Politeness serves to manage social relations or is wielded as an instrument of power. Through good manners, people demonstrate their educational background and social rank. This is the first book to bring together the most recent scholarship on politeness and impoliteness in Ancient Greek and Latin, signalling both its universal and its culture-specific traits. Leading scholars analyse texts by canonical classical authors (including Plato, Cicero, Euripides, and Plautus), as well as non-literary sources, to provide glimpses into the courtesy and rudeness of Greek and Latin speakers. A wide range of interdisciplinary approaches is adopted, namely pragmatics, conversation analysis, and computational linguistics. With its extensive introduction, the volume introduces readers to one of the most dynamic fields of Linguistics, while demonstrating that it can serve as an innovative tool in philological readings of classical texts.

Understanding reading abilities and their development is fundamental for language comprehension and human cognition. Now in its second edition, this book draws on research from multiple disciplines to explain reading abilities in both L1 and L2, and shows how this research can be applied in practice in order to support reading development. Research into reading has progressed a great deal since the first edition was published, so this edition has been completely updated and revised, in order to reflect these advances. All chapters present updated research studies, and completely new chapters are included on the neurocognition of reading, reading-writing relationships, and digital reading. If you want to know how reading works, no matter the language(s) involved, as well as how it can be taught effectively, this book provides a persuasive research foundation and many practical insights. It is essential reading for academic researchers and students in Applied Linguistics and TESOL.

Childhood multilingualism has become a norm rather than an exception. This is the first handbook to survey state-of-the-art research on the uniqueness of early multilingual development in children growing up with more than two languages in contact. It provides in-depth accounts of the complexity and dynamics of early multilingualism by internationally renowned scholars who have researched typologically different languages in different continents. Chapters are divided into six thematic areas, following the trajectory, environment and conditions underlying the incipient and early stages of multilingual children's language development. The many facets of childhood multilingualism are approached from a range of perspectives, showcasing not only the challenges of multilingual education and child-rearing but also the richness in linguistic and cognitive development of these children from infancy to early schooling. It is essential reading for anyone interested in deepening their understanding of the multiple aspects of multilingualism, seen through the unique prism of children.

This new five-volume anthology of major works has been produced in consultation with an editorial advisory board of distinguished scholars. It brings together the key texts of language variation and change to provide a comprehensive collection that represents the field's development and showcases the diverse communities that have been the subjects of investigation.

As the first systematic attempt to probe the linguistic strategies of Daoist Zhuangzi and Chan Buddhism, this book investigates three areas: deconstructive strategy, liminology of language, and indirect communication. It bases these investigations on the critical examination of original texts, placing them strictly within soteriological contexts. Whilst focusing on language use, the study also reveals some important truths about these two traditions and challenges many conventional understandings of them. Responding to recent critiques of Daoist and Chan Buddhist thought, it brings these two traditions into a constructive dialogue with contemporary philosophical reflection. It discovers Zhuangzian and Chan perspectives and sheds light on issues such as the relationship between philosophy and non-philosophy, de-reification of words, relativising the limit of language, structure of indirect communication, and use of paradox, tautology and poetic language.

In the field of second language (L2) acquisition, the number of studies focusing on L2 pronunciation instruction and perceptual/production training has increased as new classroom methodologies have been proposed and new goals for L2 pronunciation have been set. This book brings together different approaches to L2 pronunciation research in the classroom or in the language laboratory. 13 chapters, written by well-known researchers focusing on a variety of first and target languages, are divided into four parts: Pronunciation development and intelligibility: implications for teaching and training studies; L2 pronunciation teaching; L2 pronunciation training: implications for the classroom; and Pronunciation in the laboratory: High Variability Phonetic Training. Intended for researchers in the fields of second language acquisition, phonetics, phonology, psycholinguistics, speech therapies, speech technology, as well as second language teaching, this book not only summarizes the current research questions on L2 pronunciation teaching and training, but also predicts future scenarios for both researchers and practitioners in the field.

A growing number of language varieties with diverse backgrounds and structural typologies have been identified as mixed. However, the debate on the status of many varieties and even on the existence of the category of "mixed languages" continues still today. This volume examines the current state of the theoretical and empirical debate on mixed languages and presents new advances from a diverse set of mixed language varieties. These cover well-known mixed languages, such as Media Lengua, Michif, Gurindji Kriol, and Kallawaya, and varieties whose classification is still debated, such as Reo Rapa, Kumzari, Jopara, and Wutun. The contributions deal with different aspects of mixed languages, including descriptive approaches to their current status and origins, theoretical discussions on the language contact processes in them, and analysis of different types of language mixing practices. This book contributes to the current debate on the existence of the mixed language category, shedding more light onto this fascinating group of languages and the contact processes that shape them.

The linguistic study of Chinese, with its rich morphological, syntactic and prosodic/tonal structures, its complex writing system, and its diverse socio-historical background, is already a long-established and vast research area. With contributions from internationally renowned experts in the field, this Handbook provides a state-of-the-art survey of the central issues in Chinese linguistics. Chapters are divided into four thematic areas: writing systems and the neuro-cognitive processing of Chinese, morpho-lexical structures, phonetic and phonological characteristics, and issues in syntax, semantics, pragmatics, and discourse. By following a context-driven approach, it shows how theoretical issues in Chinese linguistics can be resolved with empirical evidence and argumentation, and provides a range of different perspectives. Its dialectical design sets a state-of-the-art benchmark for research in a wide range of interdisciplinary and cross-lingual studies involving the Chinese language. It is an essential resource for students and researchers wishing to explore the fascinating field of Chinese linguistics.

First published in 1982. Routledge is an imprint of Taylor & Francis, an informa company.

Anglo-Saxons valued education yet understood how precarious it could be, alternately bolstered and undermined by fear, desire, and memory. They praised their teachers in official writing, but composed and translated scenes of instruction that revealed the emotional and cognitive complexity of learning. Irina Dumitrescu explores how early medieval writers used fictional representations of education to explore the relationship between teacher and student. These texts hint at the challenges of teaching and learning: curiosity, pride, forgetfulness, inattention, and despair. Still, these difficulties are understood to be part of the dynamic process of pedagogy, not simply a sign of its failure. The book demonstrates the enduring concern of Anglo-Saxon authors with learning throughout Old English and Latin poems, hagiographies, histories, and schoolbooks.

This book presents a unique understanding of the interdependence between language and psychology and how one's speech is shaped by and in turn shapes one's thoughts, beliefs, and emotions. Drawing on the tenets of discourse analysis and psychology, it presents a comprehensive guide to a new and burgeoning area in linguistics and critical theory. The volume focusses on individual and group behaviour to show how identity formation is as much dependent on the psychological state as on social surroundings and context. It introduces various concepts from the sociocognitive framework, discursive and critical psychology, highlighting the myriad ways of approaching the complex interface between text, sociocultural factors, and cognitive processes. An indispensable guide to the complex world of language and the unconscious, the volume will be of interest to students and scholars of linguistics, applied linguistics, sociolinguistics, psychology and behavioural science, language, and critical theory. It is also a must-read for the general reader interested in language, communication, and social intelligence.

Focusing on the Americas - home to 40 to 50 million Indigenous people - this book explores the history and current state of Indigenous language revitalization across this vast region. Complementary chapters on the USA and Canada, and Latin America and the Caribbean, offer a panoramic view while tracing nuanced trajectories of "top down" (official) and "bottom up" (grass roots) language planning and policy initiatives. Authored by leading Indigenous and non-Indigenous scholars, the book is organized around seven overarching themes: Policy and Politics; Processes of Language Shift and Revitalization; The Home-School-Community Interface; Local and Global Perspectives; Linguistic Human Rights; Revitalization Programs and Impacts; New Domains for Indigenous Languages Providing a comprehensive, hemisphere-wide scholarly and practical source, this singular collection simultaneously fills a gap in the language revitalization literature and contributes to Indigenous language revitalization efforts.

Language's key function is to enable human social interaction, for which people are motivated to engage by powerful brain mechanisms. This book integrates recent work on embodied simulations, traditional meaning-making processes and a myriad of semantic and other meaning contributors to formulate a new model of how language functions following a pattern of conjoined antonymy. It investigates how embodied simulations,semantic information, deviation, omission, indirectness, figurativity, language play, and other processes leverage rich meaning from only a few words by using inherently biological, cognitive and social frameworks. The interaction of these meaning-making components of language is described and a language-functioning model based on recent neuroscientific research is laid out to allow for a more complete understanding of how language operates.

From the unfaithful husband to the binge eater, from the secret cross-dresser to the pilferer of worthless items, there are those who seem to live two lives, to be divided selves, to be literally of two minds. This division or "vertical split" appears in a person at odds with himself, a person who puzzles over, and even heartily dislikes, that parallel person who behaves in so repugnant a manner. In Being of Two Minds, Arnold Goldberg provides trenchant insight into such divided minds - their origins, their appearances, and their treatment. Goldberg's inquiry into divided minds leads to a return to the psychoanalytic concept of disavowal, which forms the basis of the vertical split. Goldberg explores the developmental circumstances that tend to a reliance on disavowal, provides numerous examples of the emergence of disavowal in the treatment situation, and considers the therapeutic approaches through which disavowal may be addressed. He is especially perceptive in discussing the manner in which the therapist's own tendency to disavow may collusively interact with that of the patient. Goldberg considers the full range of splits to which disavowal gives rise, from circumscribed instances of dissociation to the much-debated multiple personality disorders. He gives special attention to the role of the vertical split in patients with behavior disorders; here his thoughtful insights point to a treatment approach that significantly differs both from the simple ascription of a 'self disorder' and from the usual pedagogical emphasis on issues of self-control and/or punishment. As Goldberg shows, the repugnance felt by many therapists for offensive behaviors emanating from the patient's parallel self are frequently shared by the patient, who commonly despises misbehavior that he is unable to understand. Being of Two Minds begins to formulate just such understanding, to the great benefit of patient and therapist alike.

The burgeoning of research on signed language during the last two decades has had a major influence on several disciplines concerned with mind and language, including linguistics, neuroscience, cognitive psychology, child language acquisition, sociolinguistics, bilingualism, and deaf education. The genealogy of this research can be traced to a remarkable degree to a single pair of scholars, Ursula Bellugi and Edward Klima, who have conducted their research on signed language and educated scores of scholars in the field since the early 1970s. The Signs of Language Revisited has three major objectives: * presenting the latest findings and theories of leading scientists in numerous specialties from language acquisition in children to literacy and deaf people; * taking stock of the distance scholarship has come in a given field, where we are now, and where we should be headed; and * acknowledging and articulating the intellectual debt of the authors to Bellugi and Klima--in some cases through personal reminiscences. Thus, this book is also a document in the sociology and history of science.

The Handbook of Latent Semantic Analysis is the authoritative reference for the theory behind Latent Semantic Analysis (LSA), a burgeoning mathematical method used to analyze how words make meaning, with the desired outcome to program machines to understand human commands via natural language rather than strict programming protocols. The first book of its kind to deliver such a comprehensive analysis, this volume explores every area of the method and combines theoretical implications as well as practical matters of LSA. Readers are introduced to a powerful new way of understanding language phenomena, as well as innovative ways to perform tasks that depend on language or other complex systems. The Handbook clarifies misunderstandings and pre-formed objections to LSA, and provides examples of exciting new educational technologies made possible by LSA and similar techniques. It raises issues in philosophy, artificial intelligence, and linguistics, while describing how LSA has underwritten a range of educational technologies and information systems. Alternate approaches to language understanding are addressed and compared to LSA. This work is essential reading for anyone-newcomers to this area and experts alike-interested in how human language works or interested in computational analysis and uses of text. Educational technologists, cognitive scientists, philosophers, and information technologists in particular will consider this volume especially useful.

This book provides a wide-ranging review of urban problems and constitutes a major contribution to the mounting public debate that these problems are attracting. Many of the problems - of social and economic decay - are not new; indeed they are perennial problems of urban societies. As the complexities and interdependencies of modern life have increased, so has the resolve to combat the environmental and social ills to which these give rise.

The particular focus of this volume is on the 'framework' of urban problems - the changing demographic, social and economic structure, the shortage of land and the transport needs of a highly complex industrial society. A mass of facts and figures are neatly and succinctly marshalled to provide a clear picture of the problems.

Stress is laid on the essentially political nature of these problems and the alternative solutions. In essence, urban problems are problems of social injustice, of disadvantage and of lack of power.

This book was first published in 1973.

When originally published in 1873 one of the aims was to protest against an idea that the Japanese language was very imperfect, and therefore it should be exterminated! The second was to give a general idea of the Japanese language as it is spoken.

An important contribution to the multi-disciplinary study of literacy, narrative and culture, this work argues that literacy is perhaps best described as an ensemble of socially and historically embedded activities of cultural practices. It suggests viewing written language, producing and distributing, deciphering and interpreting signs, are closely related to other cultural practices such as narrative and painting.

The papers of the first and second parts illustrate this view in contexts that range from the pre-historical beginnings of tracking signs' in hunter-gatherer cultures, and the emergence of modern literate traditions in Europe in the 17th to 19th century, to the future of electronically mediated writing in times of the post-Gutenberg galaxy. The chapters of the third present results of recent research in developmental and educational psychology.

Contributions by leading experts in the field make the point that there is no theory and history of writing that does not presuppose a theory of culture and social development. At the same time, it demonstrates that every theory and history of culture must unavoidably entail a theory and history of writing and written culture.

This book brings together perspectives on literacy from psychology, linguistics, history and sociology of literature, philosophy, anthropology, and history of art. It addresses these issues in plain language not coded in specialized jargon and addresses a multi-disciplinary forum of scholars and students of literacy, narrative and culture.

This book offers a fresh look at the status of the scribe in society, his training, practices, and work in the biblical world. What was the scribe's role in these societies? Were there rival scribal schools? What was their role in daily life? How many scripts and languages did they grasp? Did they master political and religious rhetoric? Did they travel or share foreign traditions, cultures, and beliefs? Were scribes redactors, or simply copyists? What was their influence on the redaction of the Bible? How did they relate to the political and religious powers of their day? Did they possess any authority themselves? These are the questions that were tackled during an international conference held at the University of Strasbourg on June 17-19, 2019. The conference served as the basis for this publication, which includes fifteen articles covering a wide geographical and chronological range, from Late Bronze Age royal scribes to refugees in Masada at the end of the Second Temple period.

A New Literary History of the Long Twelfth Century offers a new narrative of what happened to English language writing in the long twelfth century, the period that saw the end of the Old English tradition and the beginning of Middle English writing. It discusses numerous neglected or unknown texts, focusing particularly on documents, chronicles and sermons. To tell the story of this pivotal period, it adopts approaches from both literary criticism and historical linguistics, finding a synthesis for them in a twenty-first century philology. It develops new methodologies for addressing major questions about twelfth-century texts, including when they were written, how they were read and their relationship to earlier works. Essential reading for anyone interested in what happened to English after the Norman Conquest, this study lays the groundwork for the coming decade's work on transitional English.

Linguistics and the Teacher is a collection of essays by linguists on different aspects of the relationship between linguistics and education. All the contributors are united in their belief that linguistics should be a central element in the education of teachers, and argue for principled and systematic analysis in the study of the role of language in learning. The essays range from theoretical accounts of the nature of language study in teacher education to practical examples of how linguistics can help the teacher in such diverse contexts as the assessment of difficulty in textbooks, the teaching of literature, and analysing children's writing. The book offers models for analysis, specific syllabus and course proposals, and, in a key essay, discussion of those areas relevant to language and learning upon which most linguists would agree. The collection as a whole presents teachers with all the materials they need to make informed judgements about what has hitherto been regarded as a difficult area.

The Voices project of the British Broadcasting Corporation, a recent high-profile media investigation, gathered contemporary English dialect samples from all over the UK and invited contributions from the public to a dedicated website. This book explores both issues of ideology and representation behind the media project and uses to which the emerging data can be put in the study of language variation and change. Two lead-in chapters, written from the complementary perspectives of a broadcast media specialist, Simon Elmes, and an academic linguist, David Crystal, set the project in the BBC's historical, social, and linguistic contexts. Following these, authorities in a range of specialisms concerned with uses and representations of language varieties address various aspects of the project's potential, in three broad sections: Linguistic explorations of the representations of language and the debates on language evoked by the data. The linguistic product of the project, including lexical, phonological, and grammatical investigations. Technical aspects of creating maps from the large electronic Voices database. An interactive companion website provides the means to access, explore, and make use of raw linguistic data, along with interpretive maps created from it, all accompanied by full explanations. Analysing 21st Century British English brings together key research and is essential reading for advanced undergraduate students, postgraduate students and researchers working in the areas of language variation, dialect and sociolinguistics. Contributors: David Crystal, Bethan Davies, Susie Dent, Simon Elmes, Holly Gilbert, Jon Herring, John Holliday, Alexandra Jaffe, Tommaso Milani, Rob Penhallurick, Jonnie Robinson, Mooniq Shaikjee, Ann Thompson, Will Turner, Clive Upton, Martijn Wieling.

Bringing together cutting-edge research, this Handbook is the first comprehensive text to examine the pivotal role of working memory in first and second language acquisition, processing, impairments, and training. Authored by a stellar cast of distinguished scholars from around the world, the Handbook provides authoritative insights on work from diverse, multi-disciplinary perspectives, and introduces key models of working memory in relation to language. Following an introductory chapter by working memory pioneer Alan Baddeley, the collection is organized into thematic sections that discuss working memory in relation to: Theoretical models and measures; Linguistic theories and frameworks; First language processing; Bilingual acquisition and processing; and Language disorders, interventions, and instruction. The Handbook is sure to interest and benefit researchers, clinicians, speech therapists, and advanced undergraduate and postgraduate students in linguistics, psychology, education, speech therapy, cognitive science, and neuroscience, or anyone seeking to learn more about language, cognition and the human mind.

Now in full colour, this fully revised edition of the best-selling textbook provides an up-to-date and comprehensive introduction to the psychology of language for undergraduates, postgraduates, and researchers. It contains everything the student needs to know about how we acquire, understand, produce, and store language.

Whilst maintaining both the structure of the previous editions and the emphasis on cognitive processing, this fourth edition has been thoroughly updated to include:

• the latest research, including recent results from the fast-moving field of brain imaging and studies
• updated coverage of key ideas and models
• an expanded glossary
• more real-life examples and illustrations.

The Psychology of Language, Fourth Edition" is praised for describing complex ideas in a clear and approachable style, and assumes no prior knowledge other than a grounding in the basic concepts of cognitive psychology. It will be essential reading for advanced undergraduate and graduate students of cognition, psycholinguistics, or the psychology of language. It will also be useful for those on speech and language therapy courses.

The book is supported by a companion website featuring a range of helpful supplementary resources for both students and lecturers.