Based on data from beauty vlogs published by well-known YouTubers, Bhatia explores how they discursively negotiate multiple identities in a creative and participatory space, giving rise to complexities in the definition of categories such as expert, layperson, learner, and teacher in fluid and dynamic digital contexts. In this insightful book, Bhatia sets out to investigate the interdiscursive construction of identity on YouTube. Taking a multi-methodological approach to Critical Discourse Analysis, Bhatia examines beauty vlogs at the levels of socio-cognition, language, and genre to provide a better understanding of some of the measures of success and effect as well as new practices of expertise in online communication. The book contributes to a better understanding of how young people work online, often collaboratively, to conform to or resist mainstream notions of expertise, authenticity, race, and beauty; as well as the linguistic and semiotic tools they use to perform their identity, in order to become digital entrepreneurs and cultural influencers. Students and scholars in the field of discourse analysis, situated within the contexts of popular culture and social media, will find this book a valuable read. This volume also enhances the everyday person’s understanding of the complexities of new media communication and a new generation of cultural intermediaries.

This book explores how young children's language development is intricately connected to the context in which it takes place. The term 'context' not only specifies a geographical location, but also encompasses notions of culture, community and activity. 'Context' also refers to discourse features and functions, and to the relationships between the speakers. Every context thus embodies specific practices, intentions and values which privilege particular words, phrases, meanings and communication conventions. Each chapter highlights the dynamic, fluid and multifaceted interplays between language and context to illustrate how context, in every sense, is inextricably intertwined with young children's language and literacy learning opportunities. The chapters interrogate the topic of 'Young Children's Language in Context' by collectively exploring the multiple ways that context, broadly and variously conceptualised, intersects with language and literacy experiences. Authors examine how contexts shape language and literacy learning opportunities, how children's language shapes their social-interactive and relationship contexts, and how their language and literacy experiences are, themselves contexts which create socially and culturally endorsed ways to represent ideas, intentions and expectations. This book will be of interest to researchers and advanced students of early childhood education and language development. It was originally published as a special issue in the International Journal of Early Years Education.

Closely examining how the news media reports economic and financial matters, this book equips students with solid methodological skills for reading and interpreting the news alongside a toolkit for best practice as an economic journalist. How to Read Economic News combines theory and practice to explore the discourse surrounding economics in the mass media and how this specialised form of reporting can be improved. Beginning by introducing major concepts such as financialised economic reporting, media amnesia and loss of trust, the book goes on to help students to interpret, understand and analyse existing news discourse and to identify subtle biases in news reports stemming from hegemonic belief systems. The final section puts this analytical knowledge into practice, providing students with methods for the critical production of news and covering such skills as identifying newsworthiness, story sourcing, achieving clarity, and using complex datasets in news stories. This is a key text for students and academics in the fields of financial journalism and critical discourse analysis who wish to approach the subject with a critical eye.

Multilingualism and the Periphery is an edited volume that explores the ways in which core-periphery dynamics shape multilingualism. The research focuses on peripheral sites, which are defined by a relationship-be it geographic, political, economic etc.-to some perceived centre. Viewing multilingualism through the lens of core-periphery dynamics allows the contributors to highlight language ideological tensions with regard to language boundary-making, language ownership, commodification and authenticity, as well as the ways in which speakers seek novel solutions in adapting their linguistic resources to new situations and thereby develop innovative language practices. Since the core-periphery relationship is never fixed, but instead constantly renegotiated and mutually constitutive, the essays in the volume are particularly concerned with processes of peripheralization and of centralization. The volume includes ten essays by leading scholars in the field, and introductory and concluding remarks by the volume editors.

The success of VietnaM's August Revolution of 1945 can be attributed in part to Ho Chi Minh's reconstitutive rhetoric, a form of rhetorical discourse that gave the Vietnamese people a new sense of identification. This reawakened identity in turn influenced a renewed demand for nationalism and independence. This study explores the reconstitutive rhetoric of Ho Chi Minh. In doing so, it advances rhetorical theory founded on nonWestern premises and examines the cultural differences responsible for creating a rhetoric whose focus is nonEurocentric.

Most current thinking on reconstitutive discourse has focused on Western premises. Decaro challenges some of these premises and adds a new dimension to reconstitutive understanding. Ho Chi Minh utilized the cultural heritage of the Vietnamese people as a means of creating his persona--a powerful aspect of his ability to persuade. In understanding Ho Chi Minh's unique form of discourse, it is then possible to see how he was able to unify his country in order to sustain a protracted conflict with the goal of securing national independence.

"Caged in Our Own Signs: A Book About Semiotics" is a primer of semiotics, intended for general readers as well as communication majors. The first five chapters introduce the basic constructs, models, assumptions, frameworks for semiotic thinking, and other elements that underpin contemporary semiotics. This volume also provides the reader with semiotic methodology to analyze issues of postmodernism, of text semiotics, and of mass cultural semiotics. This book is written in such a way that the reader may easily apply the semiotic knowledge to the everyday conversation and discourse.

Nothing will ever replace the active pleasure of telling and listening to stories. Only a live storyteller can impart to a tale that very human touch that brings a gleam of understanding to the listener's eye. The wonderful world of storytelling is revealed in this resource manual for beginners and seasoned performers. Many ideas for finding, writing, adapting and presenting stories are included. Three parts including: Choosing Stories to Tell, Developing Original Ideas and Presenting the Story. Story examples and exercises are given throughout. Each chapter is concluded with discussion questions and activities. A comprehensive textbook for oral interpretation. Sample chapters: What Is Storytelling?: Choosing a Story to Tell; Types of Stories and Where to Tell Them; The Situation, Audience and Location; Analyzing the Story; Ideas from Experience; Creating Character.

In this book leading scholars from every relevant field report on all aspects of compositionality, the notion that the meaning of an expression can be derived from its parts. Understanding how compositionality works is a central element of syntactic and semantic analysis and a challenge for models of cognition. It is a key concept in linguistics and philosophy and in the cognitive sciences more generally, and is without question one of the most exciting fields in the study of language and mind. The authors of this book report critically on lines of research in different disciplines, revealing the connections between them and highlighting current problems and opportunities. The force and justification of compositionality have long been contentious. First proposed by Frege as the notion that the meaning of an expression is generally determined by the meaning and syntax of its components, it has since been deployed as a constraint on the relation between theories of syntax and semantics, as a means of analysis, and more recently as underlying the structures of representational systems, such as computer programs and neural architectures. The Oxford Handbook of Compositionality explores these and many other dimensions of this challenging field. It will appeal to researchers and advanced students in linguistics and philosophy and to everyone concerned with the study of language and cognition including those working in neuroscience, computational science, and bio-informatics.

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.

This collection calls greater attention to the need for a clearer understanding of the role of discourse in the process of placemaking in the digital age and the increasing hybridisation of physical and virtual worlds. The volume outlines a new conceptualisation of place in the time of smartphones, whose technological and social affordances evoke placemaking as a collaborative endeavour which allows users to create and maintain a sense of community around place as shareable or collective experience. Taken together, chapters argue for a greater emphasis on the ways in which users employ discourse to manage this physical-virtual interface in digital interactions and in turn, produce "remixed" cultural practices that draw on diverse digital semiotic resources and reflect their everyday experiences of place and location. The book explores a wide range of topics and contexts which embody these dynamics, including livestreaming platforms, mourning in the digital age, e-service encounters, and Internet forums. While the overlay of physical and virtual information on location-based media is not a new phenomenon, this volume argues that, in the face of its increasing pervasiveness, we can better understand its unfolding and future directions for research by accounting for the significance of place in today's interactions. This book will be of interest to students and scholars in discourse analysis, digital communication, pragmatics, and media studies.

This book makes a fresh contribution to the field of research ethics by considering research issues through relatable autobiographical narratives. The book's core offers narratives by novice second language education researchers who are completing PhD degrees using data from international research participants. These narratives expose challenges regarding the ethical identity of researchers working across diverse value and belief systems. The narrative chapters are followed by four chapters of commentaries from a line-up of international scholars with various academic, linguistic, and cultural backgrounds. The case study approach reports the experiences and reflections of research students before, during, and after the data collection phase of their projects, and offers insights into the recruitment of participants; acquiring and maintaining access; interpretations of the notion of informed consent; incentivising participants; the implications of ensuring anonymity and confidentiality; the right to withdraw participation and data; the positioning of the researcher as insider or outsider; potential conflicts of interest; the potential harm to participants and researcher; and the dissemination of findings. This practical and relatable book is aimed at research students and their supervisors in fields such as applied linguistics and education, as well as those following methods courses, to help illustrate the ethical challenges faced by researchers in the process of collecting qualitative data.

Readers of poetry make aesthetic judgements about verse. It is quite common to hear intuitive statements about poets' rhythms. It is said, for example, that Joseph Brodsky, the Russian poet and 1987 Nobel Prize laureate, "sounds English" when he writes in Russian. Yet, it is far from clear what this statement means from a linguistic point of view. What is English about Brodsky's Russian poetry? And in what way are his "English" rhythms different from the verse of his Russian predecessors? The book provides an analysis of Brodsky's experiment bringing evidence from an unusually wide variety of disciplines and theories rarely combined in a single study, including the generative approach to meter; the Russian quantitative approach, analysis of readers' intuitions about poetic rhythm, analysis of the poet's source readings, as well as acoustic phonetics, statistics, and archival research. The distinct analytic approaches applied in this book to the same phenomenon complement one another each providing insight alternate approaches do not, and showing that only a combination of theories and methods allows us to fully appreciate what Brodsky's "English accent" really was, and what any poetic innovation means.

Adverbial Clauses, Main Clause Phenomena, and Composition of the Left Periphery uses the cartographic theory to examine the left periphery of the English clause and compare it to the left-peripheral structures of other languages. Liliane Haegeman argues that the dissimilar surface characteristics of these languages (primarily English and Romance, but also Gungbe, Hungarian, Hebrew, Dutch, and others) can be explained by universal constraints, and that the same structures apply across the languages. Haegeman focuses on main clause transformations--movement operations that can only take place in main clauses.

In The Black God Trope and Rhetorical Resistance: A Tradition of Race and Religion, Armondo R. Collins theorizes Black Nationalist rhetorical strategies as an avenue to better understanding African American communication practices. The author demonstrates how black rhetors using writing about God to create a language that reflects African Americans’ shifting subjectivity within the American experience. This book highlights how the Black God trope and Black Nationalist religious rhetoric function as an embodied rhetoric. Collins also addresses how the Black God trope functions as a gendered critique of white western patriarchy, to demonstrate how an ideological position like womanism is voiced by authors using the Black God trope as a means of public address. Scholars of rhetoric, African American literature, and religious studies will find this book of particular interest.

GOAL This is the funniest book I have ever written - and the ambiguity here is deliberate. Much of this book is about deliberate ambiguity, described as unambiguously as possible, so the previous sentence is probably the fIrst, last, and only deliberately ambiguous sentence in the book. Deliberate ambiguity will be shown to underlie much, if not all, of verbal humor. Some of its forms are simple enough to be perceived as deliberately ambiguous on the surface; in others, the ambiguity results from a deep semantic analysis. Deep semantic analysis is the core of this approach to humor. The book is the fIrst ever application of modem linguistic theory to the study of humor and it puts forward a formal semantic theory of verbal humor. The goal of the theory is to formulate the necessary and sufficient conditions, in purely semantic terms, for a text to be funny. In other words, if a formal semantic analysis of a text yields a certain set of semantic proptrties which the text possesses, then the text is recognized as a joke. As any modem linguistic theory, this semantic theory of humor attempts to match a natural intuitive ability which the native speaker has, in this particular case, the ability to perceive a text as funny, i. e. , to distinguish a joke from a non-joke.

The anthology 'Meaning and Analysis' addresses the key topics of H. Paul Grice's philosophy of language, such as rationality, non-natural meaning, communicative actions, conversational implicatures, the semantics-pragmatics distinction and recent debates concerning minimalist versus contextualist semantics.

By providing a contemporary understanding of theories on classroom dialogue through a sociocultural lens, Sybing offers innovative ways to observe and foster more engaged interaction between teacher and student particularly in language learning contexts. How teachers interact with students has a profound impact on learning outcomes and learner development, yet remains a topic that requires more attention in language education. As research and practice in all education domains shift toward more dialogic approaches to the co-construction of knowledge, language education can also benefit from a more comprehensive approach to classroom dialogue that is relevant to interaction with language learners. This book provides a foundational understanding of theories of classroom dialogue relevant to language classroom contexts, which will guide an analysis of teacher-student interactions taken from observations of a language classroom in order to propose a framework for language classroom dialogue for theory and practice. Researchers and practitioners in language education will benefit from a comprehensive overview of discussion of and contemporary research in classroom interaction, sociocultural theory, and intercultural communication. This book offers useful guidance to scholars where such discussions are especially useful for addressing issues of native-speakerism and language ownership.

This volume sheds light on the argumentative role of metaphor in climate change discourse, unpacking the ways in which stakeholders use specific metaphors to influence perceptions of the climate crisis. While existing research has explored the explanatory function of metaphors in communication on climate change, this book offers an alternative view, one which posits that metaphors can go beyond disseminating scientific observations to promoting biases in the depiction of these observations. Auge analyses oft-used ideas in climate change communication, such as carbon footprint, drawn from a wide-ranging corpus spanning media discourse, scientific discourse, NGO communications, political speech, and everyday speech in English. The book presents an overview of different arguments conveyed through metaphors around five key themes-climate change mitigation; the evolution of climate change; global and local effects; the significance of climate change in specific countries; and the relationship between climate change and other contemporary social issues. The volume highlights how the complexity of climate change often necessitates the use of metaphor and the value of further research on metaphor's argumentative function in elucidating its ideological dimensions in climate change discourse. This book will be of interest to scholars in discourse analysis, corpus linguistics, cognitive linguistics, and environmental communication.

Politics, Lies and Conspiracy Theories: A Cognitive Linguistic Perspective shows how language influences mechanisms of cognition, perception and belief, and by extension its power to manipulate thoughts and beliefs. This exciting and original work is the first to apply cognitive linguistics to the analysis of political lies and conspiracy theories, both of which have flourished in the internet age and which many argue are threatening democracy. It unravels the verbal mechanisms that make these "different truths" so effective and proliferative, dissecting the verbal structures (metaphor, irony, connotative implications etc) of the words of a variety of real-life cases in the form of politicians, conspiracy theorists and influencers. Marcel Danesi goes on to demonstrate how these linguistic structures "switch on" or "switch off" alternative mind worlds. This book is essential reading for students of cognitive linguistics and will enrich the studies of any student or researcher in language and linguistics more broadly, as well as discourse analysis, rhetoric or political science.

Split constructions are widespread in natural languages. The separation of the semantic restriction of a quantifier from that quantifier is a typical example of such a construction. This study addresses the problem that such discontinuous strings exhibit--namely, a number of locality constraints, including intervention effects. These are shown to follow from the interaction of a minimalist syntax with a semantics that directly assigns a model-theoretic interpretation to syntactic logical forms. The approach is shown to have wide empirical coverage and a conceptual simplicity. The book will be of interest to scholars and advanced students of syntax and semantics.