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Bodies and Language
Focusing on body conditions associated with breast cancer, Alzheimer's disease, (type-1) diabetes, epilepsy, partial hearing and autism, this book draws on a range of critical theories to contest collectively assembled notions of 'abnormality, ' 'disability' and 'impairments' and ways in which they emerge through language. It also addresses the need for applied sociolinguists to take account of how our researching practices - the texts we produce, the orientations we assume, the theoretical grounds from which we proceed-- create 'meanings' about bodies and 'normalcy', and the importance of remaining ever vigilant and civically responsible in what we do or claim to do.
Language Policies and (Dis)Citizenship
This volume explores the concept of 'citizenship', and argues that it should be understood both as a process of becoming and the ability to participate fully, rather than as a status that can be inherited, acquired, or achieved. From a courtroom in Bulawayo to a nursery in Birmingham, the authors use local contexts to foreground how the vulnerable, particularly those from minority language backgrounds, continue to be excluded, whilst offering a powerful demonstration of the potential for change offered by individual agency, resistance and struggle. In addressing questions such as 'under what local conditions does "dis-citizenship" happen?'; 'what role do language policies and pedagogic practices play?' and 'what kinds of margins and borders keep humans from fully participating'? The chapters in this volume shift the debate away from visas and passports to more uncertain and contested spaces of interpretation.
Language, Memory and Remembering
This volume explores issues of memory, remembering and language in late colonial India. It is the first systematic historical sociolinguistic study of English private and public citizens who lived in and/or worked for India and the Indian cause from the 1920s to the 1940s. While some of the English have lived as common citizens and were committed to India, their voices and contributions have remained on the margins of Indian collective memory. This book offers microhistorical readings of extended language forms generally underexplored in sociolinguistics (such as letters, telegrams, missives, and oral histories) to reorient facets of individual memories, lives, and endeavours against larger officialised understandings of the past. Using previously unpublished corpus of archival material and interviews with English private citizens from that period, this volume on historical sociolinguistics will be of interest to scholars and researchers of language and linguistics, South Asian studies, post-colonial literary studies, culture studies, and modern history.
English as an International Language
Collectively, the chapters in this volume make a significant contribution to the emerging paradigm of English as an International Language (EIL) by exploring various aspects of the English language and its pedagogy in the context of the globalization of this language. The volume shows great deal of promise in terms of expanding the paradigm and also establishing new grounds for thinking, research, and practice.
The English-vernacular Divide
This book offers a critical exploration of the role of English in postcolonial communities such as India. Specifically, it focuses on some local ways in which the language falls along the lines of a class-based divide (with ancillary ones of gender and caste as well). The book argues that issues of inequality, subordination and unequal value seem to revolve directly around the general positioning of English in relation to vernacular languages. The author was raised and schooled in the Indian educational system.
International Handbook of English Language Teaching
This two volume handbook provides a comprehensive examination of policy, practice, research and theory related to English Language Teaching in international contexts. More than 70 chapters highlight the research foundation for best practices, frameworks for policy decisions, and areas of consensus and controversy in second language acquisition and pedagogy. The Handbook provides a unique resource for policy makers, educational administrators, and researchers concerned with meeting the increasing demand for effective English language teaching. It offers a strongly socio-cultural view of language learning and teaching. It is comprehensive and global in perspective with a range of fresh new voices in English language teaching research.
Language Policies and (Dis)Citizenship
This volume explores the concept of ‘citizenship’, and argues that it should be understood both as a process of becoming and the ability to participate fully, rather than as a status that can be inherited, acquired, or achieved. From a courtroom in Bulawayo to a nursery in Birmingham, the authors use local contexts to foreground how the vulnerable, particularly those from minority language backgrounds, continue to be excluded, whilst offering a powerful demonstration of the potential for change offered by individual agency, resistance and struggle. In addressing questions such as ‘under what local conditions does "dis-citizenship" happen?’; ‘what role do language policies and pedagogic practices play?’ and ‘what kinds of margins and borders keep humans from fully participating’? The chapters in this volume shift the debate away from visas and passports to more uncertain and contested spaces of interpretation.
Language, Body, and Health
Biographical note: Paul McPherron, Southern Illinois University, Carbondale, USA; Vaidehi Ramanathan, University of California at Davis, USA.
Framing Languages and Literacies
In this seminal volume leading language and literacy scholars clearly articulate and explicate major social perspectives and approaches in the fields of language and literacy studies. Each approach draws on distinct bodies of literature and traditions and uses distinct identifiers, labels, and constellations of concepts; each has been taken up across diverse global contexts and is used as rationale and guide for the design of research and of educational policies and practices. Authors discuss the genesis and historical trajectory of the approach with which they are associated; offer their unique perspectives, rationales, and engagements; and investigate implications for understanding language and literacy use in and out of schools. The premise of the book is that understanding concepts, perspectives, and approaches requires knowing the context in which they were created, the rationale or purpose in creating them, and how they have been taken up and applied in communities of practice. Accessible yet theoretically rich, this volume is indispensible for researchers, students, and professionals across the fields of language and literacy studies.
Learning from the Talk of Persons with Dementia
This book offers an in depth analysis of the interactional challenges that arise due to various dementias and in a variety of social contexts. By assessing conversations between persons with dementia and their family members, caregivers, and clinicians, it shares insights into both the language and actions selected by the participants. Using several different research methods, authors highlight competencies and areas of struggle, as well as choices that ease interactions along with those that seem to complicate them. Each chapter provides practical strategies to help readers better navigate day-to-day interactions with persons with dementia. The book is part of a continuing effort to offer guidance and hope to those for whom such conversations have become part of their daily lives. It presents concrete recommendations for specific groups such as family members, caregivers, and clinicians; it will also be of interest to researchers in the field of dementia and early career scholars interested in the methodologies discussed.
