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This collection showcases perspectives from established and emerging scholars on the contemporary landscape of multilingualism in Southern Africa. The book explores the broader impact of colonialism and neocolonialism on language policies and practices, drawing on case studies from such countries as Malawi, South Africa, Tanzania, Zimbabwe and Zambia.

The volume is organised thematically around four different sections, looking at issues around linguistic diversity across different sectors including contemporary debates on African languages, language education, youth languages and language documentation. Taken together, the collection seeks to offer readers with a more nuanced understanding of fundamental issues in the development of multilingualism across different countries in Southern Africa today and encourage future research on multilingualism in Africa more broadly.

The volume will be of interest to students and scholars in multilingualism, sociolinguistics, language policies, language education and African studies.

Getting to Yes, developed at the Harvard Negotiation Project, has been an international bestseller on win-win "principled" negotiations since 1981. Its four-step method has helped millions of people negotiate successfully with friends, relatives, business partners, customer service agents, opposing counsel, government officials, and other adversaries. Native speakers of English can easily and enjoyably learn the method by simply reading the book. But for non-native speakers of English, the vocabulary, idioms, phrasing, examples, and references can be difficult to understand. These readers may not be able to use Getting to Yes to negotiate in English on an equal footing with more fluent English speakers.

The Getting to Yes Guide for ESL Students and Professionals prepares non-native speakers of English to join the global community of people who use Getting to Yes to negotiate win-win agreements in English. It provides page-by-page explanations of over 1,000 words, phrases, concepts, and examples that these readers may misunderstand; short stories that use these new words and concepts to help readers apply them to new contexts; delightful cartoons to highlight main ideas; optional ESL activities; and a glossary of the key negotiation idioms and terms used in Getting to Yes. In this guide, author Barrie J. Roberts applies her experience as a public interest attorney, court Alternative Dispute Resolution administrator, ESL instructor, and court interpreter trainer to help readers improve their professional-level English along with their negotiation skills.

Benefits for teachers:

• Each Chapter Guide provides a ready-made lesson plan with activities to do before, while, and after reading each chapter of Getting to Yes
• The book can be used as a recommended self-study reference
• This book can be used for selected chapters of Getting to Yes or for a complete standalone course on Getting to Yes for non-native speakers of English or Generation 1.5 students
• Optional activities throughout the book can be assigned for in or out of the classroom. These include activities for reading comprehension, vocabulary building, paraphrasing, critical thinking, discussing, and writing
• Short stories written to accompany each chapter require students to apply new vocabulary and negotiation concepts to real-world disputes

This comprehensive book offers pathbreaking research and practical strategies for Spanish heritage language learning

Spelling acquisition and development is often a challenge for Spanish Heritage Language Learners (SHLLs). Instructors, too, struggle to find the best strategies to help their students internalize orthographic rules.

Spelling in Spanish Heritage Language Education argues that spelling is not simply the cherry on top of good writing or a mere editing issue; rather, the skills behind the acquisition of spelling lie beneath deeper literacy development. Amalia Llombart-Huesca discusses how to address this critical skill, including the cognitive skills underlying spelling, the role of age and bilingualism, and a thorough description of the most common types of spelling errors students make and their causes. Throughout the book, she demonstrates the importance of spelling skills by showing how they can help students improve other crucial literacy aspects, such as reading fluency, reading comprehension, and vocabulary growth.

Written for instructors of SHLLs and researchers of SHL education, Spelling in Spanish Heritage Language Education includes guidelines, recommendations, and ideas for creating spelling activities and meaningfully integrating them into curricula. Combining novel research and practical strategies, this is an invaluable resource for Spanish instructors and researchers.

Linguistics: A Functionalist Introduction is a concise, accessible guide to the fundamentals of language and expression for students that are new to the subject.

Unlike other introductions, this book uses a functionalist framework that reflects the way language users form, derive and change meaning in a holistic way: not just through the technical construction of sentences but from how language is experienced, used, stored and processed in the mind. Beginning by introducing the concept of linguistics and different approaches to the subject, the book progresses to introducing the building blocks of language, with chapters on phonetics, phonology, morphology, syntax and semantics. The scope then broadens out to examine language in context and use, including language change, writing systems, sociolinguistics, psycholinguistics and language acquisition. Each chapter is enriched with examples to aid learning.

This textbook is an ideal choice for students or instructors looking for a more intuitive approach
to learning the fundamentals of linguistics, and is ideal for introductory linguistics classes within a
variety of programs, including and especially future language arts teachers.

Translation and Pragmatics aims to provide a fundamental grounding of key phenomena, theories, and concepts in the field of pragmatics and of some of their manifestations both within and across languages and cultures. The originality of this textbook largely resides in its pedagogical approach which involves familiarising students with the pragmatic phenomena of deixis, speech acts, implicature, and (im)politeness first and foremost through a systematic exposure to concrete, authentic data from a broad spectrum of texts and media (e.g., ads, memes, films, videogames) while showcasing how these phenomena are relayed in different types of translation. With warm-up exercises, illustrative case studies, mini-research activities as well as further reading, this is an essential textbook for translation and intercultural communication students but can also be a useful resource for anyone interested in the interface between pragmatics, translation and/or intercultural communication, media, and the synergies thereof.

Verbal and nonverbal communicative acts mark the links within our discourse, help us to exchange turns and give backchannel in conversation. This book analyses the communicative system of gaze in depth, investigating its structure and functions the same way that words and gestures are studied, and shows how to do so by establishing a phonology, a morphology and a semantics of eye communication, before finally outlining a lexicon of gaze.

Poggi provides a detailed semantic analysis of lexical items, highlights the role of gaze in multimodal communication, and illustrates its uses in everyday life, politics, education and musical performance. The meanings we communicate by gaze are intertwined with the multimodality of our communication, thus integrating, complementing, sometimes contradicting, whether deliberately or inadvertently, what we say with words or gestures.

Starting from a robust theoretical framework, this book also provides an overview of the methods that can be exploited to study gaze, ranging from ethno-semantics to observation and simulation, and provides examples of their use.

A timely and original contribution that is essential reading for advanced students, scholars and researchers of multimodal communication, pragmatics, social psychology and related areas.

How to Augment Language Skills outlines ways in which translators and language providers can expand their skillset and how translation technologies can be integrated into language learning and translator training.

This book explains the basics of generative AI, machine translation, and translation memory suites, placing them in a historical context and assessing their fundamental impacts on language skills. It covers what to teach in a specific context, how to teach it, how to assess the result, and how to set up lively class discussions on the many problematic aspects. The exploratory empirical approach is designed to reach across several divides: between language education and translation studies, between technology designers and users, between Western and Asian research, and between abstract ideas and hands-on practice.

Features include:

• Fifty-seven technology-related activities for the language and/or translation class.
• Recent research on the capacities of generative AI.
• Examples of how to conduct a needs analysis in the Higher Education context.
• Comparisons of the main teaching methods.
• Ways to assess the use of technologies.
• Examples in Chinese, Spanish, Catalan, French, and German.
• A full glossary explaining the key terms in clear language.

Drawing on years of classroom experience, Pym and Hao illustrate how these skills can be taught in a range of classroom and online activities, making this essential reading for teachers and researchers involved in the teaching of languages and the training of translators.

The Routledge Handbook of Portuguese Phonology provides an up-to-date description of the Portuguese phonological system, including a thorough account of the fundamental concepts, data, and previous explanations, as well as the status quaestionis, directions for future research, and further reading.

Divided into five parts with contributions from leading international scholars and rising stars, the book's 23 chapters provide a thorough account of the Portuguese sound system and a range of perspectives on Portuguese phonology. This is the most comprehensive volume on Portuguese phonology written in English, and it delves into the most pressing issues and challenges regarding a wide variety of topics, such as segmental and suprasegmental phenomena; aspects concerning the interfaces between phonology and other linguistic domains; and issues on synchronic variation, diachronic change, acquisition, and the teaching of Portuguese speech prosody to non-native learners.

This in-depth resource will be invaluable for researchers and advanced students of Portuguese language and linguistics, as well as those interested in phonology and linguistics more broadly.

This volume links corpus research to classroom practice and critically assesses how the integration of a corpus-informed methodology affects pedagogical choices, teaching materials and classroom activities. Focusing on the language classroom, and drawing on examples from English, French, German and Hungarian, this book demonstrates that such methodology is applicable to languages with very different properties.

Drawing on both larger, general and smaller, more specialised corpora, including both spoken and written data, this volume:

• presents the key features of natural language according to corpus linguistics, establishing principles and methods to observe and practice natural-sounding language use
• suggests the characteristics of a coherent, corpus-informed methodology and contrasts this with existing methodologies
• explores ways in which this methodology can enhance language learning and discusses the types of activities that are most effective
• explains how this methodology be integrated into teacher training

Bridging the long-persisting gap between corpus-informed language teaching research and applied classroom reform, this book is key reading for researchers in applied linguistics and language pedagogy, as well as teacher trainers and practitioners.

The Routledge Handbook of Second Language Acquisition and Listening offers a state-of-the-art, systematic discussion of the role of listening in second language acquisition (SLA) and use.

This handbook positions listening not just as a receptive comprehension skill, but also as an integral part of interaction, a vital component in the process of language acquisition, and a skill which needs attention in its own right.

World-leading international scholars synthesize and contextualize the salient theoretical approaches, methodological issues, empirical findings, practical applications, and emerging themes in L2 listening development and processing. They illustrate the role that L2 listening ability plays in understanding SLA and interactional competence, and set the future research agenda to move the field forward.

This volume is an indispensable resource to students, scholars, and practitioners from the fields of SLA, cognitive psychology, language teaching, and assessment, as well as those interested in pronunciation, speaking, and oral communication.

Polish as a Heritage Language Around the World provides a timely insight into Polish diaspora communities around the world and their endeavours in heritage language maintenance and education.

This edited collection depicts and analyses the unique challenges associated with the intergenerational transmission of Polish as a language that has not had high visibility and status in the surrounding society. Chapters within the volume examine how these circumstances impact the maintenance of the heritage language and affect the capacity to support biliteracy development among younger generations of speakers.

Offering an overview of key concepts and theoretical issues, practical pedagogical guidance, and field-advancing suggestions for further research, Polish as a Heritage Language Around the World will be of interest to researchers and instructors of Polish around the world, as well as those interested in second-language acquisition and heritage language studies.

This book focuses on assessing L2 student digital multimodal composing (DMC) competence. It explores key themes, including the conceptualization of L2 student DMC competence, and the development, validation, and utilization of L2 student DMC competence in the tertiary context.

Through a thorough review of the DMC literature, the book furnishes readers with a theoretical framework to comprehensively grasp the underlying constructs of L2 student DMC competence. It also provides a delineation of the process of scale development, i.e., defining constructs, constructing items, and analyzing items, scale validation, i.e., the structural, external, and consequential construct validity of the scale, and scale utilization in students' DMC self- and peer-assessment practices.

This practical guidance equips educators and practitioners with the necessary tools and strategies to effectively assess and enhance L2 students' DMC competence. Scholars and professionals in the fields of L2 writing, language assessment, digital literacy, and technology-enhanced language learning will gain valuable insights from the content.

This volume provides a concise overview of the diachronic development of composite predicates (CPs) in Late Modern English, offering clearer evidence of ongoing language change using data less readily available in other corpora.

While previous scholarship on CPs exists from a synchronic perspective, this book is the first to focus exclusively on Late Modern English with a diachronic approach to CPs, understood as phraseological verbs consisting of a verb and a deverbal noun or this combination with a preposition, such as to ask a question or to take hold of. The volume builds on real-life spoken data encompassing the proceedings of the Old Bailey at the Central Criminal Court in London, which predate the invention of audio-recording technology. Leone explores syntactic and semantic changes and the role performed by phenomena associated with grammaticalization, lexicalization and idiomatization in this period from both quantitative and qualitative perspectives.

The book sheds light on ongoing processes of change in spoken data, enriching knowledge on language change in this period and offering directions for future research. This book will appeal to scholars in English historical linguistics, syntax and semantics, and language change.

English is now a global phenomenon no longer defined by fixed territorial, cultural and social functions. The Routledge Companion to English Studies provides an overview of this dynamic field of study, with this new edition focusing on English from an applied language perspective and taking account of interdisciplinary and decolonizing viewpoints. This companion considers historical trajectories while also showcasing state-of-the-art contributions by established scholars from around the world.

The Routledge Companion to English Studies:

• provides a broad view of English as a subject of study and research through language-centred disciplines
• investigates the use of English (and language more broadly) in contemporary communication practices, taking into account the use of technology
• explores the role of English in education and in society from social and global perspectives
• highlights the importance of the link between English and other languages within the concepts of flexible multilingualism and translanguaging
• offers a view on the need for extending and deepening the concerns of English studies as a field of scholarly enquiry

This collection of thirty-one commissioned chapters provides a contemporary picture of the diverse field of English studies and is an expert-informed text for advanced students and researchers in this field.

Translation Classics in Context carefully considers the relationship between translation and the classics. It presents readers with revelatory and insightful case studies that investigate translations produced as part of nexuses of colonial resistance and liberation across Africa and in Ireland; translations of novels and folklore collections that influence not just other fictions, but stage productions and entire historical disciplines; struggles over Ukrainian and Russian literature and how it is shaped and transferred; and the role of the academy and the curriculum in creating notions of classic translations.

Along the way it covers oral poetry, saints, scholars, Walter Scott and Jules Verne, not to mention Leo Tolstoy and the Corpse Bride making her way from folklore to Frankenstein and into the world of Disney animation. Contributors are all leading scholars, and the book is accessible and engaging, assuming no specialist knowledge.

Chapter 6 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.

Exploring Modern Greek as a Second, Foreign, and Heritage Language considers the diverse educational contexts within which Modern Greek is taught and how these diverse contexts substantially alter the requirements for materials, teacher training, and instructional practices.

Divided into three parts, this book systematically examines the teaching of Greek as a second, foreign, and heritage language for students in Greece and further afield. The methodologies vary from interviews to case studies and introduce innovative approaches such as experiential learning, creative writing, and theatrical practices designed to create a more holistic learning experience. The in-depth studies provided in this collection are designed to raise awareness of the unique challenges and different needs arising in the Greek language classroom and the implications for teachers and learners.

This book will be essential reading for educators, researchers, and policy makers interested in the teaching of Greek as a second, foreign, or heritage language.

Using Chinese Classics for Intercultural Communicative Competence presents new strategies and tools for integrating Mandarin language teaching with fostering intercultural competencies through contemporary, global lenses on Chinese classic texts.

Chinese classic texts are canonical works in Chinese culture published before 1911. They offer a window into deeply held cultural values which learners of the Chinese language would benefit from studying to facilitate meaningful intercultural dialogues. With chapters covering classic Chinese texts, such as Journey to the West, Dream of the Red Chamber, and The Romance of the Three Kingdoms, this book will demonstrate the value, importance, and feasibility of teaching Chinese classic works for ICC development in the Chinese world language classroom, and equip teachers with carefully planned, classroom-tested lesson models that demonstrate the innovative, integrative models advocated in this book.

This book will be valuable for pre- and in-service Mandarin Chinese teachers across various institutional settings at different levels, looking for ready materials and professional development resources. The book can also be used as core material for teacher training programs.

Looking at everyday Mandarin Chinese conversations, this book provides a comprehensive examination of the practices used in producing Chinese increments.

Increments have been identified as a key nexus that evinces how human interactional practices are fundamental to the structuration of grammar. Lim examines the common interactional work these increments do in their sequential context and what implications these findings have for our understanding of language and grammar. Based on the examination of actual interactional practices by Chinese speakers, findings show that all types of grammatically fitted and unfitted increments can be produced in a situated context. The research in this book also demonstrates how similar action can be pursued using different types of increments and that more than one "task" or action may be concurrently and subtly accomplished with the use of a single increment. The results indicate how the regular everyday practices of Chinese increment, formulated in moment-to-moment interaction, instantiate and endorse multiple principles expounded in emergent grammar, thereby adding to our wider understanding of language and grammar.

This book will primarily interest researchers, graduate students, and educators working within the field of interactional linguistics and conversation analysis, in particular those in Chinese-speaking regions. As research on non-English data is still very limited in these areas, the book will also be useful for researchers with broad interests in the Chinese language.

Chapter 3 and 4 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 explores the major theories of generative grammar from a historical perspective, providing an overview of the evolution of this linguistic framework.

Generative grammar is widely recognized for its major contributions to the study of theoretical linguistics in the twentieth century and has had a profound impact on the fields of linguistics, psychology, computer science, and cognitive science. This book consists of eight chapters that trace the development of generative grammar from its beginnings to its current focus on minimalism. The first chapter outlines the major stages of generative grammar, namely Classical Theory, Standard Theory, Extended Standard Theory, Revised Extended Standard Theory, Government and Binding Theory, and the Minimalist Program. The second chapter reviews the development of the C-command relation and illustrates its use in syntactic analysis. Each of the following six chapters focuses on a specific area of generative grammar, including phrase structure, movement, Case, argument structure, binding, and raising and control.

The volume will be an invaluable resource for researchers, teachers, and students in the fields of generative grammar, syntax, formal linguistics, and the social and cognitive sciences.