言語学 — 全 下位分類

During the last two centuries, ethnolinguistic nationalism has been the norm of nation building and state building in Central Europe. The number of recognized Slavic languages (in line with the normative political formula of language = nation = state) gradually tallied with the number of the Slavic nation-states, especially after the breakups of Czechoslovakia, the Soviet Union and Yugoslavia. But in the current age of borderless cyberspace, regional and minority Slavic languages are freely standardized and used, even when state authorities disapprove. As a result, since the turn of the 19th century, the number of Slavic languages has varied widely, from a single Slavic language to as many as 40.

Through the story of Slavic languages, this timely book illustrates that decisions on what counts as a language are neither permanent nor stable, arguing that the politics of language is the politics in Central Europe. The monograph will prove to be an essential resource for scholars of linguistics and politics in Central Europe.

This book sheds light on the important role played by interpreters during the Spanish Civil War, offering a historical overview of the ways in which interpreters on both sides mediated the myriad linguistic, cultural, and ethical difficulties of wartime communication.

Drawing on archives, interpreters' memoirs, and testimonies from their own children, the volume extends beyond traditional historiographic accounts to demonstrate the significance of interpreters' work in facilitating communication during the war across a range of settings, including in combat, hospitals, interrogations, detention camps, and propaganda. Baigorri-Jalon showcases the diverse backgrounds of these interpreters through individual and collective portraits, paying special attention to the work of the many women working as interpreters during the conflict. In turning its attention to lessons from the past, the book reaffirms the work of interpreters in present-day international conflicts toward better understanding the ethical dilemmas they face, in wars, humanitarian aid, demobilization tasks, and multilingual criminal proceedings.

This volume, the first book in the Routledge Research on Translation and Interpreting History series, will be of interest to scholars in translation and interpreting studies, particularly those interested in historical and sociological approaches as well as Spanish Civil War scholarship.

Bilingualism Across the Lifespan explores the opportunities and challenges that are inherent in conducting cognitive research in an increasingly global and multilingual society.

Divided into three sections, the book highlights the multifaceted and complex nature of bilingualism. The first section focuses on what every cognitive psychologist ought to know about bilingualism: the impact of bilingualism on cognition across the lifespan, the idea that bilinguals are not a special case, and the importance of bilingualism in cognitive research beyond language. The second section focuses on challenges inherent in bilingual research: diversity of bilingual experience, the assessment of proficiency, and finding matched comparison groups and materials. Finally, the book considers opportunities that are created when bilingualism is incorporated into the cognitive research enterprise. It illustrates how researchers of bilingualism leverage theory, methodology, and findings from single-language research, incorporate uniquely bilingual processes or representations, and target populations of bilinguals that help to establish universal properties.

Bringing together leading international contributors, the book provides the reader with a better understanding of the nature of bilingualism and bilingual research as it relates to human cognition. It will be an essential read for all researchers and upper-level students of bilingualism and cognitive psychology more generally.

This book outlines best practice and effective strategies for teaching English as a foreign language to D/deaf and hard of hearing (DHH) students. Written by a group of researchers and experienced practitioners, the book presents a combination of theory, hands-on experience, and insight from DHH students.

The book brings together a variety of tried and tested teaching ideas primarily designed to be used for classroom work as a basis for standby lessons or to supplement courses. Placing considerable emphasis on practical strategies, it provides educators and practitioners with stimulating ideas that facilitate the emergence of fluency and communication skills. The chapters cover a wide range of interventions and strategies including early education teaching strategies, using sign -bilingualism in the classroom, enhancing oral communication, speech visualization, improving pronunciation, using films and cartoons, lip reading techniques, written support, and harnessing writing as a memory strategy.

Full of practical guidance grounded in theory, the book will be a useful resource for English teachers and all those involved in the education of deaf and hard of hearing learners across the world; including researchers, student teachers, newly qualified teachers, school supervisors, and counsellors.

Assessing Academic English for Higher Education Admissions is a state-of-the-art overview of advances in theories and practices relevant to the assessment of academic English skills for higher education admissions purposes. The volume includes a brief introduction followed by four main chapters focusing on critical developments in theories and practices for assessing reading, listening, writing, and speaking, of which the latter two also address the assessment of integrated skills such as reading-writing, listening-speaking, and reading-listening-speaking. Each chapter reviews new task types, scoring approaches, and scoring technologies and their implications in light of the increasing use of technology in academic communication and the growing use of English as a lingua franca worldwide. The volume concludes with recommendations about critical areas of research and development that will help move the field forward. Assessing Academic English for Higher Education Admissions is an ideal resource for researchers and graduate students in language testing and assessment worldwide.

There is a growing body of research on English-medium Instruction (EMI) in Asian contexts, and much of this research points out difficulties experienced by stakeholders. This volume takes up the issue of support for EMI, which is, and which can be, offered to students outside of the classroom in order to help them succeed academically in an EMI environment. Dr Ruegg's book demonstrates the effectiveness of such support in the Japanese context. It begins by examining the support currently available for students in English-medium full degree programmes then goes on to examine one successful support service in more detail in order to determine the kinds of effects that can be achieved by establishing such a centre. The research reported in this book was conducted in Japan, but the findings will apply in other locations, especially in other Asian countries. The information provided in the book is expected to inform institutions who are looking to either establish an English-medium degree programme or improve on an existing programme by sharing information about the practices of other institutions.

China has attached great importance to teaching students to become proficient users of English. Yet, despite a plethora of studies and practice on Chinese ESL/EFL (English as a second/foreign language) learners, the large student population, its complicated composition and the complex nature of second and foreign language learning have rendered it difficult to offer a panoramic view on ESL/EFL teaching and learning of Chinese learners.

This book provides a new and up-to-date perspective on the teaching and learning of Chinese ESL/EFL learners. The book collects 15 case studies, falling into two parts-Curriculum Development and Teaching Practice and Skills-Based Research. The collected studies deploy qualitative, quantitative or mixed methods to explore patterns, features, developments and causes and effects of a variety of issues in the sphere of ESL/EFL teaching and learning. Moreover, the cases offer insights that are relevant beyond the mainland Chinese context such as Hong Kong, Macau, Britain and Australia.

Students and scholars of TESOL and applied linguistics will be interested in this title.

Focusing on adolescent multilingual writing, this text problematizes the traditional boundaries between academic writing in school contexts and self-initiated writing outside of the formal learning environment. By reconceptualizing the nature of adolescent multilingual writing, the author establishes it as an interdisciplinary genre and a key area of inquiry for research and pedagogy.

Organized into six chapters, Reconceptualizing the Writing Practices of Multilingual Youth provides an in-depth examination of the writing practices of multilingual youth from sociocultural and social practice perspectives. Drawing on first-hand research conducted with young people, the text questions the traditional dichotomy between academic writing and non-formal equivalents and proposes a symbiotic approach to exploring and cultivating the connections between in- and out-of-school literate lives. By highlighting a bidirectional relationship between formal and informal writing, the text advocates for writing instruction that helps adolescents use writing for entertainment, identity construction, creative expression, personal well-being, and civic engagement, as well as helps them learn to navigate future literacies that we cannot imagine or predict now.

This much-needed text will provide researchers and graduate students with a principled overview and synthesis of adolescent multilingual writing research that is significant yet underexplored in applied linguistics, TESOL, and literacy studies.

Due to the competitive edge it confers on students, educational institutions, and non-English speaking nations in a globalized economy, English as a medium of instruction (EMI) has been gaining popularity in tertiary education in non-native English-speaking (NNES) countries. Institute-wide EMI implementation has often been imposed by top-down decisions, in combination with the optimistic view that the horse should always be placed before the cart. However, emerging evidence suggests that the delivery of such programs to NNES students has led to new pedagogical challenges and learning problems that go beyond the scope of language learning and teaching and deserve immediate attention. For example, how would an instructor respond to situations in which students' learning of content is compromised by their limited language proficiency? This book draws on the current practice of EMI in diverse disciplines and university settings and examines how these new pedagogical and learning issues can be addressed. The discussion also involves a reflection on the essence of EMI in relation to the use of the first language (L1) as the medium of instruction in tertiary education. In addition, the book includes discussion about how to ensure and maintain the quality of EMI programs and assess the readiness of stakeholders for such programs, which include administrators, teachers, and students. The discussion is led by exemplars in Hong Kong and Taiwan, where the majority of students are native Chinese speakers, in the hope of developing critical perspectives and practical guidelines as references for EMI in other NNES settings.

"The Open Access version of this book, available at http://www.taylorfrancis.com/books/e/ISBN, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.

This book situates the teaching and learning of language in general, and English in particular, within the sociocultural context of India. It engages with current scholarship in literacy studies and the pedagogies of language acquisition and learning.

The volume discusses the cultural, discursive and sociopolitical functions of language education and the teaching of English in Indian schools. It examines the importance of adopting flexible pedagogical and multimodal strategies in teaching vocabulary; grammar; literary genres like fiction, poetry and drama; rhetorical discourses; and communicative English to learners for whom English is not one of their home language(s). It also discusses pragmatic approaches to curriculum design for communicative competence and critical literacy rooted in theoretical principles of language education. The authors analyse issues relevant to secondlanguage acquisition; English language teaching (ELT); emergent, adult and critical literacies; and critical pedagogies in language and literature.

Written in an accessible style, the book comes with case studies, exercises and additional references to support an independent exploration of the fields. This book will be of interest to students and teachers of language, literature and education, as well as teachers and educators in schools and universities. It is also of relevance to policymakers, non-governmental organisations and public and private sector bodies that work in the fields of language and literacy.

Drawing on a variety of theoretical concepts and methods, this book addresses the interface between language, politics and translation. The contributors analyse the role, practice and impact of journalistic translation in Canada, China, Arab countries, France, Spain, the Ukraine, Finland and Serbia.

The introductory chapter surveys the evolution of journalistic translation research during the period 2015-2020. The chapters that follow delve into the role of language and translation in news production with a specific focus on the connections with politics and power. The authors analyse Canadian newspapers in French and English during the subprime crises, the representation of Muslims in three European newspapers in the aftermath of Nice terrorist attacks, the translation of Donald Trumps' tweets in Spain, the role of evaluation in opinion articles in the Ukraine, the use of reported speech in Finnish articles, the translation of Donald Trump's offensive comments into Arabic and so on. In the discussions, the authors draw on functional grammar, critical discourse analysis, Appraisal theory and pragmatics.

This volume will appeal to all those interested in the ways translation shapes media constructions of news events and showcases the centrality of journalistic translation research as a dynamic subfield within translation studies.

The chapters in this book were originally published as a special issue of the journal Perspectives: Studies in Translation Theory and Practice.

This book offers unique insights into the use of Facebook after the 2016 US presidential election, interrogating how users in private groups draw on individual experiences in movement building and identity construction while also critically reflecting on ethnographic practices around social media.

The volume draws on the author's own involvement in a specific Facebook group focused around activism and community organizing in Texas following the 2016 US presidential election. Chapters draw on the frameworks of "small stories" and "stance" to unpack the ways in which group members use parts of their individual stories to signal beliefs to others, present themselves in relation to the group, and signal virtues of moral authority on various pressing political issues. Building on these analyses, Zentz goes on to address ways in which the scales of politics are being navigated and modified at the grassroots level in our highly networked world. This book contributes to ongoing conversations about the realities of internet use within linguistic anthropology and new media studies, and how researchers might seek to account for social media use and access to this data as these technologies develop further.

This book is key reading for students and scholars in linguistic anthropology, media studies, and activism and social movement studies.

This textbook introduces current thinking on English as a global language and explores its role in intercultural and transcultural communication. It covers how English functions as a lingua franca in multilingual scenarios alongside other languages in a wide variety of global settings, and the fluid and dynamic links between English, other languages, and cultural identities and references.

The implications for English language teaching (ELT), academia, business, and digital communication are explored. Contemporary research and theory are presented in an accessible manner, illustrated with examples from current research, and supported with discussions and tasks to enable students to relate these ideas to their own experiences, needs, and interests. Each chapter contains activities to help students orientate towards the topic, reflect on personal experiences and opinions, and check their understanding. Additionally, a detailed glossary of key terminology in Global Englishes and Intercultural Communication is provided.

Exploring in depth the links between Global Englishes, Intercultural Communication research, and Transcultural Communication reasearch, this is key reading for all advanced students and researchers in Global or World Englishes, English as a Lingua Franca (ELF), and Intercultural Communication.

Navigating and resolving issues in intercultural communication is an integral part of the interpreter's role on a daily basis. This book is an essential guide to the interpersonal dimensions of intercultural communication in a variety of key interpreting contexts: business, education, law, and healthcare.

Drawing on the unique perspectives of professional interpreters, Cho focuses on two key questions that remain underexamined in the field of intercultural communication: why does intercultural communication often break down, and how do individuals manage intercultural communication issues? Each chapter deals with issues pertinent to small cultural aspects of intercultural communication, including gender, ethnic migrant communities, educational cultures among migrants of Asian backgrounds, and monolingualism/monoculturalism in courtroom and refugee interview contexts. Spanning diverse geographical domains, the book highlights the impact of macro power on interpreting as well as the significance of individual agency and micro power, which can rebalance the given communicative context.

Offering a comprehensive, up-to-date, innovative, and critical perspective on intercultural communication in interpreting, this is key reading for student and professional interpreters and those on courses in language and intercultural communication.

This book takes as its starting point the assumption that interpersonal communication is a crucial aspect of successful language learning. Following an examination of different communicative models, the authors focus on traditional face-to-face (F2F) interactions, before going on to compare these with the forms of computer-mediated communication (CMC) enabled by recent developments in educational technology. They also address the question of individual differences, particularly learners' preferred participation styles, and explore how F2F and CMC formats might impact learners differently. This book will be of interest to students and scholars of computer-mediated communication (CMC), computer-assisted language learning (CALL), technology-enhanced language learning (TELL), language acquisition and language education more broadly.

The Routledge Handbook of Translation and the City is the first multifaceted and cross-disciplinary overview of how cities can be read through the lens of translation and how translation studies can be enriched by an understanding of the complex dynamics of the city.

Divided into four sections, the chapters are authored by leading scholars in translation studies, sociolinguistics, and literary and cultural criticism. They cover contexts from Brussels to Singapore and Melbourne to Cairo and topics from translation as resistance to translanguaging and urban design. This volume explores the role of translation at critical junctures of a city's historical transformation as well as in the mundane intercultural moments of urban life, and uncovers the trope of the translational city in writing.

This Handbook is critical reading for researchers, scholars and advanced students in translation studies, linguistics and urban studies.

As a country in transition, Chinese news discourse has quite distinctive characteristics, and more so given the power of state media in society. With China's engagement in world affairs and its massive Belt and Road Initiative (BRI) now in place, Western media coverage of China has dramatically increased. Against this backdrop, news dissemination and discourse demonstrate a need for academia to give perspectives with interdisciplinary approaches. Chinese News Discourse presents original research from academics in China and the West, showing theoretical, methodological and practical dimensions between news media and discourse.

The book focuses on Chinese news discourse by examining what new modern features it demonstrates in contrast and comparison to news discourses in other countries in the coverage of such hot topics as the BRI or the 70th Anniversary of the Founding of the People's Republic of China, just to name a few.

This book is a useful resource for scholars and students of discourse, language, media and communication studies, as well as translation studies.