The Routledge Handbook
of Applied Linguistics
The Routledge Handbook of Applied Linguistics, published in 2011, has long been a standard
introduction and essential reference point to the broad interdisciplinary field of applied linguistics.
Reflecting the growth and widening scope of applied linguistics, this new edition thoroughly
updates and expands coverage. It includes 27 new chapters, now consists of two complementary
volumes, and covers a wide range of topics from a variety of perspectives. Volume One is
organized into two sections – ‘Language learning and language education’ and ‘Key areas
and approaches in applied linguistics’ – and Volume Two also has two sections – ‘Applied
linguistics in society’ and ‘Broadening horizons’.
Each volume includes 30 chapters written by specialists from around the world. Each chapter
provides an overview of the history of the topic, the main current issues, recommendations for
practice, and possible future trajectories. Where appropriate, authors discuss the impact and
use of new research methods in the area. Suggestions for further reading and cross-references
are provided with every chapter.
The Routledge Handbook of Applied Linguistics remains the authoritative overview of this
dynamic field and essential reading for advanced undergraduate and postgraduate students,
scholars, and researchers of applied linguistics.
Li Wei is Director and Dean of the UCL Institute of Education at University College London, UK,
where he is also Chair of Applied Linguistics. He is Editor of International Journal of Bilingual
Education and Bilingualism and Applied Linguistics Review. He is Fellow of the British Academy,
Academia Europaea, Academy of Social Sciences (UK), and Royal Society of Arts (UK).
Zhu Hua is Professor of Language Learning and Intercultural Communication and Director
of the International Centre for Intercultural Studies at University College London, UK. She is
an elected Fellow of the Academy of Social Sciences (UK), and an elected Fellow and board
member of the International Academy for Intercultural Research. She is Chair of the British
Association for Applied Linguistics (BAAL), 2021–2024.
James Simpson is Professor in the Division of Humanities at the Hong Kong University of
Science and Technology. He is the Director of the MA programme in International Language
Education. He was formerly in the School of Education, University of Leeds, UK.
Routledge Handbooks in Applied Linguistics
Routledge Handbooks in Applied Linguistics provide comprehensive overviews of the key
topics in applied linguistics. All entries for the handbooks are specially commissioned and
written by leading scholars in the field. Clear, accessible and carefully edited, Routledge
Handbooks in Applied Linguistics are the ideal resource for both advanced undergraduates and
postgraduate students.
The Routledge Handbook of Corpus Linguistics
Second Edition
Edited by Anne O’Keeffe and Michael J. McCarthy
The Routledge Handbook of Materials Development for Language Teaching
Edited by Julie Norton and Heather Buchanan
The Routledge Handbook of Corpora and English Language Teaching and Learning
Edited by Reka R. Jablonkai and Eniko Csomay
The Routledge Handbook of Language and the Global South
Edited by Sinfree Makoni, Anna Kaiper-Marquez and Lorato Mokwena
The Routledge Handbook of Discourse Analysis
Second Edition
Edited by Michael Handford and James Paul Gee
The Routledge Handbook of Content and Language Integrated Learning
Edited by Darío Luis Banegas and Sandra Zappa-Hollman
The Routledge Handbook of Applied Linguistics
Volume One, Second Edition
Edited by Li Wei, Zhu Hua, and James Simpson
The Routledge Handbook of Applied Linguistics
Volume Two, Second Edition
Edited by Li Wei, Zhu Hua, and James Simpson
The Routledge Handbook of Language Policy and Planning
Edited by Michele Gazzola, François Grin, Linda Cardinal, and Kathleen Heugh
For a full list of titles in this series, please visit www.routledge.com/Routledge-Handbooks-inApplied-Linguistics/book-series/RHAL
The Routledge Handbook
of Applied Linguistics
Volume Two
Second Edition
Edited by Li Wei, Zhu Hua, and James Simpson
Designed cover image: © Getty Images | Gokcemim
Second edition published 2024
by Routledge
4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN
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© 2024 selection and editorial matter, Li Wei, Zhu Hua, and James Simpson;
individual chapters, the contributors
The right of Li Wei, Zhu Hua, and James Simpson to be identified as the
authors of the editorial material, and of the authors for their individual
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without intent to infringe.
First edition published by Routledge 2011
British Library Cataloguing-in-Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging-in-Publication Data
Names: Li, Wei, 1961- editor. | Hua, Zhu, 1970- editor. | Simpson, James,
1967- editor.
Title: The Routledge handbook of applied linguistics / edited by Li Wei,
Zhu Hua, James Simpson.
Description: Second edition. | Abingdon, Oxon ; New York, NY : Routledge, 2023- |
Series: Routledge handbooks in applied linguistics | Includes bibliographical
references and index. | Contents: v. 1. Language learning and language
education—v. 2. Applied linguistics in action.
Identifiers: LCCN 2022057713 | ISBN 9780367536220 (v. 1-2 ; hardback) |
ISBN 9780367536213 (v. 1-2 ; paperback) | ISBN 9781003082620 (v. 1-2 ;
eBook) | ISBN 9780367536275 (v. 1 ; hardback) | ISBN 9780367536268
(v. 1 ; paperback) | ISBN 9781003082644 (v. 1 ; eBook) | ISBN 9780367536244
(v. 2 ; hardback) | ISBN 9780367536237 (v. 2 ; paperback) |
ISBN 9781003082637 (v. 2 ; eBook)
Subjects: LCSH: Applied linguistics. | LCGFT: Essays.
Classification: LCC P129 .R683 2023 | DDC 418—dc22/eng/20230117
LC record available at https://lccn.loc.gov/2022057713
ISBN: 978-0-367-53624-4 (hbk)
ISBN: 978-0-367-53623-7 (pbk)
ISBN: 978-1-003-08263-7 (ebk)
DOI: 10.4324/9781003082637
Typeset in Times New Roman
by Apex CoVantage, LLC
Contents
List of tables and figures
List of contributors
Acknowledgements
Introduction
Li Wei, Zhu Hua, and James Simpson
viii
ix
xvi
1
PART I
Applied linguistics in society
5
1 Multilingualism
Jasone Cenoz and Durk Gorter
7
2 Language and migration
Mike Baynham and James Simpson
19
3 Language policy and planning
Lionel Wee
31
4 Family language policy
Kendall A. King
44
5 Critical discourse analysis, critical discourse studies, and critical
applied linguistics
Karin Zotzmann and John P. O’Regan
57
6 Digital language and communication
Caroline Tagg
68
7 Intercultural communication
Zhu Hua
81
v
Contents
8 Institutional discourse
Zsófia Demjén and Miguel Pérez-Milans
94
9 Medical communication
Sarah Collins, Sarah Peters, and Ian Watt
109
10 English for professional communication: a critical genre analytical
perspective
Vijay K. Bhatia and Aditi Bhatia
123
11 Identity
Bonny Norton and Monica Shank Lauwo
137
12 Gender and sexuality
Helen Sauntson
151
13 Language and race
Jennifer B. Delfino and H. Samy Alim
163
14 Politics and applied linguistics
Philip Seargeant
176
15 World Englishes and English as a lingua franca
Andy Kirkpatrick and David Deterding
187
PART II
Broadening horizons
201
16 Sign languages
Bencie Woll and Rachel Sutton-Spence
203
17 Lexicography
Thierry Fontenelle
216
18 Translation and interpreting
Mona Baker and Luis Pérez-González
230
19 First language attrition: bridging sociolinguistic narratives and
psycholinguistic models of attrition
Beatriz Duarte Wirth, Anita Auer, and Merel Keijzer
20 Clinical linguistics
Vesna Stojanovik, Michael Perkins, and Sara Howard
vi
243
254
Contents
21 Language and ageing
Lihe Huang
267
22 Forensic linguistics
Tim Grant and Tahmineh Tayebi
280
23 Linguistic ethnography
Karin Tusting
292
24 Posthumanism and applied linguistics
Kelleen Toohey
306
25 Social semiotics and multimodality
Theo van Leeuwen
320
26 Linguistic landscapes
Robert Blackwood and Will Amos
337
27 Minoritized/Indigenous language revitalization
Nancy H. Hornberger and Haley De Korne
349
28 Endangered languages
Julia Sallabank and Peter K. Austin
362
29 Ecolinguistics in practice
Stephen Cowley
374
30 Translanguaging
Li Wei
386
Index
396
vii
Tables and figures
Tables
21.1
Language characteristic changes from MCI to Severe AD
271
Figures
5.1
10.1
10.2
11.1
15.1
25.1
25.2
25.3
viii
Fairclough’s three-dimensional view of discourse
English for professional communication overlaps
Theory of interdiscursive performance
Darvin and Norton’s model of investment
Sign on the door of a shop in Singapore
The system of social distance
The parametric system of voice quality
Rhythmic analysis of an excerpt from North by Northwest
59
124
133
142
194
323
325
328
Contributors
H. Samy Alim is the David O. Spears Presidential Endowed Chair in the Social Sciences in the
Department of Anthropology and Associate Director of the Ralph J. Bunche Center for African
American Studies at the University of California, Los Angeles. He is also the founding director
of the Center for Race, Ethnicity, and Language (2010), co-editor of The Oxford Handbook
of Language and Race (2020, with Angela Reyes and Paul Kroskrity), and editor of the book
series Oxford Studies in Language and Race.
Will Amos is Associate Professor at the University of Warwick, UK, where he is a member of
the Translation and Transcultural Studies section within the School of Modern Languages and
Cultures. He is co-editor of the Bloomsbury Handbook of Linguistic Landscapes (forthcoming,
with Stefania Tufi and Robert Blackwood). In 2021, he co-founded the international crossdisciplinary research network Wearable Ideologies (WE•ID).
Anita Auer is Professor of English Linguistics at the University of Lausanne (UNIL). She is
a (historical) sociolinguist with a special interest in diachronic and synchronic aspects of language variation and change. Her recent research interests focus, among other things, on (historical) sociolinguistic approaches to heritage languages – for instance, language maintenance
and shift among Swiss heritage speakers in North America.
Peter K. Austin (Emeritus Professor in Field Linguistics, SOAS, University of London)
researches theory and practice of language documentation and revitalization and languages of
Australia and eastern Indonesia.
Mona Baker is Affiliate Professor at the Centre for Sustainable Healthcare Education, Univer-
sity of Oslo; Co-cordinator of the Genealogies of Knowledge Research Network; and Director
of the Baker Centre for Translation and Intercultural Studies at Shanghai International Studies
University.
Mike Baynham, Emeritus Professor of TESOL in the School of Education, University of
Leeds, and Fellow of the Academy of Social Sciences, is a sociolinguist by training and applied
linguist by affiliation. He has a long-term research interest in language and migration, particularly in migration narratives. His monograph Translation and Translanguaging, jointly written
with Tong King Lee, was published with Routledge in 2019.
Aditi Bhatia is Associate Professor at the Hong Kong Polytechnic University. Her main interest is in (critical) discourse analysis using the multi-perspective theoretical framework of the
ix
Contributors
discourse of illusion with focus on public argumentation in political and media discourses. Her
publications include Discursive Illusions in Public Discourse: Theory and Practice (Routledge, 2015). She is currently working on analyzing identity-construction in discourses of war
and populism, as well as in digital professions.
Vijay K. Bhatia is Adjunct Professor at the Chinese University of Hong Kong. His research
interests include (critical) genre theory, ESP, and professional communication. His publications include Analysing Genre: Language Use in Professional Settings (1993), Worlds of
Written Discourse: A Genre-based View (2004), and Critical Genre Analysis: Interdiscursive
Performance in Professional Practice (2017).
Robert Blackwood is Professor of French Sociolinguistics at the University of Liverpool,
UK, and currently the editor of the journal Linguistic Landscape with Elana Shohamy. He is
the co-author with Stefania Tufi of The Linguistic Landscape of the Mediterranean (2015)
and co-editor with John Macalister of Multilingual Memories: Monuments, Museums and the
Linguistic Landscape (2020).
Jasone Cenoz is Professor of Education at the University of the Basque Country UPV/EHU
(Spain) and President of the Education Science Committee of the Spanish Research Council
(AEI). Her research focuses on multilingual education, bilingualism, and multilingualism. She
has published extensively and has presented her work at conferences in many countries. She is
the chair of the Book Award Committee of AAAL.
Sarah Collins is Senior Lecturer in Clinical Communication at the University of Edinburgh.
Her disciplines are linguistics, social sciences, and medical education. For the past 20 years
Sarah has developed and led communication training and curriculum innovations for students
in the healthcare professions.
Stephen Cowley is Professor at the University of Southern Denmark; his ecological view
of language and cognition builds on study of prosody in conversations, mother-infant interaction, classroom activity, and organizational use of drones. He has edited Distributed
Language, Cognition Beyond the Brain, and Biosemiotic Perspectives on Language and
Linguistics.
Haley De Korne is Associate Professor of Multilingualism at the Department of Linguistics
and Scandinavian Studies and a member of the Center for Multilingualism in Society across the
Lifespan at the University of Oslo. She conducts research and advocacy in relation to minoritized language education and language politics.
Jennifer B. Delfino is a linguistic anthropologist who studies language, racialization, and racial
inequality in the urban United States. She is Associate Professor in the Department of Anthropology at University of Illinois Urbana-Champaign. She is an associate editor for Journal of
Linguistic Anthropology and the author of Speaking of Race: Language, Race, and Schooling
Among African American Children (2020, Lexington Books).
Zsófia Demjén is Associate Professor of Applied Linguistics at University College London and
specializes in illness and healthcare discourse ([im]politeness, metaphor, humour, narrative).
She is the author of Sylvia Plath and the Language of Affective States: Written Discourse and
x
Contributors
the Experience of Depression (2015, Bloomsbury), co-author of Metaphor, Cancer and the
End of Life: A corpus-based study (2018, Routledge), editor of Applying Linguistics in Illness
and Healthcare Contexts (2020, Bloomsbury), and co-editor of The Routledge Handbook of
Metaphor and Language (2017).
David Deterding is Visiting Professor at Universiti Brunei Darussalam, where he has taught
phonetics, forensic linguistics, Malay-English translation, and research methods in linguistics.
His research focuses on acoustic phonetics, description of varieties of English in Southeast
Asia, misunderstandings in English as a lingua franca, and the pronunciation of Malay.
Beatriz Duarte Wirth is a doctoral student at the University of Lausanne (UNIL). Her research
interests are multilingualism, language development in adults, crosslinguistic interaction, and
migration. As part of her PhD project, she explores multilingual communities, with a focus on
heritage languages. Her research investigates whether speakers of typologically different languages (e.g. English and Portuguese) experience language attrition differently when immersed
in a French-speaking context.
Thierry Fontenelle is Head of the European Investment Bank’s Linguistic Services Division.
His publications include Practical Lexicography: A Reader (OUP, 2008) and his PhD at the
University of Liège, ‘Turning a bilingual dictionary into a lexical-semantic database’ (Niemeyer, 1997). He is also the former president of the European Association for Lexicography
(EURALEX) and an associate editor of the International Journal of Lexicography.
Durk Gorter is Ikerbasque Research Professor at the University of the Basque Country UPV/
EHU (Spain), where he is the head of the Donostia Research Group on Education and Multilingualism (DREAM). He carries out research on multilingual education, European minority
languages and linguistic landscapes. He is the editor of the journal Language, Culture and
Curriculum, and he obtained the award of Distinguished Scholar of Multilingualism from the
International Association of Multilingualism.
Tim Grant is Professor of Forensic Linguistics and Director of the Aston Institute for Forensic
Linguistics at Aston University, UK. His main research interests are in forensic linguistics
generally and forensic authorship analysis specifically. He also has extensive experience as a
consulting forensic linguist.
Nancy H. Hornberger, Professor Emerita at the University of Pennsylvania, researches mul-
tilingual education, language policy, and language revitalization internationally, specializing
in Indigenous, immigrant, and refugee contexts. A widely published author, she also served as
editor of the Anthropology and Education Quarterly and the Encyclopedia of Language and
Education (second edition).
Sara Howard is Emeritus Professor of Clinical Phonetics in the Division of Human Communication Sciences at the University of Sheffield, UK. Sara has published and presented widely
in the area of clinical phonetics and phonology and is an ex-president of the International
Association of Clinical Phonetics and Linguistics.
Lihe Huang is Associate Professor and General Secretary of the Research Centre for Ageing,
Language and Care, as well as Deputy Director of the Institute of Linguistics and Multimodality
xi
Contributors
at Tongji University, utilizing multifaceted disciplinary approaches to studying the linguistic
performance of older adults. He has been constructing Multimodal Corpus of Gerontic Discourse (MCGD) for language and ageing studies in China. He is Humboldt Fellow of the
Alexander von Humboldt Foundation and Honorary Postgraduate Supervisor at the University
of Liverpool.
Merel Keijzer is Professor of English Linguistics and English as a Second Language at the Uni-
versity of Groningen. Her research interests focus on multilingualism, multilingual processing,
and the interplay between multilingualism and cognition across the lifespan, with a focus on
older adulthood. She is also interested in second language learning as a cognitive intervention
in healthy and (pre)clinical elderly populations. She heads the Bilingualism and Aging Lab
(BALAB) in Groningen.
Kendall A. King is Professor of Multilingual Education at the University of Minnesota. Her
teaching and research address language policy, bilingualism and language learning, and language use, identity, and ideology. She is particularly interested in how minoritized languages
such as Spanish or Ojibwe are best supported through official policies and practices at home
and at school.
Andy Kirkpatrick is Professor Emeritus at Griffith University, Brisbane, Australia, and a member of the Australian Academy of the Humanities. He is editor of the Routledge Handbook of
World Englishes (2020) and co-editor, with Anthony Liddicoat, of the Routledge Handbook
of Language Education Policy in Asia (2019). His most recent book is Is English an Asian
Language? Cambridge University Press (2020).
Bonny Norton (FRSC) is a University Killam Professor and Distinguished University Scholar
in Language and Literacy Education, University of British Columbia. Her research addresses
identity and language learning, digital storytelling, and open technology. She was BC 2020
Academic of the Year for her leadership of the Global Storybooks project (https://globalstorybooks.net/).
John P. O’Regan is Professor of Critical Applied Linguistics at IOE, Faculty of Education and
Society, University College London, UK. His work spans critical discourse analysis, political
economy, world Englishes, and intercultural communication. He is the author of Global English and Political Economy (Routledge, 2021).
Luis Pérez-González is Professor of Translation Studies at the Department of Foreign Lan-
guages and Translation, University of Agder (Norway). He is the author of Audiovisual Translation: Theories, Methods and Issues (2014), editor of the Routledge Handbook of Audiovisual
Translation (2018) and co-editor of the Routledge Encyclopedia of Citizen Media (2020).
Miguel Pérez-Milans is Associate Professor at University College London. He is the author
of Urban Schools and English Language Education in Late Modern China: A Critical Sociolinguistic Ethnography (2013, Routledge), co-editor of The Oxford Handbook of Language
Policy and Planning (2018, Oxford University Press), and recipient of the 2019 British Association for Applied Linguistics Book Prize. Miguel is also the co-editor for Language Policy
xii
Contributors
(Springer) and Language, Culture and Society (John Benjamins) and serves as the co-president
of EDiSo Association for Studies in Discourse and Society.
Michael (Mick) Perkins is Emeritus Professor of Clinical Linguistics in the Division of Human
Communication Sciences at the University of Sheffield, UK. He has presented and published
widely in clinical linguistics, pragmatics, semantics, and language development.
Sarah Peters, a chartered health psychologist, is Professor of Psychology at the University of
Manchester. Her research focuses on healthcare interactions, particularly within challenging
contexts, such as explaining ‘medically unexplained’ symptoms and supporting health behaviour change. The goal of Sarah’s work is to improve patient care through health professional
education.
Julia Sallabank is Professor of Language Policy and Revitalization at SOAS, University of
London. She researches and teaches sociolinguistics and language policy and planning, especially the revitalization and documentation of minority and endangered languages worldwide.
Helen Sauntson is Professor of English Language and Linguistics at York St John University,
UK. She has published widely in the areas of language in education and language, gender, and
sexuality. She co-edits two book series: Palgrave Studies in Language, Gender and Sexuality
and Cambridge Elements in Language, Gender and Sexuality.
Philip Seargeant is Senior Lecturer at the Open University, where he specializes in language
and communication. He has published books on topics ranging from social media to political
persuasion and English around the world, including the Routledge Handbook of English Language Studies (with Ann Hewings and Stephen Pihlaja).
Monica Shank Lauwo is a PhD candidate in Language and Literacy Education at the Uni-
versity of British Columbia. As an educator, teacher educator, and researcher, she is centrally
interested in ways in which language and literacy can be mobilized to disrupt inequitable systems of power, and to support antiracist, decolonial struggles. Her research interests include
translanguaging, multiliteracies, identity, teacher education, critical literacy, and language ideologies, in East Africa and Canada.
James Simpson is Professor in the Division of Humanities at the Hong Kong University of
Science and Technology. He is the Director of the MA programme in International Language
Education. He was formerly in the School of Education, University of Leeds.
Vesna Stojanovik is Professor of Clinical Linguistics at the School of Psychology and Clinical
Language Sciences at the University of Reading. She is the vice president of the International
Clinical Phonetics and Linguistics Association (since 2018). Vesna has published widely in the
field of developmental disorders, focusing on language development in children with genetic
disorders.
Rachel Sutton-Spence has been involved in research and teaching about sign languages since
1989. She is the co-author, with Bencie Woll, of The Linguistics of BSL (1998). Her special
xiii
Contributors
interest is in the creative uses of sign language, such as sign language literature and humour.
Having worked for 25 years on British Sign Language (BSL) in the UK, she currently works in
the Department of Brazilian Sign Language at the Federal University of Santa Catarina, where
she is affiliated with the postgraduate program in translation.
Caroline Tagg is Senior Lecturer in Applied Linguistics at the Open University, UK. Her
research explores the role of digital communication in individuals’ lives. Her recent books
include Mobile Messaging and Resourcefulness: A Post-Digital Ethnography (2022, with
Agnieszka Lyons) and Message and Medium: English Language Practices across Old and
New Media (2020, edited with Mel Evans).
Tahmineh Tayebi is Lecturer in Forensic Linguistics at Aston Institute for Forensic Linguistics
at Aston University, UK. Her area of research includes language aggression and impoliteness.
She is particularly interested in online offensive and abusive language and other similar phenomena, such as cyberbullying and hate crimes.
Kelleen Toohey is Professor Emerita at Simon Fraser University, Vancouver, BC. Working
with Indigenous, heritage, and English language teachers and researchers, her work is published in various language education journals. Her work Learning English at school: Identity,
socio-material relations and classroom practice (2018) considers the contributions of posthumanism to classroom research.
Karin Tusting is Professor in the Department of Linguistics and English Language, Lancaster
University. Her research interests are in the area of workplace literacies, most recently the
university workplace. Her recent publications include Academics Writing: The Dynamics of
Knowledge Creation (with McCulloch, Bhatt, Hamilton and Barton, Routledge 2019) and the
Routledge Handbook of Linguistic Ethnography (editor, 2020).
Theo van Leeuwen is Professor of Language and Communication at the University of South-
ern Denmark. He has published widely in the area of visual communication, multimodality,
critical discourse analysis, and social semiotics and was a founding editor of the journals
Social Semiotics and Visual Communication. Recent publications include the third edition of
Reading Images: The Grammar of Visual Design (with Gunther Kress), Visual and Multimodal
Research in Organization and Management Studies (with Markus Höllerer and others), and
Multimodality and Identity.
Ian Watt is Emeritus Professor of Primary Care at the University of York and the Hull York
Medical School (HYMS). He trained as a GP and public health physician and has worked in
a variety of roles in research, education, and management alongside clinical commitments in
general practice. A major part of his work related to interactions in healthcare.
Li Wei is Director and Dean of the UCL Institute of Education at University College London,
UK, where he is also Chair of Applied Linguistics. He is Editor of International Journal of
Bilingual Education and Bilingualism and Applied Linguistics Review. He is Fellow of the
British Academy, Academia Europaea, Academy of Social Sciences (UK), and Royal Society
of Arts (UK).
xiv
Contributors
Lionel Wee is Provost’s Chair Professor in the Department of English, Linguistics and Theatre
Studies at the National University of Singapore. He sits on the editorial boards of Applied Linguistics, Elements: World Englishes, English World-Wide, International Journal of the Sociology of Language, Journal of Sociolinguistics, Multilingualisms and Diversities in Education,
and Studies in World Language Problems, among others. His research interests include language policy, world Englishes, and general issues in sociolinguistics and pragmatics.
Bencie Woll has been involved in research on sign language for over 40 years. In 2006, she
co-founded the ESRC Deafness Cognition and Language Research Centre and served as its
director until 2017. Her research interests in sign language embrace a wide range of topics,
including the linguistics of British Sign Language (BSL), the history and sociolinguistics of
BSL, deaf communities, deaf education, L1 and L2 acquisition of BSL, sign language and
the brain, and most recently, machine translation of sign language. In 2012, she was elected
a Fellow of the British Academy and, in 2016, a Fellow of the American Association for the
Advancement of Science.
Zhu Hua is Professor of Language Learning and Intercultural Communication and Director
of the International Centre for Intercultural Studies at University College London, UK. She is
an elected Fellow of the Academy of Social Sciences (UK) and an elected Fellow and board
member of the International Academy for Intercultural Research. She is Chair of the British
Association for Applied Linguistics (BAAL), 2021–2024.
Karin Zotzmann works as Associate Professor in Applied Linguistics at the University of
Southampton. Her research interests include the ways socioeconomic, political, and institutional factors and processes impact upon language education and communication more generally. Her work is theoretically informed by critical realism.
xv
Acknowledgements
When Louisa Semlyen from Routledge asked us (Li Wei and Zhu Hua) over coffee whether we
would be interested in leading a new edition of The Routledge Handbook of Applied Linguistics, we said yes without hesitation. That was July 2019, and life was busy but happy and rather
different. Little did we know that the project would span over the COVID-19 pandemic, during
which both of us changed our jobs significantly – Li Wei has taken on a major leadership role
in his university and Zhu Hua has changed institutions twice. James Simpson, who masterfully
edited the first edition of the successful Handbook, also changed his job and crossed continents
to Hong Kong. The new handbook project provided a good distraction from social media and
politics but was also interwoven with changes in our family and work circumstances.
We are most grateful to Louisa Semlyen and her team in Routledge, in particular, Eleni
Steck and Talitha Duncan-Todd, for their support, understanding, and gentle nudges along
the way. We are equally grateful to Sahra Abdullahi, who has assisted us in communicating
with the contributors of no fewer than 60 chapters and keeping track of the progress, and to
Tania Douek, who stepped in at very short notice in the final copy-editing stage. We were most
impressed by and grateful for our contributors’ commitment, fortitude, and support throughout
this project.
The new edition builds on the success of the first edition, published in 2011. Our gratitude
is extended to the colleagues who were involved in the first edition in various capacities. Their
effort has not been forgotten.
This project is testimony to the dedication and achievements of generations of eminent
scholars in the exciting and diverse field of applied linguistics. It will, we hope, contribute to
the vitality of the field and showcase the best of what applied linguists can do.
xvi
Introduction
Li Wei, Zhu Hua, and James Simpson
The new edition of the Routledge Handbook of Applied Linguistics builds on the success of the
first edition, edited by James Simpson and published in 2011, by refreshing and expanding the
coverage to reflect the developments of the field over the last decade. As with the first edition,
the Handbook is intended as an essential reference to key topics in applied linguistics, with
each chapter providing an accessible overview of an area of the field.
Applied linguistics as a transdisciplinary field
Applied linguistics is a transdisciplinary field which connects knowledge about language and
language users to policies and practices in specific contexts. Generally speaking, the role of
the applied linguist is to make insights drawn from areas of language study, combined with
other disciplinary approaches, relevant to society and individuals’ lives. In this sense, applied
linguistics mediates between theory and practice. In the last decade, there has been a growing
recognition of the value of new theorizations and conceptualizations that emerge from applied
research with impact on policy and practice. Applied linguistics has shown the promise of
becoming a theory of practice in itself (Kramsch 2015) or a practical theory of language and
communication (Li 2018).
The origins of applied linguistics lie in the mid-20th century effort to give an academic
underpinning to the study of language teaching and learning. Until at least the 1980s, applied
linguistics was most closely associated with the problems and puzzles surrounding language
pedagogy, learning, and acquisition. Whilst language teaching and learning remains the core of
applied linguistics of the 21st century, the focus of various subfields has shifted considerably.
The acquisition and learning of specific domains of language (e.g. phonology, vocabulary,
pragmatics) have become central issues for second language acquisition (SLA) research, and
teacher development, material, and syllabus design have become core areas for TESOL and
second and foreign language education. What remains under the rubric of applied linguistics are investigations of learner language (often with corpora), classroom discourse, motivation, learner strategy, content and task-based learning, and language testing. In the meantime,
new areas have opened up for applied linguists to explore. For example, translanguaging or
translingual practices, interculturality, intersections between translation and politics and the
DOI: 10.4324/9781003082637-1
1
Li Wei, Zhu Hua, and James Simpson
law, bi- and multilingualism, media discourse, forensic linguistics, sign language, language
planning and language policy, and family language policy, as well as new issues of scholarly
concerns, such as gender, ethnicity and social class, neoliberal ideologies, (in)equality and
social justice, and linguistic landscapes. Some of these areas have long and well-established
histories. But a new generation of applied linguists has joined established researchers to raise
new questions and develop new analytical perspectives. Many of the new research sites came
to the attention of applied linguists because of the intensification of global migration and
contact between people of different linguistic and cultural backgrounds (Block and Cameron
2001). The applied linguist’s traditional focus on the language learner gradually expanded to
the diversity of language user groups. Globalization and language contact also motivated some
to raise questions of access to linguistic resources. A speaker’s apparent lack of proficiency in a
particular language may have nothing to do with their cognitive capacity but could be the result
of a lack of opportunity to access the necessary resources to learn and use the language. Such
issues manifest themselves not only in language teaching classrooms but also in the workplace
as well as health and legal contexts. The new edition of the Handbook further demonstrates the
vitality and widening scope of the field through updating the chapters in the original edition
and bringing in the new topics that have emerged in the last decade. Examples of the latter
include chapters on content and language integrated learning, curriculum and material from the
perspective of decolonization and inclusivity, language awareness, critical and post-humanist
applied linguistics, linguistic landscapes, digital communication, language and race, ecolinguistics, and translanguaging.
The diversity of interests of applied linguists and the ever-expanding scope of the field notwithstanding, applied linguistics maintains its distinctive conceptual focus. The most widely
cited definition of applied linguistics comes from Christopher Brumfit, who describes it as
‘the theoretical and empirical investigation of real-world problems in which language is a
central issue’ (1995: 27). Brumfit’s definition is broad enough to encompass the range of areas
of enquiry indicated above. It also firmly distinguishes applied linguistics from other related
fields by making it problem-oriented. While language is, of course, fundamental to human life
and surrounds us, the problem orientation helps to delimit the field. That is, the motivation
for applied linguistics lies not with an interest in autonomous or idealized language, as with
understandings of linguistics which deal in linguistic universals: applied linguistics data is
collected empirically in contexts of use. Neither is its concern with the entirety of ‘language
in use’. It is demarcated by its interest in how language is implicated in real-world issues.
The scope and structure of the Handbook
This new edition of the Handbook consists of two volumes, 30 chapters each, but retains a
broadly similar chapter format, covering a history of the area, a critical discussion of its main
current issues, and an indication of its emergent debates and future trajectory. Chapters conclude with a list of related topics in the Handbook. Bibliographical references appear at the
end of each chapter, making them self-contained. Finally, each chapter has a section on further
reading: a short annotated list of works which readers might consult for a more in-depth treatment of the area.
Volume 1 of the Handbook focuses on language learning and language education. It is
made of two parts. Part I is on language learning and language education – the historical core
of applied linguistics, with the aim of addressing practical problems in language learning and
teaching. The new edition includes the topics which have emerged or have seen considerable
2
Introduction
development in last few years, such as content and language integrated learning, language
learning across the lifespan, English as an additional language, and the topics which were
not included in the first edition due to space constraints, such as curriculum and material and
language awareness. Part II is on key areas and approaches to applied linguistics. The section
foregrounds the range of different conceptualizations and methodological approaches as well
as the interdisciplinarity of applied linguistics.
Volume 2 also contains two parts and focuses on broader issues beyond language teaching
and learning that applied linguists deal with. In Part I, ‘Applied linguistics in society’, new
topics include family language policy, critical applied linguistics, digital communication, intercultural communication, institutional discourse, language and race, and politics and applied
linguistics. Part II, ‘Broadening horizons’ contains new chapters on language attrition,
posthumanism and applied linguistics, linguistic landscapes, endangered languages, ecolinguistics, and translanguaging.
The contents of this volume can be found on the Table of Contents pages. The contents of
Volume I include the following:
Part I: Language learning and language education
1
2
3
4
5
6
7
8
9
10
11
12
13
14
Conceptualizing language education: theories and practice – Diane Larsen-Freeman
Second and additional language acquisition across the lifespan – Lourdes Ortega
Language teaching and methodology – Scott Thornbury
Technology and language learning – Richard Kern
Teacher communities of practice – Simon Borg
Curriculum and materials: decolonization and inclusivity – John Gray
Content and language integrated learning and English medium instruction –
Heath Rose and Jim McKinley
Bilingual and multilingual education – Ingrid Gogolin
English for academic purposes – Nigel Harwood and Bojana Petrić
Language testing – Barry O’Sullivan
Language awareness – Xuesong (Andy) Gao
Classroom discourse – Amy B. M. Tsui
Language and culture – Claire Kramsch
Language socialization – Agnes Weiyun He
Part II: Key areas and approaches in applied linguistics
15
16
17
18
19
20
21
22
23
24
25
26
Grammar – Michael Swan
Lexis – Joe Barcroft and Gretchen Sunderman
Applied phonetics and phonology – Helen Fraser
Literacy – Doris S. Warriner
Genre analysis – John Flowerdew
Stylistics – Elena Semino
Discourse analysis – Guy Cook
Corpus linguistics – Phoebe Lin and Svenja Adolphs
Cognitive linguistics – Bodo Winter and Florent Perek
Systemic functional linguistics – Lise Fontaine and Anne McCabe
Generative grammar – Shigenori Wakabayashi
Psycholinguistics and second language acquisition – John Field
3
Li Wei, Zhu Hua, and James Simpson
27 Neurolinguistics in language learning and teaching – John W. Schwieter and
Stefano Rastelli
28 Psychology of language learning: personality, emotion, and motivation –
Jean-Marc Dewaele
29 Sociocultural approaches to language development – Steven L. Thorne and Thomas Tasker
30 Sociolinguistics for language education – Petros Karatsareas
We hope that the new enlarged edition of the Handbook further reflects the scope of contemporary applied linguistics and will stimulate the interests of a new generation of students
and researchers in this exciting and diverse field.
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struggle, and subject to change across time and space. An afterword by Claire Kramsch addresses Norton’s
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communities.)
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Lexicography
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Fuertes-Oliveira, P. (ed.) (2018) The Routledge Handbook of Lexicography, London and New York: Routledge. (A handbook with 47 chapters covering all aspects of lexicography, focusing on the functional
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Linguistic landscapes
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to LLs. Providing a thorough synopsis of the methods and theories that have thus far shaped the field, it
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bodies and body art.)
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between problems and solutions in emergency medicine’, Pragmatics & Cognition, 24(1): 62–90.
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reading on different devices’, Library & Information Science Research, 36(3–4): 179–184.
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Dordrecht: Kluwer Academic.
Wang, C. and Wang, M. (2015) ‘Effect of alignment on L2 written production’, Applied Linguistics, 36(5):
503–526.
Zheng, D. , Liu, Y. , Lambert, A. , Lu, A. , Tomei, J. and Holden, D. (2018) ‘An ecological community
becoming: Language learning as first-order experiencing with place and mobile technologies’, Linguistics
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Translanguaging
García, O. , Flores, N. , Seltzer, K. , Li, W. , Otheguy, R. and Rosa, J. (2021) ‘Rejecting abyssal thinking in
the language and education of racialized bilinguals: A manifesto’, Critical Inquiry in Language Studies, 18(3):
203–228. (This is a landmark article that represents the latest thinking of the concept and its radical ideas for
language education.)
García, O. and Li, W. (2014) Translanguaing: Language, Bilingualism and Education, Houndsmill,
Basingstoke: Palgrave Macmillan. (This award-winning volume is one of the most authoritative and
comprehensive accounts of the development and rationale of the concept. It contains examples of how the
concept applies to bilingual education.)
Li, W. (2018) ‘Translanguaging as a practical theory of language’, Applied Linguistics, 39(1): 9–30. (This is a
position paper that outlines translanguaging as a practical theory of language that raises fundamental
questions beyond language education, in fields such as of human cognition and communication.)
Li, W. (2022) ‘Translanguaging as method’, Research Methods in Applied Linguistics, 1(3): 100026. (This
article outlines significant methodological shifts that the concept of translanguaging aims to facilitate.)
Li, W. and García, O. (2022) ‘Not a first language but one repertoire: Translanguaging as a decolonizing
project’, RELC Journal, 00336882221092841. (This article clarifies some of the misunderstandings of the
concept of translanguaging and responds to practical questions regarding translanguaging in education.)
Baker, C. (2001) Foundations of Bilingual Education and Bilingualism. 3rd ed., Clevedon: Multilingual
Matters.
Baker, C. and Wright, W. (2017) Foundations of Bilingual Education and Bilingualism, 6th ed., Bristol:
Multilingual Matters.
Barac, R. , Bialystok, E. , Castro, D. C. and Sanchez, M. (2014) ‘The cognitive development of young dual
language learners: A critical review’, Early Childhood Research Quarterly, 29(4): 699–714.
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function and working memory’, Psychology and Aging, 29: 696–705.
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E. Brantmeier (eds.), Re-Envisioning Higher Education: Embodied Pathways to Wisdom and Transformation,
Charlotte, NC: Information Age Publishing, pp. 95–106.
Cook, V. and Li, W. (eds.) (2016) The Cambridge Handbook of Linguistic Multi-Competence, Cambridge:
Cambridge University Press.
Dewaele, J. M. and Li, W. (2012) ‘Multilingualism, empathy and multicompetence’, International Journal of
Multilingualism, 9(4): 352–366.
Dewaele, J. M. , and Li, W. (2013) ‘Is multilingualism linked to a higher tolerance of ambiguity?’, Bilingualism:
Language and Cognition, 16(1): 231–240.
García, O. (2009) Bilingual Education in the 21st Century: A Global Perspective, Oxford: Wiley-Blackwell.
García, O. , Johnson, S. I. , Seltzer, K. and Valdés, G. (2017) The Translanguaging Classroom: Leveraging
Student Bilingualism for Learning, Philadelphia, PA: Caslon.
García, O. and Kleyn, T. (eds.) (2016) Translanguaging with Multilingual Students: Learning from Classroom
Moments, London: Routledge.
García, O. and Li, W. (2014) Translanguaing: Language, Bilingualism and Education, Houndsmill,
Basingstoke: Palgrave Macmillan.
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on Discourse, Vol. 1: Selected Theoretical Papers from the Ninth International Systemic Workshop,
Westport, CT: Praeger.
Kharkhurin, A. V. and Li, W. (2015) ‘The role of code-switching in bilingual creativity’, International Journal of
Bilingual Education and Bilingualism, 18(2): 153–169.
Li, W. (2011) ‘Moment analysis and translanguaging space: Discursive construction of identities by
multilingual Chinese youth in Britain’, Journal of Pragmatics, 43(5): 1222–1235.
Li, W. (2018) ‘Translanguaging as a practical theory of language’, Applied Linguistics, 39(1): 9–30.
Mazak, C. M. and Carroll, K. S. (eds.) (2016) Translanguaging in Higher Education: Beyond Monolingual
Ideologies, Clevedon: Multilingual Matters.
Prior, A. and Gollan, T. H. (2011) ‘Good language-switchers are good task-switchers: Evidence from
Spanish-English and Mandarin-English bilinguals’, Journal of the International Neuropsychological Society,
17: 682–691.
Swain, M. (2006) ‘Languaging, agency and collaboration in advanced second language learning’, in H.
Byrnes (ed.), Advanced Language Learning: The Contributions of Halliday and Vygotsky, London:
Continuum, pp. 95–108.
Swain, M. and Lapkin, S. (2002) ‘Talking it through: Two French immersion learners’ response to
reformulation’, International Journal of Educational Research, 37: 285–304.
Thibault, P. J. (2017) ‘The reflexivity of human languaging and Nigel Love’s two orders of language’,
Language Sciences, 61: 74–85.
Williams, C. (1994) Arfarniad o Ddulliau Dysgu ac Addysgu yng Nghyd-destun Addysg Uwchradd
Ddwyieithog [An evaluation of teaching and learning methods in the context of bilingual secondary education
]. Unpublished doctoral thesis. University of Wales, Bangor.