{"product_id":"multiple-voices-9780631219361","title":"Multiple Voices","description":"\u003cb\u003eBook Synopsis\u003c\/b\u003e\u003cbr\u003e\u003cp\u003e\u003cb\u003e\u003ci\u003eMultiple Voices: An Introduction to Bilingualism\u003c\/i\u003e provides a comprehensive overview of all major features of bilingualism, including grammatical, cognitive, and social aspects.\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003eexamines bilingualism as a socio-political phenomenon and emphasizes languages in contact, language maintenance and shift, language policy, and bilingual education\u003c\/li\u003e \u003cli\u003eincludes many detailed examples from all over the world\u003c\/li\u003e \u003cli\u003ewritten accessibly for students with little or no background in linguistics by a prominent bilingualism researcher\u003c\/li\u003e \u003c\/ul\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTrade Review\u003c\/b\u003e\u003cbr\u003e\"It's been hard to find a good textbook in bilingualism for undergraduate students in such diverse fields as psycholinguistics, sociolinguistics, and language policy; but Myers-Scotton, a leading scholar in the area, has met the need. Topics covered include language maintenance, language ideology, inter-cultural communication, lexical and grammatical borrowing, and language globalization. Numerous case studies from nations as far-flung as Italy, China, and Kenya, and from immigrant communities such as Turks in the Netherlands and Haitians in New York, make this a most attractive volume.\" \u003cbr\u003e \u003ci\u003eWilliam Bright, Editor Emeritus, Language in Society \u003c\/i\u003e \u003cbr\u003e \u003cp\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"\u003ci\u003eMultiple Voices\u003c\/i\u003e accomplishes a rare feat – it is both an accessible introduction to the study of bilingualism and a comprehensive treatment of research in the field. This is an ideal textbook for courses on language contact.\" \u003ci\u003eJanet Fuller, Southern Illinois University\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"This introduction is not a simple synthesis of research and theory, but also a compendium of a lifetime of dedication to understanding bilingualism.\"\u003cbr\u003e \u003ci\u003eMultilingua\u003c\/i\u003e\u003c\/p\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003eTable of Contents\u003c\/b\u003e\u003cbr\u003ePreface. \u003cp\u003eAcknowledgments.\u003c\/p\u003e \u003cp\u003e1. Introduction.\u003c\/p\u003e \u003cp\u003eMultiple Voices: The Word from China.\u003c\/p\u003e \u003cp\u003e1.1 Introduction.\u003c\/p\u003e \u003cp\u003e1.2 Bilinguals and their languages.\u003c\/p\u003e \u003cp\u003e1.3 Views about bilinguals.\u003c\/p\u003e \u003cp\u003e1.4 Learning a second language.\u003c\/p\u003e \u003cp\u003e1.5 Where did bilingualism come from?.\u003c\/p\u003e \u003cp\u003e1.6 Linguists: what they know and don’t know.\u003c\/p\u003e \u003cp\u003e1.7 Why so many languages?.\u003c\/p\u003e \u003cp\u003e1.8 The rationale for many languages today.\u003c\/p\u003e \u003cp\u003e1.9 Attitudes about language.\u003c\/p\u003e \u003cp\u003e1.10 Linguistics and bilingualism.\u003c\/p\u003e \u003cp\u003e1.11 Why bilingualism matters to you.\u003c\/p\u003e \u003cp\u003e1.12 Bilingualism: Practical considerations.\u003c\/p\u003e \u003cp\u003e1.13 How the book is organized.\u003c\/p\u003e \u003cp\u003e1.14 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e2. What’s a Language? What’s a Dialect? What “Social Work” do they do?.\u003c\/p\u003e \u003cp\u003eMultiple voices: the word from italy.\u003c\/p\u003e \u003cp\u003e2.1 Introduction.\u003c\/p\u003e \u003cp\u003e2.2 What counts as a language?.\u003c\/p\u003e \u003cp\u003e2.3 Problems with mutual intelligibility.\u003c\/p\u003e \u003cp\u003e2.4 Dialects as groupings under a language.\u003c\/p\u003e \u003cp\u003e2.5 The written language and dialects.\u003c\/p\u003e \u003cp\u003e2.6 Identifying the standard dialect.\u003c\/p\u003e \u003cp\u003e2.7 Who speaks a dialect?.\u003c\/p\u003e \u003cp\u003e2.8 Summing up.\u003c\/p\u003e \u003cp\u003e2.9 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e3. Who is a Bilingual? What Factors Promote Bilingualism?.\u003c\/p\u003e \u003cp\u003eMultiple voices: the word from ecuador.\u003c\/p\u003e \u003cp\u003e3.1 Introduction.\u003c\/p\u003e \u003cp\u003e3.2 Who is a bilingual?.\u003c\/p\u003e \u003cp\u003e3.3 Defining bilingualism.\u003c\/p\u003e \u003cp\u003e3.4 Factors promoting bilingualism.\u003c\/p\u003e \u003cp\u003e3.5 Conditions of displacement.\u003c\/p\u003e \u003cp\u003e3.6 Summing up.\u003c\/p\u003e \u003cp\u003e3.7 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e4. Language Maintenance and Shift.\u003c\/p\u003e \u003cp\u003emultiple voices: the word from algerians in france.\u003c\/p\u003e \u003cp\u003e4.1 Introduction.\u003c\/p\u003e \u003cp\u003e4.2 Three useful models of community organization.\u003c\/p\u003e \u003cp\u003e4.3 Allocation of varieties.\u003c\/p\u003e \u003cp\u003e4.4 Diglossia and domains.\u003c\/p\u003e \u003cp\u003e4.5 Maintenance or shift?.\u003c\/p\u003e \u003cp\u003e4.6 Representative case studies.\u003c\/p\u003e \u003cp\u003e4.7 The younger generation and bilingualism.\u003c\/p\u003e \u003cp\u003e4.8 Separating language maintenance from cultural maintenance.\u003c\/p\u003e \u003cp\u003e4.9 Summing up.\u003c\/p\u003e \u003cp\u003e4.10 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e5. Ideologies and Attitudes.\u003c\/p\u003e \u003cp\u003emultiple voices: the word from papua new guinea.\u003c\/p\u003e \u003cp\u003e5.1 Introduction.\u003c\/p\u003e \u003cp\u003e5.2 Language attitudes vs. cultural ideologies.\u003c\/p\u003e \u003cp\u003e5.3 Power and the economy of language.\u003c\/p\u003e \u003cp\u003e5.4 How languages identify groups.\u003c\/p\u003e \u003cp\u003e5.5 Language attitudes.\u003c\/p\u003e \u003cp\u003e5.6 Theoretical models and the expression of attitudes.\u003c\/p\u003e \u003cp\u003e5.7 Language ideology.\u003c\/p\u003e \u003cp\u003e5.8 Summing up.\u003c\/p\u003e \u003cp\u003e5.9 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e6. The Social Motivations for Language Use in Interpersonal Interactions.\u003c\/p\u003e \u003cp\u003emultiple voices: the word from turks in the netherlands.\u003c\/p\u003e \u003cp\u003e6.1 Introduction.\u003c\/p\u003e \u003cp\u003e6.2 Linguistic varieties as social indices.\u003c\/p\u003e \u003cp\u003e6.3 More than meets the ear.\u003c\/p\u003e \u003cp\u003e6.4 Language varieties absorb meanings from situations.\u003c\/p\u003e \u003cp\u003e6.5 Speakers have their own motivations for choices, too.\u003c\/p\u003e \u003cp\u003e6.6 Models to explain conversational choices.\u003c\/p\u003e \u003cp\u003e6.7 What accommodation means.\u003c\/p\u003e \u003cp\u003e6.8 Markedness Model: another model of social motivations.\u003c\/p\u003e \u003cp\u003e6.9 Code choices within a Conversation Analysis approach.\u003c\/p\u003e \u003cp\u003e6.10 Summary on explaining bilingual choices.\u003c\/p\u003e \u003cp\u003e6.11 Summing up.\u003c\/p\u003e \u003cp\u003e6.12 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e7. Inter-Cultural Communication.\u003c\/p\u003e \u003cp\u003emultiple voices: the word from indians in england.\u003c\/p\u003e \u003cp\u003e7.1 Introduction.\u003c\/p\u003e \u003cp\u003e7.2 Languages are different and so are cultures.\u003c\/p\u003e \u003cp\u003e7.3 Dividing up societies as individualistic or collectivistic.\u003c\/p\u003e \u003cp\u003e7.4 High- and low-context messages.\u003c\/p\u003e \u003cp\u003e7.5 Five areas of potential differences.\u003c\/p\u003e \u003cp\u003e7.6 Is silence golden?.\u003c\/p\u003e \u003cp\u003e7.7 Ideas about “good” conversational routines differ.\u003c\/p\u003e \u003cp\u003e7.8 The faces of politeness.\u003c\/p\u003e \u003cp\u003e7.9 How to ask for something in different cultures.\u003c\/p\u003e \u003cp\u003e7.10 Cross-cultural ideas about power differentials.\u003c\/p\u003e \u003cp\u003e7.11 Managing cross-cultural conflicts.\u003c\/p\u003e \u003cp\u003e7.12 Summing up.\u003c\/p\u003e \u003cp\u003e7.13 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e8. Lexical Borrowing.\u003c\/p\u003e \u003cp\u003emultiple voices: the word from kenya.\u003c\/p\u003e \u003cp\u003e8.1 Introduction.\u003c\/p\u003e \u003cp\u003e8.2 Lexical borrowing.\u003c\/p\u003e \u003cp\u003e8.3 Cultural and core borrowings.\u003c\/p\u003e \u003cp\u003e8.4 Core borrowings.\u003c\/p\u003e \u003cp\u003e8.5 Less direct borrowings.\u003c\/p\u003e \u003cp\u003e8.6 How borrowed words are integrated.\u003c\/p\u003e \u003cp\u003e8.7 Morphological integration.\u003c\/p\u003e \u003cp\u003e8.8 Nouns versus other categories.\u003c\/p\u003e \u003cp\u003e8.9 What borrowings can tell us.\u003c\/p\u003e \u003cp\u003e8.10 Summing up.\u003c\/p\u003e \u003cp\u003e8.11 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e9. What Happens to Grammars in Bilingual Contacts.\u003c\/p\u003e \u003cp\u003emultiple voices: the word from palestinians in the u.s.\u003c\/p\u003e \u003cp\u003e9.1 Introduction.\u003c\/p\u003e \u003cp\u003e9.2 Codeswitching.\u003c\/p\u003e \u003cp\u003e9.3 A model for classic codeswitching.\u003c\/p\u003e \u003cp\u003e9.4 How other approaches to codeswitching from the MLF model.\u003c\/p\u003e \u003cp\u003e9.5 Singly-occurring words as borrowings or codeswitches?.\u003c\/p\u003e \u003cp\u003e9.6 Conclusions on singly-occurring words in codeswitching.\u003c\/p\u003e \u003cp\u003e9.7 Larger Embedded Language phrases in Matrix Language frames.\u003c\/p\u003e \u003cp\u003e9.8 The 4-M model.\u003c\/p\u003e \u003cp\u003e9.9 Convergence and attrition.\u003c\/p\u003e \u003cp\u003e9.10 Creation of pidgins and creoles.\u003c\/p\u003e \u003cp\u003e9.11 Pidgins.\u003c\/p\u003e \u003cp\u003e9.12 Creoles.\u003c\/p\u003e \u003cp\u003e9.13 Summing up.\u003c\/p\u003e \u003cp\u003e9.14 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e10. Psycholinguistics and Bilingualism.\u003c\/p\u003e \u003cp\u003emultiple voices: the word from hungary.\u003c\/p\u003e \u003cp\u003e10.1 Introduction.\u003c\/p\u003e \u003cp\u003e10.2 Themes in psycholinguistics and bilingualism.\u003c\/p\u003e \u003cp\u003e10.3 Classifying bilinguals.\u003c\/p\u003e \u003cp\u003e10.4 Validity and experimental methodologies.\u003c\/p\u003e \u003cp\u003e10.5 The mental lexicon.\u003c\/p\u003e \u003cp\u003e10.6 Level of activation.\u003c\/p\u003e \u003cp\u003e10.7 Testing for selective access.\u003c\/p\u003e \u003cp\u003e10.8 Summary on experiments.\u003c\/p\u003e \u003cp\u003e10.9 Models of language production.\u003c\/p\u003e \u003cp\u003e10.10 Memory.\u003c\/p\u003e \u003cp\u003e10.11 Bilingualism, the brain, and aphasia.\u003c\/p\u003e \u003cp\u003e10.12 Summing up.\u003c\/p\u003e \u003cp\u003e10.13 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e11. Age of Acquisition and Success with a Second Language.\u003c\/p\u003e \u003cp\u003emultiple voices: croatian-australians in australia.\u003c\/p\u003e \u003cp\u003e11.1 Introduction.\u003c\/p\u003e \u003cp\u003e11.2 Introducing child bilingualism.\u003c\/p\u003e \u003cp\u003e11.3 Successes in child bilingualism studies.\u003c\/p\u003e \u003cp\u003e11.4 But is bilingualism an advantage or a disadvantage?.\u003c\/p\u003e \u003cp\u003e11.5 Does early acquisition affect some systems the most?.\u003c\/p\u003e \u003cp\u003e11.6 Learning a second language later.\u003c\/p\u003e \u003cp\u003e11.7 Age-related issues and the brain.\u003c\/p\u003e \u003cp\u003e11.8 Second language acquisition (SLA) as formal instruction.\u003c\/p\u003e \u003cp\u003e11.9 Summing up.\u003c\/p\u003e \u003cp\u003e11.10 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e12. Language Policies and Globalization.\u003c\/p\u003e \u003cp\u003emultiple voices: the word from an american in norway.\u003c\/p\u003e \u003cp\u003e12.1 Introduction.\u003c\/p\u003e \u003cp\u003e12.2 What are the parts of language planning?.\u003c\/p\u003e \u003cp\u003e12.3 Status planning.\u003c\/p\u003e \u003cp\u003e12.4 Corpus planning.\u003c\/p\u003e \u003cp\u003e12.5 Acquisition planning.\u003c\/p\u003e \u003cp\u003e12.6 English in the world.\u003c\/p\u003e \u003cp\u003e12.7 The European Union and Europe’s new industry: translating.\u003c\/p\u003e \u003cp\u003e12.8 Summing up.\u003c\/p\u003e \u003cp\u003e12.9 Words and phrases to remember..\u003c\/p\u003e \u003cp\u003e13. Conclusions.\u003c\/p\u003e \u003cp\u003emultiple voices: the word from haitians in new york usa.\u003c\/p\u003e \u003cp\u003e13.1 Some themes to remember.\u003c\/p\u003e \u003cp\u003e13.2 Guidelines for understanding speakers in relation to their languages..\u003c\/p\u003e \u003cp\u003eReferences.\u003c\/p\u003e \u003cp\u003eIndex of Authors.\u003c\/p\u003e \u003cp\u003eIndex of Languages.\u003c\/p\u003e \u003cp\u003eIndex of Subjects.\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49403432862039,"sku":"9780631219361","price":99.86,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780631219361.jpg?v=1730483459","url":"https:\/\/bookcurl.com\/products\/multiple-voices-9780631219361","provider":"Book Curl","version":"1.0","type":"link"}