This book takes a critical look at the role of language in an increasingly diversified and globalised world, using the new framework of 'sociolinguistics of globalisation' to draw together research from human geography, sociolinguistics, and intercultural communication. It argues that globalisation has resulted in a destabilisation of social and linguistic norms, and presents a 'language-in-motion' approach which addresses the inequalities and new social divisions brought by the unprecedented levels of population mobility. This book looks at language on the individual, national and transnational level, and it will be of interest to readers with backgrounds in history, politics, human geography, sociolinguistics and minority languages.

This book explains the emotion concepts of the Ibans, one of the indigenous peoples in Sarawak, Malaysia. It is an outcome of a research study, which aims to analyse the Iban emotion concepts utilizing Natural Semantic Metalanguage (NSM), an analytical tool developed by Anna Wierzbicka (1991), and the concrete/abstract cultural continuum framework, a framework introduced by J. Vin D'Cruz and G. Tham (1993), and later, J. Vin D'Cruz and William Steele (2000). NSM enables emotion terminologies in Iban to be explicated and further defined along the concrete/abstract cultural continuum framework. The respondents of this study were the village community of Sbangki Panjai, a longhouse located in Lubok Antu, Sarawak. The findings reveal the core cultural values that underlie the people's behaviours in the ways they express their emotions. The complex 'rules of logic' called "adat" and the rules of speaking in this speech community are discussed in detail in this book, which explain the Ibans' communicative behaviours. Although the semantic analysis of the emotion words is exhaustive and comprehensive, it is necessary in order to reveal the complete meaning of the emotions being examined without creating ethnocentric bias. Thus, this book essentially describes how the Ibans relate themselves to others in their interaction.

Of the five major Shakespearean tragedies-Hamlet, Macbeth, Romeo and Juliet, King Lear, and Othello-Macbeth is in some ways the most accessible. For one it is the shortest. For another the witches continue to attract audiences just as they did during Elizabethan times. In addition he cinematographic approach of the last act-cutting easily from scene to scene-works as well as it did in Shakespeare's time. Thus, the play is a natural to introduce students to the Shakespeare canon. Probably it doesn't rival Romeo and Juliet in popularity with students or Julius Caesar with teachers, but nevertheless it is a finished, representative work of the best of William Shakespeare. In addition the main theme-ambition-one which is relevant to Americans today, can be witnessed again and again, especially during our quadrennial presidential elections. "I have no spur to prick the sides of my intent," Macbeth muses; there are those seeking to attract the public eye for whom this statement applies equally well. I cannot say I enjoyed reading Macbeth the first time. It was an assignment and, as do many students, I disliked having to read the play. However, over the years of teaching the play and re-reading it-by choice-I have come to regard the play with respect and simultaneously admiration for the playwright. The play communicates its own special numen. Macbeth is the most tightly unified of the Shakespearean tragedies, and it is filled with major themes-ambition, definition of character, allegiance to one's state and king- and some which may be regarded as minor-sleep, drink, and humor. None of them could be sacrificed as together they make a unity of approach meant to satisfy the general audience and the groundlings. As one who has a foot in both camps, I believe the play is a masterpiece.

Discover the rhetorically based writing guide designed for you, the digital native, with THE NEW HARBRACE GUIDE: GENRES FOR COMPOSING, 4E.

This reader-friendly presentation, written by award-winning author Cheryl Glenn, is known for its trademark emphasis on writing in multiple media. This edition combines coverage of genres and persuasion with a thematic reader, research manual, and a new, rhetorically-oriented handbook section that offers step-by-step guidance in editing.

Thirty-six new readings jumpstart your writing with interesting topics ranging from veganism and apolitical food to how young people are changing today's climate conversation. Updated content guides you in analyzing rhetorical choices, creating effective thesis statements, and applying the latest MLA or APA styles.

This bilingual book provides a detailed overview of the project to construct a National Corpus of Contemporary Welsh (CorCenCC), addressing the conceptual and methodological challenges faced when developing language corpora for minoritised languages. A conceptual framework is presented for the user-driven design that underpinned the CorCenCC project, along with a detailed blueprint that can function as a scaffold for other researchers embarking on projects of this nature. This book will be of value to those working in language teaching, learning and assessment, language policy and planning, translation, corpus linguistics and language technology, and to anyone with an interest in Welsh and other minoritised languages. Mae'r llyfr dwyieithog hwn yn rhoi trosolwg manwl o'r prosiect i greu Corpws Cenedlaethol Cymraeg Cyfoes (CorCenCC), ac yn mynd i'r afael a'r heriau cysyniadol a methodolegol a wynebir wrth ddatblygu corpora iaith ar gyfer ieithoedd lleiafrifoledig. Cyflwynir fframwaith cysyniadol ar gyfer y cynllun wedi'i yrru gan ddefnyddwyr sy'n greiddiol i brosiect CorCenCC, ynghyd a glasbrint manwl a all weithredu fel sgaffald i ymchwilwyr eraill sy'n dechrau ar brosiectau o'r fath. Bydd y llyfr hwn o werth i'r rhai sy'n gweithio ym meysydd addysgu, dysgu ac asesu ieithoedd, polisi iaith a chynllunio ieithyddol, cyfieithu, ieithyddiaeth gorpws a thechnoleg iaith, ac unrhyw un a diddordeb yn y Gymraeg ac ieithoedd lleiafrifoledig eraill.

This book provides a critical analysis and account of the development of the Comprehension Approach as a method for language learning. The author draws on interrelated sub-fields - including linguistic theory, child language acquisition, and educational technology - to examine how a comprehension-based strategy could have pedagogical potential for adult second language learning. While second language pedagogy has to date been dominated by production models, this book takes another look at the Comprehension Approach as a possible alternative, presenting results from both child first language and adult second language contexts. It will be of interest to psycholinguistics and applied linguistics scholars, particularly those with an interest in second language teaching and learning.

This book is about my life as a teacher and the unethical procedure followed by the Polk County School Board to try to end my teaching career. The Educational Code of Ethics was not used as a guide line regarding my termination. I was fired twice without warning or notice. I e-mailed the governor the first time for reinstatement. After being reinstated I was fired again. When I asked why was I fired? The principal looked at me with a smile and said: Reflect back. Well what was there to reflect back on when mostly all of my children scored high on their state and national reading test. This book deals with the emotional stress of teachers and what they encounter on a daily basis in the school system. Why is it that not all of our teachers voice are being heard? Some parts of the book talks about mission and vision, the little Principals, How to avoid pitfalls of teaching, How to become an effective teacher and steps you can take if you are terminated. The emotional stress of the student with/without disabilities in learning. Why are our children failing state and national test but making A&B honor roll on class room test? Emotional stress of parents and why is there a break down in the educational system? How to determine if your child has an effective or ineffective teacher. Statistical reports from other states regarding education. This book uncovers t he Dark Side Of Teaching. When you have finished reading this book you will have the knowledge and tools needed to become an effective teacher, as well as knowing your rights according to the code of ethics.

En su decimotercer volumen, Calderon presenta una nueva poesia bilingue que extiende su cosmovision tanto sobre el mundo real como las ideas transcendentales que desarrollan una vida contemplativa. "El colibri" es el poema que introduce este libro. Una buena cantidad de poemas vienen escrito en forma de prosa, tal que se pueden leer como historias breves. La cosmovision de Calderon le dara al lector distintas ventanas de como el ha internalizado y descifrado esta cosa interesante llamada - la vida cotidiana. Incluso, aqui se encontraran unas canciones que bailan al ritmo de la rima y del compas del poeta. Todo lector que se interesa sobre las escrituras poeticas de los latinos del la primera parte del siglo veintiuno, chocara sin duda con las extensas obras de Rudy Calderon.

In his thirteenth volume, Calderon presents a new bilingual book of poetry that extends his worldview over the real world as well as the transcendental ideas that unfold a contemplative life. "El colibri" (The Hummingbird) is the poem that introduces this body of work. A great quantity of poems are written in prose form, such that they can be read as short stories. Calderon's worldview will give the reader distinct windows of how he has internalized and deciphered this interesting thing called - the everyday life. Also, this book contains songs that dance to the rhythm of rhyme and the beat of the poet. All readers that are interested in poetry from Latinos of the first part of the 21st century, will come into contact with the extensive works of Rudy Calderon.

This edited book brings together a collection of research-based chapters that address a variety of topics related to the teaching of English in different contexts around the world. The chapters are informed by a critical approach to research, employing a variety of research methods to question and problematize taken-for-granted definitions and practices in areas such as classroom pedagogy, testing, curriculum, language policy, the position of English as a medium of instruction, educational management, teacher education, materials and evaluation. This book addresses a major gap in theoretical and research literature in the area of teaching English, and it will be of interest to trainee and practising teachers, research students and scholars of EFL and TESOL, and researchers in applied linguistics.

An essential companion for IELTS writing instructors and students, Developing Writing Skills for IELTS provides IELTS test-takers with the necessary skills to succeed in the two academic writing tasks in IELTS. Adopting an original exemplar-based writing instructional approach, this text offers an in-depth and reader-friendly analysis of the assessment standards of the two academic writing tasks in IELTS. Authentic exemplars written by EFL university students are included to illustrate high (Bands 8-9), average (Bands 6-7), and low (Bands 4-5) performances in IELTS writing. Key Features: * Diagrammatical representation of assessment standards of the two academic writing tasks by experienced IELTS writing examiners and instructors. * 100 writing questions modelled after the IELTS format, designed by the authors, and categorised according to question types and topics that emerge from an analysis of over 400 IELTS writing questions. * Over 100 writing exemplars by EFL university students, accompanied by guided activities and suggested answers. Designed as a classroom text, a resource for workshops and consultations, or a self-study material, Developing Writing Skills for IELTS: A Research-based Approach will support IELTS writing instructors and test-takers with a variety of writing proficiencies.

Gathered here are gems galore, which, while revealing much as to the Chinese national psyche, highlight particular traits and characteristics that span the globe. We all know Chairman Mau's infamous 'It doesn't matter what colour the cat, as long as it catches mice', but most of us would only recognize an approximate English equivalent of 'A mighty dragon cannot crush a local snake' or, 'A Phoenix might come out of a crow's nest'. The beasts and birds of legend and folklore provide the inimitable Kathryn Lamb's pen with a feast of hilarious subjects, not least a certain revolution at one ill-fated dinner party...

Scenes from Tamil Classics is a book about Tamil poetry. Tamil is one of the very few living classical languages of the world and has a rich and copious literary, musical and religious tradition. This book is primarily intended for expatriate Tamils, particularly to the children of Tamil immigrants in Europe, Australia and North America who are in danger of becoming increasingly alienated from their cultural roots. The intention of the book is to create an awareness and a sense of belonging among those expatriate children who are caught up in an uncomfortable tension between the culture of their own family and ethnic community and the culture of the wider society around them. This book is an attempt to give a taste of Tamil literature through the medium of English. In the selected extracts, the author paints in the details of the story or the situation which the poet has left unsaid, and draws out the inferences and allusions lying implicit in the poem. He thus brings the scene to life, and prevents the eye of the reader from passing too swiftly and superficially over the text. Instead, he stimulates the reader to reflect on the action and the feelings expressed, and enables him or her to appreciate more fully the artistry of the poem. In addition to extracts from ancient and medieval Tamil classics, Scenes from Tamil Classics provides a wide-ranging survey of Tamil literature. This is a fresh and original book which leads the reader into a world which is many centuries and thousands of miles distant from our own. Beyond the particular readership mentioned above, there is much in these pages to give delight to anyone with an interest in literature and in the human condition.

Many of the earliest books, particularly those dating back to the 1900s and before, are now extremely scarce and increasingly expensive.We are republishing many of these classic works in affordable, high quality, modern editions, using the original text and artwork.

This volume is a comprehensive Handbook of Russian thought that provides an in-depth survey of major figures, currents, and developments in Russian intellectual history, spanning the period from the late eighteenth century to the late twentieth century. Written by a group of distinguished scholars as well as some younger ones from Russia, Europe, the United States, and Canada, this Handbook reconstructs a vibrant picture of the intellectual and cultural life in Russia and the Soviet Union during the most buoyant period in the country's history. Contrary to the widespread view of Russian modernity as a product of intellectual borrowing and imitation, the essays collected in this volume reveal the creative spirit of Russian thought, which produced a range of original philosophical and social ideas, as well as great literature, art, and criticism. While rejecting reductive interpretations, the Handbook employs a unifying approach to its subject matter, presenting Russian thought in the context of the country's changing historical landscape. This Handbook will open up a new intellectual world to many readers and provide a secure base for its further exploration.

This book addresses an important, yet under-researched domain in interpreting education: how theoretical training models should be responsive to context. To do so, it applies the linguistic concept of 'context' to interpreting studies by investigating practices in representative (conference) interpreting training programmes in Europe and China. After presenting an overview of interpreter training programmes, the author describes the need to reassess the applicability of the well-established and widely accepted model of interpreting from the Paris School (ESIT/AIIC model) to the Chinese interpreting training scene. Building on the theoretical study of context in foreign language classrooms suggested by linguists like Halliday and Hasan (1993); Kramsch (1993) and others, the author subsequently constructs a new curriculum, comprising a four-step approach to consecutive interpreting courses in the Chinese context. The rationale for such an approach is justified in accordance with the overall design of context, taking into account the four dimensions in a teaching-learning environment. This book is intended for scholars and graduate students who are interested in translation and interpreting, applied linguistics as well as foreign language education. It also serves as a practical guide for developing (university-level) translation and interpreting programmes.

This timely volume addresses issues pertaining to language teaching, learning and research during the pandemic. In times of a global emergency, the aftermath of emergency remote teaching (ERT) cannot be ignored. The question of how language educators and researchers unleash creativity and employ strategies vis-a-vis ERT still remains to be answered. With practitioners in mind, it covers a broad spectrum of educational settings across continents, target languages and methodologies. Specifically, it reveals viable ways of utilizing digital technologies to bypass social distancing while highlighting the pitfalls and challenges associated with crisis teaching and research. This volume comprises two parts: Teacher Voice vicariously transports readers to practitioners' compelling stories of how teacher resilience, identity and professional development are crystallized in adaptive pedagogy, online teaching practicum, virtual study programs and communities of practice during ERT. The second part, Researcher Corner, showcases innovative approaches for both novice and seasoned researchers to upskill their toolkits, ranging from case study research and mixed methods designs, to auto- and virtual ethnography and social media research. The array of food for thought provides a positive outlook and inspires us to rethink our current practices and future directions in the post-COVID world. Regardless of their backgrounds and experiences, readers will be able to relate to this accessible volume that harmonizes research and practice, and speaks from the hearts of all the contributors.

This book sheds new light on corpus-assisted translation pedagogy, an intersection of three distinct but cognate disciplines: corpus linguistics, translation and pedagogy. By taking an innovative and empirical approach to translation teaching, the study utilizes mixed methods, including translation experiments, surveys and in-depth focus groups. The results demonstrated the unique advantages and at the same time called attention to possible pitfalls of using corpora for translation teaching purposes. This book enriches our understanding of corpus application in the setting of translation between Chinese and English, two languages which are each distinctly different from one another. Readers will also discover new horizons in this burgeoning and interdisciplinary field of research. This book appeals to a broad readership, from scholars and researchers who are interested in translation technology to widen the scope of translation studies, translation trainers in search of effective teaching approaches to a growing number of cross-disciplinary postgraduate students longing to improve their translation skills and competence.

Second language (L2) pronunciation has become increasingly visible as an important area of L2 teaching and research. Despite the growing number of resources available focused on L2 pronunciation, technology in L2 pronunciation has received much less attention. While technology has been an enduring strand of L2 pronunciation research, it has also been somewhat inconspicuous. Indeed, research has examined a wide variety of technologies such as language-learning platforms, speech visualization software, and Automatic Speech Recognition. Despite the abundance of research, it can be difficult to gain a full sense of work in this area given the lack of a comprehensive and consolidated resource or reference. This book endeavors to fill that gap and make L2 pronunciation technologies more visible by providing teachers and researchers an introduction to research in a wide variety of technologies that can support pronunciation learning. While working to introduce practitioners to numerous technologies available, it also dives into the research-basis for their use, providing new studies and data featuring a wide variety of languages and learning contexts.