This book examines two English translations of Mishkat ul-Masabih by Al-Tabrizi and reflects on some of the key issues relating to Hadith translation. The highly instructional nature of the Prophetic Hadith means that the comprehensibility of any translation is of great importance to a non-Arabic speaking Muslim, and there is a need to analyze available translations to determine whether these texts can function properly in the target culture. The volume considers the relevance of skopos theory, the concept of loyalty, and the strategies of the translators in question. There are also chapters that focus on the translation of Islamic legal terms and metaphors related to women, formulaic expressions, and reported non-verbal behavior in Fazlul Karim's (1938) and Robson's (1960) versions of the text.

Creativity in the English Curriculum is essential reading for anyone involved or interested in the teaching of English, offering both a detailed history of how creativity has informed the tradition of teaching English, and how it should be used to position this teaching in the future. Highlighting the need to promote creativity as a rich, intellectual pursuit, Creativity in the English Curriculum celebrates artistry in English past and present, and argues for its restoration to the curriculum. It emphasises that creativity is at the core of a humane education, not only through stimulating and enhancing the growth of the individual, but also through developing understanding of the importance of community, society and collaboration. Smith presents the historical relationship between curriculum policy and creativity, demonstrating that creativity has and always will be the life blood of teaching and learning. Including dialogues between expert English teaching practitioners and leading professionals concerning the place of creativity in English, Creativity in the English Curriculum includes practical, research-informed ideas for effective creative practice for any English classroom. It is a must-read for teachers, educators, parents and guardians to prepare all learners for life in and beyond school.

Creativity in the English Curriculum is essential reading for anyone involved or interested in the teaching of English, offering both a detailed history of how creativity has informed the tradition of teaching English, and how it should be used to position this teaching in the future. Highlighting the need to promote creativity as a rich, intellectual pursuit, Creativity in the English Curriculum celebrates artistry in English past and present, and argues for its restoration to the curriculum. It emphasises that creativity is at the core of a humane education, not only through stimulating and enhancing the growth of the individual, but also through developing understanding of the importance of community, society and collaboration. Smith presents the historical relationship between curriculum policy and creativity, demonstrating that creativity has and always will be the life blood of teaching and learning. Including dialogues between expert English teaching practitioners and leading professionals concerning the place of creativity in English, Creativity in the English Curriculum includes practical, research-informed ideas for effective creative practice for any English classroom. It is a must-read for teachers, educators, parents and guardians to prepare all learners for life in and beyond school.

Fundamental Considerations in Technology Mediated Language Assessment aims to address issues such as how the forced integration of technology into second language assessment has shaped our understanding of key traditional concepts like validity, reliability, washback, authenticity, ethics, fairness, test security, and more. Although computer assisted language testing has been around for more than two decades in the context of high-stakes proficiency testing, much of language testing worldwide has shifted to 'at home' mode, and relies heavily on the mediation of digital technology, making its widespread application in classroom settings in response to the COVID-19 outbreak as unprecedented. Integration of technology into language assessment has brought with it countless affordances and at the same time challenges, both theoretically and practically. One major theoretical consideration requiring attention is the way technology has contributed to a re-conceptualisation of major assessment concepts/constructs. There is very limited literature available on theoretical underpinnings of technology mediated language assessment. This book aims to fill this gap. This book will appeal to academic specialists, practitioners or professionals in the field of language assessment, advanced and/or graduate students, and a range of scholars or professionals in disciplines like educational technology, applied linguistics and TESOL.

Fundamental Considerations in Technology Mediated Language Assessment aims to address issues such as how the forced integration of technology into second language assessment has shaped our understanding of key traditional concepts like validity, reliability, washback, authenticity, ethics, fairness, test security, and more. Although computer assisted language testing has been around for more than two decades in the context of high-stakes proficiency testing, much of language testing worldwide has shifted to 'at home' mode, and relies heavily on the mediation of digital technology, making its widespread application in classroom settings in response to the COVID-19 outbreak as unprecedented. Integration of technology into language assessment has brought with it countless affordances and at the same time challenges, both theoretically and practically. One major theoretical consideration requiring attention is the way technology has contributed to a re-conceptualisation of major assessment concepts/constructs. There is very limited literature available on theoretical underpinnings of technology mediated language assessment. This book aims to fill this gap. This book will appeal to academic specialists, practitioners or professionals in the field of language assessment, advanced and/or graduate students, and a range of scholars or professionals in disciplines like educational technology, applied linguistics and TESOL.

Modern Chinese for Heritage Beginners aims to serve as a stepping-stone for Chinese heritage language learners' future Chinese learning, inspiring them to reflect on their identities, learn Chinese American history, and embrace their cultural heritage. The book starts with talking about individuals and families and then expands to the Chinese and Asian American communities in the U.S. and eventually to the entire American society, all from the unique perspective of Chinese American students. Taking a macro approach (Kagan & Dillon, 2008) that builds learners' literacy skills on their initial abilities in speaking and listening, each lesson starts with listening and speaking activities and then moves to reading and writing. The content complexity and language difficulty are balanced to present rich content that matches students' critical thinking abilities in a language appropriate for their literacy level. Lively and humorous language makes the book a joy to read. Each lesson has a conversation and an essay to expose students to informal and formal registers. Moreover, authentic tasks are designed to facilitate students' language output, following the three modes of communication promoted by the American Council on Teaching Foreign Languages: interpersonal, interpretive, and presentational. This theme-based Chinese textbook is written for high school and college-level Chinese heritage language learners.

Modern Chinese for Heritage Beginners aims to serve as a stepping-stone for Chinese heritage language learners' future Chinese learning, inspiring them to reflect on their identities, learn Chinese American history, and embrace their cultural heritage. The book starts with talking about individuals and families and then expands to the Chinese and Asian American communities in the U.S. and eventually to the entire American society, all from the unique perspective of Chinese American students. Taking a macro approach (Kagan & Dillon, 2008) that builds learners' literacy skills on their initial abilities in speaking and listening, each lesson starts with listening and speaking activities and then moves to reading and writing. The content complexity and language difficulty are balanced to present rich content that matches students' critical thinking abilities in a language appropriate for their literacy level. Lively and humorous language makes the book a joy to read. Each lesson has a conversation and an essay to expose students to informal and formal registers. Moreover, authentic tasks are designed to facilitate students' language output, following the three modes of communication promoted by the American Council on Teaching Foreign Languages: interpersonal, interpretive, and presentational. This theme-based Chinese textbook is written for high school and college-level Chinese heritage language learners.

This volume introduces theory-to-practice based critical pedagogy grounded in Paulo Freire's scholarship to language and literacy learning settings. Chapters present authentic experiences of teacher-scholars, feature real-world examples and activities ready for implementation in the classroom and provide nuanced guidance for future teachers. The examples and activities from teacher-scholars place critical pedagogy at the heart of classroom contexts, and cover key topics, including place-based pedagogy, contemplative pedagogy, technology within the classroom, and translingual and multimodal paradigms. Chapters include further readings and discussion questions that challenge assumptions and promote deeper reflection, and can be modified for different teaching contexts. This cutting edge and practical volume is essential reading for students and scholars in TESOL and critical pedagogy.

Shattering terrain and lives, the First World War challenged the representative power of words, maps, and visual art. This book tells the untold story of literary responses, showing how modernist fictional topographies by Ford Madox Ford, Rebecca West, Joseph Conrad, Virginia Woolf, and others shaped the meaning of the war and offered reconstructions of self and culture. Restoring their fiction to a context of spaces and places recorded in a wealth of previously neglected archival materials, this innovative study ranges across literature, cartography, geography, and art history to reorient our knowledge of modernism, revealing its promise of healing and redemption.

From Singapore to Scotland, Canada to the Channel Islands, Namibia to New Zealand and beyond, International English takes you on a fascinating journey through the varieties of English spoken around the world. Comparisons across the varieties provide a comprehensive guide to differences in phonetics, phonology, grammar and vocabulary, making this a useful resource for teachers of English as a foreign language and linguistics students alike. This sixth edition has been thoroughly updated to include the following: new sections on the Death of RP, Estuary English, Multicultural London English, the Dublin accent and Fijian English; updated material on RP phonology, New Zealand English phonology, Australian English lexis, North American English lexis and the Northern Cities Chain Shift; revised and updated references and bibliography. This textbook comes with free-to-download MP3 files at www.routledge.com/9781138233690, which demonstrate the different varieties featured in the book - ideal for use in class, at home or on the move. International English remains a key and indispensable resource for teachers and students, and is essential reading for anyone studying varieties of English in a global context.

In their book, the authors describe the usage of and attitudes towards English in Asia since the 19th century, as well as the creative and dynamic ways in which Asians of the 21st century continually reinvent the lexicon of English, and the lexicons of their native tongues. The current biggest source of loanwords for many of the world's languages is English, the once obscure Germanic language that has risen to the role of a global lingua franca. However, the overwhelming influence of English is far from being entirely one-sided, at least from a lexical perspective. Many have decried the way that English has "invaded" the vocabularies of their languages, without realising that the English word stock is to some extent also being invaded by these languages. This book explores the phenomenon of word exchange by examining its occurrence between English and some of the major languages spoken in Asia-highly multi-ethnic, multicultural, and multilingual region where English is the predominant medium of international and intraregional communication. Students and researchers from various linguistic areas such as world Englishes, applied linguistics, sociolinguistics, lexicology, and contact linguistics will find this book appealing.

Napoleon today is still a figure who fascinates both his admirers and detractors because of his seminal role in European history at the end of the eighteenth and beginning of the nineteenth centuries, straddling the French Revolution and the enormous empire that he fashioned through military conquest. Napoleon in the Russian Imaginary focuses on the response of Russia's greatest writers-poets, novelists, critics, and historians-to the idea of "Great Man" as an agent of transformational change as it manifests itself in the person and career of Napoleon. After Napoleon's defeat at Waterloo in 1815 and his subsequent exile to St. Helena, in much of Europe a re-evaluation of Napoleon's person, stature, and historical significance occurred, as thinkers and writers witnessed the gradual reestablishment of repressive regimes throughout Europe. This re-evaluation in Russia would have to wait until Napoleon's death in 1821, but when it came to pass, it continued to occupy the imagination of Russia's greatest writers for over 130 years. Although Napoleon's invasion of Russia and subsequent defeat had a profound effect on Russian culture and Russian history, for Russian writers what was most important was the universal significance of Napoleon's desire for world conquest and the idea of unbridled ambition which he embodied. Russian writers saw this, for good or ill, as potentially determining the spiritual and moral fate of future generations. What is particularly fascinating is their attempt to confront each other about this idea in a creative dialogue, with each succeeding writer addressing himself and responding to his predecessor and predecessors.

Mono no Aware and Gender as Affect in Japanese Aesthetics and American Pragmatism places the naturalistic pragmatism of John Dewey in conversation with Motoori Norinaga's mono no aware, a Japanese aesthetic theory of experience, to examine gender as a felt experience of an aware, or an affective quality of persons. By treating gender as an affect, Johnathan Charles Flowers argues that the experience of gendering and being gendered is a result of the affective perception of the organization of the body in line with cultural aesthetics embodied in Deweyan habit or Japanese kata broadly understood as culturally mediated transactions with the world. On this view, how the felt sense of identity aligns with the affective organization of society determines the nature of the possible social transactions between individuals. As such, this book intervenes in questions of personhood broadly-and identity specifically-by treating personhood itself as an affective sense. In doing so, this book demonstrates how questions of personhood and identity are themselves affective judgments. By treating gender and other identities as aware, this book advocates an expanded recognition of the how to be in the world through cultivating new ways of perceiving the affective organization of persons.

*The most comprehensive up-to-date student-friendly guide to translation tools and technologies *Translation Tools and Technologies are an essential component of any translator training programme, following European Masters in Translation framework guidelines *Unlike the competition, this textbook offers comprehensive and accessible explanations of how to use current translation tools, illustrated by examples using a wide range of languages, linked to task-oriented, self-study training materials

Transmedia Character Studies provides a range of methodological tools and foundational vocabulary for the analysis of characters across and between various forms of multimodal, interactive, and even non-narrative or non-fictional media. This highly innovative work offers new perspectives on how to interrelate production discourses, media texts, and reception discourses, and how to select a suitable research corpus for the discussion of characters whose serial appearances stretch across years, decades, or even centuries. Each chapter starts from a different notion of how fictional characters can be considered, tracing character theories and models to approach character representations from perspectives developed in various disciplines and fields. This book will enable graduate students and scholars of transmedia studies, film, television, comics studies, video game studies, popular culture studies, fandom studies, narratology, and creative industries to conduct comprehensive, media-conscious analyses of characters across a variety of media.

This book builds a case for how social norms are neither mere conventions nor are they merely anthropological phenomena, which are relativistic. In other words, it talks about how socio-political norms are built out of our natural social behaviour but at the same time also have objective normative validity. The volume puts forth an alternative model called the recognitional model which can help us address some of the socio-political concerns we face in today's world. It addresses the problem with a purely legalistic framework of addressing social injustice is that law, due its universalistic assumptions, regarding human nature, tends to glide over the particular differences that might exist between people. This book discusses how we know that in our daily lives, we value people not only because that person is a legal human being but because that person is our father, mother, our teacher etc. There is a whole network of acts of social respect that we engage in with the other in our social sphere which the legal framework can't quite capture. This volume sheds light on the political consequence of legal reasoning is that it is formalistic in the sense that legal relations can't successfully codify the immediate epistemic context from which social identities emerge. An introspective work, this book will be of great interest to scholars and researchers of linguistics, political philosophy, law and human rights, and social theory.

Louisiana writer Tim Gautreaux (b. 1947) writes fiction that mixes equal parts dry humor, tall tales, and deep tragedy. His stories and novels of working-class Acadiana portray lives of inimitably poignant love, loss, and longing. The depth and complexity of Gautreaux's writing invite scholarly appraisals as well, as critics mine the richness of his moral vision. These interviews reveal the intensity of his sense of place, his deep connection to the mechanical and working world, his commitment to the craft of writing, and his Catholic view that has been shaped by Flannery O'Connor and Walker Percy.

"Conversations with Tim Gautreaux" collects interviews from 1993 to 2009 with the author of "The Missing, The Clearing, Welding with Children," and many other vital works of fiction. Readers who have been engaged with the themes in his stories and novels will find themselves equally taken with the kind and thoughtful voice they discover in interviews.

This volume addresses the implications that academic interdisciplinarity in the field of English for Academic Purposes (EAP) and English for Specific Purposes (ESP) has for research and pedagogy with a global reach. The Editors present a coherent, research-supported analysis of the influence of interdisciplinary research and methods on the way academics collaborate on courses, develop their careers, and teach students. The hitherto prevalence of disciplinary silo-like approaches to academic and scientific issues is increasingly ceding ground to an interdisciplinary synergy of different methodological and epistemological traditions. In the context of ongoing trends towards interdisciplinarity in degree programmes and the increasing popularity of such degree programmes with students (e.g., bioinformatics, computational linguistics, psycholinguistics, neuropolitics, evolutionary finance, global studies, and security studies), academics and programme administrators need awareness of the skills needed to operate in interdisciplinary contexts. Studies in this edited volume examine interdisciplinary communication practices, and identify how academic writing, teaching, language proficiency assessment and degree programmes are responding to changes in the broader social, institutional and political contexts of academia. As authors in the volume demonstrate, the discursive features, literacy practices and instructional modes, and the student experience of these emerging interdisciplines deserve systematic exploration. This insightful volume sheds light on contexts across the globe and will be used by students studying EAP and ESP pedagogy or practice; academics in the fields of applied linguistics and higher education, as well as higher education faculty and administrators interested in interdisciplinarity in degree programmes.

INABSENTIA is the real-life tale from one of Americas Most Wanted... and the first of its kind! Take a walk through the dangerous back-streets of Tijuana to pristine Cabo beaches -sail to the main-land, and schackle-step into a Mexican prison. Sell time-share with millionaires, do business in the drug trade with the most talked about criminals in the news today. INABSENTIA- puts the reader in the passenger's seat of scathing violence, fleeting love and shattered hope, illegal border crossings, mortal combat, and crooked officials, lies, conspiracy and desperation. To stay alive you too must. . .become non-existent INABSENTIA! Welcome.

Human beings rely equally on narrative (or storytelling) and metaphor (or analogy) for making sense of the world. Narrative and Metaphor in Education integrates the two perspectives of narrative and metaphor in educational theory and practice at every level from pre-school to lifelong civic education. Bringing together outstanding educational researchers, the book interweaves for the first time the rich strand of current research about how narrative may be used productively in education with more fragmentary research on the role of metaphor in education and invites readers to 'look both ways.' The book consists of research by 40 academics from many countries and disciplines, describing and analysing the intricate connections between narrative and metaphor as they manifest themselves in many fields of education, including: concepts of education, teacher identity and reflective practice, teaching across cultures, teaching science and history, using digital and visual media in teaching, fostering reconciliation in a postcolonial context, special needs education, civic and social education and educational policy-making. It is unique in combining study of the narrative perspective and the metaphor perspective, and in exploring such a comprehensive range of topics in education. Narrative and Metaphor in Education will be of great interest to academics and researchers in the fields of education and educational policy, as well as teacher educators, practising and future teachers. It will also appeal to psychologists, sociologists, applied linguists and communications specialists.

In Antisemitism and the White Supremacist Imaginary: Conflations and Contradictions in Composition and Rhetoric, Mara Lee Grayson calls attention to the complicity of academic institutions and the discipline(s) of rhetoric, composition, and writing studies in the simultaneous perpetuation and denial of anti-Jewish racism. Despite the persistence of antisemitism and Christian hegemony in the United States and its academic institutions, and despite a growing body of antiracist and anti-oppressive scholarship, antisemitism remains largely unaddressed in disciplinary scholarship, curricula, and pedagogy. This book seeks to (begin to) fill that gap by exploring how the rhetoric through which Jewish identity is conceptualized and weaponized by the white supremacist imaginary essentializes Jewish identities and obscures the racist aims and character of antisemitism. Through rhetorical analysis, historical context, and personal narrative, and drawing upon original phenomenological research, Grayson highlights how deeply embedded antisemitic ideologies impact the lived experiences of Jewish teachers, students, and scholars, and perpetuate white supremacy. This book addresses concerns both experiential and rhetorical, illuminates the rhetorical, historical, political, and racial dynamics of antisemitism, and exposes the limitations of existing discourses of whiteness and (anti)racism. This book gestures toward a future in which, through a more nuanced and productive discourse, we can better support Jewish educators and students and engage Jewish members of the discipline as better accomplices in antiracism. "I take this book personally. Grayson's theoretical framework, historical overview, personal anecdotes, and phenomenological research locate antisemitism nestled in the heart of the white supremacist imaginary. I felt such sadness, anger, and pain reading this book-recognizing myself as a Jew in its stark reflection-and yet her words also charge me, explicitly in my Jewishness, with the urgent need to join others in imagining a more just world through cooperative action and frank dialogue. It's a powerful and vibrant contribution to our field." -Eli Goldblatt, Co-Author, with David Jolliffe, of Literacy as Conversation: Learning Networks in Urban and Rural Communities

This book imagines the ocean as central to understanding the world and its connections in history, literature and the social sciences. Introducing the central conceptual category of ocean as method, it analyzes the histories of movement and traversing across connected spaces of water and land sedimented in literary texts, folklore, local histories, autobiographies, music and performance. It explores the constant flow of people, material and ideologies across the waters and how they make their presence felt in a cosmopolitan thinking of the connections of the world. Going beyond violent histories of slavery and indenture that generate global connections, it tracks the movements of sailors, boatmen, religious teachers, merchants, and adventurers. The essays in this volume summon up this miscegenated history in which land and water are ever linked. A significant rethinking of world history, this volume will be of great interest to scholars and researchers of history, especially connected history and maritime history, literature, and Global South studies.

Ishikawa provides a practical and extensive guide for the International Corpus Network of Asian Learners of English (ICNALE), a unique dataset including more than 15,000 samples of Asian learners' L2 English speeches and essays. It offers approachable introductions to a variety of corpus studies on the aspects of Asian learners' L2 English. Key topics discussed in the book include: * background, aims, and methods of learner corpus research, * principles, designs, and applications of the ICNALE, * vocabulary, grammar, and pragmatics in Asian learners' L2 English, and * individual differences of Asian learners and assessments of their speeches and essays. With many case studies and hands-on guides to utilise ICNALE data to the fullest extent, The ICNALE Handbook is a unique resource for students, teachers, and researchers who are interested in a corpus-based analysis of L2 acquisition.