In this timely and innovative book, Tamar Katriel takes a language and discourse-centred approach to the subject of peace activism in Israel-Palestine, one of the most significant political issues of our time, while also posing more general questions about the role played by language in activist movements - how activists themselves conceptualize their speech and its relationship to action. Viewing activism as a globalized cultural formation that gives shape and meaning to grassroots organizations' struggles for political change, this book explores the relations between the cultural categories of speech and action as constructed and evaluated in activist contexts. It focuses on the specific empirical field of defiant discourse associated with the soldierly role in Israeli culture, using it to offer an in-depth exploration of the cultural underpinnings of defiant speech. Katriel interrogates discourse-centered activism as part of social movements' action repertoires on the one hand, and of the local cultural construction of speech cultures on the other. This is critical reading for all students and scholars studying activism and social movements within linguistics, Middle Eastern studies, peace studies, and communication studies.

Rooted in multimodal conversation analysis and based on video recordings of naturally occurring social interactions, this book presents a novel analytical perspective for the study of touch. The authors focus on how different forms of touch are interactionally organized in everyday, institutional, and professional practices, showing how touch is multimodally achieved in social interaction, how it acquires its significance, how it is embedded in the current activity and in its social context, and how it is systematically intertwined with talk, facial expressions, and body posture. Including work by a wide range of renowned researchers, this volume provides rich visual illustrations of situations featuring touch as a social and intersubjective practice. The studies make a compelling contribution to the field by clearly examining and demonstrating the social meaning of touch for the participants in social interaction in a broad range of contexts. Presenting a new methodology for the study of touch, this is key reading for all researchers and scholars working in conversation analysis, multimodality, and related areas.

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.

This book studies communication in institutional eldercare. It is based on audio-recorded interactions between residents and staff in a Japanese care facility. The focus is on the morning care routines, which include getting the residents out of bed and ready for the day. Combining quantitative and qualitative methods, the analysis explores the characteristics of care communication as they become manifest in the interactional small print. Topics include the use of terms of address and formal speech, the basic organisation of openings and closings, the difficulties of talking while working-and, at times, working while talking-and tempo differences between residents and staff as they move along between bed and breakfast. The research findings are contextualised with results from previous studies, tracing significant features and explanation for deviant cases. The author is a trained linguist and certified nursing assistant with first-hand working experience in institutional eldercare.

This volume examines and applies classical and contemporary concepts of rhetorical theory and criticism to the context of late capitalism. Each contributor shows how discourse, its subjects, and power relations are irrevocably transformed by neoliberalism. The collection analyzes a range of discourses and phenomena in neoliberalism including: higher education reforms, computational culture, Occupy Wall Street protests, the activism of Warren Buffett, and the 9-11 Truth Movement. Together, these chapters explore the contemporary rhetorical production of homo economicus and the various ways in which neoliberalism has become a way of thinking, orienting, and organizing all aspects of life around economized metrics of individualized and individuated success. This book will be of use to students and scholars crossing the fields of media and communication, political science, and sociology.

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.

How do we learn what it means to be a man? And how do we learn to question what it means to be a man? This collection comprises a set of original interdisciplinary chapters on the linguistic and cultural representations of queer masculinities in a range of new and older media: television, film, online forums, news reporting, advertising and fiction. This innovative work examines new and emerging forms of gender hybridisation in relation to complex socialisation and immigration contexts including the role of EU institutions in ascertaining asylum seekers' sexual orientation, and the European laws on gender policy. The book employs numerous analytical approaches including critical discourse analysis, corpus linguistics, multimodal analysis, literary criticism and anthropological and social research. The authors show how such texts can disrupt, question or complicate traditional notions of what it means to be a man, queering the idea that men possess fixed identities or desires, instead arguing that masculinity is constantly changing and negotiated through the cultural and political overlapping contexts in which it is regularly produced. These nuanced analyses will bring fresh insights for students and scholars of gender, masculinity and queer studies, linguistics, anthropology and semiotics.

This book examines the interactional practices of nurse practitioners (NPs) and the delivery of health care in the US. The author takes a discourse analytic approach, examining the linguistic resources that NPs employ in their interactions with patients. These linguistic features are connected to the concept of professional competency with specific focus on the enactment of the patient-centered approach. Analytic focus is placed on how NPs address organizational responsibilities during medical visits with patients, the form and function of patient education, the use of indirect speech, and the role that small talk plays in health care encounters. The book explores the understudied professional field of nurse practitioners and examines their linguistic practices with an eye on crossing disciplinary boundaries, integrating research from linguistics, discourse analysis and health communication. It will appeal to those interested in medical discourse analysis and health communication, as well as applied linguistics scholars.

This book examines the intersection of culture and language in Ireland and Irish contexts. The editors take an interdisciplinary approach, exploring the ways in which culture, identity and meaning-making are constructed and performed through a variety of voices and discourses. This edited collection analyses the work of well-known Irish authors such as Beckett, Joyce and G. B. Shaw, combining new methodologies with more traditional approaches to the study of literary discourse and style. Over the course of the volume, the contributors also discuss how Irish voices are received in translation, and how marginal voices are portrayed in the Irish mediascape. This dynamic book brings together a multitude of contrasting perspectives, and is sure to appeal to students and scholars of Irish literature, migration studies, discourse analysis, traductology and dialectology.

This book explores narrative imagination and emotion as resources for learning critical meta-reflection. The author examines the learning trajectories of several students as they engage in learning to think critically through a new approach to creative writing, and details how learning through writing is linked to new discoursal identities which are trialled in the writing process. In doing so, she analyses the processes of expansion and change that result from the negotiations involved in learning through writing. This volume offers a completely new approach to creative writing, including useful practical advice as well as a solid theoretical base. It is sure to appeal to students of creative writing and discourse analysis as well as applied linguistics and language as identity.

This book merges recent trends in game studies and multimodal studies to explore the relationship between the interaction between videogames' different modes and the ways in which they inform meaning for both players and designers. The volume begins by laying the foundation for integrating the two disciplines, drawing upon social semiotic and discourse analytic traditions to examine their relationship with meaning in videogames. The book uses a wide range of games as examples to demonstrate the medium's various forms of expression at work, including audio, visual, textual, haptic, and procedural modes, with a particular focus on the procedural form, which emphasizes processes and causal relationships, to better showcase its link with meaning-making. The second half of the book engages in a discussion of different multimodal configurations and user generated content to show how they contribute to the negotiation of meaning in the player experience, including their role in constructing and perpetuating persuasive messages and in driving interesting and unique player decisions in gameplay. Making the case for the benefits of multimodal approaches to game studies, this volume is key reading for students and researchers in multimodal studies, game studies, rhetoric, semiotics, and discourse analysis.

This book offers an interactionist perspective on theories of public representation, knowledge and immigration in museum institutions. Examining how a Franco-German museum exhibition represents immigrants and exposes public stereotypes, the analysis follows the process of the production and reception of the exhibition as it travelled from Paris to Berlin. The author proposes a microsociological contextualisation analysis integrating discourse analysis and ethnography to compare formats of museum work, social interaction in the exhibition and mass media debates. Visitor reception of the different exhibition versions reveals the symbolic nature of interactions in museums, for example concerning conflicting political voices and accusations of censorship. Depending on the institutional context, interactions in the museums are geared towards securing immigrants a place in national collective memory, towards carrying out debate on integration, or providing opportunities for personal encounters and reflection beyond national categorisation. This book will appeal to students and researchers interested in work on the intersection of sociology, cultural studies, and discursive psychology, in methods of discourse analysis and ethnography; and to practitioners working in museums.

This book adopts a sociolinguistic perspective to trace the origins and enduring significance of hip-hop as a global tool of resistance to oppression. The contributors, who represent a range of international perspectives, analyse how hip-hop is employed to express dissatisfaction and dissent relating to such issues as immigration, racism, stereotypes and post-colonialism. Utilising a range of methodological approaches, they shed light on diverse hip-hop cultures and practices around the world, highlighting issues of relevance in the different countries from which their research originates. Together, the authors expand on current global understandings of hip-hop, language and culture, and underline its immense power as a form of popular culture through which the disenfranchised and oppressed can gain and maintain a voice. This thought-provoking edited collection is a must-read for scholars and students of linguistics, race studies and political activism, and for anyone with an interest in hip-hop.

This book fills a significant gap in the field by addressing the topic of absence in discourse. It presents a range of proposals as to how we can identify and analyse what is absent, and promotes the empirical study of absence and silence in discourse. The authors argue that these phenomena should hold a more central position in the field of discourse, and discuss these two topics at length in this innovative edited collection. It will appeal to students and scholars interested in discourse analysis and critical discourse analysis.

In this ethnographic study, the author takes an agnostic stance towards the truth value of conspiracy theories and delves into the everyday lives of people active in the conspiracy milieu to understand better what the contemporary appeal of conspiracy theories is. Conspiracy theories have become popular cultural products, endorsed and shared by significant segments of Western societies. Yet our understanding of who these people are and why they are attracted by these alternative explanations of reality is hampered by their implicit and explicit pathologization. Drawing on a wide variety of empirical sources, this book shows in rich detail what conspiracy theories are about, which people are involved, how they see themselves, and what they practically do with these ideas in their everyday lives. The author inductively develops from these concrete descriptions more general theorizations of how to understand this burgeoning subculture. He concludes by situating conspiracy culture in an age of epistemic instability where societal conflicts over knowledge abound, and the Truth is no longer assured, but "out there" for us to grapple with. This book will be an important source for students and scholars from a range of disciplines interested in the depth and complexity of conspiracy culture, including Anthropology, Cultural Studies, Communication Studies, Ethnology, Folklore Studies, History, Media Studies, Political Science, Psychology and Sociology. More broadly, this study speaks to contemporary (public) debates about truth and knowledge in a supposedly post-truth era, including widespread popular distrusts towards elites, mainstream institutions and their knowledge.

The Routledge Handbook of Critical Discourse Studies provides a state-of-the-art overview of the important and rapidly developing field of Critical Discourse Studies (CDS). Forty-one chapters from leading international scholars cover the central theories, concepts, contexts and applications of CDS and how they have developed, encompassing: approaches analytical methods interdisciplinarity social divisions and power domains and media. Including methodologies to assist those undertaking their own critical research of discourse, this Handbook is key reading for all those engaged in the study and research of Critical Discourse Analysis within English Language and Linguistics, Communication, Media Studies and related areas.

This book explores the discourse of attention deficit hyperactivity disorder (ADHD), one of the most debated mental health categories attributed to children and adults across the globe. The authors trace the origins, development and representation of ADHD to demonstrate how the category is produced through competing explanatory theories and processes of scientific, professional and lay discourse. Starting with the idea that medical categories are as much a product of cultural meaning, social processes and models of medicine as they are of scientific fact, this book utilises a range of perspectives from within critical discursive psychology to approach this topic. The authors discuss historical construction, media representation, parents' accounts of family life, and the personal experience of children and adults to demonstrate how the construction of social identity and cultural stereotypes are embedded in the meaning of ADHD. They explore the origins of ADHD and how biological and psychosocial explanations of the mental health category have been produced, circulated, debated and resisted within a culture of 'Othering', and the discourse of blame.

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.

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 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.

The Two Cultures of English examines the academic discipline of English in the final decades of the twentieth century and the first years of the new millennium. During this period, longstanding organizational patterns within the discipline were disrupted. With the introduction of French theory into the American academy in the 1960s and 1970s, both literary studies and composition studies experienced a significant reorientation. The introduction of theory into English studies not only intensified existing tensions between those in literature and those in composition but also produced commonalities among colleagues that had not previously existed. As a result, the various fields within English began to share an increasing number of investments at the same time that institutional conflicts between them became more intense than ever before. Through careful reconsiderations of some of the key figures who shaped and were shaped by this new landscape-including Michel Foucault, Kenneth Burke, Paul de Man, Fredric Jameson, James Berlin, Susan Miller, John Guillory, and Bruno Latour-the book offers a more comprehensive map of the discipline than is usually understood from the perspective of either literature or composition alone. Possessing a clear view of the entire discipline is essential today as the contemporary corporate university pushes English studies to abandon its liberal arts tradition and embrace a more vocational curriculum. This book provides important conceptual tools for responding to and resisting in this environment.

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 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.

In our everyday speech we represent events and situations, but we also provide commentary on these representations, situating ourselves and others relative to what we have to say and situating what we say in larger contexts. The present volume examines this activity of discourse marking from an enunciative perspective, providing the first English-language study of the highly influential Theory of Enunciative and Predicative Operations. This semantic/pragmatic theory is popular among academics who specialize in linguistics, discourse analysis, translation studies and didactics in France, but has not yet been widely adopted elsewhere. The tools of this theory are applied to a variety of specific discourse markers in contemporary English and semantic hypotheses are tested using the data-based approach of corpus linguistics. This book therefore provides an English-speaking readership with the keys to understand the theory underlying the author's analysis of a selection of markers ('anyway', 'indeed', 'in fact', 'yet', 'still', 'like' and 'I think'). This book will provide a valuable resource for students and researchers in linguistics with an interest in discourse markers, natural language argumentation, formal semantics, the interfaces between syntax, semantics and pragmatics, linguistic theorisation and French - or "poststructural" - models of discourse analysis.

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.