This volume contains a selection of papers presented at the Fifth Conference on the Foundations of Arab Linguistics (FAL V, Cambridge, 2018). The first part of the book deals with Sibawayhi's Kitab, the oldest known treatise of Arabic grammar: after providing insights on some of its specific terminology, these chapters evaluate its place as a source within the long-term tradition of grammatical studies. The second part of the book focuses on parallel developments in the Arabic grammatical theory, both in the classical and postclassical periods up to the 15th century. Some contributions also address the relationship between grammar and other disciplines, notably philosophy and Qur'anic exegesis. As such, this volume aims to deepen our knowledge of the development of linguistic theories in the Islamicate world.

This volume features the most frequently cited articles from CALICO journal over the past twenty years, from 1995-2015. This period of time represents the era of the Internet and these articles largely reflect the increasing importance and focus of Internet-based instruction. These articles have served as a springboard for many research projects that have taken place in the intervening years. They will certainly continue to inform future investigation as well.

Discourse-based approaches to studying organizations have grown in significance over the last 25 years. This accessible and insightful book exemplifies how to use a discursive approach to study organizations. By drawing on her own empirical research, Cynthia Hardy aligns key theoretical assumptions with a range of case studies to demonstrate the value and adaptability of a discursive approach. The book presents the key theoretical assumptions associated with a discursive approach and shows how to align them with the design of specific empirical studies. Cynthia Hardy also illustrates how data collection and analysis can be customized to suit the issues under investigation. By reviewing empirical settings that range from older workers to refugees, from businesses to voluntary organizations, from strategy making to inter-organizational collaboration, and from environmental regulation to chemical risk, the author shows the value and adaptability of this approach. Forward-thinking, the book concludes with a look towards the future challenges of the discursive approach, covering specific issues of resistance to and reflexivity in research on discourse. Demonstrating the importance of empirical work, data collection, and analysis, this book will be a useful guide on discursive approach for students of organization and management studies. It will also prove useful for researchers studying HIV/AIDS organizations, refugees, and environmental regulation, which are particularly focused on in the book.

This book addresses a significant gap in the research literature on transitions across the school years: the continuities and discontinuities in school literacy education and their implications for practice. Across different curriculum domains, and using social semiotic, ethnographic, and conversation-analytic approaches, the contributors investigate key transition points for individual students' literacy development, elements of literacy knowledge that are at stake at each of these points, and variability in students' experiences. Grounding its discussion in classroom voices, experiences and texts, this book reveals literacy-specific curriculum demands and considers how teachers and students experience and account for these evolving demands. The contributors include a number of established names (such as Freebody, Derewianka, Myhill, Rowsell, Moje and Lefstein), as well as emerging scholars gaining increasing recognition in the field. They draw out implications for how literacy development is theorized in school curriculum and practice, teacher education, further research and policy formation. In addition, each section of the book features a summary from an international scholar who draws together key ideas from the section and relates these to their current thinking. They deploy a range of different theoretical and methodological approaches in order to bring rich yet complementary perspectives to bear on the issue of literacy transition.

Horst Ruthrof revisits Husserl's phenomenology of language and highlights his late writings as essential to understanding the full range of his ideas. Focusing on the idea of language as imaginable as well as the role of a speech community in constituting it, Ruthrof provides a powerful re-assessment of his methodological phenomenology. From the Logical Investigations to untranslated portions of his Nachlass, Ruthrof charts all the developments and amendments in his theorizations. Ruthrof argues that it is the intersubjective character to linguistic meaning that is so emblematic of Husserl's position. Bringing his study up to the present day, Ruthrof discusses mental time travel, the evolution of language, and protosyntax in the context of Husserl's late writings, progressing a comprehensive new phenomenological ontology of language with wide-ranging implications for philosophy, linguistics, and cultural studies.

To date little work has been done on pragmatics within cognitive linguistics, especially from a historical perspective. The lectures presented in this volume give the first systematic account of how pragmatics can be incorporated into cognitive linguistics using a Diachronic Construction Grammar perspective. The author combines detailed study of the historical development of Discourse Structuring Markers like all the same, after all and by the way and propose ways in which to model them. A number of topics are addressed including what a usage based approach to language change is, differences between innovation and change, how to think about analogy and networks, how combinations of Discourse Structuring Markers like now then became a unit, and whether clause-initial and -final positions are constructions. Refinements of Diachronic Construction Grammar are proposed and tested.