Böcker utgivna av Multilingual Matters

This book explores how different European education systems manage multilingualism. Each chapter focuses on one of ten diverse settings and considers how its education system is influenced by historical, sociolinguistic and political processes and how it handles languages, stressing the challenges and opportunities.

Research across a number of disciplines has in recent years contributed to a rapidly developing knowledge and understanding of the cross-cultural transformation and reception of children's literature. This book gathers together essays published during the last 30 years on the history, challenges and difference of translating for the young reader.

The Internet is accelerating globalization by exposing organizations and individuals to global audiences.  This in turn is driving teletranslation and teleinterpretation,  new types of multilingual support, which are functional in digital communications environments.   The book describes teletranslation and teleinterpretation by exploring a number of key emerging contexts for language professionals.

This book represents the most comprehensive account to date of foreign language (FL) writing. Its basic aim is to reflect critically on where the field is now and where it needs need to go next in the exploration of FL writing at the levels of theory, research, and pedagogy, hence the two parts of the book: 'Looking back' and 'Looking ahead'. The chapters in Part I offer accounts of both the inquiry process followed and the main insights gained in various long-term research programs. The chapters in Part 2 contribute a retrospective analysis of the available empirical research and of professional experiences in an attempt to move forward. The book invites the reader to step back and rethink seemingly well established knowledge about L2 writing in light of what is known about writing in FL contexts.

This book examines the arguments for rejecting multilingual education in Iran, as four academic experts counter these arguments with evidence that mother tongue-based education has resulted in positive outcomes in other countries. The book aims to shine a light on the debate in Iran and show how multilingual education could benefit the country.

This book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. Using multiple sources of metalinguistic and performance data, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective.

This book brings the voices of teachers into the debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for immigrants.

This book brings together a variety of voices - students and teachers, journal editors and authors, writers from the global north and south - to interrogate the notion of risk as it applies to the production of academic writing. Risk-taking is viewed as a productive force in teaching, learning and writing, and one that can be used to challenge the silences and erasures inherent in academic tradition and convention. Widening participation and the internationalisation of higher education make questions of language, register, agency and identity in postgraduate writing all the more pressing, and this book offers a powerful argument against the further reinforcement of a 'northern' Anglophone understanding of knowledge and its production and dissemination. This volume will provide food-for-thought for postgraduate students and their supervisors everywhere.

This book synthesises current theory and research on L2 motivation in the EFL Japanese context covering topics such as the issues of cultural identity, demotivation, language communities, positive psychology, possible L2 selves and internationalisation within a key EFL context.

This book brings together research by international scholars on the often contentious nature of language policies and their practical outcomes in North America, Australia and Europe. It presents a range of perspectives from which to engage with a variety of issues raised by multilingualism, multiculturalism, immigration, exclusion, and identity.

This book explores how lexical competence develops in a foreign language, and also argues for the importance of lexical accuracy as a measure of the quality of foreign language writing and as an indicator of receptive vocabulary knowledge.

This book explores research being carried out on linguistic practices among adolescents in multilingual urban Scandinavia. It analyses new linguistic practices, examines how these practices are perceived and discusses how their speakers construct their identities, giving an insight into the linguistic realities of young people in the 21st century.

This longitudinal study of motivation in extremely successful learners of English and languages other than English provides unique insights into long-term language learning motivation. It reveals the various factors that sustain multiple language learning and stretches our understanding of motivation beyond the recent theorizing of L2 motivation.

This study of language issues in the context of migration provides interdisciplinary insights into language as learned, used and lived by refugees in Norway. It offers an innovative contribution to the field of SLA by bringing together structural, cognitive, social and critical approaches to data collected among the same individuals.

This book examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers' practices and professional development. The chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions.

This book examines teacher reflection in three main areas: policies, practices and the impact of teacher reflection on teachers' practices and professional development. The chapters shed light on concerns and challenges experienced by teachers in diverse international contexts and institutions.

This volume presents a series of empirical studies which focus on affectivity in relation to both individual learner differences, and language learning experiences, motivation and attitudes. The volume also elaborates on affectivity in various contexts of FL use and in different educational settings such as CLIL or e-learning.

This collection of papers brings together a diverse range of conceptualisations of the self in the domain of second language acquisition and foreign language learning. The volume attempts to unite a fragmented field and provides a thorough overview of the ways in which the self can be conceptualised in SLA contexts.

This book discusses the idea that cultural learning is an integral part of foreign language learning and offers a practical introduction to the issues by describing classroom practice, curriculum innovation and experimental courses. It also covers principles of methodology and problems in assessing cultural learning.

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The chapters draw on a range of critical theoretical perspectives and address significant methodological questions.

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The chapters draw on a range of critical theoretical perspectives and address significant methodological questions.

This new edition provides an introduction to the queries that arise in connection with bilingualism and the effect it has on the personality. It underlines the normality of speaking and using more than one language and aims to dispel many myths and fears. It will interest parents, educators and policy makers, as well as language specialists.