This book investigates the relationship between English and personal and national development in the era of globalization. It addresses the effects that the increased use of English and the promotion of English-language education are having in developmental contexts, and their impact on broader educational issues.

This textbook provides a step-by-step introduction to the history of the English language (HEL), offering a fresh perspective on the process of language change. Aimed at undergraduate students, The Emergence and Development of English is accessibly written, and contains a wealth of pedagogical tools, including chapter openers, key terms, chapter summaries, end-of-chapter exercises and suggestions for further reading. A central theme of the book is 'emergence', the key term from the study of complex systems, which describes how massive numbers of random verbal interactions give rise to regularities that 'emerge' without specific causes. This unique approach encourages readers to incorporate complex systems into the mainstream coverage of HEL. Additional resources include examples of language from each period, as well as appendices on terminology, online resources and audio samples.

Explorations of language development in different types of learner populations and across various languages. This volume examines language development in different types of learner populations and across various languages. The contributors analyze experimental studies of child and adult language acquisition, heritage language development, bilingualism, and language disorders. They consider theoretical and methodological issues; language development in children, discussing topics that range from gestures to errors in person and number agreement; and development and attrition of (morpho)syntactic constructions in second language learners, bilinguals, and Alzheimer's patients. The approach is "crosslinguistic" in three senses of the word: the contributors offer analyses of acquisition phenomena in different languages; they consider "crosslinguistic influence," or the potential effects of multiple languages on one another in the mind of the same speaker; and (in a novel use of the term, proposed by the editors) the chapters bring together theoretical and methodological approaches pertinent to the linguistics of language development in children, adults, and heritage speakers.

While there is much in the literature on ESL development, this book is the first of its kind to track the development of specific language abilities in an Intensive English Program (IEP) longitudinally and highlights the implications of this particular study’s findings for future IEP implementation and practice and ESL and SLA research. The volume draws on many years’ worth of data from learners at an IEP at the University of Pittsburgh to explore selected aspects of language development, including lexical, grammatical, speaking, and writing abilities, in addition to placement assessment practices and student learning outcomes. A concluding chapter points to the ways in which these findings can be applied to decision making around IEP curriculum development and the future role of IEPs in higher education more broadly. With its focus on students in IEP settings and the concentration on data from students evaluated over multiple semesters, this volume offers a unique opportunity in which to examine longitudinal developmental patterns of different L1 groups on a variety of measures from the same learners and will be key reading for students and researchers in second language acquisition, English for Academic Purposes, language education, and applied linguistics.

Using empirical data, this volume explores the link between second language development and social integration of migrant school students.

This volume describes the development of Standard English from Middle English onwards.