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Missionary Grammars and the Language of Translation in Korea (1876?1910) embraces the Enlightenment period in Korea (1876?1910) after the opening of the so-called Hermit Nation in describing the Korean language and missionary works.

This book includes a comprehensive analysis and description of works published at that time by John Ross (1877, 1882), Felix-Clair Ridel (1881), James Scott (1887, 1893), Camille Imbault-Huart (1893), Horace Grant Underwood (1890, 1914), James Scrath Gale (1894, 1903), and Annie Laurie Baird (1911) with the particular focus on missionary activities, linguistic practices, grammatical content, and the language of translation from Korean into a native language. The topic of missionary grammar was raised by Otto Zwartjes (2012, 2018) with a focus on South America, North America, and Portuguese missions in Asia and Africa. Still, so far, Korea had not been mentioned, and there has been missing content about missionary grammar in Korea. A necessary study has been made within the framework of AMG (Average Missionary Grammar). The author has concluded that missionary works played an essential role in the formation of further linguistic research in Korea. The Greek-Latin approach applied by Western missionaries to the language is still relevant in the grammatical description of the Korean language.

This book will primarily appeal to Korean language educators, researchers, and historical linguists. Postgraduates interested in missionary grammar will also benefit from the content of this volume.

Topics in Korean Language and Culture: Volume One covers 12 essential topics relating to both traditional and contemporary Korean culture and society.

Each chapter consists of listening and reading passages, key expressions and grammar, and performance-based activities unfolding across different modes of oral and written communication. The grammar section is organized into foundation review, semantic distinction, and language function to help learners advance beyond the plateau of intermediate proficiency. All passages are carefully written to resemble authentic texts used by Korean native speakers and to include various text types and speech styles that learners will encounter in real life.

The first volume specifically targets students in their third year of learning Korean. It is designed to accommodate a wide range of courses and curricula existing for Korean programs today. It is intended for a yearlong language sequence as well as an intensive topic course in speaking, reading, or writing.

This book deconstructs the quintessential Indian woman that the advertising industry portrays across the spectrum by looking at Indian advertisements across multiple brands with a gender lens based on societal and sociological perspectives. It delves into various critical issues like the differences between culture-defined gender roles/expectations and women's portrayal in the ad narrative, and which product category has consistently portrayed women as sex objects.

Drawing insights from a seminal research study and Erving Goffman's classic book 'Gender Advertisements', it traces the journey of three decades, beginning the 1990s - the era of liberalization in India, to map trends and patterns in Indian advertising and presents the perspectives of the creative teams and top managements across Indian and global advertising agencies. It discusses the application of a Gender Sensitivity Barometer (GSB) which the creative teams can use to find out how sensitive or insensitive the ad has been based on pre-determined indicators suggested by the GSB.

This book will be useful to students, researchers and faculty working in the field of management, advertising, mass communication, psychology, gender studies and sociology. It will also be an indispensable companion to professionals from the field of advertising and related areas.

The Routledge Pocket Guide to Medical Latin is a medical reference tool like no other, providing an easy-to-use, extensive guide to Latin words and phrases commonly used in medical settings.

Offering readers a treasury of nearly 4000 Latin words and phrases, over 900 abbreviations, and numerous tables with dozens of useful Latin terms and interesting quotations drawn from the field of medicine, this volume also encompasses the related fields of pharmacy, botany, dentistry, and the veterinary sciences. This book provides quick and accessible definitions and explanations of Latin words and phrases used in the medical world, as well as a helpful pronunciation guide. In addition, there is a section of miscellaneous entries that comprises useful information, including common Latin prepositions, prefixes, and particles. Included at the end of this book is an extensive English-Latin index.

The Routledge Pocket Guide to Medical Latin is an invaluable reference work for medical and pharmacy students and practitioners, as well as general readers interested in the history of medicine and medical terminology.

This book takes up a number of Charles Sanders Peirce's undeveloped semiotic concepts and highlights their theoretical interest for a general semiotics.

Peirce's career as a logician spanned almost half a century, during which time he produced several increasingly complex sign systems. The best-known, from 1903, defined amongst other things a signifying process involving sign, object and interpretant, the universally-known icon-index-symbol division and a set of 10 distinct classes of signs. Peirce subsequently expanded this process to include 2 objects, the sign and 3 interpretants. Uncoincidentally, in the 5 years between 1903 and the final system of 1908, he introduced a number of highly innovative semiotic concepts which he never developed.

One such concept is hypoiconicity, which comprises 3 levels of isomorphism holding between sign and object and, in spite of the mutations these varieties of icon subsequently underwent, offers qualitative analysis as a complement to the traditional literal-figurative binarism in the discussion of verbal and nonverbal signs. Another is semiosis, which Peirce introduced and defined in 1907 but only rarely illustrated. Involving a complex combination of object, perception, interpretation and a medium, this is shown to be a far more complex signifying process than the one implicit in the three-correlate definition of the sign of 1903. Exploring the evolving theoretical background to the emergence of these new concepts and showing how they differ from certain contemporary conceptions of sign, mind and signification, the book proposes an introduction to, and explanations and illustrations of, these important developments.

In a world dominated by the visual, this book presents how a focus on the sounded experience and acts of listening may carve a way to reformulate emerging publics, create space for critical multilingual engagement and deepen recognition of emancipatory practices.

Examining the emerging logics and rhythms among a group of post-EU accession UK Polish migrants, this book focuses on the semiotic processes through which contemporary moving bodies and communities place themselves in sociolinguistic landscapes. It considers how they develop metrics to account for sociolinguistic change and authenticate their projects and practices in transnational timespace. In doing so, the book brings power differentials to the centre of language and objectivity debates and foregrounds material semiotics as an approach that enables a new collective potential and redefinition of sociolinguistic listening.

By connecting research on scale in migration contexts with studies of embodied soundwork and of stance in semiotics, this book highlights how a focus on the sounded sign may bring us closer to the ways in which bodies and meanings are (re)made, and collective doing and thinking are formed in the globalised world.

This book explores the cognitive constraints and principles of variation in structures of linguistic meaning across languages. It unifies cognitive-semantic representations with formal-semantic representations to make a unique contribution to the study of typological generalizations and universals in natural language semantics. This unified approach not only helps reveal why semantic structures have the observed variation they have but also sheds light on the compelling cognitive and formal regularities and patterns in the variation of linguistic semantics. The book also advances the general principles of a cognitively oriented semantic typology.

Lucid and topical, the book will be an indispensable resource for students and researchers of language typology, linguistics, cognitive linguistics and semantics. It will also be of interest to theoretical linguists of both cognitivist and formalist schools.

Language and Creativity at Work: A Corpus-Assisted Model of Creative Workplace Discourse explores linguistic creativity at work as well as the role of language in creative processes in the workplace. Using a mixed-methods approach involving corpus linguistics and discourse analysis, this book:

• Provides a critical comparison of previous studies in language and creativity in a linguistic context as well as in the context of businesses and entrepreneurship, and considers the insights that can be gained from both approaches
• Argues the case for workplace creativity as a linguistic and discursive phenomenon in addition to a cognitive or relational one
• Presents a model of creative workplace discourse that integrates creative language, the creative actions involving language, and alignment between speakers
• Employs spoken corpus data from a range of workplace contexts recorded over a 20-year period;
• Examines professional practice and creativity in two different professional contexts: a residential care home and a small start-up company, and explores the roles of constraints, leadership and alignment in these contexts
• Critically interrogates the notion of creativity as an inherently positive phenomenon and analyses instances of problematic creativity in the workplace
• Demonstrates how corpora can be used to underscore assessments of creativity and its realisations in real dialogic contexts.

This book fills an important gap in the literature on creativity within both language and organisational studies, and as such will be key reading for students and researchers of English language, applied linguistics, communication studies and business management.

Honorable Mention: African Studies Review Best Anthology or Edited Collection Prize 2025

This book brings together the first book collection of African research in mathematics education in multilingual societies and chronicles current research in different linguistic contexts across the African continent, (including Algeria, Namibia, Malawi, Morocco, Rwanda, South Africa) on issues of multilingualism in mathematics education, but more importantly, it foregrounds pertinent issues for future research. With many of the authors building on earlier path-breaking African research, the book is a unique contribution of careful thinking through how linguistic diversity and multilingualism manifest in ways that differ from one geopolitical context to another. This volume is an important contribution to the growing recognition of multilingualism as the global 'linguistic dispensation' in mathematics education. It is an invitation to how we might (as an international community where more and more multilingualism is the norm rather than an exception) pay more attention to the multilingual agency and capabilities of both students and teachers in order to better harness the epistemic potential of multiple languages in contexts of language diversity in mathematics education.

This book helps second language teachers use theories in their practice, exploring in concrete and practical ways the intersections between teachers, learners, and institutions, and theories of teaching, theories of learning, and theories of language. These intersections provide language teachers with critical insights on how to deal with professional complexities and practical guidance on how to develop appropriate pedagogical practice. By focusing on theories of teaching, the authors give readers the tools to create a clear image of the kind of teacher they wish to be. By exploring theories of learning, they promote the formation of teachers' personal theories which allow them to identify their own areas of special interest in learner achievement and enrichment. By examining theories of language, the book shows how administrators and teachers can use theories to identify course goals and plan priorities for class time.

Using Theories for Second Language Teaching and Learning treats theory as a concept in its own right and promotes knowing theory as a means of teacher discovery, reflection, and learning through case studies, which are descriptions and analyses of teachers thinking and acting in classrooms and in the institutions in which they work. Every chapter presents case studies with examples from the teaching of different languages, including Chinese, English, French, German, and Korean. An array of theories from multiple disciplines are featured and reflective projects are offered that lead readers to discover the importance and role of theory in daily professional life.

This innovative collection explores the points of contact between translation practice and ecological culture by focusing on the relationship between ecology and translation.

The volume's point of departure is the idea that translations, like all human activities, have a relational basis. Since they depend on places and communities to which they are addressed as well as on the cultural environment which made them possible, they should be understood as situated cultural practices, governed by a particular political ecology. Through the analysis of phenomena that relate translation and ecological culture (such as the development of ecofeminism; the translation of texts on nature; translation in postcolonial contexts; the role of dialect and minority languages in literary translation and institutional language policies and the translation of texts on migration) the book offers interpretive models that contribute to the development of eco-translation. Th volume showcases a comparative and interdisciplinary approach to an emerging disciplinary field which has gained prominence at the start of the 21st century, and places special emphasis on the perspective of gender and linguistic diversity across a wide range of languages.

This book will be of interest to students and scholars in translation studies, linguistics, communication, cultural studies, and environmental humanities.

This collection re-envisions the academic study of institutional translation and interpreting (ITI), uncovering the ways in which institutional practices have inhibited knowledge creation and encouraging stakeholders to continue to challenge the assumptions and epistemics which underpin the field.

ITI is broadly conceived here as translation and interpreting delivered in or for specific organizations and institutional social systems, spanning national, supranational, and international organizations as well as financial markers, universities, and national courts. This volume is organized around three sections, which collectively interrogate the knower - the field itself - to engage in questions around "how we know what we know" in ITI and how institutions have contributed to or hindered the social practice of knowledge creation in ITI studies. The first section challenges the paths which have led to current epistemologies of ignorance while the second turns the critical lens on specific institutional practices. The final section explores specific proposals to challenge existing epistemologies by broadening the scope of ITI studies.

Giving a platform to perspectives which have been historically marginalized within ITI studies and new paths to continue challenging dominant assumptions, this book will appeal to scholars and policymakers in translation and interpreting studies.

This collection re-envisions the academic study of institutional translation and interpreting (ITI), revealing oppression in established institutional spaces toward challenging existing policies and the myths which inhibit critical inquiry within the field.

ITI is broadly conceived here as translation and interpreting delivered in or for specific institutions, understood as social systems and spanning national, supranational, and international organizations as well as immigration detention centers, prisons, and national courts. The volume is organized around three parts, which explore ITI spaces and practices revealing oppressive practices, dispelling myths regarding translation and interpreting, and shedding light on institutional spaces that have remained invisible and hidden, and therefore underexplored. The chapters in this book vividly illustrate similarities and contrasts between the different contexts of ITI, revealing shared power dynamics that uphold social hierarchies. Throughout this comparison, the book makes a compelling case to consider the different contexts of ITI as equally contributing to actionable knowledge on how institutions shape translation and interpreting and how these are operated in sustaining such hierarchies.

Offering a window into previously underexplored spaces and generating new lines of inquiry within ITI studies, this book will be of interest to scholars and policymakers in translation and interpreting studies.

This book examines audiovisual translation (AVT) practices that fall outside conventional AVT norms, drawing on work from relevance theory to highlight alternative perspectives and make the case for a multidisciplinary approach to AVT.

The volume focuses on creative subtitling - otherwise known as 'text-on-screen' - through the lens of relevance theory, a cognitively grounded theory of communication. Sasamoto explores the ways in which a relevance theoretic approach can provide an analytical framework for a better understanding of the interaction between 'text-on-screen' and viewers' interpretation processes and, in turn, how media producers, professional or otherwise, use 'text-on-screen' to engage viewers in innovative ways. The volume looks at such forms as telop, creative text use on screen, and forms of user-generated text-on-screen.

The book introduces a new dimension to work on cognative pragmatics and the wider applications of relevance theory in multimodal communication and AVT, making it of interest to scholars in these disciplines.

Routledge Guides to Teaching Translation and Interpreting is a series of practical guides to key areas of translation and interpreting for instructors, lecturers, and course designers.

This book provides university-level educators in translation and interpreting with a practical set of resources to support a pedagogically engaged approach to ethics.

Encompassing critical engagement and reflection, the resources have been designed to be easily developed and adapted to specific teaching contexts. The book promotes an integrated approach to ethics teaching. Its core goals are to improve the quality of student learning about ethics, develop confidence in ethical decision-making, and enhance a commitment to ethics beyond the programme of study.

The approach includes emphasis on problems of practice, or "ethical dilemmas", using real-world examples, but simultaneously encompasses a more wide-ranging set of ethical questions for both educators and their students. Including chapters on the ethical implications of using technology and the ethics involved in assessment and feedback, equal weight is given to both translation and interpreting.

Providing a key point of reference for information on different theories of ethics, insight into pedagogical practices around the globe, and practical guidance on resource development for classroom use and extension activities for independent learning, this is an essential text for all instructors and lecturers teaching ethics in translation and interpreting studies.

Language Ideologies and Linguistic Identity in Heritage Language Learning addresses the ways in which discourses about language value and identities of linguistic expertise are constructed and negotiated in the Spanish heritage language (HL) classroom, and how the classroom discourse shapes, and is shaped by, the world outside of the classroom.

The volume examines the sociopolitical contexts, personal histories, and communicative practices of Spanish teachers and students in two diverse geographic regions: the US states of Texas and Kansas. Adopting an integrated sociocultural approach, it considers the ways in which individuals draw from multiple linguistic resources and social practices in daily interaction and how they articulate their beliefs about language through storytelling. Rich interactional data, examples from social media, and stories of community engagement are utilized to demonstrate how Spanish heritage speakers use language creatively and proactively to legitimize and claim power in their home and community linguistic practices.

This is an invaluable resource for applied linguists who seek to better understand the relationship between language, ideology, and identity and for graduate students and researchers in the fields of linguistics, Spanish, and HL education.

This book builds on existing work in genre analysis and move analysis in English for Specific Purposes (ESP) and applies this new framework to academic philosophical discourse, offering new insights into how ESP traditions can elucidate shifts in language conventions across disciplinary contexts.

The volume begins by surveying the state of the art in English for Specific Purposes and genre theory, as well as other genre theory paradigms before turning the focus on move analysis. Lucas and Lucas seek to maximize the potential of move analysis to precisely operationalize functional units of discourse by implementing a cognitive theory of genre grounded in frame semantics. Using the case of academic research articles in philosophy, the authors demonstrate how this framework can reveal distinctive dimensions unique to philosophical discourse and, in turn, how such an approach might be applied more broadly to examine nuances in language across disciplines and inform ESP research in the future.

This book will appeal to students and researchers in English for Specific Purposes, discourse analysis, academic writing, applied linguistics, and rhetoric and composition.

Building the Self-Efficacy Beliefs of English Language Learners and Teachers explores, juxtaposes and bridges two fields of research that have developed separately: the self-efficacy beliefs of English language learners and the self-efficacy beliefs of English language teachers. The aim is to expand understanding in each field and highlight how the two areas can mutually inform each other. This should encourage fresh perspectives, providing direction for researchers, and improving learning, teaching, and teacher education.

Empirical research suggests that English language learners and teachers who believe they can fulfil a task are more likely to succeed than those who believe they cannot. Based on a deep understanding of how self-efficacy beliefs are formed and developed, this book illustrates how such beliefs can be supported and researched amongst English language learners and teachers. Bringing together the work of educators and researchers working in contexts including Algeria, Bulgaria, Canada, China, Iran, Israel, Japan, Tuerkiye, the UK, the USA, and Vietnam, this volume includes meta-analyses largely focusing on quantitative data and empirical studies employing qualitative approaches and mixed methods. Studies included examine factors impacting the development of language teachers' self-efficacy beliefs and investigate domain-specific dimensions of the self-efficacy beliefs of English language learners and teachers.

This rigorous and original volume will appeal to an international readership of scholars, teachers, teacher educators, and researchers with interests in language education, teacher education, TESOL, linguistics, and educational psychology.

Fundamental Structures of the Chinese Language is an exceptional resource for understanding how Chinese grammar functions in natural discourse.

This book departs from the conventional approach of superimposing grammatical constructs from English onto Chinese and focuses on the topic-comment structure inherent in the Chinese language. Constructions that are usually considered complex or challenging for students whose mother tongues are subject-verb-object languages will be more easily understandable with this analysis. Simple and complex verbal structures are discussed in depth with the incorporation of the aspect category, which provides an enormous richness of nuances in the internal development of the action, and word order is considered one of the key features of the Chinese language. All the explanations are applied to numerous examples of real Chinese texts.

This textbook is a valuable resource for students, teachers, and researchers in Chinese language courses including Chinese translation, Chinese linguistics, and comparison linguistics in general.

As the second volume of a two-volume set that re-examines nouns and verbs in Chinese, this book investigates a wide range of linguistic phenomena in Chinese and other languages to substantiate the verbs-as-nouns theory proposed by the author.

In an attempt to break free from the shackles of Western linguistic paradigms, which are largely based on Indo-European languages and to a great extent inappropriate for Chinese, the two-volume set unravels the different relationships between nouns and verbs in Chinese, English, and other languages. This volume begins by looking at the problematic issues surrounding complements and adverbials in Chinese in order to explain the multifunctional nature of Chinese word classes. It then makes extensive use of evidence from other languages to explore the typology and evolution of word classes, as well as the cultural roots underlying the distinction between indicative and non-indicative negation in Chinese. In addition, it elucidates the significance and functions of monosyllabic and disyllabic combinations and the phenomenon of markedness reversal, shedding light on the subjectivity of the Chinese word class system.

The volume is an important contribution to the study of Chinese linguistics, Chinese grammar, and contrastive linguistics.

Inclusiveness Beyond the (Non)binary in Romance Languages: Research and Classroom Implementation explores both research and best practices related to inclusive language so that all students, regardless of gender identity, may be active participants in their language learning communities.

Given the binary nature of Romance language grammars, it is essential that scholarly inquiry into issues related to (non)binarism be further developed and become more visible, and this volume aims to embed the issue of linguistic inclusivity within broader conversations surrounding social justice to ensure that conversations do not stop with mere linguistic changes. The book is divided into two parts: the first focuses on research related to inclusive and nonbinary forms in Romance languages, while the second highlights teaching practices and encompasses inclusive approaches that go beyond the nonbinary. Although the volume focuses on Romance languages, most (if not all) of the content is applicable to other linguistic contexts. This volume also goes beyond issues of gender inclusivity and includes content that leads to a reflection on issues of equity and social justice more broadly.

This edited volume is a resource for scholars whose research focuses on inclusive language and for educators who are interested in learning more about why and how to foster inclusiveness in their language classrooms and in their workplaces.

Intermediate Portuguese: A Grammar and Workbook is an accessible reference grammar presenting twenty-two individual grammar points in realistic contexts with practise exercises in each unit designed to reinforce and consolidate learning.

This comprehensive volume takes a grammatical approach which encourages students to familiarise themselves with the grammar points in each unit, using a wide variety of contemporary vocabulary that can be applied to different settings such as work, shopping, tourism, business, education and socialising.

Key features include:

• grammar exercises and a full answer key
• frequent comparative references to English grammar
• a list of key vocabulary at the end of each unit
• a glossary of grammatical terms

Providing readers with the essential tools to express themselves in a wide variety of situations, Intermediate Portuguese is an essential resource for students with beginner to intermediate knowledge of the language and is suitable for both class-based learning and independent study.

Identity and Communicative Competence in Spanish for Specific Purposes analyzes the experiences of three Spanish for specific purposes (SSP) students, offering insight into the intersectionality of society, politics, identity, and linguistics in community-based settings.

Analyses provide empirical evidence to a growing body of work about how experiential language learning (EX-LL) enhances student preparation to utilize target languages in professional services. Ethnographic portraits and discourse analysis also illustrate how EX-LL, such as internships, provides students with opportunities to position and protect their identities using linguistic and extralinguistic resources. Discussions are presented throughout the volume on how to implement EX-LL from a critical perspective that supports students while mutually benefiting community members. Harnessing community members' stories to contextualise and illustrate the disparities U.S. Hispanic/Latinx communities face in accessing high-quality care and services, the volume proposes SSP as a form of advocacy to narrow this gap while simultaneously enhancing students' skills in Spanish.

Designed for graduate students, educators, researchers, and program developers in SSP, second language acquisition, heritage language pedagogy, and sociolinguistics, this volume will prompt the reader to (re)imagine how language learning traverses society, politics, and identity in community-based settings.

Language, whether spoken, written, or signed, is a powerful resource that is used to facilitate social justice or undermine it. The first reference resource to use an explicitly global lens to explore the interface between language and social justice, this volume expands our understanding of how language symbolizes, frames, and expresses political, economic, and psychic problems in society, thus contributing to visions for social justice.

Investigating specific case studies in which language is used to instantiate and/or challenge social injustices, each chapter provides a unique perspective on how language carries value and enacts power by presenting the historical contexts and ethnographic background for understanding how language engenders and/or negotiates specific social justice issues. Case studies are drawn from Africa, Asia, Europe, North and South America and the Pacific Islands, with leading experts tackling a broad range of themes, such as equality, sovereignty, communal well-being, and the recognition of complex intersectional identities and relationships within and beyond the human world.

Putting issues of language and social justice on a global stage and casting light on these processes in communities increasingly impacted by ongoing colonial, neoliberal, and neofascist forms of globalization, Language and Social Justice is an essential resource for anyone interested in this area of research.

This book provides a complete and detailed overview of modern English syntax, and offers a thorough grounding in the essentials of sentence structure and syntactic argumentation. Clear, accessible and comprehensive, it contains a wealth of material to support readers in consolidating their learning and knowledge at every step, from basic concepts to more advanced topics.

Now in its sixth edition, this textbook includes:
- fully updated chapters
- refreshed learning materials
- a fully revised glossary, list of reference works, and bibliography

Equipped with lists of key concept, exercises and further reading suggestions in each chapter, as well as a detailed answer key at the end of the book, this highly accessible, engaging and supportive text covers all the topics needed for a confident understanding of English syntax.