This volume explores "performative linguistic space", namely a space which ushers or hinders linguistic practices. Space is made productive as a result of individuals who bring linguistic politics from diverse spaces into new ones. By moving away from the notions of discrete units of language and linguistic communities associated with a specific space, this volume suggests a fluid productive aspect of space. It goes beyond the assumed space-linguistic community association through ethnographic accounts that mediate linguistic anthropology, cultural geography, sociolinguistics, and deaf studies.

Written for study abroad practitioners, this book introduces theoretical understandings of key study abroad terms including "the global/national," "culture," "native speaker," "immersion," and "host society." Building theories on these notions with perspectives from cultural anthropology, political science, educational studies, linguistics, and narrative studies, it suggests ways to incorporate them in study abroad practices. Through attention to daily activities via the concept of immersion, it reframes study abroad not as an encounter with cultural others but as an occasion to analyze constructions of "differences" in daily life, backgrounded by structural arrangements.

This book investigates the ways in which 'language' and 'culture' come to be standardized through ideology, representation in textbooks and in classroom practices. In doing so, it provides insights into the standardization processes which address the theoretical and practical concerns of researchers and educators. The cases that this book illustrate a wide range of Japanese language/culture standardization processes in numerous contexts: translation in Meiji-era Japan, the ideologies of the standardization of regional dialects in Japan, practices in college Japanese-as-a-Foreign-Language classrooms in the United States, discourses in journals of Japanese language education, and classroom practices in nursery and primary schools in Japan. Japan has undergone extensive standardization in terms of its culture and language to such a degree that they are commonly believed to be homogeneous, providing an important case for a study of standardization. Few such studies have been published in English, making this book all the more important.

The "native speaker" is often thought of as an ideal language user with "a complete and possibly innate competence in the language" which is perceived as being bounded and fixed to a homogeneous speech community and linked to a nation-state. Despite recent works that challenge its empirical accuracy and theoretical utility, the notion of the "native speaker" is still prevalent today. The Native Speaker Concept shifts the analytical focus from the second language acquisition processes and teaching practices to daily interactions situated in wider sociocultural and political contexts marked by increased global movements of people and multilingual situations. Using an ethnographic approach, the volume critically elucidates the political nature of (not) claiming the "native speaker" status in daily life and the ways the ideology of "native speaker" intersects and articulates, supports, subverts, or complicates various relations of dominance and regimes of standardization. The book offers cases from diverse settings, including classrooms in Japan, a coffee shop in Barcelona, secondary schools in South Africa, a backyard in Rapa Nui (Easter Island), restaurant kitchens, a high school administrator's office, a college classroom in the United States, and the Internet. It also offers a genealogy of the notion of the "native speaker" from the time of the Roman Empire. Employing linguistic, anthropological and educational theories, the volume speaks not only to the analyses of language use and language policy, planning, and teaching, but also to the investigation of wider effects of language ideology on relations of dominance, and institutional and discursive practices.

Investigating the politics of seeing and its effects, this book draws on Slavoj Zizek's notion of fetish and Walter Benjamin's notion of the optical unconscious to offer newer concepts: "tinted glasses", through which we see the world; "unit-thinking", which renders the world as consisting of discrete units; and "coherants", which help fragmented experiences cohere into something intelligible. Examining experiences at a Japanese heritage language school, a study-abroad trip to Sierra Leone, as well as in college classrooms, this book reveals the workings of unit-thinking and fetishism in diverse contexts and explores possibilities for social change.

What draws people to study abroad or volunteer in far-off communities? Often the answer is romance - the romance of landscapes, people, languages, the very sense of border-crossing - and longing for liberation, attraction to the unknown, yearning to make a difference. This volume explores the complicated and often fraught desires to study and volunteer abroad. In doing so, the book sheds light on how affect is managed by educators and mobilized by students and volunteers themselves, and how these structures of feeling relate to broader social and economic forces.

Written for study abroad practitioners, this book introduces theoretical understandings of key study abroad terms including "the global/national," "culture," "native speaker," "immersion," and "host society." Building theories on these notions with perspectives from cultural anthropology, political science, educational studies, linguistics, and narrative studies, it suggests ways to incorporate them in study abroad practices. Through attention to daily activities via the concept of immersion, it reframes study abroad not as an encounter with cultural others but as an occasion to analyze constructions of "differences" in daily life, backgrounded by structural arrangements.

What draws people to study abroad or volunteer in far-off communities? Often the answer is romance - the romance of landscapes, people, languages, the very sense of border-crossing - and longing for liberation, attraction to the unknown, yearning to make a difference. This volume explores the complicated and often fraught desires to study and volunteer abroad. In doing so, the book sheds light on how affect is managed by educators and mobilized by students and volunteers themselves, and how these structures of feeling relate to broader social and economic forces.

School differentiates students-and provides differential access to various human and material resources-along a range of axes: from elected subjects and academic "achievement" to ethnicity, age, gender, or the language they speak. These categorizations, affected throughout the world by neoliberal reforms that prioritize market forces in transforming educational institutions, are especially stark in societies that recognize their bi- or multicultural makeup through bilingual education. A small town in Aotearoa/New Zealand, with its contemporary shift toward official biculturalism and extensive free-marketization of schooling, is a prime example. Set in the microcosm of a secondary school with a bilingual program, this important volume closely examines not only the implications of categorizing individuals in ethnic terms in their everyday life but also the shapes and meaning of education within the discourse of academic achievement. It is an essential resource for those interested in bilingual education and its effects on the formations of subjectivities, ethnic relations, and nationhood.

What happens when a group of people see things that others do not and begin acting accordingly? The Augmented Reality of Pokemon GO: Chronotopes, Moral Panic, and Other Complexities explores this question by examining what happened after Pokemon GO, a smartphone augmented reality game, was released in July, 2016. The game overlaid the world of Pokemon onto the "real" physical world, drawing 30 million players in the first two weeks. Pokemon GO has created new ways of sensing the environment, reading things around us, walking the street, and dwelling in certain areas, i.e., inhabiting the world. Through detailed text analyses of the game and auto-ethnographies of the contributing authors' experiences playing the game analyzed from anthropological perspectives, this volume provides nuanced analyses of this new way of relating to the world: the augmented reality world of Pokemon GO. Each chapter focuses on specific aspects of this new experience of the world: the cosmology of the world of Pokemon and the multifaceted ways we relate to our environment through Pokemon GO; the notion of space and time in Pokemon GO and its interface with that of real world as it guides our actions; the phenomenology of Pokemon GO in urban walking with its complex relationships to public space, "nature" as constructed through modernity, cell phone infrastructure, and urban landscapes where insects, animals, birds, human, history, transportation infrastructure, and trash all intermingle to create its ambiance; and the game's link to the wider social issue as it gets appropriated for "friendly authoritarian" goals of civil society, imposing various ideologies and accruing commercial gains. Through "participant observation" -all contributors have been avid Pokemon GO players themselves-this volume offers snapshots of the Pokemon GO effect from its initial stage as a social phenomenon to Spring 2018.

What sets study abroad apart from tourism? Both study abroad and mass tourism are experiencing rapid growth in the international market-with study abroad increasingly serving as an integral component of the "university experience"-and both call on the same sorts of processes and infrastructures. Yet study abroad promoters often promise that student travel will not be a tourist experience but something deeper, more educational and engaging-an antidote to typical tourism. But as study abroad becomes both democratized and bureaucratized in the modern neoliberal university, what was once considered a cosmopolitan "anti-tourism" experience has progressively taken on the trappings of modern mass tourism: shorter, pre-programed, standardized and heavily-marketed. With contributions from anthropologists and cultural theorists who have deep ties to study abroad programs, Study Abroad and the Quest for an Anti-Tourism Experience examines the culture and cultural implications of student travel. Drawing on rich case studies from the Arctic to Africa, Asia to the Americas, this impressive array of experts focuses on challenges and ethical implications of student engagement, service and volunteering, immersion, student-faculty research collaborations in the field, local community impacts, and the impetus to craft a new generation of active, engaged global citizens. This volume is a must-read for students interested in study abroad, practitioners designing high-impact educational experiences away from their host institutions, and scholars who wish to explore the interrelationship between study abroad, tourism and anti-tourism movements.

What happens when a group of people see things that others do not and begin acting accordingly? The Augmented Reality of Pokemon GO: Chronotopes, Moral Panic, and Other Complexities explores this question by examining what happened after Pokemon GO, a smartphone augmented reality game, was released in July, 2016. The game overlaid the world of Pokemon onto the "real" physical world, drawing 30 million players in the first two weeks. Pokemon GO has created new ways of sensing the environment, reading things around us, walking the street, and dwelling in certain areas, i.e., inhabiting the world. Through detailed text analyses of the game and auto-ethnographies of the contributing authors' experiences playing the game analyzed from anthropological perspectives, this volume provides nuanced analyses of this new way of relating to the world: the augmented reality world of Pokemon GO. Each chapter focuses on specific aspects of this new experience of the world: the cosmology of the world of Pokemon and the multifaceted ways we relate to our environment through Pokemon GO; the notion of space and time in Pokemon GO and its interface with that of real world as it guides our actions; the phenomenology of Pokemon GO in urban walking with its complex relationships to public space, "nature" as constructed through modernity, cell phone infrastructure, and urban landscapes where insects, animals, birds, human, history, transportation infrastructure, and trash all intermingle to create its ambiance; and the game's link to the wider social issue as it gets appropriated for "friendly authoritarian" goals of civil society, imposing various ideologies and accruing commercial gains. Through "participant observation" -all contributors have been avid Pokemon GO players themselves-this volume offers snapshots of the Pokemon GO effect from its initial stage as a social phenomenon to Spring 2018.