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Words and Worlds
World Languages Review aims to examine the sociolinguistic situation of the world: to describe the linguistic diversity that currently characterizes humanity, to evaluate trends towards linguistic uniformity, and to establish a set of guidelines or language planning measures that favour the weaker or more endangered linguistic communities, so that anyone engaged in language planning -government officials, institution leaders, researchers, and community members- can implement these measures.
Sociocultural Studies of Mind
Based on three unifying ideas, this landmark volume defines an approach to sociocultural psychology which the authors hope will continue to be debated and redefined. It addresses the question of how mental functioning is related to its cultural, historical and institutional settings.
Grammar and Text
This volume brings together a collection of papers based on presentations given at the 10th and 11th Fora for Linguistic Sharing, organised by the Young Researchers Group of the Centro de Linguística da Universidade Nova de Lisboa (CLUNL) and held at Universidade NOVA de Lisboa, Portugal, on the 27th and 28th November 2015 and on the 25th November 2016, respectively. The papers are authored by young researchers in linguistics and present the results of original research in two broad areas, namely text and discourse linguistics and grammar. This volume also includes a brief history of the Forum for Linguistic Sharing written by its founders, Audria Leal, Carla Teixeira, Isabelle Simões Marques and Matilde Gonçalves; a keynote article on text linguistics by Matilde Gonçalves; and a keynote article on word formation by Maria do Céu Caetano. Given that it brings together contributions from different, yet complementary, subfields of linguistics, the book will appeal to a broad readership of linguists.
Perspectives on Corpus Linguistics
Perspectives on Corpus Linguistics is a collection of interviews with fourteen well-known researchers in the field of linguistics. Each interview consists of a set of ten questions: the first seven are common to all contributors while the last three are connected to the research experience of each guest. In the general questions, the invited scholars explore (sometimes controversial) topics such as the concept of representativeness, the role of intuition and the status of Corpus Linguistics. In the specific questions, they provide a thorough discussion of materials and methods in corpus research as well as theoretical and applied perspectives on the use of corpora in language studies. Whether experts or novices, the volume should be of interest to all those who want to learn about corpus linguistics and carry out research in this fascinating and growing area.
From Language to Discourse
From Language to Discourse contains selected texts from the 6th and 7th Linguistics Sharing Forums, which took place at the Faculty of Social and Human Sciences of Universidade Nova de Lisboa, on 25th November 2011 and 23rd November 2012, respectively. The articles included in this volume present the results of ongoing research in different domains of linguistics, such as phonology, language acquisition, syntax, and terminology. It is important to mention that these papers should be seen as work in progress, given that the young researchers who authored them are not yet PhD degree holders. However, all articles have been evaluated by an academic committee prior to publication. In addition, this book also includes the publication of two papers authored by João Costa, and Maria Antónia Coutinho, senior researchers of the Linguistics Centre of the Universidade Nova de Lisboa (CLUNL).
Competence and Program-based Approach in Training
The controversies that have developed in recent years in the field of education and training around program and competency-based approaches are not without reminiscent of those which are at the origin of a reflection on the question of methods to monitor, control, organize and shape innovation in science and technology "and led to the emergence of the notion of responsibility for innovation and research "(Pellé & Reber, 2015). This book is clearly part of this type of approach. Starting from a current state of play on the issues and controversies raised by curricular and competency-based approaches (Chapters 1 and 2), this book aims at presenting new theoretical frameworks, allowing to acco...
Vygotsky’s Psychology-Philosophy
This book is an introduction to Vygotsky and his theories of language and second language acquisition. Employing a dual framework of metatheory and metaphor, the author focuses on Vygotsky's cultural-historical perspective (contrasted with the sociocultural heritage more prevalent in the West) and its emphasis on history as change and thought as related to action. Included also is a comparison of Vygotskyan and Chomskyan theories of language and grammar.
Problems of and Perspectives on Language Acquisition
This volume brings together a selection of articles about research conducted on language acquisition in the Baltic States, in Latvia and Lithuania; a field which has witnessed massive growth in recent years. It will stimulate the reader to ask questions, think of solutions, argue and propose counterarguments with regards to language acquisitions in this region. The driving force in this field is dialogue and argumentative discussion, not utilitarian notes and advice, and, through detailing a range of views on language acquisition problems and perspectives, this volume achieves that aim.
Piaget Vygotsky
This book is the outcome of a long and passionate debate among world experts about two of the most pivotal figures of psychology: Jean Piaget and Lev Vygotksy. The occasion was a week-long advanced course held at the Jean Piaget Archives in Geneva. The most interesting outcome of the meeting is that, in spite of differences in aims and scopes (epistemogenesis versus psychogenesis), in units of analysis (events versus action) and in social contents (Swiss capitalism versus Soviet communism) both Piaget and Vygotsky reached a similar conclusion: knowledge is constructed within a specific material and social context. Moreover, their views complement each other perfectly: where Vygotsky insists ...
