言語学 — 全 下位分類

This fascinating open access study explains and describes the process by which young children can acquire a second language incidentally, via joyful and regular exposure to animated cartoons. This multi-year activity can replicate some aspects of the mother-tongue acquisition process, especially when supported by a co-viewing caregiver.

Rosalia Di Nisio emphasises two important elements in the acquisition process: the mediation of co-viewing adults as a motivating factor, and the multimodal nature of cartoons as a facilitator of extensive comprehension through sounds and images. She gives evidence to this multimodality by first focusing on the 'dual coding' interaction between cartoons' verbal and non-verbal dimensions, then broadening her analysis to a more complex meaning-making discourse. Combining cognitive, relational and language perspectives, Di Nisio also demonstrates the near-native language acquisition phases: singing and acting out, which mark the baby's involvement accompanied by a caregiver; the silent, but fertile phase, during which listening skills reach surprising levels; speech development, which is prompted by opportunities to interact with a native speaker.

Underpinned by foundational theory from cognitive psychology, multimodality and applied linguistics, this is an essential study of a fertile but overlooked mode of language acquisition.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com

This book adopts a triangulated approach to explore the complexity of migration discourses, bringing together argumentation analysis and corpus linguistics to the study of the "European refugee" crisis.

Drawing on a corpus with data from across British, Polish, and Spanish newspapers, Zawadzka-Paluektau explores how migration from Asia and Africa to Europe over the 2015-2018 period was conceptualised as a period of crisis for Europe. This volume makes the case for a triangulated approach to understanding these dynamics more fully with its combination of robust quantitative corpus-based studies and richly detailed qualitative discourse analysis. Zawadzka-Paluektau uses this perspective to draw readers' attention to recurring patterns in how refugees were represented in the European press across geographic contexts but also differences owing to extra-linguistic factors, including historical, cultural, and sociopolitical factors. In light of growing forced displacement and migration "crises" globally, this volume offers important insights into the study of immigration discourses in Europe and beyond and future directions for further research.

This book will appeal to students and scholars interested in corpus linguistics, discourse analysis, political discourse, media discourse, and migration studies.

Written by two leading scholars who have published extensively in the field of Singapore English and World Englishes, this monograph re-examines issues concerning English in Singapore; rethinks major paradigms and approaches; provides a state-of-the-art documentation of aspects of glocalisation of English in Singapore and a fully up-to-date bibliography of key references in the field; and breaks new ground on the existing research.

The chapters of this book fit into six broad categories, namely theoretical considerations, global competencies, local realities, global-local interface, current research and future directions and a bibliography. Even though English in Singapore was traditionally classified within the Kachruvian circle as being an Outer Circle variety where English is supposed to be a second language (ESL), the use and development of English in present-day Singapore indicate that it is neither a native, second or foreign language. It is thus struggling to find its place within the traditionally established paradigms concerning the spread of English around the world. Through new empirical data and analysis, the authors propose a new model to account for variation in Singapore English and show evidence of its positioning in existing paradigms explaining the spread of English worldwide.

This book will be a welcome update on the state of English in Singapore today and chart future directions for further research for scholars and academics in Linguistics and the study of the English Language.

Lu focuses on conversations among top-performing students from Raffles Institution in Singapore, exploring how they articulate their aspirations, attitudes towards state scholarships, their sense of identity in relation to their peers, and their use of language, including Singlish.

Drawing on linguistic ethnography as a method and Bourdieu's concepts of capitals and social fields as an analytical framework, the book critically engages with contemporary theories on cosmopolitan elite individuals. It provides a window into the sociolinguistic processes through which these students legitimize and construct elite identities, while offering a nuanced portrayal of their lived experiences. The research focuses on a group of Singaporeans and immigrants from, Raffles Institution, one of Singapore's top-ranked secondary schools. Their conversations reveal how they navigate local social fields and establish a distinct status as academically elite students within the Singaporean context. These discussions touch on issues such as xenophobia, their friendships, and the ways they negotiate definitions of success within an elite school environment. Despite their academic achievements, these students remain deeply connected to Singapore's sociocultural and political landscape, embodying a unique blend of global aspirations and local rootedness. The book captures their stories, offering insights into Singapore as a nation while shedding light on the sociolinguistic dynamics of elite schooling and migration.

A valuable resource for scholars in sociolinguistics and discourse analysis, as well as those interested in understanding these individuals and Singapore through the lenses of sociolinguistics, elite education, and migration studies.

Yu and Lee investigate L2 learners' cognition, agency, and engagement with peer feedback in various L2 writing contexts. This book brings together L2 writing practitioners and researchers from various sociocultural backgrounds to discuss, share, and investigate peer feedback in second language writing.

The book offers a wide range of empirical research papers that explore (1) L2 learners' cognitive processes in peer reviewing, (2) their use and understanding of peer feedback, (3) their engagement with peer feedback, and (4) their feedback literacy. These are investigated in diverse geographical settings, including countries and regions such as the USA, Hong Kong, and Iran, amongst others. The chapters offer new perspectives and evidence on how L2 leaners with various backgrounds agentively participate in peer feedback activities in different writing contexts such as creative writing, school writing, and academic writing. Calling more attention to the theoretical perspective that aligns with the learning-oriented paradigm, the editors and contributors comprehensively provide the readers with insight into the roles of learners themselves in shaping the impact of feedback on student learning.

This book is a valuable guide for researchers and postgraduate students in the fields of applied linguistics and language education, as well as a viable resource for writing instructors, especially those that are involved in L2 writing.

This cutting-edge collection of empirical research focuses on teaching and learning Chinese as a Second Language (CSL) in Singapore and contributes to CSL or Chinese as a Foreign Language (CFL) pedagogy directly by closing the gap between research and practice.

Studies in this volume are organised according to the different CSL/CFL teaching and learning settings which includes diverse theoretical frameworks (e.g., psychological, sociocultural, and cognitive etc.), methodologies (qualitative, quantitative and mixed methods), modes of instruction (face-to-face and computer-mediated), targets of instruction (character learning, reading, writing, motivation, and professional learning), and levels of instruction (pre-school, primary and secondary). With original and engaging teaching and learning tools and techniques, this book is very useful for local and international teachers and researchers who seek to understand and explore CSL/CFL students' learning processes, effective learning strategies as well as professional training methods.

Moving from theory to practice, this volume is an essential and rich resource for courses in Teaching Chinese to Speakers of Other Languages (TCSOL) programs, pre-service teaching-training courses and those who are interested in upgrading their second language acquisition knowledge bases and techniques.

Group work is used extensively in general education, and particularly in the language classroom where interaction is an essential part of learning another language. This text guides language teachers on how to implement group work in the classroom as well as providing a summary of key research into the theory behind the psychology of group dynamics and language learning.

Beginning with a rationale for group work and its central importance in acquiring language, the book deals with some of the main questions faced by teachers who are thinking about using small group work in their own teaching contexts. What are the benefits of small group work? How should I form small roups in my own classroom? What should I do when students are working together in small groups? These and other questions are addressed by referring to research in general psychology and education, and also looking at research conducted in the language classroom.

To aid teachers, there are discussion questions and suggestions for further reading at the end of each chapter to
prompt the reader to consider their own classroom and how the concepts discussed may apply. Given the prevalence of group work in the language classroom, this practical guide for language teachers wanting to implement group work into their own classroom is a must-read.

Offering a research-driven framework for embedding social-emotional learning (SEL) principles into language instruction, this unique volume fills a critical gap by investigating how Arabic language textbooks - used both as a first language for Arabic-speaking students and as a foreign language for Hebrew-speaking students - embed and mediate social-emotional skills in students.

Despite growing international interest in SEL and its impact on students' well-being, its integration within language education remains underexplored. Responding directly, this book critically examines how Arabic language textbooks function not only as linguistic tools but also as powerful instruments for social and emotional development, identity formation, and intercultural understanding. Using a multidisciplinary approach, as well as content and semiotic analysis, the chapters critically assess how Arabic textbooks are designed for both first-language Arabic speakers and students learning Arabic as a foreign language, evaluating their effectiveness in embedding SEL principles. The chapters further investigate how narratives, illustrations, and pedagogical strategies embedded in these textbooks shape students' understanding of diversity, coexistence, and cross-cultural communication. The book stems from the authors' extensive research on SEL integration within language education, particularly in linguistically and culturally complex educational contexts; it will serve as a vital resource for scholars and postgraduate students seeking to advance socially responsive and inclusive education.

Ultimately, highlighting the potential of language education to bridge cultural divides, cultivate social resilience, and promote inclusive learning environments, the book will appeal to scholars, researchers and postgraduate students in the fields of language education, SEL, and curriculum studies. Policymakers and curriculum designers focusing on language education, SEL integration, and multicultural curricula will find this book useful.

This is a practical, essential resource for educators working with English as an Additional Language (EAL) learners. It provides immediately usable, evidence-based classroom activities designed to bridge the gap between linguistic theory and daily practice.

Each strategy in the book follows a clear, three-part format: What? Why? How?. This helps teachers quickly grasp the pedagogical purpose and implement it with ease through scripts, examples, and classroom-ready prompts. organised around key instructional needs, the book offers a wealth of writing resources, interactive activities, and scaffolding techniques that accelerate language acquisition alongside content knowledge.

What sets this book apart is its "boots on the ground" approach; every activity has been trialled and refined in real-time with learners to ensure it resonates in a live classroom setting. Furthermore, the integration of AI task companions provides adaptable, interactive tools that empower both teachers and students, ensuring these strategies remain at the cutting edge of today's evolving digital landscape. This is an indispensable guide for all teachers who work with diverse populations of multilingual learners, educators who wish to employ more robust Tier 1 instruction, or EAL and learning support specialists.

This pioneering volume brings together established and emerging scholars to explore English Medium Instruction (EMI) through a critical lens across post-Soviet regions, including Central Asian republics and countries like Azerbaijan, Georgia, Latvia, Estonia, Ukraine, and Russia.

As English rapidly expands within educational spheres across these nations-driven by globalization, neoliberalism, and Englishization, this volume addresses a significant research gap by moving beyond traditional managerial and administrative approaches to EMI. The contributors examine how EMI intersects with five critical dimensions: ideology, policy, identity, social justice, and the politics of English. Rather than focusing solely on technical aspects like language proficiency and teacher training, the volume interrogates how EMI reshapes linguistic hierarchies, influences teacher and learner identities, and potentially perpetuates linguistic imperialism and Eurocentric paradigms. By situating EMI within local sociolinguistic ecologies and cultural contexts, the authors advocate for more equitable, transformative educational practices that acknowledge multilingual repertoires and indigenous knowledge systems. Bringing together empirical data and theoretical analyses of various critical aspects of EMI, the contributors shed light on the nuances, complexities, challenges, and opportunities that these highly diverse multilingual post-Soviet contexts present.

Offering frameworks for recontextualizing EMI within Global South epistemologies, this book will be an essential reading for researchers, educators and policymakers engaged with language policy, internationalization, multilingual education, and decoloniality.

Language and Decolonial Currents offers a bold reconceptualization of the relationship between language and decolonization. It provides a critical and historical account of the limitations of decolonial agendas, particularly those affecting socio- and applied linguistics. By encompassing both decolonial moves and anti-colonial movements, the book stresses the importance of the geopolitical location of thinkers and activists, with an emphasis on the French Caribbean.

In this book, Alastair Pennycook explores three main themes. Firstly, alongside the implications of history, he highlights the role of time and the need to consider pluriversal temporalities. Secondly, drawing on water epistemologies, Pennycook urges language studies to take the plunge into critical hydrosocial and hydrocolonial approaches to language. These decolonial currents make the case for an alternative, fluid mode of engagement - embodied and spiritual - with language, water and power. Finally, the relational entanglements of language, time, water and place rejuvenate decolonial projects by insisting on the politics and contexts of anti-colonial movements.

This is an advanced, conceptually rich text for students and scholars of sociolinguistics, language policy, postcolonial studies, and critical theory. It will appeal to readers seeking new frameworks for thinking through language, power, and global justice across disciplines.

Travels Abroad through Simulated and Slow Learning: A Framework for Transforming Spanish Culture Classes provides instructors with everything they need to transform a traditional Spanish culture and civilization course into an immersive semester-long simulated travel experience that builds students' global competence and cultural proficiency.
It provides an overview of the theoretical underpinnings of simulated and slow learning showing how this innovative approach prepares students for the unique challenges of the 21st century. Students are encouraged to personalize their learning journey, engage more deeply with their own learning process, and develop critical thinking skills and a lifelong commitment to learning. The book also contains all the practical resources needed to redesign a culture class, including concrete redesign strategies, sample travel itineraries, detailed travel modules, and scaffolded communicative activities aligned with ACTFL World-Readiness Standards.

Comprehensive guidance on capstone projects is also provided, and everything can easily be adapted to instructor's unique classroom needs and delivery formats.
Travels Abroad through Simulated and Slow Learning is a dynamic resource that empowers instructors to create immersive educational experiences that foster curiosity, critical thinking, and cultural fluency. It is a must-read for educators seeking innovative ways to make language and culture classes more engaging and relevant for today's students.

This book argues that a reflexive awareness of our semiotic style, our grasp on the world as it rolls over, can be empowering when our normal ways of going on come unstuck, opening up choices that are more event shaping than we realise. Stylistic orientations enact metachoices: choices that set the criteria for subsequent ones, setting up a cascade of conditioned, but not wholly determined, choices.

Switching semiotic styles constitutes an appeal to broaden our usual repertoire of semiotic practice, channelling a common multimodal listening competence into a perspective interplay which changes the parameters of what can be known. Smith develops a research style constructively opposing the narrative and sonic turns in the social sciences, which he then uses to analyse three examples of communication from the Covid-19 pandemic: advice-giving by the WHO, legal disputes about public health restrictions and vaccine promotion videos. The work shows how individuals and societies arrange ongoingness oriented by both the motivational affordances of transformational goals and the modulating push of music-like patterns of becoming.

This book will appeal to scholars interested in semiotics, communication theory, sound studies, organisational communication, health communication, sociology of health and illness and language in social interaction.

Active Listenership: A Corpus Pragmatics Approach to Researching and Teaching English as a Foreign Language proposes a new analytical methodology based in Corpus Pragmatics for researching conversational English. It demonstrates how interactional competence in English as a Foreign Language (EFL) can be taught more effectively through data-driven learning (DDL).

The book is divided into two interrelated parts. The first reviews the methodological opportunities afforded by corpus-powered analysis in qualitative research and teaching, drawing on original data on EFL coursebook conversations used in Germanophone countries. The second part applies the newly defined methodology to the context of L2 learners, showing how DDL can serve as an entry point to expose learners to naturally occurring conversations. Teachers will learn how to plan and develop classroom work on active listenership and interaction using a DDL-focussed task design framework, which Gerigk illustrates through three sample tasks targeting active listenership at proficiency level B2. Readers will also benefit from a critical reflection on the teaching of conversational English and the role that Corpus Pragmatics can play in the future of research.

Bridging theory and practice, this flexible resource will be valuable to researchers and practitioners in the fields of Corpus Linguistics, English as a Foreign Language, and Applied Linguistics.

Tay explores the performance-interpretability trade-off (PIT) as a critical tension in artificial intelligence (AI) and machine learning (ML), and shows its distinctive form in discourse analysis where predictive success and interpretive meaning are inseparable.

Rather than treating PIT as a technical obstacle, this book reframes it as a site of conceptual negotiation and theoretical innovation. It introduces constructs such as strategic indeterminacy and PIT elasticity alongside analytic strategies like discourse fingerprinting, to show how discourse knowledge can actively reshape computational assumptions at every level of the analytic pipeline. Through sustained case studies, the book equips readers to engage ML algorithms as a partner in interpretation and methodological reflection.

An essential resource for scholars and researchers in linguistics, discourse analysts, computational linguists, and digital humanities, offering a comprehensive roadmap for harnessing ML's transformative potential.

Linguistic Discrimination and Global Englishes: Towards Equity and Justice in English Language Education interrogates the complex ways in which linguistic hierarchies, native-speakerism, and underlying institutional ideologies govern the landscape of modern pedagogy. Informed by Global Englishes research as well as raciolinguistic and linguistic human rights perspectives, this book re-envisions linguistic discrimination as an entrenched structural and institutionalised phenomenon rather than isolated prejudice, utilising raciolinguistic lenses to expose native-speakerism as a racialised hierarchy.

Across 12 chapters, the volume systematises the critique by operationalising these theoretical insights, moving from conceptual foundations to critical examinations of hiring practices, assessment regimes, English-Medium Instruction (EMI), curricular materials, and the emerging challenges of AI-mediated governance in codifying linguistic standards. Through the synthesis of these domains, from algorithmic policy to classroom practice, it constructs a justice-oriented framework linking macro-level policy, meso-level institutional processes, and micro-level pedagogical transformation.

Beyond a simple academic inquiry, this work provides the conceptual instruments for analysing structural linguicism and the epistemological repositioning required to generate a transformative agenda for curriculum reform, teacher education redesign, and organisational accountability. Linguistic justice accordingly serves as a moral imperative that, once institutionalised, acts as a catalyst for systemic change. Designed for researchers, teacher educators, postgraduate students, and policymakers in applied linguistics, TESOL, and language policy, the book is an essential roadmap for negotiating the complexities of how English is taught, learnt, assessed, and judged in a globalised world.

Addressing the central role of variation in human language, this book examines how it operates across multiple structural levels, integrating empirical case studies of change in the lexicon, word classes, constructions, style, and sociolinguistic dimensions.

Drawing on large-scale corpus data, the volume analyses competition among word forms, shifts in grammatical categories, changes in constructions, stylistic differentiation, and language use in relation to gender and social values. It shows how linguistic choices emerge from interacting structural, semantic, and social factors, producing patterns of variation. Using quantitative and computational methods implemented in R and Python, the studies demonstrate how empirical evidence illuminates language use and its role in shaping linguistic systems. Together, these analyses argue that variation is fundamental to linguistic organization.

This book will be of interest to researchers and students across linguistics, particularly those working in corpus linguistics, cognitive linguistics, sociolinguistics, and computational linguistics, especially those concerned with language variation and change.

The book discusses disruptive reportage on gender-based violence, impact of English usage on congregants, and misogynistic language in social media. It examines intergenerational cultural transmission, language and identity of black urban youth, survival of indigenous children's games in digitalisation, and cultural meaning of personal names through historical and sociolinguistic analysis, and also:

• Provides comprehensive examination of translation in perspective addressing conceptual integrity and principles of congruity, creativity in literary translation including author-translator's case, and lessons from translation of Things Fall Apart with emphasis on bringing translated text home
• Examines Africanisation and translation of social media emojis through textual analysis of selected Facebook posts addressing digital communication and cultural adaptation in African contexts with focus on contemporary translation practices
• Addresses modalities of sociolinguistics including language barrier challenges between domestic workers and employers in South Africa, significance of preserving Zulu language in music, and revitalising previously marginalised Sepedi language varieties from decolonial perspective
• Discusses disruptive reportage to solve South Africa's gender-based violence crisis through case study of student media coverage, impact of English usage on black illiterate congregants in charismatic churches, and reflections of misogynistic language in Covid-19-associated jokes on social media
• Examines language and sociocultural dynamics including implication of lack of intergenerational cultural transmission and language on identity of black urban youth in South Africa, remediation of education through euphemisms and popular culture, and African languages in practice in the twenty-first century

This title has been co-published with UKZN Press. T&F does not sell or distribute the print versions in Sub-Saharan Africa.

Fanfiction and Fan Practices for Language Teaching and Learning explores fanfiction as a tool for language learning, harnessing fans' enthusiasm and creativity while engaging in practices such as fanfiction writing, fan translation, and fanart in another language.

This book bridges theory and practice by highlighting three case studies demonstrating the varied ways in which fans, including the author herself, learn English and other languages as a second or foreign language. First, Sauro presents the case of a Sherlock Holmes fan engaging in "spoiling," the practice of gathering and sharing information within fan networks. Second, the book offers a scoping review of existing research to trace which fan practices have been investigated for learning which languages. Finally, the author evaluates the Fanfiction Project, involving the use of fanfiction to support language and literary learning as part of a university-level English course. This wide array of empirical evidence comes together in a clear teaching guide that offers replicable methods and teaching materials for educators interested in using fanfiction to develop language and literacy skills in the classroom.

This groundbreaking book is essential reading for students and researchers in fan studies, media studies, applied linguistics, TEFL, and language learning.

This collection showcases the groundbreaking achievements of William A. Kretzschmar's work in sociolinguistics, text and corpus studies, and lexical studies, highlighting both his enduring legacy within the discipline and unique insights into language use and how we study language more broadly.

The volume is organized around the three key thematic strands underpinning Kretzschmar's career, with a section each on Linguistic Atlas Studies, corpus linguistics, and complexity theory, respectively. The different sections link together to offer a holistic portrait of the spirit of innovation that has characterized Kretzschmar's body of work. Each chapter represents a theoretical or methodological innovation that builds on Kretzschmar's research, beginning with his pioneering work in applying complexity theory to language study and its subsequent implications for corpus linguistics and Linguistic Atlas Studies. In reflecting on both Kretzschmar's influence and the cutting-edge emergent work inspired by it, the collection serves as a fitting tribute to the far-reaching impact of Kretzschmar's achievements in linguistics.

This book will appeal to students and scholars interested in corpus linguistics, sociolinguistics, language variation, and dialectology.

This book examines the role of language in the modernisation of Xizang, the evolution of Tibetan language studies, and changes to China's ethnic language policies.

Based on fieldwork and policy analysis, it provides a comprehensive and accessible account of the linguistic landscape of Xizang, situated within its social, cultural, and historical context. The author examines daily language use in urban and rural settings, provides a clear overview of Tibetan language education at different levels of schooling, and investigates bilingualism in Lhasa. The research shows that language policies and practices are evolving in tandem with the region's modernisation.

The book will appeal to researchers and students of sociolinguistics, Tibetan studies, and language policy, as well as to general readers who wish to gain an understanding of the intersection between language and everyday life and social development in the region.

Inspired by the pioneering work of Alan Juffs, this collection makes the case for the value of the field of linguistics as a key contributor to the understanding of second language development and the improvement of language education.

This volume builds on Juffs's career-spanning efforts to champion the study of linguistics to advance language teaching and learning. At a critical juncture in language education and second language studies, the book demonstrates how linguistics can shed light on the processes and planning of language learning and teaching. The first section features essays and reviews on the intersection of linguistics and language education; the second section focuses on practical applications of linguistics to language teaching; and the final section includes a range of empirical studies demonstrating the value of linguistics in applied linguistics, language pedagogy, and second language acquisition. Taking Juffs's achievements as a guiding framework, the volume concludes with an overview of the major themes from the volume and considers future directions for the continued advancement of these areas of study.

Bringing together original research, research reviews, and critical reflections, this book will be of interest to students and scholars in language teaching and learning, second language studies, language education, TESOL, and curriculum development.

The second edition of Routledge Handbook of Translation Studies and Linguistics explores the dynamic relationships between Translation and Interpreting Studies and Linguistics through six thematic sections and chapters written by leading theorists and practitioners in the field. Fully revised throughout, with completely new chapters on Multilingualism, Translation and Ethics, Translation, language and emotion and Translation, language and aesthetics, this new edition also incorporates multimodal perspectives.

Part one examines the nature of language, translation, and interpreting, addressing connections between Translation Studies and core linguistic domains: linguistic theory, syntax, semantics, semiotics, and phonology. Part two investigates how meaning is formulated and conveyed within and across language boundaries, while part three focuses on the role of translation and interpreting in text creation and dissemination. Part four shifts attention to translation and interpreting in interpersonal contexts, and part five explores the growing influence of media and technology in facilitating human interaction through translation and interpreting. Finally, part six addresses applied areas, including translation in foreign-language pedagogy, the translation-lexicography interface, and the role of translation and interpreting in languages for specific purposes.

The handbook provides comprehensive coverage through accessible chapters offering historical depth and forward vision by combining foundational background with current developments and future trajectories. Extended learning resources, including curated suggestions for further reading, enhance its value as a reference work. With an introduction by the editor and an extensive bibliography, this handbook is an indispensable resource for advanced students of translation studies, interpreting studies and applied linguistics

How to do Multimodal Analysis addresses one of the central challenges in multimodal research: the gap between theory and analytical operationalization. While theoretical frameworks are well established, guidance on how to apply them systematically to real-world data remains underdeveloped. This text fills that gap by showcasing multimodal analysis in action across a range of educational and professional settings.

The volume covers a wide range of multimodal approaches, allowing readers to compare methods, datasets, and analytical decisions in a way that no single-approach study can offer. The explicit discussion of methodological strengths and limitations in each chapter makes this a practical resource for researchers navigating the often 'messy' realities of working with multimodal data. Each chapter follows a consistent structure, introducing the method, demonstrating it through a step-by-step analysis of real data, and closing with concrete methodological takeaways. This makes it easy to navigate and directly applicable to readers' own research. The focus on educational and professional settings gives the volume clear thematic coherence while remaining relevant across multiple disciplines, from linguistics and communication studies to language education and workplace research.

The volume makes the case that rigorous multimodal analysis is not a fixed procedure but a situated, reflective practice that responds to the specificities of the data, the research questions, and the theoretical commitments of the researcher.

By bridging the gap between abstract theory and hands-on application, this collection equips readers with the tools and confidence to conduct their own multimodal analyses. Written in an accessible style, it will be a valuable resource for postgraduate students and researchers working with multimodal data in applied linguistics, professional communication, media and communication studies, and language education.

This book proposes a New Materialist theory of translation, redefining translation as a negotiation of agency to address the urgent challenges of co-existence in the Anthropocene.

In the face of increased migration, runaway climate change, and accelerating AI it takes an innovative transdisciplinary approach, moving beyond language and semiotics to explore relations of co-existence among humans, other species, machines, and other more-than-human beings whose identities are harder to define. By integrating developments in Translation Studies with insights from geography, philosophy, the sciences, and narrative theory, the book conceptualises 'translationality' as a material relation of energy, movement, and experience, entangled with the phenomenon of place. Translationality is thought of as the process by which worlds narrate and change themselves, and to translate is to participate in this process. An autoethnographic account of Truro, UK-a contested center-periphery site-provides a rich context for developing theory through translational practice. In situating translation within New Materialism, the book offers a philosophical and political framework for approaching co-existence and its ongoing negotiation.

This book will appeal to scholars in translation studies, human geography, philosophy, and cultural studies.

Edited by two experienced educational sociolinguists with over two decades of teaching experience in Japanese universities, this volume aims to fill the gap in the literature on how educators, curriculum developers, and textbook writers in Japanese contexts are navigating the recent geopolitical, economic, technological, and sociocultural changes affecting the world.

Featuring contributions from both emerging and established scholars, this volume is divided into four sections: the incorporation of multilingualism into the Japanese EFL classroom, digitization and innovation, diversity and representation in educational materials, and initiatives to promote intercultural exchange inside and outside the language classroom. By addressing these issues, the book provides practitioners knowledge and strategic orientations that can inform their engagement with ongoing transformations within a system in which possibilities for change may emerge, but only contingently and unevenly. The volume offers refreshing perspectives on the evolving landscape of language teaching and learning, engaging with specific topical areas and offering practical pedagogical insights regarding bridging the ever-elusive theory-practice divide.

This is an essential volume to read for educators, teacher trainers, policymakers and researchers in the field of English education, as well as those interested in innovative practices taking place in the Japanese English education system. Though the volume is centred on the Japanese context, international readers will definitely benefit from a comprehensive examination of not only how the interplay between global and local forces can shape English language policy and praxis but also the practical challenges stakeholders experience when attempting to navigate these complex changes and the structural and cultural constraints that affect them.

Chinese Grammar Analysis Issues explores contested topics in Chinese language research through 99 questions on grammatical analysis, prompting reflection on research directions, core theories, and methodologies.

Spanning nearly a century of scholarship, the book evaluates domestic and international works, bridging ancient traditions with modern debates. It addresses tensions in units, classification, and structure, offering solutions grounded in the unique features of Chinese grammar. By analyzing competing viewpoints, it clarifies the origins of key issues, connects theory with practice, and encourages innovative thinking while avoiding dogmatic approaches.

This book will appeal to linguists, scholars of Chinese language studies, and those focused on grammar, translation, or Modern Chinese. It also serves as a valuable reference for teaching Chinese abroad.