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Linguistic relativity is the claim that culture, through language, affects the way in which we think, and especially our classification of the experienced world. This book reexamines ideas about linguistic relativity in the light of new evidence and changes in theoretical climate. The editors have provided a substantial introduction that summarizes changes in thinking about the Sapir-Whorf hypothesis in the light of developments in anthropology, linguistics and cognitive science. Introductions to each section will be of especial use to students.
Rethinks the aims and methods of contemporary linguistics. Uses integrationist theory to exemplify how langauge users become language makers.
The last decade has seen a fundamental rethinking of the concept of context. Rather than functioning solely as a constraint on linguistic performance, context is now also analysed as a product of language use. In this new perspective, language and context are seen as interactively achieved phenomena, rather than predefined sets of forms and contents. The essays in this collection, written by many of the leading figures in the social sciences, critically reexamine the concept of context from a variety of different angles and propose new ways of thinking about it with reference to specific human activities such as face-to-face interaction, radio talk, medical diagnosis, political encounters and socialisation practices. Each essay is prefaced by an introduction by the editors which provides relevant theoretical and methodological background and demonstrates its relation to other essays in the volume. The editors' general introduction provides a lucid overview of the issues currently debated. Rethinking Context will be required reading for everyone working within the fields of linguistic anthropology, sociolinguistics, discourse analysis, pragmatics, conversation analysis and the sociology of language.
This book deals with the need to rethink the aims and methods of contemporary linguistics. Orthodox linguists' discussions of linguistic form fail to exemplify how language users become language makers. Integrationist theory is used here as a solution to this basic problem within general linguistics. The book is aimed at an interdisciplinary readership, comprising those engaged in study, teaching and research in the humanities and social sciences, including linguistics, philosophy, sociology and psychology.
Rethinking Languages Education assembles innovative research from experts in the fields of sociocultural theory, applied linguistics and education. The contributors interrogate innovative and recent thinking and broach controversies about the theoretical and practical considerations that underpin the implementation of effective Languages pedagogy in twenty-first-century classrooms. Crucially, Rethinking Languages Education explores established understandings about language, culture and education to provide a more comprehensive and flexible understanding of Languages education that responds to local classrooms impacted by global and transnational change, and the politics of language, culture and identity. Rethinking Languages Education focuses on questions about ways that we can develop farsighted and successful Languages education for diverse students in globalised contexts. The response to these questions is multi-layered, and takes into account the complex interactions between policy, curriculum and practice, as well as their contention and implementation. In doing so, this book addresses and integrates innovative perspectives of contemporary theory and pedagogy for Languages, TESOL and EAL/D education. It includes diverse discussions around practice, and addresses issues of the dominance of prestige Languages programs for ‘minority’ and ‘heritage’ languages, as well as discussing controversies about the current provision of English and Languages programs around the world.
This book challenges the view that digital communication in Africa is limited and relatively unsophisticated and questions the assumption that digital communication has a damaging effect on indigenous African languages. The book applies the principles of Digital African Multilingualism (DAM) in which there are no rigid boundaries between languages. The book charts a way forward for African languages where greater attention is paid to what speakers do with the languages rather than what the languages look like, and offers several models for language policy and planning based on horizontal and user-based multilingualism. The chapters demonstrate how digital communication is being used to form and sustain communication in many kinds of online groups, including for political activism and creating poetry, and offer a paradigm of language merging online that provides a practical blueprint for the decolonization of African languages through digital platforms.
In this collection of articles, teachers bring students' home languages into their classrooms-from powerful bilingual social justice curriculum to strategies for honoring students' languages in schools that do not have bilingual programs. Bilingual educators and advocates share how they work to keep equity at the center and build solidarity between diverse communities. Teachers and students speak to the tragedy of languages loss, but also about inspiring work to defend and expand bilingual programs. Book jacket.
Rethinking Language and Gender Research is the first book focusing on language and gender to explicitly challenge the dichotomy of female and male use of language. It represents a turning point in language and gender studies, addressing the political and social consequences of popular beliefs about women's language and men's language and proposing new ways of looking at language and gender. The essays take a fresh approach to the study of subjects such as language and sex and the use of language to produce and maintain power and prestige. Topics explored in this text include sex and the brain; the language of a rape hearing; teenage language; radio talk show exchanges; discourse strategies of African American women; political implications for language and gender studies; the relationship between sex and gender and the construction of identity through language. A useful introductory chapter sets the articles in context, explaining the relationships that exist between them, and full cross-referencing between articles and an extensive index allow for easy access to information. The interdisciplinary approach of the text, the wide-range of methodologies presented, and the comprehensive review of the current literature will make this book invaluable reading for all upper-level undergraduate students, postgraduate students and researchers in the fields of linguistics, sociolinguistics, gender and cultural studies.
Per Linell took his degree in linguistics and is currently professor of language and culture, with a specialisation on communication and spoken interaction, at the University of Linköping, Sweden. He has been instrumental in building up an internationally renowned interdisciplinary graduate school in communication studies in Linköping. He has worked for many years on developing a dialogical alternative to mainstream theories in linguistics, psychology and social sciences. His production comprises more than 100 articles on dialogue, talk-in-interaction and institutional discourse. His more recent books include Approaching Dialogue (1998), The Written Language Bias in Linguistics (2005) and Dialogue in Focus Groups (2007, with I. Marková, M. Grossen and A. Salazar Orvig).
Rethinking Copyright is a small gem for an audience broader than copyright and intellectual property scholars, and well worth acquiring by a variety of general, corporate, law and academic libraries. Laurence Seidenberg, International Journal of Legal Information This excellent book raises again the controversial issue of whether we can learn anything and, if so, what from revisiting our past. Jeremy Phillips, ipkat.com All histories are about the present, not the past. Histories of copyright are no different: the pitched battles today over the nature of copyright frequently re-create a mythical past to shore up support for a partisan present. Deazley s Rethinking Copyright is a must have book for those who care about getting things right. Rethinking Copyright carefully reviews the critical formative years of statutory copyright (1710 1912), and then masterfully ties this foundational period to the current culture wars. It is a tour de force to be savored and returned to over and over again. William Patry, Senior Copyright Counsel, Google Inc., New York, US Two books in one, the first half of this manifesto offers a contrarian account of eighteenth and nineteenth-century English copyright history; the second contributes to the burgeoning rhetoric of the public domain in contemporary copyright scholarship. Deazley contends that, contrary to the common wisdom, common law copyright never existed in the eighteenth-century, but was a concerted creation of nineteenth-century treatise writers. He may not convince us that common law copyright was a myth, but he does compellingly demonstrate that, like the mythical giant Antaeus, whenever common law copyright seemed beaten down to the ground, it rose again with renewed force. He also persuades us that it may be a Herculean task to strangle the life out of the impulse, historical or otherwise, to believe that authors labors justify the contemporary default setting of the positive law in favor of proprietary rights. The second half, calling for reconceptualization of copyright as a derogation from the public s freedom to engage with works of authorship will surely provoke disagreement from many readers knowledgeable about copyright, but Deazley is an apt expositor of this increasingly popular trend in the legal academy. Jane C. Ginsburg, Columbia University School of Law, New York, US Copyright law remains hotly debated with the public domain contested territory. Ronan Deazley brings some welcome sanity to the discussion by revisiting the history of UK copyright law with a fresh eye and also by exploring the theoretical justifications for intellectual property in light of recent scholarship. The roles of rhetoric and legal writing in constructing copyright paradigms are the particular target of Deazley s critique. This is a provocative and challenging book which deserves a wide audience. Simon Stokes, Blake Lapthorn Tarlo Lyons and Bournemouth Law School, UK I have just finished reading Ronan Deazley s manuscript. It s a very enjoyable, readable book. As to content, I found it interesting, carefully researched, wide in scope, and thought-provoking even where I didn t agree with his conclusions. Catherine Seville, Newnham College, Cambridge, UK This book provides the reader with a critical insight into the history and theory of copyright within contemporary legal and cultural discourse. It exposes as myth the orthodox history of the development of copyright law in eighteenth-century Britain and explores the way in which that myth became entrenched throughout the nineteenth and early twentieth centuries. To this historical analysis are added two theoretical approaches to copyright not otherwise found in mainstream contemporary texts. Rethinking Copyright introduces the reader to copyright through the prism of the public domain before turning to the question as to how best to locate copyright within the parameters of traditional property discourse. Moreover, underpinning