This wide-ranging volume explores how gender and language are used and transformed to discuss, enact, and project social differences in light of global economic and political changes in the late nineteenth, twentieth, and early twenty-first centuries. It presents analyses of language and gender from a broad spectrum of national contexts: Catalonia, Canada, China, India, Japan, Nigeria, Vietnam, Philippines, Tonga, and the United States. Cases studies consider language and gender in changing workplaces, schools and immigrant integration workshops, as well as in new and emerging sites for consumption and the production of identity. They also analyze the changing meanings of multilingualism, and the construction of ideologies about gender and language in colonial and postcolonial/national ideologies. The papers engage with and contribute to theoretical conceptualizations of globalization, cosmopolitanism, (post)colonialism, (trans)nationalism, and public spheres by drawing on a variety of sociolinguistic analytic strategies (variation analysis, media analysis, interactional sociolinguistics, ethnography of speaking, sociology of language, colonial discourse analysis).

Greenberg's Language Universals is typical of his typological-theoretical work in its stunning originality. Starting out from the observations underlying Praguian markedness, Greenberg contributes a mass of new data and generalizations and lays the foundations for a post-structuralist, usage-based theory of grammatical asymmetries. This work will continue to be influential for many years to come.

A sea change has occurred in the Indian economy in the last three decades, spurring the desire to learn English. Most scholars and media venues have focused on English exclusively for its ties to processes of globalization and the rise of new employment opportunities. The pursuit of class mobility, however, involves Hindi as much as English in the vast Hindi-Belt of northern India. Schools are institutions on which class mobility depends, and they are divided by Hindi and English in the rubric of "medium," the primary language of pedagogy. This book demonstrates that the school division allows for different visions of what it means to belong to the nation and what is central and peripheral in the nation. It also shows how the language-medium division reverberates unevenly and unequally through the nation, and that schools illustrate the tensions brought on by economic liberalization and middle-class status.

Applying multimodal textual analysis to the languages and images of online communication forms, Kay Richardson shows, from an applied linguistic perspective, how the Internet is being used for global, interactive communication about public health risks. Detailed case studies of the possible risks posed by SARS, by mobile phones and by the vaccination of babies against childhood diseases are situated within the context of research on computer-mediated communication, as well as within the broader social context of globalization and discourses of risk and trust.

This text traces the history of English language spread from the 18th to the beginning of the 21st century, combining that with a study of its langauge change. It links linguistic and socioloinguistic variables that have conditioned the evolution and change of English, putting forward a new framework of langauge spread and change.

Based on an ethnographic study carried out in Spain, this text proposes a new way of analyzing the relation between language use and gender identity. The theoretical and methodological discussion is also directly relevant to many researchers dealing with the study of language in use: pragmatics, applied linguistics, sociolinguistics, discourse analysis, conversational analysis, critical discourse analysis. As such it can be a useful tool for courses in any of these fields within higher education.

This book presents the forefront of research in the emerging field of family language policy. This is the first volume to explore the link between family language policy, practice and management in the light of state and community language policy in more than 20 ethno-linguistic communities worldwide. Contributions by leading scholars from eight countries and three continents offer insights in how family language policy might be interpreted from various theoretical perspectives, using innovative methodologies. In particular, the authors present novel data on successful family language practices such as faith-related literacy activities and homework sessions, as well as management, including prayer, choice of bilingual education, and links with mainstream and complementary learning, which permit the realization of language ideology within three contexts: immigrant families, inter-marriage families, and minority and majority families in conflict-ridden societies.

Knowledge and Discourse presents an ecological approach to the study of discourse in social, academic and professional practices. It brings together distinguished scholars from diverse cultures - India, China, Australia, Canada among others - and disciplines - linguistics, anthropology, sociology, philosophy. The chapters collectively illustrate the ecological approach by exploring how language makes connections between subjective experiences as people construct meaning and action. This book offers the reader a holistic, interdisciplinary approach to the study of language as discourse, questioning traditional views of disciplinary knowledge and the role of discourse in the pursuit, construction and compartmentalisation of such knowledge. Through the variety of disciplines, experiences and approaches, the contributors show how the world and word are contingent on each other. The notions of connectivity, contingency and change are themes that run through the book, and in the interweaving of these themes readers will find persuasive illustrations of an ecological approach to applied linguistics.

Globalization is calling for new conceptualizations of belonging within culturally diverse communities. This book takes Quebec as a case study and examines how it fosters a sense of belonging through a common citizenship with French as the key element. As a nation without a state, Quebec is driven by two distinct imperatives: the need to affirm a robust Francophone identity within Anglophone North America, and the civic obligation to accommodate an increasingly diverse range of migrant groups, as well as demands for recognition by Aboriginal and Anglophone minorities.

This is the ninth in the acclaimed series of spinoff volumes based on the outstanding "Encyclopedia of Language and Linguistics." It comprises 285 articles of which 80 are short biographical entries. 50 of the biographies and 42 other articles are entirely new, while the remaining entries are suitably revised and updated from "ELL." This work provides uniquely comprehensive and authoritative information on all aspects of sociolinguistics.

Addressing issues related to the physical, cultural, ideological and psychological relocation of English, this volume provides a critical examination of current sociolinguistic study of English in the world and suggests a new approach which focuses more on ideological and psychological aspects of the phenomenon.

This book presents research that seeks to understand students' experiences of transnational mobility and transcultural interaction in the context of educational settings confronted with linguistic diversity.

The "Concise Encyclopedia of Language and Religion" provides the specialist and the general reader with accurate, up-to-date information on every aspect of the crucial interface between language and religion. Easy access to material in over 320 articles by scholars in many fields is provided both in a clear thematic arrangement, and by means of a comprehensive and detailed general index. Discussion of many topics including the creation of special sacred scripts, religious calligraphy, and the use of religious symbols in meditation, magic and elsewhere, is enriched and elucidated by illustrations, diagrams and tables. The "Concise Encyclopedia of Language and Religion" brings together articles and bibliographic entries drawn from the award-winning "Encyclopedia of Language and Linguistics," all of which have been revised and updated appropriately. These articles are supplemented by a large number of completely new contributions, one of which is an extensive 12,500 word article on 'Basic Concepts and Terms in Linguistics', making this volume accessible to a wide audience.

Statistics in Language Research gives a non-technical but more or less complete treatment of Analysis of Variance (ANOVA) for language researchers. ANOVA is the most frequently used technique when handling the outcomes of research designs with more than two treatments or groups. This technique is used in all parts of linguistics which deal with observations obtained in survey studies and in (quasi-)experimental research, like applied linguistics, psycholinguistics, sociolinguistics, language and speech pathology and phonetics. Most statistical textbooks in the social sciences take examples typical of their own field and, in addition, omit subjects which are particularly relevant for language researchers, like power analysis, quasi F, F1, F2 and minF'. This book offers a thorough introduction to the basic principles of analysis of variance, based on examples taken from language research, and goes beyond the conventional topics treated in introductory textbooks, as it covers topics like 'violations of assumptions', 'missing data', 'problems in repeated measures designs', 'alternatives to analysis of variance' (such as randomization tests and multilevel analysis). Each chapter consists of four sections: treatment of the subject under discussion, a summary of relevant terms and concepts, a section devoted to reporting statistics, and finally an exercise section. After the first introductory chapter, in which fundamental concepts like 'variables', 'cases' and SPSS data formats are presented, the book continues with two 'refreshment' chapters, in which the principles of statistical testing are revised, focusing on the well-known t test. These chapters also deal with the essential, but often neglected concepts of 'statistical power' and 'sample size'. In every chapter examples of SPSS input and output are given.

In this first-hand study of the relationship of gender, ethnicity and the participation of children within an English-language teaching classroom, Julblioge re-assesses Lacan's approach to belonging with other theoretical approaches to gender and language, making use of case-study methods. She asks key questions: Are there observable tendencies in the way that boys and girls receive and use talk in the classroom? How might such tendencies be constructed or encouraged within an ESL classroom, where gender and ethnicity intersect in particular ways?

A lot of what we know about "exotic languages" is owed to the linguistic activities of missionaries. They had the languages put into writing, described their grammar and lexicon, and worked towards a standardization, which often came with Eurocentric manipulation. Colonial missionary work as intellectual (religious) conquest formed part of the Europeans' political colonial rule, although it sometimes went against the specific objectives of the official administration. In most cases, it did not help to stop (or even reinforced) the displacement and discrimination of those languages, despite oftentimes providing their very first (sometimes remarkable, sometimes incorrect) descriptions. This volume presents exemplary studies on Catholic and Protestant missionary linguistics, in the framework of the respective colonial situation and policies under Spanish, German, or British rule. The contributions cover colonial contexts in Latin America, Africa, and Asia across the centuries. They demonstrate how missionaries dealing with linguistic analyses and descriptions cooperated with colonial institutions and how their linguistic knowledge contributed to European domination.

In an increasingly multicultural world, the relationship between language and identity remains a complicated and often fraught subject for most societies. The growing political salience of questions relating to language is evident not only in the expanded implementation of new policies and legislation, but also in heated public debates about national unity, collective identities, and the rights of linguistic minorities. By taking a comprehensive approach that considers both the inclusive and exclusive dimensions of linguistic identity across Europe and North America, the studies assembled here provide a sophisticated look at one of the global era's defining political dynamics.

This volume explores the construction of identities within a lesbian group, outlining interactive tactics used in the production of mutually-negotiated norms of authenticity. Using ethnography and discourse analysis, a range of group-specific personae are revealed to be continually reworked and reproduced within the women's interaction.

Typography & Language in Everyday Life book provides a detailed, illustrated look at graphic as well as linguistic aspects of language and suggests there is much to be gained from collaboration between typographers and applied linguists.

"Language, Identities and Education in Asia" examines the issues of language, education, and identity in the multilingual Southeast Asian nations of Brunei, Malaysia and Singapore. The authors' main focus is the ways in which local institutional forces are affecting macro and micro-level language choices and the evolution of local identities in the face of increasing political and economic globalization.

The Israeli reality points to a number of deep divisions among the population (such as between Sephardi-Ashkenazi, Orthodox-secular, men-women, Arab-Jew), most of which, in our opinion, are progressively decreasing as time passes. The Arab-Jewish divide is the deepest of all, and there is still no solution. In spite of its intensity, it did not enjoy a centrality whether in public debates or in academia. This subject has only come on the agenda after sharp tensions between Arabs and Jews.
In this book we will explore in more detail some aspects of the Arab-Jewish divide, which raise fundamental questions regarding the place of the Arabs and Arab language education in the Jewish State. More specifically, the aim of this book is to describe and analyze language education in the Arab society in Israel from the establishment of the state in 1948 until today. For this purpose, internal processes, which are embedded within the Arab population itself were examined, such as the socio-economic condition of the population, the diglossic situation in the Arabic language, and the wide use of Hebrew among Arabic speakers. Furthermore, the book also deals with external processes such as the policy of control and inspection of the Ministry of Education over the Arab education system in general and on language education in particular, the dominance of Hebrew, and the definition and perception of Israel as a Jewish State. The influence of both internal and external processes on language education and learning achievements will also be extensively discussed. A comprehensive examination was made of Arabic, Hebrew and English, as well as the teaching of French in a number of community schools.
Thetarget group for this book are people who are concerned with sociolinguistics, language education, and language policy and planning. This book will be also of special interest to Arab language teachers and policy-makers in Israel.

In this book, I attempt to show how colonial and postcolonial political forces have endeavoured to reconstruct the national identity of Morocco, on the basis of cultural representations and ideological constructions closely related to nationalist and ethnolinguistic trends. I discuss how the issue of language is at the centre of the current cultural and political debates in Morocco. The present book is an investigation of the ramifications of multilingualism for language choice patterns and attitudes among Moroccans. More importantly, the book assesses the roles played by linguistic and cultural factors in the development and evolution of Moroccan society. It also focuses on the impact of multilingualism on cultural authenticity and national identity. Having been involved in research on language and culture for many years, I am particularly interested in linguistic and cultural assimilation or alienation, and under what conditions it takes place, especially today that more and more Moroccans speak French and are influenced by Western social behaviour more than ever before. In the process, I provide the reader with an updated description of the different facets of language use, language maintenance and shift, and language attitudes, focusing on the linguistic situation whose analysis is often blurred by emotional reactions, ideological discourses, political biases, simplistic assessments, and ethnolinguistic identities.

By using a combination of data about children and data produced by children, Childly Language demonstrates the connections between the distribution of power in the social world, children's own use of language, and the language we use about children.

CONTRIBUTIONS TO THE SOCIOLOGY OF LANGUAGE brings to students, researchers and practitioners in all of the social and language-related sciences carefully selected book-length publications dealing with sociolinguistic theory, methods, findings and applications. It approaches the study of language in society in its broadest sense, as a truly international and interdisciplinary field in which various approaches, theoretical and empirical, supplement and complement each other. The series invites the attention of linguists, language teachers of all interests, sociologists, political scientists, anthropologists, historians etc. to the development of the sociology of language.

A collection of empirical studies on gender and the acquisition, development, meaning and use of vocabulary by female and male adult, adolescent, and young learners of English and Spanish as a second or foreign language. Up-to-date research identifies relationships between gender and vocabulary in a language classroom context.