Abstract: Introduction Part I: Theoretical considerations in advanced instructed learning 1. Educating for advanced foreign language capacities - Christian M I M Matthiessen 2. Generalised collective dialogue and advanced foreign language capacities - James V. Wertsch 3. The relevance of languaculture and conceptual knowledge for advanced proficiency - James P. Lantolf Part II: Description and Instruction 4. Language, agency and collaboration in advanced second language proficiency - Merrill Swain 5. The linguistic features of advanced language use - Mary Schleppegrell. 6. The problem of text construction and the advanced language learner - Marianna Ryshina-Pankova 7. Bilingual heritage speakers acquiring Spanish - Teresa Oteiza 8. Approaching second language writing instruction - Susan Strauss 9. Academic French - Alice Caffarel 10. Meaning-making in Italian - Roberta Piazza 11. Grammatical metaphor - M. Cecilia Colombi Part III: Pragmatic and curricular issues 12. Meeting the challenge of comprehensive curriculum construction - Heidi Byrnes 13. Genre as a curricular framework for collegiate L2 learning - Cori Crane. 14. Developing a heritage language speaker track to support L2 acquisition - Sylvia Pessoa 15. Advanced learning for intermediate learners - N A J Moore.

Abstract: 49.6 million Americans speak a language other than English at home. Yet many patients who need medical interpreters have no access to them. Dr. Glenn Flores writes that language barriers can have deleterious effects.

Abstract: Textual Patterns introduces corpus resources, tools and analytic frameworks of central relevance to language teachers and teacher educators. Specifically it shows how key word analysis, combined with the systematic study of vocabulary and genre, can form the basis for a corpus informed approach to language teaching. The first part of the book gives the reader a strong grounding in the way in which language teachers can use corpus analysis tools (wordlists, concordances, key words) to describe language patterns in general and text patterns in particular. The second section presents a series of case studies which show how a key word / corpus informed approach to language education can work in practice. The case studies include: General language education (i.e. students in national education systems and those following international examination programmes), foreign languages for academic purposes, literature in language education, business and professional communication, and cultural studies in language education.

Abstract: This paper aims to extend our understanding of what it means to be a language teacher by examining ways in which language teachers are seen to be different to teachers of other subjects. Language teachers’ distinctiveness was defined by over 200 practising and prospective language teachers from a range of contexts, and the analysis also included the opinions of specialists in mathematics, history, science and chemistry on the extent to which characteristics claimed to be distinctive of language teachers applied to these other subjects. The findings of the study suggest that language teachers are seen to be distinctive in terms of the nature of the subject, the content of teaching, the teaching methodology, teacher‐learner relationships, and contrasts between native and non-native speakers. The study also raises methodological and conceptual issues of relevance to further research into this area. Key amongst these are the need to define language teachers’ distinctive characteristics with reference to specific contexts rather than globally, the importance of comparisons between insider views on such distinctiveness and those from outside language teaching, and the value of comparative studies of actual classroom practices of language teaching and other subjects.

Abstract: PART I: THE PEDAGOGY OF INTERNET-MEDIATED INTERCULTURAL FOREIGN LANGUAGE EDUCATION 1 Steven L Thorne: Pedagogical and Praxiological Lessons from Internet-Mediated Intercultural Foreign Language Education Research 2 Beth Bauer, Lynne deBenedette, Gilberte Furstenberg, Sabine Levet and Shoggy Waryn: Internet-Mediated Intercultural Foreign Language Education: The Cultura Project 3 Andreas Muller-Hartmann: Learning How to Teach Intercultural Communicative Competence via Telecollaboration: A Model for Language Teacher Education PART II: RESEARCH ON INTERNET-MEDIATED INTERCULTURAL FOREIGN LANGUAGE EDUCATION 1 Robert O"Dowd: The Use of Videoconferencing and E-mail as Mediators of Intercultural Student Ethnography 2 Paola E Dussias: Morphological Development in Spanish-American Telecollaboration 3 Lina Lee: A Study of Native and Nonnative Speakers" Feedback and Responses in Spanish-American Networked Collaborative Interaction PART III: NEW DEVELOPMENTS IN INTERNET-MEDIATED INTERCULTURAL FOREIGN LANGUAGE EDUCATION 1 Jeffrey Schneider and Silke von der Emde: Conflicts in Cyberspace: From Communication Breakdown to Intercultural Dialogue in Online Collaborations 2 Julie A Belz: At the Intersection of Telecollaboration and Learner Corpus Analysis: Considerations for Language Program Direction 3 Robert Train Epilogue: A Critical Look at Technologies and Ideologies in Internet-Mediated Intercultural Foreign Language Education

Abstract: 1. The Discipline of Language Planning: A Historical Overview 2. The Practice of Language Planning: An Overview of Key Concepts 3. Educational and Political Dimensions of Bilingual Education: The Case of The United States 4. Minority Languages and Language Revitalisation 5. The Global Spread of English: Cause, Agency, Effects and Policy Responses 6. New Englishes and Teaching Models: The Continuing Debate 7. Language Education Policy and the Medium Of Instruction Issue in Post-Colonial Africa.

Abstract: In this paper, we explore the use of foreign languages in qualitative interviewing, an issue previously treated as a mere technical consideration and largely neglected in the monolingual, English-dominated environment of international business research. Drawing on literature from linguistic anthropology and qualitative interviewing methodology, we provide a holistic view of foreign language use based on the experiences of 34 scholars from different countries.

Abstract: The aim of this chapter is to provide a critical overview of the issues and research conducted since the most recent state-of-the-art article published in the Annual Review of Applied Linguistics by David Singleton (2001). First, we summarize what research has said about the Critical Period Hypothesis (CPH) in cognitive science and neurobiology, then we review recent findings of age-related studies since 2000 focusing on what late beginners and adults can achieve, and how early and later beginners compare in bilingual programs. The second part of the presentation explores language policy and classroom implications of the CPH for foreign language teaching. As English has become the lingua franca, early programs have mushroomed all over the world. However, besides overwhelming enthusiasm, more recently critical voices can also be heard. On the one hand, early exposure is often seen as a key to success and a solution to all problems in language education; on the other hand, it may be perceived as a threat to first language development and identity. Finally, we explore areas for further research.

Abstract: Discussion boards provide an interactive venue where new and future language teachers can reflect, evaluate, solve problems or simply exchange ideas (e.g., Bonk, Hansen, Grabner-Hagen, Lazar, & Mirabelli, 1996; DeWert, Babinski, & Jones, 2003; Kumari, 2001; Pawan, Paulus, Yalcin, & Chang, 2003). In addition, encouraging future teachers to learn with technology before teaching with it allows them to become comfortable using various computer applications. This article examines transcripts from a semester-long asynchronous discussion between foreign language methodology classes at two different universities. Social and cognitive presence in the discussions was analyzed using Garrison, Anderson, and Archer’s Framework of a Community of Inquiry (2001). The results indicate that students engaged in a high degree of interactivity as well as all types of social and cognitive presence. These findings indicate that students not only progressed in their cognitive understanding of the pedagogical topics, but also employed social presence, the more dominant of the two, to aid their discussions. The topics seemed to play an important role in the type of cognitive activity evident in the discussions. These results differ from those of studies which found that students did not engage in interactivity (Henri, 1995; Pena-Shaff & Nicholls, 2004) and others which noted low levels of social presence (Garrison, et al. 2001; Meyer, 2003).

Abstract: Although Cooperative Learning has steadily grown in popularity in second-language classrooms, few resources are available that cover the topic in depth. Cooperative Learning in Second Language Teaching is a comprehensive overview, suitable for MA TESOL programs and for in-service teachers. Part I provides a grounding for collaborative/cooperative learning by discussing the educational research, issues that surround its implementation, and how it relates to theories of second language learning. Part II is a series of six narrative chapters written by teachers from around the world. These teachers share their experiences using cooperative learning in their classrooms, demonstrating the effectiveness of this approach, in both second and foreign language contexts, for elementary, secondary and post-secondary levels of instruction. An appendix outlining the techniques in these chapters is also included.

Abstract: It has now become commonplace to state that foreign language learning should be viewed in an intercultural perspective. The main objective of foreign language education is no longer defined strictly in terms of the acquisition of communicative competence. Teachers are now required to teach intercultural communicative competence. The aim of the study reported on here was to investigate to what extent and in what way teachers' current professional profiles meet the specifications formulated in the theoretical literature regarding the ‘foreign language and intercultural competence teacher’. To answer this question, an international research design was developed, involving teachers from Belgium, Bulgaria, Greece, Mexico, Poland, Spain and Sweden. Our findings suggest that teachers' current foreign language‐and‐culture teaching profiles do not yet meet those of the envisaged ‘foreign language and intercultural competence teacher’, and that patterns in teacher thinking and teaching practice appear to exist with...

Abstract: Although the use of translation in learning a foreign language is much maligned by language teachers, translation is widely used in learners’ foreign language learning process. It appears that lear...

Abstract: The omnipresence of English in Europe has led to numerous discussions about its widespread functions and special status compared to all other European languages. Yet, many of these discussions conceive of Europe as a group of nation states where English is either a first or a foreign language. This chapter seeks to question this well-established distinction by investigating what is in fact the most common use of English in Europe, namely English as a lingua franca (ELF). The chapter suggests a different way of conceptualizing the language in European contexts and provides an updated overview of empirical research into its lingua franca use. Examples of a particular approach to ELF research are provided in the form of two case studies focussing on different aspects of ELF interactions. These studies demonstrate how users of ELF exploit the possibilities intrinsic in the language to achieve their own communicative purposes. Finally, the chapter highlights some future directions for linguistic research and addresses the challenges that the emergence of ELF poses for various areas of applied linguistics.

Abstract: This article addresses the question of how second language (L2) learners understand idiomatic expressions in their second/foreign language and advances the proposition that literal meanings of idio...

Abstract: Foreword, Leo van Lier. Introduction, Project-Based Second and Foreign Language Education: Theory, Research, and Practice, Gulbahar H. Beckett. Part I: Overview, Theory, and Research. Establishing a Theoretical Foundation for Project-Based Learning in Second and Foreign Language Contexts, Fredricka Stoller. Photovoice and Freirean Critical Pedagogy: Providing a Liberatory Theoretical Framework to Project-Based Learning in Second Language Education, Mary Brydon-Miller. Beyond Second Language Acquisition: Secondary School ESL Teacher Goals and Actions for Project-Based Instruction, Gulbahar H. Beckett. Second Language Socialization Through an Oral Project Presentation: Japanese University Students' Experience, Masaki Kobayashi. Instructor Experiences With Project Work in the Adult ESL Classroom: A Case Study, Doreen Doherty and Janet Eyring. Project Work as a Conduit for Change in the Newcomers Classroom, Rod Case. Project-Based English as a Foreign Language Education in China: Perspectives and Issues, Yan Guo. Part II: Application: Frameworks and Models. "Learners' Lives as Curriculum": An Integrative Project-Based Model for Language Learning, Gail Weinstein. Global Issue Projects in the English Language Classroom, George Jacobs and Kip A. Cates. Knowing the Other Through Multicultural Projects in School EFL Programs, Valerie Jakar. L'Immeuble: French Language and Culture Teaching and Learning Through Projects in a Global Simulation, Beatrice Dupuy. French Gastronomy Through Project Work in College Classes, Becky Brown. Integrating Second Language Standards Into Project-Based Instruction, Paul Chamness Miller. Assessing Projects as Second Language and Content Learning, Tammy Slater, Gulbahar H. Beckett, and Carolyn Aufderhaar. PART III: Future Directions. Linking Interpretive Research and Functional Linguistics: From Learning Projects to Teaching Projects, Bernard A. Mohan and Grace I-chia Lee.

Abstract: This paper revisits the question of why pragmatics should be taught in the foreign language classroom and demonstrates how this can be achieved effectively with materials informed by conversation analysis (CA) Since findings in CA describe systematic action sequences underlying verbal activities that display cross-cultural variation, they capture pragmatics in its most natural locus: the conversational encounter It will furthermore be demonstrated that L2 learners may benefit from instruction with CA-based materials with the ability to anticipate, interpret and produce, socio-pragmatically appropriate verbal behaviour in the target language CA-based materials thus provide a rich resource for language teachers based on solid empirical evidence, and effectively enable L2 learners to engage in cross-culturally variable language behaviour inside and outside of class

Abstract: The typical speech of (fluent) bilinguals in monolingual settings contains few switches into the non-target language. Apparently, bilinguals can control what language they output. This article discusses views on how bilinguals exert control over their two languages in monolingual tasks, where participants only have to implicate one of their languages in performing the task, and in translation and, especially, simultaneous interpreting, tasks that can only be performed if both languages are addressed. A distinction is made between “global” control, where control involves the activation and/or inhibition of complete language systems, and “local” control, where control impacts on a restricted set of memory representations. A number of studies suggest that bilingual control is a special case of the control of action in general. This insight suggests an opportunity to incorporate relevant work in the field of translation studies in the study of bilingual control, embedding it in the same theoretical framework.

Abstract: This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching.

Abstract: This cross-sectional study drew on verbal protocol data to analyze the purported problem-solving nature of formulation processes. More precisely, our aim was to explore the allocation of composing time to problem-solving formulation processes in relation to 2 independent variables: (a) the language of composition (i.e., native language [L1] vs. second and foreign language [L2] writing); and (b) the writer's L2 proficiency (via 3 groups at different levels of proficiency). The results showed that the participants devoted twice as much time to dealing with formulation problems in the L2 than in the L1 and that the amount of time allocated to solving problems in the L2 did not depend on proficiency. Proficiency exhibited an apparent influence on the type of formulation problems the writers posed themselves: With increased proficiency, there was an increase, although not a linear one, in the time devoted to improving the expression of meaning or to discovering a better match between intention and expression, or both, and a decrease in the time devoted to compensating for the lack of linguistic resources. We discuss these findings in the light of process-oriented writing research and suggest implications for theory and research.

Abstract: Fifty-four students were tested at specific time intervals over 10 years to determine best native language (NL) predictors of oral and written foreign language (FL) proficiency and FL aptitude. All participants completed two years of Spanish, French, or German. Each was administered measures of NL literacy, oral language, and cognitive ability in elementary school. A measure of FL aptitude was administered at the beginning of ninth grade and FL proficiency was evaluated at the end of the 10th grade. Among the variables, NL literacy measures were the best predictors of FL proficiency, and NL achievement and general (verbal) intelligence were strong predictors of FL aptitude. Results suggest that indices of NL literacy as early as first grade are related to FL proficiency and FL aptitude nine and 10 years later. Findings provide strong support for connections between L1 and L2 skills, and for speculation that “lower level” skills in phonological processing are important for written language development and oral proficiency in a FL.

Abstract: Foreign language learning in-tandem involves pairs of (native or competent) speakers whose aim is to learn each other’s language by means of bilingual conversation sessions. It is still not widespread in Brazil. Within this autonomous, reciprocal and collaborative learning context, each partner becomes both a learner of the foreign language and a tutor of his/her mother tongue (or language in which he/she feels proficient). In this article, we introduce the principles and characteristics of foreign language learning in-tandem, propose a deepening of these principles, and outline our alternative proposal – Teletandem, an online Tandem that uses the reading, writing, audio and video-conference tools of the Windows Live Messenger. Research about Teletandem is currently being developed within the context of the Brazilian project Teletandem Brasil: Foreign Languages for all, at Sao Paulo State University – Assis, S. J. do Rio Preto -, and its results will be presented in forthcoming publications.

Abstract: Contents: Preface. V. Purcell-Gates, Complicating the Complex. V. Purcell-Gates, Language, Literacy, and Hegemony. C. Mazak, Appropriation and Resistance in the (English) Literacy Practices of Puerto Rican Farmers. A. Molosiwa, Language and Literacy Issues in Botswana. V. Purcell-Gates, The Immigrant Experience: Language, Literacies, and Identities. K. Perry, Sharing Stories, Linking Lives: Literacy Practices Among Sudanese Refugees. G. Zhang, Multiple Border Crossings: Literacy Practices of Chinese-American Bilingual Families. K. Rosolova, Literacy Practices in a Foreign Language: Two Cuban Immigrants. V. Purcell-Gates, Literacies In-/Out-of-School and On the Borders. S. Collins, Breadth and Depth, Imports and Exports: Transactions Between the In- and Out-of-School Literacy Practices of an "At Risk" Youth. J. Kersten, Literacy and Choice: Urban Elementary Students' Perceptions of Links Between Home, School, and Community Literacy Practices. D. Gallagher, "You Have to Be Bad or Dumb to Get in Here": Reconsidering the In-School and Out-of-School Literacy Practices of At-Risk Adolescents. C. O'Neil, School and Home: Contexts for Conflict and Agency. V. Purcell-Gates, New Pedagogies for New Literacies. D. Eyman, Digital Literac(ies), Digital Discourses, and Communities of Practice: Literacy Practices in Virtual Environments. V. Purcell-Gates, Comprehending Complexity. Appendix A: Cultural Practices of Literacy Study: Semi-Structured Literacy Practices Interview. Appendix B: Demographic Information.

Abstract: In this study, the hypothesis that working memory capacity interacts with (foreign) language proficiency was tested on multilinguals, who were native (L1) Dutch speakers, were fluent in their second (L2) language, German, and had recently started the acquisition of their third (L3) language, Norwegian. So far, the results of second-language studies on simple and complex working-memory tasks are mixed. In previous second-language studies, however, languages that belong to different linguistic groups were used. The question arises whether the interaction between working memory capacity and language proficiency is language-specific. In our multilingualism study we, therefore, controlled for this. Both simple (digit-span) and complex working-memory tasks (reading-span task and letter-number ordering) were used. The general results show that differences in performance between L1, L2, and L3 can be found on both simple and complex working-memory tasks, supporting the working memory capacity interaction hypothesis.

Abstract: Preface Acknowledgements PART I: INTRODUCTION Contextual Frame The Structure of the Book PART II: SETTING THE SCENE Foreign Language Learning: The Learning of Another Language Foreign Language Learning in English Language Countries: A Historically Gendered Area of Study? Boys and Girls Participating in School-based Foreign Language Learning: A Statistical Overview PART III: THE GENDERING OF LANGUAGES EDUCATION Gender and Schooling Debates: Focus on the Boys Theoretical Framing PART IV: BOYS TALKING Background to the Project and Methodology The Study PART V: OTHER BOYS TALKING School A: Beaconsfield College School B: Pensborough College School C: St Barnaby's College Summary PART VI: TEACHERS TALKING Nature or Nuture PART VII: GIRLS TALKING ABOUT BOYS Girls' Talk PART VIII: READING BETWEEN THE LINES Reconnecting the Theory Our Research Questions PART IX: CHANGING THINKING, TRANSFORMING ACTION Navigating New Times in Old Style: The Outer Frame The School Cirriculum and Administration Frame The Teaching and Learning Frame The Inner Boys-languages Frame: Boy-friendly Pedagogy? References Index

Abstract: A study of the impact of a major recent language education reform project in Italy employed a combination of qualitative and quantitative data collection methods, some of which could inform other studies of language learning and teaching. Impact study findings suggested interesting differences between the perceptions of learners and teachers on some of the activities in their foreign language classes. While both sides agreed in general on the virtues of communicative approaches to language teaching, there were interesting differences in the perceptions of learners and teachers on the prominence of grammar and pair work in their classes. These differences may indicate potential problem areas of lesson planning and implementation which could usefully be given attention on teacher support programmes.