言語学 — 全 下位分類

The twelfth volume in the Routledge-TIRF series presents research on the use of technology and digital learning in English as an additional language (EAL) instruction.

With chapters written by TESOL scholars, including senior scholars as well as TIRF Doctoral Dissertation Grant (DDG) awardees, the book explores various aspects of teaching and learning English in digital spaces. The term digital spaces refers to any space or environment where technology and digital tools (e.g., applications, social media, video-editing software, to name just a few) are used to facilitate and advance language learning. The use of digital tools and spaces has become a prominent topic in TESOL and language education in general. Various scholars have highlighted the importance of digital literacy and multiliteracies development among language learners and have demonstrated how learner engagement with digital spaces and tools can facilitate productive, collaborative, and ultimately more successful language learning at various levels.

The readers of this volume - language educators and researchers - need up-to-date research findings on various approaches to language learning and teaching shaped by digital spaces present in various educational settings. This volume will offer readers examples of how researchers and teachers in language education utilize digital spaces in order to impact approaches to classroom practices.

Using a comprehensive, interdisciplinary, and multimodal approach that incorporates project-based learning and teaching (PBLT), this book addresses the pressing need for language teacher education that considers contextual language development, content-area subjects acquisition, 21st-century skills learning, and technology integration.

By providing original research and field-tested curricula modules that align with professional standards, this edited collection makes significant contributions to the pedagogy of second and foreign language education, teacher education and development, and PBLT research. The chapters offer solutions to challenges posed by recent language policy changes, technological advancements, and changing student needs. They also include generative AI-mediated curricula innovations while highlighting the need for critical and ethical perspectives within digital technology. With contributors across Canada, China, Indonesia, Iran, South Korea, Spain, and the United States, the book offers global perspectives on second and foreign language education, teacher education and development, instructional design, and curriculum development.

Project-Based Learning in Language and Content Teacher Education is an essential resource for professors, graduate and undergraduate students, and teacher educators in TESOL, language education, applied linguistics, and general education.

If you want to become a speech and language therapist but are uncertain about how to get into the right programme and what is required to succeed in your studies, then this book is for you. This comprehensive handbook guides readers through every stage of the journey: from confirming your career choice to successfully gaining a university place, preparing for study, and ultimately achieving your degree.

Packed with practical hints, study tips and examples, this book will help you adjust to university study and succeed in your degree while developing your professional identity. Each chapter includes views from former and current students alongside reflective activities that help you transition from information-seeker to student and ultimately to newly qualified speech and language therapist. The book emphasises that becoming a registered speech and language therapist involves a profound transformation shaped by values, ethics, conduct, and reflection, requiring resilience and deep commitment to professional responsibilities. Find out how to:

• Prepare your application
• Approach the start of your studies
• Pass assessments
• Get the most out of your placements
• Learn efficiently
• Demonstrate competence in practice-based learning; and
• Gain maximum professional development.

The author weaves together academic success, placement readiness, and professional identity through case studies, practical tips, and activities that extend learning.

This is the essential 'go-to' book for all speech and language therapy students, whether taking an undergraduate, postgraduate or apprenticeship route, written by an author with forty years of experience as a clinician, NHS leader and university lecturer.

Through a mixed research synthesis of high-quality empirical studies, Jackson and Takahashi examine both widely reported and understudied psychological factors underlying foreign language learning in Japan, with an ecological approach framing the analysis.

This book foregrounds its research with an analysis of Japan's additional language education system and its effects on multi-systemic ecological levels, from public policy to individual learners. It then delves into a deeper look at psychological factors and individual differences impacting foreign language learning, with an emphasis on Japanese learners. The focused mixed research synthesis that follows, including quantitative, qualitative, and mixed-methods studies conducted between 2014 and 2024, assesses the psychological factors, additional languages, and school settings covered. It identifies gaps in research and provides reflections on issues within the Japanese system, as well as implications for improvement at the institutional and classroom levels to aid more effective language learning.

A critical perspective and insightful outlook toward the additional language education system in Japan, this volume will be of interest to psycholinguistics and language education scholars focusing on Japan, as well as graduate students and teacher educators in the areas of language development, language education, and learner psychology.

Digital Technology in Language Education: Research, Practice, and Innovation is a comprehensive volume that explores the dynamic intersection of technology and language learning. It is divided into four sections. The first section of the volume lays the groundwork for comprehending the role of digital innovations in shaping modern language learning. It introduces the readers to new directions and emerging paradigms in digital language teaching and learning. The second section highlights recent trends and best practices in technology-integrated language teaching. It provides practical insights in utilizing technology to enhance language teaching and learning. This section is enriched by practical applications and successful examples of technology incorporation in language education. The third part showcases cutting-edge research and innovative approaches to language teaching and learning with the support of technology. It focuses on research and innovation in digital language teaching and features studies that demonstrate the potential of digital technologies in enhancing language learning outcomes. The last section explores the future of digital language education and discusses challenges, opportunities, and potential research directions. Overall, the book provides a roadmap for educators, language learners, researchers, and policymakers to navigate the complexities of digital language education and unlocks new possibilities for learners worldwide. By bridging theory and practice, it helps to harness the power of digital technologies to enhance language learning.

The Routledge Handbook of Race and Equity in Applied Linguistics provides an authoritative overview of research on racial and epistemic inequities in TESOL and applied linguistics. It focuses on intersecting systems of oppression in institutional, pedagogical, curricular, and policy spaces.

Across 27 chapters, contributors critically examine everyday policies and practices, such as hiring bias and discriminatory job ads, which disadvantage multilingual learners and teachers, while amplifying agentive voices seeking change. Organized into four parts and spanning the geographic and epistemic Global South and North, the handbook is both critique and praxis: it offers practical tools for valuing students' full repertoires, challenging native-speaker norms, redesigning curricula and assessment, and linking classroom decisions to program and policy reform. It adopts diverse and groundbreaking lenses-linguistic racism, native-speakerism, commodified hiring, translanguaging, phenomenology, pedagogy of love, Ebunlingualism, decolonial hermeneutics, intersectionality, and critical ethnographies-that counter linguistic, epistemic, racial, and institutional hegemonies.

This timely handbook charts a clear decolonial path for students and scholars in TESOL, Applied Linguistics, and Education, while equipping educators and policymakers with the tools to build more just and inclusive environments.

This collection advances research on multimodality in digital communication with a focus on social media in the French context.

The volume brings together perspectives from scholars across disciplines toward bridging social semiotics, as informed by Systemic Functional Linguistics, with French linguistics and discourse analysis, using examples from digital communication as a focal point. Chapters explore different genres and communicative modes, from online scientific writing to video games to news reporting, as well as different multimodal configurations, from text/image and speech/gesture to emergent digital repertoires such as emoji, avatars and memes. The volume additionally offers insights into the online multimodal construal of hallmarks of French society and culture. Taken together, the book offers a window into the wide body of French linguistic scholarship that has otherwise been little seen in the English language market, while also bringing social semiotic theory, little known in the French context, into the spotlight.

This book will be of interest to students and scholars in multimodality, digital communication, semiotics, discourse analysis and media and cultural studies.

Within the context of the Age of the Anthropocene, this book outlines the existential preconditions for understanding the language of nature.

Andrew Fuyarchuk uses environmental hermeneutics as an example of a social conundrum, which is traced to the barriers created by Heidegger to understand animals-in-their environment. In response to these barriers, the author draws on the anthropological ontology of Li Zehou and Daoist philosophy. In contrast to the tradition of metaphysics that overshadows Heidegger, these philosophies think about humans and nature within a "one-world view" and thereby provide the conceptual resources to redefine what it means to be a human being from the domain of "being-in-nature." This entails a transformation in the meaning of existence that the author develops in terms of three Gadamerian dispositional preconditions for a hermeneutics of nature: empathetic bodily affinity, receptivity to ambient environments, and imitation as a way of knowing.

While Deafness can function as a cultural-linguistic identity with its own language and community norms, Deaf individuals may belong simultaneously to other social groups while sharing a Deaf identity.

Throughout this work, Belenyi and Flora interpret Deafness and ethnicity through the lens of Social Identity Theory (SIT), which posits that individuals derive part of their self-concept from membership in social groups and predicts that group memberships shape self-concept and self-esteem. While SIT has its limitations, newer adaptations, such as self-categorization theory and identity process theory, allow for more nuanced interpretations. With a focus on Hungarian ethnic-minority Deaf people in Romania-and their partners and communities-the authors examine these insights to understand how Deaf people in Romania balance their ethnic and Deaf identities.

Deaf people in East-Central Europe, especially in the multi-ethnic context of Romania, inhabit overlapping minority worlds. Although nation-building policies often emphasize linguistic and ethnic homogeneity, in practice Hungarian-Romanian relations within Deaf families and communities can reveal unexpected cultural bridges. This book combines a theoretical synthesis of Deaf identity, culture, and ethnicity with empirical life-course research to shed new light on how Deaf and ethnic identities intersect.

Philosophy of Language in Early China characterizes early Chinese philosophy of language through a focus on standards ('fa') and the activity of giving examples ('ju'). It argues that standards are understood by early Chinese philosophers to provide the groundwork for judgment and language, not only in the Mohist school, but also in other thinkers from the Warring States and early Han, particularly the Zhuangzi and Xunzi.

Blake demonstrates that standards and examples provide a way to identify the reference of words and assess others' judgments and linguistic competence, similar to some theories found in contemporary analytic texts. They also discuss the ways in which the Mohist account goes beyond a discussion of reference through a focus on communication and predication.

Providing new insights into ancient Chinese thought and the nature of language, this book will be of interest to those working in comparative philosophy, philosophy of language, Chinese philosophy and East Asian studies.

Is indirectness the key to politeness or rather an obstacle in intercultural communication? This book is part of the first cohort of a student research project on the perception of politeness and constitutes a restudy with modifications of the renowned CCSARP project by Blum-Kulka (1987). The aim of this study was to examine the (non-)linearity of indirectness and politeness in requests using an online questionnaire with ranking tasks, and to explore the resulting differences between three varieties of English (Canadian, British, and American English) as well as German. Following the underlying theoretical concept of face as a core feature of human behavior and interaction defined by Brown & Levinson (1987), the study explores the extent to which politeness correlates with indirectness and how this relation is shaped by situational variables such as power and social distance as well as cultural differences in politeness norms. The thesis particularly focuses on Preparatory strategies and introduces a model of routinized politeness, proposing that highly conventionalized request forms could become perceived as default strategies, prompting speakers to adopt newer forms to signal increased politeness.

By employing a cognitive semiotic theory based on pragmatism and enactivism, this book explores the nature and emergence of early body ornamentation, which has long been at the forefront of the debate on modern human origins.

Using artifacts such as ocher pigments and the Blombos Cave shell beads, the book examines the connection between early body ornaments and the semiotic mind, and addresses the question of whether early body ornaments were made by a symbolic mind, or whether they provided the material and semiotic scaffolding required for such a mind to emerge.

This book considers various aspects of the meanings and functions of zodiacal systems, including how they affect belief systems, and how they have evolved over time.
It explores the cultural significance of the Zodiac as a semiotic code for interpreting personal destinies as manifestations of stellar influences and as affirmations of the logic that governs the cosmos as a whole.

The book traces the international history of Western astrology, from its origins in Babylon to its decline after the Enlightenment, up to its resurgence today as "pop astrology" in an era where social media and predictive algorithms can deliver customized personal horoscopes. Bringing together examples from the Western and Chinese zodiacal systems, it examines how the Zodiac semiotic enabled individuals across the world to interpret the date of their birth and the events that marked their daily lives in terms of the constellations and celestial conjunctions. It offers an engaging contribution to Zodiac scholarship by spanning various aspects of the meanings and functions of zodiacal systems.

This book presents a contemporary, primarily synchronic, linguistic analysis of the essential dialectal features characterizing the dialects spoken in the Ukrainian-Belarusian-Russian border area.

Utilizing sociolinguistic and unique focus-group data, Salvatore Del Gaudio analyzes specific local dialects at the crossroads of Ukraine, Belarus, and the Russian Federation, both locally and cross-regionally, to best highlight stable characteristics and ongoing tendencies over the span of a decade (2012-2022). The individuality of this area is also examined within a broader sociolinguistic context, which accounts for language attitudes, habits, and the identity of local speakers, as well as the linguistic landscape of the border area. The findings presented in this book are valuable for further dialectological research and related linguistic subfields. Moreover, they contribute to the establishment of a more accurate typology of (East) Slavic languages, offering valid insights into areal linguistics, as is often required in similar studies.

This book sheds light on various modes and dimensions of the linguistic landscape to fulfill diverse functions, transcending sociolinguistics to integrate with urban public image theory. This integration shapes city images and embodies the personalized innovative spirit and humane warmth of international metropolises. This book also applies urban branding theory, together with case analysis and fieldwork methods to study how Shanghai's image as an international metropolis is established through linguistic landscapes in public places by exploring it's commercial and tourism-cultural values. This book could serve as a useful reference to researchers and professional readers interested in sociolinguistics, urban branding, urban planning, tourism as well as art design.

This book expands and deepens the investigation of the language associated with or produced by groups that are socially, culturally, racially and economically outliers and whose marginalisation results in a different engagement with and participation in mainstream society's activities.

It features case studies from across the globe, including Ghana, Norway, Poland, Saudi Arabia, South Africa and Zambia, addressing the construction (and self-construction) of marginalisation and diversity in discourse and society, bringing to light many unheard and hidden voices and perspectives. The 14 chapters explore a wide range of forms of marginalisation and diversity as global issues that have an impact on societies worldwide, in terms of exclusion in the guise of non-participation in mainstream society's activities and contestation in different international contexts.

The contributions in the book capture how vulnerable individuals and groups occupying the in-between spaces of marginality navigate through them and construct themselves as dissenting and diverse; how they are aware of their condition at a certain point in time and how they are able to reflect resourcefully on it. Aspiration to a safe place away from the street for individuals at risk of rough sleeping can find an echo in the desire to escape the oppression of a despotic regime that limits Saudi women's freedom. On the contrary, cases of negative self-exclusion are exemplified by the language of Men's Rights Activists who, critical of society's oppression of men, engage in a condemnation of women and feminism. In both cases, there is a conflict between periphery of society and mainstream, although the language of the excluded still engages with the hegemonic society in a form of intrinsic contestation.

This book describes five ubiquitous discourse markers in Persian talk-in-interaction. It begins with a critical overview of literature on discourse markers and discusses why (neo)Gricean approaches have failed to provide descriptions that are grounded in and demonstrably relevant to how speakers actually use them in interaction, thus limiting their pedagogical value for teaching second language interactional competence.

Advocating the adoption of Conversation Analytic methodology (CA) to ground descriptions in empirical data, the book discusses the key fundamental structures of conversation implicated in the use of these markers. It then proceeds to describe in detail the interactional work of the five markers in separate chapters.

The book further addresses the challenging task of teaching discourse markers to second language learners. Uniquely, it offers a comprehensive pedagogical model informed by current knowledge about second language acquisition as well as CA descriptions, which can guide teachers and materials developers across all languages. It will be of interest to teachers and language learners (especially of Persian) worldwide, as well as academics and students in the field of Applied Linguistics.

This book presents the primary academic materials that highlight how translation scholar C. C. Jane Lai bridges Chinese and foreign cultures. It explores how she applies her expertise in translating Chinese culture to create "verbal music" in the target languages. Furthermore, it illustrates how Chinese academic translators can effectively communicate Chinese culture and context well to a global audience. It addresses a rich and diverse range of subjects, including Chinese novels, poems, dramas, Zen quotations, essays, and publicity materials.

The book examines several crucial issues in translation, such as the beauty of verbal music and its performability, reader reception, the reproduction of the original style, rewriting and reinterpretation, the reconstruction of cultural imagery and the spirit of modern poetry, as well as strategies for translating publicity materials. Moreover, the introduction and appendices provide insights into the translator's academic journey, as well as a catalogue of her published and unpublished translations, which hold significant scholarly and historical value.

This book provides a comprehensive exploration of classroom justice in L2 education. It takes a holistic approach by considering the role of justice in various aspects of L2 education, including teacher-student relationships, teacher education programs, instructional practices, evaluation of teacher effectiveness, assessment, and classroom environments. The book offers groundbreaking perspectives on justice as a positive psychological factor, and emphasizes justice as a teacher's interpersonal trigger for L2 students' emotions and behaviors, providing a fresh and enlightening viewpoint. It presents a comprehensive conceptual framework for classroom justice, defining and delineating its dimensions, principles, and domains, offering readers a clear and structured understanding of the topic. With its focus on practical implications, the book demonstrates how classroom justice research can positively influence L2 teacher education programs, instructional practices, assessment methods, classroom environments, and teacher-student relationships, providing valuable insights for educators and practitioners. It also highlights the importance of further research and proposes avenues for future exploration in the field of classroom justice in L2 education, ensuring that readers are equipped with the latest perspectives and directions. This book serves as a resource for researchers, educators, and practitioners in the field of L2 education, offering a wealth of knowledge and practical guidance.

This book traces developments in the automatisation of translation and interpreting processes from a theoretical angle. The author argues that the impact of Generative Artificial Intelligence on the language industry is so profound that a new turn in translation and interpreting theory is imminent. This paradigmatic shift, labelled the GenAI turn, goes beyond the mere technological advancement of computer-assisted translation and requires a reassessment of agency, in particular the role of the human in translation and interpreting.

A succinct discussion of turns in translation and interpreting studies, machine translation, translation technology, ethics, data privacy, large language models, and the "human in the loop" concept, culminates in coining the term "humane translation" to highlight the human dimension of the increasingly artificial and automatised translation practice. This book will be of interest to anyone curious about exploring the potential of AI in the language industry, including researchers and practitioners in the field of Translation Studies.

This volume presents an original, community-based study of Greek heritage language education in Canada. Through empirical data and stakeholder narratives, it explores the pedagogical, sociolinguistic, and policy dimensions of sustaining minority languages in multicultural settings. Combining qualitative and quantitative findings with a bilingual format, the book offers actionable strategies for intergenerational transmission, language maintenance, and inclusive program design. It contributes to scholarship in multilingual education, diaspora studies, and applied linguistics, while serving as a practical resource for educators, policymakers, and community leaders committed to heritage language sustainability.

Environmental Awareness and Governance: Ecolinguistic and Discourse Perspectives is a comprehensive exploration that delves into the intricate relationship between language, discourse, and environmental issues. This book begins by examining the role of environmental governance in Moroccan political parties' electoral programs, followed by an analysis of how Moroccan online media communicates water stress as a risk issue. It also provides an ecolinguistic analysis of a computer-animated Netflix film, "The Sea Beast", and discusses the impact of climate change on Moroccan agriculture, particularly focusing on the "Generation Green" strategy.
The editors and contributors explore the role of translation in the environmental movement and discusses the shift from the Anthropocene to the Capitalocene in the context of global climate change. They also provide a critical discourse analysis of the environmental discourse of the COP27, highlighting the North-South divide.
The latter part of this book focuses on environmental literacy and awareness among students and also examines the environmental awareness of Moroccan university students and its impact on their environmental practices.
The book further discusses the role of visual language in environmental representation, using Moroccan cinema as a case study. It explores the intersection of language, translation, and posthumanism, focusing on cross-species interaction in Margaret Atwood's trilogy.
This book concludes with an ecocritical interpretation of solastalgia in Mohsin Hamid's "Exit West" and a generic, ecocritical reading of climate change in Kim Stanley Robinson's Science in the Capital Trilogy. Each chapter provides a unique perspective on environmental issues, making it a comprehensive resource for anyone interested in environmental studies.

This book offers an introduction to the commonly observed, but generally ignored or misrepresented, practice of using language when referential (semantic) meaning is problematic, partial or even absent.

The concept and term 'ultralingualism' accounts for language performance or use where meaning in the conventional sense lies elsewhere to, or beyond (ultra-), the performer and/or the listener/audience. This book argues for the adoption of the term 'ultralingualism' as an important and previously absent heuristic as a means of capturing the diverse language practices where this language phenomenon occurs.

The book adopts a dynamic and inter-disciplinary theoretical framework that encompasses a range of complementary approaches: linguistic sound or the 'sonic' element of language (real and invented), non-semantic/non-referential language usage, post-vernacular performance, Bauman's heightened performance theory, the ethics of translation, theories linking language and music, and language maintenance and shift theory.

The author presents a range of contexts where ultralingualism can be found including in religious, musical, multilingual literacy, academic, artistic/creative (including popular music) and language revival settings. He shares multifaceted data that illustrate how and why ultralingualism manifests itself in diverse contexts, including interview data; field notes from a number of observations of both live and online ultralingual performances; questionnaire data surveying and documentary exemplifying educational ultralingualism; a review of related literature; personal communications; and analyses of digital texts featuring ultralingualism (including YouTube performances and their BTL comments), and argues that despite the absence of referential meaning, meaning-making still occurs.

This introductory textbook on the structure of English gives a comprehensive, descriptive grammar of contemporary standardized and non-standardized American English dialects. It helps students understand, analyze, and appreciate grammatical patterns from a variety of American dialects, including African American English, Appalachian English, Chicano English, and Southern American English-deepening students' comprehension of grammar and their analytical skills.

Grammatical structures and features are introduced iteratively and illustrated through numerous examples, which showcase various dialect features. Students are encouraged to treat these examples as linguistic data sets and to investigate them like language detectives. The authors guide students from initial observations to full explanations of terms, concepts, and features. Providing ample practice and iterative exercises, as well as suggestions for real-world application, Foundations of Grammar introduces students to the rigorous study of grammar and promotes appreciation for a variety of dialects, particularly those that are stigmatized. Recommended readings and ideas for student projects are provided in a companion website that also offers resources for instructors.

This groundbreaking exploration of American English grammar challenges prevailing myths about grammar, promotes awareness of linguistic diversity, and invites readers to think critically about their own English dialects.

This book offers a critical ecolinguistics case study of an entire city nation, Singapore, and of the stories told about and by it internationally in relation to its efforts of sustainability, response to climate change, and commitment to ecomodernity.

It explores several key questions: How will humans live in urban areas in the decades to come? How will these efforts be impacted by climate change and how will cities adapt? What discourses about nature are present in cities, and how will these discourses influence and impact efforts towards sustainable urban living during climate change?

The methods of the book can also be applied to analyzing the un/sustainability of other urban areas in the world from the perspective of ecolinguistics, better equipping planners of all types with a more nuanced understanding of the role language and discourse plays in shaping human/nature interactions in urban areas during times of rapid climate change.

The authors offer insights into contemporary issues around sustainable urbanism, the role of discourses in conceptualizing and advocating for sustainability, methods on how to apply an ecolinguistical lens to various 'texts' that constitute a nation city, and an understanding of how various discourses may promote or impede climate resiliency and adaptation.

An essential one-volume reference to contemporary systemic functional linguistics (SFL) and its applications, this handbook offers a rigorous and systematic overview of the field and its recent developments. Written by an international team of leading scholars, this volume covers the key approaches and applications, providing both a survey of current research and more practical guidance for advanced study.

Fully updated, revised and restructured to take account of developments over the last decade, this second edition features:

- 4 new chapters, covering the application of SFL in language comparison, education, healthcare and multimodal contexts.
- Substantially revised and updated chapters on topics such as methods, models and computing.
- An expanded and updated glossary of key terms.

Featuring chapters by giants in the field, including M.A.K. Halliday, Ruqaiya Hasan, and Jim Martin, this volume identifies and describes the central concepts and applications associated with SFL. The Bloomsbury Handbook of Systemic Functional Linguistics is an essential resource for anyone interested in the field.

Pictures are a fundamental aspect of how we express ourselves, and cave paintings are among our oldest records of intelligence. Yet, despite their importance, why don't most people feel they can draw, and why are pictures often considered less important than language?

For over 20 years, Neil Cohn has pioneered research around these questions within the fields of linguistics and cognitive neuroscience, and this book is the result, heralding a new paradigm of language, drawing, and communication, all accessibly presented as a non-fiction graphic novel. This work challenges the conventional understandings of how pictures communicate, how people learn to draw, and the nature of language itself.

With humor and a clear, friendly, and accessible tone, Speaking in Pictures introduces ground-breaking research by doing what it discusses: intertwining pictures and words into a single message as a non-fiction graphic novel, taking the reader on an inspiring journey through the study of communication and the mind.

This book provides empirical and theoretical accounts of poetics from a sociolinguistic and linguistic anthropological perspective, highlighting the poesis of everyday living.

The authors not only regard poetry as a literary genre or a form of aesthetic performance, but also aim to clarify how everyday practices, such as casual conversation, radio broadcasting, sightseeing tours, classroom instruction, and reciprocal singing, are imbued with poetic (inter)actions achieved through senses, bodies, materials, and the environment. Such mediums are shown to be appropriated here and now in accordance with the ongoing social actions gleaned from the contributors' fields of research and expertise. Examples include classroom instruction and local festivals in Japan, music contests in China, rock climbing and public demonstrations in the USA, radio/TV broadcasts in Hawai'i and the USA, and tourist guidance in New Zealand, among others.

Building on major poetic theories in sociolinguistics, linguistic anthropology, and pragmatics, such as ethnopoetics, ritual poetics, and dialogic resonance, this book offers a showcase of highly interdisciplinary, cutting-edge approaches to poetic analysis that range from micro-interactional exchanges to macro-sociocultural issues surrounding poetic 'texts'. With such a diversity of activity, language, and approach, the authors cultivate novel ways in which multiple senses and modalities contribute to various forms of poesis, as well as to often-consequential social relations associated with the practices. The findings present students and researchers of language with an opportunity to re-evaluate the width and depth of poetic practice, as well as clues to enhance analytic sophistication through the multi/crossmodal engagement with dynamic poesis that seeps into everyday life.