Rewriting Literacy makes a profound contribution to the developing field of literacy studies as it is the first book which seeks to link such disciplines as linguistics, sociolinguistics, anthropology, education, English as a second language, and reading and writing theory. The chapters in this edited collection, by some of the foremost scholars of the day, all focus on the nature of literacy. Each article brings to light important concerns regarding literacy, concerns which are often ignored by the more traditionally oriented educationalist. The authors illustrate how literacy is embedded in a social and cultural context bringing into question the very nature of what it means to be literate. Each piece highlights, either implicitly or explicitly, the highly political nature of literacy and in doing so approaches the study of literacy from a critical and pedagogical perspective. The body of work presented in this volume is relevant not only to individuals whose main focus is on the area of literacy studies, but to all those concerned about minority disenfranchisement, institutional inequity, and the political, cultural, and social dimensions of education.

Despite the status of Arabic as a global language and the high demand to learn it, the field of Arabic second language acquisition remains underinvestigated. Second language acquisition findings are crucial for informing and advancing the field of Arabic foreign language pedagogy including Arabic language teaching, testing, and syllabus design. Arabic Second Language Learning and Effects of Input, Transfer, and Typology provides data-driven empirical findings for a number of basic and high-frequency morphosyntactic structures with two novel typological language pairings, examining Arabic second language acquisition data from adult L1 Chinese- and Russian-speaking learners of Arabic as a foreign language. Alhawary's study examines the different processes, hypotheses, and acquisition tendencies from the two learner groups, and documents the extent of the successes and challenges faced by such learners in their L2 Arabic grammatical development during the first three years of learning the language. In addition, the book offers both theoretical and practical implications related to input exposure, L1 and L2 transfer, and typological and structural proximity effects. This book serves as a valuable resource for both second language acquisition experts and foreign language teaching practitioners.

Sexualities are perceived, constructed and represented in different ways in various languages and cultures. This collection addresses how people use various linguistic features to construct their sexual identities and relationships and how membership of specific social groups, based on sexual and lifestyle choices, may be signalled through language. The new research presented in the chapters focuses on cross-cultural contexts and is situated within a discussion of current trends and theories in relation to language and sexuality.

Loanwords and Japanese Identity: Inundating or Absorbed? provides an in-depth examination of public discussions on lexical borrowing in the Japanese language. The main objective of this book is to explore the relationship between language and identity through an analysis of public attitudes towards foreign loanwords in contemporary Japanese society. In particular, the book uncovers the process by which language is conceived of as a symbol of national identity by examining an animated newspaper controversy over the use of foreign loanwords. The book concludes that the fierce debate over the use of loanwords can be understood as a particular manifestation of the ongoing (re-)negotiation of Japanese national identity. This book will appeal to scholars and students in sociolinguistics, translation studies, and discourse analysis, while its cultural and geographic focus will attract readers in Japanese studies and East Asian studies.

Carol Myers-Scotton has edited a collection of essays that covers the choice of one style of English over another in everything from Bible translations to "surprise in poetry" to supervisor-worker interactions on the automobile assembly line. An important theme developed to varying degrees in these papers is the notion that speakers and writers, as rational actors, exploit the unmarked-marked opposition regarding audience expectations so as to convey messages of intentionality charged with social or psychological import.

"Metaphors of Globalization" inquires into the power and politics of metaphors in the making of our globalizing era. The approach is multidisciplinary, with case studies in global finance, global governance, literary theory, political theory, anthropology, and sociology. By revisiting globalization through the analysis of metaphors, this volume sheds new light on usually overlooked dimensions of global politics, improves on many outdated conceptualizations, and undertakes a critical analysis of existing approaches to the study of globalization.

In the early eighteenth century, the household accountant was traditionally female. However, just as women were seen as financial accountants, they were also deeply associated with the literary and narrative accounting inherent in letters and diaries. These are examined alongside property, originality and the development of the early novel.

A selection of Professor Fishman's writings, during the past two decades, on language and ethnicity in minority perspective, this volume concentrates on six major topics: * What is ethnicity and how is it linked to language? * Language maintenance and language shift in ethnocultural perspective * The ethnic dimension in language planning * Language and ethnicity in education: the bilingual minority focus * Elites and rank-and-file: contrasts and contexts * Ethnolinguistic homogeneity and heterogeneity: national and international causes and consequences. Each major topic is prefaced by a specially written introduction, as is the volume as a whole, thereby integrating the material and focusing it on minority group concerns. Joshua Fishman's well-known dedication to worldwide cultural democracy and cultural pluralism, not only as moral imperatives but as empirical assets, shines through all of these selections and unifies them philosophically as well as scientifically.

The Intertext series has been specifically designed to meet the needs of contemporary English Language Studies. Working with Texts: A Core Introduction to Language Analysis (second edition 2001) is the foundation text, which is complemented by a range of 'satellite titles. These provide students with hands-on practical experience of textual analysis through special topics, and can be used individually or in conjunction with Working with Texts. Language Change: examines the way external factors have influenced and are influencing language change, focusing on how changing social contexts are reflected in language use explores the attitudes, values and assumptions that shape the way we use language looks at how language change operates within different genres, such as problem pages, sports reports and recipes provides lively examples from everyday communication, including letters, emails, postcards and text messages includes a unit on how new words are formed and features a full glossary.

This is an accessible survey of the linguistic issues facing children growing up in indigenous communities.All over the world there are children who learn one (or more) language at home and then have to learn another language when they attend school. In some cases this is because children come from immigrant backgrounds; in other cases children come from indigenous communities in countries which have been colonised. This book illustrates the linguistic diversity that can be found in such communities. It examines a wide range of factors which relate to the divergence between home and school language for children growing up in indigenous multilingual communities."Children's Language and Multilingualism" explains concisely and clearly why educators, health specialists, government bodies and politicians need to understand the importance of these differences for children's social and linguistic development, particularly in relation to education and social policy. Never far from the surface are the well-documented benefits of bi- and multilingualism in education nationally and internationally. This accessible survey of the linguistic issues facing children growing up in indigenous communities will be of interest to advanced students and researchers of multilingualism and language acquisition.

Applied Linguistics as Social Science surveys the increasing dialogue between linguistics and social theory. The book shows how social theory, applied linguistics and sociolinguistics share a set of common concerns, and how an analysis of these to produce a social scientific account of applied linguistics helps to explain the interaction between social structures, human agents and language. Foreword Introduction Making connections: some key issues in social theory and applied linguistics Sociology and ideas about language Language as a cultural emergent property Researching language learning: theories, evidence, claims Social categories and theoretical descriptions Social domain theory: interpreting intercultural communication Language in the world: properties and powers A social realist approach to research in applied linguistics .

During Germany's occupation of France in WWII, French regional languages became a way for people to assert their local identities. This book offers a detailed historical sociolinguistic analysis of the various language policies applied in France's regions (Brittany, Southern France, Corsica and Alsace) before, during and after WWII.

Providing a thorough review and synthesis of work on communication skills and skill enhancement, this "Handbook" serves as a comprehensive and contemporary survey of theory and research on social interaction skills. Editors John O. Greene and Brant R. Burleson have brought together preeminent researchers and writers to contribute to this volume, establishing a foundation on which future study and research will build.
The handbook chapters are organized into five major units: general theoretical and methodological issues (models of skill acquisition, methods of skill assessment); fundamental interaction skills (both transfunctional and transcontextual); function-focused skills (informing, persuading, supporting); skills used in management of diverse personal relationships (friendships, romances, marriages); and skills used in varied venues of public and professional life (managing leading, teaching).
Distinctive features of this handbook include:
* broad, comprehensive treatment of work on social interaction skills and skill acquisition;
* up-to-date reviews of research in each area; and
* emphasis on empirically supported strategies for developing and enhancing specific skills.
Researchers in communication studies, psychology, family studies, business management, and related areas will find this volume a comprehensive, authoritative source on communications skills and their enhancement, and it will be essential reading for scholars and students across the spectrum of disciplines studying social interaction.

This book explores translation strategies for films and TV programs. On the basis of case studies on subtitle translations, it argues that translators are expected to take into consideration not only linguistic and cultural differences but also the limits of time and space. Based on the editor's experience working as a translator for TV, journalist, and narrator, this book proposes employing editorial translation for TV translation. Further, in light of statistics on international audiences' views on Chinese films, it suggests striking a balance between conveying cultural messages and providing good entertainment.

* 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

Wales is a small nation with a long and varied tradition of bilingualism. The minority language and culture is under threat. The book seeks to take the temperature of the Welsh language. Building on a computer analysis of the 1981 Welsh language Census data, the book provides evidence of a language moving slowly towards extinction. The aim of each chapter is to examine an issue which is of significance in most minority language situations, but is exemplified and encapsulated in the Welsh context. The effect of television and other mass media, the potential and threat of the microelectronic revolution, the existence and erosion of heartlands are issues which are part of the nervous tension of contemporary Wales and many other minority language regions. The role of bilingual education is a central issue of the book. A bilingual education model is described as a basis for analysing some of the problems and issues of Welsh and worldwide bilingual education. Another chapter analyses different approaches to curriculum development in minority language contexts and argues for a dual approach combining central initiatives and teacher based action research. Regional variations in the policy and provision of bilingual schooling in Wales are portrayed, and two further chapters present recent research into Welsh education. This research points to the crucial nature of immersion and active participation in the minority culture as a lifeline for the future of the Welsh language.

Wales is a small nation with a long and varied tradition of bilingualism. The minority language and culture is under threat. The book seeks to take the temperature of the Welsh language. Building on a computer analysis of the 1981 Welsh language Census data, the book provides evidence of a language moving slowly towards extinction. The aim of each chapter is to examine an issue which is of significance in most minority language situations, but is exemplified and encapsulated in the Welsh context. The effect of television and other mass media, the potential and threat of the microelectronic revolution, the existence and erosion of heartlands are issues which are part of the nervous tension of contemporary Wales and many other minority language regions. The role of bilingual education is a central issue of the book. A bilingual education model is described as a basis for analysing some of the problems and issues of Welsh and worldwide bilingual education. Another chapter analyses different approaches to curriculum development in minority language contexts and argues for a dual approach combining central initiatives and teacher based action research. Regional variations in the policy and provision of bilingual schooling in Wales are portrayed, and two further chapters present recent research into Welsh education. This research points to the crucial nature of immersion and active participation in the minority culture as a lifeline for the future of the Welsh language.

"Focusing on the actual experiences of L2 students who travelled from their homes to foreign lands as part of a faculty-led, short-term SA program, the author explores the linkage between intercultural awareness and sensitivity, language development (e.g., sociopragmatic awareness), and identity reconstruction in young adult L2 learners"--Provided by publisher.

Until about 60 years ago, linguistic research on the Arabic language in the West was restricted to inquiries on Classical Arabic and the Classical tradition, and spoken Arabic dialects, with historical studies embedded within the broader field of Semitic languages. This situation is changing quickly, not only through the continuation of older research traditions, but also with the integration of new research fields and perspectives. With this expansion comes the danger of specialists in Arabic losing an overview of the field, and of leaving non-specialists without basic resources for evaluating domains of research which they may be interested in for comparative purposes. The Oxford Handbook of Arabic Linguistics will confront this problem by combining state-of-the-art overviews with essays on issues of perspective, controversy, and point of view. In twenty-four chapters, leading experts from around the world will lay out their own stances on controversial issues. The book not only evaluates ways in which questions and theories established in general linguistics and its sub-fields elucidate Arabic, but also challenges approaches which might result in accommodating Arabic to "non-Arabic" interpretations, and brings out the Arabic specificity of individual problems. The Handbook, in one compact volume, gives critical expression to a language which covers large populations and geographical areas, has a long written tradition, and has been the locus of major intellectual fervor and debate.

This book is available as open access through the Bloomsbury Open Access programme and is available on www.bloomsburycollections.com. It is funded by the University of Klagenfurt, Austria. Discussing key issues of current relevance and setting the tone for future research in world Englishes, this book provides new perspectives on the diverse realities of Englishes around the world. Written by an international team of established and renowned scholars, it is the inaugural volume in the new series Bloomsbury Advances in World Englishes, dedicated to advancing research in the field. Chapters discuss important topics in contemporary world Englishes research, including de-colonial approaches, emerging varieties in post-protectorates and international uses as communicative events to highlight the globalizing aspect of English as a semiotic code. The book also expands on cultural conceptualizations to investigate the connections between Englishes and localized cultural knowledge and ongoing changes and attitudes towards local forms in multilingual settings. Closing with an examination of how world Englishes and the use of English as a lingua franca could influence the future teaching of Englishes, Research Developments in World Englishes presents a detailed picture of contemporary research approaches and points the way towards exciting future directions.

An insightful exploration of the impact of urban change on Black culture, identity, and language Across the United States, cities are changing. Gentrification is transforming urban landscapes, often pushing local Black populations to the margins. As a result, communities with rich histories and strong identities grapple with essential questions. What does it mean to be from a place in flux? What does it mean to be a specific kind of person from that place? What does gentrification mean for the fabric of a community? In The Black Side of the River, sociolinguist Jessi Grieser draws on ten years of interviews with dozens of residents of Anacostia, a historically Black neighborhood in Washington, DC, to explore these ideas through the lens of language use. Grieser finds that residents use certain speech features to create connections among racial, place, and class identities; reject negative characterizations of place from those outside the community; and negotiate ideas of belonging. In a neighborhood undergoing substantial class gentrification while remaining decisively Black, Grieser finds that Anacostians use language to assert a positive, hopeful place identity that is inextricably intertwined with their racial one. Grieser's work is a call to center Black lived experiences in urban research, confront the racial effects of urban change, and preserve the rich culture and community in historic Black neighborhoods, in Washington, DC, and beyond.

Tavistock Press was established as a co-operative venture between the Tavistock Institute and Routledge & Kegan Paul (RKP) in the 1950s to produce a series of major contributions across the social sciences. This volume is part of a 2001 reissue of a selection of those important works which have since gone out of print, or are difficult to locate. Published by Routledge, 112 volumes in total are being brought together under the name The International Behavioural and Social Sciences Library: Classics from the Tavistock Press. Reproduced here in facsimile, this volume was originally published in 1977 and is available individually. The collection is also available in a number of themed mini-sets of between 5 and 13 volumes, or as a complete collection.

This book presents research on the situation minority language schoolchildren face when they need to learn languages of international communication, in particular English. The book takes minority languages as a starting point and it bridges local and global perspectives in the analysis of multilingual education contexts. It examines the interaction of minority languages and cultures, majority languages and lingua franca-s in a variety of settings across different regions and countries on all continents. Even though all chapters in this book involve minority languages, the issues discussed are relevant to any context in which more than language is used in education. The book reveals challenges and opportunities of multilingual education by discussing issues such as Northern and Southern concepts, language education policies, language diversity, interethnic understanding, multimodal language practices, power, conflict, identity and prestige, among many others. This is the volume that finally accounts for multilingual education from a truly multilingual perspective by involving proposals and research from a variety of multilingual speech communities in the world. The (linguistically) rich Ethiopia and Mexico can teach the poor Europe and other Northern countries about multilingual education. CLIL promoters may learn from Finnish Sami and Canadian Innu and Mi gmaq indigenous communities as well as from Basque results. Speakers and teachers of minority and international languages will certainly be glad to hear the news. There is no need for a monolingual bias or tunnel vision in acquiring English in non-English speaking communities. This volume includes new challenging pedagogical perspectives while pointing to interesting conclusions for worldwide educational authorities . Maria Pilar Safont Jorda, Universitat Jaume I, Castello, Spain"

This book shows how the study of the evolving discourse employed during a political process spanning more than a decade can provide insights for critical discourse analysis on the one hand, and understanding of a real world political process on the other, thereby demonstrating the potential role for critical discourse analysis in historiography.

Police interviewing is a critical part of the justice process, and more attention is now being paid to training in interview techniques. This new study uses tools drawn from interactional sociolinguistics and conversation analysis for a detailed study of some police questioning of adult suspects, and work undertaken in the training of police in interviewing children - in which quite different approaches seem to be adopted. Critical discourse analytic techniques are used in interpreting the outcome and the implications for training are explored.