First published in 1905, these two volumes together reproduced the text of Rawlinson MS. B 408 from the Bodleian Library in two parts. They consist of a preface followed the full Middle English text with glosses. The initial section of the manuscript is slightly older and consists of prefixed liturgical pieces such as the Articles of Excommunication. This follows the common historical practice of combining manuscripts to encourage their preservation. The remainder of the text presents the reader with the Register of the Estates of Godstow Abbey. The manuscript was initially created as a translation of the Latin register in order to allow the nuns, who were literate in English but not Latin, to manage their own estates. This manuscript was, at the time of publication, the only known complete English-language cartulary made for a monastic house. It holds significant implications not only for the status, linguistic development and usage of the English language, but also for women's history in the church and their socioeconomic agency, along with the ability of language to both restrict and open doors. The text includes its own introduction in which the founding of the Abbey by Dame Edyve of Winchester, first Abbess of Godstow, is recounted, followed by deeds relating to the local area.

Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of seventy scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.

The "Intertext "series has been specifically designed to meet the needs of contemporary English Language Studies. Working with Texts: a core introduction to language analysis (second edition 2001) is the foundation text, which is complemented by a range of 'satellite titles. These provide students with hands-on practical experience of textual analysis through special topics, and can be used individually or in conjunction with Working with Texts.
"The Language of Science":
- Explores the way in which scientific language is used (and, at times, abused) by politicians, the media and ourselves.
- Demonstrates the interaction between linguistics and science.
- Is illustrated with a wide range of examples from the MMR vaccine to AIDs and the biological weapons debate, and includes a glossary as well as ideas for further reading.
- Looks at the role of 'names' and 'labels' in assigning levels of importance to scientific phenomenon.
- Examines the use of scientific language and the derogatory connotations it may denote as it is used amongst individuals.

This second edition of Georgian: A Learner's Grammar is a completely revised and updated guide to the fascinating and most widely spoken language of the Caucasus.

Presenting the language in the form of dialogues and reading passages, full attention is given to script reproduction and recognition, pronunciation, lexis and individual points of grammar.

Key features include:

* highlighting of verbal roots throughout
* new and varied exercises for practice of verb forms
* use of the new Georgian currency
* examples of Georgian literature, both poetry and prose, and each with its own self-contained vocabulary * a reference section providing an answer key, a Georgian-English glossary and an index of grammatical terms.

With a varied and extensive range of exercise work, this new edition provides a comprehensive and carefully graded grammar of Georgian that has been successful over a number of years of use in the classroom.

This is a work remarkable for its scholarship, originality and independence of thought. As an introduction to philology, it has never been surpassed in terms of combining scholarship or accessibility. Anyone who loves words or who is at all curious about language will appreciate this book, covering as it does all the ground from every useful angle.

Serbian: An Essential Grammar is an up-to-date and practical reference guide to the most important aspects of Serbian as used by contemporary native speakers of the language.

Refreshingly jargon free, it presents an accessible description of the language, focusing on the real patterns of use today. A reference source for the learner and user of Serbian irrespective of level, it sets out the complexities of the language in short, readable sections.

Features of this Grammar include:

* use of Cyrillic and Latin script examples throughout
* a cultural section on the language and its dialects
* clear and detailed explanations of simple and complex grammatical concepts
* detailed contents list and index for easy reference.

Well-presented and easy to use, Serbian: An Essential Grammar is ideal either for independent study or for students in schools, colleges, universities and adult education.

From emails relating to adoption over the Internet to discussions in the airline cockpit, the spoken or written texts we produce can have significant social consequences. The area of mediated discourse analysis considers texts in their social and cultural contexts to explore the actions individuals take with texts - and the consequences of those actions. Discourse in Action: *brings together the leading scholars from around the world in the area of mediated discourse analysis *reveals ways in which its theory and methodology can be used in research into contemporary social situations *explores real situations and draws on real data in each chapter *shows how analysis of texts in their social contexts broadens our understanding of the real world. Taken together, the chapters provide a comprehensive overview to the field and offer a range of current studies that address some of the most important questions facing students and researchers in linguistics, education, communication studies and other fields. Contributors: Cecilia Castillo Ayometzi, Laurent Filliettaz, Rodney H. Norris, Shawn Rowe, Ingrid de Saint-Georges, Ron Scol

As with many other languages, Mandarin Chinese exhibits a rich variety of ways in expressing the arguments of the predicator in a sentence. Unlike other languages, such variation is typically devoid of any formal marking. Previous attempts in explaining such phenomena usually focus on the syntax as an explanatory tool. The main purpose of this book is to argue that many of such argument structure phenomena are better accounted for by recourse to enriched representations in lexical semantics. Drawing insights from conceptual semantics, cognitive semantics, Generative Lexicon, construction grammar and formal syntax, this book constitutes the first attempt at a comprehensive account of lexical semantic issues in Mandarin Chinese.

"Language for Specific Purposes" is a growth area in research and application in both academic and occupational settings. The book contains an overview of key concepts and research findings, grounded and analyzed in case studies from current teaching situations. A series of project reviews illustrate research methods, aiming to stimulate further research, and a guide to research resources is provided. In the process, teaching methods, materials, motivation, communicative language skills and subject specific requirements are discussed.

There is a 'written language bias' in the language sciences, particularly in linguistics. Within the discipline of linguistics, models and theories of language have been developed that are strongly dependent on long-time traditions of dealing with writing and written language. This legacy is still alive in modern, mainstream theoretical linguistics. As a consequence a paradox arises: there is an almost unanimous agreement on the absolute primacy of spoken language, yet language is explored from theoretical and methodological points of departure that are ultimately derived from concerns with cultivating, standardising and teaching forms of written language.
The author substantiates claims about the 'written language bias' using arguments and points from the theory and philosophy of language, phonology, grammer, lexicology, semantics, pragmatics, theory of text and discourse. Special attention is given to the notion of the single, unitary language, the distinction between language and speech, the view on language as a set of abstract objects and rules, the sentences as the fundamental unit of language, among other themes. Although the book focuses on mainstream linguistics, it also sketches an alternative theory of language which describes language use and talk-in-interaction in dialogical terms and as embodied, social action distributed in time.

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.

What makes Jewish thought Jewish? This book proceeds from a view of the Hebrew language as the holy tongue; such a view of Hebrew is, indeed, a distinctively Jewish view as determined by the Jewish religious tradition. Because language shapes thought and Hebrew is the foundational language of Jewish texts, this book explores the idea that Jewish thought is distinguished by concepts and categories rooted in Hebrew. Drawing on more than 300 Hebrew roots, the author shows that Jewish thought employs Hebrew concepts and categories that are altogether distinct from those that characterize the Western speculative tradition. Among the key categories that shape Jewish thought are holiness, divinity, humanity, prayer, responsibility, exile, dwelling, gratitude, and language itself. While the Hebrew language is central to the investigation, the reader need not have a knowledge of Hebrew in order to follow it. Essential reading for students and scholars of Judaism, this book will also be of value to anyone interested in the categories of thinking that form humanity's ultimate concerns.

In the last decade, the notions of topic and focus have come to play an increasingly relevant role in theoretical linguistics. Although these notions are often taken for granted, they are still poorly understood. This study offers a detailed analysis of the precise definitions of these and related terms (theme, topic, background, given information, focus, contrast, etc.) as well as of their combination into information structures such as the topic-focus and background-focus articulations. It recommends pursuing a feature-based typology of topics and argues against a dual nature of focus (i.e. presentational vs. contrastive).
Central questions addressed are the analysis of subjects in Spanish and English (DP vs. NP and null vs. preverbal vs. postverbal) and the nature of constructions such as topicalization, left-dislocation, and focus preposing. Further, it is proposed that in Spanish information structure can be read off the syntax: while an overt DP in the preverbal specifier subject position is interpreted as the topic in a topic-focus articulation, one or more left- or right-dislocated phrases are interpreted as part of the background in background-focus/focus-background structures.

"Feature neutrality" is an issue that has received much attention among linguists. For example, consider the sentence, "I have never, and will never, put my name on this document." Here, the verb 'put' acts simultaneously as a past participle (as in "have never put") and a base form (as in "will never put"), and is therefore said to be neutral between the two forms. Similar examples have been found for many languages.
The accepted wisdom is that neutrality is possible only for morphosyntactic features such as verb form, gender, number, declension class-not at the level of gross syntactic category, where the semantic differences are more significant. In other words, it has been claimed that "category neutrality," where a word or phrase is used simultaneously with more than one syntactic category, does not exist. (A famous example is the glaring ungrammaticality of this sentence, in which "can" is used simultaneously as a main verb and auxiliary verb: "I can tuna and get a new job.") In this book, however, Neal Whitman shows that category neutrality does exist in English. This not only challenges the current thinking, but also raises foundational questions about the nature of ambiguity.

First published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.

This book investigates two prominent issues with regard to the inflected infinitive-the syntactic distribution of the Portuguese inflected infinitive, and its origin and development from Early Romance. The syntactic analysis offered here differs from traditional descriptions of the inflected infinitive in that it uses a theoretical approach to propose one concise condition which predicts all possible occurrences of the Portuguese inflected infinitive within the framework of relational grammar. While the first section of this book offers a synchronic study of the use of the inflected infinitive, the second section examines the theories previously posited to explain its origin and provides additional evidence from Latin and other Romance languages to support the proposal that the inflected infinitive was a historical development rooted in the Latin imperfect subjunctive. This study presents a detailed comparison of the syntactic environments common to both the imperfect subjunctive and the inflected infinitive, and examines the survival of an inflected infinitive in other Romance varieties as well as the existence of other inflected non-finite forms in these languages.

Sylvia Edwards' book concentrates on enhancing the spelling skills of the pupils whom you support; analyzing how you can develop their spelling skills, offering advise and guidance on a variety of learning styles, and a breakdown of spelling principles.

Paradoxically, doing corpus linguistics is both easier and harder than it has ever been before. On the one hand, it is easier because we have access to more existing corpora, more corpus analysis software tools, and more statistical methods than ever before. On the other hand, reliance on these existing corpora and corpus linguistic methods can potentially create layers of distance between the researcher and the language in a corpus, making it a challenge to do linguistics with a corpus. The goal of this Element is to explore ways for us to improve how we approach linguistic research questions with quantitative corpus data. We introduce and illustrate the major steps in the research process, including how to: select and evaluate corpora, establish linguistically-motivated research questions, observational units and variables, select linguistically interpretable variables, understand and evaluate existing corpus software tools, adopt minimally sufficient statistical methods, and qualitatively interpret quantitative findings.

The mother tongue of the Roman Empire and the lingua franca of the West for centuries after Rome's fall, Latin survives today primarily in classrooms and texts. Yet this "dead language" is unique in the influence it has exerted across centuries and continents. Jurgen Leonhardt has written a full history of Latin from antiquity to the present, uncovering how this once parochial dialect developed into a vehicle of global communication that remained vital long after its spoken form was supplanted by modern languages. Latin originated in the Italian region of Latium, around Rome, and became widespread as that city's imperial might grew. By the first century BCE, Latin was already transitioning from a living vernacular, as writers and grammarians like Cicero and Varro fixed Latin's status as a "classical" language with a codified rhetoric and rules. As Romance languages spun off from their Latin origins following the empire's collapse-shedding cases and genders along the way-the ancient language retained its currency as a world language in ways that anticipated English and Spanish, but it ceased to evolve. Leonhardt charts the vicissitudes of Latin in the post-Roman world: its ninth-century revival under Charlemagne and its flourishing among Renaissance writers who, more than their medieval predecessors, were interested in questions of literary style and expression. Ultimately, the rise of historicism in the eighteenth century turned Latin from a practical tongue to an academic subject. Nevertheless, of all the traces left by the Romans, their language remains the most ubiquitous artifact of a once peerless empire.

Professor Howard Lasnik is one of the world's leading theoretical linguists. He has produced influential and important work in areas such as syntactic theory, logical form, and learnability. This collection of essays draws together some of his best work from his substantial contribution to linguistic theory.

The Earliest English provides a student-friendly introduction to Old English and the earliest periods of the history of the English Language as it evolved before 1215. Using non-technical language, the book covers basic terminology, the linguistic and cultural backgrounds to the emergence and development of OE, and the OE vocabulary that students studying this phase of the English language need to know. In eight carefully structured units, the authors show how the vocabulary of Old English contains many items familiar to us today; how its characteristic poetic form is based on a beautiful and intricate simplicity; how its patterns of word building and inflectional structure are paralleled in several present day languages and how and why the English language and its literature continued to change so that by the mid-12th century the English language looks more like the 'English' that we are familiar with in the 21st century. Features of the book include: the provision of accessible guides to some important 'problem topics' of classical OE stimulating cross-linguistic comparisons, e.g. the pronoun system of OE as compared with the pronoun system of present day Dutch cleverly laid out translation exercises, with structural help in the form of selective glossaries careful division into eight units, designed for both classroom use and self-study Written in a clear and accessible manner, The Earliest English provides a comprehensive introduction to the evolution of Old English language and literature, and will be an invaluable textbook for students of English Language and Linguistics.

Are literate women more likely to use contraceptives or to send their children to school? This is a question that has dominated much development research and has led to women's literacy being promoted by governments and aid agencies as the key to improving the lives of poor families.
However, high dropout rates from literacy programs suggest that the assumed link between women's literacy and development can be disputed. This book explores why women themselves want to learn to read and write and why, all too often, they decide that literacy classes are not for them.
Bringing together the experiences of researchers, policy makers and practitioners working in more than a dozen countries, this edited volume presents alternative viewpoints on gender, development and literacy through detailed first-hand accounts. Rather than seeing literacy as a set of technical skills to be handed over in classrooms, these writers give new meaning to key terms such as "barriers," "culture," "empowerment" and "motivation."
Divided into three sections, this text examines new research approaches, a gendered perspective on literacy policy and programming and implementation of literacy projects in African, Asian and South American contexts. With new insights and groundbreaking research, this collection will interest academics and professionals working in the fields of development, education and gender studies.

This intensive foundation course in Italian is designed for students with no previous knowledge of the language. Accompanying audio material containing dialogues, listening exercises and pronunciation practice is available to listen to here www.routledge.com/9780415240802. The audio is designed to work alongside the accompanying book. Students using the Routledge Intensive Italian Course will practise the four key skills of language learning - reading, writing, speaking, and listening - and will acquire a thorough working knowledge of the structures of Italian. The Routledge Intensive Italian Course takes students from beginner to intermediate level in one year.

This edited collection is about the application of English grammar and specialises in 'functional' and'corpus' approaches, approaches which are increasingly recognised as providing significant insights into English language in action. It aims to stimulate interest and understanding of grammar as an applied tool not just for grammarians or language learners, but for all those interested in how language is organized to shape our view of events in the world. As the chapters in this book show, functional and corpus approaches allow us to make observations that would not be amenable through more traditional forms of grammatical analysis. They also illustrate how researchers can fruitfully bring together corpus and functional approaches to reveal how grammar and lexis create and transmit values, identities and ideologies. Research in Critical Discourse Analysis (CDA) has a long tradition of drawing on functional grammar but has only relatively recently begun to draw on corpus linguistics. As such, the book is unusual in presenting work on CDA which draws on corpus linguistics. But not only that, it is also unique in presenting work in CDA which brings together the methodologies of corpus linguistics and functional grammar, demonstrating their combined potential for illuminating ideological perspectives, particularly in media texts. Given this focus and given the increasing value of empirical data, the book will be of interest to those in a range of disciplines including the humanities and media and cultural studies. Chapters comprise both newly commissioned and previously published works that illustrate the two methodological approaches to grammatical analysis and how they can be applied to deepen our understanding of language.