Berns Concise Encyclopedia of Applied Linguistics

1. Auflage 2010
ISBN: 978-0-08-096503-1
Verlag: Elsevier Science & Techn.
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 571 Seiten, Web PDF

Reihe: Concise Encyclopedias of Language and Linguistics

Concise Encyclopedia of Applied Linguistics formalizes, organizes and analyzes the relation of knowledge about language to decision-making in practice. It synthesizes research in psycholinguistics, educational linguistics and sociolinguistics, freely crossing subject fields to establish innovative and expert responses to some of the key debates in the field. Authored and compiled by leaders in their various specialties and collated and extensively re-edited from the award-winning Encyclopedia of Language and Linguistics, Second Edition, this collection will be an ideal one-stop desk reference solution for any linguistics professional and researcher interested in how language operates at the leading edge. - Authoritative review of this dynamic field placed in an interdisciplinary context - Over 100 articles by leaders in the field - Compact and affordable single-volume format

Autoren/Hrsg.

Berns, Margie

Inhaltsverzeichnis

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