Corpus-Based Analysis of Ideological Bias presents research combining a range of corpus-linguistic techniques which are employed to analyse how migration discourse is (re)constructed in the contemporary British press. Two specialised corpora containing 1,000 news reports, editorials, and opinion pieces from five major national British newspapers were collected and annotated for this research. The event separating these two corpora is the 2016 referendum on Britain's membership of the European Union (EU). In its analysis, this book: employs both quantitative and qualitative analytical methods, with four case studies offering a broad perspective on how the topical socio-political issues of migration and asylum seeking are represented by left- and right-wing British newspapers; explores how newspapers reveal their political orientation and promote their political agenda by employing specific linguistic patterns and discursive strategies - in this case, in the representation of the key social actors within migration discourse; provides case studies that place a particular focus on the discourses surrounding European migrants and migration within the EU, which proved to be a very popular topic in the British press both before and after the 2016 EU membership referendum; and offers a comparative corpus analysis that seeks to ascertain whether media discourse regarding EU migration has changed in the wake of the referendum. This book is a useful source not only for students of English, linguistics, and media studies, but also for researchers in the fields of applied corpus linguistics, critical discourse studies, contemporary media analysis, and metaphor research.

Linguistica textual y ensenanza del espanol LE/L2 ofrece una vision de conjunto teorico-practica y actualizada de la Linguistica textual aplicada a la ensenanza del espanol como lengua extranjera y/o segunda, destinada especialmente a estudiantes graduados y a profesores en formacion nativos y no nativos. El volumen, escrito por un elenco internacional de profesores-investigadores, presenta una vision actualizada y practica de los generos textuales mas frecuentes en programaciones universitarias. Enmarcado por una sintesis actualizada de estudios e investigaciones en linguistica aplicada que recorre distintas perspectivas teoricas y metodologicas, recoge datos y propuestas procedentes de aulas de aprendizaje de espanol de distintos contextos internacionales. Su principal proposito es suscitar la reflexion teorico-practica sobre los generos discursivos y su papel en el aula, y ofrecer una descripcion pormenorizada de los mismos para proporcionar al profesorado en formacion, nativo y no nativo, recursos practicos y propuestas didacticas que ejemplifican y guian de manera razonada como llevar al aula los distintos generos textuales. Caracteristicas principales: * Amplitud de aspectos de la linguistica textual y generos discursivos abordados enteramente para el espanol LE/L2 y en espanol. * Estructuracion homogenea de los capitulos que facilita la lectura y da coherencia al conjunto. Atencion a generos escritos y orales desde una perspectiva teorico-practica que puede inspirar nuevas investigaciones. Atencion a la diversidad geolectal del espanol, a los contextos en que este es L2 (Europa, EEUU) y a la de sus aprendices (hablantes de herencia, L2, LE). Orientado a la aplicacion practica y docente en la clase de L2/LE, cada capitulo dedicado a un genero incluye consejos, pautas o actividades para el aula. Incluye tematica actual en linguistica textual y aprendizaje de lenguas: escritura academica, divulgacion cientifica, textos juridicos, aprendizaje mediado por ordenador o el lenguaje de las redes. Capitulos bien fundamentados teorica y bibliograficamente, con solido respaldo de datos empiricos procedentes de corpus, bien contextualizados. Aborda los aspectos teoricos tradicionales relativos al estudio de la tipologia textual y los desafios metodologicos que afronta el profesor al llevar al aula los distintos generos discursivos. La presente obra presenta, en un solo volumen, una vision actualizada y practica de los tipos textuales y generos discursivos de uso mas frecuente desde una perspectiva teorico-practica: presentacion, descripcion y puesta en practica es un esquema de trabajo directo y enormemente util para su aplicacion en el aula. El ambito internacional en el que se mueven los autores le da una amplitud nunca antes recogida en una obra de linguistica textual. Todo ello hace de Linguistica textual y ensenanza del espanol LE/L2 una obra de consulta obligada para docentes de espanol como LE/L2, para estudiantes graduados y formadores de profesores, asi como para cualquier persona que desee adquirir una perspectiva actual sobre linguistica textual, generos discursivos y ensenanza e investigacion en espanol nativo y no nativo.

Linguistica textual y ensenanza del espanol LE/L2 ofrece una vision de conjunto teorico-practica y actualizada de la Linguistica textual aplicada a la ensenanza del espanol como lengua extranjera y/o segunda, destinada especialmente a estudiantes graduados y a profesores en formacion nativos y no nativos. El volumen, escrito por un elenco internacional de profesores-investigadores, presenta una vision actualizada y practica de los generos textuales mas frecuentes en programaciones universitarias. Enmarcado por una sintesis actualizada de estudios e investigaciones en linguistica aplicada que recorre distintas perspectivas teoricas y metodologicas, recoge datos y propuestas procedentes de aulas de aprendizaje de espanol de distintos contextos internacionales. Su principal proposito es suscitar la reflexion teorico-practica sobre los generos discursivos y su papel en el aula, y ofrecer una descripcion pormenorizada de los mismos para proporcionar al profesorado en formacion, nativo y no nativo, recursos practicos y propuestas didacticas que ejemplifican y guian de manera razonada como llevar al aula los distintos generos textuales. Caracteristicas principales: * Amplitud de aspectos de la linguistica textual y generos discursivos abordados enteramente para el espanol LE/L2 y en espanol. * Estructuracion homogenea de los capitulos que facilita la lectura y da coherencia al conjunto. Atencion a generos escritos y orales desde una perspectiva teorico-practica que puede inspirar nuevas investigaciones. Atencion a la diversidad geolectal del espanol, a los contextos en que este es L2 (Europa, EEUU) y a la de sus aprendices (hablantes de herencia, L2, LE). Orientado a la aplicacion practica y docente en la clase de L2/LE, cada capitulo dedicado a un genero incluye consejos, pautas o actividades para el aula. Incluye tematica actual en linguistica textual y aprendizaje de lenguas: escritura academica, divulgacion cientifica, textos juridicos, aprendizaje mediado por ordenador o el lenguaje de las redes. Capitulos bien fundamentados teorica y bibliograficamente, con solido respaldo de datos empiricos procedentes de corpus, bien contextualizados. Aborda los aspectos teoricos tradicionales relativos al estudio de la tipologia textual y los desafios metodologicos que afronta el profesor al llevar al aula los distintos generos discursivos. La presente obra presenta, en un solo volumen, una vision actualizada y practica de los tipos textuales y generos discursivos de uso mas frecuente desde una perspectiva teorico-practica: presentacion, descripcion y puesta en practica es un esquema de trabajo directo y enormemente util para su aplicacion en el aula. El ambito internacional en el que se mueven los autores le da una amplitud nunca antes recogida en una obra de linguistica textual. Todo ello hace de Linguistica textual y ensenanza del espanol LE/L2 una obra de consulta obligada para docentes de espanol como LE/L2, para estudiantes graduados y formadores de profesores, asi como para cualquier persona que desee adquirir una perspectiva actual sobre linguistica textual, generos discursivos y ensenanza e investigacion en espanol nativo y no nativo.

De-Gendering Gendered Occupations brings together contributions from researchers on language and gender studies and workplace discourse to unpack and challenge hegemonic gendered norms encoded in what are traditionally considered female occupations. The volume integrates a range of theoretical frameworks, including conversation analysis, pragmatics, and interactional sociolinguistics, to analyse data from such professions as primary education, healthcare, and speech and language therapy across various geographic contexts. Through this lens, the first part of the book examines men's linguistic practices with the second part offering a comparative analysis of 'male' and 'female' discourse. The settings discussed here allow readers to gain insights into the ways in which cultural, professional, and gendered identity intersect for practitioners in these professions and in turn, future implications for discourse around gendered professions more generally. This book will be key reading for students and researchers in sociolinguistics, discourse analysis, gender studies, cultural studies, and professional discourse.

This book presents a literary and linguistic reading of obsessive-compulsive disorder to argue that medical understandings of disability need their social, political, literary and linguistic counterparts, especially if we aspire to create a more inclusive, self-reflective society.

This book advances the growing area of language policy and planning (LPP) by examining the epistemological and theoretical foundations that engendered and sustain the field, drawing on insights and approaches from anthropology, linguistics, economics, political science, and education to create an accessible and inter-disciplinary overview of LPP as a coherent discipline. Throughout the book, the authors address LPP from different perspectives, exploring the interface between planning in theory and its practical problems in implementation. This volume will be of interest to students and scholars with an interest in LPP in particular, and educational, social, and public policy more broadly.

Strategic Conspiracy Narratives proposes an innovative semiotic perspective for analysing how contemporary conspiracy theories are used for shaping interpretation paths and identities of a targeted audience. Conspiracy theories play a significant role in the viral spread of misinformation that has an impact on the formation of public opinion about certain topics. They allow the connecting of different events that have taken place in various times and places and involve several actors that seem incompatible to bystanders. This book focuses on strategic-function conspiracy narratives in the context of (social) media and information conflict. It explicates the strategic devices in how conspiracy theories can be used to evoke a hermeneutics of suspicion - a permanent scepticism and questioning of so-called mainstream media channels and dominant public authorities, delegitimisation of political opponents, and the ongoing search for hidden clues and coverups. The success of strategic dissemination of conspiracy narratives depends on the cultural context, specifics of the targeted audience and the semiotic construction of the message. This book proposes an innovative semiotic perspective for analysing contemporary strategic communication. The authors develop a theoretical framework that is based on semiotics of culture, the notions of strategic narrative and transmedia storytelling. This book is targeted to specialists and graduate students working on social theory, semiotics, journalism, strategic communication, social media and contemporary social problems in general.

Originally published in 1999 Social Theory and Psychoanalysis in Transition is a benchmark critique of Freudian theory in which a dialogue between the Frankfurt School, the Lacanian tradition and post-Lacanian developments in critical and feminist theory is developed. Considering afresh the relations between self and society, Elliot argues for the importance of imagination and the unconscious in understanding issues about the self and self-identity, ideology and power, sexual difference and gender.

Teaching and learning involve more than just language. The teachers' use of gestures, the classroom spaces they occupy and the movements they make, as well as the tools they use, work together with language as a multimodal ensemble of meanings. Embodied teaching is about applying the understandings from multimodal communication to the classroom. It is about helping teachers recognise that the moves they make and the tools they use in the classroom are part of their pedagogy and contribute to the design of the students' learning experience. In response to the changing profile and needs of learners in this digital age, pedagogic shifts are required. A shift is the evolving role of teachers from authority of knowledge to designers of learning. This book discusses how, using examples drawn from case studies, teachers can use corporeal resources and (digital) tools to design learning experiences for their students. It advances the argument that the study of the teachers' use of language, gestures, positioning, and movement in the classroom, from a multimodal perspective, can be productive. This book is intended for educational researchers and teacher practitioners, as well as curriculum specialists and policy makers. The central proposition is that as teachers develop a semiotic awareness of how their use of various meaning-making resources express their unique pedagogy they can use these multimodal resources aptly and fluently to design meaningful learning experiences. This book also presents a case for further research in educational semiotics to understand the embodied ways of meaning-making in the pedagogic context.

Multimodal Approaches to Media Discourses brings together contributions from an interdisciplinary group of scholars on corpus-assisted analyses of multimodal data on austerity discourses in the United Kingdom, which extend and expand on the understanding of austerity but also of the methodologies used to analyse multimodal corpora. The volume demonstrates how the austerity measures introduced in response to global economic and financial crises in recent years can be viewed as being more complexly layered than they appear, not simply reduced to their connections to spending cuts and fiscal debt. The book employs an innovative methodological approach, in which established and emerging scholars from linguistics and computational and social sciences critically reflect on the exact same set of data - multimodal texts and articles from The Guardian and The Daily Telegraph from 2010 to 2016. This framework allows for the exploration of the role of the media in mediating the public's assessment of austerity and the ideas, actors, emotions, geographies and broader material context which contribute to such perceptions. In so doing, the volume also offers unique insights into systematic analyses to multimodal data which may be applied to other topics and connected with other disciplines. Enhancing our awareness and assessment of austerity in public discourse and of the methodologies to study it, this book is key reading for students and researchers in discourse analysis, corpus linguistics, multimodality, and those working at the intersection of these fields.

This book is the result of years of fieldwork at a public hospital located in an immigrant neighborhood in Buenos Aires, Argentina. It focuses on the relationships between diversity and inequality in access to mental healthcare through the discourse practices, tactics and strategies deployed by patients with widely varying cultural, linguistic and social backgrounds. As an action-research process, it helped change communicative practices at the Hospital's outpatient mental healthcare service. The book focuses on the entire process and its outcomes, arguing in favor of a critical, situated perspective on discourse analysis, theoretically and practically oriented to social change. It also proposes a different approach to doctor-patient communication, usually conducted from an ethnocentric perspective which does not take into account cultural, social and economic diversity. It reviews many topics that are somehow classical in doctor-patient communication analysis, but from a different point of view: issues such as the sequential organization of primary care encounters, diagnostic formulations, asymmetry and accommodation, etc., are now examined from a locally grounded ethnographic perspective. This change is not only theoretical but also political, as it helps understand patient practices of resistance, identity-making and solidarity in contexts of inequality.

This book provides a comprehensive linguistic exploration of textism use by bilingual young adults, illustrating the function of alternative and creative linguistic features and their role in conveying tone through text. Drawing on a corpus of nearly 45,000 text messages donated by bilingual young adults in New York City, this volume explores the ways in which the use of texting features such as 'lol,' emojis, abbreviations, and acronyms is systematic and essential. In part, toward the aim of exposing the tensions bilinguals face navigating a platform that preferences monolingual language practices, the book highlights creativity as a means of both constructing meaning and performing identity for bilingual youths. These findings are extended to explore the role texting plays in communication and identity construction in contemporary society more generally. This volume extends the boundaries of emerging research on language and digital communication, and will be of particular interest to graduate students and scholars in computer-mediated communication, pragmatics, and new media.

This innovative collection brings together contributions from established and emerging scholars highlighting the "appliability" of Systemic Functional Linguistics and the ways in which theoretical and analytical conclusions drawn from its applications can inform and advance the study of language. The book discusses SFL's theoretical foundations and development in recent years to demonstrate its evolution into a more effective analytical tool. Building on this theoretical framework, the volume showcases the theory's applications in case studies exploring four sub-disciplines of language study: multilingual studies; translation studies; language learning and language teaching; and genre analysis. This all-inclusive volume demonstrates both Systemic Functional Linguistics' efficacy as a means of theoretical analysis, but also its value as a unique approach to the study of language and meaning, making this an indispensable resource for researchers and scholars in applied linguistics, discourse analysis, genre studies, translation studies, and multilingualism.

News Framing Through English-Chinese Translation provides a useful tool to depict how Chinese news translation can be examined in the era of globalization. The author has integrated framing theory in journalism studies with translation studies and developed a new theoretical model/framework named Transframing. This interdisciplinary model is pioneering and will make theoretical and conceptual contributions to translation studies. This book aims to reveal ideological, sociocultural and linguistic factors creating media discourse by examining Chinese media discourse, in comparison to its counterpart in English. Through the analysis of both quantitative and qualitative methods, it is concluded that the transframing model can be applied to interpreting, describing, explaining as well as predicting the practice of news translation.

In the last 15 to 20 years, writing centers have placed greater importance on tutor training, focusing on teaching tutors best practices in fostering student writers' engagement and writing skills. Writing Center Talk over Time explores the importance of writing center talk and demonstrates the efficacy of tutor training. The book uses corpus-driven analysis and discourse analysis to examine the changes in writing center talk over time to provide a baseline understanding of the very heart of writing center work: the talk that unfolds between tutors and student writers. It is this talk that, at its best, motivates student writers to continue to improve their writing and scaffolds their learning and that makes tutors proud of the service that they provide. The methods and analysis of this study are intended to inform other researchers so that they may conduct further research into the efficacy of writing center talk.

This volume adopts a practice-based approach to examine the different ways in which classification is communicated and negotiated in different environments within archaeology. The book looks specifically at the archaeological classification of ceramics as a lens through which to examine the discursive and social practices inherent in the classification and categorization process, with perspectives from such areas as corpus linguistics, discourse analysis, linguistic anthropology, and archaeology forming the foundation of the book's theoretical framework. The volume then looks at the process of classification in practice in a variety of settings, including a university course on ceramics classification, an archaeological field school, an intensive petrography course, and archaeometry laboratory at a nuclear research reactor, and highlights participant observation and audiovisual data taken from fieldwork practice completed in these environments. This volume offers a valuable contribution to the growing literature on language and material culture, making this a key resource for students and scholars in sociolinguistic, anthropological linguistics, archaeology, discourse analysis, and anthropology.

This book is an invitation to researchers who are committed to social change to look for ideas about transformation in an unexpected place - that is, in the data generated from empirical research. Informed by Critical Discourse Analysis and postmodern theory, it proposes a method of locating, through close grammatical analysis of everyday descriptions of the social world, the desire for alternative transformative structures. Drawing upon insightful analysis of conversational data collected over a period of 12 years from both 'marginalised' and 'mainstream' participants, it reveals innovative ways of imagining social structure. Clark proposes a view of the social world as in an embodied relationship with embodied selves.

Corpus Linguistics for Education provides a practical and comprehensive introduction to the use of corpus research-methods in the field of education. Taking a hands-on approach to showcase the applications of corpora in the exploration of educationally relevant topics, this book: * covers 18 key skills including corpus building, the role of frequency, different corpus methods, transcription and annotation; * demonstrates the use of available corpora and desktop and online corpus analysis tools to conduct original analyses; * features case studies and step-by-step guides within each chapter; * emphasises the use of interview data in research projects. Corpus Linguistics for Education is an essential guide for students and researchers studying or conducting their own corpus-based research in education.

This book uncovers exactly what is involved when researchers from different disciplines engage with one another in research projects. The authors identify the opportunities and difficulties involved in interdisciplinary engagement, and challenge current claims about where the greatest difficulties are to be found. The first part of the book introduces interdisciplinarity and identifies key issues that influence our understanding of it. The second part of the book presents the findings of research based on over 50 hours of recording and nearly 450,000 words of transcript drawn from a number of university faculties, concluding with a discussion of how this might inform interdisciplinary practice. The book is accessible to the non-specialist reader while also being of interest to social scientists working in professional and academic communication.

This book investigates how social media are reconfiguring dying, death, and mourning. Taking a narrative approach, it argues that dying, death, and mourning are shared online as small stories of the moment, which are organized around transgressive moments and events with motivational, participatory, or connective scope. Through the different case studies discussed, this book presents an empirical framework for analyzing small stories of dying, death and mourning as practices of sharing which become associated with specific modes of affective positioning, i.e. modulations of different degrees of distance or proximity to the death event and the dead, the networked audience(s), and the affective self. The book calls for the study of affect as integral to narrative activity and opens up broader questions about how stories and emotion are mobilized in digital cultures for accruing audiences, value (social or economic), and visibility. It will be of interest to researchers in narrative analysis, the anthropology and sociology of emotion, digital communication, media and cultural studies, and (digital) death and dying.

This practical guide to doing classroom discourse research provides a comprehensive overview of the research process. Bringing together both discourse analysis and classroom discourse research, this book helps readers to develop the analytic and rhetorical skills needed to conduct, and write about, the discourse of teaching and learning. Offering step-by-step guidance, each chapter is written so that readers can put the theoretical and methodological issues of classroom discourse analysis into practice while writing an academic paper. Chapters are organized around three stages of research: planning, analyzing, and understanding and reporting. Reflective questions and discourse examples are used throughout the book to assist readers. This book is essential reading for modules on classroom discourse or thesis writing and a key supplementary resource for research methods, discourse analysis, or language teaching and learning.

This practical guide to doing classroom discourse research provides a comprehensive overview of the research process. Bringing together both discourse analysis and classroom discourse research, this book helps readers to develop the analytic and rhetorical skills needed to conduct, and write about, the discourse of teaching and learning. Offering step-by-step guidance, each chapter is written so that readers can put the theoretical and methodological issues of classroom discourse analysis into practice while writing an academic paper. Chapters are organized around three stages of research: planning, analyzing, and understanding and reporting. Reflective questions and discourse examples are used throughout the book to assist readers. This book is essential reading for modules on classroom discourse or thesis writing and a key supplementary resource for research methods, discourse analysis, or language teaching and learning.

This book explores discursive psychological empirical research in the context of political communication. Drawing together a well-established field of study and a variety of discursive psychology approaches the authors confront the theoretical and practical challenges that discursive psychology and political communication studies face today. Using a diverse range of approaches, including the analysis of TV shows, cartoons, social media groups and blogs, face-to-face verbal interaction, political rhetoric and mainstream news reports, the authors explain the ways in which discursive psychology can offer insight into the nature of contemporary political communications. The book offers timely and international reflections on the context of online political communication, Brexit rhetoric, prejudice discourse and political persuasion, showcasing the analytical acumen and empirical insight that can be gleaned from discursive psychology methods. Political Communication: Discursive Perspectives highlights the value of contributions from outside English speaking academia and is essential reading for academics, researchers and students interested in political communication or discursive psychology.

This book takes an innovative view of language and politics, charting the terrain of political identities and discourses in New Zealand through detailed linguistic analysis of interactions with its voters. The author first sets out the geographical and sociopolitical context, examining how the constraints of a small and isolated country interact with widespread social values such as egalitarianism. He then delves into the multiple nature of identities and explores how Kiwis form their political selves through informal talk with others and in engagement with their physical and discursive surroundings. In doing so, the author provides an in-depth exploration of New Zealand political culture, identity and discourse, and sheds light on how we use language to become political people. This book will be of interest to linguists, political scientists and sociologists working with discourse analysis.

This volume provides a comprehensive analysis of the ways in which digital communication facilitate and inform discourses of legitimization and delegitimization in contemporary participatory cultures. The book draws on multiple theoretical traditions from critical discourse analysis to allow for a greater critical engagement of the ways in which values are either justified or criticized on social media platforms across a variety of social milieus, including the personal, political, religious, corporate, and commercial. The volume highlights data from across ten national contexts and a range of online platforms to demonstrate how these discursive practices manifest themselves differently across a range of settings. Taken together, the seventeen chapters in this book offer a more informed understanding of how these discursive spaces help us to interpret the manner in which digital communication can be used to legitimize or delegitimize, making this book an ideal resource for students and scholars in discourse analysis, sociolinguistics, new media, and media production.