Search results for ""Channel View Publications Ltd""

This book describes the educational experiences and linguistic outcomes of students in Chicago, Illinois, who are attending one of the oldest Spanish-English dual immersion schools in the United States. The author follows a group of students during fifth grade and again during eighth grade, documenting their Spanish use and proficiency as well as how Spanish and English intersect with the ongoing production of their identities.

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Joshua Fishman is perhaps best known and loved for his pioneering and enduring work in language loyalty and reversing language shift. This volume brings together a selection of his recent writings on these topics and some of his personal perspectives on the field of sociolinguistics, along with an interview dialogue with the editors in which Fishman reflects on his lifetime’s work

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To say that multilingualism is the norm and monolingualism the exception has become a truism. In fact, the European Union is clearly committed to a multilingual Europe in which all its educational systems are advised to include two Community languages. It is in this context where this volume analyses the language use and attitudes of would-be teachers, as they will play a paramount role when it comes to keeping multilingualism as one of the key features of the European identity. There are four main reasons why this volume can make a contribution to this field of research. Firstly, it is a transnational study involving nine different bilingual states/areas which allows the reader to compare contexts that, despite sharing some similarities, do have their own pecularities. Secondly, it considers not only the minority and majority languages, but also the different foreign languages. Thirdly, it relies on the same instrument and methodology. And last but not least, the participants will have an enormous influence on their different educational systems and on their students’ linguistic perceptions.

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This book is a case study carefully detailing the French/English bilingual and biliterate development of three children in one family beginning with their births and ending in late adolescence. The author and researcher is the children’s French/English bilingual American father, who was aided by his bilingual French Canadian wife (also the children’s mother). We reared our three children in two different cultures— essentially monolingual English-speaking Louisiana, and totally monolingual French-speaking Québec. The family spent academic years in Louisiana, and the summer months in Québec. Our strategy was to speak only French to our son and our identical twin daughters. We artificially orchestrated and manipulated both the strategies, and to the extent possible, even the children’s environments to ensure the success of our project. Additionally, I carefully documented our progress using a variety of research tools, including audio and videotape recordings, teacher and child surveys, interviews with teachers, fieldnotes, psychological and diagnostic testing, and standardized assessment instruments.

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This volume, as a sequel to Fossilization in Adult Second Language Acquisition by Han (2004), brings together a collection of most recent theoretical and empirical studies on fossilization, a classic problem of second language acquisition. It covers a wide range of perspectives and issues. The analyses discussed herein address key concerns of many second language researchers and teachers with regard to just how far anyone can go in learning a new language.

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This book explores two main areas. First, what a high level of proficiency in two languages consists of, and second, what factors can produce this high level of bilingual proficiency. Higher level language is usually acquired at school, but many minority language students are educated in only one language. The book therefore examines other factors in the development of the minority language, such as home literacy practices and positive attitudes, that might contribute to the development of high bilingual proficiency.

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Do languages cause borders or do borders cause languages? This volume in the Current Issues in Language and Society series attempts to situate the debate on language policies in Southeastern Europe within the larger debate in social sciences and humanities on the issues of borders and the formation of national identities.

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In a series of studies specially written for this volume, Studying Speaking to Inform Second Language Learning offers the applied linguist research on spoken interaction in second and foreign languages and provides insights as to how findings from each of these studies may inform language pedagogy. The volume offers an interweaving of discourse perspectives: speech acts, speech events, interactional analysis, pragmatics, and conversational analysis.

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The United States is and has always been an immigrant country. However, it has always demonstrated a marked ambivalence towards newcomers. In some circumstances, they are seen as welcomed contributors to a multifaceted society; in others they are viewed as interlopers usurping depleting resources which should be going to the country’s citizens. A major part of this ongoing debate centers on the languages which immigrants bring with them. For some, these new languages add to the country’s diversity; for others the new languages are seen as an inherent threat to English and the American way of life. Languages in America: A Pluralist View is a vigorous response to this perspective by a sociolinguist and professor, Susan J. Dicker. Drawing on knowledge from the fields of linguistics, history and sociology, Dicker presents a cogent argument for language diversity in the United States. She explores the role language plays in personal and public identity. She debunks the mythology of America as a melting pot. She tackles common misconceptions about second-language learning, reveals the nativist roots of the official-English movement, and describes how other countries nurture language pluralism. Finally, Dicker asks her readers to imagine America as an open, pluralistic society in which language diversity plays an important part.

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This text provides a snapshot of issues reflecting the changing nature of translation studies at the beginning of a new millennium. Resulting from discussions between translation theorists from all over the world, topics covered include: the nature of translation; English as a "lingua franca"; public service translation and interpreting; assessment; and audio-visual translation. The first part of the work covers a discussion stimulated by Peter Newmark's paper, and the second part allows invited colleagues to develop his topics.

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The publication of Hugo Baetens Beardsmore’s book Bilingualism: Basic Principles by Multilingual Matters in 1982 coincided with an unprecedented upsurge of interest in bilingualism. A major reason for this was the acknowledgement that bilingualism is far more common than was previously thought, and perhaps even the norm. The number of bilinguals at the turn of the third millennium is probably greater than ever before and will continue to grow as a result of the combined forces of globalisation, automatisation, increased mobility and migration, and modernisation of foreign language teaching. The contributions in this book prove that, given the right conditions, bilingualism can confer distinct benefits like intellectual, psychological, social, cultural and economic improvement on the individual. The papers in this volume have been written by leading scholars in the field of bilingualism and deal with individual bilingualism, societal and educational phenomena, addressing issues such as bilingual usage, acquisition, teaching, and language planning and policy. The volume’s major asset lies in its diversity, not only in depth of investigation and in topical variety but also in the range of languages and geographical regions covered. Another important feature of the volume is its multidisciplinary perspective. Among the contributors are linguists, sociologists, psychologists and sociolinguists.

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This text presents translators from different linguistic backgrounds discussing multilingual translation in the European Union. All articles stress the political dimension of multilingualism, and the professional role of the translator as communicator, on which much of the credibility of a union "speaking with one voice in many languages" will ultimately depend.

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This is the second edition of an easily readable text that provides first-hand information on culturally and linguistically diverse students as well as instructional strategies in the content areas of reading, writing, science, social studies and maths, using simple and direct language. It provides theory and practical strategies to make content of lessons relevant and understandable to students. This new edition includes updated information on current educational programs and local and national standards for English language learners in United States. The book will be of interest to researchers, professionals, under- and postgraduate students interested in the teaching of ethnic minorities.

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This book sets a high standard for rigor and scientific approach to the study of bilingualism and provides new insights regarding the critical issues of theory and practice, including the interdependence of linguistic knowledge in bilinguals, the role of socioeconomic status, the effect of different language usage patterns in the home, and the role of schooling by single-language immersion as opposed to systematic training in both home and target languages. The rich landscape of outcomes reported in the volume will provide a frame for interpretation and understanding of effects of bilingualism for years to come.

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The book offers demographic, sociolinguistic, and educational perspectives on the status of both regional and immigrant languages in Europe and in a wider international context. From a cross-national point of view, empirical evidence on the status of these other languages of multicultural Europe is brought together in a combined frame of reference.

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This volume covers the language situation in Nepal, Taiwan and Sweden explaining the minority language situation, the linguistic diversity, the historical and political contexts and the current language situation - including language-in-education planning, the role of the media, the role of religion, and the roles of non-indigenous languages, especially English. The authors have had long-term involvement in the language planning context.

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This exciting new publication featuring chapters from some of the foremost practitioners in the field of modern languages today closely examines research-based analysis, structural contexts and classroom practice in teaching and learning. After analysing the current situation, each author proposes radical solutions to current problems and the whole book provides much needed fresh thinking on methodology and pedagogy.

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Over the last twenty five years, many theorists specialising in second language acquisition have promoted the communicative approach. Their arguments have been very convincing, but many school boards and teachers remain unsure as to how to implement this approach in the classroom; they do not know which specific skills should be developed, at which levels, or what strategies should be used. Since teachers are practical people, they need a publication which offers them ideas on how to develop second language skills in their students at various levels of competence development. We now know enough about the acquisition process that we can provide clear theoretical directions and practical examples of strategies consistent with second language theory. There is more than one way of getting students to develop communicative competence and there is always room for sharpening specific skills and adapting them to a variety of social contexts which are themselves culturally specific. Nevertheless, we do need to get started, and this book attempts to provide some leadership in this direction by bridging current theory with classroom practice while, at the same time, emphasising classroom strategies. Innovative teachers and administrators can then continue the process, add or subtract to the repertoire of strategies, in accordance with their student and programme needs.

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This volume brings together chapters which collectively address issues relating to inclusive language education and technology. Topics include language teaching to the Deaf, Hard of Hearing and students with dyslexia, benefits of multimodal approaches for language learning, examples of software use in the language classroom, and copyright matters. The book demonstrates not only a commitment to inclusive practices but suggests practical ideas and strategies for practising and aspiring language teachers and those in support roles. The book also provides case studies and relates the issues to theoretical and policy frameworks. In drawing on different European perspectives, the book aims to promote discussion and collaboration within an international community of practice, especially about the role of technology in widening and strengthening opportunities for teachers and pupils alike and ensuring more effective Modern Foreign Language teaching, learning and assessment for all learners.

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This book offers a unique view of multilingualism in higher education from a global perspective. It presents a contextualised case of a multilingual language policy which takes the Content and Language Integrated Learning (CLIL) approach. The volume discusses various approaches to multilingual education including CLIL and then proposes guidelines for a multilingual language policy for Universitat Jaume I in Castelló, Spain. It examines the advantages of a multilingual education programme and reviews the success of existing language policies. This book will be an essential resource for researchers and students as well as policy makers.

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In this monograph, Anatoliy V. Kharkhurin presents the results of his empirical investigation into the impact of multilingual practice on an individual's creative potential. Until now, the relationship between these two activities has received little attention in the academic community. The book makes an attempt to resuscitate this theme and provides a solid theoretical framework supported by contemporary empirical research conducted in a variety of geographic, linguistic, and sociocultural locations. This study demonstrates that several factors - such as the multilinguals' age of language acquisition, proficiency in these languages and experience with cultural settings in which these languages were acquired - have a positive impact on selective attention and language mediated concept activation mechanisms. Together, these facilitate generative and innovative capacities of creative thinking. This book will be of great interest not only to scholars in the fields of multilingualism and creativity, but also to educators and all those interested in enhancing foreign language learning and fostering creativity.

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This book provides critical insights into the English-medium instruction (EMI) experiences which have been implemented at a number of universities in countries such as China, Finland, Israel, the Netherlands, South Africa, Spain and the USA, which are characterised by differing political, cultural and sociolinguistic situations. In particular, it reflects on the consequences of implementing EMI as an attempt to gain visibility and as a strategy in response to the need to become competitive in both national and international markets. The pitfalls and challenges specific to each setting are analysed, and the pedagogical issues and methodological implications that arise from the implementation of these programmes are also discussed. This volume will serve to advance our awareness about the strategies and tools needed to improve EMI at tertiary level.

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This book looks at language in unexpected places. Drawing on a diversity of materials and contexts, including farewell addresses to British workers in colonial India, letters written from parents to their children at home, a Cornish anthem sung in South Australia, a country fair in rural Australia, and a cricket match played in the middle of the 19th century in south India, this book explores many current concerns around language, mobility and place, including native speakers, generic forms, and language maintenance. Using a series of narrative accounts – from a journey to southern India to eating cheese in China, from playing soccer in Germany to observing a student teacher in Sydney – this book asks how it is that language, people and cultures turn up unexpectedly and how our lines of expectation are formed.

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Detailing a decade of life and language use in a remote Alaskan Yup'ik community, Youth Culture, Language Endangerment and Linguistic Survivance provides rare insight into young people's language brokering and Indigenous people's contemporary linguistic ecologies. This book examines how two consecutive groups of youth in a Yup'ik village negotiated eroding heritage language learning resources, changing language ideologies, and gendered subsistence practices while transforming community language use over time. Wyman shows how villagers used specific Yup'ik forms, genres, and discourse practices to foster learning in and out of school, underscoring the stakes of language endangerment. At the same time, by demonstrating how the youth and adults in the study used multiple languages, literacies and translanguaging to sustain a unique subarctic way of life, Wyman illuminates Indigenous peoples’ wide-ranging forms of linguistic survivance in an interconnected world.

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Japan is widely regarded as a model case of successful language modernization, and it is often erroneously believed to be linguistically homogenous. There is a connection between these two views. As the first ever non-Western language to be modernized, Japanese language modernizers needed to convince the West that Japanese was just as good a language as the national languages of the West. The result was a fervent desire for linguistic uniformity. Today the legacy of modernist language ideology poses many problems to an internationalizing Japan. All indigenous minority languages are heading towards extinction, and this purposefully created homogeneity also affects the integration of immigrants and their languages. This book examines these issues from the perspective of language ideology, and in doing so the mechanisms by which language ideology undermines linguistic diversity are revealed.

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This book brings together current research by leading international scholars on the often contentious nature of language policies and their practical outcomes in North America, Australia and Europe. It presents a range of perspectives from which to engage with a variety of pressing issues raised by multilingualism, multiculturalism, immigration, exclusion, and identity. A recurrent theme is that of tension and conflict: between uniformity and diversity, between official policies and real day-to-day life experiences, but also between policies in schools and the corporate world and their implementation. Several chapters present research about language policy issues that has previously not been fully or easily available to an English-language audience. Many of the chapters also provide up-to-date analyses of language policy issues in particular regions or countries, focusing on recent developments.

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This book presents the latest developments in crosslinguistic influence (CLI) and multilingualism research. The contributors, both veteran researchers and relative newcomers to the field, situate their research in current debates in terms of theory and data analysis and they present it in an accessible way. The chapters investigate how and when native and non-native language knowledge is used in language production. They focus on lexis, syntax, tense-aspect, phonology of multilingual production and link it to a range of concepts such as redundancy, affordances, metalinguistic awareness and L2 status. The empirical data have been collected from participants with a wide combination of languages: besides English, German, French and Spanish, there is Finnish, Swedish, Polish, Chinese and Catalan.

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Translation and Opposition is an edited volume that brings together cultural and sociological perspectives by examining translation through the prism of linguistic/cultural hybridity and inter/intra-social agency. In a collection of diverse case studies, ranging from the translation of political texts to interpreting in concentration camps, the book explores issues of power struggle, ideology, censorship and identity construction. The contributors to the volume show how translators, interpreters and subtitlers as mediators put their specific professional and ethical competences to the test by treading the dividing lines between constellations of ‘in-groups’ and cultural or political ‘others’.

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This book presents, for the first time, an overarching, trans-Scandinavian, comprehensive and comparable account of linguistic developments and practices in late modern urban contact zones. The book aims to capture the multilingual realities of all young people in urban contexts, whether they are of migrant descent or not. Taking a multi-layered approach to linguistic practices, chapters in the book include structural and phonological analyses of new linguistic practices, examine how these practices and their practitioners are perceived, and discuss the sociolinguistic potentials of speakers when constructing, challenging and negotiating identities. The book also contains three short overview articles describing studies of multilingual practices in Sweden, Denmark and Norway. The editors have aimed to make Scandinavian research on urban multilingualism accessible to scholars and students who don’t speak Scandinavian languages, and also to make a valuable contribution to the global study of multilingualism.

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In this major new text, Joshua Fishman charts the rise of vernacular literacy in Europe, and the major social, economic, religious, political, demographic, educational and philosophical changes that attended it. Following the story up until the present day, the book examines the people who became leaders of the growth of vernacular literacy in Europe, and looks at how European colonizers viewed vernacular literacy efforts in their current and former colonies. Looking forward, Fishman discusses how new technology affects vernacular literacy both now and in the present, and whether developments in voice and visual media mean that vernacular literacy will be less important to future generations than it is to us. ‘European Vernacular Literacy’ is not only a review of well-known facts and theories of the rise of vernacular literacy in Europe, but an attempt to reintegrate and rethink them along new and provocative lines, meaning that the book will be of interest not only to students of literacy and history but also to scholars interested in Fishman’s latest contribution to sociolinguistics.

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In a field like L2 vocabulary teaching and learning where interest and research studies are burgeoning, this book offers a useful collection of papers that contains new ways of investigating vocabulary development, techniques for vocabulary teaching such as the Focus on Form hypothesis, word associations, and the use of concordance data. In addition, it tackles recent areas of analysis such as the treatment of vocabulary in teaching materials—an area of almost complete neglect in the literature. The book is divided into three parts. Part one provides the overview and deals with the development of a model for vocabulary teaching and learning. Part two focuses on empirical studies on lexical processing in English and Spanish. Part three centers on materials design for vocabulary teaching and learning. The advances made in this book will certainly be of interest to researchers, teachers, and graduate students working on this very active field of inquiry.

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This volume is the first to deal with Turkish communicative development and disorders, reflecting the use of Turkish by a sizeable population in multilingual settings in Europe, USA, and Australia. In addition to Speech-language Pathologists, the book will be of interest to professionals from related fields such as clinical linguistics, psychology, psycholinguistics, neurolinguistics, audiology, and special education. This book presents a compendium of information about the profession of speech-language pathology, cultural differences, assessment materials and research done in communication disorders in Turkey. It also covers acquisition and disorders in multilingual contexts where there is significant Turkish immigration.

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This volume offers fresh perspectives on a controversial issue in applied linguistics and language teaching by focusing on the use of the first language in communicative or immersion-type classrooms. It includes new work by both new and established scholars in educational scholarship, second language acquisition, and sociolinguistics, as well as in a variety of languages, countries, and educational contexts. Through its focus at the intersection of theory, practice, curriculum and policy, the book demands a reconceptualization of code-switching as something that both proficient and aspiring bilinguals do naturally, and as a practice that is inherently linked with bilingual code-switching.

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Increasingly, children grow up hearing two languages from birth. This introductory textbook shows how children learn to understand and speak those languages against the backdrop of their language learning environments. A narrative around the bilingual development of four young children with different language profiles helps to explain the latest research findings in a lively and accessible manner. The narrative describes how bilingually raised children learn to understand and use sounds, words and sentences in two languages, and how they are able to use each of their languages in socially appropriate ways. Positive attitudes towards bilingual development from the people in bilingual children's environments and their recognition that child bilingualism is not monolingualism-times-two are the main ingredients ensuring that children grow up to be happy and expert speakers of two languages.

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When analyzed in multilingual contexts, English is often treated as an entity that is separable from its linguistic environment. It is often the case, however, that multilinguals use English in hybrid and transcultural ways. This book explores how multilingual East Africans make use of English as a local resource in their everyday practices by examining a range of domains, including workplace conversation, beauty pageants, hip hop and advertising. Drawing on the Bakhtinian concept of multivocality, the author uses discourse analysis and ethnographic approaches to demonstrate the range of linguistic and cultural hybridity found across these domains, and to consider the constraints on hybridity in each context. By focusing on the cultural and linguistic bricolage in which English is often found, the book illustrates how multilinguals respond to the tension between local identification and dominant conceptualizations of English as a language for global communication.

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The parents of second language children are often seen but not heard in schools. This book is unique in addressing the many issues facing parents of children whose first language is different from that of the school classroom. Drawing on teaching theory, the book provides these parents with a wealth of practical information, guidelines and checklists, enabling them to ask schools intelligent and challenging questions to test whether their children’s linguistic diversity is really being properly catered for. The theory review and best practice guidelines should be of value also to teacher trainers, teachers, administrators and policy makers. They provide an accurate analysis of important issues together with pragmatic pointers towards improving educational practice so that all children growing up in a school’s multicultural society will be guaranteed what they deserve: Equal Rights to the Curriculum.

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This textbook brings together research on literacy and multilingualism from a variety of settings: the learning of English in migrant destinations, immersion and bilingual education, and the maintenance of heritage languages. Designed to be accessible to students from a wide range of disciplines, the book explores multilingualism as a global phenomenon at both the individual and societal level, and literacy learning in a wide variety of contexts. It uses both these discussions to explore the theoretical and policy issues which are behind current educational practice, and points to possible ways forward. Students are introduced to examples of innovative and best practice from a range of international contexts, and discussion points and suggested activities encourage them to build on their own experiences as language learners. This is an ideal introductory text for students on courses where a critical understanding of language in education is necessary, as well as being a useful summary of the field and its future directions for researchers, practitioners and policy makers.

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This volume accounts for the motives for contemporary lexical borrowing from English, using a comparative approach and a broad cross-cultural perspective. It investigates the processes involved in the penetration of English vocabulary into new environments and the extent of their integration into twelve languages representing several language families, including Icelandic, Dutch, French, Russian, Hungarian, Hebrew, Arabic, Amharic, Persian, Japanese, Taiwan Chinese, and several languages spoken in southern India. Some of these languages are studied here in the context of borrowing for the first time ever. All in all, this volume suggests that the English lexical 'invasion', as it is often referred to, is a natural and inevitable process. It is driven by psycholinguistic, sociolinguistic, and socio-historical factors, of which the primary determinants of variability are associated with ethnic and linguistic diversity.

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This volume covers the language situation in Ecuador, Mexico and Paraguay, explaining the linguistic diversity, the historical and political contexts and the current language situation, including language-in-education planning, the role of the media, the role of religion, and the roles of indigenous and non-indigenous languages. The authors are indigenous and/or have been participants in the language-planning context. This volume contains monographs on Ecuador, Mexico and Paraguay, which are not well represented in the recent international language policy and planning literature, and draws together the existing published research in this field. The purpose of the areal volumes in this series is to present up-to-date information on polities, particularly those that are not well known to researchers in the field, thereby providing descriptions of language planning and policy in countries around the world. The longer range purpose of collecting comparable information on the full range of polities is to facilitate the development of a richer theory to guide language policy and planning in polities that undertake the development of national and local language policy initiatives.

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This book combines academic analysis and critical exploration to examine national narratives in the context of tourism and events around the world. It explores how particular narratives are woven to tell (and sell) a national story. By deconstructing images of the nation, it closely examines how national texts create key archival imagery that can promote tourism and events while also shaping national identity. It investigates the complex relationship between state appropriation of marketing strategies and the commercial use of nationalist discourses. The book aims to demystify the ways in which the nation is imagined by key organisers and organisations and then communicated to millions.

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In this volume leading experts from different disciplines and diverse geographic regions discuss fundamental, often controversial topics in the field of tourism studies. The book attempts to understand, identify and analyse some of the perennial problems and challenges encountered by tourism researchers. The debates include topics such as the concept of the ‘tourist’, the long-term sustainability of tourism development, the growth of volunteer tourism and the vulnerability of tourism. Bringing together the collective wisdom of 37 renowned tourism scholars in a unique format, this is an important text for undergraduate and postgraduate students, tourism researchers and industry professionals.

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This book aims to unite theory and practice in the field of destination marketing. It attempts to reconcile the gap between the academic literature on urban destination marketing and the manner in which it is actually undertaken by destination marketing organisations (DMOs). While analysing and critically assessing the current destination marketing paradigm, the author outlines the basis for a paradigm change. The new theory accommodates the anomalies and counter-instances associated with the existing paradigm and addresses the question of what in the future might best underpin urban DMO marketing operations. The book contains 21 in-depth interviews with senior DMO executives to allow practitioners to describe in their own words how they conduct their destination marketing activities.

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Trails and routes have been indispensable to travel and tourism over the centuries, helping to form the basis of mobility patterns of the past and the present. This book is the first to comprehensively examine these tourism trails from a tourism and recreation perspective. This cutting-edge volume is global in scope and discusses a wide range of natural, cultural and developed linear resources for tourism and recreation. The book is suitable for both researchers and students who are interested in cultural heritage-based tourism, recreation and leisure studies, landscape and change, human mobility, geography, environmental management, and broader interests in destination planning, development and management.

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This book offers an in-depth understanding of tourism development and destination planning in China's transitional economy. It is a unique collaboration between editors and contributors to present issues in current Chinese tourism research to Western colleagues. The influences informing the book range from pragmatic concerns about destination planning in China, to senses of injustice about how that planning generates unequal distributions of revenue via concerns about needs for new conceptual approaches. The book also examines the changing nature of Chinese society and its political system, and commentary on the changing role of the Chinese State in tourism planning. It will be a valuable resource for postgraduate students and tourism researchers as well as for tourism industry professionals who want to understand China as a domestic, outbound and inbound tourism market.

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Written by leading international tourism researchers, this book examines the key trends in European tourism planning and organisation. It introduces a theoretical framework to tourism planning and organisation using a procedural and structural approach. Despite having a European focus, it is globally relevant as many lessons from Europe can be applied to international tourism development. The book identifies and discusses six key themes in the context of European tourism planning and organisation: territory, actors and structures, economics, policy, methods and techniques and vision. It also identifies leading and emerging practices and offers a new vision for European tourism planning.

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Tourism throughout the world raises environmental issues that are often concerned with conflicting rights and responsibilities: the inherent right of mankind to travel, the no-less inherent right of indigenous people to guard their environmental heritage, and the responsibility of governments - local, national or (in the unique case of Antarctica) international - to protect environments over which they exercise stewardship. Additionally, the presence of international commercial enterprises, especially marine and other mass transport modes, represent unique governance challenges.This book deals mainly with environmental issues and the management implications arising from polar tourism, one of the fastest-growing sectors of world tourism. However, many of the issues discussed here arise no less urgently in temperate and tropical wilderness areas, and indeed in any region where sensitive environments are subjected to mass tourism. The principles and guidelines discussed here are of interest and practical use in tourism studies generally.

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Despite the geometric expansion of tourism knowledge, some areas have remained stubbornly underdeveloped and a full or comprehensive consideration of the philosophical issues of tourism represents one such significant knowledge gap. A key aim of this book therefore is to provide an initial mapping of, and fresh insights into this territory. In doing so it discusses key philosophical questions in the field such as What is tourism? Who is a tourist? What is wisdom? What is it to know something? What is the nature of reality? Why are some destinations considered beautiful? Why is tourism desirable? What is good and bad tourism? What are desirable ends? These and similar topics are addressed this book under the headings of truth, beauty and virtue.

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In this ground-breaking contribution to the study of tourism and languages, Alison Phipps examines what happens when tourists learn to speak other languages. From ordering a coffee to following directions she argues for a new perception of the relationship between tourism and languages from one based on the acquisition of basic, functional skills to one which sustains and even strengthens intercultural dialogue. The twelve chapters comprising this book tell stories of the experience of learning and speaking tourist languages. Drawing on a range of disciplines Alison Phipps takes the reader on a journey through risk, way finding, mistakes, laughter, conversations and the imagination. She provides rich descriptions of the world of language learning which has remained invisible to mainstream studies of language education, existing as it does on the margins of educational life. She shows how tourism is shaped by the learning experiences of everyday life. Languages, she argues passionately, fundamentally change the nature of perception, dwelling and relationships to other people and the world. This book will be essential reading for all those interested in tourism studies and in modern languages education. It is a timely study, coming at time of crisis in languages, as English exerts its power as a world language and as a dominant language of tourism. Learning the Arts of Linguistic Survival: Languaging, Tourism, Life will also be of interest to anthropologists, linguists, geographers, sociologists and those studying education.

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