Language Arts & Disciplines

For decades theorists have opined that the lines between creative writing and composition need to be lifted, yet little has been written about the pedagogical methods that allow a cohesive approach between the disciplines. This book brings together contemporary authors and well-respected creative writing instructors and theorists to explore ways creativity in composition may be encouraged in student writers. The question in this anthology is not ‘Can writing be taught?’ but ‘How can we inspire students to embrace the creative process no matter what they write?’ This book offers multiple strategies to merge the best practices of teaching writing, regardless of the genre.

Winner of the 2017 Edward Fry Book Award from the Literacy Research Association.

Literacy Theories for the Digital Age insightfully brings together six essential approaches to literacy research and educational practice. The book provides powerful and accessible theories for readers, including Socio-cultural, Critical, Multimodal, Socio-spatial, Socio-material and Sensory Literacies. The brand new Sensory Literacies approach is an original and visionary contribution to the field, coupled with a provocative foreword from leading sensory anthropologist David Howes. This dynamic collection explores a legacy of literacy research while showing the relationships between each paradigm, highlighting their complementarity and distinctions. This highly relevant compendium will inspire researchers and teachers to explore new frontiers of thought and practice in times of diversity and technological change.

This book is an exploration of the vitality of multilingualism and of its critical importance in and for contemporary cities. It examines how the city has emerged as a key driver of the multilingual future, a concentration of different, changing cultures which somehow manage to create a new identity. The book uses the recent LUCIDE multilingual city reports as a basis for discussion and analysis, and deals with both societal and individual multilingualism in a way that draws on the full range of their historical, contemporary, visual/audible, psychological, educational and policy-oriented aspects. The book will be of interest to students and researchers of multilingualism, migration studies, European Studies, anthropology, sociology and urbanism.

This book offers an insight into the dynamics and complexities of learning and teaching English as a foreign language at primary level. Taking a Dynamic Systems Theory perspective, the chapters present the findings of longitudinal research undertaken in Croatia into the development of English in young learners. The book includes both qualitative and quantitative research and provides insights into internal individual learner factors and external micro and macro contextual factors which impact English learner development. Importantly, it tackles the unique position of English in today’s globalised world in detail. It therefore makes a major contribution to work on learning English by the digitalised generation and to understanding the impact of practices in the modern EFL classroom. The volume will appeal to anyone interested in new ways of researching the complex and dynamic phenomenon of the early learning of English.

The teenage years are a fascinating time in the life of any family, but what happens when the challenges of parenting teenagers are combined with the desire to help your children build on their multilingual abilities? In this follow-up to Growing up with Three Languages: Birth to Eleven, Xiao-lei Wang offers a unique insight into the dynamics of a multilingual family. She combines practical, evidence-based advice with rich detail from observations of her own family to offer support and inspiration on an aspect of multilingual parenting that has received comparatively little attention. By placing language within the wider context of teenagers’ cognitive and social development, this book will enable parents everywhere to help and guide their children through the next step in their multilingual journey.

This volume provides an unprecedented insight into current approaches to crosslinguistic influence (CLI). The collection investigates a range of themes including linguistic relativity, the possible contributions of neurolinguistics, the problem of cognitive development and the role of the frequency of structures in acquisition from distinct, overlapping and complementary perspectives. Chapters focusing on vocabulary, morphosyntactic categories, semantic structures, and phonetic and phonological structures feature in the volume, as do over 20 languages, in order to offer new insights into both theoretical and empirical issues in CLI, including the consequences of great or little similarity in structures between languages. The relevance of CLI research for teaching is discussed in a number of chapters, as is the phenomenon of multilingualism. The collection will appeal to researchers, graduate and postgraduate students, teachers and professionals interested in the field of CLI in SLA.

This book explores connections between the fields of foreign/second language teaching and adult learning. This interdisciplinary approach serves as a framework in order to: (a) understand the teaching methods that promote the deeper, more critical sort of language learning advocated by scholars and professional organizations, (b) understand how adult students learn and transform through language study, and (c) reinforce the immense value of beginning language courses. Johnson studies a classroom of adult language learners for one semester, exploring issues of motivation and perceived value for these short-term learners as well as touching on issues around intercultural communication teaching and learning. The book will be of interest to adult language teachers as well as researchers studying adult education and second language learning.

This book investigates language disorders in children who speak languages other than, or in addition to, English. The chapters in the first section of the volume focus on language disorders associated with four different syndromes in multilingual populations and contexts. This section discusses language disorders associated with autism spectrum disorders, Down syndrome, fetal alcohol syndrome and Williams syndrome. The chapters in the second section of the book relate to language impairment in children who speak diverse languages, although the issues they address are relevant across languages and cultural contexts. The book also reviews assessment procedures and intervention approaches for diverse languages, including Bengali, Cantonese, French, Spanish, and Turkish. The volume aims to stimulate thoughtful clinical practice and further research in language disorders in multilingual populations.

This book offers an in-depth study of the poetics of creative writing as a subject in the dramatically changing context of practice as research, taking into account the importance of the subjectivity of the writer as researcher. It explores creative writing and theory while offering critical antecedents, theoretical directions and creative interchanges. The book narrows the focus on psychoanalysis, particularly with regard to Lacan and creative practice, and demonstrates that creative writing is research in its own right. The poetics at stake neither denotes the study or the techniques of poetry, but rather the means by which writers formulate and discuss attitudes to their work.

This monograph investigates 15 L2 creative writers’ social constructive power in identity constructions. Through interviews and think-aloud story writing sessions, the central study considers how L2 writer voices are mediated by the writers’ autobiographical identities, namely, their sense of selves formulated by their previous language learning and literacy experiences. The inquiry takes the epistemological stance that L2 creative writing is simultaneously a cognitive construct and a social phenomenon and that these two are mutually inclusive. The study contributes to L2 creative writing research and L2 learner identity research and will be of benefit to researchers, language teachers and writing instructors who wish to understand creative writing processes in order to help develop their students’ positive self-esteem, confidence, motivation and engagement with the L2.

This book aims to enhance and challenge our understanding of language and literacy as social practice against the background of heightened globalisation. Juffermans presents an ethnographic study of the linguistic landscape of The Gambia, arguing that language should be conceptualised as a verb (languaging) rather than a countable noun (a language, languages). He goes on to argue that sociolinguistics should not be defined as the study of ‘who speaks what language to whom, and when and to what end’ (as Fishman defined it), but as the study of who uses which linguistic features under particular circumstances in a particular place and time. The book is therefore in part an exercise to unpluralise language, which Juffermans argues is necessary for a more realistic understanding of what language is, what it does, and what people do with it. The book will be of interest to sociolinguistics researchers, especially those focusing on Africa and the global South.

Second language learners often produce language forms resembling those of children with Specific Language Impairment (SLI). At present, professionals working in language assessment and education have only limited diagnostic instruments to distinguish language impaired migrant children from those who will eventually catch up with their monolingual peers. This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of SLI, making use of both models of bilingualism and models of language impairment. The book’s methods-oriented focus will make it an essential handbook for practitioners who look for measures which could be adapted to a variety of languages in diverse communities, as well as academic researchers.

This book investigates the strategies and identities of colonials who have learned the languages of colonised people, using the context of isiXhosa in South Africa. While power in language learning research has traditionally focused on the powerful native speaker and the relatively disempowered learner, this book studies the inverse, where elites are the language learners. The author analyses the life histories of four white South Africans who acquired isiXhosa during the apartheid years. The book offers insights into relationships between language, power, race, identity and change in their stories and in the broader context of apartheid and post-apartheid South Africa, with its conflicted history and disparities. This book should appeal to researchers interested in studies of language acquisition, narrative and identity, as well as those more broadly interested in South African history, multilingualism and race studies.

When people attempt to learn a new language, the language(s) they already know can help but also hinder their understanding or production of new forms. This phenomenon, known as language transfer, is the focus of this book. The collection offers new theoretical perspectives, some in the empirical studies and some in other chapters, and consists of four sections considering lexical, syntactic, phonological and cognitive perspectives. The volume provides a wealth of studies on the influence of Chinese on the acquisition of English but also includes studies involving Finnish, French, Hindi, Korean, Persian, Spanish, Swedish and Tamil. It will be of great interest to researchers and students working in the areas of crosslinguistic influence in second language acquisition, language pedagogy and psycholinguistics.

In the process of second language acquisition, the ability to interact effectively is critical. But what does it mean to be interactively competent? This book addresses this question by presenting research on the development of interactional competence among learners of Japanese as a second language. Qualitative data collected on learners studying abroad in Japan is evaluated to explain changes in their interactional competence and provides specific insights into the learning of Japanese. The situated analysis of multiple data sets generates meaningful interpretations of the development of interactional competence in the development of interactional competence and the learner-specific factors that shape developmental trajectories. Moreover, the context of the research provides insights into the types of learning resources and experiences that study abroad provides to assist learners’ in their progress towards becoming a competent speaker in the target community.

This book showcases how language learner agency can be understood and researched from varying perspectives by providing, for the first time, a collection of diverse approaches in one volume. The volume is organised into three main sections:the first sections offers an introduction to varying theoretical approaches to agency; the second section presents analyses of agency in a variety of empirical studies; and the third section focuses on the pedagogical implications of data-based studies of agency. The volume includes the work of researchers working in languages including English (ESL and EFL), Greek, Spanish, Swedish, Italian, Hindi, Marathi, Gujarati and Truku (an indigenous language in Taiwan) and with both child and adult language learners. This collection will serve as a key reference for researchers of language learning and teaching, sociolinguistics and language and identity.

This unique volume offers a comprehensive discussion of essential theoretical and methodological issues concerning the pivotal role of working memory in second language learning and processing. The collection opens with a foreword and introductory theoretical chapters written by leading figures in the field of cognitive psychology. Following these are three research sections containing chapters providing original data and innovative insights into the dynamic and complex relationships between working memory and specific areas of second language processing, instruction, performance and development. Each section concludes with a commentary which is written by a noted SLA researcher and which charts the course for future research. This book provides a fascinating collection of perspectives on the relationship between working memory and second language learning and will appeal to those interested in the integration of cognitive psychology with SLA research.

This book examines how young people at a martial arts club in an urban setting participate and interact in a recreational social community. The author relates analyses of their interactions to discussions of relevance to the sociology of sports, anthropology and education, ultimately providing an analytically nuanced contribution to the study of contemporary sociolinguistic processes and identity practices. The author explores how the young participants negotiate their place in the social order, create and maintain friendship groups and relate to different social categories using the ecological descriptions provided by linguistic ethnography. The book will appeal to researchers of discourse analysis, sociolinguistics, sport sociology, extra-curricular education and anthropology.

This volume illustrates the distinctive and interconnected use of languages in increasingly diversified communities, examining a range of multilingual contexts, including post-migration settlement, language policy, education, language contact and intercultural communication. With contributions from researchers in Australia, Europe and Asia, the book discusses the opportunities and tensions that can emerge when societies attempt to manage and understand multilingual communication within and across communities. Reflecting the ideas of Professor Michael Clyne, the volume makes clear how ongoing research across a broad range of topics can assist in challenging the monolingual mindset by bringing to the attention of readers the rich linguistic diversity, as well as linguistic potential, of our communities around the world.

In today's increasingly interconnected, knowledge-based world, language policy in higher education is rapidly becoming a crucial area for all societies aiming to play a part in the global economy. The challenge is double faceted: how can universities retain their crucial role of creating the intellectual elites who are indispensable for the running of national affairs and, at the same time, prepare their best-educated citizens for competition in a global market? To what extent is English really pushing other languages out of the academic environment? Drawing on the experience of several medium-sized language communities, this volume provides the reader with some important insights into how language policies can be successfully implemented. The different sociolinguistic contexts under scrutiny offer an invaluable comparative standpoint to understand what position can – or could – be occupied by each language at the level of higher education.

This book uses a narrative-oriented approach to shed light on the processes of identity construction and development among Japanese university students of English. The research highlights the instrumental agency of individuals in responding to and acting upon the social environment, and in developing, maintaining and/or reconstructing their identities as L2 users. The study offers unique insights into the role of experience, emotions, social and environmental affordances in shaping their personal orientations to English and self-perceptions as English learner-users. It also examines individuals’ responses to these factors and discusses fluctuations in their motivations. The additional value of this book lies in its detailed account of methodological procedures, challenges and ways to overcome obstacles encountered when undertaking qualitative longitudinal studies.

This edited volume seeks to highlight the effects of self-concept on L2 learning and teaching by considering a wide range of theories as well as their practical application. The book is divided into four sections and includes: chapters discussing various approaches related to self-concept; empirical studies related to the selves of the learners; research from teachers’ perspectives on students' self-concept; and L2 motivational intervention studies associated with the development of self-concept of language learners. The volume contains a collection of studies from around the world (Central Europe, Canada, Asia and Australia) which were carried out using a variety of research methods and have a range of foci including adult and young learners, public and private education, foreign and second language settings, and teacher and learner motivation.

In view of recent debates on the global spread of English and its international lingua franca role, what pronunciation models are appropriate for millions of EFL learners? Which aspects of English phonetics should be taught to foreign students and which can be neglected with little loss to successful communication? How can English pronunciation be taught in an interesting and effective way which is both learner- and teacher-friendly, in accordance with the latest scholarly and technological achievements? This research-based book addresses these and many other fundamental issues that are currently at the centre of pronunciation teaching. It offers a wealth of new theoretical ideas and practical solutions to various phonodidactic problems that arise in EFL contexts, approaching pronunciation instruction from global and local perspectives and supporting its theoretical claims with extensive empirical evidence. It will be of interest to EFL teachers and teacher trainers, pronunciation specialists and students of applied linguistics.

This book is about categorization processes in native/non-native workplace interaction, within the context of internship interviews between Danish employers and second language speakers who were born abroad. In this volume, which is one of the first books on gatekeeping, Tranekjær seeks to address processes of power and ideology from a conversation analytical perspective. The book examines the challenges that non-native internship candidates face in processes of employment when employers and job-counsellors seek to conceptualize, categorize and address the candidates’ linguistic, ethnic and religious otherness. The book shows how processes of categorization are influenced by broader structures of ideology related to social issues of controversy and debate such as migration, integration and second-language learning. The book also includes an overview of previous gatekeeping studies and proposes a redefinition of the term, which suggests a broader meaning and relevance of the notion.

This book explores creative writing and its various relationships to education through a number of short, evocative chapters written by key players in the field. At times controversial, the book presents issues, ideas and pedagogic practices related to creative writing in and around education, with a focus on higher education. The volume aims to give the reader a sense of contemporary thinking and to provide some alternative points of view, offering examples of how those involved feel about the relationship between creative writing and education. Many of the contributors play notable roles in national and international organizations concerned with creative writing and education. The book also includes a Foreword by Philip Gross, who won the 2009 TS Eliot Prize for poetry.

With a particular focus on the morphosyntactic features of second language, this book discusses the idea that language acquisition is a discontinuous and 'quantized' process and thus that some items might be learned twice, statistically and grammatically. It argues that the switch from one way of learning to another is statistically-driven and grammatically motivated. The volume brings together and discusses insights and evidence from learner corpora analysis and electrophysiological data in an attempt to provide the reader with a unified outlook and it suggests a new, developmentally-oriented interpretation of findings. The topics discussed will be of interest to researchers working in the field of psycho- and neurolinguistics and SLA.

Starting from the key idea that learners and teachers bring diverse linguistic knowledge and resources to education, this book establishes and explores the concept of the ‘multilingual turn’ in languages education and the potential benefits for individuals and societies. It takes account of recent research, policy and practice in the fields of bilingual and multilingual education as well as foreign and second language education. The chapters integrate theory and practice, bringing together researchers and practitioners from five continents to illustrate the effects of the multilingual turn in society and evaluate the opportunities and challenges of implementing multilingual curricula and activities in a variety of classrooms. Based on the examples featured, the editors invite students, teachers, teacher educators and researchers to reflect on their own work and to evaluate the relevance and applicability of the multilingual turn in their own contexts.

Language teachers are key figures in preparing young people for participation in an increasingly multilingual and culturally diverse world, yet little is known about how they go about this in practice. This book uses examples of classroom interaction to reveal how teachers of languages act as intercultural mediators and the implications of this for practice. To date, there has been little exploration of how teachers mediate language and culture learning from an intercultural perspective, and what underlies their mediation practices in terms of their conceptions of intercultural language teaching and learning. This book offers an account of what teachers are thinking, feeling and doing as they enact an intercultural perspective on language teaching and learning.

This book explores the place of consciousness in second language learning. It offers extensive background information on theories of consciousness and provides a detailed consideration of both the nature of consciousness and the cognitive context in which it appears. It presents the established Modular Online Growth and Use of Language (MOGUL) framework and explains the place of consciousness within this framework to enable a cognitively conceptualised understanding of consciousness in second language learning. It then applies this framework to fundamental concerns of second language acquisition, those of perception and memory, looking at how second language representations come to exist in the mind and what happens to these representations once they have been established (memory consolidation and restructuring).

In this accessible introduction to Vygotskian sociocultural theory, narratives illuminate key concepts of the theory. These key concepts include mediation; Zone of Proximal Development; collaborative dialogue and private speech; everyday and scientific concepts; the interrelatedness of cognition and emotion; activity theory; and assessment. A final chapter provides readers with an opportunity to consider two additional narratives and apply the SCT concepts that they have become familiar with. We hear from learners, teachers and researchers in a variety of languages, contexts, ages and proficiencies. Intended for graduate and undergraduate audiences, this new edition of the textbook includes controversies in the field, improved questions for collaborative discussion and provides updated references to important work in the literature of second language teaching, learning and research.

This provocative defense of language diversity works through the strengths and weaknesses of liberal political theory to inform language policy. The book presents the argument that policy must occupy the space between 'linguistics of community' and 'linguistics of contact' in a way that balances individual autonomy and group recognition while not reifying 'language'. Drawing on the importance of the language/identity link, the author distinguishes between language negative liberalism and language positive liberalism, arguing against the former. This distinction orients consideration of increasingly specific language policy issues, such as official languages, language rights, bilingual education, and uses of language varieties within classrooms.

Interest in learning Chinese as an additional language has soared worldwide over the last ten years. Yet little is known about the learning process, and much less about what pedagogical strategies might facilitate or, otherwise, hinder it. This book thus aims to further understanding of the acquisition of Chinese as a foreign or second language. It brings together six independent studies which explore aspects of learning Chinese as an additional language across the domains of morphosyntax, pragmatics, cognitive capacity, interactional learning, and instructed learning via a variety of conceptual frameworks and methodological strategies. These studies, as well as the suggestions for future research, will be of great interest to second language acquisition researchers, graduate students and second language teachers of Chinese, as well as to curriculum developers and materials writers.

This landmark volume offers a collection of conceptual papers and empirical research studies that investigate the dynamics of language learning motivation from a complex dynamic systems perspective. The contributors include some of the most well-established scholars from three continents, all addressing the question of how we can understand motivation if we perceive it as continuously changing and evolving rather than as a fixed learner trait. The data-based studies also provide useful research models and templates for graduate students and scholars in the fields of applied linguistics and SLA who are interested in engaging with the intriguing area of examining language learning in a dynamic vein.

In this volume, authors from four disciplines join forces to develop an analysis of political discourse on a comparative and multidisciplinary basis. Language policy is often based on the political use of history, where the remembrance of past experiences by communities, individuals and historical bodies play a fundamental role. These authors see politics and policies as multi-sited by nature, taking place, being constructed, contested and reproduced simultaneously and in different times and places. Theoretically the book draws on the concept of language policy, operationalising it through the rhizomatic nature of politics and policies. Although confined empirically to considerations of situations in Finland and Sweden, the volume extends far beyond these locations in its theoretical contributions. The polities of Finland and Sweden are the lens through which a new and much needed understanding of language policy research, and policy research in general, is posited.

The creation of the Common European Framework of Reference for Languages (CEFR) has given rise to interest and debate among policy makers, testers, teachers and researchers alike in the reliability and feasibility of the assessment of second language (L2) proficiency. This volume brings together concrete ideas on identifying and measuring L2 proficiency from different branches of SLA research (psycholinguistic, sociolinguistic, corpus-based, applied linguistics) to contribute to a deeper understanding of what it means to be proficient in an L2. The chapters introduce a wide range of tools that are innovative, reliable, and easy-to-use for the evaluation of learners’ language level with respect to both productive and receptive skills and provide a variety of answers to the question of how to assess L2 proficiency in a valid, reliable and practical manner. The collection will therefore inspire language teachers, teacher trainers and language testing specialists and help them adapt their assessment practices when necessary, and will also be a valuable resource for postgraduate students and researchers.

Family Language Learning is a practical guide designed to support, advise and encourage any parents who are hoping to raise their children bilingually. It is unique in that it focuses on parents who are not native speakers of a foreign language. It gives parents the tools they need to cultivate and nurture their own language skills while giving their children an opportunity to learn another language. The book combines cutting-edge research on language exposure with honest and often humorous stories from personal interviews with families speaking a foreign language at home. By dispelling long-held myths about how language is learned, it provides hope to parents who want to give their children bilingual childhoods, but feel they don’t know where to start with learning a foreign language.

This book traces the recent socio-historical trajectory of educational language policy in Arizona, the state with the most restrictive English-only implementation in the US. Chapters, each representing a case study of policy-making in the state, include:

• an overview and background of the English-only movement, the genesis of Structured English Immersion (SEI), and current status of language policy in Arizona;

• an in-depth review of the Flores case presented by its lead lawyer;

• a look at early Proposition 203 implementation in the context of broader educational ‘reform’ efforts;

• examples of how early state-wide mandates impacted teacher professional development;

• a presentation of how new university-level teacher preparation curricula misaligns with commonly-held beliefs about what teachers of language minority students should know and understand;

• an exploration of principals’ concerns about enforcing top-down policies for SEI implementation;

• an investigation of what SEI policy looks like in today’s classrooms and whether it constitutes equity;

• and finally, a discussion of what the various cases mean for the education of English learners in the state.

The Bilingual Advantage draws together researchers from education, economics, sociology, anthropology and linguistics to examine the economic and employment benefits of bilingualism in the US labor market, countering past research that shows no such benefits exist. Collectively, the authors draw on novel methodological approaches and new data to examine the economics of bilingualism for the new generation of bilinguals entering a digital-age globalized workforce. The authors also pay considerable attention to how to best capture measures of bilingualism and biliteracy, given the constraints of most existing datasets.

This book examines the benefits of multilingual education that puts children’s needs and interests above the individual languages involved. It advocates flexible multilingual education, which builds upon children’s actual home resources and provides access to both the local and global languages that students need for their educational and professional success. It argues that, as more and more children grow up multilingually in our globalised world, there is a need for more nuanced multilingual solutions in language-in-education policies. The case studies reveal that flexible multilingual education – rather than mother tongue education – is the most promising way of moving towards the elusive goal of educational equity in today’s world of globalisation, migration and superdiversity.

What happens in globalised social contexts if people identify with a language that is not traditionally considered to be ‘their’ language? This unique contribution to the field of sociolinguistics scrutinises language ideologies of German and Australian Communities of Practice constituted by Salsa dance and asks what languages symbolise in transnational, non-ethnic cultures. Using ethnographic methodology and a deconstructive approach to language it examines these different Salsa communities and gives insight into the interaction of social discourses from local, national and transnational realms, examining differences, similarities and a simultaneous multiplicity of languages’ symbolic functions. This book will be welcomed by postgraduates, professional sociolinguists and linguistic anthropologists as well as scholars of cultural anthropology, sociology and cultural studies who are interested in the development of modernist categories in transnational culture.

This unique critical sociolinguistic ethnography explores alternative migrant-regulated institutions of resistance and subversive communication technology: the locutorios or ethnic call shops. These migrant-owned businesses act as a window into their multimodal and hybrid linguistic and communicative practices, and into their own linguistic hierarchies and non-mainstream sociolinguistic orders. Here, socially displaced but technologically empowered transnational migrant populations actively find subversive ways to access information and communication technologies. As such they mobilise their own resources to successfully inhabit Catalonia, at the margins of powerful institutions. The book also focuses on the (internal) social organisation dynamics, as well as on the simultaneous fight against, and re-production of, practices and processes of social difference and social inequality among migrants themselves.

In a world where an increasing amount of communication takes place in English among non-native speakers, this study presents data from email exchanges to provide the first examination of sociolinguistic competence and the acquisition of native-like variability in an English as a Lingua Franca (ELF) context. The analysis of a range of linguistic variables (future tense, relative pronoun choice, complementizer use and adverbial placement) in the online interactions of Swiss speakers (with German, French and Italian mother tongues) allows the reader to gain a greater understanding of which linguistic features are source language-related and which are learning-related. This book will be a valuable resource for postgraduates and researchers interested in language variation and change, ELF and second language acquisition, as well as for undergraduates wanting guidance on different ways of examining sociolinguistic variables.

This book is the first to explore the constitution of language learner agency by drawing on performativity theory, an approach that remains on the periphery of second language research. Though many scholars have drawn on poststructuralism to theorize learner identity in non-essentialist terms, most have treated agency as an essential feature that belongs to or inheres in individuals. By contrast, this work promotes a view of learner agency as inherently social and as performatively constituted in discursive practice. In developing a performativity approach to learner agency, it builds on the work of Vygotsky and Bakhtin along with research on ‘agency of spaces’ and language ideologies. Through the study of discourses produced in interviews, this work explores how immigrant small business owners co-construct their theories of agency, in relation to language learning and use. The analysis focuses on three discursive constructs produced in the interview talk–subject-predicate constructs, evaluative stance, and reported speech–and investigates their discursive effects in mobilizing ideologically normative, performatively realized agentive selves.

Winner of the AAAL First Book Award 2017!

This book outlines a framework for teaching second language pragmatics grounded in Vygotskian sociocultural psychology. The framework focuses on the appropriation of sociopragmatic concepts as psychological tools that mediate pragmalinguistic choices. Using multiple sources of metalinguistic and performance data collected during a six-week pedagogical enrichment program involving one-on-one tutoring sessions, the volume explores both theoretical and practical issues relevant to teaching second language pragmatics from a Vygotskian perspective. The book represents an important contribution to second language instructional pragmatics research as well as to second language sociocultural psychology scholarship. It will be of interest to all those researching in this field and to language teachers who will find the pedagogical recommendations useful.

Inquiry into signed languages has added to what is known about structural variation and language, language learning, and cognitive processing of language. However, comparatively little research has focused on communication disorders in signed language users. For some deaf children, atypicality is viewed as a phase that they will outgrow, and this results in late identification of linguistic or cognitive deficits that might have been addressed earlier. This volume takes a step towards describing different types of atypicality in language communicated in the signed modality such as linguistic impairment caused by deficits in visual processing, difficulties with motor movements, and neurological decline. Chapters within the book also consider communication differences in hearing children acquiring signed and spoken languages.

This book provides a contemporary approach to the study of bilingualism. Drawing on contributions from leading experts in the field, this book brings together - in a single volume - a selection of the exciting work conducted as part of the programme of the ESRC Centre for Research on Bilingualism in Theory and Practice at Bangor University, Wales. Each chapter has as its main focus an exploration of the relationship between the two languages of a bilingual. Section by section, the authors draw on current findings and methodologies to explore the ways in which their research can address this question from a number of different perspectives.

Focusing on the use of African languages in higher education, this book showcases South African higher education practitioners’ attempts to promote a multilingual ethos in their classes. It is a first-time overview of multilingual teaching and learning strategies that have been tried and tested in a number of higher education institutions in South Africa. Despite language-in-education policies that extol the virtues of multilingualism, practice remains oriented towards English-only learning and teaching. In the multilingual contexts of local campuses, this book shows how students and lecturers attempt to understand their multiple identities and use the available languages to create multilingual learning environments.

How does language or culture come to be standardized to the degree that it is considered 'homogeneous'? How does teaching language relate to such standardization processes? How can teaching be mindful of the standardization processes that potentially involve power relations? Focusing on the case of Japanese, which is often viewed as homogenous in terms of language and culture, this volume explores these questions in a wide range of contexts: the notions of translation and modernity, the ideologies of the standardization of regional dialects in Japan, current practices in college Japanese-as-a- Foreign-Language classrooms in the United States, discourses in journals of Japanese language education, and classroom practices in nursery and primary schools in Japan. This volume’s investigation of standardization processes of Japanese language and culture addresses the intersections of theoretical and practical concerns of researchers and educators that are often overlooked.

This book presents mixed-methods research into Chinese students' willingness to communicate (WTC) in an EFL classroom context. The interrelationships between WTC and motivation, communication confidence, learner beliefs and classroom environment are examined using structural equation modelling on data collected in a large-scale survey. These results are then complemented and expanded upon in a follow-up multiple case-study that identifies six themes which account for fluctuations of WTC over time and across situations. The qualitative and quantitative data provide the grounds for the proposition of an ecological model of WTC in the Chinese EFL university classroom, which reveals that WTC is socioculturally constructed as a function of the interaction of individual and environmental factors inside and beyond the classroom walls.

This book brings together a variety of voices – students and teachers, journal editors and authors, writers from the global north and south – to interrogate the notion of risk as it applies to the production of academic writing. Risk-taking is viewed as a productive force in teaching, learning and writing, and one that can be used to challenge the silences and erasures inherent in academic tradition and convention. Widening participation and the internationalisation of higher education make questions of language, register, agency and identity in postgraduate writing all the more pressing, and this book offers a powerful argument against the further reinforcement of a ‘northern’ Anglophone understanding of knowledge and its production and dissemination. This volume will provide food-for-thought for postgraduate students and their supervisors everywhere.

This book aims to enable parents in trilingual families to consider possible language strategies on the basis of analysing their individual circumstances. It includes a tool for diagnostic self-analysis that will help each reader to identify their situation and learn how parents in similar situations have approached the task of supporting their children’s use of languages. Based on a unique survey of parents in trilingual families in two European countries, the book highlights the challenges that trilingual families face when living in mainly monolingual societies. It takes into account the recent emergence of a 'New Trilingualism' among educated parents who find themselves in trilingual families because of global trends in migration and the recent expansion of the EU.

Instead of viewing different perspectives on the self as competing with each other and considering one perspective on the self as being inherently ‘better’ than another, this book takes the view that a fuller, more comprehensive picture of the self in SLA can be gained by examining and combining insights from different perspectives. This original collection of papers thus attempts to provide a thorough overview of the ways in which the self can be conceptualised in SLA contexts. The editors have brought together a diverse range of theoretical perspectives on the self to allow the reader to appreciate the insights that each approach contributes to overall understandings of the self in the domain of second language acquisition and foreign language learning.

This book closes the gap between theory and classroom application by capitalizing on learners’ individuality in second or foreign language learning. The book examines the existing literature and theoretical underpinnings of each of the most prominent learner characteristics including anxiety, beliefs, cognitive abilities, motivation, strategies, styles and willingness to communicate. This strong foundation, coupled with the wide variety of activities that are suggested at the end of each chapter, arms the reader with ideas to conquer the problems created by negative affect and to capitalize on positive, facilitative emotions. The tasks are unrestricted by language and can be modified for use with technology, emergent learners and large classes, making this book a useful resource for both in-service teachers and pre-service teachers in university language teacher education programs.

Migration and the mobility of citizens around the globe pose important challenges to the linguistic and cultural homogeneity that nation-states rely on for defining their physical boundaries and identity, as well as the rights and obligations of their citizens. A new social order resulting from neoliberal economic practices, globalisation and outsourcing also challenges traditional ways the nation-state has organized its control over the people who have typically travelled to a new country looking for work or better life chances. This collection provides an account of the ways language addresses core questions concerning power and the place of migrants in various institutional and workplace settings. It brings together contributions from a range of geographical settings to understand better how linguistic inequality is (re)produced in this new economic order.

Diversity - social, cultural, linguistic and ethnic - poses a challenge to all educational systems. Some authorities, schools and teachers look upon it as a problem, an obstacle to the achievement of national educational goals, while for others it offers new opportunities. Successive PISA reports have laid bare the relative lack of success in addressing the needs of diverse school populations and helping children develop the competences they need to succeed in society. The book is divided into three parts that deal in turn with policy and its implications, pedagogical practice, and responses to the challenge of diversity that go beyond the language of schooling. This volume features the latest research from eight different countries, and will appeal to anyone involved in the educational integration of immigrant children and adolescents.

This groundbreaking volume describes unprecedented changes in education across Latin America, resulting from the endorsement of Indigenous peoples' rights through the development of intercultural bilingual education. The chapters evaluate the ways in which cultural and language differences are being used to create national policies that affirm the presence of Indigenous peoples and their cultures within Mexico, Ecuador, Peru, Bolivia and Guatemala. Describing the collaboration between grassroots movements and transnational networks, the authors analyze how social change is taking place at the local and regional levels, and they present case studies that illuminate the expansion of intercultural bilingual education. This book is both a call to action for researchers, teachers, policy-makers and Indigenous leaders, and a primer for practitioners seeking to provide better learning opportunities for a diverse student body.

Through micro-analysis of language use, this book chronicles young women's pathways to becoming a Tanzanian beauty queen, offering an original perspective on the intersection of language with globalization, nationalism, and inequality in urban East Africa. This compelling linguistic ethnography considers the real-life effects, both on- and off-stage, of language policy, education, and gender dynamics for the women competing in the pageants. While highlighting many contestants' struggles for escape from poverty and patriarchy, the book also emphasizes their creative strategies – linguistic and otherwise – for bettering their lives and shows how people living in a global economic periphery take part in, and sometimes feel left out of, the wider world.

Identity and Language Learning draws on a longitudinal case study of immigrant women in Canada to develop new ideas about identity, investment, and imagined communities in the field of language learning and teaching. Bonny Norton demonstrates that a poststructuralist conception of identity as multiple, a site of struggle, and subject to change across time and place is highly productive for understanding language learning. Her sociological construct of investment is an important complement to psychological theories of motivation. The implications for language teaching and teacher education are profound. Now including a new, comprehensive Introduction as well as an Afterword by Claire Kramsch, this second edition addresses the following central questions:

- Under what conditions do language learners speak, listen, read and write?

- How are relations of power implicated in the negotiation of identity?

- How can teachers address the investments and imagined identities of learners?

The book integrates research, theory, and classroom practice, and is essential reading for students, teachers and researchers in the fields of language learning and teaching, TESOL, applied linguistics and literacy.

This book is open access under a CC BY ND licence.

Bilingual education is one of the fastest growing disciplines within applied linguistics. This book includes the work of 20 specialists working in various educational contexts across Europe, Latin America and North America to create a volume which is both comprehensive in scope and multidimensional in its coverage of current bilingual initiatives. The central themes of this volume, which draws on past experiences of bilingual education, include issues in language use in classrooms at elementary, secondary and tertiary levels; participant perspectives on bilingual education experiences; and the language needs of bi- and multilingual students in monolingual schools. This collection will be of interest to teachers and administrators in bi- and multilingual education programs, as well as scholars working in the field of language education.

This book synthesises current theory and research on L2 motivation in the EFL Japanese context carried out by internationally recognized researchers and upcoming researcher-educators working in various educational contexts in Japan. Topics covered include the issues of cultural identity, demotivation, language communities, positive psychology, possible L2 selves and internationalisation within a key EFL context. The studies in the book utilise a wide variety of research methodologies aiming to narrow the gap between theory and practice and examine L2 motivation in primary, secondary and tertiary education. This volume will be of interest to research/teacher professionals who are currently engaged in active ESL/EFL practice, EFL educators, researchers, and teacher-trainers both inside and outside Japan, who are interested in research on L2 motivation in general and within the Japanese context in particular, as well as graduate and postgraduate researchers.

Superdiversity has rendered familiar places, groups and practices extraordinarily complex, and the traditional tools of analysis need rethinking. In this book, Jan Blommaert investigates his own neighbourhood in Antwerp, Belgium, from a complexity perspective. Using an innovative approach to linguistic landscaping, he demonstrates how multilingual signs can be read as chronicles documenting the complex histories of a place. The book can be read in many ways: as a theoretical and methodological contribution to the study of linguistic landscape; as one of the first monographs which addresses the sociolinguistics of superdiversity; or as a revision of some of the fundamental assumptions of social science through the use of chaos and complexity theory as an inspiration for understanding the structures of contemporary social life.

Until now, the picture painted of French second language learning in Canada has tended to focus on successful French immersion. This volume offers a broader representation, in response to the demographic changes that have made the French language classroom a more complex place. Focusing on inclusion and language maintenance, the chapters discuss how a multilingual population can add the two official languages to their repertoire whilst maintaining their languages of origin/heritage; how the revitalization of Indigenous languages can best be supported in the language classroom, and how students with disabilities can be helped to successfully learn languages.

Despite widespread agreement about the need to develop interculturally competent graduates, there is a lack of agreement about how this goal may be achieved in practice. This is significant as universities around the world, particularly in English-speaking countries, have espoused an interculturally-aware vision for their future graduates and turned to language education, as an inherently intercultural activity, to expose students to a world which is linguistically and culturally different from their own. This book focuses on narrowing the gap between the often conflicting theoretical and practical imperatives faced by language teachers in an internationalised higher education context. It does so by providing comprehensive conceptual discussions of emerging critical intercultural language pedagogies as well as empirical accounts and case studies from the frontline.

What makes political speech powerful? How does eloquent rhetoric transcend ordinary language? Which stylistic choices allow effective orators to stir emotions and spur action? And in the age of Donald Trump, does political eloquence still matter?

This book examines a wide swath of political discourse to shed new light on the meaning and significance of eloquence. Roderick P. Hart, a leading scholar of political communication, develops new ways of measuring persuasiveness and rhetorical power through the use of computer-based methods. He examines one hundred of the most important speeches of the twentieth century, given by presidents and politicians as well as leaders, activists, and cultural figures including Martin Luther King Jr., Lou Gehrig, Mario Savio, Carrie Chapman Catt, and Stokely Carmichael.

Deploying the tools of the digital humanities as well as critical rhetorical analysis, Hart considers what distinguishes the linguistic properties of iconic oratory from those of more mundane texts. He argues that eloquence represents the confluence of cultural resonance, personal investment, and poetic imagination, providing empirical metrics for assessing each of these qualities. A quantitative and qualitative exploration of American political speech, this interdisciplinary book offers a powerful argument for why eloquence is essential for a functioning democracy.

Reporting on China has long been one of the most challenging and crucial of journalistic assignments. Foreign correspondents have confronted war, revolution, isolation, internal upheaval, and onerous government restrictions as well as barriers of language, culture, and politics. Nonetheless, American media coverage of China has profoundly influenced U.S. government policy and shaped public opinion not only domestically but also, given the clout and reach of U.S. news organizations, around the world.

This book tells the story of how American journalists have covered China—from the civil war of the 1940s through the COVID-19 pandemic—in their own words. Mike Chinoy assembles a remarkable collection of personal accounts from eminent journalists, including Stanley Karnow, Seymour Topping, Barbara Walters, Dan Rather, Melinda Liu, Nicholas Kristof, Joseph Kahn, Evan Osnos, David Barboza, Amy Qin, and Megha Rajagopalan, among dozens of others. They share behind-the-scenes stories of reporting on historic moments such as Richard Nixon’s groundbreaking visit in 1972, China’s opening up to the outside world and its emergence as a global superpower, and the crackdowns in Tiananmen Square and Xinjiang. Journalists detail the challenges of covering a complex and secretive society and offer insight into eight decades of tumultuous political, economic, and social change.

At a time of crisis in Sino-American relations, understanding the people who have covered China for the American media and how they have done so is crucial to understanding the news. Through the personal accounts of multiple generations of China correspondents, Assignment China provides that understanding.

The Best American Magazine Writing 2022 presents a range of outstanding writing on timely topics, from in-depth reporting to incisive criticism: Kristin Canning calls for a change in how we talk about abortion (Women’s Health), and Ed Yong warns us about the next pandemic (The Atlantic). Matthieu Aikins provides a gripping eyewitness account of the Taliban’s seizure of Kabul (New York Times Magazine). Heidi Blake and Katie J. M. Baker’s “Beyond Britney” examines how people placed under legal guardianship are deprived of their autonomy (BuzzFeed News). Rachel Aviv profiles a psychologist who studies the fallibility of memory—and has testified for defendants including Harvey Weinstein and Bill Cosby (The New Yorker).

The anthology includes dispatches from the frontiers of science, exploring why Venus turned out so hellishly unlike Earth (Popular Science) and detailing the potential of NASA’s James Webb Space Telescope (Quanta). It features celebrated writers, including Harper’s magazine pieces by Ann Patchett, whose “These Precious Days” is a powerful story of friendship during the pandemic, and Vivian Gornick, who offers “notes on humiliation.” Carina del Valle Schorske depicts the power of public dance after pandemic isolation (New York Times Magazine). And the NBA icon Kareem Abdul-Jabbar lauds the Black athletes who fought for social justice (AARP the Magazine). Amid the continuing reckoning with racism, authors reconsider tarnished figures. The Black ornithologist and birder J. Drew Lanham assesses the legacy of John James Audubon in the magazine that bears his name, and Jeremy Atherton Lin questions his youthful enthusiasm for Morrissey (Yale Review). Jennifer Senior writes about memory and the lingering grief felt for a friend killed on 9/11 (The Atlantic). The collection concludes with Nishanth Injam’s story of queer first love across religious boundaries, “Come with Me” (Georgia Review).

• Muhammad Abdel Haleem, University of London, England
  
• Mona Farrag Attwa, University of Colorado, Boulder, CO
  
• Michael G. Carter, University of Oslo, Norway
  
• Mona Kamel Hassan, The American University in Cairo, Egypt
  
• Margaret Larkin, University of California, Berkeley, CA
  
• Gunvor Mejdell, University of Oslo, Norway
  
• Mustafa Mughazy, Western Michigan University, Kalamazoo, MI
  
• Karin Christina Ryding, Georgetown University, Washington, DC
  
• Waheed Samy, The American University in Cairo, Egypt; University of Michigan, Ann Arbor, MI
  
• Devin J. Stewart, Emory University, Atlanta, GA
  
• Willem Stoetzer, Leiden University, Netherlands
  
• Zeinab A. Taha, The American University in Cairo, Egypt
  
• Hanady Tawwakol, The American University in Cairo, Egypt
  
• Kees Versteegh, Radboud University, Nijmegen, Netherlands
  
• Lisa J. White, The American University in Cairo, Egypt
  
• Manfred Woidich, University of Amsterdam, Netherlands
  
• Shahira Yacout, The American University in Cairo, Egypt
  
• Munther Younes, Cornell University, Ithaca, NY
  

This book illuminates the personal experience of being at the centre of a media scandal. It applies ethnological perspectives to empirical materials from a Swedish context to highlight the existential level of the phenomenon. How does it feel to be exposed through scandalisation? How does such an experience affect a person’s everyday life? These are the urgent and fascinating questions that the book addresses. It also highlights the fusion between face-to-face communication and traditional news media. Gossip and rumour must be included in the idea of the media system for us to be able to understand the power of a media scandal, a finding leads to a critique of earlier research.

An electronic edition of this book is freely available under a Creative Commons (CC BY-NC-ND) licence.

Lauréat du Prix Victor-Barbeau et finaliste des Prix littéraires du Gouverneur général. Sans théorie générale, la traduction est limitée à réfléchir sur son activité de communication et à n'être jamais qu'une fraction d'une discipline nommée herméneutique. Cette limitation de la traduction à son rôle de communication, rôle qui marque un certain enfermement dans le langage, forme ce que l'on nomme le « complexe d'Hermès ». Cet ouvrage entend montrer qu'il est possible de sortir de cet enfermement du langage en considérant comment l'usage de la langue participe au sens du message, comment l'organisation rhétorique participe au sens fondamental du langage. Cela étant, on déplace la traduction de la linguistique à l'esthétique, permettant un discours théorique sur la traduction en tant que discipline esthétique. Sur ce chemin, on trouve alors Apollon, le dieu de la théorie et le dieu des arts, qui a raison d'Hermès, dieu du langage et dieu des menteurs. Découvrez la version livre audio de ce titre, lu en version intégrale par l’auteur, Charles Le Blanc. (Disponible à l’été 2019)

Publié en français

Thanks to dedicated efforts of early missionaries, pedagogues, and linguists, we can trace back the evolution of modern Cantonese—one of the most spoken dialects in China, Southeast Asia, and globally—while differences in sounds, words, and grammar distinguish the old from contemporary speech today.<br><br>Not much was recorded in official documents or gazetteers about the early history of Hong Kong where Cantonese is its most popular dialect. The knowledge of Cantonese is likewise quite limited except for occasional mentions of its culture and customs in writings here and there. For a long time, Cantonese was deemed a local dialect enjoying little prestige among the intellectuals. Its language and its origin remained much of a mystery until the mid-twentieth century when scholars started to accord it with increasing attention.<br><br>In <i>Cantonese: Since the 19th Century</i>, Cheung offers profound insights to some thirty firsthand century-old materials, with findings that will be useful for ongoing efforts to trace the development of a language that has gone through many rounds of incredible and, at times dramatic, changes during the last two hundred years.

Faced with a full-blown crisis, a growing number of journalists are engaging in seemingly unjournalistic practices such as creating and maintaining databases, handling algorithms, or designing online applications. “Data journalists” claim that these approaches help the profession demonstrate greater objectivity and fulfill its democratic mission. In their view, computational methods enable journalists to better inform their readers, more closely monitor those in power, and offer deeper analysis.

In Computing the News, Sylvain Parasie examines how data journalists and news organizations have navigated the tensions between traditional journalistic values and new technologies. He traces the history of journalistic hopes for computing technology and contextualizes the surge of data journalism in the twenty-first century. By importing computational techniques and ways of knowing new to journalism, news organizations have come to depend on a broader array of human and nonhuman actors. Parasie draws on extensive fieldwork in the United States and France, including interviews with journalists and data scientists as well as a behind-the-scenes look at several acclaimed projects in both countries. Ultimately, he argues, fulfilling the promise of data journalism requires the renewal of journalistic standards and ethics. Offering an in-depth analysis of how computing has become part of the daily practices of journalists, this book proposes ways for journalism to evolve in order to serve democratic societies.

Winner, 2023 Columbia University Press Distinguished Book Award

Winner, 2023 Frank Luther Mott / Kappa Tau Alpha Research Award

Winner, 2023 Journalism Studies Division Book Award, International Communication Association

Winner, 2023 History Book Award, Association for Education in Journalism and Mass Communication

Long before the current preoccupation with “fake news,” American newspapers routinely ran stories that were not quite, strictly speaking, true. Today, a firm boundary between fact and fakery is a hallmark of journalistic practice, yet for many readers and publishers across more than three centuries, this distinction has seemed slippery or even irrelevant. From fibs about royal incest in America’s first newspaper to social-media-driven conspiracy theories surrounding Barack Obama’s birthplace, Andie Tucher explores how American audiences have argued over what’s real and what’s not—and why that matters for democracy.

Early American journalism was characterized by a hodgepodge of straightforward reporting, partisan broadsides, humbug, tall tales, and embellishment. Around the start of the twentieth century, journalists who were determined to improve the reputation of their craft established professional norms and the goal of objectivity. However, Tucher argues, the creation of outward forms of factuality unleashed new opportunities for falsehood: News doesn’t have to be true as long as it looks true. Propaganda, disinformation, and advocacy—whether in print, on the radio, on television, or online—could be crafted to resemble the real thing. Dressed up in legitimate journalistic conventions, this “fake journalism” became inextricably bound up with right-wing politics, to the point where it has become an essential driver of political polarization. Shedding light on the long history of today’s disputes over disinformation, Not Exactly Lying is a timely consideration of what happens to public life when news is not exactly true.

As technological and legal changes have hollowed out the protections that reporters and news organizations have depended upon for decades, information security concerns facing journalists as they report, produce, and disseminate the news have only intensified. From source prosecutions to physical attacks and online harassment, the last two decades have seen a dramatic increase in the risks faced by journalists at all levels even as the media industry confronts drastic cutbacks in budgets and staff. As a result, few professional or aspiring journalists have a comprehensive understanding of what is required to keep their sources, stories, colleagues, and reputations safe.

This book is an essential guide to protecting news writers, sources, and organizations in the digital era. Susan E. McGregor provides a systematic understanding of the key technical, legal, and conceptual issues that anyone teaching, studying, or practicing journalism should know. Bringing together expert insights from both leading academics and security professionals who work at and with news organizations from BuzzFeed to the Associated Press, she lays out key principles and approaches for building information security into journalistic practice. McGregor draws on firsthand experience as a Wall Street Journal staffer, followed by a decade of researching, testing, and developing information security tools and practices. Filled with practical but evergreen advice that can enhance the security and efficacy of everything from daily beat reporting to long-term investigative projects, Information Security Essentials is a vital tool for journalists at all levels.

* Please note that older print versions of this book refer to Reuters' Gina Chua by her previous name. This is being corrected in forthcoming print and digital editions.

The Festschrift is a collection of papers written in honour of Professor Elżbieta Mańczak-Wohlfeld to mark the occasion of her 70th birthday.

Professor Elżbieta Mańczak-Wohlfeld is one of the leading authorities in the field of language contact, and has pursued research on the influence of English on Polish and other European languages, Polish-English contrastive studies, as well as various aspects of English grammar. She has authored more than 160 publications, including four books, as well as course books and academic papers. She has also edited and co-edited dictionaries of English borrowings in Polish.

The Festschrift volume comprises papers from the world of linguistics which have been authored by eminent scholars from Poland and abroad. The chapters included in the volume focus on various issues, including those from the area of contact linguistics. The topics covered in the research papers comprise, for instance, the influence of English on different languages, such as Polish, Danish, Afrikaans, Swedish, Spanish, German and Japanese, as well as on Asian languages and cultures. The authors investigate Celtic borrowings in Polish, anglicisms in Serbian, or Yiddish borrowings in contemporary American English. The contributions also discuss the phenomenon of Ponglish, i.e., the communication code used by Poles living in the UK, the presence of foreign languages in the linguistic landscape of Kraków, as well as the problem of multilingualism in Europe, the relation between language, culture and identity, and the influence of globalisation on both Polish language and culture. Finally, selected chapters address a range of phenomena related to Karaim, Russenorsk, and Turkish.

As cash-strapped metropolitan newspapers struggle to maintain their traditional influence and quality reporting, large national and international outlets have pivoted to serving readers who can and will choose to pay for news, skewing coverage toward a wealthy, white, and liberal audience. Amid rampant inequality and distrust, media outlets have become more out of touch with the democracy they purport to serve. How did journalism end up in such a predicament, and what are the prospects for achieving a more equitable future?

In News for the Rich, White, and Blue, Nikki Usher recasts the challenges facing journalism in terms of place, power, and inequality. Drawing on more than a decade of field research, she illuminates how journalists decide what becomes news and how news organizations strategize about the future. Usher shows how newsrooms remain places of power, largely white institutions growing more elite as journalists confront a shrinking job market. She details how Google, Facebook, and the digital-advertising ecosystem have wreaked havoc on the economic model for quality journalism, leaving local news to suffer. Usher also highlights how the handful of likely survivors—well-funded media outlets such as the New York Times—increasingly appeal to a global, “placeless” reader.

News for the Rich, White, and Blue concludes with a series of provocative recommendations to reimagine journalism to ensure its resiliency and its ability to speak to a diverse set of issues and readers.

The United Nations’ Universal Declaration of Human Rights in 1948 proclaimed a vision of freedom of expression exercised regardless of frontiers. Nonetheless, laws and norms regarding the freedom or limits of expression are typically established and understood at the national level. In today’s interconnected world, newfound threats to free expression have suddenly arisen. How can this fundamental right be secured at a global level?

This volume brings together leading experts from a variety of fields to critically evaluate the extent to which global norms on freedom of expression and information have been established and which actors and institutions have contributed to their diffusion. The authors also consider ongoing and new challenges to these norms, from conflicts over hate speech and the rise of populism to authoritarian governments, as well as the profound disruption introduced by the internet. Together, the essays lay the groundwork for an international legal doctrine on global freedom of expression that considers issues such as access to government-held information, media diversity, and political speech. As the world risks renouncing previous commitments to the freedom of expression, Regardless of Frontiers serves as a timely reminder of just how much is at stake and what needs protecting.