Spanning scholarly contributions from India, Nepal, Bangladesh, Pakistan, and Sri Lanka, this edited volume seeks to capture and elucidate the distinct challenges, approaches and possible solutions associated with interpreting, adapting and applying language-in-education policies in a range of linguistically complex teaching and learning environments across South Asia. Centring on-the-ground perspectives of scholars, practitioners, pupils, parents and the larger community, the volume offers new insights into one of the most complex, populous, and diverse multilingual educational contexts in the world. Language-in-education policies and practices within this setting represent particularly high stakes issues, playing a pivotal role in determining access to literacy, thereby forming a critical pivot in the reproduction of educational inequality. The broad aim of the collection is thus to highlight the pedagogical, practical, ideological and identity-related implications arising from current language-in-education policies in this region, with the aim of illustrating how systemic inequality is intertwined with such policies and their associated interpretations. Aimed at both academics and practitioners - whether researchers and students in the fields of education, linguistics, sociology, anthropology or South Asian studies, on the one hand, or language policy advisors, curriculum developers, teacher educators, teachers, and members of funding bodies, aid providers or NGOs, on the other - it is anticipated that the accounts in this volume will offer their readership opportunities to consider their wider implications and applications across other rich multilingual settings - be these local, regional, national or global.

This work offers a new perspective on the work of Confucius, the great reference of classical Chinese thought. In general, relatively little work has been done on Confucius' linguistic concerns, which nevertheless did have an impact in his time and afterwards. The author starts from a sociolinguistic approach, based mainly on the ethnography of communication, to analyze the role played by language in Confucius' texts and its links with the ethical program proposed therein. It is, therefore, a considerably novel perspective which, moreover, allows us to cover a very relevant number of interests. The pages of this work concern sociolinguists, but also historians of linguistics, philosophers, and cultural scientists in general. In short, it provides a different vision of one of the great cultural references of humanity.

This volume helps us to understand that the current political disorders in Catalonia have deep cultural roots. It focuses on the rise of Catalan cultural, national and linguistic identity in the 20th century. What is happening in Catalonia? What lies behind its political conflicts? Catalan identity has been evolving for centuries, starting in early medieval ages (11th and 12lve centuries). It is not a modern phenomenon. The emergence of imperial Spain in the 16 c. and the French Ancien Regime in the 17 c. correlates with a decline of Catalan culture, which was politically absorbed by the Spanish state after the conquest of Barcelona in 1714. However, Catalan language and culture flourished again under the stimulus of the European Romantic Nationalism movement (known as the Renaixenca in Catalonia). During the first Dictatorship (Primo de Rivera, 1923-1930), the Spanish Civil War (1936-1939), and the long Francoist era (1939-1975), Catalan language and culture were repressed, yet refurbished and reconstructed at the same time. This rise of a plural, complex, and non-homogeneous Catalan identity constitutes the subject matter of this volume. National conflicts that emerged later in the Spanish democratic state leant heavily on the life engagement and vital commitment experienced by the entrenched intellectual movements of the twentieth century in Catalonia, Valencian Country and the Balearic Islands. This book reveals the cultural and literary grassroots of these conflicts.

Paris became the largest city in the Western world during the thirteenth century, and has remained influential ever since. This book examines the interlinked history of Parisian speech and the Parisian population through various phases of immigration, dialect-mixing and social stratification from the Middle Ages to the present. It reveals how new urban modes of speech developed during periods of expansion, how the city's elites sought to distinguish their language from that of the masses, and how a working-class vernacular eventually emerged with its own "slang" vocabulary.

Imagine this book was written in Comic Sans. Would this choice impact your image of me as an author, despite causing no literal change to the content within? Generally, discussions of how language variants influence interpretation of language acts/users have focused on variation in speech. But it is important to remember that specific ways of representing a language are also often perceived as linked to specific social actors. Nowhere is this fact more relevant than in written Japanese, where a complex history has created a situation where authors can represent any sentence element in three distinct scripts. This monograph provides the first investigation into the ways Japanese authors and their readers engage with this potential for script variation as a social language practice, looking at how purely script-based language choices reflect social ideologies, become linked to language users, and influence the total meaning created by language acts. Throughout the text, analysis of data from multiple studies examines how Japanese language users' experiences with the script variation all around them influence how they engage with, produce, and understand both orthographic variation and major social divides, ultimately evidencing that even the avoidance of variation can become a socially significant act in Japan.

Emmaus movement transnational movement ideas in different socio-political, economic, historical and linguistic contexts. sociolinguistics, linguistic anthropology, discourse studies, cultural studies, and sociology.

Korangy and Sharifian's groundbreaking book offers the first in-depth study into cultural linguistics for the Persian language. The book highlights a multitude of angles through which the intricacies of Persian and its many dialects and accents, wherever spoken, can be examined. Linguistics with cultural studies as its backdrop is not a new phenomenon; however, with this text we are afforded an insight into the complex relationship that exists between human cognizance and human expression in this ancient civilization. This study helps develop an innovative understanding of history, intent, and meaning as understood by a culture and by a people, in this case the Persian-speaking folk of Iran. The chapters are insightful resources for analyzing and augmenting our knowledge of linguistics under the rubric of Persian culture but also for proposing and foregrounding new ideas in this field of study.

This book sets new trajectories for language-sensitive business and management research and pedagogy. The existence of language plurality characterises these. Empirical studies have been established as important and relevant for contemporary research. It has shifted language-sensitive research from the periphery to the centre of international management research. However, this field is rapidly changing, and new thematic approaches have begun to emerge. By addressing this, the book offers genuine and more nuanced insights into existing themes and comes with applications of emergent conceptual developments in different settings. The second part of the book covers methodologies and gives examples and cutting-edge insights into the role of translation in the execution of empirical research and theorising arising from it. Finally, the book draws together innovative ways of how to address the challenges of a multilingual teaching classroom and how to innovate in order to incorporate such diversity through pedagogic practice. This book provides a source that unites insights from multilingual empirical research, methodological considerations and pedagogic practice in order to advance knowledge and debate. It will be a 'handy source' of information that offers direct access to the latest guidance on language-sensitive management challenges. It will, therefore, appeal to an internationally-minded and mobile audience, including scholars, students and decision-makers.

The Routledge Handbook of Queer Rhetoric maps the ongoing becoming of queer rhetoric in the late twentieth and early twenty-first centuries, offering a dynamic overview of the history of and scholarly research in this field. The handbook features rhetorical scholarship that explicitly uses and extends insights from work in queer and trans theories to understand and critique intersections of rhetoric, gender, class, and sexuality. More important, chapters also attend to the intersections of constructs of queerness with race, class, ability, and neurodiversity. In so doing, the book acknowledges the many debts contemporary queer theory has to work by scholars of color, feminists, and activists, inside and outside the academy. The first book of its kind, the handbook traces and documents the emergence of this subfield within rhetorical studies while also pointing the way toward new lines of inquiry, new trajectories in scholarship, and new modalities and methods of analysis, critique, intervention, and speculation. This handbook is an invaluable resource for scholars, graduate students, and advanced undergraduate students studying rhetoric, communication, cultural studies, and queer studies.

Drawing on participatory action research conducted with students, parents, families, and school staff in a Southwest community in the United States, this volume contests the interpretation of the achievement gap for students of Mexican descent in the American education system and highlights asset-based approaches that can facilitate students' academic success. By presenting the Asset-Based Bicultural Continuum Model (ABC) and demonstrating the applications in a variety of family, school, and community-based initiatives, this volume demonstrates how community and cultural wealth can be harnessed to increase educational opportunities for Latino students. The ABC model offers new strategies which capitalize on the bicultural and linguistic assets rooted in local communities and offers place-based strategies driven by communities themselves in order to be tailored to students' strengths. The text makes a significant contribution to understanding the social ecology of Latinx students' experiences and offers a new direction for effective and evidence-based academic and health programs across the United States. This book will be a valuable resource for researchers and academics with an interest in the sociology of education, multicultural education, urban education, and bilingual education. It will be of particular interest to those with a focus on Hispanic and Latino studies.

This book unites a range of emerging topics in the burgeoning transdisciplinary fields of second language acquisition and interculturality in a study abroad context. It explores key issues, trends and approaches within each strand and how the strands relate to one another, painting a big picture of the diversity and complexity underpinning second language acquisition in a study abroad context. The chapters highlight themes such as social networks, input and interaction issues, learner identities and study abroad in lingua franca contexts, while also presenting other themes spanning the breadth of second language acquisition and interculturality research, such as individual differences and linguistic development. This comprehensive and cohesive volume showcases the latest innovative research using quantitative, qualitative and mixed method approaches across a range of source and target language learner cohorts, and highlights emerging themes and directions for future research.

By asking internationally respected scholars from a range of traditions in discourse studies to respond to the same interview material, this book reveals key differences in methodology and theoretical perspective. The use of interviews to explore attitudes towards race allow contributors to bring up sensitive issues regarding the development and interpretation of interviews on controversial topics.

Missionary Linguistic Studies from Mesoamerica to Patagonia presents the results of in-depth studies of grammars, vocabularies and religious texts, dating from the sixteenth - nineteenth century. The researches involve twenty (extinct) indigenous Mesoamerican and South American languages: Matlatzinca, Mixtec, Nahuatl, Purepecha, Zapotec (Mexico); K'iche, Kaqchikel (Guatemala); Amage, Aymara, Cholon, Huarpe, Kunza, Mochica, Mapudungun, Proto-Tacanan, Pukina, Quechua, Uru-Chipaya (Peru); Tehuelche (Patagonia); (Tupi-)Guarani (Brazil, Paraguay, Uruguay). The results of the studies include: a) a digital model of a good, conveniently arranged vocabulary, applicable to all indigenous Amerindian languages; b) disclosure of intertextual relationships, language contacts, circulation of knowledge; c) insights in grammatical structures; d) phone analyses; e) transcriptions, so that the texts remain accessible for further research. f) the architecture of grammars; g) conceptual evolutions and innovations in grammaticography.

This book includes twelve articles that present new research on the Finnic and Baltic languages spoken in the southern and eastern part of the Circum-Baltic area. It aims to elaborate on the various contact situations and (dis)similarities between the languages of the area. Taking an areal, comparative, or sociolinguistic perspective, the articles offer new insights into the grammatical, semantic, pragmatic, and textual patterns of different types of predicates or nouns or consider the variation of grammatical categories from a typological perspective. The qualitative analyses find support in quantitative data collected from language corpora or written sources, including those representing the less studied varieties of the area.

This is the first book to offer a philosophical engagement with microaggressions. It aims to provide an intersectional analysis of microaggressions that cuts across multiple dimensions of oppression and marginalization, and to engage a variety of perspectives that have been sidelined within the discipline of philosophy. The volume gathers a diverse group of contributors: philosophers of color, philosophers with disabilities, philosophers of various nationalities and ethnicities, and philosophers of several gender identities. Their unique frames of analysis articulate both how the concept of microaggressions can be used to clarify and sharpen our understanding of subtler aspects of oppression and how analysis, expansion, and reconceiving the notion of a microaggression can deepen and extend its explanatory power. The essays in the volume seek to defend microaggressions from common critiques and to explain their impact beyond the context of college students. Some of the guiding questions that this volume explores include, but are not limited to, the following: Can microaggressions be established as a viable scientific concept? What roles do microaggressions play in other oppressive phenomena like transphobia, fat phobia, and abelism? How can epistemological challenges around microaggressions be addressed via feminist theory, critical race theory, disability theory, or epistemologies of ignorance? What insights can be gleaned from intersectional analyses of microaggressions? Are there domain-specific analyses of microaggressions that would give insight to features of that domain, i.e. microaggressions related to sexuality, athletics, immigration status, national origin, body type, or ability. Microaggressions and Philosophy features cutting-edge research on an important topic that will appeal to a wide range of students and scholars across disciplines. It includes perspectives from philosophy of psychology, empirically informed philosophy, feminist philosophy, critical race theory, disability theory, philosophy of language, philosophy of science, and social and political philosophy.

This volume highlights the dynamic nature of the field of English Linguistics and features selected contributions from the 8th Biennial International Conference on the Linguistics of Contemporary English. The contributions comprise studies (i) that focus on the structure of linguistic systems (or subsystems) or the internal structure of specific construction types, (ii) that take an interest in variation at all linguistic levels, or (iii) that explore what linguistic findings can tell us about human cognition in general, and language processing in particular. All chapters represent state-of-the-art research that relies on rigorous quantitative and qualitative analysis and that will inform current and future linguistic practice and theory building.

This comprehensive collection is the first full book-length volume to bring together writing focused around and inspired by the work of John Rickford and his role in sociolinguistic research over the last four decades. Featuring contributions from more than 40 leading scholars in the field, the volume integrates both historical and current perspectives on key topics in Rickford's body of work at the intersection of language and society, highlighting the influence of his work from diverse fields such as sociolinguistics, stylistics, creole studies, and language and education. The volume is organized around four sections, each representing one of the fundamental strands in Rickford's scholarship over the course of his career, bookended by short vignettes that feature stories from the field to more broadly contextualize his intellectual legacy: * Language contact from a sociolinguistic and sociohistorical point of view * The political ramifications of linguistic heterogeneity * The stylistic implications of language variation and change * The educational implications of linguistic heterogeneity and social injustice Taken together, The Routledge Companion to the Work of John R. Rickford serves as a platform to showcase Rickford's pioneering contributions to the field and, in turn, to socially reflective linguistic research more generally, making this key reading for students and researchers in sociolinguistics, creole studies, language and style, and language and education.

Bringing together twenty-five years of research on the sequential organization of laughter in everyday talk, Phillip Glenn analyzes recordings and transcripts to indicate the finely-detailed coordination of human laughter. He demonstrates that its occurrence, relative to talk and other activities, reveals much about its emergent meaning and effects. The book considers laughter's significant role in how people display, respond to, and revise identities and relationships.

This work offers a novel and interdisciplinary approach to Translation Studies by connecting this discipline with the oral history on communism. Following the collapse of the communist regime in the Eastern bloc (1989-1991), oral history interviews became the research method par excellence, providing an alternative version to the distorted public discourse. This book addresses the challenges posed by the translation of transcribed historical interviews on communism. The author's translation from Romanian into English of an original corpus helps formulate a methodological framework nonexistent, up to this point, within Translation Studies. Additionally, drawing on research in conversation analysis and psychology, the so-called fictive orality of the data is defined according to an innovative tripartite paradigm: vividness, immediacy, and fragmentation. Inscribed in the current call for translators' activism and visibility, the work draws on oral history terminology to reflect on the translational experience as a 'dialogic exchange' whereby listening assumes central importance. The descriptive and prescriptive paradigms work in concert, facilitating the understanding of translation strategies and of the mechanisms animating historical interviews. However, beyond these theoretical insights, what gains prominence is the argument of the affectivity steeped in the interviews, which alerts translators to the emotive cadence of oral history. Translation is understood here not only as a linguistic and cognitive exercise but rather as a subjective and necessary undertaking in which translators become co-creators of history, illuminating the way knowledge about the past has been and continues to be formed and mediated.

*The first textbook to guide translation students through the process of translating change in language and society, with a clear focus on developing and honing practical translation skills *A fresh and pedagogically developed textbook for all courses focusing on specialised translation and translation as a profession and meets a need for trainee and practising translators to adapt and refine their skills *unlike other texts, it covers a really broad range of areas, is highly topical with examples drawn from the Covid-19 pandemic and Brexit and is addressed to both students and translators, who need to develop their analytical and transferable skills to work in a changing market.

This state-of-the-art volume offers a comprehensive, accessible, and uniquely interdisciplinary examination of social factors' role in second language acquisition (SLA) through different theoretical paradigms, methodological traditions, populations, contexts, and language groups. Top scholars from around the world synthesize current and past work, contextualize the central issues, and set the future research agenda on second language variation, including languages studied or taught less commonly. This will be an indispensable resource to scholars and advanced students of SLA, applied linguistics, education, and other fields interested in the social aspects of language learning in research practice and instruction.

This two-volume collection showcases a wide range of modern approaches to the philosophical study of language. Contributions illustrate how these strands of research are interconnected and show the importance of such a broad outlook. The aim is to throw light upon some of the key questions in language and communication and also to inspire, inform, and integrate a community of researchers in philosophical linguistics. Volume two presents analyses of several fundamental concepts and studies in which they are applied empirically. These include the linguistic topics of assertion, vagueness, and disagreement, and the philosophical themes of belief, normativity, and thought. These chapters provide unique insight into the role of philosophy in the contemporary study of communication.

The fate of languages has been closely linked to political power relationships throughout human history. Political shifts in the international system today continue to affect linguistic patterns, still in a state of flux following the end of the Cold War. This book considers the effects of present-day trends in global politics on the relative status of languages, and the directions in which the linguistic hierarchy might develop in the future. It appeals to researchers and students of sociolinguistics and language planning as well as of international relations.

This book provides insights for both native language teachers and local language teachers alike who conduct team-taught lessons by revisiting the topic of foreign assistant language teachers (ALTs), the Japan Exchange and Teaching (JET) program, and team teaching. This book is innovative in that (a) it is the first to elucidate ALTs' experiences comprehensively, across both historical time (i.e., prior to, during, and after the JET program) and social space (i.e., inside and outside the school), thereby revealing their multiple identities that they come to construct and reconstruct over time, and (b) it explores the meanings and perspectives of particular phenomena that ALTs experience within their specific social settings from their own individual points of view. This inquiry does this by using personal narrative accounts gathered from multiple participants. Through these narrative accounts, Hiratsuka formulates a conceptualization of ALT identity, an effort that has hitherto been neglected. As a consequence, this book offers several practical and empirical applications of the conceptualization to future endeavors involving native language teachers and those who engage with them, including the key stakeholders of local language teachers, their local boards of education, the governments, and language learners across the globe.

This book is about supporting students in Higher Education using language, and specifically using a combination of written text based linguistic approaches alongside and with other non-text related languages. The authors call this a beyond-text subject based approach and argue that this can more effectively help students. The book first outlines and describes a 'paradigm of linguistics' that sees support as being only possible through linguistics written text approaches. It then describes how the authors have found through their own research studies that such approaches do not go far enough to best support students. They offer alternatives and justify them theoretically and empirically, and also suggest ways in which others can use similar approaches to best support students in HE. This book will be of interest to practitioners, students, teachers and researchers in the fields of Applied Linguistics, TESOL, English Medium Instruction (EMI), EAP and language education policy.