{"product_id":"multiple-voices-9780631219378","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\u003e\u003cp\u003ePreface x\u003c\/p\u003e \u003cp\u003eAcknowledgments xii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Introduction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from China 1\u003c\/p\u003e \u003cp\u003e1.1 Introduction 2\u003c\/p\u003e \u003cp\u003e1.2 Bilinguals and their languages 3\u003c\/p\u003e \u003cp\u003e1.3 Views about bilinguals 3\u003c\/p\u003e \u003cp\u003e1.4 Learning a second language 4\u003c\/p\u003e \u003cp\u003e1.5 Where did bilingualism come from? 5\u003c\/p\u003e \u003cp\u003e1.6 Linguists: What they know and don’t know 6\u003c\/p\u003e \u003cp\u003e1.7 Why so many languages? 7\u003c\/p\u003e \u003cp\u003e1.8 The rationale for many languages today 8\u003c\/p\u003e \u003cp\u003e1.9 Attitudes about language 10\u003c\/p\u003e \u003cp\u003e1.10 Linguistics and bilingualism 11\u003c\/p\u003e \u003cp\u003e1.11 Why bilingualism matters to you 12\u003c\/p\u003e \u003cp\u003e1.12 Bilingualism: Practical considerations 13\u003c\/p\u003e \u003cp\u003e1.13 How the book is organized 13\u003c\/p\u003e \u003cp\u003e1.14 Words and phrases to remember 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 What’s a Language? What’s a Dialect? What “Social Work” do they do? 16\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Italy 16\u003c\/p\u003e \u003cp\u003e2.1 Introduction 16\u003c\/p\u003e \u003cp\u003e2.2 What counts as a language? 17\u003c\/p\u003e \u003cp\u003e2.3 Problems with mutual intelligibility 22\u003c\/p\u003e \u003cp\u003e2.4 Dialects as groupings under a language 23\u003c\/p\u003e \u003cp\u003e2.5 The written language and dialects 24\u003c\/p\u003e \u003cp\u003e2.6 Identifying the standard dialect 25\u003c\/p\u003e \u003cp\u003e2.7 Who speaks a dialect? 26\u003c\/p\u003e \u003cp\u003e2.8 Summing up 33\u003c\/p\u003e \u003cp\u003e2.9 Words and phrases to remember 34\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Who is a Bilingual? What Factors Promote Bilingualism? 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Ecuador 35\u003c\/p\u003e \u003cp\u003e3.1 Introduction 36\u003c\/p\u003e \u003cp\u003e3.2 Who is a bilingual? 38\u003c\/p\u003e \u003cp\u003e3.3 Defining bilingualism 44\u003c\/p\u003e \u003cp\u003e3.4 Factors promoting bilingualism 45\u003c\/p\u003e \u003cp\u003e3.5 Conditions of displacement 53\u003c\/p\u003e \u003cp\u003e3.6 Summing up 65\u003c\/p\u003e \u003cp\u003e3.7 Words and phrases to remember 66\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Language Maintenance and Shift 67\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Algerians in France 67\u003c\/p\u003e \u003cp\u003e4.1 Introduction 68\u003c\/p\u003e \u003cp\u003e4.2 Three useful models of community organization 70\u003c\/p\u003e \u003cp\u003e4.3 Allocation of varieties 76\u003c\/p\u003e \u003cp\u003e4.4 Diglossia and domains 76\u003c\/p\u003e \u003cp\u003e4.5 Maintenance or shift? 89\u003c\/p\u003e \u003cp\u003e4.6 Representative case studies 91\u003c\/p\u003e \u003cp\u003e4.7 The younger generation and bilingualism 100\u003c\/p\u003e \u003cp\u003e4.8 Separating language maintenance from cultural maintenance 102\u003c\/p\u003e \u003cp\u003e4.9 Summary on language maintenance and shift 103\u003c\/p\u003e \u003cp\u003e4.10 Summing up 105\u003c\/p\u003e \u003cp\u003e4.11 Words and phrases to remember 106\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Ideologies and Attitudes 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Papua New Guinea 107\u003c\/p\u003e \u003cp\u003e5.1 Introduction 108\u003c\/p\u003e \u003cp\u003e5.2 Language attitudes vs. language ideologies 109\u003c\/p\u003e \u003cp\u003e5.3 Power and the economy of language 114\u003c\/p\u003e \u003cp\u003e5.4 How languages identify groups 115\u003c\/p\u003e \u003cp\u003e5.5 Language attitudes 120\u003c\/p\u003e \u003cp\u003e5.6 Theoretical models and the expression of attitudes 124\u003c\/p\u003e \u003cp\u003e5.7 Language ideology 135\u003c\/p\u003e \u003cp\u003e5.8 Summing up 140\u003c\/p\u003e \u003cp\u003e5.9 Words and phrases to remember 141\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 The Social Motivations for Language Use in Interpersonal Interactions 142\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Turks in the Netherlands 142\u003c\/p\u003e \u003cp\u003e6.1 Introduction 143\u003c\/p\u003e \u003cp\u003e6.2 Linguistic varieties as social indices 145\u003c\/p\u003e \u003cp\u003e6.3 More than meets the ear 146\u003c\/p\u003e \u003cp\u003e6.4 Language varieties absorb meanings from situations 149\u003c\/p\u003e \u003cp\u003e6.5 Speakers have their own motivations for choices, too 150\u003c\/p\u003e \u003cp\u003e6.6 Models to explain conversational choices 153\u003c\/p\u003e \u003cp\u003e6.7 What accommodation means 155\u003c\/p\u003e \u003cp\u003e6.8 Markedness Model: Another model of social motivations 158\u003c\/p\u003e \u003cp\u003e6.9 Code choices within a Conversation Analysis approach 170\u003c\/p\u003e \u003cp\u003e6.10 Summary on explaining bilingual conversations 172\u003c\/p\u003e \u003cp\u003e6.11 Summing up 174\u003c\/p\u003e \u003cp\u003e6.12 Words and phrases to remember 174\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Inter-cultural Communication 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Indians in England 175\u003c\/p\u003e \u003cp\u003e7.1 Introduction 175\u003c\/p\u003e \u003cp\u003e7.2 Languages are different and so are cultures 177\u003c\/p\u003e \u003cp\u003e7.3 Dividing up societies as individualistic or collectivistic 179\u003c\/p\u003e \u003cp\u003e7.4 High- and low-context messages 182\u003c\/p\u003e \u003cp\u003e7.5 Five areas of potential differences 186\u003c\/p\u003e \u003cp\u003e7.6 Is silence golden? 186\u003c\/p\u003e \u003cp\u003e7.7 Ideas about “good” conversational routines differ 188\u003c\/p\u003e \u003cp\u003e7.8 The faces of politeness 193\u003c\/p\u003e \u003cp\u003e7.9 How to ask for something in different cultures 196\u003c\/p\u003e \u003cp\u003e7.10 Cross-cultural ideas about power differentials 199\u003c\/p\u003e \u003cp\u003e7.11 Managing cross-cultural conflicts 204\u003c\/p\u003e \u003cp\u003e7.12 Summing up 206\u003c\/p\u003e \u003cp\u003e7.13 Words and phrases to remember 207\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Lexical Borrowing 208\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Kenya 208\u003c\/p\u003e \u003cp\u003e8.1 Introduction 209\u003c\/p\u003e \u003cp\u003e8.2 Lexical borrowing 210\u003c\/p\u003e \u003cp\u003e8.3 Cultural and core borrowings 212\u003c\/p\u003e \u003cp\u003e8.4 Core borrowings 215\u003c\/p\u003e \u003cp\u003e8.5 Less direct borrowings 218\u003c\/p\u003e \u003cp\u003e8.6 How borrowed words are integrated 219\u003c\/p\u003e \u003cp\u003e8.7 Morphological integration 224\u003c\/p\u003e \u003cp\u003e8.8 Nouns vs. other categories 226\u003c\/p\u003e \u003cp\u003e8.9 What borrowings can tell us 230\u003c\/p\u003e \u003cp\u003e8.10 Summing up 231\u003c\/p\u003e \u003cp\u003e8.11 Words and phrases to remember 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 What Happens to Grammars in Bilingual Contacts 233\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Palestinians in the US 233\u003c\/p\u003e \u003cp\u003e9.1 Introduction 233\u003c\/p\u003e \u003cp\u003e9.2 Codeswitching 239\u003c\/p\u003e \u003cp\u003e9.3 A model for classic codeswitching 241\u003c\/p\u003e \u003cp\u003e9.4 How other approaches to codeswitching differ from the MLF model 250\u003c\/p\u003e \u003cp\u003e9.5 Singly occurring words as borrowings or codeswitches? 253\u003c\/p\u003e \u003cp\u003e9.6 Conclusions on singly occurring words in codeswitching 257\u003c\/p\u003e \u003cp\u003e9.7 Characterizing larger Embedded Language phrases in Matrix Language frames 260\u003c\/p\u003e \u003cp\u003e9.8 The 4-M model 267\u003c\/p\u003e \u003cp\u003e9.9 Convergence and attrition 271\u003c\/p\u003e \u003cp\u003e9.10 Creation of pidgins and creoles 278\u003c\/p\u003e \u003cp\u003e9.11 Pidgins 278\u003c\/p\u003e \u003cp\u003e9.12 Creoles 280\u003c\/p\u003e \u003cp\u003e9.13 Summing up 287\u003c\/p\u003e \u003cp\u003e9.14 Words and phrases to remember 287\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Pyscholinguistics and Bilingualism 288\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Hungary 288\u003c\/p\u003e \u003cp\u003e10.1 Introduction 288\u003c\/p\u003e \u003cp\u003e10.2 Themes in psycholinguistics and bilingualism 292\u003c\/p\u003e \u003cp\u003e10.3 Classifying bilinguals 293\u003c\/p\u003e \u003cp\u003e10.4 Validity and experimental methodologies 294\u003c\/p\u003e \u003cp\u003e10.5 The mental lexicon 296\u003c\/p\u003e \u003cp\u003e10.6 Levels of activation 299\u003c\/p\u003e \u003cp\u003e10.7 Testing for selective access 301\u003c\/p\u003e \u003cp\u003e10.8 Summary on experiments 305\u003c\/p\u003e \u003cp\u003e10.9 Models of language production 306\u003c\/p\u003e \u003cp\u003e10.10 Memory 310\u003c\/p\u003e \u003cp\u003e10.11 Bilingualism, the brain, and aphasia 317\u003c\/p\u003e \u003cp\u003e10.12 Summing up 322\u003c\/p\u003e \u003cp\u003e10.13 Words and phrases to remember 322\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Age of Acquisition and Success with a Second Language 323\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: Croatian-Australians in Australia 323\u003c\/p\u003e \u003cp\u003e11.1 Introduction 323\u003c\/p\u003e \u003cp\u003e11.2 Introducing child bilingualism 325\u003c\/p\u003e \u003cp\u003e11.3 Successes in child bilingualism studies 331\u003c\/p\u003e \u003cp\u003e11.4 But is bilingualism an advantage or a disadvantage? 337\u003c\/p\u003e \u003cp\u003e11.5 Does early acquisition affect some systems the most? 340\u003c\/p\u003e \u003cp\u003e11.6 Learning a second language later 344\u003c\/p\u003e \u003cp\u003e11.7 Age-related issues and the brain 350\u003c\/p\u003e \u003cp\u003e11.8 Second language acquisition (SLA) as formal instruction 354\u003c\/p\u003e \u003cp\u003e11.9 Summing up 366\u003c\/p\u003e \u003cp\u003e11.10 Words and phrases to remember 367\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Language Policies and Globalization 369\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from an American in Norway 369\u003c\/p\u003e \u003cp\u003e12.1 Introduction 369\u003c\/p\u003e \u003cp\u003e12.2 What are the parts of language planning? 378\u003c\/p\u003e \u003cp\u003e12.3 Status planning 379\u003c\/p\u003e \u003cp\u003e12.4 Corpus planning 392\u003c\/p\u003e \u003cp\u003e12.5 Acquisition planning 395\u003c\/p\u003e \u003cp\u003e12.6 English in the world 405\u003c\/p\u003e \u003cp\u003e12.7 The European Union and Europe’s new industry: Translating 409\u003c\/p\u003e \u003cp\u003e12.8 Summing up 410\u003c\/p\u003e \u003cp\u003e12.9 Words and phrases to remember 411\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Conclusions 412\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Haitians in New York 412\u003c\/p\u003e \u003cp\u003e13.1 Some themes to remember 412\u003c\/p\u003e \u003cp\u003e13.2 Guidelines for understanding speakers in relation to their languages 414\u003c\/p\u003e \u003cp\u003eReferences 415\u003c\/p\u003e \u003cp\u003eIndex of Authors 440\u003c\/p\u003e \u003cp\u003eIndex of Languages 446\u003c\/p\u003e \u003cp\u003eIndex of Subjects 449\u003c\/p\u003e","brand":"John Wiley and Sons Ltd","offers":[{"title":"Default Title","offer_id":49403432796503,"sku":"9780631219378","price":35.1,"currency_code":"GBP","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0817\/1739\/5799\/files\/9780631219378.jpg?v=1730483458","url":"https:\/\/bookcurl.com\/products\/multiple-voices-9780631219378","provider":"Book Curl","version":"1.0","type":"link"}