This book brings together an ensemble of leading voices from the fields of economics, language policy, law, political philosophy, and translation studies. They come together to provide theoretical perspectives and practical case studies regarding a shared concern: translation policy. Their timely perspectives and case studies allow for the problematizing and exploration of translation policy, an area that is beginning to come to the attention of scholars. This book offers the first truly interdisciplinary approach to an area of study that is still in its infancy. It thus makes a timely and necessary contribution. As the 21st century marches on, authorities are more and more confronted with the reality of multilingual societies, and the monolingual state polices of yesteryear seem unable to satisfy increasing demands for more just societies. Precisely because of that, language policies of necessity must include choices about the use or non-use of translation at different levels. Thus, translation policy plays a prominent yet often unseen role in multilingual societies. This role is shaped by tensions and compromises that bear on the distribution of resources, choices about language, legal imperatives, and notions of justice. This book aims to inform scholars and policy makers alike regarding these issues.

Faces of English Education provides an accessible, wide-ranging introduction to current perspectives on English language education, covering new areas of interest and recent studies in the field. In seventeen specially commissioned chapters written by international experts and practitioners, this book: offers an authoritative discussion of theoretical issues and debates surrounding key topics such as identity, motivation, teacher education and classroom pedagogy; discusses teaching from the perspective of the student as well as the teacher, and features sections on both in- and out-of-class learning; showcases the latest teaching research and methods, including MOOCs, use of corpora, and blended learning, and addresses the interface between theory and practice; analyses the different ways and contexts in which English is taught, learned and used around the world. Faces of English Education is essential reading for pre- and in-service teachers, researchers in TESOL and applied linguistics, and teacher educators, as well as upper undergraduate and postgraduate students studying related topics.

During the Glorious Revolution of 1688 Huguenot soldiers were at the forefront of William of Orange's army. Their role was an important one and they are, with justification, best remembered for this act among British historians and the public alike. Yet Huguenot soldiering existed long before this event, and French Protestants and their descendants featured prominently in European armies long afterwards. This volume is the first attempt to bring together in a scholarly study essays treating the Huguenots as soldiers in Europe and globally. Their story is often fascinating and sometimes poignant as they aided international Protestantism against Catholic foes across Europe and in the New World, while remaining 'under the cross' in their homeland of France. The book is divided into three sections, the first analysing the period prior to the 1685 Revocation of the Edict of Nantes which sealed their fate in France. Their role as mercenaries and freedom fighters receives attention, as does the complex political motivation that underscored their involvements abroad in the pre-Revocation era. Chapters examine the Huguenot rationale for foreign service and the dynamics of the Protestant international of which they were such a prominent part. Their role in European armies after that date is covered in the second section of the volume with a number of expert studies of Huguenot refugees in the armies of Britain, the Netherlands and Russia. A third section treats the Huguenot legacy, focusing on the aging generation of refugees and their descendants' contributions to the countries of their adoption. This book contains studies of the Huguenots serving in armies in various countries, and examines the lives and actions of a number of individual French refugee commanders who led armies consisting of their compatriots. By combining biographical studies of eminent figures with broader considerations of group experience, the volume presents a wide-ranging and thought provoking collection of material, making this the first study of its kind to consistently treat the military contribution made by the Huguenots to Europe at the high point of their importance as a historical group.

Although Kierkegaard's reception was initially more or less limited to Scandinavia, it has for a long time now been a highly international affair. As his writings were translated into different languages his reputation spread, and he became read more and more by people increasingly distant from his native Denmark. While in Scandinavia, the attack on the Church in the last years of his life became something of a cause celebre, later, many different aspects of his work became the object of serious scholarly investigation well beyond the original northern borders. As his reputation grew, he was co-opted by a number of different philosophical and religious movements in different contexts throughout the world. The three tomes of this volume attempt to record the history of this reception according to national and linguistic categories. Tome III is the most geographically diverse, covering the Near East, Asia, Australia and the Americas. The section on the Near East features pioneering articles on the Kierkegaard reception in Israel, Turkey, Iran and the Arab world. The next section dubbed 'Asia and Australia' features articles on the long and rich traditions of Kierkegaard research in Japan and Korea along with the more recent ones in China and Australia. A final section is dedicated to Americas with articles on Canada, the United States, hispanophone South America, Mexico and Brazil.

The Routledge Encyclopedia of Language Teaching and Learning is an authoritative reference dealing with all aspects of this increasingly important field of study. Offering a comprehensive range of articles on contemporary language teaching and its history, it has been produced specifically for language teaching professionals and as a reference work for academic studies at postgraduate level. In this new edition, every single entry has been reviewed and updated with reference to new developments and publications. Coverage has been expanded to reflect new technological, global and academic developments, with particular attention to areas such as online and distance learning, teacher and learner cognition, testing, assessment and evaluation, global English and teacher education. Themes and disciplines covered include: Methods and materials, including new technologies and materials development Contexts and concepts, such as mediation, risk-taking in language learning and intercomprehension Influential figures from the early days of language teaching to the contemporary Related disciplines, such as psychology, anthropology and corpus linguistics It covers the teaching of specific languages, including Japanese, Chinese, Arabic and African languages, as well as English, French, German and Spanish. There are thirty five overview articles dealing with issues such as communicative language teaching, early language learning, teacher education and syllabus and curriculum design. A further 160 entries focus on topics such as bilingualism, language laboratories and study abroad. Numerous shorter items examine language and cultural institutions, professional associations and acronyms. Multiple cross-references enable the user to browse from one entry to another, and there are suggestions for further reading. Written by an international team of specialists, the Routledge Encyclopedia of Language Teaching and Learning is an invaluable resource and reference manual for anyone with a professional or academic interest in the subject.

Translation technologies are moulded by and impact upon humans in all sorts of ways. This state-of-the-art volume looks at translation technologies from the point of view of the human users - as trainee, professional or volunteer translators, or as end users of translations produced by machines. Covering technologies from machine translation to online collaborative platforms, and practices from 'traditional' translation to crowdsourced translation and subtitling, this volume takes a critical stance, questioning both utopian and dystopian visions of translation technology. In eight chapters, the authors propose ideas on how technologies can better serve translators and end users of translations. The first four chapters explore how translators - in various contexts and with widely differing profiles - use and feel about translation technologies as they currently stand, while the second four chapters focus on the future: on anticipating needs, identifying emerging possibilities, and defining interventions that can help to shape translation practice and research. Drawing on a range of theories from cognitive to social and psychological, and with empirical evidence of what the technologization of the workplace means to translators, Human Issues in Translation Technology is key reading for all those involved in translation and technology, translation theory and translation research methods.

Writing: Texts, Processes and Practices offers an innovative and multidisciplinary approach to writing in a variety of academic and professional settings. The book is composed of a series of original research-based accounts by leading authorities from a range of disciplines. The papers are linked through a unifying perspective which emphasises the role of cultural and institutional practices in the construction and interpretation of written texts. This important new book integrates different approaches to text analysis, different perspectives on writing processes, and the different methodologies used to research written texts. Throughout,an explicit link is made between research and practice illustrated with reference to a number of case studies drawn from professional and classroom contexts. The book will be of considerable interest to those concerned with professional or academic writing and will be of particular value to students and lecturers in applied linguistics, communication studies, discourse analysis, and professional communications training. The contributors to this volume are: Robert J. Barrett Vijay K. Bhatia Christopher N. Candlin Yu-Ying Chang Sandra Gollin Ken Hyland Roz Ivanic Mary R. Lea Ian G. Malcolm John Milton Greg Myers Guenter A. Plum Brian Street John M. Swales Sue Weldon Patricia Wright

This book presents the latest research on understanding language teacher identity and development for both novice and experienced researchers and educators, and introduces non-experts in language teacher education to key topics in teacher identity research. It covers a wide range of backgrounds, themes, and subjects pertaining to language teacher identity and development. Some of these include the effects of apprenticeship in doctoral training on novice teacher identity; the impacts of mid-career redundancy on the professional identities of teachers; challenges faced by teachers in the construction of their professional identities; the emerging professional identity of pre-service teachers; teacher identity development of beginning teachers; the role of emotions in the professional identities of non-native English speaking teachers; the negotiation of professional identities by female academics. Advances and Current Trends in Language Teacher Identity Research will appeal to academics in ELT/TESOL/applied linguistics. It will also be useful to those who are non-experts in language teacher education, yet still need to know about theories and recent advances in the area due to varying reasons including their affiliation to a teacher training institute; needs to participate in projects on language teacher education; and teaching a course for pre-service and in-service language teachers.

Doing Research in Applied Linguistics: Realities, dilemmas, and solutions provides insight and guidance for those undertaking research, and shows the reader how to deal with the challenges of this research involving real people in real settings. Featuring over twenty chapters by experienced and up-and-coming researchers from around the world, this book: outlines the steps involved in solving the problem and completing a successful, and publishable, project; provides case studies of obstacles faced at each stage of research, from preliminary planning to report writing; addresses issues of validity and reliability during data collection and analysis; discusses ethical issues in research dealing with vulnerable groups including children, refugees, and students; includes examples from longitudinal studies, and both qualitative and quantitative research. Doing Research in Applied Linguistics is essential reading for students studying research methods, or for those embarking on their first research project in applied linguistics or language education.

Come join Shelley and her grandfather, Pop, on a fun spring break adventure to Shiner, Texas. You never know who you might meet. . . . Shelley and her new furry friend could possibly teach you a trick or two to help pronounce that sometimes "sheepish" SH sound.This is a book to read for pleasure and build confidence in children and students who are not alone facing difficulties with speech and language impairments. It comes with "secret tips" to tackle speech and language disorders and, most importantly, brings smiles along the way!

This is the essential reference companion to all who use German for business communication. Containing over 5000 words, this handy two-way A-Z glossary covers the most commonly used terms in business. It will help you to communicate with confidence in a wide variety of situations, and is of equal value to the relative beginner or the fluent speaker. Written by an experienced native and non-native speaker team working in business language education, this unique glossary is an indispensable reference guide for all students and professionals studying or working in business where German is used.

A 200 hour teacher education program, often heavily focused on theory and where practice is left to short field experiences cannot provide you with everything that you will need when working in a real classroom. In this book Thomas Farrell addresses two problems within TESOL teacher education - the perceived gap between theory and practice and the lack of contact with newly qualified teachers. Farrell outlines how to prepare for the realities of what you will face when beginning your career through reflective activities that include: case-based teaching, teaching metaphor analysis, critical incident analysis, and teacher identity analysis. Including data-based vignettes from diverse contexts of language teachers, you are able to gain practical insights from language teacher education courses. Whether a learner teacher or teacher educator, this book presents new insights into the reality of TESOL teacher education.

* highlights important language elements by utilising original and recent Chinese texts regarding social issues * Designed to progress learners' language competency to an advanced level through a natural connection between Chinese language learning and Chinese Social Studies. * Facilitates language learning and provides important insight for the formation of cross-cultural relationships. * Prepares readers for the transition from academic study to employment. * Written by a team of native and non-native speakers.

By examining a range of experiences from both the north and south of Ireland, this book asks what the ideal of sustainable development might mean to specific rural groups and how sustainable development goals have been pursued across the policy spectrum. It assesses the extent of commitment to a living countryside in Ireland and compares various opportunities and obstacles to the actual achievement of sustainable rural development. How different sectors of rural society will be challenged in terms of future survival provides an overarching theme throughout.

The Roma (commonly known as "Gypsies") have largely been depicted in writings and in popular culture as an illiterate group. However, as Romani Writing shows, the Roma have a deep understanding of literacy and its implications, and use writing for a range of different purposes. While some Romani writers adopt an "oral" use of the written medium, which aims at opposing and deconstructing anti-Gypsy stereotypes, other Romani authors use writing for purposes of identity-building. Writing is for Romani activists and intellectuals a key factor in establishing a shared identity and introducing a common language that transcends linguistic and geographical boundaries between different Romani groups. Romani authors, acting in-between different cultures and communication systems, regard writing as an act of cultural mediation through which they are able to rewrite Gypsy images and negotiate their identity while retaining their ethnic specificity. Indeed, Romani Writing demonstrates how Romani authors have started to create self-images in which the Roma are no longer portrayed as "objects", but become "subjects" of written representation.

International Exhibitions and Urbanism provides an insightful and comprehensive historical review of international exhibitions in its first half, which is then illustrated with a thorough technical analysis of the Zaragoza 2008 project in its second half. The first half offers a comparative analysis of nearly 50 events which haven taken place over the past 150 years, as well as exploring the relationships with urbanism from a planning perspective Underpinned by the first-hand information that the author has as one of the event's organizers the second half is devoted to the Zaragoza project for the 2008 Exposition. After giving contextual (historical and demographic) information, the Expo's master plan and building projects are then described.

When Olivier Messiaen died in 1992, the prevailing image was of a man apart; a deeply religious man whose only sources of inspiration were God and Nature and a composer whose music progressed along an entirely individual path, artistically impervious to contemporaneous events and the whims both of his contemporaries and the critics. Whilst such a view contains a large element of truth, the past ten years has seen an explosion of interest in the composer, and the work of a diverse range of scholars has painted a much richer, more complex picture of Messiaen. This volume presents some of the fruits of this research for the first time, concentrating on three broad, interrelated areas: Messiaen's relationship with fellow artists; key developments in the composer's musical language and technique; and his influences, both sacred and secular. The volume assesses Messiaen's position as a creative artist of the twentieth century in the light of the latest research. In the process, it identifies some of the key myths, confusions and exaggerations surrounding the composer which often mask equally remarkable truths. In attempting to reveal some of those truths, the essays elucidate a little of the mystery surrounding Messiaen as a man, an artist, a believer and a musician. Specifically, the volume covers Messiaen's attitudes and associations to Cocteau, Stravinsky's Les Noces, Dutilleux and Toesca, as well as exploring his teaching techniques, the Traite de rythme, de couleur et d'ornithologie, Messiaen's harmony, performing and transcription techniques, composing for Ondes Martenot, his association with ballet, Saint FranAois d'Assise and the influence of his faith. Messiaen himself contributes directly in the form of a speech that he gave about the tapestry-maker Jean LurAat, and the collection also includes the first literary translation of L'Acme en bourgeon; the garland of poems written by Messiaen's mother, Cecile Sauvage, when she was expecting him. The composer described these poems as 'the only influence' in his life, making L'Acme en bourgeon a fascinating centrepiece to a rich and rewarding collection of essays.

The traditional approach to the study of Goethe and Schubert is to place them in opposition to one another, both in terms of their life experiences and in relation to the nineteenth-century Lied. In her introduction to this book, Lorraine Byrne examines the myths that have evolved around these artists and challenges the view that Goethe was unmusical and conservative in his musical tastes. She also considers Schubert's life in relation to his obvious affinity with the poet and links the composer's Goethe settings with the poet's perception of the Lied. Goethe judged the success of a setting by whether the meaning of the text had been realised in musical form. In his Goethe settings Schubert translates the poet's meaning into musical terms and his rendition attains the classical unity of words and music that Goethe sought. The core of this volume is the series of individual analyses of all of Schubert's solo, dramatic and multi-voice settings of Goethe texts. These explore in detail both the literary and the musical dimensions of each work, and Schubert's reading and interpretation of Goethe's writings. This is the first study in English to treat both artists with equal attention and insight. This, together with its encyclopaedic coverage of this important corpus of works, makes this volume an essential reference tool for all those who study Schubert and Goethe.

Although Kierkegaard's reception was initially more or less limited to Scandinavia, it has for a long time now been a highly international affair. As his writings were translated into different languages his reputation spread, and he became read more and more by people increasingly distant from his native Denmark. While in Scandinavia, the attack on the Church in the last years of his life became something of a cause celebre, later, many different aspects of his work became the object of serious scholarly investigation well beyond the original northern borders. As his reputation grew, he was co-opted by a number of different philosophical and religious movements in different contexts throughout the world. The three tomes of this volume attempt to record the history of this reception according to national and linguistic categories. Tome I covers the reception of Kierkegaard in Northern and Western Europe. The articles on Denmark, Norway, Sweden, Finland and Iceland can be said to trace Kierkegaard's influence in its more or less native Nordic Protestant context. Since the authors in these countries (with the exception of Finland) were not dependent on translations or other intermediaries, this represents the earliest tradition of Kierkegaard reception. The early German translations of his works opened the door for the next phase of the reception which expanded beyond the borders of the Nordic countries. The articles in the section on Western Europe trace his influence in Great Britain, the Netherlands and Flanders, Germany and Austria, and France. All of these countries and linguistic groups have their own extensive tradition of Kierkegaard reception.

First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

While Kierkegaard's use of the Greek authors, particularly Plato and Aristotle, has attracted considerable attention over the years, his use of the Roman authors has, by contrast, remained sadly neglected. This neglect is somewhat surprising given the fact that Kierkegaard was extremely well read in Latin from his early youth when he attended the Borgerdyd School in Copenhagen. Kierkegaard's interest in the Roman authors is perhaps best evidenced by his book collection. In his private library he had a long list of Latin titles and Danish translations of the standard Roman authors in any number of different genres. His extensive and frequent use of writers such as Cicero, Horace, Terence, Seneca, Suetonius and Ovid clearly warrants placing them in the select group of his major sources. The chapters in this volume demonstrate that Kierkegaard made use of the Roman sources in a number of different ways. His readings from the Borgerdyd school seem to have stuck with him as an adult. He constantly refers to Roman authors, such as Livy, Nepos, and Suetonius for colourful stories and anecdotes. In addition, he avails himself of pregnant sayings or formulations from the Roman authors, when appropriate. But his use of these authors is not merely as a rhetorical source. He is also profoundly interested in the Roman philosophy of Cicero, Seneca and Marcus Aurelius. Similarly, just as he is fascinated by Tacitus' portrayal of the early Christians, so also he is amused by the humour of Terence and Apuleius. In short, the Roman authors serve to enrich any number of different aspects of Kierkegaard's authorship with respect to both content and form.

This book brings together important material from a range of sources and highlights how government organizations, musicians, academics and commercial companies are concerned with, and seek to use, a particular notion of Irish musical identity. Rooting the study in the context of the recent history of popular, traditional and classical music in Ireland, as well as providing an overview of aspects of the national field of music production and consumption, O'Flynn goes on to argue that the relationship between Irish identity and Irish music emerges as a contested site of meaning. His analysis exposes the negotiation and articulation of civic, ethnic and economic ideas within a shifting hegemony of national musical culture, and finds inconsistencies between and among symbolic constructions of Irish music and observed patterns in the domestic field. More specifically, O'Flynn illustrates how settings, genres, social groups and values can influence individual identifications or negations of Irishness in music. While the apprehension of intra-musical elements leads to perceptions of music that sounds Irish, style and authenticity emerge as critical articulatory principles in the identification of music that feels Irish. The celebratory and homogenizing discourse associated with the international success of some Irish musical forms is not reflected in the opinions of the people interviewed by O'Flynn; at the same time, an insider/outsider dialectic of national identity is found in various forms of discourse about Irish music. Performers and composers discussed include Bill Whelan (Riverdance), Sinead O'Connor, The Corrs, Altan, U2, Martin Hayes, Dolores Keane and Gerald Barry.

Focusing on multiple aspects of Renaissance culture, and in particular its preoccupation with the reading and rewriting of classical sources, this book examines representations of homosexuality in sixteenth-century France. Analysing a wide range of texts and topics, it presents an assessment of queer theory that is grounded in historical examples, including French translations of Boccaccio's Decameron, the poetry of Ronsard, works in praise of and satirising Henri III and his mignons, Montaigne's Essais, BrantAme's Dames galantes, the figures of the androgyne and the hermaphrodite, and religious discourses and practices of penance and confession. Close comparison with the ancient models on which they drew - the elegy and epic, the works of Plato, Ovid, Lucian, and others - reveals Renaissance writers redeploying an established set of cultural understandings and assumptions at once congruent and at odds with their own society's socio-sexual norms. Throughout this study, emphasis is placed on the coexistence of different models of homosexuality during the Renaissance - homosexual desire was simultaneously universal and individual, neither of these views excluding the other. Insisting equally on points of convergence and difference between Renaissance and modern understandings of homosexuality, this book works towards a historicisation of the concept of queerness.

Classification is an important part of science, yet the specific methods used to construct Enlightenment systems of natural history have proven to be the bAte noir of studies of eighteenth-century culture. One reason that systematic classification has received so little attention is that natural history was an extremely diverse subject which appealed to a wide range of practitioners, including wealthy patrons, professionals, and educators. In order to show how the classification practices of a defined institutional setting enabled naturalists to create systems of natural history, this book focuses on developments at Edinburgh's medical school, one of Europe's leading medical programs. In particular, it concentrates on one of Scotland's most influential Enlightenment naturalists, Rev Dr John Walker, the professor of natural history at the school from 1779 to 1803. Walker was a traveller, cleric, author and advisor to extremely powerful aristocratic and government patrons, as well as teacher to hundreds of students, some of whom would go on to become influential industrialists, scientists, physicians and politicians. This book explains how Walker used his networks of patrons and early training in chemistry to become an eighteenth-century naturalist. Walker's mineralogy was based firmly in chemistry, an approach common in Edinburgh's medical school, but a connection that has been generally overlooked in the history of British geology. By explicitly connecting eighteenth-century geology to the chemistry being taught in medical settings, this book offers a dynamic new interpretation of the nascent earth sciences as they were practiced in Enlightenment Britain. Because of Walker's influence on his many students, the book also provides a unique insight into how many of Britain's leading Regency and Victorian intellectuals were taught to think about the composition and structure of the material world.

Goethe and Zelter spent a staggering 33 years corresponding or in the case of each artist, over two thirds of their lives. Zelter's position as director of the Sing-Akademie zu Berlin and Goethe's location in Weimar resulted in a wide-ranging correspondence. Goethe's letters offer a chronicle of his musical development, from the time of his journey to Italy to the final months of his life. Zelter's letters retrace his path as stonemason to Professor of Music in Berlin. The 891 letters that passed between these artists provide an important musical record of the music performed in public concerts in Berlin and in the private and semi-public soirees of the Weimar court. Their letters are those of men actively engaged in the musical developments of their time. The legacy contains a wide spectrum of letters, casual and thoughtfully composed, spontaneous and written for publication, rich with the details of Goethe's and Zelter's musical lives. Through Zelter, Goethe gained access to the professional music world he craved and became acquainted with the prodigious talent of Felix Mendelssohn. A single letter from Zelter might bear a letter from Felix Mendelssohn to another recipient of the same family, reflecting a certain community in the Mendelssohn household where letters were not considered private but shared with others in a circle of friends or family. Goethe recognized the value of such correspondence: he complains when his friend is slow to send letters in return for those written to him by the poet, a complaint common in this written culture where letters provided news, introductions, literary and musical works. This famous correspondence contains a medley of many issues in literature, art, and science; but the main focus of this translation is the music dialogues of these artists.