American Women's Regionalist Fiction: Mapping the Gothic seeks to redress the monolithic vision of American Gothic by analyzing the various sectional or regional attempts to Gothicize what is most claustrophobic or peculiar about local history. Since women writers were often relegated to inferior status, it is especially compelling to look at women from the Gothic perspective. The regionalist Gothic develops along the line of difference and not unity-thus emphasizing regional peculiarities or a sense of superiority in terms of regional history, natural landscapes, immigrant customs, folk tales, or idiosyncratic ways. The essays study the uncanny or the haunting quality of "the commonplace," as Hawthorne would have it in his introduction to The House of the Seven Gables, in regionalist Gothic fiction by a wide range of women writers between ca. 1850 and 1930. This collection seeks to examine how/if the regionalist perspective is small, limited, and stultifying and leads to Gothic moments, or whether the intersection between local and national leads to a clash that is jarring and Gothic in nature.

Philo-Semitic Violence: Poland's Jewish Past in New Polish Narratives addresses the growing popularity of philo-Semitic violence in Poland between the 2000 revelation of Polish participation in the Holocaust and the 2015 authoritarian turn. Janicka and Zukowski examine phenomena termed a "new opening in Polish-Jewish relations," which stems from sociocultural change and the posthumous inclusion of those subjected to anti-Semitic violence. The authors investigate the terms and conditions of this inclusion whose object is an imagined collective Jewish figure. Different creators and media, same friendly intentions, same warm reception beyond class and political cleavages, regardless of gender and age. The made-to-measure Jewish figure confirms and legitimizes the majority narrative - especially about Polish stances and behaviors during the Holocaust. Enabled by this, philo-Semitic feelings indulge the dominant group in Baudrillard's retrospective hallucinations. The consequence: aggression toward anyone who dares to interrupt the narcissistic self-staging. This book exposes the Polish ethnoreligious identity regime that privileges the concern for the collective image over reality. The authors' inquiry shows how patterns of exclusion and violence are reproduced when anti-Semitism - with its Christian sources and community-building function - is not openly problematized, reassessed, and rejected in light of its consequences and the basic principle of equal rights.

First published in 1930, Swallows and Amazons secured Arthur Ransome's reputation as one of the most influential children's authors of all time, yet prior to writing fiction he had had a turbulent career as a journalist and war correspondent in revolutionary Russia. In this refreshing account of Ransome's work, Alan Kennedy sets out to explain his enduring appeal, combining literary criticism with psychological expertise. Not only did Ransome apply a careful narrative theory to his works, his use of symbolism aligning them more with the modernist tradition than with the event-driven children's literature of contemporaries such as Richmal Crompton and Enid Blyton, but his novels are also more than usually autobiographical. This Kennedy ably demonstrates with reference to three particular challenges Ransome faced in a seriously conflicted life: his father's untimely death, his abandonment of his infant daughter in order to escape his catastrophic first marriage, and the innumerable compromises that kept him alive during his Russian exile. A Thoroughly Mischievous Person: The Other Arthur Ransome is the first study to tackle this matter systematically, giving casual and scholarly readers alike new insights into this fascinating figure.

A prominent novelist, social activist, journalist, and nationalist, Halide Adivar Edib (1882-1964) was one of Turkey's leading feminists in the Young Turk and early Republican period. Memoirs is the first book in her two volume English-language autobiography, published in 1926, whilst she and her second husband Dr. Adnan were in exile in London and Paris having fallen out of favor with Mustafa Kemal's one-party regime. Yn it Edib describes her childhood, her confrontation with her first husband's polygyny, her divorce, and her entry into political and literary writing. Providing an account of the Young Turk Revolution of 1908, the Balkan and First World Wars, and ending with the demise of the Ottoman Empire in 1918, Edib explains her philosophy of pacifist nationalism, and her ideas on Islam and Islamic civilisation. Her retrospective account of Young Turk and nationalist politics, emphasizing the agency of Ottoman women in their fight for emancipation, aimed to redress the Kemalist account of Republican historiography, which undermined the activities of the Young Turks in order to praise the reforms of the Republican period. Edib's account of her private life provides a unique example of a woman's individual and personal struggle for emancipation and gender equality. Hulya Adak is Assistant Professor in the Cultural Studies Program, Sabancı University, Istanbul, Turkey. Cultures in Dialogue returns to print sources by women writers from the East and West. Series One considers the exchanges between Ottoman, British, and American women from the 1880s to the 1940s. Their varied responses to dilemmas such as nationalism, female emancipation, race relations and modernization in the context of the stereotypes characteristic of Western harem literature reframe the historical tensions between Eastern and Western cultures, offering a nuanced understanding of their current manifestations.

enables readers to better appreciate the ways in which language functions simultaneously as an instrument to encode and communicate meaning, build and sustain interpersonal relationships, and to express identity. Provides readers with well-grounded tools that they can use to inform their daily work as well as to reflect upon their own communicative practices and – where necessary – to improve them. Features ‘discussion points’ in the form of questions, suggestions for reflection, and small analysis tasks throughout.

This collection brings together perspectives from emerging and established scholars, working from empirical data from real-life classroom experiences, to investigate pedagogical issues in the application of EMI across a range of educational contexts in Asia. Drawing on research across different levels of education covering institutions across various contexts across Asia, the book engages in key questions around power, marginalization, attitudes, intercultural communication, and identity construction as they unfold in classrooms in which a plurality of languages and varieties of English collide and are mediated, appropriated, and accommodated. The volume explores the pedagogical challenges, policies, and practices of EMI which emerge in these settings, highlighting real-life problems in EMI program development and the wider pedagogical implications for EMI implementation in varied educational environments. Taken together, the chapters offer opportunities for further research toward challenging traditionally held beliefs and blind implementation of EMI and encouraging critical perspectives from both researchers and policymakers alike. Pedagogies of English-Medium Instruction Programs in Asian Universities will be of interest to scholars and practitioners in English-medium instruction, English language teaching, TESOL, and applied linguistics.

This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers’ experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the "conventional calculus" in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts. Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.

Comprising 11 countries and hundreds of languages from one of the most culturally diverse regions in the world, the chapters in this collection explore a wide range of translation issues. The subject of this volume is set in the contrasted landscapes of mainland peninsulas and maritime archipelagos in Southeast Asia, which, whilst remaining a largely minor area in Asian studies, harbors a wealth of textual heritage that opens to inquiries and new readings. From the post-Angkor Cambodia, the post-colonial Viantiane, to the ultra-modern Singapore metropolis, translation figures problematically in the modernization of indigenous literatures, criss-crossing chronologically and spatially through different literary landscapes. The peninsular geo-body gives rise to the politics of singularity as seen in the case of the predominant monolingual culture in Thailand, whereas the archipelagic geography such as the thousand islands of Indonesia allows for peculiar types of communication. Translation can also be metaphorized poetically to configure the transference in different scenarios such as the cases of self-translation in Philippine protest poetry and untranslatability in Vietnamese diasporic writings. The collection also includes intra-regional comparative views on historical and religious terms. This book will appeal to scholars and postgraduate students of translation studies, sociolinguistics, and Southeast Asian studies.

This collection bridges the gap between research and practical applications by showcasing the latest research developments on business English as a lingua franca and the ways in which they might better inform language teaching practice. Featuring contributions from both established and emerging researchers in the field, this book brings together research findings on business and workplace English pedagogy with a focus on addressing issues and challenges around spoken communicative needs in the workplace. The volume explores spoken communication in the business context across a diverse range of settings and media, including oral presentations, small talk, meetings, business negotiations, and interviews. Taken together, the book offers an up-to-date synthesis of research on key topics at the intersection of spoken workplace communication and language teaching toward facilitating more engaged, empirically grounded business English as a lingua franca teaching. This book will be of particular interest for students and scholars in business communication, workplace communication, and English for specific purposes.

This book offers a groundbreaking analyses of the various modes of representation used by Anglophone authors and artists in response to the Bengal Famine of 1943.

This book explores how young children's language development is intricately connected to the context in which it takes place. The term 'context' not only specifies a geographical location, but also encompasses notions of culture, community and activity. 'Context' also refers to discourse features and functions, and to the relationships between the speakers. Every context thus embodies specific practices, intentions and values which privilege particular words, phrases, meanings and communication conventions. Each chapter highlights the dynamic, fluid and multifaceted interplays between language and context to illustrate how context, in every sense, is inextricably intertwined with young children's language and literacy learning opportunities. The chapters interrogate the topic of 'Young Children's Language in Context' by collectively exploring the multiple ways that context, broadly and variously conceptualised, intersects with language and literacy experiences. Authors examine how contexts shape language and literacy learning opportunities, how children's language shapes their social-interactive and relationship contexts, and how their language and literacy experiences are, themselves contexts which create socially and culturally endorsed ways to represent ideas, intentions and expectations. This book will be of interest to researchers and advanced students of early childhood education and language development. It was originally published as a special issue in the International Journal of Early Years Education.

This monograph offers a novel investigation of the Edwardian picture postcard as an innovative form of multimodal communication, revealing much about the creativity, concerns and lives of those who used postcards as an almost instantaneous form of communication. In the early twentieth century, the picture postcard was a revolutionary way of combining short messages with an image, making use of technologies in a way impossible in the decades since, until the advent of the digital revolution. This book offers original insights into the historical and social context in which the Edwardian picture postcard emerged and became a craze. It also expands the field of Literacy Studies by illustrating the combined use of posthuman, multimodal, historic and linguistic methodologies to conduct an in-depth analysis of the communicative, sociolinguistic and relational functions of the postcard. Particular attention is paid to how study of the picture postcard can reveal details of the lives and literacy practices of often overlooked sectors of the population, such as working-class women. The Edwardian era in the United Kingdom was one of extreme inequalities and rapid social change, and picture postcards embodied the dynamism of the times. Grounded in an analysis of a unique, open access, digitized collection of 3,000 picture postcards, this monograph will be of interest to researchers and postgraduate students in the fields of Literacy Studies, sociolinguistics, history of communications and UK social history.

Combines research with pedagogy to provide an accessible and comprehensive introduction to the topic for students approaching it for the first time. With a focus on the cognitive side of language contact, drawing on the closely related subjects of bilingualism and multilingualism, this textbook will also appeal to students beyond those taking Language Contact modules, on modules such as Bilingualism and SLA. The closest competitors all published at least 11 years ago, so this will be far and away the most up-to-date textbook on the market, combining cutting-edge insights from research with a core grounding in the subject.

In Depictions of Home in African American Literature, Trudier Harris analyzes fictional homespaces in African American literature from those set in the time of slavery to modern urban configurations of the homespace. She argues that African American writers often inadvertently create and follow a tradition of portraying dysfunctional and physically or emotionally violent homespaces. Harris explores the roles race and religion play in the creation of homespaces and how geography, space, and character all influence these spaces. Although many characters in African American literature crave safe, happy homespaces and frequently carry such images with them through their mental or physical migrations, few characters experience the formation of healthy homespaces by the end of their journeys. Harris studies the historical, cultural, and literary portrayals of the home in works from well-known authors such as Richard Wright, James Baldwin, Toni Morrison, and August Wilson as well as lesser-studied authors such as Daniel Black, A.J. Verdelle, Margaret Walker, and Dorothy West.

The Diagnosis of Writing in a Second or Foreign Language is a comprehensive survey of diagnostic assessment of second/foreign language (SFL) writing. In this innovative book, a compelling case is made for SFL writing as an individual, contextual, and multidimensional ability, combining several theoretically informed approaches upon which to base diagnosis. Using the diagnostic cycle as the overarching framework, the book starts with the planning phase, cover design, development, and delivery of diagnostic assessment, ending with feedback and feed-forward aspects to feed diagnostic information into the teaching and learning process. It covers means to diagnose both the writing processes and products, including the design and development of diagnostic tasks and rating scales, as well as automated approaches to assessment. Also included is a range of existing instruments and approaches to diagnosing SFL writing. Addressing large-scale as well as classroom contexts, this volume is useful for researchers, teachers, and educational policy-makers in language learning.

'We were married after three years at opposite ends of the world.... We then, too rapidly for comfort, made off in a snowstorm for the South Seas.... All this we imprudently did in our late forties.' Thus Muriel Jones introduces her account, originally published in 1974, of how she came to start her married life in the Solomon Islands, 'whose impact was traumatic, perhaps just because we were not in our first youth or innocent of other tropical experience'. 'St Peter's College was the only thing at Siota'; there was no store and the only post office on the island 'was so difficult of access that I never visited it ... we ourselves did most of the postal business - quite informally - at our end of the island'. It is not surprising that even high-ranking visitors tended to arrive looking like ship-wrecked sailors. 'If one was ill enough to see a doctor one was, on the whole, too ill to be subjected to several hours of sun or rain in an open boat and a probable night en route.' There is, too, the account of the old lady whose family, on her death, wanted to bury her in a coffin instead of the customary mat. 'Poor old lady; at the end of all these exertions, the coffin with her in it stood in the church for the funeral, uneasily supported on two rickety small tables from our sitting room, mutely exhorting us to STOW AWAY FROM BOILERS.' Muriel Jones tells the unusual story of her five Melanesian years, of the impact of Christianity on a pagan people, of her husband's college and its move to another island, of the students, the islands and their animals and exotic vegetation, of the islanders (nine-tenths of whom live in communities ranging from twenty to two hundred people) and of their changing way of life. Her story takes one about as far as it is possible to go from an urban civilisation and in telling it she reveals the resources of her own character.

Putting Critical Language Pedagogy into Practice explores the practice of language teaching through the lens of critical pedagogy, reflexivity, and the importance of reflexivity for teacher development. It also shows how these reflexive practices can contribute to more inclusivity and decolonization of the curriculum. A range of experts argue persuasively for epistemological reflexivity in practice and demonstrate how to implement this critical thinking into daily instructional practice. Each chapter is structured around three themes in order to help readers connect challenging theoretical ideas into day to day teaching practice: Reflection - The author's story and issue of concern Epistemic Reflexivity - personal epistemologies reflecting on the social conditions influencing the theory underpinning that author's practices Resolved action - how the epistemic reflexivity leads to purposeful decision-making enacted in classroom contexts. Original, thoughtful and challenging, this text is fascinating and instructional reading for language education advanced students, researchers and practitioners.

If space is important in the realm of imagination and a key theme in feminist theory, cross-cultural studies of social maps reveal that men and women's spatial experiences differ; women rarely control physical or social space directly. Positing the thesis that women's writing of Francophone Africa and the Caribbean offers important perspectives on the relationship of gender to space,Writing from the Hearth proposes close readings of Francophone women writers of Africa (Aoua KZita, Mariama B%, Ken Bugul, Calixthe Beyala, and Aminata Sow Fall) and the Caribbean (Marie Chauvet, Simon Schwarz-Bart, Maryse CondZ, and Edwidge Danticat). As critical readings of postcolonial African and Caribbean literature show that tropes of confinement appear frequently in female-authored texts_where home is often depicted as a place of alienation_this critical study examines ambiguities associated with domestic space as enclosure as it explores the relationship between the female protagonist and the inner and outer spaces of her world: domestic, imaginative, and public space. Writing from the Hearth probes the hypothesis that the female protagonist can move toward empowerment by entering public space from which she has been excluded by indigenous patriarchs and European colonizers and by establishing a new relationship to domestic space or securing a liberating alternative space within it. Flexible and multipurpose, alternative space is a place of possibilities that can function as a refuge for meditation, recollection, or fantasy, an antechamber for action, and a site of resistance and performance. Here, by telling the tale, writing the creative work, a woman can affirm her sense of self.

This book explores the notion of whether we can be friends with machines in a philosophically meaningful way. Depending on our concept of friendship, we may be inclined to answer differently. Since social technology has made new forms of friendships possible between people across the globe, the author argues that the philosophical concept of friendship, forged thousands of years ago, should be re-examined. The author proposes a new approach to the debate that reflects the unique relationship we can build with machines as our synthetic friends.

Jack Pun's book offers up the latest research in a variety of health communication settings to highlight the cultural differences between the East and the West. It focuses on the various clinical strands in health communication such as doctor-patient interactions, nurse handover, and cross-disciplinary communication to provide a broad, comprehensive overview of the complexity and heterogeneity of health communication in the Chinese context, which is gradually moving beyond a preference for Western-based models to one that considers the local culture in understanding and interpreting medical encounters. The content highlights the cultural difference between the East and the West, and focuses on how traditional Chinese values underpin the nature of clinical communication in various clinical settings and how Chinese patients and practitioners conduct themselves during medical encounters. The book also covers various topics that are unique to Chinese contexts such as the use of traditional Chinese medicine in primary care, and how clinicians translate Western models of communication when working in Chinese contexts with Chinese patients. This volume will appeal to researchers working in health communication in both the East and West as well as clinicians interested in understanding what makes effective communication with multicultural patient cohorts.

This collection calls greater attention to the need for a clearer understanding of the role of discourse in the process of placemaking in the digital age and the increasing hybridisation of physical and virtual worlds. The volume outlines a new conceptualisation of place in the time of smartphones, whose technological and social affordances evoke placemaking as a collaborative endeavour which allows users to create and maintain a sense of community around place as shareable or collective experience. Taken together, chapters argue for a greater emphasis on the ways in which users employ discourse to manage this physical-virtual interface in digital interactions and in turn, produce "remixed" cultural practices that draw on diverse digital semiotic resources and reflect their everyday experiences of place and location. The book explores a wide range of topics and contexts which embody these dynamics, including livestreaming platforms, mourning in the digital age, e-service encounters, and Internet forums. While the overlay of physical and virtual information on location-based media is not a new phenomenon, this volume argues that, in the face of its increasing pervasiveness, we can better understand its unfolding and future directions for research by accounting for the significance of place in today's interactions. This book will be of interest to students and scholars in discourse analysis, digital communication, pragmatics, and media studies.

This book builds on Marais's innovative A (Bio)Semiotic Theory of Translation to explore the implications of this conceptualization of translation as the semiotic work from which social-cultural reality emerges and chart the way forward for applications in empirical research. The volume brings together some of the latest developments in biosemiotics, social semiotics, and Peircean semiotics with emergent work in translation studies toward better understanding the emergence of particular trajectories in society-culture through semiotic processes. The book further develops lines of thinking around thermodynamics in the work of Terrence Deacon to consider the ways in which ideas emerge from matter, creating meaning, and its opposite in the ways in which ideas constrain matter. Marais links these theoretical strands to empirical case studies in the final three chapters toward operationalizing these concepts for further empirical work. This innovative work will be of interest to scholars in translation studies, semiotics, multimodality, and development studies.

Backed by evidence and research, this practical book presents an innovative yet comprehensive approach to teaching non-native English speakers the main communication and cultural competencies that are required to succeed in an international English-speaking workplace. Each unit includes strategies for teaching key skills, tasks to encourage reflection and notes on relevant cultural and technological issues. Practical features in each unit include lesson plans and materials, insights from the research, extension tasks, reflection activities and further readings. Supported by current learning theories, key teaching methodologies and assessment materials, the chapters address the challenges that non-native English speakers may face in the international English-speaking workplace. Areas of focus include: Job hunting Job applications Interviews Interpersonal, written and spoken communication Performance appraisals Applying for promotions Written for pre-service, practicing and future teachers, with specific guidance for each role, this is an essential resource for all educators who want to confidently address the challenges that non-English speakers may encounter at work, including linguistic proficiency, cultural awareness and the use of technology.

With an estimated 1.6 million English as an Additional Language (EAL) learners in the UK, and over 5 million in the USA, EAL research is urgently needed to inform practice. This edited volume investigates the multifaceted elements that shape EAL pedagogy and research in a variety of settings and research areas including linguistic ability influences on subject-specific skills, integrating learners' home languages into classroom environments, and the importance of supporting EAL teachers in the classroom. In doing so, the contributors provide an international perspective on the emerging field of EAL research. The research-based chapters detail fundamental concerns related to EAL learner education. The text is composed of three parts: Part 1 explores the question of what is EAL and how a definition can shape policy construction; Part 2 examines the challenges EAL learners face in the classroom, including the use of first languages and the relative impact learner language proficiency has on subject-specific classes; and Part 3 investigates concerns relating to supporting EAL teachers in the classroom. The volume draws on researcher expertise from a variety of universities and institutions worldwide. It explores diverse language backgrounds in multilingual contexts. It covers empirical studies with pedagogical, policy and further research implications. The volume represents a single resource invaluable for EAL teachers, trainers and trainees, as well as researchers in the field of education, language learning and teaching, bilingualism and multilingualism, and second language acquisition.