Sociolinguistics Books

Book SynopsisThis volume focuses on issues such as the learning, use and assessment of languages in education, the age factor, the teaching of English as an international language and multilingualism at the university, in educational contexts in which several languages are taught either as subjects or languages of instruction. Jasone Cenoz proposes the 'Continua of Multilingual Education' as a tool to identify different types of multilingual schools and focuses on Basque educational research to discuss issues that are relevant for other contexts. 'Towards Multilingual Education: Basque Educational Research in International Perspective' is an up to date and comprehensive review of research involving Basque, Spanish and English in Basque schools. The book will be of great value to researchers, professionals and students interested in multilingualism and multilingual education all over the world.Trade ReviewComprehensive in scope, and universal in its appeal, this book provides new understandings of multilingualism in education. By focusing on the case of the Basque Country, Cenoz studies the complexity of language development in an international, national and regional language, from early childhood education to university. The combination of the fine lens applied to the Basque Country with the broad strokes of deep theoretical and international understandings makes this a unique contribution. * Ofelia Garcia, City University of New York, USA *This is a superbly detailed and insightful case study of multilingual education that covers multiple perspectives. It would be an excellent textbook as well as an important resource for scholars and policy makers in the field. * Fred Genesee, McGill University, Canada *This book is a very timely and important contribution to the field of applied linguistics. It offers valuable insights into the study of bi- and multilingual education in the Basque Country from an international perspective. The author's familiarity with both the educational context and research in the field of multilingualism is reflected in the intellectually rich and most comprehensive book which is bound to become an indispensable reference-point in any discussion on multilingualism and multilingual education. * Ulrike Jessner, University of Innsbruck *Overall the book provides a welcome contribution to an analysis of multilingual education in the BAC from both educational and sociolinguistic perspectives. -- Adam Le Nevez, Faculty of Humanities, Social Sciences and Education, UniversitThe book is a treasure trove for those interested in multilingualism. Cenoz's case study of the Basque country will appeal to a wide audience of researchers and practitioners in the field of language education and bilingualism/multilingualism; it is insightful for policy makers, and accessible to graduate students. It is to all those that I would wish to recommend it. -- Vera Busse, Department of Education, University of Oxford in Book reviews / System 38 (2010) 634-650Jasone Cenoz has produced a wonderful book that is both a case study and far more than a case study. Towards Multilingual Education is a valuable, interesting and intriguing contribution to the field, and should be of interest to anyone concerned with matters of language in education. -- Timothy Reagan, Central Connecticut State University, USA in Language Problems and Language Planning 35:2 (2011), 179-182In Towards Multilingual Education: Basque Educational Research from an International Perspective, Jasone Cenoz provides a comprehensive and fascinating overview of multilingual education as well as a detailed case study of multilingual education in Spain's Basque Autonomous Community (BAC)...I highly recommend this book to all students and scholars who wish to broaden their knowledge of multilingual education. Steve Marshall, Simon Fraser University in The Canadian Modern Language Review/La Revue canadienne des langues vivantes, * 67, 1 (February/f *This is an important contribution to an important subject in education globally. The detail both in terms of the data offered and in the related discussions makes it a very comprehensive case study that has clear relevance both in the BAC and in parallel communities. Much can be gained by academics and professionals fromthe careful and accessible analysis of this context. And it does make its case for wider generalizability; its central message, that we need to become multilingual but not by neglecting any of our languages, is key. It is also clear from the book that how we do this is a crucial ongoing discussion. * Philip Hood, University of Nottingham in ELT Journal *There are many strong points in this book. I have to specifically mention the clarity of style and accessibility of this book. Augmented with basic explanations on key concepts where necessary, this book will be useful even for beginners in the field. Subtitles in the contents page, division into subsections within the chapters, the short conclusion, and also several key points at the end of each chapter increase the user-friendliness of this book and make it welcome course material or a reference book for students in education and sociolinguistics. The book by Cenoz strikes a balance between scholarly authority and down to earth and practical information, which makes it so useful for so many. This volume would be a particularly useful resource for students, researchers, teacher training, and all interested in education and language pedagogy. * Larissa Aronin, Oranim Academic College, Israel in Book reviews IJSL 206 (2010) *Nearly a decade has passed since Grosjean (2002) called for extensive research into trilingualism, in order for us to learn more about the way in which the numerous studies and approaches into bilingualism can be easily transferred and carried over to multilingualism. Cenoz's case study is a valuable contribution to our understanding of this concept. Combining the theoretical and applied issues of multilingualism, her book analyses the achievements and challenges of bilingual and multilingual education in the Basque Country against the background of multilingualism as a growing, common worldwide phenomenon. * W. Gwyn Lewis, Bangor University, UK in International Journal of Multilingualism, 2011, 1:4 *This book represents the advancement that has been made recently in research on multilingual education. Cenoz argues that it is possible to pursue multilingualism even under complex sociocultural conditions, that languages of different functions and from different origins can coexist side by side in harmony, and that multilingual education should be approached from a multilingual perspective. * KIMBERLY VINALL, University of California at Berkeley in Language in Society 40 (2011) *Towards Multilingual Education provides an excellent comprehensive and comparative overview of the existing research into (the outcomes of) different instructional approaches in Basque, Spanish and English from preschool through the university level. The book makes a significant contribution with the introduction of a new framework that presents a more dynamic and context-sensitive way of looking at multilingual education along three continua rather than binary, oppositional, distinctions. In practice, educators can use the framework to formulate goals to move their school toward the multilingual end of one or more continua. The framework is a useful tool as a starting point for setting new directions for policy, practice and research. * Ester J. de Jong, University of Florida in Language and Education, 2011, 25:1, 82-84 *Towards multilingual education breaks new ground in the literature by providing the reader with a broad perspective on multilingualism in educational contexts around the world, together with a thorough analysis of the different types of multilingual education in the Basque Autonomous Community (BAC). In conclusion, Towards multilingual education is an excellent reference book in the field which can be recommended to researchers into multilingualism and to students and educators all over the world. It not only provides a comprehensive account of multilingual education in the BAC but also looks at this unique learning context from a universal stance. In the last decade, a number of books on multilingualism have appeared, but none of them combines global and local perspectives on the birth and development of multilingualism as thoroughly as this publication. * Rosa M. Jimenez-Catalan, University of La Rioja in Language Awareness, 2011, 20:2,151-154 *In this volume, Jasone Cenoz presents and discusses a great number of international research studies of multilingual education. She provides the reader with detailed but accessible information on a wide range of research, along with a careful interpretation and evaluation of the evidence on each topic, locating all this within the ongoing debate on the Basque language in education...The information is presented in a well-written, balanced account of both practice and research. It will be a valuable resource for educational authorities and individuals who are aiming for a balanced multilingual curriculum from pre-school to university. The author never avoids difficult questions nor shows bias in matters related, for example, to the CLIL method or the achievements of bilingual education in the various models. The book is not only a valuable source for scholars, teachers and language planners within the BAC and other regions of Spain, but also for a wider international audience. * Alex M.J. Riemersma, Fryske Akademy in Language, Culture and Curriculum, 2010, 23: 2, 167-169 *Towards Multilingual Education can perhaps be best described as one of those rare books that should not be missed. Towards Multilingual Education offers a broad, coherent, and well-reasoned overview of multilingual education that allows the reader to go beyond bilingualism and truly understand the challenges schools are facing today. The value of Towards Multilingual Education lies in having brought most of the key topics together in a coherent way. Cenoz clarifies what multilingual education is and how much we have come to know about educating multilingual students today. In comparison to other books available, it is state-of-the-art on the topic and likely to become a standard reference in the field within a very short time. -- Gessica De Angelis, Free University of Bozen-Bolzano in Journal of Language, Identity, and Education, 10: 361-367, 2011A major feature of this book is that it looks at multilingual education issues in the unique Basque situation through an international perspective and compares and contrasts the research findings from the Basque context with research from other countries. Overall, this book is a valuable addition to the existing literature on multilingual education and provides thoughts on establishing an alternative model to describe and analyse the various aspects involved in multilingual education. * Shengrong Cai, University of South Florida, USA in Language Teaching Research 15(2), 2011 *This book is not only a timely, outstanding and relevant contribution to multilingualism and applied linguisitics research, but it is also a guide for those who are now interested in multilingual education, especially after the implementation of the English language as language of instruction (CLIL). The volume illustrates the comprehensiveness and importance of Cenoz's own research for the scientific community, for the field of applied linguistics in general and for studes on second and third language acquisition. * Maria Pilar Safont Jorda, Universitat Jaume I in RESLA 24 (2011) 297-301 *Table of ContentsForeword Introduction 1. Why Multilingualism in Education? 2. Towards a Typology of Multilingual Education 3. Using the Minority as the Language of Instruction 4. Learning through the Minority Language: Linguistic and Academic Outcomes 5. Third Language Learning and Instruction through the Third Language 6. Learning English and Learning through English: Research Outcomes 7. The Influence of Bilingualism on L3 8. Identities and Attitudes 9. The Age Factor in Bilingual and Multilingual Education 10. Bilingual and Multilingual Education at the University 11. Conclusions and Future Perspectives References Index

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Book SynopsisIn this major new text, Joshua Fishman charts the rise of vernacular literacy in Europe, and the major social, economic, religious, political, demographic, educational and philosophical changes that attended it. Following the story up until the present day, the book examines the people who became leaders of the growth of vernacular literacy in Europe, and looks at how European colonizers viewed vernacular literacy efforts in their current and former colonies. Looking forward, Fishman discusses how new technology affects vernacular literacy both now and in the present, and whether developments in voice and visual media mean that vernacular literacy will be less important to future generations than it is to us. ‘European Vernacular Literacy’ is not only a review of well-known facts and theories of the rise of vernacular literacy in Europe, but an attempt to reintegrate and rethink them along new and provocative lines, meaning that the book will be of interest not only to students of literacy and history but also to scholars interested in Fishman’s latest contribution to sociolinguistics.Trade ReviewFilled with both enormous erudition and plain commonsense, this book makes a ground-breaking contribution to our understandings of the development and importance of vernacular literacy. But beyond the innovative topic of the book, Joshua A. Fishman expands here on an original historical-macrosociolinguistic theoretical approach of 'predicting the past' that, as he says for literacy, 'vivifies the dead and freezes the lively.' -- Ofelia García, Graduate Center, City University of New York, USAHere we are treated to a reflective exploration by a grand master of sociolinguistics on a topic of both historic and contemporary importance. In inimitable style, Fishman draws on his encyclopedic knowledge of European language history to bring to life both social factors and social actors involved in the spread of vernacular literacies. -- Nancy H. Hornberger, University of Pennsylvania, USAThis book will be interesting to anyone interested in European history, literacy, and language development. -- Ken Decker, SIL InternationalTable of Contents1. Why has Interest in Languages and Literacies Increased So Much Lately? 2. What is a "Language" of Vernacular Literacy? 3. The Rise of Vernaculars of Literacy in Europe 4. Macro-factors in the Societal Spread of Vernacular Literacy 5. Heroes of European Vernacular Literacy 6. Micro-factors in the Societal Spread of Vernacular Literacy 7. The "Literacy Bullies on the Block" 8. Literacy for What Purpose?

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Book SynopsisLanguage is a sensitive issue in the developing world, because language choice and behaviour are integral to the social, economic and political stability of multicultural societies. To what extent does this argument hold? Does language make a difference when it comes to development, and is there a perceptible difference in development between countries that is attributable to their choice of language? This book sets out to answer these questions by investigating how language has been and is being used in four countries of the Greater Mekong Sub-region (i.e. Cambodia, the Lao PDR, Myanmar and Viet Nam), especially in the critical areas of education, health, the economy and governance.Trade ReviewPaulin Djité poses a provocative but justified question: are students of language being 'precious' about links between language capability and material opportunity? In fine detail but with a strong linking narrative, Djité shows how personal advancement, economic success, national development and human resource planning are intimately and intricately structured according to the distribution of language and literacy skills. These connections are as reliable as are ties between human expressive abilities with personal and national identity. This is a fine and important volume due to this theoretical claim as much as for its welcome contribution to knowledge about language and development in the region and countries of the Greater Mekong area of SE Asia. -- Joseph Lo Bianco, Professor of Language and Literacy Education, University of Melbourne and President, Australian Academy of the HumanitiesBeyond its value as a detailed account of language and development in polities that are little studied, the book reminds those of us for whom language is a passion that we must not become trapped in silo-like disciplinary mentalities. Rather, if we wish to understand how language planning works, we need to explore the connections in and our assumptions about languages in the wider sociolinguistic reality. Only then will we understand how and why languages matter. * Richard B. Baldauf Jr., University of Queensland, Australia *Table of ContentsIntroduction Chapter 1 Language and Development in the Greater Mekong Sub-region Chapter 2 Language and Education in the Greater Mekong Sub-region Chapter 3 Language and Health in the Greater Mekong Sub-region Chapter 4 Language and the Economy in the Greater Mekong Sub-region Chapter 5 Language and Governance in the Greater Mekong Sub-region Chapter 6 The Language Difference

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Book SynopsisThis book calls for critical adaptations when theories of bilingual education, based on practices in the North, are applied to the countries of the global South. For example, it challenges the assumption that transitional models necessarily lead to language shift and cultural assimilation. Taking an ethnographically-based narrative on the purpose and value of bilingual education in Mozambique as a starting point, it shows how, in certain contexts, even a transitional model may strengthen the vitality of local languages and associated cultures, instead of weakening them. The analysis is based on the view that communicative practices in the classroom influence and are influenced by institutional, local and societal processes. Within this framework, the book shows how education in low-status languages can play a role in social and cultural transformation, especially where post-colonial contexts are concerned.Trade ReviewThis volume presents a landmark study of bilingual education policy and local practice in a new context. It offers a fresh and thought-provoking African perspective on the value and purpose of bilingual education, foregrounding its transformative potential. Chimbutane’s arguments are grounded in detailed, multilayered research of an innovative sociolinguistic and ethnographic nature. The volume represents a significant new intellectual resource for all of us who are concerned with education in multilingual settings in the global south. -- Marilyn Martin-Jones, Emeritus Professor, MOSAIC Centre for Research on Multilingualism, University of Birmingham, UKChimbutane’s delicately balanced and wonderfully accessible volume is a delight to read. The author speaks from the vantage point of a well-positioned postcolonial scholar, and this excellently crafted, well-written and admirably researched piece whets ones appetite for more of the same from the linguistic periphery. * Christopher Stroud, Department of Linguistics, University of the Western Cape *Chimbutane makes a valuable contribution not only to understanding the situation of African languages (AL) but also to ethnographic studies of bilingualism that conceive of a language as social practice...Chimbutane's greatest success is demonstrating the social, political and educational importance of ALs as a mean of instruction and not just as a curricular theme. Chimbutane helps us confirm that the omission of ALs in school reinforces certain postcolonial practices and, therefore, reduces the agency and learning of students. The book itself is a political and research statement showing both what has not yet managed to get into Mozambique BE and also the gradual change that has been generated around ideologies and language policies in favor of AL. -- Lorena Cordova, Centro de Investigaciones y Estudios Superiores en Antropología Social, Mexico City on the LINGUIST List 23.1774Table of ContentsChapter 1: Introduction Chapter 2: Language and Education Chapter 3: Mozambique: Historical, Sociolinguistic and Educational Context Chapter 4: The Research Sites: Communities, Schools and Classrooms Chapter 5: Interaction and Pedagogy in Bilingual Classrooms Chapter 6: Socio-Cultural Impact of Bilingual Education Chapter 7: Bilingual Education and Socio-economic Mobility Chapter 8: Conclusion

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Book SynopsisThis book calls for critical adaptations when theories of bilingual education, based on practices in the North, are applied to the countries of the global South. For example, it challenges the assumption that transitional models necessarily lead to language shift and cultural assimilation. Taking an ethnographically-based narrative on the purpose and value of bilingual education in Mozambique as a starting point, it shows how, in certain contexts, even a transitional model may strengthen the vitality of local languages and associated cultures, instead of weakening them. The analysis is based on the view that communicative practices in the classroom influence and are influenced by institutional, local and societal processes. Within this framework, the book shows how education in low-status languages can play a role in social and cultural transformation, especially where post-colonial contexts are concerned.Trade ReviewThis volume presents a landmark study of bilingual education policy and local practice in a new context. It offers a fresh and thought-provoking African perspective on the value and purpose of bilingual education, foregrounding its transformative potential. Chimbutane’s arguments are grounded in detailed, multilayered research of an innovative sociolinguistic and ethnographic nature. The volume represents a significant new intellectual resource for all of us who are concerned with education in multilingual settings in the global south. -- Marilyn Martin-Jones, Emeritus Professor, MOSAIC Centre for Research on Multilingualism, University of Birmingham, UKChimbutane’s delicately balanced and wonderfully accessible volume is a delight to read. The author speaks from the vantage point of a well-positioned postcolonial scholar, and this excellently crafted, well-written and admirably researched piece whets ones appetite for more of the same from the linguistic periphery. * Christopher Stroud, Department of Linguistics, University of the Western Cape *Chimbutane makes a valuable contribution not only to understanding the situation of African languages (AL) but also to ethnographic studies of bilingualism that conceive of a language as social practice...Chimbutane's greatest success is demonstrating the social, political and educational importance of ALs as a mean of instruction and not just as a curricular theme. Chimbutane helps us confirm that the omission of ALs in school reinforces certain postcolonial practices and, therefore, reduces the agency and learning of students. The book itself is a political and research statement showing both what has not yet managed to get into Mozambique BE and also the gradual change that has been generated around ideologies and language policies in favor of AL. -- Lorena Cordova, Centro de Investigaciones y Estudios Superiores en Antropología Social, Mexico City on the LINGUIST List 23.1774Table of ContentsChapter 1: Introduction Chapter 2: Language and Education Chapter 3: Mozambique: Historical, Sociolinguistic and Educational Context Chapter 4: The Research Sites: Communities, Schools and Classrooms Chapter 5: Interaction and Pedagogy in Bilingual Classrooms Chapter 6: Socio-Cultural Impact of Bilingual Education Chapter 7: Bilingual Education and Socio-economic Mobility Chapter 8: Conclusion

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Book SynopsisThis book provides a broad sociolinguistic perspective on major questions of political and cultural Europeanization. It is concerned with European multilingualism as it actually results from the intersecting endeavour of policy making and scientific research. This volume argues that the EU must overcome the major discrepancies of its linguistic diversity politics by developing into a multiple inclusive society beyond the nation-state in order to seriously unfold European multilingualism as a political goal. Expanding on the theoretical and methodological approaches developed within the EU project LINEE (Languages in a Network of European Excellence), this book further focuses on the LINEE key variables of European multilingualism i.e. 'culture', 'discourse', 'identity', 'ideology', 'knowledge', 'LPP', 'multi-competence', and 'power & conflict'. Against this background, this study argues for reconceptualising European multilingualism on the basis of an integrative and multi-focal approach.Trade ReviewThis book is much more than a synthesis of the research findings of a network of scholars. In unprecedented clarity and detail, it lays bare the ideas, debates and contradictions underpinning multilingualism as a strategic aim of the European project and as a scientific enterprise. It offers a meticulously argued critique of language policy regimes in Europe and advocates an ambitious and rigorously conceptualized framework for integrating a wide range of disciplinary perspectives in the advancement of a comprehensive research agenda. European Multilingualism is therefore both a brilliant analysis of current challenges and a challenge to future research. -- Patrick Stevenson, University of Southampton, UKEU policy somehow has to reconcile multilingual diversity with the need for unity but this has been hindered by the diverse ways in which the concept of multilingualism itself is understood. This book provides a much needed coherent view of European multilingualism based on a critical appraisal of this conceptual diversity. -- Henry Widdowson, University of Vienna, AustriaThis volume is a well-written introduction to the research program of the LINEE consortium..."European Multilingualism" provides an excellent insight into EM's complex content and its limits. -- Laszlo Maracz, University of Amsterdam, Netherlands * Language Problems and Language Planning 37:1 (2013), 71-74, 2013 *The book will be of interest to scholars and students of multilingualism, offering them a wide range of analytical tools for their subject of study, as well as to policy makers, who should be aware of results of scientific research pointing to problem areas and discrepancies related to the concept of European multilingualism and its practical implementation. The volume is a coherent whole bringing together political and theoretical aspects of European multilingualism, with a detailed account of the methodological and theoretical dimension of research characterized by a flexible and open-ended qualitative approach. All in all, the book is an invaluable contribution to research on European multilingualism and practice, as it discusses current and develops new comprehensive interdisciplinary conceptualizations, understandings, and perspectives, bridging the gap between theory and practice in a highly constructive way. -- Lelija Socanac, University of Zagreb, Croatia * LINGUIST List, 24.980, 2013 *Table of ContentsIntroduction 1. European Multilingualism – Political Scope 1.1. Multilingualism and the Diversity Debate 1.2. European Multilingualism – Towards a Cross-Cutting Policy Framework 2. European Multilingualism as a Scientific Field of Research 2.1. Multilingualism – A Multi-Disciplinary Field of Research 3. The LINEE Project 3.1. Theoretical Dimension 3.2. LINEE Keyconcepts 3.3. Methodological Issues 3.4. Lines of Tension Emerging from LINEE 4. European Multilingualism Beyond LINEE 4.1. Re-Conceptualizing European Multilingualism 4.2. Towards an Integrative View of European Multilingualism 5. Conclusion

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Book SynopsisThis book looks at language in unexpected places. Drawing on a diversity of materials and contexts, including farewell addresses to British workers in colonial India, letters written from parents to their children at home, a Cornish anthem sung in South Australia, a country fair in rural Australia, and a cricket match played in the middle of the 19th century in south India, this book explores many current concerns around language, mobility and place, including native speakers, generic forms, and language maintenance. Using a series of narrative accounts – from a journey to southern India to eating cheese in China, from playing soccer in Germany to observing a student teacher in Sydney – this book asks how it is that language, people and cultures turn up unexpectedly and how our lines of expectation are formed.Trade ReviewThis book offers Pennycook's always innovative theoretical insights in a brilliant, original blend of fine scholarship and personal narrative. It evocatively describes the author’s retracing of his family’s history in colonial India, draws on concepts from many disciplines, and makes unexpected and illuminating connections with language education. -- Stephanie Vandrick, University of San Francisco, USAIn Language and Mobility Alastair Pennycook takes us, the readers, to new territories and domains of language - questioning, doubting and reflecting in new ways about what we do. In this fascinating and passionate journey we cross geographical and conceptual boundaries, places, spaces and time, mobilizing between India and Britain deeply embedded in family mobile and local histories. Along the journey, we deliberate with new meanings of nativity, hybridity, movement, mobility, localness, and meaning as these are anchored in rich pasts, in present functionality and unexpected futures. It is a passionate trip that touches the centrality of language in its broad context based on original documents, narratives and personal experiences, integrated together to argue for resistance and change. A powerful book that will not leave any readers un-changed. -- Elana Shohamy, Tel Aviv University, IsraelThis is a brilliant book…Alastair skilfully interweaves evocative parables drawn from his family's colonial past and his own history as a language learner with a meticulously developed theoretical framework. His thought-provoking book will prove to be a rich intellectual resource for anyone seeking to better understand the complex linguascapes of globalised cities such as Sydney and for those who wish to go beyond standard categories in order to explain the unexpected (and too often ignored) literacies that children bring with them when they commence schooling. -- Liam Morgan, UTS, Australia * U: magazine, April 2013 *Alastair Pennycook’s thought-provoking book builds on previous research and explores language, culture and identity in eight chapters. Pennycook uses unexpected texts and contexts to illustrate a discussion of language and mobility, including what it is to have expectations of appropriate locations for particular languages, and how languages might be used in different places. This book, therefore, raises a number of questions about the fundamental concepts in language and linguistics such as the notion of the native speaker, the use of the term bilingual, and the notion of language hybridity.Overall, this book achieves its aim of confronting and challenging the reader to think about language expectations, locations and assumptions, and in doing so opens up a debate around some long-established traditions. -- Ruth Fielding Faculty of Education and Social Work, University of Sydney, Australia * ARAL, Vol. 36, No. 1 (2013) *This original contribution to the fields of (critical) sociolinguistics and literacy studies aligns with very recent attempts to retheorize (or rethink) language against the backdrop of globalization as a set of resources, activated in various (un)expected contexts by leaving their spatiotemporal traces in interactions. One of its assets is the author’s engaging writing style, which tries in an unexpected way to conflate academic prose with literary texts and epistolary writing style, and so bridges the robust academic analysis with lay people’s linguistic and sociocultural choices. The book serves as a valuable source for everyone interested in understanding how language works in a globalized and globalizing environment, characterized by extensive mobility and movement of people, ideas and products. Exactly because it combines academic and non-academic prose I would recommend it not only to scholars in the fields of sociocultural linguistics and literacy studies but also to lay people who are interested in understanding globalization through the lens of language. -- Irene Theodoropoulou, Qatar University, Qatar * the LINGUIST List 24.2566 *On a personal note, reviewing Language and Mobility has prompted productive thinking about some of the politically difficult – and unexpected – situations I have encountered in recent years…Pennycook's ideas about language as local practices that entail emotional affiliation can be brought to bear productively on not only these, but also other political issues in the TESOL field. I therefore recommend Language and Mobility to teacher educators, researchers and teachers who are thinking through critical dimensions of their pedagogic and scholarly practices. -- Karen Dooley, Queensland University of Technology, Australia 2 * TESOL in Context Journal, Vol 23, Issue 1 + *Table of ContentsAcknowledgements Chapter 1 Retracing Routes: Manjari Seeds and Nutmeg Trees Chapter 2 Turning up in Unexpected Places Chapter 3 Through Others’ Eyes and Thinking Otherwise Chapter 4 Constrained Mobilities: Epistolary Parenting Chapter 5 Resourceful Speakers Chapter 6 Elephant Tracks Chapter 7 13 Ways of Looking at a Blackboard Chapter 8 Beyond the Boundaries of Expectation

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Book SynopsisOnline Communication in a Second Language examines the use of social computer mediated communication (CMC) with speakers of Japanese via longitudinal case studies of up to four years. Through the analysis of over 2000 blogs, emails, videos, messages, games, and websites, in addition to interviews with learners and their online contacts, the book explores language use and acquisition via contextual resources, repair, and peer feedback. The book provides insight into relationships online, and the influence of perceived 'ownership' of online spaces by specific cultural or linguistic groups. It not only increases our understanding of online interaction in a second language, but CMC in general. Based on empirical evidence, the study challenges traditional categorisations of CMC mediums, and provides important insights relating to turn-taking, code-switching, and language management online.Trade ReviewThe book is a highly interesting and comprehensive monograph on the topic of social interaction in CMC settings, based on the particular example of learning Japanese by Australian students. The author makes a number of very important claims about participating in online domains and virtual communities, entering CMC networks and maintaining relationships, code-switching and turn-taking, as well as acquisition opportunities in CMC. -- Jarosław Krajka, Maria Curie-Skłodowska University, in SSLLT 5 (1) 2015.Pasfield-Neofitou's book Online Communication in a Second Language is an impressive and timely contribution to the field. The widespread use of new technology in language learning is revolutionizing notions such as 'language use', 'interaction', 'competence', 'identity' and 'native speaker'. This calls for serious scholarly inquiries into the nature of the interplay between the new technology and language learning/language use. The book engages with these concepts and is a significant achievement in that direction. I highly recommend this book to scholars and students interested in second language learning in general, and those interested in the use of online communication in second language learning/use in particular. * Farzad Sharifian, Monash University, Australia *This book takes the study of language learners' use of technology into new directions by investigating the use of technology as autonomous, active participants in online communication. Its careful analysis opens up new possibilities for understanding and using technologies in language education and reveals what out-of-class communication affords contemporary language learners. * Anthony J. Liddicoat, University of South Australia, Australia *This important contribution furthers our understanding of how social interaction can play a role in the learning of Japanese. The in-depth and authoritative discussion of the various complexities of this emerging field is likely to provide a solid foundation for not only researchers of the range of social communication tools that are being used by second language learners, but also for language teachers looking to enrich learning environments through interaction with a natural audience. * Glenn Stockwell, Waseda University, Japan *Table of Contents1. Introduction 2. Learner Backgrounds and Online L2 Networks 3. Social Settings of Situated CMC Use 4. Features of CMC Use 5. Use of Contextual Resources and SLA Opportunities 6. Conclusion

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Book SynopsisToo small to be big, but also too big to be really small, medium-sized language communities (MSLCs) face their own challenges in a rapidly globalising world where multilingualism and mobility seem to be eroding the old securities that the monolingual nation states provided. The questions to be answered are numerous: What are the main areas in which the position of these languages is actually threatened? How do these societies manage their diversity (both old and new)? Has state machinery really become as irrelevant in terms of language policy as their portrayals often suggest? This book explores the responses to these and other challenges by seven relatively successful MSLCs, so that their lessons can be applied more generally to other languages striving for long term survival.Trade ReviewJust as growing interest in scale challenges the theoretical dichotomy of micro-macro, the conceptualization of medium-sized languages allows a fresh approach to varieties that are more robust than 'endangered' minority languages but too small to seem secure, much less 'dominant'. This volume brings welcome views of linguistic sustainability within a globalized market economy and multilingual societies. * Kathryn A. Woolard, University of California, San Diego, USA *An innovative book that stretches the borders of sociolinguistic investigation into unchartered areas by focussing on language communities that fall between majority and minority configurations, between large and small languages. The contents are instructive, challenging and shed fascinating new light on significant in-between categories of speakers that tend to get neglected in general overviews. * Hugo Baetens Beardsmore, Vrije Universiteit Brussel, Belgium *This well-edited volume provides very useful comparative descriptions of the situation concerning several medium-sized languages from almost all major areas of the European continent, plus Hebrew. The similarities and differences between the languages documented in this book profoundly stimulate our thinking about language ecology and sociolinguistic typology. * Ernst H *This volume merits praise for its innovative study of a new area of research, namely, those languages intermediate between majority and minority tongues. This well-edited and informative volume on medium size languages fills an important gap on this group of languages. * Frank Nuessel, University of Louisville, in Language Problems and Language Planning 38:1 (2014) *Table of Contents1. F. Xavier Vila and Vanessa Bretxa: The Analysis of Medium-Sized Language Communities 2. Jiří Nekvapil: The Main Challenges Facing Czech as a Medium-Sized Language: The State of Affairs at the Beginning of the 21st Century 3. J. Normann Jørgensen: Challenges Facing Danish as a Medium-Sized Language 4. Maja Bitenc: Slovene, between Purism and Plurilingualism 5. Anat Stavans: Challenges Faced by a Medium-Sized Language Community (MSLC) in the 20th Century: The Case of Hebrew 6. Delaney Michael Skerrett: Challenges for the Estonian Language: A Poststructuralist Perspective 7. Uldis Ozolins: A Small National Language and its Multilingual Challenges: The Case of Latvian 8. Emili Boix-Fuster and Jaume Farràs I Farràs: Is Catalan a Medium-Sized Language Community too? 9. F. Xavier Vila: Challenges and Opportunities for MSLCs in the 21st Century: A (Preliminary) Synthesis

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Book SynopsisPortraits of the L2 User treats second language users in their own right rather than as failed native speakers. It describes a range of psychological and linguistic approaches to diverse topics about L2 users. It thus provides an innovative overview of current second language acquisition theories, results and methods, seen from a common perspective.Table of ContentsAcknowledgements Contributors 1 Vivian Cook: Background to the L2 User 2 Annette de Groot: Lexical Representation and Lexical Processing in the L2 User 3 Roy Major: The Phonology of the L2 User 4 Suzanne Flynn and Barbara Lust: A Minimalist Approach to L2 Solves a Dilemma of UG 5 Clive Perdue: Development of L2 Functional Use 6 Ellen Bialystok: Cognitive Processes of L2 Users 7 Fred Genesee: Portrait of the Bilingual Child 8 Franco Fabbro: The Neurolinguistics of L2 Users 9 Jean-Marc Dewaele: Individual Differences in L2 Fluency: The Effect of Neurobiological Correlates 10 Kees de Bot and Madeleine Hulsen: Language Attrition: Tests, Self-assessments and Perceptions 11 Aneta Pavlenko: Poststructuralist Approaches to the Study of Social Factors in Second Language Learning and Use 12 Francisco Gomes de Matos: Second Language Learners’ Rights 13 Vivian Cook: Language Teaching Methodology and the L2 User Perspective Index

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Book SynopsisThe United States is and has always been an immigrant country. However, it has always demonstrated a marked ambivalence towards newcomers. In some circumstances, they are seen as welcomed contributors to a multifaceted society; in others they are viewed as interlopers usurping depleting resources which should be going to the country’s citizens. A major part of this ongoing debate centers on the languages which immigrants bring with them. For some, these new languages add to the country’s diversity; for others the new languages are seen as an inherent threat to English and the American way of life. Languages in America: A Pluralist View is a vigorous response to this perspective by a sociolinguist and professor, Susan J. Dicker. Drawing on knowledge from the fields of linguistics, history and sociology, Dicker presents a cogent argument for language diversity in the United States. She explores the role language plays in personal and public identity. She debunks the mythology of America as a melting pot. She tackles common misconceptions about second-language learning, reveals the nativist roots of the official-English movement, and describes how other countries nurture language pluralism. Finally, Dicker asks her readers to imagine America as an open, pluralistic society in which language diversity plays an important part.Trade Review"This book makes a timely and necessary contribution to the debate about the status and use of minority languages in coutnries where English is the dominant language. Her book is essentially a worthy and articulate rebuke to those who would insist that English should be the only permissible language in the public life of the USA." Adrian, Blackledge, Educational Review Vol 49 No 3. "Dicker's text provides a generally commendable introduction to a broad range of issues and it has few peers among works aimed at a non-specialist readership." Terrence G. Wiley, Language in Society 27:4Table of ContentsAcknowledgments Introduction 1 Language and Identity 2 The Melting-Pot Mythology 3 Common Misconceptions About Language Learning 4 Languages in the Schools 5 The Modern Official-English Movement 6 Challenges to Language Restrictionism 7 Lessons in Multilingualism Beyond the United States 8 The Possibilities of a Pluralistic, Multilingual America Epilogue References Index

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Book SynopsisThis text describes and evaluates recent language planning and policy in the British Isles. Issues including minority language rights, language resources for the state and the citizen, and problems such as the standard English battle and policy for Welsh and Gaelic are analysed against the background of detailed study of contemporary British society and politics.Trade Review"A very substantial new angle on Language Policy and Planning, something which is much needed in what I consider a poorly theorised field. I very much enjoyed reading it. I loved the wide scope and really appreciated the connection to history, politics and non-language focussed social action" Professor Joseph Lo Bianco, The National Languages and Literacy Insitute of Australia. "I read this book with enormous pleasure and interest. It should prove an invaluable resource for any scholar concerned with language politics in Britain - or indeed anyone working professionally with English or other languages in use in Britain. It brings together in a very accessible and readable way a huge array of facts and figures on language issues and provides a very coherent picture of the status of languages in contemporary Britain" Tom Bloor, Aston University, Birmingham.Table of ContentsPreface Acknowledgements Tables Figures Introduction 1. Language Communities 2. Language Attitudes 3. Planning and Policy: From 880 to the 1950s 4. Non-political Language Planning 5. Language Rights 6. Language as a Resource for Citizens 7. Language as a Resource for the State 8. Language as a Political Problem 9. British Language Policy and Planning in Perspective Appendix References Index

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Book SynopsisThis book offers sharp new insights into the acquisition and use of French as a foreign language. The authors are specialists in their particular theoretical paradigms and focus on morphology, morpho-syntax, syntax, discourse, as well as fluency in the French interlanguage from beginners to advanced learners with different first languages.Trade ReviewOne of the qualities of the volume, in addition to the extensive bibliographies that accompany each chapter, is the generally thorough and clear exposition of the research questions, theoretical framework, and previous work that relate to each topic. Thus, the volume should be of interest not only to SLA researchers but also to practitioners in French language education and to those who teach research methods. -- Betsy Kerr, University of Minnesota-Twin Cities * Studies in Second Language Acquisition 29:1 *Dewaele succeeds in creating a collection that unites approaches that are often divergent. Impressively, the volume remains cohesive, and this cohesiveness is largely due to another feature of the collection that highlights it multidisciplinary goal. -- Amanda C. Edmonds, Indiana University * the French Review Vol 79:5. *Focus on French as a Foreign Language greatly contributes to our knowledge of student mastery of the various components of French at early and advanced stages of their learning. Both foreign language teachers and second language acquisition research can profit from the abundant data on the interlanguage (s) of students of French. -- Kenneth H. Rogers, University of Rhode Island * the Modern Language Journal 91.1 (2007) *This well-written, detailed, and diverse collection of articles draws strength from the varied backgrounds and perspectives of its contributing authors. A definite must read! -- Katherine Rehner, Ontario Institute for Studies in Education, University of Toronto * the Canadian Modern Language Review 62:3, March 2006 *Table of ContentsPreface 1 Marzena Watorek and Clive Perdue: Psycholinguistic Studies on the Acquisition of French as a Second Language: The ‘Learner Variety’ Approach 2 Victorine Hancock and Nathalie Kirchmeyer: Discourse Structuring in Advanced L2 French: The Relative Clause 3 Suzanne Schlyter: Adverbs and Functional Categories in L1 and L2 Acquisition of French 4 Martin Howard: The Emergence and Use of the Plus-Que-Parfait in Advanced French Interlanguage 5 Florence Myles: The Emergence of Morpho-syntactic Structure in French L2 6 Daniel Véronique: Syntactic and Semantic Issues in the Acquisition of Negation in French 7 Mireille Prodeau: Gender and Number in French L2: Can We Find Out More About the Constraints on Production in L2? 8 Jonas Granfeldt: The Development of Gender Attribution and Gender Agreement in French: A Comparison of Bilingual First and Second Language Learners 9 Vera Regan: From Speech Community Back to Classroom: What Variation Analysis Can Tell Us About the Role of Context in the Acquisition of French as a Foreign Language 10 Richard Towell and Jean-Marc Dewaele: The Role of Psycholinguistic Factors in the Development of Fluency Amongst Advanced Learners of French Index

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Book SynopsisThis book argues that the usage of language in Jewish societies can be understood as following from certain specific principles, particularly regarding the relationship between language and identity. Phenomena discussed include the revival of Hebrew, Hebrew in the Diaspora, the survival and ‘sanctification’ of Yiddish, the idea of ‘Jewish languages’, and the role of sociolinguistic phenomena in the Holocaust and the Arab-Israeli conflict.Trade ReviewThis book makes an interesting and significant contribution to the fields of sociolinguistics and Jewish sociolinguistics. -- Dr Moshe Nahir, University of Manitoba.This book represents an important contribution to scholarship on Jewish languages and language revitalization. It also represents a springboard for further research on Jewish language varieties in Israel and the Diaspora and their evaluation by speakers and non-speakers. -- Sarah Bunin Benor, Hebrew Union College * Journal of Sociolinguistics 10/3 2006 *Table of ContentsAcknowledgements Glossary 1. Introduction 2. Hebrew 3. Other Jewish Languages 4. Themes in Jewish Sociolinguistics Bibliography Index

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Book SynopsisThis volume covers the language situation in Hungary, Finland, and Sweden explaining the linguistic diversity, the historical and political contexts and the current language situation, including language-in-education planning, the role of the media, the role of religion, and the roles of minority and migrant languages. The authors have been participants in the language planning context in these polities.Table of ContentsSeries Overview Robert B. Kaplan and Richard B. Baldauf Jr.: Language Policy and Planning in Hungary, Finland and Sweden: Some Common Issues Péter Medgyes and Katalin Miklósy: The Language Situation in Hungary Péter Medgyes and Katalin Miklósy: The Language Situation in Hungary: An Update Sirkku Latomaa and Pirkko Nuolijärvi: The Language Situation in Finland Birger Winsa: Language Planning in Sweden Biographical Notes on Contributors

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Book SynopsisThis book describes the astonishing achievements of John Angus Mackay – a man whose intelligence, humanity, political nous, people skills, wit, steely resolve and courage, were such that, what lesser beings regarded as impossible, he made possible. Through his efforts in concert with a small group of others, a thousand year process of ‘ethnic cleansing’ of the Gaelic language and culture was challenged and new means created to rebuild that which the powers-that-be had long sought to destroy. These efforts were so successful that now, the Scottish Gaelic language and culture has turned the corner and the number of young Gaelic speakers is increasing. How this was achieved, against a sustained barrage of negativity, is described, but perhaps his most obvious achievement is his long, dogged and forensically focused campaign, against huge establishment resistance, to win a Gaelic television channel. That channel now provides a fascinating range of programming at times attracting viewership figures well in excess of the total number of Gaelic speakers in Scotland. But that is only part of the story. John Angus was also a gifted teacher, pivotal in developing community co-operatives in his native Lewis, in paving the way for the creation of the Crofters’ Union and leading the development of the Gaelic Comunn na Gàidhlig, Bòrd na Gàidhlig, An Lanntair multi-arts venue, the University of the Highlands and Islands, and as its chairman, in turning round NHS Western Isles from crisis into a model small health board.

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Book SynopsisTertiary institutions must provide for an increasingly diverse student population, many of whom speak English as an additional language, and have attended under-resourced schools. The scale of the problem has necessitated the development of creative ways of ensuring access and successful outcomes.Table of ContentsRetrospective: language development initiatives & their policy contexts; Language, culture & politics: the case for multilingualism in tutorials; Creating coherence: design & critique of academic literacy materials; Teaching grammar in context; Workplace communication: language development in the curriculum; How science education constructs student writing; Transitional barriers & contextual gaps in an academic department; Tutor department: finding a language for teaching; Transforming assessment practices into learning process; Portfolio assessment for curriculum inquiry & quality promotion; Assessing writing-intensive laboratory reports for physics undergraduates; Index.

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Book SynopsisLes effets du développement de la société de consommation et d'un marché très concurrentiel sont perceptibles de manière privilégiée dans l'essor de l'onomastique commerciale qui occupe un espace de plus en plus important dans notre communication. L''ensemble des articles réunit dans le présent ouvrage se propose de mener une réflexion sur les processus de lexicalisation des noms de marque et de produit, sur leurs motivations, ainsi que sur la complexité de leur encadrement sémantique. En effet, les noms de marque qui entrent dans nos conversations, dans la presse, dans les discours spécialisés, mais aussi dans la musique, le cinéma et la littérature représentent des unités de désignation difficiles à catégoriser, se trouvant à la marge de toute analyse lexicologique, tout comme les noms propres auxquels ces derniers sont souvent assimilés. Cependant, bien que leur rôle soit souvent dénotatif, dans le discours ils se chargent de connotations supplémentaires produisant des effets de sens bien précis. La réflexion menée ici vise à examiner l'onomastique commerciale et sa symbolique en tenant compte du système morphosémantique de la langue française, le plus souvent en relation avec différentes variétés du français ou avec d'autres langues : ce renouvellement lexical de la langue française laisse ainsi apparaître à la fois l'exploitation du patrimoine lexico-phonétique et lexiculturel français, mais aussi une homogénéisation des sons et des sens à l'ère de la mondialisation.

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Book SynopsisL'objectif principal de l'ouvrage est d'élargir le champ de la réflexion et d'explorer de nouvelles pistes concernant l'enseignement de langues étrangères majeures (souvent L3 ou L4), particulièrement le français, à des apprenants dont la L1 est MoDiME (Langues Moins Diffusées et Moins Enseignées) : polonais, grecs, turcs ou locuteurs de la langue des signes française, par exemple. Les auteurs discutent des défis et obstacles sociaux, culturels, éducatifs ou didactiques rencontrés dans ces situations d'enseignement, dans le contexte plurilingue européen. Différents thèmes y sont abordés, comme la place des langues dans les curricula, les représentations et attitudes des apprenants, les compétences et la formation des enseignants, le rôle des corpus d'apprenants dans la recherche ainsi que les transferts inter-langues. L'ouvrage traite aussi de l'appropriation des formes linguistiques : cohésion discursive (marqueurs de discours, procédés anaphoriques), syntaxe-sémantique du temps et de l'aspect, et traits phonétiques. Ce volume témoigne ainsi de l'intérêt présentement porté à la contextualisation, à savoir aux conditions socio-culturelles de l'enseignement/apprentissage dans la didactique des langues étrangères.

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Book SynopsisLe geste ne peut être considéré en lui-même et pour lui-même qu’en se plaçant dans une perspective restrictive. En effet, le mouvement volontaire s’inscrit dans une action, et dans tous les cas, il est tributaire d’un contexte. Le mouvement est bien ce qui permet d’accéder au monde : ne dit-on pas de certains malades, pourtant conscients, qu’ils « sont murés en eux-mêmes », signifiant ainsi que le rôle de passeur de sens du mouvement est à jamais perdu ? L’une des difficultés majeures dans les tentatives d’harmonisation entre domaines provient du fait qu’il est délicat de faire coïncider les données provenant des champs neurophysiologique et biologique avec celles issues de modèles linguistiques. C’est pourquoi nous avons demandé à des chercheurs appartenant à diverses disciplines (philosophie, psychologie expérimentale, sociologie, linguistique et phonétique) d’illustrer la notion de « sémiotique du mouvement ». Un premier volet s’attache à préciser les enjeux théoriques du mouvement, de sa conception à sa représentation et à sa réalisation, d’une manière générale et dans ses rapports à la vision et à la parole. La deuxième et la troisième section apportent des éclairages plus spécifiques en focalisant le propos sur les aspects linguistiques.Table of ContentsContenu : Sylvie Freyermuth/Dominique Keller/Jean-François P. Bonnot : Produire le mouvement, reconfigurer les gestes : De l’action comme processus sémiotique – Jean-Luc Petit : L’auto-constitution du corps agissant – Dominique Keller/Rudolph Sock : Sémiologie de la production du mouvement : du geste sportif au mouvement articulatoire dans la parole – Claude Bonnet : Vision et représentation des mouvements du corps – Fabien Ohl : Le geste sportif a-t-il un sens ? – Jean-François P. Bonnot : Processus sensoriels, représentations cérébrales et actions motrices dans la parole : une brève histoire – Georges Kleiber : Verbes de mouvement : déplacement, mouvement et manière – Sylvie Freyermuth : Incohérences anaphoriques, sens du décodage et stratégies cognitives – Jacob J. Spa : Un glide en mouvement : Le [ λ ] est mort. Vive le / λ /! – Fernand Carton : Mots et expressions qualifiant le mélange des langues en picard et en flamand de France – Mohamed Embarki : Les motivations phonétiques du mouvement d’antériorisation des consonnes de l’arabe classique – Lianda Haxhiaj : Le mouvement systémique en synchronie : une étude de la nasalité vocalique phonologique en albanais de Shkodra – Sabine Ehrhart : Langues en contact, focalisatrices du mouvement géographique et social : une réflexion fondée sur des exemples en provenance du Pacifique Sud – Marie-Agnès Cathiard/Christian Abry/Séverine Gedzelman : Ce que la perception audiovisuelle nous apprend sur la nature dynamique ou statique des sons de la parole – Emilie Troille/Virginie Attina/Marie-Agnès Cathiard : Le mouvement en Langue française Parlée Complétée : quand les yeux captent la main pour mieux lire les lèvres – Julia Kneer/Sabine Krolak-Schwerdt/Margret Wintermantel/Dagmar Renaud: Eye movement measures to study the processing of social information.

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Book SynopsisIm Zentrum der Beiträge steht die Erforschung des soziolinguistischen Phänomens deutsche Sprachinsel' unter kontaktlinguistischem, sprachhistorischem, dialektologischem und sprachpolitischem Aspekt. Die vielfältigen linguistischen und soziolinguistischen Entwicklungen, die deutsche Sprachvarietäten außerhalb des deutschen Sprachraums durchlaufen, konvergieren dabei letztlich in dem Gegeneinander von Spracherhaltung und Sprachverlust. The focus of the essays is the investigation of the sociolinguistic phenomenon of German linguistic enclaves with respect to language contact, language history, dialectology and language politics. The multifaceted linguistic and sociolinguistic developments, which German language varieties separated from the German-speaking homeland undergo, converge in the final analysis in the juxtaposition of language maintenance and language loss.

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Book SynopsisDer zweite Band der Akten des 34. Linguistischen Kolloquiums, das vom 7. bis 10. September 1999 am Fachbereich Angewandte Sprach- und Kulturwissenschaft der Johannes Gutenberg-Universität Mainz stattgefunden hat, enthält die Beiträge zu den Sektionen Psycholinguistik, Soziolinguistik, Angewandte Sprachwissenschaft, Übersetzungswissenschaft, Kontrastive Linguistik, Pragmatik, Lexikographie und Computerlinguistik. Zusammen mit dem ersten Band, der sich schwerpunktmäßig mit syntaktischen, semantischen und phonetischen Aspekten der Linguistik beschäftigt, gibt das Buch einen breit gefächerten Überblick über den Stand der sprachwissenschaftlichen Forschung am Ende des 20. Jahrhunderts. This second volume of the Proceedings of the 34th Linguistics Colloquium, which took place September 7-10, 1999 at the Faculty of Applied Linguistics and Cultural Studies of the Johannes Gutenberg-University, Mainz, contains contributions in psycholinguistics, sociolinguistics, applied linguistics, translation theory, comparative linguistics, pragmatics, lexicography, and computational linguistics. Together with the first volume, which mainly focuses on issues related to syntax, semantics, and phonetics, the book gives a broad overview of the state of the art in linguistics at the end of the 20th century.

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Book SynopsisEn s'inspirant des travaux antérieurs (Goffman, Brown & Levinson, Kerbrat-Orecchioni, etc.), cet ouvrage entend présenter un ensemble de savoirs et de pratiques linguistiques et socioculturels qui sous-tendent et commandent le fonctionnement de la politesse au Cameroun. L'objectif ici est de contribuer, à partir des 11 études de cas (salutations, termes d'adresse, compliments, travail des faces en contextes plurilingues et multiculturels, politesse en contexte institutionnel, etc.) à une meilleure connaissance du style communicatif camerounais. While making use of previous research (Goffman, Brown & Levinson, Kerbrat-Orecchioni, etc.), this book documents a wide range of linguistic and socio-cultural rules governing politeness practices in Cameroon. Areas covered include: greetings, forms of address, compliments, face-work in multilingual and multicultural contexts, politeness in institutional settings, etc. The aim of the 11 case studies is to contribute to a better understanding of the Cameroonian communicative style.

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Book SynopsisDo loanword adaptations apply on a phonological or a phonetic level? This study addresses this issue by investigating the adaptation of German and French loanwords and proper names with front rounded vowels into Japanese. The adaptation forms of front rounded vowels are analysed from a phonological and a phonetic perspective. Both the phonological and the phonetic analysis can account for part of the data, but neither alone is able to account for all the adaptation forms of German and French front rounded vowels in Japanese. It is shown that adaptations are complex processes determined by a variety of factors such as perception, knowledge of the source language, and written forms. Furthermore, it is shown that socio-linguistic factors have a major impact on adaptation processes.Table of ContentsContents: Role of phonology and phonetics in loanword adaptation – Adaptation of foreign sounds – German and French front rounded vowels in Japanese – Mismatches in the vowel Systems of German/French and Japanese – Phonological analysis in Optimality Theory – Perception of front rounded vowels by Japanese listeners – Influence of perception, knowledge of the source language, and written forms on adaptations.

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Book SynopsisAll human activity takes place in space and time in one way or another, which is consequently reflected in our language. We not only talk about space and time but also cannot but ground our linguistic activity in space and time. Furthermore, space and time are closely, although asymmetrically, related in our experience and we often think and talk about one in terms of the other. Specifically, time is conceived in terms of space far more frequently than vice versa. The volume contains a selection of essays that are revised versions of papers presented at the 23rd annual conference of the Croatian Applied Linguistics Society (CALS), entitled «Space and Time in Language: Language in Space and Time», which took place from 21 to 23 May 2009 in Osijek (Croatia).Table of ContentsContents: Mario Brdar/Marija Omazić/Višnja Pavičić Takač/Tanja Gradečak-Erdeljić/Gabrijela Buljan: Introduction – Günter Radden: Spatial time in the West and the East – Tanja Gradečak-Erdeljić: Spatial and temporal relations in the conceptual metaphor Events are Things – Anuška Štambuk: A corpus-based analysis of metaphors motivated by the spatial meaning of the Croatian lexeme daleko (‘far(away)’) – Jodi L. Sandford: The spatial relations of color: Linguistic categorization of Light-Dark and Near-Far – Daniela Katunar/Krešimir Šojat: Morphosemantic fields in the building of the Croatian WordNet: The Verbs of Movement – Marija Brala-Vukanović: Where is o: Croatian prepositions as vectors – Vesna Deželjin: Spatial deictic elements in Italian and Croatian – Barbara Kerovec: Successive prepositions in Croatian as translational equivalents of Turkish semi-postpositions: ungrammaticality or necessity? – Renata Geld/Stela Letica Krevelj: Centrality of space in the strategic construal of up in English particle verbs – Marica Čilaš Mikulić/Sanda Lucija Udier: Space, spatiality and spatial relations in Croatian as a second and foreign language – Bogdanka Pavelin Lešić: The metaphorization of space in speech and gesture – Gabrijela Buljan/Alma Vančura: Waltzing and snaking through physical space: English denominal verb conversions on the lexical-constructional interface – Goran Schmidt/Marija Omazić: Time metaphors in English and Croatian: A corpus-based study – Jadranka Zlomislić/Vlatka Ivić/Blaženka Šoštarić: Non-native speakers lost in space but found in time – Anita Pavić Pintarić: Time in fictive orality (Based on Croatian and German novels) – Aleksandar Kavgić: Time and tense in United States presidents’ inaugural speeches from the perspective of historical sociolinguistics – Mirjana Mandić: The extension of meaning of temporal adverbs in Serbian-speaking children aged 1;6 to 4;0 – Šarolta Godnič Vičič: Native and foreign places in travel writing: The Guardian travel section – Višnja Pavičić Takač/Vesna Bagarić: Foreign language acquisition in space and time: A comparative analysis of the Croatian foreign language acquisition context – Renata Fox: Language and ideology in time and space.

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Book SynopsisMalaysian English: Language Contact and Change is a corpus-based study of contemporary Malaysian English. Based on linguistic features extracted from the Malaysian English Newspaper Corpus, this study demonstrates the diverse ways in which Malaysian English has changed as a result of contact with Malay and Chinese languages. The interactions between groups of speakers who are dominant in English and those who are dominant in Malay or Chinese have resulted in wide-ranging changes in Malaysian English. Multilingual individuals who juggle several languages in their daily communications have also shaped the structure of this variety. This volume suggests that variation and change in Malaysian English are the results of both the communal acquisition and the maintenance of English by a multilingual community.Trade Review«Overall, the study is an important addition to Malaysian English studies, and exemplifies how contact-induced changes can be accounted for in postcolonial Englishes. The book will be of interest to scholars of varieties of English, particularly those focusing on Southeast Asia. More generally, the book is of relevance to contact linguistics as well as scholars working at the intersection of language and culture.» (Steffen Schaub, The Linguist List, 18 November 2014)Table of ContentsContents: Malaysian English – Historical Background – Malaysian English Newspaper Corpus – Lexical Borrowing – Lexical Creation – Group Second Language Acquisition – Reclassification of Common Nouns – Multi-word Verbs – Lexical Variation – Theoretical Model of Contact-induced Change – Influences of Malay and Chinese.

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Book SynopsisThis data-oriented study aims at providing an onomasiological account of the historical synonyms of the term fallen woman from Old English up to Early Modern English. It focuses on linguistic mechanisms which are at work in the formation of euphemisms and dysphemisms semantically linked to the conceptual category Fallen Woman. Additionally, the book highlights the historical and cultural variations in the approach to sex relations in different parts of the world and in different epochs. The cognitive methodological apparatus is the core of the analytical part of the work. The results of the axiologically oriented analysis point to the prevailing tendency of female-specific lexical items to undergo the process of pejoration with the passage of time.Table of ContentsContents: On the nature of euphemisms; taboo and cover terms – Linguistic mechanisms as formative tools of euphemisms and dysphemisms – Variation in the approach to sex relations across space and time – Historical synonyms of prostitute from Old English to Early Modern English – Onomasiological account of the historical synonyms of the term fallen woman.

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Book SynopsisThe book is one of the few in-depth investigations into the nature of EU legal translation and its impact on national legal languages. It is also the first attempt to characterise EU Polish, a language of supranational law and a hybrid variant of legal Polish emerging via translation. The book applies Chesterman’s concept of textual fit, that is how translations differ from non-translations, to demonstrate empirically on large corpora how the Polish eurolect departs from the conventions of legal and general Polish both at the macrostructural and the microstructural level. The findings are juxtaposed with the pre-accession version of Polish law to track the «Europeanisation» of legal Polish – recent changes brought about by the unprecedented inflow of EU translations.Trade Review«In short, this is a very rich book with much to recommend it.» (Vilelmini Sosoni, The Journal of Specialised Translation 25/2016) «It is hard to overestimate the merits of Biel’s outstanding book. It deserves the special attention of everyone who is interested not only in translation, but also in legal linguistics, EU legal communication, and language contact.» (Justyna Giczela-Pastwa, ZERL Zeitschrift für Europäische Rechtslinguistik 3. Jan. 2018) Read the full review hereTable of ContentsContents: EU translation – Legal genres – EU discourse – Legal translation – Textual fit – Translation universals – Unique items – Corpus-based translation studies – Comparable corpora – Eurolect – Language of the law – Multilingual law – EU law – Legislation – Legal phraseology.

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