In an effort to strengthen linguistic foundations in L2 endeavors and inspire closer interaction and mutual benefit for the allied disciplines, the Conclusion brings together the primary takeaways of the book, proposes future directions for study, and poses remaining questions for those research veins.

This chapter shares the effects of a multi-year project to integrate explicit pronunciation instruction into the curriculum of intermediate Spanish courses at a liberal arts undergraduate university. The pedagogical materials incorporate foundational linguistic principles, such as awareness of the expert unconscious knowledge of a speaker’s native language, an appreciation of the linguistic diversity present across cultures, and a scientific approach to creating and testing hypotheses about how a language works as part of L2 language learning. The authors and researchers found effects in L2 learning beyond the scope of these specific topics: students made connections from pronunciation to other areas of the grammar; students used their expert native language knowledge to recognize patterns in the L2; students demonstrated increased appreciation for dialectical diversity, including heritage speaker productions; and students demonstrated greater comfort with using the L2 more frequently and in more contexts. The chapter closes with a discussion of the benefits to instructors as well as some recommendations for how to incorporate linguistic foundations in other language classes.

This chapter surveys the scholarship on linguistics in education and analyzes the status of linguistics in language education master’s programs. Using the National Center for Education Statistics’ Classification of Instructional Programs (CIP) system to define the data field, we searched the Integrated Postsecondary Education Data System for institutions conferring degrees between 2011-2020 for CIP code 13.14, the designation for master’s programs in Teaching English as a Second or Foreign Language. From this list, we analyzed available curricula for both MA/MS TESOL degree and MA/MS in elementary, secondary, or adult education language teacher training. Considering programs across 255 institutions, we analyzed linguistics courses as required, elective, or not present. Results reveal that linguistics is integrated at variable rates. Focusing on four core subdisciplines, TESOL fares better: Introductory linguistics was required 69% of the time, sociolinguistics 41.5%, syntax/grammar 53%, and second language acquisition (SLA) 70%. A more dismal picture appears for the other language education group: Introductory linguistics was required 6% of the time, sociolinguistics 6%, syntax/grammar 4%, and SLA 12%. This study demonstrates that language teachers require more robust linguistics education to better equip them for serving language learners’ needs.

This introductory chapter provides the rationale for this topic and framing of the book. The strength and tools of linguistics can contribute greatly to teacher effectiveness in the second language classroom, yet the two professional realms have developed largely independently of one another. This chapter introduces the argument for strengthening the role of linguistics in second language study as well as establishing the place of second language data in linguistics inquiry and education, bringing together the two disciplines around the actual realities of language itself. It introduces the chapter content and flow of the book, the breadth represented in topics and authors, intended audience, special features of the chapters, and perspectives from second language acquisition to help bridge the gap between disciplines.

This chapter defines the term “natural language” (natlang) and introduces the field of linguistics. A major theme of the chapter is that languages change over time. The chapter demonstrates how you can systematically study those changes to understand how and why the language shifts typically occur. Language change is further connected to the development of language families and the importance of contact among speakers of different languages. At the end of the chapter, you will be asked to apply these concepts to a brief study of natural languages.

This chapter presents a coherent picture of culture as emerging from a distinctive human mind architecture. I consider the mental processes that characterize the components of mind, and the inherently constituting and structured knowledge that represents its content. Grounded in a necessary and eclectic theory of cognition, I propose that culture consists of mental models shared within a community, or cultural models. Both the undeniably universal nature of numerous mental activities and the significantly idiosyncratic contents of an individual cultural mind find a plausible account within this theoretical approach. I explore three fundamental issues related to the investigation of culture as a mental phenomenon. The first regards a brief survey of theories about human cognition – both architecture and processes – that are of value and consequence to the anthropological enterprise. The second concerns the theorizing about the mental organization of knowledge. The thirdcovers the nature and value of cultural model theory in the contemporary anthropological landscape. I close by suggesting the concept of cultural model as a salient and necessary unit of analysis for anthropology.

Chapter 1 defines the theoretical homes of this book and shows why and how harm in language has resulted in legislative actions. The chapter creates dialogue between two broad fields: the study of meaning in language and critical studies of South Asia. The chapter provides a brief history of Hindu right in India and an overview of how the government has weaponized language against Indian Muslims in the last three decades. This chapter shows that a critical aspect of understanding the success of the Hindu right in India, a secular democracy whose inception is underlined by massive violence between different religious groups during the partition, is to understand how it slowly and with cunning use of language sowed seeds of sectarian distrust. The chapter argues that while Hindu right has been studied from multiple perspectives, a linguistic perspective is missing. Such a perspective shows how successful the Hindu right has been in taking actions that lead to long-term harm to Muslim communities in India.

This introductory chapter provides a brief survey of working definitions of oracy, including a history of the concept in British educational thought, and offers ways of contextualising the idea within broader debates over speaking and listening in popular culture.

In this chapter, Deborah Cameron, University of Oxford’s Professor of English Language tackles head on what she calls ‘The Trouble with Oracy’. She identifies several key contradictions and tensions within the oracy movement, including the lack of consensus on goals and definitions, the issue of social class, and the enduring clash between traditional and progressive education philosophies. Despite a contemporary shift towards business-centric goals, she notes, defining essential spoken language skills remains problematic, reflecting broader societal divisions. Though supportive of the aspirations of the oracy movement, she concludes on a sceptical note. To Cameron the complexities in defining "good" communication and the enduring influence of class divisions on educational discourses, will continue to hinder equitable oracy education.