Foreign Language Study

The aim of this edited volume is to examine how current theories and principles underlying English as a Lingua Franca studies contribute to research on present pedagogical practices in ELF contexts. The book provides useful insights into pedagogical practices in different ELF settings and knowledge on the pedagogy-policy relationship in terms of ELF.

In a constantly interconnected world communication takes place beyond territorial boundaries, in networks where English works as a lingua franca. The volume explores how ELF is employed in internationally-oriented personal blogs; findings show how bloggers deploy an array of resources to their expressive and interactional aims, combining global and local communicative practices. Implications of findings in ELF and ELT terms are also discussed.

This is a timely book on one of the most widely debated issues in applied linguistics: what is the social and cultural significance of English as a lingua franca for the internationally mobile students of the 21st century in Central Europe? Through an in-depth analysis of social practices, the book develops an exciting, innovative multilingual approach to out-of-class language use and language learning that engages students in the co-construction of identities. Apart from scholars, the book will appeal to policy makers and educators who are concerned with the internationalization of universities in Central Europe.

Résultat d’un procédé syntaxique, l’adjectivité désigne l’emploi adjectival d’une unité lexicale. Elle recouvre en partie le phénomène de l’adjectivation, qui fait plus spécifiquement référence à la transformation morphologique d’un mot en un adjectif, permise notamment par le mécanisme de la dérivation.

L’adjectivité semble toucher de très nombreuses langues ; c’est pourquoi cet ouvrage entend inscrire la question du fonctionnement adjectival dans une perspective plus large que celle de la linguistique française, pour examiner le statut et le fonctionnement de l’adjectivité (voire de l’adjectivation) dans quatorze langues du monde : l’allemand, l’anglais, l’arabe, le chinois, l’espagnol, le finnois, le français, l’hébreu, l’italien, le japonais, le néerlandais, le russe, le suédois ou encore le vietnamien sont autant de langues analysées et comparées dans le présent ouvrage à la lumière de l’adjectivité, plus ou moins teintée, selon les idiomes, du phénomène d’adjectivation.

Par-delà la question de l’adjectivité, cet ouvrage de référence offrira au lecteur un regard croisé sur le fonctionnement morphosyntaxique et sémantique de ces langues qui, en dépit de leurs origines parfois très éloignées, présentent à certains égards des similitudes remarquables.

This monograph is the first large-scale corpus analysis of French il y a clefts. While most research on clefts focusses on the English ‘prototypical’ it-cleft and its equivalents across languages, this study examines the lesser-known il y a clefts – of both presentational-eventive and specificational type – and provides an in-depth analysis of their syntactic,　semantic and discourse-functional properties.

In addition to an extensive literature review and a comparison with Italian c’è clefts and with French c’est clefts, the strength of the study lies in the critical approach it develops to the common definition of clefts. Several commonly used criteria for clefts are applied to the corpus data, revealing that these criteria often lead to ambiguous results. The reasons for this ambiguity are explored, thus leading to a better understanding of what constitutes a cleft. In this sense, the analysis will be of interest to specialists of Romance and non-Romance clefts alike.

Cet ouvrage se consacre à l’étude des noms d’humains, une catégorie de noms encore relativement peu étudiée. À première vue, ces noms concrets généralement comptables ne présentent pas d’originalité marquante. Il suffit cependant d’observer la quantité des noms d’humains existants, et la variété de leurs procédés de dérivation morphologique, pour entrevoir le statut particulier qu’ils revêtent, tant quant à leur degré de différentiation sémantique qu’à leurs niveaux de généralisation bien plus spécifiques que chez les autres noms concrets. Outre cet aspect plutôt quantitatif, les noms d’humains présentent aussi des particularités qualitatives – notamment en termes d’agentivité.

Les contributions rassemblées dans ce volume permettent de mettre en évidence ces spécificités : les traits modaux – généralement associés au domaine verbal, mais très clairement liés à l’intentionnalité des agents – des noms d’humains ; la richesse de leurs procédés de dérivation – selon le degré d’agentivité – ; ou encore les sous-classes sémantiques que l’on peut définir parmi eux à partir de divers aspects (inter-) actionnels.

Das Wörterbuch umfasst den Kernbestand an wissenschaftlichem und technischem Fachvokabular. Aufgeführt sind Worte und Formulierungen, die allen technischen Disziplinen gemein sind und einen Großteil der in beliebigen Fachartikeln verwendeten Begriffe abdecken. Das Werk besticht durch die einzigartige Organisierung der Termini in Rubriken wie "Knowledge", "Space" oder "Substance", die es dem Leser erlaubt, zusätzlich zu einem Wort auch mit diesem verwandte Begriffe mit ihren deutschen Äquivalenten zu finden.

Tabus sind Ausdruck des kulturellen Entwicklungsstandes und Selbstverständnisses einer Gesellschaft und reflektieren somit deren Mentalität und Wahrnehmung der Realität. Speziell sprachliche Tabus sind über Euphemismen greifbar, die eine optimale Grundlage für entsprechende Interpretationen darstellen. Auf diesem Hintergrund gilt der Band französischen und italienischen Euphemismen, wie sie entsprechend dem Sprachverständnis der Lexikographen zweier maßgebender Wörterbücher als solche ausgewiesen sind und sich bei umsichtiger Auswertung besonders gut für kulturvergleichende Betrachtungen eignen. Ausgehend von einer quantitativen und qualitativen Klassifizierung in Bezug auf formale und semantische Gemeinsamkeiten und Unterschiede werden die Euphemismen in ihrer Raison d'être kultur- und mentalitätshistorisch erklärt und motivgeschichtlich in Bereichen verankert, die vom Magisch-Religiösen über das Ethisch-Ästhetische und Politisch-Korrekte bis hin zur „Ethik ohne Moral“ reichen. Dabei wird das Phänomen des Euphemismus in seinen Ursachen, Motiven und Funktionen getrennt betrachtet und einer Gesamtinterpretation zugeführt.

This book explores a relatively little investigated area of creole languages, word-formation. It provides the most comprehensive account so far of the word-formation patterns of an English-based creole language, Sranan, as found in its earliest sources, and compares them with the patterns attested in the input languages. One of the few studies of creole morphology based on historical data, the book discusses the theoretical problems arising with the historical analysis of creole word-formation and provides an analysis along the lines of Booij’s (2005, 2007) Construction Morphology in which the assumed boundaries between affixation, compounding and syntactic constructions play a very minor role. It shows that Early Sranan word-formation is characterised by the absence of superstrate derivational affixes, the use of free morphemes as derivational markers and of compounding as the major word-formation strategy. The emergence of Early Sranan word-formation involved multiple sources (the input languages, universals, language-internal development) and different mechanisms (reanalysis of free morphemes as derivational markers, adaptation of superstrate complex words, transfer from the substrates and the creation of innovations). The findings render untenable theoretical accounts of creole genesis based on one explanatory factor, such as superstrate or substrate influence.

The minimalist notion of a phase has often been investigated with a view to the interfaces. ‘Phases’ provides a strictly syntax-internal perspective.
If phases are fundamental, they should provide the grounds for a unifying treatment of different syntactic phenomena. Concentrating on displacement, the book argues that this expectation is borne out: there is an empirical clustering of properties, whereby the phrases that undergo pied-piping are also the phrases that host intermediate traces of cyclic movement. The same phrases also host partial and secondary movement. Finally, the immediate complements within these phrases never strand the embedding heads. The phrases that show this behaviour are the phases (CP, vP, DP, and PP).
To account for the cluster of properties, phases are claimed to have two special properties: their complement is inaccessible to operations outside, the Phase Impenetrability Condition; their heads may be endowed with unvalued features that are neither connected to the categorical status of the phase nor interpreted on it. It is shown how the cluster of empirical properties flows naturally from these two assumptions, supporting the idea that phases are indeed a fundamental construct in syntax.

Die Frage, was Tempora im Vergleich zu Modi und Aspekten sind und semantisch bewirken, ist in der modernen Forschung trotz wichtiger neuer Erkenntnisse und Ansätze bislang nicht zufriedenstellend geklärt.
Die vorliegende Abhandlung untersucht ‑ nach einem umfassenden Forschungsbericht ‑ am Beispiel des Gegenwartsfranzösischen die Unterscheidungskriterien für Tempora und den Einfluss von Intonation, Wortbedeutung und Syntax auf deren Semantik und klärt den Anteil der Sprecherbezogenheit. Es entsteht im formalen Rahmen des Ansatzes der Integrativen Sprachwissenschaft (IL: Lieb und andere) eine detaillierte, auf höhere Stringenz und Kohärenz abzielende Neuanalyse des gesamten französischen Tempussystems, bei der auch viele neue Einsichten zum Französischen, insbesondere zu Tempusverwendungen außerhalb des Indikativs, gewonnen werden.
Das Buch richtet sich in erster Linie an Fachlinguisten und Examenskandidaten der Allgemeinen und der Romanistischen Linguistik, ist jedoch durch die Fülle an Belegen und Beweisführungen eine wichtige Informationsquelle für alle, die sich mit Fragen zum französischen Tempussystem gezielt vertraut machen möchten.

Die Festschrift zum 65. Geburtstag des Romanisten Günter Holtus versammelt 67 Aufsätze von Sprach- und Literaturwissenschaftlern aus Europa, den USA und Lateinamerika. Zentrale Themenfelder sind die Varietätenlinguistik, die seit den 80er und 90er Jahren des 20. Jahrhunderts die romanistische Diskussion wesentlich mitbestimmt hat, die traditionellen sprachwissenschaftlichen Kerndisziplinen Sprachgeschichte und Lexikologie, die Editionsphilologie und Skriptaforschung, die seit ihren Anfängen immer wieder für lebhafte Diskussionen gesorgt haben, sowie Stand und Perspektiven der Romanistik als universitärer Disziplin.

Die Metonymie kann als ein grundlegender Konzeptualisierungsmechanismus aufgefasst werden, der sich in der alltäglichen Sprache niederschlägt Es liegt nahe, dass ein solcher Mechanismus, der die Kontiguität zweier Konzepte hervorhebt, nicht ohne Wirkung auf die umgebenden Strukturen im Diskurs bleibt. Deshalb wurde anhand von Beispielausschnitten aus einem französischen Nachrichtenmagazin der bisher vernachlässigte diskursfunktionale Aspekt der Metonymie analysiert.
Zum einen kann Metonymie Diskurskontinuität (als formale und konzeptuelle sukzessive Weiterführung einer Entität im Diskurs) unterstützen: Beim Einsatz von Metonymien in Zusammenhang mit Anaphern geht es meist darum, durch die formale Fortführung eines Ausdrucks und den Rückgriff auf informationsstrukturell Gegebenes mittels der indirekten Referenz der Metonymie den Eindruck von Kontinuität herzustellen. Zum anderen können einzelne Metonymien eine der Argumentation des Diskurses entsprechende Perspektive und damit Kohärenz (als sinnvolle Verknüpfung zwischen den einzelnen im Diskurs evozierten Konzepten) erzeugen. Während eine kohärenzstiftende Funktion auch für die Metapher zu beobachten ist, bleibt die Herstellung von Diskurskontinuität der Metonymie vorbehalten.

Dieser Sammelband enthält eine Auswahl von Forschungsbeiträgen, die auf dem 30. Deutschen Romanistentag 2007 in Wien innerhalb der Sektion „Modus und Modalität in den romanischen Sprachen“ vorgestellt wurden. Dieser Titel nahm Bezug auf Palmers bekannte Monographie Mood and Modality, wobei für die Publikation nun die Reihenfolge umgekehrt und die Modalität als erstes Konjunkt vorangestellt wird, da sie als fundamentale Kategorie Ausgangspunkt der wissenschaftlichen Betrachtung sein soll. Die untersuchten Sprachen umfassen das Portugiesische, Italienische, Spanische, Rumänische, Katalanische und Französische. Der erste Teil des Bandes befasst sich mit den Interpretationsmöglichkeiten von Modalität sowohl einzelsprachlich als auch vergleichend und berücksichtigt dabei insbesondere ihre Beziehungen zur Kategorie Tempus, zu Satzkonnektoren, nicht-finiten Relativsätzen, Evidentialität und Epistemizität sowie zur Illokution. Der zweite Teil stellt Analysen einzelsprachlicher Phänomenbereiche der Modusselektion und Modusalternation vor. Alle Beiträge diskutieren den kategoriellen Status und die semantischen Effekte von Modalität und Modus sowie deren Wechselbeziehungen unter Bezugnahme auf eine Vielfalt neuerer theoretischer Ansätze.

Dans cette étude, nous répondons à la question: «Comment, d'après ce qu'on peut observer dans les chartes écrites en français à Liège avant 1292, la ponctuation interagit-elle avec la syntaxe dans la langue française médiévale?»
D'abord, nous définissons les concepts mobilisés. Le terme ponctogramme («signe de ponctuation») est défini selon une approche spatiale de l'écriture et nous définissons la syntaxe sur la base de la notion de relation minimale (Lemaréchal). Partant du lien sémantique entre les constituants, nous étudions comment ce lien est grammaticalement spécifié.
L'analyse s'appuie ensuite sur la statistique. Les relations liant constructions et présence de ponctuation sont évaluées. Il en ressort une liste de structures attirant le marquage (p. ex.: phrases, circonstants) ou le rejetant (p. ex.: prédicats, relateurs). La ponctuation n'était pas obligatoire, mais sa présence était due au contexte syntaxique.
L'étude de la forme des signes révèle un ‹·› très fréquent, les autres formes étant plus spécifiques à certaines constructions (p. ex.: circonstants): les scribes n'employaient pas indifféremment les signes.

Les douze études réunies dans cet ouvrage explorent l’histoire pluriséculaire de l’expansion culturelle et territoriale du français, depuis le Moyen Âge jusqu’à nos jours. Elles mettent l’accent sur l’évolution de la variation diatopique, sur la relation entre l’oral et l’écrit et sur les changements engendrés par le contact linguistique. Ce faisant, le volume s’intéresse également aux politiques linguistiques et aux représentations normatives qui ont agi sur la diffusion du français à travers l’espace social et géographique, tant en domaine d’oïl que dans la francophonie européenne et mondiale. Les contributions à ce volume sont regroupées selon trois volets thématiques : l’évolution de la norme et de la variation du français en Europe ; l’histoire des usages et de l’enseignement du français en tant que langue seconde ou véhiculaire ; les continuités et ruptures dans la genèse du français d’Outre-mer et des langues créoles à base française.

Historische Aufforderungshandlungen sind gute Quellen für die Erforschung der Höflichkeitsstrategien früherer Epochen. Die Arbeit untersucht an Hand eines Korpus fiktionaler und non-fiktionaler französischer Texte zunächst die Häufigkeit verschiedener Formulierungstypen für unterschiedliche Arten von Aufforderungen, z.B. Bitten, Befehlen, Vor- und Ratschlägen. Neben den unmittelbaren Versprachlichungsstrategien (z.B. der direkten Aufforderung im Imperativ ferme la porte, der konventionell-indirekten Umschreibung pourrais-tu fermer la porte und anderen) wird auch deren Einbettung in das sprachliche Umfeld berücksichtigt, z.B. die Verwendung von Adverbien wie un peu oder vite sowie die Tatsache, dass Aufforderungen oft durch andere Sprechakte, wie etwa Entschuldigungen, Schmeicheleien, aber auch Drohungen usw., unterstützt werden. Aus den Veränderungen der Frequenzverhältnisse im Lauf der Sprachgeschichte ergeben sich Hinweise auf ein Vorherrschen der positive politeness (nach Brown/Levinson 1987) im Mittelalter und eine graduelle Verdrängung durch verschiedene Mittel der negative politeness seit Beginn der frühen Neuzeit. Dieses Phänomen kann durch allgemeine geistesgeschichtliche Entwicklungen erklärt werden.

Französisch -ment und -age werden oft als „rivalisierende“ Suffixe angesehen, da -ment- und -age-Nominalisierungen meist eine sehr ähnliche Bedeutung haben (z. B. gonflement ‚Schwellung‘, gonflage ‚Aufpumpen‘, pavement/pavage ‚Pflasterung‘, etc.). Was für ein sprachliches Wissen verbindet jedoch der Sprecher mit diesen unterschiedlichen Formen und nach welchen Kriterien bzw. Regeln werden sie zur Bildung neuer Ableitungen eingesetzt?
Ausgehend von dieser Fragestellung analysiert die Arbeit die abstrakte Bedeutung der beiden Suffixe im Rahmen eines moderat-emergentistischen Modells, wobei eine konsistente semantisch-pragmatische Untersuchung mit einer systematischen empirischen Auswertung verbunden wird. Neben den synchronen Differenzen wird auch die unterschiedliche diachrone Entwicklung der Suffixe einbezogen.
Gezeigt wird unter anderem, dass sich die Suffixe auf der abstrakt-semantischen Ebene systematisch voneinander unterscheiden, dass die Korpusdaten nur durch Rückgriff auf die unterschiedliche abstrakte Bedeutung der Suffixe adäquat beschrieben werden können, und dass die abstrakte Bedeutung der Suffixe diachron extrem stabil ist

How do new ways of encoding valence alternations emerge, how and why do they spread, and what are the consequences of their emergence and spread for already existing patterns? This book discusses these questions on the basis of a concrete example of valence alternation, the French causative-anticausative alternation. The main focus of the proposed analysis is the anticausative member of the alternation and the relation between the two formal types of anticausative verbs in French, the reflexive and the unmarked anticausative (La branche s'est cassée vs. La branche a cassé 'The branch broke'). The emergence and spread of the reflexive anticausative, the consequences of these processes for the unmarked anticausative and the semantic relation between reflexive and unmarked anticausatives are analyzed on the basis of several corpus studies.

Der Band enthält Beiträge zu einem internationalen Kolloquium, welches (seit 1985) in regelmäßigen Abständen diesseits und jenseits des Atlantik stattfindet und dem kontrastierenden Studium des Französischen in Europa und Kanada gewidmet ist. Bei dem Trierer Treffen von 2007 standen insbesondere die unterschiedlichen Varietäten des Französischen im Mittelpunkt, die in Europa und Kanada zu beobachten sind und beiden Varianten ihr unverwechselbares Aussehen verleihen. Spezialisten aus Kanada, Frankreich und Deutschland haben neueste Ergebnisse ihrer Forschung aus den Bereichen Phonetik und Phonologie, Wortschatz und Lexikographie, Wortbildung, Geschichte des Französischen und zur Geschichte der (französischsprachigen) Ortsnamen im heutigen Kanada vorgetragen.

Seit Franz Josef Hausmanns Einführung in die Benutzung der neufranzösischen Wörterbücher von 1977 haben sich bedeutende Veränderungen in der Wörterbuchlandschaft Frankreichs und anderer frankophoner Sprachgemeinschaften wie Quebec, Belgien und der Suisse romande ergeben, ebenso in den lexikographischen Techniken (z.B. die Digitalisierung) und den metalexikographischen Theorien und Beschreibungskonventionen.
Das Arbeitsheft trägt einerseits diesen Veränderungen Rechnung, ohne dabei auf die Bedeutung der großen historischen Tradition der französischen Lexikographie zu verzichten, andererseits ist es als Handbuch der französischen Lexikographie verwendbar. Entsprechend führt der Band zunächst in die Grundbegriffe der Lexikologie und Lexikographie ein, widmet sich anschließend zentralen Strukturelementen und dem Informationsangebot in lexikographischen Werken, gibt einen Überblick über die Typologie von Wörterbüchern (inkl. Lernerwörterbüchern) sowie über die wichtigsten Definitionswörterbücher und Enzyklopädien des Französischen (inkl. ihrer historischer Dimension) sowie anderer frankophoner Sprachgemeinschaften. Ein eigenes Kapitel ist der zweisprachigen Lexikographie Französisch und Deutsch gewidmet.

Die Studie zur ersten Branche der Karlamagnús-Saga und ihrer (einheitlichen) altfranzösischen Vorlage will der weitverbreiteten Unsicherheit in der Beurteilung beider bisher kontrovers diskutierten Texte entgegenwirken, unter anderem der Unterschätzung ihrer narrativen Qualitäten. Durch konsequente Kombination mehrerer eher traditioneller Methoden der Mediävistik wird in den ersten drei Teilen der Studie der "Sitz im Leben" des altfranzösischen Textes bestimmt: Der (sehr präzise) geographische Rahmen der Basin-Erzählung wird ausgeleuchtet, einer der beiden Lütticher Bischöfe aus dem Hause Pierrepont (1200-1238) wird als Promotor des gesamten altfranzösischen Textes bestimmt, und es wird aufgezeigt, wie sich das Bewusstsein eines romanophonen Reichsfürsten in einer Fülle von Details spiegelt. Der vierte, umfangreichste Teil ist ein fortlaufender Kommentar des altnordischen Textes, der insbesondere der Erschließung seiner für das Verständnis zentralen, aber stark verderbten Namenüberlieferung sowie der Würdigung seiner Erzähllogik zugute kommen soll. Abschließend werden die ursprüngliche Ausdehnung der altfranzösischen Vorlage und ihr Anteil am Gesamttext der Karlamagnús-Saga diskutiert.

Diskursdeixis ist ein Teil der Deixis, dem in der Forschung bislang nur wenig Aufmerksamkeit zuteil geworden ist. Zudem blieb die bisherige Auseinandersetzung mit diesem Gegenstand überwiegend theorieimmanent. Die Studie geht von der Überlegung aus, dass es mit einer funktionierenden Theorie der Diskursdeixis möglich sein muss, alle diskursdeiktischen Verweise in einem beliebigen Korpus zu identifizieren und zu klassifizieren. Unter Zugrundelegung der gängigen Definitionen wurde eine Klassifikation aller diskursdeiktischer Verweise in vier sehr unterschiedlichen französischsprachigen Korpora (Zeitungstexte, wissenschaftliche Fachaufsätze, Senatsdebatten und informelle mündliche Gespräche) in Angriff genommen. Im Laufe der Analysen eröffnete sich dann tatsächlich die Möglichkeit einer Gesamtklassifikation aller diskursdeiktischen Verweise in den Korpora. Die Korpusauswertung erbrachte neue Ergebnisse mit Blick auf die Typen und Funktionen diskursdeiktischer Verweise, auch mit Blick auf ihre Verteilung in Texten unterschiedlicher Textsorten. Dem Phänomen „Diskursdeixis“ wurde damit Tiefenschärfe verliehen, und es konnte eine Reihe von Annahmen der Forschung zu diesem Verweismodus modifiziert werden.

Le Dictionnaire onomasiologique de l’ancien gascon (DAG) est le premier dictionnaire qui se consacre spécifiquement au vocabulaire gascon médiéval. Trop souvent assimilé à l’occitan médiéval dans son sens global, l’ancien gascon est longtemps demeuré le grand inconnu de la diachronie gallo-romane.

L’objectif du DAG est de présenter de façon onomasiologique l’inventaire lexical du plus ancien gascon depuis les origines de la langue écrite, au XI^e siècle jusqu’à 1300 environ, période qui voit l’apparition des premiers textes littéraires. Le corpus est constitué de textes documentaires (chartes et textes de loi) formant une entité cohérente qui n'a pratiquement pas subi les influences du français, comme ce sera le cas aux siècles suivants.

Le DAG nouvelle formule se présente désormais comme un dictionnaire plus concis, plus dense et plus tonique. Les nouveaux articles accordent davantage d’importance à la description sémantique et aux emplois en locution. L’ancienne citation profuse des contextes se limitera à un seul exemple. La simplification qui en découle procure un gain de lisibilité.

Le fascicule no 12 poursuit les travaux onomasiologiques des fascicules 1 à 11 traitant de l’«univers» (partie A). Il amorce la section de l’homme (partie B) avec «L’homme, être physique» (B.I).

While previous research on collective nouns in Romance languages mostly adopts a semasiological and theoretical perspective focusing mainly on one single language, the present study takes an onomasiological and comparative approach which is strongly based on empirical evidence.

Against this background and in analogy to the verbal domain, the work elaborates further the functional category of nominal aspectuality which describes the construal of extra-linguistic entities as well as the linguistic means reflecting it. In this sense, collective nouns are systematically compared with other (nominal) means of expression of collectivity in French, Spanish, Italian and Portuguese, focusing especially on object mass nouns, which have hardly been studied so far for Romance languages. On the basis of corpus analyses and acceptability judgement studies, a holistic picture is thus drawn of the semantic-syntactic and derivational properties of various noun types in the synchrony of present-day language as well as of the diachronic lexicalisation paths of these very nouns.

The work thus contributes to the understanding of the verbalisation of pluralities by linking and complementing previous monodimensional approaches and, above all, by placing them on a broad empirical basis.

La terminologie des genres chansonniers a suscité l'intérêt des musicologues, médiévistes, ethnomusicologues et bibliographes soucieux d'une meilleure compréhension de la production chansonnière. L'étude du vocabulaire chansonnier français met en relief l'existence d'un genre littéraire plus ou moins bref dénommé par le mot chanson. C'est du mot chanson et de sa famille lexicale, depuis ses origines en ancien français jusqu'à nos jours en français moderne, dont il sera question.

La présente étude entend créer un vocabulaire opératoire utile pour l'avancement des recherches relatives à l'étude théorique de l'objet-chanson. Elle conceptualise l'objet-chanson et sémantiser les lexèmes de la famille de chanson dans une approche historique des cultures franco-française et québécoise. Le corpus utilisé est formé de documents écrits (corpus linguistiques) au sein desquels se matérialise le vocabulaire en contexte. Nous avons aussi considéré la réflexion sur l'usage des signes servant à nommer ces phénomènes (corpus métalinguistique). Environ 500 dictionnaires de langue et thématique et 900 œuvres littéraires (essais sur la chanson, etc.) constituent le corpus. Nous avons nommé ce va-et-vient interprétatif entre l'onomasiologie et la sémasiologie l'ingénierie lexicale, évoquant l'activité de résolution de problèmes propres à l'ingénieur.

The interconnections between histories and memories of the Holocaust, colonialism and extreme violence in post-war French and Francophone fiction and film provide the central focus of this book. It proposes a new model of ‘palimpsestic memory’, which the author defines as the condensation of different spatio-temporal traces, to describe these interconnections and defines the poetics and the politics of this composite form. In doing so it is argued that a poetics dependent on tropes and techniques, such as metaphor, allegory and montage, establishes connections across space and time which oblige us to perceive cultural memory not in terms of its singular attachment to a particular event or bound to specific ethno-cultural or national communities but as a dynamic process of transfer between different moments of racialized violence and between different cultural communities. The structure of the book allows for both the theoretical elaboration of this paradigm for cultural memory and individual case-studies of novels and films.

This groundbreaking book is about what ‘popular culture’ means in France, and how the term’s shifting meanings have been negotiated and contested. It represents the first theoretically informed study of the way that popular culture is lived, imagined, fought over and negotiated in modern and contemporary France.

It covers a wide range of overarching concerns: the roles of state policy, the market, political ideologies, changing social contexts and new technologies in the construction of the popular. But it also provides a set of specific case studies showing how popular songs, stories, films, TV programmes and language styles have become indispensable elements of ‘culture’ in France. Deploying yet also rethinking a ‘Cultural Studies’ approach to the popular, the book therefore challenges dominant views of what French culture really means today.

This textbook teaches the basics of French grammar, reinforcing its lessons with exercises and key practice translations. A systematic guide, the volume is a critical companion for university-level students learning to read and translate written French into English; for graduate scholars learning to do research in French or prepping for proficiency exams; and for any interested readers who want to improve their facility with the French language. In addition, A Short Course in Reading French exposes readers to a broad range of French texts from the humanities and social sciences, including writings by distinguished francophone authors from around the world.

The book begins with French pronunciation and cognates and moves through nouns, articles, and prepositions; verbs, adjectives, and adverbs; a graduated presentation of all the indicative and subjunctive tenses; object, relative, and other pronouns; the passive voice; common idiomatic constructions; and other fundamental building blocks of the French language. Chapters contain translation passages from such authors as Pascal, Montesquieu, Proust, Sartre, Bourdieu, Senghor, Césaire, de Certeau, de Beauvoir, Barthes, and Kristeva. Drawn from more than two decades of experience teaching French to students from academic and nonacademic backgrounds, Celia Brickman's clear, accessible, and time-tested format enables even beginners to develop a sophisticated grasp of the language and become adept readers of French.

There is an answer key for translation exercises and for non-copyrighted translation passages available to professors and teachers who have assigned this title in a class. Please provide your name, title, institution, and number of students in the course in an email to coursematerials@columbiauniversitypress.com.

From the 17^th century onwards, in a context of increasingly intense trade and diplomatic contacts, the exchange of scientific ideas became a key element in the encounters between the European world and the cultures of the Far East.

This volume investigates the ways in which scientific knowledge was transferred and disseminated to new audiences, whose cultural background was very different from that in which such knowledge had originally developed. A vital role in this process was played by the Jesuit mission in China, whose members included intellectuals with a keen interest in cross-cultural comparison. The study of the local languages enabled the transfer of knowledge in both directions, through translations of existing texts and the production of new ones for both Chinese and European audiences. The papers in the volume, authored by specialists in various fields of cultural studies, highlight the intellectual effort and strategies by which scientific works were made available and understandable beyond cultural differences.

The volume will be welcome to those interested not only in cultural interactions between Europe and the Far East, but also in translation studies, particularly in the dissemination of scientific knowledge.

A Stanford University Press classic.

This book unravels the story of English, the language of 'the enemies', in post-revolutionary Iran. Drawing on diverse qualitative and quantitative fieldwork data, it examines the nation's English at the two levels of policy and practice to determine the politics, causes, and agents of the two diverging trends of indigenization/localization and internationalization/Anglo-Americanization within Iran's English education. Situating English in the nation's broader social, political, economic, and historical contexts, the volume explores the intersection of the nation's English education with variables such as power, economy, policy, ideology, and information technology over the past three decades. The multidisciplinary insights of the book will be of value to scholars of global English, education policies and reforms and language policy as well as those who are specifically concerned with education in Iran.

In this volume a range of authors from different international contexts argue that the notion of communicative competence in English, hitherto largely referenced to metropolitan native-speaker norms, has to be expanded to take account of diverse contexts of use for a variety of purposes. It also discusses the popular belief that language and literacy should simply be regarded as a technical 'skill' which confers universal benefits and that it should be replaced with a social practice view that recognises situated variations and diversity. This volume, we believe, provides a reference point for extended research and practice in these areas that will be of interest to wide range of people engaged in language and literacy education.

This book critically examines current ELT practices vis-à-vis the use of English as an international lingua franca. It bridges the gap between theoretical discussion and the practical concerns of teaching English as an international language (EIL), and presents diverse approaches for preparing competent users of English in international contexts. Part 1 examines how the linguistic and functional varieties of English today complicate ELT, and suggests ways to address them effectively in an English language classroom. Part 2 showcases English courses and programs that are specifically based on the EIL perspective, illustrating how the issues addressed in Part 1 are realized in a real context. This section also presents a collection of EIL pedagogical ideas that have been developed and used successfully by English teachers across the world.

This book addresses recent developments in medical and language education. In both fields, there have been methodological shifts towards 'task-based' and 'problem-based learning'. In addition, both fields have broadened their focus on clinical expertise and linguistic skills to address issues of cultural competence. English in Medical Education responds to these changes by re-imagining the language classroom in medical settings as an arena for the exploration of values and professional identity. The chapters cover topics such as the nature of cultural competence; how to understand spoken discourse in a range of medical settings; the use of tasks and problems in language education for medics; the development of critical skills and the use of literature and visual media in language education for doctors. It will interest everyone teaching English for Medical Purposes.

This volume addresses the complex issues surrounding language teacher education, especially in EFL, and the development of professionalism in this field. By applying such concepts as Shulman's "pedagogical content knowledge", the development of teachers' knowledge base is investigated in a variety of settings, thus underpinning the contextual nature of teacher learning. The vital role of critical reflection at all stages of teacher development is shown to be an integral part of language teachers' knowledge constructions in areas such as pedagogical grammar, assessment and testing. The contributions shed light also on the perception and development of teacher expertise. This volume sets out to bridge the gap between theory and practice, and in so doing shows that these constructs are far from monolithic. Rather, both theory and practice are created and developed dynamically in close interrelation.

For believers in the power of English, language as aid can deliver the promise of a brighter future; but in a neocolonial world of international development, a gulf exists between belief and reality. Rich with echoes of an earlier colonial era, this book draws on the candid narratives of white women teachers, and situates classroom practices within a broad reading of the West and the Rest. What happens when white Western men and women come in to rebuild former colonies in Asia? How do English language lessons translate, or disintegrate, in a radically different world? How is English teaching linked to ideas of progress? This book presents the paradoxes of language aid in the twenty-first century in a way that will challenge your views of English and its power to improve the lives of people in the developing world.

This book explores the interfaces of English as a Lingua Franca (ELF) and English as a Foreign Language (EFL) pedagogy. It presents the theoretical aspects of ELF, discusses issues and challenges that ELF raises for the EFL classroom, and demonstrates how EFL practitioners can make use of ELF theorizing for classroom instruction, teacher education, developing language learning materials, policymaking and testing and assessment. Accounts of innovative and practical pedagogical practices and researchers’ insights from diverse geographical, cultural and institutional contexts will inform and inspire EFL practitioners to reconsider their practices and adopt new techniques in order to meet their learners’ diverse communicative needs in international contexts.

This collection of 16 reflective accounts and data-driven studies explores the interrelationship of religious identity and English Language Teaching (ELT). The chapters broaden a topic which has traditionally focused on Christianity by including Buddhist, Hindu, Muslim and non-religious perspectives. They address the ways in which faith and ELT intersect in the realms of teacher identity, pedagogy and the context and content of ELT, and explore a diverse range of geographical contexts, making use of a number of different research methodologies. The book will be of particular interest to researchers in TESOL and EFL, as well as teachers and teacher trainers.

This book brings together renowned scholars and new voices to challenge current practices in ELT materials design in order to work towards optimal learning conditions. It proposes ideas and principles to improve second language task design through novel resources such as drama, poetry, literature and online resources; and it maps out a number of unusual connections between theory and practice in the field of ELT materials development. The first section of the book discusses how innovative task-writing ideas can stretch materials beyond the current quality to make them more original and inspiring; the second part examines how different arts and technologies can drive innovation in coursebooks; the third section describes how teachers and learners can participate in materials writing and negotiate ways to personalize learning.

This book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes and other relevant scholarly communities.

How are language and disciplinary knowledge connected in the English for Legal Purposes (ELP) classroom, and how far should ELP practitioners go in supporting students’ acquisition of the conceptual frameworks that shape the genres they are learning? This book presents a pedagogical model for incorporating these conceptual frameworks into disciplinary language instruction and follows four focal participants as they learn to read and write new genres in a second language and disciplinary culture. By examining not just students’ written texts, but also their reading practices and interactions in class and in tutoring sessions, the book traces the ways in which disciplinary knowledge and language interact as students develop academic literacy in a new disciplinary community. Throughout the book, the discipline of law is used as a lens for examining broader connections between language, culture and disciplinary knowledge, and their relevance for English for Specific Purposes and writing in the disciplines.

When Yugoslavia disintegrated in the early 1990s, competence in English was not widespread. This book explores how English came to be equated with economic survival for many during and after the ensuing war through a range of diverse social and professional contexts, from the classroom to the military to the International Criminal Court. While English provided social mobility for many, its abrupt arrival also contributed to the marginalization of those without the adequate language skills. The high level of international intervention in Bosnia and Herzegovina over the last two decades has contributed to a sense of normalization of the presence of English. Viewed as a far more complex issue than simple linguistic imposition, this book explores the widespread adoption of English and its effects on a nation recovering from war.

Debates about the place of mission work in English Language Teaching continue to rage, and yet full-length studies of what really happens at the intersection of ELT and evangelical Christianity are rare. In this book, Johnston conducts a detailed ethnography of an evangelical language school in Poland, looking at its Bible-based curriculum, and analyzing interaction in classes for adults. He also explores the idea of ‘relationship’ in the context of the school and its mission activity, and more broadly the cultural encounter between North American evangelicalism and Polish Catholicism. The book comprises an in-depth examination of a key issue facing TEFL in the 21st century, and will be of interest to all practitioners and scholars in the field, whatever their position on this topic.

This book investigates the cultural and intercultural aspects of English as a Lingua Franca (ELF). Authors discuss how ‘culture’ and the ‘intercultural’ can be understood, theorised and operationalised in ELF, and how the concepts can be integrated into formats of ELF-oriented learning and teaching. The various cultural connotations are also discussed (ideological, political, religious and historical) and whether it is possible to use and/or teach a lingua franca as if it were culturally neutral. The chapters consider the communication and pedagogical implications of the cultural and intercultural dimensions of ELF and offer suggestions for new directions in ELF research, pedagogy and curriculum development.

Many Asian education systems discourage or even ban the use of L1 in L2 classrooms – although in fact L1 remains widely used by teachers. Why is L1 use still devalued in this context? By observing classes and interviewing teachers, this book explores three dimensions of L1 use in L2 teaching:

• pedagogy: what teachers actually do, and what they say about it

• the personal: what happens to identity when we ‘perform’ a foreign tongue

• the professional: how textbooks are used, and what is distinctive about the EFL domain. 

This book tells the story of a project in Mexico which aimed to decolonize primary English teaching by building on research that suggests Indigenous students are struggling in educational systems and are discriminated against by the mainstream. Led by their instructor, a group of student teachers aspired to challenge the apparent world phenomenon that associates English with “progress” and make English work in favor of Indigenous and othered children’s ways of being. The book uses stories as well as multimodality in the form of photos and videos to demonstrate how the English language can be used to open a dialogue with children about language ideologies. The approach helps to support minoritized and Indigenous languages and the development of respect for linguistic human rights worldwide.

How do teachers who have chosen to settle down in one country manage the difficulties of living and teaching English in that country? How do they develop and sustain their careers, and what factors shape their identity? This book answers these questions by investigating the personal and professional identity development of ten Western women who teach English in various educational contexts in Japan, all of whom have Japanese spouses. The book covers issues of interracial relationships, expatriation, equality and employment practices as well as the broader topics of gender and identity. The book also provides a useful overview of English language teaching and learning in Japan.

This book provides a comprehensive overview of approaches to academic literacy instruction and their underpinning theories, as well as a synthesis of the debate on academic literacy over the past 20 years. The author argues that the main existing instructional models are inadequate to cater for diverse student populations, and proposes an inclusive practice approach which encourages institutional initiatives that make academic literacy instruction an integrated and accredited part of the curriculum. The book aims to raise awareness of existing innovative literacy pedagogies and argues for the transformation of academic literacy instruction in all universities with diverse student populations.

This book examines student identities as revealed through the pragmatics of face as observed in the context of English L2 classroom interaction between Japanese students and a native speaker teacher. Classroom recordings together with retrospective interviews reveal specific points during learning activities when the students’ and their teacher’s interpretations of classroom communication deviate from what was intended. This research study is a potent reminder that what students and teachers may consider as standard and conventionally acceptable language use and behaviour within the classroom context can differ dramatically according to social, cultural and individual frames of reference. The book outlines an innovative teacher professional development programme which encourages teachers to reflect on and, where desired, modify or discontinue existing pedagogic practices.

This book examines how critical literacy pedagogy has been implemented in a classroom through a year-long collaboration between the author (a researcher) and an EAP teacher. It details the teacher's introduction to functional grammar and accompanying critical literacy approaches to EAP, and her growing critical language and discourse awareness of power and meaning making in the classroom. The book traces her evolving classroom practices and addresses how powerful discourses in social circulation found their way into the classroom via the curriculum materials the students encountered. The main themes of the book are threefold: narrowing the divide between critically-oriented researchers and practitioners; how critical literacy is actually implemented in a teacher's classroom; and how people (students and the teacher) engage in and with the representations and discourses of the everyday world that include neoliberal globalization, racial and cultural identities, and consumerism. It will be of interest to both researchers and practitioners for the ethnographic and pedagogical issues it raises as well as its accessible theoretical frameworks illustrated by relevant classroom interactional data, mediated, multimodal and critical discourse analysis.

In the complex, multilingual societies of the 21st century, codeswitching is an everyday occurrence, and yet the use of students’ first language in the English language classroom has been consistently discouraged by teachers and educational policy-makers. This volume begins by examining current theoretical work on codeswitching and then proceeds to examine the convergence and divergence between university language teachers’ beliefs about codeswitching and their classroom practice. Each chapter investigates the extent of, and motivations for, codeswitching in one or two particular contexts, and the interactive and pedagogical functions for which alternative languages are used. Many teachers, and policy-makers, in schools as well as universities, may rethink existing ’English-only’ policies in the light of the findings reported in this book.

This book brings the voices of teachers into the fierce debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for immigrants. The author explores the development of teacher identity in these two very different contexts, and through the narratives of both experienced and novice teachers demonstrates how teacher identity affects the cultural pedagogies enacted in their classrooms.

In many locations around the globe, scholars are coming under increasing pressure to publish in English in addition to other languages. However research has shown that proficiency in English is not always the key to success in English-medium publishing. This guide aims to help scholars explore the larger social practices, politics, networks and resources involved in academic publishing and to encourage scholars to consider how they wish to take part in these practices–as well as to engage in current debates about them. Based on 10 years of research in academic writing and publishing practices, this guide will be invaluable both to individuals looking for information and support in publishing, and to those working to support others' publishing activities.

Ce volume est consacré à l’étude des noms de lieux et de personnes d’origine arabe dans la Péninsule Ibérique. Leur existence est la preuve évidente que l’arabe andalou y a été parlé pendant des siècles. Cet ouvrage fournit deux inventaires distincts (de toponymes et d’anthroponymes), mais il faut reconnaître que la constitution de catalogues exhaustifs est impossible aujourd’hui. Le but est donc d’améliorer nos connaissances dans ce domaine de la linguistique hispanique. Ce cinquième volume de l’Encyclopédie Linguistique d’al-Andalus peut également alimenter les recherches en linguistique historique romane et servir de source pour trouver de nouvelles isoglosses dialectales, ainsi que des caractéristiques grammaticales, phonétiques et morphologiques du faisceau arabe andalou.

Aucune étude actualisée concernant les influences substratiques et adstratiques sur la formation du faisceau dialectal arabe andalou n’avait été réalisée jusqu’à présent.

Ce volume met à jour l’information disponible sur ce sujet, bien qu’il convienne de considérer que le petit nombre de données berbères présentes dans les ouvrages relatifs à l’Al-Andalus ne permet pas une attribution dialectale précise, et que la description linguistique du roman andalou demeure difficile en raison de l’état des sources, maigres et difficilement interprétables.

Ce quatrième volume de l’Encyclopédie Linguistique d’Al-Andalus est dédié à la description de ces influences sur la genèse du faisceau dialectal arabe andalou à tous les niveaux de la langue : phonologique, morphologique, syntaxique et, surtout, lexical. Étant donné que les langues sont un moyen de communication sociale, il a fallu considérer d’autres facteurs (démographiques et sociolinguistiques) pour expliquer que ces interactions linguistiques dans la Péninsule Ibérique au Moyen Âge aient eu comme résultat une influence plus faible du berbère que du roman dans la genèse de l’arabe andalou.

An essential collection of empirical studies on the TAFL (teaching Arabic as a foreign language) classroom experience, by leading professionals in the field

Although teaching Arabic as a foreign language (TAFL) has grown inexorably in recent decades, there is a dearth of empirical research on the TAFL classroom experience. In this insightful volume, Dalal Abo El Seoud brings together up-to-date practice-based research and conceptual contributions by eighteen professionals in the field. These address a wide range of challenges in teaching Arabic as a foreign language and ways of overcoming them with a clear eye to twenty-first-century language-learning skills, which advocate communication, collaboration, critical thinking, and creativity.

The chapters address curriculum design, teaching Arabic to non-English speakers, trends in the use of technology, motivating students, teaching Arabic language varieties, and teaching language skills. This volume will be an invaluable resource for teachers and teachers in training of TAFL and for scholars and researchers in the field.

Contributors:
Dalal Abo El Seoud, The American University in Cairo, Cairo, Egypt
Hagar Lotfy Amer, The American University in Cairo, Cairo, Egypt
Wael M. Asfour, independent scholar, Cairo, Egypt
Mona Azzam, State University of New York at Binghamton, New York, USA
Mahmoud Al-Batal, The American University of Beirut, Beirut, Lebanon
Nino Ejibadze, Tbilisi State University, Tbilisi, Georgia
Shereen Y. El Ezabi, The American University in Cairo, Cairo, Egypt
Mohamed Ibrahim, Kafrelsheikh University, Kafr al-Sheikh, Egypt
Mimi Melkonian, Brunswick School, Greenwich, Connecticut, USA
Haitham S. Mohamed, University of California, Berkeley, Berkely, California, USA
Joanna Natalia Murkocinska, Nicolaus Copernicus University in Toruń, Poland.
Heba Salem, The American University in Cairo, Cairo, Egypt
Mohamed Sawaie, University of Virginia, Charlottesville, Virginia, USA
Laila Al-Sawi, The American University in Cairo, Cairo, Egypt
Paweł Siwiec, Jagiellonian University, Cracow, Poland
Iman Aziz Soliman, The American University in Cairo, Cairo, Egypt
Przemysław Turek, Jagiellonian University, Cracow, Poland
Shahira Yacout, The American University in Cairo, Cairo, Egypt

This book is at once a guided introduction to Chinese nonfictional prose and an innovative textbook for the study of classical Chinese. It is a companion volume to How to Read Chinese Prose: A Guided Anthology, designed for Chinese-language learners.

How to Read Chinese Prose in Chinese presents more than forty prose works, either excerpts or in full, from antiquity through the Qing dynasty. While teaching readers how to appreciate the rich tradition of Chinese prose in its original form, the book uses these texts to introduce classical Chinese to advanced learners, helping them develop reading comprehension and vocabulary. It offers a systematic guide to classical Chinese grammar and abundant notes on vocabulary, and features an extensive network of notes, exercises, and cross-references. The book includes modern translations of the forty prose works in simplified Chinese, presented alongside the original texts in traditional Chinese. It also includes expert commentaries on each text’s distinctive aesthetic qualities as well as historical and cultural contexts.

The book comprises thirty-eight lessons within eight units, organized chronologically to reflect the emergence of major prose genres. It is a major contribution to the teaching and study of classical Chinese language and literature.

Audio recordings of all forty texts are available online free of charge.

Chaoyue: Advancing in Chinese covers the five Cs—communication, cultures, comparisons, connections, and communities—and follows three communicative modes in lesson design: interpersonal, interpretive, and presentational. The authors arrange their lessons around four topics intrinsically interesting to students: the self, schooling, social customs, and the global village, fostering a full appreciation of Chinese culture. Each lesson contains warm-up activities, mini-dialogues, authentic readings, conversational relays, a cultural unit, examples of sentence patterns, and a vocabulary list. Two review lessons are geared specifically toward synthesizing and reinforcing the language and culture skills taught throughout the book, and footnote glossaries assist in reading comprehension.

Written by experienced Chinese language instructors, Chaoyue helps students reach the preadvanced proficiency level within two semesters, or approximately 150 to 180 hours of course time. The preadvanced stage is comparable to a fourth-semester college Chinese course, or 250 hours of instruction. Unlike other language texts, Chaoyue is printed in both simplified and traditional Chinese characters, as well as the phonetic systems used in China (pinyin) and Taiwan (zhuyin fuhao). It also includes a CD-ROM with additional assignments and review as well as an online teacher manual.

Lesson sections include: •Warm-up activities that articulate the lesson's theme and activate students' prior knowledge

•Short readings in the form of letters, e-mails, reports, dialogues, stories, and interviews

•Dialogue practice with key vocabulary and sentence patterns

•Interactive activities such as surveys, debates, and small group discussions

•Conversational relays that ask pairs to complete minidialogues

•Authentic readings in the form of advertisements, Web sites, maps, and signs, with multiple-choice review questions

•Common expressions that relate to the lesson theme

Language and place are intimately connected: depending on where we are, what the context is and what our aims are, we will adjust our language accordingly. Yet linguistics defines itself by a framework that determines which kind of language is worth investigating. Within that framework, linguistics constructs both language and place in multiple ways: language as a sequestered thing belongs to the field site or the classroom; language as fluid practice is associated with the street; language as reconstruction belongs to migration corridors. What about the places that tend to fall between the cracks? This volume explores language in strange and familiar places, from Europe to Africa, Amazonia, Australia and the Pacific, in order to shed light on them.

The Hittite Etymological Dictionary is a comprehensive compendium of the vocabulary of Hittite, one of the great languages of the Ancient Near East, and of paramount importance for comparative Indo-European studies. Since the start of publication, as evidenced by frequency of reference and quotation, this work has become an important tool for study and research in Hittite, Ancient Anatolian, and Indo-European linguistics.

Volume 9 of the dictionary deals with words beginning with PE, PI, PU.

This volume assembles scholars working on cuneiform texts from different periods, genres, and areas to examine the range of social, cultural, and historical contexts in which specific types of texts circulated. Using different methodologies and sources of evidence, these articles reconstruct the contexts in which various cuneiform texts circulated, providing a critical framework to determine how they functioned.

The Global Latin II Conference has highlighted the role of the Latin language as cultural medium between West and East. Adopting a diachronic perspective which spans from the Middle Ages to the Modern Age, the conference and its proceedings have paid special attention to texts related to Africa and Asia. The richness of literary genres as well as the dialogue between the Humanities and hard sciences characterize this volume.

Students of Classics will find reflections on the role of Latin in the humanistic and missionary traditions, whereas historians of ideas and historians of religions will be able to pinpoint key moments in the use of Latin language and culture in Chinese, Korean, Japanese and Ethiopian contexts. This volume can also be of interest to people working on Digital Humanities and computational linguistics in Latin language, and it represents a novelty on the world scene, along the lines of the previous Global Latin I Conference, which was yet again held in Siena in 2019.