ESL and Bilingualism 2009 (US)

ESL &Bilingualism

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Highlights inESL & Bilingualism 2009

CONTENTSESL & Applied LinguisticsProfessional Series . . . . . . . . . . . . . . . . . . . . . .1

Research and Theory . . . . . . . . . . . . . . . . . . . .5

Classroom Practice . . . . . . . . . . . . . . . . . . . . .15

Bilingual Education . . . . . . . . . . . . . . . . . . . . .20

Language Policy and Politics . . . . . . . . . . . . . .20

Adult Literacy . . . . . . . . . . . . . . . . . . . . . . . . .22

Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22

Order form . . . . . . . . . . . . . . . . . . . . . . . . . . .24

Page 2 Page 3 Page 6

Page 12 Page 17 Page 18


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Language, Identity, and EducationEditor: Thomas Ricento, University of CalgaryTerrence G. Wiley, Arizona State UniversityVolume 8, 2009, 5 issues per yearISSN Print 1534-8458 ISSN Online 1532-7701

www.informaworld.com/HLIE

Journal of Literacy ResearchEditor: Douglas K. Hartman,Michigan State UniversityVolume 41, 2009, 4 issues per yearPrint ISSN: 1086-296XOnline ISSN: 1554-8430www.informaworld.com/HJLR

Language Assessment QuarterlyTeacher EducationEditor: Anthony John KunnanCalifornia State University, Los AngelesVolume 6, 2009, 4 issues per yearISSN Print 1543-4303ISSN Online 1543-4311www.informaworld.com/HLAQ

Literacy Research and InstructionEditors: Sherry Kragler,University of South Florida LakelandCarolyn Walker, Ball State UniversityVolume 48, 2009, 4 issues per yearPrint ISSN: 1938-8071Online ISSN: 1938-8063www.informaworld.com/ULRI

Critical Inquiry in Language StudiesEditor: John Watzke, St. Louis UniversityVolume 6, 2009, 4 issues per yearISSN Print 1542-7587 ISSN Online 1542-7595www.informaworld.com/HCIL

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1ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES

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 andstructure.”

—Keith Richards, University of Warwick

This hands-on, practical guide for ESL/EFL teachersand teacher educators outlines, for those who arenew to doing action research, what it is and how itworks. Straightforward and reader friendly, itintroduces the concepts and offers a step-by-stepguide to going through an action research process,including illustrations drawn widely frominternational contexts. Specifically, the textaddresses:• Action research and how it differs from other

forms of research

• The steps involved in developing an actionresearch project

• Ways of developing a research focus

• Methods of data collection

• Approaches to data analysis

• Making sense of action research for furtherclassroom action

Each chapter includes a variety of pedagogicalactivities:• Pre-reading questions

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

• Action points ask readers to carry out action-research related tasks based on what they haveread

• Classroom voices illustrate aspects of action fromteachers internationally

• Summary points provide a synopsis of thediscussion 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 inwhich action research is the focus or a requiredcomponent.September 2009: 120ppHb: 978-0-415-99144-5: £70.00$125.00Pb: 978-0-415-99145-2: £13.99$24.95www.routledge.com/9780415991452

FORTHCOMING

The English Teacher in Global CivilSocietyBarbara M. Birch, California State University atFresno, US

How can English language teachers contribute topeace locally and globally?

English language teachers and learners are locatedin the global civil society—an international networkof civil organizations and NGOs related to humanrights, the environment, and sustainable peace.English, with its special role as an internationallanguage, is a major tool for communication withinthis network.

On the local level, many teachers are interested inpromoting reconciliation and sustainable peace, butoften do not know how to do so. This bookprovides information, analysis, and techniques tohelp teachers around the world take action towardthis goal. Balancing, in a readable and accessibleway, the global and the local, core and periphery,cultural diffusion and resistance, theory and practice,pessimism and optimism, outsider and insiderperspectives, the expert role and the apprentice role,and prescriptive and elicitive methods, it offers analternative 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 forthe activist role English language teachers cantake to promote social change.

• Draws on humanistic education, peace education,cross-cultural understanding, problem-posing,cooperative learning, and critical thinkingmethodologies to help English language teacherslearn how to teach conflict resolution skills in theirclassrooms.

• Covers issues in critical applied linguistics,approaches and methodologies in ESL/EFL, globaland local curricular issues, and specific skill areassuch reading, writing, and speaking.

• Suggests a new goal for English languageteachers: global citizenship.

This engaging, informative, provocative, and highlyreadable book is a welcome resource for Englishlanguage teacher trainers, pre-service teachers,practicing classroom teachers, and Peace Corpsworkers around the world.July 2009: 160ppHb: 978-0-415-99448-4: £70.00$125.00Pb: 978-0-415-99449-1: £15.99$29.95eBook: 978-0-203-87804-0www.routledge.com/9780415994491

FORTHCOMING

Second Language TeacherEducationA Sociocultural Perspective

Karen E. Johnson, Pennsylvania State University, US

“...a beautifully written, articulate andcompelling argument for a socioculturalperspective on second language teachereducation....Essential reading for all who wishto understand this perspective.”

—David Nunan, University of Hong Kong

“...significant and timely. Johnson is masterfulat writing in an engaging, transparent proseabout complex concepts. It’s a rare scholar whocan write prose like this. Throughout myreading I wanted to engage in dialogue withher—this is a sure sign of a great book.”

—Diane Tedick, University of Minnesota

This book presents a comprehensive overview of theepistemological underpinnings of a socioculturalperspective on human learning and addresses indetail what this perspective has to offer the field ofsecond language teacher education. Capturedthrough five changing points of view, it argues thata sociocultural perspective on human learningchanges the way we think about how teachers learnto teach; how teachers think about language; howteachers teach second languages; the broader social,cultural, and historical macro-structures that are everpresent and ever changing in the second languageteaching profession; and what constitutes secondlanguage teacher professional development. Overall,it clearly and accessibly makes the case that asociocultural perspective on human learningreorients how the field understands and supportsthe professional development of second languageteachers.June 2009: 176ppHb: 978-0-415-80078-5: £75.00$135.00Pb: 978-0-415-80079-2: £23.99$41.95www.routledge.com/9780415800792

ESL & Applied Linguistics Professional SeriesSeries Editor: Eli Hinkel

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

This volume aims tofamiliarize readerswith the varieties ofworld Englishes usedacross cultures and tocreate awareness ofsome of the linguisticand socially relevantcontexts andfunctions that havegiven rise to them. Itemphasizes thateffectivecommunicationamong users of

different Englishes requires awareness of thevarieties in use and their cultural, social, andideational functions. Cultures, Contexts and WorldEnglishes:

• Demonstrates the rich results of integratingtheory, methodology and application

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

• Gives equal emphasis to grammar and pragmaticsof variation and to uses of Englishes in spokenand written modes in major English-using regionsof the world

The Introduction outlines the underlyingsociocultural reasons for language variation anddiscusses the status and functions of English invarious parts of the world. Part One provides thebackground necessary to appreciate variation inEnglish. Part Two presents select features ofgrammatical and lexical variation to relatesociocultural contexts to the structural features ofEnglishes. Part Three sets out the conventions oflanguage use in the spoken and written modesacross cultures. The conclusion briefly discussestopics such as issues of standardization andcodification, ideological stances with regard tolinguistic imperialism and hegemony, violation oflinguistic human rights attributed to the Englishlanguage, and monolingual and “native-speakerbias” associated with practices in the ELT profession.

Each chapter includes suggestions for furtherreading and challenging discussion questions andappropriate research projects designed to enhancethe usefulness of this volume in courses such asWorld Englishes, English in the Global Context,Sociolinguistics, Critical Applied Linguistics,Language Contact and Convergence, Ethnographyof Communication, and CrossculturalCommunication.May 2008: 256ppHb: 978-0-8058-4732-1: £75.00$140.00Pb: 978-0-8058-4733-8: £21.99$41.95eBook: 978-0-203-89134-6To request your complimentary copy, visitwww.routledge.com/9780805847338

GestureSecond Language Acquistion and ClassroomResearch

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

This bookdemonstrates the vitalconnection betweenlanguage andgesture, and why it iscritical for research onsecond languageacquisition to takeinto account the fullspectrum ofcommunicativephenomena. Thestudy of gesture inapplied linguistics isjust beginning to

come of age. This edited volume, the first of itskind, covers a broad range of concerns that arecentral to the field of SLA. The chapters focus on avariety of second-language contexts, including adultclassroom and naturalistic learners, and representlearners from a variety of language and culturalbackgrounds. Gesture is organized in five sections:

Part One: Gesture and its L2 Applicationsprovides both an overview of gesture studies anda review of the L2 gesture research

Part Two: Gesture and Making Meaning in theL2 offers three studies that all take an explicitlysociocultural view of the role of gesture in SLA

Part Three: Gesture and Communication in theL2 focuses on the use and comprehension ofgesture as an aspect of communication

Part Four: Gesture and Linguistic Structure inthe L2 addresses the relationship between gestureand the acquisition of linguistic features, and howgesture relates to proficiency

Part Five: Gesture and the L2 Classroomconsiders teachers’ gestures, students’ gestures,and how students’ interpret teachers’ gestures

Although there is a large body of research ongesture across a number of disciplines includinganthropology, communications, psychology,sociology, and child development, to date there hasbeen comparatively little investigation of gesturewithin applied linguistics. This volume providesreaders unfamiliar with L2 gesture studies with apowerful new lens with which to view many aspectsof language in use, language learning, andlanguage teaching.March 2008: 344ppHb: 978-0-8058-6052-8: £75.00$140.00Pb: 978-0-8058-6053-5: £27.99$51.95eBook: 978-1-4106-1428-5www.routledge.com/9780805860535

International English in ItsSociolinguistic ContextsTowards a Socially Sensitive EIL Pedagogy

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

“...addresses atimely andattention-gettingtopic with expertiseand perspective.There is bothengagement withtheoretical issuesand an explorationof specific casesfrom all continentsof the globe..... Thisbook is a clearchoice for courses in

the TESOL master’s program at my institution,which prepares both U.S. and internationalTESOL teachers. A particular virtue is the clarityof the writing style for non-native Englishspeaking readers.”

—Nancy Hornberger, University of Pennsylvania

Present-day globalization, migration, and the spreadof English have resulted in a great diversity of socialand educational contexts in which English learning istaking place. A basic assumption of this book is thatbecause English is an international language,effective pedagogical decisions cannot be madewithout giving special attention to the many variedcontexts in which English is taught and learned. Itsunique value is the combination of three strands—globalization, sociolinguistics, and English as aninternational language—in one focused volumespecifically designed for language teachers,providing explicit links between sociolinguisticconcepts and language pedagogy. InternationalEnglish in Its Sociolinguistic Contexts:• Fully recognizes the relationship between social

context 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 inschools and society and how these languages aretaught

• 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 andhigher education levels.June 2008: 232ppHb: 978-0-8058-6337-6: £70.00$130.00Pb: 978-0-8058-6338-3: £21.99$41.95eBook: 978-1-4106-1798-9To request your complimentary copy, visitwww.routledge.com/9780805863383

ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES2

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NEW

Leadership in English LanguageEducationTheoretical Foundations and Practical Skills forChanging Times

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

“This volume isfilled with usefulinformation forthose who alreadyare leaders inEnglish languageeducation as well asthose preparing tobe leaders. A keyconcept presentedin this book isthat allteachers/educatorsare leaders when

they have a positive influence on others as theydo their job, whether it be peer mentoring,curriculum development, program redesign, orhelping to improve the school environment. Ihope we’ll see a lot more attention toleadership training in our field as a result of thisimportant new book.”

—Sharon Seymour, ESL Educator; CATESOL PastPresident

“This book is a metaphor for the authorsthemselves: thorough, detailed, committed toprofessional development as a tool forexcellence in outcomes. It reflects their long-standing commitment to sound scholarship andtheir recognition in the field asteachers/scholars.”

—Michele Sabino, University of Houston-Downtown

This book presents both theoretical approaches toleadership and practical skills leaders in Englishlanguage education need to be effective. Discussingpractical skills in detail, and providing readers withthe opportunity to acquire new skills and apply themin their own contexts, the text is organized aroundthree themes:• The roles and characteristics of leaders

• Skills for leading

• ELT leadership in practice

Leadership theories and approaches from businessand industry are applied to and conclusions aredrawn for English language teaching in a variety oforganizational contexts, including intensive Englishprograms in English-speaking countries, TESOLdepartments in universities, ESL programs incommunity colleges, EFL departments in non-Englishspeaking countries, adult education programs, andcommercial ELT centers and schools around theworld. This is an essential resource for alladministrators, teachers, academics, and teachercandidates in English language education.November 2008: 288ppHb: 978-0-8058-6310-9: £70.00$125.00Pb: 978-0-8058-6311-6: £21.99$39.95eBook: 978-1-4106-1769-9To request your complimentary copy, visitwww.routledge.com/9780805863116

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

Using a frameworkbased on principles ofteaching andlearning, this guidefor teachers andteacher traineesprovides a wealth ofsuggestions forhelping learners at alllevels of proficiencydevelop their listeningand speaking skillsand fluency. Byfollowing thesesuggestions, which

are organized around four strands—meaning-focused input, meaning-focused output, language-focused learning, and fluency development—teachers will be able to design and present abalanced program for their students.

Teaching ESL/EFL Listening and Speaking, and itscompanion text, Teaching ESL/EFL Reading andWriting, are similar in format and the kinds of topicscovered, but do not need to be used together.Drawing on research and theory in appliedlinguistics, their focus is strongly hands-on,featuring:• Easily applied principles

• A large number of useful teaching techniques

• Guidelines for testing and monitoring

All Certificate, Diploma, Masters and Doctoralcourses for teachers of English as a second orforeign language include a teaching methodscomponent. This text is designed for and has beenfield tested in such programs.August 2008: 224ppHb: 978-0-415-98969-5: £70.00$130.00Pb: 978-0-415-98970-1: £15.99$30.95eBook: 978-0-203-89170-4To request your complimentary copy, visitwww.routledge.com/9780415989701

Teaching ESL/EFL Reading andWritingI.S.P. Nation, Victoria University of Wellington, NewZealand

Using a frameworkbased on principles ofteaching andlearning, this guidefor teachers andteacher traineesprovides a wealth ofsuggestions forhelping learners at alllevels of proficiencydevelop their readingand writing skills andfluency. By followingthese suggestions,which are organized

around four strands—meaning-focused input,meaning-focused output, language-focusedlearning, and fluency development—teachers will beable to design and present a balanced program fortheir students.

All Certificate, Diploma, Masters and Doctoralcourses for teachers of English as a second orforeign language include a teaching methodscomponent. This text is designed for and has beenfield tested in such programs.August 2008: 184ppHb: 978-0-415-98967-1: £70.00$130.00Pb: 978-0-415-98968-8: £15.99$30.95eBook: 978-0-203-89164-3To request your complimentary copy, visitwww.routledge.com/9780415989688

Building a Validity Argument forthe Test of English as a ForeignLanguage™

Edited by Carol A. Chapelle, Iowa State University,US, Mary K. Enright, Educational Testing Service,US and Joan M. Jamieson, Northern ArizonaUniversity, US

This book is distinctivein its attempt todevelop a coherentstory of the rationalefor a test or itsrevision, explain theresearch anddevelopment process,and provide theresults of thevalidation process. Itis particularly relevantfor professionals andgraduate students ineducational

measurement, applied linguistics, and secondlanguage acquisition as well as anyone interested inassessment issues.

November 2007: 384ppHb: 978-0-8058-5455-8: £75.00$140.00Pb: 978-0-8058-5456-5: £24.99$46.95eBook: 978-0-203-93789-1www.routledge.com/9780805854565

ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES 3

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IdiomsDescription, Comprehension, Acquisition, andPedagogy

Dilin Liu, University of Alabama, US

This comprehensive,up-to-date, andaccessible text onidiom use, learning,and teachingapproaches the topicwith a balance ofsound theory andextensive research incognitive linguistics,psycholinguistics,corpus linguistics,and sociolinguisticscombined withinformed teachingpractices.

Idioms is designed to serve either as a textbook forESL and applied linguistics teacher education coursesor as a reference book. No matter how the book isused, it will equip ESL and applied linguisticsstudents and professionals with a solidunderstanding of various issues related to idiomsand the learning of them.December 2007: 224ppHb: 978-0-8058-6345-1: £70.00$130.00Pb: 978-0-8058-6346-8: £21.99$41.95eBook: 978-1-4106-1807-8To request your complimentary copy, visitwww.routledge.com/9780805863468

Teaching Chinese, Japanese, andKorean Heritage LanguageStudentsCurriculum Needs, Materials, and Assessment

Edited by Kimi Kondo-Brown andJames Dean Brown, both at the University ofHawaii at Manoa, US

This book contributesto building theresearch knowledgethat languageteaching professionalsneed in developingcurriculum for thelarge population ofEast Asian heritagestudents in countrieslike the United States,Canada, andAustralia, wherespeakers of East Asianlanguages are among

the fastest growing populations. It is intended as aprimary text or reference for researchers, educators,and students in the areas of curriculum, pedagogy,and assessment studies related to teaching bilingualand heritage students in general and East Asianheritage students in particular.

August 2007: 368ppHb: 978-0-8058-5877-8: £75.00$85.00Pb: 978-0-8058-5878-5: £21.99$36.95eBook: 978-1-4106-1653-1www.routledge.com/9780805858785

CALL DimensionsOptions and Issues in Computer-AssistedLanguage Learning

Mike Levy, Griffith University, US andGlenn Stockwell, Waseda University, Japan

May 2006: 328ppHb: 978-0-8058-5633-0: £60.00$100.00Pb: 978-0-8058-5634-7: £20.99$33.95www.routledge.com/9780805856347

Chicano-Anglo ConversationsTruth, Honesty, and Politeness

Madeleine Youmans, University of Alabama atHuntsville, US

September 2006: 208ppHb: 978-0-8058-4693-5: £32.50$55.95eBook: 978-1-4106-1488-9www.routledge.com/9780805846935

Classroom Interactions as Cross-Cultural EncountersNative Speakers in EFL Lessons

Jasmine C. M. Luk and Angel M. Y. Lin, both atthe Chinese University of Hong Kong, Hong Kong


Dialects, Englishes, Creoles, andEducationEdited by Shondel J. Nero, New York University, US

March 2006: 368ppHb: 978-0-8058-4658-4: £65.00$110.00Pb: 978-0-8058-4659-1: £22.99$38.95www.routledge.com/9780805846591

2ND EDITION

English L2 ReadingGetting to the Bottom

Barbara M. Birch, California State University atFresno, US

August 2006: 256ppPb: 978-0-8058-5929-4: £18.99$30.95eBook: 978-1-4106-1493-3www.routledge.com/9780805859294

Researching Second LanguageClassroomsSandra Lee McKay, San Francisco State University,US

January 2006: 200ppPb: 978-0-8058-5340-7: £16.99$26.95eBook: 978-1-4106-1737-8www.routledge.com/9780805853407

CALL Research PerspectivesEdited by Joy L. Egbert and Gina Mikel Petrie,both at Washington State University, US

May 2005: 216ppHb: 978-0-8058-5137-3: £42.50$65.95Pb: 978-0-8058-5138-0: £16.99$29.95eBook: 978-1-4106-1357-8www.routledge.com/9780805851380

Ideas and Options in English forSpecific PurposesHelen Basturkmen, University of Auckland, NewZealand


Language Minority Students inAmerican SchoolsAn Education in English

H. D. Adamson, University of Arizona, US

February 2005: 488ppHb: 978-0-8058-4496-2: £65.00$110.00Pb: 978-0-8058-4497-9: £22.99$39.95eBook: 978-1-4106-1251-9www.routledge.com/9780805844979

Understanding Language TeachingFrom Method to Postmethod

B. Kumaravadivelu, San Jose State University, US

September 2005: 280ppHb: 978-0-8058-5176-2: £60.00$100.00Pb: 978-0-8058-5676-7: £16.99$33.95eBook: 978-1-4106-1572-5www.routledge.com/9780805856767

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New Perspectives on GrammarTeaching in Second LanguageClassroomsEdited by Eli Hinkel, Seattle University, US andSandra Fotos, Senshu University, Japan

July 2001: 288ppPb: 978-0-8058-3955-5: £23.99$39.95eBook: 978-1-4106-0503-0www.routledge.com/9780805839555

ESL & APPLIED LINGUISTICS PROFESSIONAL SERIES4




RESEARCH AND THEORY

FORTHCOMING

Christian and Critical EnglishLanguage Educators in DialoguePedagogical and Ethical Dilemmas

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

The legacy of English teaching and Christianmissionaries is a flashpoint within the field of Englishlanguage teaching. This critical examination of theplace of Christianity in the field is unique inpresenting the voices of TESOL professionals from awide range of religious and spiritual perspectives.About half identify themselves as “Christian” whilethe others identify themselves as Buddhist, atheist,spiritualist, and variations of these and other faiths.

What is common for all the authors is their beliefthat values have an important place in theclassroom. What they disagree on is whether andhow spiritual values should find expression inlearning and teaching. This volume dramatizes howscholars in the profession wrestle with ideological,pedagogical, and spiritual dilemmas as they seek tounderstand the place of faith in education. Tosustain this conversation, the book is structureddialogically.

Each section includes a set of position chapters inwhich authors explain their views of faith andpedagogy integration, a set of chapters by authorsresponding to these positions while articulating theirown views on the subject, and discussion questionsto engage readers in comparing the positions of allthe authors, reflecting on their own experiences andvalues, and advancing the dialogue in fresh andpersonal directions.April 2009: 304ppHb: 978-0-415-99953-3: £75.00$135.00eBook: 978-0-203-87780-7www.routledge.com/9780415999533

FORTHCOMING

English Language Assessment andthe Chinese LearnerEdited by Liying Cheng, Queens University, Canadaand Andy Curtis, Chinese University of Hong Kong,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 ofEnglish around the world. In China, for students tobe successful in school means taking numerous testsand examinations at every grade. Major publicexaminations are required to enter into junior andsenior secondary schools, university, andpostgraduate education. Examinations continue tobe used for the selection of government officials, forthe promotion of academics and professionals, andfor obtaining better paid jobs involving internationalcommunication. Among these tests andexaminations, English is used as the gatekeeper forthese 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 historyof objective testing and its extensive use in Chinesesociety, and considering the sheer number ofstudents taking various tests in English in China andelsewhere, an understanding of the impact ofEnglish language testing is essential for testing andassessment policy makers, curriculum designers,researchers, ESL/EFL materials writers, graduatestudents, and English language teachers andresearchers at various levels who are involved intesting and assessment issues in China andelsewhere in the world.July 2009: 296ppHb: 978-0-415-99447-7: £75.00$135.00www.routledge.com/9780415994477

Color, Race, and English LanguageTeachingShades of Meaning

Edited by Andy Curtis, Chinese University of HongKong, Hong Kong and Mary Romney, QuinebaugValley Community College, US

May 2006: 224ppHb: 978-0-8058-5659-0: £42.50$65.95Pb: 978-0-8058-5660-6: £14.99$24.95www.routledge.com/9780805856606

FORTHCOMING

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

Exploring the crucial issues that emerge at theintersection of language diversity and literacyeducation, and providing up-to-date knowledgefrom sociolinguistic research that has implicationsfor US schooling, this book contributes tounderstanding contemporary ethnolinguistic diversityand how such knowledge can be used toacknowledge the linguistic and cultural resourcesstudents bring into the schools. This up-to-dateoverview of such sociolinguistic research andpractice is unique in including not only work onvernacular varieties of US English, but also English-based Creoles, and in expanding the discussion toheritage languages, bilingualism in non-Englishlanguages, and diversity related to learners ofEnglish as a second language. The issues involved inusing research on all these kinds of linguisticdiversity to improve literacy education are similaracross these populations—all are assumed to bedeficient in language, when in fact each group has alinguistic repertoire that includes much skill withlanguage(s).

Representing various linguistic, cultural, andprofessional backgrounds, the authors bring theirunique perspectives to researching the impact ofdialect differences and community languages onethnolinguistically diverse students’ academicachievement, to unpacking dominant literacy andlanguage policies, and to looking at ways topromote pluralistic understandings of literacyeducation.August 2009: 224ppHb: 978-0-415-80278-9: £75.00$135.00Pb: 978-0-415-80279-6: £23.99$42.95www.routledge.com/9780415802796

RESEARCH AND THEORY 5



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NEW

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

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

“...a well-organizedvolume with astrong emphasis onpedagogy.”

—Trudy Smoke,Hunter College, CUNY

“Generation 1.5 isthe most interestingtopic of concern inESL today, yetpublications are fewand farbetween....Theeditors clearly know

what they’re doing....They know the field,know the subject matter, and understand theproblems....This volume contributes to thethinking in the field.”

—Linda Lonon Blanton, University of New Orleans

Building on the work that has been done over thepast decade, this volume provides theoreticalframeworks for understanding debates aboutimmigrant students, studies of students’ schoolingpaths and language and literacy experiences, andpedagogical approaches for working withGeneration 1.5 students. Generation 1.5 in CollegeComposition:• Is designed to help both scholars and practitioners

reconceptualize the fields of College Compositionand TESOL and create a space for research,theory, and pedagogy focusing on postsecondaryimmigrant ESL students.

• Provides both important new theoretical work,which lays the underpinnings for seriouspedagogical innovation, and important newpedagogical approaches.

Because of their varied and complex language andliteracy profiles, Generation 1.5 students are foundin developmental English courses, college ESLcourses, and mainstream college writing courses.This volume is directed to pre-service and in-serviceteachers, teacher educators, and researchersinvolved with educating Generation 1.5 students inthese and other contexts.February 2009: 288ppHb: 978-0-8058-6442-7: £83.33$150.00Pb: 978-0-8058-6443-4: £24.99$46.95eBook: 978-0-203-88569-7www.routledge.com/9780805864434

NEW

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

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

The concept and construct of race is often implicitlyyet profoundly connected to issues of culture andidentity. This book fills a need in the field forempirical and conceptual research that specificallyexplores critical issues of race, culture, and identitiesin second language education. The key questionsaddressed are these:• Does race matter? How are issues of race relevant

to second 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—classroomand beyond: How do discourses on race, such ascolorblindness, influence classroom practices,educational interventions, and parentalinvolvement? How can teachers transform thestatus quo?

Topics cover a wide range of themes that emergefrom various pedagogical contexts, including ESLand bilingual programs in primary and secondaryeducation in the US and Canada, post-secondaryESL program in Australia and the US, second andforeign language teacher education in the US andVenezuela, 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 fromdiverse racial, ethnic, and cultural backgrounds andgeopolitical locations include both established andbeginning scholars in the field, making the contentvibrant and stimulating. Chapters begin with pre-reading questions and end with discussionquestions, to facilitate comprehension and stimulatedialogues.February 2009: 296ppHb: 978-0-415-99506-1: £75.00$135.00Pb: 978-0-415-99507-8: £21.99$39.95www.routledge.com/9780415995078

Problematizing IdentityEveryday Struggles in Language, Culture, andEducation

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

This book argues thatidentity as a termneeds to beproblematized, nottaken for granted—for both the risks andthe potential that theconcept offers toeducators forunderstanding issuesof social inequalityand how socialinequality is beingreproduced, and forexploring possible

alternative ways educators can work with identityde/formation processes to seek to break the socialreproduction structures mediated through identityfixing and essentialization.

November 2007: 248ppHb: 978-0-8058-5338-4: £75.00$95.00Pb: 978-0-8058-5339-1: £19.99$30.95www.routledge.com/9780805853391

NEW

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

Edited by Elena Lieven, Max Planck Institute forEvolutionary Anthropology, Denmark andJiansheng Guo, California State University atHayward, US

Dan Isaac Slobin has been a major intellectual andcreative force in the field of child languagedevelopment, linguistics and psycholinguistics forthe past 40 years. It is impossible to over-estimatethe importance of his contribution. In this volume,conceived as a tribute to Slobin’s enormousintellectual contribution, researchers take up thechallenge of language differences to forwardresearch in the major areas with which Slobin hasbeen concerned throughout his career: languagelearning from a crosslinguistic perspective (spokenand sign languages); the integration of languagespecific factors in narrative skill; theoretical issues intypology, language development and languagechange; the relationship between language andcognition.December 2008: 584ppHb: 978-0-8058-5998-0: £105.00$195.00Pb: 978-0-8058-5999-7: £49.99$89.95www.routledge.com/9780805859997

RESEARCH AND THEORY6




NOW IN PAPERBACK!

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

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

“...a fineintroduction to thecomplexities of‘CulturalEducation.’”

—Herve Varenne,Teachers College,Columbia University

“...contributessignificantly tocurrentconversations onmulticulturaleducation....and

promises to add substantively to the terrain bygiving space to the voices of various ethnic andcultural groups that are not commonly heard.This is both laudable and educative.”

—Maenette Benham, Michigan State University

This volume is a path-breaking contribution to thestudy of efforts of diaspora, indigenous, andminority groups, broadly defined, to use education(formal and informal) to sustain cultural continuitywhile grappling with the influences and demands ofwider globalizing, nationalizing, or otherhomogenizing and assimilatory forces. Particularattention is given to groups that use educationalelements other than second-language teachingalone in programs to sustain their particular culturaltraditions. The focus of the book on culturalsustainability changes the nature of questions posedin multicultural education from those that addressthe opening of boundaries to issues of preservingboundaries in an open yet sustainable way.

As forced and elective immigration trends arechanging the composition of societies and theeducational systems within them—bringing a richdiversity of cultural experience to the teaching andlearning process—diaspora, indigenous, andminority groups are looking more and more for waysto sustain their cultures in the context of widersocio-political influences. This volume is a firstopportunity to consider critically multicultural effortsin dialogue with educational options that areculturally particularistic but at the same timetolerant.

Academics will find this an excellent reference book.Practitioners will draw inspiration in learning ofothers’ efforts to sustain cultures, and will engage incritical reflection on their own work vis-à-vis that ofothers. Teachers will realize they do not stand alonein their educational efforts and will uncover newstrategies and methodologies through which toapproach their work.January 2008: 448ppHb: 978-0-8058-5724-5: £75.00$140.00Pb: 978-0-415-99590-0: £27.99$51.95eBook: 978-0-203-93836-2www.routledge.com/9780415995900

NEW

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

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

Located at theintersection ofsociolinguistics andHip Hop Studies, thiscutting-edge bookmoves around theworld—spanningAfrica, Asia, Australia,the Americas and theEuropean Union—toexplore Hip HopCultures, youthidentities, the politicsof language, and thesimultaneous

processes of globalization and localization. Focusingclosely on language, these scholars ofsociolinguistics, linguistic anthropology, (Hip Hop)cultural studies, and critical pedagogies offerlinguistic insights to the growing scholarship on HipHop Culture, while reorienting their respective fieldsby paying closer attention to processes ofglobalization 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, speechstyle and stylization, codeswitching and languagemixing, crossing and sociolinguistic variation, andlanguage use and globalization. Moving throughoutthe Global Hip Hop Nation, through scenes asdiverse as Hong Kong’s urban center, Germany’sMannheim inner-city district of Weststadt, theBrazilian favelas, the streets of Lagos and Dar esSalaam, and the hoods of the San Francisco BayArea, this global intellectual cipha breaks newground in the ethnographic study of language andpopular culture.September 2008: 272ppHb: 978-0-8058-6283-6: £75.00$140.00Pb: 978-0-8058-6285-0: £22.99$43.95eBook: 978-0-203-89278-7www.routledge.com/9780805862850

NEW

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

“[This book]provides anexceptionally broadand comprehensivereview of the stateof research inchildren’scommunicationproblems.”

—Rhea Paul, YaleUniversity Child StudyCenter

“This creativelyconceived volume

not only provides a cutting-edge exploration ofour current understanding of languagedisorders in children, it also points to likelyfuture developments through its description ofemerging methods and theories....[Thecontributors’] writing is provocative, yetaccessible to readers at many levels of expertiseand from many disciplines. In short, this is abook that I will buy for my own library, thenthrust upon colleagues, students, and anyoneelse who studies or treats children withlanguage disorders. It seems destined tobecome a classic.”

—Rebecca McCauley, University of Vermont

“...a ‘must have’ resource...”

—Barbara L. Davis, University of Texas at Austin

This Handbook provides an in-depth,comprehensive, and state-of-the-art review ofcurrent research concerning the nature, assessment,and remediation of language disorders in children.The book includes chapters focusing on specificgroups of childhood disorders (SLI, autism, geneticsyndromes, dyslexia, hearing impairment); thelinguistic, perceptual, genetic, neurobiological, andcognitive bases of these disorders; and the contextof language disorders (bilingual, across dialects, andacross languages). To examine the nature of deficits,their assessment and remediation acrosspopulations, chapters address the main componentsof language (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 methodsin each chapter, there are individual chapters thatfocus directly on research methods.

This Handbook is a comprehensive reference sourcefor clinicians and researchers and can be used as atextbook for undergraduate, masters, and doctoralstudents in speech-language pathology,developmental psychology, special education,disabilities studies, neuropsychology and in otherfields interested in children’s language disorders.September 2008: 608ppHb: 978-1-84169-433-7: £50.00$95.00www.routledge.com/9781841694337




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

This cutting-edgevolume describes theimplications ofCognitive Linguisticsfor the study ofsecond languageacquisition (SLA).Chapters in the firsttwo sections identifytheoretical andempirical strands ofCognitive Linguistics,presenting them as acoherent whole.Chapters in the thirdsection discuss the

relevance of Cognitive Linguistics to SLA and definea research agenda linking these fields withimplications for language instruction. Itscomprehensive range and tutorial-style chaptersmake this Handbook a valuable resource forstudents and researchers alike.February 2008: 576ppHb: 978-0-8058-5351-3: £85.00$174.95Pb: 978-0-8058-5352-0: £35.00$69.95eBook: 978-0-203-93856-0www.routledge.com/9780805853520

Grassroots LiteracyWriting, Identity and Voice in Central Africa

Jan Blommaert, University of Jyvaskyla, Finland

What effect hasglobalization had onour understanding ofliteracy? This bookseeks to address therelationship betweenglobalization and thewidening gapbetween “grassroots”literacies, or writingsfrom ordinary peopleand localcommunities, and“elite” literacies.

Displaced from their original context to elite literacyenvironments in the form of letters, policedeclarations 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 documentsfrom the Democratic Republic of the Congo, JanBlommaert considers how “grassroots” literacy inthe Third World develops outside the literacy-saturated environments of the developed world. Inexamining these documents produced by sociallyand economically marginalized writers Blommaertdemonstrates how literacy environments should beunderstood as relatively autonomous systems.

Grassroots Literacy will be key reading for studentsof language and literacy studies as well as aninvaluable resource for anyone with an interest inunderstanding the implications of globalization onlocal literacy practices.August 2008: 240ppHb: 978-0-415-42631-2: £80.00$145.00Pb: 978-0-415-42630-5: £24.99$44.95eBook: 978-0-203-89548-1 Not Sold in Canadawww.routledge.com/9780415426305

Hiphop LiteraciesElaine Richardson, Pennsylvania State University,US

October 2006: 160ppHb: 978-0-415-32928-6: £65.00$120.00Pb: 978-0-415-32927-9: £19.99$39.95eBook: 978-0-203-39110-5www.routledge.com/9780415329279

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

Demonstrating whatit is like to be anadult learner intoday’s world, thisbook focuses onlanguage, literacy andnumeracy learning.Based on a majorresearch project anddetailed, reflexive andcollaborativemethodology, thebook describes acoherent strategy ofcommunication andimpact which will

have a direct effect on policy and practice.December 2007: 192ppHb: 978-0-415-42485-1: £80.00$145.00Pb: 978-0-415-42486-8: £24.99$44.95www.routledge.com/9780415424868

Literacy and GenderResearching Texts, Contexts and Readers

Gemma Moss, Institute of Education, University ofLondon, UK

This book provides amajor contribution togeneral debatesabout literacy andgender in schools. Itadvances the theoryin literacy as a socialpractice as well asproviding practicalsupport to thoseresearching literacy.

December 2007: 232ppHb: 978-0-415-23456-6: £60.00$120.00Pb: 978-0-415-23457-3: £24.99$44.95eBook: 978-0-203-46427-4www.routledge.com/9780415234573





Literacies SeriesSeries Editor: David Barton

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

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

“In this uniquecontribution to theliterature onparentalinvolvement inculturally andlinguistically diversecommunities, FloraRodríguez-Brownoffers a critique offamily literacyprograms that lacka clear design forliteracy activities

relevant to community goals, offering analternative model that is grounded within anabiding respect for the parents’ role as thechild’s first, and ultimately, most importantteacher.”

—Robert D. Milk, University of Texas at San Antonio

The Project FLAME program used as context for thisbook is a comprehensive family literacy modelsupported by a strong sociocultural frameworkbased on current research on cultural ways oflearning and theories of multiliteracies anddiscourse. The model highlights the relevance ofparents’ knowledge, cultural ways, and discourses insharing literacy knowledge with their children.

A pressing need exists for models and programs thateffectively serve the educational needs of thesteadily increasing numbers of culturally andlinguistically diverse students in US public schoolstoday. Addressing issues related to development,implementation, and effectiveness of a programmodel that fulfills this need, this book is an essentialresource for educators, community workers, andresearchers interested in the relevance of the home-school connection in relation to children’s schoolsuccess.July 2008: 192ppHb: 978-0-8058-5784-9: £75.00$140.00Pb: 978-0-8058-5785-6: £22.99$43.95eBook: 978-1-4106-1770-5www.routledge.com/9780805857856

NEW

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

In this book H.D.Adamson reviewsscholarship insociolinguistics andsecond languageacquisition,comparing theories ofvariation in first- andsecond-languagespeech, with specialattention to thepsychologicalunderpinnings ofvariation theory.Interlanguage is whatsecond language

learners speak. It contains syntactic, morphologicaland phonological patterns that are not those ofeither the first or the second language, and whichcan be analyzed using the principles and techniquesof variation theory. Interlanguage Variation inTheoretical and Pedagogical Perspective:• Relates the emerging field of variation in second

language 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 thetheory of Cognitive Grammar

• Suggests teaching applications that follow fromthe theoretical discussion

At the forefront of scholarship in the fields ofinterlanguage and variation theory scholarship, thisbook is directed to graduate students andresearchers in applied English linguistics and secondlanguage acquisition, especially those with abackground in sociolinguistics.December 2008: 240ppHb: 978-0-8058-5576-0: £70.00$125.00eBook: 978-0-203-88736-3www.routledge.com/9780805855760

NEW

Language TeachingIntegrational Linguistic Approaches

Edited by Michael Toolan, University ofBirmingham, UK

Series: Routledge Advances in Communication andLinguistic Theory

This book demonstrates the relevance of anintegrational linguistic (IL) perspective to a practical,real-world need, namely the learning of languages.Integrational linguistics’ shunning of both realist andstructuralist theories of language, its commitment toan unwavering attention to the perspective of thelanguage user, and its adherence to a semiology inwhich signs are the situated products of interactantsinterpretive behaviour, mean that it radicallyreconceptualizes language learning and languageteaching. Detractors have implied that IL is so“philosophical” or “theoretical” an exercise that ithas no useful bearing on the practical problems oflanguage learning. These papers refute thatmisconception by demonstrating how an IL stancecan help disentangle the conflicting considerationsand contradictory assumptions that arise in a host oflanguage teaching situations: first, second- andforeign-language classrooms in a diversity of settings(including India, Australia, the United States, andHong Kong), with different age-groups of students,whether the focus is on speech or writing, and inmore informal settings.December 2008: 206ppHb: 978-0-415-95753-3: £65.00$125.00eBook: 978-0-203-88226-9www.routledge.com/9780415957533




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Linguistic LandscapeExpanding the Scenery

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

“[This book] chartsnew territory byexpanding themethodological,theoretical, andempiricalboundaries of thefield. It is essentialreading for allinterested in thisrapidly growingarea of research.”

—Kendall King,GeorgetownUniversity

“It is the wealth of aspects and contexts as wellas the multitude of research perspectives whichmakes this volume extremely rewarding readingfor the expert as well as the student or thelanguage planning and policy practitioner.”

—Ulrich Ammon, University of Duisburg-Essen

In this comprehensive and pioneering volume,language scholars from around the world examinethe “linguistic landscape” from multipleperspectives—theoretical, methodological, andcritical. Written by widely recognized experts, thearticles in this book analyze linguistic landscapes in arange of international contexts. Dozens ofphotographs illustrate the use of language in theenvironment—the words and images displayed andexposed in public spaces. Suitable for graduate oradvanced undergraduate students in appliedlinguistics, sociolinguistics, and language policystudies, Linguistic Landscape is a vital contribution toa burgeoning field.August 2008: 392ppHb: 978-0-415-98872-8: £80.00$135.00Pb: 978-0-415-98873-5: £25.99$47.95eBook: 978-0-203-93096-0www.routledge.com/9780415988735

3RD EDITION

The Psychology of LanguageFrom Data to Theory

Trevor Harley, University of Dundee, UK

“I want this bookfor me, not just formy students.”

—Gary S. Dell,University of Illinois atUrbana-Champaign

“It’s a winningcombinationdelivered with wit,balanced accuracy,and admirabledirectness of style.”

—Professor MerrillGarrett, University ofArizona

“The coverage of this work is quite remarkableand it constitutes the ideal resource.”

—Martin Pickering, University of Edinburgh

This is a thorough revision and update of thepopular second edition. It contains everything thestudent needs to know about the psychology oflanguage, including how we acquire, understand,produce, and store language. The new editioncontains new chapters on how children learn toread, and how language is used in everydaysettings. It also describes recent research on theimpact 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 childlanguage. There is an emphasis on languageprocessing as well as language production andcoverage of the social basis of language. The textcovers recent connectionist models of language,describing complex ideas in a clear andapproachable manner. Following a strongdevelopmental theme, the text describes howchildren acquire language (sometimes more thanone), and also how they learn to read. ThePsychology of Language also demonstrates howlanguage is related to the brain and to other aspectsof cognition. For the first time, supplementarymaterials are available 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 penformat

The supplementary resources are available on CD-ROM and 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 editionof this best-selling textbook will be essential readingfor any student of cognition, psycholinguistics or thepsychology of language. It will also be useful forthose on speech and language therapy courses.February 2008: 624ppHb: 978-1-84169-381-1: £54.95$105.00Pb: 978-1-84169-382-8: £27.50$49.95www.routledge.com/9781841693828

NEW

Routes to LanguageStudies in Honor of Melissa Bowerman

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

This volume has beenprepared with theutmost dedicationand care in honor ofone of the lights ofthe field of childlanguage. As anintroduction to eachchapter, each authorprovides a shortpersonal statement ofhow MelissaBowerman has playeda major role in theirwork and their lives.

December 2008: 480ppHb: 978-1-84169-716-1: £50.00$90.00www.routledge.com/9781841697161





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3RD EDITION

Second Language AcquisitionAn Introductory Course

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

“A tour de force.The authors havetaken the best textavailable for anintroductory coursein second languageacquisition (SLA)and made it evenstronger.... Theimprovements inthe third edition arepalpable from thevery beginning ofthe text ....The third

edition of Second Language Acquisition: AnIntroductory Course should form the basis forany introduction to SLA, at either the graduateor undergraduate level. This text would also, inmy view, be an ideal point of entry for anylinguists or language specialists who would liketo familiarize themselves with the field of SLAtheory.”

—Fred Eckman, University of Maryland

“[This book] presents the most balanced,grounded, and accessible introduction to abroad field. .... Second Language Acquisitionhas now become a living standard in our field.”

—Richard Young, University of Wisconsin atMadison

The new and updated edition of this bestsellingintroductory textbook is a comprehensive overviewof the field of second language acquisition. In aneasy-to-read, accessible style, it provides studentswith information about the scope of the field, butalso provides background information on relatedareas such as first language acquisition. The bookintroduces students to current issues of datacollection and data analysis, as well as provides anhistorical overview of the field, thus giving studentscontext and perspective about how today’s issuesarise from earlier approaches.

Each chapter offers discussion questions andproblems so that students can put their knowledgeto use in a way that is relevant to what they havelearned, but that also challenges them to go beyondwhat is in the chapter and to relate informationacross chapters

The book covers a range of areas of secondlanguage research including sociolinguistic,psycholinguistic, and linguistic perspectives. It alsoincludes a chapter on the lexicon and on instructedsecond language learning. The concluding chapterpulls the information in the previous chapterstogether into a coherent framework that challengesstudents to think about the field of second languageacquisition as a whole.January 2008: 616ppHb: 978-0-8058-5497-8: £50.00$100.00Pb: 978-0-8058-5498-5: £24.99$49.95eBook: 978-0-203-93284-1To request your complimentary copy, visitwww.routledge.com/9780805854985

NEW

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

“Anyone involvedin serious researchin second languageacquisition,cognition,interaction, orpsycholinguisticswill benefit fromthis volume. Itscrystal clear analysisand explanationprescribes theappropriatetechniques that will

save a research cycle—one less flawed study torelegate to pilot status. An invaluable resourcefor seasoned and student researchers alike.”

—Nick C. Ellis, University of Michigan

“This book is an indispensable resource forgraduate students and researchers interested inusing experimental priming methods in secondlanguage research. The text not only providesan accessible introduction to psycholinguisticstudies using priming, but also gives the readerthe necessary tools to design and implement apriming 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

This book is an accessible introduction to the use ofauditory, semantic, and syntactic priming methodsfor second 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 researchersto consider when designing priming studies arepointed out. Empirical studies that have adoptedpriming methods are highlighted to illustrate theapplication of experimental techniques frompsychology to L2 processing and acquisitionresearch. Each chapter concludes with follow-upquestions and activities that provide additionalreinforcement of the chapter content, while the finalchapter includes data sets that can be used topractice the statistical tests commonly used withpriming data.October 2008: 240ppHb: 978-0-415-99983-0: £65.00$120.00Pb: 978-0-8058-6255-3: £24.99$39.95eBook: 978-0-203-88094-4www.routledge.com/9780805862553

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

This book is anindispensable text forgraduate oradvanced-levelundergraduatestudents who arebeginning researchprojects in the fieldsof applied linguistics,second languageacquisition, andTESOL as well as acomprehensivereference point for

more seasoned researchers. It will stimulate secondlanguage researchers to use data elicitationmeasures with a clearer understanding of theirstrengths and limitations and enhance researchers’ability to modify and combine techniques to matchtheir own research needs.


Problems in Second LanguageAcquisitionMichael H. Long, University of Maryland at CollegePark, US

June 2006: 216ppHb: 978-0-8058-3580-9: £48.99$105.00Pb: 978-0-8058-6084-9: £18.00$36.95eBook: 978-1-4106-1433-9www.routledge.com/9780805860849

Theories in Second LanguageAcquisitionAn Introduction

Edited by Bill VanPatten and Jessica Williams,both at the University of Illinois at Chicago, US





Second Language Acquisition Research SeriesSeries Editors: Susan M. Gass and Alison Mackey

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

“The authorscommand the fieldin ways thatperhaps no one elsedoes. Their vastcollectiveknowledge shineson every page.”

—Barbara Kroll,University of SouthernCalifornia

Synthesizing twenty-five years of the mostsignificant and

influential findings of published research on secondlanguage writing in English, this volume promotesunderstanding and provides access to researchdevelopments in the field. Overall, it distinguishesthe major contexts of English L2 learning in NorthAmerica, synthesizes the research themes, issues,and findings that span these contexts, and interpretsthe methodological progression and substantivefindings of this body of knowledge.

Of particular interest is the extensive bibliography,which makes this volume an essential reference toolfor libraries and serious writing professionals, bothresearchers and practitioners, both L1 and L2. Thisbook is designed to allow researchers to becomefamiliar with the most important research on thistopic, to promote understanding of pedagogicalneeds of L2 writing students, and to introducegraduate students to L2 writing research findings.June 2008: 272ppHb: 978-0-8058-5532-6: £70.00$135.00Pb: 978-0-8058-5533-3: £24.99$46.95eBook: 978-0-203-93025-0www.routledge.com/9780805855333

Adult BiliteracySociocultural and Programmatic Responses

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

Offering an in-depthview of adult literacyand biliteracy bymerging two fields—adult literacy andEnglish as a SecondLanguage—thisvolume brings to theforefront linguistic,demographic,sociocultural,workforce, familial,academic, and otherissues surroundingthe development ofbilingualism and

biliteracy by adults in the US.August 2007: 248ppHb: 978-0-8058-5361-2: £75.00$80.00Pb: 978-0-8058-5362-9: £21.99$30.95www.routledge.com/9780805853629

Undergraduates in a SecondLanguageChallenges and Complexities of AcademicLiteracy Development

Ilona Leki, University of Tennessee at Knoxville, US

This is the first book-length study ofbilingual,international, andimmigrant students inEnglish writingcourses that attemptsto fully embed theirwriting experienceswithin the broaderframe of theirpersonal histories, thehuman context oftheir development,

and the disciplinary contexts of their majors.Drawing on data from a five-year longitudinal studyof four university students, it captures their literacyexperiences throughout their undergraduate careers.

June 2007: 352ppHb: 978-0-8058-5637-8: £49.95$95.00Pb: 978-0-8058-5638-5: £19.99$33.95eBook: 978-1-4106-1776-7www.routledge.com/9780805856385

Black Communications andLearning to ReadBuilding on Children’s Linguistic and CulturalStrengths

Terry Meier, Wheelock College, US

This book is abouteffective literacyinstruction forstudents in gradesK-4 who use thelanguage variety thatmany linguists callAfrican AmericanEnglish, but which, asexplained in theIntroduction, theauthor calls BlackCommunications (BC).Throughout,

considerable attention is given to discussing theintegral and complex interconnections amongAfrican American language, culture, and history,drawing significantly on examples from AfricanAmerican historical and literary sources. Manyconcrete examples of successful classroom practicesare included so that teachers can readily visualizeand use the strategies and principles presented.

September 2007: 352ppHb: 978-0-8058-5759-7: £50.00$100.00Pb: 978-0-8058-5760-3: £21.99$41.95www.routledge.com/9780805857603

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 historyof English from itsorigins in the fifthcentury to the presentday, this book focuseson the radicalchanges that havetaken place in thestructure of Englishover a millennium anda half, detailing theinfluences ofmigration, colonialismand many other

historical, social and cultural phenomena. Expertauthors illustrate and analyze dialects, accents andthe shifting styles of individual speakers as theyrespond to changing circumstances. The reader isintroduced to many key debates relating to theEnglish language, illustrated by specific examples ofdata in context.

January 2007: 328ppHb: 978-0-415-37669-3: £70.00$135.00Pb: 978-0-415-37679-2: £19.99$35.95To request your complimentary copy, visitwww.routledge.com/9780415376792

Crosslinguistic Influence inLanguage and CognitionScott Jarvis, Ohio University, US and AnetaPavlenko, Temple University, US

This book is a cogent,clearly-writtensynthesis of new andclassic work oncrosslinguisticinfluences onlanguage andthought. Intended asa text for upper-levelundergraduates andgraduate students, itwill also serve as aresource forinstructors and

scholars in applied linguistics, linguistics, andpsycholinguistics courses.

October 2007: 304ppHb: 978-0-8058-3885-5: £39.99$60.00eBook: 978-0-203-93592-7www.routledge.com/9780805838855





Crosslinguistic Perspectives onArgument StructureImplications for Learnability

Edited by Melissa Bowerman and PenelopeBrown, both at Max Planck Institute forPsycholinguistics, The Netherlands

This book integratesimportantcontemporary issuesin linguistics andlanguage acquisition.With its richcrosslinguistic baseand the innovativeempirical methods itshowcases forstudying the role ofargument structure inlanguage acquisition,it will be of great

interest to linguists and language acquisitionspecialists alike, as well as to upper-level students inlinguistics and psychology in the United States andabroad.

October 2007: 588ppHb: 978-0-8058-4194-7: £70.00$125.00eBook: 978-1-4106-1645-6www.routledge.com/9780805841947

Cultural Practices of LiteracyCase Studies of Language, Literacy, SocialPractice, and Power

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

This volume presentscase studies of literacypractices as shaped byculture, language,community, andpower. Covering arange of contexts andexploring a number ofrelevant dimensions inthe evolving pictureof literacy as situated,multiple, and social,the book advancessociocultural research

and theory pertaining to literacy development as itoccurs across school and community boundaries andcultural contexts and in and out of school.

March 2007: 256ppHb: 978-0-8058-5491-6: £75.00$75.00Pb: 978-0-8058-5492-3: £19.99$28.95eBook: 978-1-4106-1791-0www.routledge.com/9780805854923

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, US and Timothy Shanahan, Universityof Illinois at Chicago, US

A Co-Publication of Routledge, the Centerfor Applied Linguistics, and the InternationalReading Association

This book conciselysummarizes what isknown from empiricalresearch about thedevelopment ofliteracy in language-minority children andyouth, includingdevelopment,environment,instruction, andassessment. This moreaccessible version ofthe full report is

intended for teachers, administrators, andresearchers and for use in a wide range of teacherpreparation courses and in in-service and staffdevelopment programs that deal with educatingEnglish language learners.

July 2007: 336ppHb: 978-0-8058-6208-9: £75.00$140.00Pb: 978-0-8058-6209-6: £15.99$25.95eBook: 978-0-203-93760-0www.routledge.com/9780805862096

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

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

July 2006: 688ppHb: 978-0-8058-6076-4: £160.00$275.00Pb: 978-0-8058-6077-1: £42.50$70.00eBook: 978-1-4106-1423-0www.routledge.com/9780805860771

Inclusive Pedagogy for EnglishLanguage LearnersA Handbook of Research-Informed Practices

Edited by Lorrie Stoops Verplaetse and NaomiMigliacci, both at Southern Connecticut StateUniversity, US

In this Handbookleading researchers,teacher educators,and expertpractitioners speak tocurrent and futureeducators andeducational leaders inunderstandablelanguage about theresearch that informsbest practices forEnglish languagelearners integrated

into the K-12 public school system.


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

Published by Routledge for the AmericanAssociation of Colleges for TeacherEducation

This volume addressesthe pressing reality inteacher educationthat all teachers needto be prepared towork effectively withlinguistically andculturally diversestudent populations.Marilyn Cochran-Smith’s Foreword andDonaldo Macedo’sIntroductory Essay setthe context with

respect to teacher education and studentdemographics, followed by a series of chapterspresented in three sections: knowledge, practice,and policy.

September 2007: 432ppHb: 978-0-8058-5697-2: £45.00$85.00Pb: 978-0-8058-5698-9: £19.99$30.95www.routledge.com/9780805856989




Language Testing and AssessmentAn Advanced Resource Book

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

Series: Routledge Applied Linguistics

Introducing studentsto the methods anddebates associatedwith language testingassessment, this bookhas been written byexperienced teachersand researchers in thefield. Supported by acompanion website, itincludes commentaryon key readings.


English for Academic PurposesAn Advanced Resource Book

Ken Hyland, Institute of Education, University ofLondon, UK



NOW IN PAPERBACK!

Heritage Language EducationA New Field Emerging

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

This volume presentsa multidisciplinaryperspective onteaching heritagelanguage learners.Contributors fromtheoretical andapplied linguistics,sociolinguistics,psychology,educational policy,and pedagogyspecialists explorepolicy and societal

issues, present linguistic case studies, and discusscurricular issues, offering both research and hands-on innovation.


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

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

This booksystematicallyexamines howlearning to readoccurs in diverselanguages, and in sodoing, explores howliteracy is learned in asecond language bylearners who haveachieved at least basicreading skills in theirfirst language.Detailed descriptions

are provided of five typologically diverse languagesand their writing systems, and comparisons areoffered of learning-to-read experiences in theselanguages.

October 2007: 256ppHb: 978-0-8058-5611-8: £75.00$140.00Pb: 978-0-8058-5612-5: £22.99$43.95eBook: 978-0-203-93566-8www.routledge.com/9780805856125

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

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

This book exploresissues related to theuse of technologies tosupport youngsecond-languagelearners and looks atpromising areas forresearch, design, anddevelopment.Grounded in asocioculturaltheoreticalframework, it inviteseducators,

researchers, and educational technology developersto consider a range of social and cultural factors inutilizing technology as a tool to help children fromdiverse linguistic and cultural backgrounds developtheir English-language and reading skills.


2ND EDITION

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

This book details howEnglish is used inspeech and writing,and in work and playto persuade, amuseor to get things done.Analyzing languageas a form of socialaction through whichpeople constructdistinctive cultures,nationalities andidentities, this bookhas been radically

updated with new readings and examples, and alsoincludes a new chapter on using English topersuade.

February 2007: 328ppHb: 978-0-415-37681-5: £70.00$135.00Pb: 978-0-415-37682-2: £19.99$39.95www.routledge.com/9780415376822

Varied VoicesOn Language and Literacy Learning

Linda Lonon Blanton, University of New Orleans,US

This book is an ethnographic study of language andliteracy learning in a culturally and linguisticallydiverse Moroccan school. There, children andteachers turn classrooms into social spaces as theywork to build learning communities.January 2007: 184ppPb: 978-0-8058-6210-2: £16.99$27.95eBook: 978-1-4106-1593-0www.routledge.com/9780805862102

Handbook for Arabic LanguageTeaching Professionals in the 21stCenturyEdited by Kassem M. Wahba, GeorgetownUniversity, US, Zeinab A. Taha, American Universityin Cairo, Egypt and Liz England, ShenandoahUniversity, US

April 2006: 512ppHb: 978-0-8058-5101-4: £110.00$185.00Pb: 978-0-8058-5102-1: £42.50$65.95www.routledge.com/9780805851021

English-Only Instruction andImmigrant Students in SecondarySchoolsA Critical Examination

Lee Gunderson, University of British Columbia,Canada

August 2006: 320ppHb: 978-0-8058-2513-8: £75.00 $120.00Pb: 978-0-8058-2514-5: £25.99 $43.95eBook: 978-1-4106-1495-7www.routledge.com/9780805825145





Language, Identity, and StereotypeAmong Southeast Asian AmericanYouthThe Other Asian

Angela Reyes, Hunter College, CUNY, US

August 2006: 192ppHb: 978-0-8058-5539-5: £50.00$80.00eBook: 978-1-4106-1451-3www.routledge.com/9780805855395

Speech Production and SecondLanguage AcquisitionJudit Kormos, Eotvos University, Hungary

Series: Cognitive Science and Second LanguageAcquisitionMarch 2006: 248ppHb: 978-0-8058-5657-6: £36.99$65.00Pb: 978-0-8058-5658-3: £18.50$31.95www.routledge.com/9780805856583

Ultimate Attainment in SecondLanguage AcquisitionA Case Study

Donna Lardiere, Georgetown University, US

September 2006: 288ppHb: 978-0-8058-3456-7: £69.99$80.00eBook: 978-1-4106-1547-3www.routledge.com/9780805834567

BESTSELLER!

Funds of KnowledgeTheorizing Practices in Households, Communities,and Classrooms

Edited by Norma Gonzalez, University of Utah, US,Luis C. Moll, University of Arizona, US andCathy Amanti, Tucson Unified School District, US

May 2005: 320ppHb: 978-0-8058-4917-2: £65.00$110.00Pb: 978-0-8058-4918-9: £22.99$41.95eBook: 978-1-4106-1346-2www.routledge.com/9780805849189

Handbook of Research in SecondLanguage Teaching and LearningEdited by Eli Hinkel, Seattle University, US

January 2005: 1176ppHb: 978-0-8058-4180-0: £170.00$305.00Pb: 978-0-8058-4181-7: £65.00$110.00eBook: 978-1-4106-1270-0www.routledge.com/9780805841817

CLASSROOM PRACTICE

NEW

3RD EDITION

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

Stephen B. Kucer, University of Washington atVancouver, US

This popular text,now in its thirdedition,“unpackages” thevarious dimensions ofliteracy—linguistic(the nature oflanguage, oral-writtenlanguagerelationships,language variation);cognitive (constructivenature of perception,the reading process,

understanding written discourse, the writingprocess); sociocultural (literacy as social practices,authority of written discourse); and developmental(constructing the written language system)—and atthe same time accounts for the interrelationshipsamong them. Distinguished by its examination ofliteracy from a multidimensional and interdisciplinaryperspective, it provides a strong conceptualfoundation upon which literacy curriculum andinstruction in school settings can be grounded.

Dimensions of Literacy links theory and research topractice in an understandable, user-friendly manner,provides in-depth coverage of the variousdimensions of literacy, and includes demonstrations,hands-on activities, authentic reading and writingevents that reflect key concepts, and tables andfigures that summarize the concepts. Changes inThird Edition include:• More clearly focused discussion on the nature of

language and addresses the role of various othersign systems in reading and writing

• New research on eye movements and miscueanalysis (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

March 2009: 432ppHb: 978-0-415-99787-4: £70.00$125.00Pb: 978-0-415-99788-1: £27.99$49.95eBook: 978-0-203-87979-5To request a complimentary copy, visitwww.routledge.com/9780415997881

FORTHCOMING

Literacy and PowerHillary Janks, University of Witwatersrand, SouthAfrica

Hilary Janks addresses these questions and manymore in Literacy and Power—a landmark text that isboth engaging and accessible:• Is literacy a skill or a social practice?

• In what ways is literacy embodied?

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

• How does language construct reality?

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

• Who gets access to new literacies and who isexcluded?

• How is literacy implicated in relations of powerand questions of identity in our daily lives?

Janks shows how competing orientations to criticalliteracy education—domination (power), access,diversity, design—foreground one over the other.Her central argument is that these differentorientations are crucially interdependent and needto work together to create possibilities for redesignand social action that serve a social justice agenda.Recognizing ongoing change in socio-historicalconditions, in the communication landscape, and inthe applications of critical literacy, she examines thetheory underpinning each orientation, and developsnew theory in the argument for interdependenceand integration. Most important, Literacy and Powersits at the interface between theory and practice,constantly moving from one to the other. It is richwith examples of how to use these orientations inreal teaching contexts, and how to use them tocounterbalance one another.

In the groundbreaking final chapter, Janks showsways of working “beyond reason”. Consideringhow the rationalist underpinning of critical literacytends to exclude the non-rational—pleasure andplay, desire and the unconscious—she makes thecase that these need to be taken seriously giventheir power to cut across the work of critical literacyeducators working from any orientation.August 2009: 224ppHb: 978-0-8058-5577-7: £70.00$125.00Pb: 978-0-415-99963-2: £22.99$41.95www.routledge.com/9780415999632

CLASSROOM PRACTICE 15



Language, Culture,and Teaching Series

Series Editor: Sonia Nieto

FORTHCOMING

2ND EDITION

Language, Culture, and TeachingCritical Perspectives for a New Century

Sonia Nieto, University of Massachusetts atAmherst, US

Offering information, insights, and motivation toteach students of diverse backgrounds, this textpresents examples of real-life dilemmas aboutdiversity that teachers will face in their ownclassrooms; ideas about how language, culture, andteaching are linked; and ways to engage with theseideas through reflection and collaborative inquiry.Sonia Nieto speaks directly to current and futureteachers in this thoughtful integration of journalarticles and book chapters she has published inrecent years and creative pedagogical features.Language, Culture, and Teaching offers in eachchapter critical questions to help readers build onthe knowledge they have gained by analyzing theconcepts further; classroom activities that providesuggestions for applying what they have learned totheir own teaching context; and communityactivities suggesting projects beyond the classroomcontext, in settings ranging from the school ordistrict to the state or national level.

New times deserve new textbooks that engageteachers in viewing students’ cultural and linguisticdifferences in a more hopeful and critical way, andin changing classroom practices and school policiesto promote the learning of all students. Although noeasy answers are available to fix the problems anduncertainties teachers encounter every day, there arethoughtful ways to address them that respectteachers’ and other educators’ professionalism,honor the identities of students and their families,and validate the nation’s claim to educate studentsof all backgrounds. The aim of this text is to helppracticing and pre-service teachers accomplish thesegoals.

About the Second Edition: Eight of the 13chapters are either revised versions of chapters inthe first edition or entirely new. NCLB and othermore recent topics are covered in these newchapters

September 2009: 320pp

Hb: 978-0-415-99968-7: £75.00$135.00Pb: 978-0-415-99974-8: £24.99$44.95www.routledge.com/9780415999748

The Work of Language inMulticultural ClassroomsTalking Science, Writing Science

Edited by Katherine Richardson Bruna, Iowa StateUniversity, US and Kimberley Gomez, University ofIllinois at Chicago, US

How does languagecomprise the implicitor explicit curriculumof teaching andlearning inmulticultural sciencesettings? Building ona growing interest inthe ways in whichlanguage and literacypractices interact withscience teaching andlearning to facilitateor obstruct successfulstudent outcomes,

this book contributes to scholarship on the role oflanguage in developing classroom scientificcommunities of practice, expands that work byhighlighting the challenges faced specifically byethnic- and linguistic-”minority” students and theirteachers in joining those communities, andshowcases exemplary teaching and researchinitiatives for helping to meet these challenges.

Offering teacher practitioners and researchers in thefields of science education and multiculturaleducation lenses through which they can criticallyconsider the myriad of classroom settings,instructional approaches, curricular materials, andscientific topics involved in what it means to teachscience while pointedly addressing concerns aboutequity of educational opportunity, this volume servesas a powerful resource for linking theory andpractice. End-of-chapter reflection questions andengagement activities facilitate discussion roundthese issues and provide rich opportunities for thereader to consider the implications of each chapterfor science instruction and research and to applyinsights developed in a real-world science teachingand learning contexts.July 2008: 384ppHb: 978-0-8058-6427-4: £75.00$140.00Pb: 978-0-8058-6428-1: £21.99$41.95eBook: 978-1-4106-1860-3To request your complimentary copy, visitwww.routledge.com/9780805864281

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

Ernest Morrell, University of California at LosAngeles, US

This book offers aninterrogation ofcritical theorydeveloped from theauthor’s work withyoung people inclassrooms,neighborhoods, andinstitutions of power.Through cases, anarticulated process,and a theory ofliteracy education andsocial change, Morrellextends the

conversation among literacy educators about whatconstitutes critical literacy while also examiningimplications for practice in secondary andpostsecondary American educational contexts.

December 2007: 272ppHb: 978-0-8058-5663-7: £70.00$130.00Pb: 978-0-8058-5664-4: £22.99$43.95eBook: 978-0-203-93791-4www.routledge.com/9780805856644

Beyond GrammarLanguage, Power, and the Classroom: Resourcesfor Teachers

Mary R. Harmon, Saginaw Valley State University,US and Marilyn J. Wilson, Michigan StateUniversity, US

May 2006: 256ppPb: 978-0-8058-3715-5: £16.99$26.95eBook: 978-0-203-92916-2www.routledge.com/9780805837155

3RD EDITION

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

Carole Edelsky, Arizona State University, US

March 2006: 336ppHb: 978-0-8058-5507-4: £50.00$80.00Pb: 978-0-8058-5508-1: £14.99$24.95eBook: 978-1-4106-1796-5www.routledge.com/9780805855081

CLASSROOM PRACTICE16




Language, Culture, and Teaching SeriesSeries Editor: Sonia Nieto

FORTHCOMING

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

This book is an introductory text on testing Englishas a second language, presenting the basics oflanguage testing, and taking the student or readerthrough the fundamental descriptive andquantitative aspects of effective language testing. Athorough and concise guide to ESL assessment, thistext fulfills the testing component of TESOLprograms in the US and around the world. It mergesaccepted and fresh concepts and approaches tolanguage testing in a manner accessible to languageteaching professionals, such as teachers andgraduate 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, validityand reliability, integrated and discrete point tests,test method effect, norm and criterion-basedlanguage testing, holistic and analytical testingapproaches and methods, standardized tests, andthe role of computers in language testing.September 2009: 256ppHb: 978-0-8058-6125-9: £70.00$130.00Pb: 978-0-8058-6126-6: £21.99$39.95eBook: 978-1-4106-1480-3To request your complimentary copy, visitwww.routledge.com/9780805861266

NEW

Teaching Readers of EnglishStudents, Texts, and Contexts

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

“A book of thiskind is longoverdue....It is agiant contributionto the field. With itsemphasis on asocioliterateapproach toreading andliteracy, it nicelycaptures theprevailing view ofacademic literacyinstruction. Its

extremely skillful and well-developed balancingact between theory and practice allows it toappeal to a wide variety of readers. Pre- and in-service teachers, in particular, will benefitimmensely.”

—Alan Hirvela, Ohio State University

A comprehensive manual for pre- and in-service ESLand EFL educators, this frontline text balancesinsights from current reading theory and researchwith highly practical, field-tested strategies forteaching and assessing L2 reading in secondary andpost-secondary contexts. Teaching Readers ofEnglish:• Provides a through yet accessible survey of L2

reading theory and research.

• Addresses the unique cognitive andsocioeducational challenges encountered by L2readers.

• Covers the features of L2 texts that teachers ofreading must understand.

• Acquaints readers with methods for designingreading courses, selecting curricular materials, andplanning instruction.

• Explores the essential role of systematic vocabularydevelopment in teaching L2 literacy.

• Includes practical methods for assessing L2students’ proficiency, achievement, and progressin the classroom.

Pedagogical features in each chapter includeQuestions for Reflection, Further Reading andResources, Reflection and Review questions, andApplication Activities.March 2009: 432ppHb: 978-0-415-99964-9: £75.00$135.00Pb: 978-0-8058-6347-5: £26.00$46.95eBook: 978-0-203-88026-5To request your complimentary copy, visitwww.routledge.com/9780805863475

BESTSELLER!

2ND EDITION

Teaching ESL CompositionPurpose, Process, and Practice

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

September 2004: 448ppPb: 978-0-8058-4467-2: £32.50$55.95eBook: 978-1-4106-1150-5www.routledge.com/9780805844672

FORTHCOMING

Using Discourse Analysis toImprove Classroom InteractionLelsey A. Rex, University of Michigan at Ann Arbor,US 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.Actually showing what critical, constructionist,sociocultural perspectives on teaching, learning, andschooling are and what they can do, it makesdiscourse analysis understandable and useful toteachers and other nonlinguists. Using DiscourseAnalysis to Improve Classroom Interaction:• Offers teachers the powerful tools of discourse

analysis as a way of understanding the complexdynamics of human interaction that constituteeffective, equitable teaching and learning.

• Guides readers step-by-step through how to buildtheir interactional awareness to improve theirteaching.

• Includes “Try It Out” exercises to engage readersin learning how to respond to the social dynamicsof their classrooms for the purpose of improvingclassroom interaction.

Proceeding from simple illustrations to morecomplex layering of analytical concepts, shortsegments of talk, transcribed to highlight importantpoints, are used to explain and illustrate theconcepts. By the time readers get to the complicatedissues addressed in this text they are ready to dealwith some of teaching’s toughest challenges andhave the tools to build positive relationships amongtheir students so that all can participate equally inthe classroom.June 2009: 120ppHb: 978-0-415-80113-3: £75.00$125.00Pb: 978-0-415-80114-0: £18.99$35.95www.routledge.com/9780415801140




Interested in Submitting a Book Proposal?Visit www.routledge. com/info/authors


NEW

2ND EDITION

ESL (ELL) Literacy InstructionA Guidebook to Theory and Practice

Lee Gunderson, University of British Columbia,Canada

“This book isgroundbreaking. Itis the only one of itskind that seriouslybegins to linkculturally responsiveteaching withbalanced ESLteaching andlearning. Dr.Gunderson’sresearch is brilliant!This one-of-a-kindtext is sorely

needed for pre-service and in-service teachereducation.”

—Patricia Schmidt, LeMoyne College

This comprehensive research-based text providesboth ESL and mainstream teachers with thebackground and expertise necessary to plan andimplement reading programs that match theparticular needs and abilities of 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-serviceteachers at all levels from kindergarten to adultlearners.

• Explains different models of literacy instructionfrom systematic phonics to whole languageinstruction and includes specific teaching methodswithin each model.

• Encourages teacher choice in instructionaldecisions and provides a systematic rationale andapproach for teachers to design their ownteaching programs within their own models ofliteracy.

• Addresses multicultural issues.

Changes in the Second Edition include: moreresearch based discussions and more practicalteaching suggestions; updated coverage of reviewson reading instruction for ESL/ELL students; newsection on second-language theory and research;new chapter on the importance of culture insecond-language literacy contexts; and informationon how published resources can be accessed on theInternet.August 2008: 312ppHb: 978-0-415-98971-8: £70.00$125.00Pb: 978-0-415-98972-5: £21.99$39.95eBook: 978-0-203-89421-7To request your complimentary copy, visitwww.routledge.com/9780415989725

LiteracyAn Advanced Resource Book for Students

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


“Unique in its conception, range and ...pedagogic value.”

—Mary Scott, Institute of Education, University ofLondon

This is acomprehensivetextbook whichprovides students andresearchers withsupport for advancedstudy of the topic. Itintroduces readers toa broad range ofapproaches tounderstanding literacyin educationalcontexts and insociety. Literacy:

• Integrates psychological, educational andanthropological approaches to literacy and itsconsequences for individuals and society.

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

• Presents teachers, students and researchers withmany diverse opportunities to explore forthemselves a broad range of perspectives andmethods of study.

Written by experienced teachers and researchers inthe field, Literacy is an essential textbook forstudents and researchers of Applied Linguistics.January 2008: 272ppHb: 978-0-415-29180-4: £70.00$135.00Pb: 978-0-415-29181-1: £19.99$36.95eBook: 978-0-203-46399-4To request your complimentary copy, visitwww.routledge.com/9780415291811

NEW

Sexual Identities in EnglishLanguage EducationClassroom Conversations

Cynthia D. Nelson, University of Sydney, Australia

“Cynthia Nelson’spowerful book isnot only timely andimportant, but agreat pleasure toread...[It] makes anoutstandingcontribution to thefield.”

—Bonny Norton,University of BritishColumbia

“Clearly written andrichly detailed, this

exceptional book develops Nelson’s work insupport of lesbian and gay experiences inclassrooms, and at the same time, poses criticalquestions and understandings of much broaderrelevance to the TESOL profession. Combiningtheory and practice in ways both challengingand accessible, it is certain to become a keyresource for an international readership.”

—Brian Morgan, York University

• What pedagogic challenges and opportunitiesarise as gay, lesbian, and queer themes andperspectives become an increasingly visible part ofEnglish language classes within a variety oflanguage learning contexts and levels?

• What sorts of teaching practices are needed inorder to productively explore the sociosexualaspects of language, identity, culture, andcommunication?

• How can English language teachers promotelanguage 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 analysisto provide informed guidance and a practicalframework of macrostrategies English languageteachers (of any sexual identification) can use toengage with lesbian/gay themes in the classroom.In so doing, it illuminates broader questions abouthow to address social diversity, social inequity, andsocial inquiry in a classroom context.

Informing English language educators about currentpractice and theory regarding sexual identity issuesin the language classroom, this timely book willinterest novice and experienced teachers working ina second- or a foreign-language environment, aswell as educators in related areas, and anyone withan interest in sexual, linguistic and cultural diversityas it pertains to language or learning.October 2008: 256ppHb: 978-0-8058-6367-3: £75.00$135.00Pb: 978-0-8058-6368-0: £24.99$46.95eBook: 978-0-203-89154-4www.routledge.com/9780805863680

CLASSROOM PRACTICE18




NEW

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

Caroline Scott, EAL Teacher and Project Leader, UK

Here is a typicalclassroom scenario:out of the 30children, two-thirdsspeak a differentlanguage at homeand only speakEnglish at school.Even though manystudents’ English skillsare almost non-existent, teachers areexpected to providethe national

curriculum for every child in the class.

This book solves this problem with a 10-weekteaching program of units and lesson activities forchildren aged 7-11 new to English. It will help thesechildren learn some very basic English sentences,questions and vocabulary, to get them throughregular day-to-day routines more easily. By offering aflexible step by step approach this book helps EALteachers 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, crosscurricular links, ways of using a home-schoollearning book and an opportunity for the child tomake a booklet about themselves. It fosters thechild’s home language, incorporates differentlearning styles as well as including a wealth ofcarefully tailored, themed resources. The program iscomplete with activities, resources and assessmentmaterials and helpful tips on how to develop asuccessful EAL department.October 2008: 208ppPb: 978-0-415-45231-1: £24.99$49.95eBook: 978-0-203-92656-7www.routledge.com/9780415452311

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

Exploring the uniquechallenges ofvocational education,this book providessimple andstraightforward adviceon how to teachEnglish LanguageLearners in today’sCareer and TechnicalEducation programs.The authors’ teachingframework and casestudies draw from

common settings in which career and technicaleducators find themselves working with ELLs—in theclassroom, in the laboratory or workshop, and inwork-based learning settings. By integrating CTEand academic instruction, and embedding careerdevelopment activities across the curriculum, readerswill gain a better understanding of the challenges ofteaching occupationally-oriented content to adiverse group of learners in multiples settings.

August 2008: 256ppHb: 978-0-415-95758-8: £75.00$140.00Pb: 978-0-415-95757-1: £18.99$33.95eBook: 978-0-203-89439-2To request your complimentary copy, visitwww.routledge.com/9780415957571

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

This book providessimple andstraightforward adviceon how to teachmathematics to theEnglish LanguageLearners in theclassroom. Theauthors offer context-specific strategies foreverything fromfacilitating classroomdiscussions with allstudents, to reading

and interpreting math textbooks, to tackling wordproblems. A fully annotated list of math web andprint resources completes the volume, making this avaluable reference to help mathematics teachersmeet the challenges of including all learners ineffective instruction.


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

In this book, theauthors explore theuse of computers andtechnology as apedagogical tool toaid in the appropriateinstruction of ELLsacross all contentareas. The specialfocus of this book ison the informed useof varioustechnologies andsoftware programs

that can specifically aid ELLs. Strategies are alsoprovided for varying levels of access—whetherteachers teach in a one computer classroom, haveaccess to multiple computers, or have the ability togo into a computer lab at their school. A fullyannotated list of web and print resources completesthe volume, making this a valuable reference to helpteachers harness the power of computer-assistedtechnologies in meeting the challenges of includingall learners in effective instruction.


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

This book providessimple andstraightforward adviceon how to teachEnglish LanguageLearners in theclassroom. In it theauthors offer context-specific strategies forthe full range of thesocial studiescurriculum, includinggeography, US history,world history,

economics, and government. A fully annotated listof web and print resources completes the volume,making this a valuable reference to help socialstudies teachers meet the challenges of including alllearners in effective instruction.





Teaching English Language Learning Across the Curriculum SeriesSeries Editors: TToonnyy EErrbbeenn, BBáárrbbaarraa CC.. CCrruuzz, and SStteepphheenn JJ.. TThhoorrnnttoonn

Classroom Practice Cont’

2ND EDITION

Dialects in Schools andCommunitiesCarolyn Temple Adger, Center for AppliedLinguistics, US, Walt Wolfram, North Carolina StateUniversity, US and Donna Christian, Center forApplied Linguistics, US

This book describes dialect differences in AmericanEnglish and their impact on education and everydaylife. It explores some of the major issues thatconfront educational practitioners and suggestswhat practitioners can do to recognize students‘language abilities, support their languagedevelopment, and expand their knowledge aboutdialects. January 2007: 240ppHb: 978-0-8058-4315-6: £75.00 $85.00Pb: 978-0-8058-4316-3: £21.99 $34.95eBook: 978-1-4106-1618-0To request your complimentary copy, visitwww.routledge.com/9780805843163

3RD EDITION

Language Exploration andAwarenessA Resource Book for Teachers

Larry Andrews, University of Nebraska at Lincoln,US

July 2006: 368ppPb: 978-0-8058-4308-8: £29.99 $49.95eBook: 978-0-203-92911-7www.routledge.com/9780805843088

Dialogic Approaches to TESOLWhere the Ginkgo Tree Grows

Shelley Wong, George Mason University, US

September 2005: 248ppHb: 978-0-8058-5597-5: £60.00 $100.00Pb: 978-0-8058-3901-2: £20.99 $33.95www.routledge.com/9780805839012

BILINGUAL EDUCATION

BilingualismAn Advanced Resource Book

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


Written by anexperienced team ofteachers andresearchers, thiscomprehensiveintroduction to thekey issues anddebates inbilingualism presentsarticles from leadingfigures, including FredGenesee, ElizabethPeal and WallaceLambert, Tim

MacNamara, D.J. Saer and Merrill Swain.

September 2007: 384ppHb: 978-0-415-34386-2: £70.00 $135.00Pb: 978-0-415-34387-9: £19.99 $39.95eBook: 978-0-203-41026-4www.routledge.com/9780415343879

2ND EDITION

The Bilingualism ReaderEdited by Li Wei, Newcastle University, UK

Designed as an integrated and structured studentresource, the second edition of this best-sellingvolume includes nine new chapters and postscriptswritten by the authors of the original articles, whichevaluates them in the light of recent research.Critical discussion of research methods, revisedgraded study questions and activities, acomprehensive glossary, and an up-to-date resourcelist make this book an essential introductory text forstudents studying linguistics, psychology andeducation.February 2007: 592ppHb: 978-0-415-35554-4: £80.00 $160.00Pb: 978-0-415-35555-1: £24.99 $45.95www.routledge.com/9780415355551

An Introduction to BilingualismPrinciples and Processes

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

This important textprovides a generaloverview of themethods and theoriesused in the broaddomain ofbilingualism. Theuniqueinterdisciplinaryapproach, which isreflected in thevarious topicscovered, givesstudents a global

picture of the field. Topics range from earlychildhood intellectual development to educationaland social-cognitive challenges to the maturingbilingual brain.

December 2007: 392ppHb: 978-0-8058-5134-2: £49.95 $90.00Pb: 978-0-8058-5135-9: £27.50 $49.95eBook: 978-0-203-92782-3www.routledge.com/9780805851359

2ND EDITION

Literacy and BilingualismA Handbook for ALL Teachers

María Estela Brisk, Boston College, US andMargaret M. Harrington, Providence PublicSchools, US

August 2006: 296ppPb: 978-0-8058-5506-7: £18.99 $30.95eBook: 978-0-203-88035-7www.routledge.com/9780805855067

LANGUAGE POLICY ANDPOLITICS

FORTHCOMING

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

Series: Routledge Studies in Sociolinguistics

This volume looks at the relationship betweenlinguistic diversity and the economic sector, inparticular the operation of firms. It develops a novelperspective combining language economics, whichhelps to fill gaps in our understanding of the role oflanguages in economic activity, and a broadersociolinguistic perspective on macro-level languagepolicy issues.July 2009: 244ppHb: 978-0-415-80018-1: £65.00 $110.00www.routledge.com/9780415800181

FORTHCOMING

BILINGUAL EDUCATION LANGUAGE POLICY AND POLITICS20

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

Illuminating, through ethnographic inquiry, howindividual agents “make” language policy ineveryday social practice, this volume advances thegrowing field of language planning and policy usinga critical sociocultural and ethnographic approach.From this perspective, language policy isconceptualized not only as official acts anddocuments, but as modes of human interaction,negotiation, and production mediated by relationsof power. The central theme is that decisions aboutlanguage, whether officially sanctioned or not, areat their heart struggles for equality, justice, andhuman rights.

Using this conceptual framework, the volumeaddresses a variety of pressing language policy andplanning issues: the impacts of globalization,diaspora, and transmigration on language practicesand policies; language shift, endangerment, andrevitalization; medium-of-instruction policies;heritage-language maintenance; literacy andbiliteracy; language and ethnic and national identity;and the tensions inherent in conducting languageplanning and policy research. These issues arecontextualized in case studies by leading scholars inthe field.

Extending previous work in the field, tapping intoleading-edge interdisciplinary scholarship, andcharting new directions, Ethnography in LanguagePolicy:• Joins language policy research with ethnographic

methods and modes of analysis.

• Takes a sociocultural approach to exploring howpolicy is enacted in everyday social practice.

• Is both deeply local and broadly comparative,probing cases in-depth while offering parallels andcontrasts from the Americas, Europe, Africa, thePacific, and South Asia.

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

Recognizing that language policy is not merely oreven primarily about language per se, but ratherabout power relations that privilege some languagesand speech communities while marginalizing others,this volume seeks to expand policy discourses inways that lead to social justice for all. August 2009: 240ppHb: 978-0-415-80139-3: £75.00 $135.00Pb: 978-0-415-80140-9: £23.99 $42.95www.routledge.com/9780415801409

Language Policy, Culture, andIdentity in Asian ContextsEdited by Amy B.M. Tsui, University of Hong Kong,Hong Kong and James W. Tollefson, InternationalChristian University, Japan

October 2006: 296ppHb: 978-0-8058-5693-4: £75.00 $120.00Pb: 978-0-8058-5694-1: £22.99 $37.95eBook: 978-1-4106-1452-0www.routledge.com/9780805856941

NEW

Affirming Students’ Right to TheirOwn LanguageBridging Language Policies and PedagogicalPractices

Edited by Jerrie Cobb Scott, University of Memphis,US, Dolores Y. Straker, University of Cincinnati, USand Laurie Katz, Ohio State University, US

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

How can teachersmake soundpedagogical decisionsand advocate foreducational policiesthat best serve theneeds of students intoday’s diverseclassrooms? What isthe pedagogical valueof providing culturallyand linguisticallydiverse studentsgreater access to their

own language and cultural orientations?

This landmark volume responds to the call to attendto the unfinished pedagogical business of the NCTEConference on College Composition andCommunication 1974 Students’ Right to Their OwnLanguage resolution. Chronicling the interplaybetween legislated and litigated education policiesand language and literacy teaching in diverseclassrooms, it presents exemplary research-basedpractices that maximize students learning by utilizingtheir home-based cultural, language, and literacypractices to help them meet school expectations.

Pre-service teachers, practicing teachers, and teachereducators need both resources and knowledge,including global perspectives, about languagevariation in PreK-12 classrooms and hands-onstrategies that enable teachers to promote students’use of their own language in the classroom whilealso addressing mandated content and performancestandards. This book meets that need. November 2008: 448ppHb: 978-0-8058-6348-2: £80.95 $145.00Pb: 978-0-8058-6349-9: £24.99 $44.95eBook: 978-1-4106-1813-9www.routledge.com/9780805863499

State Assessment Policy andPractice for English LanguageLearnersA National Perspective

Edited by Charlene Rivera and Eric Collum, bothat George Washington University, US

March 2006: 504ppHb: 978-0-8058-5568-5: £95.00 $165.00Pb: 978-0-8058-5569-2: £32.50 $60.95www.routledge.com/9780805855692

Language and Minority RightsEthnicity, Nationalism and the Politics ofLanguage

Stephen May, University of Waikato, New Zealand

In this provocativeand ground-breakingbook, Stephen Mayargues for a non-essentialistunderstanding oflanguage rights, whileat the same timeoutlining whylanguage rights,particularly forminority groups, aredefensible andimportant, both

academically and politically.

November 2007: 404ppPb: 978-0-415-96489-0: £29.99 $57.95eBook: 978-1-4106-1766-8www.routledge.com/9780415964890

A New Paradigm for Global SchoolSystemsEducation for a Long and Happy Life

Joel Spring, Queens College, CUNY, NY

Series: Sociocultural, Political, and Historical Studiesin Education

This volume—a major contribution to Joel Spring’sreportage and analysis of the intersection of globalforces and education—offers a new paradigm forglobal school systems. Spring argues that recentinternational studies by economists, socialpsychologists, and others on the social factors thatsupport subjective well-being and longevity shouldserve as a call to arms to change education policy;the current industrial-consumer paradigm is notsupportive of either happiness or long life. February 2007: 232ppHb: 978-0-8058-6123-5: £75.00 $75.00Pb: 978-0-8058-6124-2: £18.99 $28.95eBook: 978-1-4106-1479-7www.routledge.com/9780805861242

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

Joshua A. Fishman, Stanford University, New YorkUniversity, and Yeshiva University, US

March 2006: 176ppHb: 978-0-8058-5023-9: £32.50 $55.95Pb: 978-0-8058-5024-6: £14.99 $24.95eBook: 978-1-4106-1657-9www.routledge.com/9780805850246

LANGUAGE POLICY AND POLITICS 21


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ADULT LITERACY

Adult Education TeachersDesigning Critical Literacy Practices

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

This book examinesthe literacy practicesof exemplary adulteducation teachersworking within criticalliteracy frameworks. Itprovides an in-depthlook at the complexityof adult literacyeducation throughthe lenses of theseteachers.

October 2007: 352ppHb: 978-0-8058-6242-3: £75.00 $140.00Pb: 978-0-8058-6243-0: £24.99 $46.95eBook: 978-1-4106-1637-1www.routledge.com/9780805862430

5TH EDITION

The Articulate MammalAn Introduction to Psycholinguistics

Jean Aitchison, Worcester College, UK

An establishedbestseller, this book isa concise and highlyreadable introductionto the main topics inpsycholinguistics.Requiring no priorknowledge of thesubject, chapter bychapter, it tackles thebasic questionscentral to the study ofpsycholinguistics.

November 2007: 320ppHb: 978-0-415-42016-7: £70.00 $140.00Pb: 978-0-415-42022-8: £18.99 $35.95eBook: 978-0-203-93471-5www.routledge.com/9780415420228

VOLUME 7

Review of Adult Learning andLiteracyConnecting Research, Policy, and Practice

Edited by John Comings, National Center for theStudy of Adult Learning and Literacy, US, BarbaraGarner, World Education and the National Centerfor the Study of Adult Learning and Literacy, US andCristine Smith, National Center for the Study ofAdult Learning and Literacy, US

This is the newestvolume in a series ofannual publications ofthe National Centerfor the Study of AdultLearning and Literacy(NCSALL) that addressmajor issues, thelatest research, andthe best practices inthe field of adultliteracy and learning.

March 2007: 280ppHb: 978-0-8058-6164-8: £60.00 $100.00Pb: 978-0-8058-6165-5: £19.99 $35.95www.routledge.com/9780805861655

Toward Defining and ImprovingQuality in Adult Basic EducationIssues and Challenges

Edited by Alisa Belzer, Rutgers University, US

Series: Rutgers Invitational Symposium on Education

This volume revisits,problematizes, andexpands the meaningof quality in thecontext of adult basiceducation. Covering awide range ofrelevant topics, itincludes contributorsfrom the realms ofboth policy andpractice andencompasses boththe majorinstructional areas—reading, writing, and

mathematics—as well as larger issues of literacy,learning, and adulthood. January 2007: 344ppHb: 978-0-8058-5545-6: £60.00 $95.00eBook: 978-1-4106-1553-4www.routledge.com/9780805855456

Index by TitleA/B/C

Adult Biliteracy .......................................................................12Adult Education Teachers........................................................22Affirming Students’ Right to Their Own Language..................21Articulate Mammal, The .........................................................22Beyond Grammar ...................................................................16Bilingualism Reader, The .........................................................20Bilingualism ............................................................................20Black Communications and Learning to Read .........................12Building a Validity Argument for the Test of English as a

Foreign Language(tm) .............................................................3CALL Dimensions......................................................................4CALL Research Perspectives ......................................................4Changing English....................................................................12Chicano-Anglo Conversations...................................................4Christian and Critical English Language Educators

in Dialogue: ............................................................................5Classroom Interactions as Cross-Cultural Encounters ................4Cognitive Science and Second Language Acquisition Series

(series) ..................................................................................15Color, Race, and English Language Teaching.............................5Critical Literacy and Urban Youth............................................16Crosslinguistic Approaches to the Psychology of Language.......6Crosslinguistic Influence in Language and Cognition ..............12Crosslinguistic Perspectives on Argument Structure ................13Cultural Education-Cultural Sustainability .................................7Cultural Practices of Literacy ...................................................13Cultures, Contexts, and World Englishes...................................2

D/E/FData Elicitation for Second and Foreign Language

Research ...............................................................................11Developing Literacy in Second-Language Learners ..................13Developing Reading and Writing in Second-Language

Learners................................................................................13Dialects in Schools and Communities......................................20Dialects, Englishes, Creoles, and Education...............................4Dialogic Approaches to TESOL ................................................20Dimensions of Literacy............................................................15DO NOT Leave Your Language Alone .....................................21Doing Action Research in English Language Teaching ...............1Economics of the Multilingual Workplace, The .......................20English for Academic Purposes ...............................................14English 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 ................................................................14ESL & Applied Linguistics Professional Series (series) ..............1-4ESL (ELL) Literacy Instruction ...................................................18Ethnography and Language Policy ..........................................21Ethnolinguistic Diversity and Literacy Education ........................5Funds of Knowledge...............................................................15

G/H/IGeneration 1.5 in College Composition....................................6Gesture.....................................................................................2Global Linguistic Flows .............................................................7Grassroots Literacy....................................................................8Handbook for Arabic Language Teaching Professionals

in the 21st Century...............................................................14Handbook of Child Language Disorders....................................7Handbook of Cognitive Linguistics and Second Language

Acquisition..............................................................................8Handbook of Research in Second Language Teaching and

Learning ...............................................................................15Heritage Language Education .................................................14Hiphop Literacies ......................................................................8Home-School Connection, The .................................................9Ideas and Options in English for Specific Purposes....................4Idioms ......................................................................................4Inclusive Pedagogy for English Language Learners ..................13Interlanguage Variation in Theoretical and Pedagogical

Perspective..............................................................................9International English in Its Sociolinguistic Contexts ...................2Introduction to Bilingualism, An..............................................20

L/M/NLanguage and Minority Rights ................................................21Language Exploration and Awareness.....................................20Language Minority Students in American Schools.....................4Language Policy, Culture, and Identity in Asian Contexts ........21Language Teaching ...................................................................9Language Testing and Assessment..........................................14Language, Culture, and Community in Teacher Education ......13Language, Culture, and Teaching Series (series) ......................16Language, Culture, and Teaching............................................16Language, Identity, and Stereotype Among Southeast

Asian American Youth ..........................................................14Leadership in English Language Education................................3Learning to Read Across Languages........................................14Linguistic Landscape ...............................................................10

ADULT LITERACY INDEX22

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Literacies (series) .......................................................................8Literacy...................................................................................18Literacy and Bilingualism.........................................................20Literacy and Gender .................................................................8Literacy and Power .................................................................15Literacy, Lives and Learning.......................................................8Measurement and Evaluation in Post-secondary ESL ...............17New Paradigm for Global School Systems, A ..........................21New Perspectives on Grammar Teaching in Second

Language Classrooms .............................................................4

P/R/SProblematizing Identity .............................................................6Problems in Second Language Acquisition ..............................11Psychology of Language, The..................................................10Race, Culture, and Identities in Second Language

Education ...............................................................................6Researching Second Language Classrooms ...............................4Review of Adult Learning and Literacy, Volume 7 ...................22Routes to Language................................................................10Routledge Advances in Communication and Linguistic

Theory (series).........................................................................9Routledge Applied Linguistics (series) .........................14, 18, 20Routledge Studies in Sociolinguistics (series) ...........................20Rutgers Invitational Symposium on Education

Series (series) ........................................................................22Second Language Acquisition Research Series (series) .............11Second Language Acquisition .................................................11Second Language Teacher Education ........................................1Sexual Identities in English Language Education .....................18Sociocultural, Political, and Historical Studies in

Education Se (series) .............................................................21Speech Production and Second Language Acquisition ............15State Assessment Policy and Practice for English Language

Learners................................................................................21Synthesis of Research on Second Language Writing in

English, A .............................................................................12

T/U/V/WTeaching Children English as an Additional Language.............19Teaching Chinese, Japanese, and Korean Heritage

Language Students .................................................................4Teaching English Language Learners across the

Curriculum (series) ................................................................19Teaching English Language Learners in Career and

Technical Education Programs ...............................................19Teaching English Language Learners through Technology .......19Teaching ESL Composition ......................................................17Teaching ESL/EFL Listening and Speaking ..................................3Teaching ESL/EFL Reading and Writing......................................3Teaching Mathematics to English Language Learners..............19Teaching Readers of English....................................................17Teaching Social Studies to English Language Learners.............19Technology-Mediated Learning Environments for

Young English Learners.........................................................14Theories in Second Language Acquisition ...............................11Toward Defining and Improving Quality in Adult Basic

Education .............................................................................22Ultimate Attainment in Second Language Acquisition ............15Undergraduates in a Second Language...................................12Understanding Language Teaching ...........................................4Using Discourse Analysis to Improve Classroom

Interaction ............................................................................17Using English ..........................................................................14Using Priming Methods in Second Language Research ...........11Varied Voices ..........................................................................14With Literacy and Justice for All..............................................16Work of Language in Multicultural Classrooms, The ...............16

Index by AuthorA/B/C

Adamson, H. D.....................................................................4, 9 Adger, Carolyn Temple............................................................20Aitchison, Jean .......................................................................22Alim, H. Samy...........................................................................7Altarriba, Jeanette ..................................................................20Amanti, Cathy ........................................................................15Andrews, Larry .......................................................................20Appleby, Yvon ..........................................................................8August, Diane.........................................................................13Ban, Ruth ...............................................................................19Barton, David............................................................................8Basturkmen, Helen ...................................................................4Bauckus, Susan.......................................................................14Bekerman, Zvi...........................................................................7Belzer, Alisa ............................................................................22Birch, Barbara M...................................................................1, 4Blank, William ........................................................................19Blanton, Linda Lonon..............................................................14Blommaert, Jan.........................................................................8Bokhorst-Heng, Wendy D. ........................................................2Bowerman, Melissa.................................................................13

Brinton, Donna M...................................................................14Brisk, María Estela ............................................................13, 20Brown, James Dean ..................................................................4Brown, Penelope ....................................................................13Bruna, Katherine Richardson...................................................16Budwig, Nancy .........................................................................6Burns, Anne..............................................................................1Canagarajah, Suresh.................................................................5Castañeda, Martha .................................................................19Chapelle, Carol A. ....................................................................3Cheng, Liying ...........................................................................5Chin, Ng Bee ..........................................................................20Christian, Donna.....................................................................20Christison, MaryAnn .................................................................3Collum, Eric ............................................................................21Comings, John........................................................................22Cruz, Bárbara C......................................................................19Cumming, Alister....................................................................12Curtis, Andy .............................................................................5

D/E/FDavidson, Fred........................................................................14Edelsky, Carole........................................................................16Egbert, Joy L. ............................................................................4Ekbatani, Glayol V...................................................................17Ellis, Nick C...............................................................................8England, Liz ............................................................................14Enright, Mary K. .......................................................................3Erben, Tony.............................................................................19Ervin-Tripp, Susan .....................................................................6Farr, Marcia...............................................................................5Ferris, Dana ............................................................................17Fishman, Joshua A..................................................................21Fotos, Sandra............................................................................4Fulcher, Glenn ........................................................................14

G/H/IGarner, Barbara ......................................................................22Gass, Susan M........................................................................11Gillen, Julia .............................................................................12Gomez, Kimberley ..................................................................16Gonzalez, Norma....................................................................15Gorter, Durk ...........................................................................10Graddol, David........................................................................12Grin, Francois..........................................................................20Gunderson, Lee ......................................................................18Guo, Jiansheng .........................................................................6Harklau, Linda...........................................................................6Harley, Trevor ..........................................................................10Harmon, Mary R. ....................................................................16Harrington, Margaret M..........................................................20Hedgcock, John S. ..................................................................17Heredia, Roberto R..................................................................20Hernández-Gantes, Victor M...................................................19Hewings, Ann .........................................................................14Hinkel, Eli............................................................................4, 15Hodge, Rachel ..........................................................................8Huerta-Macías, Ana ................................................................12Hyland, Ken ............................................................................14Ibrahim, Awad ..........................................................................7Ivanic, Roz ................................................................................8

J/K/LJamieson, Joan M. ....................................................................3Janks, Hillary ...........................................................................15Jarvis, Scott.............................................................................12Johnson, Karen E. .....................................................................1Kachru, Yamuna .......................................................................2Kagan, Olga............................................................................14Katz, Laurie.............................................................................21Kersaint, Gladis.......................................................................19Koda, Keiko ............................................................................14Kondo-Brown, Kimi...................................................................4Kopelowitz, Ezra .......................................................................7Kormos, Judit..........................................................................15Kramer, Mary Ann ..................................................................22Kubota, Ryuko ..........................................................................6Kucer, Stephen B. ...................................................................15Kumaravadivelu, B. ...................................................................4Lardiere, Donna ......................................................................15Lefstein, Adam........................................................................18Leith, Dick...............................................................................12Leki, Ilona ...............................................................................12Levy, Mike.................................................................................4Lieven, Elena.............................................................................6Lin, Angel M. Y. ....................................................................4, 6Liu, Dilin ...................................................................................4Long, Michael H......................................................................11Luk, Jasmine C. M. ...................................................................4

M/N/OMackey, Alison........................................................................11May, Stephen..........................................................................21Maybin, Janet .........................................................................14McCafferty, Steven G. ...............................................................2McCarty, Teresa.......................................................................21McDonough, Kim ...................................................................11McKay, Sandra Lee................................................................2, 4Meier, Terry .............................................................................12Mercer, Neil ............................................................................14Migliacci, Naomi .....................................................................13Moll, Luis C.............................................................................15Morrell, Ernest ........................................................................16Moss, Gemma ..........................................................................8Mueller-Gathercole, Virginia C. ...............................................10Murray, Denise E. ......................................................................3Nakamura, Keiko ......................................................................6Nation, I.S.P...............................................................................3Nelson, Cynthia D. ..................................................................18Nero, Shondel J.........................................................................4Newton, Jonathan ....................................................................3Nieto, Sonia .......................................................................15,16Ozcaliskan, Seyda .....................................................................6

P/R/SParker, L. Leann ......................................................................14Pavlenko, Aneta......................................................................12Pennycook, Alastair...................................................................7Petkova, Mariana ....................................................................19Petrie, Gina Mikel .....................................................................4Pierson, Herbert D...................................................................17Purcell-Gates, Victoria .............................................................13Rex, Lelsey A...........................................................................17Reyes, Angela .........................................................................14Rhys, Martin ...........................................................................12Richardson, Elaine.....................................................................8Rivera, Charlene......................................................................21Rivera, Klaudia M....................................................................12Roberge, Mark..........................................................................6Robinson, Peter.........................................................................8Rodríguez-Brown, Flora V..........................................................9Rogers, Rebecca......................................................................22Romney, Mary...........................................................................5Schiller, Laura..........................................................................17Schwartz, Richard G..................................................................7Scott, Caroline ........................................................................19Scott, Jerrie Cobb ...................................................................21Selinker, Larry..........................................................................11Seloni, Lisya ..............................................................................5Sfreddo, Claudio.....................................................................20Shanahan, Timothy .................................................................13Shepard-Wong, Mary................................................................5Shohamy, Elana.......................................................................10Siegal, Meryl .............................................................................6Silva, Tony...............................................................................12Smith, Cristine ........................................................................22Smith, Larry E............................................................................2Song, Juyoung ..........................................................................5Spring, Joel .............................................................................21Stam, Gale................................................................................2Stockwell, Glenn.......................................................................4Straker, Dolores Y....................................................................21Street, Brian V. ........................................................................18Swann, Joan ...........................................................................12

T/V/W/Y/ZTaha, Zeinab A. .......................................................................14Thompson, Denisse R..............................................................19Thornton, Stephen J. ..............................................................19Tollefson, James W..................................................................21Toolan, Michael.........................................................................9Trofimovich, Pavel ...................................................................11Tsui, Amy B.M.........................................................................21Tusting, Karin............................................................................8Vaillancourt, François ..............................................................20VanPatten, Bill.........................................................................11Verplaetse, Lorrie Stoops.........................................................13Wahba, Kassem M..................................................................14Wei, Li ....................................................................................20Wigglesworth, Gillian..............................................................20Williams, Jessica......................................................................11Wilson, Marilyn J. ...................................................................16Wolfram, Walt ........................................................................20Wong, Shelley.........................................................................20Youmans, Madeleine.................................................................4Zehler, Annette M...................................................................14

INDEX 23


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