This collection brings together a series of empirical studies on topics surrounding classrooms of Chinese as a second language (L2) by drawing on a range of theoretical frameworks, methodological strategies, and pedagogical perspectives. Over the past two decades, research on classroom-based second language acquisition (SLA) has emerged and expanded as one of the most important sub-domains in the general field of SLA. In Chinese SLA, however, scarce attention has been devoted to this line of research. With chapters written by scholars in the field of SLA-many of whom are experienced in classroom teaching, teacher education, or program administration in Chinese as a second language-this book helps disentangle the complicated relationships among linguistic targets, pedagogical conditions, assessment tools, learner individual differences, and teacher variables that exist in the so-called "black-box" classrooms of L2 Chinese.

This volume provides general linguists with new data and analysis on languages spoken in China regarding various aspects of space and quantification, using different approaches. Contributions by researchers from Mainland China, Hong Kong, Japan, Europe, the United States and Australia offer insights on aspects of language ranging from phonology and morphology to syntax and semantics, while the approaches vary from formal, historical, areal, typological, and cognitive linguistics to second language acquisition. After separate volumes on space and quantification in languages of China, the studies in this volume combine space and quantification to allow readers a view of the intersection of the two topics. Each article contributes to general linguistic knowledge while discussing a particular aspect of space or quantification in a particular language/dialect, offering new data and analysis from languages that are spoken in the same geographical area, and that belong to various language families that exist and evolve in close contact with one another.

This book discusses current issues in literacy teacher education and illuminates the complexity of supporting self-efficacious educators to teach language and literacy in the twenty-first century classroom. In three sections, chapter authors first detail how teacher education programs can be revamped to include content and methods to inspire self-efficacy in pre-service teachers, then reimagine how teacher candidates can be set up for success toward obtaining this. The final section encourages readers to ruminate on the interplay among teacher candidates as they transition into practice and work to have both self- and collective- efficacy.

Debate as Global Pedagogy: Rwanda Rising illustrates that the teaching of debate offers an ideal educational approach for the prevention and remediation of genocide. As the antithesis of propaganda, debate and argument instruction promotes the critical thinking necessary to resist processes of propaganda that enable injustice and human rights abuses. Case studies of argumentation instruction and deliberative forums worldwide demonstrate how environments of discursive complexity can be fostered through education in debate and argumentation. The central example of Rwanda recovering from genocide in 1994 with help from innovative pedagogy by iDebate Dreamers Academy provides a model for how argumentation instruction can reduce and prevent social injustices.

While many have argued in the past decade that peace and conflict studies must engage more with local actors and communities, and scholars regularly describe the importance of local context and culture for building sustainable peace, there are substantial challenges methodologically to fulfilling this 'local turn'. Many peace and conflict studies scholars are inexperienced with methods appropriate for engaging with local communities, contexts and cultures, and many of the important institutions in the field, from key journals to important funders, exhibit a continuing preference for quantitative studies. The Ethnographic Peace Research (EPR) agenda has recently been developed in response to these challenges and is one of the key avenues to providing a methodological complement to the more theoretically-focused local turn literature. This volume explores the application of the EPR approach in a number of post-conflict and conflict-affected societies around the world. While some chapters take a largely theoretical approach, most consider the practical application and the different kinds of methods that may be useful components of an EPR project. Together, the authors provide new insights into the benefits, challenges, and ethics of the emerging EPR agenda. This book was originally published as a special issue of the journal International Peacekeeping.

The purpose of this book is to investigate with conceptualization how reforms change educational organizations and subjectivities, and how educational organizations change reforms. The book gives an account of the power of conceptual endeavors, with close readings of empirical material. The book elaborates this through empirical investigations of the intertwinement of different educational reforms, of policies, standards, and everyday educational lives across the globe. As well as telling stories of reforms and how they transform and are transformed by the educational organizations and subjects they engage, the book highlights how a careful enactment of methodologies and critiques might enable a tracing of not only intended but also unintended effects of reforms. In this way, the book explores performative approaches to education reform and thus attempts to nuance the idea of causality and linearity in the implementation of education reforms. Engaging with performative approaches, this book scrutinizes how reforms are involved with the creation and shaping of the world and thus offers insight into what happens when reforms are borrowed, translated, and taken up in a range of ways. This book was originally published as a special issue of the International Journal of Qualitative Studies in Education.

First published in 1997, this volume responded to the peace process of the 1980s and 1990s between Great Britain and Northern Ireland, emerging just prior to the 1998 Good Friday Agreement. It constituted one of the first major academic examinations of the attempts to bring peace to Northern Ireland in the 1990's, and explores the historical origins of the process, before moving towards a critical account of the role of political parties in the development of the peace process. Critics have argued equally that the process was a sham, tactically repositioning Irish republicanism, and that it provided a framework for reconciliation or even conflict resolution. This book outlines the political changes which allowed the peace process to develop, along with analysing specific themes divided into three broad sections: the general aims of the peace process, the political perspectives and the issues under discussion. Aiming to promote discussion, these contributors explore the origins and function of the peace process, followed by an analysis of political perspectives including the Unionists, the SDLP and Irish Republicanism. Finally, they consider key issues of interest for the peace process, including the ever-present border debate, security strategies, education, and economics, whilst Rachel Ward makes the case for the skilled contributions of women available to formal politics.

This book discusses the importance of autonomy, agency, and identity in teaching and learning English as a foreign language, all of which are central themes in the educational domain. By linking theory with practice to appeal to researchers as well as classroom practitioners, it provides an overview of the theoretical constructs of autonomy, agency, and identity along with empirical studies that explore these constructs through life stories as told by English teachers and students. Key features include: * New ideas to inspire professionals involved in foreign language education. * Up-to-date information to showcase for English language educators how autonomy, agency, and identity can be conceptualized across various institutional, sociocultural, and political contexts.* A concise yet comprehensive review of the theoretical and practical issues characterizing English foreign language education today.

Throughout his career, Robert Brentano attempted to understand the nature and 'style' of ecclesiastical institutions in Italy and the British Isles, the specific qualities of saints and the communities that formed around them, and the ways in which seemingly cryptic archival remains of medieval administrative activity, as well as chronicles and lives, could reveal vital details about change and continuity in local and regional religious life and even 'the color of men's souls'. These issues are explored in the essays assembled in Parts I (Bishops) and II (Saints). Part III (Historians) brings together articles that examine the writing of history by both medieval authors and modern historians, and includes Brentano's reflections on his own practice as an historian. The introduction by W. L. North offers a brief biography and introduction to reading Brentano's works, followed by a complete bibliography of his publications.

This book presents research and developments in the virtual, augmented technology and mixed-reality used in language learning and teaching. It provides the readers with a comprehensive overview of contextual language learning with the support of immersive technology. From theoretical foundations, methodological issues, the features of virtual and augmented reality, and educational practices of language learning, to the future of immersive technology for and research on language learning. During the past two decades, abundant research on different realities has recognized the potential of language learning in virtual, augmented, and mixed-reality environments (Wang et al., 2020; Lin & Lan, 2015). Given insufficient studies of Chinese learning in immersive contexts reported in existing literature, this book includes several excellent studies about using immersive technologies for Chinese learning in addition to other foreign langue learning, such as English as a foreign language (EFL). Since learning Chinese has grown significantly as a global trend, the authors vitally consolidate and synthesize various theoretical foundations, visions, and recent research and practices in the context of Chinese teaching from broader and more diverse perspectives. On the other hand, the chapters about EFL learning also shed light on the research on contextual language learning. Thus, the chapters included in this book will likely provide readers with a deep and extensive understanding of the potential of the smart combination of immersive technologies and language learning. More issues for future research will undoubtedly be inspired by reading the chapters in this book.

The disastrous protestant defeat in the Schmalkaldic War (1546-47) and the promulgation of the Ausburg Interim (1548) left the fate of German Protestantism in doubt. In the wake of these events, a single protestant town, Magdeburg, offered organized, sustained resistance to Emperor Charles V's drive to consolidate Habsburg hegemony and reinstitute uniform Roman Catholic worship throughout Germany. In a flood of printed pamphlets, Magdeburg's leaders justified their refusal to surrender with forceful appeals to religious belief and German tradition. Magdeburg's resistance, interdiction and eventual siege attracted admiring attention from across Europe. The teachings developed and disseminated by Protestant thinkers in defence of the city's stance would ultimately influence political theorists in Switzerland, France, Scotland and even North America. Magdeburg's ordeal formed a signal crisis in the emergence of German Lutheran confessional identity. The Chancery of God is the first English language monograph on Magdeburg's anti-Imperial resistance and pamphlet campaign. The book offers an analysis of Magdeburg's printed output (over 200 publications) during the crucial years of 1546-51, texts which present a broad spectrum of arguments for resistance and suggest a coherent identity and worldview that is characteristically and self-consciously Protestant.

Engaging with recent thinking about performance, political theory and canon formation, this study addresses the significance of the formal changes in seventeenth-century French theater. Each chapter takes up a particularity of seventeenth-century theatrical style and staging"for example, the clearing of violence from the stage"and shows how the conceptualization of these French stylistic shifts appropriates a rich body of Italian political writing on questions of action, temporality, and law. The theater's appropriation of political concerns and vocabularies, the author argues, proffers an astute reflection on the practices of government that draws attention to questions obscured in reason of state, such as the instrumentalization of women's bodies. In a new reading of tragedies about government, the author shows how the canonical figure of Pierre Corneille is formally engaged with the political strategizing he often appears to repudiate, and in so doing challenges a literary history that has read neoclassicism largely as a display of pure French style.

Analyzing Shakespeare's views on theatre and magic and John Dee's concerns with philosophy and magic in the light of the Italian version of philosophia perennis (mainly Marsilio Ficino, Pico della Mirandola and Giordano Bruno), this book offers a new perspective on the Italian-English cultural dialogue at the Renaissance and its contribution to intellectual history. In an interdisciplinary and intercultural approach, it investigates the structural commonalities of theatre and magic as contiguous to the foundational concepts of perennial philosophy, and explores the idea that the Italian thinkers informed not only natural philosophy and experimentation in England, but also Shakespeare's theatre. The first full length project to consider Shakespeare and John Dee in juxtaposition, this study brings textual and contextual evidence that Gonzalo, an honest old Counsellor in The Tempest, is a plausible theatrical representation of John Dee. At the same time, it places John Dee in the tradition of the philosophia perennis-accounting for what appears to the modern scholar the conflicting nature of his faith and his scientific mind, his powerful fantasy and his need for order and rigor-and clarifies Edward Kelly's role and creative participation in the scrying sessions, regarding him as co-author of the dramatic episodes reported in Dee's spiritual diaries. Finally, it connects the Enochian/Angelic language to the myth of the Adamic language at the core of Italian philosophy and brings evidence that the Enochian is an artificial language originated by applying creatively the analytical instruments of text hermeneutics used in the Cabala.

Alastair Duke has long been recognized as one of the leading scholars of the early modern Netherlands, known internationally for his important work on the impact of religious change on political events which was the focus of his Reformation and Revolt in the Low Countries (1990). Bringing together an updated selection of his previously published essays - together with one entirely new chapter and two that appear in English here for the first time - this volume explores the emergence of new political and religious identities in the early modern Netherlands. Firstly it analyses the emergence of a common identity amongst the amorphous collection of states in north-western Europe that were united first under the rule of the Valois Dukes of Burgundy and later the Habsburg princes, and traces the fortunes of this notion during the political and religious conflicts that divided the Low Countries during the second half of the sixteenth century. A second group of essays considers the emergence of dissidence and opposition to the regime, and explores how this was expressed and disseminated through popular culture. Finally, the volume shows how in the age of confessionalisation and civil war, challenging issues of identity presented themselves to both dissenting groups and individuals. Taken together these essays demonstrate how these dissident identities shaped and contributed to the development of the Netherlands during the early modern period.

In this book, a solid and emerging group of international researchers contributes to the theory of metadiscourse and to our understanding of the role metadiscourse and related 'meta' phenomena may play in digital forms of communication. Providing examples of new research methods and approaches, the authors investigate progressively hybridized academic and non-academic genres that have migrated from analogue to digital format. The book offers valuable insights on how digital communication has changed today's communication environments and provides examples of research methods needed to capture that change. This volume will be appreciated by scholars and graduate students interested in linguistics, corpus linguistics and metadiscourse.

What role did music play in the creation of a new aesthetics of poetry in French from the 1860s to the 1930s? How did music serve as an unassimilable 'other' against which the French symbolist poets crafted a new poetics? And why did music gradually disappear from early twentieth-century poetic discourse? These are among the questions Joseph Acquisto poses in his lively study of the ways in which Baudelaire, Mallarme, Ghil, and Royere question the nature and function of the lyric through an ever-shifting set of intertextual and cultural contexts. Rather than focusing on 'musicality' in verse, the author addresses the consequences of choosing music as a site of dialogue with poetry. Acquisto argues that memory plays an under acknowledged yet vital role in these poets' rewriting of symbolist poetics. His reading of their interactions, and his focus on both major and neglected poets, exposes the myth of a small handful of 'great authors' shaping symbolism while a host of disciples propagated the tradition. Rather, Acquisto proposes, the multiplicity of authors writing and rewriting symbolism invites a dialogic approach to the poetics of the period. Moreover, music, as theorized rather than performed or heard, serves as a privileged mobile space of poetic creation and dialogue for these poet-critics; it is through engagement with music, supposedly the purest or most abstract of the arts, that one can retrace the textual and cultural transformations accomplished by the symbolist tradition. By extension, these poets' rethinking of poetics is an occasion for present-day critics to re-examine assumptions, not only about the intersections of music and poetry and our understanding of symbolist poetics but also about the role that the aesthetic implicitly plays in the creation, preservation, or reshaping of cultural memory.

Responding to the resurgence of interest in the Scottish working-class writer James Hogg, Sharon Alker and Holly Faith Nelson offer the first edited collection devoted to an examination of the critical implications of his writings and their position in the Edinburgh and London literary marketplaces. Writing during a particularly complex time in Scottish literary history, Hogg, a working shepherd for much of his life, is seen to challenge many of the aesthetic conventions adopted by his contemporaries and to anticipate many of the concerns voiced in discussions of literature in recent years. While the essays privilege Hogg's primary texts and read them closely in their immediate cultural context, the volume's contributors also introduce relevant research on oral culture, nationalism, transnationalism, intertextuality, class, colonialism, empire, psychology, and aesthetics where they serve to illuminate Hogg's literary ingenuity as a working-class writer in Romantic Scotland.

While postcolonial studies has contributed much to our understanding of Irish modernism, it has also encouraged less-than-accurate portrayals of Joyce and Yeats as polar opposites: Yeats as the inventor of Irish mystique and Joyce as its relentless demythologiser. Alistair Cormack's complex study provides a corrective to these misleading characterisations by analysing the tools Yeats and Joyce themselves used to challenge representation in the postcolonial era. Despite their very different histories, Cormack suggests, these two writers can be seen as allies in their insistence on the heresy of the imagination. Reinvigorating and politicising the history of ideas as a powerful medium for studying literature, he shows that Joyce and Yeats independently challenged a linearity and materialism they identified with empire. Both celebrated Ireland as destabilising the accepted forms of thought and the accepted means of narrating the nation. Thus, 'unreadable' modernist works such as Finnegans Wake and A Vision must be understood as attempts to reconceptualise history in a literally postcolonial period.

Semantics of Chinese Questions is the first major study of Chinese questions, especially wh-questions, within the framework of Alternative Semantics. It takes an interface approach to study the syntax, semantics, and phonology of questions and proposes a phonological scope-marking strategy in Chinese questions, based upon experimental data. It also incorporates historical linguistic data regarding the grammaticalization of sentence-final particles such as -ne and -ma to study the formal diachronic semantics of questions. Primarily suitable for scholars in the field of Chinese linguistics, this book makes new theoretical contributions to the study of questions.

This book studies the Tangwang language, providing the first comprehensive grammar in English of this Chinese variety, with detailed analysis of its phonology, morphology, and syntax. This fills a gap in the literature, as previously only a few articles on this language were available. The book takes an interdisciplinary approach, examining genetic data to determine historical patterns of population migration, as well as linguistic data that focus on the influence of the Dongxiang (Santa) language as a consequence of language contact on the Silk Road. The concluding chapter argues that Tangwang has not yet become a mixed language, and that syntactic borrowing has a stronger impact than lexical borrowing on languages.

Author John Staines here argues that sixteenth- and seventeenth-century writers in England, Scotland, and France wrote tragedies of the Queen of Scots - royal heroine or tyrant, martyr or whore - in order to move their audiences towards political action by shaping and directing the passions generated by the spectacle of her fall. In following the retellings of her history from her lifetime through the revolutions and political experiments of the seventeenth century, this study identifies two basic literary traditions of her tragedy: one conservative, sentimental, and royalist, the other radical, skeptical, and republican. Staines provides new readings of Spenser and Milton, as well as of early modern dramatists, to compile a comprehensive study of the writings about this important historical and literary figure. He charts developments in public rhetoric and political writing from the Elizabethan period through the Restoration, using the emotional representations of the life of this tragic woman and queen to explore early modern experiments in addressing and moving a public audience. By exploring the writing and rewriting of the tragic histories of the Queen of Scots, this book reveals the importance of literature as a force in the redefinition of British political life between 1560 and 1690.

This intensive foundation course in Russian is designed for students with no previous knowledge of the language. Developed primarily for classroom use, the course offers an original and distinctive approach to language learning, presenting Russian in context offering access to Russian life, culture, history and society. Using authentic language throughout, the course takes students from beginner to intermediate level in one year. Progress is carefully structured, starting with simple grammar and working towards more complex points with the acquisition of a significant body of vocabulary. By the end of the course students will have acquired a sound knowledge of the main structures of the language and will be able to express themselves confidently in a wide range of communicative contexts. The tried-and-tested material featured in the course is structured to improve all four core skills of language learning: speaking, listening, reading and writing. The course is divided in three parts: Part 1 provides a foundation which gets the student going in Russian Part 2 concentrates on intensive development to take the student rapidly forward Part 3 incorporates both revision and further development. Each unit is divided into lessons which all include lively dialogues, sections on grammar and language functions and lots of exercises that help develop the student's practical language skills. Audio materials recorded by native speakers include dialogues, exercises and a variety of texts to help students using the course to improve their listening comprehension and pronunciation skills. They are available to order separately, ISBN: 978-0-415-22301-0 Guidance for tutors, as well as links to related sites, is available at: www.routledge.com/textbooks/0415223008

This new and completely revised edition of Colloquial Portuguese of Brazil provides a step-by-step course in Portuguese as it is written and spoken in Brazil today. Combining a user-friendly approach with a thorough treatment of the language, it equips learners with the essential skills needed to communicate confidently and effectively in Brazilian Portuguese in a broad range of situations. No prior knowledge of the language is required. This edition features: progressive coverage of speaking, listening, reading and writing skills structured, jargon-free explanations of grammar an extensive range of focused and stimulating exercises realistic and entertaining dialogues covering a broad variety of scenarios useful vocabulary lists throughout the text Balanced, comprehensive and rewarding, Colloquial Portuguese of Brazil will be an indispensable resource both for independent learners and students taking courses in Brazilian Portuguese. Colloquials are now supported by FREE AUDIO available online. All audio tracks referenced within the text are free to stream or download from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio complements the book and will help enhance learners' listening and speaking skills. By the end of this course, you will be at level A1 to A2 of the Common European Framework for Languages and Novice Low to Mid on the ACTFL proficiency scales.

Colloquial Swedish provides a step-by-step course in Swedish as it is written and spoken today. Combining a user-friendly approach with a thorough treatment of the language, it equips learners with the essential skills needed to communicate confidently and effectively in Swedish in a broad range of situations. No prior knowledge of the language is required.This thoroughly revised new edition features: progressive coverage of speaking, listening, reading and writing skills and an increased focus on functional language structured, jargon-free explanations of grammar an extensive range of focused and stimulating exercises realistic and entertaining dialogues covering a broad variety of scenarios useful vocabulary lists throughout the text additional resources available at the back of the book, including a full answer key, a grammar summary and bilingual glossaries Balanced, comprehensive and rewarding, Colloquial Swedish is an indispensable resource both for independent learners and students taking courses in Swedish. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.

This new edition of Colloquial Latvian has been completely rewritten to make learning Latvian easier and more enjoyable than ever before! Specially written by experienced teachers for self-study or class use, the course offers a step-by-step approach to written and spoken Latvian. No prior knowledge of the language is required. What makes Colloquial Latvian your best choice in personal language learning? interactive - lots of exercises for regular practice clear - concise grammar notes practical - useful vocabulary and pronunciation guide complete - including answer key and reference section. By the end of this rewarding course, you will be able to communicate confidently and effectively in Latvian in a broad range of everyday situations. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.