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L2 learning as social practice: Conversation-analytic perspectives
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This volume collects empirical studies applying Conversation Analysis to situations where second, third and other additional languages are used. A number of different aspects are considered, including how linguistic systems develop over time through social interaction, how participants 'do' language learning and teaching in classroom and everyday settings, how they select languages and manage identities in multilingual contexts and how the linguistic-interactional divide can be bridged with studies combining Conversation Analysis and Functional Linguistics. This variety of issues and approaches clearly shows the fruitfulness of a socio-interactional perspective on second language learning.

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Tala fa'asamoa e faitau fa'atasi, Samoan stories to read together
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These three charming stories —”Speak to Me in Samoan,” The Girl Who Plays Golf,” and “Lani and Lili”— depict everyday situations for a typical Samoan-American family in Hawai'‘i. These generously illustrated stories are intended for families to read together. Each picture panel is accompanied by a sentence or two describing the action and one or two comprehension questions. Appropriate for children of all ages.

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'O faia fa'atumua o Samoa mai tala o le vavau
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More so than most other Polynesian languages, the Samoan language is highly stratified. The common spoken form of Samoan used among friends and peers, for example, would be inappropriate for public speaking at both traditional and non-traditional gatherings. At these kinds of events, Gagana Fa‘aaloalo (Respect Language) and Gagana Fa‘afail?uga (Chiefly Language/Oratory) are used. Both of these speech registers interweave into the language references to Samoan history, genealogies, and, more recently, the Christian bible. The first book in this series, ‘o si manu a ali‘i, was written primarily to provide linguistic background for these registers. This second book, ‘'O Faia Fa‘'atumua o Samoa mai Tala o le Vavau, provides the core knowledge necessary to understand the high level of interplay in Samoan oratory between language and history.

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In 1990, the Department of Education established the first Language Resource Centers (LRCs) at U.S. universities in response to the growing national need for expertise and competence in foreign languages. Now, twenty-five years later, Title VI of the Higher Education Act supports sixteen LRCs, creating a national network of resources to promote and improve the teaching and learning of foreign languages.

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