Sociolinguistics Books

Book SynopsisAddressing both language teachers and identity researchers, this book underlines the importance of identity in ELT through an analysis of teacher stories told in interviews with the author. It illustrates a new multi-dimensional approach to exploring narrative identity in qualitative interviews through a linguistic analysis of anecdotes.Table of ContentsList of Figures List of Tables List of Extracts Preface Acknowledgements Abbreviations Introduction Narrative and Conversation Teaching Identity Matters The Narrative Research Interview Spatio-temporal Focus and the Construction of Identity Evaluation and Identity Professional Identity in ELT Conclusion References Index

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Book SynopsisConfident Speaking provides language teachers and teacher educators with evidence-informed ideas to help second language (L2) learners speak fluently and confidently in different social and academic contexts.Christine C. M. Goh and Xuelin Liu, thought leaders in the field of language education, draw on scholarly literature and their own experience to show language teachers how to apply insights from research and theory in everyday classroom teaching. They offer 80 hands-on activities to help learners develop speaking skills through fluency practice and language-focused activities, and tap into their metacognitive thinking to adopt strategies for facilitating oral communication. Also included is guidance for teachers in designing lessons and larger units of work with the activities and carrying out professional inquiry activities into their own practice of teaching L2 speaking.This book is a valuable resource for language teachers and teacher educators, as well aTable of Contents Permissions & AcknowledgementsSeries Editor Preface1 From Research to ImplicationsIntroductionA. Processes in Speech Production1. Conceptualisation, Formulation and Articulation2. Monitoring and EvaluationB. Linguistic Knowledge for Speaking1. Knowledge of Discourse2. Knowledge of Grammar and PronunciationC. Learning to Speak and Speaking to Learn1. Speaking Skills2. Discussion Skills3. Metacognitive KnowledgeD. Instructional Enablers that Support Speaking Performance and Development1. Pre-Task Planning2. Task Repetition3. Strategy Use and InstructionE. Practical Implications for Teaching L2 Speaking1. Develop Learners’ Knowledge about Speaking2. Plan Learning Activities for Practice and Holistic DevelopmentF. Application, Implementation and Research2 From Implications to ApplicationOverviewA. Developing Speaking Fluency and SkillsB. Learning to DiscussC. Learning about Spoken Discourse and LanguageD. Developing Metacognitive Knowledge and Strategy UseA. Developing Speaking Fluency and Skills I. OFF-THE-CUFF ACTIVITIESActivity A1: Sequence and CompleteActivity A2: Ask and AnswerActivity A3: Share and ReconstructActivity A4: Imagine and ShareActivity A5: Respond and ShareII. PLANNED ACTIVITIESActivity A6: Read and CompareActivity A7: Listen and CompareActivity A8: Sequence and CompleteActivity A9: Construct and ExplainActivity A10: Construct and CompareActivity A11: Select and NarrateActivity A12: Respond and ShareActivity A13: Recall and RecountActivity A14 Prepare and TalkActivity A15: Construct and RetellActivity A16: Explain and AdviseActivity A17: Describe and ShareActivity A18: Draw, Share and ThinkActivity A19: Describe and ChooseActivity A20: Infer and ConstructActivity A21: Design and ShareActivity A22: Select and ExplainActivity A23: Create and DemonstrateActivity A24: Reflect and ShareActivity A25: Share and PredictActivity A26: Summarise and OrganiseActivity A27: Collate and ReportActivity A28: Infer and TellActivity A29: Consider and ResolveActivity A30: Explain and DefendActivity A31: Understand and RetellActivity A32: Describe, Ask and PresentActivity A33: Describe, Draw and CompareB. Learning to DiscussI. UNDERSTANDING THE DEMANDS OF DISCUSSIONActivity B1: Learn about Discussion 1Activity B2: Learn about Discussions 2Activity B3: Learn to Manage Problems During DiscussionsActivity B4: Learn to Lead a DiscussionII. PRACTISING DISCUSSION SKILLSActivity B5: Discuss and AdviseActivity B6: Discuss and JustifyActivity B7: Discuss and ConstructActivity B8: Discuss and EvaluateActivity B9: Discuss and PlanActivity B10: Develop Others’ ViewpointsActivity B11: Offer Alternative ViewpointsActivity B12: Explore Ideas TogetherActivity B13: Discuss and ElaborateActivity B14: Discuss and ProposeActivity B15: Discuss, Demonstrate and ObserveActivity B16: Discuss and SelectC. Learning about Spoken Discourse and LanguageI. DISCOURSE STRUCTURE ACTIVITIESActivity C1: Structure of a Casual ConversationActivity C2: Structure of a NarrativeActivity C3: Structure of an Explanation TextActivity C4: Structure of a Formal Conversation: Survey InterviewActivity C5: Structure of a RecountActivity C6: Structure of a Procedure TextActivity C7: Structure of an Information ReportActivity C8: Structure of an Expository TextActivity C9: Making Speeches in Class DebatesII. LANGUAGE KNOWLEDGE ACTIVITIESActivity C10: Language for Talking about the FutureActivity C11: Language for Conveying Preferences and ComparingActivity C12: Transition Markers When Describing a ProcessActivity C13: Language for Expressing RegretsActivity C14: Language for Interrupting with QuestionsActivity C15: Features of Spoken LanguageActivity C16: Features of Spoken and Written LanguageActivity C17: Features of Different Spoken TextsD. Developing Metacognitive Knowledge and Strategy UseI. PERSON AND TASK KNOWLEDGEActivity D1: An Overview of Metacognitive KnowledgeActivity D2: Person Knowledge (Knowing about Myself)Activity D3: Task Knowledge (Knowing about Speaking Tasks)Activity D4: Task Knowledge (Cognitive Processes in Speaking 1)Activity D5: Task Knowledge (Cognitive Processes in Speaking 2)Activity D6: Task Knowledge (Monitoring and Evaluation)Activity D7: Task Knowledge (Evaluating Speaking Performance)Activity D8: Person and Task Knowledge (Self-Evaluation and Planning)II. STRATEGY KNOWLEDGE AND STRATEGY USEActivity D9: Strategy Knowledge (Knowing Which Strategies to Use)Activity D10: Learning about Communication Strategies Activity D11: Strategies for Presenting and Asking Presenters QuestionsActivity D12: A Proficient L2 Speaker’s StrategiesActivity D13: Sharing Experiences of Strategy UseActivity D14: Sharing Plans for Strategy UseActivity D15: Demonstrating and Observing Strategy Use3 From Application to Implementation IntroductionA. Planning Lessons for L2 Speaking1. Fluency Activities2. Language-Focused Activities3. Metacognitive ActivitiesB. The Teaching Speaking CycleC. Lesson Planning with the Teaching Speaking Cycle1. Sample TSC Plan 12. Sample TSC Plan 23. Sample TSC Plan 34. Planning Your Own Teaching Speaking Cycle4 From Implementation to ResearchIntroductionA. Teachers Inquiring into Your Own PracticeB. Inquiry Tasks1. Doing Inquiry in a Group2. Doing Inquiry on Your Own3. Questions to AskC. Inquiry Projects1. Topics of Inquiry Focus2. Considerations When Planning an Inquiry Project3. Inquiry Tools and ProceduresConclusion and Final ThoughtsAppendix A: Three Types of Metacognitive Knowledge about L2 Speaking from Learners’ Perspectives Appendix B: Communication Strategies for L2 Speaking Appendix C: Themes and Topics for Speaking Activities Appendix D: Language Items to Support Speaking ActivitiesReferencesIndex

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Book SynopsisClinical Applications of Linguistics to Speech-Language Pathology is a practical guide that provides linguistically grounded approaches to clinical practice. It introduces key linguistic disciplines and discusses how they form a basis for assessment and treatment of individuals with communication differences or disorders. Written by experts in linguistics and communication disorders, each chapter provides clinicians with a foundational understanding of linguistics as it applies to spoken and signed languages and underscores the importance of integrating linguistic theories into clinical decision-making. The book is divided into two parts that focus on the applications of linguistics to speech and language differences and disorders in both children and adults. The chapters cover the full range of linguistic domains including phonetics, phonology, morphology, syntax, semantics, pragmatics, and sociolinguistics. Applications to a wide range of populations including chilTable of ContentsPart 1. Applications to Child Speech & Language Differences & DisordersChapter 1: Phonetics & PhonologyBeyond the phonemeShelley L. Velleman & Claudia I. Abbiati (University of Vermont)Chapter 2: MorphosyntaxUsing linguistic theory to frame assessment and intervention of morphosyntactic skills inchildrenStacy K. Betz (Purdue University Fort Wayne)Chapter 3: ProsodyAcquisition of prosody and linguistically-based approaches to assessment and interventionJill Thorson (University of New Hampshire)Chapter 4: SociolinguisticsUse of linguistic theory to inform the assessment and treatment of developmental language disorder within African American EnglishJanna B. Oetting (Louisiana State University), Jessica R. Berry (South Carolina State University) & Kyomi D. Gregory-Martin (Pace University)Chapter 5: Sign LanguageSigned language structure and considerations for speech and language intervention with deaf childrenJames McCann (Gallaudet University), Lauren Kelley (Houston Independent School District) & David Quinto-Pozos (University of Texas at Austin)Part 2. Applications to Adult Speech & Language Differences & DisordersChapter 6: Phonetics & PhonologyThe phonetics and phonology of intelligibility: The functional importance to intelligibilityof speech soundsNaomi Gurevich (Purdue University Fort Wayne) & Heejin Kim (University of Illinois at Urbana-Champaign)Chapter 7: MorphosyntaxVerb and sentence impairments in aphasia: Theory, assessment, and treatmentRoelien Bastiaanse (Center for Language and Brain)Chapter 8: SemanticsContextual variability of word meaning: Implications for the treatment of acquired language disordersChristopher M. Grindrod (Purdue University Fort Wayne)Chapter 9: Pragmatics Discourse Assessment and Treatment in Traumatic Brain InjuryShaun Stephens (University of Vermont), Carl Coelho (University of Connecticut) & Michael S. Cannizzaro (University of Vermont)Chapter 10: ProsodyProsody: Linguistic and clinical perspectivesJennifer Cole (Northwestern University), Allison Hilger (University of Colorado Boulder), & Shivani Patel (Lucile Packard Children's Hospital Stanford)Chapter 11: SociolinguisticsThe linguistics of accentedness: How phonetics, phonology, and sociolinguistic considerations impact clinical intervention of accent modificationNaomi Gurevich & Talia Bugel (Purdue University Fort Wayne)

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Book SynopsisThis innovative collection explores critical issues in understanding multilingualism as a defining dimension of identity creation and negotiation in contemporary social life. Reinforcing interdisciplinary conversations on these themes, each chapter is co-authored by two different researchers, often those who have not written together before. The combined effect is a volume showcasing unique and dynamic perspectives on such topics as rethinking of language policy, testing of language rights, language pedagogy, meaning-making, and activism in the linguistic landscape. The book explores multilingualism through the lenses of spaces and policies as embodied in Elizabeth Lanza's body of work in the field, with a focus on the latest research on linguistic landscapes in diverse settings. Taken together, the book offers a window into better understanding issues around processes of change in and of languages and societies.This ground breaking volume will be of particular Table of ContentsList of FiguresList of TablesList of ContributorsPreface by Marilyn Martin-JonesAcknowledgementsIntroduction Robert Blackwood and Unn RøynelandPart I – Rethinking the Context1. Language Policy: Taking Stock in a Changing Context Li Wei and Helen Kelly-Holmes2. Language, Pedagogy, and Active Participant Engagement: Gaze in the Multilingual LandscapeElana Shohamy and Alastair PennycookPart II – Interactions, Ideologies, and Identities3. Contesting Stereotypes: Language, Body and Belonging – Northern and Southern Perspectives Rajend Mesthrie, Toril Opsahl and Unn Røyneland4. Narratives, Identities, and Experiences in the Discourse of Migrants Anna De Fina, Anne Golden and Ingebjørg Tonne5. Securing Understanding in a Second Language: Communication of Rights in Investigative Interviews in the USA and Norway Paweł Urbanik and Aneta PavlenkoPart III – Linguistic Landscapes6. English in Norwegian and Ethiopian Linguistic Landscapes: Returning to Symbolic Language Use Robert Blackwood, Janne Bondi Johanessen and Binyam Sisay Mendisu7. "High Culture at Street Level": Oslo’s Ibsen Sitat and the Ethos of Egalitarian Nationalism Adam Jaworski and Kellie Gonçalves8. Small Shop Signs in Cape Town and Hamburg: Situated Semiosis and Semiotic Creativity in North and SouthJannis Androutsopoulos and Ana Deumert9. Global and Local Forces in Multilingual Landscapes: A Study of a Local Market Durk Gorter, Jasone Cenoz, and Karin van der WorpPart IV – Concluding Remarks 10. Besides Hegemonic Multilingualism: Making Space for Little Stories and Complex Biographies Crispin ThurlowIndex

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Book SynopsisThis edited collection provides research-informed guidance on how reflexivity may be practised in applied linguistics research. Specifically, we promote reflexivity as an essential hallmark of quality research and argue that doing reflexivity confers greater transparency, methodological rigour, depth, and trustworthiness to our scholarly inquiries.The collection features perspectives from different sub-fields of applied linguistics, including intercultural communication, language education, and multilingualism, and draws on data from a range of settings, including language cafÃs, classrooms, workplaces, and migration and displacement contexts. Each chapter follows a unified structure: theoretical background, context of the empirical study used as a backdrop for the chapter, an analysis of how reflexivity played out throughout the study, and conclusions which include takeaway points for other researchers. This approach allows readers to gain a sound understanding of the

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Book SynopsisWe all have had the experience of being divided, of being in two minds'' about something - one part of us wants to do this, another wants to do that. Subpersonalities is the first book to do justice to the phenomenon as a normal feature of our psychological life. John Rowan argues that we all have a number of personalities that express themselves in different situations and that by recognising them we can come to understand ourselves better and improve our relationships with others. Anyone reading this book will run the risk of making quite new discoveries about themselves. In looking at where subpersonalities come from, John Rowan explores the work of psychologists and psychotherapists, from Jung and Freud onwards, and adds insights gained from his own work as a therapist and counsellor. He relates the journey of discovery that he himself undertook in search of his own subpersonalities. The result is a fascinating book that challenges our accepted view of ourselves and proTable of ContentsIntroduction; Part 1 What are Subpersonalities?; Chapter 1 Setting the Scene; Chapter 2 Subpersonalities in Everyday Life; Chapter 3 Beginning to Investigate; Part 2 Functions and Uses of Subpersonalities; Chapter 4 Subpersonalities in Psychotherapy; Chapter 5 Subpersonalities in Psychotherapy; Chapter 6 Subpersonalities in Psychotherapy; Part 3 The Explanations; Chapter 7 Development of Subpersonalities; Chapter 8 Other Origins of Subpersonalities; Chapter 9 Academic Research and Subpersonalities; Chapter 10 Objections to Subpersonalities and Some Replies; Part 4 The Potential; Chapter 11 Whither Subpersonalities?; Chapter 12 Beyond the Subpersonalities;

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Book SynopsisIntroducing Social Semiotics uses a wide variety of texts including photographs, adverts, magazine pages and film stills to explain how meaning is created through complex semiotic interactions. Practical exercises and examples as wide ranging as furniture arrangements in public places and advertising jingles, provide readers with the knowledge and skills they need to be able to analyze and also produce successful multimodal texts and designs.The book traces the development of semiotic resources through particular channels such as the history of the Press and advertising; and explores how and why these resources change over time, for reasons such as advancing technology.Featuring a full glossary of terms, exercises, discussion points and suggestions for further reading, Introducing Social Semiotics makes concrete the complexities of meaning making and is essential reading for anyone interested in how communication works.Table of ContentsPart 1: Semiotic Principles Semiotic Resources. Semiotic Change. Semiotic Rules. Semiotic Functions. Part 2: Dimensions of Semiotic Analysis Discourse. Genre. Style. Modality. Part 3: Multimodal Cohesion Rhythm. Composition. Information Linking. Dialogue

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Book SynopsisRoutledge A Level English Guides equip AS and A2 Level students with the skills they need to explore, evaluate and enjoy English.Books in the series are built around the various skills specified in the assessment objectives (AOs) for all AS and A2 Level English courses. Focusing on the AOs most relevant to their topic, the books help students to develop their knowledge and abilities through analysis of lively texts and contemporary data. Each book in the series covers a different area of language and literary study, and offers accessible explanations, examples, exercises, a glossary of key terms, and suggested answers.Language and Social Contexts: considers language within the social contexts in which it is used and understood covers the key skills and topics, including social contexts, transcripts and the contexts of speech, language and age, language and gender, and regional talk analyzes a wide variety of spoken and written texTrade Review'For teachers of English language [this book] is a must ... It is a very reassuring text and the activities work well.' - EnglishDramaMedia Table of ContentsPreface Assessment objectives 1. Social Contexts and Conventions 2. Transcripts and the Contexts of Speech 3. Representation Research Statement 4. Power 5. Identity: Gender 6.Identity: Regional Talk Further Reading Glossary Suggestions for Answers

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Book SynopsisThe Language, Society and Power Reader is the definitive Reader for students studying introductory modules in language and society.Highly user-friendly, this wide-ranging collection of key readings introduces students to the thoughts and writings of major writers working within the area of sociolinguistics. The Language, Society and Power Reader: is divided into ten thematic sections that explore the nature of language in the following areas: power, politics, media, gender, ethnicity, age, social class, identity and standardisation includes classic foundational readings from renowned scholars, but also innovative and contemporary work from new writers in the area provides a wealth of editorial support for each section with detailed section introductions and background information, issues to consider, annotated further reading and suggestions for further viewing featureTrade Review"A thorough introduction to language in society that directly addresses issues of power. The practical research activities it provides will prove a valuable resource for students and teachers alike." Adam Hodges, Carnegie Mellon University, USA Table of ContentsSection 1: Language and Power Section 2: Language and Thought Section 3: Language and Politics Section 4: Language and Media Section 5: Language and Gender Section 6: Ethnicity Section 7: Language and Age Section 8: Language and Social Class Section 9: Language and Identity Section 10: Standard Englishes

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Book SynopsisThis collection offers empirical studies and theoretical essays about human communication in everyday life. The writings come from many of the world''s leading researchers and cut across academic boundaries, engaging scholars and teachers from such disciplines as communication, sociology, anthropology, linguistics, and education. Chapters emphasize empirical, qualitative studies of people''s everyday uses of talk-in-interaction, and they feature work in such areas as sociolinguistics, conversation analysis, discourse analysis, and ethnography. The volume is dedicated to and highlights themes in the work of the late Robert Hopper, an outstanding scholar in communication who pioneered research in Language and Social Interaction (LSI). The contributors examine various features of human interaction (such as laughter, vocal repetition, and hand gestures) occurring naturally within a variety of settings (at a dinner table, a doctor''s office, an automotive repair shop, and so forthTable of ContentsContents: C.D. LeBaron, J. Mandelbaum, P.J. Glenn, An Overview of Language and Social Interaction Research. Part I: Orienting to the Field of Language and Social Interaction.J.J. Bradac, Extending the Domain of Speech Evaluation: Message Judgments. J.C. Heritage, Designing Questions and Setting Agendas in the News Interview. K.L. Fitch, Taken-for-Granteds in (an) Intercultural Communication. R.T. Craig, A.L. Sanusi, "So What Do You Guys Think?": Think Talk and Process in Student-Led Classroom Discussions. C.D. LeBaron, T. Koschmann, Gesture and the Transparency of Understanding. Part II: Talk in Everyday Life. C.M. Jones, Utterance Restarts in Telephone Conversation: Marking Topic Initiation and Reluctance. C. Goodwin, Recognizing Assessable Names. S.D. Corbin, Interactional Problems With "Did You" Questions and Responses. W.A. Beach, Managing Optimism. S.G. Lawrence, Rejecting Illegitimate Understandings. J. Mandelbaum, Interactive Methods for Constructing Relationships. G. Jefferson, A Note on Resolving Ambiguity. E.A. Schegloff, The Surfacing of the Suppressed. P.J. Glenn, Sex, Laughter, and Audiotape: On Invoking Features of Context to Explain Laughter in Interaction. H. Houtkoop-Steenstra, Gender Differences in Telephone Conversations. Part III: Talk in Institutional Settings. P. Drew, Comparative Analysis of Talk-in-Interaction in Different Institutional Settings: A Sketch. R.E. Sanders, Conversational Socializing on Marine VHF Radio: Adapting Laughter and Other Practices to the Technology in Use. J.L. Molloy, H. Giles, Law Enforcement and Community Policing: An Intergroup Communication Approach. G.H. Morris, Preventatives in Social Interaction. E.D. Wrobbel, The Interactional Construction of Self-Revelation: Creating an "Aha" Moment. K.A. Bruder, "A World in a Grain of Sand": Therapeutic Discourse as Making Much of Little Things. A. Pomerantz, Modeling as a Teaching Strategy in Clinical Training: When Does It Work? D.W. Maynard, R.M. Frankel, Indeterminancy and Uncertainty in the Delivery of Diagnostic News in Internal Medicine: A Single Case Analysis. D.P. Modaff, Body Movement in the Transition From Opening to Task in Doctor-Patient Interviews. Part IV: Emerging Trajectories: Body, Mind, and Spirit. J. Streeck, The Body Taken for Granted: Lingering Dualism in Research on Social Interaction. G.H. Lerner, D.H. Zimmerman, Action and the Appearance of Action in the Conduct of Very Young Children. J.V. Modaff, Speech Melody and Rhetorical Style: Paul Harvey as Exemplar. N.P. Stucky, S.M. Daughton, The Body Present: Reporting Everyday Life Performance. M.C. González, Ethnography as Spiritual Practice: A Change in the Taken-for-Granted (or an Epistemological Break With Science). M.H. Brown, The Tao and Narrative. K.G. Drummond, Conversational Enslavement in "The Truman Show." E.A. Schegloff, On ESP Puns. Part V: Robert Hopper: Teacher and Scholar. J. Mandelbaum, Robert Hopper: An Intellectual History. S.L. Ragan, The Scientist as Humanist: Moral Values in the Opus of Robert Hopper. L.H. Jarmon, The Great Poem. W.A. Beach, Phone Openings, "Gendered" Talk, and Conversations About Illness. J.J. Bradac, Nothing Promised. R. Hopper, The Last Word. Appendix: Transcription Symbols.

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Book SynopsisGender Articulated is a groundbreaking work of sociolinguistics that forges new connections between language-related fields and feminist theory. Refuting apolitical, essentialist perspectives on language and gender, the essays presented here examine a range of cultures, languages and settings. They explicitly connect feminist theory to language research. Some of the most distinguished scholars working in the field of language and gender today discuss such topics as Japanese women''s appropriation of men''s language, the literary representation of lesbian discourse, the silencing of women on the Internet, cultural mediation and Spanish use at New Mexican weddings and the uses of silence in the Anita Hill-Clarence Thomas hearings.Table of Contentsneeds: left accent e #13 Mary Bucholtz -- Introduction: Twenty Years After Language and Woman's Place PART I: MECHANISMS OF HEGEMONY AND CONTROL 1 Robin Tolmach Lakoff -- Cries and Whispers: The Shattering of the Silence 2 Norma Mendoza-Denton -- Pregnant Pauses: Silence and Authority in the Anita Hill-Clarence Thomas Hearings 3 Susan-Herring, Deborah A. Johnson, and Tamra DiBenedetto -- This Discussion Is Going Too Far!: Male Resistance to Female Participation on the Internet 4 Elinor Ochs and Carolyn Taylor -- The Father Knows Best Dynamic in Dinnertime Narratives 5 Cathyrn Houghton -- Managing the Body of Labor: The Treatment of Reproduction and Sexuality in a Therapeutic Institution 6 Mary Talbot -- A Synthetic Sisterhood: False Friends in Teenage Magazine PART 2: AGENCY THROUGH APPROPRIATION 7 Susan Gal -- Language, Gender, and Power: An Anthropological Review 8 Kira Hall -- Lip Service on the Fantasy Line 9 Bonnie S. McElhinny -- Challenging Hegemonic Masculinites: Female and Male Police Officers Handling Domestic Violence 10 Anna Livia -- I Ought to Throw a Buick at You: Fictional Representations of Butch/Femme Speech 11 Laurel A. Sutton -- Bitches and Skankly Hobags: The Place of Women in Contemporary Slang 12 Shigeko Okamoto -- Tasteless Japanese: Less Feminine Speech Among Young Japanese Women PART 3: CONTINGENT PRACTICES AND EMERGENT SELVES 13 Michele Foster -- Are You With Me: Power and Solidarity in the Discourse of African American Women 14 Mary Bucholtz -- From Mulatta to Mestiza: Passing and the Linguistic Reshaping of Ethnic Identity 15 Tara Goldstein -- Nobody is Talking Bad: Creating Community and Claiming Power on the Production Lines 16 Jenny Cook-Gumperz -- Reproducing the Discourse of Mothering: How Gendered Talk Makes Gendered Lives 17 Maria Dolores Gonzales Velasquez -- Sometimes Spanish, Sometimes English: Language Use Among Rural New Mexican Chicanas 18 Birch Moonwoman -- The Writing on the Wall: A Border Case of Race and Gender 19 Penelope Eckert and Sally McConnell-Ginet -- Constructing Meaning, Constructing Selves: Snapshots of Language, Gender, and Class from Belten High

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Book SynopsisOriginally published in 1972, this study is dedicated to the surviving speakers of the Dyirbal, Giramay and Mamu dialects. For more than ten thousand years they lived in harmony with each other and with their environment. Over one hundred years ago many of them were shot and poisoned by European invaders. Those allowed to survive have been barely tolerated tenants on their own lands, and have had their beliefs, habits and language help up to ridicule and scorn. In the last decade they have seen their remaining forests taken and cleared by an American company, with the destruction of sites whose remembered antiquity is many thousands of years older than the furthest event in the shallow history of their desecrators. The survivors of the three tribes have stood up to these diversities with dignity and humour. They continue to look forward to the day when they may again be allowed to live in peaceful possession of some of their own lands, and may be accorded a respect that they have been Table of ContentsPreface; 1. Australian languages; 2. Dyirbal: the language and its speakers; 3. word classes; 4. Syntax; 5. Deep syntax; 6. Morphology; 7. Phonology; 8. Semantics; 9. Lexicon; 10. Prehistory; Appendices.

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Book SynopsisGreek Language, Italian Landscape traces the transformation of language ideologies and practices of Griko, a variety of Modern Greek used in the Italian province of Lecce, and proposes the concept of “the cultural temporality of language” to describe how locals are converting what was once considered a “backward language” into a symbolic resource.

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Book SynopsisA case study on Tanzania highlighting the theoretical and methodological approaches in sociolinguistics. It focuses on the influence of Ujamaa ideology on Swahili's formation, treatment, and implementation. It features updates to the discussions of code-switching and language policies and ideologies.

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Book SynopsisTrade Review...the book covers a wide scope of issues from economics to politics, from sociology to linguistics, from environmentalism to biology and so forth... It also goes without saying that nature and culture and, generally speaking, all forms of life are inseparably interwoven and that language, on the one hand, also manipulates and even controls it to a certain extent. It is a merit of the book that it makes the readership aware not only of that interdependence but also of the global threat, of the most urgent tasks resulting from it as well as of the role of language therein... This book is a valuable contribution to the discussion of ecology. -- Paul Danler * Moderne Sprachen, 53/1 2009 *Table of ContentsSection I. Introducing Dialectical Linguistics 1. Language, Ecology and Society: An Introduction to Dialectical Linguistics 2. Language, Linguistics and Social Praxis 3. The Logos of Language: Logics and Dialogue 4. The Topos of Language: Core Contradictions Section II. Deixis and Dialectical Text Analysis 5. Deixis, Text and Context: Why Analyze Deixis? 6. Deixis, Lexis and Anaphora 7. Life Form, Text and Dialogue 8. Text Analysis and Core Contradictions: Fay Weldon's Puffball 9. The Dialectics of Deixis: Ludwig Wittgenstein's Preface Section III. Dialectics, Ecology and Ecolinguistics 10. Dialectical Ecology 11. The Ecology of Communication 12. Similarities and Differences in Ecolinguistics

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Book SynopsisThis volume offers a linguistic window into twenty-first-century hunter-gatherer societies - how they survive and interface with agricultural and industrial societies. It challenges assumptions regarding the lack of social dynamism in hunter-gatherer societies and shows that their languages are no different from other languages.Trade Review'Overall, this is a fascinating volume that presents many inter-related case studies of how language histories are shaped by HG lifeways, and especially their interaction with neighbouring food producers.' John Mansfield, LINGUIST ListTable of ContentsPart I. Introductory Chapters: 1. Hunter-gatherer anthropology and language Tom Güldemann, Patrick McConvell and Richard Rhodes; 2. Genetic landscape of present day hunter-gatherer groups Ellen Gunnasdóttir and Mark Stoneking; 3. Linguistc typology and hunter-gatherer languages Balthasar Bickel and Johanna Nichols; 4. Ethnobiology and the hunter-gatherer/food-producer divide Cecil Brown; Part II. Africa: 5. Hunters and gatherers in East Africa and the case of Ontoga (Southwest Ethiopia) Mauro Tosco and Graziano Savà; 6. The Khoe-Kwadi family in Southern Africa Tom Güldemann; Part III. Tropical Asia: 7. Hunter-gatherers in South and Southeast Asia: the Mla-Bri Jørgen Rischel; 8. Languages in the Malay Peninsula Niclas Burenhult; 9. Language in the Andaman Islands Juliette Blevins; 10. Historical linguistics and Philippine hunter-gatherers Lawrence A. Reid; 11. Hunter-gatherers of Borneo and their languages Antonia Soriente; Part IV. New Guinea and Australia: 12. The linguistic situation in near Oceana before agriculture Malcolm Ross; 13. Language, locality and lifestyle in New Guinea Mark Donahue; 14. Small language survival and large language expansion in aboriginal Australia Peter Sutton; 15. Language and population shift in pre-colonial Australia: non-Pama-Nyungan languages Mark Harvey; 16. The spread of Pama-Nyungan in Australia Patrick McConvell; Part V. Northeastern Eurasia: 17. Typological accommodation in central Siberia Edward J. Vadja; 18. Hunter-gatherers in Eastern Siberia Gregory D. S. Anderson and K. David Harrison; Part VI. North America: 19. Primitivism in hunter and gatherer languages: the case of Eskimo words for snow Willem J. de Reuse; 20. Language shift in the Subarctic and central Plains Richard A. Rhodes; 21. Uto-Aztecan hunter-gatherers Jane H. Hill; Part VII. South America: 22. Language and subsistence patterns in the Amazonian Vaupés Patience Epps; 23. The Southern Plains and the Continental Tip Alejandra Vidal and José Braunstein.

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Book SynopsisIn order to promote the professionalisation of English Language Teaching, this book presents a comprehensive model of language teacher education and competences for the 21st century. It proposes that teachers engage in professional learning through collaboration and shows how teacher educators and classroom practitioners can develop their practice.

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Book SynopsisThis volume offers an in-depth exploration of the translation activity of Greek women translators in the nineteenth century, illuminating the role of translation as a means of resistance against sociocultural norms and the enduring impact of their work on the rise of feminism in Greece.Drawing on frameworks from the sociology of translation, the book situates the practices and behaviours of women translators within this specific sociocultural and historical context to underscore the importance of translation in their lives and society. Drawing on authentic texts, including dedication letters and prologues, Misiou unpacks the discourses, themes, strategies, and dialogues individual translators employed to affirm a sense of agency in their claims to education and civil rights, their role in cultural life as producers of texts, and to give greater voice to the wider community of women translators. The volume showcases women translators as agents and mediators of cultural and soc

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Book SynopsisA Sociolinguistic History of British English Lexicography traces the evolution of British English dictionaries from their earliest roots to the end of the 20th century by adopting both sociolinguistic and lexicographical perspectives. It attempts to break out of the limits of the dictionary-ontology paradigm and set British English dictionary-making and research against a broader background of socio-cultural observations, thus relating the development of English lexicography to changes in English, accomplishments in English linguistics, social and cultural progress, and advances in science and technology.It unfolds a vivid, coherent and complete picture of how English dictionary-making develops from its archetype to the prescriptive, the historical, the descriptive and finally to the cognitive model, how it interrelates to the course of the development of a nation''s culture and the historical growth of its lexicographical culture, as well as how EnTable of ContentsIntroductionChapter One The Latin roots in English dictionaries and the inception of English lexicographical cultureChapter Two The early development of English bilingual lexicography and its deviation from Latin traditionsChapter Three The bourgeoning of English monolingual dictionary paradigm and the extension of bilingual dictionary traditions in the 17th century Chapter Four The termination of hard-word traditions in English lexicography and its pursuit of prescriptivismChapter Five The European philological traditions and the creation of the diachronic dictionary paradigm in the 19th century Chapter Six The transformation of lexicographical traditions and the prosperity of British English lexicographyChapter Seven English lexicography–accomplishments, developments and prospects Major References Major referenced websitesIndex of Lexicographers

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Book SynopsisLoanwords and Japanese Identity: Inundating or Absorbed? provides an in-depth examination of public discussions on lexical borrowing in the Japanese language. The main objective of this book is to explore the relationship between language and identity through an analysis of public attitudes towards foreign loanwords in contemporary Japanese society. In particular, the book uncovers the process by which language is conceived of as a symbol of national identity by examining an animated newspaper controversy over the use of foreign loanwords. The book concludes that the fierce debate over the use of loanwords can be understood as a particular manifestation of the ongoing (re-)negotiation of Japanese national identity.This book will appeal to scholars and students in sociolinguistics, translation studies, and discourse analysis, while its cultural and geographic focus will attract readers in Japanese studies and East Asian studies.Table of ContentsChapter 1: Loanwords in Japan1.1 Western Loanwords and Japan Today1.2 What are Gairaigo and Katakanago? 1.3 Gairaigo Controversies1.4 Key Questions and Focal PointsChapter 2: For or Against?2.1 Language and Identity2.2: Public Opinions2.3: Advantages and Disadvantages2.4: Why the Polemic? 2.5: Gairaigo and Nihongo Dichotomy2.6: Nihongo and KokugoChapter 3: Inundating or Absorbed?3.1: Textual Data3.2: Time Frame3.3: Method of Analysis3.4: Recurrent Verbs3.5: ImplicationsChapter 4: Japanese or Foreign?4.1: Nihongo, the Japanese language, and Gairaigo, Loanwords4.2: Analysis4.3: SummaryChapter 5: What Kind of Loanwords?5.1: Loanwords as ‘Outside Within’5.2: Metaphors5.3: Contrasts5.4: Evolution of Japanese IdentitiesChapter 6: Loanwords and Identity in the Age of Diversity6.1: French Discourse on Loanwords6.2: Comparative Observations6.3: Use of Katakana for Japanese Loanwords Abroad6.4: From the ‘Outside Within’ to the ‘New Wild’

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Book SynopsisThis engaging and accessible textbook, by two leading experts, is a carefully crafted introduction to linguistics for translators, students, and researchers of translation.Starting with basic concepts and gradually moving readers to the central questions in different branches of linguistics, examples are drawn from English and many other languages, including German, Arabic, Kurdish, Swahili, French, and Chinese. The key areas of linguistics are covered from morphology and syntax to semantics, pragmatics, discourse analysis, stylistics, sociolinguistics, and cognitive linguistics. Striking a balance between theoretical developments and empirical investigation, readers gain both a comprehensive overview of linguistics and how it informs their work in translation and learn how to argue for analysis and annotate their own answers and translations academically. Each chapter provides the reader with an overview outlining the main points and technical words used in the chapter as well as illustrative examples, recommended readings, and resources and activities to test knowledge. This is the ideal textbook for undergraduate and postgraduate students of translation in Translation Studies, Linguistics, and Modern languages.Trade ReviewYet another success story in the world of academic publishing. Linguistics for Translators is a major undertaking. To reconcile the two perspectives (sentence and text linguistics) and come up with a product relevant to both translator and linguist, is a mammoth task, executed seamlessly and most effectively.Emeritus Professor Basil Hatim, American University of Sharjah, UAELinguistics for Translators is a valuable addition to a field where theory and practice are closely intertwined. The authors review a wide range of linguistic concepts that are of relevance for the translator and illustrate them with clear, up-to-date examples in many languages. Frequent questions and tasks test and enhance the reader’s understanding.Jeremy Munday, Professor Emeritus in Translation Studies, University of Leeds, UKAlmanna and House adopt a perspective in their Linguistics for Translators which shows convincingly that systematic knowledge of language is a fascinating and necessary resource for understanding translation. They maintain contact with questions arising in translation studies through their valuable linguistic orientation with a strong pedagogical focus. A timely and most welcome contribution to the field.Univ.-Prof. Dr. Erich Steiner (i.R./ em.), Translation Studies Englisch, Saarland University, Dept. of Language Science and Technology.Linguistics for Translators by Almanna and House provides a ground-breaking contribution to translation studies. It reinstates linguistics to the forefront of the field, by demonstrating its crucial importance for understanding what goes on in translation. This book is a must-read for academics, teachers, practitioners and students.Dániel Z. Kádár, Ordinary Member of Academia Europaea, Chair Professor, Dalian University of Foreign Languages, China, and Hungarian Research Centre for LinguisticsTable of ContentsIntroduction Chapter 1 : Setting the scene Chapter 2: Phonetics & phonology Chapter 3: MorphologyChapter 4: Morphological processesChapter 5: Syntax Chapter 6: Semantics Chapter 7: Discourse analysisChapter 8: Pragmatics Chapter 9: Functional linguisticsChapter 10: Sociolinguistics Chapter 11: Language variation Chapter 12: Cognitive linguistics

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Book SynopsisDrawing on autoethnographic research on literacy autobiographies from a Chinese EFL writing context, this book provides unique insights into literacy, voice, translingualism, and critical pedagogy from a Global South perspective. The book presents literacy autobiographies as a cultural tool for analyzing and refashioning learners' and teachers' sense of self in ever-expanding dialogical spaces. In addition to highlighting teachers' own stories around autoethnographies and translanguaging, it showcases literacy autobiographies from Chinese students themselves. The book theorizes the Global South as an ontological positioning that challenges colonial mindsets and practices concerning literacy, language learning, and narratives. It argues that literacy autobiographies from a Global South perspective can be reimagined as critical pedagogy for EFL writing teaching and learning, as well as teacher development.Validating and expanding student voices by presenting these literaTrade Review"Shizhou Yang has taken an innovative Global South perspective on literacy autobiographies with stories by himself as an EFL writing teacher as well as those by his students from China in diverse transnational contexts. The result is a fascinating and thought-provoking account that not only contributes to theoretical discussions of concepts such as critical pedagogy, translanguaging, and writing ecology, but also to pedagogical practices that will truly enable and empower the learners, and the teachers, to develop their own voices. As such, it is a major contribution to translingual and decolonising turn in language education research."Professor Li Wei, Director & Dean, UCL Institute of Education, University College London, UK.Like his cicada after its long formation,Shizhou emerges with translingual poetryBreaking free from the global and colonizingPressures against his voice in literacy.Not alone, he emerges with his whole musical army—His students—with their own translingual story.But these cicadas won’t die too quickly;Their voices will transform the dominant pedagogy. Suresh Canagarajah, Edwin Erle Sparks Professor, Pennsylvania State University "This is a captivating book about the liberating intellectual journey of Shizhou Yang, who has found his voice and identity as a multilingual scholar through writing his own literacy autobiography. Also featuring the autobiographical writing of the author’s students situated in a marginalized context, the book celebrates the power of literacy autobiography as an undervalued genre in EFL contexts, demonstrating how it is intertwined with identity work, voice development, and knowledge creation. I highly recommend the book to everyone."Icy Lee, Professor, Faculty of Education, The Chinese University of Hong Kong, Hong Kong Special Administrative Region, China"Featuring literacy autobiography and poetic inquiry as methodology, this book has provided EFL teachers and students with a proven way to gain liberation from the shackles of modernism and neoliberalism. It is a must-read for anyone who is keen in search for Southern epistemologies in English language teaching." Xiaoye You, Liberal Arts Professor of English and Asian Studies, Pennsylvania State University, USA"Shizhou Yang has taken an innovative Global South perspective on literacy autobiographies with stories by himself as an EFL writing teacher as well as those by his students from China in diverse transnational contexts. The result is a fascinating and thought-provoking account that not only contributes to theoretical discussions of concepts such as critical pedagogy, translanguaging, and writing ecology, but also to pedagogical practices that will truly enable and empower the learners, and the teachers, to develop their own voices. As such, it is a major contribution to translingual and decolonising turn in language education research."Professor Li Wei, Director & Dean, UCL Institute of Education, University College London, UK.Like his cicada after its long formation,Shizhou emerges with translingual poetryBreaking free from the global and colonizingPressures against his voice in literacy.Not alone, he emerges with his whole musical army—His students—with their own translingual story.But these cicadas won’t die too quickly;Their voices will transform the dominant pedagogy. Suresh Canagarajah, Edwin Erle Sparks Professor, Pennsylvania State University "This is a captivating book about the liberating intellectual journey of Shizhou Yang, who has found his voice and identity as a multilingual scholar through writing his own literacy autobiography. Also featuring the autobiographical writing of the author’s students situated in a marginalized context, the book celebrates the power of literacy autobiography as an undervalued genre in EFL contexts, demonstrating how it is intertwined with identity work, voice development, and knowledge creation. I highly recommend the book to everyone."Icy Lee, Professor, Faculty of Education, The Chinese University of Hong Kong, Hong Kong Special Administrative Region, China"Featuring literacy autobiography and poetic inquiry as methodology, this book has provided EFL teachers and students with a proven way to gain liberation from the shackles of modernism and neoliberalism. It is a must-read for anyone who is keen in search for Southern epistemologies in English language teaching." Xiaoye You, Liberal Arts Professor of English and Asian Studies, Pennsylvania State University, USATable of ContentsContentsAcknowledgementsPart 1 – A Teacher’s Stories1. An EFL Writing Teacher’s Poetic Autoethnography of Literacy Autobiography2. My Own Literacy AutobiographyPart 2 – Theory and Empirical Studies3. Literacy Autobiographical Writing as Critical Pedagogy4. Pedagogical Translanguaging Behind Literacy Autobiographical Writing5. The Emergence of Translingualism in an EFL Writer’s LA6. Voice Construction Beyond TranslingualismPart 3 – Student’s Literacy Autobiographies7. My Literacy Rooted in Chinese Culture8. A Learning Cycle of Reading and Writing in English and Chinese9. My Bilingual Journey10. A Literacy History of My Early Twenty Years11. A Journey of Reading and Writing in Chinese and English12. My Footprints of Language Learning13. A Way to Memorize: Reading and Writing14. My Road on Acquisition of Reading and Writing15. My Conquest of Language16. My Journey to LiteracyAfterwordIndex

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Book SynopsisThis edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students' learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English.With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great Table of ContentsIntroduction. Part 1: Language planning, policy, and practices in the context of English as a Medium of Instruction (EMI) in the Arabian Peninsula: Challenges and success stories. 1. Steering the Arabic Language Policy and Planning Agenda: The way forward for Arabic as a language of the future. 2. Current Discussions on Plurilingual Pedagogy: Language Learning Implications in the Arabian Peninsula. 3. Arabic language teacher training in the Arabian Peninsula: Great teachers don’t grow on trees. 4. Teacher education and EMI in the UAE and Arabian Peninsula - Past, present and future perspectives. Part 2: Empirical research on plurilingual education in the Arabian Peninsula context. 5. From binaries to plurality: Emirati college students’ perspectives on the plurilingual identities of English users and expatriate teachers. 6. Plurilingual pedagogy in Higher Education in the UAE: Student voices in an academic writing course. 7. Expanding communicative repertories through plurilingual pedagogies in international branch campus classrooms in Qatar. Part 3: Implications and applications of plurilingual pedagogy in teaching and learning. 8. Rethinking Learning and Teaching Using Plurilingual Pedagogy in the UAE: Challenges and success stories. 9. From theory to practice: Ways to implement plurilingual pedagogy in education institutions in the Arabian Peninsula.Conclusion. Index.

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Book SynopsisLanguage and Social Justice provides readers with the knowledge and analytical skills required to explore why and how social inequalities and injustices are enacted through language, and how they may be challenged.The expert authors introduce readers to theories, concepts, methods and applications which enable them to become âactivist applied linguistsâ in the field of language and social justice. Each chapter contains up-to-date information, case studies, study questions and activities, suggestions for activism, and recommended readings relating to a range of topics within the field of language and social justice research.This innovative and accessible textbook is essential reading for students and scholars engaged in language and social justice research across a range of contexts.

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Book SynopsisWhy should we study language? How do the ways in which we communicate define our identities? And how is this all changing in the digital world? Over seven editions, many have turned to Language, Culture, and Society for answers to questions like these because of its comprehensive coverage of all critical aspects of linguistic anthropology. This eighth edition carries on the legacy while addressing some of the newer, pressing, and exciting challenges of the twenty-first century, such as issues of language and power, language ideology, linguistic diasporas, as well as online and digital ecosystems. New to this edition are a reconceptualization of how linguistics approaches race, gender, and sexuality, with additional chapters and sections on how linguistics benefits archaeology and biological anthropology, as well as considerations of the relationship between language and truth, ethics, and war and politics. It also features enhanced and updated pedagogical features, such as learning objectives, updated resources for continued learning, and cross-references to updated encyclopedias of linguistic anthropology.

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Book SynopsisResearch in Heritage Speaker Bilingualism unites diverse methodological perspectives on heritage language research, offering insights into key research questions, experimental designs, research techniques, and instruments used to investigate heritage languages.This ambitious volume covers a variety of linguistic, affective, social, and educational perspectives, all related to heritage language research. Each chapter provides a state-of-the-art overview of the topic under discussion with examples from a variety of heritage languages, written in a highly accessible way and with activities and leads to further research literature. Readers are guided through theoretical background, research justification, creation, use, and the possible outcomes of key research methods.This exciting text is an invaluable resource for graduate as well as advanced undergraduate students in second language acquisition, language learning, and heritage languages.

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Book SynopsisThis book analyses the case law of the European Court of Human Rights (ECtHR) from the point of view of argumentative tools used by the Court to persuade the audience States, applicants and public opinion of the correctness of its rulings. The ECtHR judgments selected by the authors concern justification of some of the most difficult issues. These are matters related to human life, human dignity and the right to self-determination in matters concerning one's private life. The authors looked for paths and repetitive patterns of argumentation and divided them into three categories of argumentative tools: authority, deontological and teleological. The work tracks how ECtHR judges aim to find a consensual, universal and, at the same time, pragmatic and axiologically neutral narrative on the collisions of rights and interests in the areas under discussion. It analyses whether the voice of the ECtHR carries the overtones of an ethical statement and, if so, to which arguments it appeals.Table of ContentsIntroduction 1 Challenges of judicial reasoning in beginning and end-of-life cases 2 Ways of judicial reasoning – outline 3 Ways of reasoning in medically assisted procreation and surrogacy cases 4 Ways of reasoning in abortion cases 5 Ways of reasoning in end-of-life situations Conclusion Index

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Book SynopsisSpeech Language Therapy as a Global Practice focuses on the necessary skills and considerations needed to be a culturally responsive clinician in a multicultural and multilingual world.The book highlights current issues of global practice and advocates for appropriate ways to engage with global communities. It positions culture, context and collaboration as integral and intertwined components of speech language therapy work. Drawing on examples of successful and ongoing collaborative global speech language therapy partnerships, chapters cover a breadth of topics including social justice, translanguaging and colourism and include a series of reflective question. Authors grapple with ways to challenge the status quo and consider alternative ways of being, knowing and doing, including the use of technology and innovation in global practice. Overall, this collection highlights the importance of creating space for discussion as the profession of speech language therapy is now practiced in more countries than ever before.This much needed book will be essential reading for trainee and practising speech language therapists, particularly those interested in cultural competence, meaningful reflection and ethical practice. It will also be of interest to allied health professionals working with individuals experiencing communication disability.

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Book SynopsisDrawing on everyday telephone and video interactions, this book surveys how English speakers use grammar to formulate responses in ordinary conversation. The authors show that speakers build their responses in a variety of ways: the responses can be longer or shorter, repetitive or not, and can be uttered with different intonational 'melodies'. Focusing on four sequence types: responses to questions ('What time are we leaving?' - 'Seven'), responses to informings ('The May Company are sure having a big sale' - 'Are they?'), responses to assessments ('Track walking is so boring. Even with headphones' - 'It is'), and responses to requests ('Please don't tell Adeline' - 'Oh no I won't say anything'), they argue that an interactional approach holds the key to explaining why some types of utterances in English conversation seem to have something 'missing' and others seem overly wordy.Trade Review'[This book] challenges serious scholars of language and social interaction with a rich, new and exquisitely contextual account of the work people do through their responses in real-time social interaction. Findings presented in the book are fully data-driven and compel us to critically re-envision the traditionally taken-for-granted notions that some utterances are 'elliptical' or 'non-sentential'. [The authors] demonstrate that response formats are artfully and precisely fitted to their contexts, and that the attested composition of utterances results from the limited range of meaning-making potentials opened up in the course of developing sequences of action. The presentation of findings, representing a new standard of methodological and theoretical integrity, is tightly articulated with forty years of research on language form and interactional sequence. Future research on sequence organization and action formats must take this book as a fundamental reference point, including the cross-linguistic expansion of this project, which the authors enthusiastically invite.' Cecilia E. Ford, University of Wisconsin, Madison'This brilliant book brings important new points of emphasis to the study of language and social action. Its groundbreaking analyses of human agency in responding are a very welcome contribution.' N. J. Enfield, University of Sydney'Based on naturally occurring video and telephone conversations, Grammar in Everyday Talk explores the morphosyntactic and prosodic design of responsive actions. It also uncovers the sequential contexts in which minimal and expanded responses are routinely found, and in which sequential and interactional circumstances speakers might be motivated to choose one rather than the other. It is a pioneering work which focuses on the interaction between prosody and syntax in the way English speakers build response.' Zhou Xiao-jun, Zhejiang University'All in all, this study provides a new 'paradigm' that is quite different from the one taken up in most previous studies about grammar, in which a paradigm is static, abstract, and exists outside of any context of use. … This book is highly recommended for scholars working in the field of syntax, discourse analysis, social linguistics and pragmatics.' Zhou Xiao-jun, Journal of Language and PoliticsTable of Contents1. Introduction; 2. Responses in information-seeking sequences with 'question-word interrogatives'; 3. Responses in informing sequences; 4. Sequences with assessment responses; 5. Responses in request-for-action sequences; 6. Conclusions.

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Book SynopsisPresenting a field-defining overview of one of the most appliable linguistic theories available today, this Handbook surveys the key issues in the study of systemic functional linguistics (SFL), covering an impressive range of theoretical perspectives. Written by some of the world''s foremost SFL scholars, including M. A. K. Halliday, the founder of SFL theory, the handbook covers topics ranging from the theory behind the model, discourse analysis within SFL, applied SFL, to SFL in relation to other subfields of linguistics such as intonation, typology, clinical linguistics and education. Chapters include discussion on the possible future directions in which research might be conducted and issues that can be further investigated and resolved. Readers will be inspired to pursue the challenges raised within the volume, both theoretically and practically.Table of ContentsIntroduction Wendy L. Bowcher, Lise Fontaine and David Schönthal; Part I. SFL: The Model: 1. Firth and the origins of systemic functional linguistics: process, pragma, and polysystem David G. Butt; 2. Key concepts and the architecture of language in the SFL model Jonathan J. Webster; 3. Semantics Miriam Taverniers; 4. The clause: an overview of the lexicogrammar Margaret Berry; 5. The rooms of the house: grammar at group rank Lise Fontaine and David Schönthal; 6. Context and register Wendy L. Bowcher; 7. Intonation Wendy L. Bowcher and Meena Debashish; 8. Continuing issues in SFL Mick O'Donnell; 9. The Cardiff model of functional syntax Anke Schulz and Lise Fontaine; 10. SFL in context Christopher S. Butler; Part II. Discourse Analysis within SFL: 11. Models of discourse in systemic functional linguistics Tom Bartlett; 12. Cohesion and conjunction Maite Taboada; 13. Semantic networks Andy Fung and Francis Robert Low; 14. Discourse semantics J. R. Martin; 15. Appraisal Susan Hood; 16. SFL and diachronic studies David Banks; 17. SFL and multimodal discourse analysis Kay L. O'Halloran, Sabine Tan and Peter Wignell; 18. SFL and critical discourse analysis Gerard O'Grady; Part III. SFL in Application: 19. Language development Geoff Williams; 20. Applying SFL for understanding and fostering instructed second language development Heidi Byrnes; 21. Language and education: learning to mean Peter Mickan; 22. Systemic functional linguistics and computation: new directions, new challenges John Bateman, Daniel McDonald, Tuomo Hiippala, Daniel Couto-Vale and Eugeniu Costetchi; 23. Clinical linguistics Elissa Asp and Jessica de Villiers; 24. Language and science, language in science, and linguistics as science M. A. K. Halliday and David G. Butt; 25. Language and medicine Alison Rotha Moore; 26. Language and literature Donna R. Miller; 27. Language and social media: enacting identity through ambient affiliation Michele Zappavigna; 28. Theorizing and modeling translation Erich Steiner; 29. Language typology Abhishek Kumar Kashyap; Index.

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Book SynopsisWith contributions from international specialists, this handbook provides a state-of-the-art overview of key issues in Arabic linguistics, from traditional areas such as morphology and syntax to emerging topics in language change and social media studies. It is an essential resource for researchers and advanced students across the field.

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