Concise Encyclopedia of Applied Linguistics

1 - Front Cover [Seite 1]
2 - Concise Encyclopedia of Applied Linguistics [Seite 4]
3 - Copyright page [Seite 5]
4 - The Editors [Seite 6]
5 - Table of Contents [Seite 8]
6 - Subject Classification [Seite 12]
7 - Introduction [Seite 16]
8 - Contributors [Seite 18]
9 - Part I: Introduction to Applied Linguistics [Seite 22]
9.1 - Applied Linguistics [Seite 24]
9.1.1 - Introduction [Seite 24]
9.1.2 - Overview [Seite 24]
9.1.3 - History [Seite 27]
9.1.4 - Applied Linguistics Today [Seite 31]
9.1.5 - Bibliography [Seite 34]
9.2 - Critical Applied Linguistics [Seite 35]
9.2.1 - Doing Applied Linguistics Critically [Seite 35]
9.2.2 - The Critical in Applied Linguistics [Seite 38]
9.2.3 - Applied Linguistics and the Critical [Seite 39]
9.2.4 - Bibliography [Seite 41]
9.3 - Educational Linguistics [Seite 43]
9.3.1 - The Emergence of Educational Linguistics [Seite 43]
9.3.2 - Taking Stock of the Field [Seite 44]
9.3.3 - Future Directions [Seite 46]
9.3.4 - Bibliography [Seite 47]
9.3.5 - Relevant Websites [Seite 48]
10 - Part II: Regional Studies [Seite 50]
10.1 - Africa [Seite 52]
10.1.1 - Multilingualism and the Role of the Excolonial Languages [Seite 52]
10.1.2 - Language Development: Some African Initiatives [Seite 53]
10.1.3 - Translation and Interpretation [Seite 53]
10.1.4 - Language Learning and Teaching [Seite 53]
10.1.5 - Language Learning and Teaching: African Languages [Seite 54]
10.1.6 - Academic Literacy Development in Higher Education [Seite 54]
10.1.7 - Literacy [Seite 55]
10.1.8 - Conclusion [Seite 56]
10.1.9 - Bibliography [Seite 57]
10.2 - Australasia and the Pacific [Seite 58]
10.2.1 - The Domain of Applied Linguistics in the Region [Seite 58]
10.2.2 - The World of Australasia and the Pacific [Seite 58]
10.2.3 - The World of Applied Linguistics in the Region [Seite 59]
10.2.4 - Bibliography [Seite 64]
10.2.5 - Relevant Websites [Seite 65]
10.3 - China [Seite 66]
10.3.1 - Introduction [Seite 66]
10.3.2 - Historical Background [Seite 66]
10.3.3 - Modern Linguistics in China [Seite 67]
10.3.4 - Linguistics Applied and Applied Linguistics in Contemporary China [Seite 67]
10.3.5 - Conclusion [Seite 71]
10.3.6 - Bibliography [Seite 71]
10.4 - Europe [Seite 66]
10.4.1 - Language Planning and Policy [Seite 73]
10.4.2 - Sociolinguistic Aspects of Multilingualism [Seite 75]
10.4.3 - Sociolinguistic Aspects of Multilingualism [Seite 76]
10.4.4 - Psycholinguistic Aspects of Multilingualism [Seite 77]
10.4.5 - Final Remarks [Seite 78]
10.4.6 - Bibliography [Seite 78]
10.5 - North America [Seite 80]
10.5.1 - A Brief History of Applied Linguistics in North America [Seite 80]
10.5.2 - Defining and Delimiting Applied Linguistics [Seite 81]
10.5.3 - Research in Applied Linguistics in North America [Seite 82]
10.5.4 - Critical Perspectives in Applied Linguistics [Seite 85]
10.5.5 - New Trends in Applied Linguistics in North America [Seite 85]
10.5.6 - Bibliography [Seite 86]
10.6 - South America [Seite 87]
10.6.1 - Some Publications in South America [Seite 87]
10.6.2 - Four Publications outside South America [Seite 88]
10.6.3 - The Path of Applied Linguistics in South America: The Shadow Metaphor [Seite 89]
10.6.4 - Final Remarks [Seite 90]
10.6.5 - Bibliography [Seite 91]
10.6.6 - Relevant Websites [Seite 92]
10.7 - South Asia [Seite 87]
10.7.1 - Introduction [Seite 93]
10.7.2 - Applied Linguistics in the Subcontinent [Seite 93]
10.7.3 - Multilingualism and Language-Related Concerns [Seite 94]
10.7.4 - Language Policies: Scheduled and Nonscheduled Languages [Seite 94]
10.7.5 - Language and Education [Seite 95]
10.7.6 - Languages in Contact [Seite 96]
10.7.7 - Stylistics and the Teaching of Literature [Seite 97]
10.7.8 - Computational Linguistics [Seite 98]
10.7.9 - Language Disorders [Seite 99]
10.7.10 - Problems in Translation [Seite 100]
10.7.11 - Conclusion [Seite 100]
10.7.12 - Bibliography [Seite 101]
10.8 - Southeast Asia [Seite 103]
10.8.1 - Applied Linguistics and the Region of Southeast Asia: Definitions [Seite 103]
10.8.2 - Southeast Asia as a Linguistic Region [Seite 103]
10.8.3 - From Nationalism to Nationism: The Adoption of National Languages [Seite 104]
10.8.4 - Language Acquisition Planning in Multilingual Societies [Seite 105]
10.8.5 - Language use in Multilingual Settings and the Question of Social Identity [Seite 105]
10.8.6 - English: Its Expanding Role and Varieties [Seite 106]
10.8.7 - English Language Teaching and Learning [Seite 107]
10.8.8 - Bilingualism in Multilingual Societies [Seite 109]
10.8.9 - Publications on Applied Linguistics in Southeast Asia [Seite 109]
10.8.10 - Bibliography [Seite 110]
11 - Part III: Language, Learners And Learning [Seite 112]
11.1 - Acquisition of Second Language Phonology, Morphology, and Syntax [Seite 114]
11.1.1 - Introduction [Seite 114]
11.1.2 - L2 Acquisition of Phonology [Seite 114]
11.1.3 - L2 Acquisition of Inflectional Morphology [Seite 116]
11.1.4 - L2 Acquisition of Derivational Morphology [Seite 117]
11.1.5 - L2 Acquisition of Syntax [Seite 118]
11.1.6 - Bibliography [Seite 120]
11.2 - Assessment of First Language Proficiency [Seite 121]
11.2.1 - Sociopolitical Issues in First Language Proficiency Testing [Seite 121]
11.2.2 - Functional and Processural Criteria for Assessing L1 Speaking, Listening, Writing, and Reading [Seite 122]
11.2.3 - Beyond the Four Modalities of Language [Seite 123]
11.2.4 - Integrated, Standard-Based Performance Assessment of L1 Proficiency [Seite 123]
11.2.5 - Implementation and Washback of L1 Proficiency Testing [Seite 123]
11.2.6 - Bibliography [Seite 124]
11.3 - Assessment of Second Language Proficiency [Seite 126]
11.3.1 - Introduction [Seite 126]
11.3.2 - Developments in Validity Theory [Seite 126]
11.3.3 - Evidence-Centered Design [Seite 127]
11.3.4 - Developing a Language Assessment System: An Example [Seite 129]
11.3.5 - Messick on Test Validation: The Social Dimension [Seite 130]
11.3.6 - Bibliography [Seite 132]
11.4 - Bilingual Lexicography [Seite 134]
11.4.1 - Introduction [Seite 134]
11.4.2 - A Brief History of Bilingual Lexicography [Seite 134]
11.4.3 - The Techniques of Modern Bilingual Lexicography [Seite 136]
11.4.4 - Working with Frameworks [Seite 137]
11.4.5 - Structure of a Bilingual Entry [Seite 137]
11.4.6 - Main Issues of Bilingual Lexicography [Seite 138]
11.4.7 - Directionality [Seite 138]
11.4.8 - Bilingual Dictionaries Today and Tomorrow [Seite 141]
11.4.9 - Bibliography [Seite 143]
11.5 - Endangered Languages [Seite 144]
11.5.1 - School-Based Programs [Seite 144]
11.5.2 - Outside of the Schools [Seite 145]
11.5.3 - Potential Difficulties [Seite 146]
11.5.4 - Bibliography [Seite 146]
11.5.5 - Relevant Websites [Seite 146]
11.6 - Grammar [Seite 147]
11.6.1 - History [Seite 147]
11.6.2 - The Scope of Grammar Teaching [Seite 147]
11.6.3 - The Aims and Methods of Grammar Teaching [Seite 148]
11.6.4 - Evaluating the Success of Grammar Teaching [Seite 149]
11.6.5 - Bibliography [Seite 149]
11.7 - Immigrant Languages [Seite 151]
11.7.1 - Assimilation versus Pluralism [Seite 151]
11.7.2 - Language as a Right, a Resource, or a Problem [Seite 151]
11.7.3 - Minority and Majority Languages in Education [Seite 152]
11.7.4 - Bibliography [Seite 154]
11.8 - Interlanguage [Seite 155]
11.8.1 - Interlanguage [Seite 155]
11.8.2 - The Interlanguage Hypothesis [Seite 155]
11.8.3 - Development of the Interlanguage Hypothesis to the Early 1990s [Seite 158]
11.8.4 - Bibliography [Seite 160]
11.9 - Language Assessment Standards [Seite 161]
11.9.1 - Standards as the Goal [Seite 161]
11.9.2 - Setting Standards [Seite 162]
11.9.3 - Measuring and Reporting Standards [Seite 163]
11.9.4 - Bibliography [Seite 163]
11.10 - Languages for Specific Purposes [Seite 165]
11.10.1 - Defining the Object [Seite 165]
11.10.2 - Basic Distinctions: Relations between Communicators [Seite 166]
11.10.3 - Traditional Approaches [Seite 166]
11.10.4 - Recent Trends for the Development of the Discipline [Seite 168]
11.10.5 - Bibliography [Seite 169]
11.11 - Learning Sign Language as a Second Language [Seite 170]
11.11.1 - Learning Two Languages in Infancy [Seite 170]
11.11.2 - Learning Two Languages Sequentially [Seite 170]
11.11.3 - Delayed L1 Learning and L2 Learning [Seite 171]
11.11.4 - Bibliography [Seite 172]
11.12 - Learners' Dictionaries [Seite 174]
11.12.1 - Main Features of the MLDSummary [Seite 174]
11.12.2 - In More Detail [Seite 175]
11.12.3 - The Impact of Corpora [Seite 176]
11.12.4 - Signs of Change [Seite 176]
11.12.5 - Bibliography [Seite 177]
11.12.6 - OtheReferences [Seite 177]
11.13 - Listening in a Second Language [Seite 178]
11.13.1 - Introduction [Seite 178]
11.13.2 - Bottom-up Interpretation [Seite 178]
11.13.3 - Interpretation and Inference [Seite 180]
11.13.4 - The Context of Utterance [Seite 181]
11.13.5 - Listening as 'Input' to Second Language Learning [Seite 183]
11.13.6 - Bibliography [Seite 183]
11.14 - Motivation and Attitudes in Second Language Learning [Seite 185]
11.14.1 - Motivation Defined [Seite 185]
11.14.2 - Attitudes Defined [Seite 185]
11.14.3 - Theoretical Conceptualizations of Motivation in Second Language Learning [Seite 185]
11.14.4 - Issues [Seite 188]
11.14.5 - Bibliography [Seite 191]
11.15 - Pedagogical Grammars for Second Language Learning [Seite 193]
11.15.1 - Types of Grammars [Seite 193]
11.15.2 - Characteristics of Pedagogical Grammars [Seite 194]
11.15.3 - Pedagogical Grammar in Language Education [Seite 196]
11.15.4 - Conclusion [Seite 198]
11.15.5 - Bibliography [Seite 198]
11.16 - Reading in a Second Language [Seite 200]
11.16.1 - Introduction [Seite 200]
11.16.2 - Current State of Theory [Seite 200]
11.16.3 - Revisiting L1/L2 Relationships: the Transfer of Literacy and Language Knowledge [Seite 201]
11.16.4 - Transferring Knowledge About Language Elements [Seite 202]
11.16.5 - Transferring Language Elements: Grammar and Vocabulary [Seite 203]
11.16.6 - Contextual Variables [Seite 205]
11.16.7 - Conclusion [Seite 205]
11.16.8 - Bibliography [Seite 206]
11.17 - Second Language Attrition [Seite 208]
11.17.1 - Introduction [Seite 208]
11.17.2 - Theoretical Models [Seite 209]
11.17.3 - Extralinguistic Factors [Seite 210]
11.17.4 - Linguistic Levels [Seite 210]
11.17.5 - Research Designs [Seite 212]
11.17.6 - Conclusion [Seite 213]
11.17.7 - Bibliography [Seite 213]
11.18 - Second Language Corpus Studies [Seite 215]
11.18.1 - Bibliography [Seite 216]
11.18.2 - Relevant Websites [Seite 216]
11.19 - Second Language Discourse Studies [Seite 217]
11.19.1 - Discourse and SLA [Seite 217]
11.19.2 - Language Identity [Seite 218]
11.19.3 - Language Socialization [Seite 219]
11.19.4 - Sociocultural Theory [Seite 219]
11.19.5 - Bibliography [Seite 219]
11.20 - Learning Second Language Vocabulary [Seite 221]
11.20.1 - Learning Burden [Seite 221]
11.20.2 - Word Form [Seite 221]
11.20.3 - Word Meaning [Seite 221]
11.20.4 - Word Use [Seite 222]
11.20.5 - Idioms [Seite 222]
11.20.6 - Learning Conditions [Seite 223]
11.20.7 - Deliberate and Incidental Learning [Seite 223]
11.20.8 - Involvement Load [Seite 223]
11.20.9 - Negotiation [Seite 223]
11.20.10 - Interference [Seite 224]
11.20.11 - Massed versus Spaced Learning [Seite 225]
11.20.12 - First Language Definitions [Seite 225]
11.20.13 - Bibliography [Seite 226]
11.21 - Sign Language Acquisition [Seite 227]
11.21.1 - Bibliography [Seite 230]
11.22 - Speaking in a Second Language [Seite 233]
11.22.1 - Introduction [Seite 233]
11.22.2 - Models and Descriptions of Second Language Speaking [Seite 233]
11.22.3 - Areas of Growing Influence and Debate in the Area of Second Language Speaking [Seite 237]
11.22.4 - Bibliography [Seite 239]
11.23 - Third Language Acquisition [Seite 240]
11.23.1 - Introduction. The Spread of Third Language Acquisition: Sociolinguistic Perspectives [Seite 240]
11.23.2 - Differences between Second and Third Language Acquisition [Seite 241]
11.23.3 - Third Language Acquisition Research [Seite 242]
11.23.4 - Multilingual Competence and the Multilingual Mind [Seite 243]
11.23.5 - Contribution of Third Language Acquisition Research to Applied Linguistics [Seite 244]
11.23.6 - Bibliography [Seite 244]
11.23.7 - Relevant Website [Seite 245]
11.24 - Variation in Second Language Acquisition [Seite 246]
11.24.1 - The L2 Grammar [Seite 247]
11.24.2 - The Role of the Interfaces [Seite 248]
11.24.3 - Syntactic Processing in the Second Language [Seite 251]
11.24.4 - Conclusion [Seite 252]
11.24.5 - Bibliography [Seite 252]
11.25 - Writing in a Second Language [Seite 254]
11.25.1 - Introduction [Seite 254]
11.25.2 - History [Seite 254]
11.25.3 - Current Status [Seite 258]
11.25.4 - Future Directions [Seite 259]
11.25.5 - Bibliography [Seite 260]
12 - Part IV: Language, Teachers And Education [Seite 262]
12.1 - Bilingual Education [Seite 264]
12.1.1 - Introduction [Seite 264]
12.1.2 - Types of Bilingual Education [Seite 264]
12.1.3 - Immersion Bilingual Education [Seite 264]
12.1.4 - Heritage Language Bilingual Education [Seite 265]
12.1.5 - Dual Language Bilingual Education [Seite 265]
12.1.6 - Bilingual Education and Politics [Seite 266]
12.1.7 - Language Revitalization through Bilingual Education [Seite 267]
12.1.8 - The Advantages of 'Strong' Forms of Bilingual Education [Seite 267]
12.1.9 - The Effectiveness of Bilingual Education [Seite 268]
12.1.10 - The English Language and Bilingual Education [Seite 269]
12.1.11 - The Limitations of Bilingual Education [Seite 269]
12.1.12 - Bibliography [Seite 270]
12.2 - Classroom Talk [Seite 272]
12.2.1 - Bibliography [Seite 274]
12.3 - Communicative Language Teaching [Seite 275]
12.3.1 - Linguistic Theory and Classroom Practice [Seite 275]
12.3.2 - Interpretations of CLT [Seite 278]
12.3.3 - CLT in the 21st Century [Seite 279]
12.3.4 - Bibliography [Seite 280]
12.4 - Computer-Assisted Language Education [Seite 282]
12.4.1 - A Definition of CALL [Seite 282]
12.4.2 - A Brief History of CALL [Seite 282]
12.4.3 - CALL Typology [Seite 282]
12.4.4 - The Future of CALL [Seite 289]
12.4.5 - Professional CALL Associations [Seite 289]
12.4.6 - Bibliography [Seite 290]
12.4.7 - Relevant Websites [Seite 291]
12.5 - Content Teaching and Learning [Seite 293]
12.5.1 - Second Language Education [Seite 293]
12.5.2 - Foreign Language Programs [Seite 294]
12.5.3 - Bilingual Programs [Seite 295]
12.5.4 - Instructional Practices [Seite 295]
12.5.5 - Teacher Preparation [Seite 295]
12.5.6 - Future Directions and Research [Seite 296]
12.5.7 - Bibliography [Seite 296]
12.6 - Culture in Language Teaching [Seite 297]
12.6.1 - The Cultural Dimensions of Language Study [Seite 297]
12.6.2 - New Ways of Integrating Language, Culture, History, and Identity [Seite 300]
12.6.3 - Bibliography [Seite 302]
12.7 - Education in a Former Colonial Language [Seite 304]
12.7.1 - Colonization [Seite 304]
12.7.2 - Political Goals of Ex-colonies [Seite 304]
12.7.3 - Colonization and Educational Language Policy [Seite 304]
12.7.4 - Conclusion [Seite 306]
12.7.5 - Bibliography [Seite 306]
12.8 - Internet and Language Education [Seite 308]
12.8.1 - History of the Internet [Seite 308]
12.8.2 - The Internet as Classroom [Seite 308]
12.8.3 - Research and Resources: The Internet as Tool [Seite 309]
12.8.4 - Activities: The Internet as Tutor [Seite 311]
12.8.5 - Equality, Democracy, and the Internet [Seite 311]
12.8.6 - Future [Seite 313]
12.8.7 - Bibliography [Seite 313]
12.8.8 - Relevant Websites [Seite 313]
12.9 - Language Awareness [Seite 314]
12.9.1 - Bibliography [Seite 315]
12.10 - Language Education of the Deaf [Seite 317]
12.10.1 - Methods [Seite 317]
12.10.2 - Natural Language of Deaf Children [Seite 317]
12.10.3 - The Situation Today [Seite 318]
12.10.4 - Do the Methods Work? [Seite 319]
12.10.5 - Bibliography [Seite 319]
12.11 - Languages in Tertiary Education [Seite 320]
12.11.1 - Languages as Medium of Tertiary-Level Teaching: Overview [Seite 320]
12.11.2 - Official Language and Medium of Teaching [Seite 320]
12.11.3 - Differences According to Disciplines and Levels of Teaching [Seite 320]
12.11.4 - Recent Changes in the Role of English [Seite 321]
12.11.5 - Problems and Attempts at Alleviation [Seite 321]
12.11.6 - Foreign Language Requirements [Seite 322]
12.11.7 - Bibliography [Seite 322]
12.12 - Minority Language Education [Seite 323]
12.12.1 - Definitions and Purposes [Seite 323]
12.12.2 - Traditions, Continuities, Possibilities, and Controversies [Seite 323]
12.12.3 - Power-Related Dimensions of Minority Languages and Their Access to Education [Seite 324]
12.12.4 - Organization of Minority Language Education around the World [Seite 325]
12.12.5 - Conclusion [Seite 326]
12.12.6 - Bibliography [Seite 326]
12.13 - Nonnative Speaker Teachers [Seite 328]
12.13.1 - Introduction [Seite 328]
12.13.2 - Definitions of Native and Non-native Speakers [Seite 328]
12.13.3 - Non-native English-Speaking Teachers' Perceptions of Their Status and Roles [Seite 329]
12.13.4 - Professional Development of Non-native English-Speaking Teachers [Seite 331]
12.13.5 - Conclusion [Seite 333]
12.13.6 - Bibliography [Seite 334]
12.14 - Oracy Education [Seite 336]
12.14.1 - Bibliography [Seite 337]
12.15 - Pedagogy of Languages for Specific Purposes [Seite 339]
12.15.1 - Specific Features of Pedagogical Contexts [Seite 339]
12.15.2 - Current Trends [Seite 340]
12.15.3 - Technological Influences [Seite 342]
12.15.4 - Evaluation of Curriculum and Teaching [Seite 343]
12.15.5 - Student Assessment [Seite 343]
12.15.6 - Conclusion [Seite 343]
12.15.7 - Bibliography [Seite 344]
12.16 - Politics of Teaching [Seite 345]
12.16.1 - Introduction [Seite 345]
12.16.2 - The Politics of Mainstream Applied Linguistics [Seite 345]
12.16.3 - The Politics of Critical Applied Linguistics [Seite 347]
12.16.4 - Conclusion [Seite 352]
12.16.5 - Bibliography [Seite 352]
12.17 - Reading and Multiliteracy [Seite 354]
12.17.1 - Bibliography [Seite 356]
12.18 - Remediation of Language Disorders in Children [Seite 358]
12.18.1 - Bibliography [Seite 360]
12.19 - Second Language Curriculum Development [Seite 362]
12.19.1 - Introduction [Seite 362]
12.19.2 - Underpinnings of Curriculum [Seite 362]
12.19.3 - Contexts of Curriculum [Seite 363]
12.19.4 - Organization of Curriculum [Seite 363]
12.19.5 - Information Gathering for Curriculum [Seite 364]
12.19.6 - Key Questions in Curriculum [Seite 365]
12.19.7 - Outcomes of Curriculum [Seite 367]
12.19.8 - Conclusion [Seite 369]
12.19.9 - Bibliography [Seite 369]
12.20 - Second and Foreign Language Learning and Teaching [Seite 371]
12.20.1 - Learning and Learners [Seite 371]
12.20.2 - Teaching [Seite 374]
12.20.3 - Conclusion [Seite 377]
12.20.4 - Bibliography [Seite 378]
12.21 - Second Language Teacher Preparation [Seite 379]
12.21.1 - History and Developments [Seite 379]
12.21.2 - SL Teacher Education: Defining the Knowledge Base [Seite 379]
12.21.3 - Principles for Designing and Evaluating Teacher Education Programs [Seite 384]
12.21.4 - Models of Teacher Education Environments [Seite 385]
12.21.5 - Perspectives and Developments [Seite 386]
12.21.6 - Bibliography [Seite 387]
12.22 - Second Language Teaching Technologies [Seite 388]
12.22.1 - Key Developments in the Last Decade [Seite 388]
12.22.2 - Professional Factors That Affect Technology and Language Learning [Seite 393]
12.22.3 - The Future [Seite 395]
12.22.4 - Bibliography [Seite 395]
12.22.5 - Relevant Websites [Seite 395]
12.23 - Teacher Preparation [Seite 396]
12.23.1 - The Origins of Teacher Education [Seite 396]
12.23.2 - The Emergence of Language Teacher Education [Seite 396]
12.23.3 - Language Teacher Education Since the 1960s [Seite 397]
12.23.4 - Bibliography [Seite 402]
12.24 - Teaching of Minority Languages [Seite 404]
12.24.1 - Focus and Nomenclature [Seite 404]
12.24.2 - Crossnational Perspectives on Community Language Teaching [Seite 405]
12.24.3 - Beyond Bilingualism: Dealing with Multilingualism at School [Seite 409]
12.24.4 - Bibliography [Seite 411]
12.24.5 - Relevant Websites [Seite 412]
12.25 - Traditions in Second Language Teaching [Seite 413]
12.25.1 - Introduction [Seite 413]
12.25.2 - Early Greek Education [Seite 413]
12.25.3 - Roman Education [Seite 415]
12.25.4 - Education in the Medieval Age [Seite 416]
12.25.5 - The Rise of Universities [Seite 418]
12.25.6 - Revival of Classical Studies [Seite 418]
12.25.7 - Rise of the Vernacular Languages [Seite 418]
12.25.8 - Toward the Modern Era [Seite 419]
12.25.9 - The Lesson of Tradition [Seite 420]
12.25.10 - Bibliography [Seite 421]
12.26 - Translation Pedagogy [Seite 422]
12.26.1 - Introduction: From Pedagogical Translation to Translation Pedagogy [Seite 422]
12.26.2 - The Setting for Learning: Translator Education Programs [Seite 422]
12.26.3 - The Emergence of Translation Pedagogy - Toward the Development of Translator Competence [Seite 423]
12.26.4 - Conclusion [Seite 425]
12.26.5 - Bibliography [Seite 425]
12.26.6 - Relevant Website [Seite 426]
12.27 - Vocabulary Program for Second or Foreign Learners [Seite 427]
12.27.1 - What Vocabulary? [Seite 427]
12.27.2 - How Should Words Be Dealt With? [Seite 427]
12.27.3 - Learning Vocabulary Through Listening [Seite 427]
12.27.4 - Learning Vocabulary Through Reading [Seite 428]
12.27.5 - Deliberate Vocabulary Learning [Seite 428]
12.27.6 - Learning Vocabulary Through Speaking [Seite 429]
12.27.7 - Learning Vocabulary Through Writing [Seite 429]
12.27.8 - Fluency Development [Seite 430]
12.27.9 - Monitoring and Encouraging Progress [Seite 430]
12.27.10 - Encouraging Autonomy [Seite 431]
12.27.11 - Principles of Vocabulary Learning and Teaching [Seite 431]
12.27.12 - Bibliography [Seite 431]
13 - Part V: Applied Sociolinguistics [Seite 432]
13.1 - Bilingualism and Second Language Learning [Seite 434]
13.1.1 - Introduction [Seite 434]
13.1.2 - Key Concepts [Seite 434]
13.1.3 - Defining and Measuring Bilingualism [Seite 435]
13.1.4 - Patterns and Mechanisms in Bilinglual Language Development [Seite 435]
13.1.5 - Bilingual Education: Additive vs. Subtractive Bilingualism [Seite 438]
13.1.6 - Socio-Psychological Factors [Seite 439]
13.1.7 - Effects of Bilingualism [Seite 439]
13.1.8 - Conclusions [Seite 439]
13.1.9 - Bibliography [Seite 440]
13.2 - Communicative Competence [Seite 441]
13.2.1 - A Key Concept in an Emerging Sociolinguistic Tradition [Seite 442]
13.2.2 - Communicative Competence in Other Domains [Seite 444]
13.2.3 - Re-examining Communicative Competence [Seite 445]
13.2.4 - Bibliography [Seite 446]
13.3 - Correctness and Purism [Seite 448]
13.3.1 - Definitions: Correctness and Purism [Seite 448]
13.3.2 - The Appropriateness Model of Linguistic Variation [Seite 449]
13.3.3 - What is a Standard Variety? [Seite 450]
13.3.4 - Spoken and Written Language [Seite 451]
13.3.5 - Multilingualism [Seite 452]
13.3.6 - Policy vs. Practice [Seite 453]
13.3.7 - Bibliography [Seite 454]
13.3.8 - Relevant Websites [Seite 454]
13.4 - Educational Failure [Seite 455]
13.4.1 - Introduction [Seite 455]
13.4.2 - The Nature of Group Difference [Seite 455]
13.4.3 - The Language Dimension [Seite 457]
13.4.4 - Language Attitudes [Seite 459]
13.4.5 - Educational Responses to Disadvantage [Seite 461]
13.4.6 - A Decade On [Seite 462]
13.4.7 - Bibliography [Seite 463]
13.5 - Foreign Language Teaching Policy [Seite 464]
13.5.1 - Defining Foreign Languages [Seite 464]
13.5.2 - Foreign Language Policy Decisions [Seite 464]
13.5.3 - Categories of Countries by Linguistic Context [Seite 464]
13.5.4 - Future Developments [Seite 470]
13.5.5 - Bibliography [Seite 470]
13.6 - Gender in Language Education [Seite 471]
13.6.1 - Recurrent Debates about Language, Education, and Gender [Seite 471]
13.6.2 - Challenges Ahead [Seite 473]
13.6.3 - Bibliography [Seite 473]
13.7 - Languages of Wider Communication [Seite 475]
13.7.1 - World Language [Seite 475]
13.7.2 - International Language [Seite 477]
13.7.3 - Languages of Wider Communication [Seite 480]
13.7.4 - Bibliography [Seite 481]
13.8 - Language Policy in Multilingual Educational Contexts [Seite 482]
13.8.1 - Global Distribution of Multilingualism [Seite 482]
13.8.2 - Need for Language Policy and Planning [Seite 482]
13.8.3 - Components of Language Policy [Seite 483]
13.8.4 - Language Policies in Nation-States [Seite 484]
13.8.5 - Language Policy beyond the Nation-State [Seite 485]
13.8.6 - Language Policies at the International Level [Seite 486]
13.8.7 - Linguistic Human Rights [Seite 488]
13.8.8 - Typologies and Models of Multilingual Education [Seite 489]
13.8.9 - Immersion [Seite 490]
13.8.10 - Transitional Bilingual Education [Seite 490]
13.8.11 - Weak Linkages between Language Policy and Planning [Seite 492]
13.8.12 - Bibliography [Seite 493]
13.8.13 - Relevant Websites [Seite 494]
13.9 - Language Revival [Seite 495]
13.9.1 - Schools and Language Revival Efforts [Seite 495]
13.9.2 - Differing Contexts [Seite 496]
13.9.3 - Pedagogy for Language Revitalization [Seite 496]
13.9.4 - Curriculum and Language Revival [Seite 496]
13.9.5 - Communicative Language Teaching and L-[r] [Seite 496]
13.9.6 - Different Expectations from Pedagogy [Seite 497]
13.9.7 - Final Considerations: Language Revitalization and Instructed Language Acquisition [Seite 498]
13.9.8 - Bibliography [Seite 498]
13.10 - Lingua Francas as Second Languages [Seite 500]
13.10.1 - Lingua Francas and Multilingual Societies [Seite 500]
13.10.2 - Lingua Francas and the Multilingual Individual [Seite 503]
13.10.3 - International Lingua Franca Interactions [Seite 505]
13.10.4 - Lingua Francas and Second Language Teaching [Seite 506]
13.10.5 - Outlook: Current Research Trends [Seite 506]
13.10.6 - Bibliography [Seite 507]
13.11 - Linguistic Imperialism [Seite 508]
13.11.1 - Bibliography [Seite 510]
13.12 - Religion and Literacy [Seite 511]
13.12.1 - Bibliography [Seite 513]
13.13 - Multilingual Societies and Language Education [Seite 514]
13.13.1 - Introduction [Seite 514]
13.13.2 - Categorizing Education in Multilingual Societies [Seite 514]
13.13.3 - Debates and Research on Bilingual Programs [Seite 515]
13.13.4 - Bibliography [Seite 516]
13.14 - Native Speaker [Seite 517]
13.14.1 - Bibliography [Seite 519]
13.15 - Nonstandard Language [Seite 521]
13.15.1 - Historical Background [Seite 521]
13.15.2 - United Nations Formulation [Seite 521]
13.15.3 - Supporting Grounds [Seite 521]
13.15.4 - Definitional Problem [Seite 521]
13.15.5 - Various Models [Seite 522]
13.15.6 - Experimental Results [Seite 522]
13.15.7 - Resistance [Seite 523]
13.15.8 - Community Response [Seite 523]
13.15.9 - Language Rights and Pedagogical Rationale [Seite 523]
13.15.10 - Bibliography [Seite 523]
13.16 - Second Language Identity [Seite 525]
13.16.1 - The Historical Context [Seite 525]
13.16.2 - Theoretical Influences [Seite 526]
13.16.3 - Research Trajectories [Seite 527]
13.16.4 - Conclusion [Seite 529]
13.16.5 - Bibliography [Seite 529]
13.17 - Second Language Socialization [Seite 532]
13.17.1 - Second Language Socialization [Seite 532]
13.17.2 - Background and Key Concepts [Seite 532]
13.17.3 - Foci and Methodologies [Seite 533]
13.17.4 - Overview of Second Language Socialization Research [Seite 533]
13.17.5 - Conclusion [Seite 537]
13.17.6 - Bibliography [Seite 537]
13.18 - Standard Language [Seite 539]
13.18.1 - Standards and Conventions in Mother Tongues [Seite 539]
13.18.2 - What Is Standard? [Seite 540]
13.18.3 - Schools and Standard Language [Seite 541]
13.18.4 - Supporting Language Development [Seite 541]
13.18.5 - Bibliography [Seite 541]
13.19 - World Englishes [Seite 542]
13.19.1 - Spread and Stratification [Seite 542]
13.19.2 - Concentric Circle Model [Seite 543]
13.19.3 - World Englishes Speech Communities [Seite 543]
13.19.4 - Process of Nativization and Englishization [Seite 544]
13.19.5 - Models of Description [Seite 545]
13.19.6 - Conceptual Myths [Seite 545]
13.19.7 - Constructing Identities of Englishes [Seite 546]
13.19.8 - World Englishes and Conceptual Frameworks [Seite 547]
13.19.9 - Literary Creativity, Canonicity, and World Englishes [Seite 547]
13.19.10 - The Pandora's Box and World Englishes [Seite 548]
13.19.11 - Bibliography [Seite 548]
14 - Part VI: Biographies [Seite 550]
14.1 - Brown, Gillian [Seite 552]
14.1.1 - Bibliography [Seite 552]
14.2 - Catford, John C. (1917-2009) [Seite 553]
14.2.1 - Bibliography [Seite 553]
14.3 - Ferguson, Charles A. (1921-1998) [Seite 555]
14.3.1 - Bibliography [Seite 556]
14.4 - Fries, Charles Carpenter (1887-1967) [Seite 557]
14.4.1 - Bibliography [Seite 557]
14.5 - Hall, Robert A., Jr. (1911-1987) [Seite 558]
14.5.1 - Bibliograpy [Seite 559]
14.6 - Hill, Archibald A. (1902-1992) [Seite 560]
14.6.1 - Bibliography [Seite 560]
14.7 - Hornby, Albert Sidney (1898-1978) [Seite 561]
14.7.1 - Bibilography [Seite 561]
14.8 - Lado, Robert (1915-1995) [Seite 562]
14.8.1 - Bibliography [Seite 562]
14.9 - Nida, Eugene Albert (b. 1914) [Seite 563]
14.9.1 - Bibliography [Seite 563]
14.10 - Palmer, Harold Edward (1877-1949) [Seite 565]
14.10.1 - Bibliography [Seite 565]
14.11 - Passy, Paul Eacute douard (1859-1940) [Seite 566]
14.11.1 - Bibliography [Seite 567]
14.12 - Quirk, Professor The Lord Charles Randolph (b. 1920) [Seite 568]
14.12.1 - Bibliography [Seite 569]
14.12.2 - Relevant Websites [Seite 570]
14.13 - Ratke, Wolfgang (1571-1635) [Seite 571]
14.13.1 - Bibliography [Seite 571]
14.14 - Richards, Ivor Armstrong (1893-1979) [Seite 572]
14.14.1 - Bibliography [Seite 573]
14.15 - Smith, Henry Lee (1913-1972) [Seite 574]
14.15.1 - Bibliography [Seite 575]
14.16 - Twaddell, William Freeman (1906-1982) [Seite 576]
14.16.1 - Bibliography [Seite 576]
14.17 - Vieumltor, Wilhelm (1850-1918) [Seite 577]
14.17.1 - Bibliography [Seite 577]
15 - Subject Index [Seite 578]