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This book discusses salient moments of multilingual encounters and brings together contributions focused on the interplay between language use by individuals and societies, and language-related inequalities or opportunities for speakers. The chapters demonstrate how biographical and speaker-centred approaches can contribute to an understanding of linguistic diversity, how researchers can empirically account for lived experiences of languages, and how such accounts are embedded in a larger discussion on social (in)equality. Together the chapters make a powerful case for the importance of speaker-centred methodologies in multilingual and multilingualism research. The book is a rich source of theoretical and methodological reflections and will thus be a valuable resource for both experienced researchers and students beginning to explore biographical research methods.
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Variationist work in Second Language Acquisition (SLA) began in the mid 1970s and steadily progressed during the 1980s. Much of it was reviewed along with newer approaches in Bayley and Preston 1996 (B&P), heavily devoted to VARBRUL analyses that exposed the variability in developing interlanguages and placed variationist work within the canon of SLA. This new volume features three developing trends. First, it widens the scope of L1s of learners (from 6 in B&P to 8) and L2 targets (2 in B&P to 7) and in each case has brought more careful demographic and variable considerations to bear, including heritage languages and study abroad. Second, it modernizes statistics by moving from VARBRUL to the more widely used log-odds probabilities that allow more detailed consideration of variables and their influences. Finally, it deepens consideration of variable sociolinguistic meaning in learner behaviors, a dominating feature of 3rd Wave variationist work.
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Hasta bien entrado el siglo XX no se planteó seriamente el origen foráneo de la lengua valenciana. Velis nolis comenzó entonces a diseñarse un modelo explicativo según el cual los históricos castellano y aragonés de las tierras del interior y el valenciano de la costa se deberían a una doble repoblación subsecuente a la conquista del reino moro de Valencia por Jaime I. Nacía así la hipótesis repoblacionista. Aparte del absurdo ―jamás explicado― de una anacrónica distribución lingüística de los llegados a la Valencia del siglo XIII, la hipótesis colisiona con numerosas contraevidencias que se diseccionan minuciosamente en esta obra.
- 2022/12/14 | 17The secret life of English-medium instruction in higher education :examining microphenomena in context
This volume explores the inner-workings of English-medium instruction (EMI) in higher education (HE) at two universities. After an introductory chapter that sets the scene and provides an essential background, there are four empirically based chapters that draw on data collected from a range of sources at two universities in Catalonia. This includes interviews, audio/video recordings of classes, audio logs produced by both lecturers and students, policy documents, students’ written work, and student presentation evaluation rubrics. These chapters examine the following issues: (1) the choice of either English or Catalan as the medium of instruction by students and lecturers; (2) how students display ambivalence towards EMI, as well as a general lack of enthusiasm towards and an ironic distance from 'doing education’; (3) how students resist EMI by contravening its English monolingual norm, using their L1s in the classroom; and finally, (4) how EMI lecturers on occasion act as English language teachers despite their continued claims to the contrary. The book ends with a concluding chapter that draws all of the strands together around key themes.
This book is written for scholars interested in issues surrounding EMI in HE in general, as well as those EMI in HE practitioners who have adopted a reflective approach to their professional practice and wish to know more about the ins and outs of EMI in HE from multiple perspectives. It is a useful resource for MA and PhD students on applied linguistics programmes in which the roles and uses of English in HE worldwide are deemed to be important and worthy of attention. Additionally, this will be relevant to courses or modules focusing on language policy, as well as curriculum issues more broadly and language teaching practice more specifically.
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Ce manuel est destiné à un public d’étudiants débutants désireux d’apprendre l’arabe maghrébin, parlé au Maroc, en Algérie et en Tunisie. Il peut être utilisé par les enseignants, mais aussi comme support d’auto-apprentissage. Le niveau visé correspond au B2 du Cadre européen commun de référence pour les langues (CECRL).
Partant d’échanges simples de la vie quotidienne, il familiarise progressivement les étudiants avec les cultures et les littératures orales des pays du Maghreb. Les échanges et les textes proposés sont authentiques et transcrits en double graphie arabe et latine. Un memento sur les nombres et le temps, des tableaux de conjugaison et un lexique général accompagnent les douze chapitres qui le composent. Un enregistrement sonore permet d’entendre les dialogues présents dans les documents. Il donne les traductions et les explications en français, page par page, ainsi que les corrigés des exercices.
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This volume provides a broad coverage of the intersection of sociolinguistic variation and language acquisition. Favoured by the current scientific context where interdisciplinarity is particularly encouraged, the chapters bring to light the complementarity between the social and cognitive approaches to language acquisition. The book integrates sociolinguistic and psycholinguistic issues by bringing together scholars who have been developing conceptions of language acquisition across the lifespan that take into account language-internal and cross-linguistic variation in contexts of both first and second language acquisition as well as of first and second dialect acquisition. The volume brings together theoretical and empirical research and provides an excellent basis for scholars and students wanting to delve into the social and cognitive dimensions of both the production and perception of sociolinguistic variation. The book enables the reader to understand, on the one hand, how variation is acquired in childhood or at a later stage and, on the other, how perception and production feed into one another, thus building up our understanding of the social meanings underpinning language variation.
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This volume celebrates the contribution of Professor Colin Williams, an immensely important and influential scholar in the field of language policy for more than forty years. Eighteen chapters by former students, colleagues and collaborators address a range of topics involving different aspects of language legislation and language rights, governance, economics, territoriality, land use planning, and onomastics. Six chapters address policy issues in Professor Williams’s native Wales while others focus on Canada, Catalonia, Ireland and Scotland. The volume concludes with an Afterword by Professor Williams himself. The book will be suitable for postgraduates and researchers not only in the field of language policy and planning but also sociolinguistics, geography, law and political science.
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Teaching Sociolinguistics is an introductory level 1 textbook in sociolinguistics. The textbook comprises sixteen units. The organization of the textbook into sixteen units has been done thematically so that the learners are able to access the key topics in a coherent way. Each unit focuses on a theme and the various subthemes within it. Every topic is discussed through case studies in English and Indian languages. The units are self-explanatory. The writing style is personalised, inclusive and learner-oriented. There are no jargons used in the text. Every unit has activities for discussion. Some of these activities are open-ended. Every section is followed by a review question, the answers to which are discussed at the end of the unit. The textbook discusses the following terms, which are also the key terms: variable, variant, lexical variation, phonological variation, morphological variation, syntactic variation, linguistic politeness, style, regional dialect, social dialect, gender, social class, social network, communities of practice, language contact, multilingualism, language attitudes, speech community and research methods. The textbook can be used by young researchers and also students from the area of linguistics. Since this is a standalone textbook that requires no prerequisites, students from other disciplines can also use it and extend the applications in their respective fields.
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This book attempts to answer one of the germane language questions that many multilingual societies struggle to answer. For example, does a multilingual society require a national language to develop? If yes, the question of language choice from their myriad of language pool that will serve as a symbol of unity and sovereign entity together with the criteria for selecting a national language will arise. Tied to these questions is the need to consider the advantages and disadvantages in choosing a former colonial master’s language, a local language (whether minority or majority), a Pidgin, one or more than one language. The next challenge would be how to contain the problems and constraints for selecting a national language. Finding answers to these questions with its attendant consequences is the main preoccupation of this volume.
Some local and international researchers have provided answers to some of these questions. Part of what this book has done is to collate some of these scattered submissions and present them in a very lucid, concise and scholarly manner that will serve as a must read for linguists and stakeholders in language policy and planning in multilingual societies not only in Nigeria but also in Africa and in other parts of the world.
In addition, there are new contributions in this book who have injected fresh insights into what has been submitted earlier. It is anticipated that students, researchers and policy makers on language matters with particular reference to the national language question in multilingual societies would find this volume a rich resource and a reference book on linguistic happenings in multilingual societies, with particular focus on Nigeria.
- 2022/12/13 | 141960ko hamarkadan, Francoren diktadura oraindik bere gordinean zegoen arren, Gerrak sortutako shocketik ateratzen hasi zen euskal gizartea, eta hori alor askotan islatu zen, tartean hezkuntzan. Ordura arte Elbira Zipitriak eta beste batzuek ibilitako bide estua nabarmen zabaldu zen ikastolen mugimenduaren bitartez. Ikastola aitzindari haiek irakasle euskaldunak behar zituzten, jakina, baina, gainera, behar bezala formatutakoak, Escuela Normal de Magisterion ikasitakoa ez baitzen inolaz ere egokia. Horrela sortu zen Joanes Etxeberri Andereñoen Erresidentzia. Zergatik Erresi-dentzia? Erresidentzia bat zelako, andereñogaiak elkarrekin bizi ziren bertan, baina, batez ere, agintari frankisten aurrean ahal zen gehiena disimulatu beharra zegoelako. Joanes Etxeberri Andereñoen Erresidentziak 1964-1965 ikasturtean hasi eta 1972- 1973an bukatu zen. Bitarte hartan, han eta hemen sortzen ari ziren ikastolak irakaslez hornitzeko bene-benetako harrobia izan zen. Liburu honetan, Pakita Arregik, Andereñoen Erresidentziako zuzendari izan zenak, damaigu ekimen haren berri: nortzuek sortu zuten Erresidentzia, zehatz-mehatz zertarako, nola, zer ibilbide egin zuen… baita nola eta zergatik itxi zen ere. Euskara batuaren inguruko eztabaida-garaia zen, gizartea sekularizatzen hasia zen, hezkuntza-eredu euskaldunak eta, gainera, diferenteak saiatzen zituzten urte haietan. Erresidentziarena historia “txiki” bat baino ez da, modu xume eta naturalean azalduta, harrokeriarik gabe, kontu-garbiketarik gabe. Historia txikia, bai, baina ikastolen historia handiaren pieza bat, eta, oro har, 1960ko hamarkada haren isla, euskal memorian gero eta lausoagoa den hamarkada garrantzitsu haren isla. Jasota utzi beharra zegoen.