言語学 — 全 下位分類

This book examines the rise of English in Rwanda, offering critical insights into the links between language, colonialism, and capitalism, with implications for our understanding of global English.

Spowage takes an interdisciplinary approach, drawing on political theory, cultural-materialism, and critical sociolinguistics. She positions language policy as an instrument for social reproduction and exploitation, but also a site of struggle and contest. Unravelling the complex history of language politics and policy in Rwanda, Spowage elaborates a theory of language as statecraft. This approach draws attention to the endurance of a colonial-capitalist link between language and social class, while illuminating the specific power of English in legitimising neoliberal political power and class hierarchies. On this basis, Spowage argues for a theoretical reimagining of the spread of English through the 'global English nebuleuse', a model which aims to capture the complex mechanisms that reinforce the dominance of English and to identify points where those mechanisms are fragile.

This innovative volume will be of interest to scholars in sociolinguistics, global Englishes, language and politics, and African studies.

Speaking to a broader global preoccupation with the state of languages and language development, this book considers issues surrounding the diverse languages, linguistic communities, and cultures of Zimbabwe.

Reflecting on Shona, Xitsonga, Sotho, Xhosa, Tjwao, Nambya, IsiNdebele, Nyanja, Tshivenda, English and Braille, the book uncovers both the internal and external factors that impact language structures, language use and language ideologies across the country. The book considers how colonial legacies and contemporary language domination and minoritisation have led to language endangerment. It considers the fate of communities whose languages are marginalised and, in the process, poses questions on what can and should be done to preserve Zimbabwean languages. The authors' offerings range across subjects as diverse as music, linguistic innovation, education, human rights, literature, language politics and language policy, in order to build a rich and nuanced picture of language matters in the country.

Coming at a critical moment of increasing mobility, migration, cultural plurality and globalisation, this book will be an important resource for researchers across African literature, linguistics, communication, policy and politics.

This book examines contemporary debates on such concepts as national literature, world literature, and the relationship each of these to translation, from the perspective of modern Japanese fiction.

By reading between the gaps and revealing tensions and blind spots in the image that Japanese literature presents to the world, the author brings together a series of essays and works of fiction that are normally kept separate in distinct subgenres, such as Okinawan literature, zainichi literature written by ethnic Koreans, and other "trans-border" works. The act of translation is reimagined in figurative, expanded, and even disruptive ways with a focus on marginal spaces and trans-border movements. The result decentres the common image of Japanese literature while creating connections to wider questions of multilingualism, decolonisation, historical revisionism, and trauma that are so central to contemporary literary studies.

This book will be of interest to all those who study modern Japan and Japanese literature, as well as those working in the wider field of translation studies, as it subjects the concept of world literature to searching analysis.

Dissecting the radical impact of Walter Benjamin on contemporary cultural, postcolonial and translation theory, this open access book investigates the translation and reception of Benjamin's most famous text about translation, "The Task of the Translator," in English language debates around 'cultural translation'.

For years now, there has been a pronounced interest in translation throughout the Humanities, which has come with an increasing detachment of translation from linguistic-textual parameters. It has generated a broad spectrum of discussions subsumed under the heading of 'cultural translation', a concept that is constantly re-invented and manifests in often heavily diverging expressions. However, there seems to be a distinct constant: In their own (re-)formulations of this concept, a remarkable number of scholars-Bhabha, Chow, Niranjana, to name but a few-explicitly refer to Walter Benjamin's "The Task of the Translator."

In its first part, this book considers Benjamin and the way in which he thought about, theorized and practiced translation throughout his writings. In a second part, Walter Benjamin meets 'cultural translation': tracing various paths of translation and reception, this part also tackles the issues and debates that result from the omnipresence of Walter Benjamin in contemporary theories and discussions of 'cultural translation'. The result is a clearer picture of the translation and reception processes that have generated the immense impact of Benjamin on contemporary cultural theory, as well as new perspectives for a way of reading that re-shapes the canonized texts themselves and holds the potential of disturbing, shifting and enriching their more 'traditional' readings.

The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 licence on bloomsburycollections.com. Open access was funded by the Author.

This collection brings together perspectives from early-career LGBTQ+ scholars as they navigate the scholarly publishing landscape, highlighting their experiences and challenges in providing greater representation within the academic community and existing scholarship.

The volume reflects on the ways in which scholarly output is intricately linked with scholarly identity and the challenges LGBTQ+ scholars face when their scholarly and gender and sexual identities can often seem to be in conflict. The book showcases perspectives from doctoral students and early-career scholars from around the world working across different disciplines, supported by case studies, autoethnographic narratives, and discourse analysis, to explore key issues facing those who identify as LGBTQ+ or who wish to research and publish on topics relating to gender and sexual identity. These include negotiating positionality, the role of writing styles in identity construction for queer scholars, the ways in which publishing gatekeepers perpetuate heteronormativity, and the part support networks play for researchers.

The book gives voice to a wider range of scholars towards creating a more inclusive publishing environment and will be of interest to students and researchers who identify as LGBTQ+ and those working in such fields as applied linguistics, English for academic purposes, queer theory, and gender studies.

In this book, Mary Heritage shows how mentoring can have a powerful impact on the speech and language therapist and their professional development. The text sets out the impact of mentoring at each stage of the speech and language therapist's career - students, novice practitioners, and leaders - and explores how mentoring is distinct from other supportive relationships that are available, such as counselling, coaching line management, and education. The reader is guided through the process of finding a mentor and making the most of the mentoring relationship. The book goes on to outline what makes a good mentor and concludes with a vision and call to action for the profession to embrace mentoring more widely, with particular focus on creating a more inclusive professional community.

Each section concludes with a space for reflection and action planning to guide the reader through their own journey of understanding how to use mentoring to unlock their own professional development needs.

This resource is relevant for all speech and language therapists: those embarking on a new career in speech and language therapy, those needing guidance at a career crossroads, leaders looking to develop a workforce, and those wishing to diversify their communication skills to support their colleagues.

This book presents an overall picture of the constraints faced at different stages of the translation process, providing a more scientific approach to descriptive translation studies.

The study investigates translation constraints at three different levels. The micro-system includes the original work, the translator, and the translation itself. The meso-system includes various factors that represent power, such as individuals, groups, and institutions. The book also examines the macro-system, which includes factors related to culture, society, and even the global context. Drawing on the principles of literary hermeneutics, this book advances the study of translation constraints from description to interpretation through systematic analysis. Incorporating the latest scholarship from both national and international sources, the book discusses translation studies when it explores translation constraints and analyses translation constraints when it discusses translation studies.

The book will be of interest to scholars and students of translation theory and practice and Chinese studies. It will also be of value to translation professionals.

This textbook provides a practical introduction to the fields of forensic phonetics and forensic linguistics. Addressing how these fields are both distinct yet closely related, the book demonstrates how experts from both fields can work together to investigate and deliver justice in complex legal situations.

With pedagogical features including real-life case studies, exercises, and links to further reading, topics covered include:

• Profiling from spoken and written texts
• Disputed meaning, and how meaning is made and evolves
• Interviewing techniques, including working around those who might be considered linguistically vulnerable
• Author and speaker determination
• Audio enhancement and authentication of recordings
• Language analysis in the asylum procedure (LAAP)

Accompanied by online audio and video resources as well as signposting readers to freely available software to aid their studies, this book is the ideal springboard for students beginning work in forensic phonetics, forensic speech science, forensic linguistics, and law and language.

Of Mind and Machine provides a broad perspective on multi-level dialogic engagements between text and reader as seen from the use of language in presenting information to generate a discursive experience in various sociocultural settings.

The book observes contexts such as national literature in translation, diplomatic speech events, visual-verbal inter-semiotic translation, second language learning, interpreter training, and computer-aided teaching of translation and bilingual writing. These present a unifying interest in textual accountability between form, function, and effect that has been examined from a dual perspective of rhetoric and pragmatics. The research embodies a significant prospect of integration of academic originality with technological innovation to advance language education in the present digital era. Theoretically well-founded, the book does not confine itself to a self-contained system of conceptions and methods. Instead, it demonstrates a rich variety of research possibilities in support of theorisation and education in the field of language and translation studies.

This edited volume is primarily intended for advanced undergraduates, postgraduates, researchers, and teachers within the fields of language and translation, applied linguistics, and discourse analysis.

Marking 30 years of contrastive corpus linguistics, this volume provides a state-of-the-art of the field, charting its development over time and expanding the boundaries of the discipline.

Focusing on a diversity of methods and approaches to language comparison, it uses both comparable and translation corpora, and explores a broad range of language registers from newspaper reporting and spoken political discourse to film scripts and football match reports. Using English as the pivot language for each chapter, the volume offers contrastive bilingual and trilingual perspectives on a number of languages, including Czech, Finnish, French, German, Norwegian, Spanish, and Swedish, covering a typologically diverse field. By exploring the application of complex multi-genre multilingual data sets and expanding the horizons of contrastive studies, it demonstrates how a juxtaposition of cross-linguistic and register variation can deepen our insight into language variation and use.

The volume is dedicated to two prominent contrastive corpus linguists: Karin Aijmer and Bengt Altenberg, who have decisively shaped the discipline from its very beginnings. The book opens with a chapter by Aijmer, reflecting on the current breadth and future prospects of research in the area while pointing to emergent trends with an insight that only she can offer.

Do you want to gain a deeper understanding of how big tech analyses and exploits our text data, or investigate how political parties differ by analysing textual styles, associations and trends in documents? Or create a map of a text collection and write a simple QA system yourself?

This book explores how to apply state-of-the-art text analytics methods to detect and visualise phenomena in text data. Solidly based on methods from corpus linguistics, natural language processing, text analytics and digital humanities, this book shows readers how to conduct experiments with their own corpora and research questions, underpin their theories, quantify the differences and pinpoint characteristics. Case studies and experiments are detailed in every chapter using real-world and open access corpora from politics, World English, history, and literature. The results are interpreted and put into perspective, pitfalls are pointed out, and necessary pre-processing steps are demonstrated. This book also demonstrates how to use the programming language R, as well as simple alternatives and additions to R, to conduct experiments and employ visualisations by example, with extensible R-code, recipes, links to corpora, and a wide range of methods. The methods introduced
can be used across texts of all disciplines, from history or literature to party manifestos and patient reports.

This edited volume showcases how teacher educators around the world engage with critical and dialogic approaches to prepare TESOL professionals.

Language teachers are at the forefront of supporting the academic and social needs of increasingly ethnically and linguistically diverse student populations around the globe, and preparing critical and dialogic TESOL teachers with social justice orientations is essential to helping language learners fulfil their academic and linguistic potential. Although more experienced TESOL teachers may be able to agentively implement critical and dialogic approaches to instruction, we know little about what TESOL teacher educators do to help train and prepare language teachers who can do exactly that. In this volume, TESOL educators from various contexts share their experiences on how they engage with critical and dialogic approaches to reimagine TESOL teacher education. Chapter authors engage with different aspects of critical and dialogic approaches to present their visions for reimagining curricula, pedagogies, online spaces, and the roles of students, teachers, and teacher educators.

Oral assessments are of vital importance to second language learners, but how can teachers and examiners best test L2 learner talk and interaction? Bringing together theory and research within the field of L2 oral proficiency, with the concept of L2 encompassing any language learned later than the early childhood years, this book provides a state-of-the art overview of what is at stake for L2 learners and examiners, and advice on how to approach testing and assessment.

Using data and findings from empirical research to illustrate and discuss key topics, Testing Talk takes the reader step-by-step through the major concepts and issues in the oral assessment of second languages, with a main focus on L2 English. Investigating and explaining the most important educational and interactional issues facing both examiners and test-takers, such as the factors which come into play during speaking tests, the differences between common test formats, and the challenge of ensuring equity in assessment, this book offers research-based advice on ways to design test tasks and in-depth insights into the assessment of L2 speaking.

Featuring a glossary of key terms and concepts, discussion questions and further reading for each chapter, and a comprehensive companion website hosting a wealth of additional materials, including authentic test recordings and assessment tasks to be used by researchers and practitioners alike, this is the only book needed in order to understand, design, and assess interactive oral L2 tests.

This practical guide introduces students to the language and other skills needed to deliver a presentation in English. Concise and accessible, the guide will be particularly helpful to learners of English.

The book:

• covers different types of presentations, including group and online presentations, common structures of presentations, presentation tools, and the main message that each presentation should have
• introduces the language skills necessary for presentations: useful English words, phrases, and sentences to use in the various parts of presentations, and how one's pronunciation can become clearer to an international audience
• explains how to control voice and vocal tract usage and how to effectively use the body as a communicator
• discusses how to communicate with the audience, including how to handle questions, and explores different types of audiences
• includes culturally diverse examples, case studies, and exercises

Accompanied by online support material with recordings, the book is an essential guide to delivering a successful presentation in English.

Recognising the urgent need for further progress in teacher education and preparation for the success of early language learning, this volume presents research on the education and professional development of teachers, exploring how they can foster multilingual spaces in the early years of formal education.

Investigating a range of European contexts, the book examines the effectiveness of teacher education for early language learning, covering contexts of multilingualism and English as a foreign language (EFL) with children under the age of 12. Split into three parts examining research into teacher practices, education, and curricula, chapters cover emerging topics such as teacher education and local linguistic encounters; global citizenship and transcultural education; linguistic landscapes and visual narratives; mixed-age classrooms and literacy skills; pre-service and in-service teacher education; and teacher and teacher educator competencies and beliefs.

Offering a unique combination of foci on teachers, teacher education and classroom practice, this book will be of great interest to researchers and postgraduate students in the fields of early language education, multilingualism, EFL and teacher education more broadly. Student teachers and teachers working in early language learning contexts may also find the volume of interest.

Introduction, Chapters 7, 11, 12 and 13 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book aims to challenge established teaching cultures to promote teacher autonomy and autonomy-oriented pedagogies in language teacher education.

Offering a set of inspiring case studies that illustrate language teacher education for autonomy as a space of multiple possibilities, the book fuses theory and practice and gives a holistic view of the changing landscape of language teacher education, accounting for the transformative power of educational practices that help teachers think and act in informed, context-specific, and learner-centred ways. It also demonstrates the importance of autonomy in language teacher education contexts, specifically to foster teachers' professional learning, identity, and agency, as well as in assessing and reshaping teacher education programmes.

This book will be particularly useful to researchers, scholars, and postgraduate students in the fields of teaching and teacher education, modern foreign languages, and teaching and learning language research more broadly. Curriculum designers and language teacher education programme directors may also find the volume of use.

This book provides comprehensive guidelines on important aspects of isiXhosa orthography such as word division, spelling and capitalisation. Authors' primary focus has been those challenging areas of standardisation which have not yet been attended to. The book makes an important contribution to the development of isiXhosa into a fully functional medium of teaching and learning in Higher Education, and facilitate the enhancement of its status as one of South Africa's official languages.

Print editions not for sale in Sub-Saharan Africa

This volume provides an account of collaborative poetry translation in practice. The book focuses on the 'poettrio' method as a case study. This process brings together the source-language poet, the target-language poet, and a language advisor serving as a bilingual mediator between the two.

Drawing on data from over 100 hours of recorded footage and interviews, Collaborative Poetry Translation offers both qualitative and quantitative analyses of the method in practice, exploring such issues as poem selection, translation strategies, interaction between participants, and the balancing act between the different cultures at play. A final chapter highlights both the practical and research implications for practices of collaborative translation. This innovative work is situated in an interdisciplinary framework of collaborative translation, poetry translation, poetry and creative writing, and it addresses concerns ranging from the ethnography of collaboration to contemporary publishing practice.

It will be of interest to students, scholars, and specialists in translation studies, comparative literature, literary studies, and creative writing, as well as creative practitioners.

English Phonetics and Pronunciation Practice provides a unique introduction to basic articulatory phonetics for students of English. Taking a practical approach, this book teaches the pronunciation of modern standard non-regional British English to intermediate and advanced learners worldwide.

Now fully updated and restructured, the more concise new edition:

* provides an up-to-date description of the pronunciation of modern British English;

* demonstrates the use of English consonants and vowels in a variety of contexts and in contrast with other sounds with which they may be confused;

* includes expanded theory sections for an improved balance of theory and practice;

* is supported by extensive online audio material.

Ideal for studying pronunciation in the classroom or for independent student practice, English Phonetics and Pronunciation Practice is essential reading for any student of pronunciation and phonetics.

Language and Decolonisation is the first collection to bring together views from across scholarly communities that are committed to the agenda of decolonising knowledge in language study. Edited by leading figures in the field, the chapters offer new insights on how 'decolonising' can be adopted as a methodology for charting the next steps in solving practical language-related problems in educational and related social policy areas. Divided into two sections, the book covers the coloniality of language, the materiality of culture and colonial scripts, the decolonisation imperative, multilingualism discourse and decolonisation, and decolonising languages in public discourse. With 20 chapters authored by experts from across the globe, this pioneering collection is an essential reference and resource for advanced students, scholars, and researchers of language and culture, sociolinguistics, decolonial studies, racial studies, and related areas.

This book offers the first book-length treatment of the diachronic study of English exclamatives, tracing their development from 1500 through to the twenty-first century.

The volume shines a light on independent wh-exclamatives in the history of English. In particular, Schroeder calls attention to the development of three prototypical wh-exclamatives as observed in three newly created genre-balance corpora comprising prose fiction, dialogues, and personal correspondence, uncovering new insights into the differences in their evolution. In its analysis of English exclamatives over time and broader exploration of the impact of genre on constructional productivity, the book raises key questions about existing claims in scholarship on Diachronic Construction Grammar and outlines ways forward for new areas of inquiry.

This volume will appeal to scholars interested in diachronic linguistics, historical syntax, language variation and change, and the history of English.

This book showcases how teacher educators from diverse backgrounds, contexts, and realities approach English language teacher education with a critical stance. Organized into nine parts that explore different facets of English Language Teaching, each section opens with theoretical considerations chapters and features 24 practical application chapters.

Written by renowned scholars including Graham Hall, Lili Cavalheiro, and Mario Lopez Gopar, among others, the theoretical considerations chapters offer concise insights into current issues and controversies in the field, point out opportunities for criticality, and discuss implications for teacher education.

Written by critically-oriented teacher educators/researchers from various parts of the world including Brazil, Germany, Morocco, Sweden, Turkey, and the USA, among others, the practical application chapters exhibit various ways to incorporate critical approaches in reshaping current teacher education practices (ranging from critical and queer pedagogy to translanguaging to multilingualism) along with a critical reflection of the potentials and the challenges involved in their application.

This book proposes to expand multiliteracies frameworks in second language education, by recognizing that learning a new language and culture involves both designs and desires, the affects and emotions that feed our responses to particular ways of making meaning.

Over the past two decades, multiliteracies approaches to second language education have brought attention to the diversity of modes, media, language varieties, and discourses involved in what we often shorthand as language learning. A core concept in these discussions is the idea of meaning design, the idea that languages are dynamic, culturally-shaped systems of resources for engaging with and making sense of the world.

Building on these discussions and drawing inspiration and practical examples from a variety of modern language classes in higher education in the USA, the book demonstrates how poetic and playful language can be embedded in multiliteracies pedagogy in ways that foster learners' and teachers' awareness of designs, while also making space for desires that are harder to script or plan for. In addition to building a conceptual map around poetics and play for researchers and teachers in language education, the book offers concrete examples of what a multiliteracies approach emphasizing designs and desires can look like in classrooms and curricula.

Employing a mixed-method approach, the book investigates the psychology of English as a Foreign Language (EFL) teachers in the online teaching environment in China during the COVID-19 pandemic.

Specifically, questionnaires were conducted on Chinese EFL teachers to explore the profiles of EFL teachers' anxiety, self-efficacy, buoyancy and engagement. Additionally, semi-structured interviews were used to demystify their psychological growth in the dynamic interaction with ecological environments, thus constructing an ecological model of EFL teacher psychology in online teaching. The book provides new insights into EFL teacher psychology and theoretical references for building a functional ecosystem for the professional development of EFL teachers.

The book will be of interest to researchers in teacher psychology, language teachers and practitioners, especially those working in the complex technology-based educational environment, and policy makers in foreign language education.

Bringing together the voices of a diverse group of scholars and language professionals, this edited collection, concerned with the cultivation of plurilingualism in multilingual educational settings, builds on the theory and practice of linguistic and cultural mediation both as curricular content and social practice.

The chapters view mediation as an important aspect of communication which involves dynamic, purposeful interactivity, implicating social agents in the negotiation and construction of socially situated meanings across different languages and within the same language. Theoretically informed chapters present views on mediation as well as contributors' research and project outcomes in educational interventions. They also describe how mediation has been incorporated in educational practices and how it materialises in social contexts. Ultimately, this book makes the case for why mediation constitutes a key competence to be developed for active global and local citizenry in today's societies where there is an increased rate of knowledge acquisition and exchange.

Presenting research from classrooms and other multilingual environments, this book offers concrete suggestions for the development of language users/learners' ability to mediate within and across languages. It will appeal to scholars, researchers and postgraduate students in the fields of language and education, education policy and politics, bilingualism and plurilingualism more generally. Curriculum designers may also find the volume of use.