Migration and the mobility of citizens around the globe pose important challenges to the linguistic and cultural homogeneity that nation-states rely on for defining their physical boundaries and identity, as well as the rights and obligations of their citizens. A new social order resulting from neoliberal economic practices, globalisation and outsourcing also challenges traditional ways the nation-state has organized its control over the people who have typically travelled to a new country looking for work or better life chances. This collection provides an account of the ways language addresses core questions concerning power and the place of migrants in various institutional and workplace settings. It brings together contributions from a range of geographical settings to understand better how linguistic inequality is (re)produced in this new economic order.

This book is a comparative study of vague language based on naturally occurring data of L1 and L2 speakers in academic settings. It explores how L2 learners have diverse and culturally specific needs for vague language compared with L1s, and are generally vaguer.

A volume in International Perspectives on Educational Policy, Research, and PracticeSeries Editor: Kathryn M. Borman, University of South FloridaThis book is a defense of linguistic pluralism and language policies and practices ineducation that sustain that ideal. Educational meanings and models are influenced by differentpopulations and different social and historical contexts. International comparisons can shedinteresting light on the issues. Therefore, the purpose of the book is to provide scholars aninternational comparative understanding of language policy, its relation to educational practice, andcurrent debates within the field. The book is divided into three sections dealing with the generaltopical areas of policy, practice, and controversy.This book will be of interest to policy-makers, scholars, and graduate students in the areas of bilingual education, languagepolicy, and sociolinguistics.

Throughout Europe many minority languages, once threatened by ignorance, indifference and intolerance, began to experience some revitalization, but now face new threats from increased integration. This book discusses these issues with vivid, up-to-date examples from the Baltic to the Mediterranean, from Ireland to Turkey.

This book explores the various choices speakers or communicators make when expressing power relations in modern societies. The volume brings together several disciplines, such as linguistics, sociology, communication studies and social psychology, to give insight into how interactants co-construct different aspects of power in their everyday life.

The book presents most recent investigations into foreign language teaching and learning discussed by prominent scholars in the field. A wide variety of topics ranges from theoretical approaches to foreign language instruction to a discussion of findings of empirical research in language learning and pedagogy. The theoretical part of the volume tackles issues which constitute the backbone to the understanding of the processes involved in language development, learning and teaching and thus contribute to applied research. The empirical articles in Parts Two and Three of the volume report on studies focusing on such important issues as various dimensions of awareness (language, cross-cultural competence or affectivity) and specific methodologies implemented in different educational settings (such as, for instance, dyslexic learners) or in teacher training programmes.

"Multilingual Living "presents speakers' own accounts of the challenges and advantages of living in several languages at individual, family and societal levels. Individuals note profound differences in their sense of themselves, their relationships and their parenting, depending on which language they use--their experience highlights the interlinking of language, subjectivity and identity construction. The author further considers effects of the hierarchy of languages and power relationships. The book provides rich interview material of considerable interest to sociolinguists, psychologists, sociologists and lay readers interested in language and identity and in the dynamics of bilingual and multilingual living.

In EFL contexts, an absence of chances to develop fluency in the language classroom can lead to marked limitations in English proficiency. This volume explores fluency development from a number of different perspectives, investigating measurements and classroom strategies for promoting its development.

Philips looks at the languages of judges in the courtroom to show that, while judges see themselves as impartial agents of the constitutional right to due process, there is actually much diversity in the way that judges interract with defendants due to their interpretations of the law, their attitudes toward courtroom control, and their own political-ideological stances regarding due process. She uses courtroom transcripts, interviews, and the written law itself to show how ideological diversity is organized in legal discourse.

"Looking at language variation in French using linguistic data that has emerged in recent years from France, Belgium and Switzerland, and comparing it to other European countries, this comparative study sets out to track how language changes have followed social and attitudinal developments, giving it a particular sociolinguistic slant"--

This book contributes to an understanding of the complex relationship of gender and language alongside religion and religious life as experienced by various religious groups around the world. The intention is to put forward current studies in the field of linguistics and explore how gender and various religions intersect with language use. The universal and diverse experience of religion provides for this unique collection of papers concerning the use of language in religious liturgy, in religious communities, and in interaction with identity. As such, the book will attract students and researchers in discourse, gender studies and religious studies.

This study advances a model for critical discourse analysis (CDA) which draws on evolutionary psychology and cognitive linguistics, applied in a critical analysis of immigration discourse. It will be of special interest to students and researchers with which to explore new perspectives in CDA.

Mikhail Bakhtin was right. Humans could not use the languages they know without also learning the genres which govern so much of our social life. These genres frequently consist of rules prescribing the order in which we must say things and formulaic phraseology which prescribes what can and should be said. Native speakers know only a small fraction of the formulaic genres in a speech community. This relativizes the concept of a native speaker in all situations. Koenraad Kuiper illustrates these views with an array of fascinating case studies of engagement notice writers, horse race commentators, weather forecasters, pump aerobics instructors, square dance callers, cartoonists, and Red Guards.

Winner of the Michael Durkan Prize for Best Book in Irish Language and Culture from the American Conference for Irish Studies Irelands history of contested language systems has always been linked to its political realities; "Language, Identity and Liberation" attends to a movement of contemporary Irish writing that considers the significance of the regions tumultuous cultural, social and political history in portrayals of contemporary Irelands everyday life and speech.

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.

Over several generations villagers of Dominica have been shifting from Patwa, an Afro-French creole, to English, the official language. Despite government efforts at Patwa revitalization and cultural heritage tourism, rural caregivers and teachers prohibit children from speaking Patwa in their presence. Drawing on detailed ethnographic fieldwork and analysis of video-recorded social interaction in naturalistic home, school, village and urban settings, the study explores this paradox and examines the role of children and their social worlds. It offers much-needed insights into the study of language socialization, language shift and Caribbean children's agency and social lives, contributing to the burgeoning interdisciplinary study of children's cultures. Further, it demonstrates the critical role played by children in the transmission and transformation of linguistic practices, which ultimately may determine the fate of a language.

Amy L. Paugh is Associate Professor of Anthropology at James Madison University. Her research investigates language socialization, children's cultures and language ideologies in the Caribbean and United States.

Engaging Native American Publics considers the increasing influence of Indigenous groups as key audiences, collaborators, and authors with regards to their own linguistic documentation and representation. The chapters critically examine a variety of North American case studies to reflect on the forms and effects of new collaborations between language researchers and Indigenous communities, as well as the types and uses of products that emerge with notions of cultural maintenance and linguistic revitalization in mind. In assessing the nature and degree of change from an early period of "salvage" research to a period of greater Indigenous "self-determination," the volume addresses whether increased empowerment and accountability has truly transformed the terms of engagement and what the implications for the future might be.

This is a comprehensive text on language and communication, written from a social psychological perspective. It shows how language and non-verbal activities are integrated in the process of communication and looks at what language is used for and how it works in context.

Assuming that students have not previously studied language at tertiary level, the author first introduces them to the constituent parts of language, how they fit together, and how they facilitate communication. Succeeding chapters take the functions of language in turn and illustrate how the particular units and structure operate to serve these functions. For each topic the author provides a brief review, evidence about the roles of verbal and non-verbal activity, an evaluation of the current state of knowledge in that area, and suggestions for future research. Throughout the book, a variety of complementary psychological and linguistic perspectives are represented. In all cases, descriptions and explanations are accompanied by data and experimental findings, ensuring a balanced approach.

This book sheds light on the ways in which the on-going Israeli-Arab conflict has shaped Arabic language instruction. Due to its interdisciplinary nature it will be of great interest to academics and researchers in security and middle eastern studies as well as those focused on language and linguistics.

"Intertextuality" is the overarching idea that all texts and conversations are linked to other texts and conversations, and that people create and infer meanings in discourse through making and interpreting these links. Intertextuality is fundamentally connected to metadiscourse; when a person draws on or references one text or conversation in another (intertextuality), they necessarily communicate something about that text or conversation (metadiscourse). While scholars have long recognized the interrelatedness of these two theoretical concepts, existing studies have tended to focus on one or the other, leaving underexplored the specific ways in which these phenomena are intertwined at the micro-interactional level, especially online, and for what purposes. This interactional sociolinguistic study contributes to filling this gap by demonstrating how specific intertextual linking strategies, both linguistic (e.g., word repetition, deictic pronouns) and multimodal (e.g., emojis, symbols, and GIFs), are mobilized by posters participating in online weight loss discussion boards. These strategies serve as a resource to accomplish the metadiscursive activities, targeted at various levels of discourse, through which participants construct shared understandings, negotiate the group's interactional norms, and facilitate engagement in the group's primary shared activity: exchanging information about, and providing support for, weight loss, healthful eating, and related issues. By rigorously applying the perspective of metadiscourse in a study of intertextuality, Intertextuality 2.0 offers important new insights into why intertextuality occurs and what it accomplishes: it helps people manage the challenges of communication.

From an award-winning writer and linguist, a scientific and personal meditation on the phenomenon of language loss and the possibility of renewal. As a child Julie Sedivy left Czechoslovakia for Canada, and English soon took over her life. By early adulthood she spoke Czech rarely and badly, and when her father died unexpectedly, she lost not only a beloved parent but also her firmest point of connection to her native language. As Sedivy realized, more is at stake here than the loss of language: there is also the loss of identity. Language is an important part of adaptation to a new culture, and immigrants everywhere face pressure to assimilate. Recognizing this tension, Sedivy set out to understand the science of language loss and the potential for renewal. In Memory Speaks, she takes on the psychological and social world of multilingualism, exploring the human brain's capacity to learn-and forget-languages at various stages of life. But while studies of multilingual experience provide resources for the teaching and preservation of languages, Sedivy finds that the challenges facing multilingual people are largely political. Countering the widespread view that linguistic pluralism splinters loyalties and communities, Sedivy argues that the struggle to remain connected to an ancestral language and culture is a site of common ground, as people from all backgrounds can recognize the crucial role of language in forming a sense of self. Distinctive and timely, Memory Speaks combines a rich body of psychological research with a moving story at once personal and universally resonant. As citizens debate the merits of bilingual education, as the world's less dominant languages are driven to extinction, and as many people confront the pain of language loss, this is badly needed wisdom.

This volume focuses on a case where community organizing, academic research and governmental responsibility were successfully mobilized and synchronized to bring about change in educational policy and practice. The focus of this book is the methodology implemented and the results obtained over the course of a year-long action research project on language and education in St. Eustatius, one of the islands of the Dutch Caribbean, commissioned by the educational authorities in both St. Eustatius and the European Netherlands. On the island, the language of instruction is Dutch, however, outside of the classroom most students only speak English and an English-lexifier Creole. The research project was set up to address the negative impact on school success of this disparity. It included a community-based sociolinguistic study that actively involved all of the stakeholders in the education system on the island. This was complemented by a multi-pronged set of research strategies, including a language attitude and use survey, a narrative proficiency test, in depth interviews, and a review of the relevant literature. The resulting report and recommendations were accepted by the government, which is now in the process of changing the language of instruction.

We all have had the experience of being divided, of being in two minds about something. Subpersonalities is the first book to do justice to the phenomena as a normal feature of our psychological life.

This book details innovative developments in the pragmatics and lexicogrammar of speakers using English as a lingua franca. There have been considerable recent demographic shifts in the use of English worldwide. English is now undoubtedly(and particularly) an international lingua franca, a lingua mundi. The sociolinguistic reality of English language use worldwide, and its implications, continue to be hotly contested. Plenty of research has questioned, for example, the ownership of English, but less attention has been paid to the linguistic consequences of the escalating role English plays. This is one of the first books to provide a detailed and comprehensive account of recent empirical findings in the field of English as a lingua franca (ELF). Dewey and Cogo analyze and interpret their own large corpus of naturally occurring spoken interactions and focus on identifying innovative developments in the pragmatics and lexicogrammar of speakers engaged in ELF talk. Dewey and Cogo's work makes a substantial contribution to the emerging field of empirical ELF studies. As well as this practical focus, this book looks at both pragmatic and lexicogrammatical issues and highlights their interrelationship. In showcasing the underlying processes involved in the emergence of innovative patterns of language use, this book will be of great interest to advanced students and academics working in applied linguistics, ELF, sociolinguistics, and corpus linguistics.

Minority Languages in the Linguistic Landscape provides an innovative approach to the written displays of minority languages in public space. It explores minority language situations through the lens of linguistic landscape research. Based on very tangible data it explores the 'same old issues' of language contact and language conflict in new ways. It deepens our understanding of language policies, power relations and ideologies. The chapters cover a wide geographic area, ranging from Sami in the far North, to Basque, Catalan and Corsican in the South. From the town of Dingle on the West coast of Ireland to the cities of Kiev and Chisinau in the East of Europe, including the contrasting cases of Israel and Brunei. Combining theoretical approaches from various disciplines to provide a framework which connects real bottom-up data with more abstract research on minority languages, this book will be useful for researchers and students in applied linguistics, sociolinguistics and policy sciences, as well as for policy makers.