eBook: 978-0-203-89134-6• AVAILABLE AS AN INSPECTION COPY


GestureSecond Language Acquistion and Classroom Research

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

This book demonstrates the vital connection betweenlanguage and gesture, and whyit is critical for research onsecond language acquisition totake into account the fullspectrum of communicativephenomena. The study ofgesture in applied linguistics isjust beginning to come of age.This edited volume, the first ofits kind, covers a broad range of concerns that are central to

the field of SLA. The chapters focus on a variety ofsecond-language contexts, including adult classroomand naturalistic learners, and represent learners from a variety of language and cultural backgrounds. Gesture is organized in five sections:

Part One: Gesture and its L2 Applications providesboth an overview of gesture studies and a review ofthe L2 gesture research

Part Two: Gesture and Making Meaning in the L2offers three studies that all take an explicitlysociocultural view of the role of gesture in SLA

Part Three: Gesture and Communication in the L2focuses on the use and comprehension of gesture asan aspect of communication

Part Four: Gesture and Linguistic Structure in the L2addresses the relationship between gesture and theacquisition of linguistic features, and how gesturerelates to proficiency

Part Five: Gesture and the L2 Classroom considersteachers’ gestures, students’ gestures, and howstudents’ interpret teachers’ gestures.

Although there is a large body of research on gestureacross a number of disciplines including anthropology,communications, psychology, sociology, and childdevelopment, to date there has been comparatively littleinvestigation of gesture within applied linguistics. Thisvolume provides readers unfamiliar with L2 gesturestudies with a powerful new lens with which to viewmany aspects of language in use, language learning,and language teaching.

March 2008: 344ppHb: 978-0-8058-6052-8: £75.00Pb: 978-0-8058-6053-5: £27.99eBook: 978-1-4106-1428-5


International English in ItsSociolinguistic ContextsTowards a Socially Sensitive EIL Pedagogy

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

’...addresses a timely andattention-getting topic withexpertise and perspective.There is both engagementwith theoretical issues andan exploration of specificcases from all continents ofthe globe... This book is aclear choice for courses inthe TESOL master’s programat my institution, whichprepares both U.S. andinternational TESOL teachers.

A particular virtue is the clarity of the writing stylefor non-native English speaking readers.’ – NancyHornberger, University of Pennsylvania, USA

Present-day globalization, migration, and the spread ofEnglish have resulted in a great diversity of social andeducational contexts in which English learning is takingplace. A basic assumption of this book is that becauseEnglish is an international language, effectivepedagogical decisions cannot be made without givingspecial attention to the many varied contexts in whichEnglish is taught and learned. Its unique value is thecombination of three strands – globalization,sociolinguistics, and English as an international language– in one focused volume specifically designed forlanguage teachers, providing explicit links betweensociolinguistic concepts and language pedagogy.International English in Its Sociolinguistic Contexts:

• fully recognizes the relationship between socialcontext and language teaching

• describes the social and sociolinguistic factors thataffect the teaching and learning of English

• examines how the social context is influential indetermining which languages are promoted in schoolsand society and how these languages are taught

• is unique in directly relating basic constructs insociolinguistics to English language teaching

• features case studies that illustrate the diversity ofEnglish teaching contexts.

Directed to a wide TESOL and applied linguisticsprofessional readership, this text will be particularlyuseful and effective for pre-service and in-serviceprofessional development in TESOL for K-12 and highereducation levels.

June 2008: 232ppHb: 978-0-8058-6337-6: £70.00Pb: 978-0-8058-6338-3: £21.99 eBook: 978-1-4106-1798-9• AVAILABLE AS AN INSPECTION COPY


ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES2

ORDER NOW! See Order Form in thecentre of this catalogue

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BESTSELLER

New Perspectives on Grammar Teaching in Second Language ClassroomsEdited by Eli Hinkel, Seattle University, USA and Sandra Fotos, Senshu University, JapanJuly 2001: 288ppPb: 978-0-8058-3955-5: £23.99 eBook: 978-1-4106-0503-0







NEW

Leadership in English LanguageEducationTheoretical Foundations and Practical Skills for Changing Times

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

’This volume is filled withuseful information for thosewho already are leaders inEnglish language educationas well as those preparing tobe leaders. A key conceptpresented in this book is thatall teachers/educators areleaders when they have apositive influence on othersas they do their job, whetherit be peer mentoring,curriculum development,

program redesign, or helping to improve theschool environment. I hope we’ll see a lot moreattention to leadership training in our field as aresult of this important new book.’ – SharonSeymour, ESL Educator; CATESOL Past President

‘This book is a metaphor for the authorsthemselves: thorough, detailed, committed toprofessional development as a tool for excellencein outcomes. It reflects their long-standingcommitment to sound scholarship and theirrecognition in the field as teachers/scholars.’– Michele Sabino, University of Houston-Downtown

This book presents both theoretical approaches toleadership and practical skills leaders in English languageeducation need to be effective. Discussing practical skillsin detail, and providing readers with the opportunity toacquire new skills and apply them in their own contexts,the text is organized around three themes:

• the roles and characteristics of leaders

• skills for leading

• ELT leadership in practice.

Leadership theories and approaches from business andindustry are applied to and conclusions are drawn forEnglish language teaching in a variety of organizationalcontexts, including intensive English programs inEnglish-speaking countries, TESOL departments inuniversities, ESL programs in community colleges, EFLdepartments in non-English speaking countries, adulteducation programs, and commercial ELT centers andschools around the world. This is an essential resourcefor all administrators, teachers, academics, and teachercandidates in English language education.

November 2008: 288ppHb: 978-0-8058-6310-9: £70.00Pb: 978-0-8058-6311-6: £21.99 eBook: 978-1-4106-1769-9• AVAILABLE AS AN INSPECTION COPY


Teaching ESL/EFL Listening and SpeakingI.S.P. Nation and Jonathan Newton, both atVictoria University of Wellington, New Zealand

Using a framework based onprinciples of teaching andlearning, this guide for teachersand teacher trainees provides awealth of suggestions forhelping learners at all levels ofproficiency develop their listeningand speaking skills and fluency.By following these suggestions,which are organized around fourstrands – meaning-focusedinput, meaning-focused output,language-focused learning, and

fluency development – teachers will be able to designand present a balanced program for their students.

Teaching ESL/EFL Listening and Speaking, and itscompanion text, Teaching ESL/EFL Reading and Writing,are similar in format and the kinds of topics covered,but do not need to be used together. Drawing onresearch and theory in applied linguistics, their focus isstrongly hands-on, featuring:

• easily applied principles

• a large number of useful teaching techniques

• guidelines for testing and monitoring.

All Certificate, Diploma, Masters and Doctoral coursesfor teachers of English as a second or foreign languageinclude a teaching methods component. This text isdesigned for and has been field tested in such programs.

August 2008: 224ppHb: 978-0-415-98969-5: £70.00Pb: 978-0-415-98970-1: £15.99 eBook: 978-0-203-89170-4• AVAILABLE AS AN INSPECTION COPY


Teaching ESL/EFL Reading and WritingI.S.P. Nation, Victoria University of Wellington, New Zealand

Using a framework based onprinciples of teaching andlearning, this guide for teachersand teacher trainees provides awealth of suggestions forhelping learners at all levels ofproficiency develop their readingand writing skills and fluency.By following these suggestions,which are organized aroundfour strands – meaning-focusedinput, meaning-focused output,language-focused learning, and

fluency development – teachers will be able to designand present a balanced program for their students.

All Certificate, Diploma, Masters and Doctoral coursesfor teachers of English as a second or foreign languageinclude a teaching methods component. This text isdesigned for and has been field tested in such programs.



Building a Validity Argument forthe Test of English as a ForeignLanguage™Edited by Carol A. Chapelle, Iowa State University,USA, Mary K. Enright, Educational Testing Service,USA and Joan M. Jamieson, Northern ArizonaUniversity, USA

This book is distinctive in itsattempt to develop a coherentstory of the rationale for a testor its revision, explain theresearch and developmentprocess, and provide the resultsof the validation process. It isparticularly relevant forprofessionals and graduatestudents in educationalmeasurement, appliedlinguistics, and second languageacquisition as well as anyone

interested in assessment issues.

November 2007: 384ppHb: 978-0-8058-5455-8: £75.00 Pb: 978-0-8058-5456-5: £24.99 eBook: 978-0-203-93789-1


IdiomsDescription, Comprehension, Acquisition, and Pedagogy

Dilin Liu, University of Alabama, USA

This comprehensive, up-to-date,and accessible text on idiomuse, learning, and teachingapproaches the topic with abalance of sound theory andextensive research in cognitivelinguistics, psycholinguistics,corpus linguistics, andsociolinguistics combined withinformed teaching practices.

Idioms is designed to serveeither as a textbook for ESL and applied linguistics teacher

education courses or as a reference book. No matterhow the book is used, it will equip ESL and appliedlinguistics students and professionals with a solidunderstanding of various issues related to idioms andthe learning of them.

December 2007: 224ppHb: 978-0-8058-6345-1: £70.00Pb: 978-0-8058-6346-8: £21.99eBook: 978-1-4106-1807-8• AVAILABLE AS AN INSPECTION COPY


ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES 3











Teaching Chinese, Japanese, andKorean Heritage Language StudentsCurriculum Needs, Materials, and Assessment

Edited by Kimi Kondo-Brown and James Dean Brown, both at the University ofHawaii at Manoa, USA

This book contributes tobuilding the research knowledge that languageteaching professionals need indeveloping curriculum for thelarge population of East Asianheritage students in countrieslike the United States, Canada,and Australia, where speakersof East Asian languages areamong the fastest growingpopulations. It is intended as aprimary text or reference for

researchers, educators, and students in the areas ofcurriculum, pedagogy, and assessment studies related to teaching bilingual and heritage students in generaland East Asian heritage students in particular.

August 2007: 368ppHb: 978-0-8058-5877-8: £75.00 Pb: 978-0-8058-5878-5: £21.99eBook: 978-1-4106-1653-1


CALL DimensionsOptions and Issues in Computer-AssistedLanguage Learning

Mike Levy, Griffith University, USA and Glenn Stockwell, Waseda University, JapanMay 2006: 328ppHb: 978-0-8058-5633-0: £60.00 Pb: 978-0-8058-5634-7: £20.99


Chicano-Anglo ConversationsTruth, Honesty, and Politeness

Madeleine Youmans, University of Alabama atHuntsville, USASeptember 2006: 208ppHb: 978-0-8058-4693-5: £32.50 eBook: 978-1-4106-1488-9


Classroom Interactions as Cross-Cultural EncountersNative Speakers in EFL Lessons

Jasmine C.M. Luk and Angel M.Y. Lin, both at theChinese University of Hong KongAugust 2006: 264ppHb: 978-0-8058-5083-3: £50.00 Pb: 978-0-8058-5084-0: £20.99eBook: 978-1-4106-1434-6


Dialects, Englishes, Creoles, and EducationEdited by Shondel J. Nero, New York University, USAMarch 2006: 368ppHb: 978-0-8058-4658-4: £65.00Pb: 978-0-8058-4659-1: £22.99


2ND EDITION

English L2 ReadingGetting to the Bottom

Barbara M. Birch, California State University atFresno, USAAugust 2006: 256ppPb: 978-0-8058-5929-4: £18.99 eBook: 978-1-4106-1493-3


Researching Second LanguageClassroomsSandra Lee McKay, San Francisco State University,USAJanuary 2006: 200ppPb: 978-0-8058-5340-7: £16.99 eBook: 978-1-4106-1737-8


CALL Research PerspectivesEdited by Joy L. Egbert and Gina Mikel Petrie,both at Washington State University, USAMay 2005: 216ppHb: 978-0-8058-5137-3: £42.50Pb: 978-0-8058-5138-0: £16.99eBook: 978-1-4106-1357-8


Ideas and Options in English forSpecific PurposesHelen Basturkmen, University of Auckland, New ZealandNovember 2005: 200ppHb: 978-0-8058-4417-7: £42.50 Pb: 978-0-8058-4418-4: £14.99 eBook: 978-1-4106-1704-0


Language Minority Students inAmerican SchoolsAn Education in English

H.D. Adamson, University of Arizona, USAFebruary 2005: 488ppHb: 978-0-8058-4496-2: £65.00Pb: 978-0-8058-4497-9: £22.99 eBook: 978-1-4106-1251-9


Understanding Language TeachingFrom Method to Postmethod

B. Kumaravadivelu, San Jose State University, USASeptember 2005: 280ppHb: 978-0-8058-5176-2: £60.00 Pb: 978-0-8058-5676-7: £16.99 eBook: 978-1-4106-1572-5


FORTHCOMING

Christian and Critical EnglishLanguage Educators in DialoguePedagogical and Ethical Dilemmas

Edited by Mary Shepard-Wong, Azusa PacificUniversity, USA and Sursesh Canagarajah,Pennsylvania State University, USA

The legacy of English teaching and Christianmissionaries is a flashpoint within the field of Englishlanguage teaching. This critical examination of the placeof Christianity in the field is unique in presenting thevoices of TESOL professionals from a wide range ofreligious and spiritual perspectives. About half identifythemselves as “Christian” while the others identifythemselves as Buddhist, atheist, spiritualist, andvariations of these and other faiths.

What is common for all the authors is their belief thatvalues have an important place in the classroom. Whatthey disagree on is whether and how spiritual valuesshould find expression in learning and teaching. Thisvolume dramatizes how scholars in the professionwrestle with ideological, pedagogical, and spiritualdilemmas as they seek to understand the place of faithin education. To sustain this conversation, the book isstructured dialogically.

Each section includes a set of position chapters in whichauthors explain their views of faith and pedagogyintegration, a set of chapters by authors responding tothese positions while articulating their own views on thesubject, and discussion questions to engage readers incomparing the positions of all the authors, reflecting ontheir own experiences and values, and advancing thedialogue in fresh and personal directions.

April 2009: 304ppHb: 978-0-415-99953-3: £75.00eBook: 978-0-203-87780-7


ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES RESEARCH AND THEORY4
















FORTHCOMING

English Language Assessment andthe Chinese LearnerEdited by Liying Cheng, Queens University, Canadaand Andy Curtis, Chinese University of Hong Kong

This book presents a comprehensive, up-to-date,relevant picture of English language assessment forstudents in China – including Mainland China, HongKong and Taiwan – and for Chinese learners of Englisharound the world. In China, for students to besuccessful in school means taking numerous tests andexaminations at every grade. Major public examinationsare required to enter into junior and senior secondaryschools, university, and postgraduate education.Examinations continue to be used for the selection ofgovernment officials, for the promotion of academicsand professionals, and for obtaining better paid jobsinvolving international communication. Among thesetests and examinations, English is used as thegatekeeper for these purposes.

Currently, each year at least 60 million Chineseuniversity students are learning English and takingEnglish tests. Chinese students are among the fivelargest groups of TOEFL test takers and among thelargest groups of international students studying atEnglish medium universities in North America, UK,Australia and New Zealand. Given the long history ofobjective testing and its extensive use in Chinese society,and considering the sheer number of students takingvarious tests in English in China and elsewhere, anunderstanding of the impact of English language testingis essential for testing and assessment policy makers,curriculum designers, researchers, ESL/EFL materialswriters, graduate students, and English languageteachers and researchers at various levels who areinvolved in testing and assessment issues in China andelsewhere in the world.

July 2009: 296ppHb: 978-0-415-99447-7: £75.00


Color, Race, and English LanguageTeachingShades of Meaning

Edited by Andy Curtis, Chinese University of HongKong and Mary Romney, Quinebaug ValleyCommunity College, USAMay 2006: 224ppHb: 978-0-8058-5659-0: £42.50Pb: 978-0-8058-5660-6: £14.99


FORTHCOMING

Ethnolinguistic Diversity andLiteracy EducationEdited by Lisya Seloni, Indiana University ofPennsylvania, USA, Juyoung Song, University ofCalifornia at San Diego, USA and Marcia Farr, OhioState University, USA

Exploring the crucial issues that emerge at theintersection of language diversity and literacy education,and providing up-to-date knowledge fromsociolinguistic research that has implications for USschooling, this book contributes to understandingcontemporary ethnolinguistic diversity and how suchknowledge can be used to acknowledge the linguisticand cultural resources students bring into the schools.This up-to-date overview of such sociolinguistic researchand practice is unique in including not only work onvernacular varieties of US English, but also English-basedCreoles, and in expanding the discussion to heritagelanguages, bilingualism in non-English languages, anddiversity related to learners of English as a secondlanguage. The issues involved in using research on allthese kinds of linguistic diversity to improve literacyeducation are similar across these populations – all areassumed to be deficient in language, when in fact eachgroup has a linguistic repertoire that includes much skillwith language(s).

Representing various linguistic, cultural, and professionalbackgrounds, the authors bring their unique perspectivesto researching the impact of dialect differences andcommunity languages on ethnolinguistically diversestudents’ academic achievement, to unpacking dominantliteracy and language policies, and to looking at ways topromote pluralistic understandings of literacy education.

August 2009: 224ppHb: 978-0-415-80278-9: £75.00 Pb: 978-0-415-80279-6: £23.99


NEW

Crosslinguistic Approaches to thePsychology of LanguageResearch in the Tradition of Dan Isaac Slobin

Edited by Elena Lieven, Max Planck Institute forEvolutionary Anthropology, Denmark and Jiansheng Guo, California State University atHayward, USA

Dan Isaac Slobin has been a major intellectual andcreative force in the field of child language development,linguistics and psycholinguistics for the past 40 years. It is impossible to over-estimate the importance of hiscontribution. In this volume, conceived as a tribute toSlobin’s enormous intellectual contribution, researcherstake up the challenge of language differences to forwardresearch in the major areas with which Slobin has beenconcerned throughout his career: language learningfrom a crosslinguistic perspective (spoken and signlanguages); the integration of language specific factorsin narrative skill; theoretical issues in typology, languagedevelopment and language change; the relationshipbetween language and cognition.

December 2008: 584ppHb: 978-0-8058-5998-0: £105.00 Pb: 978-0-8058-5999-7: £49.99


NEW

Generation 1.5 in CollegeCompositionTeaching Academic Writing to U.S.-EducatedLearners of ESL

Edited by Mark Roberge, San Francisco StateUniversity, USA, Meryl Siegal, Laney College,California, USA and Linda Harklau, University ofGeorgia, USA

’...a well-organized volumewith a strong emphasis onpedagogy.’ – Trudy Smoke,Hunter College, CUNY

‘Generation 1.5 is the mostinteresting topic of concernin ESL today, yet publicationsare few and far between....The editors clearly knowwhat they’re doing.... Theyknow the field, know thesubject matter, andunderstand the problems....

This volume contributes to the thinking in thefield.’ – Linda Lonon Blanton, University of New Orleans

Building on the work that has been done over the pastdecade, this volume provides theoretical frameworks forunderstanding debates about immigrant students,studies of students’ schooling paths and language andliteracy experiences, and pedagogical approaches forworking with Generation 1.5 students. Generation 1.5in College Composition:

• is designed to help both scholars and practitionersreconceptualize the fields of College Composition and TESOL and create a space for research, theory,and pedagogy focusing on postsecondary immigrantESL students

• provides both important new theoretical work, whichlays the underpinnings for serious pedagogicalinnovation, and important new pedagogical approaches.

Because of their varied and complex language andliteracy profiles, Generation 1.5 students are found indevelopmental English courses, college ESL courses, andmainstream college writing courses. This volume isdirected to pre-service and in-service teachers, teachereducators, and researchers involved with educatingGeneration 1.5 students in these and other contexts.

February 2009: 288ppHb: 978-0-8058-6442-7: £83.33 Pb: 978-0-8058-6443-4: £24.99eBook: 978-0-203-88569-7


RESEARCH AND THEORY 5











NEW

Race, Culture, and Identities inSecond Language EducationExploring Critically Engaged Practice

Edited by Ryuko Kubota, University of NorthCarolina at Chapel Hill, USA and Angel M.Y. Lin,Chinese University of Hong Kong

The concept and construct of race is often implicitly yetprofoundly connected to issues of culture and identity.This book fills a need in the field for empirical andconceptual research that specifically explores criticalissues of race, culture, and identities in second languageeducation. The key questions addressed are these:

• Does race matter? How are issues of race relevant tosecond language education?

• Interrogating whiteness: How does whitenessinfluence students’ and teachers’ sense of self andinstructional practices?

• Racialized discourses and identity construction ineducational settings: How do discourses ofracialization influence the construction of studentidentities and subjectivities?

• Exploring critically engaged practice – classroom andbeyond: How do discourses on race, such ascolorblindness, influence classroom practices,educational interventions, and parental involvement?How can teachers transform the status quo?

Topics cover a wide range of themes that emerge fromvarious pedagogical contexts, including ESL and bilingualprograms in primary and secondary education in the USand Canada, post-secondary ESL program in Australia andthe US, second and foreign language teacher education inthe US and Venezuela, and EFL settings in Brazil, Korea,Japan, Hong Kong, as well as other countries.

Each chapter is grounded in theory and providesimplications for engaged practice. Authors from diverseracial, ethnic, and cultural backgrounds and geopoliticallocations include both established and beginningscholars in the field, making the content vibrant andstimulating. Chapters begin with pre-reading questionsand end with discussion questions, to facilitatecomprehension and stimulate dialogues.

February 2009: 296ppHb: 978-0-415-99506-1: £75.00Pb: 978-0-415-99507-8: £21.99


Problematizing IdentityEveryday Struggles in Language, Culture, and Education

Edited by Angel M.Y. Lin, Chinese University ofHong Kong

This book argues that identityas a term needs to beproblematized, not taken forgranted – for both the risks andthe potential that the conceptoffers to educators forunderstanding issues of socialinequality and how socialinequality is being reproduced,and for exploring possiblealternative ways educators canwork with identity de/formationprocesses to seek to break the

social reproduction structures mediated through identityfixing and essentialization.

November 2007: 248ppHb: 978-0-8058-5338-4: £75.00 Pb: 978-0-8058-5339-1: £19.99


NOW IN PAPERBACK!

Cultural Education-CulturalSustainabilityMinority, Diaspora, Indigenous and Ethno-ReligiousGroups in Multicultural Societies

Edited by Zvi Bekerman, Hebrew University ofJerusalem, Israel and Ezra Kopelowitz, ResearchSuccess Technologies, Israel

’...a fine introduction to thecomplexities of “CulturalEducation”.’ – Herve Varenne,Teachers College, ColumbiaUniversity

‘...contributes significantly to current conversations onmulticultural education.... andpromises to add substantivelyto the terrain by giving spaceto the voices of various ethnicand cultural groups that arenot commonly heard. This is

both laudable and educative.’ – Maenette Benham,Michigan State University, USA

This volume is a path-breaking contribution to the studyof efforts of diaspora, indigenous, and minority groups,broadly defined, to use education (formal and informal)to sustain cultural continuity while grappling with theinfluences and demands of wider globalizing,nationalizing, or other homogenizing and assimilatoryforces. Particular attention is given to groups that useeducational elements other than second-languageteaching alone in programs to sustain their particularcultural traditions. The focus of the book on culturalsustainability changes the nature of questions posed inmulticultural education from those that address theopening of boundaries to issues of preservingboundaries in an open yet sustainable way.

As forced and elective immigration trends are changingthe composition of societies and the educationalsystems within them – bringing a rich diversity ofcultural experience to the teaching and learning process– diaspora, indigenous, and minority groups are lookingmore and more for ways to sustain their cultures in thecontext of wider socio-political influences. This volumeis a first opportunity to consider critically multiculturalefforts in dialogue with educational options that areculturally particularistic but at the same time tolerant.

Academics will find this an excellent reference book.Practitioners will draw inspiration in learning of others’efforts to sustain cultures, and will engage in criticalreflection on their own work vis-à-vis that of others.Teachers will realize they do not stand alone in theireducational efforts and will uncover new strategies andmethodologies through which to approach their work.

January 2008: 448ppHb: 978-0-8058-5724-5: £75.00 Pb: 978-0-415-99590-0: £27.99eBook: 978-0-203-93836-2


NEW

Global Linguistic FlowsHip Hop Cultures, Youth Identities, and thePolitics of Language

Edited by H. Samy Alim, University of California atLos Angeles, USA, Awad Ibrahim, University ofOttawa, Canada and Alastair Pennycook,University of Technology, Australia

Located at the intersection ofsociolinguistics and Hip HopStudies, this cutting-edge bookmoves around the world –spanning Africa, Asia, Australia,the Americas and the EuropeanUnion – to explore Hip HopCultures, youth identities, thepolitics of language, and thesimultaneous processes ofglobalization and localization.Focusing closely on language,these scholars of

sociolinguistics, linguistic anthropology, (Hip Hop)cultural studies, and critical pedagogies offer linguisticinsights to the growing scholarship on Hip Hop Culture,while reorienting their respective fields by paying closerattention to processes of globalization and localization.

The book engages complex processes such astransnationalism, (im)migration, cultural flow, anddiaspora in an effort to expand current theoreticalapproaches to language choice and agency, speech styleand stylization, codeswitching and language mixing,crossing and sociolinguistic variation, and language useand globalization. Moving throughout the Global HipHop Nation, through scenes as diverse as Hong Kong’surban center, Germany’s Mannheim inner-city district ofWeststadt, the Brazilian favelas, the streets of Lagos andDar es Salaam, and the hoods of the San Francisco BayArea, this global intellectual cipha breaks new ground inthe ethnographic study of language and popular culture.

September 2008: 272ppHb: 978-0-8058-6283-6: £75.00Pb: 978-0-8058-6285-0: £22.99 eBook: 978-0-203-89278-7


Handbook of Cognitive Linguisticsand Second Language AcquisitionEdited by Peter Robinson, Aoyama GakuinUniversity, Japan and Nick C. Ellis, University ofMichigan, USA

This cutting-edge volumedescribes the implications ofCognitive Linguistics for thestudy of second languageacquisition (SLA). Chapters inthe first two sections identifytheoretical and empirical strandsof Cognitive Linguistics,presenting them as a coherentwhole. Chapters in the thirdsection discuss the relevance ofCognitive Linguistics to SLA anddefine a research agenda linking

these fields with implications for language instruction.Its comprehensive range and tutorial-style chaptersmake this Handbook a valuable resource for studentsand researchers alike.

February 2008: 576ppHb: 978-0-8058-5351-3: £85.00Pb: 978-0-8058-5352-0: £35.00 eBook: 978-0-203-93856-0


RESEARCH AND THEORY6









NEW

Handbook of Child LanguageDisordersEdited by Richard G. Schwartz, Graduate Center,CUNY, USA

’[This book] provides anexceptionally broad andcomprehensive review of thestate of research in children’scommunication problems.’– Rhea Paul, Yale UniversityChild Study Center, USA

‘This creatively conceivedvolume not only provides acutting-edge exploration ofour current understanding oflanguage disorders in

children, it also points to likely future developmentsthrough its description of emerging methods andtheories.... [The contributors’] writing is provocative,yet accessible to readers at many levels of expertiseand from many disciplines. In short, this is a bookthat I will buy for my own library, then thrust uponcolleagues, students, and anyone else who studiesor treats children with language disorders. It seemsdestined to become a classic.’ – Rebecca McCauley,University of Vermont, USA

‘...a ‘must have’ resource...’ – Barbara L. Davis,University of Texas at Austin, USA

This Handbook provides an in-depth, comprehensive,and state-of-the-art review of current researchconcerning the nature, assessment, and remediation oflanguage disorders in children. The book includeschapters focusing on specific groups of childhooddisorders (SLI, autism, genetic syndromes, dyslexia,hearing impairment); the linguistic, perceptual, genetic,neurobiological, and cognitive bases of these disorders;and the context of language disorders (bilingual, acrossdialects, and across languages). To examine the natureof deficits, their assessment and remediation acrosspopulations, chapters address the main components oflanguage (morphology, syntax, semantics, andpragmatics) and related areas (processing, memory,attention, executive function such as reading andwriting). Finally, even though there is extensiveinformation regarding research and clinical methods ineach chapter, there are individual chapters that focusdirectly on research methods.

This Handbook is a comprehensive reference source forclinicians and researchers and can be used as a textbookfor undergraduate, masters, and doctoral students inspeech-language pathology, developmental psychology,special education, disabilities studies, neuropsychology andin other fields interested in children’s language disorders.

September 2008: 608ppHb: 978-1-84169-433-7: £50.00


Literacies Series

Series Editor: David Barton

Grassroots LiteracyWriting, Identity and Voice in Central Africa

Jan Blommaert, University of Jyvaskyla, Finland

What effect has globalizationhad on our understanding ofliteracy? This book seeks toaddress the relationshipbetween globalization and thewidening gap between“grassroots” literacies, orwritings from ordinary peopleand local communities, and“elite” literacies.

Displaced from their originalcontext to elite literacyenvironments in the form of

letters, police declarations and pieces of creative writing,“grassroots” literacies are unsurprisingly easilydisqualified, either as “bad” forms of literacy, or asmessages that fail to be understood. Through closeanalysis of two unique, handwritten documents fromthe Democratic Republic of the Congo, Jan Blommaertconsiders how “grassroots” literacy in the Third Worlddevelops outside the literacy-saturated environments ofthe developed world. In examining these documentsproduced by socially and economically marginalizedwriters Blommaert demonstrates how literacyenvironments should be understood as relativelyautonomous systems.

Grassroots Literacy will be key reading for students oflanguage and literacy studies as well as an invaluableresource for anyone with an interest in understanding theimplications of globalization on local literacy practices.

August 2008: 240ppHb: 978-0-415-42631-2: £80.00 Pb: 978-0-415-42630-5: £24.99 eBook: 978-0-203-89548-1: Not Sold in Canada


Hiphop LiteraciesElaine Richardson, Pennsylvania State University,USAOctober 2006: 160ppHb: 978-0-415-32928-6: £65.00 Pb: 978-0-415-32927-9: £19.99 eBook: 978-0-203-39110-5


Literacy, Lives and LearningDavid Barton, Roz Ivanic, Yvon Appleby,Rachel Hodge and Karin Tusting, all at LancasterUniversity, UK

Demonstrating what it is like tobe an adult learner in today’sworld, this book focuses onlanguage, literacy and numeracylearning. Based on a majorresearch project and detailed,reflexive and collaborativemethodology, the bookdescribes a coherent strategy ofcommunication and impactwhich will have a direct effecton policy and practice.

December 2007: 192ppHb: 978-0-415-42485-1: £80.00 Pb: 978-0-415-42486-8: £24.99


Literacy and GenderResearching Texts, Contexts and Readers

Gemma Moss, Institute of Education, University ofLondon, UK

This book provides a majorcontribution to general debates about literacy andgender in schools. It advancesthe theory in literacy as a socialpractice as well as providingpractical support to thoseresearching literacy.

December 2007: 232ppHb: 978-0-415-23456-6: £60.00 Pb: 978-0-415-23457-3: £24.99eBook: 978-0-203-46427-4





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Visit the direct URL found at thebottom of the title description

BESTSELLER

Funds of KnowledgeTheorizing Practices in Households, Communities, and Classrooms

Edited by Norma Gonzalez, University of Utah, USA, Luis C. Moll, University of Arizona, USA andCathy Amanti, Tucson Unified School District, USAMay 2005: 320ppHb: 978-0-8058-4917-2: £65.00 Pb: 978-0-8058-4918-9: £22.99 eBook: 978-1-4106-1346-2











The Home-School ConnectionLessons Learned in a Culturally and LinguisticallyDiverse Community

Flora V. Rodríguez-Brown, University of Illinois atChicago, USA

’In this unique contributionto the literature on parentalinvolvement in culturally andlinguistically diversecommunities, FloraRodríguez-Brown offers acritique of family literacyprograms that lack a cleardesign for literacy activitiesrelevant to community goals,offering an alternative modelthat is grounded within anabiding respect for the

parents’ role as the child’s first, and ultimately,most important teacher.’ – Robert D. Milk, Universityof Texas at San Antonio, USA

The Project FLAME program used as context for thisbook is a comprehensive family literacy modelsupported by a strong sociocultural framework based on current research on cultural ways of learning andtheories of multiliteracies and discourse. The modelhighlights the relevance of parents’ knowledge, culturalways, and discourses in sharing literacy knowledge withtheir children.

A pressing need exists for models and programs thateffectively serve the educational needs of the steadilyincreasing numbers of culturally and linguistically diversestudents in US public schools today. Addressing issuesrelated to development, implementation, andeffectiveness of a program model that fulfills this need,this book is an essential resource for educators,community workers, and researchers interested in therelevance of the home-school connection in relation tochildren’s school success.

July 2008: 192ppHb: 978-0-8058-5784-9: £75.00 Pb: 978-0-8058-5785-6: £22.99 eBook: 978-1-4106-1770-5


NEW

Interlanguage Variation inTheoretical and PedagogicalPerspectiveH.D. Adamson, University of Arizona, USA

In this book H.D. Adamsonreviews scholarship insociolinguistics and secondlanguage acquisition, comparingtheories of variation in first- andsecond-language speech, withspecial attention to thepsychological underpinnings ofvariation theory. Interlanguage iswhat second language learnersspeak. It contains syntactic,morphological and phonologicalpatterns that are not those of

either the first or the second language, and which canbe analyzed using the principles and techniques ofvariation theory. Interlanguage Variation in Theoreticaland Pedagogical Perspective:

• relates the emerging field of variation in secondlanguage learners’ speech (interlanguage) to theestablished field of variation in native speakers’ speech

• relates the theory of linguistic variation withpsycholinguistic models of language processing

• relates sociolinguistic variation theory to the theory ofCognitive Grammar

• suggests teaching applications that follow from thetheoretical discussion.

At the forefront of scholarship in the fields ofinterlanguage and variation theory scholarship, this bookis directed to graduate students and researchers in appliedEnglish linguistics and second language acquisition,especially those with a background in sociolinguistics.

December 2008: 240ppHb: 978-0-8058-5576-0: £70.00 eBook: 978-0-203-88736-3


Linguistic LandscapeExpanding the Scenery

Edited by Elana Shohamy, Tel Aviv University, Israeland Durk Gorter, University of Amsterdam, theNetherlands

’[This book] charts newterritory by expanding themethodological, theoretical,and empirical boundaries ofthe field. It is essentialreading for all interested inthis rapidly growing area ofresearch.’ – Kendall King,Georgetown University, USA

‘It is the wealth of aspectsand contexts as well as themultitude of researchperspectives which makes

this volume extremely rewarding reading for theexpert as well as the student or the languageplanning and policy practitioner.’ – Ulrich Ammon,University of Duisburg-Essen, Germany

In this comprehensive and pioneering volume, languagescholars from around the world examine the “linguisticlandscape” from multiple perspectives – theoretical,methodological, and critical. Written by widelyrecognized experts, the articles in this book analyzelinguistic landscapes in a range of internationalcontexts. Dozens of photographs illustrate the use oflanguage in the environment—the words and imagesdisplayed and exposed in public spaces. Suitable forgraduate or advanced undergraduate students inapplied linguistics, sociolinguistics, and language policystudies, Linguistic Landscape is a vital contribution to aburgeoning field.

August 2008: 392ppHb: 978-0-415-98872-8: £80.00 Pb: 978-0-415-98873-5: £25.99 eBook: 978-0-203-93096-0


NEW

Routes to LanguageStudies in Honor of Melissa Bowerman

Edited by Virginia C. Mueller-Gathercole, BangorUniversity, USA

This volume has been preparedwith the utmost dedication andcare in honor of one of thelights of the field of childlanguage. As an introduction to each chapter, each authorprovides a short personalstatement of how MelissaBowerman has played a majorrole in their work and their lives.

December 2008: 480ppHb: 978-1-84169-716-1: £50.00





NEW

Language TeachingIntegrational Linguistic Approaches

Edited by Michael Toolan, University of Birmingham, UK

Series: Routledge Advances in Communication and Linguistic Theory

This book demonstrates the relevance of an integrational linguistic (IL) perspective to a practical, real-world need,namely the learning of languages. Integrational linguistics’ shunning of both realist and structuralist theories oflanguage, its commitment to an unwavering attention to the perspective of the language user, and its adherence toa semiology in which signs are the situated products of interactants interpretive behaviour, mean that it radicallyreconceptualizes language learning and language teaching. Detractors have implied that IL is so “philosophical” or“theoretical” an exercise that it has no useful bearing on the practical problems of language learning. These papersrefute that misconception by demonstrating how an IL stance can help disentangle the conflicting considerationsand contradictory assumptions that arise in a host of language teaching situations: first, second- and foreign-language classrooms in a diversity of settings (including India, Australia, the United States, and Hong Kong), withdifferent age-groups of students, whether the focus is on speech or writing, and in more informal settings.

December 2008: 206ppHb: 978-0-415-95753-3: £65.00eBook: 978-0-203-88226-9








3RD EDITION

The Psychology of LanguageFrom Data to Theory

Trevor Harley, University of Dundee, UK

’I want this book for me, notjust for my students.’ – GaryS. Dell, University of Illinois atUrbana-Champaign, USA

‘It’s a winning combinationdelivered with wit, balancedaccuracy, and admirabledirectness of style.’ – Professor Merrill Garrett,University of Arizona

‘The coverage of this work isquite remarkable and it constitutes the idealresource.’ – Martin Pickering, University of Edinburgh, UK

This is a thorough revision and update of the popularsecond edition. It contains everything the student needsto know about the psychology of language, includinghow we acquire, understand, produce, and storelanguage. The new edition contains new chapters onhow children learn to read, and how language is usedin everyday settings. It also describes recent research onthe impact of new techniques of brain imaging.

The text is comprehensive and written in a lively andaccessible style. It covers all the main topics in thiscomplex field, focusing on reading, writing, speaking,and listening in both adult and child language. There isan emphasis on language processing as well as languageproduction and coverage of the social basis of language.The text covers recent connectionist models of language,describing complex ideas in a clear and approachablemanner. Following a strong developmental theme, thetext describes how children acquire language (sometimesmore than one), and also how they learn to read. The Psychology of Language also demonstrates howlanguage is related to the brain and to other aspects ofcognition. For the first time, supplementary materials areavailable to accompany the textbook, which include:

• chapter-by-chapter lecture slides

• an interactive chapter-by-chapter multiple-choicequestion test bank

• multiple-choice questions in paper and pen format.

The supplementary resources are available on CD-ROMand online, and are free of charge to adopters.

The Psychology of Language assumes no priorknowledge other than a grounding in the basicconcepts of cognitive psychology. This third edition ofthis best-selling textbook will be essential reading forany student of cognition, psycholinguistics or thepsychology of language. It will also be useful for thoseon speech and language therapy courses.

February 2008: 624ppHb: 978-1-84169-381-1: £54.95 Pb: 978-1-84169-382-8: £27.50


3RD EDITION

Second Language AcquisitionAn Introductory Course

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

’A tour de force. The authorshave taken the best textavailable for an introductorycourse in second languageacquisition (SLA) and made iteven stronger.... Theimprovements in the thirdedition are palpable from thevery beginning of the text....The third edition ofSecond LanguageAcquisition: An IntroductoryCourse should form the basis

for any introduction to SLA, at either the graduateor undergraduate level. This text would also, in myview, be an ideal point of entry for any linguists orlanguage specialists who would like to familiarizethemselves with the field of SLA theory.’ – FredEckman, University of Maryland, USA

‘[This book] presents the most balanced, grounded,and accessible introduction to a broad field. ....Second Language Acquisition has now become aliving standard in our field.’ – Richard Young,University of Wisconsin at Madison, USA

The new and updated edition of this bestsellingintroductory textbook is a comprehensive overview ofthe field of second language acquisition. In an easy-to-read, accessible style, it provides students withinformation about the scope of the field, but alsoprovides background information on related areas suchas first language acquisition. The book introducesstudents to current issues of data collection and dataanalysis, as well as provides an historical overview of thefield, thus giving students context and perspectiveabout how today’s issues arise from earlier approaches.

Each chapter offers discussion questions and problemsso that students can put their knowledge to use in away that is relevant to what they have learned, but thatalso challenges them to go beyond what is in thechapter and to relate information across chapters.

The book covers a range of areas of second languageresearch including sociolinguistic, psycholinguistic, andlinguistic perspectives. It also includes a chapter on thelexicon and on instructed second language learning. The concluding chapter pulls the information in theprevious chapters together into a coherent frameworkthat challenges students to think about the field ofsecond language acquisition as a whole.

January 2008: 616ppHb: 978-0-8058-5497-8: £50.00 Pb: 978-0-8058-5498-5: £24.99 eBook: 978-0-203-93284-1• AVAILABLE AS AN INSPECTION COPY


Second Language Acquisition Research Series

Series Editors: Susan M. Gass and Alison Mackey

NEW

Using Priming Methods in SecondLanguage ResearchKim McDonough, Northern Arizona University, USAand Pavel Trofimovich, Concordia University, Canada

’Anyone involved in serious research in secondlanguage acquisition,cognition, interaction, orpsycholinguistics will benefit from this volume. Its crystal clear analysis andexplanation prescribes theappropriate techniques thatwill save a research cycle –one less flawed study torelegate to pilot status. Aninvaluable resource for

seasoned and student researchers alike.’ – Nick C.Ellis, University of Michigan, USA

‘This book is an indispensable resource forgraduate students and researchers interested inusing experimental priming methods in secondlanguage research. The text not only provides anaccessible introduction to psycholinguistic studiesusing priming, but also gives the reader thenecessary tools to design and implement a priming study, as well as analyze the data andreport the results. This book is a perfectcombination of theory and application; I lookforward to teaching with it.’ – Gretchen Sunderman,Florida State University, USA

This book is an accessible introduction to the use ofauditory, semantic, and syntactic priming methods forsecond language (L2) processing and acquisitionresearch. It provides a guide for the use, design, andimplementation of priming tasks and an overview ofhow to analyze and report priming research. Keyprinciples about auditory, semantic, and syntacticpriming are introduced, and issues for L2 researchers to consider when designing priming studies are pointedout. Empirical studies that have adopted primingmethods are highlighted to illustrate the application of experimental techniques from psychology to L2processing and acquisition research. Each chapterconcludes with follow-up questions and activities thatprovide additional reinforcement of the chapter content,while the final chapter includes data sets that can beused to practice the statistical tests commonly used with priming data.

October 2008: 240ppHb: 978-0-415-99983-0: £65.00 Pb: 978-0-8058-6255-3: £24.99eBook: 978-0-203-88094-4











Data Elicitation for Second andForeign Language ResearchSusan M. Gass, Michigan State University, USA andAlison Mackey, Georgetown University, USA

This book is an indispensabletext for graduate or advanced-level undergraduatestudents who are beginningresearch projects in the fields ofapplied linguistics, secondlanguage acquisition, and TESOLas well as a comprehensivereference point for moreseasoned researchers. It willstimulate second languageresearchers to use dataelicitation measures with a

clearer understanding of their strengths and limitationsand enhance researchers’ ability to modify and combinetechniques to match their own research needs.

February 2007: 224ppHb: 978-0-8058-6034-4: £39.99Pb: 978-0-8058-6035-1: £14.50 eBook: 978-1-4106-1628-9


Problems in Second LanguageAcquisitionMichael H. Long, University of Maryland at CollegePark, USAJune 2006: 216ppHb: 978-0-8058-3580-9: £48.99 Pb: 978-0-8058-6084-9: £18.00 eBook: 978-1-4106-1433-9


Theories in Second LanguageAcquisitionAn Introduction

Edited by Bill VanPatten and Jessica Williams,both at the University of Illinois at Chicago, USASeptember 2006: 272ppHb: 978-0-8058-5737-5: £55.50Pb: 978-0-8058-5738-2: £19.99 eBook: 978-1-4106-1529-9


A Synthesis of Research on SecondLanguage Writing in EnglishIlona Leki, University of Tennessee at Knoxville,USA, Alister Cumming, University of Toronto,Canada and Tony Silva, Purdue University, USA

’The authors command thefield in ways that perhaps no one else does. Their vastcollective knowledge shineson every page.’ – BarbaraKroll, University of SouthernCalifornia, USA

Synthesizing twenty-five yearsof the most significant andinfluential findings of publishedresearch on second languagewriting in English, this volumepromotes understanding and

provides access to research developments in the field.Overall, it distinguishes the major contexts of English L2learning in North America, synthesizes the researchthemes, issues, and findings that span these contexts,and interprets the methodological progression andsubstantive findings of this body of knowledge.

Of particular interest is the extensive bibliography, whichmakes this volume an essential reference tool forlibraries and serious writing professionals, bothresearchers and practitioners, both L1 and L2. This bookis designed to allow researchers to become familiar withthe most important research on this topic, to promoteunderstanding of pedagogical needs of L2 writingstudents, and to introduce graduate students to L2writing research findings.

June 2008: 272ppHb: 978-0-8058-5532-6: £70.00Pb: 978-0-8058-5533-3: £24.99 eBook: 978-0-203-93025-0


Adult BiliteracySociocultural and Programmatic Responses

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

Offering an in-depth view ofadult literacy and biliteracy bymerging two fields – adultliteracy and English as a Second Language – this volumebrings to the forefront linguistic,demographic, sociocultural,workforce, familial, academic,and other issues surrounding thedevelopment of bilingualism andbiliteracy by adults in the US.

August 2007: 248ppHb: 978-0-8058-5361-2: £75.00 Pb: 978-0-8058-5362-9: £21.99


Undergraduates in a Second LanguageChallenges and Complexities of AcademicLiteracy Development

Ilona Leki, University of Tennessee at Knoxville, USA

This is the first book-lengthstudy of bilingual, international,and immigrant students inEnglish writing courses thatattempts to fully embed theirwriting experiences within thebroader frame of their personalhistories, the human context oftheir development, and thedisciplinary contexts of theirmajors. Drawing on data from afive-year longitudinal study offour university students, it

captures their literacy experiences throughout theirundergraduate careers.

June 2007: 352ppHb: 978-0-8058-5637-8: £49.95Pb: 978-0-8058-5638-5: £19.99eBook: 978-1-4106-1776-7


Black Communications andLearning to ReadBuilding on Children’s Linguistic and Cultural Strengths

Terry Meier, Wheelock College, USA

This book is about effectiveliteracy instruction for studentsin grades K-4 who use thelanguage variety that manylinguists call African AmericanEnglish, but which, as explainedin the Introduction, the authorcalls Black Communications(BC). Throughout, considerableattention is given to discussingthe integral and complexinterconnections among AfricanAmerican language, culture,

and history, drawing significantly on examples fromAfrican American historical and literary sources. Manyconcrete examples of successful classroom practices areincluded so that teachers can readily visualize and usethe strategies and principles presented.

September 2007: 352ppHb: 978-0-8058-5759-7: £50.00 Pb: 978-0-8058-5760-3: £21.99





To Order

For simple and secure online ordering visit:

www.routledge.com/educationor use the order form in this catalogue










2ND EDITION

Changing EnglishEdited by David Graddol, Dick Leith, Joan Swannand Martin Rhys, all at the Open University, UKand Julia Gillen, Lancaster University, UK

Examining the history of Englishfrom its origins in the fifthcentury to the present day, thisbook focuses on the radicalchanges that have taken placein the structure of English over amillennium and a half, detailingthe influences of migration,colonialism and many otherhistorical, social and culturalphenomena. Expert authors

illustrate and analyze dialects, accents and the shiftingstyles of individual speakers as they respond tochanging circumstances. The reader is introduced tomany key debates relating to the English language,illustrated by specific examples of data in context.

January 2007: 328ppHb: 978-0-415-37669-3: £70.00 Pb: 978-0-415-37679-2: £19.99


Crosslinguistic Influence inLanguage and CognitionScott Jarvis, Ohio University, USA and Aneta Pavlenko, Temple University, USA

This book is a cogent, clearly-written synthesis of new and classic work oncrosslinguistic influences onlanguage and thought. Intended as a text for upper-level undergraduates and graduate students, it willalso serve as a resource forinstructors and scholars inapplied linguistics, linguistics,and psycholinguistics courses.

October 2007: 304ppHb: 978-0-8058-3885-5: £39.99 eBook: 978-0-203-93592-7


Crosslinguistic Perspectives onArgument StructureImplications for Learnability

Edited by Melissa Bowerman and Penelope Brown,both at Max Planck Institute for Psycholinguistics, theNetherlands

This book integrates importantcontemporary issues inlinguistics and languageacquisition. With its richcrosslinguistic base and theinnovative empirical methods it showcases for studying therole of argument structure inlanguage acquisition, it will beof great interest to linguists andlanguage acquisition specialistsalike, as well as to upper-levelstudents in linguistics and

psychology in the United States and abroad.

October 2007: 588ppHb: 978-0-8058-4194-7: £70.00eBook: 978-1-4106-1645-6


Cultural Practices of LiteracyCase Studies of Language, Literacy, Social Practice,and Power

Edited by Victoria Purcell-Gates, University ofBritish Columbia, Canada

This volume presents casestudies of literacy practices asshaped by culture, language,community, and power.Covering a range of contextsand exploring a number ofrelevant dimensions in theevolving picture of literacy assituated, multiple, and social,the book advances socioculturalresearch and theory pertainingto literacy development as itoccurs across school and

community boundaries and cultural contexts and in andout of school.

March 2007: 256ppHb: 978-0-8058-5491-6: £75.00 Pb: 978-0-8058-5492-3: £19.99 eBook: 978-1-4106-1791-0


Developing Reading and Writing inSecond-Language LearnersLessons from the Report of the National LiteracyPanel on Language-Minority Children and Youth

Edited by Diane August, Center for AppliedLinguistics, USA and Timothy Shanahan, Universityof Illinois at Chicago, USA

A Co-Publication of Routledge, the Center forApplied Linguistics, and the International ReadingAssociation

This book concisely summarizeswhat is known from empiricalresearch about the developmentof literacy in language-minoritychildren and youth, includingdevelopment, environment,instruction, and assessment.This more accessible version ofthe full report is intended forteachers, administrators, andresearchers and for use in awide range of teacherpreparation courses and in in-

service and staff development programs that deal witheducating English language learners.

July 2007: 336ppHb: 978-0-8058-6208-9: £75.00Pb: 978-0-8058-6209-6: £15.99eBook: 978-0-203-93760-0


Developing Literacy in Second-Language LearnersReport of the National Literacy Panel onLanguage-Minority Children and Youth

Edited by Diane August, Center for AppliedLinguistics, USA and Timothy Shanahan, Universityof Illinois at Chicago, USAJuly 2006: 688ppHb: 978-0-8058-6076-4: £160.00 Pb: 978-0-8058-6077-1: £42.50eBook: 978-1-4106-1423-0


Inclusive Pedagogy for EnglishLanguage LearnersA Handbook of Research-Informed Practices

Edited by Lorrie Stoops Verplaetse and Naomi Migliacci, both at Southern ConnecticutState University, USA

In this Handbook leadingresearchers, teacher educators,and expert practitioners speakto current and future educatorsand educational leaders inunderstandable language aboutthe research that informs bestpractices for English languagelearners integrated into the K-12 public school system.

September 2007: 384ppHb: 978-0-8058-5719-1: £75.00 Pb: 978-0-8058-5720-7: £27.99 eBook: 978-1-4106-1755-2


Language, Culture, and Communityin Teacher EducationEdited by María Estela Brisk, Boston College, USA

Published by Routledge for the AmericanAssociation of Colleges for Teacher Education

This volume addresses thepressing reality in teachereducation that all teachers needto be prepared to work effectivelywith linguistically and culturallydiverse student populations.Marilyn Cochran-Smith’sForeword and Donaldo Macedo’sIntroductory Essay set the contextwith respect to teacher educationand student demographics,followed by a series of chapterspresented in three sections:

knowledge, practice, and policy.

September 2007: 432ppHb: 978-0-8058-5697-2: £45.00 Pb: 978-0-8058-5698-9: £19.99


Language Testing and AssessmentAn Advanced Resource Book

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

Series: Routledge Applied Linguistics

Introducing students to themethods and debates associated with languagetesting assessment, this bookhas been written by experienced teachers andresearchers in the field.Supported by a companionwebsite, it includes commentary on key readings.

February 2007: 320ppHb: 978-0-415-33946-9: £70.00 Pb: 978-0-415-33947-6: £19.99eBook: 978-0-203-44906-6

















English for Academic PurposesAn Advanced Resource Book

Ken Hyland, Institute of Education, University ofLondon, UK

Series: Routledge Applied LinguisticsAugust 2006: 336ppHb: 978-0-415-35869-9: £70.00 Pb: 978-0-415-35870-5: £19.99eBook: 978-0-203-00660-3


NOW IN PAPERBACK

Heritage Language EducationA New Field Emerging

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

This volume presents amultidisciplinary perspective onteaching heritage languagelearners. Contributors fromtheoretical and appliedlinguistics, sociolinguistics,psychology, educational policy,and pedagogy specialistsexplore policy and societalissues, present linguistic casestudies, and discuss curricularissues, offering both researchand hands-on innovation.



Learning to Read Across LanguagesCross-Linguistic Relationships in First- andSecond-Language Literacy Development

Edited by Keiko Koda, Smith College, USA andAnnette M. Zehler, Center for Applied Linguistics,USA

This book systematicallyexamines how learning to readoccurs in diverse languages, and in so doing, explores howliteracy is learned in a secondlanguage by learners who haveachieved at least basic readingskills in their first language.Detailed descriptions areprovided of five typologicallydiverse languages and theirwriting systems, andcomparisons are offered of

learning-to-read experiences in these languages.

October 2007: 256ppHb: 978-0-8058-5611-8: £75.00Pb: 978-0-8058-5612-5: £22.99 eBook: 978-0-203-93566-8


Technology-Mediated LearningEnvironments for Young EnglishLearnersConnections In and Out of School

Edited by L. Leann Parker, University of Californiaat Berkeley, USA

This book explores issues relatedto the use of technologies tosupport young second-languagelearners and looks at promisingareas for research, design, anddevelopment. Grounded in asociocultural theoreticalframework, it invites educators,researchers, and educationaltechnology developers toconsider a range of social andcultural factors in utilizingtechnology as a tool to help

children from diverse linguistic and cultural backgroundsdevelop their English-language and reading skills.



2ND EDITION

Using EnglishEdited by Janet Maybin, Neil Mercer and Ann Hewings, all at the Open University, UK

This book details how Englishis used in speech and writing,and in work and play topersuade, amuse or to getthings done. Analyzinglanguage as a form of socialaction through which peopleconstruct distinctive cultures,nationalities and identities, this book has been radicallyupdated with new readings and

examples, and also includes a new chapter on usingEnglish to persuade.

February 2007: 328ppHb: 978-0-415-37681-5: £70.00Pb: 978-0-415-37682-2: £19.99


Varied VoicesOn Language and Literacy Learning

Linda Lonon Blanton, University of New Orleans,USA

This book is an ethnographic study of language andliteracy learning in a culturally and linguistically diverseMoroccan school. There, children and teachers turnclassrooms into social spaces as they work to buildlearning communities.

January 2007: 184ppPb: 978-0-8058-6210-2: £16.99 eBook: 978-1-4106-1593-0


Handbook for Arabic LanguageTeaching Professionals in the 21st CenturyEdited by Kassem M. Wahba, GeorgetownUniversity, USA, Zeinab A. Taha, AmericanUniversity in Cairo, Egypt and Liz England,Shenandoah University, USAApril 2006: 512ppHb: 978-0-8058-5101-4: £110.00 Pb: 978-0-8058-5102-1: £42.50


English-Only Instruction and Immigrant Students in Secondary SchoolsA Critical Examination

Lee Gunderson, University of British Columbia,CanadaAugust 2006: 320ppHb: 978-0-8058-2513-8: £75.00 Pb: 978-0-8058-2514-5: £25.99 eBook: 978-1-4106-1495-7


Language, Identity, and Stereotype Among Southeast Asian American YouthThe Other Asian

Angela Reyes, Hunter College, CUNY, USAAugust 2006: 192ppHb: 978-0-8058-5539-5: £50.00 eBook: 978-1-4106-1451-3


Speech Production and Second Language AcquisitionJudit Kormos, Eotvos University, Hungary

Series: Cognitive Science and Second LanguageAcquisitionMarch 2006: 248ppHb: 978-0-8058-5657-6: £36.99 Pb: 978-0-8058-5658-3: £18.50


Ultimate Attainment in Second Language AcquisitionA Case Study

Donna Lardiere, Georgetown University, USASeptember 2006: 288ppHb: 978-0-8058-3456-7: £69.99 eBook: 978-1-4106-1547-3


Handbook of Research in SecondLanguage Teaching and LearningEdited by Eli Hinkel, Seattle University, USAJanuary 2005: 1176ppHb: 978-0-8058-4180-0: £170.00Pb: 978-0-8058-4181-7: £65.00eBook: 978-1-4106-1270-0


















NEW3RD EDITION

Dimensions of LiteracyA Conceptual Base for Teaching Reading andWriting in School Settings, Third Edition

Stephen B. Kucer, University of Washington atVancouver, USA

This popular text, now in its third edition, “unpackages” the various dimensions of literacy – linguistic (the nature oflanguage, oral-written languagerelationships, language variation);cognitive (constructive nature ofperception, 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 timeaccounts for the interrelationships among them.Distinguished by its examination of literacy from amultidimensional and interdisciplinary perspective, it provides a strong conceptual foundation upon whichliteracy curriculum and instruction in school settings canbe grounded.

Dimensions of Literacy links theory and research topractice in an understandable, user-friendly manner,provides in-depth coverage of the various dimensions ofliteracy, and includes demonstrations, hands-on activities,authentic reading and writing events that reflect keyconcepts, and tables and figures that summarize theconcepts. Changes in Third Edition include:

• more clearly focused discussion on the nature oflanguage and addresses the role of various other signsystems in reading and writing

• new research on eye movements and miscue analysis(EMMA) and reading fluidity (i.e., flow)

• expanded discussion of bilingualism and biliteracythrough the book

• extended discussion of new literacies, multiliteracies,and multimodal literacies

• updated references throughout the entire book.



Language, Culture, and Teaching Series

Series Editor: Sonia Nieto

FORTHCOMING

Literacy and PowerHillary Janks, University of Witwatersrand, South Africa

Hilary Janks addresses these questions and many morein Literacy and Power – a landmark text that is bothengaging and accessible:

• Is literacy a skill or a social practice?

• In what ways is literacy embodied?

• Do texts have designs on us and what can we doabout it?

• How does language construct reality?

• What is “linguistic capital” and who has it?

• Who gets access to new literacies and who is excluded?

• How is literacy implicated in relations of power andquestions of identity in our daily lives?

Janks shows how competing orientations to criticalliteracy education – domination (power), access,diversity, design – foreground one over the other. Hercentral argument is that these different orientations arecrucially interdependent and need to work together tocreate possibilities for redesign and social action thatserve a social justice agenda. Recognizing ongoingchange in socio-historical conditions, in thecommunication landscape, and in the applications ofcritical literacy, she examines the theory underpinningeach orientation, and develops new theory in theargument for interdependence and integration. Mostimportant, Literacy and Power sits at the interfacebetween theory and practice, constantly moving fromone to the other. It is rich with examples of how to usethese orientations in real teaching contexts, and how touse them to counterbalance one another.

In the groundbreaking final chapter, Janks shows ways of working “beyond reason”. Considering how therationalist underpinning of critical literacy tends to excludethe non-rational – pleasure and play, desire and theunconscious – she makes the case that these need to betaken seriously given their power to cut across the work of critical literacy educators working from any orientation.

August 2009: 224ppHb: 978-0-8058-5577-7: £70.00Pb: 978-0-415-99963-2: £22.99


FORTHCOMING2ND EDITION

Language, Culture, and TeachingCritical Perspectives for a New Century

Sonia Nieto, University of Massachusetts atAmherst, USA

Offering information, insights, and motivation to teachstudents of diverse backgrounds, this text presentsexamples of real-life dilemmas about diversity thatteachers will face in their own classrooms; ideas abouthow language, culture, and teaching are linked; andways to engage with these ideas through reflection andcollaborative inquiry. Sonia Nieto speaks directly tocurrent and future teachers in this thoughtfulintegration of journal articles and book chapters she haspublished in recent years and creative pedagogicalfeatures. Language, Culture, and Teaching offers in eachchapter critical questions to help readers build on theknowledge they have gained by analyzing the conceptsfurther; classroom activities that provide suggestions forapplying what they have learned to their own teachingcontext; and community activities suggesting projectsbeyond the classroom context, in settings ranging fromthe school or district to the state or national level.

New times deserve new textbooks that engage teachersin viewing students’ cultural and linguistic differences ina more hopeful and critical way, and in changingclassroom practices and school policies to promote thelearning of all students. Although no easy answers areavailable to fix the problems and uncertainties teachersencounter every day, there are thoughtful ways toaddress them that respect teachers’ and othereducators’ professionalism, honor the identities ofstudents and their families, and validate the nation’sclaim to educate students of all backgrounds. The aimof this text is to help practicing and pre-service teachersaccomplish these goals.

In the Second Edition, Eight of the thirteen chapters areeither revised versions of chapters in the first edition orentirely new. NCLB and other more recent topics arecovered in these new chapters.

September 2009: 320ppHb: 978-0-415-99968-7: £75.00Pb: 978-0-415-99974-8: £24.99


Critical Literacy and Urban YouthPedagogies of Access, Dissent, and Liberation

Ernest Morrell, University of California at Los Angeles, USA

This book offers aninterrogation of critical theorydeveloped from the author’swork with young people inclassrooms, neighborhoods, andinstitutions of power. Throughcases, an articulated process,and a theory of literacyeducation and social change,Morrell extends theconversation among literacyeducators about whatconstitutes critical literacy while

also examining implications for practice in secondaryand postsecondary American educational contexts.

December 2007: 272ppHb: 978-0-8058-5663-7: £70.00 Pb: 978-0-8058-5664-4: £22.99eBook: 978-0-203-93791-4


CLASSROOM PRACTICE 13










The Work of Language inMulticultural ClassroomsTalking Science, Writing Science

Edited by Katherine Richardson Bruna, Iowa StateUniversity, USA and Kimberley Gomez, Universityof Illinois at Chicago, USA

How does language comprisethe implicit or explicit curriculumof teaching and learning inmulticultural science settings?Building on a growing interestin the ways in which languageand literacy practices interactwith science teaching andlearning to facilitate or obstructsuccessful student outcomes,this book contributes toscholarship on the role oflanguage in developing

classroom scientific communities of practice, expandsthat work by highlighting the challenges facedspecifically by ethnic- and linguistic-”minority” studentsand their teachers in joining those communities, andshowcases exemplary teaching and research initiativesfor helping to meet these challenges.

Offering teacher practitioners and researchers in thefields of science education and multicultural educationlenses through which they can critically consider themyriad of classroom settings, instructional approaches,curricular materials, and scientific topics involved inwhat it means to teach science while pointedlyaddressing concerns about equity of educationalopportunity, this volume serves as a powerful resourcefor linking theory and practice. End-of-chapter reflectionquestions and engagement activities facilitate discussionround these issues and provide rich opportunities forthe reader to consider the implications of each chapterfor science instruction and research and to applyinsights developed in a real-world science teaching andlearning contexts.

July 2008: 384ppHb: 978-0-8058-6427-4: £75.00 Pb: 978-0-8058-6428-1: £21.99eBook: 978-1-4106-1860-3• AVAILABLE AS AN INSPECTION COPY


Beyond GrammarLanguage, Power, and the Classroom: Resources for Teachers

Mary R. Harmon, Saginaw Valley State University,USA and Marilyn J. Wilson, Michigan StateUniversity, USAMay 2006: 256ppPb: 978-0-8058-3715-5: £16.99 eBook: 978-0-203-92916-2


3RD EDITION

With Literacy and Justice for AllRethinking the Social in Language and Education

Carole Edelsky, Arizona State University, USAMarch 2006: 336ppHb: 978-0-8058-5507-4: £50.00 Pb: 978-0-8058-5508-1: £14.99 eBook: 978-1-4106-1796-5


NEW

Teaching Readers of EnglishStudents, Texts, and Contexts

John S. Hedgcock, Monterey Institute ofInternational Studies, USA and Dana Ferris,University of California at Davis, USA

’A book of this kind is longoverdue....It is a giantcontribution to the field.With its emphasis on asocioliterate approach toreading and literacy, it nicelycaptures the prevailing viewof academic literacyinstruction. Its extremelyskillful and well-developedbalancing act betweentheory and practice allows itto appeal to a wide variety

of readers. Pre- and in-service teachers, inparticular, will benefit immensely.’ – Alan Hirvela,Ohio State University, USA

A comprehensive manual for pre- and in-service ESL and EFL educators, this frontline text balances insightsfrom current reading theory and research with highlypractical, field-tested strategies for teaching andassessing L2 reading in secondary and post-secondarycontexts. Teaching Readers of English:

• provides a through yet accessible survey of L2 readingtheory and research

• addresses the unique cognitive and socioeducationalchallenges encountered by L2 readers

• covers the features of L2 texts that teachers of reading must understand

• acquaints readers with methods for designing reading courses, selecting curricular materials, andplanning instruction

• explores the essential role of systematic vocabularydevelopment in teaching L2 literacy

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

Pedagogical features in each chapter include Questionsfor Reflection, Further Reading and Resources, Reflectionand Review questions, and Application Activities.



BESTSELLER2ND EDITION

Teaching ESL CompositionPurpose, Process, and Practice

Dana Ferris, University of California at Davis, USAand John S. Hedgcock, Monterey Institute ofInternational Studies, USASeptember 2004: 448ppPb: 978-0-8058-4467-2: £32.50eBook: 978-1-4106-1150-5


FORTHCOMING

Measurement and Evaluation inPost-secondary ESLGlayol V. Ekbatani, St John’s University, USA

This book is an introductory text on testing English as asecond language, presenting the basics of languagetesting, and taking the student or reader through thefundamental descriptive and quantitative aspects ofeffective language testing. A thorough and conciseguide to ESL assessment, this text fulfills the testingcomponent of TESOL programs in the US and aroundthe world. It merges accepted and fresh concepts andapproaches to language testing in a manner accessibleto language teaching professionals, such as teachersand graduate students, concerned administrators, andeven the informed non-specialists. In this volume,Ekbatani takes a fresh look at accepted assessmentconcepts and issues such as test construct, authenticity,communicative competence, validity and reliability,integrated and discrete point tests, test method effect,norm and criterion-based language testing, holistic andanalytical testing approaches and methods, standardizedtests, and the role of computers in language testing.

September 2009: 256ppHb: 978-0-8058-6125-9: £70.00Pb: 978-0-8058-6126-6: £21.99 eBook: 978-1-4106-1480-3• AVAILABLE AS AN INSPECTION COPY


FORTHCOMING

Using Discourse Analysis toImprove Classroom InteractionLelsey A. Rex, University of Michigan at Ann Arbor,USA and Laura Schiller

This accessible “how to” text is about classroominteraction – how to study it and how to use thatknowledge to improve teaching and learning. Actuallyshowing what critical, constructionist, socioculturalperspectives on teaching, learning, and schooling areand what they can do, it makes discourse analysisunderstandable and useful to teachers and othernonlinguists. Using Discourse Analysis to ImproveClassroom Interaction:

• offers teachers the powerful tools of discourse analysisas a way of understanding the complex dynamics ofhuman interaction that constitute effective, equitableteaching and learning

• guides readers step-by-step through how to buildtheir interactional awareness to improve their teaching

• includes “Try It Out” exercises to engage readers inlearning how to respond to the social dynamics oftheir classrooms for the purpose of improvingclassroom interaction.

Proceeding from simple illustrations to more complexlayering of analytical concepts, short segments of talk,transcribed to highlight important points, are used toexplain and illustrate the concepts. By the time readersget to the complicated issues addressed in this text they are ready to deal with some of teaching’s toughestchallenges and have the tools to build positiverelationships among their students so that all canparticipate equally in the classroom.

June 2009: 120ppHb: 978-0-415-80113-3: £75.00Pb: 978-0-415-80114-0: £18.99


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NEW2ND EDITION

ESL (ELL) Literacy InstructionA Guidebook to Theory and Practice

Lee Gunderson, University of British Columbia,Canada

’This book is groundbreaking.It is the only one of its kindthat seriously begins to linkculturally responsive teachingwith balanced ESL teachingand learning. Dr. Gunderson’sresearch is brilliant! This one-of-a-kind text is sorelyneeded for pre-service andin-service teacher education.’– Patricia Schmidt, LeMoyneCollege, USA

This comprehensive research-based text provides bothESL and mainstream teachers with the background andexpertise necessary to plan and implement readingprograms that match the particular needs and abilitiesof their students. ESL (ELL) Literacy Instruction:

• applies current ESL and reading research and theory to practice

• is designed for use by pre-service and in-service teachersat all levels from kindergarten to adult learners

• explains different models of literacy instruction fromsystematic phonics to whole language instruction andincludes specific teaching methods within each model

• encourages teacher choice in instructional decisionsand provides a systematic rationale and approach forteachers to design their own teaching programswithin their own models of literacy

• addresses multicultural issues.

Changes in the Second Edition include: moreresearch based discussions and more practical teachingsuggestions; updated coverage of reviews on readinginstruction for ESL/ELL students; new section on second-language theory and research; new chapter onthe importance of culture in second-language literacycontexts; and information on how published resourcescan be accessed on the Internet.

August 2008: 312ppHb: 978-0-415-98971-8: £70.00Pb: 978-0-415-98972-5: £21.99eBook: 978-0-203-89421-7


NEW

Teaching Children English as anAdditional LanguageA programme for 7-11 year olds

Caroline Scott, EAL Teacher and Project Leader, UK

Here is a typical classroomscenario: out of the 30 children,two-thirds speak a differentlanguage at home and onlyspeak English at school. Eventhough many students’ Englishskills are almost non-existent,teachers are expected to providethe national curriculum for everychild in the class.

This book solves this problemwith a 10-week teaching

program of units and lesson activities for children aged7-11 new to English. It will help these children learnsome very basic English sentences, questions andvocabulary, to get them through regular day-to-dayroutines more easily. By offering a flexible step by stepapproach this book helps EAL teachers to:

• identify learners’ individual needs

• teach grammar and vocabulary

• support teaching through speaking and listening

• assess pupils to inform future planning.

The program also contains emergency lessons tosupport learners in the first three days, cross curricularlinks, ways of using a home-school learning book andan opportunity for the child to make a booklet aboutthemselves. It fosters the child’s home language,incorporates different learning styles as well as includinga wealth of carefully tailored, themed resources. Theprogram is complete with activities, resources andassessment materials and helpful tips on how todevelop a successful EAL department.

October 2008: 208ppPb: 978-0-415-45231-1: £24.99eBook: 978-0-203-92656-7


NEW

Sexual Identities in EnglishLanguage EducationClassroom Conversations

Cynthia D. Nelson, University of Sydney, Australia

’Cynthia Nelson’s powerfulbook is not only timely andimportant, but a greatpleasure to read...[It] makesan outstanding contributionto the field.’ – Bonny Norton,University of British Columbia,Canada

‘Clearly written and richlydetailed, this exceptionalbook develops Nelson’s workin support of lesbian and gayexperiences in classrooms,

and at the same time, poses critical questions andunderstandings of much broader relevance to theTESOL profession. Combining theory and practicein ways both challenging and accessible, it iscertain to become a key resource for aninternational readership.’ – Brian Morgan, YorkUniversity, Canada

• What pedagogic challenges and opportunities arise as gay, lesbian, and queer themes and perspectivesbecome an increasingly visible part of Englishlanguage classes within a variety of language learningcontexts and levels?

• What sorts of teaching practices are needed in orderto productively explore the sociosexual aspects oflanguage, identity, culture, and communication?

• How can English language teachers promote language learning through the development ofteaching approaches that do not presume anexclusively heterosexual world?

Drawing on the experiences of over 100 languageteachers and learners, and using a wide range ofresearch and theory, especially queer educationresearch, this innovative, cutting-edge book skillfullyinterweaves classroom voices and theoretical analysis toprovide informed guidance and a practical framework ofmacrostrategies English language teachers (of anysexual identification) can use to engage with lesbian/gaythemes in the classroom. In so doing, it illuminatesbroader questions about how to address social diversity,social inequity, and social inquiry in a classroom context.

Informing English language educators about currentpractice and theory regarding sexual identity issues inthe language classroom, this timely book will interestnovice and experienced teachers working in a second- or a foreign-language environment, as well aseducators in related areas, and anyone with an interestin sexual, linguistic and cultural diversity as it pertains to language or learning.

October 2008: 256ppHb: 978-0-8058-6367-3: £75.00Pb: 978-0-8058-6368-0: £24.99eBook: 978-0-203-89154-4


CLASSROOM PRACTICE 15



Want more information on a book?

Visit the direct URL found at thebottom of the title description

LiteracyAn Advanced Resource Book for Students

Brian V. Street, King’s College, UK and Adam Lefstein, Oxford University, UK


‘Unique in its conception, range and ... pedagogic value.’ – Mary Scott, Institute ofEducation, University of London, UK

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

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

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

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

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

January 2008: 272pp • Hb: 978-0-415-29180-4: £70.00 • Pb: 978-0-415-29181-1: £19.99 • eBook: 978-0-203-46399-4









Teaching English Language Across the Curriculum Series

Series Editors: Tony Erben, Bárbara C. Cruzand Stephen J. Thornton

Teaching English LanguageLearners in Career and TechnicalEducation ProgramsVictor M. Hernández-Gantes and William Blank,both at the University of South Florida, USA

Exploring the unique challengesof vocational education, thisbook provides simple andstraightforward advice on howto teach English LanguageLearners in today’s Career andTechnical Education programs.The authors’ teaching frameworkand case studies draw fromcommon settings in which careerand technical educators findthemselves working with ELLs –

in the classroom, in the laboratory or workshop, and inwork-based learning settings. By integrating CTE andacademic instruction, and embedding careerdevelopment activities across the curriculum, readers willgain a better understanding of the challenges of teachingoccupationally-oriented content to a diverse group oflearners in multiples settings.

August 2008: 256ppHb: 978-0-415-95758-8: £75.00 Pb: 978-0-415-95757-1: £18.99 eBook: 978-0-203-89439-2• AVAILABLE AS AN INSPECTION COPY


Teaching Mathematics to EnglishLanguage LearnersGladis Kersaint, Denisse R. Thompson andMariana Petkova, all at the University of SouthFlorida, USA

This book provides simple andstraightforward advice on howto teach mathematics to theEnglish Language Learners in theclassroom. The authors offercontext-specific strategies foreverything from facilitatingclassroom discussions with allstudents, to reading andinterpreting math textbooks, totackling word problems. A fullyannotated list of math web and

print resources completes the volume, making this avaluable reference to help mathematics teachers meet thechallenges of including all learners in effective instruction.

August 2008: 192ppHb: 978-0-415-95788-5: £75.00 Pb: 978-0-415-95789-2: £17.99 eBook: 978-0-203-89452-1• AVAILABLE AS AN INSPECTION COPY


Teaching English LanguageLearners through TechnologyTony Erben, University of Tampa, US, Ruth Ban,Barry University, USA and Martha Castañeda,Miami University, USA

In this book, the authors explorethe use of computers andtechnology as a pedagogicaltool to aid in the appropriateinstruction of ELLs across allcontent areas. The special focusof this book is on the informeduse of various technologies andsoftware programs that canspecifically aid ELLs. Strategiesare also provided for varyinglevels of access – whether

teachers teach in a one computer classroom, haveaccess to multiple computers, or have the ability to gointo a computer lab at their school. A fully annotatedlist of web and print resources completes the volume,making this a valuable reference to help teachersharness the power of computer-assisted technologies inmeeting the challenges of including all learners ineffective instruction.

August 2008: 240ppHb: 978-0-415-95767-0: £75.00Pb: 978-0-415-95768-7: £18.99eBook: 978-0-203-89442-2• AVAILABLE AS AN INSPECTION COPY


Teaching Social Studies to EnglishLanguage LearnersBárbara C. Cruz and Stephen J. Thornton, bothat the University of South Florida, USA

This book provides simple andstraightforward advice on howto teach English LanguageLearners in the classroom. In it the authors offer context-specific strategies forthe full range of the socialstudies curriculum, includinggeography, US history, worldhistory, economics, andgovernment. A fully annotatedlist of web and print resources

completes the volume, making this a valuable referenceto help social studies teachers meet the challenges ofincluding all learners in effective instruction.



2ND EDITION

Dialects in Schools and CommunitiesCarolyn Temple Adger, Center for AppliedLinguistics, USA, Walt Wolfram, North CarolinaState University, USA and Donna Christian, Centerfor Applied Linguistics, USA

This book describes dialect differences in AmericanEnglish and their impact on education and everyday life.It explores some of the major issues that confronteducational practitioners and suggests whatpractitioners can do to recognize students‘ languageabilities, support their language development, andexpand their knowledge about dialects.

January 2007: 240ppHb: 978-0-8058-4315-6: £75.00 Pb: 978-0-8058-4316-3: £21.99eBook: 978-1-4106-1618-0• AVAILABLE AS AN INSPECTION COPY


3RD EDITION

Language Exploration andAwarenessA Resource Book for Teachers

Larry Andrews, University of Nebraska at Lincoln,USAJuly 2006: 368ppPb: 978-0-8058-4308-8: £29.99 eBook: 978-0-203-92911-7


Dialogic Approaches to TESOLWhere the Ginkgo Tree Grows

Shelley Wong, George Mason University, USASeptember 2005: 248ppHb: 978-0-8058-5597-5: £60.00 Pb: 978-0-8058-3901-2: £20.99


CLASSROOM PRACTICE16











BilingualismAn Advanced Resource Book

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


Written by an experienced team of teachers andresearchers, this comprehensiveintroduction to the key issuesand debates in bilingualismpresents articles from leadingfigures, including Fred Genesee,Elizabeth Peal and WallaceLambert, Tim MacNamara, D.J.Saer and Merrill Swain.

September 2007: 384ppHb: 978-0-415-34386-2: £70.00Pb: 978-0-415-34387-9: £19.99 eBook: 978-0-203-41026-4


2ND EDITION

The Bilingualism ReaderEdited by Li Wei, Newcastle University, UK

Designed as an integrated and structured studentresource, the second edition of this best-selling volumeincludes nine new chapters and postscripts written bythe authors of the original articles, which evaluatesthem in the light of recent research. Critical discussionof research methods, revised graded study questionsand activities, a comprehensive glossary, and an up-to-date resource list make this book an essentialintroductory text for students studying linguistics,psychology and education.

February 2007: 592ppHb: 978-0-415-35554-4: £80.00 Pb: 978-0-415-35555-1: £24.99


An Introduction to BilingualismPrinciples and Processes

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

This important text provides a general overview of themethods and theories used in the broad domain ofbilingualism. The unique interdisciplinary approach, whichis reflected in the various topics covered, gives students aglobal picture of the field. Topics range from earlychildhood intellectual development to educational andsocial-cognitive challenges to the maturing bilingual brain.

December 2007: 392ppHb: 978-0-8058-5134-2: £49.95Pb: 978-0-8058-5135-9: £27.50 eBook: 978-0-203-92782-3


2ND EDITION

Literacy and BilingualismA Handbook for ALL Teachers

María Estela Brisk, Boston College, USA andMargaret M. Harrington, Providence PublicSchools, USAAugust 2006: 296ppPb: 978-0-8058-5506-7: £18.99 eBook: 978-0-203-88035-7


FORTHCOMING

The Economics of the MultilingualWorkplaceFrancois Grin and Claudio Sfreddo, both at theUniversity of Geneva, Switzerland and François Vaillancourt, Université de Montréal,Canada

Series: Routledge Studies in Sociolinguistics

This volume looks at the relationship between linguisticdiversity and the economic sector, in particular theoperation of firms. It develops a novel perspectivecombining language economics, which helps to fill gapsin our understanding of the role of languages ineconomic activity, and a broader sociolinguisticperspective on macro-level language policy issues.

July 2009: 244ppHb: 978-0-415-80018-1: £65.00


FORTHCOMING

Ethnography in Language PolicyEdited by Teresa McCarty, Arizona State University,USA

Illuminating, through ethnographic inquiry, howindividual agents “make” language policy in everydaysocial practice, this volume advances the growing fieldof language planning and policy using a criticalsociocultural and ethnographic approach. From thisperspective, language policy is conceptualized not onlyas official acts and documents, but as modes of humaninteraction, negotiation, and production mediated byrelations of power. The central theme is that decisionsabout language, whether officially sanctioned or not,are at their heart struggles for equality, justice, andhuman rights.

Using this conceptual framework, the volume addressesa variety of pressing language policy and planningissues: the impacts of globalization, diaspora, andtransmigration on language practices and policies;language shift, endangerment, and revitalization;medium-of-instruction policies; heritage-languagemaintenance; literacy and biliteracy; language andethnic and national identity; and the tensions inherentin conducting language planning and policy research.These issues are contextualized in case studies byleading scholars in the field.

Extending previous work in the field, tapping intoleading-edge interdisciplinary scholarship, and chartingnew directions, Ethnography in Language Policy:

• joins language policy research with ethnographicmethods and modes of analysis

• takes a sociocultural approach to exploring how policyis enacted in everyday social practice

• is both deeply local and broadly comparative, probingcases in-depth while offering parallels and contrastsfrom the Americas, Europe, Africa, the Pacific, andSouth Asia

• exemplifies an ethnography for social justice alliedwith the interests of the communities with whomresearchers work.

Recognizing that language policy is not merely or evenprimarily about language per se, but rather aboutpower relations that privilege some languages andspeech communities while marginalizing others, thisvolume seeks to expand policy discourses in ways thatlead to social justice for all.

August 2009: 240ppHb: 978-0-415-80139-3: £75.00 Pb: 978-0-415-80140-9: £23.99


Language Policy, Culture, andIdentity in Asian ContextsEdited by Amy B.M. Tsui, University of Hong Kongand James W. Tollefson, International ChristianUniversity, JapanOctober 2006: 296ppHb: 978-0-8058-5693-4: £75.00 Pb: 978-0-8058-5694-1: £22.99eBook: 978-1-4106-1452-0


NEW

Affirming Students’ Right to Their Own LanguageBridging Language Policies and PedagogicalPractices

Edited by Jerrie Cobb Scott, University ofMemphis, USA, Dolores Y. Straker, University ofCincinnati, USA and Laurie Katz, Ohio StateUniversity, USA

A Co-publication of the National Council ofTeachers of English and Routledge

How can teachers make soundpedagogical decisions andadvocate for educationalpolicies that best serve theneeds of students in today’sdiverse classrooms? What is thepedagogical value of providingculturally and linguisticallydiverse students greater accessto their own language andcultural orientations?

This landmark volume respondsto the call to attend to the

unfinished pedagogical business of the NCTEConference on College Composition andCommunication 1974 Students’ Right to Their OwnLanguage resolution. Chronicling the interplay betweenlegislated and litigated education policies and languageand literacy teaching in diverse classrooms, it presentsexemplary research-based practices that maximizestudents learning by utilizing their home-based cultural,language, and literacy practices to help them meetschool expectations.

Pre-service teachers, practicing teachers, and teachereducators need both resources and knowledge,including global perspectives, about language variationin PreK-12 classrooms and hands-on strategies thatenable teachers to promote students’ use of their ownlanguage in the classroom while also addressingmandated content and performance standards. Thisbook meets that need.



State Assessment Policy andPractice for English LanguageLearnersA National Perspective

Edited by Charlene Rivera and Eric Collum,both at George Washington University, USAMarch 2006: 504ppHb: 978-0-8058-5568-5: £95.00 Pb: 978-0-8058-5569-2: £32.50


BILINGUALISM LANGUAGE POLICY AND POLITICS 17















Language and Minority RightsEthnicity, Nationalism and the Politics of Language

Stephen May, University of Waikato, New Zealand

In this provocative and ground-breaking book, Stephen May argues for a non-essentialist understandingof language rights, while at thesame time outlining whylanguage rights, particularly forminority groups, are defensibleand important, bothacademically and politically.

November 2007: 404ppPb: 978-0-415-96489-0: £29.99 eBook: 978-1-4106-1766-8


A New Paradigm for Global School SystemsEducation for a Long and Happy Life

Joel Spring, Queens College, CUNY, USA

Series: Sociocultural, Political, and Historical Studiesin Education

This volume – a major contribution to Joel Spring’sreportage and analysis of the intersection of global forcesand education – offers a new paradigm for global schoolsystems. Spring argues that recent international studies byeconomists, social psychologists, and others on the socialfactors that support subjective well-being and longevityshould serve as a call to arms to change education policy;the current industrial-consumer paradigm is not supportiveof either happiness or long life.

February 2007: 232ppHb: 978-0-8058-6123-5: £75.00 Pb: 978-0-8058-6124-2: £18.99 eBook: 978-1-4106-1479-7


DO NOT Leave Your Language AloneThe Hidden Status Agendas Within CorpusPlanning in Language Policy

Joshua A. Fishman, Stanford University, New YorkUniversity, and Yeshiva University, USAMarch 2006: 176ppHb: 978-0-8058-5023-9: £32.50 Pb: 978-0-8058-5024-6: £14.99 eBook: 978-1-4106-1657-9


Adult Education TeachersDesigning Critical Literacy Practices

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

This book examines the literacypractices of exemplary adulteducation teachers workingwithin critical literacy frameworks.It provides an in-depth look at thecomplexity of adult literacyeducation through the lenses ofthese teachers.

October 2007: 352ppHb: 978-0-8058-6242-3: £75.00Pb: 978-0-8058-6243-0: £24.99eBook: 978-1-4106-1637-1


5TH EDITION

The Articulate MammalAn Introduction to Psycholinguistics

Jean Aitchison, Worcester College, UK

An established bestseller, thisbook is a concise and highlyreadable introduction to themain topics in psycholinguistics.Requiring no prior knowledge of the subject, chapter bychapter, it tackles the basicquestions central to the study of psycholinguistics.



VOLUME 7

Review of Adult Learning and LiteracyConnecting Research, Policy, and Practice

Edited by John Comings, Barbara Garner andCristine Smith, all at National Center for the Studyof Adult Learning and Literacy, USA

This is the newest volume in aseries of annual publications of the National Center for theStudy of Adult Learning andLiteracy (NCSALL) that addressmajor issues, the latest research, and the best practicesin the field of adult literacy and learning.

March 2007: 280ppHb: 978-0-8058-6164-8: £60.00 Pb: 978-0-8058-6165-5: £19.99


Toward Defining and ImprovingQuality in Adult Basic EducationIssues and Challenges

Edited by Alisa Belzer, Rutgers University, USA

Series: Rutgers Invitational Symposium on Education

This volume revisits,problematizes, and expands the meaning of quality in thecontext of adult basic education.Covering a wide range ofrelevant topics, it includescontributors from the realms ofboth policy and practice andencompasses both the majorinstructional areas – reading,writing, and mathematics – aswell as larger issues of literacy,learning, and adulthood.

January 2007: 344ppHb: 978-0-8058-5545-6: £60.00 eBook: 978-1-4106-1553-4


LANGUAGE POLICY AND POLITICS

ADULT LITERACY18



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AAdult Biliteracy . . . . . . . . . . . . . . . . . . . . . . . .10Adult Education Teachers . . . . . . . . . . . . . . . .18Affirming Students’ Right to Their Own

Language . . . . . . . . . . . . . . . . . . . . . . . . . .17Articulate Mammal, The . . . . . . . . . . . . . . . . .18

BBeyond Grammar . . . . . . . . . . . . . . . . . . . . . .14Bilingualism . . . . . . . . . . . . . . . . . . . . . . . . . .17Bilingualism Reader, The . . . . . . . . . . . . . . . . .17Black Communications and Learning to Read . .10Building a Validity Argument for the Test of

English as a Foreign Language™ . . . . . . . . .3

CCALL Dimensions . . . . . . . . . . . . . . . . . . . . . . .4CALL Research Perspectives . . . . . . . . . . . . . . .4Changing English . . . . . . . . . . . . . . . . . . . . . .11Chicano-Anglo Conversations . . . . . . . . . . . . . .4Christian and Critical English Language

Educators in Dialogue . . . . . . . . . . . . . . . . . .4Classroom Interactions as Cross-Cultural

Encounters . . . . . . . . . . . . . . . . . . . . . . . . . .4Cognitive Science and Second Language

Acquisition Series . . . . . . . . . . . . . . . . . . . .12Color, Race, and English Language Teaching . .5Critical Literacy and Urban Youth . . . . . . . . . .13Crosslinguistic Approaches to the Psychology

of Language . . . . . . . . . . . . . . . . . . . . . . . . .5Crosslinguistic Influence in Language and

Cognition . . . . . . . . . . . . . . . . . . . . . . . . . .11Crosslinguistic Perspectives on Argument

Structure . . . . . . . . . . . . . . . . . . . . . . . . . .11Cultural Education-Cultural Sustainability . . . . .6Cultural Practices of Literacy . . . . . . . . . . . . . .11Cultures, Contexts, and World Englishes . . . . .2

DData Elicitation for Second and Foreign

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

Learners . . . . . . . . . . . . . . . . . . . . . . . . . . .11Developing Reading and Writing in

Second-Language Learners . . . . . . . . . . . . . .11Dialects in Schools and Communities . . . . . . .16Dialects, Englishes, Creoles, and Education . . .4Dialogic Approaches to TESOL . . . . . . . . . . . .16Dimensions of Literacy . . . . . . . . . . . . . . . . . .13DO NOT Leave Your Language Alone . . . . . . .18Doing Action Research in English Language

Teaching . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

EEconomics of the Multilingual Workplace, The . .17Education Programs . . . . . . . . . . . . . . . . . . . .16English for Academic Purposes . . . . . . . . . . . .12English L2 Reading . . . . . . . . . . . . . . . . . . . . . .4English Language Assessment and the

Chinese Learner . . . . . . . . . . . . . . . . . . . . . .5English Teacher in Global Civil Society, The . . . .1English-Only Instruction and Immigrant

Students in Secondary Schools . . . . . . . . . .12ESL & Applied Linguistics Professional Series . .1ESL (ELL) Literacy Instruction . . . . . . . . . . . . . .15Ethnography in Language Policy . . . . . . . . . . .17Ethnolinguistic Diversity and Literacy Education . .5

FFunds of Knowledge . . . . . . . . . . . . . . . . . . . .7

GGeneration 1.5 in College Composition . . . . . .5Gesture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Global Linguistic Flows . . . . . . . . . . . . . . . . . . .6Grassroots Literacy . . . . . . . . . . . . . . . . . . . . . .7

HHandbook for Arabic Language Teaching

Professionals in the 21st Century . . . . . . . .12Handbook of Child Language Disorders . . . . . .7Handbook of Cognitive Linguistics and

Second Language Acquisition . . . . . . . . . . . .6Handbook of Research in Second Language

Teaching and Learning . . . . . . . . . . . . . . . .12Heritage Language Education . . . . . . . . . . . .12Hiphop Literacies . . . . . . . . . . . . . . . . . . . . . . .7Home-School Connection, The . . . . . . . . . . . . .8

IIdeas and Options in English for Specific

Purposes . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Idioms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Inclusive Pedagogy for English Language

Learners . . . . . . . . . . . . . . . . . . . . . . . . . . .11Interlanguage Variation in Theoretical and

Pedagogical Perspective . . . . . . . . . . . . . . . .8International English in Its Sociolinguistic

Contexts . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Introduction to Bilingualism, An . . . . . . . . . . .17

LLanguage and Minority Rights . . . . . . . . . . . .18Language Exploration and Awareness . . . . . .16Language Minority Students in American

Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Language Policy, Culture, and Identity in

Asian Contexts . . . . . . . . . . . . . . . . . . . . . .17Language Teaching . . . . . . . . . . . . . . . . . . . . .8Language Testing and Assessment . . . . . . . . .11Language, Culture, and Community in

Teacher Education . . . . . . . . . . . . . . . . . . .11Language, Culture, and Teaching . . . . . . . . . .13Language, Culture, and Teaching Series . . . . .13Language, Identity, and Stereotype Among

Southeast Asian American Youth . . . . . . . .12Leadership in English Language Education . . . .3Learning to Read Across Languages . . . . . . . .12Linguistic Landscape . . . . . . . . . . . . . . . . . . . . .8Literacies Series . . . . . . . . . . . . . . . . . . . . . . . .7Literacy . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Literacy and Bilingualism . . . . . . . . . . . . . . . .17Literacy and Gender . . . . . . . . . . . . . . . . . . . . .7Literacy and Power . . . . . . . . . . . . . . . . . . . . .13Literacy, Lives and Learning . . . . . . . . . . . . . . .7

MMeasurement and Evaluation in

Post-secondary ESL . . . . . . . . . . . . . . . . . . .14

NNew Paradigm for Global School Systems, A . .18New Perspectives on Grammar Teaching in

Second Language Classrooms . . . . . . . . . . . .2

PProblematizing Identity . . . . . . . . . . . . . . . . . . .6Problems in Second Language Acquisition . . .10Psychology of Language, The . . . . . . . . . . . . . .9

RRace, Culture, and Identities in Second

Language Education . . . . . . . . . . . . . . . . . . .6Researching Second Language Classrooms . . . .4Review of Adult Learning and Literacy . . . . . .18Routes to Language . . . . . . . . . . . . . . . . . . . . .8Routledge Advances in Communication and

Linguistic Theory Series . . . . . . . . . . . . . . . . .8Routledge Applied Linguistics Series . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . .11, 12, 15, 17Routledge Studies in Sociolinguistics Series . .17Rutgers Invitational Symposium on

Education Series . . . . . . . . . . . . . . . . . . . . .18

SSecond Language Acquisition . . . . . . . . . . . . .9Second Language Acquisition Research Series . .9Second Language Teacher Education . . . . . . . .1Sexual Identities in English Language

Education . . . . . . . . . . . . . . . . . . . . . . . . . .15Sociocultural, Political, and Historical Studies

in Education Series . . . . . . . . . . . . . . . . . . .18Speech Production and Second Language

Acquisition . . . . . . . . . . . . . . . . . . . . . . . . .12State Assessment Policy and Practice for

English Language Learners . . . . . . . . . . . . .17Synthesis of Research on Second Language

Writing in English, A . . . . . . . . . . . . . . . . . .10

TTeaching Children English as an Additional

Language . . . . . . . . . . . . . . . . . . . . . . . . . .15Teaching Chinese, Japanese, and Korean

Heritage Language Students . . . . . . . . . . . . .4Teaching English Language Across the

Curriculum Series . . . . . . . . . . . . . . . . . . . .16Teaching English Language Learners in Career

and Technical . . . . . . . . . . . . . . . . . . . . . . . . .Teaching English Language Learners

through Technology . . . . . . . . . . . . . . . . . .16Teaching ESL Composition . . . . . . . . . . . . . . .14Teaching ESL/EFL Listening and Speaking . . . . .3Teaching ESL/EFL Reading and Writing . . . . . . .3Teaching Mathematics to English Language

Learners . . . . . . . . . . . . . . . . . . . . . . . . . . .16Teaching Readers of English . . . . . . . . . . . . . .14Teaching Social Studies to English Language

Learners . . . . . . . . . . . . . . . . . . . . . . . . . . .16Technology-Mediated Learning Environments

for Young English Learners . . . . . . . . . . . . .12Theories in Second Language Acquisition . . . .10Toward Defining and Improving Quality in

Adult Basic Education . . . . . . . . . . . . . . . . .18

UUltimate Attainment in Second Language

Acquisition . . . . . . . . . . . . . . . . . . . . . . . . .12Undergraduates in a Second Language . . . . .10Understanding Language Teaching . . . . . . . . . .4Using Discourse Analysis to Improve

Classroom Interaction . . . . . . . . . . . . . . . . .14Using English . . . . . . . . . . . . . . . . . . . . . . . . .12Using Priming Methods in Second Language

Research . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

VVaried Voices . . . . . . . . . . . . . . . . . . . . . . . . .12

WWith Literacy and Justice for All . . . . . . . . . . .14Work of Language in Multicultural

Classrooms, The . . . . . . . . . . . . . . . . . . . . .14

INDEX BY TITLE 19






AAdamson, H.D. . . . . . . . . . . . . . . . . . . . . . .4, 8Aitchison, Jean . . . . . . . . . . . . . . . . . . . . . . . .18Alim, H. Samy . . . . . . . . . . . . . . . . . . . . . . . . .6Altarriba, Jeanette . . . . . . . . . . . . . . . . . . . .17Amanti, Cathy . . . . . . . . . . . . . . . . . . . . . . . . .7Andrews, Larry . . . . . . . . . . . . . . . . . . . . . . . .16Appleby, Yvon . . . . . . . . . . . . . . . . . . . . . . . . .7August, Diane . . . . . . . . . . . . . . . . . . . . . . . .11

BBan, Ruth . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Barton, David . . . . . . . . . . . . . . . . . . . . . . . . . .7Basturkmen, Helen . . . . . . . . . . . . . . . . . . . . . .4Bauckus, Susan . . . . . . . . . . . . . . . . . . . . . . .12Bekerman, Zvi . . . . . . . . . . . . . . . . . . . . . . . . .6Belzer, Alisa . . . . . . . . . . . . . . . . . . . . . . . . . .18Birch, Barbara M. . . . . . . . . . . . . . . . . . . . . .1, 4Blank, William . . . . . . . . . . . . . . . . . . . . . . . .16Blommaert, Jan . . . . . . . . . . . . . . . . . . . . . . . .7Bokhorst-Heng, Wendy D. . . . . . . . . . . . . . . . .2Bowerman, Melissa . . . . . . . . . . . . . . . . . . . .11Brinton, Donna M. . . . . . . . . . . . . . . . . . . . .12Brisk, María Estela . . . . . . . . . . . . . . . . . .11, 17Brown, Penelope . . . . . . . . . . . . . . . . . . . . .11Burns, Anne . . . . . . . . . . . . . . . . . . . . . . . . . . .1

CCanagarajah, Sursesh . . . . . . . . . . . . . . . . . . . .4Castañeda, Martha . . . . . . . . . . . . . . . . . . . .16Chapelle, Carol A. . . . . . . . . . . . . . . . . . . . . . .3Cheng, Liying . . . . . . . . . . . . . . . . . . . . . . . . . .5Chin, Ng Bee . . . . . . . . . . . . . . . . . . . . . . . . .17Christian, Donna . . . . . . . . . . . . . . . . . . . . . .16Christison, MaryAnn . . . . . . . . . . . . . . . . . . . .3Cobb Scott, Jerrie . . . . . . . . . . . . . . . . . . . . .17Collum, Eric . . . . . . . . . . . . . . . . . . . . . . . . . .17Comings, John . . . . . . . . . . . . . . . . . . . . . . .18Cruz, Bárbara C. . . . . . . . . . . . . . . . . . . . . . .16Cumming, Alister . . . . . . . . . . . . . . . . . . . . . .10Curtis, Andy . . . . . . . . . . . . . . . . . . . . . . . . . . .5

DDavidson, Fred . . . . . . . . . . . . . . . . . . . . . . .11Dean Brown, James . . . . . . . . . . . . . . . . . . . . .4

EEdelsky, Carole . . . . . . . . . . . . . . . . . . . . . . . .14Egbert, Joy L. . . . . . . . . . . . . . . . . . . . . . . . . . .4Ellis, Nick C. . . . . . . . . . . . . . . . . . . . . . . . . . . .6England, Liz . . . . . . . . . . . . . . . . . . . . . . . . .12Enright, Mary K. . . . . . . . . . . . . . . . . . . . . . . .3Erben, Tony . . . . . . . . . . . . . . . . . . . . . . . . . .16

FFarr, Marcia . . . . . . . . . . . . . . . . . . . . . . . . . . .5Ferris, Dana . . . . . . . . . . . . . . . . . . . . . . . . . .14Fishman, Joshua A. . . . . . . . . . . . . . . . . . . . .18Fotos, Sandra . . . . . . . . . . . . . . . . . . . . . . . . . .2Fulcher, Glenn . . . . . . . . . . . . . . . . . . . . . . . .11

GGarner, Barbara . . . . . . . . . . . . . . . . . . . . . . .18Gass, Susan M. . . . . . . . . . . . . . . . . . . . . .9, 10Gillen, Julia . . . . . . . . . . . . . . . . . . . . . . . . . .11Gomez, Kimberley . . . . . . . . . . . . . . . . . . . . .14Gonzalez, Norma . . . . . . . . . . . . . . . . . . . . . . .7Gorter, Durk . . . . . . . . . . . . . . . . . . . . . . . . . .8Graddol, David . . . . . . . . . . . . . . . . . . . . . . . .11Grin, Claudio . . . . . . . . . . . . . . . . . . . . . . . . .17Gunderson, Lee . . . . . . . . . . . . . . . . . . . .12, 15Guo, Jiansheng . . . . . . . . . . . . . . . . . . . . . . . .5

HHarklau, Linda . . . . . . . . . . . . . . . . . . . . . . . . .5Harley, Trevor . . . . . . . . . . . . . . . . . . . . . . . . . .9Harmon, Mary R. . . . . . . . . . . . . . . . . . . . . . .14Harrington, Margaret M. . . . . . . . . . . . . . . . .17Hedgcock, John S. . . . . . . . . . . . . . . . . . . . . .14Heredia, Roberto R. . . . . . . . . . . . . . . . . . . . .17Hernández-Gantes, Victor M. . . . . . . . . . . . .16Hewings, Ann . . . . . . . . . . . . . . . . . . . . . . . .12Hinkel, Eli . . . . . . . . . . . . . . . . . . . . . . .1, 2, 12Hodge, Rachel . . . . . . . . . . . . . . . . . . . . . . . . .7Huerta-Macías, Ana . . . . . . . . . . . . . . . . . . . .10Hyland, Ken . . . . . . . . . . . . . . . . . . . . . . . . .12

IIbrahim, Awad . . . . . . . . . . . . . . . . . . . . . . . . .6Ivanic, Roz . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

JJamieson, Joan M. . . . . . . . . . . . . . . . . . . . . . .3Janks, Hillary . . . . . . . . . . . . . . . . . . . . . . . . .13Jarvis, Scott . . . . . . . . . . . . . . . . . . . . . . . . . .11Johnson, Karen E. . . . . . . . . . . . . . . . . . . . . . .1

KKachru, Yamuna . . . . . . . . . . . . . . . . . . . . . . .2Kagan, Olga . . . . . . . . . . . . . . . . . . . . . . . . .12Katz, Laurie . . . . . . . . . . . . . . . . . . . . . . . . . .17Kersaint, Gladis . . . . . . . . . . . . . . . . . . . . . . .16Koda, Keiko . . . . . . . . . . . . . . . . . . . . . . . . .12Kondo-Brown, Kimi . . . . . . . . . . . . . . . . . . . . .4Kopelowitz, Ezra . . . . . . . . . . . . . . . . . . . . . . .6Kormos, Judit . . . . . . . . . . . . . . . . . . . . . . . .12Kramer, Mary Ann . . . . . . . . . . . . . . . . . . . .18Kubota, Ryuko . . . . . . . . . . . . . . . . . . . . . . . . .6Kucer, Stephen B. . . . . . . . . . . . . . . . . . . . .13Kumaravadivelu, B. . . . . . . . . . . . . . . . . . . . . .4

LLardiere, Donna . . . . . . . . . . . . . . . . . . . . . .12Lefstein, Adam . . . . . . . . . . . . . . . . . . . . . . . .15Leith, Dick . . . . . . . . . . . . . . . . . . . . . . . . . . .11Leki, Ilona . . . . . . . . . . . . . . . . . . . . . . . . . . .10Levy, Mike . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Lieven, Elena . . . . . . . . . . . . . . . . . . . . . . . . . .5Lin, Angel M.Y. . . . . . . . . . . . . . . . . . . . . . .4, 6Liu, Dilin . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3Long, Michael H. . . . . . . . . . . . . . . . . . . . . . .10Lonon Blanton, Linda . . . . . . . . . . . . . . . . . .12Luk, Jasmine C.M. . . . . . . . . . . . . . . . . . . . . . .4

MMackey, Alison . . . . . . . . . . . . . . . . . . . . . .9, 10May, Stephen . . . . . . . . . . . . . . . . . . . . . . . . .18Maybin, Janet . . . . . . . . . . . . . . . . . . . . . . . .12McCafferty, Steven G. . . . . . . . . . . . . . . . . . . .2McDonough, Kim . . . . . . . . . . . . . . . . . . . . . .9McKay, Sandra Lee . . . . . . . . . . . . . . . . . . .2, 4Meier, Terry . . . . . . . . . . . . . . . . . . . . . . . . . .10Mercer, Neil . . . . . . . . . . . . . . . . . . . . . . . . .12Migliacci, Naomi . . . . . . . . . . . . . . . . . . . . . .11Mikel Petrie, Gina . . . . . . . . . . . . . . . . . . . . . .4Moll, Luis C. . . . . . . . . . . . . . . . . . . . . . . . . . .7Morrell, Ernest . . . . . . . . . . . . . . . . . . . . . . .13Moss, Gemma . . . . . . . . . . . . . . . . . . . . . . . . .7Mueller-Gathercole, Virginia C. . . . . . . . . . . . .8Murray, Denise E. . . . . . . . . . . . . . . . . . . . . . . .3

NNation, I.S.P. . . . . . . . . . . . . . . . . . . . . . . . . . .3Nelson, Cynthia D. . . . . . . . . . . . . . . . . . . . . .15Nero, Shondel J. . . . . . . . . . . . . . . . . . . . . . . .4Newton, Jonathan . . . . . . . . . . . . . . . . . . . . . .3Nieto, Sonia . . . . . . . . . . . . . . . . . . . . . . . . .13

PParker, L. Leann . . . . . . . . . . . . . . . . . . . . . . .12Pavlenko, Aneta . . . . . . . . . . . . . . . . . . . . . . .11Pennycook, Alastair . . . . . . . . . . . . . . . . . . . . .6Petkova, Mariana . . . . . . . . . . . . . . . . . . . . . .16Purcell-Gates, Victoria . . . . . . . . . . . . . . . . . .11

RRex Lelsey A. . . . . . . . . . . . . . . . . . . . . . . . . .14Reyes, Angela . . . . . . . . . . . . . . . . . . . . . . . .12Rhys, Martin . . . . . . . . . . . . . . . . . . . . . . . . .11Richardson Bruna, Katherine . . . . . . . . . . . . .14Richardson, Elaine . . . . . . . . . . . . . . . . . . . . . .7Rivera, Charlene . . . . . . . . . . . . . . . . . . . . . . .17Rivera, Klaudia M. . . . . . . . . . . . . . . . . . . . . .10Roberge, Mark . . . . . . . . . . . . . . . . . . . . . . . . .5Robinson, Peter . . . . . . . . . . . . . . . . . . . . . . . .6Rodríguez-Brown, Flora V. . . . . . . . . . . . . . . . .8Rogers, Rebecca . . . . . . . . . . . . . . . . . . . . . .18Romney, Mary . . . . . . . . . . . . . . . . . . . . . . . . .5

SSchiller, Laura . . . . . . . . . . . . . . . . . . . . . . . . .14Schwartz, Richard G. . . . . . . . . . . . . . . . . . . . .7Scott, Caroline . . . . . . . . . . . . . . . . . . . . . . . .15Selinker, Larry . . . . . . . . . . . . . . . . . . . . . . . . .9Seloni, Lisya . . . . . . . . . . . . . . . . . . . . . . . . . . .5Sfreddo, François . . . . . . . . . . . . . . . . . . . . . .17Shanahan, Timothy . . . . . . . . . . . . . . . . . . . .11Shepard-Wong, Mary . . . . . . . . . . . . . . . . . . . .4Shohamy, Elana . . . . . . . . . . . . . . . . . . . . . . . .8Siegal, Meryl . . . . . . . . . . . . . . . . . . . . . . . . . .5Silva, Tony . . . . . . . . . . . . . . . . . . . . . . . . . . .10Smith, Cristine . . . . . . . . . . . . . . . . . . . . . . . .18Smith, Larry E. . . . . . . . . . . . . . . . . . . . . . . . . .2Song, Juyoung . . . . . . . . . . . . . . . . . . . . . . . . .5Spring, Joel . . . . . . . . . . . . . . . . . . . . . . . . . .18Stam, Gale . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Stockwell, Glenn . . . . . . . . . . . . . . . . . . . . . . .4Stoops Verplaetse, Lorrie . . . . . . . . . . . . . . . .11Straker, Dolores Y. . . . . . . . . . . . . . . . . . . . . .17Street, Brian V. . . . . . . . . . . . . . . . . . . . . . . . .15Swann, Joan . . . . . . . . . . . . . . . . . . . . . . . . .11

TTaha, Zeinab A. . . . . . . . . . . . . . . . . . . . . . . .12Temple Adger, Carolyn . . . . . . . . . . . . . . . . .16Teresa McCarty, . . . . . . . . . . . . . . . . . . . . . . .17Thompson, Denisse R. . . . . . . . . . . . . . . . . . .16Thornton, Stephen J. . . . . . . . . . . . . . . . . . . .16Tollefson, James W. . . . . . . . . . . . . . . . . . . . .17Toolan, Michael . . . . . . . . . . . . . . . . . . . . . . . .8Trofimovich, Pavel . . . . . . . . . . . . . . . . . . . . . .9Tsui, Amy B.M. . . . . . . . . . . . . . . . . . . . . . . .17Tusting, Karin . . . . . . . . . . . . . . . . . . . . . . . . . .7

VVaillancourt, François . . . . . . . . . . . . . . . . . . .17VanPatten, Bill . . . . . . . . . . . . . . . . . . . . . . . .10

WWahba, Kassem M. . . . . . . . . . . . . . . . . . . .12Wei, Li . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Wigglesworth, Gillian . . . . . . . . . . . . . . . . . .17Williams, Jessica . . . . . . . . . . . . . . . . . . . . . . .10Wilson, Marilyn J. . . . . . . . . . . . . . . . . . . . . .14Wolfram, Walt . . . . . . . . . . . . . . . . . . . . . . .16Wong, Shelley . . . . . . . . . . . . . . . . . . . . . . . .16

YYoumans, Madeleine . . . . . . . . . . . . . . . . . . . .4

ZZehler, Annette M. . . . . . . . . . . . . . . . . . . . .12

INDEX BY AUTHOR20




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International HRM and Organizational Behaviour 9780418785201

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Landscape Architecture. . 9780418444900

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Online Resources . . . . . . 9780418220481

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Student Reference . . . . . 9780418749302

Theatre and Performance 9780418790809

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