Sociolinguistics Books

Book SynopsisThis is a classic book on a fascinating subject. Peter Trudgill examines the close link between language and society and the many factors that influence the way we speak. These range from gender, environment, age, race, class, region and politics. Trudgill's book surveys languages and societies from all over the world drawing on examples from Afrikaans to Yiddish. He has added a fascinating chapter on the development of a language as a result of a non-native speaker's use of it. Compelling and authoritative, this new edition of a bestselling book is set to redraw the boundaries of the study of sociolinguistics.Table of ContentsList of Figures, Maps and TablesAcknowledgmentsPhonetic Symbols1. Sociolinguistics—Language and Society2. Language and Social Class3. Language and Ethnic Group 4. Language and Sex5. Language and Context6. Language and Social Interaction7. Language and Nation8. Language and Geography9. Language and HumanityAnnotated Bibliography and Further ReadingIndex

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Book SynopsisAn engaging and authoritative guide to the impact of reading medium on learning, from a foremost expert in the field We face constant choices about how we read. Educators must select classroom materials. College students weigh their textbook options. Parents make decisions for their children. The digital revolution has transformed reading, and with the recent turn to remote learning, onscreen reading may seem like the only viable option. Yet selecting digital is often based on cost or convenience, not on educational evidence. Now more than ever it is imperative to understand how reading medium actually impacts learning--and what strategies we need in order to read effectively in all formats. In How We Read Now, Naomi Baron draws on a wealth of knowledge and research to explain important differences in the way we concentrate, understand, and remember across multiple formats. Mobilizing work from international scholarship along with findings from her own studies of reading practices, Baron addresses key challenges--from student complaints that print is boring to the hazards of digital reading for critical thinking. Rather than arguing for one format over another, she explains how we read and learn in different settings, shedding new light on the current state of reading. The book then crucially connects research insights to concrete applications, offering practical approaches for maximizing learning with print, digital text, audio, and video. Since screens and audio are now entrenched--and invaluable-platforms for reading, we need to rethink ways of helping readers at all stages use them more wisely. How We Read Now shows us how to do that.Trade ReviewBaron's work provides a weighted and critical description of printed and digital environments from an educational point of view, focusing on those factors of improvement that each of them entails. One of its main contributions is the introduction of audio and video analysis as complementary forms of reading that are becoming more and more important as the platforms for their use expand, and the services offered increase. * José Antonio Cordón, University of Salamanca, Escola de Llibreria *Beyond being eminently readable, How We Read Now is also inspiring in terms of design. Recommended. Graduate students, researchers, faculty, and professionals; general readers. * P. Finley, University of Nevada, Las Vegas, CHOICE *A well-researched, accessible treatise on all the ways we experience and absorb words... Educating tomorrows generations is of urgent importance to all of us, and for that reason, How We Read Now is must reading. Baron does not prescribe particular reading platforms, but rather enables us to better assess all the possibilities... Baron's light, conversational style makes for enjoyable reading - whether in print or on a screen. * Bárbara Mujica, Washington Independent Review of Books *Table of ContentsForeword by Maryanne Wolf List of Tables and Figures Introduction: The New Great Debate in Reading Part I Sizing Up Reading What's at Stake? Chapter 1: What Do We Mean by "Reading" and "Reader"? Chapter 2: What are You Reading? Chapter 3: Print Reading: A Gold Standard? Part II Reading in Print versus Onscreen What's at Stake? Chapter 4: What Research Tells Us: Single Texts Chapter 5: What Research Tells Us: Multiple Texts Chapter 6: Strategies for Effective Reading Onscreen Part III Reading with Audio What's at Stake? Chapter 7: What Research Tells Us about Audio (and Video) Chapter 8: Strategies for Effective Reading with Audio (and Video) Part IV What's Next? What's at Stake? Chapter 9: Strategizing Reading in a Digital World Chapter 10: The Road Ahead Acknowledgments Notes References Index

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Book SynopsisTrade ReviewThe analysis included here provides a valuable tool for understanding the nature and dynamics of the problem relevant to the fields of discourse analysis, communications, forensic linguistics, and media, as well as for policy makers and practitioners seeking to make meaningful change. * Choice *Table of ContentsDedication Acknowledgments Chapter 1: Introduction Chapter 2: Digital Grooming: What Is it and How to Research it? Chapter 3: Digital Sexual Grooming: Setting the Scene Chapter 4: 'You're like my only friend, idc if you are 12': Digital Sexual Grooming Discourse Chapter 5: Digital Ideological Grooming: Setting the Scene Chapter 6: 'Let them starve, you idiots!!! Why feed VERMIN?': Digital Ideological Grooming Discourse Chapter 7: Digital Commercial Grooming: Setting the Scene Chapter 8: 'Your DrugBuddy': Digital commercial Grooming Discourse Chapter 9: Digital Grooming: Applications to Daily Life References

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Book SynopsisPinpoints how dogwhistles and figleaves, two kinds of linguistic trick, distort political discourse and normalize racismIt is widely accepted that political discourse in recent years has become more openly racist and more accepting of wildly implausible conspiracy theories. Dogwhistles and Figleaves explores ways in which such changes--both of which defied previously settled norms of political speech--have been brought about. Jennifer Saul shows that two linguistic devices, dogwhistles and figleaves, have played a crucial role. Some dogwhistles (such as 88, used by Nazis online to mean Heil Hitler) serve to disguise messages that would otherwise be rejected as unacceptable, allowing them to be transmitted surreptitiously. Other dogwhistles (like the 1988 Willie Horton ad) work by influencing people in ways that they are not aware of, and which they would likely reject were they aware. Figleaves (such as just asking questions) take messages that could easily be recognized as unacceptablTrade ReviewIt's a scrupulous look at a damaging linguistic phenomenon that often hides in plain sight. * Publishers Weekly *What is interesting about Saul's study is the instability of meaning it reveals, the layers of deception employed not only by speakers, but by listeners, who are occasionally deluding themselves ... clear, engaging and very readable. * Roisin Kiberd, Irish Independent *There is no doubt that our current political climate is posing a threat to democracy. It is not only that we are polarized, but polarization is fueled by an onslaught of (often thinly veiled) manipulative speech and falsehoods. Media consumers absorb distorting messages without even being aware of it, and speakers are not held responsible. Dogwhistles and Figleaves provides an essential tool for seeing how our ability to communicate and to coordinate is being undermined. This theoretically rich and highly readable book is essential for those who value democracy, and the kind of public discourse that makes it possible. * Sally Haslanger, Ford Professor of Philosophy and Women's and Genders Studies, Massachusetts Institute of Technology *Table of ContentsIntroduction Part 1: Racism 1: White Racism, White Folk Racial Theory, and White Racial Discourse 2: Racist Dogwhistles 3: Figleaves for Racism Part 2: Falsehood 4: The Rise of Blatant Falsehood and Wild Conspiracism 5: Figleaves, Dogwhistles, and Falsehood 6: Obvious Falsehoods Without Deniability 7: Dogwhistles, Figleaves, and the Fight Against Racism and Blatant Falsehood

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Book SynopsisAn engaging and authoritative guide to the impact of reading medium on learning, from a foremost expert in the fieldWe face constant choices about how we read. Educators must select classroom materials. College students weigh their textbook options. Parents make decisions for their children. The digital revolution has transformed reading, and with the recent turn to remote learning, onscreen reading may seem like the only viable option. Yet selecting digital is often based on cost or convenience, not on educational evidence. Now more than ever it is imperative to understand how reading medium actually impacts learning--and what strategies we need in order to read effectively in all formats. In How We Read Now, Naomi Baron draws on a wealth of knowledge and research to explain important differences in the way we concentrate, understand, and remember across multiple formats. Mobilizing work from international scholarship along with findings from her own studies of reading practices, BaroTrade ReviewBaron's work provides a weighted and critical description of printed and digital environments from an educational point of view, focusing on those factors of improvement that each of them entails. One of its main contributions is the introduction of audio and video analysis as complementary forms of reading that are becoming more and more important as the platforms for their use expand, and the services offered increase. * José Antonio Cordón, University of Salamanca, Escola de Llibreria *Beyond being eminently readable, How We Read Now is also inspiring in terms of design. Recommended. Graduate students, researchers, faculty, and professionals; general readers. * P. Finley, University of Nevada, Las Vegas, CHOICE *A well-researched, accessible treatise on all the ways we experience and absorb words... Educating tomorrowâs generations is of urgent importance to all of us, and for that reason, How We Read Now is must reading. Baron does not prescribe particular reading platforms, but rather enables us to better assess all the possibilities... Baron's light, conversational style makes for enjoyable reading - whether in print or on a screen. * Bárbara Mujica, Washington Independent Review of Books *How We Read Now is a wonderful guide to the complicated landscape where our minds meet the written word; it helps us understand how we read, how we learn, and how we navigate a changing world of text, information, stories, and connection, for ourselves and for our children. * Perri Klass, Professor of Journalism and Pediatrics, New York University, and author A Good Time to Be Born *Naomi Baron has done a huge service to everyone involved in the study, teaching, and practice of reading-which means all of us. Written in a friendly and informal style, with well-placed signposts and summaries, her succinct synthesis of research findings provides a wealth of timely and relevant advice for policy-makers, teachers, students, parents, and children. * David Crystal, Honorary Professor of Linguistics, Bangor University, and author of Let's Talk *Naomi Baron has done it again. She has enticed us to take a long, hard look at reading in this technological age. How We Read Now brings the advantages and disadvantages of each medium into the light, and guides us on what, when, or why to read in one medium or another. This eye-opening book is truly a 'must read' for educators, parents, and students. * Patricia Alexander, Distinguished University Professor, University of Maryland *Dr. Baron clearly synthesizes the issues surrounding how we read from printed and screen texts. Everyone needs to read this book. * Larry D. Rosen, Professor Emeritus of Psychology, California State University, Dominguez Hills, and co-author of The Distracted Mind *Naomi Baron expertly presents the latest research on the cognitive and behavioral facets of 'reading to learn' in multiple formats. She offers an accessible translation of points and strategies for policymakers and educators, including parents, to consider for readers at all levels. This book is essential reading in a time of transition to digital publishing. * Diane Mizrachi, UCLA Library, and Alicia Salaz, Carnegie Mellon University Libraries *Table of ContentsForeword by Maryanne Wolf List of Tables and Figures Introduction: The New Great Debate in Reading Part I Sizing Up Reading What's at Stake? Chapter 1: What Do We Mean by "Reading" and "Reader"? Chapter 2: What are You Reading? Chapter 3: Print Reading: A Gold Standard? Part II Reading in Print versus Onscreen What's at Stake? Chapter 4: What Research Tells Us: Single Texts Chapter 5: What Research Tells Us: Multiple Texts Chapter 6: Strategies for Effective Reading Onscreen Part III Reading with Audio What's at Stake? Chapter 7: What Research Tells Us about Audio (and Video) Chapter 8: Strategies for Effective Reading with Audio (and Video) Part IV What's Next? What's at Stake? Chapter 9: Strategizing Reading in a Digital World Chapter 10: The Road Ahead Acknowledgments Notes References Index

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Book SynopsisThis Very Short Introduction deals with the social life of language: language in its sociocultural context. The field ranges from micro-analyses to broadly-based policy and planning undertakings. As such, this book draws from sociolinguistics, the sociology of language, and psycholinguistics. The relationship between language and identity - whether of an individual or a group - is a strong thread linking all the topics covered in the book. The ordinary, instrumental, communicative aspects of language cannot be adequately understood without paying attention to the symbolic features that powerfully underpin feelings and attributions of groupness and belonging. The book therefore focuses more on macro sociological areas than to fine-grained analyses of variation in linguistic features (though the latter are not ignored).Edwards explains the differential social evaluations of languages and dialects, how names (and naming) are much more than simple designations, why some languages come to dominate others, as well as questions about the relationship between language and gender, sexist language, the language of poverty, the intertwining of language and religion, and politically driven language planning and policy. These matters have always been timely and of great social interest. The book demonstrates the connections and continuities that exist within the language arena in which we all participate, and about which all of us have opinions, preferences and prejudices. This is the first short treatment that acquaints the educated non-specialist with the social life of language. ABOUT THE SERIES: The Very Short Introductions series from Oxford University Press contains hundreds of titles in almost every subject area. These pocket-sized books are the perfect way to get ahead in a new subject quickly. Our expert authors combine facts, analysis, perspective, new ideas, and enthusiasm to make interesting and challenging topics highly readable.Trade Review"The author's degrees in psychology allow him to effectively examine the intersections between human behavior and language. Although the content of the book is introductory, the scholarly writing style makes it appropriate for advanced students in sociolinguistics courses." -K.C. Williams, Mercyhurst University, CHOICETable of ContentsList of illustrations ; Chapter 1: Coming to Terms ; Chapter 2: Variation and Change ; Chapter 3: Perceptions of Language ; Chapter 4: Protecting Language ; Chapter 5: Languages Great and Small ; Chapter 6: Loyalty, Maintenance, Shift, Loss and Revival ; Chapter 7: In a World of Language ; Chapter 8: Name, Sex and Religion ; References ; Further Reading ; Index

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Book SynopsisThis book explores the role of photographs in newspapers and online news, analyzing how meanings are made in images and exploring text-image relations, illustrated with authentic news stories from both print and online news outlets.Trade Review“This book is richly illustrated and provides a careful account of the tools available, effectively demonstrating how they can be applied, as well as how Caple has developed them to apply more closely to news images. … this is a worthwhile and timely contribution to the field of news discourse, which Caple has rightly demonstrated as, for all intents and purposes, multimodal.” (Helan A. Sissons, Communication Research and Practice, Vol. 3 (1), 2017)"[Caple's] knowledge base and experience make for some interesting research." - CHOICE "By presenting a systematic analysis of press photographs and providing a set of useful tools for their interpretation, Photojournalism: A Social Semiotic Approach successfully redresses the imbalance between words and images in news discourse studies, and its insightful account of text image relations, in particular, constitutes a timely and valuable contribution to the area of multimodal discourse analysis." - Discourse & CommunicationTable of Contents1. Introducing the Multisemiotic News Story 2. News Values and the Multisemiotic News Story 3. The Multiple Functionality of News Images 4. Composition and Aesthetic Value in Press Photography 5. Text-image Relations in News Discourse Part 1: Image as Nucleus 6. Text-image Relations in News Discourse Part 2: Image as Satellite 7. Text-image Relations in News Discourse Part 3: Sequences of Images 8. Evolving Practices

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Book SynopsisA critical and accessible text, this book provides a foundation for translanguaging theory and practice with educating emergent bilingual students. The product of the internationally renowned and trailblazing City University of New York-New York State Initiative on Emergent Bilinguals (CUNY-NYSIEB), this book draws on a common vision of translanguaging to present different perspectives of its practice and outcomes in real schools. It tells the story of the collaborative project's positive impact on instruction and assessment in different contexts, and explores the potential for transformation in teacher education. Acknowledging oppressive traditions and obstacles facing language minoritized students, this book provides a pathway for combatting racism, monolingualism, classism and colonialism in the classroom and offers narratives, strategies and pedagogical practices to liberate and engage emergent bilingual students. This book is an essential text for all teacher educators, researcTable of ContentsForeword: Danling FuOverviewing with CUNY-NYSIEB Lentes y Emergent PasosOfelia García SECTION I: Foundations: Translanguaging Theory/Practice and a ProjectCHAPTER 1Conceptualizing Translanguaging Theory/Practice JuntosOfelia GarcíaRicardo OtheguyCHAPTER 2Constructing Translanguaging School Policies and PracticesKate MenkenOfelia GarcíaCHAPTER 3The Backdrop and Roadmap of a Translanguaging ProjectTatyana KleynMaite T. SánchezSECTION II: Evolving Juntos StructuresCHAPTER 4Different Leaderships: Different timesIvana EspinetNelson FloresMaite T. SánchezKate SeltzerCHAPTER 5Emergent Bilingual Leadership Teams: Distributed Leadership in CUNY-NYSIEB SchoolsMaite T. SánchezKate MenkenCHAPTER 6Working Juntos and Across: Bilingual Education, English as a Second Language, English Language Arts and Community Engagement Brian CollinsMeral KayaLiza PappasKaren Zaino[Teacher/Researcher Box #6.1: Lauren Ardizzone]SECTION III: Shifting Educational Spaces CHAPTER 7Developing Translanguaging Pedagogical MaterialSara VogelKate SeltzerKathryn CarpenterAnn E. EbeChristina CelicKahdeidra Martin[Teacher/Researcher Box #7.1: Elyn Ballatyne-Berry][Teacher/Researcher Box #7.2: Alexandra (Ali) Cabrera-Terry]CHAPTER 8Fostering Bilingual Reading Identities in Dual Language Bilingual ClassroomsGladys Y. AponteIvana EspinetKate Seltzer[Teacher/Researcher Box #8.1: Jason Horowitz and Tim Becker]CHAPTER 9Multilingual Ecologies in CUNY-NYSIEB schools Kate MenkenVanessa Pérez-RosarioLuis Guzmán Valerio[Teacher/Researcher Box #9.1]SECTION IV: Literacies Juntos: Instruction and AssessmentCHAPTER 10Translanguaging and Emergent Literacy in Early Childhood EducationZoila MorellDina López[Teacher/Researcher Box #10.1: Maeva López-Kaseem]CHAPTER 11Translanguaging Literacies: Children’s literature and literacy instructionCarla EspañaLuz Yadira Herrera[Teacher/Researcher Box #11.1: Hulda Yau]CHAPTER 12Building on Strengths: Translanguaging and WritingCecilia M. EspinosaLaura Ascenzi MorenoSara Vogel[Teacher/Researcher Box #12.1: Nicole Nichter]CHAPTER 13Leveraging the ‘Learning Edge’: Translanguaging, Teacher Agency, and Assessing Emergent Bilinguals’ ReadingLaura Ascenzi-Moreno[Teacher/Researcher Box #13.1: Andy Brown]SECTION V: Inquiry en ComunidadCHAPTER 14Interrogating Language Ideologies in the Primary Grades: A Community Language Inquiry UnitIvana EspinetGladys Y. AponteMaite T. SánchezDiane Cardenas FigueroaAshley Busone-Rodríguez[Teacher/Researcher Box #14.1: Annabelle Maroney and Rebeca Madrigal]CHAPTER 15Hand in Hand: Parent Collaboration in the Classroom ContextIvana EspinetKhánh Lê[Teacher/Researcher Box #15.1: Elizabeth (Liz) Menéndez and Sabrina Poms]SECTION VI: Transforming Teacher EducationCHAPTER 16Transforming Urban Teacher Education: The City University of New YorkCecilia M. EspinosaLaura Ascenzi-MorenoTatyana KleynMaite T. Sánchez[Teacher/Researcher Box #16.1: Olivia Mulcahy]CHAPTER 17Different Places, Different Issues: Teacher Education Reimagined through the CUNY-NYSIEB ExperienceHeather WoodleyMaría Cioè-PeñaSarah HessonCristian R. Solorza[Teacher/Researcher Box #17.1: Valentina Carbonara and Andrea Scibetta]CHAPTER 18Reimagining Teacher Education for Emergent Bilinguals: Going UpstateErin KearneyKate Mahoney[Teacher Box #18.1: János Imre Heltai and Bernadett Jani-Demetriou]

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Book SynopsisBuilding on Bobbie Kabuto's groundbreaking 2010 book Becoming Biliterate, this book explores how identity impacts the development of bilingual readers and how reading practices are mediated by family and community contexts. Highlighting bilingual readers from Spanish, Greek, Japanese, and English language backgrounds, Kabuto offers an in-depth, interdisciplinary analysis of these readers' behaviors and identities through the original approach of Biographic Biliteracy Profiles.The Profiles serve as a culturally relevant assessment tool for developing meaningful narratives and can reveal how bilingual readers make sense of texts in the context of their home and school environments. An ideal approach for unpacking the complexity of bilingual reading behaviors and how they change across time, the Profiles allow readers to explore what a bilingual reader's identity means to becoming biliterate; the roles of code-switching and translanguaging; the influences of readers' famiTable of Contents(Re)Introduction to Becoming BiliterateChapter 1: Culturally Relevant Assessment Practices for Linguistically Diverse ReadersChapter 2: Laying the Groundwork for Biographic Biliteracy ProfilesChapter 3: Profiles of Reading in a Translanguaging ContextChapter 4: Profiles of Code-Switching in a Translanguaging ContextChapter 5: Profiles of Bilingual Reading Identities and AbilitiesChapter 6: Biographic Biliteracy Profiles: Implications for Creating Culturally Relevant Assessment PracticesAppendix AAppendix B

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a huge range and FREE tracked UK delivery on ALL orders.

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a huge range and FREE tracked UK delivery on ALL orders.

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Book SynopsisThis work presents a concise account of the history of the English language, from the point of view of current theories of language variation and change. It provides a socio-historical background for each period, followed by a discussion of its major linguistic developments.Trade Review"[Fennell] gives an excellent account of the global spread of modern English." Times Higher Education Supplement "Offers an excellent background in the history of the world's second language." GeolinguisticsTable of ContentsList of Maps and Figures xii Acknowledgements xiii 1 Introduction 1 1.1 The Time Periods of English 1 1.2 Language Change 3 1.3 Sources of Information on Language Change 7 1.4 Linguistic Preliminaries 9 1.5 The Sounds of English, and Symbols Used to Describe Them 11 1.5.1 Consonants 11 1.5.2 Vowels 12 1.5.2.1 Monophthongs 12 1.5.2.2 Diphthongs 12 1.6 Structure of the Book 13 2 The Pre-history of English 15 Timeline: The Indo-European Period 15 2.1 The Indo-European Languages and Linguistic Relatedness 17 2.1.1 The Beginnings 17 2.1.2 The Development of Historical Linguistics 18 2.1.3 Genetic Relatedness 19 2.2 Linguistic Developments: The Indo-European Language Family 23 2.2.1 Family-Tree Relationships 23 2.2.2 The Indo-European Family 23 2.2.2.1 Indo-Iranian 25 2.2.2.2 Armenian 26 2.2.2.3 Albanian 26 2.2.2.4 Balto-Slavonic 26 2.2.2.5 Hellenic 28 2.2.2.6 Italic 28 2.2.2.7 Celtic 29 2.2.2.8 Germanic 31 2.3 From Indo-European to Germanic 34 2.3.1 Prosody 35 2.3.2 The Consonant System: Sound Shifts 35 2.3.2.1 Grimm’s Law 36 2.3.2.2 Verner’s Law 37 2.3.2.3 The Second Consonant Shift 38 2.3.3 The Vowel System 40 2.3.4 Morphology 40 2.3.5 Syntax 41 2.3.6 Lexicon 41 2.3.7 Semantics 42 2.3.8 Indo-European/Germanic Texts 42 2.3.9 Neogrammarians, Structuralists and Contemporary Linguistic Models 43 2.4 Typological Classification 44 2.4.1 Universals 45 2.4.1.1 Syntactic Universals 45 2.4.2 Morphological Typology 46 2.5 Sociolinguistic Focus. The Indo-European Tribes and the Spread of Language. Language Contact and Language Change. Archaeological Linguistics 49 2.5.1 Language Contact 50 2.5.2 Archaeological Linguistics 51 2.6 Conclusion 53 3 Old English 55 Timeline: The Old English Period 55 3.1 Social and Political History 55 3.1.1 Britain before the English 55 3.1.2 The Anglo-Saxon Invasions 56 3.1.3 Anglo-Saxon Influence 56 3.1.4 Scandinavian Influence 57 3.2 Linguistic Developments: The Sounds, Structure and Typology of Old English 59 3.2.1 The Structure of Old English 59 3.2.1.1 OE Consonants 60 3.2.1.2 Vowels: from Germanic to Old English 62 3.2.1.3 Old English Gender 64 3.2.1.4Inflection in Old English 64 3.2.1.5 Old English Syntax 72 3.2.1.6 Old English Vocabulary 77 3.3 Linguistic and Literary Achievements 79 3.3.1 Texts 79 3.3.1.1 Prose 80 3.3.1.2 Poetry 82 3.4 The Dialects of Old English 85 3.5 Sociolinguistic Focus 86 3.5.1 Language Contact 86 3.5.1.1 Latin and Celtic 88 3.5.1.2 The Scandinavians 90 4 Middle English 94 Timeline: The Middle English Period 94 4.1 Social and Political History 94 4.1.1 Political History: The Norman Conquest to Edward I 94 4.1.2 Social History 96 4.1.2.1 The Establishment of Towns and Burghs and the Beginnings of Social Stratification 96 4.2 Linguistic Developments: Middle English Sounds and Structure, with Particular Emphasis on the Breakdown of the Inflectional System and its Linguistic Typological Implications 97 4.2.1 Major Changes in the Sound System 97 4.2.1.1 The Consonants 97 4.2.1.2 Consonant Changes from Old to Middle English 98 4.2.1.3 Vowels in Stressed Syllables 98 4.2.1.4 Vowels in Unstressed Syllables 99 4.2.1.5 Lengthening and Shortening 99 4.2.1.6 Summary Table of Vowel Changes from Old to Middle English 100 4.2.1.7 The Formation of Middle English Diphthongs 100 4.2.2 Major Morphological Changes from Old to Middle English 101 4.2.2.1 Loss of Inflections 101 4.2.2.2 Other Changes in the Morphological System 102 4.2.2.3 Verbs 103 4.2.3 Middle English Syntax 104 4.2.3.1 Word Order 106 4.2.4 The Lexicon: Loan Words from French 106 4.2.4.1 Numbers and Parts of the Body 107 4.2.4.2 Two French Sources 108 4.3 Middle English Dialects 108 4.3.1 Linguistic and Literary Achievements 114 4.3.1.1 Middle English Literature 114 4.3.2 Language 114 4.3.3 Genre 115 4.4 Sociolinguistic Focus: Social Stratification, Multilingualism and Dialect Variation. Language Contact: The Myth of Middle English Creolization 116 4.4.1 English Re-established 116 4.4.1.1 Language and the Rise of the Middle Class 120 4.4.2 The Development of Standard English 122 4.4.2.1 The Evolution of ME ‘Standard’ English 123 4.4.3 Middle English Creolization: Myth? 125 4.4.3.1 Definitions 126 4.4.3.2 Pidgins and Creoles in England? 128 4.5 Conclusion 133 5 Early Modern English 135 Timeline: The Early Modern English Period 135 5.1 Social and Political History 136 5.1.1 Historical and Political Background 136 5.1.1.1 Internal Instability and Colonial Expansion 137 5.2 Linguistic Developments: The Variable Character of Early Modern English 138 5.2.1 Phonology 138 5.2.1.1 Consonants 139 5.2.1.2 Vowels 140 5.2.1.3 The Great Vowel Shift 141 5.2.2 Morphology 141 5.2.2.1 Nouns 141 5.2.2.2 Pronouns 142 5.2.2.3 Adjectives and Adverbs 142 5.2.2.4 Verbs 143 5.2.2.5 The Spread of Northern Forms 143 5.2.3 Syntax 144 5.2.3.1 Periphrastic do 144 5.2.3.2 Progressive Verb Forms 145 5.2.3.3 Passives 145 5.2.4 Sample Text 146 5.2.5 Vocabulary 147 5.2.6 The Anxious State of English: The Search for Authority 147 5.2.6.1 Dictionaries and the Question of Linguistic Authority: Swift’s and Johnson’s View of Language 149 5.3 Linguistic and Literary Achievement 152 5.4 Sociolinguistic Focus 154 5.4.1 Variation in Early Modern English 154 5.4.2 Standardization 156 5.4.2.1 The Printing Press 156 5.4.2.2 The Renaissance and the Protestant Reformation 156 5.4.2.3 English Established 157 5.4.3 The Great Vowel Shift 158 5.4.3.1 Phonological Change 158 5.4.4 Case Study: Power and Solidarity Relations in Early Modern English 162 5.5 Conclusion 166 6 Present-Day English 167 Timeline: Present-Day English 167 Introduction 168 6.1 Social and Political History 169 6.1.1 The Age of Revolutions, Wars and Imperialism 169 6.1.2 Urbanization, Industrialization and Social Stratification 170 6.2 Linguistic Developments 172 6.2.1 Morphology and Syntax 172 6.2.1.1 Morphology 172 6.2.1.2 Syntax 173 6.2.2 The Lexicon 175 6.2.2.1 Colonialism, Contact and Borrowings 175 6.2.2.2 Neologisms 176 6.2.2.3 Illustrative Texts 178 6.3 Modern English Dialects 179 6.3.1 Traditional Dialects 180 6.3.2 Modern Dialects 182 6.3.3 Received Pronunciation (RP): The Social Background 185 6.3.3.1 Characteristics of RP 187 6.3.4 RP, Estuary English and ‘the Queen’s English’ 188 6.4 Sociolinguistic Focus: English in Scotland, Ireland and Wales – Multilingualism in Britain 191 6.4.1 English in the British Isles 191 6.4.1.1 English in Scotland 191 6.4.1.2 English in Wales 195 6.4.1.3 English in Ireland 198 6.4.2 Immigrant Varieties of English in Britain 200 6.4.2.1 Immigration to Britain in the PDE Period 200 6.4.2.2 Colonial Immigration and Language 202 7 English in the United States 208 Timeline: America in the Modern Period 208 7.1 Social and Political History 209 7.1.1 Settlement and Language 209 7.1.2 Settlement by Region 210 7.1.2.1 The Original Thirteen Colonies 210 7.1.2.2 The Middle West 213 7.1.2.3 The South and West 214 7.2 The Development of American English 216 7.2.1 The Strength and Maintenance of Dialect Boundaries 216 7.2.2 How, Why and When American English Began to Diverge from British English 217 7.2.2.1 Physical Separation 217 7.2.2.2 The Different Physical Conditions Encountered by the Settlers 218 7.2.2.3 Contact with Immigrant Non-Native Speakers of English 219 7.2.2.4 Developing Political Differences and the Growing American Sense of National Identity 219 7.3 Language Variation in the United States 222 7.3.1 Uniformity and Diversity in Early American English 222 7.3.2 Regional Dialect Divisions in American English 223 7.3.2.1 The Lexicon 223 7.3.2.2 Phonology: Consonants 226 7.3.2.3 Phonology: Vowels 227 7.3.3 Social and Ethnic Dialects 229 7.3.3.1 Social Class and Language Change 231 7.3.3.2 Ethnicity 231 7.3.3.3 African-American Vernacular English 232 7.3.3.4 Traditional Dialects and the Resistance to Change 237 8 World-Wide English 241 Timeline: World-Wide English 241 8.1 Social and Political History: The Spread of English across the Globe 243 8.1.1 British Colonialism 244 8.1.1.1 Canada 244 8.1.1.2 The Caribbean 245 8.1.1.3 Australia 246 8.1.1.4New Zealand 247 8.1.1.5 South Africa 247 8.1.1.6 South Asia 248 8.1.1.7 Former Colonial Africa: West Africa 250 8.1.1.8 East Africa 252 8.1.1.9 South-East Asia and South Pacific 253 8.1.2 An Overview of the Use of English throughout the World 255 8.2 English as a Global Language 256 8.2.1 The Industrial Revolution 256 8.2.2 American Economic Superiority and Political Leadership 257 8.2.3 American Technological Domination 257 8.2.4 The Boom in English Language Teaching 258 8.2.5 The Need for a Global Language 259 8.2.6 Structural Considerations 260 8.2.7 Global and at the Same Time Local 261 8.3 English as a Killer Language 264 8.3.1 Language Death 265 8.3.2 Language and Communication Technology 266 8.4 The Future of English 267 Bibliography 270 Index 280

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Book SynopsisWhere accounts of the relation between language and mind often rest on the concept of representation, Brandom sets out an approach based on inference, and on a conception of certain kinds of implicit assessment that become explicit in language. It is the first attempt to work out a detailed theory rendering linguistic meaning in terms of use.Trade ReviewMaking It Explicit has already developed a justified reputation as a major contribution to the philosophy of language. It takes the traditional ill-fitting story of the relationship between language and the world and turns it upside down. Instead of starting with the existence of the world and explaining what it is for language to represent the world, it starts with language and explains what it is for the world to be represented by language...With tremendous panache, he launches into accounts of normativity, inference, meaning, truth, reference and objectivity, trying to show that the later concepts in that list are made intelligible by the earlier. -- Rowland Stout * Times Literary Supplement *Making It Explicit is a landmark in theoretical philosophy comparable to that constituted in the early seventies by A Theory of Justice in practical philosophy...Drawing upon the resources furnished by his intricate theory of language, Brandom succeeds in offering a thoroughly convincing description of the practices within which beings capable of language and action express their rationality and autonomy. -- Jürgen Habermas * Wahrheit und Rechtfertigung *Robert Brandom's magnificent book is an attempt to rework the whole of the philosophy of language in terms of normative, socially articulated pragmatics. His approach, inferentialism, which he traces through Kant and Frege to Wittgenstein and Sellars, is opposed to a more standard approach, representationalism...Making It Explicit is written with an exhilarating argumentative relish and tremendous assurance and thoroughness. -- Rowland Stout * Mind *Wilfrid Sellars described his project as an attempt to usher analytic philosophy out of its Humean and into its Kantian stage...Brandom's work can usefully be seen as an attempt to usher philosophy from its Kantian to its Hegelian stage...This sort of free and easy transition between philosophy of language and mind on the one hand, and world-historical vision on the other, is reminiscent not only of Mead and Dewey but also of Gadamer and Habermas. -- Richard Rorty, Introduction to Sellars' Empiricism and the Philosophy of MindAn extraordinary philosophical book. Brandom has produced a work of great power, scope, and originality. He gives a plausible and powerful reading to the claim that "meaning is normative," or that the concept of meaning is a normative concept, and elucidates it at length. It turns out, in his hands, to be a claim of great philosophical fertility and power. -- Allan Gibbard, University of MichiganRobert Brandom's Making it Explicit is an unusual book on the Anglo-American scene...What Brandom achieves is a convincing elaboration of the view of intentionality as a linguistic, normative and social-pragmatic affair...Brandom's book is the first detailed elaboration of the position that it is normative attitudes which distinguishes us, insofar as we are thinking and acting beings, from the physical. It will hopefully contribute to giving that position the attention it deserves in contemporary philosophy of mind. -- Michael Epsfield * Erkenntnis *Table of ContentsPreface PART ONE Toward a Normative Pragmatics Introduction From Intentional State to Normative Status From Norms Explicit in Rules to Norms Implicit in Practices From Normative Status to Normative Attitude From Assessment to the Social Institution of Norms From Intentional Interpretation to Original Intentionality Appendix: Wittgenstein's Use of Regel Toward an Inferential Semantics Content and Representation The Priority of the Propositional Conceptual Classification and Inference Material Inference, Conceptual Content, and Expression Circumstances and Consequences of Application Conclusion Linguistic Practice and Discursive Commitment Intentional States and Linguistic Practices Deontic Status and Deontic Attitudes Asserting and Inferring Scorekeeping: Pragmatic Significance and Semantic Content Perception and Action: The Conferral of Empirical and Practical Conceptual Content Assertions as Knowledge Claims Reliability Observation Reports and Noninferential Authority Rational Agency Practical Reasoning: Inferences from Doxastic to Practical Commitments Intentions PART TWO The Expressive Role of Traditional Semantic Vocabulary: 'True' and 'Refers' From Inference to Truth, Reference, and Representation Truth in Classical Pragmatism From Pragmatism to Prosentences Reference and Anaphorically Indirect Descriptions The Function of Traditional Semantic Vocabulary Is Expressive, Not Explanatory Substitution: What Are Singular Terms, and Why Are There Any? Multivalued Logic and Material Inference Substitution, Sentential Embedding, and Semantic Roles Subsentential Expressions What Are Singular Terms? Why Are There Singular Terms? Objections and Replies Conclusion Appendix: From Substitutional Derivation of Categories to Functional Derivation of Categories Appendix: Sentence Use Conferring the Status of Singular Terms on Subsentential Expressions--An Application Anaphora: The Structure of Token Repeatables Frege's Grundlagen Account of Picking Out Objects Definite Descriptions and Existential Commitments Substitution, Token Recurrence, and Anaphora Deixis and Anaphora Interpersonal Anaphora and Communication Appendix: Other Kinds of Anaphora--Paychecks, Donkeys, and Quantificational Antecedents Ascribing Propositional Attitudes: The Social Route from Reasoning to Representing Representation and De Re Ascription of Propositionally Contentful Commitments Interpretation, Communication, and De Re Ascriptions De Re Ascriptions and the Intentional Explanation of Action From Implicit Attribution to Explicit Ascription Epistemically Strong De Re Attitudes: Indexicals, Quasi-Indexicals, and Proper Names The Social-Perspectival Character of Conceptual Contents and the Objectivity of Conceptual Norms Appendix: The Construction and Recursive Interpretation of Iterated Ascriptions That Mix De Dicto and De Re Content Specifications Conclusion Two Concepts of Concepts Norms and Practices We Have Met the Norms, and They Are Ours Abbreviations Notes Index

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Book SynopsisHarvey Sacks''s early death in 1975 robbed the social sciences of one of its most original thinkers. Although he published relatively little in his lifetime, his lectures and papers were enormously influential in sociology and sociolinguistics and they played a major role in the development of ethnomethodology and conversation analysis. The recent publication of Sacks''s Lectures on Conversation has provided an excellent opportunity for a wide-ranging reassessment of his contribution. In this new book, David Silverman provides a clear introduction to Sack''s work and reassesses its value for sociology, linguistics, anthropology and psychology. Using a variety of examples, he explains Sacks''s ideas on method, language and talk-in-interaction. He argues that Sacks''s work offers a highly original perspective on language and social life and raises fundamental questions for the social sciences - questions which, after more than twenty years, remain vitally important and Trade Review'David Silverman is to be thanked for leading the novice and the expert through the complex, heretofore underground corpus of Harvey Sacks's work. Finally, the social science community can study and learn from Sacks's pathbreaking studies of talk and conversational analysis. The social science community in the field of everyday life studies owes Silverman a great debt.' Norman K. Denzin, University of Illinois 'Harvey Sacks, as they say, was an original. David Silverman provides a thoughtful, lucid account of his penetrating work. I urge anyone concerned with occurring speech to read this book. One's sense of how to interpret what is said will be changed. Even if one does not adopt the approach, one will have an essential landmark and reference point to inform what one does oneself.' Dell Hymes, University of Virginia 'David Silverman's book on Harvey Sacks...deals with conversation analysis and its relation to social sciences. It is designed to stimulate an interest in the potential of conversation analysis among those who are not too familiar with the area, and it is likely to succeed. ... For those who are tired of the rhetoric of big strategic issues or the latest managerial fad, here is an opportunity to redirect themselves towards making management research (or part of it) into a truly observational social science. Read Silverman's book on Sacks, think, and then read some more!' Sten Jönsson, Scandinavian Journal of Management 'This book can be used to complement primary materials in upper-level undergraduate and graduate courses on language use and conversation analysis. At the time of writing this review, I have not yet had a chance to use the book in my classes, but particularly at the undergraduate level, where my use of Sacks's lectures has met with varied reactions, I anticipate that Silverman's introduction to the "aesthetic" and "the legacy" may help overcome some barriers.' Language in SocietyTable of ContentsPreface. 1. Beginnings. 2. An Intellectual Biography. 3. Social Science. 4. Method. 5. Membership Categorization Analysis. 6. Conversation Analysis. 7. Using Membership Categorization Analysis. 8. Using Conversation Analysis. 9. Sacks's Legacy. Appendix 1. Simplified Transcription Symbols and Selected Abbreviations. Appendix 2. Sacks's Lectures: Some Key References. Appendix 3. Summaries of Sacks's Major Published Papers. References. Name Index. Subject Index.

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Book SynopsisThis book describes the English language between the years 1500 and 1700 - the different varieties of the language, the attitudes of its speakers towards it, its pronunciation, vocabulary and grammar.Trade ReviewBarber provides the most throught study I have seen of this period. The book should be invaluable to any university with a strong program in English that includes teaching the history of the language. -- Catherine von Schon, SUNY at Stony Brook A handy introductory work for students of the English language, and suitable for class use in university departments of English. -- Matti Rissanen The author's own greatest contribution is undoubtedly to have put together an outline of thewhole period in all its aspects. -- Martyn Wakelin The only book-length study of its subject, Early Modern English fills a well-defined need, being more detailed than the general histories of the language can be, but comprehensive as the period studies of aspects the language are not. An eminently readable book. -- Manfred Gorlach, University of Cologne Barber provides the most throught study I have seen of this period. The book should be invaluable to any university with a strong program in English that includes teaching the history of the language. A handy introductory work for students of the English language, and suitable for class use in university departments of English. The author's own greatest contribution is undoubtedly to have put together an outline of thewhole period in all its aspects. The only book-length study of its subject, Early Modern English fills a well-defined need, being more detailed than the general histories of the language can be, but comprehensive as the period studies of aspects the language are not. An eminently readable book.Table of ContentsVarieties of early modern English; attitudes to English; phonology; morphology; syntax; the expanding vocabulary; changes of meaning.

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Book SynopsisDescribes the ways in which corpora can be utilised in sociolinguistic enquiry.Trade ReviewCertainly the greatest achievement of this book is that it brings down barriers between linguistic approaches; the book clearly shows how CL and SL can learn from each other by improving their methods, re-evaluating findings and finally being able to better position themselves within linguistics. The book shows the possibilities and the limits of both approaches and how cooperation can increase these. Another helpful aspect in this book is that makes statistical basics easily accessible, by presenting these in such a simple way (e.g. the chi-square test, 35-36) that is enough to alleviate a lot of the fright for beginners. This, the concise shortness of the book, the richness of examples and samples (I especially like the CL analysis of the book's chapters 1-6 on pp. 146-147) together with a readable style makes it suitable as a course book for beginners. -- Michael Crombach LINGUIST list Whilst the volume's blurb suggests that the book is aimed primarily at students, the scope of reviewed literature and methodological principles Baker provides throughout the text are germane to research at all levels and clearly transcend the corpus based/driven divide. -- Daniel Hunt, University of Nottingham International Journal of Corpus Linguistics Certainly the greatest achievement of this book is that it brings down barriers between linguistic approaches; the book clearly shows how CL and SL can learn from each other by improving their methods, re-evaluating findings and finally being able to better position themselves within linguistics. The book shows the possibilities and the limits of both approaches and how cooperation can increase these. Another helpful aspect in this book is that makes statistical basics easily accessible, by presenting these in such a simple way (e.g. the chi-square test, 35-36) that is enough to alleviate a lot of the fright for beginners. This, the concise shortness of the book, the richness of examples and samples (I especially like the CL analysis of the book's chapters 1-6 on pp. 146-147) together with a readable style makes it suitable as a course book for beginners. Whilst the volume's blurb suggests that the book is aimed primarily at students, the scope of reviewed literature and methodological principles Baker provides throughout the text are germane to research at all levels and clearly transcend the corpus based/driven divide.Table of Contents1. Introduction: Corpus approaches to sociolinguistics; 2. Corpora and sociolinguistic variation; 3. Englishes around the World; 4. Diachronic variation; 5. Corpora and interpersonal communication; 6. Uncovering discourses; 7. Conclusion.

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Book SynopsisThis volume offers a broad survey of our current state of knowledge on the connections between variability in language use and the construction, negotiation, maintenance and performance of identities. Bringing together the expertise of distinguished international scholars in specially commissioned chapters, the book provides a thematic reader and essential resource for advanced students and researchers in language and identity studies.Leading scholars consider:* Theoretical and methodological approaches to the study of language and identity* Individual identities* Group and community identities* National and supra-local regional identitiesDealing sequentially with both social and personal identities at various levels, the chapters use detailed empirical evidence to illustrate how the multi-layered, dynamic nature of identities is realised through linguistic behaviour. Several chapters in the collection focus on contexts in which a heightened sense of identity might be expected: cases in which identities may be disputed, changing, blurred, peripheral, or imposed. Such a focus on complex contexts allows clearer insight into the identity-making and -marking functions of language. The collection approaches these topics from a range of perspectives, with contributions from sociolinguists, sociophoneticians, linguistic anthropologists, clinical linguists and forensic linguists.Trade Review[This volume] has a much wider scope, since it addresses all aspects of identity, not just national identity. While the latter type is touched upon in several chapters, others deal with gender identity, social class, ethnicity, age, forensic linguistics, or language disabilities, such as Foreign Accent Syndrome. In this respect, this collection is unique, for it enables any student of linguistics, applied linguistics, sociolinguistics or linguistic anthropology to come to grips with a large collection of short and accessible articles written by leading academics in their fields. The volume succeeds in not being simply a collection of case studies, in that each chapter is an open gate to a wider field of study and research. The first section on "Theoretical Issues" is also a particularly welcome addition to this volume, with some excellent articles by leading scholars in contemporary sociolinguistics. This section fully succeeds in providing the reader with an adequate toolkit for the analysis of identity through and association with language. Finally, this volume is also unique in its bringing together studies on variationist and interactionist sociolinguistics in almost equal numbers, thus helping to demonstrate that both angles are not as far apart as can sometimes be heard! An extremely useful resource to students and confirmed academics alike. -- James Costa, Ecole Normale Superieure in Lyon, France LINGUIST list This book is a tour de force, a rare combination of comprehensive scholarship, insight, fresh thinking and wisdom. The splendid editing has produced assured writing as well as authoritative views and analysis throughout, and this means that however complex the ideas, it is remarkably easy to read. This is, by far, the best book on this topic in the English language. Language and Identities provides a thematic reader and highly suitable source for postgraduate courses, and thus should influence a wide audience of future researchers in language and identity studies. -- Robert Bevan, School of Welsh, Cardiff University, Wales Discourse & Society [This volume] has a much wider scope, since it addresses all aspects of identity, not just national identity. While the latter type is touched upon in several chapters, others deal with gender identity, social class, ethnicity, age, forensic linguistics, or language disabilities, such as Foreign Accent Syndrome. In this respect, this collection is unique, for it enables any student of linguistics, applied linguistics, sociolinguistics or linguistic anthropology to come to grips with a large collection of short and accessible articles written by leading academics in their fields. The volume succeeds in not being simply a collection of case studies, in that each chapter is an open gate to a wider field of study and research. The first section on "Theoretical Issues" is also a particularly welcome addition to this volume, with some excellent articles by leading scholars in contemporary sociolinguistics. This section fully succeeds in providing the reader with an adequate toolkit for the analysis of identity through and association with language. Finally, this volume is also unique in its bringing together studies on variationist and interactionist sociolinguistics in almost equal numbers, thus helping to demonstrate that both angles are not as far apart as can sometimes be heard! An extremely useful resource to students and confirmed academics alike. This book is a tour de force, a rare combination of comprehensive scholarship, insight, fresh thinking and wisdom. The splendid editing has produced assured writing as well as authoritative views and analysis throughout, and this means that however complex the ideas, it is remarkably easy to read. This is, by far, the best book on this topic in the English language. Language and Identities provides a thematic reader and highly suitable source for postgraduate courses, and thus should influence a wide audience of future researchers in language and identity studies.Table of ContentsPART A: IDENTITY AND LANGUAGE; A1. Introduction: Theoretical and Methodological considerations, Carmen Llamas and Dominic Watt; A2. Identity, John Joseph; A3. Locating Identity in Language, Mary Bucholtz and Kira Hall; A4. Locating Language in Identity, Barbara Johnstone; PART B: INDIVIDUALS; B1. The role of the individual in language variation and change, Jane Stuart-Smith; B2. The identification of the individual through speech, Dominic Watt; B3. The ageing voice: changing identity over time, David Bowie; B4. Foreign Accent Syndrome - between two worlds, at home in neither, Nick Miller; B5. The disguised voice: impersonating accents or speech styles and impersonating individuals, Anders Eriksson; PART C: GROUPS AND COMMUNITIES; C1.The authentic speaker and the speech community, Nik Coupland; C2. Communities of practice and peripherality, Emma Moore; C3. Two languages, two identities? the bilingual community, Norma Mendoza-Denton and Dana Osborne; C4. Regional variation in ethnic varieties, Erik Thomas and Alicia Beckford Wassink; C5. Religion vs. geography: is there a hierarchy? Sue Fox; C6. Gender, sexuality and the 'third sex', Kira Hall, Lal Zimman and Jenny Davis; C7. Crossing into class: Language, ethnicities & class sensibility in England, Ben Rampton; C8. The glass ceiling? a female identity in the workplace, Louise Mullany; PART D: REGIONS AND NATIONS; D1. Convergence and divergence across a national border, Carmen Llamas; D2. Shifting borders and shifting regional identities, Joan Beal; D3. Supra-local regional dialect leveling, David Britain; D4. Migration, national identity and the reallocation of forms, Judy Dyer; D5. An historical national identity? The case of Scots, Robert McColl Millar; D6. Post-colonial identities: an African perspective, Tope Omoniyi.

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Book SynopsisIdentifying and examining political, socio-psychological and symbolic borders, Language, Borders and Identity encompasses a broad, geographically diverse spectrum of border contexts, taking a multi-disciplinary approach by combining sociolinguistics research with human geography, anthropology and social psychology. The book illustrates a representative range of methodological approaches used by researchers in the field and examines regional and local borders alongside the political borders that divide monoglossic and heteroglossic territories. Using international case studies and examples throughout, this book also looks to symbolic borders, which are often encoded in the semiotic manipulation of the linguistic landscape. It further assesses the linguistic implications of the presence of borders in applied contexts, including language planning and policy (e.g. in multilingual education or for the protection of minority languages) and border control. By casting its net wide, Language, Borders and Identity develops and refines models of how language is used to construct borders, and to indicate on which side of border speakers situate themselves. This book brings into focus the dual reactive and proactive functions that language serves in this respect, exploring the tensions between essentialist and constructionist approaches to identity, and offers a valuable resource for advanced students and researchers in sociolinguistics and the sociology of language.

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Book SynopsisDrawing on a wide range of case studies, this book provides an examination of the role of United States federal law in shaping the invocation game of police interrogation. It is essential reading for researchers and students in the fields of forensic linguistics, law and society, sociolinguistics, and discourse analysis.

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Book SynopsisThis Element outlines current issues in the study of the pragmatics of fiction. It starts from the premise that fictional texts are complex and multi-layered communicative acts which deserve attention in pragmatic research in their own right, and it highlights the need to understand them and to explore pragmatic effects and pragmatic theorising.Table of Contents1. Introducing Fiction and Pragmatics; 2. Participation Structure; 3. Performance; 4. Interaction; 5. Discourse and Ideologies through Character Creation; 6. Conclusions and Outlook; Acknowledgements; References.

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Book SynopsisProfessor François Grosjean is a recognized world expert on bilingualism. In this fascinating book, he surveys the many contributions he has made to the field, gives follow-up comments, reviews how the field has responded, and stresses how important it is to inform the general public about bilingualism and biculturalism.Table of ContentsIntroduction; 1. The setting; 2. A holistic view of bilingualism; 3. The bilingual's language modes; 4. The complementarity principle; 5. Spoken language processing; 6. Cross-linguistic influence; 7. Bilinguals who are also bicultural; 8. The bilingualism and biculturalism of the Deaf; 9. The statistics of bilingualism; 10. Special bilinguals; 11. A bilingualism researcher's social role; References.

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Book SynopsisThis introductory text brings together diverse perspectives and research streams on language attrition â forgetting or loss of language proficiency that can take place in oneâs first or additional language, for different reasons, and at different life stages.Offering a comprehensive state-of-the-art overview, Michael T. Putnam and David Natvig define key concepts and the contemporary debates in the field, discussing a variety of structural/grammatical, societal, and psychological/cognitive aspects of this phenomenon and their implications for linguistic theory and language learning.Setting the future research agenda on this subject and with helpful features like discussion questions, this will be an invaluable resource for advanced students and researchers of theoretical & applied linguistics, bilingualism & heritage linguistics, psycholinguistics, sociolinguistics, education, and beyond.

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Book SynopsisThis book analyses the translation policies and practices of international non-governmental organisations (INGOs), engaging in critical questions around the ways in which translation can redress power dynamics between INGOs and the people they work with, and the role of activist researchers in contributing to these debates.The volume examines the duality of translation and interpreting in INGOs, traditionally undervalued and under-resourced while simultaneously acknowledged as a powerful tool in ensuring these organisations work according to their own values of equal access to information, dialogue, and political representation. Drawing on over ten years of ethnographic fieldwork and interview data with a wide variety of INGOs, Tesseur offers unique insights into if and how INGOs plan for translation and interpreting needs while also critically reflecting on her own experience and the ways in which activist researchers like her can ensure social justice efforts are fully reflTable of ContentsTable of ContentsChapter 1: Introduction Introduction INGOs, language, and T&I Conceptual framework Engaged research and critical reflexivity A note on international development terminology Underpinning research Structure of the book References Chapter 2: Translation management in INGOs throughout history Introduction Save the Children UK: a history of language silence? Organisational growth and restructuring as an incentive for translation management Translation management choices and challenges: limitations of policies and internal services Translation as a resource, as risk management, or as inclusion? Concluding remarks References Chapter 3: Translating One Global Amnesty: Managing Amnesty’s message and voice in translation Introduction Becoming One Global Amnesty Amnesty press releases Diverging views on the role of translation in a changing Amnesty Discussion and concluding remarks References Chapter 4: Managing volunteer translation: On quality, risk, and ethics in Amnesty’s Urgent Action translations Introduction Amnesty’s global Urgent Action network Managing volunteer translation: Amnesty Flanders (AIVL) network of Urgent Action translators Translation output Volunteer translation, risk, and social justice Improving practice Discussion and concluding remarks References Chapter 5: Language and translation ideologies in international NGOs: Explaining the paradox between English as a lingua franca and social justice values Introduction Language and translation ideology Interview data Narrative 2: Encourage mutual language learning and translation Narrative 1: English as a lingua franca as the best possible solution Concluding remarks References Chapter 6: Informal translation practices as empowerment? Balancing the need for access and dialogue with risk reduction Introduction Case study 1: Multilingual staff as informal translators and interpreters Case study 2: Free machine translation at work: A tool for empowerment or risky business? Case study 3: Translating COVID-19 health information as part of humanitarian crisis response Concluding remarks References Chapter 7: Towards a more comprehensive approach to translating for social justice in international NGOs Introduction Key findings on T&I provision in INGOs in light of social justice values Ideas for a more socially just approach to language and translation in INGOs Key findings and implications for translation research and training Limitations of the research References Chapter 8: Influencing translation policies as an activist researcher: Evaluating research impact and learning from linguistic choices Introduction Evaluating Research Impact Linguistic reflexivity: a critical account of linguistic research choices Concluding remarks

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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 SynopsisThis volume provides six distinct frameworks for integrating translanguaging and multimodality as pedagogical possibilities in today's classrooms and beyond. It brings the two constructs together in investigating the language and literacy experiences of multilingual learners across a range of sociocultural and educational contexts.The book features contributions from scholars across the Global North and Global South who embrace the importance of validating scholarly experiences from the Global South as a way to transcend geographical boundaries in creating more equitable knowledge spaces. The contributing authors share their innovative theoretical and methodological orientations to translanguaging and multimodality, informed by their considerable expertise as scholars and educators. They address conceptual questions such as issues related to cultural flow, civic and professional identities, entanglement, materiality, first-order languaging, and raciolinguistic ideologies.

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Book SynopsisThis third edition provides a comprehensive view of intercultural communication through its concise style and unique theoretical framework of ten interconnected principles.This edition engages students in active learning by showing how these principles come into play in their intercultural journeys. The new edition has been thoroughly revised, adding new side trips' and introducing focus in theory' boxes, chapter glossaries, and fresh examples with updated references. Each chapter again includes detailed case studies with question prompts that invite students to make connections between theory and their daily lives.This text is ideally suited for upper-level or graduate intercultural communication courses within communication, linguistics, and anthropology departments.New to this edition are online materials for instructors, including a test bank and suggested further readings and links to useful resources. Please visit

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Book SynopsisAlternative Approaches to Second Language Acquisition: Second Edition is the eagerly awaited, expanded update of a landmark text. This volume explores alternative perspectives on second language acquisition, offering a critical challenge to the dominant cognitivist, theory-testing framework that shaped mid-20th-century human sciences.Leading SLA scholars provide a comprehensive overview of nine alternative approaches: complex dynamic systems theory, sociocultural theory, identity studies, conversation analysis, language socialization, corpus analysis, decolonial theory, assemblage theory, and the sociocognitive approach. Each contribution reflects the cutting edge of current research, including insights into L2 sociolinguistic variation, brain research, gesture studies, and newly added further readings and discussion questions. The consistent chapter structure enables readers to effortlessly compare and navigate these diverse approaches. The editorsâ introduction offers a powerful framework for understanding the relevance of these alternative approaches in todayâs rapidly evolving landscape of SLA research and pedagogy.This volume is an essential resource for graduate students, researchers, and educators in Applied Linguistics, SLA, and language education. It serves as both a comprehensive introduction for newcomers and a fresh update for those familiar with the first edition.

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Book SynopsisThis volume highlights cutting-edge research bringing together insights from psychophysiology and (im)politeness studies, showcasing the state of the art and future directions for this interdisciplinary area of study.The book opens with foundational context on the latest methods from psychophysiology, understood as the field exploring the links between the body and the brain, and their efficacy for (im)politeness research, including fMRI and EEG. While psychophysiology work has been explored in experimental pragmatics, Ruytenbeek points to implications from this work and their potential applications for (im)politeness. The volume presents existing studies using psychophysiological techniques, with a focus on emotional reactions triggered by (im)politeness events. Ruytenbeek reflects on the results of these studies and other recent advances in psychophysiological methods in experimental pragmatics to look ahead to the ways in which they might enhance existing understandings of linguistic (im)politeness.This innovative book will appeal to students and scholars interested in (im)politeness, in such fields as pragmatics, sociolinguistics, and psycholinguistics.

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Book SynopsisThis book presents a four-step framework to help English as a world language (EWL) learners successfully develop global competence, which is defined as the skills, values, and behaviors that prepare young people to thrive in diverse environments. The book showcases practical methods and strategies supported by autoethnography and empirical studies to detail the four elements of the framework towards developing global competence: English language proficiency, cross-cultural knowledge, adopting flexibility in oral communication, and embracing values beyond our horizons. While the English language and culture provide essential input for effective communication, developing flexibility in communication styles and viewing conflict as an opportunity for growth can help L2 learners navigate intercultural encounters more effectively and achieve cross-cultural adaptation. This text will be beneficial to language learners, intercultural communication majors, researchers, and educators in TESOL/EFL/ESL programs, as well as in-service teachers of English language learners (ELLs).

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Book SynopsisArguing that all teachers are necessarily language teachers needing to traverse increasingly diverse educational settings, this book focuses on how language impacts learning in every subject, helping teachers of all disciplines to fully realise the skills and knowledge needed to teach inclusively. Featuring the voices of novice and expert teachers and teacher educators across a range of disciplines and contexts, the volume demonstrates the importance of social skills such as empathy, cultural awareness and open mindedness within these diverse educational settings. Chapters combine international perspectives with practical strategies and real-world case studies, as well as reflection points and opportunities for action planning; specifically designed âlanguage challengesâ, aimed at inspiring teachers to develop language curious classrooms, are interwoven through the book. Ultimately, the volume is designed to help recognise and unlock the full linguistic repertoire of teachers, students and mentors in order to develop high-quality and inclusive pedagogies that target linguistic and emotional barriers to closing existing attainment gaps.

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Book SynopsisIndirect communication is a phenomenon pervasive in our daily lives. This book explores this fascinating topic, and provides insights into the psychological processes and the social dynamics underlying indirect communication. Adopting a truly interdisciplinary perspective, it will appeal to students and scholars from diverse backgrounds.Table of Contents1. Classic Speech Act Theoretic Approaches; 2. The Semantics of Sentence-Types; 3. Cognitive and Relevance-Based Approaches; 4. The Comprehension of ISAs; 5. Indirectness, Politeness, and the Social Context; 6. Computational and Artificial Intelligence Approaches to Indirectness; 7. Conclusion; References; Index.

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Book SynopsisFocusing on English varieties around the world, this textbook provides a full introduction to key concepts in phonetics and phonology. It is accompanied with a range of integrated online resources, and includes in-chapter exercises throughout, making it essential reading for students and teachers of World Englishes, Applied Linguistics and TESOL.Table of ContentsPreface; 1. Introduction; 2. The history and spread of English worldwide; 3. The vowels of English; 4. Rhoticity in varieties of English; 5. The consonants of English; 6. English syllable structure; 7. English stress and rhythm; 8. Intonation in varieties of English; 9. Investigating English phonetics and phonology.

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Book SynopsisObesity is a pressing social issue and a persistently newsworthy topic for the media. This book examines the linguistic representation of obesity in the British press. It combines techniques from corpus linguistics with critical discourse studies to analyse a large corpus of newspaper articles (36 million words) representing ten years of obesity coverage. These articles are studied from a range of methodological perspectives, and analytical themes include variation between newspapers, change over time, diet and exercise, gender and social class. The volume also investigates the language that readers use when responding to obesity representations in the context of online comments. The authors reveal the power of linguistic choices to shame and stigmatise people with obesity, presenting them as irresponsible and morally deviant. Yet the analysis also demonstrates the potential for alternative representations which place greater focus on the role that social and political forces play in tTable of Contents1. Introduction; 2. The way in – shared keywords in the press; 3. Studying difference – comparing sections of the press; 4. Change over time; 5. Shaming and reclaiming; 6. Healthy body – diet and exercise; 7. General discourses of obesity; 8. 'A disease of the poor'? – obesity and social class; 9. Going 'below the line' – reader responses; 10. Conclusion.

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