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Language, Bananas, and Bonobos presents a series of engaging reflections on concerns such as our knowledge and use of language, political correctness, and the linguistic abilities of chimpanzees. In doing so, this volume provides new insights into linguistics that are of universal interest.
With topics ranging from language death to sign language, Language, Frogs and Savants offers a glimpse into the fascinating world of linguistics. Written by one of the most senior figures in linguistics. Features fascinating topics ranging from language death to sign language. Includes an introduction to the current vision of linguistics most closely associated with Noam Chomsky. Contains a glossary of all technical terms and interpretations.
Much of the groundbreaking work in many fields is now occurring at the intersection of traditional academic disciplines. This development is well demonstrated in this important and unique volume, which offers a multidisciplinary view of current findings and cutting-edge issues involving the relationship between mind, brain, and language. Marie T. Banich and Molly Mack have edited a collection of 11 invited chapters from top researchers (and have contributed two of their own chapters) to create a volume organized around five major topics--language emergence, influence, and development; models of language and language processing; the neurological bases of language; language disruption and loss; and dual-language systems. Topics range from the evolution of language and child-language acquisition to brain imaging and the "bilingual brain." To maintain continuity throughout, care has been taken to ensure that the chapters have been written in a style accessible to scholars across many disciplines, from anthropology and psycholinguistics to cognitive science and neurobiology. Because of its depth and breadth, this book is appropriate both as a textbook in a variety of undergraduate and graduate-level courses and as a valuable resource for researchers and scholars interested in further understanding the background of and current developments in our understanding of the mind/brain/language relationship.
With A Theory of General Ethics Warwick Fox both defines the field of General Ethics and offers the first example of a truly general ethics. Specifically, he develops a single, integrated approach to ethics that encompasses the realms of interhuman ethics, the ethics of the natural environment, and the ethics of the built environment. Thus Fox offers what is in effect the first example of an ethical "Theory of Everything." Fox refers to his own approach to General Ethics as the "theory of responsive cohesion." He argues that the best examples in any domain of interest—from psychology to politics, from conversations to theories—exemplify the quality of responsive cohesion, that is, they hold together by virtue of the mutual responsiveness of the elements that constitute them. Fox argues that the relational quality of responsive cohesion represents the most fundamental value there is. He then develops the theory of responsive cohesion, central features of which include the elaboration of a "theory of contexts" as well as a differentiated model of our obligations in respect of all beings. In doing this, he draws on cutting-edge work in cognitive science in order to develop a powerful distinction between beings who use language and beings that do not. Fox tests his theory against eighteen central problems in General Ethics—including challenges raised by abortion, euthanasia, personal obligations, politics, animal welfare, invasive species, ecological management, architecture, and planning—and shows that it offers sensible and defensible answers to the widest possible range of ethical problems.
The remarkable way in which young children acquire language has long fascinated linguists and developmental psychologists alike. Language is a skill that we have essentially mastered by the age of three, and with incredible ease and speed, despite the complexity of the task. This accessible textbook introduces the field of child language acquisition, exploring language development from birth. Setting out the key theoretical debates, it considers questions such as what characteristics of the human mind make it possible to acquire language; how far acquisition is biologically programmed and how far it is influenced by our environment; what makes second language learning (in adulthood) different from first language acquisition; and whether the specific stages in language development are universal across languages. Clear and comprehensive, it is set to become a key text for all courses in child language acquisition, within linguistics, developmental psychology and cognitive science.
Ian Roberts offers a stimulating introduction to our greatest gift as a species: our capacity for articulate language. We are mostly as blissfully unaware of the intricacies of the structure of language as fish are of the water they swim in. We live in a mental ocean of nouns, verbs, quantifiers, morphemes, vowels and other rich, strange and deeply fascinating linguistic objects. This book introduces the reader to this amazing world. Offering a thought-provoking and accessible introduction to the main discoveries and theories about language, the book is aimed at general readers and undergraduates who are curious about linguistics and language. Written in a lively and direct style, technical terms are carefully introduced and explained and the book includes a full glossary. The book covers all the central areas of linguistics, including phonetics, phonology, morphology, syntax, semantics and pragmatics, as well as historical linguistics, sociolinguistics and psycholinguistics.
The Handbook consists of four major sections. Each section is introduced by a main article: Theories of Emotion – General Aspects Perspectives in Communication Theory, Semiotics, and Linguistics Perspectives on Language and Emotion in Cultural Studies Interdisciplinary and Applied Perspectives The first section presents interdisciplinary emotion theories relevant for the field of language and communication research, including the history of emotion research. The second section focuses on the full range of emotion-related aspects in linguistics, semiotics, and communication theories. The next section focuses on cultural studies and language and emotion; emotions in arts and literature, as well as research on emotion in literary studies; and media and emotion. The final section covers different domains, social practices, and applications, such as society, policy, diplomacy, economics and business communication, religion and emotional language, the domain of affective computing in human-machine interaction, and language and emotion research for language education. Overall, this Handbook represents a comprehensive overview in a rich, diverse compendium never before published in this particular domain.
The International Society for Language Studies (ISLS) introduces its second volume in the series Readings in Language Studies with Language and Power, a text that represents international perspectives on power and bilingualism, identity in professions, media, the learner, and pedagogy. Founded in 2002, ISLS is a world-wide organization of volunteers, scholars and practitioners committed to critical, interdisciplinary, and emergent approaches to language studies.
The first edition of ELL (1993, Ron Asher, Editor) was hailed as "the field's standard reference work for a generation". Now the all-new second edition matches ELL's comprehensiveness and high quality, expanded for a new generation, while being the first encyclopedia to really exploit the multimedia potential of linguistics. * The most authoritative, up-to-date, comprehensive, and international reference source in its field * An entirely new work, with new editors, new authors, new topics and newly commissioned articles with a handful of classic articles * The first Encyclopedia to exploit the multimedia potential of linguistics through the online edition * Ground-breaking and International in scope and approach * Alphabetically arranged with extensive cross-referencing * Available in print and online, priced separately. The online version will include updates as subjects develop ELL2 includes: * c. 7,500,000 words * c. 11,000 pages * c. 3,000 articles * c. 1,500 figures: 130 halftones and 150 colour * Supplementary audio, video and text files online * c. 3,500 glossary definitions * c. 39,000 references * Extensive list of commonly used abbreviations * List of languages of the world (including information on no. of speakers, language family, etc.) * Approximately 700 biographical entries (now includes contemporary linguists) * 200 language maps in print and online Also available online via ScienceDirect – featuring extensive browsing, searching, and internal cross-referencing between articles in the work, plus dynamic linking to journal articles and abstract databases, making navigation flexible and easy. For more information, pricing options and availability visit www.info.sciencedirect.com. The first Encyclopedia to exploit the multimedia potential of linguistics Ground-breaking in scope - wider than any predecessor An invaluable resource for researchers, academics, students and professionals in the fields of: linguistics, anthropology, education, psychology, language acquisition, language pathology, cognitive science, sociology, the law, the media, medicine & computer science. The most authoritative, up-to-date, comprehensive, and international reference source in its field
"This book addresses a timely and very important topic: language in education. Language, apparently, is a very tricky business. On the one hand, everyone uses language, and virtually everyone has strong views about language. In the educational domain this seems to be especially true. Language is not merely an intrinsic component of the educational process as the medium of instruction in the classroom, but also serves as the mediator of social reality for students and teachers alike. It plays a central role in articulating and conveying not only social, cultural and empirical ideas, but ideological concepts as well. It is also used to make judgments about the speaker, not to mention its role in maintaining differential power relations. And yet, in spite of this, the role of language is not sufficiently recognized in classroom practice much of the time. Nor is language, except in fairly narrow ways, really an especially central part of the curriculum, in spite of its incredible importance. To be sure, we do spend a great deal of time and money attempting to teach students to read and write (that is, to provide them with basic literacy skills), and we provide nominal support for foreign language education programs. We also provide limited support for children coming to school who do not speak English. What we do not do, though, is to recognize the absolute centrality of language knowledge and language use for the educated person. This book seeks to address these issues from the broad perspective of critical pedagogy.