The book deals in detail with previously understudied language contact settings in the Balkans (South East Europe) that present a continuum between ethnic and linguistic separation and symbiosis among groups of people. The studies in this volume achieve several aims: they critically assess the Balkan Sprachbund theory; they analyse general contact theories against the background of new, original, representative field and historical Greek, Albanian, Romance, Slavic and Judesmo data; they employ and contribute to recent methods of research on linguistic convergence in bilingual societies; they propose new general assessments of extra- and intralinguistic factors of Balkanization over the centuries; and they outline prospects for future research. The factors relevant to contact scenarios and linguistic change in the Balkans are identified and typologized through models such as those related to a balanced or unbalanced (socio)linguistic situation.

New Directions in Second Language Pragmatics brings together varying perspectives in second language (L2) pragmatics to show both historical developments in the field, while also looking towards the future, including theoretical, empirical, and implementation perspectives. This volume is divided in four sections: teaching and learning speech acts, assessing pragmatic competence, analyzing discourses in digital contexts, and current issues in L2 pragmatics. The chapters focus on various aspects related to the learning, teaching, and assessing of L2 pragmatics and cover a range of learning environments. The authors address current topics in L2 pragmatics such as: speech acts from a discursive perspective; pragmatics instruction in the foreign language classroom and during study abroad; assessment of pragmatic competence; research methods used to collect pragmatics data; pragmatics in computer-mediated contexts; the role of implicit and explicit knowledge; discourse markers as a resource for interaction; and the framework of translingual practice. Taken together, the chapters in this volume foreground innovations and new directions in the field of L2 pragmatics while, at the same time, ground their work in the existing literature. Consequently, this volume both highlights where the field of L2 pragmatics has been and offers cutting-edge insights into where it is going in the future.

The book offers a compilation of recent linguistic research on Ecuadorian Spanish based on synchronic and diachronic data. Ecuadorian Spanish studies are scarce or are scattered across time and space, and there is no systematic account of what has been done so far. Ecuadorian varieties of Spanish, especially those spoken in the highland regions, have existed in a long-term contact situation with different indigenous languages. This book offers a glimpse of varieties spoken all along the Andes, as well as some varieties spoken in the Amazonian region. It draws on methodologies used in variationist sociolinguistics, discourse analysis, and geolinguistics. Its key findings show that indigenous languages have influenced all varieties of Ecuadorian Spanish at all levels of linguistic inquiry. The research presented is noteworthy in its contribution to language contact theories, language and migration studies, and the evolution of Spanish. These studies employ both quantitative and qualitative methodologies and will deepen the reader’s understanding of different dialects of Spanish. As the first edited volume on Ecuadorian Spanish, this book brings together cutting-edge research and sets the stage for future work.

Provides a comprehensive view of how Singapore's multilingualism is constructed through the written word

Focuses on a broadly defined notion of writing as a locus of sociolinguistic research

Examines different approaches to multilingualism using a variety of theoretical perspectives and methodologies ranging from semiotic landscaping to multimodal analysis and close reading of literary texts

Utilizes evidence from different genres of writing including public signage, literary publications, social media writing, advertisements, and text-based commodities

This book examines cooperative learning (CL) through the lens of reflective language teaching, exploring a range of issues on which teachers will want to reflect, and suggesting ways in which they could do that reflection.

The book begins with background on cooperative learning, including its theoretical roots and the research which supports its use. It outlines eight principles for using cooperative learning and offers examples as to how to implement those principles. Further highlighting the book’s practical focus is a chapter on nuts and bolts matters that need to be considered when teachers help their students do cooperative learning. The light of reflection shines throughout the book, including a chapter on how to encourage reflection among students on their own learning and on the functioning of their cooperative learning groups. Another chapter offers guidance on how reflection can inform teachers’ use of cooperative learning with their students, as well as teachers’ cooperation with their colleagues. The practical icing on the tasty, highly nutritious cake that this book serves up for teachers is example lessons that bring to life the principles and practicalities discussed.

Task-based language teaching (TBLT) is an innovative approach to language teaching which emphasises the importance of engaging learners' natural abilities for acquiring language incidentally. The speed with which the field is expanding makes it difficult to keep up with recent developments, for novices and experienced researchers alike. This handbook meets that need, providing a comprehensive, up-to-date overview of the field, written by a stellar line-up of leading international experts. Chapters are divided into five thematic areas, and as well as covering theory, also contain case studies to show how TBLT can be implemented in practice, in a range of global contexts, as well as questions for discussion, and suggested further readings. Comprehensive in its coverage, and written in an accessible style, it will appeal to a wide readership, not only researchers and graduate students, but also classroom teachers working in a variety of educational and cultural contexts around the world.

This book explores second language pragmatic development with a specific focus on two areas: classroom-based pragmatic instruction in the study abroad context, and using technology for developing and assessing pragmatic  competence.

Teaching Pragmatics and Instructed Second Language Learning directly compares the effects of technology platforms and traditional paper-based tasks within the second language environment for developing pragmatic competence. These analyses are based on empirical research of how undergraduate Chinese learners of English receive explicit instruction in classrooms using different training materials. The book makes an original and innovative contribution to collecting oral speech act data in the form of computer-animated production tasks (CAPT) designed to enhance learner engagement and performance. Using this tool, it explores the beneficial role of technology in teaching and learning, offering practitioners and researchers practical ways to maximise second language pragmatic development in the classroom.

Tot el que necessites per tenir una relació sana amb el català, des dels mots fins a la política lingüística.

Tens problemes d'’autoestima amb la llengua? Vols tenir una relació sana amb el català i combatre qualsevol relació tòxica? Necessites aquest manual d'’autoajuda lingüístic per:

. Resoldre, amb sentit de l’'humor i sense alliçonar, els dubtes lingüístics més freqüents dels catalanoparlants perquè hi ha molta inseguretat fruit de la subordinació històrica.

. Veure que els canvis socials són importants per a la llengua i que el feminisme no pot desvincular-se d’'aquesta. La llengua també és una eina simbòlica de transformació social i evoluciona, malgrat que alguns no ho entenguin i prefereixin viure a l’'època de Cromanyó.