The multilingual turn : implications for SLA, TESOL and bilingual education / edited by Stephen May.

Format:

Book

Contributor:

May, Stephen, 1962-

Language:

English

Subjects (All):

Second language acquisition--Study and teaching.

Second language acquisition.

Education, Bilingual.

Multicultural education.

Physical Description:

1 online resource (240 p.)

Edition:

1st ed.

Place of Publication:

New York : Routledge, 2014.

Language Note:

English

Summary:

Drawing on the latest developments in bilingual and multilingual research, The Multilingual Turn offers a critique of, and alternative to, still-dominant monolingual theories, pedagogies and practices in SLA, TESOL, and bilingual education. Critics of the 'monolingual bias' argue that notions such as the idealized native speaker, and related concepts of interlanguage, language competence, and fossilization, have framed these fields inextricably in relation to monolingual speaker norms. In contrast, these critics advocate an approach that emphasizes the multiple competencies of bi/multilingual learners as the basis for successful language teaching and learning. This volume takes a big step forward in re-situating the issue of multilingualism more centrally in applied linguistics and, in so doing, making more permeable its key sub-disciplinary boundaries - particularly, those between SLA, TESOL, and bilingual education. It addresses this issue head on, bringing together key international scholars in SLA, TESOL, and bilingual education to explore from cutting-edge interdisciplinary perspectives what a more critical multilingual perspective might mean for theory, pedagogy, and practice in each of these fields.

Contents:

Cover; Half Title ; Title Page; Copyright Page; Dedication; Table of Contents; Preface; Introducing the "Multilingual Turn" ; References; 1. Disciplinary Divides, Knowledge Construction, and the Multilingual Turn ; Field, Habitus, and Practice; Developing a Reflexive View of Academic Disciplines; Reexamining Disciplinary Debates in SLA; LEAP: Crossing the Borderlands of Bilingual, SLA, and TESOL Research; Conclusion; Notes; References; 2. Ways Forward For a Bi/ Multilingual Turn in SLA ; The Problem in Need of a Solution: The Ideological Roots of the Monolingual Bias in SLA

Ways Out, Ways ForwardUsage-Based Linguistics in a Nutshell; Shifting the Explanatory Burden from Birth to History and Experience; Focusing on the Link between Language Input Affordances and Learning Success; Analyzing Linguistic Development as Self-Referenced, Nonteleological, Unfinished ; Caveats and Conclusion; Notes; 3. Moving Beyond "Lingualism": Multilingual Embodiment and Multimodality in SLA ; Embodiment; Multimodality; Embodiment and Multimodality in SLA; Conclusion; Notes; 4. Theorizing a Competence for Translingual Practice at the Contact Zone ; A Note on Terminology

Translingual Practice at the Contact ZoneDefining Performative Competence; Language Awareness; Social Values; Learning Strategies; Conclusion; Notes; References; 5. Identity, Literacy, and the Multilingual Classroom ; Investment and Imagined Identities; Investment; Imagined Communities and Imagined Identities; Research Across Time and Space; Resistant Readings in South Africa; Archie Comics and the "Literate Underlife" of Multilingual Students in Canada; Literacy and Imagined Identities in Pakistan Youth; Digital Literacy and Multilingual Students in Uganda; Discussion

The Multilingual Turn in Language EducationConclusion; Notes; References; 6. Communication and Participatory Involvement in Linguistically Diverse Classrooms ; Communicative Competence at Large; CEFR: Learning, Teaching, Assessment; Textbooks; English in the Mainstream; Communication and Communicative Capacity: Theory and Application; Participatory Engagement in Communication; Conclusion; Notes; References; 7. Multilingualism and Common Core State Standards in the United States ; U.S. Student Diversity, Bilingualism, and Education; The Common Core State Standards and Language

Bilingualism and the Common Core StandardsDynamic Bilingualism, Translanguaging, and the CCSS; Diversity of Audiences, Contexts, and Backgrounds and the CCSS; Extending Commonalities to Support Equity for Bilingual U.S. Students; Bilingual Progressions; Translanguaging Pedagogical Strategies; Assessments; Conclusion; Notes; References; 8. Who's Teaching Whom? Co-Learning in Multilingual Classrooms ; Co-learning in the Classroom; Co-learning and Language Teaching; Complementary Schools in Britain; The Present Study; Co-learning of Language; Co-learning of Cultural Values and Practices

Co-construction of Identity

Notes:

Description based upon print version of record.

Includes bibliographical references at the end of each chapters and index.

Description based on online resource; title from title page (ebrary, viewed August 12, 2013).

ISBN:

0-415-53432-1

1-136-28712-4

0-203-11349-7

1-136-28713-2

9780203113493

OCLC:

854977041