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Revised throughout, the second edition of American English Phonetics and Pronunciation Practice provides a unique introduction to articulatory phonetics for students of English. Taking a practical approach, this book teaches the pronunciation of modern standard American English to intermediate and advanced learners worldwide.

Now fully updated and restructured, this new edition features:

• An up-to-date description of the pronunciation of modern American English.
• Comprehensive pronunciation practice for all the consonants and vowels of American English.
• Complete online audio for all pronunciation practice materials.
• An updated and more accessible structure with a greater number of concise and reader-friendly chapters.
• New chapters on plosives, fricatives, affricates, nasals, approximants, short vowels, long vowels and diphthongs.
• Expanded theory sections incorporating extensive exemplification for a more equal balance of theory and practice.
• Newly added transcriptions for all practice material.

Ideal for studying pronunciation in the classroom or for independent student practice, American English Phonetics and Pronunciation Practice is essential reading for any student of pronunciation and phonetics.

This book explores the pragmatic concept of interactional explanation (IE) in linguistic (im)politeness research.

This volume establishes a working understanding of IE, understood as the response to a perceived appeal for information in an interaction. This book considers how IE is pragmatically sought, given, interpreted, and evaluated in interactions, processes which give rise to linguistic (im)politeness. This book highlights two case studies on Chinese linguacultural nuances, building on the foundational work of Brown and Levinson and more recent contribu-tions of Chen. In showcasing this particular context, Ning not only extends Chen's work on self-politeness theory, in which the desire to "save face" impacts what and how one speaks, but also underscores the importance of studying linguacultural variations in order to deepen our understanding of the connections between IE and linguistic (im)politeness research.

This book will appeal to students and researchers interested in interac-tional phenomena, in such areas as pragmatics, language and communication, and second and foreign language and teaching.

This book presents a construction-based approach to understanding English syntactic constructions that challenge traditional form-function relationships, exploring complex linguistic phenomena that have posed empirical and analytical puzzles in grammatical research.

The volume establishes theoretical foundations before examining how unusual mapping relations between form and function manifest in complex English constructions. Drawing exclusively on attested data, the book investigates constructions with unpredictable form-meaning relationships, developing an innovative framework that enables broader predictions about specific phenomena and related grammatical structures. The approach advances understanding of English grammar while maintaining methodological rigor through emphasis on empirical evidence. The book offers a mathematically robust grammar from a construction-based perspective while minimizing formal representations to ensure accessibility across theoretical frameworks. It provides fresh insights into form-meaning mismatches across diverse complex grammatical phenomena. The author strikes an optimal balance between data and theory, grounding analyses in authentic language use to ensure theoretical contributions are empirically sound and practically applicable. Examples illuminate broader insights into complex form-function mappings in English, paving the way for future research in construction grammar and syntactic theory.

This book will interest students and scholars in linguistics, syntax, construction grammar, and theoretical linguistics.

Systemic Functional Linguistics and the Individual takes as its central point that language should be studied as a social semiotic. The focus on language as a reflection of society has meant that traditionally there has been less focus upon language as a reflection of the individual in work within this linguistic framework. This collection brings together contributions from researchers who all discuss the role of the individual in systemic functional linguistic application and theory. The chapters in this volume either discuss cognitive factors in systemic functional language study or discuss meaning making at an individual instead of solely a collective level. This is illustrated through applications to education, AI, translation, and identity construction alongside more theoretical discussions.

This volume will be of interest to researchers in functional linguistics, psychosocial theories of language and individual variation in language. This collection will show researchers advances that have been made in incorporating alterative viewpoints and less frequently discussed issues within systemic functional linguistics. In doing so, it hopes to inspire further work in similar areas.

This book describes economic value as a representational phenomenon and considers what is involved when people represent value to themselves and to others. It provides an original and thorough account of value from a pragmatic and interactionist perspective.

McGill uses Peircian semiosis and other theoretical tools from linguistic anthropology in order to study economic value. He argues that economic laws are realized in situated interaction as Peircian legisigns and the situated, indexical features of exchange are further described in relation to these laws as legisigns. Such an approach is shown to have implications for the formation of interests and ideology, the reification of labor and the instantiation of markets through habit.

Offering some innovative tools for theorizing economic value in a new era, this volume will be of interest to anthropologists, linguists and other scholars concerned with language, semiotics, and political economy.

Reading Urdu: Novice to Intermediate is a comprehensive collection of accessible and engaging graded readings which are designed to increase language proficiency by introducing beginner-level learners to a range of genres and styles, real-world scenarios, and cultural contexts.

The texts provide culturally rich content written in simple, level-appropriate language, with a range of activities to reinforce learning. The graded readings support the learner as they build their confidence with the language, gradually encountering a wider range of grammar constructions and vocabulary as the book progresses. This reader complements standard Urdu textbooks with its task-based and communicative approach. Learners will gain practical language skills and cultural insights through varied texts and activities that cover topics such as daily life, shopping, travel, food, cooking, and festivals. The book features 40 chapters with pre-reading questions, glossaries, cultural notes, and activities targeting reading, writing, speaking, and listening skills, ensuring a well-rounded and enriching learning experience.

Reading Urdu is ideal for adult learners, including university students, independent learners, and those in dual-script classrooms where Hindi and Urdu are taught together. It caters for novice to intermediate learners, offering valuable resources for both formal courses and informal language study.

Grounded in critical applied linguistics and linguistic ethnography, this book offers a sustained account of long-term English as a second language (ESL) student resistance at a multilingual public high school in Hawai'i.

This book explores how "oldtimer" ESL students at Tradewinds High contest, disrupt, and inadvertently reproduce institutionally enacted productions of ESL through strategic and often oppositional social practices. Drawing on close ethnographic and interactional analysis, the volume provides detailed accounts of how students mobilize practices such as "doing not learning" and Mock ESL stylization to subvert institutional expectations, while also showing how these practices can recirculate the same ideologies of linguistic legitimacy and social inferiority the students are trying to escape. The volume consolidates two decades of work on the Tradewinds High Study, framing it against developments in linguistic anthropology, raciolinguistics, and critical applied linguistics. In so doing, Talmy offers a fresh perspective on ESL student resistance, not as disengagement but as organized and dynamic linguistic and cultural production, with particular relevance for understanding long-term English learners and how they enact agency within and against racialized institutional hierarchies.

This volume will be valuable reading for students and scholars in applied linguistics, linguistic anthropology, language education, sociolinguistics, and critical discourse analysis.

This book is a concise introduction to modern Chinese vocabulary by Guo Liangfu, a renowned Chinese linguist, covering the basic theories and research findings on Chinese morphology.

Divided into seven chapters, it explores the fundamentals of how Chinese words are formed and their meanings. It discusses the basic categories of Chinese vocabulary sequentially, covering topics such as the definition of morphemes and words, the construction of compound words and abbreviations, the linguistic analysis of word meaning, and the concepts of synonyms, antonyms, homonyms, and polysemy. The book also traces the development of Chinese vocabulary, examining vocabulary standardization and lexicological principles.

This academically rigorous yet accessible book will serve as an essential reference for Chinese linguistics researchers and students, as well as Chinese language learners, teachers, and professionals working in Chinese language and writing fields.

This book explores phonics within the wider landscape of literacy instruction and emphasises the importance of responding to diverse student needs through linguistically informed pedagogy. Bridging the gap between theory and practice, this book provides pre- and in-service teachers with the essential tools they need to navigate the world of phonics-based reading.

The authors offer a balanced perspective that moves beyond the "reading wars" framing, in which phonics and whole-language approaches are often positioned in opposition. Instead, it outlines the latest evidence-based phonics instruction methods and draws on the insights of both educators and researchers. It blends practical guidance with strong research foundations. It also introduces differentiation strategies in phonics instruction and provides support for working with varied English pronunciation models, reflecting the rich linguistic diversity found among children around the world.

This highly practical and academically rigorous resource is an essential read for educators guiding young children on the journey towards becoming skilled readers.

A roadmap for enhancing students' equitable access to biliteracy development

Monolingual ideologies have driven US educational policy for centuries. Despite the benefits of multilingualism, policies have often prioritized English and reduced children's access to their home languages. The "Seal of Biliteracy" is a language education policy that recognizes students' proficiency in two languages as a mechanism for nurturing students' bilingualism and growing the United States' multilingual capacity. Since its inception, the Seal of Biliteracy has become a national program that has been extended into elementary and middle schools as pathway awards-benchmarks signaling that younger students are on the pathway to receiving the Seal of Biliteracy.

Pathways to the Seal of Biliteracy provides foundational understandings, practical examples, and key levers necessary to help parents, educators, and policymakers understand and implement pathways to biliteracy in schools. Situating the program within broader bilingual, heritage, and world language education systems, Amy J. Heineke and Kristin J. Davin explain the history of bilingualism and language policy in US education, and they outline an accessible and equitable approach to developing successful pathway programs.

Pathways to the Seal of Biliteracy will be an invaluable tool for educators, stakeholders, and policymakers looking to nurture multilingualism, advance language programming, and help students achieve the Seal of Biliteracy.

Study Skills for Linguistics is the essential companion for students embarking on a degree in linguistics. Covering all the core skills that students of linguistics will require during the early part of their degree, this book gives the reader a basic understanding of the field, as well as confidence in how to find out more and how to prepare for their future career.

The key features covered include:

• subject-specific skills including basic linguistic tools and terminology, such as word classes and grammatical terminology;
• essential study skills, such as how to perform well in the degree, how to search for and reference literature and how to write an essay;
• guides for a future with a linguistics degree, including how to write a CV and prepare for a range of graduate destinations.

The new edition has been updated throughout and includes a thoroughly revised section on career development, more information for graduate students and more international examples.

An accessible guide to essential skills in the field of linguistics, Study Skills for Linguistics is a must-read for students contemplating studying this topic, and provides a guide that will take them through their degree and beyond.

This volume explores the connections between multilingualism and the psychology of language learning and teaching. It provides new insights into the relationship between these two areas and the complex realities of multilingual individuals.

The book seeks to advance scholarship in both multilingualism and psychology by extending existing studies in PLLT beyond the study of one language at a time and focusing on both learners and teachers. Collectively, the chapters make the case for bringing together multilingualism and PLLT for a more holistic view into issues impacting learners and teachers, reflecting on areas including Willingness to Communicate (WTC), wellbeing, emotions, motivation, identities, self-efficacy, and agency. In turning the focus on multilingual learners and teachers and their respective experiences, practices, and beliefs, the book offers directions for researchers and stakeholders to foster learner and teacher success in the language classroom and beyond.

This volume will be of interest to students and scholars in multilingualism, psycholinguistics, language teacher education, language learning and teaching, and applied linguistics.

This comprehensive study explores Francoise Dolto's revolutionary theory that language acquisition begins in utero through precocious audition, revealing how unconscious affect and invested sound patterns shape early mental-emotional development and lifelong associative thinking.

Kathleen Saint-Onge demonstrates how generative echoes facilitate self-regulation and scaffold infant development. The book provides psychoanalysts with new theoretical frameworks connecting Freudian concepts of unconscious processes, dreamwork, and the transference to prenatal language acquisition. Readers will gain insights into how interrelational 'common objects' of familiar soundscapes become unconsciously securing, as affect bootstraps human learning and collaboration. Saint-Onge offers practical applications for understanding the role of the mother tongue in identity formation and the risks inherent in artificial versus natural language environments.

An illuminating read for psychoanalysts, researchers and theorists seeking to expand their understanding of early infant development and unconscious processes alike, this book will particularly appeal to Freudians interested in new applications of classical psychoanalytic theory, specialists in French psychoanalysis, and clinicians working with those experiencing language-related trauma and identity issues.

This collection makes the case for exploring individual differences (IDs) in foreign language reading, arguing for a shift from a universalist view to
consider new ID-focused theories and methodologies.

The volume demonstrates the need to recognize individual variations, such as lexical knowledge and working memory capacity, and the diverse cognitive and linguistic profiles of learners in the study of reading, particularly in mixed-ability learning environments. The chapters explore variability among learners and their impact on reading dynamics, acquisition, and instructional effectiveness. Seeking to bridge theory and practice, the collection empowers stakeholders with a better understanding of the theoretical foundations of the intersection of ID research and reading practices toward effective practical implementation in the classroom.

This book will appeal to students and scholars in applied linguistics, second language learning, second language acquisition, and language education, particularly those with an interest in reading studies and research methods.

English-Medium Instruction in Vietnamese Higher Education offers a theoretical and pedagogical foundation for understanding how English-medium instruction (EMI) is perceived and practised in Vietnam's university classrooms across academic disciplines.

Drawing on Bakhtin's (1981) distinction between the literary genres of epic versus novel and Biglan's (1973) differentiation between academic disciplines and their paradigms, the book combines theory with classroom observations and interviews with EMI lecturers and students to provide a nuanced interpretation of EMI teaching and learning in different academic disciplines. It highlights how the "novelisation" of EMI courses and its pedagogical practices directly responds to the call for a shift from teacher-centred to student-centred pedagogy, whereby students' voices and their participation in the teaching process are given primary importance. It also examines two contrasting disciplines, Mathematics and Business, to show how disciplinary differences play out in actual EMI classrooms. Shedding light on the impact of the presence or absence of a disciplinary paradigm, the book advocates for how the research in Vietnam could be applied in analogous educational settings around the globe.

This book is suitable for researchers, postgraduate students, and teacher educators working in applied linguistics, higher education, EMI, and internationalisation of education.

Just Language revisits the Weimar period and its representation in the postwar years to explore narratives of linguistic resistance in the works of Walter Benjamin, Theodor W. Adorno, Hannah Arendt, and Paul Celan. How did this generation of exile writers grapple with their experiences of oppression and persecution? How did they create a language of resistance during the decades that prepared the Third Reich and the Shoah?

Facing the devastations of World War I, the book explores how Walter Benjamin analyzed language's ability to radically break the cyclical violence of war and examines his opposition to expansionism and imperialism in Weimar education and culture. Based on Benjamin's analysis, Johannssen traces the postwar responses of Hannah Arendt and Paul Celan. While Arendt proposed strategies of metaphorical thinking to counteract the formation of totalitarianism, Celan mobilized silence as a poetic counterforce against oppression and erasure. Just Language argues that every linguistic act and practice, no matter how small or marginalized, entails the ethical task of opposing the normalization and institutionalization of political violence. By tracing how Benjamin and his interlocutors struggled against German fascism, Johannssen presents a memory-based critique of linguistic violence, opening a dialogue between German-Jewish writers and today's debates on nondiscrimination, propaganda, and social justice.

International politics is often conducted in two languages or more, and since no two languages are exactly the same, what is possible to say in one language may be impossible to say in another. Translation is at the heart of global politics, and interlingual relations traverse time, space, culture, and state borders. Interlingual Relations builds on emergent literature on translation in International Relations (IR) to propose a unique research agenda for scholars of global politics, offering multiple directions and sets of principles for sustained study.

The contributors use various methodologies to explore these interfaces and encounters in different sites, bringing together multiple subfields, approaches, and disciplinary paradigms across IR's history. Together they offer a more truly global perspective on international affairs, going beyond the hegemony of English to demonstrate the interconnectedness between "high" politics and everyday life. They show the role of translation in global politics as one of world-making, whereby social roles, rules, and responsibilities establish the semblance of order despite not sounding or meaning the same to all actors. In establishing Interlingual Relations as a foundational part of IR, the book offers another key to studying global interactions and the high political stakes in the theories, methods, and ethics of translation.

Since technology plays many crucial roles in the functioning of modern society, language teachers are increasingly expected to be able to leverage a variety of digital tools in their classrooms. Despite this expectation, not all teachers feel comfortable with using technology. Many new teachers have not received formal training in the basics of computer-assisted language learning (CALL) and technology use.

Technology in the Language Classroom provides early-career and pre-service second language (L2) instructors with an overview of important issues involved in effectively integrating technology into the L2 classroom. Each chapter provides practical strategies, resources, and application activities to help new teachers gain familiarity with utilizing a variety of digital tools for teaching different skills, including listening, speaking, reading, grammar, vocabulary, and writing. Readers will be encouraged to think critically about the key factors to consider when choosing tools that work for them, their lessons, and their students.