* Features chapters from top scholars, including Donna Alvermann, Tisha Lewis Ellison, Gholnescar Muhammad, * An original compendium that brings together gender, culture, and identity in the literacy context * Grounded in cutting-edge research and drawn from a sociocultural framework, chapters address multiple established and emerging theories and understandings of gender, culture, and literacy

Presenting a mixed methods study conducted in a bilingual mathematics classroom in Zimbabwe, this text reveals the semantic pedagogical functions and linguistic forms of code-switching during STEM instruction. Code-Switching as a Pedagogical Tool in Bilingual Classrooms offers a detailed analysis of code-switching in the context of educational linguistics, and reveals ten major pedagogical techniques which illustrate how teachers use code-switches to engage students and provide guidance, clarification, discipline, and recaps during individual and whole-class interactions. Chapters highlight that code-switching can be used in a targeted manner to harness the cognitive potential of bilingual speakers and enhance instruction. Ultimately, the text identifies implications for teacher education, language policy, and educational leadership more broadly, and demonstrates intersections with key areas including functional, critical, and cultural literacy. This text will benefit researchers, academics, and educators with an interest in bilingualism, applied linguistics, and secondary education more broadly. Those specifically interested in multicultural education, sociolinguistics and educational policy will also benefit from this book.

* Provides reader-friendly Biographic Biliteracy Profiles to illustrate the diverse ways that bilingual reading behaviors are enacted within a translanguaging context. * Introduces how Biographic Biliteracy Profiles can act as a type of transformative assessment that can shed light on how bilingual readers make sense of texts in the context of their home and school environments. * Offers in-depth analysis, narratives, and insights through the lens of 5 bilingual readers from Spanish, Greek, Japanese and English backgrounds * Examines the role of bilingual readers' identities in the process of becoming biliterate and translanguaging

* Provides reader-friendly Biographic Biliteracy Profiles to illustrate the diverse ways that bilingual reading behaviors are enacted within a translanguaging context. * Introduces how Biographic Biliteracy Profiles can act as a type of transformative assessment that can shed light on how bilingual readers make sense of texts in the context of their home and school environments. * Offers in-depth analysis, narratives, and insights through the lens of 5 bilingual readers from Spanish, Greek, Japanese and English backgrounds * Examines the role of bilingual readers' identities in the process of becoming biliterate and translanguaging

This collection expands the body of research on the intersection of gender and translation to highlight perspectives across different countries in Europe, showcasing developments in the field from its origins in the emergence of feminist translation in Quebec over the last thirty years. Building off seminal work on feminist translation by scholars in Canada in the 1980s and 1990s, the book explores the evolution of the discipline in shifting translation practices and research across a range of European countries, with a focus on underrepresented areas such as Malta, Serbia, and Poland. The different chapters examine key developments such as the critical reframing of gender and identity, the viewing of historical translation activity by women through the lens of ideological and political motivations, and the analysis of socio-political contexts where feminist or gender-inspired translation has impacted translators' practices. The volume looks concurrently at the European context and beyond it, putting the spotlight on new voices in translation and gender research in the region but also encouraging transnational dialogues on key issues in the discipline, pushing the field further into new directions. This book will be of particular interest to scholars in translation studies, gender studies, and European literature.

Addressing the intersections between cognitive, sociocultural, and sociolinguistic research, this volume explores bilingual development across educational contexts to discuss and uncover the influences and impact of language in school programming and everyday practices. Confronting a standard monolingual lens, this collection highlights the importance of applying cross-disciplinary approaches to examine bilingualism in relation to topics such as language politics, linguistic identities, students' experiences at home and in schools, asset-based teaching and curricula, and overall benefits. Ideal for courses in bilingualism, literacy, psychology, and language education, this text is an important resource for understanding and applying transdisciplinary, inclusive approaches to positively influence cognitive development, academic learning, and identity formation in bilingual education.

Addressing the intersections between cognitive, sociocultural, and sociolinguistic research, this volume explores bilingual development across educational contexts to discuss and uncover the influences and impact of language in school programming and everyday practices. Confronting a standard monolingual lens, this collection highlights the importance of applying cross-disciplinary approaches to examine bilingualism in relation to topics such as language politics, linguistic identities, students' experiences at home and in schools, asset-based teaching and curricula, and overall benefits. Ideal for courses in bilingualism, literacy, psychology, and language education, this text is an important resource for understanding and applying transdisciplinary, inclusive approaches to positively influence cognitive development, academic learning, and identity formation in bilingual education.

This book explores the ways in which migrants' experience in today's multilingual and multicultural society informs language use and processing, behavioural patterns, and perceptions of self-identity. Drawing on survey data from hundreds of Italian migrants living in English- speaking countries, in conjunction with more focused interviews, this volume unpacks reciprocal influences between linguistic, cultural, and psychological variables to shed light on how migrants emotionally engage with the local and heritage dimensions across public and private spaces. Visualising the impact of a constant shifting of linguistic and cultural practices can enhance our understanding of migration experiences, foreign language acquisition, language processing and socialisation, inclusion, integration, social dynamics, acculturation tendencies, and cross-cultural communication patterns. Overall, this book appeals to students and scholars interested in gaining nuanced insights into the linguistic, cultural, and psychological underpinnings of migration experiences in such disciplines as sociolinguistics, cultural studies, and social psychology.

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.

This collection explores the discursive strategies and linguistic resources underpinning conflict and polarization, taking a multidisciplinary approach to examine the ways in which conflict is constructed across a diverse range of contexts. The volume is divided into two sections as a means of identifying two different dimensions to conflict construction and bridging the gap between different perspectives through a constructivist framework. The first part comprises chapters looking at sociopolitical conflicts across specific geographic contexts across the US, Europe and Latin America. The second half of the book unpacks sociocultural conflicts, those not defined by physical borders but shaped by ideological differences on core values, such as on religion, gender and the environment. Drawing on frameworks across such fields as linguistics, critical discourse analysis, rhetoric studies and cognitive studies, the book offers new insights into the discursive polarization that permeates contemporary communicative interactions and the ways in which a better understanding of conflict and its origins might serve as a mechanism for providing new ways forward. This book will be of particular interest to students and scholars in critical discourse analysis, linguistics, rhetoric studies and peace and conflict studies.

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.

How do social situations influence language use, discourse and conversation? This book is the first monograph to present a multidisciplinary theory of context and the way context influences language use and discourse. Unlike in earlier approaches, contexts are not defined as objective social 'variables', such as gender or age. Rather, they are constructs of the participants themselves, that is, 'subjective definitions of the communicative situation' that are made explicit in the new sociocognitive notion of context models. These models dynamically control all language use, make sure that discourses are appropriate in the communicative situation and hence are the basis of pragmatics. In this book, context models are studied especially from a (socio) linguistic and cognitive perspective. In another book published by Cambridge University Press, Society and Discourse, Teun A. van Dijk develops the social psycho-logical, sociological and anthro-pological dimensions of the theory of context.

* presents the work of a leading theorist of translation studies through the years (1980 - 2010), who helped to advance several areas in translation studies such as feminist theories and semiotics * includes four previously unpublished essays by Godard, a preface by Sherry Simon and additional introductory essays by the editors * key reading for new generations of students, translators, and scholars in a wide range of areas such as translation studies, cultural studies, and feminist studies

* presents the work of a leading theorist of translation studies through the years (1980 - 2010), who helped to advance several areas in translation studies such as feminist theories and semiotics * includes four previously unpublished essays by Godard, a preface by Sherry Simon and additional introductory essays by the editors * key reading for new generations of students, translators, and scholars in a wide range of areas such as translation studies, cultural studies, and feminist studies

Understanding and managing risk and uncertainty is a central task in contemporary societies characterised by rapid social, technological and environmental change. This book presents research approaches used by scholars who all share a passion to gain new insights in how individuals, organisations and societies approach uncertain futures and their potential dangers. The contributions illustrate the usefulness of particular methods and methodologies for researching risk in order to advance the understanding and management of social, technological and environmental challenges. With research strategies and approaches from sociology, psychology, history, linguistics, anthropology, and gender studies, Researching Risk and Uncertainty provides guidance and inspiration to students and scholars across a range of disciplines interested in risk, disaster and social crisis.

This book explores representations of social media in European media discourses across different socio-historical contexts, demonstrating how such analysis can illuminate the tension between global and local in media discourses in today's globalised world. The volume draws on data from a trilingual corpus from different editions of the free daily Metro from Finland, France, and Greece spanning a five-year period, with a focus on Facebook and Twitter. Adopting a French discourse analysis approach, which takes as its point of departure the notion of "discourse as the social practice of representing", the book integrates qualitative and quantitative analyses to investigate the social and political role depictions of social media play in specific socio-historical contexts. This approach brings to the fore both commonalities and differences in the popularity of specific platforms and coverage of specific news topics and hot-button issues. In so doing, the volume elucidates the ways in which global practices become integrated and immersed into local contexts, offering avenues for future research on social media in news discourses. This book will be of interest to scholars in applied linguistics, intercultural communication, discourse analysis, media studies, and cultural studies.

This book is the first comprehensive analysis of nominal plural marking, its morphosyntax and semantics, across different African varieties of English. Mohr explores the rich diversity in the varieties and how different conceptualizations of the number category are realized across different cultures. The investigation of unstandardized noun plurals in Kenyan, Tanzanian, Ghanaian and Nigerian Englishes is based on a mixed methods design drawing on corpus linguistics, acceptability questionnaires and psycholinguistic experiments. In this vein, the book not only contributes to the description of each of these four varieties, but also sheds light on standardization processes and language change in New Englishes. Importantly, it is a plea for the triangulation of data and mixed methods approaches in World Englishes research, as the combination of these methods grants insight into unforeseen areas of language structures and use. This volume is a useful reference work for students and researchers in World Englishes, varieties of English and African Studies, as well as those interested in linguistic anthropology.

Takes an evidence-based approach to motivate intervention research to understand how what we know about crosslinguistic influence can be used to improve L2 learning. A unique resource for students and scholars of L2 learning, bi- and multilingualism, and language teaching. Comprehensively reviews empirical studies and cognitive theories of learning to understand the critical role of crosslinguistic influence in L2 development. No existing book does this.

Takes an evidence-based approach to motivate intervention research to understand how what we know about crosslinguistic influence can be used to improve L2 learning. A unique resource for students and scholars of L2 learning, bi- and multilingualism, and language teaching. Comprehensively reviews empirical studies and cognitive theories of learning to understand the critical role of crosslinguistic influence in L2 development. No existing book does this.

This edited book presents case-studies and reflections on the role of languages and their analytic study in development practices across four regions: Africa, Asia, Australia, and the Pacific. The authors highlight the importance of conceptual studies of languages and cultures, as well as language choice, for enhancing development practices, demonstrating the value that language analysis and the humanities can add to the already multi-disciplinary field of Development Studies. The chapters draw on the fields of linguistics, human geography, education, diverse economies, community learning, sociology, and anthropology, and topics covered include some significant areas of interest to sustainable human development: education, work, finances, age, gender; as well as a key approach to development (asset-based community development). Chapters on informal adult learning provide opportunities to explore how and why language and linguistic analysis is relevant to development projects. The volume aims to promote collaboration and interdisciplinary dialogue and should be of interest to academics, practitioners and students of language and development, and to those working in the field of development globally.

This book explores bilingual community education, specifically the educational spaces shaped and organized by American ethnolinguistic communities for their children in the multilingual city of New York. Employing a rich variety of case studies which highlight the importance of the ethnolinguistic community in bilingual education, this collection examines the various structures that these communities use to educate their children as bilingual Americans. In doing so, it highlights the efforts and activism of these communities and what bilingual community education really means in today's globalized world. The volume offers new understandings of heritage language education, bilingual education, and speech communities for bilingual Americans in the 21st century.

This edited book compiles pedagogical practices and studies of Content and Language Integrated Learning (CLIL) from two sites: Spain, where CLIL has been widely implemented for more than a decade, and Japan, where the CLIL approach is still in its relative infancy, and quickly gaining momentum. Focusing on three aspects of the CLIL implementations: policy, practice and pedagogy, the authors describe how CLIL has evolved in distinctive socio-political, historical and cultural contexts. The chapters range across primary, secondary and tertiary education, and examine English language teaching and learning at both the macro level - through language education policy - and the micro level - with a focus on classroom interaction and pedagogy. This book fills a gap in the English as a Medium of Instruction (EMI) literature, and will be of particular interest to language teachers, teacher trainers, and students and scholars of applied linguistics more broadly.

This innovative collection explores critical issues in understanding multilingualism as a defining dimension of identity creation and negotiation in contemporary social life. Reinforcing interdisciplinary conversations on these themes, each chapter is co-authored by two different researchers, often those who have not written together before. The combined effect is a volume showcasing unique and dynamic perspectives on such topics as rethinking of language policy, testing of language rights, language pedagogy, meaning-making, and activism in the linguistic landscape. The book explores multilingualism through the lenses of spaces and policies as embodied in Elizabeth Lanza's body of work in the field, with a focus on the latest research on linguistic landscapes in diverse settings. Taken together, the book offers a window into better understanding issues around processes of change in and of languages and societies. This ground breaking volume will be of particular interest to students and scholars in multilingualism, applied linguistics, and sociolinguistics.

This volume gathers a superbcollection of articles on current research topicsfocused on the Catalan language andculture of the Catalan-speaking lands. The twenty contributions offer an overview of the current state of Catalan Studies and deal with medieval, early modern and contemporary Catalan literature, including the intersection of literature and painting or literature and film. There are also contributions on Linguistics, particularly inthe fields of lexicography and phraseology or neology as applied to the Catalan language. Finally, the volume includes some proposals for the improvement and promotion of the teaching of Catalan language and culture.