This is a book about the use of languages as a proxy for conflict. It traces the history of Algeria from colonization by the French in 1830 to the celebration of 50 years of independence in 2012, and ...examines the linguistic issues that have accompanied this turbulent period. The book begins with an examination of 'language conflict' and related concepts, and then applies them to both the French colonists' language policies and the Arabization campaigns which followed independence. This is followed by an analysis of the rivalry between the English and French languages in independent Algeria. The book concludes with a study of the language choices made by Algerian writers and the complex tensions which arose from these choices among intellectuals in the colonial and post-colonial periods.
"This book will tell all you need to know about British English spelling. It’s a reference work intended for anyone interested in the English language, especially those who teach it, whatever the age ...or mother tongue of their students. It will be particularly useful to those wishing to produce well-designed materials for teaching initial literacy via phonics, for teaching English as a foreign or second language, and for teacher training. English spelling is notoriously complicated and difficult to learn; it is correctly described as much less regular and predictable than any other alphabetic orthography. However, there is more regularity in the English spelling system than is generally appreciated. This book provides, for the first time, a thorough account of the whole complex system. It does so by describing how phonemes relate to graphemes and vice versa. It enables searches for particular words, so that one can easily find, not the meanings or pronunciations of words, but the other words with which those with unusual phoneme-grapheme/grapheme-phoneme correspondences keep company. Other unique features of this book include teacher-friendly lists of correspondences and various regularities not described by previous authorities, for example the strong tendency for the letter-name vowel phonemes (the names of the letters <a, e, i, o, u>) to be spelt with those single letters in non-final syllables."
In South Korea, English is a language of utmost importance, sought with an unprecedented zeal as an indispensable commodity in education, business, popular culture, and national policy. This book ...investigates how the status of English as a hegemonic language in South Korea is constructed through the mediation of language ideologies in local discourse. Adopting the framework of language ideology and its current developments, it is argued that English in Korean society is a subject of deep-rooted ambiguities, with multiple and sometimes conflicting ideologies coexisting within a tension-ridden discursive space. The complex ways in which these ideologies are reproduced, contested, and negotiated through specific metalinguistic practices across diverse sites ultimately contribute to a local realization of the global hegemony of English as an international language. Through its insightful analysis of metalinguistic discourse in language policy debates, cross-linguistic humor, television shows, and face-to-face interaction, The Local Construction of a Global Language makes an original contribution to the study of language and globalization, proposing an innovative analytic approach that bridges the gap between the investigation of large-scale global forces and the study of micro-level discourse practices.
Gender and Politeness challenges the notion that women are necessarily always more polite than men as much of the language and gender literature claims. Sara Mills discusses the complex relations ...between gender and politeness and argues that although there are circumstances when women speakers, drawing on stereotypes of femininity to guide their behaviour, will appear to be acting in a more polite way than men, there are many circumstances where women will act just as impolitely as men. The book aims to show that politeness and impoliteness are in essence judgements about another's interventions in an interaction and about that person as whole, and are not simple classifications of particular types of speech. Drawing on the notion of community of practice Mills examines the way that speakers negotiate with what they perceive to be gendered stereotypes circulating within their particular group.
Linguistic Justice Baker-Bell, April
2020, 20200428, 2020-04-28, 2020-05-14
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Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and ...negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice.
A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.
Documenting how in the course of acquiring language children become speakers and members of communities, The Handbook of Language Socialization is a unique reference work for an emerging and ...fast-moving field. * Spans the fields of anthropology, education, applied linguistics, and human development * Includes the latest developments in second and heritage language socialization, and literary and media socialization * Discusses socialization across the entire life span and across institutional settings, including families, schools, work places, and churches * Explores data from a multitude of cultures from around the world
Human language has changed in the age of globalization: no longer tied to stable and resident communities, it moves across the globe, and it changes in the process. The world has become a complex ...'web' of villages, towns, neighbourhoods and settlements connected by material and symbolic ties in often unpredictable ways. This phenomenon requires us to revise our understanding of linguistic communication. In The Sociolinguistics of Globalization Jan Blommaert constructs a theory of changing language in a changing society, reconsidering locality, repertoires, competence, history and sociolinguistic inequality.
This book explores ways to prepare teachers to teach English as an International Language (EIL) and provides theoretically-grounded models for EIL-informed teacher education. The volume includes two ...chapters that present a theoretical approach and principles in EIL teacher education, followed by a collection of descriptions of field-tested teacher education programs, courses, units in a course, and activities from diverse geographical and institutional contexts, which together demonstrate a variety of possible approaches to preparing teachers to teach EIL. The book helps create a space for the exploration of EIL teacher education that cuts across English as a Lingua Franca, World Englishes, and other relevant scholarly communities. After an introduction (Aya Matsuda), this book is divided into six parts. Part 1, Theoretical Frameworks, contains the following chapters: (1) Foundations of an EIL-Aware Teacher Education (Yasemin Bayyurt and Nicos Sifakis); and (2) A Framework for Incorporating an English as an International Language Perspective into TESOL Teacher Education (Seran Dogancay-Aktuna and Joel Hardman). Part 2, Teacher Preparation Programs, includes: (3) A New Model for Reflexivity and Advocacy for Master's-Level EIL In-Service Programs in Colombia: The Notion of 'Learning and Teaching Processes in Second Languages' (Raúl Alberto Mora and Polina Golovátina-Mora); and (4) US-Based Teacher Education Program for 'Local' EIL Teachers (Seong-Yoon Kang). Part 3, Courses Dedicated to Teaching EIL, includes: (5) Global Englishes for Language Teaching: Preparing MSc TESOL Students to Teach in a Globalized World (Nicola Galloway); (6) Training Graduate Students in Japan to be EIL Teachers (Nobuyuki Hino); (7) Practices of Teaching Englishes for International Communication (Roby Marlina); and (8) Preparing Teachers to Teach English as an International Language: Reflections from Northern Cyprus (Ali Fuad Selvi). Part 4, EIL-Informed Courses on Another ELT Topic, includes: (9) Preparing Preservice Teachers with EIL/WE-oriented Materials Development (Thuy Ngoc Dinh); (10) Addressing Culture from an EIL Perspective in a Teacher Education Course in Brazil (Eduardo H. Diniz de Figueiredo and Aline M. Sanfelici); and (11) Practicing EIL Pedagogy in a Microteaching Class (Nugrahenny T. Zacharias). Part 5, Independent Units on Teaching EIL, includes: (12) A Global Approach to English Language Teaching: Integrating an International Perspective into a Teaching Methods Course (Heath Rose); (13) English as a Lingua Franca in an Online Teacher Education Program Offered by a State University in Brazil (Michele Salles El Kadri, Luciana Cabrini Simões Calvo, and Telma Gimenez); and (14) WE, EIL, ELF and Awareness of Their Pedagogical Implications in Teacher Education Programs in Italy (Paola Vettorel and Lucilla Lopriore). Part 6, Lessons, Activities and Tasks for EIL Teacher Preparation, contains the concluding chapter: (15) Lessons, Activities and Tasks for EIL Teacher Preparation.
This book provides a description of Yintyingka, a Pama-Nyungan language of Cape York Peninsula in Australia. The language is no longer spoken, but the analysis is based on a range of archival ...materials from the 1920s to the 1990s, as well as the authors' fieldwork experience with neighbouring languages. This book pays special attention to the language in its social context, historical-comparative analysis, and the methods used to analyse the archival material.
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