The second century CE has often been described as a kind of dark period with regard to our knowledge of how the earliest Christian writings (the gospels and Paul's letters) were transmitted and gradually came to be accepted as authoritative and then, later on, as "canonical". At the same time a number of other Christian texts, of various genres, saw the light. Some of these seem to be familiar with the gospels, or perhaps rather with gospel traditions identical or similar to those that found their way into the NT gospels. The volume focuses on representative texts and authors of the time in order to see how they have struggled to find a way to work with the NT gospels and/or the traditions behind these, while at the same time giving a place also to other extra-canonical traditions. It studies in a comparative way the reception of identifiably "canonical" and of extra-canonical traditions in the second century. It aims at discovering patterns or strategies of reception within the at first sight often rather chaotic way some of these ancient authors have cited or used these traditions. And it will look for explanations of why it took such a while before authors got used to cite gospel texts (more or less) accurately.

"The Book of Job in Form" presents to the reader a platform for a personal and intensive encounter with a great work of art. Its bilingual centre offers the text in Hebrew and English, and shows the forty poems in their original form, in 412 strophes and 165 stanzas. The commentary points out how these proportions and the remarkable precision of the poet (who counted syllables on all text levels) affect the thematics of the book, so that the portrait of the hero can be redrawn; his stubbornly defended integrity meets vindication and his last words, generally misunderstood, require a positive understanding. The poetry and its slim framework in prose are a unified composition which deserves a synchronic approach.

This book brings applied linguistics and translation studies together through an analysis of literary texts in Chinese, Hindi, Japanese and Korean and their translations. It examines the traces of translanguaging in translated texts with special focus on the strategic use of scripts, morphemes, words, names, onomatopoeias, metaphors, puns and other contextualized linguistic elements. As a result, the author draws attention to the long-term, often invisible contributions of translanguaging performed by translators to the development of languages and society. The analysis sheds light on the problems caused by monolingualizing forces in translation, teaching and communicative contexts in modern societies, as well as bringing a new dimension to the burgeoning field of translanguaging studies.

Folktales of Mizoram is a translated collection of sixty-six short stories from northeast India taken up for a critical evaluation. The stories depict a typical Mizo culture in spirit and practice. This study focuses on the transformation of oral literature into written narratives. Folk practices, folk medicine, folk narratives, traditional songs, and received wisdom dominate these stories. A more insightful approach into folk narratives and songs emphasizes the world of new hermeneutics. The land, the culture, the language, the traditions have been remarkably explored through an elegant reading and evaluation of this collection. Antiquity speaks through the folk tales. The spirit of folktales becomes one of unique exploration of hermeneutics in the end.

Translating Kali's Feast is an interdisciplinary study of the Goddess Kali bringing together ethnography and literature within the theoretical framework of translation studies. The idea for the book grew out of the experience and fieldwork of the authors, who lived with Indo-Caribbean devotees of the Hindu Goddess in Guyana. Using a variety of discursive forms including oral history and testimony, field notes, songs, stories, poems, literary essays, photographic illustrations, and personal and theoretical reflections, it explores the cultural, aesthetic and spiritual aspects of the Goddess in a diasporic and cross-cultural context. With reference to critical and cultural theorists including Walter Benjamin and Julia Kristeva, the possibilities offered by Kali (and other manifestations of the Goddess) as the site of translation are discussed in the works of such writers as Wilson Harris, V.S. Naipaul and R.K. Narayan. The book articulates perspectives on the experience of living through displacement and change while probing the processes of translation involved in literature and ethnography and postulating links between 'rite' and 'write,' Hindu 'leela' and creole 'play.'

This book is the first collection of essays dedicated to the work of C. H. Sisson (1915-2003), a major English poet, critic and translator. The collection aims to offer an overall guide to his work for new readers, while also encouraging established readers of one aspect (such as his well-known classical translations) to explore others. It champions in particular the quality of his original poetry. The book brings together contributions from scholars and critics working in a wide range of fields, including classical reception, translation studies and early modern literature as well as modern English poetry, and concludes with a more personal essay on Sisson's work by Michael Schmidt, his publisher.

This book introduces a new topic to applied linguistics: the significance of the TESOL teacher's background as a learner and user of additional languages. The development of the global TESOL profession as a largely English-only enterprise has led to the accepted view that, as long as the teacher has English proficiency, then her or his other languages are irrelevant. The book questions this view. Learners are in the process of becoming plurilingual, and this book argues that they are best served by a teacher who has experience of plurilingualism. The book proposes a new way of looking at teacher linguistic identity by examining in detail the rich language biographies of teachers: of growing up with two or more languages; of learning languages through schooling or as an adult, of migrating to another linguaculture, of living in a plurilingual family and many more. The book examines the history of language-in-education policy which has led to the development of the TESOL profession in Australia and elsewhere as a monolingual enterprise. It shows that teachers' language backgrounds have been ignored in teacher selection, teacher training and ongoing professional development. The author draws on literature in teacher cognition, bilingualism studies, intercultural competence, bilingual lifewriting and linguistic identity to argue that languages play a key part in the development of teachers' professional beliefs, identity, language awareness and language learning awareness. Drawing on three studies involving 115 teachers from Australia and seven other countries, the author demonstrates conclusively that large numbers of teachers do have plurilingual experiences; that these experiences are ignored in the profession, but that they have powerful effects on the formation of beliefs about language learning and teaching which underpin good practice. Those teachers who identify as monolingual almost invariably have some language learning experience, but it was low-level, short-lived and unsuccessful. How does the experience of successful or unsuccessful language learning and language use affect one's identity, beliefs and practice as an English language teacher? What kinds of experience are most beneficial? These concepts and findings have implications for teacher language education, teacher professional development and the current calls for increased plurilingual practices in the TESOL classroom.

This volume assembles several important studies that examine the role of language in meaning and interpretation. The various contributions investigate interpretation in the versions, in intertestamental traditions, in the New Testament, and in the rabbis and the targumim. The authors, who include well-known veterans as well as younger scholars, explore the differing ways in which the language of Scripture stimulates the understanding of the sacred text in late antiquity and gives rise to important theological themes. This book is a significant resource for any scholar interested in the interpretation of Scripture in and just after the biblical period.>