This book analyses a set of rarely described regional Spanish varieties spoken throughout much of the northern Peruvian Andes (Cajamarca, La Libertad and Ancash) from a sociohistorical and dialectological perspective. What are the main dialectological features of these varieties? Are these features the same ones that shape southern Andean Spanish, a variety formed mainly through contact with Quechua and Aymara? Which of these features are distinctly outcomes of contact with Culle, the main substrate language of the region, which was mentioned in colonial and postcolonial documents but is now extinct? How are these features linked to the postcolonial history of the region, marked by the Catholic evangelization enterprise and an "economy of plundering" based on agriculture, weaving and mining? Thorough consideration of these matters allows the author to critically assess the standard notion in Hispanic linguistics that considers Andean Spanish as a single, homogeneous code. The study sheds new light on how the regional varieties of Spanish in America were shaped over time and proposes ways of delving into language history in postcolonial contexts, where a written European language has been superimposed on a set of native codes previously lacking written traditions.

*Offers a unique approach to the study of language and identity, addressing the impact of new and emergent areas such as English Medium Instruction on concepts of identity. *Written by one of the leading researchers in the area and it offers his new definition of identity. *The only book to provide an updated understanding of identity within the 21st century multilingual world and meets the growing need of researchers, teachers and students to be able to analyse identity within a modern setting.

* 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

This book challenges the view that digital communication in Africa is limited and relatively unsophisticated and questions the assumption that digital communication has a damaging effect on indigenous African languages. The book applies the principles of Digital African Multilingualism (DAM) in which there are no rigid boundaries between languages. The book charts a way forward for African languages where greater attention is paid to what speakers do with the languages rather than what the languages look like, and offers several models for language policy and planning based on horizontal and user-based multilingualism. The chapters demonstrate how digital communication is being used to form and sustain communication in many kinds of online groups, including for political activism and creating poetry, and offer a paradigm of language merging online that provides a practical blueprint for the decolonization of African languages through digital platforms.

Vestiges of monolingual bias are present in the portrayal of study abroad as an idealized monolingual immersion experience and the steps many programs take to encourage or enforce target language monolingualism. In reality, study abroad is often inherently multilingual. This book addresses the need for a recognition of the multilingual realities of study abroad across a variety of traditional and non-traditional national contexts and target languages. The chapters examine multilingual socialization and translanguaging with peers, local hosts and instructors; how the target language is necessarily entwined in global, local and historical contexts; and how students negotiate the use of local and global varieties of English. Together the chapters present a powerful argument for scholars and study abroad practitioners to consider and critically incorporate multilingual realities into their research and planning.

Metaphors of Multilingualism explores changing attitudes towards multilingualism by focusing on shifts both in the choice and in the use of metaphors. Rainer Guldin uses linguistics, philosophy, literature, literary theory and related disciplines to trace the radical redefinition of multilingualism that has taken place over the last decades. This overall change constitutes a paradigmatic shift. However, despite the emergence of the new paradigm, the traditional monolingual point of view is still significantly influencing present-day attitudes towards multilingualism. Consequently, the emergent paradigm has to be studied in close connection with its predecessor. This book is the first extensive attempt to provide a critical overview of the key metaphors that organize current perceptions of multilingualism. Instead of an exhaustive list of possible metaphors of multilingualism, the emphasis is on three closely interrelated and overlapping clusters that play a central role in both paradigms: organic metaphors of the body, kinship and gender metaphors, as well as spatial metaphors. The examples are taken from different languages, among them French, German, Chinese, Japanese, Spanish and Brazilian Portuguese. This is ground-breaking reading for scholars and researchers in the fields of linguistics, literature, philosophy, media studies, anthropology, history and cultural 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

* 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

The Routledge Handbook of Variationist Approaches to Spanish provides an up-to-date overview of the latest research examining sociolinguistic approaches to analyzing variation in Spanish. Divided into three sections, the book includes the most current research conducted in Spanish variationist sociolinguistics. This comprehensive volume covers phonological, morphosyntactic, social, and lexical variation in Spanish. Each section is further divided into subsections focusing on specific areas of language variation, highlighting the most salient and current developments in each subfield of Hispanic sociolinguistics. As such, this Handbook delves further into the details of topics relating to variation and change in Spanish than previous publications, with a focus on the symbolic sociolinguistic value of specific phenomena in the field. Encouraging readers to think critically about language variation, this book will be of interest to advanced undergraduate and graduate students, as well as researchers seeking to explore lesser-known areas of Hispanic sociolinguistics. The Routledge Handbook of Variationist Approaches to Spanish will be a welcome addition to specialists and students in the fields of linguistics, Hispanic linguistics, sociolinguistics, and linguistic anthropology.

By foregrounding language practices in educational settings, this timely volume offers a postcolonial critique of the languaging of higher education and considers how Southern epistemologies can be used to further the decolonization of post-secondary education in the Global South. Offering a range of contributions from diverse and minoritized scholars based in countries including South Africa, Rwanda, Sudan, Qatar, Turkey, Portugal, Sweden, India, and Brazil, The Languaging of Higher Education in the Global South problematizes the use of language in various areas of higher education. Chapters demonstrate both subtle and explicit ways in which the language of pedagogy, scholarship, policy, and partcipiation endorse and privelege Western constructs and knowledge production, and utilize Southern theories and epistemologies to offer an alternative way forward - practice and research which applies and promotes Southern epistemologies and local knowledges. The volume confronts issues including integrationism, epistemic solidarity, language policy and ideology, multilingualism, and the increasing use of technology in institutions of higher education. This innovative book will be of interest to researchers, scholars, and postgraduate students in the fields of higher education, applied linguistics, and multicultural education. Those with an interest in the decolonization of education and language will find the book of particular use.

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.

Bilingualism is a reality that many Americans still find difficult to accept; hence the prominence of English-only activism in U.S. politics. This collection of essays analyzes the sources of the anti-bilingual movement, its changing directions, and its impact on education policy. The book also explores efforts to resist the English-only trend, including projects to revitalize Native American languages.

Food, Language, and Society: Communication in Japanese Foodways examines the language of food in Japanese through the lens of cognitive science and cultural studies to explore intriguing ways in which language, food, and culture interact in the fabric of Japanese society. The questions of how, where, and by whom food and food experiences are described provide abundant opportunities for investigating relationships between language and culture from multi-disciplinary perspectives. Linguistic analysis of the language of food enables us to understand cognitive information that motivates and influences people's rhetorical choices on foodways. Detailed discussions reveal that loanwords, mimetics, cooking terms, and metaphors serve as lynchpins to enrich the expressive power of the language of food. Food discourse situated in broader social and cultural contexts also reflect social norms and cultural practices deeply embedded within and beyond our gustatory and culinary life. Food narratives as in cookbooks and advertisements are an informative means for virtual interpersonal communication where individual and group identity is indexed, providing a platform for reexamination of gender and other social norms as response to changes in society. Examined from the interaction of linguistic and sociocultural perspectives, Food, Language, and Society illuminates the form, use, and social meaning of the language of food.

This volume offers a comprehensive examination of mitigation in speech in English and Spanish, exploring how it is defined and theorized and the various linguistic features employed to soften or downgrade the impact of a particular message across a range of settings. Building on the body of work done on mitigation in English, the book begins by discussing how it has been conceptualized in the literature, drawing on politeness theory among other perspectives from pragmatics, and highlighting increasing research on these topics in native and bilingual Spanish speakers and learners of Spanish. The volume explores examples from a variety of discursive contexts, including institutions, courts, and classrooms, to unpack mitigation as it occurs in spontaneous speech through different lenses, looking both at the actual units of discourse but also taking a broader view by examining differences across dialects as well. The book also looks at the ways in which conclusions drawn from this research might be applied pedagogically in language learning classrooms. This volume will serve as a jumping-off point for broader discussion in the field of mitigation and will be of particular interest to graduate students and researchers in pragmatics, sociolinguistics, and discourse analysis, in addition to learners and pre-service teachers of Spanish.

This timely book tackles underlying issues that see disproportionate numbers of African American males with dyslexia undiagnosed, untreated, and falling behind their peers in terms of literacy achievement. Considering factors including dialectic linguistic difference, limited phonological awareness, and the intersectionality of gender, language, and race, the studies included in this volume illustrate how classroom practices at preschool and elementary levels are failing to support students at risk of reading and writing difficulties. Promoting Academic Readiness for African American Males with Dyslexia shows that it is possible to provide every girl and boy, and particularly African American boys with effective support and appropriate interventions enabling them to read at a level that is conducive to ongoing academic performance and success. This, argue the authors of this volume, is vital to the social, emotional, moral, and intellectual development of our society. This edited volume was originally published as a special issue of Reading & Writing Quarterly: Overcoming Learning Difficulties. It will be of great interest to graduate and postgraduate students, researchers, and academics in the field of African-American Education, Educational Equity, Race studies, Multiple learning difficulties and Literacy development.

Multilingual China explores the dynamics of multilingualism in one of the most multilingual countries in the world. This edited collection comprises frontline empirical research into a range of important issues that arise from the presence of 55 official ethnic minority groups, plus China's search to modernize and strengthen the nation's place in the world order. Topics focus on the dynamics of national, ethnic minority and foreign languages in use, policy making and education, inside China and beyond. Micro-studies of language contact and variation are included, as are chapters dealing with multilingual media and linguistic landscapes. The book highlights tensions such as threats to the sustainability of weak languages and dialects, the role and status of foreign languages (especially English) and how Chinese can be presented as a viable regional or international language. Multilingual China will appeal to academics and researchers working in multilingualism and multilingual education, as well as sinologists keen to examine the interplay of languages in this complex multilingual context.

The French in Our Lives examines the profound influence of French language, culture, and thought in the world and, specifically, on the US and Americans throughout history. While many books discuss the similarities and differences between the two cultures, this book focuses on the influences - frequently overlooked - of French culture on the US. The insights provided through this examination promote a better appreciation and understanding of the significance of the French language, and of French ideas and values, throughout the world and in the US. Designed to enhance awareness of the significance of the French language and Francophone culture in the US and globally, this book will be of interest to students and instructors across disciplines, from French language and culture to US history and international studies.

This book examines traditional theories of linguistic vitality in the context of subcultural languages. It argues that traditional methods of investigating linguistic vitality are, according to existing literature, not as reliable as they appear and therefore limited in their testability. The author looks at themes such as the relationships between language and culture, ethnicity within the scope of sociolinguistics, and the notion of ideolinguistic vitality where traditional views intersect with more contextually current ones. She also highlights the importance of studying the nature and principles of subcultural languages which help better inform our understanding of the superdiverse linguistic world. The volume makes a major contribution to modern sociolinguistics by offering a detailed account of developing a unique measuring instrument to gauge the vitality of subcultural languages, which is applicable to more than just subcultural linguistics. An indispensable text in the study of ethnolinguistic vitality, the book will be of interest to students and researchers of sociolinguistics, applied linguistics, identity theory, philology, language and literature, cultural studies, and postcolonial studies.

The Ethics of Humour in Online Slavic Media Communication is devoted to research on how the rules of humour used online media are changing and how these changes rearrange the traditions of speech interaction in media communication. The authors of the book are experienced researchers in the field of Slavic media linguistics and represent five neighbouring countries: Russia, Belarus, Lithuania, Slovakia, and Poland. The research in the volume is based on the data from Slavic languages. The diversity and, at the same time, relative proximity of Slavic languages make it possible to put separate studies into a wider comparative context, in order to reveal the general and ethno-cultural patterns in using means of communicative etiquette; it helps define the ethno-cultural factors behind the formation of such means. Speech practice of humour creation shows the creative potential of all languages, including the ones with a small number of speakers - Slovak and Belarusian, which have the status of state languages, but are strongly influenced by international languages (English and Russian). This volume is a valuable resource for researchers in the field of Slavic studies.

This book examines how names in Africa have been fashioned to create dominance and subjugation, inclusion and exclusion, others and self. Drawing on global and African examples, but with particular reference to Zimbabwe, the author demonstrates how names are used in class, race, ethnic, national, gender, sexuality, religious and business struggles in society as weapons by ingroups and outgroups. Using Othering theory as a framework, the chapters explore themes such as globalised names and their demonstration of the other; onomastic erasure in colonial naming and the subsequent decoloniality in African name changes; othering of women in onomastics and crude and sophisticated phaulisms in the areas of race, ethnicity, nationality, disability and sexuality. Highlighting social power dynamics through onomastics, this book will be of interest to researchers of onomastics, social anthropology, sociolinguistics and African culture and history.

i) This title combines qualitative and quantitative methods to study the new field, multimodal pragmatics. ii) The author offers practical guide of building multimodal corpus and gives new attempt of integrating Simulative Modelling into linguistic study iii) The Chinese version was a bestseller in China.

This innovative, timely text introduces the theory, research, and classroom application of critical approaches to the teaching of minoritized heritage learners, foregrounding sociopolitical concerns in language education. Beaudrie and Loza open with a global analysis, and expert contributors connect a focus on speakers of Spanish as a heritage language in the United States to broad issues in heritage language education in other contexts - offering an overview of key concepts and theoretical issues, practical pedagogical guidance, and field-advancing suggestions for research projects. This is an invaluable resource for advanced students and scholars of applied linguistics and education, as well as language program administrators.

This innovative, timely text introduces the theory, research, and classroom application of critical approaches to the teaching of minoritized heritage learners, foregrounding sociopolitical concerns in language education. Beaudrie and Loza open with a global analysis, and expert contributors connect a focus on speakers of Spanish as a heritage language in the United States to broad issues in heritage language education in other contexts - offering an overview of key concepts and theoretical issues, practical pedagogical guidance, and field-advancing suggestions for research projects. This is an invaluable resource for advanced students and scholars of applied linguistics and education, as well as language program administrators.

* 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 study embarks on the intriguing quest for the origins of the Caribbean creole language Papiamentu. In the literature on the issue, widely diverging hypotheses have been advanced, but scholars have not come close to a consensus. The present study casts new and long-lasting light on the issue, putting forward compelling interdisciplinary evidence that Papiamentu is genetically related to the Portuguese-based creoles of the Cape Verde Islands, Guinea-Bissau, and Casamance (Senegal). Following the trans-Atlantic transfer of native speakers to Curacao in the latter half of the 17th century, the Portuguese-based proto-variety underwent a far-reaching process of relexification towards Spanish, affecting the basic vocabulary while leaving intact the original phonology, morphology, and syntax. Papiamentu is thus shown to constitute a case of 'language contact reduplicated' in that a creole underwent a second significant restructuring process (relexification). These explicit claims and their rigorous underpinning will set standards for both the study of Papiamentu and creole studies at large and will be received with great interest in the wider field of contact linguistics.