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Applied linguists' interests and values have expanded in synergy with evolving technologies over the past decades, and with the tools and concepts developed in other disciplines. This timely book explains applied linguists' interest in technology in connection with their study of language-related problems in the real world. The decades of history and intersections with other disciplines provide background for introducing 11 types of technology-mediated language learning activities, grounded in the research-practice interface characterizing applied linguistics. Examples of past research are interpreted through the lens of design-based research to examine how design principles are developed for language learning and language assessment. Concrete implications are outlined for language pedagogy and its evaluation, language teacher education, and technology studies in applied linguistics. These foundations of technology and language learning will animate a spirit of critical professional inquiry toward current and future digital technologies as they intersect with language learners.
The study of English usage has to take account of changes in grammar, word choice and nuances of communication. In recent decades, developments in linguistic methodologies have catalysed modifications In our approach to linguistic variation, with perspectives changing from a primarily prescriptive to a more descriptive approach. Bringing together contributions from a team of distinguished scholars, this book explores sociolinguistic and structural dimensions of variability in English usage through new research and methods such as corpora and survey instruments. It embraces the variety and diversity of English usage, exploring global attitudes towards language, including examples from countries where English is either a first language, such as Australia and Britain, to second language users from China, South Africa and beyond. Variability is investigated across both a number of media and registers, while lively and engaging discourse is used to introduce the global language landscape to anyone interested in this fascinating field.
A clear, practical introduction to the theory and practice of translanguaging, this book explores this innovative approach and shows how English language teachers can benefit from implementing multilingual pedagogy in the classroom. Whether you teach English as a foreign language (EFL), a second language (ESL), work in English medium instruction (EMI) or Content and Language Integrated Learning (CLIL), this engaging and accessible book will help you understand the key implications of translanguaging theory, and carry these over into practice in your classroom, whether this is in government-sponsored or private education, from primary to secondary, tertiary and adult contexts. As well as discussing important contextual differences, challenges and constraints that teachers frequently face across both the Global North and Global South, it includes many examples from real English language classrooms, exploring both teacher and learner translanguaging, and offering numerous suggestions, ideas and activities to evaluate critically for your own classroom practice.
Legal professionals in the United States increasingly have relied on dictionaries, both current and historical, in court cases. This practice is complicated because originalist jurists are often not well-versed in lexicographical principles that would provide a fuller view of historical reasoning. This Element first contextualizes several issues in early English dictionaries and eighteenth-century language that illustrate how using dictionaries from the Founding Era in questions of law can be problematic: the Element provides examples of words changing over time, explains methodology of devising and borrowing in definitions, details who the readers of such dictionaries were, and more. The Element then excerpts John Mikhail's essential article written in response to the court case CREW vs Trump to show how lexicographical methods and linguistic textual evidence can be better used in legal cases and analysis by triangulating meaning and identifying a prototypical definition.
This Element explores the concepts, benefits, and limitations of the use of AI in language learning, teaching, and assessment. It also looks at AI tools for language teaching and language teachers' roles and competencies required for AI-powered language teaching. In addition, it offers practical ideas for AI-powered language teaching and presents AI-powered language teaching activities based on an AI literacy framework, which highlights using AI creatively, critically, effectively, efficiently, and ethically. The Element examines challenges in AI-powered language teaching and provides teachers with actionable guidelines to overcome the challenges. It guides language teachers and teacher educators on how to develop AI competencies, how to select AI tools, and how to integrate the tools successfully into their teaching practices.
It is crucial to apply robust analytic methods to the study of discourses deemed 'ideological'. This book applies the Guidelines and Procedures for ideological research, as presented in Verschueren's Ideology in Language Use, to an exciting new area of study; discourses intended to improve humanity. It analyses the discourse of Amnesty International appeal letters, to show (contrary to what the field of critical discourse analysis often assumes) that ideological discourse can sometimes have a positive, rather than a negative, agenda. It explores how Amnesty's choice of words, sentence structures, speech acts, and other discourse elements, enact its ideological meanings, functions, frames of reference and interpretation, as well as the social, interactional, and ideological positioning of discourse participants in its reports, communications, and appeals. These findings have wider implications not only for the field of discourse analysis, but also for theories within pragmatics, such as speech act theory and (im)politeness.
The analysis of newly or recently emerged grammatical and lexical forms in Colloquial Singapore English is the main objective of this Element. Using corpus, survey, and interview data from different age groups, we shed light on the spread of language change across generations and ethnicities. Existing descriptions of CSE as a high-contact L1 variety of English in the late stages of endonormative stabilisation do not fully capture Singapore's continued multilingual ecology: source languages remain in active use alongside CSE, enabling ongoing cross-linguistic influence. Innovative uses resulting from contact can be observed in apparent and real time. In this volume, we use a range of sources to look at recent changes in the lexicon and grammar of CSE, pointing to a dynamic variety that is difficult to fully capture with existing models of variation. This title is also available as Open Access on Cambridge Core.
This book, which draws on Lisa Bendall's lectures over three decades, provides an engaging and accessible survey of everything students need to know to read and understand texts in Linear B. As John Chadwick noted, the Linear B scholar must be 'not just an epigraphist, not just a linguist, not just an economic historian and archaeologist; ideally he or she…must be all these things simultaneously'. Volume 1 introduces the student to the writing system and the language, especially the phonology and morphology. It also explains the formal aspects of the documents and gives guidance on the tools available to the student and scholar. Volume 2 will provide a guide to using the documents to understand the Mycenaean world.
Computer programs are often factored into pure components - simple, total functions from inputs to outputs - and components that may have side effects - errors, changes to memory, parallel threads, abortion of the current loop, and so on. In this Element, the authors make the case that human languages are similarly organized around the give and pull of pure values and impure processes, and show how denotational techniques from computer science can be leveraged to support elegant and illuminating analyses of semantic composition in natural language.
This Elements presents a series of studies investigating the relationship between language, Theory of Mind, and other cognitive skills, across different languages and cultures. The first set of studies focuses on longitudinal relationships between English-speaking children's understanding of complement-clause constructions (e.g., The cow knows the sticker is in the red box), mental verbs (e.g., know vs. think), modal verbs (e.g., must vs. might), and Theory of Mind. The second set of studies investigates links between complement-clause constructions, mental verbs, and Theory of Mind in Mandarin Chinese and English. The last study looks at English- and Turkish-speaking children's knowledge of evidentiality, source monitoring, and Theory of Mind. Together, these studies suggest that there are different linguistic tools that enable children to represent and acquire Theory of Mind, and that the availability and choice of these linguistic tools differ across languages and cultures.
Translation plays a consequential role in how states govern, manage multilingual affairs, and project influence, yet this role is rarely examined through a comparative, state-centred framework. This Element introduces the State Translation Programme (STP) to analyse translation as state-organised action. Comparing China with Japan, Türkiye, the United States, South Korea, Canada, and Poland, it identifies three strategic modes: Architects build national capacity and identity, Influencers project soft power and shape external narratives, and Administrators manage internal coordination and multilingual governance. China stands out in comparative perspective in seeking to combine all three modes, a pattern this Element terms 'sovereign maximalism'. Tracing these governance functions from imperial dynasties to the contemporary People's Republic, the Element offers a framework for comparative analysis across translation studies and political science.
Now in its second edition, this handbook is a comprehensive and up-to-date resource that explores the applications of corpus-based research in linguistics. Since the first edition, corpus linguistics has evolved dramatically, and this edition has been fully updated to reflect these developments, with new chapters on emerging areas such as online language, legal discourse, and lexical complexity in learner language. Bringing together contributions from leading scholars, it critically evaluates methodologies, presents cutting-edge research, and includes empirical case studies that showcase corpus analysis in action. Each chapter surveys key studies, assesses methodological strengths and weaknesses, and highlights what corpus linguistics has uncovered about language variation and use. Covering topics ranging from phraseology to World Englishes, it serves as an essential reference for linguistics students, researchers, and educators. Whether you're new to corpus linguistics or an experienced scholar, this handbook provides valuable insights into the evolving role of corpora in linguistic research.
Religious texts played a central role in the historical development of English. Harnessing corpus linguistic techniques, historical pragmatics, and the history of the English church, this book interrogates the keywords that have dominated English religious expression from the end of the medieval period to the eve of the Darwinian age. Exploring a number of historical religious works from the late medieval period to the nineteenth century, it shows how changes in the deployment of key words reflected their evolving socio-cultural functions, and how their usage subsequently moved beyond religious texts to shape contemporary literary and political works. It includes numerous case-studies involving prophetic women, pamphleteers, preachers and philosophers, alongside prominent theologians, literary authors and other well-known figures. Offering new insights into the growing cross-disciplinary enterprise of theolinguistics in an engaging and accessible way, this study is essential reading for both English historical linguists and historians of English Christianity.
A thorough introduction to formal syntactic typology by a leader in the field, Comparing Syntax systematically covers syntactic variation across languages. The textbook covers word-order parameters, null subjects, polysynthesis, verb-movement, ergativity, interrogatives and negation within a comparative framework, ensuring that readers are able to engage with the key topics in the most up-to-date primary research literature. The comprehensive glossary, end-of-chapter exercises and annotated further reading lists allow readers to consolidate and extend their knowledge as they progress through the book. A self-contained work ideal for intermediate and advanced-level students, Comparing Syntax also builds on the author's Beginning Syntax and Continuing Syntax.
Henry Pratt Fairchild (1880–1956) spent the bulk of his academic career at New York University where he was on the faculty for twenty-six years, serving as Chairman of the Department of Sociology in the Graduate School. He published research on race, nationalism, and ethnic conflict; he also was involved with the founding of Planned Parenthood and served as president of the American Eugenics Society. In his book The Melting-Pot Mistake (1926), Fairchild argued that the melting pot metaphor coined by Israel Zangwill in his 1909 play “The Melting-Pot” was picturesque, but it was a fallacy that failed to account for the apparent disintegration of American society that had been in the making during the past fifty years of unbridled immigration. According to Fairchild, the group unity necessary for national cohesion and well-being was endangered because the differences of ‘groups’ are not ‘meltable,’ as “the primary basis of group unity is racial.”For Fairchild, America represents “truth, beauty, goodness, morality, justice, propriety, efficiency, custom, order, and – home,” and to maintain those stellar qualities, it must remain a white man’s country. Today, it is mainly white nationalists and neo-Nazis who openly and unapologetically express such overtly racist views.
I have argued in this book that different versions of the American ‘story’ are possible. Some writers will offer a generous and optimistic telling of the story that depicts the rise of the nation from humble beginnings to becoming the most powerful and fairest nation that has ever existed, a nation committed to the highest ideals of an often ill-defined Americanism. Other writers have considered the shortcomings of the American experiment, exposing its manifest flaws and blatant violations of liberal values and basic human rights throughout history. Other stories might be considered utopian in their visions of an inclusive and harmonious nation that will finally overcome invidious differences in ethnicities and cultures to achieve a ‘transnational’ America. The choices of what is written about and how various characters and their actions are described and evaluated will vary; in the end, it’s left to the thoughtful reader to distinguish fact from fiction and substantiated conclusions from mere opinion in order to properly evaluate the merits of the author’s argument. Ignorance or denial of history and passive acceptance of propaganda as fact must be challenged wherever they appear, whether in political discourse or in books written by academics and influential public figures.
Over the nearly 250-year history of the United States, there have been many moments of political and social discord that have tested the strength and depth of the American character, and such crises have often led to positive social changes that have expanded the American community through passage of constitutional amendments and laws that expanded voting rights, defined and expanded citizenship, codified racial and gender equality, protected workers’ rights, increased economic opportunity, and provided greater access to equal educational opportunities, among many other advances. Yet, it is also the case that the American past never fully recedes from the body politic; there has been an ongoing tug-of-war between forces seeking to overturn social and economic progress and those forces working to solidify and expand rights that have often been rights in name only. What has occurred in the past is never excised from national memory and can reappear in virulent forms; the immigration-restrictionist policies and actions that characterized the darkest aspects of the Americanization movement in the early decades of the twentieth century have come full circle in the American presidency of Donald J. Trump.
Edward A. Ross (1866–1951), a prominent American sociologist, believed immigrants coming into the United States in the early twentieth century were members of the ‘lower races,’ barely human. Ross popularized the phrase ‘race suicide,’ the idea that the reproductive deficiency of Americans of Northwestern European origin would doom an America that would be overtaken by the “beaten men of beaten races” of Southeastern Europe. Ross grouped people according to racial categories that were based on his own subjective contemporaneous and historical analyses of ‘types’ he identifies, such as Hindus, Jews, Chinese, Mediterraneans, Japanese, Celtics, Teutons, and others. As was the case with many of his contemporaries in the academy, he understood his views to be ‘commonsense’ knowledge, not subject to any serious scrutiny or challenge. We can gain insight into the mindset of social scientists at the turn of the twentieth century by examining Ross’ methodology of categorizing and ranking human groups in order to better understand the bases upon which Ross confidently proclaimed that “there is at the present moment no people in the world that is, man for man, equal to the Americans in capacity and efficiency.”