Language Arts & Disciplines

This handbook is structured in two parts: it provides, on the one hand, a comprehensive (synchronic) overview of the phonetics and phonology (including prosody) of a breadth of Romance languages and focuses, on the other hand, on central topics of research in Romance segmental and suprasegmental phonology, including comparative and diachronic perspectives.

Phonetics and phonology have always been a core discipline in Romance linguistics: the wide synchronic variety of languages and dialects derived from spoken Latin is extensively explored in numerous corpus and atlas projects, and for quite a few of these varieties there is also more or less ample documentation of at least some of their diachronic stages. This rich empirical database offers excellent testing grounds for different theoretical approaches and allows for substantial insights into phonological structuring as well as into (incipient, ongoing, or concluded) processes of phonological change.

The volume can be read both as a state-of-the-art report of research in the field and as a manual of Romance languages with special emphasis on the key topics of phonetics and phonology.

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).

Ausführlich dargestellt werden die Verhältnisse der Sprachforschung in der Zeit des Nationalsozialismus, mit einer Dokumentation der Verfolgten und ins Exil Getriebenen (insgesamt 301 verfolgte Personen) und einer ausführlichen Darstellung der Forschungssituation im „Reich“. Ausgehend von dieser Darstellung wird die Entwicklung der Sprachforschung seit dem 19. Jahrhundert skizziert, bei der sich zeigt, daß diese bis in die Mitte des 20. Jahrhunderts von einem kulturanalytischen Fachverständnis bestimmt war. Der Bruch damit in der neueren Entwicklung fällt in Deutschland mit der „Vergangenheitsbewältigung“ nach 1950 zusammen, erweist sich so aber als unabhängig von solchen gesellschaftlichen Zusammenhängen. Die personalen Zusammenhänge der Argumentation werden durch eine Liste der Kurzbiographien zu den im Text erwähnten über 500 Wissenschaftlern erschlossen.

This volume offers theoretically informed surveys of topics that have figured prominently in morphosyntactic and syntactic research into Romance languages and dialects. We define syntax as being the linguistic component that assembles linguistic units, such as roots or functional morphemes, into grammatical sentences, and morphosyntax as being an umbrella term for all morphological relations between these linguistic units, which either trigger morphological marking (e.g. explicit case morphemes) or are related to ordering issues (e.g. subjects precede finite verbs whenever there is number agreement between them). All 24 chapters adopt a comparative perspective on these two fields of research, highlighting cross-linguistic grammatical similarities and differences within the Romance language family. In addition, many chapters address issues related to variation observable within individual Romance languages, and grammatical change from Latin to Romance.

Das Wörterbuch basiert auf einem innovativen Konzept, das unter Heranziehung aktueller Forschungen und Erkenntnisse in der Lexikographie entwickelt wurde und das die Vorzüge von ein- und zweisprachigen Wörterbüchern sowie Lernerwörterbüchern verbindet. Jede Bedeutung eines Wortes wird zunächst genau erklärt und anschließend werden Übersetzungsäquivalente angegeben. Das grammatische Verhalten der Wörter, also ihr Strukturmuster, wird in einer leicht verständlichen Sprache beschrieben. Für jede Wortbedeutung und jedes Strukturmuster gibt es ein Satzbeispiel. Die Satzbeispiele sind jeweils zweisprachig - englisch und deutsch - so dass das nachgeschlagene Wort in seiner Verwendung gezeigt wird und durch die Übersetzung zugleich das Verständnis und das Erlernen gefördert werden. Wichtige sprachlich-kulturelle Unterschiede zwischen dem Englischen und dem Deutschen werden erklärt. Das durchdachte Layout erleichtert den schnellen Zugang zum Dargestellten.

This volume explores and develops the framework of phases (so-called Phase Theory), first introduced in Chomsky (2000). The antecedents of such framework go back to the well-known notion of “cycle”, which concerns broader notions, such as compositionality, locality, and economy conditions. Within generative grammar, this idea of the cycle took a concrete form in the fifties, with Chomsky, Halle, and Lukoff’s (1955) pioneering work on stress, later on extended in Chomsky & Halle (1968), Halle & Vergnaud (1987), and further applied to morpho-phonology (Mascaró 1976 and Kiparski 1982), semantics (Jackendoff 1969), and syntax (Chomsky 1965, 1973). In recent years, several attempts have tried to refine and reformulate the cycle (Freidin 1999, Lasnik 2006, Uriagereka 2011). Such was the goal behind explorations on bounding nodes (Chomsky 1973) and barriers (Chomsky 1986), for which there is substantial empirical evidence showing how computation proceeds in a step-by-step fashion. Much work within minimalism has been devoted to investigate the nature of phases and their relevance for other areas of linguistic inquiry. Although it has been argued that phases have natural correlates at the interfaces, it is still unclear what the defining properties of these domains are, whether they can help us understand language acquisition, language variation, or language evolution. This book aims at addressing these questions, sharpening our understanding about phases and the nature of the Faculty of Language.

Ángel J. Gallego (ed.), Universitat Autònoma de Barcelona

1. Cedric Boeckx, Institució Catalana de Recerca i Estudis Avançats / Universitat de Barcelona
2. Zeljko Bošković, University of Connecticut
3. Noam Chomsky, Massachusetts Institute of Technology
4. Samuel D. Epstein, University of Michigan
5. Wolfram Hinzen, Durham University
6. Hisatsugu Kitahara, Keio University
7. Julie Anne Legate, University of Pennsylvania
8. Hiroki Narita, Waseda Institute for Advanced Study
9. Miki Obata, Mie University
10. Marc D. Richards, University of Frankfurt
11. Ian G. Roberts, University of Cambridge
12. Bridget Samuels, University of Southern California
13. Yosuke Sato, National University of Singapore
14. T. Daniel Seely, Eastern Michigan University
15. Juan Uriagereka, University of Maryland

Based on his extensive experience in international librarianship, Peter Johan Lor, South Africa's first National Librarian and a former Secretary General of the IFLA, has written the first comprehensive and systematic overview of international and comparative librarianship. His book provides a conceptual framework and methodological guidelines for the field and covers the full range of international relations among libraries and information services, with particular attention to the international political economy of information, the international diffusion of innovations and policy in library and information services, LIS development and international aid. It concludes with a discussion of the practical relevance and future of international and comparative studies in LIS. See a short interview with Peter Lor on his work https://www.ifla.org/node/92590

Das Wörterbuch deutscher Präpositionen in ihrer Verwendung als Anschluss an Verben, Substantive, Adjektive und Adverbien schließt eine lexikographische Lücke und ist ein Unikat. Thema sind also die regierten Präpositionen. Es hilft Deutschlernern, aber auch Muttersprachlern, die oft Zweifel haben, mit welcher Präposition ein bestimmtes Wort verbunden wird (stolz auf/über, Abneigung vor/gegen), den richtigen Anschluss zu wählen und zeigt die Verwendungsmöglichkeiten auf. In den deutschen Wörterbüchern sind diese Anschlüsse nur defizitär erfasst.
Das vorliegende Wörterbuch dokumentiert den deutschen Wortschatz in Verbindung mit möglichen präpositionalen Anschlüssen erstmals umfassend, praxisnah und deskriptiv ‑ nicht präskriptiv ‑ anhand von Belegen.
Die umfangreiche Datei des Autors mit Belegen, die er über Jahrzehnte gesammelt hat, sowie die Internetcorpora Leipziger Wortschatz, Digitales Wörterbuch in Berlin und Cosmas II vom Institut für deutsche Sprache in Mannheim bilden die Grundlage des Wörterbuchs. Jeder Wörterbuchartikel enthält mögliche Präpositionen, dazu die Valenzen sowie die Bedeutungsangaben, danach reichlich Belege, die sowohl den Wortinhalt präzisieren als auch mögliche Kollokationen zeigen.
Das Wörterbuch enthält über 5.000 Lemmata mit über 20.000 präpositionalen Anschlüssen.

Sociophonetics is one of the sub-branches of the discipline that has attracted a great deal of attention over the last decade. Recent advances in speech science and their technological simulations allow increasingly sophisticated studies of the progress of language contact and change. These studies, particularly those at the level of pronunciation, show that language variety is robust and socially embedded in interesting ways. Instrumental studies of language variety contact and change have focused on the role of social categories and attitudes in variety perception as well as production. Some of the studies presented in this volume look at the specific role of social factors in the formation, progress, and deterrence of intralingual contact and change; while others look at the ways in which social identities and beliefs influence a listener's ability to identify and comprehend varieties. These studies use detailed acoustic analyses of production speech data and of responses to samples of data based on such analyses. Although the book assumes some knowledge of basic acoustics and variationist studies, the general introduction provides a review of practices in the field, including those of collection, analysis, and interpretation.

Heritage language education is a relatively new field developed as "heritage" has become an important trope of belonging, legitimacy and commodification. Many recent studies treat the "heritage language learner" as an objective category. However, it is a social construct, whose meaning is contested by researchers, school administrators and the students themselves. Based on ethnographic fieldwork in 2007-2011 at a weekend Japanese language school in the United States, this monograph investigates the construction of the heritage language learner at the intersections of the knowledge-power complex, ideologies of language and national belonging, and politics of schooling. It examines the ways individuals become, resist and negotiate their new subjectivity as heritage language learners through becoming objects of study, being caught in nationalist aspirations and school politics regarding what to teach to whom, and negotiating with peers with various linguistic proficiency and family backgrounds. The volume proposes a new approach to view the notion of heritage language learner as a site of negotiation regarding the legitimate knowledge of language and ways of belonging, while offering practical suggestions for schools.

This volume explores the continuing relevance of Syntactic Structures to contemporary research in generative syntax. The contributions examine the ideas that changed the way that syntax is studied and that still have a lasting effect on contemporary work in generative syntax. Topics include formal foundations, the syntax-semantics interface, the autonomy of syntax, methods of data analysis, and detailed discussions of the role of transformations. New commentary from Noam Chomsky is included.

It is commonly believed that some approaches of structural semiotics, narratology and cognitive science have not yet succeeded in constructing a complete and coherent theory of literary character. The author argues that the primary explanation of the failure is the artificial separation between characters and their actions. One of the chief implications of such separation is treating characters in terms of structures, agents, actants, functions, roles, and signs, which obviously mean that actions can hardly be explained as intended, motivated, performed and experienced. Survival, as a motivation-based concept, is one of the key concepts making the separation between character and action something impossible. Humans in literary narratives search for survival as an aware process of knowing and meaning making. Meaning in literary narratives can be produced by heroizability, which treats literary characters as living anthroposemiotic entities aware of their natural motivation to achieve in order to survive and produce meanings of their survival. As such, characters in literary narratives have active cognitions, and their cognitive activities remain meaningless without a process of semiosis. Applying Anthroposemiotic theory with Modeling System Theory, heroizability provides methodical tools to explain how the narrative text is represented and, thus, how it is to be interpreted properly by the reader not only to find, but also to make meaning in narrative world.

Both compounds and multi-word expressions are complex lexical units, made up of at least two constituents. The most basic difference is that the former are morphological objects and the latter result from syntactic processes. However, the exact demarcation between compounds and multi-word expressions differs greatly from language to language and is often a matter of debate in and across languages. Similarly debated is whether and how these two different kinds of units complement or compete with each other.

The volume presents an overview of compounds and multi-word expressions in a variety of European languages. Central questions that are discussed for each language concern the formal distinction between compounds and multi-word expressions, their formation and their status in lexicon and grammar.

The volume contains chapters on German, English, Dutch, French, Italian, Spanish, Greek, Russian, Polish, Finnish, and Hungarian as well as a contrastive overview with a focus on German. It brings together insights from word-formation theory, phraseology and theory of grammar and aims to contribute to the understanding of the lexicon, both from a language-specific and cross-linguistic perspective.

This is a comprehensive grammar of the Hills Karbi variety spoken predominantly in the Karbi Anglong districts. Karbi belongs to the Trans-Himalayan (Tibeto-Burman) family but its exact phylogenetic status has remained unclear. By providing a diachronically-oriented functional analysis of all structural levels of Karbi, this grammar offers a reference work that provides a thorough account of this language. The data in this grammar come from fieldwork that was primarily carried out in the district capital of Diphu although the corpus includes recordings of speakers from all over the two Karbi Anglong districts. This corpus is freely available both as fully glossed text in Himalayan Linguistics (Konnerth and Tisso 2018) and as original media files in ELAR (SOAS University of London). Now also including a glossary, this grammar is a thoroughly revised version of the 2014 dissertation of the author, which won the 2015 Pāṇini Award of the Association for Linguistic Typology (ALT). In this revised version, a few new sections have been added and numerous other sections have been thoroughly updated.

In this volume, leading scholars from the fields of communication, educational psychology, and international education address what is known about the strategic role of interpersonal communication in the teaching/learning process. Instruction often involves spoken communication that carries information from teacher to learner, and in these instances the teacher's skillful and strategic use of language has a measurable impact on learning outcomes. Thus, the cumulative findings of instructional communication research are instrumental in maximizing the efficiency and effectiveness of both teaching and learning. Major sections of this volume include:

• Historical and Theoretical Foundations
• Instructor Characteristics and Behaviors
• Student Characteristics and Outcomes
• Pedagogy and Classroom Management
• Teaching and Learning Communication Across the Life-span

This handbook serves researchers, professors, and graduate students by surveying the collective findings of research and experience concerning the intentional activity of teaching and learning.

The computational approach of this book is aimed at simulating the human ability to understand various kinds of phrases with a novel metaphoric component. That is, interpretations of metaphor as literal paraphrases are based on literal meanings of the metaphorically used words. This method distinguishes itself from statistical approaches, which in general do not account for novel usages, and from efforts directed at metaphor constrained to one type of phrase or to a single topic domain.

The more interesting and novel metaphors appear to be based on concepts generally represented as nouns, since such concepts can be understood from a variety of perspectives. The core of the process of interpreting nominal concepts is to represent them in such a way that readers or hearers can infer which aspect(s) of the nominal concept is likely to be intended to be applied to its interpretation. These aspects are defined in terms of verbal and adjectival predicates. A section on the representation and processing of part-sentence verbal metaphor will therefore also serve as preparation for the representation of salient aspects of metaphorically used nouns.

As the ability to process metaphorically used verbs and nouns facilitates the interpretation of more complex tropes, computational analysis of two other kinds of metaphorically based expressions are outlined: metaphoric compound nouns, such as "idea factory" and, together with the representation of inferences, modified metaphoric idioms, such as "Put the cat back into the bag".

The book is the first substantial description of Tundra Nenets, a highly endangered Uralic language spoken in Western Siberia and the north of European Russia, destined for the international linguistic community. Its purpose is to provide a thorough documentation of all of the major grammatical phenomena in the language. The grammar particularly emphasizes the description of syntax, because this has traditionally been a very neglected area of Nenets studies. Many syntactic aspects have not received a systematic treatment in the existing literature or have not been addressed at all. Since the existing works are not easily available, incomplete, or idiosyncratically presented, Tundra Nenets syntax has played little or no role in the considerations of modern linguists, whether more descriptively or theoretically inclined. The book is largely descriptive: it is not intended to address theoretical questions per se and the description is not meant to be formulated within a particular framework. However, it identifies and discusses issues which are of broad typological and theoretical interest. The description is richly exemplified. Most of the cited examples are the result of fieldwork conducted by the in various locations. They are sentences produced by native speakers either spontaneously or elicited in response to questions posed in Russian. Other examples are excerpts from original texts.

This volume provides new insights on lying and (intentionally) misleading in and out of the courtroom, a timely topic for scholarship and society. Not all deceptive statements are lies; not every lie under oath amounts to perjury—but what are the relevant criteria? Taxonomies of falsehood based on illocutionary force, utterance context and speakers’ intentions have been debated by linguists, moral philosophers, social psychologists and cognitive scientists. Legal scholars have examined the boundary between actual perjury and garden-variety lies.

The fourteen previously unpublished essays in this book apply theoretical and empirical tools to delineate the landscape of falsehood, half-truth, perjury, and verbal manipulation, including puffery, bluffing, and bullshit. The papers in this collection address conceptual and ethical aspects of lying vs. misleading and the correlation of this opposition with the Gricean pragmatic distinction between what is said and what is implicated. The questions of truth and lies addressed in this volume have long engaged the attention of scholars in linguistics, philosophy, psychology, cognitive science, organizational research, and the law, and researchers from all these fields will find this book of interest.

Tayap is a small, previously undocumented Papuan language, spoken in a single village called Gapun, in the lower Sepik River region of Papua New Guinea. The language is an isolate, unrelated to any other in the area. Furthermore, Tayap is dying. Fewer than fifty speakers actively command it today.

Based on linguistic anthropological work conducted over the course of thirty years, this book describes the grammar of the language, detailing its phonology, morphology and syntax. It devotes particular attention to verbs, which are the most elaborated area of the grammar, and which are complex, fusional and massively suppletive.The book also provides a full Tayap-English-Tok Pisin dictionary.

A particularly innovative contribution is the detailed discussions of how Tayap’'s grammar is dissolving in the language of young speakers. The book exemplifies how the complex structures in fluent speakers’ Tayap are reduced or reanalyzed by younger speakers.

This grammar and dictionary should therefore be a valuable resource for anyone interested in the mechanics of how languages disappear. The fact that it is the sole documentation of this unique Papuan language should also make it of interest to areal specialists and language typologists.

The ability to compare is fundamental to human cognition. Expressing various types of comparison is thus essential to any language. The present volume presents detailed grammatical descriptions of how comparison and gradation are expressed in ancient Indo-European languages. The detailed chapters devoted to the individual languages go far beyond standard handbook knowledge. Each chapter is structured the same way to facilitate cross-reference and (typological) comparison. The data are presented in a top-down fashion and in a format easily accessible to the linguistic community.
The topics covered are similatives, equatives, comparatives, superlatives, elatives, and excessives. Each type of comparison is illustrated with glossed examples of all its attested grammatical realizations.
The book is an indispensable tool for typologists, historical linguists, and students of the syntax and morphosyntax of comparison.

Bridging the gap between research and practice communities is more pertinent than ever because of the need for evidence in developing and evaluating library services and programs. The gap between research and library practice has been discussed in the library and information science (LIS) field for almost two decades. The issues range from limited transfer of ideas from research into practice to a lack of education in research methods for library practitioners. This book introduces new voices from international research and practice communities into the discussion and contributes to the debate about the research-practice divide.

Education and continuing training in research methods from international perspectives are explored and the experiences of researcher-practitioners from several countries highlight the issues. The volume includes chapters from LIS educators, academic researchers, and researcher-practitioners from 18 countries. It features the voices of instructors who teach research methods in LIS programs and library practitioners who engage in research. The book is addressed to the global audience of LIS educators and practitioners, with the goal of deepening the understanding of LIS education and training in research methods through sharing case studies and approaches to teaching and conducting research in practice.

The notion of the native speaker and its undertones of ultimate language competence, language ownership and social status has been problematized by various researchers, arguing that the ensuing monolingual norms and assumptions are flawed or inequitable in a global super-diverse world. However, such norms are still ubiquitous in educational, institutional and social settings, in political structures and in research paradigms. This collection offers voices from various contexts and corners of the world and further challenges the native speaker construct adopting poststructuralist and postcolonial perspectives. It includes conceptual, methodological, educational and practice-oriented contributions. Topics span language minorities, intercomprehension, plurilingualism and pluriculturalism, translanguaging, teacher education, new speakers, language background profiling, heritage languages, and learner identity, among others. Collectively, the authors paint the portrait of the "changing face of the native speaker" while also strengthening a new global agenda in multilingualism and social justice. These diverse and interconnected contributions are meant to inspire researchers, university students, educators, policy makers and beyond.

This volume provides a comprehensive account of Early Modern English, organized by linguistic level. In seventeen individual chapters, written by recognized experts in the field, this volume not only presents detailed outlines of the traditional language levels, such as phonology, morphology, syntax, semantics and pragmatics. It also explores key questions and debates, such as do-periphrasis, the Great Vowel Shift, pronouns and relativization, literary language (including the language of Shakespeare), and sociolinguistics, including contact and standardization.

Publishing is in crisis. Publishing has always been in crisis, but today’s version, fuelled by the digital boom, has some frightening symptoms. Trade publishers see their mid-lists hollowed, academic customers face budgetary pressures from higher education spending cuts, and educational publishers encounter increased competition across their markets. But over the centuries, forced change has been the norm for publishers. Somehow, they continue to adapt.

This ground-breaking study, the first of its kind, outlines a theory of publishing that allows publishing houses to focus on their core competencies in difficult times while building a broader notion of what they are capable of. Tracing the history of publishing from the press works of fifteenth-century Germany to twenty-first-century Silicon Valley, via Venice, Beijing, Paris and London, ‘The Content Machine’ offers a new understanding of media and literature, analysing their many connections to technology and history. In answer to those who insist that publishing has no future in a digital age, this book gives a rejuvenated identity to this ever-changing industry and demonstrates how it can survive and thrive in a period of unprecedented challenges.

This book tells the stories of 15 world language (WL) teachers in the United States at elementary and secondary levels through rich descriptions of their lived worlds and experiences. In-depth interviews, extensive observations, learner interviews, and document and environment analysis illustrate in detail how teacher beliefs relate to their practices and are mediated and moderated by their learners, institutional demands, equity and access to WL education and other factors. The chapters provide a deep and robust explanation of individual teachers’ teaching lives and a cross-contextual comparison of their experiences, shining a light on the realities and demands of modern US schools. Grounded in the research literature on language teacher beliefs and cognition, this book takes the stance that all teaching is situated and contextual, and that addressing teachers' methods, practices and knowledges in ways that are divorced from their setting and environment has serious limitations. It offers fascinating insights for researchers, language educators and pre- and in-service teachers, with reflection questions at the end of each chapter to guide readers in drawing connections with their own practice, interests and contexts.

With a rare combination of erudition and insight, the author investigates the major aspects of Yiddish language and culture, showing where Yiddish came from and what it has to offer, even as it ceases to be a "living" language.

Reviews

"Harshav's book is a first-class study of Yiddish as both language and culture, rich with linguistic detail and historical insight, expert in its literary analysis and judgments. I recommend it enthusiastically."

—Irving Howe,

Graduate School and University Center of the City University of New York

"The Meaning of Yiddish is the most important contribution to the study of Yiddish language and literature in recent times."

—Chana Kronfeld,

University of California, Berkeley

"The Meaning of Yiddish is explicitly intended for 'readers who bring to it no previous knowledge, only curiosity.' . . . 'My central question,' Harshav writes in the preface, 'is: Yiddish: what was it? What kind of world was it? How can we read the intersections of meaning its texts seem to provide? How did it lead in and out of Jewish history, moving between the internal Jewish world and the cultures of Christian Europe and America?' I know of no other single book in any language which could respond to these questions by conveying to the uninitiated . . . such a richly textured profile of the nature and dynamics of both the Yiddish language and its literature. It is a remarkable feat of high popularization, written with great flair and without a hint of pedantry, its examples always to the point and often memorable in themselves. . . . The book should be read by all who are interested in language, in literature, and in the modern Jewish experience."

—Times Literary Supplement

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.

An important phase in the American book trade's shift from colonial craft work to nineteenth-century big business took place in the early national period, as printers began to take on the risks of book publishing by creating and serving new markets. The focus of Printers and Men of Capital is a group of late eighteenth-century printers in Philadelphia who came of age during the years of the Revolution. While the new nation was being formed and defined, these men were seeking to build a publishing industry and establish themselves in their trade. In the 1780s and 1790s, men like Benjamin Franklin Bache and William Duane evolved from printing craftsmen to activist newspaper publishers. Other printers, including Mathew Carey, Thomas Dobson, and William Woodward, turned their sights on book publishing.

Rosalind Remer focuses on the risk-taking strategies of these latter entrepreneurs and on the younger firms that learned from them. She shows how they combined many traditional eighteenth-century forms of business organization with newer methods of financing, sales, and distribution. Making use of the publishers' business records and correspondence, as well as the books they produced, Printers and Men of Capital makes a genuine contribution to our understanding of the development of a domestic economy and culture.

This book argues that Linguistics, in common with other disciplines such as Anthropology and Sociology, has been shaped by colonization. It outlines how linguistic practices may be decolonized, and the challenges which such decolonization poses to linguists working in diverse areas of Linguistics. It concludes that decolonization in Linguistics is an ongoing process with no definite end point and cannot be completely successful until universities and societies are decolonized too. In keeping with the subject matter, the book prioritizes discussion, debate and the collaborative, creative production of knowledge over individual authorship. Further, it mingles the voices of established authors from a variety of disciplines with audience comment and dialogue to produce a challenging and inspiring text that represents an important step along the path it attempts to map out.

Thirteen autobiographical accounts of language revitalization, ranging from Irish Gaelic to Mohawk, Kawaiisu to Māori, are brought together by Leanne Hinton, professor emerita of linguistics at UC Berkeley, who for decades has been leading efforts to preserve the rich linguistic heritage of the world. Those seeking to save their language will find unique instruction in these pages; everyone who admires the human spirit will find abundant inspiration.

People everywhere feel ever more alienated from - and mistrustful of - news and those who make it. We no longer seem to know who or what to believe. We are living through a crisis of 'information chaos'.

News and How to Use It is a glossary for this bewildering age. From AI to Bots, from Climate Crisis to Fake News, from Clickbait to Trolls (and more), here is the definitive user's guide for how to stay informed, tell truth from fiction and hold those in power accountable in the modern age.

• Develop story ideas that work
  
• Strengthen your writing skills
  
• Improve your work habits
  
• Write for different age groups
  
• Look at your work critically
  
• Submit proposals and manuscripts
  
• Find the right publisher for your work
  
• Understand and negotiate contracts
  
• Work with agents and editors
  
• Join the writing community
  

How do some language learners triumph against all odds, despite not having obvious heritage links or spending extended periods of time in the L2 environment pre-adulthood? This book delves into the autobiographical stories of learners who achieve nativelike proficiency, opening a narrative window into their experiences and offering insights into their pathways to success. The in-depth analysis ties together a wide range of potentially relevant topics, from motivational vision and international posture to issues of identity, endurance and even musical ability, among other themes. The authors explore whether these successes can be repeated by others and the book will be of use to language teachers interested in learner motivation and the antecedents to high-level ultimate attainment. The book will also be of great interest to researchers working in the areas of language learner psychology, especially in topics concerning language learning motivation, identity and narrative inquiry.

This book provides a contemporary overview of work in critical ethnography that focuses on language and race/ism in education, as well as cutting edge examples of recent critical ethnographic studies addressing these issues. The studies in this book, while centred primarily on the North American context, have wide international significance and interdisciplinary reach and address a range of educational contexts across K-12 education and less formal educational settings. They explore the racialized construction, positioning and experiences of bi/multilingual students, and the implications of this for educational policy, pedagogy and practice. The chapters draw on a range of critical theoretical perspectives, including CRT, LatCrit, Indigenous epistemologies and bilingual education; they also address significant methodological questions that arise when undertaking critical ethnographic work, including the key issues of positionality and critical reflexivity.

This book is a guide for parents who wish to raise children with more than one language and literacy. Drawing on interdisciplinary research, as well as the experiences of parents of multilingual children, this book walks parents through the multilingual reading and writing process from infancy to adolescence. It identifies essential literacy skills at each developmental stage and proposes effective strategies that facilitate multiliteracy, in particular, heritage-language literacy development in the home environment. This book can also be used as a reference for teachers who teach in community heritage language schools and in school heritage (or foreign) language programmes.

This book analyses the concept of language allegiances, and, more broadly, language-based identities in a multilingual society such as the US. The guiding theme of the chapters that comprise this volume is the identification of specific beliefs and attitudes towards language, and how these lead to particular actions in the spheres of language ideology, legal litigation, educational agendas, political strategies and cultural identities. The authors share the idea that, whether it is based on reality or a perception of reality, there is a privileged connection between language and identity.

This book is the first edited international volume focused on critical perspectives on plurilingualism in deaf education, which encompasses education in and out of schools and across the lifespan. The book provides a critical overview and snapshot of the use of sign languages in education for deaf children today and explores contemporary issues in education for deaf children such as bimodal bilingualism, translanguaging, teacher education, sign language interpreting and parent sign language learning. The research presented in this book marks a significant development in understanding deaf children's language use and provides insights into the flexibility and pragmatism of young deaf people and their families’ communicative practices. It incorporates the views of young deaf people and their parents regarding their language use that are rarely visible in the research to date.

This book explores the role of the teacher in dual language bilingual education (DLBE) implementation in a time of nationwide program expansion, in large part due to new and unprecedented top-down initiatives at state and district level. The book provides case studies of DLBE teachers who: (a) implemented the DLBE model with fidelity; (b) struggled to implement the DLBE model; and (c) adapted the DLBE model to meet the needs of their local classroom context. The book demonstrates the way teachers as language policymakers navigate and interpret district-wide DLBE implementation and the tensions that surface through this process. The research, conducted over four years using a variety of methods, highlights the challenges and opportunities faced by teachers implementing DLBE, and will be of interest to both teachers and administrators of DLBE programs as well as scholars working in bilingual education.

This book explores the role of the teacher in dual language bilingual education (DLBE) implementation in a time of nationwide program expansion, in large part due to new and unprecedented top-down initiatives at state and district level. The book provides case studies of DLBE teachers who: (a) implemented the DLBE model with fidelity; (b) struggled to implement the DLBE model; and (c) adapted the DLBE model to meet the needs of their local classroom context. The book demonstrates the way teachers as language policymakers navigate and interpret district-wide DLBE implementation and the tensions that surface through this process. The research, conducted over four years using a variety of methods, highlights the challenges and opportunities faced by teachers implementing DLBE, and will be of interest to both teachers and administrators of DLBE programs as well as scholars working in bilingual education.

This revised edition of Michael Byram’s classic 1997 book updates the text in light of both recent research and critiques and commentaries on the 1st edition. Beginning from the premise that foreign and second language teaching should prepare learners to use a language with fluency and accuracy, and also to speak with people who have different cultural identities, social values and behaviours, the book is an invaluable guide for teachers and curriculum developers, taking them from a definition of Intercultural Communicative Competence through planning for teaching to assessment. This edition refines the definitions of the five ‘savoirs’ of intercultural competence, and includes new sections on issues such as moral relativism and human rights, mediation, intercultural citizenship and teachers’ ethical responsibilities.

This book offers a critical exploration of definitions, methodologies and ideologies of English-medium instruction (EMI), contributing to new understandings of translanguaging as theory and pedagogy across diverse contexts. It brings together a number of conceptual and empirical studies on translanguaging in EMI at different educational levels, in a variety of countries, with different approaches to translanguaging, different named languages, and different policies. These studies include several underrepresented contexts across the globe, providing a broad view of how translanguaging in EMI is understood in these educational settings. Furthermore, this book addresses the complexities of translanguaging through a discussion of the affordances and constraints associated with the use of multiple linguistic resources in the EMI classroom.

This book brings together contributions from the leaders of the language learning motivation field. The varied chapters demonstrate how Gardner’s work remains integral to a diverse range of contemporary theoretical issues underlying the psychology of language, even today, 60 years after the publication of Gardner and Lambert’s seminal 1959 paper. The chapters cover a wide selection of topics related to applied linguistics, second language acquisition, social psychology, sociology, methodology and historical issues. The book advances thinking on cutting-edge topics in these diverse areas, providing a wealth of information for both students and established scholars that show the continuing and future importance of Gardner and Lambert’s ideas.

This edited volume brings together both established and emerging researcher voices from around the world to illustrate how complexity perspectives might contribute to new ways of researching and understanding the psychology of language learners and teachers in situated educational contexts. Chapter authors discuss their own perspectives on researching within a complexity paradigm, exemplified by concrete and original examples from their research histories. Moreover, chapters explore research approaches to a variety of learner and teacher psychological foci of interest in SLA. Examples include: anxiety, classroom group dynamics and group-level motivation, cognition and metacognition, emotions and emotion regulation strategies, learner reticence and silence, motivation, self-concept and willingness to communicate.

This book examines the educational gaps that multilingual students in rural communities experience. It argues that responsive, successful relationships between schools and multilingual families are a crucial aspect of all educators’ work and that no single strategy will work for all families. Rural multilingual family engagement involves building meaningful partnerships and relational trust, based on significant knowledge of families' cultures and language repertoires. Educators can reframe their work by learning from families and building on the strengths of multilingual families, which are too-often overlooked in school policies and educator practices. This is the first book to focus specifically on rural school settings. However, the conceptual framework of equity and linguistically responsive pedagogy are applicable across settings for educators who wish to support their multilingual students and families.

This book defines engagement for the field of language learning and contextualizes it within existing work on the psychology of language learning and teaching. Chapters address broad substantive questions concerned with what engagement is or looks like, and how it can be theorized for the language classroom; methodological questions related to the design, measurement and analysis of engagement in language classrooms and beyond; as well as applied issues examining its antecedents, factors inhibiting and enhancing it, and conditions fostering the re-engagement of language learners who have become disengaged. Through a mix of conceptual and empirical chapters, the book explores similarities and differences between motivation and engagement and addresses questions of whether, how and why learners actually do exert effort, allocate attention, participate and become involved in tangible language learning and use. It will serve as an authoritative benchmark for future theoretical and empirical research into engagement within the classroom and beyond, and will be of interest to anyone wishing to understand the unique insights and contributions the topic of engagement can make to language learning and teaching.

Leadership takes on a tone of urgency when we are struggling for justice. At the same time, the right to lead – the agency to embrace a leadership identity – can also feel more distant when we are marginalized by the dominant society. For bilingual education teachers working with immigrant communities, the development of critical consciousness, pride in the cultural and linguistic resources of the bilingual community, the vocabulary to name and face marginalization, and a strong professional network are fundamental to their development of professional identities as leaders and advocates. Based on the experiences of 53 Spanish-English bilingual teachers in Central Texas, this book aims to explore, define, and understand bilingual teacher leadership. It merges the themes of leadership, teacher preparation and bilingual education and is essential reading for bilingual or ESL teachers, teacher educators and researchers serving an increasingly transnational/translingual student body.

En esta clara guía, Alma Flor Ada, Isabel Campoy y Colin Baker, ofrecen una perspectiva realista de las alegrías y dificultades de educar a niños bilingües y claras respuestas a las preguntas más frecuentes sobre el tema. Esta versión revisada y adaptada al bilingüismo español-inglés, incluye información sobre el bilingüismo en la era digital e incorpora investigaciones recientes sobre la mezcla de idiomas , el efecto que los hermanos tienen en la elección del idioma familiar, los efectos intelectuales del bilingüismo, y sus consecuencias en la personalidad, la identidad, y la auto estima. Además añade (a) una sección dirigida a los educadores sobre cómo mejor apoyar la interacción hogar-escuela; (b) el desarrollo de la lecto-escritura en el hogar; y (c) sugerencias de lecturas para adultos y niños. 

To date, the majority of work in language learning psychology has focused on the learner. In contrast, relatively little attention has been paid to teacher psychology. This volume seeks to redress the imbalance by bringing together various strands of research into the psychology of language teachers. It consists of 19 contributions on well-established areas of teacher psychology, as well as areas that have only recently begun to be explored. This original collection, which covers a multitude of theoretical and methodological perspectives, makes a significant contribution to the emerging field of language teacher psychology as a domain of inquiry within language education.

This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.

Positive psychology is the scientific study of how human beings prosper and thrive. This is the first book in SLA dedicated to theories in positive psychology and their implications for language teaching, learning and communication. Chapters examine the characteristics of individuals, contexts and relationships that facilitate learning: positive emotional states such as love, enjoyment and flow, and character traits such as empathy, hardiness and perseverance. The contributors present several innovative teaching ideas to bring out these characteristics among learners. The collection thus blends new teaching techniques with cutting-edge theory and empirical research undertaken using qualitative, quantitative and mixed-methods approaches. It will be of interest to SLA researchers, graduate students, trainee and experienced teachers who wish to learn more about language learning psychology, individual differences, learner characteristics and new classroom practices.

This book examines translanguaging in higher education and provides clear examples of what translanguaging looks like in practice in particular contexts around the world. While higher education has historically been seen as a monolingual space, the case studies from the international contexts included in this collection show us that institutions of higher education are often translingual spaces that reflect the multilingual environments in which they exist. Chapters demonstrate how the use of translanguaging practices within the context of global higher education, where English plays an increasingly important role, allows students and professors to build on their linguistic repertoires to more efficiently and effectively learn content. The documentation of such practices within the context of higher education will further legitimatize translanguaging practices and may lead to their increased use not only in higher education but also in both primary and secondary schools.

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 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.

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.

Storyteller Skills for Speeches, Pitch Meetings, and Everyday Life 

“Raw, funny and hugely practical—JP shares insights and secrets from decades of helping an incredible range of people tell their story with confidence and style. Now you can too.”—Adam Spencer, Australian comedian, media personality and prolific author

Transform into a powerful public speaker that audiences love! For entrepreneurs, creatives, or anyone who needs to communicate authentically with their audience, Winning the Room is the public speaking book for you.

Win in every room. Cultivate an authentic connection with your audience, no matter what. Conquer your public speaking fears, learn how to be likable, how to present for work, how to give compelling pitch meetings, and how to be a person who wins through highly effective communication techniques. Winning the Room teaches public speaking skills applicable to everybody, in any situation.  

Become a great public speaker with guidance from an expert. Do you get nervous before a presentation? Do you find yourself rambling and losing your point? In Winning the Room, award winning creative and communications director, thought leader, and author Jonathan Pease (JP) uses road-tested techniques to take you on a fun, yet practical journey to becoming a fearless storyteller people buy from—emotionally and financially.

In Winning the Room, find:

• A tight, actionable, and memorable system for how to build trust and be great at different types of public speaking moments
• How to turn nervous energy into passion and charisma that people engage with
• How to apply these skills to various settings like keynotes, pitch meetings, presentations, and everyday conversations with friends and family

If you liked Cues, Everyday Business Storytelling, or Your Story Well Told, you’ll love Winning the Room. 

If rhetoric is the art of speaking, who is listening? In Being-Moved, Daniel M. Gross provides an answer, showing when and where the art of speaking parted ways with the art of listening – and what happens when they intersect once again. Much in the history of rhetoric must be rethought along the way. And much of this rethinking pivots around Martin Heidegger’s early lectures on Aristotle’s Rhetoric where his famous topic, Being, gives way to being-moved. The results, Gross goes on to show, are profound. Listening to the gods, listening to the world around us, and even listening to one another in the classroom – all of these experiences become different when rhetoric is reoriented from the voice to the ear.

Expands empirical research on peer collaboration and the potential benefits it may bring to learners.

This book highlights the role of peer interaction in the foreign/second language classroom and offers a broad and nuanced exploration of the different factors and contexts that mediate its effect on target language use and development.

The chapters focus on different age and proficiency groups (young learners, adolescents, adults), different instruction and task characteristics (face-to-face and computer-mediated instruction, pre-task instruction, proficiency pairing) and a variety of outcomes (fluency, accuracy, language related episodes, grammatical knowledge, foreign language anxiety and affect, collaborative patterns and perceptions).

Together they highlight the importance of interaction and collaboration among peers in the foreign language classroom to foster learners’ communicative abilities and to maximise language development and affect.

A radically liberating collection of essays, ideas and approaches to writing and teaching poetry

Do It Wrong is a short, snappy series of provocations and suggestions designed to help poets think outside the box and foster creativity.

It’s a permission slip to take a path others reject, to do the counter-intuitive thing, to embrace the weird.

It's a guidebook designed to bring poets together, to question our assumptions, and to move past the “business as usual” educational models into the new, the strange, and the “wrong.”

And it's a playful, purposeful contribution toward the building of stronger, more resilient writing communities.

For readers of Beth Pickens’s Make Your Art No Matter What and Austin Kleon’s Steal Like an Artist, Derek Beaulieu distills 20 years of experience teaching creative writing into a joyfully mischievous manifesto on how to write and teach poetry with meaning.

This book provides a comprehensive and comparative overview of current research and desiderata related to the use of gender-inclusive language across 14 major European languages. It also addresses minority languages and foreign language teaching. Methodologically, the book innovatively bridges Linguistics, Applied Linguistics, Multilingual Communication, Translation Studies, Modern Languages, and Psychology. It has the potential to become essential reading for researchers and educators in Linguistics, Translation, Modern Language Studies, and Applied Linguistics, as well as for policymakers and language professionals navigating the challenges of inclusive communication in a multilingual world.

This is an edited collection of sustainability efforts in academic libraries, partnering with various types of institutions and organizations, including libraries from higher education that are public or private, research universities, degree-awarding or vocational, among others. This volume includes research, case studies, and reflective narratives from academic libraries and their collaborations working with varied partners toward operationalizing the United Nations’ (UN) Sustainable Development Goals (SDGs).

This collection offers valuable insight into how academic library partnerships, both direct and indirect, contribute to sustainability efforts, with a focus on social equity, economic feasibility, and environmental stewardship to nurture community resilience. Structured into five sections, it highlights the global impact of academic libraries and their partners in adopting and implementing the SDGs to drive social change. These sections specifically explore how libraries are: serving the mission of higher education, extending education to sustainable cities, becoming embedded in communities, forming partnerships for greater impact, and achieving cross-cutting impacts across various initiatives.

These insightful chapters include innovative strategies and global perspectives on some of the cutting-edge work initiated and/or led by academic libraries to build sustainable and resilient communities, through collaborative ventures and out-of-the-box partnerships.

El secreto está en lo que escribes y cómo lo escribes.

Lee esto.
SON 300 PALABRAS JUSTAS.
Hace un tiempo conocí a una chica que estaba completamente chiflada.
Tenía encanto, pero estaba como un cencerro.

¿Y?
Espera, si entiendes la historia, este libro será una de las mejores
inversiones que harás en tu vida. Si no la entiendes, déjalo donde estaba
o le prendes fuego. Personalmente, me da lo mismo.

Allá va:
Resulta que esta chica trabajaba para una marca de cosméticos.
Y un día le dio por preparar muestras de los mejores productos,
muy bien empaquetados con una nota personalizada que dejó en
la puerta de cada uno de los vecinos de su edificio.

O sea, la gente abría la puerta, se encontraba una caja con cremas,
maquillajes y esas cosas, además de la nota personalizada de la loca.

¿Y?
Espera, no seas impaciente.
Sigo.
El caso es que todos los vecinos le respondieron dando las gracias.
La loca estaba muy feliz.
Las locas son así, les hacen felices cosas raras. No sé.
Pero al final del día, cuando parecía que todo había salido bien y que
todos los vecinos estaban contentos de tener una vecina loca y generosa,
uno devolvió la caja con una nota que decía: «Gracias por tu regalo, pero
creo que me estás intentando vender algo y odio la publicidad».

Oh.
Vaya disgusto.
La loca me escribió y me dijo:
«Isra, uno de mis vecinos ha rechazado el regalo, vaya bajón».

Entiendo que estés pensando «vaya idioteces le preocupan a la loca esta»,
te doy la razón, pero cuando me lo dijo se me ocurrió lo siguiente:

Todo el mundo odia la publicidad, hasta que quiere vender algo.
Isra Bravo.

Pues eso. Hay gente que dice que odia la publicidad. Esa gente muy lista
no es. Ahora, si has entendido esta historia, este libro te interesa.

ENGLISH DESCRIPTION

The secret lies in what you write and how you write it.

Read this.
EXACTLY 300 WORDS.
Some time ago, I met a girl who was completely nuts.
She was charming, but totally bonkers.

So?
Wait—if you understand the story, this book will be one of the best
investments you’ll ever make. If not, leave it where it was
or set it on fire. Personally, I don’t care.

Here goes:
Turns out this girl worked for a cosmetics brand.
And one day she decided to prepare samples of the best products,
beautifully packaged with a personalized note she left
at the door of each neighbor in her building.

So people opened their doors and found a box of creams,
makeup, and all that stuff, plus the personalized note from the crazy girl.

So?
Hold on, don’t be impatient.
I’m getting there.
The thing is, all the neighbors replied with thank-you notes.
The crazy girl was thrilled.
That’s how crazy girls are—strange things make them happy. I don’t know.
But by the end of the day, when everything seemed to have gone well and
everyone was happy to have a generous, eccentric neighbor,
one person returned the box with a note that said: “Thanks for the gift, but
I think you’re trying to sell me something, and I hate advertising.”

Oof.
What a letdown.
The crazy girl wrote to me and said:
“Isra, one of my neighbors rejected the gift. Total bummer.”

I get it—you’re probably thinking, “What nonsense worries this crazy girl,”
and you’re right. But when she told me, this came to mind:

Everyone hates advertising—until they want to sell something.
Isra Bravo.

So yeah. Some people say they hate advertising. Those people aren’t very smart.
Now, if you understood this story, this book is for you.

This book circumscribes both news media and popular cultural discourse dealing with the U.S. military, including its attendant industries, personnel, and leadership, over the course of a century and a half of American war. This book encompasses an analysis of American introspection, or lack thereof, describing the tone, content, lexicon, and spirit of media coverage of the American military in its engagements from the Spanish American War through to U.S. wars of choice in Iraq and the War on Terror. This work establishes conclusions about the overall way in which American media producers see the U.S. military and, in turn, describes the powerful and dynamic parameters of a discourse on the U.S. military in the public consciousness of the United States as well as international observers during the course of the last 125 years.

This new monograph is, therefore, positioned to provide an innovative and carefully researched view into the linkages between discourse and politics and between culture and policies within the United States looking at various critical moments in the history of the development of the American Empire. Ultimately, this research provides insight into the complex interrelationships between policy, the military, discourse, and culture focusing upon the power centres of discourse creation while connecting previously disjointed lines of historical and media research considering the United States and its imperial and military reach throughout the twentieth and twenty-first century.

Potential benefits of the proposed research project are manifest within its innovative approach to the study of discourse construction, its broad historical vision and its multifaceted methodological approach applying the precepts of history, critical discourse analysis, political science, and media and communication studies. Further benefit from the proposed project includes the pioneering analysis it offers about the U.S. military itself, an institution which is routinely spared time under the critical lense of academic researchers given its primacy of place within the popular, contemporary American imagination. Through this unflinching analysis, this work is both viable and timely given the current geopolitical position of the United States at the apex of global political developments, and possibly, according to some researchers, at the beginning of the end of its military imperium.

The image of the dusty, undisturbed archive has been swept away in response to growing interest across disciplines in the materials they house and the desire to find and make meaning through an engagement with those materials. Archival studies scholars and archivists are developing related theoretical frameworks and practices that recognize that the archives are anything but static. Archival deposits are proliferating, and the architects, practitioners, and scholars engaged with them are scarcely able to keep abreast of them. Archives, archival theory, and archival practice are on the move.

But what of the archives that were once safely housed and have since been lost, or are under threat? What of the urgency that underscores the appeals made on behalf of these archives? As scholars in this volume argue, archives—their materialization, their preservation, and the research produced about them—are moving in a different way: they are involved in an emotionally engaged and charged process, one that acts equally upon archival subjects and those engaged with them. So too do archives at once represent members of various communities and the fields of study drawn to them.

Moving Archives grounds itself in the critical trajectory related to what Sara Ahmed calls “affective economies” to offer fresh insights about the process of archiving and approaching literary materials. These economies are not necessarily determined by ethical impulses, although many scholars have called out for such impulses to underwrite current archival practices; rather, they form the crucial affective contexts for the legitimization of archival caches in the present moment and for future use.

Demonstrates the importance of embracing inclusivity and diversity in order to improve the teaching and learning of English.

This book addresses the twin themes of diversity and inclusivity in classrooms where English is taught as a foreign, second, additional or international language. The chapters cover theory, empirical research, and practice in order to support researchers, teacher educators, teachers, policymakers and materials developers who wish to make English language education more effective, inclusive and innovative.

The chapters explore a wide range of international contexts and a variety of educational contexts, and address issues including power structures, learner positionality, decolonised English standards, neurodiversity, marginalised silence, student agency in curriculum reform, task design for all learners, and collaboration drawing on diversity as a resource. The book offers an unusually intricate picture of issues that are at the forefront of the minds of educators around the world.

Storyteller Skills for Speeches, Pitch Meetings, and Everyday Life 

“Raw, funny and hugely practical—JP shares insights and secrets from decades of helping an incredible range of people tell their story with confidence and style. Now you can too.”—Adam Spencer, Australian comedian, media personality and prolific author

Transform into a powerful public speaker that audiences love! For entrepreneurs, creatives, or anyone who needs to communicate authentically with their audience, Winning the Room is the public speaking book for you.

Win in every room. Cultivate an authentic connection with your audience, no matter what. Conquer your public speaking fears, learn how to be likable, how to present for work, how to give compelling pitch meetings, and how to be a person who wins through highly effective communication techniques. Winning the Room teaches public speaking skills applicable to everybody, in any situation.  

Become a great public speaker with guidance from an expert. Do you get nervous before a presentation? Do you find yourself rambling and losing your point? In Winning the Room, award winning creative and communications director, thought leader, and author Jonathan Pease (JP) uses road-tested techniques to take you on a fun, yet practical journey to becoming a fearless storyteller people buy from—emotionally and financially.

In Winning the Room, find:

• A tight, actionable, and memorable system for how to build trust and be great at different types of public speaking moments
• How to turn nervous energy into passion and charisma that people engage with
• How to apply these skills to various settings like keynotes, pitch meetings, presentations, and everyday conversations with friends and family

If you liked Cues, Everyday Business Storytelling, or Your Story Well Told, you’ll love Winning the Room. 

Dieser Band bietet eine korpuslinguistische Untersuchung und Beschreibung aller zwölf Interpunktionszeichen des Deutschen. Dabei wurden die genauen Fragestellungen für die jeweiligen Zeichen angepasst – die Anpassung kann durch einen neuen, veränderten Forschungsstand oder durch das jeweilige Zeichen selbst begründet sein. Die meisten Interpunktionszeichen werden in Zeitungskorpora beschrieben, wobei es immer zunächst um eine Bestandsaufnahme geht. Diese wird sowohl formal beschrieben als auch funktional gedeutet. Im Allgemeinen wird der Annahme Bredels gefolgt, dass Interpunktionszeichen eindeutig, konsistent und diskret seien. Die Funktion des jeweiligen Interpunktionszeichens muss also so beschrieben werden, dass dies erfüllt ist.

Damit wird ein nächster Schritt für die Interpunktionsforschung beschrieben; Thesen werden empirisch untermauert. Erstaunlicherweise ist sprachwissenschaftlich über Interpunktionszeichen ziemlich wenig bekannt, gemessen daran, dass wir sie täglich produzieren, rezipieren und im Zweifel auch regulieren.

Die Graphematik wird hier weiter als Disziplin gefestigt: Da die Regeln erstens häufig (zu recht) unspezifisch sind und zweitens oftmals gar nicht bekannt, scheint hier Graphematik des Standarddeutschen ohne Orthographie möglich.

Das Streben nach Anschaulichkeit und evidenter Darstellung prägt nicht nur die aktuelle Präsentationskultur, sondern erstreckt sich längst auf weite Bereiche von Medien, Kultur, Wirtschaft und Bildung. Vor diesem Hintergrund erkundet „Medien der Anschaulichkeit“ die traditionelle rhetorische Kategorie der Evidenz in interdisziplinärer und anwendungsbezogener Perspektive anhand vielfältiger Falluntersuchungen.

Wie lässt sich Erkenntnis anschaulich vermitteln? Welche sprachlichen und visuellen Techniken zur evidenten Darstellung von Wissen gibt es – und wie beeinflussen moderne digitale Medien die Möglichkeiten zur Erzeugung von Evidenz? In der Auseinandersetzung mit diesen Fragen liefert der Band eine Neuverortung des Phänomens der Evidenz im Kontext von Rhetorik, Medien und Wissenskommunikation. Ein besonderer Fokus liegt auf medialen und methodisch-praxisbezogenen Aspekten, darunter die Rolle evidenter Darstellung in Schule und Wissenschaft.

Die Aufsatzsammlung ist eng verbunden mit dem Band „Rhetorik und Ästhetik der Evidenz“, der einen stärkeren Schwerpunkt auf sprachliche Evidenzphänomene und theoretische Grundlagenbetrachtungen zur Thematik legt.

Equips readers to develop an intelligibility-oriented approach to pronunciation teaching suitable for any second/foreign language or Global Englishes setting. 

This book offers principled guidance for practitioners and researchers on developing a feature-based approach to teaching English pronunciation, with a focus on intelligibility within communicative contexts. Using Hong Kong English as a case study, it allows teachers and students to critically explore English intelligibility in their own sociolinguistic and educational contexts and question the perceived importance of native speaker pronunciation. The book examines curricula, assessments, teaching materials, teacher perceptions, pronunciation teaching strategies and corrective feedback practices, and develops a contextualised approach to pronunciation teaching that prioritises key features affecting understanding, particularly in World Englishes and English as a Lingua Franca settings. Discussion and inquiry tasks in each chapter make this ideal for trainee teachers and teacher educators, while researchers will find valuable tools to explore intelligibility-oriented approaches in diverse contexts.

Equips readers to develop an intelligibility-oriented approach to pronunciation teaching suitable for any second/foreign language or Global Englishes setting. 

This book offers principled guidance for practitioners and researchers on developing a feature-based approach to teaching English pronunciation, with a focus on intelligibility within communicative contexts. Using Hong Kong English as a case study, it allows teachers and students to critically explore English intelligibility in their own sociolinguistic and educational contexts and question the perceived importance of native speaker pronunciation. The book examines curricula, assessments, teaching materials, teacher perceptions, pronunciation teaching strategies and corrective feedback practices, and develops a contextualised approach to pronunciation teaching that prioritises key features affecting understanding, particularly in World Englishes and English as a Lingua Franca settings. Discussion and inquiry tasks in each chapter make this ideal for trainee teachers and teacher educators, while researchers will find valuable tools to explore intelligibility-oriented approaches in diverse contexts.