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.

Digital Discourse offers a distinctly sociolinguistic perspective on the nature of language in digital technologies. It starts by simply bringing new media sociolinguistics up to date, addressing current technologies like instant messaging, textmessaging, blogging, photo-sharing, mobile phones, gaming, social network sites, and video sharing. Chapters cover a range of communicative contexts (journalism, gaming, tourism, leisure, performance, public debate), communicators (professional and lay, young people and adults, intimates and groups), and languages (Irish, Hebrew, Chinese, Finnish, Japanese, German, Greek, Arabic, and French). The volume is organized around topics of primary interest to sociolinguists, including genre, style and stance. With commentaries from the two most internationally recognized scholars of new media discourse (Naomi Baron and Susan Herring) and essays by well-established scholars and new voices in sociolinguistics, the volume will be more current, more diverse, and more thematically unified than any other collection on the topic.

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 argues that languages are composed of sets of 'signs', rather than 'strings'. This notion, first posited by de Saussure in the early 20th century, has for decades been neglected by linguists, particularly following Chomsky's heavy critiques of the 1950s. Yet since the emergence of formal semantics in the 1970s, the issue of compositionality has gained traction in the theoretical debate, becoming a selling point for linguistic theories.

Yet the concept of 'compositionality' itself remains ill-defined, an issue this book addresses. Positioning compositionality as a cornerstone in linguistic theory, it argues that, contrary to widely held beliefs, there exist non-compositional languages, which shows that the concept of compositionality has empirical content. The author asserts that the existence of syntactic structure can flow from the fact that a compositional grammar cannot be delivered without prior agreement on the syntactic structure of the constituents.

This book explores the problem-oriented interdisciplinary research movement comprised of Critical Discourse Analysis (CDA) and Critical Discourse Studies (CDS) for scholars, teachers, and students from many backgrounds. Beginning with a Preface by renowned CDA/CDS scholar Ruth Wodak, it introduces CDA/CDS through examples of what its research looks like, delineates various precursors to CDA/CDS and important foundational concepts and theories, and traces its development from its early years until it became established. After the relationship between CDA and CDS is discussed, seven commonly cited approaches to CDA/CDS are outlined, including their connections and differences, their origins and development, major and associated scholars, research focus(es), and central concepts and distinguishing features. After a summary of critiques of CDA/CDS and responses by CDA/CDS scholars, the book provides an overview of its salient connections to other interdisciplinary areas of scholarship such as critical applied linguistics, education, anthropology/ ethnography, sociolinguistics, gender studies, queer linguistics, pragmatics and ecolinguistics. The final chapter describes how scholars use their knowledge of CDA/CDS to make a difference in the world.

This volume is an important instalment in the rapidly expanding literature on multilingualism in education and language teaching. Within multilingual studies the volume is highly innovative in its application of the concept, theory and perspectives of the Dominant Language Constellations (DLC). The volume reports original research on language education policy and practice which address contemporary DLC-informed multilingualism within family settings and institutional domains such as teacher education, primary and secondary schooling, and higher education. Deploying the DLC concept as an analytical and conceptual category the chapters explore both personal and institutional life of multilingualism, enriched through visualizations. Specific chapters examine issues connected to career opportunities of adults of refugee background in Norway, multilingual transnational couples, and language teacher preparation in settings as diverse as Austria, Canada, Finland, Iceland, Israel, and the Basque Country and Catalonia in Spain. This volume is of direct relevance to coursework students and researchers pursuing programs in education, linguistics, applied linguistics, sociolinguistics and multilingualism, but will also attract interest in disciplines such as social work and psychology. Additionally the volume will appeal to members of the general public wishing to acquaint themselves with current research and thinking on critical issues in multilingual studies, such as learning experiences within and beyond classrooms, and aspects of public policy and institutional decision-making processes.

This book presents the latest work in the field of complementation studies. Leading scholars and upcoming researchers in the area approach complementation from various perspectives and different frameworks, such as Cognitive Grammar and construction grammars, to offer a broad survey of the field and provide thought-provoking reading.

Teun Van Dijk is one of the most influential and significant scholars Critical Discourse analysis. This collection brings together his most important writing, with a substantial introduction, positioning the essays for the undergraduate market within the context of his own work and within broader developments in CDA. Teun Van Dijk's work is already widely studied at undergraduate level, and this new collection will make his work more accessible and easily available to the undergraduate student. It will also include suggestions for further study.

This book applies a psycholinguistic perspective to instructed second language acquisition, seeking to bridge the gap between second language acquisition research and language teaching practices. It challenges the traditional divide between conscious and unconscious processes, or explicit and implicit learning, and re-envisions this as a continuum of the varying levels of consciousness which can be applied by learners to different language behaviors in the second language classroom. It applies this model to learner development and the classroom context, discussing pedagogical applications for instructors at all levels. This book will be of interest to researchers and graduate students in second language acquisition, psycholinguistics and language pedagogy. The accessible discussion of research findings, pedagogical approaches and classroom tasks and activities make this book particularly relevant for language teachers, providing the tools needed to apply second language acquisition research in their classroom.

The importance of the early years in young children's lives and the rigid inequality in literacy achievement are a stimulating backdrop to current research in young children's language and literacy development. This book reports new data and empirical analyses that advance the theory of language and literacy, with researchers using different methodologies in conducting their study, with both a sound empirical underpinning and a captivating analytical rationalization of the results. The contributors to this volume used several methodological methods (e.g. quantitative, qualitative) to describe the complete concept of the study; the achievement of the study; and the study in an appropriate manner based on the study's methodology. The contributions to this volume cover a wide range of topics, including dual language learners; Latino immigrant children; children who have hearing disabilities; parents' and teachers' beliefs about language development; early literacy skills of toddlers and preschool children; interventions; multimodalities in early literacies; writing; and family literacy. The studies were conducted in various early childhood settings such as child care, nursery school, Head Start, kindergarten, and primary grades, and the subjects in the studies represent the pluralism of the globe - a pluralism of language, backgrounds, ethnicity, abilities, and disabilities. This book was originally published as a special issue of Early Child Development and Care.

Fracking and the Rhetoric of Place investigates the rhetorical strategies of speakers at public hearings on hydraulic fracturing ("fracking") in order to understand how places shape and are shaped by citizens as they engage in their democracy. As an important argumentative resource in environmental controversy, the rhetoric of place helps citizens situate themselves within local contexts and raise their voices in times of social conflict. Justin Mando uses rhetorical analysis, discourse analysis, and corpus analysis to offer scholars of place-based rhetoric and environmental communication a heuristic approach to studying their own sites. This approach reveals that place-based arguments are a ubiquitous rhetorical resource in the dispute over hydraulic fracturing that shapes how the issue is perceived. Pro-frackers and anti-frackers use rhetoric of place in striking ways that reveal their values, motivations, strengths, and weaknesses. Place functions as an interface of potential common ground that connects the local to the global, what is here to what is there. Scholars and students of rhetoric, communication, and environmental studies will find this book particularly interesting.

Semantic Indexicality shows how a simple syntax can be combined with a propositional language at the level of logical analysis. It is the adoption of such a base language which has not been attempted before, and it is this which constitutes the originality of the book. Cresswell's simple and direct style makes this book accessible to a wider audience than the somewhat specialized subject matter might initially suggest.

Legitimization of Mormon Feminist Rhetors studies how marginalized groups use rhetorical strategies to craft legitimacy for themselves and how those in positions of power work to maintain their authority. Kinney uses archival research to parse the rhetorical devices employed by Mormon feminist women. The author assumes a pan-historical methodology by examining four unique examples of notable Mormon feminist rhetors that stretch across the 189-year history of this religion: Emmeline B. Wells (1828-1921), Fawn Brodie (1915-1981), Sonia Johnson (1936-present), and Kate Kelly (1980-present). Backed by intensive analysis, the author finds Mormon feminist women take up the ancient rhetorical canons as a heuristic to cultivate a position of authority for themselves: Wells employs arrangement patterns, Brodie engages with memory, Johnson draws upon invention practices, and Kelly applies delivery strategies. Scholars and students of communication, rhetoric, religion, and women's studies will find this book particularly interesting.

This book discusses current research on learning theories and pedagogical practices in second language acquisition, and tries to bridge the gap between the two. Second language acquisition is perceived as the study of the relationship between input, intake and output in a particular task performance, and Indian classrooms are the context for the research studies in this book. The empirical studies discussed in this book are based on two tasks: seminar speech task (SST) and written test performance task (WTPT). The pedagogical practices discussed cover three specific areas: tasks, skills, and strategies. The study focuses on text input processing for written versus spoken tasks, at various levels of task performance, and for language versus information. The authors discuss, among other issues, various elements of second language speech production, teachers' evaluation of communicative versus form-focused tasks, and task-based versus proficiency-based performance. As a study located in multilingual and mixed ability classrooms, this work provides immense insights to teacher-educators and researchers working in ESL settings with learners from diverse backgrounds.

The topic of this volume was discussed at a Round Table of the International Association for Dialogue Analysis (IADA) at the University of Bologna in March 1995. The Round Table was intended to make a scientific contribution in honour of the president's 65th birthday. The topic refers on the one hand to the central problem of 'Dialogue Analysis' which is to discover a new, communicatively functioning unit after having left behind the unit of the sentence which can be considered the unit par excellence of structural linguistics. On the other hand, it includes the manifold units, relations, and strategies, i.e. the specific problems of dialogue analysis.

The starting date of the fourth volume of Julie Coleman's pioneering history marks the appearance of the most influential slang dictionary of the twentieth century, Eric Partridge's Dictionary of Slang and Unconventional English, produced at a time when the Depression had broken down traditional working-class communities; the United States was a still-reluctant world power; and another world war was inevitable. If the First World War unsettled combatants' minds, the second unsettled society. It challenged values around the world and, as the author shows, offered new opportunities for vibrant self-expression. Lexicographers recorded a rich harvest of words and phrases from around the world, reflecting new-found freedoms from convention, increased social mobility, and the continued rise of the mass media. Julie Coleman's account ranges across the English-speaking world. It will fascinate all those interested in slang and its reflections of social and cultural change.

This book presents a comprehensive picture of reflexive pronouns from both a theoretical and experimental perspective, using the well-researched languages of English, German, Dutch, Chinese, Japanese and Korean. In order to understand the data from varying theoretical perspectives, the book considers selected syntactic and pragmatic analyses based on their current importance in the field. The volume consequently introduces the Emergentist Reflexivity Approach, which is a novel theoretical synthesis incorporating a sentence and pragmatic processor that accounts for reflexive pronoun behaviour in these six languages. Moreover, in support of this model a vast array of experimental literature is considered, including first and second language acquisition, bilingual, psycholinguistic, neurolinguistic and clinical studies. It is through both the intuitive and experimental data linguistic theorizing relies upon that brings out the strengths of the modelling adopted here, paving new avenues for future research. In sum, this volume unites a diverse array of the literature that currently sits largely divorced between the theoretical and experimental realms, and when put together a better understanding of reflexive pronouns under the auspices of the Emergentist Reflexivity Approach is forged.

This book presents and discusses theoretical and practical perspectives on English pronunciation theory, research and practice in order to establish evidence-based pronunciation teaching models, teaching and research priorities, and recommendations for best practices in teaching English pronunciation. The chapters provide a balanced view of theory and practice based on the authors' empirical findings and their extensive professional experiences in English as a second/foreign language (ESL/EFL) and lingua franca contexts. The book identifies pronunciation teaching priorities that take into account individual learner variables, disseminates knowledge about theoretical frameworks, explores teachers' and learners' beliefs and practices regarding pronunciation instruction, and shares empirical findings regarding teacher education and teaching interventions in diverse contexts with English learners of different ages and language backgrounds. Overall, the chapters highlight the need to focus on intelligibility models that consider individual learner differences, and teacher and contextual variables.

This book examines how trauma is experienced and narrated differently across languages and cultures, drawing on rich ethnographic case studies and a novel cognitive-linguistic approach to analyse the variations of English as a Lingua Franca (ELF) used in the narratives of West-African migrants and refugees in the course of intercultural encounters with Italian experts from domain-specific fields of discourse (including legal, medical, religious and cultural professionals). It examines the ways in which such experts interpret the migrants' trauma narratives by applying discourse conventions from within their communities of practice, as well as their own native linguacultural norms. It argues persuasively for the development of a 'hybrid ELF mode' of intercultural communication to be used by experts in charge of unequal encounters in specialized migration contexts that can accommodate different culture-bound categorizations of trauma. This timely and important work will appeal in particular to students and scholars of applied linguistics, discourse analysis, cognitive linguistics, intercultural communication, pragmalinguistics, migration studies and healthcare communication.

DOES DISCOURSE HAVE A 'STRUCTURE'? HARRIS'S REVOLUTION IN LINGUISTICS As a freshman back in 1947 I discovered that within the various academic divisions and subdivisions of the University of Pennsylvania there existed a something (it was not a Department, but a piece of the Anthropology Department) called 'Linguistic Analysis'. I was an untalented but enthusiastic student of Greek and a slightly more talented student of German, as well as the son of a translator, so the idea of 'Linguistic Analysis' attracted me, sight unseen, and I signed up for a course. It turned out that 'Linguistic Analysis' was essentially a graduate program - I and another undergraduate called Noam Chomsky were the only two undergraduates who took courses in Linguistic Analysis - and also that it was essentially a one-man show: a professor named Zellig Harris taught all the courses with the aid of graduate Teaching Fellows (and possibly - I am not sure - one Assistant Professor). The technicalities of Linguistic Analysis were formidable, and I never did master them all. But the powerful intellect and personality of Zellig Harris drew me like a lodestone, and, although I majored in Philosophy, I took every course there was to take in Linguistic Analysis from then until my gradua tion. What 'Linguistics' was like before Zellig Harris is something not many people care to remember today."

This volume explores the compositional semantics of clausal complementation, and proposes a theory in which clause-embedding predicates are uniformly "question-oriented", i.e., they take a set of propositions as their semantic argument. This theory opens up new horizons for the study of embedded questions and clausal complementation, and presents a successful case study on how lexical semantics interacts with syntax and compositional semantics. It offers new perspectives on issues in epistemology and the philosophy of language, such as the relationship between know-wh and know-that and the nature of attitudinal objects in general. Cross-linguistically, attitude predicates such as know, tell and surprise, can embed both declarative and interrogative clauses. Since these clauses are taken to represent different semantic objects, like propositions and questions, the embedding behavior of these predicates poses puzzles for the compositional semantics of clausal complementation. In addition, the fact that some verbs "select for" a certain complement type poses further challenges for compositional semantics. This volume addresses these issues based on a uniformly question-oriented analysis of attitude predicates, and proposes to derive their variable behaviors from their lexical semantics. The book is essential reading for linguists working on the syntax and semantics of clausal complementation, as well as those interested in the role of lexical semantics in compositional semantics. It will also be valuable for philosophers who are interested in applying linguistic tools to address philosophical problems.