The Routledge Handbook of Educational Linguistics provides a comprehensive survey of the core and current language-related issues in educational contexts. Bringing together the expertise and voices of well-established as well as emerging scholars from around the world, the handbook offers over thirty authoritative and critical explorations of methodologies and contexts of educational linguistics, issues of instruction and assessment, and teacher education. It also covers key topics such as advocacy, critical pedagogy, and ethics and politics of research in educational linguistics. Each chapter relates to key issues raised in the respective topic, providing additional historical background, critical discussion, reviews of pertinent research methods, and an assessment of what the future might hold.
This volume embraces multiple, dynamic perspectives and a range of voices in order to move forward in new and productive directions, making The Routledge Handbook of Educational Linguistics an essential volume for any student or researcher interested in the issues surrounding language and education, particularly in multilingual and multicultural settings.
Table of Contents
1. Methodologies of second language acquisition Susan M. Gass. 2. Ethnography in educational linguistics Teresa McCarty. 3. Methodologies of language policy research David Cassels Johnson and Thomas Ricento 4. Researching identity through narrative analysis Christina Higgins and Priti Sandhu 5. Language advocacy in teacher education and schooling Christian Faltis 6. Educational equity for linguistically marginalized students Anthony L. Liddicoat and Kathleen Heugh. 7. Is there a place for home literacies in the school curriculum? Pedagogic discourses and practices in the Brazilian educational context Elaine Rocha-Schmid 8. Non-native teachers and advocacy Enric Llurda 9. Established and emerging perspectives on immersion education Siv Björklund and Karita Mård-Miettinen 10. Bilingual education Ofelia García and Heather Homonoff Woodley 11. The intersections of language differences and learning disabilities: Narratives in action Taucia Gonzalez, Adai Tefera, and Alfredo Artiles 12. Theory and advocacy for indigenous language revitalization in the United States Mary Hermes and Megan Bang 13. Visual literacy and foreign language learning Carola Hecke. 14. When language is and not the issue: The case of "AAVE" literacy research, teaching and Labov’s prescription for social (in)equality Elaine Richardson 15. Reframing Freire: Situating the principles of humanizing pedagogy within an ecological model for the preparation of teachers María del Carmen Salazar 16. Heritage language education Jennifer Leeman and Kendall King 17. Disentangling linguistic imperialism in English language education: The Indonesian context Setiono Sugiharto 18. Immigrants and education Lesley Bartlett and Jill Koyama 19. Critical pedagogy in classroom discourse Loukia K. Sarroub and Sabrina Quadros 20. Teachers’ beliefs about language learning and teaching Sun Yung Song 21. Literacy debates in Chinese teacher education Helen Shen 22. Language teacher identity Jason Martel and Fang Wang 23. Corpus-based study of language and teacher education Alex Boulton and Henry Tyne 24. Analyzing learner language Sachiko Horii 25. Primary language use in foreign language classrooms Jennifer Dailey-O’Cain and Grit Liebscher 26. Language assessment in the educational context Dina Tsagari and Jayanti Banerjee 27. Analyzing classroom language in CLIL Do Coyle 28. Heritage language education in the US: The Chinese case Yun Xiao 29. Learner language Sisko Brunni and Jarmo H. Jantunen 30. "Who gets to say?" Political and ethical dilemmas for researchers in educational linguistics Kristen H. Perry and Christine A. Mallozzi 31. Education and language shift Leanne Hinton 32. Looking back, sideways, and forward: Language and education in multilingual settings María E. Torres-Guzmán and Ester J. de Jong 33. Addressing dialect variation in US K-12 schools Julie Sweetland and Rebecca Wheeler
Martha Bigelow is Professor of Second Language Education at the University of Minnesota, USA. Her work focuses on the policies, politics, research ethics, and schooling practices of refugee- and immigrant-background English learners in secondary contexts. She is a veteran language teacher educator and expert in language curriculum design that blends proficiency, culture, and social justice goals.
Johanna Ennser-Kananen is a post-doctoral researcher at the University of Jyväskylä, Finland. Her research focuses on intersectional linguistic legitimacy, anti-oppressive education, and culturally and linguistically sustaining teacher education.
"One of the major strengths of the volume is that it contributes to the field of educational linguistics in two ways: (1) by expanding the community of scholars with voices from different geographic regions of the world, as well as with the voices of emerging scholars, representing diverse methodological approaches, and (2) by explicitly focusing on advocacy and offering useful examples. The authors in the handbook provide an excellent comprehensive overview of the field by showing that research in educational linguistics can produce knowledge that can give agency to educators, students, families, and thus create streams of resistance and action that can effect change in arenas where education and language intersect.
This handbook is an essential volume for any student or researcher interested in the issues surrounding language and education in multicultural settings, and it will definitely inspire thinking, theorizing, and action among new and established researchers."
– Zsuzsanna Zsubrinszky, Budapest Business School, The LINGUIST List
"This is educational linguistics for the twenty-first century! Bigelow and Ennser-Kananen have brought together a team of contributors whose work spans the globe and an impressive array of approaches to the social, political, psychological, and ethical issues that intersect in contemporary language teaching and learning. Not only is the volume a thorough state of the art, it also charts a course for the future of educational linguistics by posing new questions about core topics and how theory-practice relationships can be transformed into advocacy. Every language (in) education researcher needs to own this book."
– Francis M. Hult, Centre for Languages and Literature, Lund University, Sweden