11.583, Books: Socioling, 2nd & 3rd Lang Acquisition

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LINGUIST List:  Vol-11-583. Wed Mar 15 2000. ISSN: 1068-4875.

Subject: 11.583, Books: Socioling, 2nd & 3rd Lang Acquisition

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1)
Date:  Wed, 15 Mar 2000 10:38:09 +0000
From:  Kathryn King <kathryn at multilingual-matters.com>
Subject:  Socioling: Community & Communication, Sue Wright (ed)

2)
Date:  Wed, 15 Mar 2000 10:39:26 +0000
From:  Kathryn King <kathryn at multilingual-matters.com>
Subject:  2nd Lang Acquisition: Learning English at School, Kelleen Toohey

3)
Date:  Wed, 15 Mar 2000 10:40:25 +0000
From:  Kathryn King <kathryn at multilingual-matters.com>
Subject:  3rd Lang Acquisition: English in Europe, Jasone Cenoz & Ulrike Jessner

-------------------------------- Message 1 -------------------------------

Date:  Wed, 15 Mar 2000 10:38:09 +0000
From:  Kathryn King <kathryn at multilingual-matters.com>
Subject:  Socioling: Community & Communication, Sue Wright (ed)

Community and Communication
The Role of Language in Nation State Building and European Integration
Sue Wright  (Aston University, Birmingham)
Key Features
· Investigates European integration from a linguistic point of view
· Considers the ways in which language and political power intertwine in
nation states

This book considers the issue of language in the European
Union. Without a community of communication, the EU must remain a
trading association run in an autocratic way by bilingual patrician
technocrats; with a community of communication, the European Union
could develop democratic structures and legitimacy and give meaning to
its policies of free movement. How to achieve that community of
communication is the biggest challenge facing Europe today.

Contents:
Introduction
1. Definitions
2. The role of language in nation state formation
3. Language as a key organising principle of nationalism
4. The weakening of the concept of sovereignty, globalisation and
   internationalisation in the legal, political, economic and cultural
   domains
5. The growth of the European community.
6. Theories of democracy: participatory and liberal representative
   democracy.
7. Managing plurilingualism in the institutions of the E.U.
8. New and smaller polities. Support for the lesser-used languages of
   Europe
9. Language in the domains of defence, education and research networks
10. Conclusions

Author Information:
Sue Wright is a lecturer in the School of Language and European
Studies at Aston University. She is Editor of the journal Current
Issues in Language and Society and her research interests are
multilingualism and language policy in Europe.

Multilingual Matters 114 (MM114)        280pp March 2000
Hbk ISBN 1-85359-485-7   £49.00 US$79.95 CAN$99.95
Pbk ISBN 1-85359-484-9  £24.95 US$ 39.95 CAN$49.95


Multilingual Matters Ltd
Frankfurt Lodge, Clevedon Hall
Victoria Road, Clevedon, North Somerset BS21 7HH, UK
Tel: +44 (0) 1275-876519; Fax: +44 (0) 1275-871673
Email: kathryn at multilingual-matters.com
www.multilingual-matters.com


-------------------------------- Message 2 -------------------------------

Date:  Wed, 15 Mar 2000 10:39:26 +0000
From:  Kathryn King <kathryn at multilingual-matters.com>
Subject:  2nd Lang Acquisition: Learning English at School, Kelleen Toohey

Learning English at School
Identity, Social Relations and Classroom Practice
Kelleen Toohey (Simon Fraser University)
· Provides much needed classroom research into the SLA of young children
· Discusses how to understand the SLA of children in terms of recently
developed poststructural, sociocultural and critical perspectives
· Focuses on a common set of circumstances in Canada the United States,
Britain, Australia and New Zealand: Increasing numbers of  young
children from minority language backgrounds are taught in mainstream
English medium classrooms

"Kelleen Toohey's case study of ESL children learning through English
is unequivocally one of the best studies of its kind in the last 20
years.  Toohey moves the field forward by introducing readers to new
perspective on second language learning, one that argues for
understanding learning as socially situated in communities of
practice. This book is written in a rich style that will be appealing
to classroom teachers and language educators alike."
	-Christian Faltis, Professor, Graduate School of Education,
	 University of California, Berkeley

This book considers the application of sociocultural theory to
understanding how minority language background children learn English
in the context of their classrooms. Based on a longitudinal
ethnography, it is suggested that understanding the pivotal role of
social interaction in learning implies new perspectives both for SLA
research and for effective instructional practice.

Contents:
Introduction
1. Framing Story Theory, Setting and Methodology
2. Kindergarten Stories
3. Constructing School Identities: Kindergarten Metastories
4. "Break them up, take them away": Practices in the Grade 1 Classroom
5. Discursive Practices in Grade 2 Language Arts Lessons
6. Appropriating Voices and Telling Stories
References

Kelleen Toohey teaches in the Faculty of Education at Simon Fraser
University, Burnaby, BC, Canada. Her research generally concerns
language education for ethnic/cultural/linguistic minorities and she
has worked with heritage, First Nations and English language teachers
in Alberta, Ontario, Quebec and British Columbia.

Bilingual Education and Bilingualism 20 March 2000  152 pp
Hbk ISBN 1-85359-482-2  £45.00 US$76.95 CAN$89.95
Pbk ISBN 1-85359-481-4  £15.95 US$25.95 CAN$29.95


Multilingual Matters Ltd
Frankfurt Lodge, Clevedon Hall
Victoria Road, Clevedon, North Somerset BS21 7HH, UK
Tel: +44 (0) 1275-876519; Fax: +44 (0) 1275-871673
Email: kathryn at multilingual-matters.com
www.multilingual-matters.com


-------------------------------- Message 3 -------------------------------

Date:  Wed, 15 Mar 2000 10:40:25 +0000
From:  Kathryn King <kathryn at multilingual-matters.com>
Subject:  3rd Lang Acquisition: English in Europe, Jasone Cenoz & Ulrike Jessner

English in Europe
The Acquisition of a Third Language
Edited by Jasone Cenoz (University of the Basque Country) and Ulrike
Jessner (University of Innsbruck)

"Third language acquisition and trilingualism have recently come more
and more into the focus of applied linguistics. While the research
trends of product-orientated bilingualism and process-orientated
second language acquisition have tended to follow largely different
tracks, third language acquisition and trilingualism are in much close
contact.  With its comprehensive multidimensional coverage of English
as a third language in Europe the present volume provides a welcome
contribution to a rapidly expanding field of research"
	-Hakan Ringbom, Abo Akademi University

Key Features:
· Provides an up-to-date overview of L3 acquisition research, focusing
on English
· Relevant to researchers and educators from all parts of the world

This book emerges as a response to the increasing use of English as a
lingua franca in the multilingual European context. It provides an up-
to-date overview of the sociolinguistic, psycholinguistic and
educational aspects of research on third language acquisition by
focusing on English as a third language.

Contents:
Introduction: Jasone Cenoz and Ulrike Jessner
PART I: English in Contact with other Languages in the European Context:
Sociolinguistic Perspective
1. The Spread of English and the Growth of Multilingualism with
   English in Europe: Charlotte Hoffmann (University of Salford)
2. English as a European Lingua Franca: Allan R. James (University of
   Klagenfurt) PART II: Issues in Third Language Acquisition
3. Research on Multilingual Acquisition : Jasone Cenoz
4. Putting Language Proficiency in its Place: Responding to Critiques
   of the Conversational/ Academic Language Distinction: Jim Cummins
   (University of Toronto)
5. The Dynamics of Third Language Acquisition: Philip Herdina and
   Ulrike Jessner

PART III: Psycholinguistic Perspectives
6. Metaphorical Competence in Trilingual Language Production: Istvan
   Kecskes and Tunde Papp (SUNY at Albany)
7. Word-fragment Completions in the Second (German) and Third
   (English) Language: Ute Schönpflug (Martin-Luther-Universitaet,
   Halle-Wittenberg)
8. Towards the Construction of a Theory of Crosslinguistic Transfer:
   Christine Bouvy (University of Liege)

PART IV: Educational Perspectives
9. Bilingualism and Trilingualism in School Students in Catalonia:
   Carmen Muñoz (University of Barcelona)
10. Three Languages and Three Linguistic Models in the Basque
    Educational System: David Lasagabaster (University of the Basque
    Country)
11. The Role of English as L3 in a Swedish Immersion Program in
    Finland: Siv Björklund and Irmeli Suni (University of Vaasa)
12. Trilingual Primary Education in Friesland: Jehannes Ytsma (Friskie
    Akademie)
13. Teaching English to Bilingual Pupils in Romania: Tatiana Iatcu
    (University Petru Maior)

Conclusion:
14. Expanding the Scope: Jasone Cenoz and Ulrike Jessner

Jasone Cenoz is Associate Professor of English Linguistics at the
University of the Basque Country (Spain).  Her publications include
Beyond Bilingualism: Multilingualism and Multilingual Education, co-
edited with Fred Genesee (Multilingual Matters 1998).

Ulrike Jessner is Associate Professor of English Linguistics at the
University of Innsbruck (Austria). Her publications include A Dynamic
Model of Multilingualism: Changing Perspectives in Psycholinguistics,
co-authored with Philip Herdina (Multilingual Matters, forthcoming in
2000).

Bilingual Education & Bilingualism No.19        April 2000  271 pp
Hbk ISBN 1-85359-480-6  £49.00 US$84.95 CAN$99.95
Pbk ISBN 1-85359-479-2  £19.95 US$32.95 CAN$39.95


Multilingual Matters Ltd
Frankfurt Lodge, Clevedon Hall
Victoria Road, Clevedon, North Somerset BS21 7HH, UK
Tel: +44 (0) 1275-876519; Fax: +44 (0) 1275-871673
Email: kathryn at multilingual-matters.com
www.multilingual-matters.com


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