This concise collection critically reflects on mobile assisted language learning research across educational stages, from early childhood through to university settings. // The volume traces the development of MALL practices through researchers' and teachers' efforts to make sense of the impact of mobile technologies on formal and informal second language learning and development. The chapters explore a range of topics around mobile learning design, implementation, and affordances across different educational and geographic contexts, drawing on both qualitative and quantitative perspectives. In so doing, the book creates a broader conversation around the importance of continuity in the successful integration of MALL practices into L2 learning curricula across the educational lifespan. // This book will appeal to students and scholars in applied linguistics and language teaching and learning, especially to those with a specific interest in mobile technologies.

Moves beyond the basics of phonetics and phonology and investigates their interaction Designed for the advanced student who wants to move beyond the basics but is not yet expert Surveys both historical approaches and current theories of the phonology phonetics interface, including structuralist, derivational, and post-derivational approaches Examines the roles of both articulation and perception in creating and maintaining phonological patterns. Includes suggestions for further readings and end-of-chapter questions for use in class discussions Is speech in the mouth or in the brain? Do we hear with our ears or with our minds? How different can phonology and phonetics be? How similar? Where exactly does the border between them lie? Examining classic and current linguistic theories of how physical and cognitive factors interact in the mind of the speaker, and in the language system as a whole, Elizabeth Zsiga provides a rigorous guide to the key debates for the advanced student.

This wide-ranging introduction to the psychology of human language use offers a new breadth of approach by breaching conventional disciplinary boundaries with examples and perspectives drawn from many subdisciplines - cognitive and social psychology, psycholinguistics, neuropsychology and sociology. After an exploration of the diverse nature of communication, using examples throughout the animal kingdom, the authors focus on the range of human communicative channels, the nature of human language and the variations occurring between and within societies and cultures. Subsequent chapters cover speech production as a psycholinguistic skill; the coordination of verbal and non-verbal channels; the structure and management of conversations; language perception and comprehension; the cognitive neuropsychology of language, and the development of communicative skills. The book also presents an informative and entertaining historical perspective, and illustrates the fact that insights gained into controversial problems in other fields and at other times can shed light on many of today's most contentious debates in psychology.

This book explores the impact of applying computer-assisted (CAT) tools in freelance translation toward better understanding translators' strategies, preferences, and challenges in using new technologies and identifying areas of enhancement in translator training. The volume offers a brief overview of the latest developments in technology in translation, examining such issues as the effect on the translation process and the dynamics of the translator-technology interaction. Drawing on data from a study with active translators in Poland, Pietrzak and Kornacki examine the underlying factors underpinning translators' lack of engagement with these tools, including such issues as prevailing pre-conceptions around technology and limited knowledge hindering the most efficacious use of these resources and the subsequent impact on translator identity. Taken together, the book brings together these insights to help pinpoint freelance translators' needs more effectively and adapt training programmes accordingly. The volume will be of interest to scholars in translation studies with an interest in process and technology as well as active translators.

Capital, Commodity, and English Language Teaching illustrates how the drive for profit in commercial ELT affects the manner in which language is taught. The book looks at education as a form of production, and asks how lessons are produced, and how the production of profit in addition to the production of the lesson affects the operation of educational institutions and their stakeholders. Simpson delivers a theoretically rigorous conception of capital and builds from this an investigation into how the circulation of capital for profit interrelates with the teaching of language. Simpson discusses ELT at both a global level, in discussion of the ELT industry in the UK, the US, Ireland, Canada, Japan, Spain, and transnationally online, as well as at a more local level, where finer detailed descriptions of the work-lives of those within the Japanese eikaiwa ELT industry are given. Drawing on a synthesis of Marxist and Bourdieusian theory, the book outlines a dialectical approach to understanding capital, and to understanding how the drive for profit and language education interrelate with one another. Simpson concludes by showing how such an approach might open up areas for further research in a number of contexts across the globe, as well as in light of the Covid-19 pandemic. Providing a model for addressing global issues of ELT, this book is of interest to advanced students, scholars and professionals within applied linguistics, TESOL, sociolinguistics, and linguistic anthropology, language economics and related areas.

Amagama Izinyoni: Zulu Names of Birds lists all the bird species found in KwaZulu-Natal and surrounds, gives the proposed standardised Zulu name for each species, and explains the underlying meaning and how the name came into being. All earlier names for these birds, even if no longer in current use, have been recorded here, making this a historical repository of Zulu bird names as well. This book is the result of the six-year Zulu Bird Name Project. Between 2013 and 2018, annual workshops, organised and facilitated by the three authors, brought together a total of eighteen mother-tongue Zulu-speaking bird experts to research the names of bird species present in the Zulu-speaking area of South Africa. At the start of the project, only approximately 40 per cent of the bird species of this area had species-specific Zulu names; by the end of the project all 550 species had unique names. The comprehensive introduction explains the methodology used in the Zulu bird name workshops, providing a template for linguists and ornithologists who might wish to do similar bird-naming exercises in the other African languages of southern Africa. The introduction also provides some linguistic and onomastic insights into bird naming generally and Zulu bird names in particular.

* This book addresses the controversies connected with cultural learning styles head-on and brings this longstanding debate up-to-date with current research * Addresses preconceptions about language learning styles and culture in connection to language learning comprehensively by covering such topics as both teachers' and students' learning styles as well as major theories * Ideal for preservice EFL teachers, researchers and scholars, this book bridges the gap between research and practice on culture and language learning in the classroom.

In Writing Rhetorically, Jennifer Fletcher provides teachers with strategies and frameworks for writing instruction that cultivate student expertise and autonomy. By teaching writing rhetorically, we support students in becoming independent problem solvers. They learn how to discover their own questions, design their own inquiry process, develop their own positions and purposes, make their own choices about content and form, and contribute to conversations that matter to them. Inside this book, Jennifer examines the rhetorical writing skills and practices that help students effectively communicate across contexts while providing successful ways to foster: Inquiry, invention, and rhetorical thinking. Writing for transfer. Paraphrasing, summary, synthesis, and citation skills. Research skills and processes. Evidence-based reasoning. Rhetorical decision making. Rhetorical decision making helps students develop the skills, knowledge, and mindsets needed for transfer of learning: the ability to adapt and apply learning in new settings. The more choices students make as writers, the better prepared they are to analyze and respond to diverse rhetorical situations.

This book explores and assesses the multiple levels at which linguistic policies can be challenged, devised and enacted, i.e. sub-national, national and supranational, and the variety of state and non-state actors involved. Moving beyond descriptive and normative approaches, it provides an empirical comparative assessment of the policy responses and strategies deployed to deal with linguistic diversity and conflicts in Spain, a country where almost one third of the population is at least bilingual in their own languages. The Spanish case is then assessed within the European context, both from the perspective of multilevel influence and mutual interaction, and from the learning experiences it may entail for similar or equivalent problems and disputes occurring at the European level or beyond. This text will be of key interest to scholars and students of Spanish politics, linguistics, identity politics and more broadly of European politics and governance, public policy, education and communication policy and comparative politics.

First published in 1987, the Dictionary of Jargon expands on its predecessor Newspeak (Routledge Revivals, 2014) as an authoritative reference guide to specialist occupational slang, or jargon. Containing around 21, 000 entries, the dictionary encompasses a truly eclectic range of fields and includes extensive coverage of both British and U.S. jargon. Areas dealt with range from marketing to medicine, from advertising to artificial intelligence and from skiing to sociology. This is a fascinating resource for students of lexicography and professional lexicographers, as well as the general inquisitive reader.

George Orwell coined the term 'Newspeak' for his novel 1984, the purpose of which was designed to shrink vocabularies and eliminate subtlety and nuance. For this dictionary, first published to herald the year 1984, Jonathon Green compiled nearly 8, 000 entries - selected from the slangs and specific vocabularies of trades, professions and interests - covering such areas as the world of entertainment, the media, the military economics, and finance. This dictionary provides an accurate and useful linguistic guide for students of lexicography and an interesting compendium for the general inquisitive reader.

Although the Japanese language is one of the most quoted examples in politeness research, extant publications focus on particular areas of politeness, and very few of them enquire into the varied aspects of Japanese politeness. In this book, Yasuko Obana provides an integrated account of what signifies Japanese politeness. By examining how far previous assumptions can apply to Japanese, Obana exposes a variety of characteristics of Japanese politeness. By taking a diachronic approach, she probes into what constitutes politeness, extracts key elements of the term 'polite' in Japanese, and demonstrates how modern honorifics' apparent diverse, divergent uses and effects can be integrated into a systematic matrix. Furthermore, by quoting traditional Japanese language scholars' (kokugo gakusha) studies, Obana brings different views into the open. She also carves out politeness strategies in Japanese that have not been adequately explored to date, and which often conform to the way in which honorifi cs behave because they refl ect social indexicality. This book is a good reference for scholars in pragmatics, particularly for those who are working on politeness. It is useful for Japanese language teachers who want to know how to teach Japanese politeness to non-native learners. Postgraduate students of Japanese or pragmatics may also find this book useful for self-study.

There have been noticeable demographic changes recently in the use of English around the world. English as a medium of communication is now the contact language of native speakers from many diverse speech communities who interact with each other in multilingual contexts. The use of English as a lingua franca (ELF) and its implications has become a hot topic in applied linguistics and English studies. Communicating Strategically in English as a Lingua Franca reflects the growing interest in achieving communicative effectiveness in ELF situations and provides a comprehensive account of recent empirical findings in the field of ELF. It analyzes and interprets the author's own large corpus of naturally occurring spoken interactions and focuses on identifying innovative employments in the communicative strategies and pragmatics of speakers involved in ELF interactions. In doing so, this book makes a considerable contribution to the growing field of empirical studies in ELF. It explores the usage of pragmatic strategies and highlights their significant role in communicative effectiveness in ELF interactions. In showing the processes of classifying communication strategies involved in the identification of newly observed communication strategies, this book will be of great interest to English linguists, applied linguists, graduate and undergraduate students of English, English Language Teaching material developers and teachers of English.

This research- and pedagogy-oriented book delves into the study and application of incidental vocabulary acquisition in English through captioned videos. This technology offers EFL students of different ages more opportunities for vocabulary learning compared to the traditional classroom. This book reviews the conceptual, methodological, theoretical, and practical issues associated with captioned videos and offers innovative ideas to help researchers, graduate students, and classroom practitioners enhance learners' vocabulary acquisition at all levels.

A guide to learn the skills you need to understand and apply God's Word. Now revised and updated! Life is a journey, and like any journey, it requires an accurate, reliable roadmap to get us where we need to go. God has provided such a guide in his Word. But just as a navigator needs to learn how to interpret all the contours and symbols of a map, so also we need to be able to understand how the Bible communicates its directions to us. In Journey into God's Word, Second Edition reader's will: Be introduced to the Interpretive Journey, a five-step framework for understanding how to read any Bible passage Learn vital reading skills that aid in their comprehension of not just the Bible, but of any piece of literature Discover the importance of understanding historical-cultural and literary contexts Receive guidance on choosing a Bible translation for their study Be given practical tips for reading specific genres in the Bible like, Gospels, letters, Law, prophecy, poetry, and more Journey into God's Word, Second Edition helps Bible readers acquire these skills and become better at reading, interpreting, and applying the Bible to life. Based on the bestselling college/seminary textbook Grasping God's Word it takes the proven principles from that book and makes them accessible to people in the church. It starts with general principles of interpretation, then moves on to apply those principles to specific genres and contexts. Hands-on exercises guide readers through the interpretation process, with an emphasis on real-life application. This second edition has been revised and updated to match the fourth edition of Grasping God's Word with a five-step Interpretive Journey.

First published in 1982, Images of Crisis explores the premise that literature and art exploit various images to present culturally prevalent ideas, and thus create their own form of iconology. George Landow shows how the tumultuous history of the past two hundred years has resulted in a plethora of metaphors associated with moments of human crisis. Avalanches and volcanoes emerge as focal images in an aesthetic that concerns itself increasingly with the vulnerability of humanity. However, it is in the transformation of traditional religious images that the ideas of the vacant universe are most dramatically presented. Associated with this central idea are ironic transformations of other images that formerly had been associated with Christianity as paradigms of belief: the journey of Odysseus, the rainbow of the Covenant and Robinson Crusoe. Combining close textual analysis with a theory of literary iconology, this fascinating reissue will be of particular value to students with an interest in literary images, and literary and cultural history.

The first user-friendly comprehensive textbook on indirect translation. non-language specific and covers a wide range of genres so can be used on any translation course. Structured so that readers can work through it sequentially, accumulating knowledge and skills and practicing relevant tasks, thus becoming increasingly adept in analysing texts and translating them for/from translation.

'The poet laureate of lists' John Mitchinson, QI Elf 'Brilliant, hilarious fun from a master wordsmith - you will LOVE this book' Kit de Waal Join wordsmith Adam Sharp as he journeys around the world in idioms, proverbs and general nonsense. Learn unusual insults from France (You are a potato with the face of a guinea pig), how to hurry someone up in the US (You're going as slow as molasses in January) and what they call a shark in Vietnam (fat fish). Full of fascinating, ridiculous and hilarious translations from around the world, Adam has rounded up the very best of what every corner of the globe has to offer. Let's get this show on the road! Or: Let's saddle the chickens! (German) On with the butter! (Icelandic) Forward with the goat! (Dutch)

A biblical defense of egalitarianism that relies on Scripture to affirm gender equality in the church and in the home. "Biblical womanhood" is the idea that the Bible teaches God-ordained male leadership and female submission in the home and subordination in the church. Some say this hierarchy of authority is sufficiently evidenced by examples of male leadership (and lack of female leadership) in the Bible: the first human was male, Israel's official priests were male, most authors of Scripture were male, Jesus was male and chose twelve male Apostles. God is addressed as Father. Wives are commanded to submit to their husbands. In The Bible vs. Biblical Womanhood, New Testament scholar Philip B. Payne argues that the very Bible passages that are often believed to teach male headship and female subordination actually teach gender equality. He demonstrates that the Bible does not endorse gender hierarchy but instead emphasizes: The Holy Spirit gifting all believers for ministry The oneness of the body of Christ (the church) and the priesthood of all believers Humility, service, and mutual submission required of all believers Freedom and willingness to relinquish freedom in order to spread the gospel These concepts are examined in 14 Bible passages throughout the Old and New Testaments, using careful exploration of Greek and Hebrew word meanings, historical and cultural context, and examples from Scripture. Payne defends his position by providing detailed answers to common objections at the end of each chapter. The Bible vs. Biblical Womanhood is for those struggling to reconcile the Bible's seemingly contradictory teachings about man and woman. Readers will come away with greater confidence in the reliability of Scripture's consistent, harmonious message of gender equality.

By reconceptualizing successful communication in a foreign language as an enjoyable and uplifting experience, this volume moves beyond a focus on grammatical accuracy and fluency to foreground the ways in which foreign language learners can be encouraged to build on previous achievements and communicative successes in the target language and so develop confidence, commitment and cross-cultural relational ability. Building on Mugford's previous volume, Addressing Difficult Situations in Foreign-Language Learning (2019), this text draws on grounded qualitative data collected through questionnaires, semi-structured interviews and conversations with Spanish-speaking learners of English, to illustrate how learners' experiences and insights can be used to inform a productive pedagogy centred around language users' communicative objectives and interactional successes. Chapters highlight bilingual speakers' conscious language use, practices and choices in the target language and the reasons and implications for such deliberate communicative practices and relational behaviour. In doing so, Mugford is able to outline a critical relational pedagogy designed to better equip language learners with the confidence and pragmatic resources they require to engage in positive cross-cultural relational work. As a valuable, student-centred contribution to teaching and learning of modern foreign languages, this volume will be key reading for researchers, scholars and educators with an interest in language education, TESOL, World Language teaching and Applied Linguistics.

Based on policy analysis and empirical data, this book examines the problematic consequences of colonial legacies of language policies and English language education in the multilingual contexts of the Global South. Using a postcolonial lens, the volume explores the raciolinguistics of language hierarchies that results in students from low-income backgrounds losing their mother tongues without acquiring academic fluency in English. Using findings from five major research projects, the book analyzes the specific context of India, where ambiguous language policies have led to uneasy tensions between the colonial language of English, national and state languages, and students' linguistic diversity is mistaken for cognitive deficits when English is the medium of instruction in schools. The authors situate their own professional and personal experiences in their efforts at dismantling postcolonial structures through reflective practice as teacher educators, and present solutions of decolonial resistance to linguistic hierarchies that include critical pedagogical alternatives to bilingual education and opportunities for increased teacher agency. Ultimately, this timely volume will appeal to researchers, scholars, academics, and students in the fields of international and comparative education, English and literacy studies, and language arts more broadly. Those interested in English language learning in low-income countries specifically will also find this book to be of benefit to their research.

This timely collection explores the role of digital technology in language education and assessment during the COVID-19 pandemic. It recognises the unique pressures which the COVID-19 pandemic placed on assessment in language education, and examines the forced shift in assessment strategies to go online, the existing shortfalls, as well as unique affordances of technology-assisted L2 assessment. By showcasing international examples of successful digital and computer-assisted proficiency and skills testing, the volume addresses theoretical and practical concerns relating to test validity, reliability, ethics, and student experience in a range of testing contexts. Particular attention is given to identifying lessons and implications for future research and practice, and the challenges of implementing unplanned computer-assisted language assessment during a crisis. Insightfully unpacking the 'lessons learned' from COVID and its impact on the acceleration of the shift towards online course and assessment delivery, it offers important guidelines for navigating assessment in different instructional settings in times of crisis. It will appeal to scholars, researchers, educators, and faculty with interests in educational measurement, digital education and technology, and language assessment and testing.

Drawing on autoethnographic research on literacy autobiographies from a Chinese EFL writing context, this book provides unique insights into literacy, voice, translingualism, and critical pedagogy from a Global South perspective. The book presents literacy autobiographies as a cultural tool for analyzing and refashioning learners' and teachers' sense of self in ever-expanding dialogical spaces. In addition to highlighting teachers' own stories around autoethnographies and translanguaging, it showcases literacy autobiographies from Chinese students themselves. The book theorizes the Global South as an ontological positioning that challenges colonial mindsets and practices concerning literacy, language learning, and narratives. It argues that literacy autobiographies from a Global South perspective can be reimagined as critical pedagogy for EFL writing teaching and learning, as well as teacher development. Validating and expanding student voices by presenting these literacy autobiographies, this book will be of great interest to researchers and students in the fields of TESOL, applied linguistics, English language teaching, second language writing, and literacy studies.