Language Arts & Disciplines

This volume proposes solutions to the gentrification of dual language, bilingual and immersion education by examining how it operates across diverse school and community contexts. It brings together studies in a number of areas including instruction, curriculum development, classroom interaction, school leadership, parent and community engagement, ideological discourse and language policy. Through academic and reader-friendly summaries of research, this book makes a strong theory-to-practice impact towards equitable integration in education programs and their surrounding neighborhoods. It draws attention to how understanding and responding to gentrification of language programs is part of the broader fight for racial and educational justice for immigrant communities in US schools, and offers practical recommendations with action steps for educators, families, school administrators, activists and other key stakeholders in language education.

The four stakeholder resource chapters in Part 2 have been made Open Access under a CC BY NC ND licence to allow all teachers and administrators to benefit from the research, with freely available practical guidance on working towards equity in language education. 

To access the chapters please see the following links:

Chapter 11: Ivana Espinet, Kate Menken and Imee Hernandez: Nice-White-Parent Gentrification of a New York City Middle School: The French Dual Language Program at the School for International Studies
https://zenodo.org/records/10519199
Chapter 12: Nelson Flores: Nice White Parents and Dual Language Education
https://zenodo.org/records/10519269
Chapter 13: Deb Palmer, Emily Crawford-Rossi, Lisa Dorner, Claudia G. Cervantes-Soon and Dan Heiman: Countering Gentrification through Critical Consciousness: Recommendations and Success Stories for DLBE Educators
https://zenodo.org/records/10519319
Chapter 14: Katie A. Bernstein, Kathryn I. Henderson, Sofía Chaparro and Adriana Alvarez: Creating DLBE Programs that Center Equity in the Face of School Choice Policies
https://zenodo.org/records/10519390

This edited book showcases the lessons, successes and challenges of starting and growing a fully bilingual school. Reflecting on the first 10 years of Dos Puentes Elementary School in New York City, it explores the evolution of the school through its four founding pillars: (1) bilingüismo, biliteracidad y multiculturalismo, (2) las familias son partners, leaders and advocates, (3) investigaciones and hands-on learning, and (4) partnerships with universities, organizations y la comunidad. The chapter authors include families, teachers, school administrators and university partners, centering the voices of those directly involved in the school community and highlighting key moments in the life of the school. At the end of each chapter, researcher commentary contextualizes these experiences within the wider literature and discusses implications and next steps for the field of bilingual education. This book will be of interest to pre- and in-service teachers and school administrators, particularly those looking to develop bilingual programs in their own context.

This book explores the framework of Intercultural Citizenship within a variety of US teaching and learning contexts. The chapters, which comprise both conceptual pieces and empirical research studies, represent a wide variety of languages at levels ranging from beginner to advanced, from early elementary through higher education contexts. They urge us to look carefully at how Intercultural Citizenship enhances and expands the work of world language educators by bringing in additional focus on social justice and critical cultural awareness. The book addresses curricular issues, professional development models, language immersion, study abroad, virtual exchanges and teacher education in relation to Intercultural Citizenship. Through its focus on how Intercultural Citizenship is being enacted in a wide variety of learning contexts in the United States, and its theoretical and conceptual investigations of social justice and Intercultural Citizenship, the book will be an invaluable resource for teachers, teacher educators and researchers working on Intercultural Citizenship.

This book employs a narrative policy portraiture approach to recenter the stories of the Chinese community involved in the Lau v. Nichols court case of 1974. This seminal Supreme Court case ruled that the failure to provide adequate and accessible instruction to approximately 1800 students of Chinese ancestry denied them the opportunity to participate in public education and constituted a discrimination on the basis of national origin. While much has been written on language education policy changes for emergent bilinguals in the US, the perspectives of the key actors involved in the case are rarely heard. This book brings Chinese and Chinese American voices to the forefront, placing the participants within the retrospective social context as they reach their own conclusions about the process and outcomes of the case. It draws upon research in language policy and Asian American studies and invites readers to imagine the social futures and possibilities for what Lau v. Nichols means for the 21st century and beyond. The volume fills a significant gap in narration, representation and retrospective research and will be of interest to graduate students and researchers in Asian American studies, bilingual education, educational policy and leadership, as well as teachers, school administrators and policymakers.

This book uncovers the social and educational experiences of an increasing yet understudied population of young immigrants in the US, focusing on multilingual students who speak one of three Indigenous languages: Zapotec, Mixtec and P’urhépecha. It explores students’ ethnoracial identities, Indigenous language use and transnational practices and the influence of these factors on school adjustment, academic achievement and educational pathways. This three-year mixed-methods study in semi-urban, urban and rural contexts assesses student interviews, teacher interviews and survey data to provide an account of how Indigenous students develop their social identities and examines the influence of their non-Indigenous Mexican peers and teachers. It highlights new developments in Latinx cultural and linguistic heterogeneity and intragroup race/ethnic relations, informing policymakers and educators about Indigenous immigrant students and how to effectively support their multilingualism, ethnic identity development and educational success. It will be of interest to researchers working in related fields such as education, Latin American studies and immigration studies.

Would you read this book if a computer wrote it? Would you even know? And why would it matter?

Today's eerily impressive artificial intelligence writing tools present us with a crucial challenge: As writers, do we unthinkingly adopt AI's time-saving advantages or do we stop to weigh what we gain and lose when heeding its siren call? To understand how AI is redefining what it means to write and think, linguist and educator Naomi S. Baron leads us on a journey connecting the dots between human literacy and today's technology. From nineteenth-century lessons in composition, to mathematician Alan Turing's work creating a machine for deciphering war-time messages, to contemporary engines like ChatGPT, Baron gives readers a spirited overview of the emergence of both literacy and AI, and a glimpse of their possible future. As the technology becomes increasingly sophisticated and fluent, it's tempting to take the easy way out and let AI do the work for us. Baron cautions that such efficiency isn't always in our interest. As AI plies us with suggestions or full-blown text, we risk losing not just our technical skills but the power of writing as a springboard for personal reflection and unique expression.

Funny, informed, and conversational, Who Wrote This? urges us as individuals and as communities to make conscious choices about the extent to which we collaborate with AI. The technology is here to stay. Baron shows us how to work with AI and how to spot where it risks diminishing the valuable cognitive and social benefits of being literate.

This book details a three-year, multi-stranded study of teacher education programs that prepare future teachers to work with multilingual learners. The book examines how racism and linguicism collaborate to shape the conditions under which teacher candidates learn how to teach. The analysis traces dynamic shifts in thinking and practice as participants reflected on their personal, professional and academic experiences in relation to formal curriculum and assessment policies to interpret what it means to work with multilingual learners in the classroom. The book offers guiding principles – above all, learning from multilingual learners, not only about them – and presents a suite of teacher-education practices to disrupt the interplay of language and race that so deeply shapes teacher-candidate learning about multilingual learners.

This book honors the impactful contributions of Guadalupe Valdés toward equity in multilingual schools and communities. As one of the first language education scholars to examine the vibrant language practices of bilingual users in the US Southwest, her work marked a departure from traditional foreign language approaches and sparked a movement focused on valuing heritage languages and creating more equitable educational systems for young people from linguistically minoritized backgrounds. Influenced by the work of Professor Valdés, the contributors to this book draw on multiple aspects of her research to look at new ways of addressing equity and social justice for multilingual users in schools and communities. Chapters focus on three major areas of her work: the nature of languages and literacies in multilingual contexts, language development in classrooms and communities, and equity and access. At the end of each section, short interludes describe contributors’ personal experiences of learning from and with Professor Valdés, providing insight into the practices of mentorship and professional development within the field. This volume will appeal to students and researchers across bilingualism, applied linguistics and education, offering an overview of developments in these fields and directions for future research on equity in multilingual educational settings.

• the transformation of editorial roles in today’s publishing environment
• new applications, processes, and protocols for on-screen editing
• major changes in editorial resources, such as online dictionaries and language corpora, new grammar and usage authorities, online editorial communities, and web-based research tools

The centering of whiteness in English Language Teaching (ELT) renders the industry callous, corrupt and cruel; or, antisocial. Using the diagnostic criteria for Antisocial Personality Disorder as a rhetorical device, this book examines major issues with the ideologies and institutions behind the discipline of ELT and diagnoses the industry as in dire need of treatment, with the solution being a full decentering of whiteness. A vision for a more just version of ELT is offered as an alternative to the harm caused by its present-day incarnation. With a unique linkage of discourse on whiteness, language and ability, this book will be necessary reading for students, academics and administrators involved in ELT around the world.

This book presents one possible pathway towards the advancement of translanguaging pedagogies: teacher–researcher partnerships. Although the existing literature alludes to the value of such partnerships, there is a lack of research that explicitly describes the complex processes of designing and implementing translanguaging pedagogies in primary and secondary school settings (K-12) across various international contexts. Through an expanded focus on teacher–researcher collaboration and the negotiation process, the book unpacks the opportunities and challenges of engaging in contextualized translanguaging designs with reference to broader ideological discourses and systemic structures. By promoting and highlighting teacher–researcher partnerships as one avenue for improvement and transparency, the chapters in this book demonstrate the potential of translanguaging pedagogies in classrooms and further resist the linguistic hierarchies that exist in educational institutions today.

We’re dependent on language to express how we feel, and yet words often feel vague or inaccurate. There are lots of moods, needs and feelings that our own language has not yet properly pinned down. 

The perfect word - even if it comes from abroad - helps us explain ourselves to other people, and its existence quietly reassures us (and everyone else) that a state of mind is not really rare, just rarely spoken of. 

This set of cards defines some of our favorite words from the world’s languages and marries them up with complementary images to create cards that bring some of our most important feelings into focus. We’ve created them to prompt greater reflection about the nature of language and emotions. These cards are designed to reflect the excitement we find in encountering an old photograph or an object in a flea market or antique stall, one that feels familiar yet foreign and is thus infinitely evocative.

Examples:

DUENDE (Spanish): A heightened sense of emotion created by a moving piece of art. 

FORELSKET (Norwegian): The euphoric feeling at the beginning of love. We can’t believe someone so perfect has wandered into our lives. They enhance and complete us. We might report: ‘I was overpowered by forelsket as our fingers interlaced…’ 

YŪGEN (Japanese): Gives a name to a mood in which one feels that the universe as a whole possesses a mysterious and elusive beauty. Moonlight, snow on distant mountains, birds flying very high in the evening sky, and watching the sun rise over the ocean all feed this sensibility.

This book presents a validated observation instrument to support and further develop the pedagogic expertise of teachers of English Learners in US schools. Based on sociocultural and second language teaching and learning theories, the Observation Protocol for Academic Literacies (OPAL) has a variety of uses across teacher preparation programs, pre-K-12 classroom contexts and school districts. This book leads the reader through the process of using OPAL with real classroom observations in the form of vignettes, in order to develop confidence and reliability scoring evidence in research-based practices. The book provides examples of its non-evaluative uses to conduct research, support teachers and identify areas of strength and weakness in their professional development. It also offers researchers and policymakers a tool for collecting classroom-based evidence to inform the implementation and refinement of English Learner programs.

The field of text technologies is a capacious analytical framework that focuses on all textual records throughout human history, from the earliest periods of traceable communication—perhaps as early as 60,000 BCE—to the present day. At its core, it examines the material history of communication: what constitutes a text, the purposes for which it is intended, how it functions, and the social ends that it serves.

This coursebook can be used to support any pedagogical or research activities in text technologies, the history of the book, the history of information, and textually based work in the digital humanities. Through careful explanations of the field, examinations of terminology and themes, and illustrated case studies of diverse texts—from the Cyrus cylinder to the Eagles' "Hotel California"—Elaine Treharne and Claude Willan offer a clear yet nuanced overview of how humans convey meaning. Text Technologies will enable students and teachers to generate multiple lines of inquiry into how communication—its production, form and materiality, and reception—is crucial to any interpretation of culture, history, and society.

It is common for scholarly and mainstream discourses on dual language education in the US to frame these programs as inherently socially transformative and to see their proliferation in recent years as a natural means of developing more anti-racist spaces in public schools. In contrast, this book adopts a raciolinguistic perspective that points to the contradictory role that these programs play in both reproducing and challenging racial hierarchies. The book includes 11 chapters that adopt a range of methodological techniques (qualitative, quantitative and textual), disciplinary perspectives (linguistics, sociology and anthropology) and language foci (Spanish, Hebrew and Korean) to examine the ways that dual language education programs in the US often reinforce the racial inequities that they purport to challenge.

In this delightful book, the author enumerates and classifies the formulas Yiddish speakers use to express their emotions. It is a rarity among scholarly books, for it brings joy while it teaches; it makes us smile, sometimes roar with laughter, while it develops the most rigorous linguistic argumentation. The author analyzes the many kinds of Yiddish "psycho-ostensives"—ranging from blessings and thanks to lamentations and curses. To a person who mentions something horrible you can say: Zalts dir in di oygn, fefer dir in noz! ("Salt into your eyes, and pepper into your nose!"). Or to a child you might tenderly murmur: A gezúnt dir in yeder éyverl! ("A health to all your little body-parts!"). The author illustrates how these formulas can be used to fulfill social conventions, to keep away evil, to show off—or even to deceive the listener.

Comments [1999]

"I have known and profited from this book for many years, and its interest for linguistics and Yiddish studies has grown steadily. The book will have three audiences: specialists in Yiddish; linguists, psychologists, and anthropologists who are interested in the emotional side of language; and general linguists familiar with Matisoff's outstanding contributions, both witty and insightful, in other linguistic fields."

—William Labov,

University of Pennsylvania

"Matisoff's book was pathbreaking, innovative, and crucially important when it was first published and remains so today. It is as relevant as it was then, if not more so. Matisoff is a consummate scholar and also an excellent writer: clear and weighty but also whimsical and witty." —Deborah Tannen,

Georgetown University

Amid worldwide accounts of dying languages, author Leanne Hinton and a group of dedicated language activists are doing something about it: they have created a master-apprentice language program, a one-on-one approach that has been remarkably successful in ensuring new speakers will take the place of those, often elderly, who are fluent in an endangered language.

How to Keep Your Language Alive is a manual for students of all languages, from Yurok to Yiddish, Washoe to Welsh; complete with exercises that can—can and should—be done in the most ordinary of settings, written with great simplicity and directness by a member of the linguistics faculty at the University of California, Berkeley.

Put your editing skills into practice with this new companion to the handbook on every copyeditor’s desk.

The Copyeditor’s Workbook—a companion to the indispensable Copyeditor’s Handbook, now in its fourth edition—offers comprehensive and practical training for both aspiring and experienced copyeditors. Exercises of increasing difficulty and length, covering a range of subjects, enable you to advance in skill and confidence. Detailed answer keys offer a grounding in editorial basics, appropriate usage choices for different contexts and audiences, and advice on communicating effectively with authors and clients. The exercises provide an extensive workout in the knowledge and skills required of contemporary editors.

• Workbook challenges editors to build their skills and to use new tools.
• Exercises vary and increase in difficulty and length, allowing users to advance along the way.
• Answer keys illustrate several techniques for marking copy, including marking PDFs and hand marking hard copy.
• Book includes access to online exercises available for download.

This book fills a large gap in our understanding of how to prepare teachers for the challenging but increasingly popular task of integrating content and language instruction. It brings together findings on content-based teacher education from Africa, Asia, Australia, Europe and North America in order to inform researchers and teacher educators and enable them to play a critical role in the continued success of such programs. It offers a solid grounding in theories and applications of content-based approaches with empirical studies investigating teacher identity, materials design, use of cognitive discourse functions and best practices for teacher education. Responding to the growing popularity of content-based programs and the shortage of qualified teachers for these contexts, this book promotes teacher-researcher collaboration and provides support for trainee teachers, in-service teachers and course leaders.

The handbook provides a thorough survey of the languages pertaining to the Mesoamerican culture region, including a wealth of new research on synchronic structures and historical linguistics of lesser known languages, also including sign languages. The volume moreover features overviews of recent research on topics such as language acquisition and the expression of spatial orientation across languages of the region.

This book addresses the question of agency in the revitalisation of minoritised languages in Europe, with each chapter presenting an ethnographic account of how language policy operates in a specific linguistic context. The chapters investigate how grassroots actors shape revitalisation, and how individuals and groups negotiate historical factors, motivations, and institutionalised initiatives and policies in a variety of efforts. Between them the chapters address both contexts where social actors have gained and exerted agency in their revitalisation efforts, and contexts where issues of authority, authenticity and lack of engagement plague efforts; these chapters provide insights into how social actors work within and against social conventions and strictures.

This book is available Open Access under a CC BY ND License.

Harmoniously blending actionable advice and spiritual insight, a renowned writing mentor gives women the tools they need to discover their voice—and themselves—on the page.

Step into an extraordinary voyage of self-discovery with Robin Finn's life-altering guide. Crafted with the female experience at its core, this transformative compendium unlocks the keys to individual expression within all of us.

Beginning with HEART, readers engage with an empowering space to reevaluate and dismiss self-limiting beliefs about personal worth. Transitioning seamlessly, SOUL offers a therapeutic haven fostering creativity, leading to PEN, a treasure trove imparting profound insights on showcasing work and appreciating personal value. Endorsed by accomplished authors, seasoned therapists, and esteemed physicians, Finn’s method is an essential companion for women yearning to reconnect with their voice and embrace their inherent worth. Novice or experienced writers alike will find a wellspring of inspiration, guidance, and empowerment. But even for those simply feeling voiceless, this book shines as a beacon, unveiling a path towards personal reawakening.

Inspired by the acclaimed program sharing its name, Heart. Soul. Pen. has already brought about a sea change in innumerable lives. Now, it extends an invitation to anyone on the transformative journey that is unlocking one’s true potential as a writer.

This book presents the first collection of conversation analytic studies addressed exclusively to issues of inequality and injustice. It offers a broad depiction of how inequality and injustice are reproduced, resisted and transformed in our daily life; together the chapters produce a forensic analysis of how participants enact discriminatory ideologies, negotiate systemic power imbalances, and pursue social change in and through the nuances of their interactions. The authors draw on audio and video recordings of interaction in a wide range of social settings, ranging from classrooms to family dinners, and political town halls to television sitcoms. The book demonstrates the power of conversation analysis to tackle issues of social (in)justice and (in)equality and launches critical conversation analysis as a distinct empirical program dedicated to systematically investigating and promoting inclusion and equity in the minute details of everyday interaction.

What is a promise? What are the consequences of the act of promising? In this bold yet subtle meditation, the author contemplates the seductive promise of speech and the seductive promise of love. Imagining an encounter between Molière’s Don Juan and J. L. Austin, between a mythical figure of the French classical theater and a twentieth-century philosopher, she explores the relation between speech and the erotic, using a literary text as the ground for a telling encounter between philosophy, linguistics, and Lacanian psychoanalytic theory. In the years since the publication of this book (which the author today calls “the boldest, the most provocative, but also the most playful” she has written), speech act theory has continued to play a central and defining role in the theories of sexuality, gender, performance studies, post-colonial studies, and cultural studies. This book remains topical as readers increasingly discover how multiply relevant the speaking body is.

Moving beyond the domain of formal linguistic analysis to address these questions, the author has written a daring and seductive book.

Language and gender are interconnected, social and relational acts through which we constantly remake our worlds. But what happens when our ways of doing gender cannot be neatly categorized into traditional binary systems, including not only the social groupings of roles, practices and identities, but also the forms and structures through which we do language? This book brings together a broad range of scholars to explore the undoing and redoing of gender binaries in non-Anglophone communities and contexts, in and through their linguistic and social reimaginings. Each of the contributions to this book reflects on this ongoing change and its place in our everyday lives, including the ways that its outcomes are both contested and fluid. This volume represents an important step in scholarship in language and gender, one that stands to inform a public increasingly aware of these remakings and one that calls on all of us to stand in the tensions of our own humanity and look through it for how our languaging might ‘do’ imaginary worlds that are more equitable, more connected, and more just for us all.

This book, which combines scholarly articles with interviews, seeks to imagine a decolonized sociolinguistics. All the chapters are firmly grounded in southern approaches to knowledge production, focusing not only on epistemology but also on the complex relationship between epistemology and ontology. The chapters address issues ranging from author positionality to the central theorists of a southern sociolinguistics, and roam from the language classroom to the church, in ways which invite us to begin to decolonize ourselves and rethink normative assumptions about everything from academic writing to research methods and language teaching. The book provides scholars and teachers with inspiration for how to teach linguistics in ways that challenge colonial hegemonies and that allow one to ‘do’ sociolinguistics otherwise. It also makes a powerful argument that debates about decolonization, southern theory and social justice are not just academic pursuits: what is at stake is our future and how we imagine it.

This book, which takes the form of a graphic novel, looks at political activism in the public landscape. It has a particular focus on the UK activist group Led By Donkeys which has, since late 2018, been running a campaign to expose hypocrisy in the political classes. Their approach to activism involves the use of large posters and other forms of public display, which highlight the gap between the rhetoric and actions of politicians, and how language and communication is used to manipulate opinion. The activism discussed in the book includes four major issues: Brexit, Trump, Covid and the Russian invasion of Ukraine. The book is both an innovative visual approach to the presentation of academic research and thought, and an exploration of how the linguistic landscape can be a key resource for the communication of political activism.

This book provides a detailed and comprehensive design of a new second language literacy pedagogy and the results of implementing this pedagogy in different contexts in order to demonstrate that it is possible to address some long-standing second language (L2) curriculum and literacy development challenges. The author clearly explains the theory behind Vygotskian Sociocultural Theory of Mind and Systemic Functional Linguistics and how they can inform literacy pedagogy in the form of Concept-Based Language Instruction and a Division-of-Labor Pedagogy. By presenting detailed qualitative and quantitative analyses and results of multiple forms of data, the author demonstrates the effectiveness of the pedagogy. In conjunction with background on the intricate and interdependent nature of the concepts needed for second language literacy development, and in contrast with a cognitivist approach to reading pedagogy and research, the author provides all the details necessary for teachers and researchers to appreciate both the theory and how it can be applied to their practice.

This book explores multilingual practices such as translanguaging, code-switching and stylization in secondary classrooms in Hawai’i. Using linguistic ethnography, it investigates how students in a linguistically diverse class, including those who speak less commonly taught languages, deal with learning tasks and the social life of the class when using these languages alongside English as a lingua franca. It discusses implications for teachers, from balancing student needs in lesson planning and instruction to classroom management, where the language use of one individual or group can create challenges of understanding, participation or deficit identity positionings for another. The book argues that students must not only be allowed to flex their whole language repertoires to learn and communicate but also be aware of how to build bridges across differences in individual repertoires. It offers suggestions for teachers to consider within their own contexts, highlighting the need for teacher autonomy to cultivate the classroom community’s critical language awareness and create conducive environments for learning. This book will appeal to postgraduate students, researchers and academics working in the fields of sociolinguistics and linguistic ethnography as well as pre-service and in-service teachers in linguistically diverse secondary school contexts.

This book brings together a broad, interdisciplinary group of leading scholars to critically assess a recent proposal within translanguaging theory called deconstructivism: the view that discrete or ‘named’ languages do not exist. Contributors explore important topics in relation to the deconstructivist turn in translanguaging, including epistemology, language ideology, bilingual linguistic competence, codeswitching, bilingual first language acquisition, the neurolinguistics of bilingualism, the significance of language naming to Indigenous language reclamation efforts, implications for bilingual education and language rights, and the effects of translanguaging on immersion programs for endangered languages. Contributing authors converge on support for a multilingual perspective on translanguaging which affirms the pedagogical and conceptual aims of translanguaging but rejects deconstructivism. The book makes a valuable contribution to the development of translanguaging theory and will be required reading for scholars and students interested in one of the most vibrant and vital debates in contemporary applied linguistics.

This book takes a distinctive approach to exploring the experiences and identities of minoritized Latinx mothers who are raising a child who is labeled as both an emergent bilingual and dis/abled. It showcases relationships between families and schools and reveals the myriad of ways in which school-based decisions regarding disability, language and academic placement impact family dynamics. Treating the mothers as experts, this book uses testimonios to explore not only what mothers know but also how they develop funds of knowledge and how they apply them to their child’s education. The stories shed light on how mothers perceive their child’s disability, how they engage with their child and the value they place on bilingualism. The narratives reveal the complex lives mothers lead and the ways in which they strive to meet the academic and socioemotional needs of their children, regardless of the financial, physical and emotional costs to them. This book has significant implications for researchers and professionals working in bilingual education, special education, inclusive education and disability studies in education.

Winner of the AAAL First Book Award 2023.

Aquí se habla serves to envision a more just and equitable Spanish language education that centers language learning as a deeply personal, local, and lifelong practice. Organized around long-standing tension points within and outside the field, this volume features a unique set of contributors whose diverse perspectives help to deconstruct disciplinary boundaries and elevate the knowledge and lived experiences of U.S. Spanish speakers. With chapters that include a variety of formats and dialogues between authors, this invaluable resource is collectively crafted by and for students, researchers, educators, and community partners.

This book lays out a radical new all-in approach to teaching in linguistically diverse classrooms: that everyone, including those who already speak the school language, is included in multilingual pedagogy. The author argues that school language speakers are the missing piece in multilingual teaching and provides a new resource, Linguistically Appropriate Practice Plus (LAP+) to help teachers engage these learners in meaningful language tasks and support their language skills and interests. With all learners on board, multilingual teaching becomes pedagogy that is fully inclusive and linguistically fair.

This book examines the pedagogical and professional experiences of a transnational group of teachers from the African continent and diaspora who made the decision to live and teach English in Japan. Through a layered analytical framework, it explores how these teachers struggle to negotiate their raciolinguistic identities in contexts that may prove to be professionally supportive in some cases but marginalizing in others. The author contends that although multiculturalism and diversity within ELT in Japan may currently seem to be more prevalent, the agency that Black teachers exercise in promoting their own cultures and language varieties may be constrained depending on the characteristics of the institutions in which they teach. The issues raised in this volume will be relevant to educators, administrators, curriculum and materials developers, and researchers committed to promoting equity, racial harmony and intercultural understanding in language education.

This book teaches the basics of the structure of the English language with plentiful extracts from novels, poems and plays, so that literature students learn how to identify parts of speech and discuss their effects. No previous linguistics experience is assumed. Each chapter is divided into a definition of a specific linguistic feature; a demonstration of it in a literary text; a literary exercise where readers identify it themselves and assess its effect; and a brief summary of the teaching point. Interpretation is subjective and readers will learn how to build linguistic evidence to support their view. Essential knowledge for anyone who analyses English Literature.

Eyak (dAXunhyuuga’) is the traditional language of the Copper River Delta region of the Gulf of Alaska. This posthumous publication reflects Michael Krauss’s systematic effort to document every aspect of the language, working closely with the last remaining fluent speakers. Adopting a theory-neutral approach, Krauss focuses on detailed description, providing exhaustive exemplification, as well as ample discussion of comparative and conflicting data from the related Tlingit and Dene (Athabaskan) languages, making the work particularly useful for Dene scholars. Non-specialists will find a window into the structure of a highly synthetic and typologically unusual language. This comprehensive work will also serve as a useful reference for the growing dAXunhyuuga’ reclamation effort.

This book provides a comprehensive overview of research in applied linguistics involving the intersection of digital multimodal composing (DMC) and second language (L2) writing. It presents a theoretically and methodologically diverse introduction to key theories and scholarship supporting DMC’s use, along with practical pedagogical tips and tools for adopting DMC in the L2 writing classroom. This text is the first of its kind to distil current research in the area, including chapters that address research on students’ DMC writing processes, evidence of DMC’s impact on L2 learning, students’ and teachers’ perceptions and how DMC affects various individual differences such as motivation, metacognition and identity development. This book serves as a useful resource for both graduate students and faculty in applied linguistics and related fields who are researchers, teacher trainers or language instructors. It is particularly relevant for those working in subfields such as second language acquisition, computer-assisted language learning and L2 writing.

What is the relationship between the ideas of the Enlightenment and the culture and ideology of the French Revolution? This book takes up that classic question by concentrating on changing conceptions of language and, especially, signs during the second half of the eighteenth century.

The author traces, first, the emergence of a new interest in the possibility of gestural communication within the philosophy, theater, and pedagogy of the last decades of the Old Regime. She then explores the varied uses and significance of a variety of semiotic experiments, including the development of a sign language for the deaf, within the language politics of the Revolution.

A Revolution in Language shows not only that many key revolutionary thinkers were unusually preoccupied by questions of language, but also that prevailing assumptions about words and other signs profoundly shaped revolutionaries' efforts to imagine and to institute an ideal polity between 1789 and the start of the new century. This book reveals the links between Enlightenment epistemology and the development of modern French political culture.

“I have but one language—yet that language is not mine.” This book intertwines theoretical reflection with historical and cultural particularity to enunciate, then analyze this conundrum in terms of the author’s own relationship to the French language.

The book operates on three levels. At the first level, a theoretical inquiry investigates the relation between individuals and their “own” language. It also explores the structural limits, desires, and interdictions inherent in such “possession,” as well as the corporeal aspect of language (its accents, tones, and rhythms) and the question of the “countability” of languages (that is, their discreteness or factual givenness).

At the second level, the author testifies to aspects of his acculturation as an Algerian Jew with respect to language acquisition, schooling, citizenship, and the dynamics of cultural-political exclusion and inclusion. At the third level, the book is comparative, drawing on statements from a wide range of figures, from the Moroccan Abdelkebir Khatibi to Franz Rosenzweig, Gershom Scholem, Hannah Arendt, and Emmanuel Levinas.

Since one of the book’s central themes is the question of linguistic and cultural identity, its argument touches on several issues relevant to the current debates on multiculturalism. These issues include the implementation of colonialism in the schools, the tacit or explicit censorship that excludes other (indigenous) languages from serious critical consideration, the investment in an ideal of linguistic purity, and the problematics of translation. The author also reveals the complex interplay of psychological factors that invests the subject of identity with the desire to recover a “lost” language of origin and with the ambition to master the language of the colonizer.

The human voice does not deceive. The one who is speaking is inevitably revealed by the singular sound of her voice, no matter "what" she says. We take this fact for granted—for example, every time someone asks, over the telephone, "Who is speaking?" and receives as a reply the familiar utterance, "It's me." Starting from the given uniqueness of every voice, Cavarero rereads the history of philosophy through its peculiar evasion of this embodied uniqueness. She shows how this history—along with the fields it comprehends, such as linguistics, musicology, political theory, and studies in orality—might be grasped as the "devocalization of Logos," as the invariable privileging of semantike over phone, mind over body. Female figures—from the Sirens to the Muses, from Echo to opera singers—provide a crucial counterhistory, one in which the embodied voice triumphs over the immaterial semantic. Reconstructing this counterhistory, Cavarero proposes a "politics of the voice" wherein the ancient bond between Logos and politics is reconfigured, and wherein what matters is not the communicative content of a given discourse, but rather who is speaking.

This book, by one of Italy's most important and original contemporary philosophers, represents a broad, general, and ambitious undertaking—nothing less than an attempt to rethink the nature of poetic language and to rearticulate relationships among theology, poetry, and philosophy in a tradition of literature initiated by Dante.

The author presents "literature" as a set of formal or linguistic genres that discuss or develop theological issues at a certain distance from the discourse of theology. This distance begins to appear in Virgil and Ovid, but it becomes decisive in Dante and in his decision to write in the vernacular. His vernacular Italian reaches back through classical allusion to the Latin that was in his day the language of theology, but it does so with a difference. It is no accident that in the Commedia Virgil is Dante's guide.

The book opens with a discussion of just how Dante's poem is a "comedy," and it concludes with a discussion of the "ends of poetry" in a variety of senses: enjambment at the ends of lines, the concluding lines of poems, and the end of poetry as a mode of writing this sort of literature. Of course, to have poetry "end" does not mean that people stop writing it, but that literature passes into a period in which it is concerned with its own ending, with its own bounds and limits, historical and otherwise.

Though most of the essays make specific reference to various authors of the Italian literary tradition (including Dante, Polifilo, Pascoli, Delfini, and Caproni), they transcend the confines of Italian literature and engage several other literary and philosophical authors (Plato, Aristotle, the Stoics, Boethius, the Provençal poets, Mallarmé, and Hölderlin, among others).

Draws a history of journalism's most respected tenet—objectivity

If American journalism were a religion, as it has been called, then its supreme deity would be "objectivity." The high priests of the profession worship the concept, while the iconoclasts of advocacy journalism, new journalism, and cyberjournalism consider objectivity a golden calf. Meanwhile, a groundswell of tabloids and talk shows and the increasing infringement of market concerns make a renewed discussion of the validity, possibility, and aim of objectivity a crucial pursuit.

Despite its position as the orbital sun of journalistic ethics, objectivity—until now—has had no historian. David T. Z. Mindich reaches back to the nineteenth century to recover the lost history and meaning of this central tenet of American journalism. His book draws on high profile cases, showing the degree to which journalism and its evolving commitment to objectivity altered–and in some cases limited—the public's understanding of events and issues. Mindich devotes each chapter to a particular component of this ethic–detachment, nonpartisanship, the inverted pyramid style, facticity, and balance. Through this combination of history and cultural criticism, Mindich provides a profound meditation on the structure, promise, and limits of objectivity in the age of cybermedia.

Language is on display all around us, all the time, and the study of this linguistic landscape is one of the fastest-growing areas of research in applied linguistics. This book provides an overview of how the field of Linguistic Landscape Studies has emerged and developed over the past 20 years, combined with an in-depth exploration of the theoretical approaches, innovative research methods and major themes that have been central to this dynamic area of research. Written by two authors who have been involved in the field from its inception, the book features summaries of studies from around the world, a discussion of the future of the field, and an analysis of the impact of linguistic landscape research on language policy, language learning and teaching, and minority language revitalization. It will be an invaluable companion for students and researchers in Linguistic Landscape Studies, as well as to those working in related areas.

The book is open access under a CC BY NC ND licence.

This book is intended to help language teachers to work effectively and successfully with students who have Specific Learning Differences (SpLDs). It enables teachers to gain a thorough understanding of the nature of SpLDs and how these affect both general learning processes and the mechanisms of second language acquisition. In addition, the book explores the particular inclusive methods and techniques of teaching and assessment that foster success in language learning. Language teaching is embedded in a wider social and educational context, and therefore the book also provides an in-depth discussion of general educational issues related to identifying and disclosing disabilities and to making transitions from one institution to the other.

The content has been thoroughly updated and revised for the second edition, particularly in the areas of inclusive pedagogies, new evidence-based methods and tools for identifying SpLDs, and new conceptualisations of neurodiversity. The book also includes the latest research on assessment, transition and progression, and the impact of SpLDs on additional language learning.

Selected by NYU as one of the century's best books of American journalism.

Gathered in this volume are seven long-form articles that John Steinbeck wrote in 1936 for The San Francisco News about the plight of migrant farmworkers during the Dust Bowl, accompanied by photographs by Dorothea Lange and others. Steinbeck toured the squatters' camps and Hoovervilles of California, creating unforgettable portraits of once strong, independent farmers reduced to misery. The inquisitiveness and outrage of an investigative reporter combined with the expressive powers of a novelist in his prime fueled The Harvest Gypsies, which in turn furnished the factual and emotional roots for The Grapes of Wrath and has long been hailed as an American classic in its own right.

This book investigates the impact of language learning and study abroad on the career options and choices of US-based alumni of all ages. It reports on the results of a mixed-methods study which used both an extensive nationwide survey and qualitative life history interviews with 54 participants systematically selected to represent a broad range of backgrounds and professions. International education experiences are shown to exert considerable influence on the aspirations and career paths of individuals in a wide variety of fields (e.g. education, healthcare, business, government service). The long-term benefits of language study are illustrated both in narratives from individuals whose work requires proficiency beyond English and from participant comments on improvement in their use of English for international communication. The book will be of relevance to a wide audience of international education professionals in addition to researchers and students in applied linguistics and language education.

This book argues that teachers of multiple languages (TMLs) form a distinct group of language teachers and that the study of this largely overlooked demographic group can reveal new insights into how we perceive and research language teachers. The book highlights the narratives of three TMLs from diverse global contexts, examining their journeys in navigating their careers as well as traversing multiple worlds and developing additional ways of being through new identities, beliefs and emotions. The author offers new, globally-relevant insights for language teaching research at individual, pedagogical and institutional level and demonstrates that teaching multiple languages is an emerging transnational phenomenon that cuts across age, languages, countries, institutions and career stages. By furthering our understanding of why and how some multilingual language teachers have expanded and changed their careers through teaching additional languages, the book offers a new perspective on how language teaching careers are changing in an increasingly globalized, multilingual world.

Este libro ofrece un acercamiento a la sociolingüística y al estudio del lenguaje y la sociedad, que luego se aplica al análisis del español hablado en Estados Unidos. Además de proporcionar información clave sobre la demografía y la historia del español en dicho país, se analiza su situación sociopolítica, la relación de la lengua con las identidades latinxs, y las formas en que las ideologías y políticas lingüísticas reflejan y condicionan la percepción del español y sus hablantes. Se examina el uso y la representación del español en una amplia gama de contextos, incluyendo el habla cotidiana, los medios de comunicación, las escuelas, el censo y las instituciones gubernamentales y no gubernamentales. Cada capítulo incluye preguntas de discusión y actividades de análisis. Esta edición se basa en Speaking Spanish in the US (2020), pero está pensada específicamente para el público hispanohablante.

An English-language edition of this book is also available: http://www.multilingual-matters.com/display.asp?isb=9781788928274.

This book supports writing educators on college campuses to work towards linguistic equity and social justice for multilingual students. It demonstrates how recent advances in theories on language, literacy, and race can be translated into pedagogical and administrative practice in a variety of contexts within US higher educational institutions. The chapters are split across three thematic sections: translingual and anti-discriminatory pedagogy and practices; professional development and administrative work; and advocacy in the writing center. The book offers practice-based examples which aim to counter linguistic racism and promote language pluralism in and out of classrooms, including: teacher training, creating pedagogical spaces for multilingual students to negotiate language standards, and enacting anti-racist and translingual pedagogies across disciplines and in writing centers.

The seventh edition of this bestselling textbook has been extensively revised and updated to provide a comprehensive and accessible introduction to bilingualism and bilingual education in an everchanging world. Written in a compact and clear style, the book covers all the crucial issues in bilingualism and multilingualism at individual, group and societal levels. Updates to the new edition include: 

• Thoroughly updated chapters with over 500 new citations of the latest research.
• Six chapters with new titles to better reflect their updated content.
• A new Chapter 16 on Deaf-Signing People, Bilingualism/Multilingualism and Bilingual Education.
• The latest demographics and other statistical data.
• Recent developments in and limitations of brain imaging research.
• An expanded discussion of key topics including multilingual education, codeswitching, translanguaging, translingualism, biliteracy, multiliteracies, metalinguistic and morphological awareness, superdiversity, raciolinguistics, anti-racist education, critical post-structural sociolinguistics, language variation, motivation, age effects, power, and neoliberal ideologies.
• Recent US policy developments including the Every Student Succeeds Act (ESSA), Seal of Biliteracy, Proposition 58, LOOK Act, Native American Languages Preservation Act, and state English proficiency standards and assessments consortia (WIDA, ELPA21).
• New global examples of research, policy, and practice beyond Europe and North America.
• Technology and language learning on the internet and via mobile apps, and multilingual language use on the internet and in social media.

Students and Instructors will benefit from updated chapter features including:

• New bolded key terms corresponding to a comprehensive glossary
• Recommended readings and online resources
• Discussion questions and study activities

This book traces a history of bilingual education in the US, unveiling the pervasive role of politics and its influence on integrity of policy implementation. It introduces readers to once nationwide, systemic supports for diverse bilingual educational programs and situates particular instances and phases of its expansion and decline within related sociopolitical backdrops. The book includes overlooked details about key leaders and developments that affected programs under the Bilingual Education Act. It delves deeply into a past infrastructure: what it entailed, how it worked, and who was involved. This volume is essential reading for researchers, students, administrators, education leaders, bilingual advocates and related stakeholders invested in understanding the history of language education in the US for future planning, expansion, and enhancement of bilingual educational programs and promotion of equity and access in schooling.

In the last 20 years dual language education programs have increased in number and expanded in range. Whereas once they were predominantly focused at the elementary level, they now span from pre-K through to high school. This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved in extending the dual language instructional model to pre-K and secondary settings. Chapter authors, who are themselves both researchers and practitioners, explore the latest research and policy implications for implementation of dual language in three different contexts; within a school, a dual language school and a dual language district. This book will be of interest to teachers, teacher educators, professional development specialists, policymakers, administrators, and researchers.

In this accessible guide to bilingualism in the family and the classroom, Colin Baker delivers a realistic picture of the joys and difficulties of raising bilingual children. The Q&A format of this book makes it the natural choice for the busy parent or teacher who needs an easy reference guide to the most frequently asked questions. This revised edition includes more information on bilingualism in the digital age, and incorporates the latest research in areas such as neonatal language experience, multilingualism, language mixing and the effect that siblings have on family language choice.

This book will be a fascinating and invaluable resource, not only for advanced learners of Arabic but for linguists, rhetoricians, and philosophers of language.

A linguistic and historical study of the Manchu script in the early modern world

Manchu was a language first written down as part of the Qing state-building project in Northeast Asia in the early seventeenth century. After the Qing invasion of China in 1644, and for the next two and a half centuries, Manchu was the language of state in one of the early modern world's great powers. Its prominence and novelty attracted the interest of not only Chinese literati but also foreign scholars. Yet scholars in Europe and Japan, and occasionally even within China itself, were compelled to study the language without access to a native speaker. Jesuit missionaries in Beijing sent Chinese books on Manchu to Europe, where scholars struggled to represent it in an alphabet compatible with Western pedagogy and printing technology. In southern China, meanwhile, an isolated phonologist with access to Jesuit books relied on expositions of the Roman alphabet to make sense of the Manchu script. When Chinese textbooks and dictionaries of Manchu eventually reached Japan, scholars there used their knowledge of Dutch to understand Manchu.

In The Early Modern Travels of Manchu, Mårten Söderblom Saarela focuses on outsiders both within and beyond the Qing empire who had little interaction with Manchu speakers but took an interest in the strange, new language of a rising world power. He shows how—through observation, inference, and reference to received ideas on language and writing—intellectuals in southern China, Russia, France, Chosŏn Korea, and Tokugawa Japan deciphered the Manchu script and explores the uses to which it was put for recording sounds and arranging words.

In 2022 Wits University Press marked its centenary, making it the oldest, most established university press in sub-Saharan Africa. While in part modelled on scholarly publishers from the global North, it has had to contend with the constraints of working under global South conditions: marginalisation within the university, budgetary limitations, small local markets, unequal access to international sales channels, and the privileging of English language publishing over indigenous languages.

This volume explores what the Press has achieved, and what its modes of reinvention might look like. In widening and deepening our understanding of the Press as an example of a global South scholarly publisher, this volume asks how publishing can contribute to a broader understanding of Southern knowledge production. Featuring contributions from scholars, publishers and authors this multi-voiced volume showcases the history of the Press’s publishing activities over 100 years: from documenting its evolution through book covers and giving credence to some of the leading black intellectuals and writers of the early 20th century and the success of those works in spite of their authors’ racial marginalisation, to the role of women, both in publishing and in the spaces afforded to women’s writing on the Press’s list.

The collection concludes with essays by contemporary authors who detail not only their experiences of working with Southern publishers, but also the politics and influences governing their decisions to choose the Press over a Northern publisher. Publishing from the South shows the strategies deployed by the Press to professionalise Southern knowledge making, and in the process demonstrating how university presses in the global South support the scholarly missions of their universities for both local and global audiences.

This book examines what ‘researching multilingually’ means in practice and theory. It is multinational and transnational in scope, including the voices of both experienced and emerging scholars who reflect on the process of conducting, analyzing and reporting multilingual research in various settings. Together the chapters address issues including theorizing multilingualism and collaborative research with multilingual scholars and research participants; navigating insider or outsider positioning with research participants; making and accepting language choices among researchers and participants during research; translating and interpreting multilingual data; and confronting policy challenges of multilingual research design and reporting in English-dominant contexts. The book ties these processes to existing theories of multilingualism in research and proposes new ways of understanding best practices while also wrestling with challenges and at times ‘failures’ in the research process.

Der interdisziplinäre Band untersucht den frühmittelalterlichen Wissenstransfer, wie er sich an der Vermischung verschiedener Volkssprachen bzw. Schreibdialekte beobachten lässt. Die Beiträge umfassen dabei Themen von Schreibgewohnheiten und Schreibsituationen in mittelalterlichen Skriptorien über prominente Traditionsstränge altenglischer und althochdeutscher Überlieferung bis hin zu lexikalischen Interferenzen und lexikographischen Aspekten.

The book takes its cue from the topics of PhrasaLex, a workshop dedicated to phraseological approaches to learner’s lexicography which took place for the second time in July 2021 and is connected to the lexicographic project PhraseBase.

Considering the great interest that studies on patterns of meaning have gained in lexicology and lexicography, we not only delve into the more phraseological approach, but broaden our horizon to include further approaches, both established and new, that have as their common thread the identification and analysis of patterns of meaning in their interaction with grammatical patterns. In this way, we present the commonalities of a complex, innovative and partly interdisciplinary strand of research that currently involves disciplines such as theoretical and applied linguistics, corpus linguistics and computational linguistics.

The book provides insights into different theoretical approaches examining the interface between lexis, semantics and grammar, by dealing with methodological advances and issues regarding corpus linguistics explorations and the lexicographic process. A special focus is on the phraseological nature of language as well as on its implication for the design of (learner’s) dictionaries.

Die Phraseologie hat sich durch ihre Öffnung für generelle Fragen der Formelhaftigkeit von Sprache als Wissenschaftsdisziplin aus einem Nischendasein befreit. Aber hat sich auch ihre didaktische Teildisziplin, die die fremd- und primärsprachenunterrichtliche Anwendung phraseologischer Erkenntnisse untersucht, etablieren können und eigene Forschungsdimensionen ausgebildet?

Der Band zeigt für die deutschsprachige Phraseodidaktik aktuelle Forschungsfragen, Theorie- und Modellbildungen, methodische Ansätze und Vermittlungskonzepte. Dabei spiegelt die Gewichtung der Beiträge in dem Band allerdings auch wider, dass sich fremd- und primärsprachliche Phraseodidaktik in einem unterschiedlichen Tempo entwickeln: Während die fachdidaktischen Diskurse im fremdsprachlichen Bereich vielfältig und fortgeschritten sind, ist es in der primärsprachlichen Phraseodidaktik noch nicht durchschlagskräftig gelungen, den viel zitierten "Dornröschenschlaf" (Peter Kühn) zu beenden. Gleichwohl eröffnet dieser Band nicht nur ein Spektrum heutiger fremdsprachlicher Phraseodidaktik, sondern bietet auch für die primärsprachliche Phraseodidaktik richtungsweisende Beiträge. Für Beides schafft der Band Zugriffsmöglichkeiten und unterbreitet ein Diskussionsangebot.

This book focuses on how sign language ideologies influence, manifest in, and are challenged by communicative practices. Sign languages are minority languages using the visual-gestural and tactile modalities, whose affordances are very different from those of spoken languages using the auditory-oral modality.

Die 7. Ausgabe der "Grundlagen der praktischen Information und Dokumentation" (Erstausgabe 1972) heißt jetzt: „Grundlagen der Informationswissenschaft". Der Bezug zur Praxis und zur Ausbildung bleibt erhalten, aber der neue Titel trägt dem Rechnung, dass die wissenschaftliche theoretische Absicherung für alle Bereiche von Wissen und Information, nicht nur in der Fachinformation, sondern auch in den Informationsdiensten des Internet immer wichtiger wird. Für die Grundlagen sind 73 Artikel in 6 Hauptkapiteln vorgesehen. Viele Themen werden zum ersten Mal behandelt, z.B. Information und Emotion, Informationelle Selbstbestimmung, Informationspathologien. Alle Beiträge sind neu verfasst.

Researchers in applied linguistics have found medical and health contexts to be fertile grounds for study, from macro-levels of conceptual analyses to micro-levels of the "turn-by-turn." The rich array of health contexts include medical research itself, clinical encounters, medical education and training, caregivers and patients in everyday life – from the formal and ritualized to the ad hoc and ephemeral.

This volume foregrounds the crucial role of applied linguists addressing real world problems, while simultaneously highlighting the varied ways that health can be understood as a rich site of language inquiry in its own right. Chapters cover a range of health topics including medical training, medical interaction, disability in education, health policy analysis and recommendations, multidisciplinary research teams, and medical ethics. While reporting and reflecting on their specific topics in clinical and health contexts, contributors also articulate their own hybrid identities as professional collaborators in health research, education, and policy.

This book provides an overview of approaches to language and culture, and it outlines the broad interdisciplinary field of anthropological linguistics and linguistic anthropology. It identifies current and future directions of research, including language socialization, language reclamation, speech styles and genres, language ideology, verbal taboo, social indexicality, emotion, time, and many more. Furthermore, it offers areal perspectives on the study of language in cultural contexts (namely Africa, the Americas, Australia and Oceania, Mainland Southeast Asia, and Europe), and it lays the foundation for future developments within the field. In this way, the book bridges the disciplines of cultural anthropology and linguistics and paves the way for the new book series Anthropological Linguistics.

Roman Jakobson stands alone in his semiotic theory of poetic analysis which combines semiotics, linguistics and structuralist poetics. This groundbreaking book proposes methods for developing Jakobson’s theories of communication and poetic function. It provides an extensive range of examples of the kinds of Formalist praxis that have been neglected in recent years, developing them for the analysis of all poetry but, especially, the poetry of our urban future. Throughout the book the parameters of a city poetic genre are proposed and established; the book also develops the theory of the function of shifters and deixis with special reference to women as narrators. It also instantiates an experimental poetic praxis based on the work of one of Jakobson’s great influences, Charles Sanders Peirce. Steadfastly adhering to the text in itself, this volume reveals the often surprising, hitherto unconsidered structural and semiotic patterns within poems as a whole.

This book fosters an awareness of multilingualism as lived or as subjectively experienced from the perspective of those involved in language education and teacher education. Responding to multilingual and visual turns, it widens the repertoire of methodologies dominating the field of language teacher education, from linguistic or verbal to visual. The chapters, written by practising language teachers and teacher educators, explore aspects of multilingualism accessed through visual means in a wide range of contexts. Using social justice as a transformative framework, they highlight the biases, inequalities and linguistic hierarchies within schools and teacher education, and promote respect for linguistic plurality and cultural diversity in these settings. They illustrate how visual methods can be used to reconstruct histories of individual multilingualism, identify present language ideologies and support teachers’ professional development by means of envisioning the future self in action. This book will be of interest to those involved in language education and language teacher education, including researchers, practising language teachers, student or trainee teachers and teacher educators.

This book is Open Access under a CC BY NC ND license.

This book is an in-depth tutorial on how to make communities work to really improve business performance. It covers principles and proven practices that ensure community success and longevity, provides tips and techniques for leading communities and communities programs that the reader can apply immediately, looks at different types of communities and the technologies that support them, and illustrates communities in practice.

Dieses Handbuch ist eine wissenschaftliche, moderne, gut lesbare Grammatik, die als Grundlage für Lehren wie Lernen, als Nachschlagewerk in Zweifelsfragen und als Leitfaden zum Verständnis moderner Grammatikansätze dienen kann. Sie arbeitet mit den Begriffen der herkömmlichen Grammatik, erklärt aber davon abweichende Begriffe aktueller Modelle. Die 5. Auflage wurde erneut überarbeitet und auf den aktuellen Stand der Forschung gebracht.

This book presents the most comprehensive coverage of the field of Indo-European Linguistics in a century, focusing on the entire Indo-European family and treating each major branch and most minor languages. The collaborative work of 120 scholars from 22 countries, Handbook of Comparative and Historical Indo-European Linguistics combines the exhaustive coverage of an encyclopedia with the in-depth treatment of individual monographic studies.

This volume brings together descriptions and analyses of the conjoint/disjoint alternation, a typologically significant phenomenon found in many Bantu languages. The chapters provide in-depth documentation, comparative studies and theoretical analyses of the alternation from a range of Bantu languages, showing its crosslinguistic variation in constituent structure, morphology, prosody and information structure.

Published in honor of the 85th anniversary of the International Federation of Library Associations and Institutions (IFLA), 85 Years IFLA: A History and Chronology of Sessions 1927–2012 presents a thorough history of the organization from its 1927 founding through 2012. Supplemented with a bibliography, appendixes, and index, 85 Years IFLA is the definitive guide to the largest international library association in the world, as well as the leading body representing the interests of library and information services and their users today.

This book is a comprehensive introduction to the topic of assessing students who use two or more languages in their daily life. The book provides foundational information for assessing multilingual learners (MLs) in schools, with an emphasis on school language and content. Major assessment ideas are viewed through a framework called PUMI (Purpose, Use, Method and Instrument) to help readers focus on important assessment principles, leading to better quality assessments for MLs.

This is a substantially revised and updated second edition of The Assessment of Emergent Bilinguals. Updates in this edition include a greater focus on multilingual assessment and assessment in language contexts in addition to English/Spanish. This edition addresses both the current politics of multilingual assessment and recent theoretical developments, including an expanded exploration of translanguaging in assessment contexts. This edition aims to be more practical than the first edition, with more examples of assessments and rubrics, and a greater emphasis on using assessment results in formative ways. 

Cross-linguistically, motion verbs are frequently involved in language change and feature a wide array of motion-related constructions. The aim of this volume is to grasp more completely the typological characteristics and the developmental potential of motion verbs and to acknowledge the formal and functional diversity of motion-related constructions in Romance languages. To this end, the contributions in this collection provide synchronic and diachronic as well as typologically oriented studies that focus on motion verbs and single- and multi-verb constructions that have received scant attention to date. These include verbal periphrases, (pseudo-/semi-)copula and pseudo-coordinated constructions in Spanish, Italian, Romanian, French and French-based Creoles. In comparison to previous research on Romance languages, the present volume also adopts a broader perspective on language change, taking into account not only grammaticalization processes but also discursive, lexical and pragmatic phenomena such as the development of discursive, quotative or mirative functions. The studies build on functional, usage-based and constructionist models of language change and rely on corpus-based as well as experimental empirical approaches.

Expressing negation is a universal property of all human languages. There is considerable variation, however, in the exact ways negation materializes cross-linguistically. Strict Negative Concord differs both from the Negative Polarity Item strategy and the Asymmetric Negative Concord strategy in that the sentence becomes negative only if the sentence negator is overtly expressed in it, irrespective of how many negative expressions are used.

The central aim of this book is to describe Strict Negative Concord in some Slavic and Finno-Ugric languages. In particular, the volume gives an insight into the forms Strict Negative Concord manifests itself in Russian, Polish, Czech, Slovenian (Slavic), Finnish, Hungarian, Mari (Finno-Ugric) and the closely related Selkup (Samoyedic) to a wide linguistic community. It aims to create a platform for comparison with similar phenomena in well-described European languages.

We gratefully acknowledge the financial support of COST (European Cooperation in Science and Technology), funded by the Horizon 2020 Framework Programme of the European Union.

China has had constitutional minority language rights for decades, but what do they mean today? Answering with nuance and empirical detail, this book examines the rights through a sociolinguistic study of Zhuang, the language of China’s largest minority group. The analysis traces language policy from the Constitution to local government practices, investigating how Zhuang language rights are experienced as opening or restricting socioeconomic opportunity. The study finds that language rights do not challenge ascendant marketised and mobility-focused language ideologies which ascribe low value to Zhuang. However, people still value a Zhuang identity validated by government policy and practice.

Rooted in a Bourdieusian approach to language, power and legal discourse, this is the first major publication to integrate contemporary debates in linguistics about mobility, capitalism and globalization into a study of China’s language policy.

The book refines Grey’s award-winning doctoral dissertation, which received the Joshua A. Fishman Award in 2018. The judges said the study “decenter[s] all types of sociolinguistic assumptions." It is a thought-provoking work on minority rights and language politics, relevant beyond China.

Many contemporary explanations of conscious human experience, relying either upon neuroscience or appealing to a spiritual soul, fail to provide a complete and coherent theory. These explanations, the author argues, fall short because the underlying explanatory constituent for all experience are not entities, such as the brain or a spiritual soul, but rather relation and the unique way in which human beings form relations. This alternative frontier is developed through examining the phenomenological method of Martin Heidegger and the semiotic theory of Charles S. Peirce. While both of these thinkers independently provide great insight into the difficulty of accounting for human experience, this volume brings these insights into a new complementary synthesis. This synthesis opens new doors for understanding all aspects of conscious human experience, not just those that can be quantified, and without appealing to a mysterious spiritual principle.

Das kleine frühneuhochdeutsche Wörterbuch ist ein pragmatisch determiniertes, benutzerfreundliches, leicht und schnell handhabbares einbändiges Nachschlagewerk für die Erschließung von Texten aus dem Zeitraum von 1350 bis 1600. Es ist als Lektürehilfe intendiert, das dem Studenten der Germanistik, aber auch dem Sprach- und Literaturhistoriker, Volkskundler und Wissenschaftshistoriker den Zugang zu literarischen Denkmälern unterschiedlicher Textgattungen und -typen aus Dichtung und Fachliteratur erleichtern möchte. Diese Zielstellung bedingte vor allem die Aufnahme nicht alltäglicher Vokabeln. Um für die Korpusermittlung eine repräsentative Textauswahl zu gewährleisten, bildeten die frühneuhochdeutschen Lesebücher von A. Götze/H. Volz, G. Kettmann sowie O. Reichmann/K.-P. Wegera die Grundlage der Materialsammlung, erweitert durch rund 100 Texte vor allem der Fachliteratur (besonders der Artes). Anliegen des Wörterbuchs war die Bereitstellung möglichst vieler Vokabeln, doch auch die Beschränkung auf die wichtigsten Fakten innerhalb der Einträge. Bei den Bedeutungsangaben wurde selektiv verfahren. Die einzelnen Artikel differieren in ihrem Umfang. Die Maximalstruktur umfaßt folgende Angaben: Stichwort; Variante(n); grammatische Kennzeichnung; Übersetzung(en); Erklärung(en); bei Fachlexik die Angabe des Fachgebietes; dialektale/geographische Zuordnung; sprachliche Herkunft, sachliche Einordnung; Quellensigle(n).