Discourse and ideology are quintessential, albeit contested concepts in many functionally oriented branches of linguistics, such as linguistic anthropology, critical discourse studies, sociolinguistics, and sociology of language. With many ways of understanding and utilizing the concepts, the line between discourse and ideology can become blurry. This volume explores divergent ways in which the concept of ideology may be applied in different branches of sociolinguistics and the sociology of language, critical discourse studies, and applied linguistics. The goal is to provide an overview of the ways in which these two concepts can be used separately or together, emphasizing one or the other depending on the ways in which the concepts and their relationship are defined. The volume is targeted at scholars working in various fields of linguistics in which discourse and ideology are used as theoretical and analytical tools. While the target audience includes both senior and junior scholars, a particular goal is to reach junior scholars, who often struggle with the distinction between discourse and ideology and their theoretical and methodological potential. The volume is suitable for classroom use at the graduate level.

This book brings together a range of hip hop scholars, artists and activists working on Hip Hop in the Global North and South with the goal of advancing Hiphopographic research as a critical methodology with critical fieldwork methods that can provide a critical perspective of our world. The authors’ focus in this volume is to present an anthology of essays that expand the remit of Hiphopography as an approach to the study of Hip Hop that is not only sensitive to the social, economic, political and cultural lives of Hip Hop Culture participants as interpreters and theorists, but one that continues to humanize the “whole person� behind the decks, on the mic, rocking on the linoleum floor, painting in front of a wall, and seeking that Knowledge of Self. This book will be relevant to Hip Hop scholars in fields such as cultural studies and history, sociolinguistics, linguistic anthropology and ethnography, and race studies, while Hip Hop heads themselves will find parts of this book that represent their culture in ethical and informative ways.

This book puts forward a new model of acculturation combining psychological, sociolinguistic and identity theories to study Turkish immigrants across the globe. The authors argue that such a multidisciplinary perspective is very important in understanding acculturation processes in migrants, particularly for pivotal aspects such as language and identity. Studying one group or several groups within a country is the most common methodological approach in acculturation studies. The authors argue on the basis of their extensive ethnographic work that focusing on one immigrant ethnic group across countries instead provides deeper insights into interactive acculturation orientations of both the receiving societies and immigrant groups. They therefore synthesize findings from their work on Turkish immigrants in Australia and several countries in Europe. Moreover, they include extensive accounts of acculturation across several generations of Turkish migrants, thereby giving readers insights into the long-term acculturation process. The book critically discusses language maintenance and shift, child-rearing practices and socialization beliefs, and educational achievement in Turkish immigrants, and uses a mixed-methods approach. It is meant for researchers and policy makers interested in acculturation and the role of the acculturation context. In a nutshell, the book stresses the dynamic and ever-evolving nature of linguistic habits and cultural integration tendencies and convinces the reader about the complexity of the background factors that play a role in shaping the behaviour of immigrant minorities. Anyone who reads the book will be equipped with the skills to critically assess research on immigrant language maintenance.

The use of vague language (for example expressions such as 'bags of time', 'doing stuff', 'sort of thing', 'and all that') is an aspect of communicative competence of considerable social importance. Vague Language Explored examines the function of vague language in context. It spans genre analysis, critical discourse analysis, psycholinguistics and cross-cultural sociolinguistics, in a variety of world cultures. It suggests also applications in TEFL, asking questions such as 'What should learners be taught to understand and use, and why?' and suggesting directions for future research.

This book offers an introduction to the many facets of multilingualism in a changing world. It begins with an overview of the multiplicity of human languages and their geographic distribution, before moving on to the key question of what multilingualism actually is and what is understood by terms such as 'mother tongue', 'native speaker', and 'speech community'. In the chapters that follow, Florian Coulmas systematically explores multilingualism with respect to the individual, institutions, cities, nations, and cyberspace. In each of these domains, the dynamics of language choice are undergoing changes as a result of economic, political, and cultural forces. Against this background, two chapters discuss the effects of linguistic diversity on the integration and separation of language and society, before a final chapter describes and assesses research methods for investigating multilingualism. Each chapter concludes with problems and questions for discussion, which place the topic in a real-world context. The book explores where, when, and why multilingualism came to be regarded as a problem, and why it presents a serious challenge for linguistic theory today. It provides the basic tools to analyse different kinds of multilingualism at both the individual and society level, and will be of interest to students of linguistics, sociology, education, and communication studies.

This volume consists of revised versions of presentations given at a roundtable on "New Directions for Historical Linguistics: Impact and Synthesis, 50 Years Later" held at the 23rd International Conference on Historical Linguistics in San Antonio, Texas, in 2017, as well as an introduction by the editors. The roundtable discussed the evolution of historical linguistics since the 1966 symposium on "Directions for Historical Linguistics," held in Austin, Texas. Six prominent scholars of historical linguistics and sociolinguistics contributed: William Labov (the only surviving author from the 1968 volume), Gillian Sankoff, Elizabeth Traugott, Brian Joseph, Sarah Thomason, and Paul Hopper (a graduate student assistant at the original symposium).

This pioneering collection of essays unpacks the complex discursive and embodied relationships between humans and animals, contributing to a more informed understanding of both human-animal relations and the role of language in social processes. Focusing on the example of shark-human interactions, the book draws on forms of analysis from multimodality and critical discourse studies to examine the representations of this relationship across visual arts, popular media, and the natural sciences, each viewed through a critical feminist lens. The combined effect highlights the significance of the emergent turn to post-humanism in applied linguistics and its role in fostering more engaged discussions around broader contemporary social issues, including environmental degradation and climate change on the one hand, and resurgent feminism and challenges to normative heterosexuality on the other. Paving the way for new forms of writing and language for a post-anthropocentric age, this volume is essential reading for students and scholars in applied linguistics, gender studies, sociolinguistics, human-animal studies, and environmental humanities.

The goal of fostering positive intercultural relations has taken on increased importance in a wide range of societal, educational, and business contexts. This has created growing demand for educational provision that raises awareness of the role of language, culture, and psychological dynamics in processes of communication and rapport management. This volume, inspired by Helen Spencer-Oatey's multidisciplinary approach to intercultural research, provides insights into the dynamic and negotiated nature of intercultural relations, informed by current theory and research in linguistics, psychology, and intercultural education. Written by an international group of prominent intercultural researchers, chapters demonstrate that intercultural interaction is highly dependent on the contextual expectations that individuals bring to communication, the social identities that are perceived to be relevant, and how individuals position themselves and others as cultural beings. They show how cultural norms and social identities are negotiated in the micro context of interpersonal interaction and in the macro sociocultural context. The volume provides intercultural researchers and educators with multidisciplinary insights into how intercultural relationships are established, maintained, and threatened.

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.

This book urges readers to develop a radical capacity to unthink and rethink interculturality, through multiple, pluri-perspectival and honest dialogues between the authors, and their students. This book does not give interculturality a normative scaffolding but envisages it differently by identifying some of its polyphonic textures. China's rich engagement with interculturality serves to support the importance of being curious about other ways of thinking about the notion beyond the 'West' only. As such, the issues of culture, identity, language, translation, intercultural competence and silent transformations (amongst others) are re-evaluated in a different light. This is a highly informative and carefully presented book, providing scientific insights for readers with an interest in interculturality.

The Old Prussian language has always puzzled linguists. While other Baltic languages, such as Lithuanian and Latvian, have remained in use to the present day, Old Prussian was extinguished at the beginning of eighteenth century, and the extant Old Prussian linguistic corpus is quite limited in scope. Drawing on two bilingual vocabularies and three Lutheran Catechisms (as well as onomastic evidence and several other minor texts), this work critically explores the linguistic and historiographical contours of Old Prussian.

This volume presents the long-anticipated results of several decades of inquiry into the social origins and social motivation of linguistic change.* Written by one of the founders of modern sociolinguistics* Features the first complete report on the Philadelphia project designed to establish the social location of the leaders of linguistic change* Includes chapters on social class, neighborhood, ethnicity, gender, and social networks that delineate the leaders of linguistic change as women of the upper working class with a high density of interaction within their neighborhoods and a high proportion of weak ties outside of it

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.

Adopting a post-structuralist approach in analyzing the Euromosaic data about European minority language groups, Glyn Williams argues that different states construct minority language groups and speakers in different ways. This leads to an argument about the nature of democracy and how the current changes in governmental discourses accommodate linguistic and cultural diversity.

"Identity Trouble" brings together contributions from a wide variety of discourse fields to discuss the rising pressures on traditional understandings of identity. The focus is on failures and uncertainties in people's construction of their identities when faced with social, cultural, organizational or other changes and fluidities. The contributions raise a number of critical questions about the concept of identity and how it may be refigured, and draw on a wide range of empirical studies of identity problems in personal and social life.

This book presents a new extended framework for the study of early multicompetence. It proposes a concept of multilingual competences as a valuable educational target, and a view of the multilingual learner as a competent language user. The thematic focus is on multilingual skill development in primary schoolers in the trilingual province of South Tyrol, northern Italy. A wide range of topics pertaining to multicompetence building and the special affordances of multilingual pedagogy are explored. Key concepts like language proficiency, native-speakerism, or monolingual classroom bias are subjected to critical analysis.

Based on policy analysis and empirical data, this book examines the problematic consequences of colonial legacies of language policies and English language education in the multilingual contexts of the Global South. Using a postcolonial lens, the volume explores the raciolinguistics of language hierarchies that results in students from low-income backgrounds losing their mother tongues without acquiring academic fluency in English. Using findings from five major research projects, the book analyzes the specific context of India, where ambiguous language policies have led to uneasy tensions between the colonial language of English, national and state languages, and students' linguistic diversity is mistaken for cognitive deficits when English is the medium of instruction in schools. The authors situate their own professional and personal experiences in their efforts at dismantling postcolonial structures through reflective practice as teacher educators, and present solutions of decolonial resistance to linguistic hierarchies that include critical pedagogical alternatives to bilingual education and opportunities for increased teacher agency. Ultimately, this timely volume will appeal to researchers, scholars, academics, and students in the fields of international and comparative education, English and literacy studies, and language arts more broadly. Those interested in English language learning in low-income countries specifically will also find this book to be of benefit to their research.

Drawing on autoethnographic research on literacy autobiographies from a Chinese EFL writing context, this book provides unique insights into literacy, voice, translingualism, and critical pedagogy from a Global South perspective. The book presents literacy autobiographies as a cultural tool for analyzing and refashioning learners' and teachers' sense of self in ever-expanding dialogical spaces. In addition to highlighting teachers' own stories around autoethnographies and translanguaging, it showcases literacy autobiographies from Chinese students themselves. The book theorizes the Global South as an ontological positioning that challenges colonial mindsets and practices concerning literacy, language learning, and narratives. It argues that literacy autobiographies from a Global South perspective can be reimagined as critical pedagogy for EFL writing teaching and learning, as well as teacher development. Validating and expanding student voices by presenting these literacy autobiographies, this book will be of great interest to researchers and students in the fields of TESOL, applied linguistics, English language teaching, second language writing, and literacy studies.

This edited collection explores plurilingual education in the unique English medium instruction (EMI) context of the Arabian Peninsula. The book argues that integrating a plurilingual pedagogy alongside current EMI in the region could enhance students' learning and contribute to a language policy that embraces linguistic diversity while fostering regional identity. It brings together the work of experts in Arabic and English language policy and planning, presenting empirical research relating to plurilingual pedagogical practices within the region. The book offers a range of recommendations for educators on how to integrate plurilingual pedagogies in classroom teaching. This becomes more important since many educators in the region are non-Arabic speakers and are teaching students with diverse linguistic backgrounds through English. With a holistic and interdisciplinary approach to the linguistic landscape in the Arabian region, this book will be of great interest to researchers, scholars, and students in the fields of applied linguistics, language education, teacher education, and EMI.

A collection of studies offering an up-to-date analysis of official policies to promote Catalan in a democratic framework in each of the main Spanish regions where it is spoken: Catalonia, Valencia and the Balearic Islands.

Introducing Linguistics brings together the work of scholars working at the cutting-edge of the field of linguistics, creating an accessible and wide-ranging introductory level textbook for newcomers to this area of study. The textbook: * Provides broad coverage of the field, comprising five key areas: language structures, mind and society, applications, methods, and issues; * Presents the latest research in an accessible way; * Incorporates examples from a wide variety of languages - from isiZulu to Washo - throughout; * Treats sign language in numerous chapters as yet another language, rather than a 'special case' confined to its own chapter; * Includes recommended readings and resource materials, and is supplemented by a companion website. This textbook goes beyond description and theory, giving weight to application and methodology. It is authored by a team of leading scholars from the world-renowned Lancaster University department, who have drawn on both their research and extensive classroom experience. Aimed at undergraduate students of linguistics, Introducing Linguistics is the ideal textbook to introduce students to the field of linguistics.

Small Dictionaries and Curiosity tells a story which has not been told before, that of the first European wordlists of minority and unofficial languages and dialects, from the end of the Middle Ages to the early nineteenth century. These wordlists were collected by people who were curious about the unrecorded or little-known languages they heard around them. Between them, they document more than 40 language varieties, from a Basque-Icelandic pidgin of the North Atlantic to the Kalmyk language of the lower Volga. The book gives an account of about 90 of these dictionaries and wordlists, some of them single-page jottings and some of them full-sized printed books, paying attention to their content and their physical form alike. It explores the kinds of curiosity and imagination by which their makers were moved: the lover of all languages hearing new voices in an inn; the speaker of a dying language recording his linguistic memories; the patriot deploying his lexicographical findings in the service of an emerging nation. It offers an encounter with the diverse voices of the entirety of post-medieval Europe, turning away from the people of the courts and universities whose language was documented in big dictionaries to listen to people who did not speak the languages of power: the people of remote places and dying communities; the illiterate poor, settled or homeless; migrants from the edges of Europe and beyond.

Drawing on--but also extending--the theories and methods of applied linguistics, this book demonstrates how scholars of language might work together and with non-language specialists to address pressing concerns and issues of our time. Chapters explore efforts to recognize the legitimacy of stigmatized language varieties in public and institutional domains, museum-based science education for linguistically diverse children, how corpus analysis might illuminate the tension between the language choices and commitments of certain leaders, the embodied and artistic forms of meaning-making that challenge norms of Whiteness, and the transformative power of translanguaging in community-based theater. In addition, the volume demonstrates ways to enhance equity in healthcare delivery for immigrant families, examines the experiences of cultural health navigators working with refugee-background families, and highlights the value of raising public awareness of language issues related to social justice. These accounts show that applied linguists stand ready to interface with other scholars, other institutions, and the public to make socially-engaged and impactful contributions to the study of language, society, education, and access. Collectively, the authors respond to an important gap in the field and take a significant step towards a more socially-just, accessible, and inclusive approach to applied linguistics.

This edited volume brings together ten compelling ethnographic case studies from a range of global settings to explore how people build metalinguistic communities defined not by use of a language, but primarily by language ideologies and symbolic practices about the language. The authors examine themes of agency, belonging, negotiating hegemony, and combating cultural erasure and genocide in cultivating meaningful metalinguistic communities. Case studies include Spanish and Hebrew in the USA, Kurdish in Japan, Pataxo Hahahae in Brazil, and Gallo in France. The afterword, by Wesley L. Leonard, provides theoretical and on-the-ground context as well as a forward-looking focus on metalinguistic futurities. This book will be of interest to interdisciplinary students and scholars in applied linguistics, linguistic anthropology and migration studies.