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This book takes a fresh look at the challenge of setting up educational writing intervention studies in authentic class contexts. In four sections, the book offers innovative approaches on how to conceptualize, design, implement, and evaluate writing interventions for research purposes. Hot topics in the field such as professional development for scaling up writing interventions, building research practice partnerships, implementation variation and fidelity, and response to intervention are addressed. To illustrate the proposed approaches for writing promotion, the book showcases a wide variety of writing interventions from around the world, ranging from single-participant designs to large-scale intervention studies in writing.
Volume Editors: , , and
This volume provides a timely reflection of this growing interdisciplinary field of translation, interpreting and political discourse. It includes very recent work carried out by researchers from a range of countries. The chapters illustrate new trends and perspectives in the interdisciplinary research field, and extends previous research. The volume covers both translation and interpreting modes in monolingual, bilingual and multilingual contexts. It features the convergences and synergies between the two modes, and thus provides new insights on these different modes of language communication. Furthermore, instead of situating translation in politics or politics in translation, the volume treats political discourse and translation/interpreting at equal levels, thus allowing more room for the discussion of the interdisciplinary nature of the field.
Approaches to Translation Studies is an international series promoting the scholarly study of translation. The notion of plural ‘approaches’ to translation and its study calls up images of scholarly explorers following untrodden paths to translation, or more cautiously (re)tracing the familiar routes. Either way, it indicates a refusal to be tied to dogma or prejudice, a curiosity about possible new vistas, and an awareness that the observer’s view depends on where s/he comes from. But a recognition of the plurality of possible approaches does not necessarily mean passive acquiescence to relativism and scepticism. The idea of ‘approaching’ translation also implies a sense of purpose and direction.

In the context of today’s globalised and pluralised world, this metaphorically suggested perspective is perhaps more relevant than ever before. The series therefore remains fully committed to it, while trying to respond to the rapid changes of our digital age. Ready to travel between genres, media and technologies, willing to span centuries and continents, and always keeping an open mind about the various oppositions that have too often needlessly divided researchers (e.g. high culture versus popular culture, linguistics versus literary studies versus cultural studies, translation ‘proper’ versus ‘adaptation’), the series Approaches to Translation Studies will continue to accommodate all translation-oriented books that match high-quality scholarship with an equal concern for reader-friendly communication.

Approaches to Translation Studies is open to a wide range of scholarly publications in the field of Translation Studies (monographs, collective volumes…). Dissertations are welcome but will obviously need to be thoroughly adapted to their new function and readership. Conference proceedings and collections of articles will only be considered if they show strong thematic unity and tight editorial control. For practical reasons, the series intends to continue its tradition of publishing English-language research. While students, teachers and scholars in the various schools and branches of Translation Studies make up its primary readership, the series also aims to promote a dialogue with readers and authors from various neighbouring disciplines.

Approaches to Translation Studies was launched in 1970 by James S Holmes (1924-1986), who was also one of the ‘founding fathers’ of Translation Studies as an academic discipline. At later stages the series’ editorship passed into the hands of Raymond van den Broeck, Kitty M. van Leuven-Zwart and Ton Naaijkens. Being the very first international series specifically catering for the needs of the fledgling discipline in the 1970s, Approaches to Translation Studies has played a significant historical role in providing it with a much needed platform as well as giving it greater visibility in the academic marketplace.

Authors are cordially invited to submit proposals and/or full manuscripts to the publisher at BRILL, Masja Horn.

Volumes 2, 4, and 5 were published by Van Gorcum (Assen, The Netherlands), but orders should be directed to Brill | Rodopi.

The series published an average of two volumes per year over the last 5 years.
Studies in Writing aims for multiple perspectives of writing, education and texts. The series provides a collection of theoretical and empirical insights into the foundations of writing, and learning and teaching processes in written composition. The series aims to cover theoretical issues, supported by both quantitative and qualitative empirical research and representing a wide range of nationalities. Studies in Writing provides a forum for research from established researchers, as well as contributions from young scholars. Fields of research covered are cognitive, socio-cognitive and developmental psychology, psycholinguistics, text linguistics, curriculum development and instructional science. The series was founded by Gert Rijlaarsdam and Eric Espéret in 1994. It was pursued by Gert Rijlaarsdam until 2014, becoming a reference in the field of writing research.

Series Editor:
This series is dedicated to the development and promotion of the linguistically-informed study of the Bible in its original languages. Biblical studies has greatly benefited from modern theoretical and applied linguistics, but stands poised to benefit from further integration of the two fields of study. Most linguistics has studied contemporary languages and attempts to apply linguistic methods to the study of ancient languages requires systematic re-assessment of their approaches. This series is designed to address such challenges, by providing a venue for linguistically-based analysis of the languages of the Bible. As a result, monograph-length studies and collections of essays in the major areas of linguistics, such as syntax, semantics, pragmatics, discourse analysis and text linguistics, corpus linguistics, cognitive linguistics, and comparative linguistics will be encouraged and any theoretical linguistic approach will be considered, both formal and functional. Primary consideration is given to the Greek of the New and Old Testaments and of other relevant ancient authors, but studies in Hebrew, Coptic, and other related languages will be entertained as appropriate.

The series has published an average of one volume per year over the last 5 years.
Volume Editors: and
The development of teaching and learning materials is an essential component of endangered language revitalisation, yet there is very little academic research on this crucial topic. Our volume seeks to address this imbalance by examining endangered language pedagogical materials from around the world including traditional resources such as grammars, dictionaries, and textbooks, as well as new media such as online courses, apps, video games, etc. Chapters provide theoretical and applied perspectives, and consider Indigenous and other threatened languages from various regions of the world including the Americas, Australia, Europe, the Indian subcontinent, and Southeast Asia. This volume is the first in the FEL Yearbook Series.


The lack of appropriate pedagogical materials for teaching and learning Indigenous Australian languages can provide opportunities for innovative practice in resource development. Significant work is required to activate language materials from documentary or community sources for specific outcomes. The assemblage of such resources into pedagogical courses can also build the status and profile of languages in new contexts. This chapter reports on a project which drew on a range of existing resources and created new ones for teaching an Indigenous Australian language in a university context. The lack of traditional pedagogical materials for Bininj Kunwok languages of Australia’s Northern Territory created opportunities for local authorities and researchers to collaboratively identify and create a range of authentic materials to present the perspective of local Bininj people, as well as useful materials to support teaching and learning their languages in different contexts. The chapter aims to provide ideas for other groups to identify and create new resources to support the teaching and learning of endangered languages, and thereby to increase their value and recognition.

In: Teaching and Learning Resources for Endangered Languages
Authors: and


This chapter considers the relationships between teaching contexts and methods for large languages and methods for teaching endangered languages. Language pedagogy is a priority issue for endangered languages because they will increasingly need to be transmitted by institutional means. We attempt to answer the question: are methodologies and materials designed for teaching large languages suitable for teaching endangered languages? We propose criteria that could be applied to evaluate methodologies for their applicability to endangered language learner cohorts and contexts. These criteria could help teachers (and learners) decide if a given methodology is likely to be effective. We urge teachers to have a keen eye for what counts as learnable input and meaningful output, for how each reinforces the other, and for selecting their relative weighting. In other words, drawing from, combining, and avoiding aspects of methodologies is more important than adherence to any particular one.

In: Teaching and Learning Resources for Endangered Languages


As most, albeit not all, endangered and minoritised languages lack a written tradition, the creation of pedagogical and literacy materials is necessarily preceded by the adaptation or development from scratch of an orthography. Frequently, members of minority communities have strongly felt attitudes towards their language and the (non-)necessity of using it in writing, or have other reasons to perpetuate orality. Attitudes can be addressed if appropriate conditions occur. Blanga (Solomon Islands) illustrates a case in which attitudes towards writing in the mother tongue are becoming increasingly positive, due to the advent of modern technology. Variation can also be a major challenge faced by orthography development. Promoting a particular dialect and its associated spelling as spoken and written standards is controversial because it may marginalise and further endanger other varieties. One option is to promote a polynomic alternative, which allows for orthographic diversity related with regional variation. Orthographic diversity, however, may have other causes. In Blanga, it reflects generational differences and results in a mismatch between a traditional orthography and its proposed revision. The polynomic model is not straightforward when no relation exists between orthographic and regional variation. An individual variation approach, on the other hand, may be more appropriate.

In: Teaching and Learning Resources for Endangered Languages


This chapter discusses the results of several projects aimed at the description and study of endangered languages and cultures in Europe and Asia, which have been carried out by research groups in the Netherlands, Russia, Germany, and Japan. In the Netherlands, these projects are being undertaken by the Mercator European Research Centre on Multilingualism and Language Learning of the Fryske Akademy, and in Germany by the Foundation for Siberian Cultures. In both cases, the work is related to the teaching and learning of (endangered) minority languages in Europe and Asia. The Foundation for Siberian Cultures provides learning tools and teaching materials for the languages of eastern Asia, which are prepared and applied in collaboration with local speakers of the languages. As an illustration the situation for the Itelmen people on the Kamchatka Peninsula will be introduced; a small number of members of this community still know and use the language. They can play a role in the safeguarding of their language by maintaining their culture and speaking their language. The recorded material is stored in a digital database and made available to teachers of the language and to the scholarly world, where these items are studied.

In: Teaching and Learning Resources for Endangered Languages