This book features invited contributions based on the presentations at the First World Interpreter and Translator Training Association (WITTA) Congress, held in Guangzhou, China, in November 2016. Covering a wide range of topics in translation education, it includes papers on the latest developments in the field, theoretical discussions, and the practical implementation of translation courses and programs. Given its scope, the book appeals to translation scholars and practitioners, education policymakers, and language and education service providers.

This book examines the history of translation under European communism, bringing together studies on the Soviet Union, including Russia and Ukraine, Yugoslavia, Hungary, East Germany, Czechoslovakia, Bulgaria, and Poland. In any totalitarian regime maintaining control over cultural exchange is strategically important, so studying these regimes from the perspective of translation can provide a unique insight into their history and into the nature of their power. This book is intended as a sister volume to Translation Under Fascism (Palgrave Macmillan, 2010) and adopts a similar approach of using translation as a lens through which to examine history. With a strong interdisciplinary focus, it will appeal to students and scholars of translation studies, translation history, censorship, translation and ideology, and public policy, as well as cultural and literary historians of Eastern Europe, Soviet communism, and the Cold War period.

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 grammar provides a clear and comprehensive overview of contemporary West Greenlandic. It follows a systematic order of topics beginning with the alphabet and phonology, continuing with nominal and verbal morphology and syntax, and concluding with more advanced topics such as complex sentences and word formation. Grammatical points are illustrated with authentic examples reflecting current life in Greenland. Grammatical terminology is explained fully for the benefit of readers without a background in linguistics. Features include: Full grammatical breakdowns of all examples for ease of identifying individual components of complex words. A detailed contents list and index for easy access to information. An alphabetical list of the most commonly used West Greenlandic suffixes. A glossary of grammatical abbreviations used in the volume. The book is suitable for a wide range of users, including independent and classroom-based learners of West Greenlandic, as well as linguists and anyone with an interest in Greenland's official language.

This book offers a precise and rigorous analysis of the meanings of offensive words in Chinese. Adopting a semantic and cultural approach, the authors demonstrate how offensive words can and should be systematically researched, documented and accounted for as a valid aspect of any language. The book will be of interest to academics, practitioners and students of sociolinguistics, language and culture, linguistic taboo, Chinese studies and Chinese linguistics.

SOMA's Dictionary of Latin Quotations, Maxims and Phrases is the most extensive compilation of Latin Quotations, Maxims and Phrases in the market today. In addition to its extensive entries of Latin expressions, it also features an amazing variety of content that will be of great interest and benefit to the user.

SOMA's Dictionary is a priceless collection of valuable resources for a wide range of users, from the aspiring professional to the seasoned academic. A few of its features include:

[ Over 8,600 unique Latin entries including over 1000 Legal Maxims and expressions [ 30 Biographies of Roman Authors and Philosophers [ Over 1,000 related suffixes and prefixes [ Over 30 Greek Phrases [ An extensive timeline of all Roman Emperors [ An extensive timeline of the shapers of Western Civilization and Culture [ A pronunciation guide with notes [ And so much more

The Tenth Edition introduces diverse, compelling, relevant texts-from Civil War songs and stories to The Turn of the Screw to The Great Gatsby to poems by Juan Felipe Herrera and Claudia Rankine to a science fiction cluster featuring Octavia Butler and N. K. Jemisin. And continuing its course of innovative and market-responsive changes, the anthology now offers resources to help instructors meet today's teaching challenges. Chief among these resources is InQuizitive, Norton's award-winning learning tool, which includes interactive questions on the period introductions and often-taught works in the anthology. In addition, the Tenth Edition maintains the anthology's exceptional editorial apparatus and generous and diverse slate of texts overall. Available in print and as an annotatable ebook, the Shorter Tenth Edition is ideal for online, hybrid or in-person teaching.

This book departs from existing studies by focusing on the impact of international influences on the society, culture, and language of both North and South Korea. Since President Kim Young Sam's segyehwa drive of the mid-1990s, South Korea has become a model for successful globalization. In contrast, North Korea is commonly considered one of the least internationally integrated countries. This characterization fails to account for the reality of the two Koreas and their global engagements. The opening essay situates the chapters by highlighting some significant contrasts and commonalities between the experiences of North and South Korea's history of engagement with the world beyond the Peninsula. The chapters explore both the longer-term historical influence of Korea's international contacts as well as specific Korean cultural, linguistic, and social developments that have occurred since the 1990s demise of the global Cold War and greater international integration.

This book reviews the presentation of conjugal relationships in Chinese culture and their perception in the West. It explores the ways in which the act of marriage is represented/misrepresented in different literary genres, as well as in cultural adaptations. It looks at the gendered characteristics at play that affect conjugal relationships in Chinese societal practices more widely. It also distinguishes between the essential features that give rise to nuptial arrangements from the Chinese perspective, looking at what in which Sino and/or Western mentalities differ in terms of notions of autonomy in marriage. It excavates the extent to which marriage is constituted in forms of transaction between female and male bodies and asks under what circumstances wedding ceremonies constitute archetypal or counter-archetypal notions in pre-modern and modern society. Authors cover a range of fascinating cultural topics, such as posthumous marriage (necrogamy) as an ancient and popular folk culture from the perspective of Confucian ideology, as well as looking at marriage from ancient to present times, duty and rights in conjugal relations, inter-racial and inter-cultural marriage, widowhood in Confucian ideology, issues of legitimacy in marriage and concubinage, the taboos surrounding divorce and re-marriage, and conjugal violence. The book serves to revisit the cultural connections between marriage and various art forms, including literature, film, theatre, and other adaptations. It is a rich intellectual resource for scholars and students researching the historical roots, cultural interpretations, and evolving aspects of marriage as shown in literature, art, and culture.

This book examines career patterns of the professoriate. Professors may appear as specialised individualists in their fields, and yet they follow pathways which are anything but unique. Drawing from a unique data set, the authors analyse the trajectories of the almost 2000 linguists and sociologists who hold full professorships in Germany, France and the UK in 2015.  With a background in social theory, they reveal models, structures and rules that organise the professional lives and biographies of the most senior academics. This book presents the results of a systematic empirical study, which will be of interest to specialists in higher education studies as well as to linguists and sociologists, and to all academics more generally.

This book investigates the issue of cloze-validity as a measure of second language reading comprehension. It starts off by making a distinction between general reading ability and the more specific reading comprehension followed by a thorough review of the related research on L2 reading comprehension and sorting out the confusion in the literature in this categorization. A comprehensive account of cloze procedure is presented discussing its origin, different versions, its use for teaching and testing purposes, as well the latest research on cloze as measures of readability, language proficiency and second language reading. The book includes studies conducted at several stages on validating cloze as a measure of reading and interview and questionnaire techniques are applied to investigate the validity of eight cloze tests, criterion reading tests, and other cloze and reading tests in general. Two new cloze tests, i.e. reader-centered cloze test and phrase cloze test, are also introduced and researched as measures of reading ability. The book concludes with suggestions for developing tests that can better measure reading comprehension in light of recent research insights on the complex and dynamic nature of reading. This book will appeal to researchers, lecturers and graduate and post-graduate students taking a course in Second Language Acquisition, Applied Linguistics, TESOL, Language Assessment, and Educational Measurement.

This book presents a new structural approach to the psychology of the person, inspired by Kenneth Colby's computer-generated simulation, PARRY. The simulation was of a paranoid psychological state, represented in forms of the person's logic and syntax, as these would be evidenced in personal communication. Harwood Fisher uses a Structural View to highlight similarities in the logical form of the linguistic representations of Donald Trump, his avid followers ("Trumpers"), and the paranoid-referred to as "The Trio." He demonstrates how the Structural View forms a series of logical and schematic patterns, similar to the way that content analysis can bring forth associations meanings, and concepts held in the text. Such comparisons, Fisher argues, can be used to shed light on contingencies for presenting, representing, and judging truth. Specifically, Fisher posits that the major syntactic and logical patterns that were used to produce the computer-generated "paranoid" responses in Colby's project can be used to analyze Donald Trump's rhetoric and his followers' reactions to it. Ultimately, Fisher offers a new kind of structural approach for the philosophy of psychology. This novel work will appeal to students and scholars of social and cognitive psychology, psychology of personality, psychiatric classification, psycholinguistics, rhetoric, and computer science.

This edited book explores the rising interest in minimal languages - radically simplified languages using cross-translatable words and grammar, fulfilling the widely-recognised need to use language which is clear, accessible and easy to translate. The authors draw on case studies from around the world to demonstrate how early adopters have been putting Minimal English, Minimal Finnish, and other minimal languages into action: in language teaching and learning, 'easy language' projects, agricultural development training, language revitalisation, intercultural education, paediatric assessment, and health messaging. As well as reporting how minimal languages are being put into service, the contributors explore how minimal languages can be adapted, localised and implemented differently for different purposes. Like its predecessor Minimal English for a Global World: Improved Communication Using Fewer Words (Palgrave Macmillan, 2018), the book will appeal to students and scholars of applied linguistics, language education and translation studies, as well as to professionals in any field where accessibility and translatability matter.

This book examines the role of experience-based learning on children's acquisition of language and concepts. It reviews, compares, and contrasts accounts of how the opportunity to recognize and generalize patterns influences learning. The book offers the first systematic integration of three highly influential research traditions in the domains of language and concept acquisition: Statistical Learning, Structural Alignment, and the Bayesian learning perspective. Chapters examine the parameters that constrain learning, address conditions that optimize learning, and offer explanations for cases in which implicit exemplar-based learning fails to occur. By exploring both the benefits and challenges children face as they learn from multiple examples, the book offers insight on how to better able to understand children's early unsupervised learning about language and concepts. Topics featured in this book include: Competing models of statistical learning and how learning might be constrained by infants' developing cognitive abilities. How experience with multiple exemplars helps infants understand space and other relations. The emergence of category-based inductive reasoning during infancy and early childhood. How children learn individual verbs and the verb system over time. How statistical learning leads to aggregation and abstraction in word learning. Mechanisms for evaluating others' reliability as sources of knowledge when learning new words. The Search for Invariance (SI) hypothesis and its role in facilitating causal learning. Language and Concept Acquisition from Infancy Through Childhood is an essential resource for researchers, clinicians and related professionals, and graduate students in infancy and early child development, applied linguistics, language education, child, school, and developmental psychology and related mental health and education services.

ESSENTIALS of Russian READING CONVERSATION GRAMMAR THIRD EDITION A. v. GRONICKA Columbia University H. BATES-YAKOBSON George Washington University PRENTICE-HALL, INC., Englewood Cliffs, N. J. PREFACE TO THIRD EDITION The third edition of Essentials of Russian has developed from Intensive use of the earlier editions for a whole decade by colleges and universities throughout the United States and abroad, as well as by the United States Armed Forces and by private study groups. The basic organization and approach of this book have proved their effectiveness and have been retained. Revisions have been limited to the clarification of certain rules of grammar a considerable shortening of the Common Expressions and Idioms units, especially those in the more advanced lessons and the rewriting of four of the less successful reading selections. The new reading units offer a survey of Russias geography, a biography of Anton Chekhov, an introduction to the development of the Russian language, and a brief essay on the Russian Academy of Sciences. These units, it is felt, are more timely and functional, as well as better attuned to an essentials level, than were the units they replace. Further innovations in this edition are the expansion of the introductory lessons on pronunciation amplification of the Aspect lesson, to provide a more gradual presentation of the basic features of this central phase of the Russian verb system and to introduce advanced materials that have proved essential for a well rounded presentation, of the conjugation of the Russian verb addition of numerous Review Reading and Vocabulary Building units addition of a second section to the Translation into Russian units, to afforda more comprehensive review of vocabulary and a more intensive drill on grammatical features inclusion of a completely new Ap pendix, which offers a selection of Russian poems, songs, proverbs, and riddles incorporation of numerous new key tables in the original Grammar Appendix and thorough revision and expansion of the Index and the Russian-English and English-Russian Vocabu laries at the end of the book. The revisions, and especially the additions and expansions, should hold the old and gain new friends for Essentials of Russian. The authors wish to take this occasion to thank their many col leagues for constructive contributions to the preparation of this new edition. They are especially grateful to Professors Rufus W. Mathew son, Jr. of Columbia University and Edmund Zawacki, of the Univer sity of Wisconsin and his fine staff for numerous suggestions which have helped greatly to make Essentials of Russian a better book. Finally, the authors wish to take this opportunity to express their thanks to Hilde von Gronicka for her capable and patient assistance in guiding three editions of the Essentials of Russian through the press. A. v. G. H. B. T. v TO This text Is designed for classroom and individual instruction but can also be used for self-teaching. It has grown out of the authors experience gained in the Army Intensive Language Courses and in subsequent experimental classes at colleges and universities. Emphasis is placed throughout on conversation and reading. At the same time a concise and systematic analysis of the Essentials of Russian Grammar has been provided, in order to solidify and to lend permanence to the results achieved by the direct approach. The text is divided intothirty lessons preceded by two intro ductory units which set forth the Russian printed and cursive letters and give their approximate phonetic values. Each lesson is subdivided into seven closely interrelated parts I Common Expressions and Idioms II Eeading Exercise III Vocabulary IY Grammar Y Questions YI Grammar Exercise VII Translation into Eussian The Reading Exercises II are the core around which each lesson is organized. They contain all the new grammar and vocab ulary introduced in each lesson...

This book analyses changing views on bilingualism in Cognitive Psychology and explores their socio-cultural embeddedness. It offers a new, innovative perspective on the debate on possible cognitive (dis)advantages in bilinguals, arguing that it is biased by popular "language myths", which often manifest themselves in the form of metaphors. Since its beginnings, Cognitive Psychology has consistently modelled the coexistence between languages in the brain using metaphors of struggle, conflict and competition. However, an ideological shift from nationalist and monolingual ideologies to the celebration of bilingualism under multicultural and neoliberal ideologies in the course of the 20th century fostered opposing interpretations of language coexistence in the brain and its effects on bilinguals at different moments in time. This book will be of interest to students and scholars of Cognitive Psychology, Psycholinguistics, Multilingualism and Applied Linguistics, Cognitive and Computational Linguistics, and Critical Metaphor Analysis.

This book introduces multimodality and technology as key concepts for understanding learning in the 21st century. The author investigates how a nationwide socio-educational policy in Uruguay becomes recontextualised across time/space scales, impacting interaction and learning in an English as a Foreign Language classroom. The book introduces scalar analysis to better understand the situated and fractal nature of education policy as meaning-making, subsequently defining learning from a multimodal socio-semiotic approach. The analytical integration of different policy scales shows what policy means to various stakeholders, and what learning means for students and teachers. This depends both on how they position themselves and how they engage with the policy educational media. This innovative book will appeal to students and scholars of technology and learning, as well as multimodality.

This book is a comparative corpus-based study of discourse markers based on verbs of saying in English and French. Based on a wide comparable web corpus, the book investigates how discourse markers work in discourse, and compares their differences of position, scope and collocations both cross-linguistically and within single languages. The author positions this study within the wider epistemological background of the French-speaking 'enunciative' tradition and the English-speaking 'pragmatic' tradition, and it will be of particular interest to students and scholars of semantics, pragmatics and contrastive linguistics.

This book examines everyday literacy in English as a foreign language (EFL). Focusing on the out-of-school literacy practices of teenagers in Athens, Greece, it challenges the notion that classrooms are the only contexts which provide exposure to English for learners. The author demonstrates that English can be a powerful resource for teenagers, as a symbolic tool granting them additional means of communication and self-expression. In doing so, she makes an original contribution to the areas of literacy, language education, and applied linguistics.

This book investigates the macroacquisition of Chinese - its large-scale acquisition and adoption for various purposes by individuals, governments and organisations - and the implications of this process for the future of English as a global language. The author contextualises the macroacquisition of Chinese within the global ecology of languages, then analyses the factors responsible for the macroacquisition of Chinese, showing, in contrast to most academic and popular commentary, that a character-based writing system will not stop Chinese from becoming a global language. He then articulates three possible future scenarios: English remaining a dominant global language, English and Chinese both being global languages, and Chinese becoming a global language instead of English. The book concludes by outlining directions for further research on the acquisition and use of Chinese around the world. It will be of interest to students and scholars with an interest in English as a global language, Chinese as a second/foreign language, language education policy, and applied linguistics more generally.