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• Intro
• Title Page
• Copyright Page
• Contents
• List of Figures
• List of Tables
• Acknowledgments
• 1 Introduction
• 1.1 Dialect Birth in Multilingual Settings
• 1.2 Deficit or Dialect?
• 1.3 Goals and Questions
• 1.4 Outline of the Book
• 1.5 Methods Used
• 1.6 Data for Indian English
• 1.7 Data for Singapore English
• Part I: English in India
• 2 Histories of English in India
• 2.1 Social Histories of English in India
• 2.1.1 Phase I: Early Colonial Contact
• 2.1.2 Phase II: The British Raj
• 2.1.3 Phase III: The Independence Movement

• 2.1.4 Phase IV: Contemporary India
• 2.2 Common Features of Indian English
• 2.2.1 Retention of Historical British English Forms
• 2.2.2 Transfer from Indian Languages
• 2.2.3 Independent Innovations
• 2.3 Indian English as "decreasingly imperfect" Over Time?
• 2.4 Phase 3, Phase 4, or Phase 5?
• 3 Errors or Innovations?
• 3.1 The Problem of Nativeness
• 3.2 Models for Studying Variation in New Englishes
• 3.2.1 Second Language Acquisition
• 3.2.2 Native Dialect Variation
• 3.2.3 Language Contact and Creolization
• 3.3 Modeling New Englishes as a Usage Cline

• 3.3.1 Bilingual Continua
• 3.3.2 Implicational Scaling
• 3.4 The Usage Cline of Indian English
• 3.4.1 Grammatical Features
• 3.4.2 The Indian English Usage Cline
• 3.4.3 Learner Features
• 3.4.4 New Dialect Features
• 3.4.5 Correspondence to Social Factors
• 3.5 Implications
• 3.5.1 IndE and Other Continua
• 3.5.2 Why Are Some Features More Dialect-Like than Others?
• 4 The Article System
• 4.1 Differences between Hindi and English
• 4.2 Predicted Types of Grammatical Change
• 4.2.1 Hypothesis 1: Indo-Aryan Positional Marking of Discourse Familiarity

• 4.2.2 Hypothesis 2: Indo-Aryan Specificity Marking
• 4.2.3 Hypothesis 3: Universal Prototypes
• 4.2.4 Hypothesis 4: Discourse Status
• 4.3 Methodology
• 4.4 Results for Hypotheses 1-3
• 4.4.1 Hypothesis 1: Transfer of L1 Positional Marking of Topicality
• 4.4.2 Hypothesis 2: Transfer of L1 Form Contrasts
• 4.4.3 Hypothesis 3: Universal Prototypes
• 4.5 Results for Hypothesis 4
• 4.5.1 Modeling Givenness
• 4.5.2 Multivariate Analysis of Article Omission
• 4.6 Discussion: Pragmatic Reanalysis in Contact Settings
• 4.6.1 Corroboration across Studies

• 4.6.2 Implications: Contact Varieties and Discourse-Driven Restructuring
• 5 The Verbal System
• 5.1 Differences between Hindi and English
• 5.2 Predicted Types of Grammatical Change
• 5.3 Methodology
• 5.3.1 Data
• 5.3.2 Analytic Approach for Four Hypotheses
• 5.3.3 Detailed Coding Criteria
• 5.4 Past Tense (Hypothesis 1)
• 5.5 Progressive (Hypothesis 2)
• 5.6 A Unified Account of Tense-to-Aspect Shift in IndE
• 5.7 The Past Perfect (Hypothesis 3)
• 5.8 Modality (Hypothesis 4)
• 5.8.1 The Semantics and Pragmatics of Will and Would
• 5.8.2 Will and Would in IndE

"The range of meanings expressed by derivatives formed by the attachment of the four principal verb-forming suffixes ate, en, ify and ize has been the subject of extensive analysis for over two decades. From a descriptive perspective, the research reported here constitutes the most comprehensive usage-based analysis of verbal derivatives available to date and provides register-based and diachronic comparisons of usage and distribution patterns across corpora of spoken English. The semantic analysis adopts the seven well-established semantic categories of verbal derivatives and extends the set to twenty by including further meaning classes documented in the morphological literature and additional senses that emerged from the contextualized analysis of complex verbs in the datasets. From a theoretical perspective, the novel approach involves the explicit linking of affix schemas from Construction Morphology to argument structure constructions from Construction Grammar, and proposes a unified model of verb-forming suffixation that accounts for the multi-functional characteristics of verbal derivatives"-- Provided by publisher.

"This book is a state-of-the-art overview of English historical pragmatics, covering a range of topics, including pragmatic markers, speech representation, address terms, speech acts, politeness, and registers, genres and style. It is essential reading for both students and scholars of English linguistics and historical linguistics"-- Provided by publisher.

"This book represents a detailed discussion and corpus analysis of Theme in English and German originals and translations. The empirical results are based on thousands of clauses from four different registers, cover a variety of linguistic aspects including multiple Themes, marked Themes, participant roles, agency, and identifiability, and are tested statistically using regression analyses. This book sheds light on one of the most elusive concepts of the systemic functional framework, Theme, by comparing it with different approaches, related concepts, and realizations in different languages and by examining empirically different Theme models, contrastive differences, and translation effects. Given that Theme in English and German is realized formally by being the first clause constituent and is thus, effectively, a syntactic phenomenon, this monograph is not only relevant for functional linguists, but any grammarian interested in English and German word order differences and their effects on translations"-- Provided by publisher.

• Preface
• Chapter 1. The Forgotten Factors of Disciplinary Writing Assessments: Assessing Student Perceptions and Self-Efficacy
• Chapter 2. Specially Designed Assessment of Writing to Individualize Instruction for Students
• Chapter 3. Young Children's Explanations: Assessing Content and Genre Knowledge in Early Science Writing
• Chapter 4. Understanding Beginning Writers' Narrative Writing With a Multidimensional Assessment Approach
• Chapter 5. Framework for Evaluating Written Explanations of Numerical Reasoning
• Chapter 6. Assessing and Scoring Elementary Mathematical Writing: Research and Practice Considerations
• Chapter 7. The Rubric for Scientific Writing: A Tool to Support Both Assessment and Instruction
• Chapter 8. Dialogic Writing Assessment in the History Classroom
• Chapter 9. Formative Assessments to Promote Equitable Practices and Support Learners' and Instructors' Goal Setting for Life-Long Growth
• Compilation of References
• About the Contributors
• Index.

"Assessing Disciplinary Writing in Both Research and Practice tackles the challenge of measuring writing skills in specific content areas, which is crucial for preparing students to communicate as field experts and for their future careers. Edited by Katherine Wright, Associate Professor of Literacy and Language at Boise State University, and Tracey Hodges, Founder and Lead Consultant of The Empowering Advocate, this book provides solutions by bringing together validated measures and practical assessment strategies that can be used in both research and instruction. The book's theoretical foundations cover multimodal disciplinary writing, assessing disciplinary writing versus content-area writing, and using assessment as a tool for disciplinary writing instruction. Practical methods for assessing writing in social studies, science, mathematics, English and language arts, and other genres at the elementary, middle, and high school levels are included, as well as assessment strategies for specific populations of students such as undergraduate students, English learners, gifted and talented students, special needs students, and incarcerated students. This highly valued reference is essential for academic scholars, K12 teachers, and educational researchers who want to improve writing instruction and research in content- and discipline-specific areas. By providing validated measures and methods for assessing disciplinary writing, this edited book helps bridge the gap between research and practice and enables practitioners to better measure student growth and improve writing instruction. This publication is the first step towards advancing research and improving writing instruction in content- and discipline-specific areas."-- Provided by publisher.

• Preface
• Acknowledgment
• Chapter 1. English Language Teacher Education and Technology: Foundations and Trends
• Chapter 2. English Teacher Education and Effective CALL Integration: Reflective Practice and TPACK
• Chapter 3. ELTE and CALL in the Arab Context: Overview Perspective, Conditions, and Suggestions for Effective Integration
• Chapter 4. CALL and the Aspiring EFL Teacher in the Arab world: An Analytical Study of Teacher Preparedness
• Chapter 5. Improving Novice EFL Teachers' TPACK With Padlet Self-Reflective E-Portfolios: Synchronous Online Teaching Delivery Continuous Professional Development Program
• Chapter 6. Learners' Readiness for Foreign Language Learning in Distance Education Students' Views: Language Learning in Distance Education
• Chapter 7. Perspectives of Students and Teachers Towards Developing Speaking Skills by Using Technology Among EFL Iraqi Students
• Chapter 8. An Investigation of ELT Teachers' Perceptions of Digital Technology Integration via SAMR Model in the 21st Century Education System
• Compilation of References
• Related References
• About the Contributors
• Index.

"Teaching English, or any other language, in the 21st century requires teachers to be competent in using computer-assisted language learning (CALL) to alleviate learning of subject matter and assess methods of instruction in different contexts. To be CALL competent, English as a foreign language (EFL) teachers should have acquired the seven subdomains of technological, pedagogical, and content knowledge (TPACK) regarding their subject matter before going into their teaching practice. As the learning environment evolves, technology plays a crucial role, so EFL teachers need to be well-prepared to deal with it. Therefore, English language teacher education (ELTE) should bear the onus of acquainting student teachers with all the necessary knowledge domains connecting content, pedagogy, and technology. Integrating TPACK and CALL in English Language Teaching presents the EFL context of the world and examines the underpinnings of ELTE and its connection to technology. It emphasizes that current EFL student teachers in the ELTE programs across the world should be empowered with TPACK applicable to their subject matter to integrate CALL effectively into prospective instruction. Besides foregrounding current challenges and exploring germane research in the world, the book provides an insightful examination of the field of CALL. Covering topics such as English language teacher education (ELTE), computer-assisted language learning (CALL), and EFL TPACK, this premier reference source is ideal for professionals, researchers, policymakers, and executives concerned with implementing technology integration in EFL teacher education programs."-- Provided by publisher.

• Preface
• Chapter 1. Analysing the CEFR/CV in University Language Centres in Spain: The Rater Perspective
• Chapter 2. Do Our Test Scores Mean What We Think?: Language Assessment Validation in the Canada Context
• Chapter 3. Assessing Young Learners' Reading Skills Through Alternative Methods
• Chapter 4. Using Performance Data as a Lever for Improvement: Whys, Hows and What Fors
• Chapter 5. ROSO, a Tool for Assessing Metacognitive Strategy Usage when Reading in English (L2): Pilot Study of Secondary School Students
• Chapter 6. Addressing Pedagogical and Linguistic Challenges in CLIL Assessment
• Chapter 7. On the Use of Rubrics to Evaluate Online English for Specific Purposes Learners: Comparing Teachers' and Students' Self-Perceptions
• Chapter 8. Alternative Assessment in ELT: Conceptualization, Implementation, and Further Perspectives
• Compilation of References
• About the Contributors
• Index.

"English language programs depend on the effective assessment of the measure of student proficiency for purposes of placement, advancement, and completion. A variety of approaches may be adopted depending on the program, its objectives, and the students it serves. Teachers and administrators in many contexts may also be required to meet institutional accountability expectations, often externally imposed and related to accreditation standards. The need for appropriate and accurate assessment of student learning, whether internally sought or externally required, provides the opportunity for teachers and administrators to consider current practices, implement reforms, and because of ongoing assessment findings, improve student learning through curricular change, teacher training, and modification of classroom practice.Global Perspectives on Effective Assessment in English Language Teaching explores approaches, models, principles, and techniques related to effective assessment at the classroom and program levels. Covering topics such as language program evaluation, curriculum alignment, and alternative assessment methods, this book is ideal for classroom teachers, administrators, researchers, and students."-- Provided by publisher.

"Urban Panamanian English presents the first detailed account of the English used by the descendants of the Afro-Caribbean builders of the Panama Canal. It offers an up-to-date sociolinguistic account of the Panamanian West Indian community of Panama City and Colón, including empirical coverage of the advanced state of language shift taking place among bilinguals. The book also showcases spoken interview data and takes stock of the variety's grammatical features. In particular, it provides an advanced quantitative study of variation in the use of verbal -s which contributes to longstanding discussions regarding the principles constraining this variable in Englishes world-wide. This work of documentation and description richly complements existing research on Panamanian Creole English and spotlights Panama as part and parcel of the English-speaking Caribbean. As such, this book is of interest to all scholars and students of language contact, variation, and change"-- Provided by publisher.

"Taking an interdisciplinary stance, this pioneering book shows what we can learn about the grammatical choices that people make based on both observational and experimental data. It conducts detailed state-of-the-art analyses, and discusses the findings within the context of current theoretical models of grammatical variation in World Englishes"-- Provided by publisher.

"In this vibrant guide to Black language, journalists jarrett hill and Tre'vell Anderson translate beloved colloquialisms distinct to the Black community, diving into what these phrases mean, how we use them, and why we can't live without them"-- Provided by publisher.

"What do three murderers, Karl Marx's daughter and a vegetarian vicar have in common? They all helped create the Oxford English Dictionary. The Oxford English Dictionary has long been associated with elite institutions and Victorian men. But the Dictionary didn't just belong to the experts; it relied on contributions from members of the public. By 1928, its 414,825 entries had been crowdsourced from a surprising and diverse group of people, from astronomers to murderers, naturists, pornographers, suffragists and queer couples."--Publisher's website.

"In this volume, the emergence of English in Saipan is being examined in the complex context of its colonial past. The focus lies on the influence of the American era on the linguistic outcomes in Saipan. Sociolinguistic interviews with indigenous Chamorros and Saipan Carolinians were analyzed using qualitative and quantitative (variationist) methods. A general overview of the English spoken in Saipan and detailed analyses on selected morphosyntactic features are presented. The English spoken by the local people presents an interesting transitional phase of English becoming a first language with unique local 'island' features. Results shed light on linguistic constraints globally and on social constraints in Saipan that motivate language variation and change locally. This volume contributes to the literature of language variation and change, lesser-known varieties of English, and the description and categorization of emerging English varieties within the canon of World Englishes"-- Provided by publisher.

• (Re-)viewing the Acquisition of Rhythm in the Light of L2 Phonological Theories
• Individual Patterns in Production and Perception of Periodic Speech Among L1 and L2 English Speakers
• Analysing Rhythmic Variability in Indian English: the Case of Marathi English and Telugu English
• The Introduction of English Rhythm in the EFL Classroom to Improve Intelligibility, Comprehensibility and Fluency
• Bilingual and Monolingual Speech Rhythm in Additional Language Learning
• Rhythmic Patterns of Malaysian English Speakers
• L2 Speech Rhythm Development in a Study-Abroad Setting
• Investigating (Rhythm) Variation in Indian English: an Integrated Approach
• Novel Methods for Characterising L2 Speech Rhythm
• Speech Rhythm, Intonation and Segmental Differences as Cues to Dialect Discrimination.

"This new edition of Writing with Style offers fresh, up-to-date insight into the principles and tools we can all deploy when it comes to expressing ourselves better when we write. The book's leaner, cleaner structure ranges widely--from grammar and punctuation to using numbers and how to edit. Economist language columnist Lane Greene also tackles some of the key linguistic issues we face today, like balancing plain speech with sensitivity, and knowing when to use jargon. The result is a clear guide to making the most of the written word: conversational but authoritative; accessible yet comprehensive--with its ideas always presented with clarity and style"-- Provided by publisher