Bibliografía - Multilingual Matters

VV. AA. (2022)

Through the application of self-determination theory (SDT) to research and practice, this book deepens our understanding of how autonomous language learning can be supported and understood within environments outside of the classroom. Theoretical, empirical and practice-focused chapters examine autonomy support in a range of contexts and settings, dealing with learning environments and open spaces, communities and relationships, and advising and self-access language learning. They reveal what occurs beyond the classroom, how socializing agents support autonomous motivation and wellness, and how SDT can enhance our understanding of supporting language learner autonomy. It will be of interest to language teachers, university lecturers and learning advisors who are providing support outside the classroom, as well as to graduate students and researchers who are working in the fields of applied linguistics and TESOL.

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Jo Mynard and Scott J. Shelton-Strong: Introduction: Autonomy Support Beyond the Language Learning Classroom: A Self-Determination Theory Perspective                                                                                

Part 1: Theoretical Underpinnings

1. Johnmarshall Reeve: A Brief but Comprehensive Overview of Self-Determination Theory

2. Johnmarshall Reeve: What it Means to 'Take Ownership over One's Own Learning' in a Self-Determination Theory Analysis

Part 2: Autonomy Support in Learning Environments and Open Spaces

3. Ali Dincer and Tuba Isik: Understanding the Inner Motivational Resources of Language Learners' Out-of-class Technology Use for Language Learning

4. Xuan Hoang, Alice Chik, Ruth French and Sue Ollerhead: Vietnamese EFL Students' Out-of-classroom Motivation Viewed through Self-Determination Theory

5. Yanling Li, Jiaxiu Zhang and Pingying Hu: Autonomy-supportive Online EFL Writing: A Self-Determination Theory Perspective

6. Satoko Watkins: Creating Social Learning Opportunities Outside the Classroom: How Interest-based Learning Communities Support Learners' Basic Psychological Needs

Part 3: Autonomy Support in Communities and Relationships

7. Mustafa Firat, Kimberly A. Noels and Nigel Mantou Lou: Self-Determined Motivation in Language Learning beyond the Classroom: Interpersonal, Intergroup and Intercultural Processes

8. W.L. Quint Oga-Baldwin: The Quality of Our Connections Matters: Relationships Motivation Theory in Independent Language Learning

9. Satoko Kato: Establishing High-Quality Relationships through a Mentoring Programme: Relationships Motivation Theory

Part 4: Autonomy Support in Advising and Self-Access for Language Learning

10. Scott J. Shelton-Strong and Maria Giovanna Tassinari: Facilitating an Autonomy-Supportive Learning Climate: Advising in Language Learning and Basic Psychological Needs

11. Micòl Beseghi: Mindfulness and Advising in Language Learning: A Self-Determination Theory Perspective

12. Jo Mynard: Reimagining the Self-Access Centre as a Place to Thrive

Scott J. Shelton-Strong: Conclusion: Where to Go from Here?


When learners of a new language draw on their native language (or on any other that they may know), this earlier acquired linguistic knowledge may influence their success. Such cross-linguistic influence, also known as language transfer, has long raised questions about what linguists can predict about success in the new language and about what processes are involved in using prior knowledge. This book lucidly brings together many insights on transfer: e.g. on the relation between translation and transfer, the relation between comprehension and production, and the problem of how complete any predictions of difficulty may ever be. The discussions also explore implications for future research and for classroom practice. The book will thus serve as a reliable guide for teachers, researchers, translators, interpreters, and students curious about language contact.

Chapter 1. Introduction

Part 1: Predictions and Constraints

Chapter 2. Was There Really Ever a Contrastive Analysis Hypothesis?

Chapter 3. Could a Contrastive Analysis Ever be Complete?

Chapter 4. Word-order Transfer, Metalinguistic Awareness and Constraints on Foreign Language Learning

Part 2: Language-specific Processing and Transfer

Chapter 5. Language Transfer and the Link between Comprehension and Production

Chapter 6. Focus Constructions and Language Transfer

Chapter 7. Translation and Language Transfer

Chapter 8. Conclusion


This book traces and summarizes the author's theoretical insights and empirical findings in the field of foreign language education. The volume explores themes such as individual differences in L1 ability and their connection to L2 aptitude and L2 achievement, L2 anxiety as an affective or cognitive variable, and the relationship between L1 and L2 reading. The book includes the author's previously published works, presented together with newly written commentaries on those topics, as well as commentaries on new empirical work. It will be of interest to students and researchers in SLA, educational practitioners and language policymakers.


Richard L. Sparks: Introduction and Overview

Part 1: Theoretical Insights into L1-L2 Relationships: IDs in L1 Attainment and the Linguistic Coding Differences Hypothesis (LCDH)

1. Richard L. Sparks and Leonore Ganschow: Searching for the Cognitive Locus of Foreign Language Learning Difficulties: Linking First and Second Language Learning

2. Richard L. Sparks and Leonore Ganschow: The Impact of Native Language Learning Problems on Foreign Language Learning: Case Study Illustrations of the Linguistic Coding Deficit Hypothesis

3. Richard L. Sparks: Examining the Linguistic Coding Differences Hypothesis to Explain Individual Differences in Foreign Language Learning

Part 2: Empirical Support for L1–L2 Relationships and Cross-linguistic Transfer

4. Richard L. Sparks, Jon Patton, Leonore Ganschow, Nancy Humbach and James Javorsky: Long-term Cross-linguistic Transfer of Skills from L1 to L2

5. Richard L. Sparks, Jon Patton and Julie Luebbers: Individual Differences in L2 Achievement Mirror Individual Differences in L1 Skills and L2 Aptitude: Cross-linguistic Transfer of L1 Skills to L2

6. Richard L. Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach: Do L1 Reading Achievement and L1 Print Exposure Contribute to the Prediction of L2 Proficiency?

Part 3: Relationships Among IDs in L1 Attainment, L2 Aptitude, and L2 Proficiency

7. Richard L. Sparks, Jon Patton and Leonore Ganschow: Profiles of More and Less Successful L2 Learners: A Cluster Analysis Study

8. Richard L. Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach: Long-term Relationships among Early First Language Skills, Second Language Aptitude, Second Language Affect and Later Second Language Proficiency

9. Richard L. Sparks, Jon Patton, Leonore Ganschow and Nancy Humbach: Subcomponents of Second Language Aptitude and Second Language Proficiency

Part 4: L2 Anxiety: Affective Variable or Cognitive Variable?

10. Richard L. Sparks and Leonore Ganschow: Foreign Language Learning Difficulties: Affective or Native Language Aptitude Differences? 

11. Richard L. Sparks and Leonore Ganschow: Is the Foreign Language Classroom Anxiety Scale (FLCAS) Measuring Anxiety or Language Skills?

12. Richard L. Sparks and Jon Patton: Relationship of L1 Skills and L2 Aptitude to L2 Anxiety on the Foreign Language Classroom Anxiety Scale

Part 5: Relationships between L1 and L2 Reading Ability

13. Richard L. Sparks: Language Deficits in Poor L2 Comprehenders: The Simple View

14. Richard L. Sparks, Jon Patton and Julie Luebbers: L2 Reading Comprehension is Hard Because L2 Listening Comprehension is Hard, Too

15. Richard L. Sparks: Identification and Characteristics of Strong, Average and Weak Foreign Language Readers: The Simple View of Reading Model

Part 6: Individual Differences in L1 Achievement, L2 Aptitude and L2 Achievement

16. Richard L. Sparks: Explaining Individual Differences in L1 Ability and their Relationship to IDs in L2 Aptitude and L2 Achievement

Part 7: Epilogue and Future Directions

17. Richard L. Sparks: Conclusion: Toward a Model of Language Aptitude



VV. AA. (2022)

This book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram's pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.

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External Reviewers

Mike Fleming: Foreword

Irina Golubeva, Manuela Wagner and Troy McConachy: Introduction: Michael Byram's Contribution to Intercultural Learning in Language Education and Beyond 

Michael Byram: A Biographical Sketch

Part 1: Evolving Conceptual Foundations

Chapter 1. Karen Risager: Intercultural Communicative Competence: Transnational and Decolonial Developments

Chapter 2. Troy McConachy: Language Awareness and Intercultural Communicative Competence: Revisiting the Relationship

Chapter 3. Anthony J. Liddicoat: Intercultural Mediation in Language Teaching and Learning

Chapter 4. Martyn Barrett and Irina Golubeva: From Intercultural Communicative Competence to Intercultural Citizenship: Preparing Young People for Citizenship in a Culturally Diverse Democratic World

Chapter 5. Paloma Castro, Ulla Lundgren and Jane Woodin: Intercultural Dialogue and Values in Education

Chapter 6. Manuela Guilherme: From Critical Cultural Awareness to Intercultural Responsibility: Language, Culture and Citizenship

Chapter 7. Alison Phipps: Conflict and the Cognitive Empire: Byram's Critical Cultural Awareness

Part 2: Intercultural Development in Diverse Contexts: Perspectives and Practices

Chapter 8. Jane Jackson, Sin Yu Cherry Chan and Tongle Sun: Intercultural Development in the Context of Mobility

Chapter 9. Petra Rauschert and Claudia Mustroph: Intercultural Education through Civic Engagement: Service Learning in the Foreign Language Classroom

Chapter 10. Beatriz Peña Dix: Revisiting Intercultural Communicative Competence in Language Teacher Education: Perspectives from Colombia

Chapter 11. Angela Scarino and Michelle Kohler: Assessing Intercultural Capability: Insights from Processes of Eliciting and Judging Student Learning

Chapter 12. Aleidine J. Moeller: The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication: Cultivating Sojourners in the Language Classroom

Chapter 13. Shuoqian Qin and Prue Holmes: Exploring a Pedagogy for Understanding and Developing Chinese EFL Students' Intercultural Communicative Competence

Chapter 14. Rita A. Oleksak and Fabiana Cardetti: Engaging Educators: Facilitating Interdisciplinary Communities of Practice in the USA

Chapter 15. Manuela Wagner and José Aldemar Álvarez Valencia: Developing Intercultural Citizenship and Intellectual Humility in High School German

Chapter 16. Melina Porto and Verónica Di Bin: When the Axiom of Supranational Communication in Intercultural Citizenship Theory is not Met: Enriching Theory and Pedagogy

Chapter 17. Lihong Wang: Towards a Shared Future: Michael Byram's Engagement with the Chinese Academic Community

Looking Back and Looking Forward

Marjukka Grover: Mike Byram and Multilingual Matters: A 40-year Partnership

Joe Sheils: Mike Byram's Commitment to Council of Europe Values

Martyn Barrett: Working with Mike Byram

Prue Holmes: Tribute to Mike Byram


VV. AA. (2022)

The Common European Framework of Reference for Languages (CEFR) and its Companion Volume have established themselves as an indispensable reference point for all aspects of second and foreign language education. This book discusses the impact of the CEFR on curricula, teaching/learning and assessment in a wide range of educational contexts, identifies challenges posed by the Companion Volume and sheds light on areas that require further research and development. Particular attention is paid to three features of the two documents: their action-oriented approach, their focus on plurilingualism, and the potential of their scales and descriptors to support the alignment of curricula, teaching/learning and assessment. The book suggests a way forward for future engagement with the CEFR, taking account of new developments in applied linguistics and related disciplines.

David Little and Neus Figueras: Introduction

Part 1: The Common European Framework of Reference for Languages: Past, Present and Future

David Little: Introduction

Chapter 1. Masashi Negishi: The Impact of The CEFR in Japan

Chapter 2. Margaret E. Malone: ACTFL and CEFR: Relationships, Influences and Looking Forward

Chapter 3. Brian North: The CEFR Companion Volume Project: What Has Been Achieved 

Part 2: The Action-oriented Approach: A Change of Paradigm?

David Little: Introduction

Chapter 4. John H.A.L. de Jong: The Action-oriented Approach and Language Testing: A Critical View

Chapter 5. Mark Levy and Neus Figueras: The Action-Oriented Approach in The CEFR and The CEFR Companion Volume: A Change of Paradigm(s)? A Case Study from Spain

Chapter 6. Constant Leung: Action-oriented Plurilingual Mediation: A Search for Fluid Foundations

Part 3: Plurilingualism, Plurilingual Education and Mediation 

David Little: Introduction

Chapter 7. Bessie Dendrinos: A Data-driven Curriculum with Mediation Descriptors for Plurilingual Education 

Chapter 8. Peter Lenz: Some Thoughts about the Testing of Mediation

Chapter 9. Déirdre Kirwan and David Little: Implementing Plurilingual Education: The Experience of an Irish Primary School

Part 4: Descriptors, Scales and Constructive Alignment

David Little: Introduction

Chapter 10. Armin Berger: Refining the Vertical Axis of the CEFR for Classroom Purposes: Local Reference Points

Chapter 11. Elaine Boyd: Commonality versus Localization in Curricula

Chapter 12. Elif Kantarcioglu: The CEFR Companion Volume and Mediation: An Assessment Perspective  

Part 5: Afterword

Chapter 13. Barry O'Sullivan: Making the CEFR Work: Considerations for a Future Roadmap


VV. AA. (2022)

This edited book expands the current scholarship on teaching world languages for social justice and equity in K-12 and postsecondary contexts in the US. Over the past decade, demand has been growing for a more critical approach to teaching languages and cultures: in response, this volume brings together a group of scholars whose work bridges the fields of world language education and critical approaches to education. Within the current US context, the chapters address the following key questions: (1) How are pre-service or in-service world language teachers/professors embedding issues, understandings, or content related to social justice, human rights, access, critical pedagogy and equity into their teaching and curriculum? (2) How are teacher educators preparing language teachers to teach for social justice, human rights, access and equity?



Editors' Note

Chapter 1. Cassandra Glynn and Beth Wassell: Rethinking our Introduction: Calling out Ourselves and Calling in Our Field            

Part 1: Disrupting Teaching Stance and Practice in the Classroom         

Chapter 2. Hannah Baggett: What Tension?  Exploring a Pedagogy of Possibility in World Language Classrooms

Chapter 3. Dorie Conlon Perugini and Manuela Wagner: Enacting Social Justice in World Language Education through Intercultural Citizenship

Chapter 4. Joan Clifford: Building Critical Consciousness through Community-based Language Learning and Global Health

Chapter 5. Krishauna Hines-Gaither, Nina Simone Perez, and Liz Torres Melendez: Voces Invisibles: Disrupting the Master Narrative with Afro Latina Counterstories

Chapter 6. Johanna Ennser-Kananen and Leisa M. Quiñones-Oramas: 'Sí, yo soy de Puerto Rico': A Teacher's Story of Teaching Spanish through and beyond her Latina Identity

Part 2: Resisting and Reworking Traditional World Language Teacher Preparation

Chapter 7. Terry Osborn: 'The World' Language Education: New Frontiers for Critical Reflection

Chapter 8. Anke al-Bataineh, Kayane Yoghoutjian, and Samuel Chakmakjian: Can Western Armenian Pedagogy be Decolonial? Training Heritage Language Teachers in Social Justice-Based Language Pedagogy

Chapter 9. Mary Curran: Learning from, with and in the Community: Community-Engaged World Language Teacher Education at Rutgers Graduate School of Education Urban Social Justice Program

Chapter 10. Jennifer Wooten, L. J. Randolph Jr., and Stacey Margarita Johnson: Enacting Social Justice in Teacher Education: Modeling, Reflection and Critical Engagement in the Methods Course