Dictionaries, Reference & Language Books

Book SynopsisFreedom and Dialogue in a Polarized World argues that our most cherished ideas about freedom—being left alone to do as we please, or uncovering the truth—have failed us. They promote the polarized thinking that blights our world. Rooted in literature, political theory and Mikhail Bakhtin’s theories of language, this book introduces a new concept: dialogic freedom. This concept combats polarization by inspiring us to feel freer the better able we are to see from the perspectives of others. To say that freedom is dialogic is to apply to it an idea about language. If you and I are talking, I anticipate from you a response that could be friendly, hostile, or indifferent, and this awareness helps determine what I say. If you look bored or give me a blank stare, I might not say anything at all. In this sense language is dialogic. The same can be said of freedom. Our decisions take into account the voices of others to which we feel answerable, and these voices coauthor our choices. In today’s polarized world, prevailing concepts of freedom as autonomy and enlightenment have encouraged us to take refuge in echo chambers among the like-minded. Whether the subject is abortion, terrorism, or gun control, these concepts encourage us to shut out the voices of those who dare to disagree. We need a new way to think about freedom. Freedom and Dialogue in a Polarized World presents riveting moments of choice from Homer’s Iliad, Dante’s Inferno, Shakespeare’s Merchant of Venice, Milton’s Paradise Lost, Melville’s “Benito Cereno,” Dostoevsky’s The Brothers Karamazov, Kafka’s “In the Penal Colony,” and Morrison’s Beloved, in order to advocate reading for and with dialogic freedom. It ends with a practical application to the debate about abortion and an invitation to rethink other polarizing issues. For more information, please visit: http://dialogicfreedom.weebly.com/.Trade Review"To see true dialogue as a way of allowing conflicting voices to hear and understand one another is to offer hope of some resolution in our current world of polarization and impasse. Sharon's book on Freedom and Dialogue in a Polarized World does just that, by taking us back to some great debates of literary art, like Shakespeare's The Merchant of Venice, in which dialogic freedom takes the liberating form of seeking out a continuum of layers of knowing, as Portia and Shylock fail to navigate a way of transcending the hostility and cultural deafness that holds them apart. This thoughtful book is timely in the best sense." -- David Bevington, Phyllis Fay Horton Distinguished Service Professor Emeritus, University of Chicago“In 1919, a dark year for Europe full of dire pronouncements on the ‘crisis of culture,’ Mikhail Bakhtin began to develop an arsenal of precious philosophical ideas by which civilization might better live: intuitive empathy, dialogue, a carnival fearlessness and sense of the cosmic whole, the unfinalizability of consciousness. Over the next three decades he illustrated their dynamics through the literary genius of Dostoevsky, Goethe, Rabelais. Sharon Schuman’s book adopts a similar technique. In successive chapters, Homer, Dante, Shakespeare, Milton, Melville, Dostoevsky, Kafka, and Toni Morrison provide the lens and morally textured background for the “life of an idea” that Schuman has fashioned out of Bakhtinian materials to address our present culture’s crisis of freedom. It is a conceptual crisis peculiar to a free society (in Stalinist Russia, Bakhtin would have gazed on it in wonder). The two definitions Schuman considers foundational in the West—freedom as autonomy and freedom as enlightenment—must be supplemented by a concept less devoted to the static comfort zone of each person’s individual rights and belief. Moving with the dissonant other, she suggests, is possible, interesting, and wise. Decision-making and freedom are both “two-sided acts.” An outsiderly or “alien” view on things is essential to our own. As the reader gradually and gratefully comes to see, assimilating these insights through literature makes them not just politically relevant, but immortal.” -- Caryl Emerson, A. Watson Armour III University Professor of Slavic Languages and Literatures, Princeton UniversityTable of ContentsContents Preface Acknowledgements 1. Introducing Dialogic Freedom 2. A Father Begs for his Son’s Corpse in the Iliad 3. Passion and Freedom in Dante’s Inferno 4. Deaf to Shylock in The Merchant of Venice 5. The Virtuosity of Satan in Paradise Lost 6. Shaping the Master’s Vision in “Benito Cereno” 7. The Grand Inquisitor’s Silent Christ 8. Goading a Reader of “In the Penal Colony”` 9. Freedom Under Impossible Conditions in Beloved 10. Freedom Under Construction in a Polarized World Appendix A: Theoretical Roots of Dialogic Freedom Appendix B: Discussion Guide for Teachers, Students, and Book Groups Glossary Bibliography Index

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Book SynopsisHow does China speak for nature? How are the pollution and climate change crises being addressed? What are the possibilities and limitations of mobilizing publics to care about the environment through new media, tourism, and government policy? Green Communication and China is the first volume to identify the importance of studying environmental communication in, about, and with China, a rising global environmental leader whose ecological and political controversies often make international headlines. Organized into three sections on communicating crisis, communicating care, and environmental futurity, these essays span multimodal communication practices and methods in green public culture and address topics ranging from The North Face advertisements to NGO advocacy to global governmental policy. The volume showcases the work of leading scholars, all of them deeply intimate with China, in disciplines ranging from cultural studies and rhetoric to public opinion polling, discourse analysis, ethnic studies, and sociology. These complex projects engage transnational and national politics, ecological and economic challenges, media saturation, and government control. Holding these tensions together without glossing over differences, Green Communication and China will inform new agendas for environmental communication in China, the United States, and beyond.Trade ReviewA must-read for those interested in environmental issues in the globalized China. This collection eloquently weaves influential forces from various sectors to examine how the environment is engaged from the Chinese cultural lens. A groundbreaking resource for researchers and practitioners working in the field of environmental communication." - Hsin-i Cheng, Associate Professor, Department of Communication, Santa Clara University

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Book SynopsisEnormous ecological losses and profound planetary transformations mean that ours is a time to grieve beyond the human. Yet, Joshua Trey Barnett argues in this eloquent and urgent book, our capacity to grieve for more-than-human others is neither natural nor inevitable. Weaving together personal narratives, theoretical meditations, and insightful readings of cultural artifacts, he suggests that ecological grief is best understood as a rhetorical achievement. As a collection of worldmaking practices, rhetoric makes things matter, bestows value, directs attention, generates knowledge, and foments feelings. By dwelling on three rhetorical practices—naming, archiving, and making visible—Barnett shows how they prepare us to grieve past, present, and future ecological losses. Simultaneously diagnostic and prescriptive, this book reveals rhetorical practices that set our ecological grief into motion and illuminates pathways to more connected, caring earthly coexistence.

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Book SynopsisThis book is designed to serve as a reference work, classroom textbook, and field manual for botanists, naturalists, and students interested in learning to identify and learn about the distinguishing features of grasses of the northeastern United States. Included are more than 380 species of grasses that have been documented as occurring in the region. The volume contains 246 range maps and 269 line drawings that clarify descriptions used in the keys and illustrate characteristics of the various kinds of grasses. Dennis Magee also provides a description of each genus and species along with synonyms and habitats. For anyone interested in an up-to-date treatment of the grasses of greater New England, this volume will be an invaluable resource. It is the only comprehensive technical guide devoted exclusively to the grasses of this region and presents a wealth of information in a precise, clear format.The geographic scope of the work extends from the Canadian border south through Long Island and west to the Hudson River. But given the considerable overlap with the grass flora to the adjacent north, south, and west, the book will also be useful beyond New England and the bordering New York counties.The volume includes an illustrated glossary of essential terms and concepts and a how to use this manual section.

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Book SynopsisA new approach to training and evaluating world languages online instructors The rapid growth in online world language programs in the United States coupled with the widespread implementation of virtual teaching in response to COVID-19 have pushed the field to reconceive instruction. Virtual learning creates unique challenges for instructors, who need to ensure that their students have adequate interaction with their peers, their professor, and native speakers of the language. Even with a growing demand for online language courses, there are few tools that evaluate the training and assessment of online language instructors. In Online World Language Instruction Training and Assessment, authors Carmen King Ramírez, Barbara A. Lafford, and James E. Wermers fill that gap, providing a critical pedagogical approach to computer-assisted language learning (CALL) teacher education (CTE). By combining best CTE training and evaluation practices with assessment tools, the authors explain how teachers can integrate technology to build successful online programs. Their ecological, holistic approach addresses all facets of learning online—including pressing challenges of moving courses online, teacher training, developing core competencies and skills, instructions for assessment and self-evaluation, goal setting, and the normalization of critical CTE practices in an increasingly digital environment. The authors propose new solutions to teacher training challenges, providing extensive rubrics and tools that can equitably assess online language instructor skills, the training they receive, the assessment process they undergo, and the instruments used for instructor assessment. A list of CALL and CTE resources (available on the Press’s website) further supports readers’ successful adaptation to an everchanging learning environment.Table of ContentsIntroduction 1. The Challenges of Moving Online 2. CALL Teacher Education for Online Environments 3. Online Language Instructor Training Challenges and Strategies 4. Core Competencies and Skills for Online Language Instructors 5. Online Language Instructor Assessment 6. Instruments for the Assessment of Online Language Instructors 7. Self-Evaluation Practices in Formative Assessment 8. The Mentoring Relationship in Formative Assessment Processes 9. Debriefing and Goal Setting in Instructor Assessment 10. An Ecological Approach to the Normalization of a Critical CTE Appendix A: Checklists for Online Language Instructor Training and Assessment Appendix B: Rubrics for Evaluation of Online Language Instructor Training and Assessment Appendix C: Online Language Instructor Student Evaluation Rubric and Modular Rubric Bibliography Glossary

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Book SynopsisAn accessible grammar reference guide for learners of Levantine Arabic at all levelsA Learner's Grammar of Levantine Arabic is a comprehensive guide to the grammatical structures and rules of the Arabic varieties spoken in the Levant region, such as Palestinian, Syrian, Jordanian, and Lebanese. This book is suitable for beginners through more advanced levels, and it is the first to present North and South Levantine varieties side by side, allowing learners and linguists to compare them with each other and with other varieties of spoken Arabic. Hitchcock groups major grammatical concepts together, making it easy to find information quickly, and he provides easy-to-understand explanations. The book includes extensive appendixes, with verb charts, prepositions, and conjunctions. Copious examples of native speaker usageculled from newspapers, television programs, and moreare provided for each concept, helping learners understand how to apply the concepts to their own communications outside the classroom.

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Book SynopsisThe first Spanish business textbook to combine professional and intercultural skillsClaves promotes advanced Spanish-language proficiency alongside intercultural understanding, pragmatic skills, communication strategies, and genre-specific conventions necessary for learners to interact effectively with business partners across all Spanish-speaking countries. With its companion website for homework activities, it focuses on core business topics and skills, while inviting learners to explore and reflect on culturally embedded social and communication practices, both their own and those of others. The textbook engages learners with real-life examples of workplace situations and business communications contributed by business professionals. Activities foster classroom communication practice. Business topics covered include employability, company structure, human resources, workplace communication technology, marketing and advertising, international expansion, finance, and socioeconomic indicators across the Spanish-speaking world. Claves invites even learners without prior business knowledge to grow the practical skills and strategies necessary to work in business across the Spanish-speaking world.

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Book SynopsisThe first comprehensive history of the Library of CongressThe Library of Congress is the research arm of Congress, home of the US Copyright Office, and a public forum for artistic and literary culture. It is generally considered the national library of the United States, and it has influenced cultural affairs worldwide in myriad ways since its founding more than two centuries ago. In The Library of Congress, Jane Aikin draws on a wealth of primary and secondary sources to weave a narrative of the individuals, events, and controversies that have shaped the history of this venerable institution. Punctuated by stories about key donors and pivotal performances by poets, authors, and celebrities, this engaging and informative narrative sheds new light on the world's largest library and its global impact on knowledge and culture.

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Book SynopsisAn invaluable guide to more than one hundred of the most commonly used Modern Standard Arabic idiomsIdioms are deeply rooted in their cultural context and as such are both are uniquely tricky and key to competency in a language. With more than 140 of frequently used Modern Standard Arabic (MSA) idioms, this book is a key learning tool for intermediate to advanced learners of the language. Organized by theme into eight chapters, each idiom includes an English translation or equivalent expression and a short bilingual dialogue to show the idiom used in context. Each unit ends with a set of exercises to practice usage and aid in language acquisition. Mastering Modern Standard Arabic Idioms is designed to be a flexible resource, and as such could be adopted in a classroom setting or employed in self-study, and will be of interest to students of language, literature, and culture, as well as to translators and linguists.

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Book SynopsisSimple Pleasures Throughout the Year “Simple Pleasures has become my go-to book for remembering to slow down and enjoy the little things in life.” —Becca Anderson, bestselling author of Badass Affirmations, The Book of Awesome Women, and moreAn abundant sourcebook of ideas, encouraging quotes, recipes, and soothing activitiesSimple Pleasures of the Garden shows you how to appreciate the simple things within your daily activities. The secret to living well year round can be found in the abundance of your home garden, so get to planting those seeds of simple joys and herbal healing! Nurture your mind, body, and soul. Sometimes finding the positive can be hard, but it doesn’t have to be. From the recipe for a homemade herbal bath for a spa day to quick and easy recommendations for an instant room makeover, the suggestions and home recipes collected in this book offer a new appreciation for the everyday activities that nurture and comfort you.Simplify your emotional self care. Taking care of yourself doesn’t have to be expensive, unrealistic, or inaccessible. It can be as easy as tending to a green garden, making healing herbal tonics, sipping calming teas, or spending time with other natural energy boosters. Pleasures are made, not bought, so unlock new secrets to happiness with these touching stories, practical tips, and satisfying crafts. Inside this positive attitude book you’ll find: Ways to decorate your home with nature crafts, growing herbs, and an air of magic Advice on how to foster a routine for a rejuvenating self care year Tips on how to become the gardener of your moods and emotions If you liked seasonal self care books like A Year of Self-Care, Grow Your Own Medicine, or A Woman’s Garden, you’ll love Simple Pleasures of the Garden.Trade Review“Simple Pleasures has become my go-to book for remembering to slow down and enjoy the little things in life.”—Becca Anderson, Best-selling author of Badass Affirmations and The Book of Awesome Women, and moreTable of ContentsContents Earthly Delights Spring In the Garden With Family and Friends Into the Kitchen Beautifying Your Home Nourishing Body and Soul Summer In the Garden With Family and Friends Into the Kitchen Beautifying Your Home Nourishing Body and Soul Fall In the Garden With Family and Friends Into the Kitchen Beautifying Your Home Nourishing Body and Soul Winter In the Garden With Family and Friends Into the Kitchen Beautifying Your Home Nourishing Body and Soul Acknowledgments Index Resource Guide

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Book SynopsisThe Autumn 2024 edition contains European rail timetable information valid until December 2024

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Book SynopsisIn this critical edition of a manuscript previously thought lost, Parker applies McLuhan's medium theory and reimagines museums as catalysts for cultural engagement and empathy.

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Book SynopsisThe Irish language has made a huge contribution to the English language as it’s spoken in Ireland and beyond. Micheál Ó Conghaile's 'Colourful Irish Phrases' is a small compendium of characteristic phrases that will alert the reader to the unmistakable difference between our native language and English. Even the most basic words are expressed so differently. Please in Irish is más é do thoil é (if it is your will), and thanks becomes go raibh maith agat (may you receive good). There are many phrases that when translated, word for word, they sound different, unusual and sometimes funny. But above all, they are rich and deeply rooted. Visitors to Ireland who want to get some notion of our native identity will find these phrases both instructive and revealing. Topics covered range across subjects as diverse as insults and put-downs, being human and the gift of the gab.

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Book SynopsisWith the expansion of online language learning opportunities, language teachers and learners are presented with an increasingly diverse range of tools to facilitate language learning in various contexts. However, CALL researchers and practitioners often have limited knowledge about the effectiveness of online language learning primarily due to a lack of research on online language learning outcomes and on valid assessment measures. Despite the challenges in assessing language learning online, the editors of this volume believe the wide range of online language learning opportunities has brought new tools and methods to both strengthen assessment and inform pedagogical decisions in online language teaching. In terms of assessment, technology first provides researchers and practitioners with more options to document learners' language use in different contexts and their progress over time. The instances of learners' actual use of language will complement any achievement and proficiency measures of language learning outcomes. Moreover, the use of technology motivates researchers and practitioners to re-conceptualize assessment of online language learning. More importantly, technologies make it possible for the assessment to be incorporated for the purpose of learning (e.g., adaptive learning) and teaching (e.g., technology-mediated dynamic assessment and teacher intervention). Assessment Across Online Language Education examines these challenges emerged in online language teaching and learning, explores the new opportunities for language teachers and learners, and provides suggestions for future research on assessment and learning in online language education.Table of ContentsINTRODUCTION 1. The Online Language Learning Imperative: Maximizing Assessment Practices to Ensure Student Success Stephanie Link and Jinrong Li PART ONE: ASSESSING LEARNER PROGRESS AND DEVELOPMENT 2. Assessing Language and Intercultural Learning during Telecollaboration Senta Goertler, Michigan State University, Theresa Schenker, Yale University, Carly Lesoski, Michigan State University, and Sonja Brunsmeier, University of Education, Freiburg 3. Assessing the Effect of Pedagogical Interventions on Success Rates and Students' Perceptions of Connectedness Online Victoria Russell, Valdosta State University 4. Language MOOCs: Assessing Student Knowledge and Comprehension of Clinical Terminology Carrie Demmans Epp, University of Pittsburgh, Rae Mancilla, University of Pittsburgh, and Valerie Swigart, University of Pittsburgh PART TWO: ASSESSING ONLINE TEACHERS 5. Issues and Challenges in the Assessment of Online Language Teacher Performance Barbara Lafford, Arizona State University, Carmen King de Ramirez, University of Arizona, and James Wermers, Arizona State University 6. Evaluating Teacher Tech Literacies Using an Argument-based Approach Jesse Gleason, Southern Connecticut State University, and Elena Schmitt, Southern Connecticut State University 7. The Transition from Face-to-face Teacher to Online Course Developer David Donnarumma, BPP University, and Sarah Hamilton, BPP University PART THREE: ASSESSMENT TOOLS FOR ONLINE ENVIRONMENTS 8. Innovative Implementation of a Web-Based Rating System for Individualizing Online English Speaking Instruction Hyejin Yang, Iowa State University, and Elena Cotos, Iowa State University 9. A Systematic Approach to Vetting Reading Comprehension Items for Inclusion in Cloud-based Assessments Fabiana MacMillan, Rosetta Stone 10. The Lingo of Language Learning Startups: Congruency Between Claims, Affordances, and SLA Theory Gabriel Guillen, Middlebury Institute of International Studies, Thor Sawin, Middlebury Institute of International Studies, and Sarah Springer, Independent Scholar PART FOUR: FUTURE DIRECTIONS FOR ONLINE LANGUAGE ASSESSMENT 11. Toward Technology-enhanced Alternative Assessment for Online Language Education Zhi Li, Paragon Testing Enterprises, BC, Canada, and Stephanie Link 12. Argument-based Approach to Validation in Online Language Education Erik Voss, Northeastern University

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Book SynopsisCurrently, there are many research articles across a wide array of teacher education journals that present promising practices in video as a tool in teacher learning, but no practitioner-friendly text that organizes a variety of approaches for application in the field. This book fills that gap by helping educators to greatly expand their repertoire and confidence in introducing, designing, implementing, and assessing video-based professional development. The authors focus on the variety of ways in which video can support and encourage reflection, increase awareness, foster collaboration, share practice, provide a tool for analysis, aid in materials production, and establish online communities of practice. Video allows more possibilities for context-sensitive noticing, editing, sharing, repackaging, and tagging, especially in combination with screen-capture software, and there is an increasing array of tools that can be harnessed to support teacher learning and reflection. These can help to make aspects of classrooms, methodology and learning more concrete and visible. Across the chapters, the book draws on a growing community of educators using video in a wide range of approaches and features some of their experiences and views through data and vignettes. In doing so, this text acts as a conduit for innovative and effective video and visual media use in language teacher education.Table of Contents1. Video and Teacher Development 2. The Context of Viodeo Use 3. Video as a Process and a Material in Learning about Teaching 4. Learning to Look Descriptively at Teaching through Video 5. Reflecting through Video: Self-observation 6. Video Observation with Peers 7. The Role of Video in Supervision 8. Video in Research

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Book SynopsisSuperdiversity 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.Trade ReviewJan Blommaert offers a sweeping tour of the complex geographies of contemporary sociolinguistics. Effortlessly combining erudition with accessibility, he maps a new terrain for linguistic landscapes through the deeper contours of ethnography; all of which is grounded in the intimate, culturally diverse histories of his own backyard. This, argues Blommaert, is how sociolinguists should be looking to untether themselves from the stability and predictability of synchronic analysis and seeking instead to live (and research) in the moment. -- Crispin Thurlow, University of Washington, USAThis is not just another landmark book in Jan Blommaert's rich oeuvre. It's a conversation he's having with all of us on today's sociolinguistic landscapes. He argues they are chaotic and complex. His book is anything but. Written in cogent and clear style, provocative at times, boring never. A Berchem delight. -- Adam Jaworski, The University of Hong KongBoth lucid and profound, integrating a compelling theoretical imagination with very practical methodology, this book is yet another remarkable advance in Blommaert's powerful remapping of sociolinguistics. -- Ben Rampton, King's College London, UKThe text is clear, accessible and interspersed with practical examples of ‘experienced’ semioticised space. Blommaert never disappoints in his compassionate, original and thoroughly enjoyable narrative(...) For the LL postgraduate student, the text is useful because it discusses the main developments of LLS, identifies its shortcomings clearly and succinctly, and presents fresh data within a newly conceived framework. -- Stefania Tufi, Liverpool University, UK * Language Policy (2015) 14:305–307 *This book contains valuable reflections on the role of sociolinguistics in describing critical phenomena in highly diverse urban contexts, and it is sure to inspire researchers in related areas of study. -- Lars Hinrichs, The University of Texas. USA * Journal of Sociolinguistics, 2015-2016 (Volumes 19-20) *Table of Contents1. Introduction: New Sociolinguistic Landscapes 2. Historical Bodies and Historical Space 3. Semiotic and Spatial Scope 4. Signs, Practices, People 5. Change and Transformation 6. The Vatican of the Diaspora 7. Conclusion: The Order of Superdiversity

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Book SynopsisIdentity 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.Trade ReviewThe publication of Bonny Norton's Identity and Language Learning in 2000 was a landmark moment in the field of additional/second language learning. The countless discussions in journal articles, research reports and PhD theses in the past decade testify to the power of her multi-faceted and generative ideas. I have no doubt that this revised edition will be on the 'must read' list of anyone concerned with additional/second language learning and language education more generally. -- Constant Leung, King's College, University of London, UKUniting impeccable scholarship and an enduring passion for social justice, Bonny Norton's 2000 book Identity and Language Learning is republished here with a magisterial new Introduction by the author and an inspirational Afterword by Claire Kramsch. The book demonstrates anew the intrinsic power of Norton's constructs of investment, imagined identities and imagined communities, and the paradigm-shifting impact of her theory of identity on an ever-expanding set of questions, contexts, and interdisciplinary approaches to research and teaching in second language education and applied linguistics. -- Nancy Hornberger, University of Pennsylvania, USASince the publication of the first, pathbreaking edition of this now-classic text, identity has become a central term through which applied linguists have been able to explore the changing, complex and contradictory struggles we encounter as we learn languages. This book has become one of the most significant of the last decade, and will continue to provoke thought, research and discussion for another decade. A key text for any applied linguist. -- Alastair Pennycook, University of Technology, Sydney, AustraliaStrengthened by the thorough updates in the new Introduction and the context provided by Kramsch in the Afterword, the book makes a persuasive case for language teachers to regard our learners and their investments in a more holistic light. It may also shed some illumination on our experiences as L2 learners ourselves. -- Anna Husson Isozaki, Gunma Prefectural Women’s University, Japan * JALT Journal, 37.1, May 2015 *The book is invaluable for both novice and experienced SLA researchers and scholars interested in inquiring about language learning and identity. Norton has successfully combined international literature on SLA, identity, and social justice with pedagogical suggestions to create a volume that effectively takes a step forward in bridging the gap between research and pedagogy on language learning and learner identity in ESL environments. Even though these chapters center on language learning in ESL context, practitioners working with other languages could benefit from the findings and pedagogical implications. -- Andrea Lypka, University of South Florida, USA * LINGUIST List 25.3857 *In sum, this book is of great value to readers who are familiar with Norton’s work as well as to those who are encountering it for the first time. For graduate students, this book is a must-read, because it provides initial knowledge about identity research and a good example of narrative inquiry. For researchers and educators, this second edition is also a helpful resource; the compelling introduction and the inspirational afterword spur readers to dwell on those “unsettling issues” (p. 19) in identity theory regarding the relationship between societal structure and human agency, identification and negotiation, multiplicity and strategic essentialism. -- Haiying Feng, University of International Business and Economics, China * TESOL Quarterly, 2015 *Table of ContentsPreface Introduction 1. Fact and Fiction in Language Learning 2. Researching Identity and Language Learning 3. The World of Adult Immigrant Language Learners 4. Eva and Mai: Old Heads on Young Shoulders 5. Mothers, Migration and Language Learning 6. Second Language Acquisition Theory Revisited 7. Claiming the Right to Speak in Classrooms and Communities Afterword by Claire Kramsch

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Book SynopsisPositive 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.Trade ReviewWith a decidedly positive outlook on applied linguistics stemming from positive psychology, this volume piques the interest of teachers and researchers alike by shedding light on language learning and empowerment, happiness, resilience, melody, stress reduction and enjoyment as well as success. No wonder that this book is a joy to read! * Kata Csizér, Eötvös Loránd University, Hungary *This volume offers a refreshing perspective on the process of learning and teaching new languages, highlighting the diverse ways in which learners and teachers draw on the many positive aspects of the human condition in their development as users of a non-native language. Without understating the difficulties that trouble language learning, this book provides a well-grounded basis for future studies using theoretical perspectives from positive psychology, and inspires teaching practices that recognize the human potential to thrive and grow. * Kimberley A. Noels, University of Alberta, Canada *This book is about the dynamics of happiness in language learning, the ripples that interact with other ripples, not necessarily in unison, but providing a goal and resources for processes of development. The contributions aim to show the positive sides of language teaching and learning without ignoring or denying the negative ones. They strive to reach a balance that allows for human agency to frame existences and hopes. The authors aim to move beyond the ‘Don’t worry, be happy’ level by using carefully defined concepts and rigorous methodology. * Kees de Bot, University of Groningen, Netherlands *Second language learning is a new area for Positive Psychology and these authors have found that it is a surprising and remarkable aide. * Martin Seligman, Director of the Penn Positive Psychology Center, University of Pennsylvania, USA and author of Flourish: A New Understanding of Happiness and Well-Being - and How To Achieve Them *The book defends itself as a worthy source of knowledge on the theory, research and practice of positive psychology in specific areas of foreign language teaching and learning. I fully endorse and recommend the volume for its expertise and scholarly discipline on the one hand and for the excitement and creativity it encourages on the other. -- Danuta Gabryś-Barker University of Silesia, Poland * SSLLT 6 (3). 2016. 541-546 *MacIntyre et al.’s edited volume is a thorough work on the application of positive psychological principles on applied linguistics and language learning endeavours. The theories reviewed, the data analysed and the practices presented, will certainly appeal to scholars, curriculum developers, language teaching practitioners, teachers’ educators and pre-service language teachers. The volume is accessible and reads quite easily. -- Jose Ignacio Aguilar Río, Sorbonne Nouvelle-Paris 3 University, France * LINGUIST List: Vol-28-382, 2017 *Table of Contents1. Tammy Gregersen, Peter D. MacIntyre and Sarah Mercer: Introduction 2. Rebecca Oxford: Toward a Psychology of Well-Being for Language Learners: The “EMPATHICS” Vision 3. Sarah Mercer: Seeing the World Through Your Eyes: Empathy in Language Learning and Teaching 4. Joseph Falout: The Dynamics of Past Selves in Language Learning and Well-Being 5. Ana Maria Ferreira Barcelos and Hilda Simone H. Coelho: Language Learning and Teaching: What’s Love Got to Do with It? 6. Tammy Gregersen, Peter D. MacIntyre and Margarita Meza: Positive Psychology Exercises Build Social Capital for Language Learners: Preliminary Evidence 7. Phil Hiver: The Triumph over Experience: Hope and Hardiness in Novice L2 Teachers 8. Éva Czimmermann and Katalin Piniel: Advanced Language Learners’ Experiences of Flow in the Hungarian EFL Classroom 9. Jean-Marc Dewaele and Peter D. MacIntyre: Foreign Language Enjoyment and Foreign Language Classroom Anxiety: The Right and Left Foot of the Language Learner 10. J. Lake: Accentuate the Positive: Conceptual and Empirical Development of the Positive L2 Self and its Relationship to L2 Proficiency 11. Zana Ibrahim: Affect in Directed Motivational Currents: Positive Emotionality in Long-Term L2 Engagement 12. R. Kirk Belnap, Jennifer Brown, Dan P. Dewey, Linnea P. Belnap and Patrick R. Steffen: Project Perseverance: Helping Students Become Self-Regulating Learners 13. Marc Helgesen: Happiness in ESL/EFL: Bringing Positive Psychology to the Classroom 14. Tim Murphey: Teaching to Learn and Well-Become: Many Mini-Renaissances 15. Candy Fresacher: Why and How to Use Positive Psychology Activities in the Second Language Classroom 16. M.C. Fonseca-Mora and F. Herrero Machancoses: Music and Language Learning: Emotions and Engaging Memory Pathways 17. Peter D. MacIntyre, Tammy Gregersen and Sarah Mercer: Conclusion

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Book SynopsisEnglish is used in diplomatic contexts worldwide, including in situations where none of the interlocutors are native-speakers. This ground-breaking volume brings together the perspectives of researchers and practitioners to discuss the needs of those using and learning English for Diplomatic Purposes. Chapter authors use concepts from sociolinguistics, World Englishes, Peace Linguistics and English as a Lingua Franca. Combined with this theoretical background is a pragmatic understanding of the work of diplomacy and the realities of communication, as well as exercises designed to help students, teachers and practicing diplomats reflect on, and develop, their language use. This book represents an important first step in the opening-up of English for Diplomatic Purposes as a distinct field of study and learning, and as such will be required reading for those working and studying in this area.Trade ReviewThis book is an important and remarkable publication about English as a diplomatic language. It will be very useful, appropriate and suitable for scholars, instructors, students and all professionals working in this global field. Patricia Friedrich and her team of 9 international scholars must be congratulated and praised for having edited and published this unique book which is a real milestone in the field of English as a diplomatic language. * Joseph-G. Turi, Secretary-General, International Academy of Linguistic Law *At a time when the need for border-crossing has become vital for a lot of people who are struggling for a better life, this book may help teachers, policymakers, gatekeepers etc understand the centrality and the complexity of what is called ‘English’ in the construction of alternative futures nowadays. * Luiz Paulo Moita-Lopes, The Federal University of Rio de Janeiro, Brazil *This ground-breaking collection focuses on a key area of international communication, that of diplomacy. The chapters deal with diplomacy at a variety of levels, including the interpersonal, intercultural, and intergovernmental. The volume is informed by an appreciation of and respect for all languages and all peoples in the world, illuminated by an ethos of ‘peace linguistics’, which highlights the potential of the English language to contribute to global understanding at an individual as well as an institutional level. * Kingsley Bolton, Nanyang Technological University, Singapore *(This book) is a thoughtful and practical commentary on the language all of us probably use from time to time and how to humanise our use of language and make it more compassionate. -- Barry Tomalin * Training Language and Culture, Vol 1, Issue 3, September 2017 *The editor and the contributors to this volume must be praised for having published this unique book which is a milestone in the field of English as a diplomatic language. -- Zsuzsanna Zsubrinszky, Budapest Business School, Hungary * LINGUIST List 28.499 *Table of ContentsAcknowledgements Introduction 1. Patricia Friedrich and Francisco Gomes de Matos: Toward a Nonkilling Linguistics 2. Noriko Ishihara: Softening or Intensifying Your Language in Oppositional Talk: Disagreeing Agreeably or Defiantly 3. Josette LeBlanc: Compassionate English Communication for Diplomatic Purposes 4. Andy Kirkpatrick, Sophiaan Subhan and Ian Walkinshaw: English as a Lingua Franca in East and Southeast Asia: Implications for Diplomatic and Intercultural Communication 5. Patricia Friedrich: World Englishes and Peace Linguistics: Their Contribution to English for Diplomatic Purposes 6. Danton Ford and Paul Kim: Negotiation in English 7. Biljana Scott: Force and Grace 8. Francisco Gomes de Matos: Pedagogy of Positiveness Applied To English for Diplomatic Purposes 9. Patricia Friedrich: Conclusion Contributor Biographies

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Book SynopsisThis book provides an overview of current theory, research and practice in the field of language anxiety and brings together a range of perspectives on this psychological construct in a single volume. Chapters in the volume are divided into three sections. Part 1 revisits language anxiety theory, showing that it can be viewed as a complex and dynamic construct and that it is linked to other psychological variables, such as the self and personality. In Part 2, a series of contextualised studies on language anxiety are presented, with a key feature of these studies being the diverse research designs which are applied in different instructional settings across the globe. Part 3 bridges theory and practice by presenting coping strategies and practice activities with a view to informing classroom practice and pedagogical interventions.Trade ReviewMuch of the current research in SLA and the neurosciences points to the strong influence of affective factors, such as anxiety, on the process of language learning. With chapters from important experts in the field, this book makes a valuable contribution to understanding the research and theoretical proposals regarding anxiety and also makes useful suggestions for reducing its influence in the classroom. * Jane Arnold, University of Seville, Spain *In this excellent and much-needed collection, the authors bring inspiring theoretical and empirical insights to one of the most perplexing affective factors in language learning and teaching: language anxiety. It offers insightful and refreshing perspectives for research within diverse methodologies for contexts and participants across the globe! * Ana Maria F. Barcelos, Federal University of Viçosa, Brazil *As someone who both lives and works in a Turkish speaking environment, and still suffers from LA even after 30 years, I felt like a patient listening to his doctor. I found this title most enlightening, especially in relation to identifying and treating its symptoms. I would certainly recommend adding this title to reading lists for courses at all higher levels of teacher development. I feel participants would be made much more aware of both causes and effects of LA. They would also of course be more knowledgeable in how to deal with such matters in a professional manner. -- Wayne Trotman, İzmir Kâtip Çelebi University, Turkey * EL Gazette, October 2017 *This collection is recommended to anyone interested in learning about the latest progress of LA. Importantly, it can also be used as a reference for researchers to learn how to do LA research in the new dynamic era. -- Honggang Liu, Northeast Normal University, China * ELT Journal 2018 *Table of Contents1. Mark Daubney, Jean-Marc Dewaele and Christina Gkonou: Introduction Part 1: Theoretical Insights 2. Peter D. Macintyre: An Overview of Language Anxiety Research and Trends in Its Development 3. Elaine Horwitz: On the Misreading Of Horwitz, Horwitz, and Cope (1986) and the Need to Balance Anxiety Research and the Experiences of Anxious Language Learners Part 2: Empirical Investigations 4. Erdi Şimşek and Zoltán Dörnyei: Anxiety and L2 Self-Images: The ‘Anxious Self’ 5. Jean-Marc Dewaele: Are Perfectionists More Anxious Foreign Language Learners and Users? 6. Jim King and Lesley Smith: Social Anxiety and Silence in Japan’s Tertiary Foreign Language Classrooms 7. Tammy Gregersen, Peter D. Macintyre and Tucker Olson: Do You See What I Feel? An Idiodynamic Assessment of Expert and Peer’s Reading of Nonverbal Language Anxiety Cues 8. Christina Gkonou: Towards an Ecological Understanding of Language Anxiety 9. Zsuzsa Tóth: Exploring the Relationship between Anxiety and Advanced Hungarian EFL Learners’ Communication Experiences in the Target Language: A Study of High- Vs. Low-Anxious Learners Part 3: Implications for Practice 10. Rebecca L. Oxford: Anxious Language Learners Can Change Their Minds: Ideas and Strategies from Traditional Psychology and Positive Psychology 11. Fernando D. Rubio-Alcalá: The Links between Self-Esteem and Language Anxiety and Implications for the Classroom 12. Christina Gkonou, Jean-Marc Dewaele and Mark Daubney: Conclusion

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Book SynopsisTo 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.Trade ReviewThis book convincingly establishes a new field of enquiry, showing that language teacher psychology – though frequently neglected – really matters! Sarah Mercer and Achilleas Kostoulas have assembled a rich array of expert contributions, uniting hitherto disparate areas in a coherent, ground-breaking collection. The book will inspire new research and action for teacher well-being and learner achievement. * Richard Smith, University of Warwick, UK *In contrast to the study of learners, the study of teachers in the field of second language acquisition has been noticeably rare. In this masterful collection of recent research, Mercer and Kostoulas draw together a compelling rationale for attention to teachers as central players in language learning. The chapters in the book are compulsory reading for anyone wishing to gain deeper insights into language teacher psychology. * Anne Burns, University of New South Wales, Australia *The chapters in this book have succeeded in laying out a rich, colourful and textured landscape of research into language teachers. With its diverse conceptual frameworks and innovative methodologies, the book is bound to become a primary reference for anyone wishing to orient themselves in this terrain and/or contribute to it. * Maggie Kubanyiova, University of Leeds, UK *Language Teacher Psychology demonstrates successfully that a teacher-centered approach within the field of psychology of language learning deserves further attention at both a theoretical and empirical level, recognizing the value of studying psychological constructs as isolated entities, while ultimately providing more holistic, emergent, and situated approaches, which add practical insight to the subject. -- Brian Cullen, Nagoya Institute of Technology, Japan * JALT Journal, 41.1, May 2019 *Heralding language teacher psychology as a movement gaining ascendancy in SLA, the book realistically acknowledges the difficulties of taking on such research while also underscoring its timeliness and exigency. One notably strong aspect of this book is the range of contributors with varied backgrounds and voices who reflect a broad scope of possibilities and make a strong and concerted argument for further investigation. -- Sharona Moskowitz, Birkbeck College, University of London, UK * International Journal of Applied Linguistics, 2018 *The volume successfully promotes LTP as an important research area in that it introduces theories closely related to LTP research, suggests possible topics for future LTP studies, and exemplifies research methods in the area. -- Honggang Liu, Northeast Normal University, China * Applied Linguistics 2019 *Table of ContentsAbout The Editors About The Authors List of Tables List of Figures List of Abbreviations Zoltán Dörnyei: Foreword Chapter 1. Sarah Mercer and Achilleas Kostoulas: Introduction to Language Teacher Psychology Chapter 2. Phil Hiver, Tae-Young Kim and Youngmi Kim: Language Teacher Motivation Chapter 3. Paula Kalaja and Katja Mäntylä: ‘An English Class of My Dreams’: Envisioning Teaching a Foreign Language Chapter 4. Taguhi Sahakyan, Martin Lamb and Gary Chambers: Language Teacher Motivation: From the Ideal to the Feasible Self Chapter 5. Manka M. Varghese: Drawing On Cultural Models and Figured Worlds to Study Language Teacher Education and Teacher Identity Chapter 6. Wendy Li and Peter I. De Costa: Exploring Novice EFL Teachers’ Identity Development: A Case Study of Two EFL Teachers in China Chapter 7. Anne Feryok: Language Teacher Cognition: An Emergent Phenomenon in an Emergent Field Chapter 8. Mark Wyatt: Language Teacher Self-Efficacy Beliefs: An Introduction Chapter 9. Jim King and Kwan-Yee Sarah Ng: Teacher Emotions and the Emotional Labour of Second Language Teaching Chapter 10. Christina Gkonou and Sarah Mercer: The Relational Beliefs and Practices of Highly Socio-Emotionally Competent Language Teachers Chapter 11. Jean-Marc Dewaele and Sarah Mercer: Variation in ESL/EFL Teachers’ Attitudes towards Their Students Chapter 12. Cynthia J. White: Language Teacher Agency Chapter 13. Joseph Falout and Tim Murphey: Teachers Crafting Job Crafting Chapter 14. Phil Hiver: Teachstrong: The Power of Teacher Resilience for L2 Practitioners Chapter 15. Achilleas Kostoulas and Anita Lämmerer: Making the Transition into Teacher Education: Resilience as a Process of Growth Chapter 16. Tammy Gregersen and Peter D. MacIntyre: Signature Strengths as a Gateway to Mentoring: Facilitating Emergent Teachers’ Transition into Language Teaching Chapter 17. Rebecca L. Oxford, Andrew D. Cohen and Virginia G. Simmons: Psychological Insights from Third-Age Teacher Educators Chapter 18. Mehvish Saleem: Exploring Language Teacher Psychology: A Case Study from a Holistic Perspective Chapter 19. Achilleas Kostoulas and Sarah Mercer: Conclusions: Lessons Learnt, Promising Perspectives.

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Book SynopsisIn recent years, the museum and gallery have increasingly become self-reflexive spaces, in which the relationship between art, its display, its creators and its audience is subverted and democratised. One effect of this has been a growing place for artists as curators, and in The Artist as Curator Celina Jeffery brings together a group of scholars and artists to explore the many ways that artists have introduced new curatorial ways of thinking and talking about artistic culture. Taking a deliberately multidisciplinary and cross-cultural focus, The Artist as Curator will fill a gap in museum and curatorial studies, offering a thorough and diverse treatment of various approaches to the historical and changing role of the artist as curator that should appeal to scholars, curators and artists alike.Table of ContentsIntroduction - Celina Jeffery Chapter 1: Paolozzi's Lost Magic Kingdoms: The Metamorphosis of Ordinary Things - Nicola Levell Chapter 2: Re-Mastering MoMA: Kirk Varnedoe's ‘Artist’s Choice’ Series - Lewis Kachur Chapter 3: ‘Both Object and Subject’: MoMA’s Burton on Brancusi - Cher Krause Knight Chapter 4: Curating Between Worlds: How Digital Collaborations Become Curative Projects - Dew Harrison Chapter 5: Erasure: Curator as Artist - Bruce Checefsky Chapter 6: Say My Name - Brenda L. Croft Chapter 7: Performing the Curator, Curating the Performer: Abramović’s Seven Easy Pieces - Gregory Minissale Chapter 8: Curating the City: Collectioneering and the Affects of Display - Jim Drobnick and Jennifer Fisher Chapter 9: Artists Curating the Expedition - Celina Jeffery

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Book SynopsisLibrary and Information Science has always been a contested space. This book captures some of the major debates that have taken place within the profession over the past 25 years and suggests how these can be used to inform the future development of libraries.

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Book SynopsisThe modern world is awash with data. The R Project is a statistical environment and programming language that can help to make sense of it all. A huge open-source project, R has become enormously popular because of its power and flexibility. With R you can organise, analyse and visualise data. This clear and methodical book will help you learn how to use R from the ground up, giving you a start in the world of data science. Learning about data is important in many academic and business settings, and R offers a potent and adaptable programming toolbox. The book covers a range of topics, including: importing/exporting data, summarising data, visualising data, managing and manipulating data objects, data analysis (regression, ANOVA and association among others) and programming functions. Regardless of your background or specialty, you'll find this book the perfect primer on data analysis, data visualisation and data management, and a springboard for further exploration.Table of Contents1. A brief introduction to R 2. Basic math 3. Introduction to R objects 4. Making and importing data objects 5. Managing and exporting data objects 6. R object types and their properties 7. Working with data objects 8. Manipulating data objects 9. Summarizing data 10. Tabulation 11. Graphics: basic charts 12. Graphics: adding to plots 13. Graphics: advanced methods 14. Analyze data: statistical analyses 15. Programming tools Appendix Index

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Book SynopsisCurating empire explores the diverse roles played by museums and their curators in moulding and representing the British imperial experience. This collection demonstrates how individuals, their curatorial practices, and intellectual and political agendas influenced the development of a variety of museums across the globe. Taken together, these contributions suggest that museums are not just sites for accessing history but need to be considered as historical sites of significance in themselves. Individual essays examine the work of curators in museums in Britain and the colonies, the historical display and interpretation of empire in Britain, and the establishment of 'museum networks' in the British imperial context. Curating empire sheds new light on the relationship between museums, as repositories for objects and cultural institutions for conveying knowledge, and the politics of culture and the formation of identities throughout the British Empire.Table of ContentsGeneral editor’s introductionIntroduction: Curating empire: Museums and the British imperial experience – Sarah Longair and John McAleer1. The case of Thomas Baines, curator-explorer extraordinaire, and the display of Africa in nineteenth-century Norfolk – John McAleer 2. Visiting the Empire at the provincial museum, 1900–50 – Claire Wintle 3. Carving out a place in the Better Britain of the South Pacific: Maori in New Zealand museums and exhibitions – Conal McCarthy4. Curiosities or science in the National Museum of Victoria: Procurement networks and the purpose of a museum – Gareth Knapman5. Narrative as history, image as memory: Exhibiting the Great War in Australia, 1917–41–Jennifer Wellington 6. ‘The lady curator’s style’: Negotiating curatorial challenges in the Zanzibar Museum –Sarah Longair 7. A Museum for Sierra Leone? Amateur enthusiasms and colonial museum policy in British West Africa – Paul Basu 8. Edgar Thurston at the Madras Museum (1885–1909): The multiple careers of a colonial museum curator – Savithri Preetha Nair 9. Sir William Gregory and the origins and foundation of the Colombo Museum – Philip McEvansoneya 10. Tipu’s Tiger and images of India in British museums, 1799–2009 – Sadiah Qureshi Afterword: Objects, empire and museums – Sarah Longair and John McAleer Index

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Book SynopsisTask-based language teaching is now a well-established pedagogic approach but problematic issues remain, such as whether it is appropriate for all learners and in all instructional contexts. This book draws on the author’s experience of working with teachers, together with his knowledge of relevant research and theory, to examine the key issues. It proposes flexible ways in which tasks can be designed and implemented in the language classroom to address the problems that teachers often face with task-based language teaching. It will appeal to researchers and teachers who are interested in task-based language teaching and the practical and theoretical issues involved. It will also be of interest to students and researchers working in the areas of applied linguistics, TESOL and second language acquisition.Trade ReviewRod Ellis has written (yet another) agenda-setting book, this time charting a journey through key issues in task-based language teaching. This is a must-read for researchers committed to the pedagogic relevance of their work, and for language educators in search of a deeper understanding of task-based research and pedagogy. * Jonathan Newton, Victoria University of Wellington, New Zealand *This comprehensive yet personal book will be invaluable reading for very diverse audiences. Synthesizing a lifetime of engagement with language education and tasks, Rod Ellis proposes an options-based approach that can be flexibly adapted across geographies and masterfully re-examines the quandaries cognitive and social researchers investigate through the questions teachers ask. * Lourdes Ortega, Georgetown University, USA *This review has recommended Reflections on Task-Based Language Teaching in particular to teacher educators and to researchers. However, classroom teachers at whatever stage of their career will find plenty to guide them in their teaching. Chapter 5, titled “Preparing learners to perform tasks,” is one good example. This is a book which should sell well and which will probably give fresh ideas to classroom teachers, whether or not they are also researchers. -- Marilyn Lewis, University of Auckland, New Zealand * TESOL Theory and Praxis, Volume 4 Issue 1 *[This book] is an honour to the work of one of the most esteemed scholars in TBLT. -- Melissa Baralt, Florida International University, USA * ELT Journal, Volume 73, Issue 2, April 2019 *[This book] comprehensively examines the theoretical and pedagogic aspects of task-based language teaching (TBLT), one of the long-standing topics in instructed SLA, and offers insights into TBLT as an approach to second language teaching. Ellis’ (2003) previous book, Task-based Language Learning and Teaching, focuses on research and theories underlying TBLT. The current book complements his previous work by shedding more light on pedagogic issues related to TBLT. -- Taichi Yamashita and Long He, Iowa State University, USA * Applied Linguistics 2019: 1–5 *Table of ContentsAcknowledgements Preface Section 1: Introduction Chapter 1: A Brief History of Task-based Language Teaching and Research Chapter 2: Task-based Research and Language Pedagogy Section 2: Researching Task-based Teaching Chapter 3: Non-Reciprocal Tasks, Comprehension and Second Language Acquisition Chapter 4: Focus on Form: A Critical Review Chapter 5: Preparing Learners to Perform Tasks Chapter 6: Is there a Role for Explicit Instruction in Task-based Language Teaching? Chapter 7: Measuring Second Language Learners’ Performance of Tasks Section 3: Task-based Language Pedagogy Chapter 8: Task-based Language Teaching: Sorting out the Misunderstandings Chapter 9: Moving Task-based Language Teaching Forward Chapter 10: Towards a Modular Curriculum Chapter 11: An Options-based Approach to doing Task-based Language Teaching Chapter 12: Teachers Evaluating Tasks Section 4: Conclusion Chapter 13: Key Issues in Task-based Research and Pedagogy

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Book SynopsisThis book interrogates and problematises African multilingualism as it is currently understood in language education and research. It challenges the enduring colonial matrices of power hidden within mainstream conceptions of multilingualism that have been propagated in the Global North and then exported to the Global South under the aegis of colonial modernity and pretensions of universal epistemic relevance. The book contributes new points of method, theory and interpretation that will advance scholarly conversations on decolonial epistemology by introducing the notion of coloniality of language – a summary term that describes the ways in which notions of language and multilingualism in post-colonial societies remain colonial. The authors begin the process of mapping out what a socially realistic notion of multilingualism would look like if we took into account the voices of marginalised and ignored African communities of practice – both on the African continent and in the diasporas.Trade ReviewThis book contributes to the growing interest in southern decolonial linguistics. It reanimates important earlier discussions of the plurality of southern multilingualisms and the linguistic citizenship of individuals and communities with narratives that encourage rethinking the coloniality of language. In reminding us of the many forgotten 20th century contributors to southern decolonial scholarship, the authors accentuate the persistent circulation of colonial hegemonies. * Kathleen Heugh, University of South Australia *Centering the African experience, two world-renowned African sociolinguists push back on the language coloniality that continues to permeate the study of multilingualism, multilingual education, language policy, and language education research in the Global South. Inverting the power relationship between the Global South and the North, Ndhlovu and Makalela decolonize understandings of multilingualism everywhere. * Ofelia García, The Graduate Center, City University of New York, USA *I find Decolonising Multilingualism in Africa to be cohesive, resourceful and well written. It is a welcome addition to the literature on sociolinguistics in Africa and the Global South in general – and I consider it to be required reading for graduate seminars in colonial and post-colonial language ideologies and practices. -- Nkonko Kamwangamalu, Howard University, USA * Journal of Multilingual and Multicultural Development, 2022 *[This book] advances the field of multilingualism studies both in Africa and globally. Indeed its international relevance is enhanced by the approach of presenting fine-grained research conducted in Africa as illustrations of decoloniality within language theorising. Future multilingualism research will certainly benefit from both the critiques of the coloniality of language and the propositions of decolonial linguistic concepts contained within the pages of this book. -- Robyn Tyler, University of the Western Cape, South Africa * Multilingual Margins 2021, 8(1) *Table of ContentsPreface Chapter 1. Myths We Live By: Multilingualism, Colonial Inventions Chapter 2. Unsettling Colonial Roots of Multilingualism Chapter 3. Unsettling Multilingualism in Language and Literacy Education Chapter 4. Decolonising Multilingualism in Higher Education Chapter 5. Decolonising Multilingualism in National Language Policies Chapter 6. African Vehicular Cross Border Languages, Multilingualism Discourse Chapter 7. African Multilingualism, Immigrants, Diasporas Chapter 8. Multilingualism from Below: Languaging with a Seven Year Old Chapter 9. Recentering Silenced Lingualisms and Voices

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Book SynopsisThis 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.Trade ReviewIn the best of times, when schools are functioning optimally, student engagement is central to quality education. At times of upheaval, when new modes of learning and teaching are being improvised and trialled, it is imperative that we understand how to generate, sustain and measure student engagement. This book could not be more timely and will have enduring value. * Martin Lamb, University of Leeds, UK *For anyone who has ever taught unengaged second language (L2) learners, this volume explores the cognitive, emotional, behavioral, and social aspects of engagement. The authors always have an eye to the classroom, never forgetting a teacher's goal of increasing L2 learner engagement. Whether you’re new to the topic or an established researcher, this volume provides something for you. * Shawn Loewen, Michigan State University, USA *This volume provides a clear rationale for why understanding student engagement in the language classroom is important. It unpacks the complexities of what is meant by student engagement, and brings together a rich array of conceptual, empirical and pedagogical perspectives that researchers and teachers will find thought-provoking and illuminating. * Ema Ushioda, University of Warwick, UK *This edited volume renders itself an important and timely contribution as it fruitfully demystifies engagement, the complex construct or meta-construct through comprehensively delving into the conceptualizations and operationalizations of engagement and exemplifying empirical research in the field of second language acquisition. -- Jian-E Peng and Yuanlan Jiang, Shantou University, China * Applied Linguistics 2021: 1–5 *Table of ContentsExternal Reviewers Contributors Foreword: Richard M. Ryan Chapter 1. Phil Hiver, Sarah Mercer, & Ali Al-Hoorie: Introduction Part I: Conceptual Chapters Chapter 2. Yuan Sang and Phil Hiver: Engagement and Companion Constructs in Language Learning: Conceptualizing Learners’ Involvement in the L2 Classroom Chapter 3. Agneta M-L Svalberg: Engagement with Language in Relation to Form-Focused Versus Meaning--Focused Teaching and Learning Chapter 4. Ye Han and Xuesong (Andy) Gao: Research on Learner Engagement with Written (Corrective) Feedback: Insights and Issues Chapter 5. Shiyao (Ashlee) Zhou, Phil Hiver, and Ali H. Al-Hoorie: Measuring L2 Engagement: A Review of Issues and Applications Part II: Empirical Chapters Chapter 6. Giulia Sulis and Jenefer Philp: Exploring Connections between Classroom Environment and Engagement in the Foreign Language Classroom Chapter 7. Carly Carver, Daniel Jung, and Laura Gurzynski-Weiss: Examining Learner Engagement in Relationship to Learning and Communication Mode Chapter 8. Sarah Mercer, Kyle R. Talbot and Isobel Kai-Hui Wang: Fake or Real Engagement – Looks can be Deceiving Chapter 9. Linh Phung, Sachiko Nakamura, and Hayo Reinders: The Effect of Choice on Affective Engagement: Implications for Task Design Chapter 10. Tetsuya Fukuda, Yoshifumi Fukada, Joseph Falout and Tim Murphey: How Ideal Classmates Priming Increases EFL Classroom Prosocial Engagement Chapter 11. Nicole Mills: Engagement and Immersion in Virtual Reality Narratives Chapter 12. W. L. Quint Oga-Baldwin and Luke K. Fryer: Engagement Growth in Language Learning Classrooms: A Latent Growth Analysis of Engagement in Japanese Elementary Schools Chapter 13. Gholam Hassan Khajavy: Modeling the Relations Between Foreign Language Engagement, Emotions, Grit and Reading Achievement Chapter 14. Isobel Kai-Hui Wang and Sarah Mercer: Conceptualizing Willingness to Engage in L2 Learning beyond the Classroom Chapter 15. Phil Hiver, Sarah Mercer, and Ali H. Al-Hoorie: Engagement: The Active Verb between the Curriculum and Learning Index

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Book SynopsisThis book presents the background to the current shift in language education towards action-oriented/action-based teaching, and provides a theorization of the Action-oriented Approach (AoA). It discusses the concepts and theories that paved the way for the AoA and explores their relevance for the way language education is conceived and implemented in the classroom. In the process, it revisits the concept of competence and discusses the dynamic notions of mediation and plurilingualism. The authors explain the way in which the Common European Framework of Reference for Languages (CEFR) and its recent update, the CEFR Companion Volume, broaden the scope of language education, in particular in relation to the actional turn. The book provides scholars and practitioners with a research-informed description of the AoA, explains its implications for curriculum planning, teaching and assessment, and elaborates on its pedagogical implications.Trade ReviewThis book is a most valuable and timely contribution to the discourse concerning current and emerging paradigms for language education. It brilliantly merges reflections on current perceptions of action-oriented approaches to language teaching and learning and the recently revised and extended descriptors of the CEFR into stimulating and thought-provoking insights. Thoroughly researched, comprehensibly discussed, and also very much practice-oriented. * Bernd Rüschoff, University of Duisburg-Essen, Germany *With its extensive review of the literature and its innovative approach to language education, Piccardo and North’s book effectively bridges the gap between theory and practice. Due to its link to the CEFR, its complex dynamic ecological perspective, and its understanding of the learner as a social agent, I expect that this book will influence curriculum development, language teaching, and assessment for a long time to come. * Diane Larsen-Freeman, Professor Emerita, University of Michigan, USA *This inspiring and timely book comprehensively and clearly demonstrates how AoA represents a paradigm shift in language education. Encompassing and building on an array of theories and practices – communicative, task-based, autonomous, plurilingual and others – AoA offers language educators a holistic and innovative curricular and pedagogical vision that is authentic, engaging, relevant, adaptable, accessible, and meaningful in our complex late-modern age. * Terry Lamb, University of Westminster, UK *In all, while this book may be a dense read for those not already well acquainted with some of the related areas, such as the CEFR, social interactionist theory, or TBLT, for those who are it is a well-argued and provocative work. -- Marcos Benevides, J. F. Oberlin University, Japan * JALT Journal, 43.2, November 2021 *Table of ContentsChapter 1. The Emergence of a New Paradigm Chapter 2. The Notion of Competence: An Overview Chapter 3. Towards an Action-Oriented Approach: Theoretical Underpinnings Chapter 4. Preparing the AoA: Developments in Language Teaching Methodology Chapter 5. The Common European Framework of Reference and its Companion Volume: A Paradigm Shift Chapter 6. Towards a Dynamic Vision of Language Education: Plurality and Creativity Chapter 7. The Action-Oriented Approach Chapter 8. Conclusion

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Book SynopsisThis 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.Trade ReviewThis book highlights how Robert Gardner’s seminal work has influenced the research of an array of scholars who, through diverse, rigourous methods, have developed their own important lines of inquiry on topics such as identity, acculturation, emotions, and well-being, culminating in a unique perspective on the social psychology of language and intergroup relations. * Kimberly A. Noels, University of Alberta, Canada *Anyone seeking an up-to-date assessment of sixty years of motivation research since Gardner and Lambert’s (1959) ground-breaking proposal for a social-educational model will find in this volume a treasure trove of theoretical, empirical, and methodological insights, made all the richer by critical, dialogic engagement alongside personal reminiscences by top researchers in the field. * Heidi Byrnes, Georgetown University, USA *This book is highly recommended for anyone interested in learning more about Robert Gardner himself and his personal relationship with some of the renowned authors in this book as well as the significant ways Gardner has made an impact in their personal and professional lives. It is my opinion that this book has the potential to push the field of language learning motivation forward -- Jelena Vuksanovic, University of Houston, USA * LINGUIST List 31.1737 *The volume...is an impressive tribute to a pioneer in the ever-expanding and developing fields of L2 learning motivation and social psychology of language learning. -- Matthew T. Apple, Ritsumeikan University, Japan * JALT Journal, 42.2, Nov 2020 *Table of ContentsPreface Zoltán Dörnyei Integrative Motivation: Sixty Years and Counting Ali H. Al-Hoorie and Peter D. MacIntyre Looking Back and Looking Forward Robert C. Gardner Part I: Second Language Development / Applied Linguistics Chapter 1. James P. Lantolf and Merrill Swain: Perezhivanie: The Cognitive–Emotional Dialectic Within the Social Situation of Development Chapter 2. Tammy Gregersen, Peter D. MacIntyre and Jessica Ross: Extending Gardner’s Socio-Educational Model to Learner Well-being: Research Propositions Linking Integrative Motivation and PERMA theory Chapter 3. Mercè Bernaus: Teachers’ and Learners’ Motivation in Multilingual Classrooms Chapter 4. Peter D. MacIntyre, Jean-Marc Dewaele, Nicole MacMillan and Chengchen Li: The Emotional Underpinnings of Gardner’s Attitudes and Motivation Test Battery Part II: Social Psychology / Sociology Chapter 5. Sara Rubenfeld and Richard Clément : Identity, Adaptation and Social Harmony: A Legacy of the Socio-Educational Model Chapter 6. Jorida Cila and Richard Lalonde: What’s in a Name? Motivations for Baby-naming in Multicultural Contexts Chapter 7. Bonny Norton: Motivation, Identity, and Investment: A Journey with Robert Gardner Part III: Historical / Methodological Issues Chapter 8. Rebecca L. Oxford: Snapshots in Time: Time in Gardner’s Theory and Gardner’s Theory across Time Chapter 9. Ema Ushioda: Researching L2 Motivation: Re-evaluating the Role of Qualitative Inquiry, or the ‘Wine and Conversation’ Approach Chapter 10. Paul F. Tremblay: Quantitative Methods in Second Language Learning Motivation Research: Gardner’s Contributions and Some New Developments Chapter 11. Jennifer Claro : Identification with External and Internal Referents: Integrativeness and the Ideal L2 Self Chapter 12. John Edwards: History, Philosophy and the Social Psychology of Language Part IV: Discussants Chapter 13. Phil Hiver and Diane Larsen-Freeman: Motivation: It is a Relational System Chapter 14. Elaine Horwitz: How Robert C. Gardner’s Pioneering Social-Psychological Research Raised New Applied Questions about Second Language Acquisition Epilogue Howard Giles

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

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Book SynopsisIn a world where migration is a daily reality, the ways in which affirming educational experiences can be provided for all children remain high on the agendas of schools, colleges and teachers. This book provides practical ideas for how children, young people and parents can feel welcomed and affirmed in their multilingual identities and all learners can feel intrigued and excited by the linguistic diversity of the world’s people. The book will be an invaluable resource for educational practitioners, researchers, trainee teachers, teacher educators and all who are passionate about bringing together creative arts approaches with language learning and teaching. By blending academic theory with tried-and-tested classroom practice the authors will inspire readers to adapt the featured activities for their own contexts and learners.Trade ReviewThis volume is a great source of fascinating ideas for teachers, researchers and other professionals working with EAL children and young people. It is about creating welcoming learning environments by bringing together theoretical insights, transformative practices and artistic content. The ideas are easily adaptable and will definitely inspire future readers to create their own activities and welcoming environments. * Annamaria Pinter, University of Warwick, UK *This inspiring research-to-practice book brings together multiple voices from the field of multilingual research and teaching. It presents readers with creative, innovative, and empowering endeavours which honour multilingualism and multilingual identities. Arts-based approaches are foregrounded as examples of critical socio-cultural pedagogies that facilitate the intentional disruption of monolingual classroom norms. There is something for everyone in here. * Naomi Flynn, University of Reading, UK *This book is a thoughtful curation of educationalists' case studies of creative activities together with an analysis of the 'Creating Welcoming Learning Environments' workshops which inspired them. For teachers wanting to build on the rich cultural and linguistic capital represented by their EAL pupils, this book provides the underpinning research and a wealth of practical ideas and inspiration to welcome and create together! * Catherine Brennan, Director, Better Bilingual CIC *Table of ContentsContributors Chapter 1. Jane Andrews and Maryam Almohammad: Introduction: Connecting Creative Arts Approaches with Supporting Children and Young People Developing English as an Additional Language Chapter 2. Alison Phipps: The Well in Welcoming Chapter 3. Maryam Almohammad: Working with Community Filming in Multilingual and Intercultural Language Education Chapter 3.1. Gemma Sharland: Celebration through Film Chapter 3.2. Alicja Lievaart: A Filmmaking Project Chapter 4. Lyn Ma: Creating Together: The Role of Creative Arts in an ESOL Classroom Chapter 4.1. Su Tippett: Working with Children’s Needs and Preferences Using Creative Techniques Chapter 4.2. Judith Prosser: Assessing Children’s Language Using Creative Techniques Chapter 4.3. Karen Thomas and Rebecca Reeve: Building Cohesion in School through Crafting Chapter 5. Gameli Tordzro and Naa Densua Tordzro: Adinkra Creative Links: Music and Textiles in Welcoming Learning Environments Chapter 5.1. Alison Grotzke: Working with Adinkra Symbols and Printing: Unlocking Creativity in Children Chapter 5.2. Dominique Moore: A School Radio Station Chapter 5.3. Lois Francis: Singing Songs from Jamaica in Early Years Settings and Primary Schools in South Gloucestershire Chapter 5.4. Judith Prosser: Audio in School: School Languages on the Tannoy System Chapter 6. A Conversation with Tawona Sithole, Poet and Musician Chapter 6.1. Anna Comfort: Creative Arts Processes for Working with EAL Children Chapter 6.2. Dominique Moore: GCSE English, Using Poetry Written in Students’ First Languages Chapter 7. Luci Gorell Barnes: The Welcome Banner: Cultural Exchange through Creative Collaboration Chapter 8. Jean Conteh: Creativity, Collaboration and Ways Forward for EAL Learners Jane Andrews and Maryam Almohammad: Afterword: Summary of Ideas for Practice

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Book SynopsisThis book provides practical guidance on research methods and designs that can be applied to Complex Dynamic Systems Theory (CDST) research. It discusses the contribution of CDST to the field of applied linguistics, examines what this perspective entails for research and introduces practical methods and templates, both qualitative and quantitative, for how applied linguistics researchers can design and conduct research using the CDST framework. Introduced in the book are methods ranging from those in widespread use in social complexity, to more familiar methods in use throughout applied linguistics. All are inherently suited to studying both dynamic change in context and interconnectedness. This accessible introduction to CDST research will equip readers with the knowledge to ensure compatibility between empirical research designs and the theoretical tenets of complexity. It will be of value to researchers working in the areas of applied linguistics, language pedagogy and educational linguistics and to scholars and professionals with an interest in second/foreign language acquisition and complexity theory.Trade ReviewA harmonious blend of theory and method, Hiver and Al-Hoorie provide researchers in applied linguistics not only with a rationale but the tools to fully (and finally!) embrace CDST. I expect this book will become a landmark publication for the field. * Luke Plonsky, Northern Arizona University, USA *This book is an eye-opening and completely welcome introduction to a methodological world much wider than most applied linguists will have ever imagined existed. Rather than a how-to book, it is a guide to a plethora of methodological approaches that aim to send ‘one-shot cross-sectional research’ to its timely demise. In this book, readers will find an intriguing new approach for analyzing their data. * Jenifer Larson-Hall, University of Kitakyushu, Japan *This book offers both a timely and comprehensive guide to doing empirical research on Complex Dynamic Systems Theory in applied linguistics. A rarity for its breadth and depth, it presents a rich array of methodological options pooled from multiple disciplines of study, promoting and enabling integration of methods beyond mixing. * ZhaoHong Han, Teachers College, Columbia University, USA *I was certainly thrilled to finally see a publication that, instead of merely trying to convince us that SLA research should be grounded in CDST, in fact makes an earnest attempt to illustrate how this can be done in practice. -- Mirosław Pawlak, Adam Mickiewicz University, Poland; State University of Applied Sciences, Poland * Studies in Second Language Learning and Teaching, Vol. 10, No. 2 *This book contains a wealth of information for any researcher interested in exploring new methods. -- Paul Pauwels, KU Leuven, Belgium * International Journal of Applied Linguistics 172:1 *Table of ContentsPart I. Introduction to Complexity Theory Chapter 1. Introduction Chapter 2. What is Complexity Theory? Chapter 3. Applying Complexity Theory to Research Part II. Qualitative Methods Chapter 4. Qualitative Comparative Analysis Chapter 5. Process Tracing Chapter 6. Concept Mapping Chapter 7. Agent-Based Modeling Chapter 8. Retrodictive Qualitative Modeling Chapter 9. Social Network Analysis Chapter 10. Design Based Research Methods Part III. Quantitative Methods Chapter 11. Panel Designs Chapter 12. Latent Growth Curve Modeling Chapter 13. Multilevel Modeling Chapter 14. Time Series Analysis Chapter 15. Experience Sampling Method Chapter 16. Single-Case Designs Chapter 17. Idiodynamic Method Part IV. C The Future of CDST Methodology Chapter 18. Method Integration Chapter 19. Glossary and Further Resources for CDS Methodology

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Book SynopsisExploring Politeness in Business Emails explores the contextual complexities of workplace emails by comparing British English and Peninsular Spanish directive speech events and systematically assessing the impact of contextual factors. Through a combination of qualitative and quantitative methods of data collection and analysis, and the inclusion of metapragmatic insights in the interpretation of the results, the book offers an innovative approach to the study of politeness. The book partially contradicts previous assumptions about English and Spanish directives and provides new insights into the role of politeness in the workplace. By offering a meticulous account of the linguistic choices made by the English and Spanish first language users and the contextual factors influencing these choices, the book suggests far-reaching implications for future research in cross-cultural pragmatics and business discourse, as well as practical implications relevant for academics, postgraduate students and practitioners interested in these fields.Trade ReviewThis book is a timely and welcome contribution to the field. It rests on solid interdisciplinary theoretical grounds and employs an innovative, carefully designed methodological framework to examine two comparable data sets of naturally-occurring, socially-situated emails in British English and Peninsular Spanish. Its ethnographically-informed interpretation of the texts sheds fresh light on our understanding of language variation vis-à-vis a number of relevant social factors. * Patricia Bou-Franch, Universitat de València, Spain *Politeness is like oil that allows the cogs of human interaction to run smoothly. However, not everybody uses the same oil and the cogs may grind to a halt when the 'wrong oil' is applied. This highly innovative book shows how the cogs function in cross-cultural business communication. * Jean-Marc Dewaele, Birkbeck, University of London, UK *This book by Vera Freytag is an important contribution to such diverse fields as cross-cultural pragmatics, institutional discourse, and politeness research. In her analysis of directive speech events in English and Spanish (L1) emails, she employs an innovative mixed-method analysis to reveal the interactive dynamics of computer-mediated communication (CMC). * Ronald Geluykens, University of Oldenburg, Germany *[This] is a well-written book that provides valuable insights into the choice of head act strategies, request modification in business directive emails and how these are determined by the interpersonal parameters of the interaction. -- Nicolas Ruytenbeek, Ghent University, Belgium * LINGUIST List 31.1983 *A key advantage of Freytag's book is that it brings together politeness research and fully fledged cross-cultural pragmatics [...] The book makes an excellent contribution to the field in this respect, as it incorporates various notions that have been widely used in recent politeness theory, such as 'emic evaluations' into analytical repertoire of contrastive cross-cultural analysis. -- Dániel Z Kádár, Dalian University of Foreign Languages, China * Pragmatics and Society 11:4 *Table of ContentsChapter 1. Directive Speech Events in Business Emails Chapter 2. A Mixed-Method Approach to the Analysis of Speech Events Chapter 3. A Cross-Cultural Analysis of English and Spanish Email Directives Chapter 4. The Contextual Complexity of Email Directives Chapter 5. The Study of Politeness in Business Emails: Concluding Observations

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