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Hybrid Voices and Collaborative Change
In this study, Bartlett presents a theoretical and descriptive development in the discipline of Critical Discourse Analysis (CDA) extending the recent trend away from critiques of hegemonic practices and towards the description of alternative and minority practices that has been labelled Positive Discourse Analysis (PDA). Through an in-depth case study of intercultural development discourse, the book goes beyond the top-down model of power in CDA and the oppositional approach of PDA to develop a model of power in language as multifaceted and potentially collaborative. This model is used to analyse the particular circumstances of the case study, but is primarily presented as a framework for practical applied linguistic contributions within a wide range of sociocultural contexts. Drawing on social and linguistic theory and methods from a range of functional and applied approaches to language, the book explores the connections between language form and social function, the contextual constraints on discursive action and the potential for the renegotiation of existing discourses and social practices.
We Are Not Amused
Placing failed humor within the broader category of miscommunication and drawing on a range of conversational data, this text represents the first comprehensive study of failed humor. It provides a framework for classifying the types of failure that can occur, examines the strategies used by both speakers and hearers to avoid and manage failure, and highlights the crucial role humor plays in social identity and relationship management.
The Acquisition of Temporality in a Second Language
This is the second volume of the SiBil series to present results from the European Science Foundation's project 'Second language acquisition by adult immigrants'. It deals specifically with the acquisition of temporality in five European languages: Dutch, English, French, German and Swedish, providing a detailed account of how adult learners who have little or no exposure to classroom teaching, express temporality at any given stage of the acquisition process, how they proceed from one stage to the next, and what factors determine both their progress and their final levels of proficiency. The guiding hypotheses, methodology, and theoretical framework for analysing temporality from a cross-linguistic perspective are given in Chapters 1 and 2. The detailed longitudinal analyses of Chapters 3-7 form the backbone of the book. Chapter 8 contains the cross-linguistic generalizations, the factors which account for them, and the wider theoretical implications of the study.
The Construction of Professional Discourse
Internationally, there is increasing research and interest in the processes of the production and reception of texts for specific purposes and in the historical development of genres and registers within Languages for Specific Purposes (LSP), psycholinguistics, sociolinguistics, anthropology and the sociology of science. Studies of professional communication have traditionally been biased towards the written medium and have been carried out with little, if any, connection to LSP. Disciplinary boundaries and interest groupings have thus kept these different approaches to the study of professional communication and interaction separate. The editors of this volume unite these different perspect...
Current Trends in the Development and Teaching of the four Language Skills
Current Trends in the Development and Teaching of the four Language Skills builds connections from theory in the four language skills to instructional practices. It comprises twenty-one chapters that are grouped in five sections. The first section includes an introductory chapter which presents a communicative competence framework developed by the editors in order to highlight the key role the four skills play in language learning and teaching. The next four sections each represent a language skill: Section II is devoted to listening, Section III to speaking, Section IV to reading and Section V to writing. In order to provide an extensive treatment of each of the four skills, each section st...
Bilingualism and Identity
Sociolinguists have been pursuing connections between language and identity for several decades. But how are language and identity related in bilingualism and multilingualism? Mobilizing the most current methodology, this collection presents new research on language identity and bilingualism in three regions where Spanish coexists with other languages. The cases are Spanish-English contact in the United States, Spanish-indigenous language contact in Latin America, and Spanish-regional language contact in Spain. This is the first comparativist book to examine language and identity construction among bi- or multilingual speakers while keeping one of the languages constant. The sociolinguistic standing of Spanish varies among the three regions depending whether or not it is a language of prestige. Comparisons therefore afford a strong constructivist perspective on how linguistic ideologies affect bi/multilingual identity formation.
English Language Teaching in Its Social Context
This text includes a selection of commissioned and classic articles that introduce a range of theories of second language acquisition and the contested explanations of effective language learning.
Interpreting As Interaction
Interpreting in Interaction provides an account of interpreter-mediated communication, exploring the responsibilities of the interpreter and the expectations of both the interpreter and of other participants involved in the interaction. The book examines ways of understanding the distribution of responsibility of content and the progression of talk in interpreter-mediated institutional face-to-face encounters in the community interpreting context. Bringing attention to discursive and social practices prominent in modern society but largely unexplored in the existing literature, the book describes and explains real-life interpreter-mediated conversations as documented in various public instit...
Cross-linguistic Aspects of Processability Theory
Seven years ago Manfred Pienemann proposed a novel psycholinguistic theory of language development, Processability Theory (PT). This volume examines the typological plausibility of PT. Focusing on the acquisition of Arabic, Chinese and Japanese the authors demonstrate the capacity of PT to make detailed and verifiable predictions about the developmental schedule for each language. This cross-linguistic perspective is also applied to the study of L1 transfer by comparing the impact of processability and typological proximity. The typological perspective is extended by including a comparison of different types of language acquisition. The architecture of PT is expanded by the addition of a second set of principles that contributes to the formal modeling of levels of processability, namely the mapping of argument-structure onto functional structure in lexical mapping theory. This step yields the inclusion of a range of additional phenomena in the processability hierarchy thus widening the scope of PT.
