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In Art & Language International Robert Bailey reconstructs the history of the conceptual art collective Art & Language, situating it in a geographical context to rethink its implications for the broader histories of contemporary art. Focusing on its international collaborations with dozens of artists and critics in and outside the collective between 1969 and 1977, Bailey positions Art & Language at the center of a historical shift from Euro-American modernism to a global contemporary art. He documents the collective’s growth and reach, from transatlantic discussions on the nature of conceptual art and the establishment of distinct working groups in New York and England to the collective’s later work in Australia, New Zealand, and Yugoslavia. Bailey also details its publications, associations with political organizations, and the internal power struggles that precipitated its breakdown. Analyzing a wide range of artworks, texts, music, and films, he reveals how Art & Language navigated between art worlds to shape the international profile of conceptual art. Above all, Bailey underscores how the group's rigorous and interdisciplinary work provides a gateway to understanding how conceptual art operates as a mode of thinking that exceeds the visual to shape the philosophical, historical, and political.
"A fascinating examination of how an English-language mandate at a Japanese firm, Rakuten, unfolded over time and how employees reacted to it"--Back of jacket.
Responding to the growing interest in the role of language in international business, this book presents language as a critical management challenge for the internationalizing firm. Several perspectives are explored, including the individual, the firm
Language Culture Type grew out of the first international type-design competition, the 2001 bukva: raz!, whose goal was to promote global cultural pluralism, interaction, and diversity in typographic communications. The book lavishly presents the winning entries, along with information about each typeface, its language, and its designer. A series of essays gives context for the interplay of types and languages in the world today -- including the attempt to mesh all existing scripts into a single digital encoding system called Unicode. It also delves into the specific issues around developing typefaces for the many linguistic cultures in the world, from the various Cyrillic letterforms to Vietnam's ancient ideographic script.
Bringing together motivation-related practical concerns and debates from diverse international contexts and educational settings where English is learned, this book shows how locally produced insights and issues can have wider global significance, resonating with the experiences and concerns of English teachers and learners across the world.
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.
First Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
This work is the definitive international textbook for community interpreting, with a special focus on medical interpreting. Intended for use in universities, colleges and basic training programs, the book offers a comprehensive introduction to the profession. The core audience is interpreters and their trainers and educators. While the emphasis is on medical, educational and social services interpreting, legal and faith-based interpreting are also addressed.
International Schools have developed since their inception from a largely native English-speaking student body to schools such as the author’s, the Vienna International School (VIS), where there are students of 90 nationalities with 65 mother tongues. Maurice Carder proposes a “three-programme model” for addressing the language and curricula needs of these students: a content-based second language programme; a programme of cultural and linguistic training for all staff; and a mother tongue programme for minority students. The model is based on research findings and practice: at the VIS every year approximately 1/3 of the graduating students gain an IB Diploma (International Baccalaureate) because they are able to take their mother tongue (other than English or German) as Language A1. The book contains insightful chapters not only for school leaders, programme designers and teachers, but also for parents. Inserted boxes of student responses give an authentic voice to the needs of second language learners, and many useful resources and websites are given.