Introduces the concepts of language and religion and discourse and discusses the place of the book in the context of the history of the stury of theolinguistics and religious language.

This introductory chapter formulates the general aims of the book, namely to provide a new theory of antiracism and antiracist discourse, as well as a history of antiracist discourse from Antiquity to Black Lives Matter. The book is intended as a contribution to Critical Discourse Studies but within a multisciplinary

There are three essential problems in contemporary Catholic eucharistic theology, and each concerns the separation of two concepts that ought to be inseparable: eucharistic conversion and conversion of life; real presence and sacrifice; and the sacrifice of the cross and the sacrifice of the Eucharist. It is not accidental that these problems coincide with the most vexing theological differences between Catholics and mainline Protestants on the Eucharist; the post-Reformation Catholic theological conversation has been defined by the need to evaluate the problems that sparked the Western schisms.1 Until the early twentieth century, of course, this internal conversation was primarily defensive, fortifying established confessional positions.2 Since the Catholic Church’s institutional validation and centralization of the ecumenical movement at the Second Vatican Council, theologians have sought instead to adopt a broadly acceptable consensus position on these issues, assisted by critical reformulations of traditional positions in new philosophical language.3

This paper discusses the ways in which formal or model theoretic semantics has difficulty addressing questions of lexical semantics, specifically questions that arise in accounting for the pervasive polysemy of deverbal nominalizations like German Bemalung (painting) and English blending. Formal or model theoretic semantics has largely neglected issues in which analysis of complex words comes to the fore. I briefly review the history of model theoretic semantics and its relation to lexical semantics and illustrate the tendency for conceptual semantics to be quietly integrated into referential semantics, as, for example, in a recent article by Pross (2019). I conclude with a brief sketch of how Lieber’s (2004, 2016) Lexical Semantic Framework treats the polysemy of deverbal nominalizations.

Chapter 1 compares the curricular roles of technology in different language courses: Web-facilitated or -enhanced, blended, and fully online. The chapter also provides definitions of the term blended and a rationale for its adoption. In addition, Chapter 1 reviews comparative and noncomparative research studies conducted in the field in order to describe the conditions for effectively blending language environments. The review of research presented proves that blended learning (BL) in language education cannot be considered a monolithic enterprise and that there are currently as many different models – and divergent results – as there are programs or instructors implementing them.

This chapter introduces the separationist approach to bilingualism and shows that its foundations are shaky. More generally, Creole continua argue that thinking of languages as discrete entities is a mistake. Code-switching involves integrating different types of linguistic material and establishing dependencies among them. The chapter also discusses methodological issues and argues that acceptability judgments of deep bilinguals are a good method to obtain data.

Chapter 1 describes identity as a central part of language teachers’ instructional practice and professional development. In this chapter, the authors provide an overview of different ideas about language teacher identity and then present findings from a narrative study on teachers’ identity negotiation.

In the chapter, I attempt to identify and briefly describe the main features of CMT, as I see them. Other researchers might emphasize different properties of the theory. At the same time, I tried to select those features on which there is some agreement among practitioners of CMT. At the end of the chapter and given the description of the properties, I list a number of outstanding issues in CMT – issues that we need to get clear about in order to make CMT an even more powerful theory of metaphor.

In this chapter, we review how economists and linguists have problematized the relationship between economy and language, focusing on their methodologies, theoretical toolboxes, and ideologies. One of the striking differences lies in the ways they conceptualize languages, viz., as strictly denotational for economists but both denotational and indexical for linguists. We show that by approaching them as abstract, asocial, ahistorical, and statistically measurable entities, economists treat languages as resources whose economic consequences for individuals or societies can simply be derived from their intrinsic nature. By contrast, examining languages as practices grounded in their sociohistorical ecologies, linguists have been more interested in the valuation of some languages as capitals that can outweigh others economically or symbolically. Overall, we highlight the interdisciplinary nature of “economy and language” as a research area, showing how complex it is and how productive it should be to build an intellectual bridge between the two disciplines.

Demonstrates how an 8-word title consisting of 4 modifier noun pairs, each containing the same noun, can be multiply ambiguous. One ambiguity concerns the possibility of interpreting the noun as either singular or plural; a second, whether the first modifier-noun pair is interpreted as distinct from the second pair; and a third, whether the third and fourth pairs refer to the first and second pairs or not. Investigates the connection between syntax and punctuation to determine to what extent these possible interpretations can be disambiguated with sentence internal punctuation.

Chapter 1 has three goals. First, it provides motivation and history for the methodology by reviewing seminal insights and current debates about the relationship between language and thought, outlining how most research in this field concerns the structure of language rather than its use. Second, it outlines the scope for using CODA by identifying crucial and typical areas of application, with specific focus on mental representations and cognitive processes. Third, it highlights the scope and limits of language analysis of this kind, along with a discussion of reliability and generalisability of insights gained by using CODA. Altogether, the chapter provides in-depth insights into the foundational insights the method builds on, what it is intended for, why and where it is useful, and how it relates to other approaches to cognition.

This chapter details how language socialization (LS) research has contributed to our understanding oflearning in classrooms. It describes the methodological and theoretical frameworks that underlie LS theory. It outlines five areas of LS and describes how they relate to classroom discourse: (1) indexicality, (2) practices, (3) ideologies, (4) power, authority, and agency, and (5) participation frameworks. It argues that the LS paradigm provides a unique and specific set of affordances for exploring the social and linguistic development of relative novices and theirlearning in classrooms involving teachers and peers. It asserts that LS theory and research contribute rich and socially situated understandings of children’s and other novices’ social worlds, their linguistic and social development, the interactions and learning modes that foster this development, and the broader fields of discourse, histories, and communities within which classrooms are situated. The chapter includes an overview of each section and its goals, explaining how each contribution instantiates the LS framework in ways that deepen our understanding of learning and development within classrooms.

English is a presence which cannot be denied in so many countries of today’s world (Schneider 2017, 2020) and hence it is not a matter of whether it has an influence on non-English speaking countries but what the scale and nature of this influence is (Hilgendorf 2007). In the German-speaking world there is an asymmetrical relationship between English and German despite the undisputed status of German as a major European language. With many languages there is often a resistance in society to the overwhelming influence of English, and in Germany there have been, and still are, ideological debates surrounding the many borrowings from English into German (see Mair, this volume, for instance). The extent of the influence exercised by English varies across different social domains, it being particularly strong in areas such as advertising, technology and science, though for different reasons. While in advertising the use of English is supposed to index sophistication and urbanity, for technology and science (Ammon 2004) its use derives from source research and innovation which is already embedded in an English-language context. In wider social areas, in the domestic and familiar domains, the occurrence of English is less obvious as it is confined to lexical items transferred to German. However, it is these larger domains which determine whether English material used in a German context will actually become established as permanent borrowings. Here language attitudes and comprehension issues in the initial appearance of English lexis shape the reality of language use.

First language is defined and ELF is related to the definition. Then the intracultural–intercultural continuum is explained. After that variables that affect movement on the continuum are discussed. These variables include proficiency, preferred ways of saying things and preferred ways of organizing thoughts, common ground, intersubjectivity and context-sensitivity.

Since the introduction of democratic majority rule in the 1990s there has been major change in South African society. This change has affected language as well, with English expanding its role in the public domain and as a lingua franca in large parts of the country. Nonetheless, the other European-heritage language, Afrikaans, weighs in with more first-language speakers than English and is represented natively across different ethnicities. The black section of the population has also been experiencing language change with its greatly increased role in public and official life. New, emergent varieties, spoken especially by young black people, have enriched the linguistic landscape of South Africa and contributed significantly to its dynamism.

This chapter covers the nascent state of the theorization affect in landscape studies, the need to distinguish between emotions and affect, and explains why the latter is of greater analytical value as part of our attempts to better understand the ideological structuring of semiotic landscapes,

The observation that personal pronouns typically sound highly unnatural as the object in of-PP dependents of English noun phrases dates back at least to Lyons (1986: 136). In a table comparing the frames [NP’s N], [(Det) N of NP], and [(Det) N of NP’s], he systematically excludes accusative pronouns from the NP position in the second of these. We will employ the terms used by The Cambridge Grammar of the English Language (Huddleston and Pullum et al. 2002) for these three constructions: s-genitive, of-PP, and oblique genitive respectively.

Reading involves decoding written language in order to understand it. In learning to read, children implicitly learn how their writing system encodes their spoken language and how they can decode printed words into spoken words to derive meaning (see Verhoeven & Perfetti, 2017). However, many children around the world encounter problems learning to read, fail to develop fluent decoding, and are thus diagnosed as dyslexic.

A large body of research supports the conclusion that a phonological deficit underlies most developmental dyslexia. Much of the existing evidence, however, is based on studies of children learning to read in English. It is important to note that English has an opaque orthography that creates challenges beyond those facing children who read more transparent orthographies. In recent years, the research base for developmental dyslexia has broadened across languages, allowing the question of differences and similarities across languages and writing systems to receive attention.

Using a historical institutionalist approach, I demonstrate how institutionalized norms stemming from the liberal tradition in America have informed its language regime by tracing the path dependency of language policy and the critical junctures when changing norms lead to policy shifts. In the early republic, liberal norms enshrined in the Constitution informed a minimalist language regime. At the turn of the 19th century, norms shifted to reflect rapid industrialization and mass immigration, informing attempts at restrictive language policies. At the critical juncture of the civil rights movement, the monolingual language regime was challenged by new norms of what constituted a liberal democratic society. Neoliberal norms of the Reagan presidency facilitated the success of the English-only movement in changing language policies at the state-level. Neoliberal cosmopolitanism of the new millennium re-introduced minimal multilingual policy initiatives. I conclude by suggesting that Trump’s election represents a shift to nationalist, albeit possibly illiberal, norms.