Neurolinguistic and Psycholinguistic Perspectives on SLA is a collection of twelve chapters, reporting on research results and presenting theoretical insights into the processes of language acquisition. The first part outlines the neurobiological processes which assist formation of additional language in the brain, while the second part offers psycholinguistic modelling of a number of components of second language competence.

Sociolinguistics and Language Education (New Perspectives on Language and Education)

This book, addressed to experienced and novice language educators, provides an up-to-date overview of sociolinguistics, reflecting changes in the global situation and the continuing evolution of the field and its relevance to language education around the world. Topics covered include nationalism and popular culture, style and identity, creole languages, critical language awareness, gender and ethnicity, multimodal literacies, classroom discourse, and ideologies and power. 

Using Analytical Frameworks for Classroom Research: Collecting Data and Analysing Narrative

This introductory collection brings together contributions from a range of international researchers, each working within their own traditions, to explore current perspectives on the use of analytical approaches in education

Interdisciplinary Perspectives on Learning to Read: Culture, Cognition and Pedagogy

Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policymakers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools.

Cultural-Historical Perspectives on Teacher Education and Development: Learning Teaching

Cultural-Historical Perspectives on Teacher Education and Development is an international volume which clarifies the purpose of initial (pre-service) teacher education and continuing professional development, and the role of universities and higher education personnel in these processes. An edited collection of chapters by leading researchers from the UK, the US and Europe, it gains coherence from its theoretical orientation and substantive focus on teacher learning.