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For more information about this book please see our website. In this post the editor explains what motivated her to put the book together. Too often, there is a divide between second-language L2 researchers and L2 instructors. With a few exceptions, L2 research is typically highly theoretical and has no clear practical application for the L2 classroom. In other words, the world of researchers and that of instructors should intersect instead of being separate from one another. Too often, researchers are not concerned with pedagogy, and instructors are often frustrated when there seems to be a disconnect between L2 studies written only for specialists and real-world issues in the classroom.

My motivation in writing this book was to bridge that gap, in that all of the chapters are grounded in theory, but are accessible to specialists and non-specialists alike. All chapters will be of interest to researchers and instructors alike.

It is my hope that this book will serve as a model for future volumes, so that researchers take into account classroom experience, and that instructors will glean pedagogical tips from theoretical research, even if they are not spelled out explicitly. In other words, researchers and instructors need to talk to one another! Take a look at what the team got up to at home and away over the already distant-seeming summer months….

The summer could not have been better and so lovely to have all the members of the three generations of our family all in the same place for the first time ever. In June I went to Cala Blanca in Menorca with my sister and some friends to collectively celebrate us all turning 40 within the year!

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After Laura raved about Slovenia following her trip there last summer, I decided I had to see it for myself… heavily inspired by her itinerary we started off in Piran on the southwest coast and ended up in mountainous Bovec, near the Austrian border. It was beautiful weather and we swam almost every day of our trip, in the sea, river, lakes and waterfalls. The view from the top is actually of Lake Lugano in Switzerland and the Alps beyond, and is absolutely stunning.

What better place to sit for a couple of hours with a book? This year I spent a week walking the Dorset coast path my home county with my mum and dog.

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I spent much of my childhood walking sections of this coast path, as well as on the beaches, so it was lovely to connect everything up in one week. The walk also happily coincided with the hottest week of the year, so there was plenty of time spent in the sea cooling off! A sunrise swim on our last day in Kefalonia, with the beach entirely to ourselves. We had a lovely, very lazy and very hot, holiday with lots of Greek food and beer.

This blog post makes available the Manifesto for Decolonising Multilingualism, which is taken from my book of that title. In this spirit we would like you to add to the manifesto as an activity for the commons, engaging in dialogue, disputing and creating additional ideas, stories and reflections which may benefit the hard common task of decolonising multilingualism, not least in our teaching and learning in universities.

Please do feel free to use the comments section of this blog post to continue the conversation. For more information about Decolonising Multilingualism please see our website. With temperatures unseasonably high and the sun shining, around delegates descended on the city for a busy few days at the conference. He discussed why sign language research may be interesting to SLA researchers and vice versa and questioned if learning a second language in the visual modality, such as a sign language, is the same as learning a spoken second language.

The conference was finally drawn to a close by Minna Lehtonen who spoke about the effect of learning and experience on the neurocognitive systems of bilinguals and balanced bilinguals. We are looking forward to it already!

In this post the editors tell us more about the methodology used in the research for this book. The Embodied Work of Teaching is based on the premise that language teaching is sophisticated, professional work. Such work has typically been represented in the literature as propositional knowledge about teaching. Numerous essays and books exist that tell teachers how they should teach, e. This volume addresses this gap by showcasing studies that document in rich empirical detail the complex, embodied achievement of language teaching in a variety of instructional settings.

The studies draw on the theoretical foundations and methodological tools of ethnomethodological conversation analysis EMCA. A dominant approach to the study of social action, EMCA considers the nature and source of human sociality to be fundamentally cooperative, locally accomplished, and grounded in real-world activity.

The purpose of EMCA research on teaching is to describe the natural features of classroom life as they are actually produced by teachers and students without reducing them to collections of discrete, insignificant acts. Data-driven and analytically inductive, EMCA relies on a set of robust transcription conventions to identify and describe the fine-grained details of the specialized actions of teaching, the learner actions they engender and the larger pedagogical projects they accomplish.

As demonstrated in the studies in this volume, in addition to instructing or directing others, language teaching involves the ongoing management of alignment, affiliation and multiple participant frameworks through the simultaneous and sequential coordination of numerous embodied resources in addition to language, including body positions, facial expressions, gaze, gesture, and objects in the environment.

The studies are not offered as exemplars of best practices; that is, they do not claim to showcase how teaching should be accomplished. Rather, they demonstrate how it is accomplished in particular settings, by particular teachers with particular pedagogical goals and with particular students. As instructive descriptions of the interactional, embodied achievement of teaching, the studies offer to scholars of teaching, teacher educators, teachers and other stakeholders the opportunity to see and understand the sophisticated practices of teaching in new and potentially transformative ways.

In this post the authors explain how they put the book together. Which differences are salient to people when they interact in contexts of social and linguistic diversity? How are these differences made resourceful in communication as people draw on their biographies, histories, education, language backgrounds, and economic capital? In the market we observed interactions between butchers and their customers as they haggled, bartered, argued, and joked. We wrote field notes, audio-recorded service interactions, interviewed market traders, took photographs, video-recorded, and collected messages on WeChat and WhatsApp.

Communication in the market was characterized by translanguaging, an orientation to difference in which people were willing to make use of whatever resources were available to make themselves understood. Not that everything in the market hall was convivial — everyday sexism and casual racism also raised their heads. The material we collected was carefully analysed.

Transcripts and translations were pored over and annotated, audio-recordings listened to, video-recordings repeatedly watched, online and digital messages scrutinized, photographs examined, discussions held. Reports were authored, academic articles published. However, content is only half of the story.

We were concerned that conventional academic writing may not adequately represent the complexity and richness of the discourse of the superdiverse market.

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So we stripped away analysis, explanation, and exegesis, leaving the voices of traders, shoppers, and researchers to speak for themselves. Rather than structure the ethnography around big ideas and grand theories, we represented the world of the market as an assemblage of ethnographic material, a polyphonic collage of everyday voices and social practices. In the book the life of the market is framed by a discussion in which a cast of nine characters debates the representation of social life.

Two butchers, a photographer, a professor, a dramaturg, an entrepreneur, a researcher, a documentary novelist, and a poet rehearse many of the debates that surfaced in our research team over more than four years. Referring to the artistic production of the world of the market, their voices are thoughtful, opinionated, generous, biased, indignant, and collaborative. The same characters return at the end of the book to reflect on the text.

The assemblage of ethnographic material creates a polyphony of beliefs, commitments, and ideologies. Canagarajah, A. Literacy as translingual practice. London: Routledge. Cenoz, J. Towards multilingual education.

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Bristol: Multilingual Matters. The influence of bilingualism on third language acquisition: Focus on multilingualism. Language Teaching, 46 , 71— Towards a plurilingual approach in English language teaching: Softening the boundaries between languages.

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English in Europe. The acquisition of a third language. Clevedon: Multilingual Matters. De Angelis, G. New trends in cross-linguistic influence and multilingualism research. Flynn, S. International Journal of Multilingualism, 1 , 3— Bilingual education in the twenty first century: A global perspective. Oxford: Wiley-Blackwell. Multilingual pedagogies. Martin-Jones, A. Creese Eds. Educating emergent bilinguals: Policies, programs and practices for English language learners. New York: Teachers College Press. L3 acquisition: A focus on cognitive approaches.

Bilingualism: Language and Cognition, 18 , — Linguistic diversity and education.

Language Learning Theories

Herdina, P. A dynamic model of multilingualism. Hornberger, N. Continua of biliteracy: An ecological framework for educational policy, research, practice in multilingual settings. House, J. Subjectivity in English as Lingua Franca discourse: The case of you know. Intercultural Pragmatics, 6 , — Hufeisen, B. The plurilingualism project: Tertiary language learning — German after English. Strasbourg: Council of Europe Publishing.

Klein, E. Second versus third language acquisition: Is there a difference? Language Learning, 45 , — Levine, G. Code choice in the language classroom. Mihaljevic-Djigunovic, J. The learner: Do individual differences matter? Enever Ed.

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London: The British Council. Min-Zhan, L. Translingual literacy and matters of agency.