The San (hunter- gatherers) and Khoe (herders) of southern Africa were dispossessed of their land before, during and after the European colonial period, which started in 1652. They were often enslaved and forbidden from practicing their culture and speaking their languages. In South Africa, under apartheid, after 1948, they were reclassified as "Coloured" which further undermined Khoe and San culture, forcing them to reconfigure and realign their identities and loyalties. Southern Africa is no longer under colonial or apartheid rule; the San and Khoe, however, continue in the struggle to maintain the remnants of their languages and cultures, and are marginalised by the dominant peoples of the region. The San in particular, continue to command very extensive research attention from a variety of disciplines, from anthropology and linguistics to genetics. They are, however, usually studied as static historical objects but they are not merely peoples of the past, as is often assumed; they are very much alive in contemporary society with cultural and language needs. This book brings together studies from a range of disciplines to examine what it means to be Indigenous Khoe and San in contemporary southern Africa. It considers the current constraints on Khoe and San identity, language and culture, constantly negotiating an indeterminate social positioning where they are treated as the inconvenient indigenous. Usually studied as original anthropos, but out of their time, this book shifts attention from the past to the present, and how the San have negotiated language, literacy and identity for coping in the period of modernity. It reveals that Afrikaans is indeed an African language, incubated not only by Cape Malay slaves working in the kitchens of the early Dutch settlers, but also by the Khoe and San who interacted with sailors from passing ships plying the West coast of southern Africa from the 14th century. The book re- examines the idea of literacy, its relationship to language, and how these shape identity. The chapters in this book were originally published in the journal Critical Arts: South-North Cultural and Media Studies.

This collection explores student mobility and study abroad programmes across Europe, presenting original research on personal, linguistic, and intercultural development during study abroad experiences. The volume synthesizes work from the 2016-2020 Cost Action 15130 'Study Abroad Research in European Perspective' research network, offering a multidisciplinary account of the intersection of language learning and study abroad in Europe amidst the changing contemporary higher education landscape, as well as new directions for future research. The initial section comprises short survey chapters outlining key themes and literature, connecting traditional study abroad research with new multilingual and transnational realities. This is supported by a main section containing original empirical studies in a wide range of European contexts and a short afterword bringing together policy and pedagogical proposals. Taken together, the collection shines a light on the impact of the internationalisation of higher education on linguistic dimensions of student mobility while including a range of lesser studied settings and languages. New insights are offered on language learning, identity, interculturality, student agency and motivation, and transnational social networks in the study abroad context. This book will be of particular interest to students, researchers and institutions interested in the intersection of language learning and study abroad, including such areas as multilingualism, higher education, and applied linguistics.

This book reconsiders the use of food metaphors and the relationship between law and food in an interdisciplinary perspective to examine how food related topics can be used to describe or identify rules, norms, or prescriptions of all kinds. The links between law and food are as old as the concept of law. Many authors have been using such links in creative ways to express specific features of law. This is because the language of food and cooking offers legal thinkers and teachers mouth-watering metaphors, comparing rules to recipes, and their combination to culinary processes. This collection focuses on this relationship between law and food and takes us far beyond their mere interaction, to explore different ways of using these two apparently so diverse elements to describe different phenomena of the legal reality. The authors use the link between food and law to describe different aspects of the legal landscape in different areas and jurisdictions. Bringing together metaphors and indirect correlations between law and food, the book explores different models of approaching legal issues and considering different legal challenges from a completely new perspective, in line with the multidisciplinary approach that leads comparative legal studies today and, to a certain extent, revisiting and enriching it. With contributions in English and French, the book will be of interest to academics and researchers working in the areas of law and food, law and language, and comparative legal studies.

This intriguing book applies Critical Discourse Analysis to a range of South Asian women's lifestyle magazines, exposing the disconnection between the magazines' representations of South Asian women and the lived realities of the target audience. The author challenges the notion that discourses of freedom and choice employed by women's magazines are emancipatory, demonstrating instead that the version of feminism on offer is a commodified form which accords with the commercial aims of the publications. McLoughlin demonstrates that whilst British magazines present women in the East as the exotic and culturally superior 'Other', women in India are encouraged to emulate Western women to signify their engagement with globalization and modernity. She uses data from focus groups carried out in both countries to illustrate the interpretive frameworks and multivocality of participants' attitudes, experiences and beliefs. This thought-provoking book will appeal to students and researchers of Language and Linguistics, Women's Studies, Anthropology, Sociology, Media, Communications and Cultural Studies.

How we address one another says a great deal about our social relationships and which groups in society we belong to. This edited volume examines address choices in a range of everyday interactions taking place in Dutch, Finnish, Flemish, French, German, Italian and the two national varieties of Swedish, Finland Swedish and Sweden Swedish. The chapter 'Introduction: Address as Social Action Across Cultures and Contexts' is oepn access under a CC BY 4.0 license via link.springer.com.

This book offers a distinct exploration of Chinese English - which has the largest rising population of speakers in the World Englishes (WE) family. Xu focuses on the fundamental issues of "names" and "norms" that are closely related to Chinese English and the "narratives" of the speakers of Chinese English. In addition to current approaches to WE research, this book proposes a novel theoretical and analytical framework based on classical Chinese and Western philosophies. The volume has an empirical basis, drawing upon interview and questionnaire survey data from proficient speakers of Chinese English. It is also based on an extensive review of the relevant literature on both WE and Chinese English, and it draws upon the author's research experience of over two decades on the subject. This is the third research book on Chinese English that the author has contributed to WE literature and it will be a valuable read for students and scholars alike.

Mutual Influence in Situations of Spanish Language Contact in the Americas focuses on the structural results of contact between Spanish and Maya, Quechua, Guarani, Portuguese, and English in the Americas. This edited volume explores the various ways in which these languages affect the linguistic structure of Spanish in situations of language contact, and also how Spanish impacts their linguistic structure. Across ten chapters, this book offers a broad survey of bidirectional influence in Spanish contact situations both geographically (in the US Southwest, the Yucatan Peninsula, the Andean regions of Ecuador and Peru, and the Southern Cone) and structurally (in the areas of phonetics, phonology, morphosyntax, semantics, and pragmatics). By examining the potential structural effects that two languages have on one another, it provides a novel and more holistic perspective on mutual linguistic influence than that of previous work on language contact. The volume serves as a reference on mutual influence in bilingual language varieties and will be of interest to researchers, scholars, and graduate students in Hispanic linguistics, and more broadly in language contact.

On Becoming Bilingual: Children's Experiences across Homes, Schools, and Communities provides a theoretical and methodological introduction to research on children's participation in and across a multiplicity of activities where they display complex linguistic and sociocultural knowledge. From a perspective that engages intersections of language, race, and class, the book reviews foundational and recent studies highlighting innovations, trends, and future directions for research. The book offers a helpful set of resources, including guiding questions at the start of each chapter, links to online and bibliographic sources, discussion questions and activities, and a glossary of key terms. This book is intended for scholars and students in language-oriented fields of study who are interested in learning about how bilingual children engage with, negotiate, and transform their social worlds.

This book is an exploration of the role of language at Warruwi Community, a remote Indigenous settlement in northern Australia. It explores how language use and people's ideas about language are embedded in contemporary Indigenous life there. Using an ethnographic approach, the book examines what language at Warruwi means in the context of the history of the community, ongoing social and political changes and the continuing importance of ancestral traditions. Children growing up at Warruwi still learn to speak many small Indigenous languages. This is remarkable not just in the Australian context, where many Indigenous languages are no longer spoken, but around the world as this kind of multilingualism in small languages persists only in a few remaining pockets. The way that people use many languages in their daily life at Warruwi reveals how high levels of linguistic diversity can be maintained in a small community. This detailed study of the creation of linguistic diversity is relevant to sociolinguistics, linguistic typology, historical linguistics and evolutionary linguistics. More generally, this book is for linguists, anthropologists and anyone with an interest in contemporary Australian Indigenous lives.

This collection brings together a range of perspectives on intercultural communication in multimodal interaction, bridging cognitive, social and functional approaches toward promoting cross-disciplinary dialogues and taking research at the intersections of these fields into new directions. The volume brings together conversationalist, socially-oriented, cognitive, and sensory approaches in considering culture as a dynamic construct, co-constituted and (re)negotiated between participants in interaction, and filtering it through a multimodal lens, drawing on a range of examples, such as educational settings or online video platforms. Each chapter offers a unique perspective on 'culture' and 'intercultural' while also situating their own definitions of these labels against those of the other chapters. Taken together, the chapters form a fluid conversation on the nature of intercultural encounters in today's globalized world, as digital environments intertwine with the physical mobility of people, encouraging researchers across these fields to adopt a more holistic multimodal perspective to approach intercultural interaction. This book will be of interest to students and scholars in intercultural communication, multimodality, sociolinguistics, cognitive and interactional linguistics, and semiotics.

This volume brings together research on panel studies with the aim of providing a coherent empirical and theoretical knowledge-base for examining the impact of maturation and lifespan-specific effects on linguistic malleability in the post-adolescent speaker. Building on the work of Wagner and Buchstaller (2018), the present collection offers a critical examination of the theoretical implications of panel research across a range of geographic regions and time periods. The volume seeks to offer a way forward in the debates circling about the phenomenon of later-life language change, drawing on contributions from a variety of linguistic disciplines to examine critical topics such as the effect of linguistic architecture, the roles of mobility and identity construction, and the impact of frequency effects. Taken together, this edited collection both informs and pushes forward key questions on the nature of lifespan change, making this key reading for students and researchers in cognitive linguistics, historical linguistics, dialectology, and variationist sociolinguistics.

On Becoming Bilingual: Children's Experiences across Homes, Schools, and Communities provides a theoretical and methodological introduction to research on children's participation in and across a multiplicity of activities where they display complex linguistic and sociocultural knowledge. From a perspective that engages intersections of language, race, and class, the book reviews foundational and recent studies highlighting innovations, trends, and future directions for research. The book offers a helpful set of resources, including guiding questions at the start of each chapter, links to online and bibliographic sources, discussion questions and activities, and a glossary of key terms. This book is intended for scholars and students in language-oriented fields of study who are interested in learning about how bilingual children engage with, negotiate, and transform their social worlds.

This book examines the wide range of multilingual devotional performances engaged in by young Muslims in the UK today. It evaluates the contemporary mosque school in the UK and contrasts this with practices from the past and with prevailing discourses (both political and other) which suggest that such institutions are problematic. It also challenges the highly-politicised and mediatised discourse which suggests that linguistic diversity presents a threat to the privileging of monolingualism in the UK. Finally, it argues for the usefulness of the term 'ultralingual' when analysing the multilingual devotional language performances of these young people.

This is the first comprehensive study of Yiddish in the former Soviet Union. A chronicle of orthographic and other reformsfrom the state of the language in pre-Revolutionary Russia, through active language-planning in the 1920s and 1930s, repression, and subsequent developments up to the 1980sis recreated from contemporary publications and archival materials. Later chapters draw on the author's own experience as a Yiddish writer and lexicographer in Moscow. At a time when the Bolshevik party's Jewish sections held an influential position, Yiddish attained a functional diversity without precedent in its history; but underlying contradictions between ideas expressed in the slogans `Proletarians of all countries, unite!' and `The right of nations to self-determination' led to extremes in language-planning. A golden mean was achieved after the 1934 Yiddish language conference in Kiev. Using contemporary literary works as a source of linguistic and sociolinguistic information, Gennady Estraikh charts the development of the resultant variety of the language, `Soviet Yiddish'; the effects of severe repression in the late 1930s and 1940s; and the subsequent decline in usage. Comparisons are drawn between Soviet Yiddish language-planning and concurrent reforms in Russian, Ukrainian, Belorussian, and German; and the features and types of Soviet Yiddish word-formation are analysed, notably univerbation, or compressing a phrase into one word.

Vestiges of monolingual bias are present in the portrayal of study abroad as an idealized monolingual immersion experience and the steps many programs take to encourage or enforce target language monolingualism. In reality, study abroad is often inherently multilingual. This book addresses the need for a recognition of the multilingual realities of study abroad across a variety of traditional and non-traditional national contexts and target languages. The chapters examine multilingual socialization and translanguaging with peers, local hosts and instructors; how the target language is necessarily entwined in global, local and historical contexts; and how students negotiate the use of local and global varieties of English. Together the chapters present a powerful argument for scholars and study abroad practitioners to consider and critically incorporate multilingual realities into their research and planning.

Vestiges of monolingual bias are present in the portrayal of study abroad as an idealized monolingual immersion experience and the steps many programs take to encourage or enforce target language monolingualism. In reality, study abroad is often inherently multilingual. This book addresses the need for a recognition of the multilingual realities of study abroad across a variety of traditional and non-traditional national contexts and target languages. The chapters examine multilingual socialization and translanguaging with peers, local hosts and instructors; how the target language is necessarily entwined in global, local and historical contexts; and how students negotiate the use of local and global varieties of English. Together the chapters present a powerful argument for scholars and study abroad practitioners to consider and critically incorporate multilingual realities into their research and planning.

Language, Literacy and Diversity brings together researchers who are leading the innovative and important re-theorization of language and literacy in relation to social mobility, multilingualism and globalization. The volume examines local and global flows of people, language and literacy in relation to social practice; the role (and nature) of boundary maintenance or disruption in global, transnational and translocal contexts; and the lived experiences of individuals on the front lines of global, transnational and translocal processes. The contributors pay attention to the dynamics of multilingualism in located settings and the social and personal management of multilingualism in socially stratified and ethnically plural social settings. Together, they offer ground-breaking research on language practices and documentary practices as regards to access, selection, social mobility and gate-keeping processes in a range of settings across several continents: Africa, Asia, the Americas and Europe.

This book is intended to introduce novice student researchers to second language acquisition in the study abroad learning environment. It reviews the existing literature and provides the emerging researcher an overview of the important factors to consider, informs them where to begin, and how to move forth an agenda for future research in this field. The book recognizes that aside from the academic advantages, study abroad programmes are an excellent tool for fostering extended and relevant interaction with native speakers. It provides reflection questions and activities, and guides the novice researcher in critically analysing existing research and to eventually carry out their own study. The book will be of use to beginning researchers who are new to linguistics in the areas of study abroad and second language acquisition.

This innovative volume is one of the first to represent the usage of bilingual writers in both their languages, offering insight into language corpora as extremely valuable tools in contemporary applied linguistics research, and in turn, into how much of the world's population operate daily. This book discusses one of the first examples of a bilingual writer corpus, the Zayed Arabic-English Bilingual Undergraduate Corpus (ZAEBUC), which includes writing by hundreds of students in two languages, with additional information about the writers and the texts. The result is a rich resource for research in multilingual use and learning of language. The book takes the reader through the design and use of such a corpus and illustrates the potential of this type of corpus with detailed studies that show how assessment, vocabulary, and discourse work across two very different languages. This volume will be of interest to scholars, policymakers, and educators in bilingualism, plurilingualism, language education, corpus design, and natural language processing.

In Always On, Naomi S. Baron reveals that online and mobile technologies--including instant messaging, cell phones, multitasking, Facebook, blogs, and wikis--are profoundly influencing how we read and write, speak and listen, but not in the ways we might suppose.
Baron draws on a decade of research to provide an eye-opening look at language in an online and mobile world. She reveals for instance that email, IM, and text messaging have had surprisingly little impact on student writing. Electronic media has magnified the laid-back "whatever" attitude toward formal writing that young people everywhere have embraced, but it is not a cause of it. A more troubling trend, according to Baron, is the myriad ways in which we block incoming IMs, camouflage ourselves on Facebook, and use ring tones or caller ID to screen incoming calls on our mobile phones. Our ability to decide who to talk to, she argues, is likely to be among the most lasting influences that information technology has upon the ways we communicate with one another. Moreover, as more and more people are "always on" one technology or another--whether communicating, working, or just surfing the web or playing games--we have to ask what kind of people do we become, as individuals and as family members or friends, if the relationships we form must increasingly compete for our attention with digital media?
Our 300-year-old written culture is on the verge of redefinition, Baron notes. It's up to us to determine how and when we use language technologies, and to weigh the personal and social benefits--and costs--of being "always on." This engaging and lucidly-crafted book gives us the tools for taking on these challenges.

Drawing on a unique interdisciplinary perspective, integrating work from translation studies and linguistics with political science and economics, and applying it to English and French versions of the same documents, this book calls attention to stark ideological differences across versions. This book sheds light on our increasingly globalized world by demonstrating the ways in which globalized discourse undergoes processes of depoliticization and marketization, in turn producing a trickle-down effect on individuals' personal identities.

This book maps out the pedagogical implications of the global spread and diversification of pluricentric languages for language education and showcases new approaches that can take account of linguistic diversity. Moving the discussion of contemporary norms, aims, and approaches to pluricentric languages in language education beyond English, this book provides a multilingual, comparative perspective through case study examples of Spanish, French, German, Portuguese, Dutch, and Vietnamese. The chapters document, compare, and evaluate existing practices in the teaching of pluricentric languages, and highlights different pedagogical approaches that embrace their variability and diversity. Presenting approaches to overcome barriers to innovation in language education, the book will be of great interest to academics, researchers, doctoral students in the field of language education, as well as socio- and applied linguists. Practitioners interested in linguistic diversity more broadly will also find this book engaging. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-4.0 license.

E explores, using textual (words) and visual (image) data from the corporate newsletters of two prominent Asian universities, how particular discourses and their associated discursive representations of neoliberal logic and subjectivity occur in higher education. In particular, she looks at the expression of both institutional priorities and state imperatives that lend themselves to a complementarity built upon two contradictory perspectives: individualism and communitarianism. She argues that the ever-increasing demand for, and utility of higher education in neoliberal society means that it no longer functions merely to provide knowledge and skills, but has implications for society, the individual and the state with regard to their ways of thinking, doing and being. Contributing to a growing corpus of literature on how higher education around the world is being shaped by neoliberal policies, E's research is based on work done in the city-state of Singapore, a less-well represented context in current literature. While both higher education institutions possess significantly different institutional identities and backgrounds, the alignment of their varied representations of neoliberal logic and subjectivity with state-sanctioned imperatives that indirectly impose demands and constraints shows how neoliberalism as ideology adapts to the socio-political, socio-cultural and socio-economic dimensions that make up the Singapore context. The discursive representations of context-dependent neoliberal logics and subjectivity are discussed in terms of their ideological implications, focusing primarily on the complementarity between seemingly contradictory ideological positions. E's work uses an innovative framework that integrates aspects of Discourse Theory with Critical Discourse Analysis and demonstrates the use of this framework through empirical linguistic and image analysis. Appealing to academics and graduate students in linguistics, especially those with an interest in critical multimodal discourse analysis, audiences from the domains of higher education research, critical geography, sociology and political science will also find this a useful book.

Communicative competence is an essential language skill, the ability to adjust language use according to specific contexts and to employ knowledge and strategies for successful communication. This unique text offers a multidisciplinary, critical, state-of-the-art research overview for this skill in second language learners. Expert contributors from around the world lay out the history of the field, then explore a variety of theoretical perspectives, methodologies, and empirical findings, and authoritatively set the agenda for future work. With a variety of helpful features like discussion questions, recommended further reading, and suggestions for practice, this book will be an invaluable resource to students and researchers of applied linguistics, education, psychology, and beyond.

"Functional Dimensions of Ape-Human Discourse" asks the question 'what do interactions between apes and humans mediated by language tell us?'. In order to answer this question the authors explore language-in-context, drawing on a multi-leveled, multi-functional linguistics. The levels are context of culture, context of situation, semantics, lexicogrammar, and phonology; and the functions are ideational, interpersonal, and textual. Chapter 1 discusses a negotiation between the bonobo Kanzi and Sue Savage-Rumbaugh in terms of discourse-semantics, lexicogrammar, and the ideational and interpersonal metafunctions of language. Chapter 2 reinterprets Sue Savage-Rumbaugh et. al. "Language Comprehension in Ape and Child" (1993) in terms of the ideational metafunction, and provides corroborative evidence for Kanzi's symbolic processing abilities, opening a window into the consciousness of at least one non-human primate. Chapter 3 compares three snapshots from comprehensive studies based on large amounts of data (monkey calls, language development in a human child, and a dialogue between Kanzi's sibling Panbanisha and Sue Savage-Rumbaugh) from an evolutionary perspective, showing different ways in which the level of grammar comes to be wedged in between semantics and expression. Chapter 4 articulates a methodology incorporating public domain software for the comprehensive analysis of ape-human interaction. Although bonobo-human interaction is used as an example, the methodology could be utilized for studies of chimpanzees, gorillas, and orangutans.