This volume honours the academic achievements and scholarship of Professor Florence Myles as a world-leading scholar in the fields of Second Language Acquisition (SLA) and French Linguistics, in particular for her work in corpus-based SLA and language policy in primary school education. In addition to reviews of the field (e.g., primary languages policy in the UK), the volume presents new research studies reflective of key theoretical and methodological issues in current SLA research, including theory-building, corpus-based investigations, studies of language development, as well as informing teacher professional development through research. Taken together, this edited book provides a wide-ranging and balanced account of Myles’s work and speaks to her influence on SLA research and primary languages policy. We invite readers to learn more about the fascinating research presented here as inspired by Florence’s dedication to field.
Crosslinguistic Influence and Second Language Learning provides a comprehensive overview of what is currently known about prior language knowledge and experience in second language learning. Three bodies of research are critically reviewed to achieve this goal: (i) theories of language learning that attribute critical roles to prior experience in explaining second language development, (ii) empirical studies of second language learning that have investigated roles for crosslinguistic influence, and (iii) instructional studies that have supported second language learning by addressing the negative effects of crosslinguistic influence. Using this foundation, new research directions and theorization in the field of second language acquisition are proposed. This book will serve as an excellent resource for students and scholars with interests in (instructed) second language learning, applied linguistics, cognitive psychology, psycholinguistics, and language education.
This volume honours the academic achievements and scholarship of Professor Florence Myles as a world-leading scholar in the fields of Second Language Acquisition (SLA) and French Linguistics, in particular for her work in corpus-based SLA and language policy in primary school education. In addition to reviews of the field (e.g., primary languages policy in the UK), the volume presents new research studies reflective of key theoretical and methodological issues in current SLA research, including theory-building, corpus-based investigations, studies of language development, as well as informing teacher professional development through research. Taken together, this edited book provides a wide-ranging and balanced account of Myles’s work and speaks to her influence on SLA research and primary languages policy. We invite readers to learn more about the fascinating research presented here as inspired by Florence’s dedication to field.
Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad. The new dataset presented here provides both quantitative and qualitative information on language learning, social networking and integration and identity development during residence abroad. The book tracks in detail the language development of participants and relates this systematically to individual participants’ social and linguistic experiences and evolving relationship. It shows that language learning is increasingly dependent on students’ own agency and skill and the negotiation of identity in multilingual and lingua franca environments.
Doing Replication Research in Applied Linguistics is the only book available to specifically discuss the applied aspects of how to carry out replication studies in Applied Linguistics. This text takes the reader from seeking out a suitable study for replication, through deciding on the most valuable form of replication approach, to its execution, discussion, and writing up for publication. A step-by-step decision-making approach to the activities guides the reader through the replication research process from the initial search for a target study to replicate, through the setting up, execution, analysis, and dissemination of the finished work.
Study and residence abroad are important for adult second language learning, promoting oral skills, fluency and sociopragmatic competence in particular, alongside broader intercultural competence. However learner achievements during residence abroad are variable and cannot be fully understood without attention to the social settings in which learners engage, and the social networks they develop. This edited collection explores the relationship between sociocultural experience, identity and language learning among student sojourners abroad. Three broad themes are identified: the contribution of different settings (host families, student exchanges, work placements etc) to language learning opportunity; the role of social networks in sojourners' language practices and learning success; and their evolving social identities. The book is relevant for a readership interested in informal second language learning, as well as for managers of residence abroad programmes.
Crosslinguistic Influence and Second Language Learning provides a comprehensive overview of what is currently known about prior language knowledge and experience in second language learning. Three bodies of research are critically reviewed to achieve this goal: (i) theories of language learning that attribute critical roles to prior experience in explaining second language development, (ii) empirical studies of second language learning that have investigated roles for crosslinguistic influence, and (iii) instructional studies that have supported second language learning by addressing the negative effects of crosslinguistic influence. Using this foundation, new research directions and theorization in the field of second language acquisition are proposed. This book will serve as an excellent resource for students and scholars with interests in (instructed) second language learning, applied linguistics, cognitive psychology, psycholinguistics, and language education.
The goal of this anthology is to present a wealth of poetry, prose, and drama from the full sweep of the literary history of the British Isles and its empire, and to do so in ways that will bring out both the works' original cultural contexts and their lasting aesthetic power.-Pref.
The first full-length memoir published by an enlisted man in the Irish Brigade, from the Seven Day's Battles to the charge up Marye's Heights at Fredericksburg-a no-holds-barred firsthand account.
William Penn established Pennsylvania in 1682 as a "holy experiment" in which Europeans and Indians could live together in harmony. In this book, historian Kevin Kenny explains how this Peaceable Kingdom--benevolent, Quaker, pacifist--gradually disintegrated in the eighteenth century, with disastrous consequences for Native Americans. Kenny recounts how rapacious frontier settlers, most of them of Ulster extraction, began to encroach on Indian land as squatters, while William Penn's sons cast off their father's Quaker heritage and turned instead to fraud, intimidation, and eventually violence during the French and Indian War. In 1763, a group of frontier settlers known as the Paxton Boys exterminated the last twenty Conestogas, descendants of Indians who had lived peacefully since the 1690s on land donated by William Penn near Lancaster. Invoking the principle of "right of conquest," the Paxton Boys claimed after the massacres that the Conestogas' land was rightfully theirs. They set out for Philadelphia, threatening to sack the city unless their grievances were met. A delegation led by Benjamin Franklin met them and what followed was a war of words, with Quakers doing battle against Anglican and Presbyterian champions of the Paxton Boys. The killers were never prosecuted and the Pennsylvania frontier descended into anarchy in the late 1760s, with Indians the principal victims. The new order heralded by the Conestoga massacres was consummated during the American Revolution with the destruction of the Iroquois confederacy. At the end of the Revolutionary War, the United States confiscated the lands of Britain's Indian allies, basing its claim on the principle of "right of conquest." Based on extensive research in eighteenth-century primary sources, this engaging history offers an eye-opening look at how colonists--at first, the backwoods Paxton Boys but later the U.S. government--expropriated Native American lands, ending forever the dream of colonists and Indians living together in peace.
Marriage, Performance, and Politics at the Jacobean Court constitutes the first full-length study of Jacobean nuptial performance, a hitherto unexplored branch of early modern theater consisting of masques and entertainments performed for high-profile weddings. Scripted by such writers as Ben Jonson, Thomas Campion, George Chapman, and Francis Beaumont, these entertainments were mounted for some of the most significant political events of James's English reign. Here Kevin Curran analyzes all six of the elite weddings celebrated at the Jacobean court, reading the masques and entertainments that headlined these events alongside contemporaneously produced panegyrics, festival books, sermons, parliamentary speeches, and other sources. The study shows how, collectively, wedding entertainments turned the idea of union into a politically versatile category of national representation and offered new ways of imagining a specifically Jacobean form of national identity by doing so.
George S. Patton Jr. lived an exciting life in war and peace, but he is best remembered for his World War II battlefield exploits. Patton’s War: An American General’s Combat Leadership: November 1942–July 1944, the first of three volumes, follows the general from the beaches of Morocco to the fields of France, right before the birth of Third Army on the continent. In highly engaging fashion, Kevin Hymel uncovers new facts and challenges long-held beliefs about the mercurial Patton, not only examining his relationships with his superiors and fellow generals and colonels, but also with the soldiers of all ranks whom he led. Using new sources unavailable to previous historians and through extensive research of soldiers’ memoirs and interviews, Hymel adds a new dimension to the telling of Patton’s WWII story.
The Development of Children and Adolescents, by Penny Hauser-Cram, J. Kevin Nugent, Kathleen Thies, and John F. Travers, provides an integrated view of child development. Presenting the most pertinent research for each developmental stage and linking this to practical applications in the areas of Parenting, Policy, and Practice, this balanced approach emphasizes the relationship between research and theory and applications. The rich media program, including WileyPLUS with Real Development promotes active learning and allows for increased understanding and comprehension of the course content. Real Development, authored by Nicole Barnes, Ph.D., Montclair State University and Christine Hatchard, Psy.D., Monmouth University, uses authentic video showcasing real families, along with activities and assessments that put students in the place of a professional, to gain an understanding of key concepts. Through the combination of text and media, students are engaged in meaningful learning that deepens and enriches their understanding of developmental concepts. WileyPLUS sold separately from text.
Published in November 1984, the MacBride Principles were nine proposals aimed at eliminating religious discrimination in the employment practices of United States corporations with subsidiaries in Northern Ireland. The federal constitution of the United States allowed states and cities to pass their own corporate legislation incorporating the MacBride Principles and to use their pension fund investments to pressurise corporations into adopting the Principles. Using devolved legislation, the MacBride Campaign broke the stranglehold on the discussion of Irish issues maintained by the US, UK and Irish governments in the Congress. Instead, these issues were debated in state legislatures and city councils, and Irish America was given an opportunity to participate in a non-violent campaign to further social justice in Northern Ireland." "Using interviews with key personalities involved and hitherto unpublished and inaccessible archives of the Department of Foreign Affairs, Dublin, as well as papers obtained using the Freedom of Information Acts of the United States and the United Kingdom, Kevin McNamara maps out the evolution and eventual success of the MacBride Campaign." --Book Jacket.
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