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Teaching Languages to Young Learners
This book will develop readers' understanding of children are being taught a foreign language.
Shadow Mothers
Shadow Mothers shines new light on an aspect of contemporary motherhood often hidden from view: the need for paid childcare by women returning to the workforce, and the complex bonds mothers forge with the "shadow mothers" they hire. Cameron Lynne Macdonald illuminates both sides of an unequal and complicated relationship. Based on in-depth interviews with professional women and childcare providers— immigrant and American-born nannies as well as European au pairs—Shadow Mothers locates the roots of individual skirmishes between mothers and their childcare providers in broader cultural and social tensions. Macdonald argues that these conflicts arise from unrealistic ideals about mothering and inflexible career paths and work schedules, as well as from the devaluation of paid care work.
Researching and Applying Metaphor
This book demonstrates how metaphor needs to be researched using multiple methods of investigation.
A Cultural Journey through the English Lexicon
This book is a metaphorical journey through the English lexicon, viewed as a vehicle and a mirror of cultural identity. From the translatability of phrases and metaphors to genre-specific terms, from English as a Lingua Franca to English language teaching, the studies collected here testify to the fact that in English – and overall in language – word contextualization or lack of contextualization impinges on linguistic utterances and leads to differing interpretations of the textual message. The book may be of interest to a wide range of scholars and students who are concerned with the study of the English lexicon, bearing in mind that this lexicon provides the bricks of any language, and language, in turn, needs the cornerstone of Culture to stand firmly and thrive.
Metaphor in Educational Discourse
'Metaphor in Educational Discourse is a superb piece of applied linguistics research that integrates Vygotsky's theory of concepts with current work on metaphor into a coherent framework for investigating how teachers and learners negotiate figurative language in order to promote development in the classroom setting. In what is likely to become the standard for future studies in this area, Lynne Cameron meticulously demonstrates the central role of linguistic metaphors in classroom learning - designed to lead learners to a deeper understanding of complex mathematical and scientific concepts.' James P. Lantolf, Professor of Applied Linguistics, The Pennsylvania State University. This book rep...
Complex Systems and Applied Linguistics
Accessible introduction to rapidly growing field of interest across disciplines. Explains key constructs: chaos; complexity; dynamic systems; emergence etc. Demonstrates applications to areas of applied linguistics. Illustrates how complex systems thinking can challenge established ideas. Discusses implications for theory, research, and practice.
Human Rights and the Body
Human Rights and the Body is a response to the crisis in human rights, to the very real concern that without a secure foundation for the concept of human rights, their very existence is threatened. While there has been consideration of the discourses of human rights and the way in which the body is written upon, research in linguistics has not yet been fully brought to bear on either human rights or the body. Drawing on legal concepts and aspects of the law of human rights, Mooney aims to provide a universally defensible set of human rights and a foundation, or rather a frame, for them. She argues that the proper frames for human rights are firstly the human body, seen as an index reliant on the natural world, secondly the globe and finally, language. These three frames generate rights to food, water, sleep and shelter, environmental protection and a right against dehumanization. This book is essential reading for researchers and graduate students in the fields of human rights and semiotics of law.
Cognitive Pragmatics
Speakers tend to compose their utterances in such a way that the message they want to get across is hardly ever fully encoded by the meanings of the words and the grammar they use. Instead speakers rely on hearers adding conceptual and emotive content while interpreting the contextually appropriate meanings and intentions behind utterances. This insight, which is of course particularly relevant in all kinds of indirect, figurative or humorous talk, lies at the heart of the linguistic discipline of pragmatics. If pragmatics is the study of meaning-in-context, then cognitive pragmatics can be broadly defined as encompassing the study of the cognitive principles and processes involved in the co...
Surrounded by Bitterness
How did the ancient Hebrew writers understand their emotional experiences of being in distress? Were their feelings similar to those of an English speaker who feels down, or were there other embodied experiences they used to make sense of physical, social, and emotional distress? This research establishes a cognitive linguistic methodology for addressing these questions, and investigates the use of embodied experiences of VERTICALITY, CONSTRAINT, FORCE, DARKNESS, and BAD TASTE in the conventional language of classical Hebrew lament to understand and reason about situations of distress.
