Contents

From https://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/cambridge-handbook-bilingualism?format=HB

The Cambridge Handbook of Bilingualism
Edited by Annick De Houwer and Lourdes Ortega
Published by Cambridge University Press

The ability to speak two or more languages is a common human experience, whether for children born into bilingual families, young people enrolled in foreign language classes, or mature and older adults learning and using more than one language to meet life's needs and desires. This Handbook offers a developmentally oriented and socially contextualized survey of research into individual bilingualism, comprising the learning, use and, as the case may be, unlearning of two or more spoken and signed languages and language varieties. A wide range of topics is covered, from ideologies, policy, the law, and economics, to exposure and input, language education, measurement of bilingual abilities, attrition and forgetting, and giftedness in bilinguals. Also explored are cross- and intra-disciplinary connections with psychology, clinical linguistics, second language acquisition, education, cognitive science, neurolinguistics, contact linguistics, and sign language research.

Visit the publisher's website at https://www.cambridge.org/us/academic/subjects/languages-linguistics/applied-linguistics-and-second-language-acquisition/cambridge-handbook-bilingualism?format=HB

From http://www.multilingual-matters.com/display.asp?isb=9781788922234

International Students’ Challenges, Strategies and Future Vision: A Socio-Dynamic Perspective
By Anas Hajar
Published by Multilingual Matters

Study abroad is now both an international industry and an experience that can have a deep impact on students’ linguistic, cultural and personal development. This book explores "the social turn" in the fields of study abroad and language learning strategies. The longitudinal qualitative study reported in this volume investigates the international educational experiences of Arab university students from diverse countries (Iraq, Libya, Jordan, Saudi Arabia, Syria and the United Arab Emirates) and represents one of the few empirical studies to capture an in-depth understanding of the study abroad experiences of newly-arrived international students in higher education. Particular attention is paid to their changing learning goals, underlying motivations and strategy uses during their attendance on both short and long academic programs in a study abroad context. It also examines their past language learning experiences in their homelands retrospectively. Readers will gain a better understanding of international students’ study abroad experiences in terms of their expectations, aspirations, diverse difficulties and the strategies they deploy to deal with these difficulties.

Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781788922234

From http://www.multilingual-matters.com/display.asp?isb=9781788922272

Household Perspectives on Minority Language Maintenance and Loss: Language in the Small Spaces
By Isabel Velázquez
Published by Multilingual Matters

This book provides an in-depth examination of minority language maintenance and loss within a group of first-generation Spanish-speaking families in the early-21st century, post-industrial, hyper-globalized US Midwest, an area that has a recent history of Latino settlement and has a low ethnolinguistic vitality for Spanish. It looks specifically at language "in the small spaces," that is, everyday interactions within households and families, and gives a detailed account of the gendered nature of linguistic transmission in immigrant households, as well as offering insights into the sociolinguistic aspects of language contact dynamics. Starting with the question of why speakers choose to use and transmit their family language in communities with few opportunities to use it, this book presents the reader with a theoretical model of language maintenance in low vitality settings. It incorporates mothers’ voices and perspectives on mothering, their families’ well-being, and their role in cultural/linguistic transmission and compares the self-perceptions, motivations, attitudes and language acquisition histories of members of two generations within the same household. It will appeal to researchers and educators interested in bilingualism, language maintenance and family language dynamics as well as to those working in the areas of education, immigration and sociology.

Visit the publisher's website at http://www.multilingual-matters.com/display.asp?isb=9781788922272

From http://erfoundation.org/erwc5/

The Extensive Reading Foundation announces the call for proposals for the Fifth Extensive Reading World Congress, to be held on the campus of Feng Chia University, Taichung, Taiwan on August 9-13, 2019. The World Congress is an occasion for all those involved with the extensive reading approach – teachers, scholars, writers and publishers – to gather under one roof for a conference dedicated purely to extensive reading. Proposals for Papers (45 minutes), Short Papers (20 minutes), Symposia (105 minutes), Workshops (1-3 hours) and Poster Sessions should be submitted via the ERWC5 website (http://erfoundation.org/proposals) by 15 February, 2019.

Proposals are encouraged within the sub-themes below, but are not limited to them:

Adapting texts, Affect & Motivation, Book management issues, Class readers, Comprehensible Input Hypothesis, Extensive Listening, Grammar, How to ..., Internet & E-media, L2 learning,, Language learner literature, Languages other than English, Learner autonomy, Non-linear reading, Program evaluation, Publishing issues, Rating scales & progress measurement, Reading ability, Reading for academic purposes, Reading for beginners, Reading in an electronic age, Reading materials, Reading speed, Reluctant readers, Student-made reading materials, Theoretical issues, Using L1 readers with L2 students, Vocabulary, Writing, Writing reading materials, and Younger learners

View the full call for proposals at http://erfoundation.org/erwc5/?page_id=33

From http://nhlrc.ucla.edu/nhlrc/events/institute/2019/home

Eleventh Heritage Language Research Institute
Heritage Languages in Unexpected Places
June 10-13, 2019
University of New Mexico in Albuquerque

The Institute will feature presentations by researchers, discussion sessions, and two round table sessions: (1) on HL support in schools with the aim of helping heritage speakers succeed personally, linguistically, and academically, and (2) on lesser-studied HLs in larger HL contexts.

For full details and to register, go to http://nhlrc.ucla.edu/nhlrc/events/institute/2019/home

The Institute will include a special session on lesser-studied heritage languages. If you would like to present a paper or poster at this special session, please submit your abstract (500 words) by February 1, 2019. The Institute welcomes experimental or theoretical studies on heritage languages, other than Spanish, Russian, or Chinese that focus on any linguistic aspect of heritage language structure, acquisition or maintenance. View the full call for proposals and submit yours at http://nhlrc.ucla.edu/nhlrc/events/institute/2019/call

The Institute will also host a workshop on Thursday, June 13, 2019. For more details about the workshop go to http://nhlrc.ucla.edu/nhlrc/events/institute/2019/workshop

From https://carla.umn.edu/conferences/lte2019/index.html

Society, Identity, and Transformation in Language Teacher Education
11th International Language Teacher Education Conference
May 30–June 1, 2019 
Minneapolis, Minnesota

Featured Speakers

Cori Crane, Duke University
Shifting Perspectives in Language Teacher Education: Contributions of Transformative Learning Theory for L2 Learning and Teaching

Richard Donato, University of Pittsburgh 
History-in-Person and Teacher Development: Bringing the Past into the Present

Maggie Kubanyiova, University of Leeds 
The Promise of ‘Disturbing Encounter’ as Meaningful Language Teacher Education

Suhanthie Motha, University of Washington 
Race and Empire in Language Teacher Education

Visit the conference website at https://carla.umn.edu/conferences/lte2019/index.html

From https://www.primarysource.org/emailviewonwebpage.aspx?erid=1535960&trid=92d029c9-cae9-421e-aa30-ce6e35d390fd

Here are upcoming courses for educators from Primary Source:

Face-to-Face Programs

China's Influence Abroad: Soft Power or Hardball?
Mar. 7, 2019, for 6-12 educators
https://www.primarysource.org/for-teachers/courses/chinas-influence-abroad

Engaging World Literature: A Primary Source Conference for Secondary Educators
Apr. 6, 2019, for 6-12 educators
https://www.primarysource.org/for-teachers/courses/engaging-world-literature-a-primary-source-conference-for-secondary-educators

Online Courses

Engaging Culturally & Linguistically Diverse Student & Families in Secondary Schools Feb. 27 - Mar. 26, 2019, open to all 6-12 educators
https://www.primarysource.org/for-teachers/courses---engaging-culturally--linguistically-diverse-students--families-in-secondary-schools

India's Century of Change: Diversity, Democracy & Social Dynamics
Jan. 23 - Feb. 26, 2019, open to all K-12 educators
https://www.primarysource.org/for-teachers/courses/indias-century-of-change-diversity-democracy--social-dynamics-2018

Thinking Like a Historian: Immigration History Through Primary Sources
Jan. 23 - Feb. 26, 2019, open to all K-12 educators
https://www.primarysource.org/for-teachers/courses/thinking-like-a-historian-2019

Global Understanding in Action: Human Rights, Educational Access & Gender Equity
Jan. 23 - Feb. 26, 2019, open to all K-12 educators
https://www.primarysource.org/for-teachers/courses/global-understanding-in-action-2019