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The book examines the development and maintenance of a minority language, engaging on both micro and macro levels to address open questions in the field.Guardado provides a history of the study of language maintenance, including discussion of language socialization, cosmopolitan identities, and home practices.

The concept and construct of race is often implicitly yet profoundly connected to issues of culture and identity. Meeting an urgent need for empirical and conceptual research that specifically explores critical issues of race, culture, and identities in second language education, the key questions addressed in this groundbreaking volume are these: How are issues of race relevant to second language education? How does whiteness influence students’ and teachers’ sense of self and instructional practices? How do discourses of racialization influence the construction of student identities and subjectivities? How do discourses on race, such as colorblindness, influence classroom practices, educational interventions, and parental involvement? How can teachers transform the status quo? Each chapter is grounded in theory and provides implications for engaged practice. Topics cover a wide range of themes that emerge from various pedagogical contexts. Authors from diverse racial/ethnic/cultural backgrounds and geopolitical locations include both established and beginning scholars in the field, making the content vibrant and stimulating. Pre-reading Questions and Discussion Questions in each chapter facilitate comprehension and encourage dialogue. \"…a pioneering collection of groundbreaking studies that interrogate how race operates overtly and covertly in contexts of second language learning.\" -- Angela Reyes, Hunter College, City University of New York Ryuko Kubota is Professor in the Department of Language and Literacy Education at the University of British Columbia, Canada. Angel Lin is Associate Professor in the Department of English, University of Hong Kong. Preface List of Contributors Chapter 1: Race, Culture, and Identities in Second Language Education: Introduction to Research and Practice Ryuko Kubota and Angel Lin Part I: Interrogating Whiteness Introduction Chapter 2: Unpacking White Racial Identity in English Language Teacher Education Tonda Liggett Chapter 3: The Ideal English Speaker: A Juxtaposition of Globalization and Language Policy in South Korea and Racialized Language Attitudes in the United States Rachel A. Grant and Incho Lee Chapter 4: Construction of Racial Stereotypes in English as a Foreign Language (EFL) Textbooks: Images as Discourse Cosette Taylor-Mendes Chapter 5: \"It’s Not Them; It’s Not Their Fault\": Manifestations of Racism in the Schooling of Latina/os and ELLs Sherry Marx Part II: Racializing Discourses and Identity Construction in Educational Settings Introduction Chapter 6: Uninhabitable identifications: Unpacking the Production of Racial Difference in a TESOL Classroom Constance Ellwood Chapter 7: Understanding the Racialized Identities of Asian Students in Predominantly White Schools Lan Hue Quach, Ji-Yeon O. Jo, and Luis Urrieta, Jr. Chapter 8: Classroom Positionings and Children’s Construction of Linguistic and Racial Identities in English-Dominant Classrooms Laurie Katz & Ana Christina DaSilva Iddings Chapter 9: Race and Technology in Teacher Education: Where is the Access? Francis Bangou & Shelley Wong Chapter 10: Operating Under Erasure: Race /Language/Identity Awad Ibrahim Part III: Toward a Dialectic of Critically Engaged Praxi s Introduction Chapter 11: Colorblind Nonaccommodative Denial: Implications for Teachers’ Meaning Perspectives towards their Mexican American English Learners Socorro Herrera and Amanda Rodriguez Morales Chapter 12: Transforming the Curriculum of NNESTs: Introducing Critical Language Awareness (CLA) in a Teacher Education Program Carmen Chacón Chapter 13: Narratives in the Wild: Unpacking Critical Race Theory Methodology for Early Childhood Bilingual Education Sara Michael-Luna Chapter 14: Linguicism and Race in the United States: Impact on Teacher Education from Past to Present Theresa Austin Chapter 15: Un/Marked Pedagogies: A Dialogue on Race in EFL and ESL Settings Eve Haque & Brian Morgan Chapter 16: Race and Language as Capital in School: A Sociological Template for Language Education Reform Allan Luke

To what extent do our accents determine the way we are perceived by others? Is a foreign accent inevitably associated with social stigma? Accent is a matter of great public interest given the impact of migration on national and global affairs, but until now, applied linguistics research has treated accent largely as a theoretical puzzle. In this fascinating account, Alene Moyer examines the social, psychological, educational and legal ramifications of sounding 'foreign'. She explores how accent operates contextually through analysis of issues such as: the neuro-cognitive constraints on phonological acquisition, individual factors that contribute to the 'intractability' of accent, foreign accent as a criterion for workplace discrimination, and the efficacy of instruction for improving pronunciation. This holistic treatment of second language accent is an essential resource for graduate students and researchers interested in applied linguistics, bilingualism and foreign language education.

In this accessible introduction to Vygotskian sociocultural theory, narratives illuminate key concepts of the theory. These key concepts include mediation; Zone of Proximal Development; collaborative dialogue and private speech; everyday and scientific concepts; the interrelatedness of cognition and emotion; activity theory; and assessment. A final chapter provides readers with an opportunity to consider two additional narratives and apply the SCT concepts that they have become familiar with. We hear from learners, teachers and researchers in a variety of languages, contexts, ages and proficiencies. Intended for graduate and undergraduate audiences, this new edition of the textbook includes controversies in the field, improved questions for collaborative discussion and provides updated references to important work in the literature of second language teaching, learning and research.

This volume approaches contemporary multilingualism as a new linguistic dispensation, in urgent need of research-led, reflective scrutiny. The book addresses the emergent global and local patterns of multingual use and acquisition across the world and explores the major trends that characterize today's multilingualism. It is divided into three parts on the basis of the broad themes: education (including multilingual learning in its general, theoretical aspects), sociolinguistic dimensions and language policy. The book's fifteen chapters, written by renowned international experts, discuss a range of issues relating to the quintessential and unique properties of multilingual situations – issues relevant to the challenges faced in different ways by researcher and practitioners alike. All the contributions share a focus on currently operative patterns of interaction between contexts, events and processes.