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The volume highlights the role of language ideologies in the
process of negotiation of identities and shows that in different
historical and social contexts different identities may be
negotiable or non-negotiable. The chapters address various ways in
which individuals may be positioned or position themselves in a
variety of contexts. In asking questions about social justice,
about who has access to symbolic and material resources, about who
is 'in' and who is 'out', the authors take account not only of
localised linguistic behaviours, attitudes and beliefs; they also
locate them in wider social contexts which include class, race,
ethnicity, generation, gender and sexuality. The volume makes a
significant contribution to the development of theory in
understanding identity negotiation and social justice in
multilingual contexts.
Until recently, the history of debates about language and thought
has been a history of thinking of language in the singular. The
purpose of this volume is to reverse this trend and to begin
unlocking the mysteries surrounding thinking and speaking in bi-
and multilingual speakers. If languages influence the way we think,
what happens to those who speak more than one language? And if they
do not, how can we explain the difficulties second language
learners experience in mapping new words and structures onto
real-world referents? The contributors to this volume put forth a
novel approach to second language learning, presenting it as a
process that involves conceptual development and restructuring, and
not simply the mapping of new forms onto pre-existing meanings.
How are words organized in the bilingual mind? How are they linked
to concepts? How do bi- and multilinguals process words in their
multiple languages? The first aim of this volume is to offer
up-to-date answers to these questions. Its second aim is to provide
readers with detailed step-by-step introductions to a variety of
methodological approaches used to investigate the bilingual
lexicon, from traditional neurocognitive and psycholinguistic
approaches to the more recent ones that examine language use in
context.
How are words organized in the bilingual mind? How are they linked
to concepts? How do bi- and multilinguals process words in their
multiple languages? The first aim of this volume is to offer
up-to-date answers to these questions. Its second aim is to provide
readers with detailed step-by-step introductions to a variety of
methodological approaches used to investigate the bilingual
lexicon, from traditional neurocognitive and psycholinguistic
approaches to the more recent ones that examine language use in
context.
Do bi- and multilinguals perceive themselves differently in their
respective languages? Do they experience different emotions? How do
they express emotions and do they have a favourite language for
emotional expression? How are emotion words and concepts
represented in the bi- and multilingual lexicons? This
ground-breaking book opens up a new field of study, bilingualism
and emotions, and provides intriguing answers to these and many
related questions.
A cogent, freshly written synthesis of new and classic work
concerning crosslinguistic influence, or "transfer," this book will
become the authoritative account of transfer in second-language
learning and its consequences for language and thought. Transfer in
both production and comprehension is treated extensively, and new
ideas such as the distinction between semantic and conceptual
transfer, lateral transfer, and reverse transfer are given the
attention they deserve. The book will be of considerable interest
to students and scholars in the fields of second language
acquisition, bilingualism, and applied linguistics.
A cogent, freshly written synthesis of new and classic work on
crosslinguistic influence, or language transfer, this book is an
authoritative account of transfer in second-language learning and
its consequences for language and thought. It covers transfer in
both production and comprehension, and discusses the distinction
between semantic and conceptual transfer, lateral transfer, and
reverse transfer. The book is ideal as a text for upper-level
undergraduate and graduate courses in bilingualism, second language
acquisition, psycholinguistics, and cognitive psychology, and will
also be of interest to researchers in these areas.
This volume presents a comprehensive introduction to the study of
second language learning, multilingualism and gender. An impressive
array of papers situated within a feminist poststructuralist
framework demonstrates how this framework allows for a deeper
understanding of second language learning, a number of language
contact phenomena, intercultural communication, and critical
language pedagogy. The volume has wide appeal to students and
scholars in the fields of language and gender, sociolinguistics,
SLA, anthropology, and language education.
We often hear that our world 'is more multilingual than ever
before', but is it true? This book shatters that cliche. It is the
first volume to shine light on the millennia-long history of
multilingualism as a social, institutional and demographic
phenomenon. Its fifteen chapters, written in clear, accessible
language by prominent historians, classicists, and sociolinguists,
span the period from the third century BC to the present day, and
range from ancient Rome and Egypt to medieval London and Jerusalem,
from Russian, Ottoman and Austro-Hungarian empires to modern
Norway, Ukraine, and Spain. Going against the grain of traditional
language histories, these thought-provoking case studies challenge
stereotypical beliefs, foreground historic normativity of
institutional multilingualism and language mixing, examine the
transformation of polyglot societies into monolingual ones, and
bring out the cognitive and affective dissonance in present-day
orientations to multilingualism, where 'celebrations of linguistic
diversity' coexist uneasily with creation of 'language police'.
If languages influence the way we think, do bilinguals think
differently in their respective languages? And if languages do not
affect thought, why do bilinguals often perceive such influence?
For many years these questions remained unanswered because the
research on language and thought had focused solely on the
monolingual mind. Bilinguals were either excluded from this
research as 'unusual' or 'messy' subjects, or treated as
representative speakers of their first languages. Only recently did
bi- and multilinguals become research participants in their own
right. Pavlenko considers the socio-political circumstances that
led to the monolingual status quo and shows how the invisibility of
bilingual participants compromised the validity and reliability of
findings in the study of language and cognition. She then shifts
attention to the bilingual turn in the field and examines its
contributions to the understanding of the human mind.
If languages influence the way we think, do bilinguals think
differently in their respective languages? And if languages do not
affect thought, why do bilinguals often perceive such influence?
For many years these questions remained unanswered because the
research on language and thought had focused solely on the
monolingual mind. Bilinguals were either excluded from this
research as 'unusual' or 'messy' subjects, or treated as
representative speakers of their first languages. Only recently did
bi- and multilinguals become research participants in their own
right. Pavlenko considers the socio-political circumstances that
led to the monolingual status quo and shows how the invisibility of
bilingual participants compromised the validity and reliability of
findings in the study of language and cognition. She then shifts
attention to the bilingual turn in the field and examines its
contributions to the understanding of the human mind.
How do bilinguals experience emotions? Do they perceive and express
emotions similarly or differently in their respective languages?
Does the first language remain forever the language of the heart?
What role do emotions play in second language learning and in
language attrition? Why do some writers prefer to write in their
second language? In this provocative book, Pavlenko challenges the
monolingual bias of modern linguistics and psychology and uses the
lens of bi- and multilingualism to offer a fresh perspective on the
relationship between language and emotions. Bringing together
insights from the fields of linguistics, neurolinguistics,
psychology, anthropology, psychoanalysis and literary theory,
Pavlenko offers a comprehensive introduction to this
cross-disciplinary movement. This is a highly readable and
thought-provoking book that draws on empirical data and first hand
accounts and offers invaluable advice for novice researchers. It
will appeal to scholars and researchers across many disciplines.
How do bilinguals experience emotions? Do they perceive and express
emotions similarly or differently in their respective languages?
Does the first language remain forever the language of the heart?
What role do emotions play in second language learning and in
language attrition? Why do some writers prefer to write in their
second language? In this provocative book, Pavlenko challenges the
monolingual bias of modern linguistics and psychology and uses the
lens of bi- and multilingualism to offer a fresh perspective on the
relationship between language and emotions. Bringing together
insights from the fields of linguistics, neurolinguistics,
psychology, anthropology, psychoanalysis and literary theory,
Pavlenko offers a comprehensive introduction to this
cross-disciplinary movement. This is a highly readable and
thought-provoking book that draws on empirical data and first hand
accounts and offers invaluable advice for novice researchers. It
will appeal to scholars and researchers across many disciplines.
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