Abstract: The label CLIL stands for classrooms where a foreign language (English) is used as a medium of instruction in content subjects. This book provides a first in-depth analysis of the kind of communicative abilities which are embodied in such CLIL classrooms. It examines teacher and student talk at secondary school level from different discourse-analytic angles, taking into account the interpersonal pragmatics of classroom discourse and how school subjects are talked into being during lessons. The analysis shows how CLIL classroom interaction is strongly shaped by its institutional context, which in turn conditions the ways in which students experience, use and learn the target language. The research presented here suggests that CLIL programmes require more explicit language learning goals in order to fully exploit their potential for furthering the learners’ appropriation of a foreign language as a medium of learning.

Abstract: Listening comprehension lies at the heart of language learning, but it is the least understood and least researched skill. This paper brings together recent research and developments in the field of second and foreign language (L2) listening. It begins with a brief discussion of the different cognitive and social factors that impact listening, followed by a summary of recent research into the development of perception skills and metacognitive knowledge. An integrated model for teaching learners how to listen is then elaborated. In addition, recent research on listening in multimedia environments, academic listening and listening assessment is presented. The paper concludes with a discussion of areas for further research, arguing that the process of listening needs more research attention with in-depth studies that probe deeper into the interaction of the processes and factors that influence successful L2 listening.

Abstract: From the perspective of the speakers themselves, this is the first book to explore attitudes towards ELF in general and ELF accents in particular, their effects on ELF speakers' identities, and ways in which the problems can be addressed in teacher education, English language testing, and ELT materials.

Abstract: Whether the native language of bilingual individuals is active during second-language comprehension is the subject of lively debate. Studies of bilingualism have often used a mix of first- and second-language words, thereby creating an artificial “dual-language” context. Here, using event-related brain potentials, we demonstrate implicit access to the first language when bilinguals read words exclusively in their second language. Chinese–English bilinguals were required to decide whether English words presented in pairs were related in meaning or not; they were unaware of the fact that half of the words concealed a character repetition when translated into Chinese. Whereas the hidden factor failed to affect behavioral performance, it significantly modulated brain potentials in the expected direction, establishing that English words were automatically and unconsciously translated into Chinese. Critically, the same modulation was found in Chinese monolinguals reading the same words in Chinese, i.e., when Chinese character repetition was evident. Finally, we replicated this pattern of results in the auditory modality by using a listening comprehension task. These findings demonstrate that native-language activation is an unconscious correlate of second-language comprehension.

Abstract: The concept of learner autonomy is often applied to the process and content of language learning but not specifically to its intended outcome, the development of proficiency in a second or foreign language. Against this tendency, the present paper argues for an understanding of language learner autonomy in which the development of learner autonomy and the growth of target language proficiency are mutually supporting and fully integrated with each other. It further argues that only on the basis of such an understanding can learner autonomy move to the centre of language teaching theory and practice. The paper begins by considering the origins of the universally accepted definition of learner autonomy, ‘the ability to take charge of one's own learning’. It then briefly reviews social-psychological and cognitive evidence in favour of promoting learner autonomy before discussing constructivist theories of pedagogy and their implications for a theory of language learner autonomy. From this it derives three fun...

Abstract: Although Firth and Wagner (1997) did not explicitly discuss the issue of identity in second language acquisition (SLA) research, their article was symptomatic of a general trend to open up SLA to social theory and sociological and sociolinguistic research, which in turn led some researchers to explore links between second language (L2) learning and identity. In this article, I discuss empirical research linking L2 learning and identity that has been published since Firth and Wagner. I begin with a discussion of the broadly poststructuralist approach to identity, which has become the approach of choice among researchers taking this line of enquiry. I then critically review key publications carried out in three distinct L2 learning contexts: naturalistic, foreign language, and study abroad. I conclude with some suggestions about future directions for identity-in-SLA research.

Abstract: Background Provider–patient language discordance is related to worse quality care for limited English proficient (LEP) patients who speak Spanish. However, little is known about language barriers among LEP Asian-American patients.

Abstract: Over the past few decades, the number and diversity of limited English speakers in the USA has burgeoned. With this increased diversity has come increased pressure—including new legal requirements—on healthcare systems and clinicians to ensure equal treatment of limited English speakers. Healthcare providers are often unclear about their legal obligations to provide language services. In this article, we describe the federal mandates for language rights in health care, provide a broad overview of existing state laws and describe recent legal developments in addressing language barriers. We conclude with an analysis of key policy initiatives that would substantively improve health care for LEP patients.

Abstract: The volume, Motivation, Language Attitudes and Globalisation: A Hungarian Perspective, written by Dornyei, Csizer, and Nemeth, presents the results of a large survey on motivation in second language learning from over 13,000 Hungarian foreign language learners collected in three successive stages during 1993, 1999, and 2004. The objectives of this book were to provide a quantitative statistical analysis on the significance of the relationship between the socio-political changes in Hungary and the variety of interests among Hungarians in learning five foreign languages: English, German, French, Italian, and Russian. The informants were young teenagers selected nationwide and surveyed during an eventful, historical time in the country, that is, the 12-year transitional period when the nation went from restrained communism to an open, Western-style democracy. The fact that Hungary faced many difficult obstacles in a plethora of areas in its drive towards European Union membership makes this study particularly interesting. The various national, political, social, and personal motives of the Hungarians to choose and learn particular foreign languages are analyzed in this volume.

Abstract: Contents: Preface. Introduction. Psycholinguistic Approaches. Cognitive Processes, Capacities, and Strategies. Language-Focused Research. Interaction-Based Research. Context-Based Research. Survey-Based Research. Classroom Research.

Abstract: Numerous publications, including the Standards for Foreign Language Learning in the 21st Century (National Standards, 1999), emphasize the importance of cultural understanding in the development of intercultural competence in foreign language learning. However, there is no agreement on how culture should be defined operationally in the context of the foreign language curriculum in terms of concrete instructional objectives, and there is even less consensus on whether or how it should be formally assessed. This article reviews the literature relating to goals and objectives for the teaching of culture and suggests five fundamental objectives to serve as a foundation for the development of cross-cultural understanding and intercultural competence. Portfolio assessment is proposed to evaluate students' emerging awareness, and a template for such a portfolio is provided.

Abstract: In its broadest sense, intercultural competence ca n be defined following Fantini (2006) as “a complex of abilities needed to perform effectively and appropriately when interacting with others who are linguistically and culturally different fro m oneself” (p. 12, emphasis in original). Throughout the literature, researchers and theoreti cians use a range of more or less related terms to discuss and describe intercultural competence , including intercultural communicative competence (ICC) , transcultural communication, cross-cultural adapt ation , and intercultural sensitivity, among others (Fantini, 2006). What all of these te rms attempt to account for is the ability to step beyond one’s own culture and functi on with other individuals from linguistically and culturally diverse backgrounds. College foreign language and study abroad programs play a unique role in offering students the opportunity to develop their intercultural competencies. The acquisition of such competencies may be important not only for individual enrichment and communicative proficiency but also for providing fu ture educators, professionals, and leaders with the capabilities necessary for promoting succe ssful collaboration across cultures. In this report we summarize theory and research on intercultural competence, paying particular attention to existing approaches and too ls for its assessment. We also review examples of the assessment of intercultural competence in th e specific contexts of general education and college foreign language and study abroad programs. It is our hope that these resources will provide a useful basis to foreign language (and oth er) educators as they seek to understand and improve the intercultural competencies of their stu dents.

Abstract: There is much evidence that, in general, learners' motivation to study declines as they move through school and that the causes are both developmental and environmental. By contrast, the attitudinal basis of language learning motivation has been regarded as relatively stable, though recent empirical studies in various countries have also pointed toward a fall-off in interest and enthusiasm for foreign languages among pupils. This article reports on research into the motivation of Indonesian adolescents toward learning English over the first 20 months of junior high school. Using a mixed-method design, the study aimed to track changes in their reported motivation and learning activity and to identify internal and external factors which might be associated with the changes. It was found that the learners' initially very positive attitudes toward the language and expectations of success were maintained over the period, whereas their attitudes toward the experience of formal learning tended to deteriorate. Explanations for these outcomes are sought in the social context and, in particular, in how individuals view English as pertaining to their futures.

Abstract: Intercultural Language Use and Language Learning: An Introduction.-What is an 'Intercultural Speaker'?.- Linguistic unity and cultural diversity in Europe: Implications for research on English language and learning.- Rethinking the role of communicative competence in language teaching.- Dealing with intercultural communicative competence in the foreign language classroom.- A role for English as lingua franca in the foreign language classroom?.- Writing-to-learn in instructed language learning contexts.- The acquisition of pragmatic competence and multilingualism in foreign language contexts.- Interindividual variation in self-perceived oral proficiency of English L2 users.- Pragmatic production of third language learners. A focus on request external modification items.- North Korean schools in Japan: An observation of quasi-native heritage language use in teaching English as a third language.- Examining mitigation in requests: A focus on transcripts in ELT coursebooks.- The presentation and practice of the communicative act of requesting in textbooks: focusing on modifiers.- Analysing request modification devices in films: Implications for pragmatic learning in instructed language contexts.

Abstract: Achieving biliteracy is a remarkable accomplishment, and it is important to understand the range of factors that permit its successful realization The authors investigated a factor known to affect reading in monolingual children that has received little attention in the second-language literature: morphological awareness The researchers tracked the relationships between performance on past tense analogy tasks (the measure of morphological awareness) and reading of English and French in a group of 58 French immersion children across Grades 1-3 Early measures of English morphological awareness were significantly related to both English and French reading, after controlling for several variables In contrast, early measures of French morphological awareness were significantly related to French reading only Later measures of morphological awareness in French were significantly related to English and French reading These relationships persisted even after controlling for several variables Results of this study suggest that morphological awareness can be applied to reading across orthographies and that this relationship changes as children build their language and literacy skills These findings are discussed in light of current theories of second-language reading acquisition

Abstract: There has been considerable investment in the use of interactive whiteboard technology in schools in the UK. There is evidence that whilst teachers understand such technology, many do not understand the nature and implications of interactive learning. Observation and analysis of 50 video‐recorded lessons taught by ‘successful’ teachers drawn from mathematics and modern foreign language departments in secondary schools led to the classification of three types of practice representing a spectrum of increasing interactivity. The nature of this good practice was analysed together with criteria for assessing the changes being wrought by technology in approaches to learning and teaching. The investigation concluded that the use of new technology alone cannot lead to enhanced learning. Teachers also need training to develop awareness of the relationship between approaches to interactive learning and conceptual and cognitive development in subject areas.

Abstract: Fi$y-four students were followed over 10 years and tested with native language measures in first through fifth grades and measures offoreign language apti- tude and foreign language proficiency in high school. All students had completed two years of Spanish, French, or German. Students were divided into three groups based on their scores on the Foreign Language Classroom Anxiety Scale (FLCAS). Findings showed that the low anxious group scored signijicantly higher than the high anxious group on all native language measures beginning in second grade. The low anxious group scored signijicantly higher than the high anxious group on all measures offoreign language proficiency and foreign language aptitude, and also achieved higher foreign language course grades. Few dijjerences were found between the low anxious and average anxious groups on the native language and foreign language testing measures. Findings also showed that the FLCAS was negatively correlated with native language measures of reading, spelling, and vocabulary as early as the beginning offirst grade. The results suggest that the FLCAS is likely to be measuring students' perceptions of their language learning skills, and that language skills are likely to be a confounding variable in thefindings of researchers who suggest that anxiety plays a primary role in foreign language proficiency and achievement.

Abstract: A system for automatically providing foreign language abbreviation translation in an instant messaging system that identifies a foreign language abbreviation translation database based on a user indicated source culture. The foreign abbreviation translation database stores abbreviation translations for foreign language abbreviations frequently used by people from the user indicated source culture. The system locates a candidate term in an instant message and compares the candidate term to the foreign language abbreviations in the foreign language abbreviation translation database. In the event that the candidate term matches one of the foreign language abbreviations in the identified foreign language abbreviation translation database, the corresponding translation is retrieved and displayed. The comparison of the candidate term with the foreign language abbreviations may include automatically obtaining a transliteration of the candidate term. The disclosed system advantageously enables translation of foreign language abbreviations to be performed in real-time.

Abstract: Introduction Part 1: The Determinants of Language Proficiency 1. A Model of Destination-language Acquisition: Application to Male Immigrants in Canada 2. Language Skill Definition: A Study of Legalized Aliens 3. Language Choice Among Immigrants in a Multi-lingual Destination 4. Language in the Immigrant Labor Market 5. Parents and Children Talk: English Language Proficiency within Immigrant Families Part 2: The Effects of Language Proficiency on Labor Market Outcomes 1. Immigrant Earnings: Language Skills, Linguistic Concentrations and the Business Cycle 2. Schooling, Literacy, Numeracy and Labor Market Success 3. Language Skills and Earnings Among Legalized Aliens 4. Language and Labor Supply: The Role of Gender Among Immigrants in Australia 5. Immigrant Adjustment in Israel: The Determinants of Literacy and Fluency in Hebrew and the Effects on Earnings Part 3: The Interaction of Language and Earnings among Immigrants 1. The Endogeneity between Language and Earnings: International Analyses 2. Speaking, Reading, and Earnings Among Low-skilled Immigrants 3. The Linguistic and Economic Adjustment of Soviet Jewish Immigrants in the United States, 1980-2000 Part 4: Language and Earnings among the Native Born 1. The Economic Cost to Native-born Americans of Limited English Language Proficiency, Report Prepared for the Center for Equal Opportunity, August 1998 2. Earnings in Canada: The Roles of Immigrant Generation, French Ethnicity, and Language 3. Indigenous Language Skills and the Labor Market in a Developing Economy: Bolivia Part 5: Language, Networks and Enclaves 1. Do Enclaves Matter in Immigrant Adjustment? 2. Ethnic Networks and Language Proficiency Among Immigrants Part 6: Linguistic Distance 1. The Effect of Linguistic Distance and Country of Origin on Immigrant Language Skills: Application to Israel 2. Linguistic Distance: A Quantitative Measure of the Distance between English and other Languages

Abstract: The study investigates immediate and delayed effects of different hypermedia glosses on incidental vocabulary learning and reading comprehension of advanced foreign language learners. Sixty-nine freshman TEFL students studying at a Turkish university were randomly assigned to three types of annotations: (a) definitions of words, (b) definitions coupled with associated pictures, and (c) definitions coupled with associated short videos. Subjects were asked to read an annotated text with the intention of comprehension. The data were collected through a vocabulary pre-test, a vocabulary post-test, a delayed vocabulary test as well as a reading comprehension test. In order to measure incidental vocabulary learning, subjects were not told that they were going to be given vocabulary tests. Results showed that the groups that had access to definitions along with both types of visuals had significantly higher vocabulary scores on both immediate and delayed post-tests than the definition only group. However, no differences were observed on the reading comprehension test. Finally, the qualitative data revealed that hypermedia reading had positive impact on participants’ attitudes towards foreign language reading and vocabulary learning.

Abstract: This longitudinal study focuses on how pedagogical content knowledge is initially represented and changes during the beginning teaching experiences of 9 teachers of French, German, and Spanish. The data consist of reflective journal entries, classroom observations, and focus group interviews collected during the first 2 years of foreign language (FL) teaching at the high school level. Techniques of grounded theory analysis were used to develop a theoretical framework comprehensive to the data. Four core categories—prior knowledge that frames instructional decisions, attitudes toward teacher control in the classroom, instructional goals for daily lessons, and considerations for responding to student affect—were identified to explain overarching change in foreign language pedagogical content knowledge. The results support the proposition that approaches to instruction, such as communicative language teaching, and their related theoretical underpinnings in language learning, develop as pedagogical content knowledge through a process of teaching, conflict, reflection, and resolution specific to the in-service classroom context. Similar to research findings in other subject disciplines, the instructional practices of beginning FL teachers may initially be considered traditional, outdated, or even antithetical to their preservice preparation as control over students and the instructional content serve as a proxy for perceptions of successful teaching. Professional development of beginning teachers must support the ongoing transformation of pedagogical content knowledge in order to ensure that these early characteristics do not become lasting traits in long-term teaching careers.

Abstract: Introduction SECTION ONE: Varieties of Bilingual Education 1. Reviewing the Research on Language Education Programs by Rebecca Freeman from 'Building on Community Bilingualism' pp 40-54 (2004). Philadelphia: Caslon . 2. Characteristics of Immersion Programmes by R. Johnstone from Immersion in a Second or Additional Language at School: A Review of the International Research. Chapter 2 (2002), Stirling (Scotland): Scottish Centre for Information on Language Teaching. 3. Revitalising Indigenous Languages in Homogenising Times by Teresa L.McCarty, from Comparative Education, 39, 147-163 (2003) . London: Taylor and Francis. 4. Dual Language Programs: Key Features and Results by M. E. Torres-Guzman,. (.. Directions in Language and Education,14,1-16 (2002). Washington: National Clearing House for Bilingual Education. 5. Rethinking the Education of English Language Learners: Transitional Bilingual Education Programs by Abelardo Villarreal, Bilingual Research Journal, 1999, vol. 23, no. 1, 11-45 SECTION TWO: History, Policy and Politics of Bilingual Education 6. Accessing language rights in education: A brief history of the U.S. context by T. G. Wiley, In J. Tollefson (Ed.), Language Policies in Education: Critical Readings (pp. 39-64. (2002)..). Mahwah, PA: Lawrence Erlbaum. 7. Language Interactions in the Classroom: From Coercive to Collaborative Relations of Power by Jim Cummins Chapter 2 and pages 66 to 76 of chapter 3. (2000) In his book Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters. 8. Linguistic Human Rights in Education? By Tove Skutnabb-Kangas, pages 569 to 578 (2002) from her book Linguistic Genocide in Education - or Worldwide Diversity and Human Rights. Mahwah: Lawrence Erlbaum. 9. Hard Sell: Why is Bilingual Education so unpopular with the American public? by James Crawford. At Language Policy Research Unit website of Arizona State University (2003) Copyright with James Crawford. SECTION THREE : Languages and Literacies in Bilingual Education 10. Immersion in a Second or Additional Language at School: A Review of the International Research by R. Johnstone, Chapter 5 (2002). Stirling (Scotland): Scottish Centre for Information on Language Teaching. 11. Multilingual Language Policies and the Continua of Biliteracy: an Ecological Approach by N. H. Hornberger, Language Policy, 1, 27-51 (2002) Amsterdam: Kluwer. 12. Scaffolding Language, Scaffolding Learning by Pauline Gibbons from her book Scaffolding Language, Scaffolding Learning: Teaching Second Language Learners in the Mainstream Classroom , pages 60-67 (2002).Portsmouth: Heinemann. 13. Conceptual Framework on Scaffolding Instruction for English Learners by A. Walqui, in International Journal of Bilingual Education and Bilingualism Vol.9:2, 2006. Clevedon: Multilingual Matters 14. Home to School and School to Home: Syncretised Literacies in Linguistic Minority Communities by C. Kelly, E. Gregory and A. Williams, in Language, Culture and Curriculum, Vol. 14 No.1,2001, Clevedon: Multilingual Matters. SECTION FOUR: Issues in Teaching, Learning and Assessment in Bilingual Education 15. The Pedagogy of Peach by Grace Feuerverger , from her book Oasis of Dreams: Teaching and Learning Peace in a Jewish-Palestinian Village in Israel, pages 51 to 78 (2001). New York: Routledge 16. Integrating Language and Content: How Three Biology Teachers Work with Non-English Speaking Students by Yu Ren Dong,International Journal of Bilingual Education and Bilingualism, 5,1: 40-57 (2002). Clevedon: Multilingual Matters 17. Bilingual Classroom Studies and Community Analysis by L. C. Moll, L.C. from Educational Researcher, 21,2,20-24 (1992). Washington: American Educational Research Association. 18. English Language Learners with Special Needs: Effective Instructional Strategies by A. Ortiz, ERIC Digest December 2001 (EDO-FL-01-08). ERIC Clearinghouse on Languages and Linguistics: Washington, DC. 19. The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues by Jamal Abedi. Educational Researcher , Vol. 33, No. 1 (January-February) 2004.

Abstract: . Eye movements of children (Grade 5-6) and adults were monitored while they were watching a foreign language movie with either standard (foreign language soundtrack and native language sub...

Abstract: This paper describes the development processes for a cross-platform ubiquitous language learning service via interactive television (iTV) and mobile phone. Adapting a learner-centred design methodology, a number of requirements were gathered from multiple sources that were subsequently used in TAMALLE (television and mobile phone assisted language learning environment) development. A number of issues that arise in the context of cross-platform user interface design and architecture for ubiquitous language learning were tackled. Finally, we discuss a multi-method evaluation regime to gauge usability, perceived usefulness and desirability of TAMALLE system. The result broadly revealed an overall positive response from language learners. Although, there were some reported difficulties in reading text and on-screen display mainly on the iTV side of the interface, TAMALLE was perceived to be a usable, useful and desirable tool to support informal language learning and also for gaining new contextual and cultural knowledge.

Abstract: What kinds of bilingualism should be developed through education in different social contexts? What kinds of bilingualism can be developed in and through education? What languages should be promoted within the foreign language curriculum and why? What medium of instruction policy should be adopted in multilingual settings? Should regional vernaculars be used in teaching and learning in postcolonial settings along with national and official languages? Should minority languages be included in the curriculum within a national education system? Should some form of bilingual education be adopted? If so, how should it be organized and in what sectors of education: at pre-school, primary and secondary levels? At college or university level? In adult basic education or literacy programmes? What are the consequences of such educational interventions in multilingual settings? For well over half a century, questions such as these have surfaced over and over again in public debates about language in education in bilingual and multilingual settings. They have been posed by researchers, educational practitioners, parents, journalists and language activists in relation to very different forms of language education provision, in very different historical conditions.

Abstract: English has become the dominant global language of communication, business, aviation, entertainment, diplomacy and the intemet. Govemments as well as some scholars appear to be accepting such a spread of English uncritically. However, we argue that the increasing dominance of the English language is contributing to neocolonialism by empowering the already powerful and leaving the disadvantaged further behind, an issue that needs attention. Specifically, we discuss how English as a dominant language worldwide is forcing an unfamiliar pedagogical and social culture on to its leamers, along the way socio-psychologically, linguistically and politically putting them in danger of losing tueir first languages, cultures and identities, and contributing to the devaluation of local knowledge and cultures. Drawing on the work of critical theorists who have drawn our attention to the close relationship between language and power, we show how the global spread of English is not only a product of colonialism, but also the most potent instmment of cultural control and cultural constmct of colonialism. We call for more inclusive and egalitarian language policies and practices and suggest some new strategies that may be Convergence, Volume XL, Number 1-2, 2007

Abstract: In China, the national curriculum, which applies to both primary and secondary schools, is the most influential foundation for educational practice. The Ministry of Education (MOE) is responsible for the development of the national curriculum across all subject areas. The national English curriculum, in the past 20 years, has seen some major changes along with the country’s social, political, and economic developments. Changes in the English curriculum have had a profound influence on the methodological approaches to ELT in Chinese schools. This chapter, by providing an overview of the development of foreign language teaching in China over the last century, looks particularly into the ELT curriculum changes in the last 20 years with a focused examination of the different approaches taken in teaching and in materials development. The article gives special attention to the recent curriculum innovations and discusses the future directions of ELT in China.