Multilingual Matters 2011 Catalogue

MULTILINGUAL MATTERS

CATALOGUE 201 1www.multilingual-matters.com

ACADEMIES ANDEDUCATIONALREFORMGovernance,Leadership andStrategyElizabeth Leo (Durham University),David Galloway (Durham University)& Phil Hearne (NorthumberlandChurch of England Academy)

Academies were developed to

replace schools struggling to

educate children and young people living in disadvantaged

communities. This book considers what has distinguished

academies from other secondary schools and whether academies

can legitimately be seen as an effective way to achieve sustained

improvement in state schools.

October 2010 c 232pp

Hbk 9781847693167 £69.95 US$99.95 CAN$99.95 €84.95Pbk 9781847693150 £19.95 US$34.95 CAN$34.95 €24.95

SOCIOLINGUISTICSAND LANGUAGEEDUCATIONEdited by Nancy H. Hornberger &Sandra Lee McKay

Sociolinguistics and LanguageEducation brings together the mostauthoritative voices in the field toexplore the intersections oflanguage and education in contextsaround the world. The editors havedone a superb job in creating aresource that is comprehensive in itsarticulation of the complexities ofsocial interactions in a globalizedworld yet simultaneously accessible, lucid, engaging, and thought-provoking.JIM CUMMINS, OISE, UNIVERSITY OF TORONTO, CANADA

This book provides an up-to-date overview of sociolinguistics,

including topics of nationalism and popular culture, style and

identity, creole languages, critical language awareness,

multimodal literacies, classroom discourse, ideologies and power,

across language education contexts ranging from the teaching of

English as an international language to Indigenous language

revitalization.

New Perspectives on Language and Education June 2010 592pp


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HIGHLIGHTS

LANGUAGE IN THE ACADEMYCultural Reflexivity andIntercultural DynamicsJoan Turner (Goldsmiths, University of London)

This book takes a critical look at why issues of language in higher

education are routinely marginalised, despite the growing

internationalisation of universities. It locates the construction of

rhetorical norms and values for academic writing within wider

cultural practices and power relations, and observes the

transformative dynamic of intercultural communication in the

contemporary western academy.

Languages for Intercultural Communication and Education Nov 2010 c 240pp


CONTENDING WITH GLOBALIZATIONIN WORLD ENGLISHESEdited by Mukul Saxena (University of Warwick) & Tope Omoniyi(Roehampton University)

The widespread variation in Englishas used for internationalcommunication has provoked acorrespondingly wide variety ofviews about its significance. Thiscollection is an impressive testimonyto how varied these views are, andhow diverse the theoretical andideological perspectives that informthem. There is a good deal in thisstimulating book that calls for thecareful and critical reflection aboutestablished ways of thinking.BARBARA SEIDLHOFER, UNIVERSITY OFVIENNA, AUSTRIA

This book engages with English in globalization, re-examining and

re-interpreting the contemporary contexts of its acquisition and

use. The chapters contained in this book weave together four

inter-related themes that define the role of English in the global

context: the ‘centrality of structure’, ‘relationships of

interdependence’, ‘social constructions of difference’ and

‘reproduction of inequality’.

Critical Language and Literacy Studies May 2010 256pp


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A TALE OF TWO SCHOOLS Developing SustainableEarly Foreign LanguageProgramsRichard Donato (University of Pittsburgh) &G. Richard Tucker (Carnegie Mellon University)

Using the contrastive stories of two earlyforeign language programs, the authorsprovide longitudinal research-based evidenceof program practices and outcomes that focus attention on the criticalquestions of students’ ability to achieve language competence and culturalunderstanding and on program sustainability. The authors provideimplications for future research and invaluable recommendations forenhancing the sustainability of both new and on-going early foreignlanguage programs.MARCIA ROSENBUSCH, IOWA STATE UNIVERSITY, USA

This book documents a sixteen-year study of two elementary

school foreign language programs. With a strong focus on what

‘works’ and is possible, the authors provide an evaluation of what

is necessary to plan, implement and sustain a successful language

course. A Tale of Two Schools contains invaluable information for

those involved in these processes worldwide.

New Perspectives on Language and Education September 2010 c 192pp


CODE CHOICE IN THELANGUAGE CLASSROOMGlenn Levine (University of California, Irvine)

Code Choice in the Language Classroom argues that the foreign

language classroom is and should be regarded as a multilingual

community of practice rather than as a perpetually deficient

imitator of an exclusive second-language environment. From a

sociocultural and ecological perspective, Levine guides the reader

through a theoretical, empirical, and pedagogical treatment of

the important roles of the first language, and of code-switching

practices, in the language classroom.

January 2011 c 200pp

Hbk 9781847693334 C. £79.95 US$134.95 CAN$134.95 €99.95Pbk 9781847693327 C. £24.95 US$39.95 CAN$39.95 €29.95

DYSLEXIA IN THEFOREIGN LANGUAGECLASSROOMJoanna Nijakowska (University of Lódz)

This book addresses specific learning

difficulties in reading and spelling –

developmental dyslexia. Set in the

cross-linguistic context, it presents

issues surrounding dyslexia from the

perspective of a foreign language

teacher. It is intended to serve as a reference book for those

involved in foreign language teaching.

Second Language Acquisition June 2010 248pp


LINGUISTIC LANDSCAPE IN THE CITYEdited by Elana Shohamy (Tel Aviv University), Eliezer Ben-Rafael (Tel Aviv University) & Monica Barni

Arguing that the public space is symbolically constructed by the linguisticlandscape, this book urges us to take a fresh look at the signs around us. Aswe talk, walk, eat, drink, dance, cycle in and through parks, squares,stations, restaurants, streets and alleyways, the multilingual signage of thecity is a central part of urban meaningmaking. From Kiev to Hong Kong,Chinatowns to railway stations, this bookopens up exciting new questions aboutmigration, multilingualism and themanipulation of meaning in the urbancontext, giving us new insights into howlanguages, signs, people and cities interact. ALASTAIR PENNYCOOK, UNIVERSITY OF TECHNOLOGY,SYDNEY, AUSTRALIA.

This book focuses on linguistic

landscapes in present-day urban

settings. In a wide-ranging collection of studies of major world

cities, the authors investigate both the forces that shape

linguistic landscape and the impact of the linguistic landscape on

the wider social and cultural reality.

July 2010 384pp


MEASURING SECOND LANGUAGEVOCABULARY ACQUISITIONJames Milton (Swansea University)

This volume represents a much needed update on issues in assessingvocabulary. It displays the empirical grounding and rigor that only anestablished scholar like James Milton can provide. A refreshing aspect ofthe book is that the author questions even themost basic preconceived notions that scholarsand teacher practitioners might have aboutwhat it means to know a word and to assessthis knowledge, and that he reports on theresults of his inquiry in an honest and even-handed way.ANDREW COHEN, SECOND LANGUAGE STUDIES,UNIVERSITY OF MINNESOTA, USA

Measuring Second Language

Vocabulary Acquisition describes the

effect that word frequency and lexical

coverage have on learning and communication in a foreign

language. It examines the tools we have for assessing the various

facets of vocabulary knowledge, the scores these produce, and

the way these are tied to exam and communicative performance.

Second Language Acquisition October 2009 288pp


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TEXTBOOKS

SOCIOCULTURAL THEORY INSECOND LANGUAGE EDUCATIONAn Introduction through NarrativesMerrill Swain (Ontario Institute for Studies in Education), Penny Kinnear(University of Toronto at Mississauga) & Linda Steinman

In this accessible introduction to Vygotskyian sociocultural

theory, narratives illuminate key concepts of the theory. Intended

for graduate and undergraduate audiences, this textbook includes

controversies in the field, questions for collaborative discussion

and provides references to important work in the literature of

second language teaching, learning and research.

MM Textbooks December 2010 c 192pp


TEACHING LANGUAGES ONLINECarla Meskill (University at Albany) & Natasha Anthony (Hudson ValleyCommunity College)

Teaching Languages Online is for new and

experienced educators of world

languages. The text introduces aspects

and considerations involved in teaching

fully online and blended courses.

Mechanics and challenges are presented

using illustrations of actual online

teaching practices, practices that are

continually linked to contemporary

foundations of language pedagogy.

MM Textbooks May 2010 208pp


SOCIOLINGUISTICS ANDTHE LEGAL PROCESSDiana Eades (University of New England)

'Sociolinguistics and the Legal Process' is anideal text for an introductory course inlanguage and law. Eades’s intelligently chosentopics give a full and fair flavor of the field’senormous range. The writing is perfect,crystal-clear without condescension ordumbing-down. Remarkably, Eades succeeds

in presenting a theoretically sophisticated account of a sprawling field in astyle that can be readily understood by an intelligent undergraduate. JOHN CONLEY, UNIVERSITY OF NORTH CAROLINA SCHOOL OF LAW, USA

Sociolinguistics and the Legal Process is an introduction to

language, law and society for advanced undergraduate and

postgraduate students. Drawing on a wide range of topics, it

explores what sociolinguistic research can tell us about how

language works and doesn’t work in the legal process.

MM Textbooks April 2010 320pp


EUROPEAN VERNACULAR LITERACYA Sociolinguistic andHistorical IntroductionJoshua A Fishman

Filled with both enormous erudition andplain commonsense, this book makes aground-breaking contribution to ourunderstandings of the development andimportance of vernacular literacy. Butbeyond the innovative topic of the book,Joshua A. Fishman expands here on anoriginal historical-macrosociolinguistic theoretical approach of 'predictingthe past' that, as he says for literacy, 'vivifies the dead and freezes thelively.' OFELIA GARCÍA, GRADUATE CENTER, CITY UNIVERSITY OF NEW YORK, USA

In this major new text, Joshua Fishman charts the rise of

vernacular literacy in Europe, and the major social and economic

changes that attended it. Following the story up until the present

day, the book looks at how European colonizers viewed

vernacular literacy efforts in their current and former colonies,

and how technology affects vernacular literacy both now and in

the future.

New Perspectives on Language and Education June 2010 104pp


ETHNOGRAPHICFIELDWORKA Beginner's GuideJan Blommaert (Tilburg University) & JieDong (Tilburg University)

This immensely accessible and readable bookengages the reader from beginning to end in astyle which is informal, informative andintellectually fulfilling. Ethnography ispresented as a democratic process, open tomultiple and layered interpretations, recording uniquely situated realitiesthrough specialised analysis. Blommaert and Dong offer invaluablepractical advice, guiding the reader through the sequences of theethnographic research process. They successfully illustrate thefundamentals of ethnographic fieldwork, while presenting a set of splendidresources for both the beginner researcher and the experiencedethnographer. ANGELA CREESE, UNIVERSITY OF BIRMINGHAM, UK

This book describes ethnographic fieldwork as the gradual

accumulation of knowledge about something you don’t know

much about to begin with, facilitated by theoretical and

methodological instruments. The book provides an easy to read

introduction to quite complex ideas about knowledge and the

practices in which we gather it.

June 2010 104pp


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FOUNDATIONS OFBILINGUAL EDUCATIONAND BILINGUALISM4th EditionColin Baker (Bangor University)

Foundations of Bilingual Education andBilingualism by Colin Baker, has become aclassic in the field and has been updated andreleased in a fourth edition. The text offers awealth of information for graduate studentsand researchers wishing to be kept up-to-date with current topics andcontroversies in the field. This text continues to be an excellent source forintroducing students to the field of bilingualism and bilingual education.This text remains among the best in presenting a wealth of key informationin a very accessible format. This text will continue to be the standard-bearer on the topics of bilingualism and bilingual education.MICHAEL D. PASQUALE, CORNERSTONE UNIVERSITY, IN LINGUIST LIST 17.2533

The fourth edition of this best-selling book provides a

comprehensive introduction to bilingualism and bilingual

education. Written as an introductory text from a cross-

disciplinary perspective, 19 chapters cover individual and societal

issues in minority and majority languages.

Bilingual Education & Bilingualism 2006 504pp


BILINGUAL FIRST LANGUAGEACQUISITIONAnnick De Houwer (University of Erfurt)

This book has everything the student needs.The survey of the literature is thorough andeach study is related to the core "big issues" oflanguage balance, language differentiation,lexical overlap, and language interaction.This is a masterful introduction to one of thefastest growing areas in language studies.BRIAN MACWHINNEY, DEPARTMENT OF PSYCHOLOGY,CARNEGIE MELLON UNIVERSITY, USA

Increasingly, children grow up hearing two languages from birth.

This textbook explains how children learn to understand and

speak those languages. It brings together both established

knowledge and the latest findings about different areas of

bilingual language development (sounds, words, sentences,

language choice) in a perspective that emphasizes the role of

children's language learning environments.

MM Textbooks 2009 432pp


AN INTRODUCTION TO BILINGUALDEVELOPMENTAnnick De Houwer (University of Erfurt)

Prominent bilingual first language acquisition(BFLA) expert Annick de Houwer has givenus an introductory book with a most balancedand fair view of BFLA as a standard in itsown right, tracing the bilingual developmentof four fictitious prototypical children. Asalways, her clarity of thought and writingmakes the book accessible to anyone.MASAYO YAMAMOTO, PROFESSOR OF BILINGUALISMSTUDIES, KWANSEI GAKUIN UNIVERSITY, JAPAN

Increasingly, children grow up hearing two languages from birth.

This introductory textbook shows how children learn to

understand and speak those languages against the backdrop of

their language learning environments. A narrative around the

bilingual development of four young children with different

language profiles helps to explain the latest research findings in a

lively and accessible manner.



LEARNING TO BE LITERATEMultilingual PerspectivesViv Edwards (University of Reading)

This textbook introduces students to

language in education policy, theory

and practice in a multilingual world.

Designed to be accessible to students

from a wide range of disciplines, it

explores multilingualism at the

individual and societal level and its

impact on literacy learning around the

world.



A BEGINNER'S GUIDE TOLANGUAGE AND GENDERAllyson Jule (Trinity Western University)

A Beginner’s Guide to Language and

Gender offers a broad and accessible

introduction to the study of gender and

language use for those new to the

subject. The book introduces the

theoretical and practical perspectives,

including relevant frameworks

necessary to understand ways in which

language interacts with gender/sex in

various settings, including: in media, in schools, in places of

business, in places of worship, and at home.



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New 5th revised editioncoming soon - Spring 2011

THE POLITICS OF LANGUAGE EDUCATIONIndividuals and Institutions

Edited by Charles Alderson (Lancaster University)

This is a brave, honest and challenging book whichprovides the missing piece in our understanding of theimplementation of language education policy, inparticular, and the management of change, moregenerally. VIV EDWARDS

This volume highlights the importance of micropolitics in shaping

language education policy, development and projects. Chapters

discuss background theory to understanding micropolitics, issues

surrounding the research and publication of political behaviour by

individuals and institutions, and present a series of case studies in

a variety of aspects of language education from a range of

different contexts.

New Perspectives on Language and Education 2009 248pp


ELT, GENDER ANDINTERNATIONAL DEVELOPMENTMyths of Progress in aNeocolonial World

Roslyn Appleby (University of Technology, Sydney)

This book draws on the narratives of white

women as English language teachers in the neocolonial world of

international development. It explores the paradoxes of language

as aid, and questions the mythical power of English to deliver on

the promises of a brighter future for the developing world.

Critical Language and Literacy Studies 2010 264pp


NEUROLINGUISTIC AND PSYCHOLINGUISTICPERSPECTIVES ON SLAEdited by Janusz Arabski (University of Silesia) &Adam Wojtaszek (University of Silesia)

This book is a must for all interested in SLA,multilingualism and language learning in general. Itoffers a well-composed selection of thought-provokingperspectives stemming from neuro- andpsycholinguistic studies focusing on the secondlanguage learner. The various scholars study a wide range of topics in twopromising areas of research and thereby give evidence of the multifacetednature of methodologies used in modern linguistics. This source willcertainly open up new research avenues in the field.ULRIKE JESSNER, UNIVERSITÄT INNSBRUCK, AUSTRIA

Neurolinguistic and Psycholinguistic Perspectives on SLA is a

collection of twelve chapters, reporting on research results and

presenting theoretical insights into the processes of language

acquisition. The first part outlines the neurobiological processes

which assist formation of additional language in the brain, while

the second part offers psycholinguistic modelling of a number of

components of second language competence.

Second Language Acquisition 2009 208pp

Hbk 9781847692412 £49.95 US$89.95 CAN$89.95 €64.95

SPANISH AS AN INTERNATIONAL LANGUAGEImplications for Teachers and Learners

Deborah Arteaga (University of Nevada) &Lucía Llorente (Berry College)

This volume will provide students and linguists alikewith valuable perspectives on the living language. It is amust-read for new and experienced teachers of Spanish.KAREN ZAGONA, UNIVERSITY OF WASHINGTON

Spanish is spoken in many countries around the world. Like all

languages, it has regional and social variation. Spanish speakers

in the U.S. will invariably come into contact with this great variety.

This book addresses these aspects of Spanish, while describing its

most important linguistic features. No prior knowledge of

linguistics is assumed. It is an ideal resource for teachers and

students of Spanish.



CREATING CLASSROOM COMMUNITIESOF LEARNINGInternational Case Studies and Perspectives

Edited by Roger Barnard (University of Waikato) & María E. Torres-Guzmán (Teachers College, Columbia University)

This is a collection of nine case studies of teachers

and young learners in countries as widely

separated as USA, Japan and Australia. In each

chapter, classroom interaction is interpreted by

different authors to illustrate how teachers and

their students verbally co-construct culturally

appropriate learning attitudes and behaviours.

The collection reveals not only similarities and differences across

cultural divides, but also how different perspectives can provide

alternative and rich interpretations of teaching and learning.



BILINGUAL SIBLINGS Language Use in Families

Suzanne Barron-Hauwaert

A resounding cheer goes out to Suzanne Barron-Hauwaert for writing thisinsightful, informative and truly essential book for families raising more thanone child in more than one language. This book is packed with research, familyprofiles, an overview of various myths, personal stories, and much, much more.It is an amazing resource for anyone eager to understand why bilingualchildren in the same family develop along uniquely individual linguistic paths.COREY HELLER, EDITOR-IN-CHIEF OF MULTILINGUAL LIVING MAGAZINE

Taking a different perspective to traditional case studies on one

bilingual child, this book discusses the whole family and the

realities of life with two or more children and languages. What do

we know about the language patterns of children in a growing and

evolving bilingual family? Which languages do the siblings prefer

to speak to each other? Do the factors of birth order, personality

or family size affect language use? This book unveils the reality

behind life with bilingual siblings.

Parents' and Teachers' Guides December 2010 c 216pp


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TITLES BY AUTHOR

MULTILINGUALISM INMATHEMATICS CLASSROOMSGlobal Perspectives

Edited by Richard Barwell (University of Ottawa)

Learning and teaching mathematics in

multilingual, bilingual or second language

settings can be challenging. This collection

explores the complex issues that arise in multilingual mathematics

classrooms in Europe, South Asia, North America and Australia.

Each contribution draws on recent research to offer new insights

into the relationship between language, learning and mathematics.



GRAMMAR ACQUISITION ANDPROCESSING INSTRUCTIONSecondary and Cumulative Effects

Alessandro Benati (University of Greenwich) &James F. Lee (University of New South Wales)

Will learners who receive training on one type ofprocessing strategy for one specific formappropriately transfer the use of that strategy to other forms withoutfurther instruction in PI? Benati and Lee take research on ProcessingInstruction to new heights by examining secondary and cumulativeeffects of PI and structured input activities. The book provides a thoroughreview of input processing theory and empirical research on PI beforelaunching into new and unique research that examines transfer-of-training effects. Benati and Lee present innovative directions for researchon input processing making this volume a most valuable contribution toSLA scholars and graduate students. WYNNE WONG, ASSOCIATE PROFESSOR OF FRENCH AND SLA, THE OHIO STATE UNIVERSITY, USA

The research we present in this book establishes a unique line of

research within the Processing Instruction model by assessing the

transfer-of-training effects of this approach to grammar

instruction on how learners make form-meaning connections. In

this book we present the results of three experimental studies

investigating secondary and cumulative effects in French, Italian

and English.



TOWARDS MULTILINGUAL EDUCATIONBasque Educational Research froman International Perspective

Jasone Cenoz (University of the Basque Country)

This volume focuses on research in bilingual and

multilingual education. It discusses the results

of research conducted in different multilingual

educational contexts and particularly in Basque

schools and universities where Basque, Spanish

and English are used as subjects and as

languages of instruction.



INSIGHTS INTO NON-NATIVEVOCABULARY TEACHING ANDLEARNINGEdited by Rubén Chacón-Beltrán (UNED),Christián Abello-Contesse (University of Seville),María del Mar Torreblanca-López (University of Seville)

This book brings together a collection of new

articles on different aspects of vocabulary teaching and learning.

The contributions present the results of original empirical

research in the field by well-known scholars as well as some

comprehensive reviews. The different approaches adopted by the

researchers participating in this volume should be of interest to

graduate students and researchers working in the area of second

language acquisition.



SOCIALIZING IDENTITIES THROUGH SPEECHSTYLELearners of Japanese as a Foreign Language

Haruko Minegishi Cook (University of Hawaii, Manoa)

Based on a fine-grained analysis of situatedinteractional data, the volume is impressive in itstheoretical depth and promises to make a multi-dimensional contribution to the field. ETON CHURCHILL, KANAGAWA UNIVERSITY, JAPAN

Drawing on the perspective of language

socialization and a theory of indexicality, this

book examines dinnertime talk in a homestay context and

explores ways in which learners of Japanese as a foreign

language and their Japanese host families socialize their

identities through speech style.



COLLABORATIVE RESEARCH INMULTILINGUAL CLASSROOMSCorey Denos, Kelleen Toohey (Simon Fraser University), Kathy Neilson(Simon Fraser University) & Bonnie Waterstone (Simon Fraser University)

The account of this group of professionalscollaborating, discussing and understanding acrossschool and university contexts is uplifting, inspiringand hopeful. It is an excellent example of how teachersand academics can engage in changing school practicesand how we all experience varying roles as knowersand learners.ANGELA CREESE, SCHOOL OF EDUCATION, UNIVERSITY OFBIRMINGHAM, UK

Reporting on the research collaborations of a group of teachers,

graduate students, and a university professor, this book

investigates how classrooms might be better for students of

diverse linguistic and cultural backgrounds, abilities and socio-

economic circumstances, and better for teachers as well.



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LANGUAGE USE IN THE TWO-WAY CLASSROOMLessons from a Spanish-EnglishBilingual Kindergarten

Renée DePalma

The numerous rich examples of more and less effectivestrategies and practices within a variety of instructional contexts make thisbook essential reading for educators, parents, students and researchersinterested in second language education. DePalma’s findings will haveimportant implications for program design, interventions, curriculum andinstructional practices in second language learning programs.KATHRYN LINDHOLM-LEARY, PH.D., SAN JOSE STATE UNIVERSITY, USA

Based on an extended ethnographic study of a dual language

(Spanish-English) Kindergarten, this book takes a critical look at

children’s linguistic (and non-linguistic) interactions and the ways

that teaching design can help or hinder language development.

With a focus on official “Spanish time”, it explores the particular

challenges of supporting the minority language use as well as the

teacher’s strategies for doing so. How can teachers design

educational practice that takes into consideration broader forces

of language hegemony as well as children’s immediate interests?

Bilingual Education & Bilingualism August 2010 216pp


NEW TRENDS INAUDIOVISUAL TRANSLATIONEdited by Jorge Díaz Cintas (Imperial College London)

New Trends in Audiovisual Translation is going tobe a classic. This is a must read, a prime example ofsolid scholarship and academic writing in thisrelatively young branch of Translation Studies. JorgeDíaz Cintas's lucid introduction offers a rare insight into the roots of AVTresearch, as well as its almost limitless but challenging future potential.AVT research emerges as a truly interdisciplinary research domain of greatscientific and social relevance. ALINE REMAEL, PROFESSOR OF AUDIOVISUALTRANSLATION AND TRANSLATION STUDIES, ARTESIS UNIVERSITY COLLEGE, ANTWERP, BELGIUM

This book, a collection of articles written by leading experts in the

field of audiovisual translation, introduces the reader to some of the

main linguistic and cultural challenges that translators encounter

when dealing with films and other audiovisual productions. The

volume raises awareness of current issues and debates in the study

of dubbing and subtitling and offers new insights on these complex

and vibrant areas of the translation discipline.

Topics in Translation 2009 288pp

Hbk 9781847691545 £64.95 US$109.95 CAN$109.95 €89.95

THE LANGUAGE DIFFERENCELanguage and Development in the Greater Mekong Sub-Region

Paulin G Djité (University of Western Sydney)

This book asks whether language makes a difference when it

comes to development, and whether there is a perceptible

difference in development between countries that is attributable

to their choice of language. It answers these questions by

comparing the role of language in Africa and in Southeast Asia

(Cambodia, the Lao PDR, Myanmar and Viet Nam).

Multilingual Matters February 2011 c 280pp

Hbk 9781847693402 C. £69.95 US$119.95 CAN$119.95 €99.95

DOES THE WRITING WORKSHOPSTILL WORK?Edited by Dianne Donnelly (University of South Florida)

A remarkable new collection of essays about thetheory, practice, design, and reinvention of peer-reviewcomponents in writing-courses. The expertise andrange of experience represented by the contributors isastonishing. This is a bountiful offering indeed.HANS OSTROM, EDITOR, OF COLORS OF A DIFFERENT HORSE: RE-THINKING CREATIVE WRITINGTHEORY AND PEDAGOGY

This book explores the effectiveness of the writing workshop in

the Creative Writing classroom, searching beyond the question of

whether or not the workshop works to consider alternative

pedagogical models. The needs of a growing and diverse student

population are central to the contributors' consideration of non-

normative pedagogies. This book is a must-read for all teachers of

Creative Writing.

New Writing Viewpoints May 2010 264pp


MOTIVATION, LANGUAGEIDENTITY AND THE L2 SELFEdited by Zoltán Dörnyei (University of Nottingham)& Ema Ushioda (University of Warwick)

With contributions by leading European, North

American and Asian scholars, this volume

offers a comprehensive anthology of

conceptual and empirical papers describing the

latest developments in L2 motivation research that involves the

reframing of motivation in the context of contemporary notions

of self and identity.



LANGUAGE DIVERSITY IN THE CLASSROOMJohn Edwards (St Francis Xavier University)

Language Diversity in the Classroom is an excellentbook that should inform and stimulate discussionin teacher education programs. I recommend itenthusiastically.G. RICHARD TUCKER, PAUL MELLON UNIVERSITY PROFESSOR OFAPPLIED LINGUISTICS, CARNEGIE MELLON UNIVERSITY

This book provides comprehensive coverage of language contact

in classroom settings. Particularly highlighted are the range and

implications of attitudes towards languages and dialects - with

close attention to nonstandard varieties - studies of Black English,

foreign-language teaching and learning, as well as broad

consideration of the assumptions and intentions underpinning

bilingual and multicultural education.



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IMPLICIT AND EXPLICITKNOWLEDGE IN SECONDLANGUAGE LEARNING, TESTINGAND TEACHINGRod Ellis (University of Auckland), Shawn Loewen (Michigan State University), Catherine Elder (University of Melbourne),Hayo Reinders (University of Hawaii),Rosemary Erlam & Jenefer Philp (University of Auckland)

The New Zealand research group has done a superb job of putting togetherin a coherent volume empirical studies on implicit and explicit L2knowledge, a timely topic in SLA research. A full range of issues is coveredincluding theory, definitions, measurement as well as the effects ofinstruction. Both novice and experienced researchers will finish readingthis book with an excellent understanding of the central issues and with anexcitement about the possibilities of doing research in this area. This bookis a welcome addition to the growing body of studies on L2 knowledge typesand will occupy an important place in university and private libraries.SUSAN GASS, UNIVERSITY DISTINGUISHED PROFESSOR, MICHIGAN STATE UNIVERSITY

Implicit/ explicit knowledge constitutes a key distinction in the

study of second language acquisition. This book reports a project

that investigated ways of measuring implicit/explicit L2

knowledge, the relationship between the two types of knowledge

and language proficiency, and the effect that different types of

form-focused instruction had on their acquisition.



BECOMING INTERCULTURALLYCOMPETENT THROUGHEDUCATION AND TRAININGEdited by Anwei Feng (Bangor University),Michael Byram (University of Durham) &Mike Fleming (Durham University)

This anthology is another major achievement from the‘Durham team’ and is by far their most honest and balanced volume interms of theory, research and practice. The contributions, skillfully weavedtogether, offer thought-provoking and inspiring coverage of manyuntrodden paths of the vital scholarship on intercultural competence.A must read!FRED DERVIN, PHD (TURKU) & DOCTEUR ÈS LETTRES (SORBONNE), SENIOR LECTURER,UNIVERSITY OF TURKU, FINLAND

This book demonstrates the complementarity of educational and

training approaches to developing intercultural competence as

represented by those who work in commercial training and those

who work in further and higher education. It does so by

presenting chapters of analysis and chapters describing courses

in the two sectors.

Languages for Intercultural Communication and Education 2009 240pp


ENGLISH LANGUAGE EDUCATIONACROSS GREATER CHINAAnwei Feng (Bangor University)

Bilingual Education and Bilingualism 2011


LEXICAL PROCESSING INSECOND LANGUAGE LEARNERSPapers and Perspectives in Honourof Paul Meara

Edited by Tess Fitzpatrick (Swansea University) &Andy Barfield (Chuo University)

In this book scholars from across the world pay tribute toPaul Meara’s outstanding achievements in the field of Second LanguageAcquisition research. One of main achievements of this book is that it bringstogether the work of researchers who focus on theoretical issues and findings ofresearchers wishing to improve the L2 classroom. The breadth and depth of thestudies offered to Meara in this volume make this a must read for all scholarsinterested in vocabulary acquisition, knowledge and use. JEANINE TREFFERS-DALLER,PROFESSOR OF LINGUISTICS, UNIVERSITY OF THE WEST OF ENGLAND, BRISTOL, UK

This book presents studies at the cutting edge of second language

vocabulary research by authors whose work represents much of the

current focus and direction of investigation in this area. Various

aspects of L2 lexical processing, acquisition, and storage are explored

in a groundbreaking series of relevant and replicable studies.



STRATEGIC LANGUAGE LEARNINGThe Roles of Agency and Context

Xuesong Gao (Hong Kong Institute of Education)

This monograph reports on a longitudinal

inquiry into mainland Chinese undergraduates’

language learning experiences in an English

medium university. The inquiry reveals dynamic interaction

between agency and contextual conditions underlying the

participants’ strategic learning efforts in a multilingual setting.

Second Language Acquisition February 2010 192pp


THE INTERCULTURAL DYNAMICSOF MULTICULTURAL WORKINGEdited by Manuela Guilherme (Universidade deCoimbra), Evelyne Glaser (Johannes KeplerUniversität Linz) & María del Carmen Méndez-García(Universidad de Jaén)

This volume illustrates a new manner to examineintercultural communication competence in a global society. The editors havecompiled a series of chapters from a variety of international and world classauthors to examine real and symbolic mobility of people, identities, andcultures. The chapters examine, from professional and theoreticalperspectives, how individuals in multicultural teams and workplacesestablish and maintain effective relationships to fulfill the potential ofdiversity. It is a must read for scholars and practitioners ofintercultural/multicultural work teams. JOHN OETZEL, UNIVERSITY OF NEW MEXICO, USA

This book is a theoretical and practical discussion of intercultural

communication and interaction and is aimed at academic courses

as well as professional development programmes. It focuses, from

a critical perspective, on the intercultural dynamics established

between the members of multicultural groups/teams in various

types of work environments.

Languages for Intercultural Communication and Education July 2010 264pp


9


LINGUISTIC RELATIVITY IN SLAThinking for Speaking

Edited by ZhaoHong Han (Columbia University) &Teresa Cadierno (University of Southern Denmark)

This volume addresses the growing interest

amongst second language acquisition

researchers in linguistic relativity. The chapter

authors conceptually explore and empirically investigate the

relevance of Slobin’s Thinking-for-Speaking Hypothesis to adult

second language acquisition. The studies offer compelling

evidence of the recalcitrant effects of L1-shaped cognition on

second language production.

Second Language Acquisition June 2010 232pp

Hbk 9781847692771 £59.95 US$99.95 CAN$99.95 €74.95

LANGUAGE AND POVERTYEdited by Wayne Harbert (Cornell University),Sally McConnell-Ginet (Cornell University),Amanda Miller (Cornell University) & John Whitman (Cornell University)

This volume explores the complex interactions

of language with economic resources. How does

poverty affect language survival? How is the

economic status of individuals affected by the languages they do

or do not speak? The authors address these questions from

multiple perspectives, drawing on linguistics, language policy and

planning, economics, anthropology, and sociology.

Multilingual Matters 2008 240pp


ON CREATIVE WRITINGGraeme Harper (Bangor University)

What is Creative Writing? Millions of people do it,

but how do we do it, really? What evidence of its

undertaking does Creative Writing produce? How

do we explore Creative Writing, as both art form

and mode of communication, and how do we

come to understand it? On Creative Writing considers what lies at

the core of the very human creative activity called Creative Writing.

New Writing Viewpoints March 2010 152pp


DECOLONIZING LITERACYMexican Lives in the Era of Global Capitalism

Gregorio Hernandez-Zamora (U.H. Integracion Latinoamericana)

Drawing from case studies of marginalized

individuals in Mexico and the U.S., this book

explores the colonizing concept of illiteracy, as

well as how the long social history of conquest

and colonization, plunder and globalization, is

inscribed in the personal histories of today’s global outcasts.

Critical Language and Literacy Studies April 2010 240pp


ENGLISH AS A LOCAL LANGUAGEPost-colonial Identities andMultilingual Practices

Christina Higgins (University of Hawaii)

This book explores how multilingualism

involving English is ordered in post-colonial,

globalizing societies. By placing multilingual practices at the

theoretical center, the author investigates a range of

sociolinguistic domains to demonstrate how individuals use

English as a local resource alongside other languages in East

Africa to produce an array of local and global identifications.



LANGUAGE AND HIV/AIDSEdited by Christina Higgins (University of Hawaii) &Bonny Norton (University of British Columbia)

Christina Higgins and Bonny Norton have broughttogether a remarkably diverse group of scholars whofocus on the intersection of language and HIV/AIDS.The result is a stunningly vibrant volume, one thatbrims with insights based on qualitative analyses of a variety of public andprivate discourses from around the globe. Language and HIV/AIDS is anoutstanding example of the power of applied linguistics to illuminatecritical real-world issues. A true treasure!HEIDI HAMILTON, GEORGETOWN UNIVERSITY, USA

This volume focuses on the role of language in the construction

of knowledge about HIV/AIDS. The authors draw on discourse

analysis, ethnography, and social semiotics to interpret meaning-

making practices in formal and informal HIV/AIDS education in

Australia, Cambodia, Burkina Faso, Hong Kong, India, South

Africa, Tanzania, Thailand, and Uganda.



LANGUAGE LEARNINGSTRATEGIES IN INDEPENDENTSETTINGSEdited by Stella Hurd & Tim Lewis (Open University)

This book extends the field of language learningstrategies to ILL contexts through overviews ofpertinent research to date. Its strength is in venturingto present theoretical frameworks and methodologicalexamples for fields of focus in ILL that are frankly begging for moreresearch. The book provides an informed foundation as a jumping off point.LYNN ERLER, UNIVERSITY OF OXFORD, UK IN SYSTEM 37 (2009)

In recent years traditional, classroom-based language tuition has

been increasingly overshadowed by innovative approaches, such

as distance learning, supported independent learning and

blended learning (with an online component). This timely volume

examines the use of language learning strategies in a range

of independent settings, and addresses key issues for

independent learners such as autonomy, strategic awareness and

self-regulation.



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HYBRID IDENTITIES AND ADOLESCENT GIRLSBeing 'Half' in Japan

Laurel Kamada

This book examines the ethnic, gendered, and

embodied ‘hybrid’ identities of ‘half-Japanese’

girls in Japan, colourfully narrated through

their own voices. The girls struggle to positively

construct their identities into positions of

control over disempowering discourses of ‘otherness’, while also

celebrating cultural capital as they negotiate their constructed

identities of ‘Japaneseness’, ‘whiteness’ and

‘halfness/doubleness’.



THE LANGUAGES OF AFRICAAND THE DIASPORAEducating for Language Awareness

Edited by Jo Anne Kleifgen (Teachers College,Columbia University) & George C. Bond (Teachers College, Columbia University)

This is a remarkable collection of articles that make aunique and important contribution to scholarship on language, learning,and linguistic diversity in Africa and the diaspora. Key researchers in thefield address an exciting range of topics, from language policy andcommunity libraries, to African American English and Creole as a regionallanguage. It will be of great interest to applied linguists, languageeducators, and language planners.BONNY NORTON, PROFESSOR AND DISTINGUISHED UNIVERSITY SCHOLAR, UNIVERSITY OFBRITISH COLUMBIA

This book takes a fresh look at subordinated vernacular

languages in the context of African, Caribbean, and US

educational landscapes, highlighting the social cost of linguistic

exceptionalism for speakers of these languages. Chapters

describe contravening movements toward various forms of

linguistic diversity and offer a comprehensive approach to

language awareness in educative settings.



LANGUAGE DISORDERS INSPEAKERS OF CHINESEEdited by Sam-Po Law (University of Hong Kong),Brendan Weekes (University of Sussex) & Anita M-Y Wong (University of Hong Kong)

Splendid! This volume, with its timely topic, reputableeditors, and outstanding contributors, not only fills an existing gap but alsobreaks new ground in the comparative study of language disorders.PING LI, PROFESSOR OF PSYCHOLOGY AND LINGUISTICS, PENNSYLVANIA STATE UNIVERSITY,EDITOR OF BILINGUALISM: LANGUAGE AND COGNITION

This book represents the latest research in language disorders in

Chinese speakers by more than 20 scholars from Asia, the UK and

the US. It features single case and group studies addressing

theoretical and clinical issues concerning language impairments

and reading and writing disorders in Chinese-speaking children

and adults.

Communication Disorders Across Languages 2008 328pp

Hbk 9781847691163 £69.95 US$139.95 CAN$139.95 €99.95

THIRD LANGUAGE ACQUISITIONAND UNIVERSAL GRAMMAREdited by Yan-kit Ingrid Leung (University of Hong Kong)

A pioneer in the theoretical study of third languageacquisition and interlanguage transfer, Ingrid Leungpresents a series of original studies from diversetheoretical perspectives, ranging from typology toUniversal Grammar and multicompetence. Featuring interesting three-way interactions between European and Asian languages, the studies offeran intriguing taste of the findings beginning to emerge in this rapidlydeveloping field. STEPHEN MATTHEWS, UNIVERSITY OF HONG KONG

This volume presents studies which approach the relatively new

field of third language (L3) acquisition from the generative

linguistic perspective. It aims to bring together researchers who

are interested in L3 acquisition and who are at the same time

working within the generative framework i.e. Chomsky’s Universal

Grammar (UG) approach to language acquisition. A total of nine

contributions are included, reporting research on L3 involving

different combinations of source/target languages and

investigating various UG-related properties.


Hbk 9781847691316 £59.95 US$119.95 CAN$119.95 €84.95

CHINA AND ENGLISHGlobalisation and the Dilemmas of Identity

Edited by Joseph Lo Bianco (University of Melbourne), Jane Orton (University of Melbourne) & Gao Yihong (Peking University)

China has become the world’s largest English

learning society, and China’s decisions in

relation to English will directly affect its

fortunes into the future. This unique volume

explores the prospects of English in relation to

the debates on identity and cultural values that

mass English teaching in China have stimulated.



WRITING IN FOREIGN LANGUAGE CONTEXTSLearning, Teaching, and Research

Edited by Rosa Manchón (Universidad de Murcia)

Although the predominant focus of the field of L2writing has long been English writing in Englishdominant contexts, the number of studies focusing onnon-English dominant contexts has been growingsteadily. This authoritative volume features some of themost accomplished researchers in those contexts, seizing the momentum toexpand the scope of the field and to provide a much needed globalperspective. Without doubt, the editor and the contributors to thiscollection are laying a foundation for further exploration of L2 writingtheory, research and instruction--especially in contexts where English is notone of the dominant languages. PAUL MATSUDA, ARIZONA STATE UNIVERSITY.

This book represents the most comprehensive account to date of

foreign language writing. Its basic aim is to reflect critically on

where the field is now and where it needs to go next in the

exploration of foreign language writing at the levels of theory,

research, and pedagogy.



11


LANGUAGE DISABILITIES IN CULTURALAND LINGUISTIC DIVERSITYDeirdre Martin (University of Birmingham)

This book fills a significant gap in the current literaturein an original and stimulating way. Deirdre Martinwas among those who recognised at an early stage thatprofessionals such as speech and language therapistsand teachers would need to develop better strategiesfor working with children with communication and interaction needs whowere learning English as an additional language. TONY CLINE

Language Disabilities in Cultural and Linguistic Diversity offers a

new approach to understanding the familiar dilemma of

disentangling difficulties in communication for learners

developing the language of schooling. The author takes a socio-

cultural Vygotskian approach to reinterpret international

research in language disabilities, namely specific language

impairment, communication difficulties, dyslexia and deafness.



GENDERED IDENTITIES AND IMMIGRANTLANGUAGE LEARNINGJulia Menard-Warwick (University of California)

Humorous and irreverent, embarrassed and frustrated,angry and grateful, the participants in Menard-Warwick’s study emerge as real people on the pages ofthis engaging and compassionate book that privilegesimmigrants’ voices and experiences. Investigating thecomplex interplay between gender, class, ethnicity, and immigration status,Menard-Warwick revitalizes the inquiry into the relationship betweengender, power, and second language and literacy learning and makesimportant connections between sociolinguistic theory and adult ESLteaching practice. ANETA PAVLENKO, COLLEGE OF EDUCATION, TEMPLE UNIVERSITY, USA

This ethnographic study of a California English as a Second

Language program explores how the gendered life experiences of

immigrant adults shape their participation in both the English

language classroom and the education of their children, within

the contemporary sociohistorical context of Latin American

immigration to the United States.



CULTURALLY AND LINGUISTICALLYDIVERSE CLASSROOMSNew Dilemmas for Teachers

Edited by Jennifer Miller (Monash University),Alex Kostogriz (Deakin University) &Margaret Gearon (Monash University)

The growing cultural, racial and linguistic

diversity in schools has changed the face of

language teaching in many countries. This book presents theory

and research by a group of internationally recognised scholars

who address the issues and challenges for teachers and their

students in increasingly plurilingual and multicultural classrooms.



THE MULTILITERACIES CLASSROOM Kathy A. Mills (Queensland University of Technology)

We've made great progress in theorising multiliteracies - but realising themin the traditional, print-based cultures of schooling is a far more difficultchallenge. This book traces the journey of a researcher, a teacher and herstudents in bringing multiliteracies to life in the classroom.ALLAN LUKE, QUEENSLAND UNIVERSITY OF TECHNOLOGY, AUSTRALIA

The Multiliteracies Classroom gives an accessible account of the

challenges and rewards of engaging students in literacy learning

through multimedia design. It paints a vivid picture of what

multiliteracies can look like in a culturally diverse classroom. The

first research of its kind, it applies key themes of critical sociology

to multiliteracies, inspiring educators to envisage the changing

shape of literacy research.

New Perspectives on Language and Education November 2010 c 176pp


THE SOCIOLINGUISTIC COMPETENCEOF IMMERSION STUDENTSRaymond Mougeon (York University), Terry Nadasdi (University of Alberta) &Katherine Rehner (University of Toronto)

In previous studies, the team of Mougeon, Nadasdi,and Rehner has contributed greatly to ourunderstanding of variation in second languagelearners' speech. The Sociolinguistic Competence ofImmersion Students sets a new standard forresearchers in the sociolinguistics of L2 speech andrepresents a major contribution to both second language acquisition andsociolinguistics. ROBERT BAYLEY, UNIVERSITY OF CALIFORNIA, DAVIS, USA

This book is a significant contribution to an under-studied aspect

of SLA research, namely the acquisition of sociolinguistic

variation by immersion students who have learnt their second

language primarily in an educational context. The student’s

mastery of sociolinguistic competence is measured in relation to

a range of phonetic, lexical and grammatical variants and to the

factors that influence such mastery.

Second Language Acquisition January 2010 240pp


WELCOMING LINGUISTIC DIVERSITYIN INTERNATIONAL SCHOOLSStrategies for Creating an Inclusive Environment in the Early Years

Edited by Edna Murphy

Parents’ and Teachers’ Guides 2011


12


EARLY LEARNING OF MODERNFOREIGN LANGUAGESProcesses and Outcomes

Edited by Marianne Nikolov (University of Pécs)

Teaching foreign languages to young learners iscurrently one of the most exciting challenges for theprofession. This volume gathers sixteen papers whichspan a wide range of topics, including the learners’ cognitive and affectivecharacteristics, their learning processes and outcomes, and the learningconditions inside and outside the classroom. Reporting on a variety ofsettings and concerns, the papers in this volume will broaden perspectivesand give new insights to researchers and teachers in early foreign languageprogrammes. PROFESSOR CARMEN MUÑOZ, UNIVERSITY OF BARCELONA, SPAIN.

Modern languages are taught to young learners at an increasingly

early age, yet few publications focus on what is available to

children in different contexts and classrooms. This book

represents the state-of-the-art in research on young language

learners. Covering a range of languages, contexts and research

methods, it provides insights into how young learners progress.



TESTING THE UNTESTABLEIN LANGUAGE EDUCATIONEdited by Amos Paran (University of London) &Lies Sercu (Katholieke Universiteit Leuven)

The title of this book is well chosen. Despite theapparent oxymoron, this collection of papers succeedsin addressing important issues of educational policyand theory with the precision born of empirical work combined withdiscussion of principles. This book will open new options for testers, forteachers and for those who make policy decisions. MICHAEL BYRAM, SCHOOL OF EDUCATION, UNIVERSITY OF DURHAM, UK

This book investigates the intersections between language

learning and language assessment, and four specific areas within

language learning: learner autonomy, intercultural competence,

literature and literary competence, and the integration of content

and language learning. The book is a valuable addition to the

literature on what are seemingly untestable and unassessable

facets of foreign language competence.



THINKING AND SPEAKING IN TWO LANGUAGESAneta Pavlenko (Temple University)

Until recently, the history of debates about language and thought

has been a history of thinking of language in the singular. The

purpose of this volume is to reverse this trend and to begin

unlocking the mysteries surrounding thinking and speaking in bi-

and multilingual speakers.

Bilingual Education & Bilingualism January 2011 c 272pp


THE BILINGUAL MENTAL LEXICONInterdisciplinary Approaches

Edited by Aneta Pavlenko (Temple University)

Conceptions of language representation are changing.Words are not static entries in a mental dictionary.Instead they are part of human communication, evercontextualised in people and their lives, languages,meanings, interactions, and selves. In bringing together lead researchers inthe various relevant disciplines, Aneta Pavlenko produces a compellingaccount of this important new perspective as it applies to bilingualism.Despite its interdisciplinarity, this is rigorous research, with each approachfollowing its own characteristic steps. It is exciting too, as together thesechapters reveal the intricate rhythms of the bilingual lexicon. The approach,and Pavlenko’s enthusiasm, are catching. This is a vibrant and readablevolume – pick it up, and join the dance. NICK ELLIS, UNIVERSITY OF MICHIGAN

How are words organized in the bilingual mind? How are they linked

to concepts? How do bi- and multilinguals process words in their

multiple languages? Contributions to this volume offer up-to-date

answers to these questions and provide a detailed introduction to

interdisciplinary approaches used to investigate the bilingual lexicon.



INPUT MATTERS IN SLAEdited by Thorsten Piske (University of Education Schwäbische Gmünd) &Martha Young-Scholten (University of Newcastle)

The volume constitutes a major contribution to the understanding of therole of input in L2 acquisition, and especially in L2 phonology, an areawhere input has not been investigated systematically. I think that L2researchers and graduate students will find this volume quite appealingand would consider it a required reading for anyone planning to undertakeresearch projects on L2 input.MÓNICA CABRERA, LOYOLA MARYMOUNT UNIVERSITY, USA IN LINGUIST LIST 20.4070

This volume bridges the gap between theory and practice by bringing

together well-known and new authors to discuss a topic of mutual

interest to second language researchers and teachers alike: input.

Reader-friendly chapters offer a range of existing and new

perspectives on input in morphology, syntax, phonetics and phonology.



MULTILINGUAL URBAN SCANDINAVIANew Linguistic Practices

Edited by Pia Quist (University of Copenhagen) & Bente Ailin Svendsen (University of Oslo)

A must for everybody who wants a full picture ofethnolectal structures and stylistic practices inScandinavia - a volume full of new insights fromempirical research. PETER AUER, FREIBURG UNIVERSITY, GERMANY

This book represents the diverse research being carried out on

linguistic practices among adolescents in multilingual urban

Scandinavia. With chapters analysing new linguistic practices,

examining how these practices are perceived and discussing how

their speakers construct their identities, the book gives an insight

into the linguistic realities of young people in the 21st century.

Multilingual Matters September 2010 c 264pp


13


BODIES AND LANGUAGEHealth, Ailments, Disabilities

Vaidehi Ramanathan (University of California)

In the field of applied linguistics, health issues havetraditionally been examined from an outsiderperspective, as something that happens to others, andis negotiated in conversations between disembodieddoctors and patients. Ramanathan’s ground-breaking book turns thescholarly gaze inwards reminding us that our collective sense of normalcyis but an illusion and our bodies are a material reality. Weaving critical,poststructuralist and psychoanalytic theories together with first-personexperiences of illness and disability, the author analyzes ways in whichbodily and linguistic breakdowns are discursively constructed by theexperiencers and ways in which societal discourses dehumanize our bodies.Raising the veil of silence that until now surrounded body issues and bodyfunctions in our field, this profound, touching, and deeply human bookcreates a new discursive space and provides strong impetus for furtherinquiry into the relationship between bodies, languages, and identities. ANETA PAVLENKO, TEMPLE UNIVERSITY, USA

Focusing on body conditions associated with breast cancer,

Alzheimer’s disease, (type-1) diabetes, epilepsy, partial hearing

and autism, this book draws on a range of critical theories to

contest collectively assembled notions of ‘abnormality,’ ‘disability’

and ‘impairments’ and ways in which they emerge through

language. It also addresses the need for applied sociolinguists to

take account of how our researching practices - the texts we

produce, the orientations we assume, the theoretical grounds

from which we proceed - create ‘meanings’ about bodies and

‘normalcy’, and the importance of remaining ever vigilant and

civically responsible in what we do or claim to do.

2009 152pp


THE ACQUISITION OFSOCIOLINGUISTIC COMPETENCEIN A STUDY ABROAD CONTEXTVera Regan (University College Dublin),Martin Howard (University College, Cork) &Isabelle Lemée (St Patrick's College)

This exciting new book represents a significant leapforward for research on the effects of study abroad on second languageacquisition. It focuses on the sociolinguistic competence of second languagelearners in a university setting, an unexplored dimension of this researchstrand. The volume offers a careful documentation and analysis of thecrucial role played by a one-year stay in France on the acquisition of keyaspects of sociostylistic variation in the spoken French of advanced-levelstudents of French as a Second Language. Second language researchers,programme planners, and teachers will undoubtedly find this volume aninsightful and useful resource.RAYMOND MOUGEON

Drawing on cross-sectional and longitudinal analyses of a range of

sociolinguistic variables in L2 French, this volume explores the

relationship between 'study abroad' and the acquisition of

sociolinguistic variation patterns by the advanced second

language learner. Within a variationist paradigm, the findings

illuminate a number of issues in relation to the role of speaker

identity, gender, and L2 exposure and contact.



CONTENT AND LANGUAGEINTEGRATED LEARNINGEvidence from Research in Europe

Edited by Yolanda Ruiz de Zarobe (University of theBasque Country) & Rosa María Jiménez (Universidadde La Rioja)

This book contributes to the growth of interest in

Content and Language Integrated Learning (CLIL), an approach to

second/foreign language learning that requires the use of the

target language to learn content. It brings together critical analyses

on theoretical and implementation issues of Content and Language

Integrated Learning, and empirical studies on the effectiveness of

this type of instruction on learners’ language competence.



LANGUAGE ALLEGIANCES ANDBILINGUALISM IN THE USEdited by M. Rafael Salaberry (University of Texas, Austin)

This book explores the close association

between use of a language and the sense of

affiliation with the culture associated with it: an

allegiance that seems to garner a type of loyalty

and support that few other identities command.

Linguistic Diversity and Language Rights 2009 224pp


A PRACTICAL GUIDE FOR TRANSLATORSFifth Edition

Geoffrey Samuelsson-Brown

Now in its fifth edition, the book has two hundred pagespacked to the bindings with advice, explanations and must-have information. It is written with a clear structuredapproach that does not confuse the beginner to the professionneither does it seek to teach old timers how to suck eggs.ALAN WHEATLEY, GENERAL SECRETARY, INSTITUTE OF TRANSLATION AND INTERPRETING.

Latest edition of the successful best-seller that views commercial

translation from the translator’s and customer’s viewpoints.

Topics in Translation March 2010 224pp


CONTESTING EUROPE'S EASTERN RIMCultural Identities in Public Discourse

Edited by Ljiljana Saric (University of Oslo),Andreas Musolff (University of East Anglia),Stefan Manz (Aston University) & Ingrid Hudabiunigg

Since 1989, Europe’s eastern rim has been in

constant flux. Political and economic

transformations have triggered redefinitions of

cultural identity. Combining theory-oriented and empirical

approaches, this book analyzes modes of identity construction in

public discourse, particularly focusing on national and cross-

national rhetorical strategies related to European Union

enlargement and EU policy towards southeast Europe.

Multilingual Matters November 2010 c 264pp

Hbk 9781847693242 C. £69.95 US$129.95 CAN$129.95 €84.9514

THE IDEA OF ENGLISH IN JAPANIdeology and the Evolution of a Global Language

Philip Seargeant (The Open University)

This is a book that is highly relevant to the globalstudy of applied linguistics. Seargeant’s review of themonocentric/polycentric debate is both clear andsuccinct and at the same time subtle and well-informed. This well-writtenbook draws on a wide-ranging body of literature, which is always germaneto the central argument and never a distraction. The Idea of English inJapan is a thoughtful and thought-provoking work that deserves space onthe bookshelves of anyone interested in the concept of global English.ALISON STEWART, GAKUSHUIN UNIVERSITY, JAPAN, SYSTEM (2010)

This book examines the ways in which English is conceptualised

as a global language in Japan, and considers how the resultant

language ideologies – drawn in part from universal discourses; in

part from context-specific trends in social history – inform the

relationships that people in Japan have towards the language.



ENGLISH AS AN INTERNATIONAL LANGUAGEPerspectives and Pedagogical Issues

Edited by Farzad Sharifian (Monash University)

This praiseworthy and useful volume is highlycommendable not only for linguists but also for Englishlanguage practitioners. It provides a step forward inthis new and vibrant field of research.CARMEN LUJÁN GARCÍA, UNIVERSIDAD DE LAS PALMAS DE GRANCANARIA, ENGLISH WORLD-WIDE

Collectively, the chapters in this volume make a significant

contribution to the emerging paradigm of English as an

International Language (EIL) by exploring various aspects of the

English language and its pedagogy in the context of the

globalization of this language. The volume shows a great deal of

promise in terms of expanding the paradigm and also establishing

new grounds for thinking, research, and practice.



SOCIAL JUSTICE THROUGHMULTILINGUAL EDUCATIONEdited by Tove Skutnabb-Kangas (Åbo Akademi University, Finland), Robert Phillipson (Copenhagen Business School),Ajit K. Mohanty (Jawaharlal Nehru University) &Minati Panda (Jawaharlal Nehru University)

Although the principles for enabling children to become fully

proficient multilinguals through schooling are well known, most

Indigenous and minority children are not provided with

multilingual education, which would enable them to succeed both

in school and in society. In this important book, experts from

around the world show how multilingual education can be

provided, and what it can achieve.

Linguistic Diversity and Language Rights 2009 408pp


COMMUNICATION DISORDERS IN TURKISHEdited by Seyhun Topbas (Anadolu University) &Mehmet Yavas (Florida International University)

Communication Disorders in Turkish is the mostcomprehensive overview of this topic ever written.Each chapter author has skillfully translated researchto guide clinical practice. Speech-languagepathologists and audiologists within Turkey, and in themany countries where Turkish people live, will find thebreadth and depth of information to be impressive.PROFESSOR SHARYNNE MCLEOD, RESEARCH INSTITUTE FOR PROFESSIONAL PRACTICE, LEARNINGAND EDUCATION (RIPPLE), CHARLES STURT UNIVERSITY, AUSTRALIA

This book presents a collection of studies on research and clinical

practice, including assessment and therapy materials, in different

communication disorders in Turkish. It is primarily aimed at

Speech-language Pathologists who may work with Turkish

speaking clients and who need resources on the language and

how to assess communication disorders. Professionals and

researchers from related disciplines such as clinical linguistics,

psychology, psycholinguistics, and neurolinguistics will also

benefit from it, as the contents will prove to be useful in the

understanding of universal and language-specific aspects of

speech and language development.

Communication Disorders Across Languages 2010 440pp

Hbk 9781847692467 £99.95 US$179.95 CAN$179.95 €109.95

FIRST LANGUAGE USE IN SECONDAND FOREIGN LANGUAGELEARNINGEdited by Miles Turnbull (University of Prince EdwardIsland) & Jennifer Dailey-O'Cain (University of Alberta)

This book focuses on the use of the first

language in communicative or immersion-type classrooms.

Through the intersection of theory, practice, curriculum and

policy, the volume calls for a reconceptualization of code-

switching as something that both proficient and aspiring

bilinguals do naturally, and as a practice that is inherently linked

with bilingual code-switching.



GROWING UP WITH THREE LANGUAGESBirth to Eleven

Xiao-lei Wang (Pace University)

Packed with research, advice and personal accounts oftrilingualism, this book will quickly become everymultilingual family's treasure trove. Writtenspecifically with the multilingual parent in mind, it iseasy to read, full of real-world experiences, andreplete with researched facts and wisdom: an essential read for any familyraising children in more than two languages.COREY HELLER, EDITOR-IN-CHIEF, MULTILINGUAL LIVING MAGAZINE

This book is for parents who live in a foreign country and intend to

raise their children in their own heritage language(s). It offers helpful

suggestions for this challenging situation and provides useful

strategies in the daily interactions between parents and children.

Parents' and Teachers' Guides 2008 240pp


15


THE MEANING MAKERS (2ND EDITION)Learning to Talk and Talking to Learn

Gordon Wells (University of California at Santa Cruz)

In the first edition of The Meaning Makers, GordonWells used a wealth of observational data todemonstrate the importance of talk with adults forchildren’s learning and development. The book workedespecially well because it included the voices of thechildren and adults in its many illustrative examples. This new edition notonly links the original analysis to recent research and contemporaryeducational issues, but also provides fascinating insights into the changingperspectives of a researcher over the span of a highly productive,international career.NEIL MERCER, PROFESSOR OF EDUCATION, UNIVERSITY OF CAMBRIDGE

The Meaning Makers traces the language and literacy

development of a large, representative sample of children from

age 1 to 10, quoting liberally from observations made at home and

at school. Setting the findings of the study in the context of

recent research, it offers suggestions for improving children’s

opportunities for learning.



LEXICAL INFERENCING IN AFIRST AND SECOND LANGUAGECross-linguistic Dimensions

Marjorie Wesche (University of Ottawa) & T Sima Paribakht (University of Ottawa)

In this study of lexical inference several topical andimportant strands in SLA research are woven together to form an impressivewhole: lexical knowledge, cross-linguistic influence, reading comprehensionand the difference between L1-and L2-speakers. The tests are skilfullyplanned and executed and lead to a convincing discussion of the results. Thiswill be a most useful book for anyone working in the field of SLA.HÅKAN RINGBOM, EMERITUS PROFESSOR OF ENGLISH, ÅBO AKADEMI UNIVERSITY, FINLAND

Lexical inferencing is a central process in both reading

comprehension and word learning through reading. This volume

presents a comprehensive research review on second language

lexical inferencing (with Kirsten Haastrup) and a major new study of

first and second language lexical inferencing by speakers of Persian,

French and English, focusing on first language transfer effects.



ILLEGITIMATE PRACTICESGlobal English Language Education

Jacqueline Widin (University of Technology, Sydney)

This book lays bare the tensions and powerlines

which emerge between participants in the

volatile international ELT project market place.

The book focuses on two international ELT

projects and maps the prevailing interests in the field while

seeking ways that providers and donors can more equally

distribute linguistic, educational and economic resources.

Linguistic Diversity and Language Rights August 2010 232pp


THE EDUCATION OF LANGUAGE MINORITYIMMIGRANTS IN THE UNITED STATESEdited by Terrence G Wiley (Arizona State University),Jin Sook Lee (University of California, Santa Barbara)& Russell W Rumberger

This book focuses on educational language

minority immigrant issues in the United States.

It draws from quantitative and qualitative

research methodologies to inform educational

policy and practice. The contributions are

grouped according to three broad themes: factors predicting

language proficiency, the role of language and identity in the lives

of immigrant language minority youth, and issues of educational

policy related to this group.



THE KNOWLEDGE ECONOMY,LANGUAGE AND CULTUREGlyn Williams

Williams’s latest book offers a thoughtful, original andoften provocative interpretation of the mutualrelationships between the linguistic, the political, thesocial and the economic. The line of argument weavestogether notions that are all too often considered in isolation, and this bookcan be recommended to advanced students and specialists of languagepolicy and the politics of language who seek access to the big picture, alongwith wide-ranging scholarship and genuine intellectual engagement.FRANÇOIS GRIN, UNIVERSITY OF GENEVA, SWITZERLAND.

The world is being reshaped by fundamental changes deriving

from globalisation and the shift from modernity to late modernity.

At the heart of these changes is the knowledge economy. Work in

the knowledge economy operates quite differently than in the

industrial economy in that it is highly dependent on

communication and language. This book considers how language

and culture are relevant to the practices of the knowledge

economy while also considering how the broader changes obliges

us to reconsider the nature of language.

March 2010 264pp


TRANSLATING CHINAEdited by Xuanmin Luo (Tsinghua University) &Yuanjian He (The Chinese University of Hong Kong)

The book is a collection of essays on translating

various types of text (literary, religious, political,

etc.) into and from Chinese. The focus is on how

such translations have been produced and

propagated from ancient to modern times, and their sociocultural

impact on the evolution of Chinese history and Chinese

translatology.

Topics in Translation 2009 248pp

Hbk 9781847691873 £54.95 US$99.95 CAN$99.95 €69.95

16


SPECIAL COLLECTIONS

LANGUAGES FOR INTERCULTURALCOMMUNICATION AND EDUCATIONCOLLECTION (VOLS 1-20)

The overall aim of this series is to publish

books which ultimately inform learning and

teaching, but whose primary focus is on the

analysis of intercultural relationships,

whether in textual form or in people's

experience. There are also books which

deal directly with pedagogy, with the

relationships between language learning

and cultural learning, between processes

inside the classroom and beyond. They all

have in common a concern with the relationship between

language and culture, and the development of intercultural

communicative competence.

VOLUMES 1-20

ISBN978-1-84769-342-6 £995.00 US$1895.00 €1295.00

Available by special order only from Multilingual Matters. For details of the individual volumes please see our website:www.multilingual-matters.com

NEW PERSPECTIVES ON LANGUAGEAND EDUCATION COLLECTION (VOLS 1-20)

Two decades of research and development

in language and literacy education have

yielded a broad, multidisciplinary focus. Yet

education systems face constant economic

and technological change, with attendant

issues of identity and power, community

and culture. What are the implications for

language education of new 'semiotic

economies' and communications

technologies? Of complex blendings of

cultural and linguistic diversity in communities and institutions?

Of new cultural, regional and national identities and practices?

The New Perspectives on Language and Education book series

features critical and interpretive, disciplinary and

multidisciplinary perspectives on teaching and learning, language

and literacy in new times.

VOLUMES 1-20

ISBN 978-1-84769-344-0 £1195.00 US$1995.00 €1495.00


SECOND LANGUAGE ACQUISITIONCOLLECTIONS (VOLS 1-20 and 21-40)

This series brings together titles dealing

with a variety of aspects of language

acquisition and processing in situations

where a language or languages other than

the native language is involved. Second

language is therefore interpreted in its

broadest possible sense. The volumes

included in the series all in their different

ways offer, on the one hand, exposition and

discussion of empirical findings and, on the

other, some degree of theoretical reflection. In this latter

connection, no particular theoretical stance is privileged in the

series; nor is any relevant perspective - sociolinguistic,

psycholinguistic, neurolinguistic, etc. - deemed out of place.

SET 1: VOLUMES 1-20

ISBN 9781853599699 £995.00 US$1995.00 €1295.00 SET 2: VOLUMES 21-40

ISBN 9781847692481 £995.00 US$1995.00 €1295.00


LANGUAGE PLANNING ANDPOLICY COLLECTION (VOLS 1-10)

This set includes volumes 1-10 of the

Language Planning and Policy series. The

series covers the language situation in

various polities, explaining the linguistic

diversity, the historical and political

contexts and the current language

situation, including language-in-education

planning, the role of the media, the role of

religion, and the roles of non-indigenous

languages.

VOLUMES 1-10

ISBN 9781847691392 £345.00 US$695.00 €480.00


17


BOOK SUBMISSIONS

Multilingual Matters is known for both its cutting-edge

research publishing and its growing list of textbooks for

students. One in-house editor oversees each book from

proposal through to publication, and our authors

appreciate the continuity this gives them. All our book

projects are assessed by our in-house editorial team, our

academic series editors and external reviewers.

BOOK SERIES

Bilingual Education & BilingualismEdited by Nancy H. Hornberger (University of Pennsylvania, USA) & Colin Baker (Bangor University, UK)

Communication Disorders Across LanguagesEdited by Nicole Müller & Martin J. Ball(University of Louisiana, Lafayette, USA)

Critical Language & Literacy StudiesEdited by Bonny Norton (University of British Columbia, Canada), Alistair Pennycook (University of Technology, Sydney, Australia) & Brian Morgan (York University, Canada)

Language, Mobility & InstitutionsEdited by Melissa Moyer (Universitat Autonoma de Barcelona, Spain) &Celia Roberts (King’s College London, UK)

Languages for Intercultural Communication & EducationEdited by Michael Byram (University of Durham, UK) & Alison Phipps (University of Glasgow, UK)

Linguistic Diversity & Language RightsEdited by Tove Skutnabb-Kangas (Roskilde University, Denmark)

MM TextbooksEdited by a team of series advisors

Multilingual MattersEdited by John Edwards (St. Francis Xavier University, Canada)

New Perspectives on Language & EducationEdited by Viv Edwards (University of Reading, UK)

New Writing ViewpointsEdited by Graeme Harper (Bangor University, UK)

Parents' & Teachers' GuidesEdited by Colin Baker (Bangor University, UK)

Second Language AcquisitionEdited by David Singleton (Trinity College, Dublin, Ireland)

Topics in TranslationEdited by Susan Bassnett (University of Warwick, UK) & Edwin Gentzler (University of Massachusetts/Amherst, USA)

Tips for successful book proposals

1 Make sure we are the right publisher for your book

before you send the proposal. Please tell us if you are

submitting to multiple publishers simultaneously.

2 Submit proposals by email not post.

3 State which series you think your book would be

suitable for.

4 Follow our notes on submitting a book proposal

carefully, answering all the questions in a clear, concise

manner.

5 Proposals should not be longer than 4 or 5 pages.

A full CV is not necessary – only a brief one which gives

your most recent affiliation and important publications.

6 Define the possible readership accurately and

realistically. The “interested layperson” rarely exists:

only cite them as a possible audience if you are

prepared to find one!

7 Please take time to research competing and

complementary titles. If there are already several titles

on the market in the same area we need to know why

yours is going to be different or better.

8 Try to make the book to appeal to a wider audience.

Case studies should always be compared to and

referred to other, preferably international, research

on the subject.

9 If your book is based on a PhD, it must be completely

re-written to fit a book format.

10 When submitting your final manuscript, follow our

guidelines carefully. Please pay particular attention

to references.

Promoting Your BookEach book receives individual attention from our marketing

department and is strongly promoted at relevant

conferences. We send review copies to journals and we run

regular targeted direct mail campaigns. Our internet

promotion includes email marketing, website sales and

notification to major booksellers and wholesalers worldwide.

In addition, sales of foreign language rights have increased

enormously in recent years. As well as the major European

languages, foreign language rights have been sold to several

Asian countries including Japan, Korea and Malaysia and to

smaller countries such as Estonia and Latvia. We also have

same language low-price reprint agreements with several

Chinese and Indian publishers.

18

CONTACT DETAILS

19


DISTRIBUTORS

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LOCAL REPRESENTATIVES & AGENTS

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Editorial queriesAnna Roderick Email: [email protected] Grover Email: [email protected]

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Production queriesSarah Williams Email: [email protected]

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Permissions and foreign rights queriesAnna Roderick Email: [email protected]

General queriesEmail: [email protected]

INTERNATIONAL AGENTS AND DISTRIBUTORSWe have an international distribution network to ensure that you receive your books as quicklyand as cost-effectively as possible. Please feel free to place your order directly with them.

NOTE

All prices and details in this catalogue are correctat the time of going to press (September 2010)but are subject to change.

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Multilingual Matters 2011 Catalogue

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