Language and Code

Language teachers' competencies in computer-assisted language learning (CALL) are a crucial factor affecting their own implementation of CALL. However, there is still a concern that many language teac

An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities

This volume focuses on the everyday legalities and practicalities of naturalization, including governmental processes, the language of citizenship tests and classes, the labelling and lived experience

This volume focuses on the everyday legalities and practicalities of naturalization, including governmental processes, the language of citizenship tests and classes, the labelling and lived experience

Today and Tomorrow Volume 20 Language and Literature

Reissued as a classic of the genre, Borg's discussion of the research being carried out in language teacher cognition remains crucial reading.

Modernist Fiction and Vagueness marries the artistic and philosophical versions of vagueness, linking the development of literary modernism to changes in philosophy. This book argues that the problem of vagueness - language's unavoidable imprecision - led to transformations in both fiction and philosophy in the early twentieth century. Both twentieth-century philosophers and their literary counterparts (including James, Eliot, Woolf, and Joyce) were fascinated by the vagueness of words and the dream of creating a perfectly precise language. Building on recent interest in the connections between analytic philosophy, pragmatism, and modern literature, Modernist Fiction and Vagueness demonstrates that vagueness should be read not as an artistic problem but as a defining quality of modernist fiction.

A number of factors—new research into human and animal consciousness, a heightened awareness of the methods and consequences of intensive farming, and modern concerns about animal welfare and ecology—

The relationship between memory and language and the topic of bilingualism are important areas of research in both psychology and linguistics and are grounded in cognitive and linguistic paradigms, theories and experimentation. This volume provides an integrated theoretical/real-world approach to second language learning, use and processing from a cognitive perspective. A strong international and interdisciplinary team of contributors present the results of various explorations into bilingual language processing, from recent advances in studies on bilingual memory to studies on the role of the brain in language processing and language forgetting. This is a strong yet balanced combination of theoretical/overview contributions and accounts of novel, original, empirical studies which will educate readers on the relationship between theory, cognitive experimentation and data and their role in understanding language learning and practice.

Linguists working alone or in teams explore what language can reveal about the role of objective and subjective time and the multiple temporalities people live in, think, and talk about. They discuss

An acclaimed reference that fills a significant gap in the literature, this volume examines the linkages between spoken and written language development, both typical and atypical. Leading authorities

Contributors identified only by name consider details of language, embodied conduct, and spatial and material orientation for interaction in mobile situations. Among the questions they address are wha

The relationship between memory and language and the topic of bilingualism are important areas of research in both psychology and linguistics and are grounded in cognitive and linguistic paradigms, theories and experimentation. This volume provides an integrated theoretical/real-world approach to second language learning, use and processing from a cognitive perspective. A strong international and interdisciplinary team of contributors present the results of various explorations into bilingual language processing, from recent advances in studies on bilingual memory to studies on the role of the brain in language processing and language forgetting. This is a strong yet balanced combination of theoretical/overview contributions and accounts of novel, original, empirical studies which will educate readers on the relationship between theory, cognitive experimentation and data and their role in understanding language learning and practice.

Ideological and educational-political aspects of the link between language and faith—especially between Global English and Christianity—is a topic of growing interest in the field of English language

New research into human and animal consciousness, a heightened awareness of the methods and consequences of intensive farming, and modern concerns about animal welfare and ecology are among the factor

What are the points of contact between the study of language and the study of history? What are the possibilities for collaboration between linguists and historians, and what prevents it? This volume,

Archaeology and Language I represents groundbreaking work in synthesizing two disciplines that are now seen as interlinked: linguistics and archaeology. This volume is the first of a three-part surve

Infants and very young children develop almost miraculously the ability of speech, without apparent effort, without even being taught as opposed to the teenager or the adult struggling without, it see

Based on fieldwork carried out in a Mayan village in Guatemala, this book examines local understandings of mind through the lens of language and culture. It focuses on a variety of grammatical structures and discursive practices through which mental states are encoded and social relations are expressed: inalienable possessions, such as body parts and kinship terms; interjections, such as 'ouch' and 'yuck'; complement-taking predicates, such as 'believe' and 'desire'; and grammatical categories such as mood, status and evidentiality. And, more generally, it develops a theoretical framework through which both community-specific and human-general features of mind may be contrasted and compared. It will be of interest to researchers and students working within the disciplines of anthropology, linguistics, psychology, and philosophy.

A story of violence, aggression and lawlessness: Don Fleming's Fury is a vitrolic account of how the disintegration of our social values and of our respect for the law is creating a culture in which p

The volume has four parts: Part I (Language minorities and inequality) analyses language contact and linguistic diversity as a global phenomenon; Part II (Language planning and language change) focuse

The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher e

This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds,

This book is divided into three main topical sections: (1) Parent-child construction of narrative, which focuses on aspects of the social interaction that facilitate oral narrative development in Spanish-speaking children; (2) Developing independent narration by Spanish-speaking children; and (3) Narrative links between Latino children's oral narration and their emergent literacy and other school achievements. Chapters address narration to and by Latino children aged six months to eleven years old and in low, middle, and upper socioeconomic groups. Nationalities of speakers include the following: Costa Rican, Dominican, Ecuadorian, Mexican, Peruvian, Puerto Rican, Venezuelan, and Spanish-English bilingual children who are citizens or residents of the United States. Narratives studied include those in conversations, personal and fictional stories, and those prompted by wordless picture books or videos. Thus, the current project includes diverse nationalities, socioeconomic backgrounds,

Quine and Davidson are among the leading thinkers of the twentieth century. Their influence on contemporary philosophy is second to none, and their impact is also strongly felt in disciplines such as linguistics and psychology. This book is devoted to both of them, but also questions some of their basic assumptions. Hans-Johann Glock critically scrutinizes their ideas on ontology, truth, necessity, meaning and interpretation, thought and language, and shows that their attempts to accommodate meaning and thought within a naturalistic framework, either by impugning them as unclear or by extracting them from physical facts, are ultimately unsuccessful. His discussion includes interesting comparisons of Quine and Davidson with other philosophers, particularly Wittgenstein, and also offers detailed accounts of central issues in contemporary analytic philosophy, such as the nature of truth and of meaning and interpretation, and the relation between thought and language.

The study of teacher cognition - what teachers think, know and believe - and of its relationship to teachers' classroom practices has become a key theme in the field of language teaching and teacher e

This study explores the use of other languages, especially Latin, in medieval and Renaissance English drama. Until the medieval period Latin was regarded as the sacramental language of authority, but in the newly politicized linguistic arena of the late fourteenth century it became a symbol of the potential enemy from Rome. In this book Janette Dillon examines why, during the period 1400 to 1600, other languages increasingly invade English plays, and how their significance is illuminated by developments in Church and state, in particular the advancing Reformation and expanding English nationalism. In marked contrast to other related studies, Dillon focuses on drama as performance and employs a wide range of works, from the mystery cycles to The Spanish Tragedy, and finally Shakespeare.

Shakespeare and Social Dialogue deals with Shakespeare's language and the rhetoric of Elizabethan letters. Moving beyond claims about the language of individual Shakespearean characters, Magnusson analyses dialogue, conversation, sonnets and particularly letters of the period, which are normally read as historical documents, as the verbal negotiation of specific social and power relations. Thus, the rhetoric of service or friendship is explored in texts as diverse as Sidney family letters, Shakespearean sonnets and Burghley's state letters. The book draws on ideas from discourse analysis and linguistic pragmatics, especially 'politeness theory', relating these to key ideas in epistolary handbooks of the period, including those by Erasmus and Angel Day and demonstrates that Shakespeare's language is rooted in the everyday language of Elizabethan culture. Magnusson creates a way of reading both literary texts and historical documents which bridges the gap between the methods of new histo

The book presents a new theory of the relationship between language and culture in a transnational and global perspective. The fundamental view is that languages spread across cultures, and cultures s

This book demonstrates how students can apply what they have learned to bridge the gap between theory and therapy as they begin their professional practice. The authors argue that the only way to be r

This text asserts the value of problem solving within a holistic approach to human communication, which considers culture, ethnicity and psychosocial issues. It is concerned with drawing out commonali

This important book proposes a new account of the nature of language, founded upon an original interpretation of Wittgenstein. The authors deny the existence of a direct referential relationship between words and things. Rather, the link between language and world is a two-stage one, in which meaning is used and in which a natural language should be understood as fundamentally a collection of socially devised and maintained practices. Arguing against the philosophical mainstream descending from Frege and Russell to Quine, Davidson, Dummett, McDowell, Evans, Putnam, Kripke and others, the authors demonstrate that discarding the notion of reference does not entail relativism or semantic nihilism. A provocative re-examination of the interrelations of language and social practice, this book will interest not only philosophers of language but also linguists, psycholinguists, students of communication and all those concerned with the nature and acquisition of human linguistic capacities.

This important book proposes a new account of the nature of language, founded upon an original interpretation of Wittgenstein. The authors deny the existence of a direct referential relationship between words and things. Rather, the link between language and world is a two-stage one, in which meaning is used and in which a natural language should be understood as fundamentally a collection of socially devised and maintained practices. Arguing against the philosophical mainstream descending from Frege and Russell to Quine, Davidson, Dummett, McDowell, Evans, Putnam, Kripke and others, the authors demonstrate that discarding the notion of reference does not entail relativism or semantic nihilism. A provocative re-examination of the interrelations of language and social practice, this book will interest not only philosophers of language but also linguists, psycholinguists, students of communication and all those concerned with the nature and acquisition of human linguistic capacities.

British and American scholars of Irish language and literature explore interactions between language and culture on the Green Isle, considering not only the interface between Irish and English over th

The now familiar forces of globalisation and internationalisation are influencing the role and significance of language teaching and learning in contemporary classrooms. This affects the ways in which