From Corpus to Classroom summarises and makes accessible recent work in corpus research, focusing particularly on spoken data. It is based on analysis of corpora such as CANCODE and Cambridge International Corpus, and written with particular reference to the development of corpus-informed pedagogy.

The book explains how corpora can be designed and used, and focuses on what they tell us about language teaching. It examines the relevance of corpora to materials writers, course designers and language teachers and considers the needs of the learner in relation to authentic data. It shows how the answers to key questions such as 'Is there a basic, everyday vocabulary for English?', 'How should idioms be taught?' and 'What are the most common spoken language chunks?' are best explored by means of a clearer understanding of the workings of language in context. 

Paperback 9780521616867, £19.50, May 2007 
Hardback 9780521851466 , £50.00, May 2007

Removal 20 August 2007

The model of English that should be used in classrooms has long been a subject of debate. This book (with an accompanying audio CD) describes selected varieties of World Englishes, and discusses the advantages and disadvantages of selecting a particular variety from the point of view of both teachers and learners. It aims to examine and re-evaluate concepts such as 'standard', 'variety', 'native speaker' and 'non-native speaker', and to validate the role played by multilingual and multicultural English language teachers, arguing that context and learner needs should determine the variety to be taught.

''...like all significant books, its arguments will appear striking and original to many readers, although in time we will wonder how we ever though anything different.'' (Peter Grundy, University of Leicester, United Kingdom ) 

Paperback with Audio CD 9780521616874 £25.00 April 2007
Hardback with Audio CD 9780521851473 £55.00, April 2007

Removal 20 August 2007

Practice as a necessity for learning a second language has been a tacit assumption among language teachers for quite some time; however, the concept has not been widely considered from a theoretical perspective until now. This volume of twelve original articles focuses on the topic, with attention to the four skill areas of reading, writing, listening and speaking. The contributors explore a number of questions including what kind of practice is most effective, in what contexts, and for what kinds of learners. This text will serve as a valuable resource and reference for second-language educators and researchers alike. 

Hardback 9780521865296 £51.65, March 2007 
Paperback 9780521684040 £20.50, March 2007

Removal 20 August 2007

The Cambridge Grammar of English is a major reference grammar. Using ground breaking language research, it offers clear explanations of spoken and written English based on real everyday usage.

A clear two-part structure makes the book particularly user-friendly. In the first section, A-Z entries give more attention to lexico-grammar and other language areas that tend to be neglected in grammar references. The second section covers traditional grammatical categories such as tense, clause structure and parts of speech.

The accompanying CD-ROM makes the Cambridge Grammar of English even more accessible with: 

• The whole book in handy, searchable format. 
• Audio recordings of all the examples from the book. 
• Links to the Cambridge Advanced Learner's Dictionary online for instant definitions of new vocabulary.

Paperback with CD-ROM 9780521674393 £29.95, March 2006
Paperback 9780521588461 £24.50, March 2006

''A richly comprehensive account of the grammar of the English language. '' ( Professor David Nunan, University of Hong Kong ) 
''A stepping stone towards creating more self-aware, confident and precise users of English'' ( Geoff Barton, Times Educational Supplement )

Removal 20 August 2007

This volume brings together a set of ten IELTS-related research studies - four on Speaking and six on Writing - conducted between 1995 and 2001. The ten studies were funded under the auspices of the British Council/IELTS Australia Joint-funded Research Program which promotes research activity among IELTS test stakeholders around the world. Findings from the studies provided valuable evidence on the validity, reliability, impact and practicality of the IELTS test; they were also instrumental in highlighting aspects needing attention, and so directly informed the revised design and implementation of the IELTS Speaking and Writing Modules introduced in 2001 and 2005. The volume reviews and comments on the specific contribution of each study to the ongoing process of IELTS speaking and writing test development; it also evaluates the range of research methodologies used in the projects and discusses their usefulness for researchers working in the broader field of performance assessment.

Studies in Language Testing series, No. 19
Paperback 9780521542487, £25.75, March 2007

Removal 20 August 2007

This publication highlights the need for test developers to provide clear explanations of the ability constructs which underpin tests offered in the public domain. An explanation is increasingly required, if the validity of test score interpretation and use are to be supported both logically, and with empirical evidence. The book demonstates the application of a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components which reflect the practical nature and quality of an actual testing event. It examines Cambridge ESOL writing tasks from the following perspectives: Test Taker, Cognitive Validity, Context Validity, Scoring Validity, Criterion-related Validity and Consequential Validity. The authors show how an understanding and analysis of the framework and its components in relation to specific writing tests can assist test developers to operationalise their tests more effectively, especially in relation to criterial distinctions across test levels.

Studies in Language Testing series, No. 26 
Paperback 9780521692939 
£25.00, July 2007

Removal 20 August 2007

The study of teenagers in the classroom, and how they interact with one another and their teachers, can tell us a great deal about late-modern (contemporary) society. In this revealing account, Ben Rampton presents the extensive sociolinguistic research he carried out in an inner-city high school. Through his vivid analysis of classroom talk, he offers answers to some important contemporary questions: does social class still count for young people, or is it in demise? Are traditional authority relationships in schools being undermined? How is this affected by popular media culture? His study, which provides numerous transcripts and three extensive case studies, introduces a new way of perceiving established ideas in sociolinguistics, such as identity, insecurity, the orderliness of classroom talk, and the experience of learning at school. In doing so, Rampton shows how work in sociolinguistics can contribute to some major current debates in sociology, anthropology, cultural studies and education.

Series: Studies in Interactional Sociolinguistics, No. 22
Hardback 9780521812634 (ISBN-10: 0521812631)
Published 23 February 2006
£55.00

Removal 20 August 2007

The anecdotal view of language acquisition is that children learn language with apparent ease, no instruction and in very little time, while adults find learning a new language to be cognitively challenging, labour intensive and time-consuming. In this book Herschensohn examines whether early childhood is a critical period for language acquisition after which individuals cannot learn a language as native speakers. She argues that a first language is largely susceptible to age constraints, showing major deficits past the age of twelve. Second language acquisition also shows age effects, but with a range of individual differences. The competence of expert adult learners, the unequal achievements of child learners of second languages, and the lack of consistent evidence for a maturational cut-off, all cast doubt on a critical period for second language acquisition.

Hardback 9780521872973
available from September 2007
c. £60.00

Removal 20 August 2007

The global spread of English has resulted in the emergence of a diverse range of postcolonial varieties around the world. Postcolonial English provides a clear and original account of the evolution of these varieties, exploring the historical, social and ecological factors that have shaped all levels of their structure. It argues that while these Englishes have developed new and unique properties which differ greatly from one location to another, their spread and diversification can in fact be explained by a single underlying process, which builds upon the constant relationships and communication needs of the colonizers, the colonized, and other parties. Outlining the stages and characteristics of this process, it applies them in detail to English in sixteen different countries across all continents. Of key interest to sociolinguists, dialectologists, historical linguists and syntacticians alike, this book provides a fascinating new picture of the growth and evolution of English around the globe.

Series: Cambridge Approaches to Language Contact
Paperback 9780521539012
Hardback 9780521831406
Published 17 May 2007
£21.99 PB, £60.00 HB

Removal 20 August 2007

How does a child become bilingual? The answer to this intriguing question remains largely a mystery, not least because it has been far less extensively researched than the process of mastering a first language. Drawing on new studies of children exposed to two languages from birth (English and Cantonese), this book demonstrates how childhood bilingualism develops naturally in response to the two languages in the children's environment. While each bilingual child's profile is unique, the children studied are shown to develop quite differently from monolingual children. The authors demonstrate significant interactions between the children's developing grammars, as well as the important role played by language dominance in their bilingual development. Based on original research and using findings from the largest available multimedia bilingual corpus, the book will be welcomed by students and scholars working in child language acquisition, bilingualism and language contact.

Series: Cambridge Approaches to Language Contact
Paperback 9780521544764
Hardback (9780521836173)
available from July 2007
c. £15.99 PB, c. £45.00 HB

Removal 20 August 2007

English has been spoken in Ireland for over 800 years, making Irish English the oldest variety of the language outside Britain. This book traces the development of English in Ireland, both north and south, from the late middle ages to the present day. Drawing on authentic data ranging from medieval literature to authentic contemporary examples, it reveals how Irish English arose, how it has developed, and how it continues to change. A variety of central issues are considered in detail, such as the nature of language contact and the shift from Irish to English, the sociolinguistically-motivated changes in present-day Dublin English, the special features of Ulster Scots, and the transportation of Irish English to overseas locations as diverse as Canada, the United States, and Australia. Presenting a comprehensive survey of Irish English at all levels of linguistics, this book will be invaluable to historical linguists, sociolinguists, syntacticians and phonologists alike.

Series: Studies in English Language
Hardback 9780521852999
available from August 2007
c. £60.00

Removal 20 August 2007

It is quite commonplace for bilingual speakers to use two or more languages, dialects or varieties in the same conversation, without any apparent effort. The phenomena, known as code-switching, has become a major focus of attention in linguistics. This concise and original study explores how, when and where code-switching occurs. Drawing on a diverse range of examples from medieval manuscripts to rap music, novels to advertisements, emails to political speeches, and above all everyday conversation, it argues that code-switching can only be properly understood if we study it from a variety of perspectives. It shows how sociolinguistic, psycholinguistic, grammatical and developmental aspects of code-switching are all interdependent, and findings in each area are crucial to others. Breaking down barriers across the discipline of linguistics, this pioneering book confronts fundamental questions about what a 'native language' is, and whether languages can be meaningfully studied outside of the individuals who use them.

Hardback 9780521862646 
Paperback 9780521681131 
Available from October 2007

Removal 20 August 2007