Handbook of Educational Linguistics

Bernard Spolsky was Professor at McGill University, Indiana University, the University of New Mexico and Bar-Ilan University; he retired in 2000. He has written and edited two dozen books, including Educational Linguistics: an Introduction (1978), Conditions for Second Language Learning (1989), The Languages of Jerusalem (1991), Measured Words (1995), Sociolinguistics (1998), The Languages of Israel (1999), Concise Encyclopedia of Educational Linguistics (1999) and Language Policy (2004), and has published about 200 articles and chapters.Francis M. Hult is Assistant Professor of Applied Linguistics at the University of Texas at San Antonio. He has also taught at Lund University in Sweden and at the University of Pennsylvania in the United States. He is the founder and manager of the Educational Linguistics List. His publications have appeared in the journals World Englishes (with King and Berg), Language Policy, and Current Issues in Language Planning.

“The Handbook of Educational Linguistics will not, and could not, accomplish this alone, but it is an invaluable resource in helping us to move forward in this direction.”  (John Benjamins Publishing Company, 2012)"Spolsky and Hult have put together a book that is not only authoritative, but also original and innovative in scope and treatment. The editors have succeeded in combining the extensive experience of a senior scholar and the fresh insights of a junior scholar with those of the international contributors in order to make this a book that transforms our understandings of educational linguistics for today." Ofelia García, Columbia University"This Handbook is a splendid compilation of contributions that takes stock of the major areas that are shaping the emerging discipline of Educational Linguistics as well as identifies research lacunae that are likely candidates for future attention. The editors’ success in attracting contributions from such a diverse group of scholars is particularly welcome." G. Richard Tucker, Carnegie Mellon University"This is not just another handbook! It is a foundational contribution to the entire field of linguistics and to its rapidly proliferating subdisciplines. The range of topics is expansive, comprehensive, and complementary—from linguistic theory and language ideology to linguistically and culturally responsible education and politics. A well-conceived and elegantly constructed collection!" Walt Wolfram, North Carolina State University

• Introduction:. 1. Introduction: What Is Educational Linguistics?: Bernard Spolsky (Bar-Ilan University).2. The History and Development of Educational Linguistics: Francis M. Hult (University of Texas at San Antonio).Part I: Foundations for Educational Linguistics:.3. Neurobiology of Language Learning: Laura Sabourin (University of Oregon) and Laurie A. Stowe (University of Groningen).4. Psycholinguistics: William C. Ritchie (Syracuse University) and Tej K. Bhatia (Syracuse University).5. Linguistic Theory: Richard Hudson (University College London).6. Sociolinguistics and Sociology of Language: Rajend Mesthrie (University of Cape Town).7. Linguistic Anthropology: Stanton Wortham (University of Pennsylvania).8. The Political Matrix of Linguistic Ideologies: Mary McGroarty (Northern Arizona University).9. Educational Linguistics and Education Systems: Joseph Lo Bianco (University of Melbourne).Part II: Core Themes:.A. Linguistically and Culturally Responsive Education.10. The Language of Instruction Issue: Framing an Empirical Perspective: Stephen L. Walter (Graduate Institute of Applied Linguistics).11. Bilingual and Biliterate Practices at Home and School: Iliana Reyes (University of Arizona) and Luis C. Moll (University of Arizona).12. Vernacular Language Varieties in Educational Settings: Research and Development: Jeffrey Reaser (North Carolina State University) and Carolyn Temple Adger (Center for Applied Linguistics).13. Linguistic Accessibility and Deaf Children: Samuel J. Supalla (University of Arizona) and Jody H. Cripps (Towson University).14. Identity in Language and Literacy Education: Carolyn McKinney (University of Witwatersrand) and Bonny Norton (University of British Columbia).15. Postcolonialism and Globalization in Language Education: Hyunjung Shin (University of Toronto) and Ryuko Kubota (University of North Carolina).B. Language Education Policy and Management.16. Levels and Goals – Central Frameworks and Local Strategies: Brian North (Eurocentres).17. Language Acquisition Management Inside and Outside the School: Richard B. Baldauf Jr (University of Queensland), Minglin Li (Ludong University) and Shouhui Zhao (Nanyang Technological University).18. Language Cultivation in Developed Contexts: Jiří Nekvapil (Charles University).19. Language Cultivation in Contexts of Multiple Community Languages: M. Paul Lewis (SIL International) and Barbara Trudell (SIL International).20. Ecological Language Education Policy: Nancy H. Hornberger (University of Pennsylvania) and Francis M. Hult (University of Texas at San Antonio).21. Education for Speakers of Endangered Languages: Teresa L. McCarty (Arizona State University), Tove Skutnabb-Kangas (University of Roskilde) and Ole Henrik Magga (Saami University College).22. The Impact of English on the School Curriculum: Yun-Kyung Cha (Hanyang University) and Seung-Hwan Ham (Michigan State University).C. Literacy Development.23. Literacy: Glynda A. Hull (University of California, Berkeley) and Gregorio Hernandez (University of California, Berkeley).24. Vernacular and Indigenous Literacies: Kendall A. King (Georgetown University) and Carol Benson (Stockholm University).25. Religious and Sacred Literacies: Jonathan M. Watt (Geneva College) and Sarah L. Fairfield (Geneva College).26. Genre and Register in Multiliteracies: Mary Macken-Horarik (University of Canberra) and Misty Adoniou (University of Canberra).D. Acquiring a language.27. Order of Acquisition and Developmental Readiness: Kathleen Bardovi-Harlig (Indiana University) and Llorenç Comajoan (University of Vic).28. Language Socialization: Kathleen C. Riley (Concordia University).29. Interlanguage and Language Transfer: Peter Skehan (Chinese University of Hong Kong).30. Second Language Acquisition and Ultimate Attainment: David Birdsong (University of Texas) and Jee Paik (University of Texas).31. Explicit Form-focused Instruction and Second Language Acquisition: Rod Ellis (University of Auckland).E. Language Assessment.32. Language Assessments: Gate-keepers or Door Openers?: Lyle F. Bachman (University of California, Los Angeles) and James E. Purpura (Teachers College, Columbia).33. Diagnostic and Formative Assessment: Ari Huhta (University of Jyväskylä).34. Accountability and Standards: Alan Davies (University of Edinburgh).35. Scales and Frameworks: Neil Jones (University of Cambridge) and Nick Saville (University of Cambridge).36. Nationally Mandated Testing for Accountability: English Language Learners in the U.S: Micheline Chalhoub-Deville (University of North Carolina) and Craig Deville (Measurement Inc.).Part III: Research-Practice Relationships.37. Task-based Teaching and Learning: Teresa Pica (University of Pennsylvania).38. Corpus Linguistics and Second Language Instruction: Susan M. Conrad and Kimberly R. LeVelle (Portland State University).39. Interaction, Output, and Communicative Language Learning: Merrill Swain (University of Toronto) and Wataru Suzuki (University of Toronto).40. Classroom Discourse and Interaction: Reading Across the Traditions: Lesley Rex (University of Michigan) and Judith Green (University of California, Santa Barbara).41. Computer Assisted Language Learning: Carol Chapelle (Iowa State University).42. Ecological-semiotic Perspectives on Educational Linguistics: Leo van Lier (Monterey Institute of International Studies).43. The Mediating Role of Language in Teaching and Learning: A Classroom Perspective: Frances Bailey (School for International Training), Beverley Burkett (Nelson Mandela Metropolitan University) and Donald Freeman (School for International Training).44. A Research Agenda for Educational Linguistics: Paola Uccelli (Harvard Graduate School of Education) and Catherine Snow (Harvard Graduate School of Education).