言語学 — 全 下位分類

This volume examines the lived experiences of diverse Global Chinese communities who navigate changing milieus of meanings and ideas about homes, belongings, and boundaries in a transnational world. From the perspective of linguistic landscape studies, it explores how language, ethnicity, culture, and territory intersect in a third space where in-betweenness is incorporated and internalized to form new shades of cultural identities.

Chapters address meaning-making practices observed in public, institutional, and private spaces, uncovering the convergences and divergences bound up in the meanings of ‘Chinese’ and ‘Chineseness’. The synergy of the collection reveals the heterogeneity within and across Chinese communities worldwide and traces how transnational and intranational flows of people and language practices reshape identity through spatial and temporal lenses.

An essential resource for scholars and researchers in linguistic landscape studies and visual ethnography, the book provides a critical examination of the shifting meanings of ‘Chinese’ and ‘Chineseness’ encountered in daily life.

This book introduces a novel framework for argument structure and demonstrates its explanatory power through a unified analysis of the diverse uses of the English verb ‘have.’

Argument structure, a core topic in linguistic theory, explores the relationship between syntactic structure and meaning in human languages. The polysemous verb ‘have’ poses a significant challenge in this domain. By applying four governing principles of argument structure, this book provides a cohesive analysis of ‘have’ while establishing a general framework that extends to broader linguistic phenomena. Central to this framework is the question of how nominal expressions are interpreted in specific structural positions.

Designed for linguistic researchers and graduate students, the book is particularly relevant to those studying syntax, semantics, pragmatics, or linguistic theory, especially within the generative tradition. However, its insights also offer value to scholars working in non-generative approaches.

Bilingualism: The Basics provides the reader with a state-of-the-art overview of research into individual bilingualism. Very generally, a bilingual individual is someone who has two or more languages embedded in their life. The majority of the world is either bilingual or multilingual. Few people have never had any exposure to another language ? true monolingualism is rare! But bilinguals can vary in terms of many dimensions like amount of language use, proficiency levels in their languages, and age of acquisition. This book gets to the heart of how bilinguals differ from one another, but also how they are similar to one another. Its focus is on research-based evidence, so that the reader can understand bilingualism from an up-to-date scientifically informed perspective. Covering topics such as how bilingual children acquire more than one language, how bilingual adults manage two or more languages in their minds, whether earlier is really always better, and even whether bilingualism affords cognitive advantages, it's a must-read book for all students of Bilingualism from Psychology, Language or Linguistics backgrounds.

In the face of technological advancements that seem to diminish reflective capacity, this novel volume posits the idea that technologies such as AI can support and enhance reflective practice in second language educational contexts.

Moving from conceptual foundations through to situated examples and applied contexts, the book traces the foundations in AI-mediated reflective practice, examining key concepts such as AI-mediated reflection and design thinking in language teacher education. The book then presents the digital methods and tools for reflective practice, offering applied insights into technologies such as chatbots, e-portfolios, Learning Management System (LMS), and social media platforms, and explores empirical accounts of reflective practice in online contexts. Global and outward-looking, the book presents case studies drawn from a diverse range of geographical contexts (including Vietnam, Algeria, Iran and Turkey) and educational contexts, such as transnational teacher education programs. Despite this varied global approach, chapters are integrated around the central theme of how digitalization, particularly through AI and online technologies, is reshaping reflective practice in second language education.

This book will be of use to researchers, postgraduate students and scholars in the fields of language and education, distance learning, and reflective practice more specifically. Teacher educators and practitioners looking to implement reflective practices in online or blended learning contexts may also find the volume of use.

In current multimodality research, there is a methodological and analytic gap between the complexity of the materials targeted and the constructs applied. This gap makes it difficult for analyses to scale beyond single case studies. Support for larger-scale empirical, corpus-based work is often compromised and, when scaling does occur, it is at the cost of the breadth of multimodal phenomena covered. In this book we present the latest revision of our multimodal semiotic approach to advanced multimodality research which directly addresses these problems, providing extended theoretical constructs with solid foundations, staged methodological instructions for applying those constructs in practical analysis, and a specially selected set of hands-on illustrations of the account at work in diverse media and communicative situations. The framework clearly sets out methods and examples of how to conduct multimodality research regardless of the materials involved and always with a view to increasing scale to provide stronger empirical foundations. The selected analyses illustrate the application of the latest multimodality methodologies, complex data (across domains), analytical tools, and results from different phases of research.

This book provides new approaches to major problems in the philosophy of logic, language, and mind. It covers issues such as self-reference, logical abductivism and pluralism, logical truth, modal logic and its applications, Kripke-completeness, theories of meaning, theories of mind, the rationality of beliefs, mental integrity, or the nature of understanding. These problems are discussed by top researchers in their fields allowing the reader to become acquainted with both cutting-edge analyses of major philosophical problems and the illuminating interpretations and solutions of them. The chapters in the volume are dedicated to Professor Mircea Dumitru, who worked on these and related philosophical problems and further promoted scientific research in these fields. At the same time, he put a lot of effort into making the topics in these fields accessible for a broader audience. The book contains essential reading for scholars and advanced students in philosophy of logic, language, mind, and for all those interested in analytic philosophy.

The fourth edition of Living Language is fully updated with new perspectives on gender and language revitalization.

Now in its Fourth Edition, Living Language: An Introduction to Linguistic Anthropology continues to ground students in how language both shapes and is shaped by social contexts, cultural meanings, and power dynamics. Fully updated throughout, this fourth edition covers both theory and real-world interaction, frontloading with a robust conceptual framework and equipping readers to interpret the chapters that follow.

New to this edition are discussions of AI in relation to literacy, updated coverage of transgender language research and pronouns, and a perspectival shift from language endangerment to language shift grounded in Native and Indigenous linguistic anthropologists’ perspectives. The text now explicitly addresses scale as a concept and highlights differences between Internet and cellular-based communication.

This insightful and indispensable book offers:

• Sign language scholarship integrated throughout the entire text rather than confined to a single chapter, reflecting current disciplinary approaches
• Cartoons, data tables, and relatable examples of actual language use illustrating linguistic anthropology's relevance in a globalized world
• A unified theoretical framework rooted in social theory covering language ideologies, multifunctionality, practice, and indexicality across chapters
• An accessible yet rigorous presentation that treats language as a non-neutral form of social action without oversimplifying core concepts
• A new appendix providing examples of classroom activities that can help instructors teach and students explore the key concepts of the book.

Living Language is ideal for undergraduate and graduate courses in linguistic anthropology, language and culture, and language and society, as well as related courses in sociolinguistics, sociology, education, and communication. Its accessible yet theoretically grounded approach enables students to analyze language as social action across diverse cultural contexts.

This volume examines Arabic language teaching and learning in Islamic schools within English-dominant Muslim-minority contexts in the West. The Islamic schooling sector in the West has experienced rapid growth, driven by the rising demand for faith-based education among Muslim families. Islamic schools aspire to nurture and preserve Islamic identity and foster connections with the wider Muslim community by offering Qur?an, Islamic studies, and Arabic language programs. This book consolidates existing scholarship, introduces new insights and theoretical perspectives, and outlines pathways for the renewal of Arabic language education in Islamic schools.

Game-Based Approaches to CALL features contributions that explore approaches to teaching world languages and cultures that are both computer-assisted and game-based.

As the intersection of games and learning constitutes a pedagogical subgenre unto itself, this volume focuses on four key elements of game design and game studies that will shape the future of not only the games industry, but of computer-assisted practices of all kinds, especially CALL. The elements include: player/student agency, which is the theory defining the future of player/student-centred design; serious games, the genre expanding the pedagogical potential of game design; eXtended Realities (XR) and AI storytelling, wielding the technologies shaping the future of the game-based classroom; and multimedia theories of learning and empirical game-based research ? case studies at the intersection of CALL and game studies.

Maximizing the learning potential of constantly evolving modern technologies, the contributors to this volume offer a transformative perspective for students, professors, researchers, and practitioners of linguistics.

This book provides an in-depth and wide-ranging exploration of translanguaging within educational and pedagogical contexts, offering a unique synthesis of empirical research, theoretical insights, and practical applications. As multilingualism becomes increasingly central to global educational landscapes, the need to integrate inclusive, dynamic, and linguistically responsive pedagogies has become ever more urgent. The chapters in this volume respond directly to this need, focusing specifically on how translanguaging shapes teacher education, instructional practice, and language skill development in formal learning environments. This volume is part of a complementary two-book series on translanguaging. While this book focuses on pedagogical, ideological, and critical dimensions of translanguaging in educational contexts, readers are encouraged to consult the second part, Translanguaging in Multilingual and Societal Contexts: Voices, Identities, and Policies (Ulum, 2026), for diverse global case studies and insights into translanguaging across communities, families, and multilingual societies. This is an essential resource for educators, students, researchers, policymakers, and designers engaged in multilingual education, translanguaging, curriculum development, and inclusive language practices.

This handbook gathers the main concepts, theoretical approaches, research fields and applications that have emerged from the intersection between translation, gender, and sexuality. Over the past three decades, translation studies (a dynamic field of descriptive and critical inquiry) has increasingly incorporated feminist perspectives, sexual diversity voices, and queer and trans approaches. The volume revisits and critically assesses this tradition while also identifying new directions for future research within an intersectional framework that brings together perspectives from diverse backgrounds and contexts. Organized into four sections covering basic concepts, politics of translation, forms of representation, and practices and applications, the handbook is intended for both students and experienced researchers seeking a comprehensive overview of key current themes, issues, and research topics in translation, gender, and sexuality.?

This book provides a comprehensive examination of how translanguaging serves as a transformative linguistic, educational, and sociopolitical practice across diverse cultural, geographic, and institutional settings. Building on cutting-edge research and multidisciplinary perspectives, the volume editor brings together voices from Asia, Africa, the Middle East, and Europe to shed light on how individuals and communities strategically mobilize their full linguistic repertoires to navigate identity, power, and inclusion in complex multilingual realities. Through empirical studies, ethnographic investigations, and conceptual analyses, this book illustrates the lived dimensions of translanguaging within families, classrooms, public spaces, and policy frameworks. This is the second volume in a two-part series on translanguaging. Whereas volume one, Translanguaging and Critical Pedagogy: Linking Theory and Practice (Ulum, 2026), explores critical language pedagogy, multilingual education, and sociopolitical dynamics in classrooms, this volume expands the scope to include translanguaging practices in homes, communities, institutional policy, and broader sociolinguistic landscapes. It is an essential resource for educators, students, researchers, policymakers, and designers engaged in multilingual education, translanguaging, curriculum development, and inclusive language practices.

How do novice language teachers become ready to teach amid emotional uncertainty, evolving professional identities, and rapid AI-driven change? This book presents teacher readiness as an ongoing developmental journey rather than a fixed set of competencies.

Drawing on empirical research in Chinese educational contexts, international examples, and classroom narratives, it explores how novice teachers move from anxiety and self-doubt toward confidence, agency, resilience, and professional belonging. It shows that readiness involves more than lesson planning, teaching methods, or classroom management. Novice teachers must also interpret students' responses, manage emotional labour, negotiate relationships, meet institutional expectations, and continually reshape their sense of who they are as educators.

Set against the rise of digital transformation and artificial intelligence, the book examines how emerging technologies reshape teachers' roles, pedagogical choices, confidence, and ethical responsibilities. Using the TPACK-LTI framework, it explains how technological knowledge, pedagogical beliefs, language teacher identity, self-efficacy, cultural adaptability, and contextual conditions interact in shaping readiness.

Written for novice language teachers, teacher educators, school leaders, and policymakers, the book offers conceptual tools, reflective insights, and classroom-based illustrations for supporting early-career teachers. It argues that readiness is not a one-time threshold before teaching begins, but a continuing process of becoming-and that supporting novice teachers in the AI era is a collective ethical responsibility.

This book contributes to the existing literature on second language (L2) pragmatics in several ways. It expands the empirical scope of L2 pragmatics to young foreign language learners, a population that remains underrepresented in a field largely shaped by research on adult learners. Drawing on a two-year longitudinal study of Chinese primary school students learning English, the book offers a developmental account of children’s pragmatic competence over time. It examines both pragmatic production and pragmatic perception, showing how young learners develop the ability to produce contextually appropriate requests and how their understanding of pragmatic meanings across a range of speech acts evolves in instructed foreign language contexts.

This book covers both theoretical foundations and empirical findings, and integrates discussions of ethical and methodological considerations specific to working with children?an area often overlooked in L2 pragmatics research. Teachers and teacher educators will find the findings particularly relevant, as the book offers insights into how pragmatic competence develops in early foreign language learning contexts and what this means for curriculum design and instructional practice. It also serves as a useful resource for researchers and students in applied linguistics, second language acquisition, child language development, and language education, as well as for policymakers concerned with young language learner instruction.

The field-defining phonology reference, now fully updated and expanded

Now in its Second Edition, A Companion to Phonology remains the only multi-volume reference providing a full overview of the field. Prepared by a new editorial team, the second edition features 160 articles which include 81 fully updated articles and 43 wholly new articles reflecting major developments over the past 15 years. This major reference work is unique among works on phonology for its focus on engaging case studies which clearly connect theory to research practice.

New chapters address language games, onomatopoeia, the syntax-phonology interface, neuroscience, lexical conservatism and defectiveness, phonological ambiguity, usage-based approaches, and tone across many languages, as well as in-depth examinations of additional phonological phenomena such as stridents, retroflexes, and phonation type. Contributors bring global perspectives to the study of phonology, with particular attention to non-Anglophone research contexts. Each entry strengthens connections between theory and practice, serving both as a theoretical reference and as a model for research methodology applicable to beginning and experienced researchers.

Readers will find:

• Explicit demonstrations of how theoretical frameworks translate into practical research design and analytical methodology in each chapter
• An internationally diverse contributor base ensuring balanced representation of phonological traditions beyond Anglophone scholarship
• A reader-friendly structural design that welcomes students to advanced phonological scholarship

An authoritative reference for scholars and advanced students in phonology, this work also serves researchers in phonetics, language acquisition, speech sciences, sociolinguistics, cognitive science, and neurolinguistics. Its integration of theory and case-study methodology makes it equally valuable for experienced phonologists and those entering the field.

Language Learning Later in Life explores how acquiring a new language can promote healthy aging. Authored by leading experts in applied linguistics, education, and aging studies, this comprehensive volume investigates the profound cognitive and psychosocial benefits of language learning for older adults, set against the urgent realities of a rapidly aging global population.

Through a blend of empirical research, qualitative analyses, and compelling case studies, the book reveals how language learning can stimulate memory, enhance cognitive function, and foster motivation and resilience. It also delves into the social rewards of language acquisition, from increased participation and intercultural engagement to combating loneliness and reducing isolation. Addressing critical challenges such as neurodegenerative diseases and depression, Language Learning Later in Life champions proactive strategies for healthy aging, offering practical guidance on effective teaching methodologies and illuminating the unique learning journeys of older adults.

A vital resource for researchers, educators, and policymakers, this book demonstrates how lifelong language learning can enrich lives and promote well-being among an aging society.