言語学 — 全 下位分類

This book compares how multilingualism is governed, managed, and imagined in nation-states in the Horn of Africa and South Asia. With state-of-the-art contributions by leading scholars, this is the first volume to bring together political, historical, and literary perspectives on national multilingualism in the two regions, documenting both the views of state actors and those of writers, intellectuals, and activists. In undertaking this South-South comparison, the book shows that national multilingualism in the Global South is not a derivative postcolonial adaptation of European models. Rather, the multilingual nation-state of the Global South should be re-centred as paradigmatic of the relationship between language, multilingualism, and the nation-state in general, including in the Global North. This book is essential reading for all researchers interested in anti-Eurocentric approaches to multilingualism in policy-making, intellectual history, literature, and print culture.

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 edited book objects to entrenched biases and redefines discussions surrounding language education and research. Anchored in the emancipatory concept of trans-speakerism (Hiratsuka, 2024a, 2024b, 2025; Hiratsuka et al., 2023a, 2023b), this volume attempts to drive diversity, equity, and inclusion among language users, educators, and researchers on a global scale. It goes beyond the confines of native-speakerism and conventional labels, prioritizing the strengths, interests, and unique qualities of language practitioners and researchers in both professional and private dimensions. This endeavor advocates for a personalized, context-driven approach and empowers language stakeholders to recognize their existing abilities while envisioning their future potential. The significance of curating an edited compilation comprising multifaceted empirical studies by researchers worldwide cannot be overstated. This broad range of research enriches discussions and offers a comprehensive global perspective on relevant issues. Embracing the tenets of trans-speakerism leads to the acknowledgement of the inherent worth of each language practitioner and researcher-irrespective of mother tongues, cultural backgrounds, or professional positions.

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 contributes to the existing Systemic Functional Linguistics (SFL) literature in several ways. It expands SFL's empirical scope to understudied, high-stakes institutional contexts like mediation, enriching our understanding of register and genre. Methodologically, this research bridges computational data mining with SFL's meaning-oriented tradition, providing a solution to the 'delicacy vs. scale' dilemma which is capable of handling large-scale conversational data while preserving linguistic and sociological insights. Furthermore, the research extends existing SFL/Appraisal-based identity studies by tracking the co-occurrences of all evaluative options within the Appraisal system network, systematically mapping the relationship between the reservoir of meanings in a culture and the repertoire a given individual can mobilize, as well as the relationship between the reservoir of systems populating the realization hierarchy and their actualization in text.

Targeted at scholars in linguistics, discourse analysis, communication studies, and computational social sciences, this book offers a sophisticated understanding of how language functions as a dynamic tool for identity negotiation. It provides researchers and practitioners with innovative theoretical frameworks and methodological approaches for analysing discursive behaviours in high-conflict interactions. This book also provides practical insights for mediation practitioners, demonstrating how language can be strategically employed to facilitate more effective communication and resolution strategies.

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.

The volume explores the concept of paradigm in word-formation, focusing on its applicability to Slavic morphology, with an emphasis on Czech. It examines word-formation without derivational affixes, referred to as conversion in line with the current debate. It adopts a word-based approach to morphology, using attested words as the core lexicon units and inferring their internal structure through generalisation over sets of words. The book is divided into seven chapters, starting with an introduction and a survey of the discussion on the paradigmatic nature of derivation and other word-formation processes. The concept of paradigm is traced from recent research back to the 1960s. The next chapter explains the specifics of word-formation without derivational affixes in Czech. The empirical part of the study analyses more than 2,000 noun/verb conversion pairs for their phonological, morphological, and semantic features, noting differences between paradigms with nominal vs. verbal roots and native vs. non-native roots. By relating these findings to cross-linguistic and typological debates on word-class specificity and lexical borrowability, the study shows that morphological families with non-native roots tend to favour nouns over verbs. The book is intended for professional morphologists but can also serve as an introduction to the extensive discussion on the paradigmatic approach to word-formation for linguists in general. By moving beyond the Slavic descriptive tradition, it may be particularly valuable for those interested in Slavic word-formation who find traditional descriptions challenging due to theoretical or language-related barriers. This is an open access book.

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 open access book examines global poverty education in English as a Foreign Language (EFL) classrooms, with particular focus on Germany as a case study. Combining textbook analysis with teacher interviews, it uncovers dominant narratives of poverty representation and education, revealing moral and pedagogical framings that impact learning outcomes within the framework of Education for Sustainable Development and Global Citizenship Education. Beginning with an overview of international and national policy frameworks such as the Sustainable Development Goals, as well as of contemporary research and theory on Education for Sustainable Development in foreign language pedagogy, the book explores how English-language materials depict poverty through language, imagery, and intercultural narratives, as well as what educational aims they target. It problematizes these perspectives in light of contemporary research on the complex causes and solutions of global poverty, revealing tensions between educational intentions and empirical realities. Even well-meaning materials, it argues, can reproduce stereotypes, simplify global dynamics, or promote paternalistic and misleading worldviews. Drawing on insights and experiences of teachers, the study highlights the ethical and emotional challenges of addressing such issues in the classroom and calls for pedagogies that engage learners critically and empathetically. Finally, it uncovers the subtle cognitive, cultural, and moral biases that shape how poverty is framed in education, reflecting patterns that extend far beyond the classroom and carry implications for global understanding and responsibility. Integrating insights from global poverty research, foreign language didactics, sustainability studies, and critical pedagogy, Reframing Global Poverty in Language Education offers practical guidance for educators, researchers, and policymakers committed to fostering reflective and globally aware learners.

This book provides educators with the necessary tools and strategies to help English learners succeed.

Drawing from feedback from dual-language learners and teachers on improving assessments, Maryann Hasso develops and details strategies for the education of English learners (ELs) and covers how educators can help students complete assignments and engage with lessons. The instructional strategies outlined in this book include offering students multiple options for taking tests, ensuring each assessment is translated into the languages represented in the classroom, and allowing students to take assessments in groups or pairs.

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 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.

This book showcases developments in Chinese for specific and professional purposes. It covers various topics, such as Business Chinese, Chinese for Academic Purposes, Chinese for Tourism, Chinese for Science and Technology, and Chinese for Medical Purposes. As a reflection of the fact that research on Business Chinese dominates the academic field of Chinese for specific purposes, nine (out of sixteen) chapters in this volume address issues related to intercultural communication and approaches in teaching Business Chinese. This book provides insights into effective language learning strategies, curriculum development, and the intersection of language and professional fields. It offers language instructors a comprehensive and specialized resource for teaching Chinese in specific areas, and also serves as a guide for lesson planning with the provision of relevant materials and practical exercises.

This edited volume aims to advance a transperspectival approach (Tao & Gao, 2021) in exploring and understanding language teacher agency (Hawkins & Mori, 2018). It presents studies that illustrate methodological innovations for researching language teacher agency such as longitudinal studies and new data collection methods such as multimodal narratives and social network analysis. The studies not only delve into language teachers' diverse advocacy actions globally but also provide actionable practices for readers to understand and implement agency in their own contexts. The book brings together contributions from scholars based in diverse global contexts, including Hong Kong, Australia, the Philippines, the United States, the Netherlands, Kazakhstan, Egypt, the United Kingdom, Japan, and Ukraine, reflecting the rich geographical and cultural diversity of language teacher agency research. Encompassing EFL, ESL, and multilingual education settings, the book illuminates the myriad ways teachers demonstrate agency in both formal and informal learning environments while advocating for their students, profession, colleagues, institutions, and themselves. Additionally, the edited volume is intended to equip the teachers of multilingual learners of English with the skills to advocate for themselves effectively. Through practical examples and strategies, this volume aims to empower educators and learners alike to navigate complex educational landscapes, advocating for change and using agency to effect positive outcomes.

The sheer scale of global ecosystem devastation and the crescendo of the climate crisis may serve as good reasons for scholars and commentators to welcome any social mobilization that tries to save the earth. And yet not all environmentalisms are good environmentalisms. From eco-fascism to greenwashing and neoliberal conservation, not all 'green' action has a positive value. Offering a critical framework for discourse analysts to get to the heart of this specific complexity, this book is a study of the key discursive moves in environmentalist discourses that perpetuate social inequality, putting forward an alternate socioecological approach to avoiding these pitfalls.

While debates over the social visions and implications of environmentalist discourse have been raging for decades, they have yet to receive focused attention within critical discourse studies. This book addresses this gap, building on critiques from feminist, queer, anti-racist, Indigenous, and decolonial scholars across fields such as political ecology, environmental sociology, indigenous studies, human geography, literary theory, environmental communication, and others, in which the tropes, strategies, and structures perpetuated within strands of environmentalism are identified. In doing so, it brings forward new case studies, focused discourse analysis, and a socioecological normative framework to map out discursive formations. Special attention is paid to the whiteness and/or coloniality of ecological futures articulated as utopian social visions, and it is argued that only when combined with a radical vision for social justice are these environmental utopias desirable, attainable, or workable.

Situated at the interface of corpus linguistics, discourse analysis, sociolinguistics, and surveillance studies, this book focuses on how surveillance is defined, discussed, and negotiated in public discourses.
It analyses different meaning components of the cultural keyword of surveillance - inherently linked to power relations - in ongoing debates of public discourses.

The author looks at the representation of surveillance in different discourse domains through three different studies - the prime academic journal in surveillance studies (Surveillance & Society), The Times newspaper, and the signage of public spaces. The first two studies illustrate implementations of a novel method of 'co-occurrence comparisons' in diachronic analyses of collocation. The final study integrates cutting-edge research on the multimodal representation of surveillance in public spaces.

Adopting the sociolinguistic framework of 'surveillant landscapes' from mediated discourses analysis, this analysis reveals how surveillant practices are signalled in public environments. To capture the textual and material representation of surveillance in a collection of photographs from public spaces in multiple cities across Europe, North America, and Asia, the study presents a novel methodology combining corpus and qualitative methods for the analysis of multimodal data.

With its analysis of innovative corpora, Exploring Meaning in Surveillance Discourses through Corpora contributes new insights into meaning-making patterns of surveillance and makes a strong case for the role of corpus methods in the emerging 'sociolinguistics of surveillance'.

This twin-volume collection showcases unique explorations into the future development potential of English Language Teaching (ELT) research, encompassing traditional boundaries of the field and pushing beyond them. This second volume offers a thorough examination of current issues and future prospects from diverse perspectives extending beyond ELT. Authors discuss the applicability of research outcomes to ELT, drawing insights from linguistics (including phonetics/phonology, cognitive linguistics, generative linguistics, and historical linguistics), English literature, drama studies, the sociology of language, sociocultural studies, and generative artificial intelligence. This discussion is informed by the latest research trends in these interdisciplinary fields. While ELT historically has been developed as a primary branch of applied linguistics, it is increasingly recognized as a field with potential for interdisciplinary collaboration. ELT transcends linguistics alone and stands as a fertile ground for interdisciplinary studies. Rather than "imposing" recommendations from one field onto ELT, this volume advocates for collaborative partnerships that are mutually beneficial in today's complex educational environments. Such collaborations not only enrich ELT research but also foster mutual development across disciplinary boundaries. This book is recommended for anyone involved in ELT and related disciplines, including researchers, teachers, teacher trainers, and learners alike.

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.

An exploration of how criticality can be developed among language teachers. This book is designed for teacher educators who are preparing teachers to work in a variety of global language education settings including pre-kindergarten through 12 bilingual classrooms and Sheltered English Immersion (SEI), as well as adult and community TESOL courses.

Through vignettes that highlight their own journey as critical teacher educators, Christine Montecillo Leider and Johanna M. Tigert provide insight into how they address various challenges of language teacher education, including a banking model approach to language education and the need to de-center both the English language and American approach to language education.

Each chapter offers a variety of reflective activities that both early career and veteran teacher educators can use to enhance their own development as critical teacher educators. Further, the authors provide a roadmap for how these reflective activities can be adopted to foster criticality among language teachers. Grounded in critical pedagogy and critical friendship, this book translates critical theory to praxis, providing a guide for teacher educators who seek to transform their approach to teacher education practice.

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.

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 exploration of telecollaboration (or virtual exchange) studies in language teacher education considers its potential role in preparing teachers to work in linguistically and culturally diverse settings.

More and more language teacher educators are using telecollaboration as an essential component in their courses in order to connect teacher candidates from different geographical locations and ethnolinguistic backgrounds. Part I looks at the foundation of telecollaboration in language teacher education. Part II includes empirical evidence and global case examples related to telecollaboration to illustrate the benefits and challenges of incorporating telecollaboration to support interaction between the non-native speakers. Finally, Part III provides insights into employing telecollaboration for intercultural professional development. This book explores teacher candidates', teachers', and teacher educators' professional learning, identities, and ideologies during their participation in transnational telecollaborative projects.

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 re-orients and enriches the existing teaching and learning processes of English language and literature in an Indian context. It foregrounds and critiques the relevance of existential humanities in the classroom (both pedagogy and research), re-contextualizes classroom interactions with reference to everyday lived experiences and ethical choices, and fosters critical humanistic thinking among teachers and learners. It offers a unique perspective on existentialism drawn from various cultures by intertwining it with Indian cultural and philosophical underpinnings, enabling readers worldwide to appreciate the diversity of existential thought. This book introduces lesser-known non-Indian as well as Indian literary works to a global audience, highlighting how existentialism permeates and connects various genres and styles of global writing. It provides insights into how language nuances convey existential ideas in diverse linguistic contexts, encouraging a deeper understanding of how existentialism transcends language barriers. Through a comparative lens, this book enables readers to compare and integrate Indian existential themes with those from other cultural and literary landscapes. It equips educators worldwide with tools to incorporate diverse existential perspectives into classroom discussions, fostering a broader understanding of human experiences across cultures.

This book foregrounds the crisis facing the teaching and learning of language, literature, humanities and social sciences in the post-truth era. It establishes the crucial need to re-invigorate these domains for a truly inclusive, progressive and harmonious society. Most importantly, this volume offers crucial classroom strategies, practical lesson plans and precious insights from classroom experience to teachers and researchers.

Providing an in-depth analysis of the diverse discourse types present in the fight for women's bodily autonomy in Ireland over four decades, this book explores discourse from the imposition of the Eighth Amendment in 1983 to its repeal in 2018 and beyond, adopting a mixed-methods critical linguistic approach.

By applying models of analysis from across the spectrum of critical linguistics, the book maximises the potential of the analytical models prominent in critical linguistics and Critical Discourse Analysis (CDA), in turn maximising the number of discourse arenas available for investigation.

Interdisciplinary both in terms of methodology and data, the chapters analyse a diverse range of societal texts including traditional political campaign discourse and cross-generational pro-choice leaflets. The book also assesses the utilisation of pro-choice voices in the contemporary discourse arenas of social media and broadcast entertainment, and examines politico-legal arenas such as submissions to the Citizens' Assembly and parliamentary speeches. It also scrutinises the abortion rights campaign in the north of Ireland through interviews with a range of campaigners.

In addressing the specific complex issue of abortion rights and exposing relevant data to diverse linguistic scrutiny, the book showcases the methodological rigour of critical linguistics in original research. Against the backdrop of ongoing reproductive rights debates in the USA, Europe and internationally, this book is a comprehensive analysis of the linguistic strategies of a major social event which continues to resonate across the world.

This book presents DIGICOMPASS Junior, a workable framework for global language education in the upper primary years (grades 4-6). It adapts the original DIGICOMPASS for younger learners and shows teachers how to plan inclusive, developmentally appropriate learning that connects languages, cultures, and digital practices. Chapters translate principles into classroom moves-plurilingual practices; intercultural learning; multimodal and digital literacies; personalized pathways with experiential projects; and assessment for feedback, portfolios, and growth. With planning tools, rubrics, and a ready-to-use sample module, DIGICOMPASS Junior helps classrooms become language-rich, culturally responsive spaces where students participate across languages and cultures, build empathy, and communicate with confidence. This book is designed for teachers, with added value for leaders, policymakers, and curriculum developers.

Addressing the issue of fragmentation in academic English language research, this book takes a holistic approach to the areas of knowledge that converge within academic discourse and texts.

The authors argue that this convergence integrates three knowledge areas of a disciplinary community: its social processes, epistemology, and discursive practices. Going beyond the narrower focus of much previous theory and research, the volume advocates an original and integrated approach to the multifaceted nature of the academic language and literacy practices of universities.

The book is divided into two parts. Part 1 examines the context of contemporary universities and the broader influences that shape academic language use. Part 2 explores disciplinarity and the three dimensions that together shape academic language: social, epistemological, and discursive. The authors then present an innovative and integrated model of the three dimensions and use it to examine language from social science and STEM subjects. A concluding manifesto argues for an integrative, reflexive and ethical approach to researching academic language. This volume is of interest to anyone concerned with understanding, analysing, and teaching the academic language of universities as it is used for study or research publication purposes.

This book explores issues of teaching science, technology, engineering and math (STEM) through the medium of English in the context of higher education in Hong Kong.

It analyses policy issues and language challenges faced by university students and pedagogical strategies for the professional development of English-Medium of Instruction (EMI) teachers.

Hong Kong as a focus case is valuable because nearly 60% of government-funded university programmes are STEM or science-related, while over 90% of the student population speaks Chinese as a first language but also speak and write English due to local language policies and Hong Kong's colonial history, making it a useful site for EMI research. By providing an evidence-based, pedagogically-focused analysis of teacher and student classroom practices and their perceptions, this book sheds light on ways to improve the quality of instructional practices and effective scaffolding in different types of EMI classrooms in Hong Kong and in similar contexts around the world.

The examples of the EMI lessons with annotated notes which showcase good practices of EMI teaching will be particularly valuable to university EMI co-ordinators, content-subject and English teachers, and instructors doing EMI professional development courses.

This book seeks to make sense of competing ideas about misinformation, by setting out a post-critical discourse analysis of the ways in which it is framed, relative to both adjacent and antecedent concepts - including fake news, disinformation, bullshit, conspiracy theory, propaganda, post-truth politics, hoaxing, rumour and gossip. Is misinformation an existential threat to modern life, or is it merely a symptom of an anxious age? To answer this question, it is first necessary to understand how the phenomenon is conceptualised. Researchers and experts from a wide range of disciplines have long grappled with the problem of misinformation; but they do not always make use of the same lexicon when it comes to describing it. This book makes use of the TATI multilevel discourse method, an approach developed by the author, to make sense of some common ways in which the concept is discussed. For some, misinformation is a concept best understood as a Theory that provides an alternative explanation for newsworthy (and often contested) political and cultural events. For others, it is an Aesthetic form (or a form of spectacle) arising not from the distribution of lies as such, but rather from the very subversion of reason itself. Some see it is a Tool; false information that is instrumentalised to sow discord, or to acquire financial return. Alternatively, some see it more as an expression of Ideology; a function of the power structures that invisibly shape our lives. These discourses overlap, and indeed, it is not uncommon to find in any given opinion on misinformation, the presence of more than one of these discourses, each serving a particular rhetorical end. The emphasis in these discursive patterns in what people say about misinformation, this book concludes, may help us to identify some new ways of thinking about misinformation, best understood visually, as representing either 'thick' or 'thin' manifestations of the form.