{"product_id":"the-handbook-of-plurilingual-and-intercultural-language-learning-isbn-9781394165919","title":"The Handbook of Plurilingual and Intercultural Language Learning","description":"\u003cp\u003e\u003cb\u003eThe most up-to-date reference text on the latest science in plurilingual and intercultural language education, covering both new research and current practice\u003c\/b\u003e \u003c\/p\u003e\u003cp\u003e\u003ci\u003eThe Handbook of Plurilingual and Intercultural Language Learning\u003c\/i\u003e reveals the nuances and complexities of teaching and learning languages while providing a timely account of the most recent developments and research in the field. The first reference work to examine plurilingual and intercultural language teaching and learning trends across five continents, this innovative volume examines the various ways learners acquire language. \u003c\/p\u003e\u003cp\u003eDivided into four sections, this \u003ci\u003eHandbook\u003c\/i\u003e explains the conceptual basis of intercultural and plurilingual learning, describes core pedagogical concepts in different contexts, discusses various learning and teaching approaches, and surveys the historical development of foreign language instruction, methods, and theories. In-depth chapters address code-switching and translanguaging, equity in foreign language learning, intercultural sensitivity, technology-enhanced learning, world Englishes, the role of language policy in nation-building, the situations of migrants in language classrooms, and more. \u003c\/p\u003e\u003cp\u003eA field-defining overview of the latest research on the science of language education and acquisition, \u003ci\u003eThe Handbook of Plurilingual and Intercultural Language Learning:\u003c\/i\u003e \u003c\/p\u003e\u003cul\u003e \u003cli\u003eExplores how policy and pedagogy can adapt to the shifting demographics of local student populations as the world becomes increasingly mobile\u003c\/li\u003e \u003cli\u003eAddresses new trends and evolving themes that are currently determining the future of language education and policy around the world\u003c\/li\u003e \u003cli\u003eDiscusses future trends in language education policy, assessment, and teacher training in light of new attitudes about language, community, and statehood\u003c\/li\u003e \u003cli\u003eFeatures contributions from a wide range of scholars reflecting different cultural, linguistic, regional, and ideological perspectives\u003c\/li\u003e \u003cli\u003eIntroduces European research discourses on intercomprehension into the English-speaking world\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003ePart of the \u003ci\u003eWiley Blackwell Handbooks in Linguistics series, The Handbook of Plurilingual and Intercultural Language Learning\u003c\/i\u003e is an essential resource for students, educators, and researchers in Applied Linguistics, language teaching and learning, English as a Lingua Franca, plurilingualism\/multilingualism, TESOL, cognitive linguistics, language policy, language acquisition, and intercultural communication. \u003c\/p\u003e\u003cp\u003eNotes on Contributors Introduction: Key Perspectives on Intercultural and Plurilingual Discourses 1\u003cbr\u003e \u003ci\u003eChristiane Fäcke, Paula Garrett-Rucks, and Xuesong (Andy) Gao\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 1 Fundamentals of Intercultural and Plurilingual Learning 13\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 1a Culture 15\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e1 Identity, Diversity, Equity, and Inclusion 17\u003cbr\u003e \u003ci\u003eMichele Back\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e2 From Multiculturalism to Social Justice: Implications for Language Education in the United States and Canada 29\u003cbr\u003e \u003ci\u003eRyuko Kubota\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e3 Intercultural Competence 43\u003cbr\u003e \u003ci\u003eLamia Nemouchi and Michael Byram\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e4 Critical Interculturality in Language Learning: Plurilingualism for Problematizing and Enriching the Notion 59\u003cbr\u003e \u003ci\u003eFred Dervin\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 1b Language 71\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e5 Language, Languages, Plurilingual Education 73\u003cbr\u003e \u003ci\u003eClaudia Polzin-Haumann\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e6 Endangered Languages and Language Revitalization 83\u003cbr\u003e \u003ci\u003eAnna Fenyvesi and Marianne Bakró-Nagy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e7 Conceptualizing and Positioning Lingua Francas: English and Other Languages 97\u003cbr\u003e \u003ci\u003ePiotr Romanowski and Ioannis Karras\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e8 Language Comparison in Plurilingual Learning and Processing 111\u003cbr\u003e \u003ci\u003eJohannes Müller-Lancé\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e9 Rethinking Code- Switching and Translanguaging as Language Management Strategies in the Dynamic Model of Multilingualism 123\u003cbr\u003e \u003ci\u003eUlrike Jessner, Elisabeth Allgäuer-Hackl, and Susan Coetzee-Van Rooy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e10 Multimodality and Trans-Semiotics 139\u003cbr\u003e \u003ci\u003eMastin Prinsloo\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 1c Language Policies 153\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e11 Languages and Nation Building 155\u003cbr\u003e \u003ci\u003eDavid Martínez-Prieto\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e12 Language Policy and Planning: A Focus on ASEAN and EU Contexts 167\u003cbr\u003e \u003ci\u003eHuan Yik Lee\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e13 Critical Approaches to World Englishes 181\u003cbr\u003e \u003ci\u003ePeter I. De Costa, Curtis Green-Eneix, Praew Bupphachuen, Madelynne Gregory, and Gerardo Melgar\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e14 Issues of Equity and Access in Foreign Language Education 191\u003cbr\u003e Kelly Frances Davidson\u003c\/p\u003e \u003cp\u003e15 Plurilingual Language Policies and Teaching Approaches in Higher Education 203\u003cbr\u003e \u003ci\u003eJasone Cenoz and Durk Gorter\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 2 Pedagogical Concepts 215\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 2a Pedagogical Concepts of Intercultural Learning 217\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e16 Intercultural Discourses between Universalism and Particularism 219\u003cbr\u003e \u003ci\u003eChristiane Fäcke\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e17 Transculturality (Revisited) 233\u003cbr\u003e \u003ci\u003eWerner Delanoy\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e18 Assessing Intercultural Competence 247\u003cbr\u003e \u003ci\u003ePaula Garrett-Rucks\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e19 Intercultural Education through Literature 261\u003cbr\u003e \u003ci\u003eAna Gonçalves Matos\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e20 Intercultural Learning in Preschool and Primary School Contexts 275\u003cbr\u003e \u003ci\u003eYuko Goto Butler and Shiyu Jiang\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e21 Intercultural Learning in Secondary School Contexts and in Adult Education 289\u003cbr\u003e \u003ci\u003eManuela Wagner and Dominique Galvez\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e22 Linguistic and Cultural Mediation 303\u003cbr\u003e \u003ci\u003eAnthony J. Liddicoat and Martine Derivry‐ Plard\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 2b Pedagogical Concepts of Plurilingual Learning 317\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e23 Didactics of Plurilingualism— A European View 319\u003cbr\u003e \u003ci\u003eMichel Candelier and Jean-François de Pietro\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e24 Plurilingual and Pluricultural Competence: Origins, Current Trends, and Future Directions 333\u003cbr\u003e \u003ci\u003eAngelica Galante\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e25 Plurilingual Assessment 349\u003cbr\u003e \u003ci\u003eElisabetta Bonvino and Diego Cortés Velásquez\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e26 Many Languages— One Curriculum 365\u003cbr\u003e \u003ci\u003eBritta Hufeisen and Nicole Marx\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e27 Using Telecollaboration to Prepare Teacher Candidates for Plurilingual Students 379\u003cbr\u003e \u003ci\u003eBabürhan Üzüm, Sedat Akayoglu, John Turnbull, and Bedrettin Yazan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 3 Learning and Teaching Approaches 399\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e28 Teaching Intercomprehension and Foreign Language Learning Competence 401\u003cbr\u003e \u003ci\u003eJochen Strathmann\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e29 Teaching and Learning Materials to Foster Plurilingualism 415\u003cbr\u003e \u003ci\u003eMichaela Rückl\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e30 Intercultural and Plurilingual Aspects in Language Teacher Education 431\u003cbr\u003e \u003ci\u003eXuesong (Andy) Gao and Shiyao Wang\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e31 Teaching Plurilingualism 445\u003cbr\u003e \u003ci\u003eChristian Ollivier\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e32 Teaching Intercultural Sensitivity and Competence 459\u003cbr\u003e \u003ci\u003eMehry Haddad Narafshan\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e33 Plurilingual Learning Competence 473\u003cbr\u003e \u003ci\u003eHélène Martinez\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e34 Doing Language and Gender in the Classroom: Teaching toward Justice 483\u003cbr\u003e \u003ci\u003eKris Aric Knisely\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e\u003cb\u003eSection 4 Diachronic Aspects 495\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003e35 Methods and Motivations in Foreign Language Teaching from Antiquity to the Present 497\u003cbr\u003e \u003ci\u003eSimon Coffey\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e36 From Native Speaker to Intercultural Plurilingual Speaker: About the Eventful History of Guiding Concepts in Applied Linguistics and Foreign Language Pedagogy 511\u003cbr\u003e \u003ci\u003eAdelheid Hu\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e37 Critical Applied Language\/Linguistics Imaginings and Academic Legacies for a Better World 525\u003cbr\u003e \u003ci\u003eGertrude Tinker Sachs\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003e Index 539\u003c\/p\u003e  \u003cp\u003e\u003cb\u003eChristiane Fäcke\u003c\/b\u003e is Professor and Chair of Didactics of Romance Languages and Literatures at the University of Augsburg, Germany. Her research examines intercultural learning, plurilingual education, assessment and evaluation, and didactics of literature. She edited the \u003ci\u003eHandbook of Didactics of Plurilingualism and Pluriculturalism\u003c\/i\u003e and authored the \u003ci\u003eManual of Language Acquisition.\u003c\/i\u003e \u003c\/p\u003e\u003cp\u003e\u003cb\u003eAndy Gao\u003c\/b\u003e is Professor of Language and Literacy Education at the University of New South Wales, Australia.  He is an expert in language teaching, language education policy, and language strategy. He has published articles in journals such as \u003ci\u003eLanguage, Culture and Curriculum and Language Policy.\u003c\/i\u003e He is Associate Editor of the \u003ci\u003eEncyclopedia of Applied Linguistics.\u003c\/i\u003e \u003c\/p\u003e\u003cp\u003e\u003cb\u003ePaula Garrett-Rucks\u003c\/b\u003e is Associate Professor of Second Language Acquisition at Georgia State University, USA. Her work focuses on social justice in language learning, computer-assisted language learning, and learners' cultural perceptions and stereotypes. She is the author of \u003ci\u003eIntercultural Competence in Instructed Language Learning: Bridging Theory and Practice.\u003c\/i\u003e   \u003c\/p\u003e\u003cp\u003eOur evolving understanding of the role of English as a lingua franca and our growing sensitivity to the unique needs of students and teachers who communicate across languages and cultures has led to significant changes in language teaching, pedagogy, and curriculum design. \u003ci\u003eThe Handbook of Plurilingual and Intercultural Language Learning\u003c\/i\u003e is a field-defining book, which examines the various ways learners learn and acquire language in a truly global context. Featuring contributions from a diverse range of scholars reflecting different cultural, linguistic, regional, and ideological perspectives, this innovative volume presents the most recent developments in the field while revealing the nuances and complexities of teaching and learning foreign languages. \u003c\/p\u003e\u003cp\u003eThis Handbook\u003ci\u003e \u003c\/i\u003eexplains the conceptual basis of intercultural and plurilingual learning, describes core pedagogical concepts, discusses different learning and teaching approaches, and provides the historical background for various methods and theories. The authors discuss how policy and pedagogy can adapt to the shifting demographics of local student populations, address new trends and evolving themes, and explore contemporary topics such as translanguaging, intercomprehension, technology-enhanced learning, language policy, and more. \u003c\/p\u003e\u003cp\u003e\u003ci\u003eThe Handbook of Plurilingual and Intercultural Language Learning\u003c\/i\u003e is essential reading for students, educators, and researchers in applied linguistics, language teaching and learning, plurilingualism\/multilingualism, TESOL, cognitive linguistics, language policy, language acquisition, and intercultural communication.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47990253093093,"sku":"NP9781394165919","price":185.0,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9781394165919.jpg?v=1761787075","url":"https:\/\/k12savings.com\/products\/the-handbook-of-plurilingual-and-intercultural-language-learning-isbn-9781394165919","provider":"K12savings","version":"1.0","type":"link"}