The development of academic language in bilingual contexts is under-researched, especially at the critical point of adolescence. This insightful book addresses the onset and development of literacy in bilingual contexts, through a series of original case studies. Covering CLIL [Content and Language Integrated Learning], EMI [English Medium Instruction], and bilingual/multilingual education, the authors examine the evolution of the lexis, syntax and discourse in bilingual learning over the years of adolescence and early adulthood at school. Qualitative and quantitative research are integrated, including corpus research, with excerpts from learner corpora; computational linguistics, with metrics from language software tools; and case studies, with analyses of learners and programmes worldwide, including Refugee, Asylum-Seeking and Migrant (RASM) students. It also provides a description of disciplinary language, in domains like science, mathematics, and history in multilingual education. Finally, it delves into language policy and critical linguistics, connecting language description with educational deficits.

Key features

• Integrates corpus research, computational linguistics and case studies to render an accurate picture of multilingual academic language over the school years


• Presents concepts relating to academic language with actual examples of language learners in the form of case studies, making the theory accessible to readers without specialised training


• Connects language description with educational deficits, catering to educationalists and those involved in critical linguistics and language ideology

Authors

- Francisco Lorenzo is Professor at Universidad Pablo de Olavide (Seville, Spain). His research focuses on the study of L2 acquisition and bilingualism, sociolinguistics and the sociology of language, and European language policies. With A. Granados, in 2022 he obtained the Best Research Article Award from the American Association for Applied Linguistics.

- Adrián Granados is Associate professor at Universidad Pablo de Olavide (Seville, Spain). His research focuses on academic language, L2 acquisition, and bilingualism. With F. Lorenzo, in 2022 he obtained the Best Research Article Award from the American Association for Applied Linguistics.

Preface

1. https://assets.cambridge.org/97810096/31... target="_blank" rel="noopener">Academic language in bilingual education

2. The development of bilingual academic language across the lifespan

3. Bilingual academic lexis

4. Bilingual academic syntax

5. Bilingual academic discourse

6. The bilingual discourse of history

7. Critical aspects of bilingualism

8. Conclusion and final thoughts

Bibliography

Index