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.

Teaching writing is not for the faint of heart, but it can be a tremendous gift to teachers and students. Students often approach writing courses with trepidation because they think of writing as a mystical and opaque process. Teachers often approach these same courses with dread because of the enormous workload and the often-unpolished skills of new writers. This approachable composition textbook for beginning writers contends that writing can be a better experience for everyone when taught as an empathetic and respectful conversation. In a time in which discourse is not always civil and language is not always tended carefully, a conversation-based writing approach emphasizes intention and care. Written by a teacher with more than fifteen years of experience in the college writing classroom, Composition as Conversation explores what happens when the art of conversation meets the art of writing. Heather Hoover shows how seven virtues--including curiosity, attentiveness, relatability, open-mindedness, and generosity--inform the writing process and can help students become more effective writers. She invites writers of all skill levels to make meaningful contributions with their writing. This short, accessible, and instructive book offers a reflective method for college-level writing and will also work well in classical school, high school, and homeschool contexts. It demystifies the writing process and helps students understand why their writing matters. It will energize teachers of writing as they encourage their students to become careful readers and observers, intentional listeners, and empathetic arguers. The book also provides helpful sample assignments.

In writing, style matters. Our favorite writers often entertain, move, and inspire us less by what they say than by how they say it. In The Sound on the Page, acclaimed author, teacher, and critic Ben Yagoda offers practical and incisive help for writers on developing and discovering their own style and voice. This wonderfully rich and readable book features interviews with more than 40 of our most important authors discussing their literary style, including: Dave BarryHarold BloomSupreme Court Justice Stephen BreyerBill BrysonMichael ChabonAndrei CodrescuJunot DiazAdam GopnikJamaica KincaidMichael KinsleyElmore LeonardElizabeth McCracken Susan OrleanCynthia OzickAnna QuindlenJonathan RabanDavid ThomsonTobias Wolff

Dictionary - Mtanthauziramawu: Chichewa / Chinyanja - English // English - Chichewa / Chinyanja (3rd Edition). The English language has acquired an important position in the societies of Central and Southern Africa. However, the vernacular languages have remained indispensable vehicles of communication. For more than 15 million people in Malawi, Tanzania, Zambia, Mozambique, Botswana, Zimbabwe and South Africa, Chinyanja or Chichewa has become the most important language of daily life.The language has gained importance and strength by developments in its written and oral use, and because an increasing number of its speakers have come to discover and emphasise their common linguistic heritage and practice. In that way it has become an intermediary language for all Malawians, and for many ethnic groups in the whole of Central and Southern Africa. This edition of the Chichewa / Chinyanja Dictionary has more than 43,000 entries from and into English. It is an instrument for Africans and expatriates, foreign workers and visitors, students and teachers, and for those who deal with English and Chichewa at a scientific or scholarly level. May it reduce the language barrier between users of English and of Chichewa / Chinyanja.

The Lawyer in Dickens takes a closer look at the construction of his types of lawyers. While Dickens's critique of the legal system and its representatives is almost proverbial, a closer look at his lawyers uncovers a complex and ambiguous construction that questions their status as Victorian gentlemen. These characters offer a complex psychology that often surpasses their minor or stereotypical role within various Dickens novels, for they act not only as alter egos for different protagonists, but also exhibit behaviour that reveals their abusive attitude towards women. This book argues that Uriah Heep lays the groundwork for Dickens's conception of the lawyer in his later works. The close analysis identifies a strong anxiety about the uncertain social status of professionals in the law, but also unfolds a deeply troubled attitude towards women. The novels express admiration for the lawyer's professional power, yet the individual characters are simultaneously exposed as ungentlemanly. This discussion shows that the lawyer in Dickens is a difficult creature not only because of his professional ambition and social transgression, but also because of his intrusion into the domestic space and into the lives of others, especially women.

This book is designed to help you achieve one specific goal. It's not designed to give you the philosophies of conducting research. It's not designed to give you a background in a specific academic discipline or a specific topic. It's not designed to give you theory. It's designed specifically to instruct you in the practicalities of the writing process used to create strong, thorough, and potentially bulletproof literature reviews. This book is the culmination of years of research experience. It's also the culmination of several years of teaching writing and critical thinking to doctoral students. Although it began as a tool for doctoral students, it has been expanded to be useful for everyone from senior high school students through doctoral candidates working on developing their first literature review or a larger literature review than they normally develop. It has been created for everyone from academics to new business entrepreneurs with good ideas who are trying to write their first reviews to support the new idea they're proposing.

Bestselling author Elizabeth George has spent years teaching writing, and in Write Away she shares her knowledge of the creative process. George combines clear, intelligent, and functional advice on fiction writing with anecdotes from her own life, the story of her journey to publication, and inside information on how she meticulously researches and writes her novels. George's solid understanding of craft is conveyed in the enticing manner of a true storyteller, making Write Away not only a marvelous, interesting, and informative book but also a glimpse inside the world of a beloved writer.

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.