Search

Issue 51 of the Bank Street Occasional Papers Series "Reconceptualizing Quality Early Care and Education with Equity at the Center" is a response to Gunilla Dahlberg, Peter Moss, and Alan Pence's 25-year interrogation of the concept of quality in early childhood education (ECE) (Dahlberg et al., 1999, 2013, 2023). Their groundbreaking work has called early childhood educators to question deeply held assumptions about the universality of childhood and how these shape the standardization of practices in early childhood settings around the world. While quality is typically conceived of as existing primarily in classrooms, the authors in Issue 51 remind readers that the small world of ECE exists within oppressive systems imbued with intersecting racism, classism, sexism, and ableism, and that, therefore, a beyond quality praxis requires nurturing and supporting educators through partnerships (recognizing that resilience is social), developing political commitments and orientations through relationships, and mobilizing these relationships for collective action towards liberatory alternatives. The idea for this issue, which is a part of a broader project to identify and analyze promising, equity-committed early childhood policies and practices, emerged over the past few years.

The papers included in this issue are from a conference on language policy. The papers are: "Why Promote European Multilingualism? French Experience" (Claude Truchot); "German Attitudes to European Language Policy" (Ulrich Ammon); "Minority Language Rights in Contemporary Europe" (Tove Skutnabb-Kangas); "Teacher Identities in Britain and Denmark in the Europeanisation Process" (Karen Risager); "Sub-Cultural Identities" English-Danish Grassroots Bilingualism" (Bent Preisler); "Danish Scholars and Languages of Scientific Communication" (Robert Phillipson, Kangas); "EU and Danish Support for Linguistic Engineering and Computerised Translation in a 'Small' European Language: Results and Implications for the Relationship between Danish and More Widely Used Languages" (Bente Maegaard);"EU-Supported Studies of Danish Perceptions of the Need for Language Policies in the Business Community" (Annelise Grinsted). Some points from the concluding discussion session are reported by Bente Bakmand, Phillipson, and Skutnabb-Kangas. Excerpts from a White Paper on education and training by the Commission of the European Communities is appended. (MSE)

This collection of seven papers addresses language policy in Europe, focusing on the role of national and supranational language policy on European integration. The papers include: (1) "Language Policy for the 21st Century: Lessons from History" (Gyorgy Szepe); (2) "Lessons for Eastern Europe from Language Policy in Africa" (Josef Schmied); (3) "The Spread of Dominant Languages (English, French, and German) in Multilingual Europe" (Robert Phillipson); (4) "Dominant 'International Languages' in Europe" (Claude Truchot); (5) "Language Policy in the Baltic States" (Mart Rannut); (6) "Educational Challenges in Multilingual Central Europe" (Zsofia Radnai); and (7) "Educational Challenges in Multilingual Western Europe" (Tove Skutnabb-Kangas). Two appendixes contain the program for the EUROLING Round Table, questions related to European language policy, and an extract from the EUROLING project description on project goals. (Contains 52 references.) (MDM)

The educational history and practices of the Republic of Singapore, prefaced by a description of the inception of the republic, are described in this paper. The uniqueness of that history stems from the republic's multiracial society which requires equal education opportunities for all four official language groups--Malay, Chinese, Tamil (Indian), and English. The information presented in this paper provides material for a case study approach to education in a multiracial society. (JH)

This volume is a selection of papers prepared for a conference on sociolinguistically oriented language surveys organized by the Center for Applied Linguistics and held in New York in September 1971. The purpose of the conference was to review the role and function of such language surveys in the light of surveys conducted in recent years. The selection is intended to give a general picture of such surveys to the layman and to reflect the aims of the conference. The papers deal with scope, problems, uses, organization, and techniques of surveys, and descriptions of particular surveys, and are mostly related to the Eastern Africa Survey. The authors of these selections are: Charles A. Ferguson, Ashok R. Kelkar, J. Donald Bowen, Edgar C. Polome, Sirarpi Ohannessian, Gilbert Ansre, Probodh B. Pandit, William D. Reyburn, Bonifacio P. Sibayan, Clifford H. Prator, Mervyn C. Alleyne, M. L. Bender, R. L. Cooper and Joshua A. Fishman. (Author/AM)

This edited volume contains 11 short papers selected from the 2017 Innovative Language Teaching and Learning at University conference (InnoConf), which took place on the 16th of June at The Open University. The theme of the conference was "Integrating Informal Learning into Formal Language Education." The aim of the conference was to engage in productive collaboration between language professionals to further equip students to succeed in the ever-growing landscape of formal and informal learning. The chapters in this book provide insights into many types of innovative approaches to teaching languages at university and beyond. The contributing authors have experimented with new strategies to enrich their students' learning experience or identified new ways of using existing resources in and outside the classroom. This is the third volume in a series of books compiling papers from the InnoConf conferences. Following "Integrating informal learning into formal language education: An introduction" (Fernando Rosell-Aguilar, Tita Beaven, and Mara Fuertes Gutiérrez), this volume is comprised of three sections. Section 1, Learning collaboratively online: Attitudes, motivation, and learning communities, contains the following papers: (1) Can you teach me to speak? Oral practice and anxiety in a language MOOC (Zsuzsanna Bárkányi); (2) Social media in L2 education: Exploring on-line collaborative writing in EFL settings (Robert Martínez-Carrasco); (3) Busuu: how do users rate this app for language learning? (Miguel Ángel Saona-Vallejos); and (4) 'It's a shame that we haven't met earlier!': Facilitating a tandem language exchange programme at Queen's University Belfast (Liang Wang). Section 2, Testing and evaluating language learning tools, contains the following papers: (5) ImparApp: Italian language learning with MIT's TaleBlazer mobile app (Tiziana Cervi-Wilson and Billy Brick); (6) LipDub: A technology-enhanced language learning project with music (Kirsten Mericka); (7) Video resources in a flipped language classroom: An experience of using videos to flip a Mandarin teaching module (Zhiqiong Chen); (8) The Better French Living Project: How to encourage linguistic, practical, and cultural year-abroad preparation outside the classroom (Sandra Salin); (9) Multimodal Corpus of Spanish Speech Acts: Main features and potential pedagogical uses (Marta Vacas Matos); and (10) Twitter as a formal and informal language learning tool: From potential to evidence (Fernando Rosell-Aguilar). Section 3, The polyglot community: An interview with Richard Simcott, contains the following paper: (11) The polyglot community: An interview with Richard Simcott, by Tita Beaven (Tita Beaven and Richard Simcott). An author index is included. (Individual papers contain references.) [Language Acts and Worldmaking contributed to the funding for this publication. For the second volume, "Innovative Language Teaching and Learning at University: Enhancing Employability," see ED574244.]

This handbook has been conceived as a guide for young researchers embarking on the exciting journey of investigating different aspects of plurilingual education. The text can also serve to review ideas previously encountered, and perhaps as a means of interrogating research methodologies in plurilingual contexts for those who already have ample experience under their belt. The idea of carrying out research can seem daunting at the beginning for those who are not immersed in the world of investigation. This handbook hopes to calm some of those qualms by offering descriptions of different methodologies together with case studies that exemplify those methodologies, as well as chapters that provide practical tips to help the researcher in the compilation, organization and analysis of research data. Following a prologue written by Amparo Tusón Valls and an introduction entitled "Qualitative approaches to research on plurilingual education" by Melinda Dooly and Emilee Moore, this book is divided into two sections. Section I, contains the following chapters: (1) Doing research with teachers (Luci Nussbaum); (2) Investigating one's own teaching practices using action research (Xavier Pascual); (3) Producing knowledge about plurilingualism with young students: A challenge for collaborative ethnography (Virginia Unamuno and Adriana Patiño); (4) An ethnographic approach to the study of linguistic varieties used by young Latin Americans in Barcelona (Víctor Corona); (5) A Mediated Discourse Analysis (MDA) approach to multimodal data (Melinda Dooly); (6) Educational ethnography in blended learning environments (Victoria Antoniadou and Melinda Dooly); and (7) Conversation analysis at the service of research in the field of second language acquisition (CA-for-SLA) (Dolors Masats). Section II presents the following chapters: (8) Research ethics (Melinda Dooly, Emilee Moore, and Claudia Vallejo); (9) Instruments for gathering data (Laia Canals); (10) Collecting, transcribing, analyzing and presenting plurilingual interactional data (Emilee Moore and Júlia Llompart); (11) Collecting, organizing and analyzing multimodal data sets: The contributions of CAQDAS (Victoria Antoniadou); and (12) How to write a research paper (Eulàlia Borràs). An epilogue (Artur Noguerol) is and an author index are also provided. Individual papers provide references. [Individual papers in this volume are presented in English and in either Spanish or Catalan.This project has been financed by the Research Group on Plurilingual Interaction and Teaching (GREIP, 2014 SGR 595), of which the editors and authors are all members. ]

Languages sit firmly in the skill-set of the 21st-century graduate. In an increasingly multicultural and multilingual job market, monolingual graduates are at a disadvantage: as the recent Born Global report (2016) notes, "multilingualism has now become the new normal". The contributions in this collection are imbued with this idea and they demonstrate clearly and practically how languages are an aid to global communication. The aim of this book is to provide a space to bring together expertise and good academic practice for the benefit of educators and academic audiences. The contributions in this collection will continue to inspire practitioners in the education sectors to embed employability skills into their curricula of studies, from as early as secondary school into higher education. Following a foreword (Michael Kelly), and Introduction to Languages and Employability Skills (Erika Corradini, Kate Borthwick, and Angela Gallagher-Brett), this book is divided into three sections. Section I, Languages in the Real World, contains the following papers: (1) Why Languages Make Business Sense (Raquel Fernández-Sánchez); (2) Language in the Workplace: Combining Academic Study with Work Experience (Jane Lugea); (3) Work Placements for Languages Students: A Transformative Experience (Alison Organ); (4) Intercultural Language Learning at Work: A Student-Designed Module (Marion Sadoux); (5) Independent Work Placements as a Gateway to the World of Work (Rosalba Biasini, Anke Bohm, and Marina Rabadán-Gómez); (6) Work Based Learning in Intercultural Settings: A Model in Practice (David Elvis Leeming and Maria Dolores Iglesias Mora); (7) The International Languages and Science Careers Fair: Focussing Minds and Making Connections (Natalie Orr and Matthew Birtchnell); (8) Careers Using Languages: How to Set Up a Conference for Schools (Alison Hayes); and (9) "Professional Contexts for Modern Languages": Work Experience and Academic Reflection in a Multilingual Context (Olga Gomez-Cash). Section II, The Professional Linguist, contains the following papers: (10) Career Adventures from Learning Languages (Paul Kaye); (11) The Professional Linguist: Language Skills for the Real World (Mary Murata); (12) Real Language Meets Real Business (Bill Muirhead and Sarah Schechter); (13) You're the Business--A Custom-Made Business Challenge for Modern Languages Students (Jean-Christophe Penet); (14) Plan Your Future! Career Management Skills for Students of Languages (Laurence Randall); (15) Communicating and Teaching Languages: A Module for Life (René Koglbauer, Elizabeth Andersen, and Sophie Stewart); (16) Get That Job! A Project on the German Job Application Process (Hanna Magedera-Hofhansl); and (17) How To: Preparing to Find a Job as a Spanish Teacher in the UK (Gemma Carmen Belmonte Talero). Section III, Bringing the Workplace into the Classroom, contains the following papers: (18) SOS Employability: A Support Structure for Language Students (Eleanor Quince, James Minney, Charlotte Medland, and Francesca Rock); (19) Is Developing Employability Skills Relevant to Adult Language Students? (Tita Beaven); (20) Up-Skilling through E-Collaboration (Saskia Huc-Hepher and Elsa Huertas Barros); (21) The Employability Advantage: Embedding Skills through a University-Wide Language Programme (Tiziana Cervi-Wilson and Billy Brick); (22) Spanish for Business: A Journey into Employability (Amparo Lallana and Victoria Pastor-González); (23) Learning by Teaching: Developing Transferable Skills (Sascha Stollhans); (24) Opening Doors to Teaching: Understanding the Profession (Jonas Langner and Andrea Zhok); (25) Leadership and Languages: Inspiring Young Linguists (Rachel Hawkes and Sarah Schechter); and (26) The Age of the Monolingual Has Passed: Multilingualism Is the New Normal (Bernardette Holmes). Contains an author index. (Individual papers contain references and links.)

The present volume investigates the relevance of language teaching and learning in the contemporary job market, highlighting how language graduates can provide a substantial contribution to the multilingual needs of the UK. It also explores how the sudden spread of COVID-19 impacted on the acceleration of the online pedagogical shift which had already been foreseen by Jisc and developed at a higher speed than predicted. Ultimately, by looking into the forced online pivot, this volume furthers a reflection on how the 'new normal' is contributing to drive pedagogical innovation. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

Conducting research in multilingual contexts leads to a number of theoretical and methodological challenges. Classical research methods may be hard to apply, leading to the development of original approaches to research. In particular, issues arise concerning validity, interpretation and the relationship between language, mathematics and mental processes. To tackle these issues, researchers in this field have drawn widely on theories from a range of disciplines, including psychology, linguistics, anthropology and sociology, as well as education. A further challenge for researchers is to draw on their work to inform the practice of teaching mathematics. The main aim in this Research Forum is to explore the impact of multilingualism on three inter-related issues mentioned above: theory, methodology and teaching mathematics in multilingual contexts. The following papers are included in this forum: (1) Working with Theories from Outside Mathematics Education (Marie Hofmannova, Jarmila Novotna, and Judit Moschkovich); (2) Multilingual Contexts for Teaching Mathematics (Philip C. Clarkson); (3) Teaching Mathematics in Multilingual Classrooms (Anjum Halai); (4) Questions of Visibility (Richard Barwell); (5) Mathematics Discourse as Performance: Perspectives from Linguistic Anthropology (Susan Staats). (Individual papers contain references.) [For complete proceedings, see ED489178.]

In this volume, language learning and professionalization are explored by addressing the existing gap between pressing needs for enhanced soft skills in work environments wherein technology-mediated, multilingual communication is increasingly the norm, and current foreign language teaching and learning offerings in higher education. Considering theoretical, methodological, and pedagogical perspectives for preparing language learners and teachers in/for the 21st century, this volume's eight chapters underscore that research findings should inform the design of learning experiences so that people's communication needs in fast-changing work environments are met and the link between language education and professionalization, within a lifelong learning perspective, is sustained. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

This compilation of resource papers and findings is from a regional workshop on mother-tongue/bilingual literacy programmes for ethnic and linguistic minorities in multilingual settings. It was organized by Asia-Pacific Programme of Education for All (APPEAL), United Nations Educational and Cultural Organization (UNESCO) Bangkok, 6-10 December 2005 in Chiangmai, Thailand and included nine participating countries--Bangladesh, Cambodia, China, India, Indonesia, Nepal, the Philippines, Thailand and Viet Nam. APPEAL supports pilot projects in these countries which provide mother-tongue or multilingual education to ethno-linguistic minorities. Each chapter summarizes an aspect of multilingual education programme development including issues and positive problem solving experiences. Chapter titles are as follows: (1) Linguistic Diversity, Literacy and Education (resource paper); (2) Education in Ethnic Minority Communities: Questions to Consider and Problems to Solve (resource paper); (3) Multilingual Education Practice in Eight Asian Countries (Bangladesh, Cambodia, China, India, Indonesia, Nepal, the Philippines, Thailand); (4) Developing Low Cost and Effective Materials for Multilingual Education Programmes; (5) Training Effective Community Teachers for Multilingual Education Programmes; and (6) Teaching Methods for Effective Multilingual Education Programmes. (Contains 7 tables, 10 figures, and 21 footnotes.) [This report was published by the UNESCO Asia and Pacific Regional Bureau for Education.]

For their 61st annual conference, the Association of Literacy Educators and Researchers (ALER) met in St. Petersburg, Florida. This year's conference theme was "Engaging All Readers through Explorations of Literacy, Language, and Culture," which was also used as the title for this year's "Yearbook." This "Yearbook" contains articles about innovative strategies for teachers and teacher leaders, research trends within teacher education programs, and innovative and seminal strategies for preservice teachers. Included are double-peer reviewed papers, the presidential address, and the keynote address: (1) Systems Without a Process: Know What To Do and Then Do It Well (David D. Paige); (2) Reclaiming Creative Literacy Practices (Thomas W. Bean); (3) Understanding Reasoning and Academic Language in Economics (Chang Yuan); (4) "There Might Be Words on the Screen, but it's Not the Same": Engaging Tweens in Literacy through Minecraft Book Groups (Carolyn Stufft); (5) Stranger than Nonfiction: Identifying and Modeling Text Structures in Fiction Picturebooks (Tracey S. Hodges and Sharon D. Matthews); (6) "Es Lo Que Hacemos"/It's What We Do: Translanguaging to Make Meaning During Read Alouds (Erin Greeter); (7) Research on Reader's Theater (Faida Stokes and Chase Young); (8) What DO they do all day?: Field Experiences in Literacy Coaching (Katherine Brodeur, Susan Massey, Lisa Ortmann, and Cynthia Bertelsen); (9) The Engaged Learning Model: The Impact of Digital Literacy and Problem-Based Learning on Fourth Graders' Vocabulary and General Reading Outcomes (James E. Gentry, Chris Sloan, and Robin Pate); (10) Teachers Implementing Coaching Mindsets: A Path to Literacy Leadership (Aimee Morewood, Susan Taylor, Julie Ankrum, Allison Swan Dagen, and Angela Curfman); (11) High Stakes Testing in Teacher Education: Responses and Implications (Maryann Mraz, Bob Rickelman, S. Michael Putman, Paola Pilonieta, and Jean Vintinner); (12) The Lasting Impact of a University Common Reading Program (Kristen Ferguson, Natalya Brown, and Linda Piper); (13) Honoring All of the Language Arts: A Constructivist Approach to Preservice Teachers' Classroom Observations (Delane Bender-Slack and Teresa Young); (14) Preservice Teachers' Sense of Efficacy for Literacy Instruction: Examination of an Undergraduate Delivery System (Corinne Valadez, Tomas Espinosa, Johnathan Hill, and Maureen Sullivan); (15) Cohort Participation: Impact on Personal Learning Networks (Caryssa K. Retrum, Elizabeth Alderton, Glady Van Harpen, and Stephanie Bernander); (16) Disrupting the University Curriculum: Engaging Preservice Teachers in a Study Abroad "Passport" Activity (Virginia R. Massaro, Joan A. Rhodes, and Sharon Zumbrunn); (17) "If You're Not Reading, You're Not Growing": Exploring the Reading Habits of Preservice Teachers in a Children's Literature Course (Bethanie Pletcher and Tomas Espinosa); (18) Shaping and Being Shaped: Exploring Preservice Teachers' Literacy Autobiographies (Stacey J. Korson and Connie Beckner Hodge); (19) Supporting Literacy Teaching Through Rehearsal (Nicholas Husbye); (20) Phonics and Phonemic Awareness in a Teacher Preparation Program: An Analysis of the Achievement and Perceptions of Pre-Service Teachers (Stacey Bose); (21) The Power of Family Involvement: Preparing Preservice Teachers to Understand More about the Out of School Literacy Lives and Cultures of Children (Kathryn V. Dixon, Martha M. Foote, and Juan J. Araujo with Rhonda Clark, Carol Revelle, and Tami Morton); (22) Supporting the Literacy Development of At-Risk First Time College Students through the Exploration of Language and Culture (Connie Briggs, Patricia A. Watson, and Ivan Dole); and (23) Exploring the Reading Strategy Use of EFL College Students: Tri-lingual Chinese Students Attending a University in Korea (Kay Hong-Nam and Susan Szabo). [For the Thirty-Ninth Yearbook, see ED594524.]

This book offers a collection of original papers showing how Higher education institutions have coped with changing the language of instruction. It points out that Higher education institutions have undergone radical change in the past decades; of which the shift to English-medium instruction, as well as bi- or plurilingual programmes, is one notable example. The papers comprise new research on teaching and learning through an additional language, and its impact on professional development for university teachers, programme and course development, as well as quality assurance. The articles span different international contexts, and provide education developers, university teachers, educational administrators, language experts, and others, with global perspectives on the professional practices of university teachers. Following an introduction, "ICLHE, Professional Practice, Disruption, and Quality," from the editors, contents include: (1) Professional development of international classroom lecturers (Karen M. Lauridsen); (2) Purposeful interaction and the professional development of content teachers: Observations of small-group teaching and learning in the international classroom (Kevin Haines); (3) Teachers' perceptions of need in EAP and ICLHE contexts (Maria Ellison, Maria Ellison, Marta Correia, and Fátima Vieira); (4) Teacher perceptions of teaching CLIL courses (Nina Niemelä and Heidi Jauni); (5) I feel traumatized: Teachers' beliefs on the roles of languages and learning in CLIL (Erwin Gierlinger); (6) Researching tertiary EMI and pronunciation. A case study from Vienna (Karin Richter); (7) Crossing borders: The challenges and benefits of a collaborative approach to course development involving content and language specialists in different countries (Linda Weinberg and Miriam Symon); (8) Cooperation and collaboration in undergraduate EMI: Adapting EAP to the emergence of blended academic norms and practices in a Japanese University (Howard Brown); (9) Partial English instruction in English-medium instruction (EMI) practice: Perspectives from lecturers in a University in Indonesia (Nurmala Elmin Simbolon); (10) Differences in content presentation and learning outcomes in English-medium instruction (EMI) vs. Italian-medium instruction (IMI) contexts (Francesca Costa and Cristina Mariotti); (11) Challenges and opportunities of training teachers for plurilingual education (Elena Romero Alfaro and Francisco Zayas Martínez); (12) Programme directors' attitudes towards EMI quality assurance: An exploratory study (Patrick Studer and Curtis Gautschi); and (13) Epilogue -- New perspectives on professional practice in the integration of content and language in higher education (ICLHE) (Yolanda Ruiz de Zarobe).

The papers in this volume fall into five categories. After "Introduction: Making the Invisible Visible" (Claire Kramsch), Part 1, "Theoretical Boundaries," includes "The Metamorphosis of the Foreign Language Director, or: Waking Up to Theory" (Mark Webber) and "Subjects-in-Process: Revisioning TA Development through Psychoanalytic, Feminist, and Postcolonial Theory" (Linda M. von Hoene). Part 2, "Educational Boundaries," includes "Redefining the Boundaries of Language Use: The Foreign Language Classroom as a Multilingual Speech Community" (Carl Blyth), "Poetics to Pedagogy: The Imagistic Power of Language" (Hung-nin Samuel Cheung); and "A Framework for Investigating the Effectiveness of Study Abroad Programs" (Thom Huebner). Part 4, "Cultural Boundaries," includes "Using Ethnography to Bridge the Gap between Study Abroad and the On-Campus Language and Culture Curriculum" (Richard Jurasek) and "Searching for Averroes: Reflections on Why It is Desirable and Impossible to Teach Culture in Foreign Language Courses" (Nicolas Shumway). Part 5, "Language Learning Environments and Their Boundaries," includes "The Electronic Language Learning Environment" (James S. Noblitt) and "The Foreign Language Problem: The Governance of Foreign Language Teaching and Learning" (Peter C. Petrakis). (Papers contain references.) (SM)

The essays in this volume have been selected from papers presented at the 13th World Conference of the World Council for Curriculum and Instruction. The first WCCI Conference held in England in 1974, was followed by conferences in Turkey, the Philippines, Canada, Japan, the Netherlands, Egypt, India, Thailand, Spain, Australia, and again, the Philippines. The theme of the 13th World Conference, held in Antalya, Turkey was "Creating a Global Culture of Peace: Strategies for Curriculum, Development and Implementation". The nineteen papers in this volume are written by authors from nine different countries. Essays one through four are keynote addresses. The nineteen articles in this collection are: (1) Alliance of Civilizations for a Global Culture of Peace (Mehmet Aydin); (2) Education for a Culture of Peace in a Globalised World--Strategies for Curriculum Development and Implementation (Birgit Brock-Utne); (3) Sustainable Entrepreneurship and Intercultural Enlightenment: Nexus of Global Peace (Terrence Barber); (4) Building Alliances for a Culture of Peace through Dialogue and Action, Alice Miel Lecture (Dalisay G. Brawner); (5) Plurilingualism and Pluriculturalism in Foreign Language Teaching: The Contributions of the CEFR (Bengu Aksu Atac); (6) Peace in Society during the "Turkish Enlightenment" Age: The Experience of Village Institutes (Mualla Bilgin Aksu); (7) Whole-School Learning Effective Strategies Learned From the Border Patrol Police Schools of Thailand Reform (Pimpan Dachakupt); (8) Integrating Peace Education into Language Teaching Methodology (Lknur Pekkanli Egel); (9) Strategies and Challenges for Global Education Curriculum (Noorjehan N. Ganihar); (10) Global Leadership Strategies and Executive Coaching as Contingency Approaches to Create and Build a Culture of Peace within Organizations (Jim Goodrich and Jay Finkelman); (11) Mobile 2.0: Shifting Educational Paradigms through mLearning (Michael Higgins and Shudong Wang); (12) Dealing with Cybermbullying in Schools in the United States: A New Challenge for Educators (A. Zaidy Mohdzain); (13) Urgent Responses to the HIV/AIDS Pandemic by a School and a Community-Home-Based Organization (Remedios Nalundasan-Abijan); (14) Blind Spots in Pre-Primary Education (Grace Chibiko Oforma, Julie Ibiam, Patricia Nkechi Uzoegwu and Uche Igbokwe); (15) The Impact of Asian-American Female Educational Leaders on Student Achievement As It Relates To Global Concerns on Gender Equality and Social Justice (Dina C. Pacis); (16) Highly Integrated Educational Environment as a Precondition for Multidisciplinary Education (Yulia Stukalina); (17) Global Warming and Climate Change: Awareness and Actions of Indian Higher Secondary Students (Geetha Janet Vitus); (18) Preparing Ethical Leaders for a Caring School Community (Roger Wiemers and Tammy Shutt); and (19) A Peace Education Model: Cellular Peace (Alev Yemenici). Individual papers contain references, figures, appendices, and tables.

"Voices of Pedagogical Development" is a collection of articles written by teacher-researchers at the University of Jyväskylä Language Centre. It shares the fruits of their ideas and development work in the areas of academic literacies, new forms of teaching and learning, and internationalisation. Part one aims at establishing and expanding perspectives on the multilayered and multivoiced reality of pedagogical development in higher education. Part two looks at how practices can be enhanced by engaging teachers, students and other cooperating partners in reflection and development. Part three focuses on exploring perceptions of language, language learning, and literature. As a whole, the collection represents a spectrum of approaches and shows the various stages of pedagogical thinking and perception. It provides insights into pedagogical development in higher education language teaching through an examination of policies, perceptions, and practices. The table of contents begins with "Voices of Pedagogical Development: An Introduction" (Juha Jalkanen, Elina Jokinen and Peppi Taalas. The table of contents is divided into three sections. Section 1, "Expanding Perspectives", contains the following: (1) Teaching process writing in an online environment (Fergal Carolan and Anna Kyppö); (2) Teaching networking: an interpersonal communication competence perspective (Lotta Kokkonen and Merja Almonkari); (3) Virtual Slovak: insight into learning Slovak in an e-learning environment (Anna Kyppö), and (4) Developing a conceptual framework: the case of MAGICC (Teija Natri and Anne Räsänen). Section 2, "Enhancing Practices", contains: (5) Feedback on individual academic presentations: exploring Finnish university students' experiences and preferences (Adrienn Károly); (6) Sharing and promoting disciplinary competences for university teaching in English: voices from the University of Jyväskylä language centre's TACE programme (Kirsi Westerholm and Anne Räsänen); (7) Enabling the full participation of university students with disabilities: seeking best practices for a barrier-free language centre (Margaret Trotta Tuomi and Camilla Jauhojärvi-Koskelo); (8) Doing what we teach: promoting digital literacies for professional development through personal learning environments and participation (Ilona Laakkonen); and (9) Learner agency within the design of an EAP course (Riina Seppälä). Section 3, "Exploring Perceptions" contains: (10) Learning paths on elementary university courses in Finnish as a second language (Johanna Eloranta and Juha Jalkanen); (11) From canon to chaos management: blogging as a learning tool in a modern Finnish literature course (Elina Jokinen and Heidi Vaarala); (12) Grammar is the heart of language: grammar and its role in language learning among Finnish university students (Pekka Saaristo); (13) Use your languages! From monolingual to multilingual interaction in a language class (Anna Kyppö, Teija Natri, Margarita Pietarinen and Pekka Saaristo); and (14) Students' choice of language and initial motivation for studying Japanese at the University of Jyväskylä Language Centre (Pauliina Takala). An author index is included. (Individual papers contain references.)

This book presents a collection of papers resulting from a gathering of a mixed group of translators and language researchers to investigate multilingual translation with a view to seeking consensus and identifying priorities for moving forward. There are 14 papers in 3 parts. Part 1, "Overviews of Languages and Cultures in Contact," includes the following: (1) "The Multilingual Translation Service in the EU Parliament" (Barry Wilson); (2) "Multilingualism and the Interpenetration of Languages in Contact" (John Trim); (3) "The Use of Anglicisms in Contemporary French" (Christopher Rollason); (4) "Translation of EU Legal Texts" (Renato Correia); and (5) "European Affairs: The Writer, the Translator, and the Reader" (Arturo Tosi). Part 2, "The Making of a Single European Voice," contains these titles: (6) "The Contribution of Freelance Translators" (Freddie De Corte); (7) "Translation and Computerisation at the EU Parliament" (Anne Tucker); (8) "Translating Transparency in the EU Commission" (Luca Tomasi); and (9) "Helping the Journalist to Translate for the Reader" (Christopher Cook). Part 3, "The Debate Between Insiders and Outsiders," includes (10) "Linguistic Interpenetration or Cultural Contamination?" (Helen Swallow); (11) "Equivalences or Divergences in Legal Translation?" (Nichole Buchin and Edward Seymour); (12) "Opaque or User-Friendly Language?" (Christopher Rollason); (13) "Round Table on Multilingualism: Barrier or Bridge?" (Sylvia Ball); and (14) "Conclusions" (Arturo Tosi). The European Community's language charter is appended. (Papers contain references.) (SM)

This collection of papers includes the following: (1) "A Brief History of American Sociolinguistics 1949-1989" (Roger W. Shuy); (2) "Reflections on the Origins of Sociolinguistics in Europe" (Louis-Jean Calvet); (3) "Models of the Interaction of Language and Social Life" (Dell Hymes); (4) "I Came to Sing: Negotiating Identities and Places in the Tuscan 'Contrasto': (Valentina Pagliai); (5) "Narrative Analysis: Oral Versions of Personal Experience" (William Labov and Joshua Waletzky); (6) "'Narrative Analysis' Thirty Years Later" (Emanuel A. Schegloff); (7) "Narrative Structure: Some Contrasts between Maori and Pakeha Story-telling" (Janet Holmes); (8) "Contextualization Conventions" (John J. Gumperz); (9) "The Pronouns of Power and Solidarity" (Roger Brown and Albert Gilman); (10) "Complimenting: A Positive Politeness Strategy" (Janet Holmes); (11) "Selections from 'Language and Woman's Place'" (Robin Lakoff); (12) "The Relativity of Linguistic Strategies: Rethinking Power and Solidarity in Gender Dominance" (Deborah Tannen); (13) "Some Sociolinguistic Principles" (William Labov); (14) "On the Construction of Vernacular Dialect Norms" (Walt Wolfram); (15) "The Linguistic Individual in an American Public-Opinion Survey" (Barbara Johnstone); (16) "Trade Jargons and Creole Dialects as Marginal Languages" (John E. Reinecke); (17) "A Social Psychology of Bilingualism" (Wallace E. Lambert); (18) "BICS and CALP: Origins and Rationale for the Distinction" (Jim Cummins); (19) "Linguistic Diversity, Schooling, and Social Class: Rethinking Our Conception of Language Proficiency in Language Minority Education" (Jeff MacSwan and Kellie Rolstad); (20) "Diglossia" (Charles Ferguson); (21) "Bilingualism With and Without Diglossia; Diglossia With and Without Bilingualism" (Joshua A. Fishman); (22) "Toward the Systematic Study of Diglossia" (Alan Hudson); (23) "Empirical Explorations of Two Popular Assumptions: Inter-Polity Perspective on the Relationship between Linguistic Heterogeneity, Civil Strife, and Per Capita Gross National Product" (Joshua A. Fishman); (24) "Linguistic Minorities and Language Policies" (Christina Bratt Paulston); (25) "Dialect, Language, Nation" (Einar Haugen); (26) "Language Planning Goals: A Classification" (Moshe Nahir); and (27) "Literacy and Language Planning" (Nancy H. Hornberger). (Papers contain references.) (SM)

This collection of papers explores language socialization from very early childhood through adulthood. After "Introduction: Toward a Dynamic Model of Language Socialization" (Robert Bayley and Sandra R. Schecter), there are 16 papers in 4 parts. Part 1, "Language Socialization at Home," includes: (1) "Transforming Perspectives on Bilingual Language Socialization" (Lucinda Pease-Alvarez); (2) "Weaving Languages Together: Family Language Policy and Gender Socialization in Bilingual Aymara Households" (Aurolyn Luykx); (3) "Collaborative Literacy in a Mexican Immigrant Household: The Role of Sibling Mediators in the Socialization of Pre-School Learners" (Maria de la Piedra and Harriett D. Romo); and (4) "Growing Up Trilingual in Montreal: Perceptions of College Students" (Patricia Lamarre and Josefina Rossell Paredes). Part 2, "Language Socialization at School," includes: (5) "Representational Practices and Multi-Modal Communication in U.S. High Schools: Implications for Adolescent Immigrants" (Linda Harklau); (6) "Engaging in an Authentic Science Project: Appropriating, Resisting, and Denying 'Scientific' Identities" (KimMarie Cole and Jane Zuengler); (7) "Interrupted by Silences: The Contemporary Education of Hong Kong-Born Chinese Canadians" (Gordon Pon, Tara Goldstein, and Sandra R. Schecter); (8) "Novices and Their Speech Roles in Chinese Heritage Language Classes" (Agnes Weiyun He); and (9) "Language Socialization and Dys-Socialization in a South Indian College" (Dwight Atkinson). Part 3, "Language Socialization in Bilingual and Multilingual Societies," includes: (10) "Language Socialization and Second Language Acquisition in a Multilingual Arctic Quebec Community" (Donna Patrick); (11) "Growing a 'Banyavirag' (Rock Crystal) on Barren Soil: Forming a Hungarian Identity in Eastern Slovakia through Joint (Inter)action" (Juliet Langman); (12) "Multiliteracies in Springvale: Negotiating Language, Culture and Identity in Suburban Melbourne" (Heather Lotherington); and (13) "Terms of Desire: Are There Lesbians in Egypt?" (Didi Khayatt). Part 4, "Language Socialization in the Workplace," includes: (14) "Language Dynamics in the Bi- and Multilingual Workplace" (Christopher McAll); (15) "Back to School: Learning Practices in a Job Retraining Community" (Jill Sinclair Bell); and (16) "Bilingualism and Standardization in a Canadian Call Center: Challenges for a Linguistic Minority Community" (Sylvie Roy). (Contains approximately 475 references.) (SM)

This collection of 24 papers focuses on language and society in South Africa. Part 1, "The Main Language Groupings," includes (1) "South Africa: A Sociolinguistic Overview" (R. Mesthrie); (2) "The Khoesan Languages" (A. Traill); (3) "The Bantu Languages: Sociohistorical Perspectives" (Robert K. Herbert and Richard Bailey); (4) "Afrikaans: Considering Origins" (Paul T. Roberge); (5) "South African English" (Roger Lass); (6) "South African Sign Language: One Language or Many?" (Debra Aarons and Philemon Akach); (7) "German Speakers in South Africa" (Elizabeth De Kadt); and (8) "Language Change, Survival, Decline: Indian Languages in South Africa" (R. Mesthrie). Part 2, "Language Contact," includes (9) "Fanakalo: A Pidgin in South Africa" (Ralph Adendorff); (10) "Mutual Lexical Borrowings among Some Languages of Southern Africa: Xhosa, Afrikaans and English" (William Branford and J.S. Claughton); (11) "Code-Switching, Mixing and Convergence in Cape Town" (K. McCormick); (12) "Code-Switching in South African Townships" (S. Slabbert and R. Finlayson); (13) "Intercultural Miscommunication in South Africa" (J. Keith Chick); (14) "Women's Language of Respect: isihlonipho sabafazi" (R. Finlayson); (15) "The Sociohistory of Clicks in Southern Bantu" (Robert K. Herbert); (16) "The Political Economy of Language Shift: Language and Gendered Ethnicity in a Thonga Community" (Robert K. Herbert); (17) "From Second Language to First Language: Indian South African English" (R. Mesthrie); (18) "Black South African English" (Vivian de Klerk and David Gough); (19) "The Lexicon and Sociolinguistic Codes of the Working-Class Afrikaans-Speaking Cape Peninsula Coloured Community" (Gerald L. Stone); (20) "An Introduction to Flaaitaal (or Tsotsiaal)" (K.D.P. Makhudu); and (21) "Language and Language Practices in Soweto" (Dumisani Krushchev Ntshangase). Part 3, "Language Planning, Policy and Education" includes (22) "Language Planning and Language Policy: Past, Present and Future" (T.G. Reagan); (23) "Language Issues in South African Education: An Overview" (Sarah Murray); and (24) "Recovering Multilingualism: Recent Language-Policy Developments" (Kathleen Heugh). (Papers contain references.) (SM)

This collection of papers examines how the changing social and academic context of language education in the United States impact the future of the discipline. After "Introduction" (Terry A. Osborn), the 10 papers include the following: (1) "'Our Patriotic Duty': Insights from Professional History, 1890-1920" (Deborah M. Herman); (2) "The Entangled Future of Foreign Language Learning" (Stephen W. Kercel, S. Alenka Brown-VanHoozer, and W. R. VanHoozer) (3) "'Knowing' and 'Learning' a Foreign Language: Epistemological Reflections on Classroom Practice" (Timothy Reagan); (4) "Responding to Literature in the Foreign Language Classroom: Aesthetic Dimensions of Fluency" (Philip M. Anderson and Terry A. Osborn); (5) "Challenging the Monovocal Narrative: Interdisciplinary Units in the Foreign Language Classroom" (David Gerwin, Terry A. Osborn); (6) "Enabling Teachers through Type Theory: Nurturing the Pluralistic Persona" (A. J. Vogely); (7) "Professional Renewal: The Role of Teacher Education in Multicultural America" (Terry A. Osborn, Jacqueline Davis); (8) "Toward a Political Economy of the Less Commonly Taught Languages in American Public Schools" (Timothy Reagan); (9) "Reversing Language Loss in a Multilingual Setting: A Native Language Enhancement Program and Its Impact" (Claire Sylvan, Migdalia Romero); and (10) "Authentic 'Migratory' Experiences for Language Learners: Macrocontextualization as Critical Pedagogy" (Xae Alicia Reyes). (Papers contain references.) (SM)

This collection of papers tells the story of how languages other than English have contributed to making New York City a culturally vibrant and linguistically diverse city. Part 1, "Introduction to the Multilingual Apple," features "New York's Multilingualism: World Languages and Their Role in a U.S. City" (Ofelia Garcia). Part 2, "The Language of Early Arrivals: Still Encountered," features "Irish in Nineteenth Century New York" (Kenneth E. Nilsen); "German in New York" (John R. Costello); and "Yiddish in New York" (Hannah Kliger and Rakhmiel Peltz). Part 3, "The Languages with Vitality in the Past and the Present," includes "Italian in New York" (Hermann W. Haller); "Greek in New York (Chrysie M. Costantakos and John N. Spiridakis); Spanish in New York" (Ana Celia Zentalla); and "Hebrew in New York" (Alvin I. Schiff). Part 4, "The Languages with the Newest Sounds and of Newest Faces," includes "Chinese in New York" (Shiwen Pan); "The Languages of India in New York" (Kamal K. Sridhar); "Haitian Creole in New York" (Carole M. Nerotte Joseph); and "English Caribbean Creole in New York" (Lise Winer and Lona Jack). Part 5, "Concluding Observations to the Multilingual Apple," offers "Do Ethnics Have Culture? And What's So Special about New York Anyway?" (Joshua A. Fishman). (Individual papers contain references.) (SM)

This collection of papers examines, from an international perspective, opportunities and challenges of societal bilingualism in the new millennium. The 18 papers include the following: "Introduction: Opportunities and Challenges of Bilingualism" (Li Wei, Jean-Marc Dewaele, and Alex Housen); "'Holy Languages' in the Context of Societal Bilingualism" (Joshua A. Fishman); "Forlorn Hope?" (John Edwards); "When Languages Disappear, are Bilingual Education or Human Rights a Cure? Two Scenarios" (Tove Skutnabb-Kangas); "Core Values and Nation-States" (J.J. Smolicz); "French Language Policy: Centrism, Orwellian 'Dirigisme,' or Economic Determinism" (Harold F. Schiffman); "The Non-Linearity of Language Maintenance and Language Shift: Survey Data from European Language Boundaries" (Peter H. Nelde and Peter Weber); "Language Shift Among Siberian Estonians: Pro and Contra" (Juri Viikberg); "On Attitudes Towards Croatian Dialects and On Their Changing Status" (Damir Kalogjera); "Ethnolects: Between Bilingualism and Urban Dialect" (Wolfgang Wolck); "The Development of Navajo-English Bilingualism" (Bernard Spolsky); "Language Ideology, Ownership and Maintenance: The Discourse of the 'Academic Mayor de la Lengua Quechua'" (Tim Marr); "Xhosa as a 'Home Appliance'? A Case Study of Language Shift in Grahamstown" (Vivian de Klerk); "Japan's Nascent Multilingualism" (Florian Coulmas and Makoto Watanabe); "Managing Multilingualism in Singapore" (Xu Daming and Li Wei); "Managing Languages at Bilingual Universities: Relationships Between Universities and Their Language Environment" (Bjorn H. Jernudd); "Using Descriptive Inquiry to Transform the Education of Linguistically Diverse U.S. Teachers and Students" (Ofelia Garcia and Cecelia Traugh); and "Changing Paradigms in the Study of Bilingualism" (William F. Mackey). (Papers contain references.) (SM)

This book explores the many Englishes that are spoken in the classroom and the layers of politics, power, and identity that those different forms carry. There are 12 papers in three parts. Part 1, "Language and Identity," includes: "Ovuh Dyuh" (Joanne Kilgour Dowdy); and "Ebonics: A Case History" (Ernie Smith). Part 2, "Languages in the Classroom," includes: (3) "No Kinda Sense" (Lisa Delpit); (4) "Trilingualism" (Judith Baker); (5) "Some Basic Sociolinguistic Concepts" (Michael Stubbs); (6) "Language, Culture, and the Assessment of African American Children" (Asa G. Hilliard, III); (7) "I Ain't Writin' Nuttin': Permissions to Fail and Demands to Succeed in Urban Classrooms" (Gloria J. Ladson-Billings); and (8) "'...As Soon as She Opened Her Mouth!': Issues of Language, Literacy, and Power" (Victoria Purcell-Gates). Part 3, "Teacher knowledge," includes: (9) "Topsy-Turvies: Teacher Talk and Student Talk" (Herbert Kohl); (10) "Toward a National Public Policy on Language" (Geneva Smitherman); (11) "The Clash of 'Common Senses': Two African American Women Become Teachers" (Shuaib Meacham); and (12) "'We Don't Talk Right. You Ask Him'" (Joan Wynne). An appendix presents the Linguistic Society of America Resolution on the Oakland "Ebonics" issue. (Papers contain references.) (SM)

This collection of papers examines how sign languages are distributed around the world; what occurs when they come in contact with spoken and written languages, and how signers use them in a variety of situations. Each chapter introduces the key issues in a particular area of inquiry and provides a comprehensive review of the literature. The seven papers include the following: (1) "Introduction" (Ceil Lucas); (2) "Multilingualism: The Global Approach to Sign Languages" (Bencie Woll, Rachel Sutton-Spence, and Frances Elton); (3) "Bilingualism and Language Contact" (Jean Ann); (4) "Sociolinguistic Variation" (Ceil Lucas, Robert Bayley, Clayton Valli, Mary Rose, and Alyssa Wulf); (5) "Discourse Analysis" (Melanie Metzger and Ben Bahan); (6) "Language Planning and Policy" (Timothy Reagan); and (7) "Language Attitudes" (Sarah Burns, Patrick Matthews, and Evelyn Nolan-Conroy). (Contains 620 references, 14 figures, and 9 tables.) (SM)

This collection of papers brings together scholarship on language, education, and society from all parts of the world, situating issues of minorities and bilingual education in broader perspectives of human rights, power, and the ecology of language. Part 1, "Language: Its Diversity, its Study, and Our Understandings of It," includes papers on such topics as linguistic and biological diversity, the politics of apolitical linguistics, linguistic pluralism, and culture, sharing, and language. Part 2, "Rights: Language Rights, Their Articulation and Implementation," includes such topics as language maintenance, human rights, unity in difference, use of language rights by minorities, and steps toward an ecology of language. Part 3, "Equity: Justice for Speakers of All Languages," includes such topics as writing for diversity, language and power in academic institutions, science and policy, and exclusion as discursive practice and the politics of identity. Part 4, "Power: Policies for Multilingualism," includes such topics as language resilience and educational empowerment, mother tongue education, and creating a bilingual family in a monolingual country. Part 5, "Education: Affirming Diversity, Confirming Rights" includes such topics as the linguistic human rights of sign language users, creating a successful minority school, and dual language modes and intergenerational inspirations. (SM)

This collection of papers demonstrates the role of the Intercultural Educational Partnership in the United Kingdom. It offers contributions from teachers, educationalists and academics in the field of second/additional language learning. The papers include: "Introduction: 'Learners' or 'Learned'" (Susan E. Shaw); "Second Language Pedagogy: A Value Free Zone?" (Constant Leung); "Accelerated Schooling for All Students: Research Findings on Education in Multilingual Communities" (Wayne P. Thomas and Virginia P. Collier); "Learning to Read in a Second Language: Fact and Friction" (Jim Cummins); "Lefteris Doesn't Go To School Any Longer" (Kostas Magos); "The Power of Babel: Collaboration and Empowerment (an extract)" (Viv Edwards); "'Mum, Let's Learn Together!': Some Examples of Parental Participation Using the Mother Tongue" (Joke Kypriotakis); "Teaching Academic Language to Pupils With EAL" (Carrie Cable); "A Holistic Approach to Second Language Assessment and Planning: Using and Developing the Full Repertoire" (Tim Parke); "Bilingual Teaching in a Russian-Finnish Class" (Anna Hirvoven); "Adaptation to Classroom Language" (Maria Pinzani Tanini); and "Teaching English as an Additional Language: Time For a Productive Synthesis" (Susan Jaine). (Contains 140 bibliographic references.) (SM)

This monograph includes a collection of papers that are an outgrowth of a colloquium on socio-political dimensions of language policy and language planning held at the 1997 American Association of Applied Linguistics Conference. Section 1, "Language Policy/Planning Frameworks," includes: (1) "Sociopolitical Perspectives on Language Policy, Politics, and Praxis" (Thom Huebner); (2) "Comparative Historical Analysis of U.S. Language Policy and Language Planning: Extending the Foundations" (Terrence G. Wiley); (3) "The Language of Policy: What Sort of Policy Making Is the Officialization of English in the United States?" (Joseph Lo Bianco); (4) "The Sociopolitical Dynamics of Indigenous Language Maintenance and Loss: A Framework for Language Policy and Planning" (Kathryn A. Davis); and (5) "Culture, Discourse, and Indigenous Epistemology: Transcending Current Models in Language Planning and Policy" (Karen A. Watson-Gegeo and David W. Gegeo). Section 2, "Policy and Politics," includes: (6) "Looking at Federal Education Legislation from a Language Policy/Planning Perspective" (Donna Christian); (7) "Public Perceptions of Official English/English Only: Framing the Debate in Arizona" (Mary Carol Combs); (8) "Language Policy/Planning and U.S. Colonialism: The Puerto Rican Thorn in English-Only's Side" (Ana Celia Zentella); (9) "U.S. Language Planning and Policies for Social Dialect Speakers" (Marcyliena Morgan); (10) "The Politics of Sign Language: Language Planning for Deaf Americans" (Michael Strong); (11) "Language Varieties and Language Policy: The Appreciation of Pidgin" (Laiana Wong); (12) "(Mis)Educating Mexican Americans through Language" (Lilia I. Bartolome and Donaldo Macedo); and (13) "Language and Equality: Ideological and Structural Constraints in Foreign Language Education in the U.S." (Lourdes Ortega). Section 3, "Praxis," includes: (14) "The Role of Language and Culture in Teaching Reading: Language Policy and Planning for Diverse Populations" (Angela Eunice Rickford); (15) "Foreign Language Policy and Planning in Higher Education: The Case of the State of Florida" (Ana Roca); (16) "Hawaiian Language Regenesis: Planning for Intergenerational Use of Hawaiian Beyond the School" (Sam No'eau Warner); (17) "From Developing One's Voice to Making Oneself Heard: Affecting Language Policy from the Bottom Up" (Klaudia M. Rivera); and (18) "The Role of Social Networks and the Strength of Weak Ties in Changing Language Policy: Gender Neutralization in American English" (Patricia C. Nichols). (All papers contain references.) (SM)

The book presents the following papers and transcriptions of debates: "One Country, Two Systems, Three Languages" (Sue Wright); "The Background to Language Change in Hong Kong" (Godfrey Harrison, Lydia K. H. So); "Aspects of the Two Languages System and Three Language Problem in the Changing Society of Hong Kong" (Benjamin K. Tsou); "The (Un)changing Role of Mandarin Chinese in Language Education in Hong Kong" (Cheung-Shing Samuel Leung, Yuen-Fan Lornita Wong); "Language and the Law in Hong Kong: From English to Chinese" (Alice Lee); "English in Hong Kong: Emergence and Decline" (John E. Joseph); "Tonal Changes in Hong Kong Cantonese" (Lydia K. H. So); and "Phonological Changes in Hong Kong Cantonese" (Eric Zee). Debate transcripts are inserted after the second, fourth, fifth, sixth, seventh, and eighth papers. (MSE)

Going beyond mere grammaticality, this book examines the basic writing skills of a group of community college students in Hawaii for errors in idiomaticity, or native-like appropriateness of expression. The book suggests criteria for the classification of "phrasematic" expressions, and a convenient terminology comprising idioms, collocations, and formulas is developed. It contends that increased attention to idiomaticity is required, not only in language description, but also in the academic writing of second language and creole speakers. The book is based on a study of 113 papers written by 67 students enrolled in four basic (remedial) writing classes at Kapiolani Community College in Honolulu; the papers were collected and analyzed for sentences that were unacceptable to academic writing, after which the unacceptable sentences were sorted according to types of errors they contained, using a list of categories tentatively drawn from the available literature on formulas, idioms, and idiomaticity. Contains an extensive bibliography. (NKA)

This collection of 10 papers focuses on multilingual education programs and policies in Europe, concentrating on publicly-funded, non-elitist programs. The papers include: (1) "Bilingual Education in Wales" (Colin Baker); (2) "Catalan and Basque Immersion Programmes" (Josep Maria Artigal); (3) "Bilingual or Bicultural Education and the Case of the German Minority in Denmark" (Michael Byram); (4) "The Problem of Pedagogy versus Ideology: The Case of a Danish-German Bilingual School-Type" (Bent Sondergaard); (5) "The Bicultural Programmes in the Dutch-Language School System in Brussels" (Johan Leman); (6) "Trilingual Education in the Grand Duchy of Luxembourg" (Nathalie Lebrun and Hugo Baetens Beardsmore); (7) "The European School Model" (Hugo Baetens Beardsmore); (8) "The German Model of Bilingual Education: An Administrator's Perspective" (Nando Masch); (9) "Bilingual Geography: A Teacher's Perspective" (Irene Drexel-Andrieu); and (10) "Bilingualism and Information Technology: The Welsh Experience" (Dafydd Price and Colin Baker). Each chapter contains a list of references. (MDM)

This book examines changes in the first language (L1) of people who know a second language (L2), seeing L2 users as people who differ from the monolingual in both first and second languages. It describes a range of psychological and linguistic approaches. The 13 chapters include the following: (1) "Introduction: The Changing L1 in the L2 User's Mind" (Vivian Cook); (2) "The Influence of L2 on L1 Collocational Knowledge and on L1 Lexical Diversity in Free Written Expression" (Batia Laufer); (3) "'I Feel Clumsy Speaking Russian': L2 Influence on L1 in Narratives of Russian L2 Users of English" (Aneta Pavlenko); (4) "The Intercultural Style Hypothesis: L1 and L2 Interaction in Requesting Behaviour" (Jasone Cenoz); (5) "Probing the Effects of the L2 on the L1: A Case Study" (Scott Jarvis); (6) "English from a Distance: Code-Mixing and Blending in the L1 Output of Long-Term Resident Overseas EFL Teachers" (Graeme Porte); (7) "Productivity and Lexical Diversity in Native and Non-Native Speech: A Study of Cross-Cultural Effects" (Jean-Marc Dewaele and Aneta Pavlenko); (8) "L2 Influence on L1 Linguistic Representations" (Victoria A. Murphy and Karen J. Pine); (9) "Cross-Linguistic Influence of L2 English on Middle Constructions in L1 French" (Patricia Balcom); (10) "Effects of the L2 on the Syntactic Processing of the L1" (Vivian Cook, Elisabet Iarossi, Nektarios Stellakis, and Yuki Tokumaru); (11) "Economy of Interpretation: Patterns of Pronoun Selection in Transitional Bilinguals" (Teresa Satterfield); (12) "A Dynamic Approach to Language Attrition in Multilingual Systems" (Ulrike Jessner); and (13) "How to Demonstrate the Conceptual Effect of L2 on L1? Methods and Techniques" (Istvan Kecskes and Tunde Papp). (Papers contain references.) (SM)

This collection of 21 essays focuses on people who experience the world with multiple languages: (1) "Myths about Multilingualism" (Tracey Tokuhama-Espinosa); (2) "Teaching Languages using the Multiple Intelligences and the Senses" (Tracey Tokuhama-Espinosa); (3) "The Role of the Sense of Smell in Language Learning" (Sara Ackerman Aoyana); (4) "Multiliteracy Skills" (Tracey Tokuhama-Espinosa); (5) "Two-Way Immersion Programs in the United States" (Jennifer Rengel); (6) "The Relationship between Musical Ability and Foreign Languages: Communication via Sounds and via Words" (Tracey Tokuhama-Espinosa); (7) "Language, Math, and Thought: Vygotsky's Concept of Inner Speech" (Tracey Tokuhama-Espinosa); (8) "Multilingual Mathematics" (Marie Petraitis); (9) "In the Beginning was the Word: Language and the Womb" (Andrea Bader-Rusch); (10) "First Choice Option: From Birth" (Tracey Tokuhama-Espinosa); (11) "Bilingualism from Birth" (Manuela Gonzalez-Bueno); (12) "Trilingualism: A Study of Children Growing Up with Three Languages" (Suzanne Barron-Hauwaert); (13) "What, You Speak Only One Language!? A Trilingual Family's Story" (Nicola Kupelikinc); (14) "Third Culture Kids: A Special Case for Foreign Language Learning" (Tracey Tokuhama-Espinosa); (15) "The Yellow Streetcar: Shaping a Polyphonic Identity" (Christina Allemann-Ghionda); (16) "Linguistic Hegemony: Is There a Superior Language?" (Tracey Tokuhama-Espinosa); (17) "Foreign Adoption and Bilingualism" (Nicola Kupeliklinc); (18) "Bringing Up Bilingual Children in Scarce Language Environments: How the Internet Can Help Us" (Maria Johnson); (19) "Multilingualism and Cosmopolitanism" (Konrad Gunesch); (20) "A Voice within a Voice: Federman Translating/Translating Federman" (Raymond Federman); and (21) "Challenges to Normal Bilingualism: Down's Syndrome, Deafness, and Dyslexia" (Tracey Tokuhama-Espinosa). (Papers contain references.) (SM)

This book discusses some of the functions, ends, or goals that language serves in religion; the various kinds of linguistic resources that are exploited; and some of the social processes that characterize the use of language. In section one, "Performance," three approaches to the description of verbal behavior are contrasted. This section contains the following papers: (1) "Nonsegmental Phonology in Religious Modalities," by D. Crystal; (2) "Religious Utterances and the Theory of Speech Acts," by P. L. Ravenhill; and (3) "Language as Ritual Substance," by G. H. Gossen. Section two, "Form," analyzes discourse in prayer and consists of the following papers: (1) "Controlling Capricious Gods," by A. J. Shelton; (2) "From Prayer to Reprimand," by D. Tedlock; (3) "Divination as Model for Literary Form," by B. O. Long; and (4) "The Collect as a Form of Discourse," by C. A. Ferguson. Section three, "Tradition," examines the macrosociolinguistic implications of religiously tinted plurilingualism, in the following papers: (1) "Patterns of Telugu Religious Language," by J. M. Christian; (2) "Liturgy and Language in Judaism," by C. Rabin; and (3) "The Use of Hebrew by Christians in Israel," by P. E. Lapide. (Author/AM)

The papers presented here have a double objective: to give those responsible for the Action plan for the improvement of information transfer between European languages a good view of existing and developing systems and to make future users of EURONET acquainted with methods and tools that will soon be available. The papers are arranged under six main sessions: (1) "Teaching and Use of Languages in the European Community," contains five papers by J.M. Gibb and E. Phillips; A. Iljon; H. Frank, R. Hilgers and I. Meyer; H. Frank and H. Behrmann; and E. Dinsen and C. Dollerup; (2) "Multilingual Terminology" presents six papers by H. Felber, G. Beling, J. Goetschalckx, J. Shulz, J. Laurent and G.F. Stephan. (3) "Human and Machine-aided Translation" presents seven papers by J.M. Gibb, W. Wilss, F. Krollmann, P. Canisius, F. Kertesz, J. Sorensen, and V. Verdier and D. Austin; (4) "Multilingual Thesauri" presents seven papers by D. Austin, G. Van Slype, A. Iljon, I. Neumann-Duscha and G. Ulenberg, H.J. Schuck, F. Semturs and B.J. Field; (5) "Automatic Translation (I)" presents seven papers by F. Blamoutier; P. Brossier, A. Mamfredos, C. Milelli and M. Zennaki; H.E. Bruderer; A.J. Petit and P.P. Toma; and (6) "Automatic Translation (II)" contains nine papers by H.D. Maas, J. Weissenborn, J. Chandioux, Yu. N. Marchuk, Yu. S. Martem'Janov, V.A. Moscovoj, S.C. Loh and L. Kong, I.D.K. Kelly and W. Goshawke. (AMH)

This book includes 25 papers in 5 parts. Part 1, "Dislocations," includes (1) "Puzzle" (Myrna Nieves); (2) "No Language To Die In" (Greta Hofmann Nemiroff); (3) "Here's Your Change 'N Enjoy the Show" (Verena Stefan); (4) "The Vagabond Years" (Elizabeth Dykman); (5) "From Bayamon to Brooklyn" (Rita E. Negron Maslanek); (6) "Writing for Effect" (Elizabeth Nunez); (7) "Learning To Speak: One Woman's Journey" (Ruby Sprott); and (8) "Identity Conflicts and Literacy Development in First and Second Languages" (Raimundo Mora). Part 2, "Mother Tongues," includes (9) "Language, Exile, and Discovery" (Pramila Venkateswaran); (10) "Fragments for a Story of Forgetting and Remembrance" (Fredy Amilcar Roncalla); (11) "Memory and Mameloshn: Learning Yiddish Then and Now" (Mimi Bluestone); (12)"Language Is More Than Words" (Susan Driscoll); (13) "Learning My Native Language" (Susan Stocker); and (14) "Recollections" (Margie English). Part 3, "The Difficulties of Language Learning," includes (15) "Random Thoughts on My Inability To Learn Languages" (Robert Roth); (16) "The Promise of Espanol" (Sharon Shelton Colangelo); and (17) "Why I Shouldn't Speak Only English" (Stephanie Hart). Part 4, "Our Love Affairs with Languages: Stories of Multi-Language Learners," includes (18) "Me, Times Three: Growing Up Trilingual" (Watson R. Millison); (19) "My Love Affair with Languages" (George Jochnowitz); (20) "Looking for the God of Language" (Christina Kotchemidova); and (21) "Why I Never Lost My Accent" (Cora Acebron Tolosa). Part 5, "Close Encounters with Other Cultures: Learning Languages While Living Abroad," includes (22) "Learning Chinese" (Doug Millison); (23) "Speaking the Culture" (Carolina Mancuso, David Rodgers); (24) "Listening for the Tao in Eight Tones" (Linda Petrucelli); and (25) "Learning Language/Learning Self" (Karen Ogulnick). (SM)

A selection of papers by Josie Levine addresses aspects of the teaching and learning of English as a second/additional language among linguistic minorities. An introductory section provides background information about Levine and the context in which she worked and wrote. The first two chapters tell the stories of limited-English-proficient (LEP) children, illustrating the author's recognition of children's linguistic competencies as they learn English, both in classrooms and in their daily lives. Chapter 3 argues for instructional materials appropriate to the children's distinctive needs, and chapter 4 speaks to mainstream teachers about developing pedagogies for multilingual classes. Chapter 5 discusses the importance of language modeling. Chapter 6 addresses the trend back to mainstreaming LEP children. The final three chapters look at the emergence of a new professionalism among teachers of LEP children, including formation of partnership to solve teaching problems, learning to acknowledge diversity and adapt teaching to the students, and addressing developmental issues in the multilingual class. (MSE)

Essays address the relationship between second language education and intercultural communication in several countries. Following an introduction are the following papers: "Second Language Learning in Belgium" (Ludo Beheydt); "Foreign Language Education in Bulgaria: Present-Day Situation and Future Tendencies" (Madeleine Danova, L. Krusteva-Bossakova, Ognian Stoitsov); "Portrait of a Nation as a Language Learner" (I. Vitanova, J. Kristeva, Madeleine Danova, M. Ruski); "Language Learning in England and Wales: Policies and Attitudes in Flux" (Sue Wright); "Second National Language Learning in Finland" (Eero Laine); "Identity, Community and Language Policies in Contemporary France" (Dennis Ager); "Multilingualism in the German School" (Ingrid Gogolin); "The Language Situation in Hungary, 1990-1991" (Szofia Radnai); "Languages in the Netherlands: A Study of Supply and Demand" (Maria Oud-de-Glas, Erna van Hest, Fons Peels, Rob Diephuis, Theo van Els); "From USSR to CIS and Beyond: Visceral Politics vis-a-vis Ethno-linguistic Realities" (Frances Knowles); "Multilingual Education as a Factor of Interethnic Relations: The Case of the Ukraine" (Oleg Shamshur, Tatiana I. Izhevskaya); "The Language Situation and Language Education in Yugoslavia" (Ranko Bugarski); "Language Education for Intercultural Communication in Slovenia" (Albina Necak Luk); "New Trends in Educational Policy in the Republic of Serbia, 1990 to the Present" (Svenka Savic, Zlata Jukic); and a conclusion (Ager, Muskens, Wright). (MSE)

The collection of essays on bilingual education is divided into five sections covering theoretical considerations, planning, policies and implementation in an international context, U.S. policies, and practices. Papers include: "A Gathering of Voices, a 'Legion of Scholarly Decency' and Bilingual Education: Fishman's Biographemes as Introduction" (Ofelia Garcia); "Swedish Strategies To Prevent Integration and National Ethnic Minorities" (Tove Skutnabb-Kangas); "The Role of Culture in Bilingual Instruction: Linking Linguistic and Cognitive Development to Cultural Knowledge" (Henry T. Trueba); "Writing and Schooling in the Regional Languages of the Member States of the Council of Europe" (Albert Verdoodt); "Language in Education: A Comparative Study of the Situation in Tanzania, Ethiopia, and Somalia" (M. H. Abdulaziz); "Bilingual Education in India" (Kamal K. Sridhar); "Trilingual Education in the Grand Duchy of Luxembourg" (Hugo Baetens Beardsmore and Nathalie Lebrun); "Bilingual Education in Friesland from the Innovator's Point of View" (Koen Zondag); "'Tomorrow's Schools' and the Revitalization of Maori: Stimulus or Tranquilizer?" (Richard A. Benton); "A Yiddish Utopia in Montreal: On the Role of Ideology in Bilingual Education" (David G. Roskies); "Bilingual Education: Politics or Pedagogy?" (Ursula Casanova); "The Politics of Paranoia: Reflections on the Bilingual Education Debate" (Jim Cummins); "What Bilingual Education Has Taught the Experimental Psychologist: A Capsule Account in Honor of Joshua A. Fishman" (Kenji Hakuta); "Extending Enrichment Bilingual Education: Revisiting Typologies and Redirecting Policy" (Nancy H. Hornberger); "Language Education in Bilingual Acadia: An Experiment in Redressing the Balance" (William Francis Mackey); "Bilingual Education for All: An Australian Pilot Study and Its Policy Implications" (Michael Clyne); "Active Teaching and Learning in the Bilingual Classroom: The Child as an Active Subject in Learning To Write" (Gerardo Torres); "Becoming Bilingual in English in a Non-English Environment." A Retrospective Essay in Honor of Joshua A. Fishman (Bonifacio P. Sibayan); and "ESL in Bilingual Education" (Christina Bratt Paulston). (MSE)

The nine articles in this publication report on what is currently taking place in the teaching of reading in multilingual societies. The topics covered are: curriculum development and evaluation in two languages (Pilipino and English) in the Philippines, the teaching of English as a second language in Malaysia, problems and progress in teaching English as a foreign language in Indonesia, the revival of the Hebrew language in Israel, developing a language curriculum in Afghanistan, developing materials for beginning reading in Hindi, reading and reading instruction in Korea, the problems of beginning and developmental reading in Nigerian primary schools, and teaching reading in a foreign language. (FL)

Five papers address issues in language learning and teaching in multicultural environments. "Namibian Educational Language Planning: English for Liberation or Neo-Colonialism?" (Robert Phillipson, Tove Skutnabb-Kangas, Hugh Africa) examines decisive factors in choice of language for instruction, focusing on the choice of English and the role of native languages. In "Cultilinguistic Imperialism -- What Can Scandinavia Learn from the Second and Third Worlds?" (Skutnabb-Kangas and Phillipson), it is proposed that Denmark, Finland, Norway, and Sweden should draw more on the multilingual experience in less developed countries to clarify the different purposes served by each language in a multilingual community and identify which languages need support. "Can Increased Metacommunicative Awareness Solve Intercultural Communication Difficulties?" (Phillipson and Skutnabb-Kangas) invites scholars with experience in working with metacommunicative awareness to participate in a project begun in 1985. "How to Analyse Communicative Competence in the Integration Process" (Skutnabb-Kangas and Phillipson) proposes that for acculturation and social integration to occur for immigrants, the power relationship among groups must be changed, intercultural gaps narrowed, and solidarity established between minority and dominant majority. "Who Wants To Change What and Why?--Conflicting Paradigms in Minority Education Research" (Skutnabb-Kangas) attempts to clarify reasons for conflicting recommendations for education of minority children. (MSE)

This paper presents a multi-view approach for term translation spotting, based on a bilingual lexicon and comparable corpora. We propose to study different levels of representation for a term: the context, the theme and the orthography. These three approaches are studied individually and combined in order to rank translation candidates. We focus our task on French-English medical terms. Experiments show a significant improvement of the classical context-based approach, with a F-score of 40.3% for the first ranked translation candidates. [ABSTRACT FROM AUTHOR]

A section of the book "Sites of Exchange: European Crossroads and Faultlines" is presented. It explores concepts regarding the identity of cultural spaces in borderland territory. The evidence of multilingual residues and traces from earlier periods in the historical literatures and cultures of border-crossing regions is described. The role of diagolism in the capacity for survival of cultures in border regions is also discussed.