This book provides the first comprehensive account of the history and extent of Celtic influences in English. Drawing on both original research and existing work, it covers both the earliest medieval contacts and their linguistic effects and the reflexes of later, early modern and modern contacts, especially various regional varieties of English.

1) This book contains the original letters exchanged between Rabindranath Tagore and James Henry Cousins. 2) It explores their shared ideas on culture, art, and education in India along with anti-imperialism. 3) This book will be of interest to department of South Asian literature, modern history, cultural studies, comparative literature, education, India studies, South Asian Studies, Irish studies, political studies, and the Bengali diaspora across the world.

Methods of approaching the study of discourse have developed rapidly in the last ten years, influenced by a growing interdisciplinary spirit among linguistics and anthropology, sociology, cognitive and cultural psychology and cultural studies, as well as among established sub-fields within linguistics itself. Among the more recent developments are an increasing 'critical' turn in discourse analysis, a growing interest in historical, ethnographic and corpus-based approaches to discourse, more concern with the social contexts in which discourse occurs, the social actions that it is used to take and the identities that are constructed through it, as well as a revaluation of what counts as 'discourse' to include multi-modal texts and interaction.

Advances in Discourse Studies brings together contributions from leading scholars in the field, investigating the historical and theoretical relationships between new advances in discourse studies and pointing towards new directions for the future of the discipline. Featuring discussion questions, classroom projects and recommended readings at the end of each section, as well as case studies illustrating each approach discussed, this is an invaluable resource for students of interdisciplinary discourse analysis.

Contemporary prison practice faces many challenges, is developing rapidly and is become increasingly professionalized, influenced by the new National Offender Management Service. As well as bringing an increased emphasis on skills and qualifications it has also introduced a new set of ideas and concepts into the established prisons and penal lexicon. At the same time courses on prisons and penology remain important components of criminology and criminal justice degree courses. This will be the essential source of reference for the increasing number of people studying in, working in prisons and working with prisoners. This Dictionary is part a new series of dictionaries covering key aspects of criminal justice and the criminal justice system and designed to meet the needs of both students and practitioners: approximately 300 entries (of between 500 and 1500 words) on key terms and concepts arranged alphabetically designed to meet the needs of both students and practitioners entries include summary definition, main text and key texts and sources takes full account of emerging occupational and Skills for Justice criteria edited by a leading academic and practitioner in the prisons and penology field entries contributed by leading academic and practitioners in prisons and penology.

This collection is the first of its kind to examine the impact of the COVID-19 pandemic on the caseloads and clinical practice of speech-language pathologists. The volume synthesises existing data on the wide-ranging effects of COVID-19 on the communication, swallowing, and language skills of individuals with COVID infection. Featuring perspectives of scholars and practitioners from around the globe, the book examines the ways in which clinicians have had to modify their working practices to prioritise patient and clinician safety, including the significant increase in the use of telepractice during the pandemic. The volume also reflects on changes in training and education which have seen educators in the field redesign their clinical practicum in order to best prepare students for professional practice in an age of COVID-19 and beyond, as the field continues to grapple with the long-term effects of the pandemic. Offering a holistic treatment of the impact of COVID-19 on the work of speech-language pathologists, this book will be of interest to students, researchers, and clinicians working in the discipline. Chapters 5, 6, 10, and 13 of this book are freely available as downloadable Open Access PDFs under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at http://www.taylorfrancis.com

This new Routledge Major Work is a six-volume collection of nearly one hundred papers, articles, and extracts covering every aspect of lexicology. It ranges over philosophy of language, prototype theory, artificial intelligence, cognitive linguistics, systemic linguistics, structuralism (European and American), generative lexicon theory, meaning-text theory, natural semantic metalanguage theory, computational linguistics, corpus linguistics, and child language acquisition. Carefully edited extracts from writings on the lexicon by Aristotle, Wilkins, Leibniz, and Wittgenstein make the central observations of these great thinkers readily available to scholars and students. And major articles by lexical semantic field theorists (Trier, Porzig, Gipper, and Coseriu) are made available for the first time in English translation. A general introduction by Patrick Hanks, a leading scholar in the field, gives a comprehensive overview of the subject and its main issues.

Written by two internationally renowned experts in the field, this book explores the determinants of dominant language proficiency among immigrants and other linguistic minorities and the consequences of this proficiency for the labour market.

Using empirical material from a range of countries, including the USA, Canada, Australia and Bolivia, the authors develop a range of models of the determinants of dominant language proficiency and use econometric techniques to test them and estimate the magnitude of the effects.

This volume is an excellent resource for researchers and a fine reader for specialists in labour economics, linguistics as well as a number of other disciplines.

This collection brings together perspectives from emerging and established scholars, working from empirical data from real-life classroom experiences, to investigate pedagogical issues in the application of EMI across a range of educational contexts in Asia. Drawing on research across different levels of education covering institutions across various contexts across Asia, the book engages in key questions around power, marginalization, attitudes, intercultural communication, and identity construction as they unfold in classrooms in which a plurality of languages and varieties of English collide and are mediated, appropriated, and accommodated. The volume explores the pedagogical challenges, policies, and practices of EMI which emerge in these settings, highlighting real-life problems in EMI program development and the wider pedagogical implications for EMI implementation in varied educational environments. Taken together, the chapters offer opportunities for further research toward challenging traditionally held beliefs and blind implementation of EMI and encouraging critical perspectives from both researchers and policymakers alike. Pedagogies of English-Medium Instruction Programs in Asian Universities will be of interest to scholars and practitioners in English-medium instruction, English language teaching, TESOL, and applied linguistics.

The Routledge History of Literature in English covers the main developments in the history of British and Irish literature, with accompanying language notes which explore the interrelationships between language and literature at each stage. With a span from AD 600 to the present day, it emphasises the growth of literary writing, its traditions, conventions and changing characteristics, and includes literature from the margins, both geographical and cultural. Extensive quotations from poetry, prose and drama underpin the narrative. The third edition covers recent developments in literary and cultural theory, and features: a new chapter on novels, drama and poetry in the 21st century; examples of analysis of key texts drawn from across the history of British and Irish literature, including material from Chaucer, Shakespeare, John Keats and Virginia Woolf; an extensive companion website including extra language notes and key text analysis; lists of Booker, Costa and Nobel literature prize winners; and an A-Z of authors and topics. The Routledge History of Literature in English is an invaluable reference for any student of English literature and language.

How is the task of giving a presentation accomplished? In this insightful book Johanna Rendle-Short unpacks this seemingly simple task to show the complexity that underlies it. Examining the academic presentation as a case in point, she details how seminar presenters interact with the audience and objects around them to produce a coherent whole. Through detailed examination of talk-in-interaction the book throws light on one instance of talk as situated practice, demonstrating both the ordinariness of the academic presentation, and its intricate complexity. While audience members recognize that a seminar is underway, this book shows how this recognition comes about. The Academic Presentation will greatly interest scholars of talk and interaction analysis, situated talk, ethnomethodology and conversation analysis.

The study of comparative grammar has long been a concern of linguistic theory. To the extent that, by studying the aspects of grammar which vary, we might arrive at an idea of what does not vary, this study can be seen as one way of studying universals of grammar. Although it has antecedents in the Middle Ages, comparative grammar was not systematically studied until the nineteenth century, and then purely from a historical perspective. In the past forty years, however, two important approaches have emerged: Greenbergian language typology and the Chomskyan programme based on the idea of the interaction of the principles and parameters of universal grammar. In recent years, these two approaches have to a degree converged. Our notion of how grammatical systems vary and our ability to provide detailed, sophisticated analyses of this variation across a range of languages and grammatical phenomena is probably greater than it has been at any time in the past. Concentrating on principles-and-parameters theory, this new Routledge Major Work presents a general, detailed and critical overview of what has been achieved. Aside from the first and last volumes, each one is devoted to a particular aspect of grammatical variation which has been identified as underlying important differences among languages. The first volume presents some of the most important work prior to the formulation of the principles-and-parameters approach in approximately 1980, including Greenberg's seminal early paper on language typology, while the last volume, in addition to considering further aspects of variation, briefly illustrates how the principles-and-parameters approach has been applied to first-language acquisition and syntactic change. With comprehensive introductions to each volume, newly written by the editor, which place the collected material in its historical and intellectual context, Comparative Grammar is an essential work of reference and is destined to be valued by linguistics scholars and students as a vital research resource.

Otto Jespersen is one of the foremost philologists of recent times. A genius phoneticist and a revolutionary force in the teaching of languages, Jespersen's contribution to the understanding of language cannot be overrated. This set offers an unprecedented opportunity to own all of his most influential works written in English in one superb collection. It includes his much referenced 'Modern English Grammar', 'The Philosophy of Grammar', 'How to Teach a Foreign Language', as well as a tome documenting his own constructed language 'Novial Lexike.'

This collection covers the fundamental concepts and analytic tools of generative syntax of the last fifty years, from Chomsky's Morphophonemics of Modern Hebrew (1951) to the present day. It makes available, in one place, key published material on each of the following areas: * Phrase structure: This first volume includes articles on the phrase structure of linguistic expressions: how it is represented and the grammatical mechanisms that create it--in short, the foundations of syntactic theory. * Transformations: (2 volumes) These volumes cover the development of the major mechanisms accounting for displacement and deletion phenomena, including verbal morphology, NP-movement, wh-movement, extraposition, VP-deletion and gapping. * Conditions on Rules and Representations: (2 volumes) These volumes cover the major constraints on the application of transformations and the representations they create, including the cycle, Case theory, binding theory, government, locality, theta theory, the projection principle, and the extended projection principle. Bresnan, Chomsky, Freidin, Stowell, Hale, Huang, Jackendoff, Kayne, Lasnik, McCawley, Pollock, Postal, Reinhart, Rizzi, Ross, Stowell, Torrego, Travis, Vergnaud, and Williams--among many others. Each volume contains a general introduction by the editors and a full index.

This book presents a new set of ideas to challenge established thinking and to guide researching and designing teacher professional development. Grounded in the work of the Learning4Teaching Project which documented public-sector teachers’ experiences and learning from professional development in three countries, the volume presents a sociomaterial perspective on teacher sensemaking. This teacher-centered perspective disputes the "conventional calculus" in which teachers learn content that they apply in their classrooms. Part I outlines conventional issues in how teacher learning and professional development have been conceptualized and studied; Part II introduces a new group of concepts that rethink these assumptions; and Part III offers important insights to inform professional development across disciplines, cultures, and contexts. Written by a leading international teacher educator in an accessible style that incorporates visual representations and project data, the book will appeal to practitioners, scholars, and researchers who design and research how teachers learn in professional development.

Routledge Applied Linguistics is a series of comprehensive textbooks, providing students and researchers with the support they need for advanced study in the core areas of English language and Applied Linguistics. Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline. Section A, Introduction, establishes the key terms and concepts and extends readers' techniques of analysis through practical application. Section B, Extension, brings together influential articles, sets them in context, and discusses their contribution to the field. Section C, Exploration, builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses. Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the reader's understanding strengthened by tasks and follow-up questions. Language Testing and Assessment: introduces students to the key methods and debates surrounding language testing and assessment explores the testing of linguistic competence of children, students, asylum seekers and many others in context of the uses to which such research can be put presents influential and seminal readings in testing and assessment by names such as Michael Canale and Merrill Swain, Michael Kane, Alan Davies, Lee Cronbach and Paul Meehl, and Pamela Moss. The accompanying website to this book can be found at http://cw.routledge.com/textbooks/9780415339476/

Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity. Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for 'minority' and 'heritage' languages, as well as discussing controversies about the current provision of English and Languages programs around the world.

A good book, a good friend. (Italian)
Neither love nor a cough can be hidden. (Roman)
Knowledge is a treasure, but practice is the key to it. (Arabian)
One enemy is too many, one hundred friends is not enough. (Indian)
The Routledge Book of World Proverbs invites the reader to travel the globe in search of the origins of such words of wisdom, experiencing the rich cultural traditions reflected in each nation's proverbs. This collection contains over 16,000 gems of humor and pathos that draw upon themes from our shared experiences of life. And we are not just invited to learn about other cultures; proverbs are 'bits of ancient wisdom' and thus teach us about our shared histories.
This book draws together proverbs that transcend culture, time and space to offer a collection that is both useful and enjoyable, making this book one of enduring interest.

Routledge Applied Linguistics is a series of comprehensive resource books, providing students and researchers with the support they need for advanced study in the core areas of English Language and Applied Linguistics. Each book in the series guides readers through three main sections, enabling them to explore and develop major themes within the discipline. Section A, Introduction, establishes the key terms and concepts and extends readers' techniques of analysis through practical application. Section B, Extension, brings together influential articles, sets them in context, and discusses their contribution to the field. Section C, Exploration, builds on knowledge gained in the first two sections, setting thoughtful tasks around further illustrative material. This enables readers to engage more actively with the subject matter and encourages them to develop their own research responses. Throughout the book, topics are revisited, extended, interwoven and deconstructed, with the reader's understanding strengthened by tasks and follow-up questions. English for Academic Purposes: introduces the major theories, approaches and controversies in the field gathers together influential readings from key names in the discipline, including: John Swales, Alasair Pennycook, Greg Myers, Brian Street and Ann Johns provides numerous exercises as practical study tools that encourage in students a critical approach to this subject. Written by an experienced teacher and researcher in the field, English for Academic Purposes is an essential resource for students and researchers of Applied Linguistics.

The study of World Englishes has seen a revolutionary shift during the last twenty years. Before 1980, there was a general assumption within Britain, the United States and many other societies where English was taught, that the primary target was the 'Standard English' of Britain. However, during the 1980s interest grew in the identification and description of global varieties of English, marking a shift in focus from 'English' to 'Englishes'.
This collection covers the full range of differing academic traditions within the subject and also addresses current theoretical approaches to the field. It provides students and researchers with instant access to the key articles and theories on the subject, and is completed by a new introduction from the editors.

The two inter-linked volumes in this series are dedicated to the development of analysis and theorisation of learning and teaching in higher education. The two volumes focus on the multi-scalar ecological inter-connectedness of learners with teachers, with artefacts, with cultural patterns and resources, with places, with social activities and practices, with social institutions, with time and temporality, and with technologies. Learning reflects inter-individual dynamics that are shaped by biology and culture. Against prevailing orthodoxies that view learning in higher education in terms of "information transmission" and "content delivery," the contributors articulate leading developments in distributed cognition, distributed language, ecological psychology, enactivist and embodied-embedded cognitive science, interactivity, and multimodal event analysis. They also extend several earlier traditions such as American pragmatism, embodied curriculum theory, and Vygotsky's latter day anti-dualist Spinozan turn. Through detailed empirical analysis of in vivo episodes of learning using multimodal event analysis, cognitive event analysis, and cutting-edge theory, the authors show how and why learning is not adequately explainable as internal mental processes per se. Instead, sophisticated empirical analysis and innovative theory are put to work to reveal the emergence of learning in the interactivity of learners and teachers with the affordances of a distributed brain-body-environment learning system. Volume 1 is an edited collection of seven chapters written by internationally renowned researchers together with an Introduction and an Afterword written by King and Thibault. Volume 1 (and its successor Volume 2) will serve as valuable reading for educationalists and researchers in the cognitive, communication, learning, and language sciences who are looking for new multidimensional tools for thinking about, and new empirical tools for analysing, learning, and teaching as multi-scalar interactive processes in radical embodied ecologies of learning and teaching.

Traditionally, linguistic research has focused on the Indo-European language family - particularly English - and languages like Japanese and Chinese have not been pursued in theoretical developments. However, once scholars started to pay more attention to Japanese, its similarities to and differences from Indo-European languages not only revealed a great deal of typological variation, but also helped to provide a more accurate picture of the fundamental properties of human language. For the past four decades, linguistic research on the Japanese language has made remarkable progress, contributing to the intellectual and scientific exploration of the linguistic and cognitive sciences, synchronic and diachronic sociocultural developments, and to the humanities more generally. This three-volume collection, compiled of published articles that are considered seminal in the development of Japanese linguistic research, represents a variety of formal and functional approaches to a broad range of areas of linguistics. The collection also includes articles from journals and chapters taken from monographs and edited volumes.

The new experimental evidence presented in The Ups and Downs of Child Language shows that it is possible to extend research on child language to children's semantic competence, adopting the same theoretical framework that has proven useful to the study of children's syntactic competence. Andrea Gualmini investigates the role of entailment relations for child language in a series of interconnected experiments assessing children's negation and their interpretation of words like or, every, and some. Comparing his study to other models of language acquisition and characterizing the observed differences between children and adults, Gualmini asserts that even in the domain of semantic competence there is no reason to assume that child language differs from adult language in ways that would exceed the boundary conditions imposed by Universal Grammar.

Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process. Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces. These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.

"Routledge A Level English Guides "equip AS and A2 Level students with the skills they need to explore, evaluate and enjoy English. Books in the series are built around the various skills specified in the assessment objectives (AOs) for all AS and A2 Level English courses.
Focusing on the AOs most relevant to their topic, the books help students to develop their knowledge and abilities through analysis of lively texts and contemporary data. Each book in the series covers a different area of language and literary study, and offers accessible explanations, examples, exercises, summaries, a glossary of key terms and suggested answers. "Interpreting Texts":
* breaks down the barriers which often inhibit the interpretation of texts
* explores a wide variety of literary and non-literary examples
* covers key skills and topics including discourse, intertextuality and theoretical approaches
* guides the reader through the literary, social and cultural aspectsof text
* can be used as both a course stimulus and a revision tool.
Written by an experienced teacher and AS and A2 Level examiner, "" "Interpreting Texts "is an essential resource for students of AS and A2 Level.

The Routledge English Language Introductions series provides a one-stop resource for students of all areas of language and linguistic study. Assuming no prior knowledge of the subject, books in the series offer activities, study questions, sample analyses, commentaries and key readings - all in the same volume. Each book contains an introduction, development, exploration and extension section and includes real texts from a wide range of sources. An innovative 'two-dimensional' design enables easy and flexible use. A companion website will be launched to coincide with publication of the book. Language in Theory:*provides a comprehensive introduction to the conceptual frameworks which underpin the study of language *draws on a wide range of texts from recipes by Nigella Lawson to briefings by Donald Rumsfeld and writings by John Berger and Toni Morrison *provides classic readings by the key names in the field from Derrida and Foucault to Lakoff and Johnson. Written by experienced teachers and authors, this accessible textbook is an essential resource for all students of English language and literature as well as those with an interest in a variety of subjects from philosophy to cultural studies. The accompanying website can be found at http://www.routledge.com/textbooks/0415320488