After 1918 Central Europe's multiethnic empires were replaced by nation-states, which gave rise to an unusual ethnolinguistic kind of nationalism. This book provides a detailed history and linguistic analysis of how the many languages of Central Europe have developed from the 10th century to the present day.

Communicative competence is an essential language skill, the ability to adjust language use according to specific contexts and to employ knowledge and strategies for successful communication. This unique text offers a multidisciplinary, critical, state-of-the-art research overview for this skill in second language learners. Expert contributors from around the world lay out the history of the field, then explore a variety of theoretical perspectives, methodologies, and empirical findings, and authoritatively set the agenda for future work. With a variety of helpful features like discussion questions, recommended further reading, and suggestions for practice, this book will be an invaluable resource to students and researchers of applied linguistics, education, psychology, and beyond.

This illuminating book critically examines multicultural language politics and policymaking in the Andean-Amazonian countries of Ecuador, Peru, and Bolivia, demonstrating how issues of language and power throw light on the relationship between Indigenous peoples and the state. Based on the author's research in Ecuador, Peru, and Bolivia over several decades, Howard draws comparisons over time and space. With due attention to history, the book's focus is situated in the years following the turn of the millennium, a period in which ideological shifts have affected continuity in official policy delivery even as processes of language shift from Indigenous languages such as Aymara and Quechua, to Spanish, have accelerated. The book combines in-depth description and analysis of state-level activity with ethnographic description of responses to policy on the ground. The author works with concepts of technologies of power and language regimentation to draw out the hegemonic workings of power as exercised through language policy creation at multiple scales. This book will be key reading for students and scholars of critical sociolinguistic ethnography, the history, society and politics of the Andean region, and linguistic anthropology, language policy and planning, and Latin American studies more broadly.

On Becoming Bilingual: Children's Experiences across Homes, Schools, and Communities provides a theoretical and methodological introduction to research on children's participation in and across a multiplicity of activities where they display complex linguistic and sociocultural knowledge. From a perspective that engages intersections of language, race, and class, the book reviews foundational and recent studies highlighting innovations, trends, and future directions for research. The book offers a helpful set of resources, including guiding questions at the start of each chapter, links to online and bibliographic sources, discussion questions and activities, and a glossary of key terms. This book is intended for scholars and students in language-oriented fields of study who are interested in learning about how bilingual children engage with, negotiate, and transform their social worlds.

On Becoming Bilingual: Children's Experiences across Homes, Schools, and Communities provides a theoretical and methodological introduction to research on children's participation in and across a multiplicity of activities where they display complex linguistic and sociocultural knowledge. From a perspective that engages intersections of language, race, and class, the book reviews foundational and recent studies highlighting innovations, trends, and future directions for research. The book offers a helpful set of resources, including guiding questions at the start of each chapter, links to online and bibliographic sources, discussion questions and activities, and a glossary of key terms. This book is intended for scholars and students in language-oriented fields of study who are interested in learning about how bilingual children engage with, negotiate, and transform their social worlds.

Communicative competence is an essential language skill, the ability to adjust language use according to specific contexts and to employ knowledge and strategies for successful communication. This unique text offers a multidisciplinary, critical, state-of-the-art research overview for this skill in second language learners. Expert contributors from around the world lay out the history of the field, then explore a variety of theoretical perspectives, methodologies, and empirical findings, and authoritatively set the agenda for future work. With a variety of helpful features like discussion questions, recommended further reading, and suggestions for practice, this book will be an invaluable resource to students and researchers of applied linguistics, education, psychology, and beyond.

* The debate about the effects of bilingualism on executive control is one of the most controversial and contentious issues in the field of bilingualism, so the topic is timely. * Includes coverage of the methodologies used in this area of investigation. * Offers a critical review of the research literature to balance the record about bilingual advantage.

This is the first volume specifically dedicated to competition in inflection and word-formation, a topic that has increasingly attracted attention. Semantic categories, such as concepts, classes, and feature bundles, can be expressed by more than one form or formal pattern. This departure from the ideal principle "one form - one meaning" is particularly frequent in morphology, where it has been treated under diverse headings, such as blocking, Elsewhere Condition, Panini's Principle, rivalry, synonymy, doublets, overabundance, suppletion and other terms. Since these research traditions, despite the heterogeneous terminology, essentially refer to the same underlying problems, this volume unites the phenomena studied in this field of linguistic morphology under the more general heading of competition. The volume features an extensive state of the art report on the subject and 11 research papers, which represent various theoretical approaches to morphology and address a wide range of aspects of competition, including morphophonology, lexicology, diachrony, language contact, psycholinguistics, sociolinguistics and language acquisition.

The book provides a significant insight into the complex process of English loanword adaptation in Russian. It is based on an in-depth analysis and comparison of a rich body of experimental data on the adaptation of both established and online loans of those English sounds absent from Russian phonemic inventory. The analysis is couched within the Optimality-Theoretic framework. The uncovered patterns offer valuable contribution to the ongoing debate on loanword phonology.

This volume brings together research on panel studies with the aim of providing a coherent empirical and theoretical knowledge-base for examining the impact of maturation and lifespan-specific effects on linguistic malleability in the post-adolescent speaker. Building on the work of Wagner and Buchstaller (2018), the present collection offers a critical examination of the theoretical implications of panel research across a range of geographic regions and time periods. The volume seeks to offer a way forward in the debates circling about the phenomenon of later-life language change, drawing on contributions from a variety of linguistic disciplines to examine critical topics such as the effect of linguistic architecture, the roles of mobility and identity construction, and the impact of frequency effects. Taken together, this edited collection both informs and pushes forward key questions on the nature of lifespan change, making this key reading for students and researchers in cognitive linguistics, historical linguistics, dialectology, and variationist sociolinguistics.

This timely intervention into composition studies presents a case for the need to teach all students a shared system of communication and logic based on the modern globalizing ideals of universality, neutrality, and empiricism. Based on a series of close readings of contemporary writing by Stanley Fish, Asao Inoue, Doug Downs and Elizabeth Wardle, Richard Rorty, Slavoj Zizek, and Steven Pinker, this book critiques recent arguments that traditional approaches to teaching writing, grammar, and argumentation foster marginalization, oppression, and the restriction of student agency. Instead, it argues that the best way to educate and empower a diverse global student body is to promote a mode of academic discourse dedicated to the impartial judgment of empirical facts communicated in an open and clear manner. It provides a critical analysis of core topics in composition studies, including the teaching of grammar; notions of objectivity and neutrality; empiricism and pragmatism; identity politics; and postmodernism. Aimed at graduate students and junior instructors in rhetoric and composition, as well as more seasoned scholars and program administrators, this polemical book provides an accessible staging of key debates that all writing instructors must grapple with.

This innovative volume is one of the first to represent the usage of bilingual writers in both their languages, offering insight into language corpora as extremely valuable tools in contemporary applied linguistics research, and in turn, into how much of the world's population operate daily. This book discusses one of the first examples of a bilingual writer corpus, the Zayed Arabic-English Bilingual Undergraduate Corpus (ZAEBUC), which includes writing by hundreds of students in two languages, with additional information about the writers and the texts. The result is a rich resource for research in multilingual use and learning of language. The book takes the reader through the design and use of such a corpus and illustrates the potential of this type of corpus with detailed studies that show how assessment, vocabulary, and discourse work across two very different languages. This volume will be of interest to scholars, policymakers, and educators in bilingualism, plurilingualism, language education, corpus design, and natural language processing.

This highly original book brings compelling narratives of migration and social diversity vividly to life. At once a play script and an outcome of ethnographic research, it is a rich resource for the interpretation and representation of life in the multilingual city. The book takes an inside view of a hidden space in the city: an advice and advocacy service in a Chinese community centre. Here, advisors translate and translanguage, making sense of the bureaucratic world for clients who need help to access rights and resources related to housing, employment, education, welfare benefits, insurance, taxation, health and much more.

The shift to Hebrew as a national language is at the root of the creation of Israel, yet many Jewish former immigrants still use the language of their country of origin. Ultra-orthodox communities retain their own codes, and the use of Arabic remains a clear marker of the Israeli-Arab town and village. At the same time Israel's position in international affairs has encouraged a wide penetration of the society, along class lines, by languages of world-wide communication. These very same languages, for example English and French, have different values in their local context, and play active, and different, roles in the formation of social boundaries. In his analysis Eliezer Ben-Rafael focuses on linguistic resources and symbols which reflect and reveal the complex structure of class, ethnic, religious, and national identities and cleavages in Israeli society. More generally, he uses the Israeli case to show how sociolinguistic ideas may be related to sociological approaches to test some general sociological propositions about social aspects of language use.

Created and used as an instrument of coercion and indoctrination, the Nazi language, "Nazi-Deutsch," reveals how the Nazis ruled Germany and German-occupied Europe, fought World War II, and committed mass murder and genocide, employing language to encode and euphemize these actions. Written by two scholars specializing in socio-linguistic and historical issues of the Nazi period, this book provides a unique, extensive, meticulously researched dictionary of the language of the Third Reich. It is an important reference work for English- and German-speaking scholars, students, and teachers of the interwar years, the Nazi era, World War II, and the Holocaust.

The first and only comprehensive German-English dictionary of the Third Reich language, the book provides clear, concise, expert definitions with background information. Using up-to-date research, the book provides access, in a single volume, to a specialized, charged vocabulary, including the terminology of Nazi ideology, propaganda slogans, military terms, ranks and offices, abbreviations and acronyms, euphemisms and code names, Germanized words, slang, chauvinistic and anti-Semitic vocabulary, and racist and sexist slurs. The volume is an indispensable tool for research, study, and reading about World War II and the Holocaust.

This collection critically reflects on the state-of-the-art research on Korean-as-a-heritage-language (KHL) teaching and learning, centering KHL as an object of empirical inquiry by offering multiple perspectives on its practices and directions for further research. The volume expands prevailing notions of transnationalism and translanguaging by providing insights into the ways contemporary Korean immigrant and transnational families and individuals maintain their heritage language to participate in literary practices across borders. Experts from across the globe explore heritage language and literacy practices in Korean immigrant communities in varied geographic and educational contexts. In showcasing a myriad of perspectives across KHL research, the collection addresses such key questions as how heritage language learners' literacy practices impact their identities, how their families support KHL development at home, and what challenges and opportunities stakeholders need to consider in KHL education and in turn, heritage language education, more broadly. This book will be of interest to families, teachers, scholars, and language program administrators in Korean language education, heritage language education, applied linguistics, and bilingual education.

Language Practices and Processes among Latin Americans in Europe is an innovative and thematically organised collection of studies dedicated to contemporary sociolinguistic research on Latin Americans across European contexts. This book captures some of the language practices and experiences of Spanish-speaking Latin Americans (SsLAs) across various regions in Europe, addressing language uses, language ideologies, and experiences with languages in particular geographical contexts and settings across the ten chapters. The book provides a new lens to study the sociolinguistics of the migratory trajectories of Spanish-speaking Latin American migrants and the situated practices and processes in which they participate in their host societies. The comprehensive volume will be of interest to researchers in the area of Spanish sociolinguistics, sociology of language, and language ideology.

The book sets a new critical sociolinguistic agenda for the field of CLIL. It originally discusses the forces and practices of CLIL implementation in various contexts of Asia, Australia, Europe and Latin America. It makes visible issues, processes and actors regularly overlooked in CLIL scholarship, exploring inequities in policy and implementation. It illuminates the impact of CLIL in contemporary multilingual education.

Does a word mean what it says? Sometimes - but not always. Everyone thinks that meaning is contained within words - like sardines in a tin, or milk in a bottle. After all, words are nice stable things that you can look up in a dictionary aren't they? But dictionaries only take us so far... If you eavesdropped on a teenage conversation, rushing to a dictionary - with its definitions frozen in time - wouldn't help much. Who's using a word and to whom, in what context, for what purpose - all these influence the meaning of the language we use. The word's origins and history (its 'genetics') also help. Try teaching yourself another language from a phrasebook and you'll soon learn that you can be correct, in the formal sense, but still way behind the times in reality. In this book Wajnryb considers these and other questions to explore how and why our language works the way it does.

Mutual Influence in Situations of Spanish Language Contact in the Americas focuses on the structural results of contact between Spanish and Maya, Quechua, Guarani, Portuguese, and English in the Americas. This edited volume explores the various ways in which these languages affect the linguistic structure of Spanish in situations of language contact, and also how Spanish impacts their linguistic structure. Across ten chapters, this book offers a broad survey of bidirectional influence in Spanish contact situations both geographically (in the US Southwest, the Yucatan Peninsula, the Andean regions of Ecuador and Peru, and the Southern Cone) and structurally (in the areas of phonetics, phonology, morphosyntax, semantics, and pragmatics). By examining the potential structural effects that two languages have on one another, it provides a novel and more holistic perspective on mutual linguistic influence than that of previous work on language contact. The volume serves as a reference on mutual influence in bilingual language varieties and will be of interest to researchers, scholars, and graduate students in Hispanic linguistics, and more broadly in language contact.

In this sociolinguistic study, not only are language and gender researched, but the relationship between language and ethnic group, region, and social class is also discussed. Hudson describes the ways in which some female African American writers use the language of African American female characters to reflect their membership in various speech communities. Materials used for this text include slave narratives, novels, short stories, diaries, plays, and autobiographies. The study bridges the gap between the existing research on that focuses on the Vernacular English spoken mainly by young African American males and the research which mainly focuses on the language used by white middle class females.

Research in the area of African American English has investigated both its form and its use in conversational interactions. Hudson explores how African American English encompasses a range of dialects from Standard to Vernacular English, noting that there is a diversity of language types present in the African American female speech community. This book offers language researchers, social scientists, educators, and others valuable insights into language use by minority females.

This book showcases current research on language in new media, the performing arts and music in Africa, emphasising the role that youth play in language change and development. The authors demonstrate how the efforts of young people to throw off old colonial languages and create new local ones has become a site of language creativity. Analysing the language of 'new media', including social media, print media and new media technologies, and of creative arts such as performance poetry, hip-hop and rap, they use empirical research from such diverse countries as Cameroon, Nigeria, Kenya, the Ivory Coast and South Africa. This original edited collection will appeal to students and scholars of African sociolinguistics, particularly in the light of the rapidly changing globalized context in which we live.

There is widespread agreement that certain non-Creole language varieties are structurally quite different from the European languages out of which they grew; however, until recently, linguists have found difficulty in accounting for either their genesis or their synchronic structure. This 2003 study argues that the transmission of source languages from native to non-native speakers led to 'partial restructuring', whereby some of the source languages' morphosyntax was retained, but a significant number of substrate and interlanguage features were also introduced. Comparing languages such as African-American English, Afrikaans and Brazilian Vernacular Portuguese, John Holm identifies the linguistic processes that lead to partial restructuring, bringing into focus a key span on the continuum of contact-induced language change which has not previously been analysed. Informed by the first systematic comparison of the social and linguistic facts in the development of these languages, this book will be welcomed by students of contact linguistics, sociolinguistics and anthropology.

This book studies the origins of language. It presents language as the product of a unique non-linguistic cognitive feature (i.e. metacognition) that emerged late in human evolution. Within this framework, the author lays special emphasis on the tight links that exist between language and consciousness, with the conviction that the creation of language was ultimately made possible by the onset of a new type of awareness that enabled the invention of words. The volume studies the parallels between human cultural behaviour and human language, discusses the motivational underpinnings that favoured the emergence of language, and offers a possible evolutionary timeline for the advent of language. It also addresses the question of whether artificial intelligence will ever develop the kind of thinking and language observable in humans. A unique look into the beginnings of human language, this book will be indispensable for students and researchers of language and linguistics, language evolution, cultural studies, cognitive linguistics, psycholinguistics, and cognitive science.