This book examines classical and modern interpretations of education in the context of contemporary Okinawa as a site of neoliberal military-industrial development. Considering how media educate consumers to accept the plans and policies of the powerful, it questions current concepts of development and the ideology that informs national security policies. The book closely examines the signs, symbols, and rhetorical manipulations of language used in media to rationalize and justify a kind of development, which is the destruction of the environment in Henoko. Through careful analysis of public relations literature and public discourse, it challenges the presupposition that Okinawa is the Keystone of the Pacific and necessarily the only location in Japan to host U.S. military presence. Forced to co-operate in America's military hegemony and global war-fighting action, Okinawa is at the very center of the growing tension between Beijing and Washington and its clients in Tokyo and Seoul. The book represents a case study of the discourse used in society to wield control over this larger project, which is a more developed and militarized Okinawa . Considering how history is given shape through external power structures and discourse practices that seek control over both historical and contemporary narratives, it reveals how public attitudes and perceptions are shaped through educational policies and media.

E-mail is a common medium of communication in academic settings, and its informal nature has given rise to unique discourse strategies that can advantageously combine the norms of oral and written language. Unfortunately, e-mail is also a potential source of misunderstanding. Some teachers, annoyed by the informalities that characterize this discourse context, interpret students' messages as demanding, impolite, or unprofessional. For many students, however, e-mail is outdated, and some use it only in the university context, opting to text, facebook, or tweet their family and friends. This book provides a detailed analysis of 1,403 e-mail messages sent by 338 university students to a professor of Spanish and linguistics.This research has several goals: to analyze features of students' messages that reveal their beliefs about the norms for student-teacher e-mail exchanges; to explore the effective incorporation of the conventions of both oral and written language in this particular discourse context; to identify patterns or rhetorical strategies used by students in e-mail to perform certain pragmatic functions, such as making a request, offering an excuse, expressing gratitude, apologizing and complaining; and, to identify students' choice of language for e-mails to their teacher and the pragmatic functions for which they chose to write in their first or second languages. Each of the chapters specifically addresses several pedagogical implications and identifies areas for additional investigation.

This book explores the contribution of discursive psychology and discourse analysis to researching the relationship between history and collective memory. Analysing significant manifestations of the moral vocabulary of the Romanian transition from communism to democracy, the author demonstrates how discursive psychology can be used to understand some of the enduring and persistent dilemmas around the legacy of communism. This book argues that an understanding of language as an action-oriented, world-building resource can fill an important gap in the theorizing of public controversies over individual and collective meaning of the recent (communist) past. The author posits that discursive social psychology can serve as an intellectual and empirical bridge that can overcome several of the difficulties faced by researchers working in transitional justice studies and cognate fields. This reflective book will appeal to students and scholars of transitional justice, discursive psychology, memory studies, and the sociology of change.

Discourse analysis considers how language, both spoken and written, enacts social and cultural perspectives and identities. Assuming no prior knowledge of linguistics, An Introduction to Discourse Analysis examines the field and presents James Paul Gee's unique integrated approach which incorporates both a theory of language-in-use and a method of research. An Introduction to Discourse Analysis can be used as a stand-alone textbook or ideally used in conjunction with the practical companion title How to do Discourse Analysis: A Toolkit. Together they provide the complete resource for students studying discourse analysis. Updated throughout, the fourth edition of this seminal textbook also includes two new chapters: 'What is Discourse?' to further understanding of the topic, as well as a new concluding section. A new companion website www.routledge.com/cw/gee features a frequently asked questions section, additional tasks to support understanding, a glossary and free access to journal articles by James Paul Gee. Clearly structured and written in a highly accessible style, An Introduction to Discourse Analysis includes perspectives from a variety of approaches and disciplines, including applied linguistics, education, psychology, anthropology and communication to help students and scholars from a range of backgrounds to formulate their own views on discourse and engage in their own discourse analysis. This is an essential textbook for all advanced undergraduate and postgraduate students of discourse analysis.

Academic discourse is the gateway not only to educational success but to worlds of imagination, discovery and accumulated wisdom. Understanding the nature of academic discourse and developing ways of helping everyone access, shape and change this knowledge is critical to supporting social justice. Yet education research often ignores the forms taken by knowledge and the language through which they are expressed. This volume comprises cutting-edge work that is bringing together sociological and linguistic approaches to access academic discourse. Systemic functional linguistics (SFL) is a long-established and widely known approach to understanding language. Legitimation Code Theory (LCT) is a younger and rapidly growing approach to exploring and shaping knowledge practices. Now evermore research and practice are using these approaches together. This volume presents new advances from this inter-disciplinary dialogue, focusing on state-of-the-art work in SFL provoked by its productive dialogue with LCT. It showcases work by the leading lights of both approaches, including the foremost scholar of SFL and the creator of LCT. Chapters introduce key ideas from LCT, new conceptual developments in SFL, studies using both approaches, and guidelines for shaping curriculum and pedagogy to support access to academic discourse in classrooms. The book is essential reading for all appliable and educational linguists, as well as scholars and practitioners of education and sociology.

This book explores the Irish Traveller community through an ethnographic and folk linguistic lens. It sheds new light on Irish Traveller language, commonly referred to as Gammon or Cant, an integral part of the community's cultural heritage that has long been viewed as a form of secret code. The author addresses Travellers' metalinguistic and ideological reflections on their language use, providing deep insights into the culture and values of community members, and into their perceived social reality in wider society. In doing so, she demonstrates that its interrelationship with other cultural elements means that the language is in a constant flux, and by analysing speakers' experiences of language in action, provides a dynamic view of language use. The book takes the reader on a journey through oral history, language naming practices, ideologies of languageness and structure, descriptions of language use and contexts, negotiations of the 'authentic' Cant, and Cant as 'identity'. Based on a two-year ethnographic fieldwork project in a Traveller Training Centre in the West of Ireland, this book will appeal to students and scholars of sociolinguistics, language in society, language ideology, folk linguistics, minority communities and languages, and cultural and linguistic anthropology.

This book examines how young people can be re-engaged with schooling and their own learning beyond the school gates. Despite attempts by successive UK governments to promote engagement with education, there has been a substantial increase in formal and informal exclusions from secondary schools, particularly of underperforming students who come from low income families. The book builds on an ethnographic study carried out in a youth centre based on a secondary school site, exploring the social and cultural worlds of fourteen students as they complete a GCSE teamwork assessment. Analysing the 'translation' process of the students as they relocate their understanding of teamwork into the language of assessment, the author posits that student identity is a holistic individual project, where knowledge is produced within the conditions for the production of the self-narrative. This volume calls to educators to recognise the importance of relational pedagogy rooted in social practices, rather than individual cognitive performance. It is sure to be of value and interest to students and scholars of exclusion in education and relational pedagogy, as well as practitioners and policy makers.

This book addresses the premise that therapy can be understood, practiced, and researched as a discursive activity. Using varied forms of discourse analysis, it examines the cultural, institutional, and face-to-face communications that shape, and occur within, therapies that are discursively understood and practiced. By first providing an overview of commonalities across discursive therapies and research approaches, the authors discursively examine general aspects of therapy. Topics explored include subjectivity, psychological terms, institutional influences, therapeutic relationships, therapists' ways of talking and questioning, discursive ethics, and assessment of therapeutic processes and outcomes. This book offers a macro-analysis of the conversational practices of a discursively informed approach to therapy; as well as a micro-analysis of the ways in which language shapes and is used in a discursively informed approach to therapy. This book will interest practitioners seeking to better understand therapy as a discursive process, and discourse analysts wanting to understand therapy as discursive therapists might practice it.

This book introduces a novel approach for examining language and communication in autism spectrum disorder (ASD) - discourse and conversation analysis. The authors offer a set of very different perspectives on these complex issues than are typically presented in psychological and clinical work. Emerging from a range of social scientific fields, discourse and conversation analysis involve fine-grained qualitative analysis of naturally-occurring, rather than laboratory-based, interaction, enabling broad applications. Presented in two parts, this innovative volume first provides a set of pedagogical chapters to develop the reader's knowledge and skills in using these approaches, before moving to showcase the use of discursive methods through a range of original contributions from world-leading scholars, drawn from a range of disciplines including sociology, academic and clinical psychology, speech and language therapy, critical disability studies and social theory, and medicine and psychiatry.

This book analyses the language practices of young adults in Mongolia and Bangladesh in online and offline environments. Focusing on the diverse linguistic and cultural resources these young people draw on in their interactions, the authors draw attention to the creative and innovative nature of their transglossic practices. Situated on the Asian periphery, these young adults roam widely in their use of popular culture, media voices and linguistic resources. This innovative and topical book will appeal to students and scholars of sociolinguistics, applied linguistics, cultural studies and linguistic anthropology.

This book analyses the learning experiences of students of Business English at a Chinese university. It addresses several topical issues in English for Specific Purposes (ESP) education and Business English teaching, including how ESP students learn, how they develop multiple identities. In particular, it focuses on their professional identity in the classroom, and how these identities are transferred to the workplace. This allows the author to present a model of learning Business English that corresponds to the lived experiences of students in China, but which can also be applied to other ESP learner contexts. In doing so, he demonstrates how to research the professional identity of ESP learners from multiple perspectives, and contributes to the validity of research on language learning and learner identity. This book will appeal to scholars of English for Specific Purposes, Second Language Acquisition, and TESOL Education.

This book analyses the language that ordinary people employ when discussing money, debt and financial behaviour. It documents and critiques this language from an array of disciplinary perspectives, with chapters on children's books, government infomercials, television poverty porn, the emotional experience of being indebted, and more. In doing so, it addresses common underlying questions concerning definitions of money and value, and scrutinises how people construct, negotiate and articulate meaning in these domains. This wide-ranging edited collection will be of interest to students and scholars of linguistics, sociology, communication, literature and anthropology.

This edited volume demonstrates some of the potential contributions of discourse analytic approaches to the study of education policy and its implementation within particular policy contexts. Contributing authors provide a range of perspectives, examining education policy using both micro-analytic traditions and more macro-analytic traditions. With examples of research focused on various stages of the policy process from agenda-setting and policy-making to implementation and media representations, this volume will appeal to scholars engaged in research at the intersection of education policy and discourse analysis, and to students with specific interests in education policy and qualitative research methods.

This book is the first to formulate an ideology of emancipation for women in Morocco. Beginning with constructs of the body, femininity and masculinity, it analyzes the central role played by the sociopolitical writing of sexuality in creating gender hierarchy. The author focuses on Morocco, while drawing parallels with Hollywood cinema, one of the great producers of femininity and masculinity, and conducts an exhaustive examination of constructs of femininity and masculinity in language, social practices, cultural productions and legal texts. The objectives of this project are tripartite: it exposes the dynamics that devalue women's humanity; it charts the schemas of their sexual, economic and sociopolitical exploitation; and it advances concrete solutions for re-establishing women's human dignity.

This book questions gendered readings of violence by analyzing how this paradigm has become normalized in Italy since the feminist term 'femminicidio', or 'femicide', entered the mainstream media during the 2013 general election. It also sheds light on discourses of contestation on the part of family activists, men's rights campaigners and divorced fathers' groups. Two counter-discourses emerge. The first is what the author terms an 'ideology narrative', for which discourses built around the conceptual category of 'gender' normalize simplistic representations of relationships between men and women. The second is a 'female violence discourse', which sheds light on under-represented aggressor-victim relations and modifies dominant representations of femininity and masculinity. The author argues that integrating these two discourses into public debates helps to reappropriate the complexity and biological dimensions of (violent) relationships between men and women, often overshadowed by gender/feminist perspectives. In this way, she concludes, we can address neglected social issues that contribute to violence beyond gender. This thought-provoking book will appeal to students and scholars of sociology, critical discourse studies and gender.

This interdisciplinary volume brings together leading scholars from several disciplines to uncover the key to young people's socialization within institutional settings, from school to the workplace. Among the questions they consider are: what aspects of interactional competence are relevant for participation in practical activities within those settings? What are the interactional procedures through which diverse facets of interactional competence are recognized, legitimized and assessed in the course of practical activities? How do these procedures shape and reflect social institutions and people's understanding of them? The collection discusses interactional competences across a variety of institutional settings, and reflects on the institutional order by scrutinizing how such competences are interactionally treated within everyday institutional practices. The volume enriches an interdisciplinary understanding of fundamental concepts in the social sciences and will therefore be of interest to those working within linguistics, sociology, education, psychology of work, and speech therapy.

This book, the first in-depth study of authorship in translation, explores how authorial identity is 'translated' in the literary text. In a detailed exploration of the writing of East German author Christa Wolf in English translation, it examines how the work of translators, publishers, readers and reviewers reframes the writer's identity for a new reading public. This detailed study of Wolf, an author with a complex and contested public profile, intervenes in wide-ranging contemporary debates on globalised literary culture by examining how the fragmented identity of the 'international' author is contested by different stakeholders in the construction of a world literature. The book is interdisciplinary in its approach, representing new work in Translation Studies and German Studies that is also of interest and relevance to scholars of literature in other languages.

This book provides an in-depth study of controlled languages used in technical documents from both a theoretical and practical perspective. It first explores the history of controlled languages employed by the manufacturing industry to shape and constrain the information in technical documents. The author then offers a comparative analysis of existing controlled languages and distills the best-practice features of those language systems. He concludes by offering innovative models that can be used to develop and trial a new controlled language. This book will be of interest to linguists working in technical and professional communication, as well as writers and practitioners involved in the production of technical documents for companies in multiple industries and geographical locations.

This book, written in an accessible style and illustrated with drawings by the author and with many other images, discusses the basic principles of discourse theory and applies them to various aspects of popular culture, media and everyday life. Among the topics it analyzes are speed dating, advertising, jokes, language use, myths, fairy tales and material culture.

This book offers a cultural studies approach to marketing and advertising and shows readers how scholars from different academic disciplines make sense of marketing's role in American culture and society. It is written in an accessible style and has numerous drawings by the author to give it more visual interest.

The politics of claiming rights and strategies of mobilisation exhibited by marginalised social groups lie at the heart of this volume. Theoretically, the authors aims to foster a holistic and multi-faceted understanding of how social and economic justice is claimed, either through formal, corporatist or organised mechanisms, or through ad hoc, informal, or individualised practices, as well as the implications of these distinctive activist strategies. The collection emphasises both the difficulties of political mobilisation and the distinctive methods employed by various social groups across a variety of contexts to respond and overcome these challenges. Crucially, the authors' approach involves a conceptualisation of social movements and local mobilisation in terms of the language of rights and justice claims-making through more organised as well as everyday political practices. In so doing, the book bridges the literature on contentious politics, the politics of claiming social justice, and everyday politics of resistance.

Adopting a multi-perspective ontological approach to language in social life, this book investigates the concept of journalistic stance, defining it as a nexus of social practice rather than simply linguistic realizations. It focuses on the discursive aspect of journalistic stance in news texts to analyse the ways journalistic stances are enacted in Chinese and Australian print-media, hard-news reporting. Further, using the appraisal framework, it identifies stance markers in news texts and examines the social-institutional and (inter)personal aspects of journalistic stance on the basis of insights gained from participant observation in news institutions in order to understand news-production processes. It also highlights the articulation of news values and the exercise of symbolic power in each news-production context. This book appeals to a wide range of researchers, such as discourse analysts in the field of news discourse and other scholars whose research is relevant to stance/evaluation, and those engaged in corpus-informed studies, along with those in the field journalism and communication.

This book offers an innovative approach to analysing written texts, grounded in principles of semiotics. Envisaging whole news media representations as 'signs', and using the real-world example of the BP Deepwater Horizon crisis, the author demonstrates how business crises are constructed through language. Gravells identifies patterns of language which show a progression from one kind of 'current news' representation to a different kind of coverage. This coverage positions the crisis as having symbolic and conventional meaning within varied social contexts, including the arts, business and the environment. Using a wealth of examples from the BP story to illustrate her practical research approach, Gravells draws 'language maps' of different phases of the crisis representation, showing how an early 'iconic' phase of representation moves through an 'indexical' to a 'symbolic' phase, and projects a return to a 'naturalised icon'. This book will be of interest to researchers and students of semiotics, those exploring research methods and linguists with an interest in business and media communications.

This book explores what it means to 'only talk feminist here' in the contemporary neoliberal university. How do feminist academics effect change? How are feminist voices sounded, heard, received, silenced, and masked? We Only Talk Feminist Here offers insight into the complexities, contradictions, and possibilities of 'talking feminist'; of writing as speaking, problematising notions of voice and agency, of speaking into the silences and the ways in which we fight for and flee to feminist spaces, and of talking back. This book presents new possibilities for framing 'talking feminist' differently, by exploring what we say, when we say it, how we say it, and what it means when we do any of these things in terms of our multiple and shifting feminist subjectivities. We Only Talk Feminist Here draws upon interviews and conversations with feminist academics in Australia to demonstrate the performative and discursive moves feminist academics make in order to be heard and effect change to the gendered status quo in Australian higher education.

This book introduces a new tool for improving communication and promoting clearer thinking in a world where the use of Global English can create numerous comprehension and communication issues. Based on research findings from cross-linguistic semantics, it contains essays and studies by leading experts exploring the value and application of 'Minimal English' in various fields, including ethics, health, human rights discourse, education and international relations. In doing so, it provides informed guidelines and practical advice on how to communicate in clear and cross-translatable ways in Minimal English. This innovative edited collection will appeal to students and scholars of applied linguistics, language education and translation studies.