Afro-Caribbean Women's Writing and Early American Literature is both pedagogical and critical. The text begins by re-evaluating the poetry of Wheatley for its political commentary, demonstrates how Hurston bridges several literary genres and geographies, and introduces Black women writers of the Caribbean to some American audiences. It sheds light on lesser-discussed Black women playwrights of the Harlem Renaissance and re-evaluates the turn-of-the century concept, Noble Womanhood in light of the Cult of Domesticity.

This book works on the interface between literature, culture, and discourse. It is entirely devoted to the reading of some of Zafzaf's novels that came out in the early 1970s and in the late 1980s, and attempts to chart the trajectory of the aesthetic imaginary of an exceptional writing experience that marked out the literary and cultural landscape in Morocco and in the Arab world for long. Zafzaf and his writings are associated with aspects of the country's social contradictions, cultural transition, and political transformations, expressed through various aesthetic patterns that translate the crisis of the intellectual within a society weighed down by poverty, political instability, social conflict, and cultural disintegration. Given the relative scarcity of resources that are written in English about the Moroccan novel of Arabic expression, this work is an attempt to theorize and approach in an interdisciplinary manner a set of narratives that have not been previously explored in western academia. Using postcolonial discourse as approach and a metaphor of reading, it draws attention to the often-neglected texts in Moroccan literature of Arabic expression and explores their aesthetic, discursive, and cultural implications that rethink and disturb canonical formations of literary texts in Morocco. This book will be adopted in the now burgeoning fields of the Humanities, and will provide useful resources for courses about Moroccan Literature and culture.

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.

This far-ranging study develops Morson's concept of "prosaics," which stresses the importance of ordinary events and the novel's unique ability to portray them. Arguing that time is open and contingency real, Morson develops a "prosaics of process" showing how some masterpieces have found an alternative to structure. His well-known pseudonym Alicia Chudo, the inventor of "misanthropology," explores the disturbing philosophical content of laughter, disgust, and even empathy. Northwestern University's most popular professor, Morson attributes declining student interest in literature to current teaching methods. He argues in favor of showing how literature fosters empathy with people unlike ourselves. Ever playful, Morson explores the relation of games to wit, which expresses the power of the mind to triumph over contingency in the social world.

This book explores the salient ethical idea of personhood in African philosophy. It is a philosophical exposition that pursues the ethical and political consequences of the normative idea of personhood as a robust or even foundational ethical category. Personhood refers to the moral achievements of the moral agent usually captured in terms of a virtuous character, which have consequences for both morality and politics. The aim is not to argue for the plausibility of the ethical and political consequences of the idea of personhood. Rather, the book showcases some of the moral-political content and consequences of the account it presents.

The Routledge Handbook of Comparative World Rhetorics offers a broad and comprehensive understanding of comparative or world rhetoric, from ancient times to the modern day. Bringing together an international team of established and emergent scholars, this Handbook looks beyond Greco-Roman traditions in the study of rhetoric to provide an international, cross-cultural study of communication practices around the globe. With dedicated sections covering theory and practice, history, pedagogy, hybrids and the modern context, this extensive collection will provide the reader with a solid understanding of: how comparative rhetoric evolved how it re-defines and expands the field of rhetorical studies what it contributes to our understanding of human communication its implications for the advancement of related fields, such as composition, technology, language studies, and literacy. In a world where understanding how people communicate, argue, and persuade is as important as understanding their languages, The Routledge Handbook of Comparative World Rhetorics is an essential resource for scholars and students of communication, composition, rhetoric, cultural studies, cultural rhetoric, cross-cultural studies, transnational studies, translingual studies, and languages.

As societies across the globe are becoming increasingly interwoven at an unprecedented speed and across an impressive scope, so too is the world of food, allowing the English language to develop an ever-widening culinary vocabulary. This book examines the lives of such words in today's discourse on eating and drinking, focusing on foreign - particularly East Asian - influences on culinary terms in English, and how words are born and evolve in a modern transcultural environment. Through the lens of culinary words, this book demonstrates that foreign-origin and hybrid words, previously considered marginal, have become a main source of new imports into our daily lexicon. With case studies from Japan to Mongolia, Hong Kong to Korea, China to Vietnam, and beyond, this book examines how more and more words are becoming borderless and forming their own new global identities. By showcasing some lesser-known regional cuisines, alongside staple dishes that many of us already know and love, this book offers a wide range of examples in order to illustrate the metamorphosis of the manner in which we engage with food words. This book will be of interest to general readers, as well as those who are engaged in East Asian studies, English linguistics, intercultural communication studies, translation studies, and lexicography.

This edited volume brings together several original studies that critically examine the quantitative and qualitative effects of service-learning (SL) on foreign and second language learning, and its impact on communities, learners, pre-service teacher candidates, and faculty-researchers. The book focuses on two key aspects: Innovative SL methodologies that seek to develop linguistic and cultural competencies and empirical investigations on the SL effects on all stakeholders. The analysis presented provides a unique insight into the challenges and future directions of SL research, pedagogical assessment, and community impact.

This volume features new perspectives on the implications of cross-linguistic and cultural diversity for epistemology. It brings together philosophers, linguists, and scholars working on knowledge traditions to advance work in epistemology that moves beyond the Anglophone sphere. The first group of chapters provide evidence of cross-linguistic or cultural diversity relevant to epistemology and discuss its possible implications. These essays defend epistemic pluralism based on Sanskrit data as a commitment to pluralism about epistemic stances, analyze the use of two Japanese knowledge verbs in relation to knowledge how, explore the Confucian notion of justification, and surveys cultural differences about the testimonial knowledge. The second group of chapters defends "core monism"-which claims that despite the cross-linguistic diversity of knowledge verbs, there is certain core epistemological meaning shared by all languages-from both a Natural Semantic Metalanguage (NSM) and skeptical perspective. The third cluster of essays considers the implications of cultural diversity for epistemology based on anthropological studies. These chapters explore real disparities in folk epistemology across cultures. Finally, the last two chapters discuss methods or perspectives to unify epistemology despite and based on the diversity of folk intuitions and epistemological concepts. Ethno-Epistemology is an essential resource for philosophers working in epistemology and comparative philosophy, as well as linguists and cultural anthropologists interested in the cultural-linguistic diversity of knowledge traditions.

Examining four dichotomies in Spanish, this book shows how to reduce the six to ten rules common in textbooks for each contrast to a single binary distinction. That distinction is a form of totality vs. part, easier to see in some of the dichotomies, but present in all of them. Every chapter is example-driven, and many of those examples come from writing by students. Readers can test out for themselves the explanation at work in the examples provided. Then, those examples are explained step by step. In addition to examples from writing by college students, there are examples from RAE (Real Academia Espanola), from scholars, from writers, from Corpes XXI (RAE), from the Centro Virtual Cervantes, and from the Internet. Many of those examples are presented to the reader as exercises, and answers are provided. This book was written for teachers of Spanish as a second language (L2) and for minors or majors of Spanish as an L2. It will also benefit teachers and learners of other L2s with some of these dichotomies.

This book analyses cultural questions related to representations of the body in South Asian traditions, human perceptions and attitudes toward the body in religious and cultural contexts, as well as the processes of interpreting notions of the body in religious and literary texts. Utilising an interdisciplinary perspective by means of textual study and ideological analysis, anthropological analysis, and phenomenological analysis, the book explores both insider- and outsider perspectives and issues related to the body from the 2nd century CE up to the present-day. Chapters assess various aspects of the body including processes of embodiment and questions of mythologizing the divine body and othering the human body, as revealed in the literatures and cultures of South Asia. The book analyses notions of mythologizing and "othering" of the body as a powerful ideological discourse, which empowers or marginalizes at all levels of the human condition. Offering a deep insight into the study of religion and issues of the body in South Asian literature, religion and culture, this book will be of interest to academics in the fields of South Asian studies, South Asian religions, South Asian literatures, cultural studies, philosophy and comparative literature.

This book argues that there is a common cognitive mechanism underlying all indexical thoughts, in spite of their seeming diversity. Indexical thoughts are mental representations, such as beliefs and desires. They represent items from a thinker's point of view or her cognitive perspective. We typically express them by means of sentences containing linguistic expressions such as 'this (F)' or 'that (F)', adverbs like 'here', 'now', and 'today', and the personal pronoun 'I'. While generally agreeing that representing the world from a thinker's cognitive perspective is a key feature of indexical thoughts, philosophers disagree as to whether a thinker's cognitive perspective can be captured and rationalized by semantic content and, if so, what kind of content this is. This book surveys competing views and then advances its own positive account. Ultimately, it argues that a thinker's cognitive perspective - or her indexical point of view - is to be explained in terms of the content that is believed and asserted as the only kind of content that there is which thereby serves as the bearer of cognitive significance. The Indexical Point of View will be of interest to philosophers of mind and language, linguists, and cognitive scientists.

Pragmatics Pedagogy in English as an International Language aims to bring to light L2 pragmatics instruction and assessment in relation to English as an International Language (EIL). The chapters in this book deal with a range of pedagogically related topics, including the historical interface between L2 pragmatics and EIL, reconceptualization of pragmatic competence in EIL, intercultural dimension of pragmatics pedagogy in EIL, teacher pragmatic awareness of instruction in the context of EIL, pragmatics of politeness in EIL, pragmatic teaching materials for EIL pedagogy, teachers' and scholars' perceptions of pragmatics pedagogy in EIL, assessment and assessment criteria in EIL-aware pragmatics, and methods for research into pragmatics in EIL. This book is different from other books about both EIL pedagogy and pragmatics pedagogy. Exploring the interface between different dimensions of pragmatics pedagogy and EIL, it suggests instructional and assessment tasks for EIL-aware pedagogy and directions for research on EIL-based pragmatics pedagogy. Pragmatics Pedagogy in English as an International Language will be useful for a range of readers who have an interest in the pragmatics instruction and assessment of EIL as well as those whose main area of specialization is EIL but would like to know how EIL, with its rich conceptual and empirical background, can go beyond linguistic instruction to embrace the instruction of pragmatic competence.

Against the historical background of Chinese translation in the West and the emergence of several prominent European translators of China, this book examines the role of a translator in terms of cross-cultural communication, the image of the foreign culture in the minds of the target audience, and the influence of their translations on the target culture. With the focus on the career and output of the Dutch translator Henri Borel (1869-1933), this study investigates different aspects of the role of translator. The investigation is carried out by analysing texts and probing the achievements and contributions of the translator, underpinned by documents from the National Archives and the Literature Museum in the Hague, the Netherlands. Based on the findings derived from this study, advice is offered to those now involved in the promotion and translation of Chinese culture and literature. It will make an important contribution to the burgeoning history of Chinese translation. This book will be of interest to anyone with an interest or background in the translation history of China, the history of sinology in the West, and the role of translators.

This research- and pedagogy-oriented book delves into the study and application of incidental vocabulary acquisition in English through captioned videos. This technology offers EFL students of different ages more opportunities for vocabulary learning compared to the traditional classroom. This book reviews the conceptual, methodological, theoretical, and practical issues associated with captioned videos and offers innovative ideas to help researchers, graduate students, and classroom practitioners enhance learners' vocabulary acquisition at all levels.

Wars create their own dynamics, especially with regard to images and language. The semiotic and semantic codes are redefined, according to the need to create an enemy image, or in reference to the results of a war that are post-event defined as just or reasonable. The semiotic systems of wars are central to the discussion of the contributions within this volume, which highlight the interrelationship of semiotic systems and their constructions during wars in different periods of history.

Through close analysis of primary source textual documents produced by the Foreign Service Institute (FSI) between 1947 and 1968, this unique text reveals the undocumented influence of the FSI on K-12 language instruction and assessment in the United States. By investigating the historical development of the FSI and its attitudes and practices around language learning and bilingualism, this text provides in-depth insight into the changing value of bilingualism in the US, and highlights how the FSI's practices around language instruction and assessment continue to influence language instruction in American public schools. By mapping the development and integration of language proficiency assessments which strongly resemble those used by the FSI, historical analysis uncovers key political and economic motivations for increased promotion of language instruction in the US education system. Providing insights into issues of language instruction and assessment in public education that persist today, this book will be particularly useful to researchers and students interested in how policy formation has shaped language instruction and assessment in US public schools.

A fully interdisciplinary exploration of Irish Studies' development since the end of the Celtic Tiger (contributors include scholars from literary studies, history, sports studies, performance studies, music studies, language studies, politics, economics, media studies, art and visual culture, gender studies, and more) Includes essays from scholars and practitioners in Ireland, the US, and the UK Includes several essays that consider Irish studies in relation to ecological crisis, including the global pandemic Includes essays from both emerging and well-established scholars Addresses intersections between Irish studies and diverse theoretical frameworks, including queer theory, ecocriticism, critical race studies, feminist theory, disability studies, postcolonial theory, and queer theory.

This Handbook is a comprehensive overview of English language education in Bangladesh. Presenting descriptive, theoretical, and empirical chapters as well as case studies, this Handbook, on the one hand, provides a comprehensive view of the English language teaching and learning scenario in Bangladesh, and on the other hand comes up with suggestions for possible decolonisation and de-eliticisation of English in Bangladesh. The Handbook explores a wide range of diverse endogenous and exogenous topics, all related to English language teaching and learning in Bangladesh, and acquaints readers with different perspectives, operating from the macro to the micro levels. The theoretical frameworks used are drawn from applied linguistics, education, sociology, political science, critical geography, cultural studies, psychology, and economics. The chapters examine how much generalisability the theories have for the context of Bangladesh and how the empirical data can be interpreted through different theoretical lenses. There are six sections in the Handbook covering different dynamics of English language education practices in Bangladesh, from history, policy and practice to assessment, pedagogy and identity. It is an invaluable reference source for students, researchers, and policy makers interested in English language, ELT, TESOL, and applied linguistics.

Language plays a central role in human life. However, the term "language" as defined in the language sciences of the 20th century and the traditions these have drawn on, have arguably limited our thinking about what language is and does. The two inter-linked volumes of Thibault's study articulate crucially important aspects of an emerging new perspective shift on language-the Distributed Language view-that is now receiving more and more attention internationally. Rejecting the classical view that the fundamental architecture of language can be localised as a number of inter-related levels of formal linguistic organisation that function as the coded inputs and outputs to each other, the distributed language view argues that languaging behaviour is a bio-cultural organiation of process that is embodied, multimodal, and integrated across multiple space-time scales. Thibault argues that we need to think of human languaging as the distinctively human mode of our becoming and being selves in the extended human ecology and the kinds of experiencing that this makes possible. Paradoxically, this also means thinking about language in non-linguistic ways that break the grip of the conventional meta-languages for thinking about human languaging. Thibault's book grounds languaging in process theory: languaging and the forms of experience it actualises is always an event, not a thing that we "use". In taking a distinctively interdisciplinary approach, the book relates dialogical theories of human sense-making to the distributed view of human cognition, to recent thinking about distributed language, to ecological psychology, and to languaging as inter-individual affective dynamics grounded in the subjective lives of selves. In taking this approach, the book considers the coordination of selves in social encounters, the emergent forms of self-reflexivity that characterise these encounters, and the implications for how we think of and live our human sociality, not as something that is mediated by over-arching codes and systems, but as emerging from the endogenous subjectivities of selves when they seek to coordinate with other selves and with the situations, artefacts, social institutions, and technologies that populate the extended human ecology. The two volumes aim to bring our understanding of human languaging closer to human embodiment, experience, and feeling while also showing how languaging enables humans to transcend local circumstances and thus to dialogue with cultural tradition. Volume I focuses on the shorter timescales of bodily dynamics in languaging activity. Volume II integrates the shorter timescales of body dynamics to the longer cultural-historical timescales of the linguistic and cultural norms and patterns to which bodily dynamics are integrated.

A clear organized structure that allows for one chapter's lessons to build on another, assisting in supporting and scaffolding students' knowledge Clear visuals and charts that take into account the learner's language level. Support for the instructor with transcripts of materials and ideas for activities both in the textbook and the manual. Diverse video, audio, reading, and web activities that engage the students at their level, thereby supporting their participate in communicative activities. The program has been the best seller as a college Russian textbook through five editions since 1993.