The status of "Standard English" has featured in linguistic, educational and cultural debates over decades. This second edition of Tony Crowley's wide-ranging historical analysis and lucid account of the complex and sometimes polarized arguments driving the debate brings us up to date, and ranges from the 1830s to Conservative education policies in the 1990s and on to the implications of the National Curriculum for English language teaching in schools. Students and researchers in literacy, the history of English language, cultural theory, and English language education will find this treatment comprehensive, carefully researched and lively reading.

This book explores the relationship between conversation analysis and applied linguistics, demonstrating how the analysis of institutional talk can contribute to professional practice. With a foreword by Paul Drew, the core of the collection brings together researchers from a wide range of applied areas, dealing with topics such as language impairment and speech therapy, medical general practice, retailing, cross-cultural training, radio journalism, higher education and language teaching and learning.

Filling a gap in the literature currently available on the topic, this edited collection is the first examination of the interplay between urbanization, language variation and language change in fifteen major Arab cities. The Arab world presents very different types and degrees of urbanization, from well established old capital-cities such as Cairo to new emerging capital-cities such as Amman or Nouakchott, these in turn embedded in different types of national construction. It is these urban settings which raise questions concerning the dynamics of homogenization/differentiation and the processes of standardization due to the coexistence of competing linguistic models. Topics investigated include: History of settlement The linguistic impact of migration The emergence of new urban vernaculars Dialect convergence and divergence Code-switching, youth language and new urban culture Arabic in the Diaspora Arabic among non-Arab groups. Containing a broad selection of case studies from across the Arab world and featuring contributions from leading urban sociolinguistics and dialectologists, this book presents a fresh approach to our understanding of the interaction between language, society and space. As such, the book will appeal to the linguist as well as to the social scientist in general.

Positioning Gender in Discourse offers a newly emerging approach to the study of spoken discourse. Feminist post-structuralist discourse analysis has particular relevance to analyzing the significance of gender in relation to the competing and intertextualized ways in which speakers construct their identities and their relationships through talk. This book gives readers a full account of the methodology through a study of teenagers' conversations in class, and a study of managers' discussions in team meetings.

In choosing to render dialect and vernacular speech into Scots, Bill Findlay, to whose memory this volume is dedicated, made a pioneering contribution in safeguarding the authenticity of voices in translation. The scene of the book is set by an overview of approaches to rendering foreign voices in English translation including those of the people to whom Findlay introduced us in his Scots dialect versions of European plays. Martin Bowman, his frequent co-translator follows with a discussion of their co-translation of playwright Jeanne-Mance Delisle. Different ways of bridging the cultural divide in the translation between English and a number of plays written in a number of European languages are then illustrated including the custom of creating English versions, an approach rejected by contributions that argue in favour of minimal intervention on the part of the translator. But transferring the social and cultural milieu that the speakers of other languages inhabit may also cause problems in translation, as discussed by some translators of fiction. In addition attention is drawn to the translators' own attitude and the influence of the time in which they live. In conclusion, stronger forces in the form of political events are highlighted that may also, adversely or positively, have a bearing on the translation process.

In this book about deception and self-deception in and beyond the workplace, Stein portrays a psychological, ethical, cultural, and spiritual crisis that cannot be reduced to a business crisis. He shows how the language of economics shrouds loss, dread, rage, despair, and brutality in the guise of rational business necessity. For example, the act of ridding a workplace of thousands of people has become magically, "euphemistically" transformed into an impersonal, bottom line based exercise in downsizing and outsourcing. As Stein explores the role of euphemism in the official doctrines and public claims of business, he also portrays how people experience the trauma of repeated mass layoffs, and the constant turmoil over shifting workroles and uncertain job security. Stein shows how the inner experience of downsizing, reengineering, and corporate medicine becomes part of a person's very essence and structure, not some unfortunate epiphenomenon.

Three extensive case studies--one of downsizing (and related social engineering concepts), one of managed care, and another of the U.S. prairie's adaptation to life afterthe Oklahoma City bombing--provide the evidence for his interpretation. Stein supplements these with telling analyses of the concept of spin, the popularity of Scott Adams' "Dilbert" cartoons, George Orwell's trenchant use of euphemism in his novels, and the web of words on which the Nazis' extermination program was spun. He shows how our priorities have created long-term massive social casualty for the sake of short-term gain. Further, he shows how a widespread cultural ethos of scarcity and callousness transcends the boundaries of workplace and business. He calls for an ethical awakening from our self-deceptions and the social harm we have done in the name of good business, and for direct, honest language that expresses our feelings and intentions.

Are TESOL professionals now fairly seen as agents of a new English-speaking empire? Or, if they wish to distance themselves from this role, are there ways of working and living that would make this differentiation clear? An international group of authors put forward their differing proposals for the development of TESOL in a world where military invasion and occupation have been added to the previous mix of globalized economic hegemony and cultural influence exercised by the US and its allies.

In a search for a deeper understanding of the complex relationship of gender and language alongside religious identity, this book puts forward current studies from around the world emerging from the field of linguistics. The book connects language use to both a religious and gender identity. By pulling together the lived experiences of people in various communities, the linguistic field can reflect on how language works to unite, oppress, liberate or fracture the various participants.

This book proposes an innovative treatment of minority language policies, by looking at them as policy options that can be methodically evaluated. The author applies the analytical concepts and technical tools of policy analysis to guide the reader through a step-by-step application of notions such as effectiveness and cost-effectiveness, with particular reference to the European Charter for Regional or Minority Languages. The thrust of this book is deeply interdisciplinary, and links the evaluation exercise to sociolinguistic, political and legal considerations.

Whenever a new language is learned, a new culture is also learned. Swiderski provides instructive examples of language learning situations by describing multilingual events using more than twenty of the world's languages. All aspects of language learning from the physical environment of the classroom to the perceptions of events and emotions that languages express are considered. Australian aboriginal languages and Native American languages are analyzed to illustrate the world of differences of which English, Chinese, and Russian are also a part. The politics of language teaching and the effect of language policy in the classroom are brought out in concrete examples. This study will be of interest to language teachers and the general international community as well.

This project is aimed the 16+ age range inside or outside any kind of educational institution. It is for courses concerned with general education - either in general studies programmes or as aspects of specialist teaching. Narrative has been kept to a minimum. Instead, the books are more a collection of different items of teaching and learning materials: for example, the collection of key concepts, and the list of key questions connected withe the study. The books are compact in content and flexible in use.

This book was first published in 1974.

This book provides a fascinating insight into the development of the nineteenth century Atlantic economy and the nature of contemporary migration. In particular the author argues that the assumption that the United States economy was the unmoved mover in the fluctuations of the international economy between 1860 and 1913 is incorrect. He presents evidence on regional housebuilding cycles in nineteenth-century Britain and shows that the British cycle was inverse to the American, and that both were primarily determined by demographic factors. From the mid-nineteenth century, Professor Thomas concludes, the countries of new settlement - America, Canada, Argentina and Australia - experienced long swings in urban development opposite in timing to those in Britain, the principal suppliers of funds. The result was a converse pattern of capital formation and export upsurges in Britain and her overseas borrowers. This book was first published in 1972.

This is the fully revised and expanded second edition of English - One Tongue, Many Voices, a book by three internationally distinguished English language scholars who tell the fascinating, improbable saga of English in time and space. Chapters trace the history of the language from its obscure beginnings over 1500 years ago as a collection of dialects spoken by marauding, illiterate tribes. They show how the geographical spread of the language in its increasing diversity has made English into an international language of unprecedented range and variety. The authors examine the present state of English as a global language and the problems, pressures and uncertainties of its future, online and offline. They argue that, in spite of the amazing variety and plurality of English, it remains a single language.

With researchers around the world are under increasing pressure to publish in high-profile international journals, this book explores some of the issues affecting authors on the semiperiphery, who often find themselves torn between conflicting academic cultures and discourses.

The Contributions to the Sociology of Language series features publications dealing with sociolinguistic theory, methods, findings and applications. It addresses 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 scholars interested in language in society from a broad range of disciplines - anthropology, education, history, linguistics, political science, and sociology. To discuss your book idea or submit a proposal, please contact Natalie Fecher.

These in-depth case studies provide novel insights in to the fast-changing language situation in multilingual China, and how it changes the meanings of language identity and language learning. This linguistic ethnographic study of language attitudes and identities in contemporary China in the era of multilingualism provides a comprehensive and critical review of the state of the art in the field of language-attitude research, and situates attitudes towards Chinese regional dialects in their social, historical as well as local contexts. The role of language policies and the links between the interactional phenomena and other contextual factors are investigated through the multi-level analysis of linguistic ethnographic data. This study captures the long-term language socialisation process and the moment-to-moment construction of language attitudes at a level of detail that is rarely seen. The narrative is presented in a highly readable style, without compromising the theoretical sophistication and sociolinguistic complexities.

The twelve papers featured in this book focus on codeswitching as an urban language-contact phenomenon. Some papers seek to distinguish codeswitching from other contact phenomenon such as borrowing or language mixing, while others look at the effect codeswitching has on one's position in society. The papers discuss such topics as the politics of codeswitching, the role of using more than one language in social identity, attitudes toward multi-language use, and the way codeswitching may occur as a community norm. The editor, Carol Eastman, is also author of "Aspects of Language and Culture", "Language Planning", and "Linguistic Theory and Language Description".

The idea for this volume arose out of a need for a treatment of the interplay between language and ethnonationalism within both formal and nonformal educational settings. In no way intended to be exhaustive in scope, the contents give the reader a critical overview of issues related to language, cultural identity formation, and ethnonationalism. The chapters within this work deal with the effects of different language groups with differing amounts of power within society coming into contact with one another, and provide insight into how language is both utilized by and affected by processes such as colonialism, post-colonialism, acculturation, and ethnonationalism. Language is central to culture- indeed houses cultural understandings and allows generational transfer of key aspects of a group's heritage.

This is an original volume of critical and theoretical essays that seek to interpret the current philosophical, aesthetic, and literary thinking about African American literature and language. Some of the most significant writers and thinkers in the field have contributed to analyses, critiques, and theoretical developments in every genre of literature. The widespread debate over the canon in American literature, the issue of cultural diversity, and the need to have books with critical inquiry into African American culture make this collection suitable for scholars and students in such diverse fields as literature, linguistics, and African American Studies.

This superbly organised presentation consists of four introductory theoretical chapters dealing with the why, what and how of RLS, six chapters devoted to 13 separate cases from various parts of the world and four concluding chapters that both restate the underlying theory as well as apply it more broadly, beyond the mother tongue transmission nexus, to second language for which intergenerational continuity is pursued precisely as second languages.

The history of "language teaching" is shot through with methods and approaches to language learning - most recently with "communicative language teaching" - but this book demonstrates that a more differentiated and richer understanding of learning a foreign language is both necessary and desirable. Languages and cultures are interlinked and interdependent and their teaching and learning should be too. Learning another language is part of a complex process of learning and understanding other people's ways of life, ways of thinking and socio-economic experience

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.

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.

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.

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.