This examination of Chinese household religion begins with a brief examination of the concept of ritual in the Chinese context, followed by a description of the specific rituals of sacrifice to ancestors and domestic gods. It emphasizes the centrality to ancestor worship of Confucian norms and values and goes on to discuss the topic of lineages and clans in Chinese society. Until the mid 1960s, the CCP was largely content to leave the practices of household religion alone, with the exception of discouraging large-scale ancestral sacrifices. In 1964, it launched a campaign to force households to throw out their ancestral tablets and deity images and install portraits of Chairman Mao. This reached its apogee in the early years of the Cultural Revolution. Nevertheless, whilst it was relatively easy to close public places of worship it proved much harder to prevent worship in the home. And it was in the home that folk religion was most easily able to survive.

Now in its second edition, this handbook is a current overview of second language (L2) research, providing state-of-the-art synopses of recent developments in each subarea of the field and bringing together contributions by emerging scholars and experts in second language acquisition (SLA). Since the first edition, broad sociopolitical movements, alternative views of bilingualism, emergence of global markets, vast expansion of electronic resources, the development of social media and the availability of big data have transformed the discipline, and this edition has been thoroughly updated to address these changes. It is divided into six main parts: Part I situates SLA in terms of research and practice; Part II explores individual cognitive, age-related and neurolinguistic similarities and differences; Part III outlines external, sociocultural and interactive factors; Part IV presents profiles of bilinguals who take differing paths of acquisition; Part V describes interlanguage properties; and Part VI comprises clear models of L2 development.

This chapter explores the decline of the temple as a focus of folk religion. Yet it also emphasizes the resilience of the temple as the symbolic centre of the ‘sacred village’ and the temple god as protector and benefactor of the community. It examines different types of temple and discusses how the conversion and destruction of temples that began in the first half of the twentieth century accelerated after 1949. It shows that, initially, the CCP was aware of the ‘soft power’ value of the great temples as cultural heritage. It goes on to recount the widespread and spontaneous efforts of ordinary people to revive temples as a response to the Great Famine (1958–60). The final section examines temple fairs, which were celebrations of the birthday of the temple god. Unable to suppress them completely, the CCP sought to use them as occasions to promote rural commerce, advanced farming, and political propaganda. Popular determination to maintain the fairs as ‘hot and noisy’ celebrations was strong but ultimately unable to withstand the power of the party-state.

Over the last fifty years, research into the development of second or other grammatical systems has been largely concerned with the stages through which language might evolve in the individual learner or in groups of learners. Explaining exactly how learner grammars undergo transition from one stage to the next has a much shorter history. However, there has in recent years been a rise in interest in the mechanisms that drive grammatical transition, particularly in online processing. Different theoretical approaches to the transition problem will be reviewed and exemplified here, including those in the few years that have elapsed since the first edition. Issues covered will also include (a) alternative definitions of grammar, (b) the acquisition of additional grammars after the second, (c) various other factors in the learner’s mind that help to shape the emergence of new grammatical structures. The chapter will close with an overview of the dominant questions still facing researchers embarking on investigations of grammatical transition.

This chapter centers on theory, research and instructional practices related to input and input processing. It is divided into five main sections. The first addresses how input, or samples of a target language to which a learner is exposed during communication, can be broken down in terms of different modalities (spoken, written and others) and different levels of linguistic analysis (phonology, lexis, morphosyntax and others). The second section underscores the role of input and input processing in the development of form-meaning mapping during language acquisition. The third offers a critical analysis of several models and theories related to input processing. The fourth section then focuses on language instruction, with particular attention to how the acquisition of grammar and vocabulary may be facilitated by instructional approaches grounded in research on input processing. This section, which highlights the use of structured input and input-based incremental vocabulary instruction, also proposes a graded taxonomy for classifying different techniques of input enhancement. The fifth section concludes by delineating current limitations on research in this area and spotlighting ways in which future research can help us to advance our understanding with regard to theory and to increase our options when it comes to evidence-based language instruction.

This chapter argues that colonial, Europhone education was the discursive terrain where battles over race and development were waged. Debates over education – access, curricula, credentials – were contests in which European and African men struggled over perceived limits to the African future. As such, contests over colonial education were clashes over different development visions, which were themselves veiled debates about race.

The introductory chapter explains the importance of worldview studies and their emergence in contemporary society. It outlines the book’s aim to explore some basic religious and secular outlooks on life, presenting them as distinct yet coherent rival worldviews.

This chapter problematizes the relationship between linguistic competence and communicative competence, as proposed by Chomsky (1965) and disputed by Hymes (1966), respectively. The contention is that these two types of competence are not in competition but should be regarded as a symbiosis. Current research demonstrates that there is much value in analyzing how linguistic and communicative competence work together. Our emphasis in this chapter is on pragmatic universals and the way languages may express them differently, thereby creating difficulty for second language (L2) learners. Within the area of interpersonal rhetoric, speech acts and (scalar) implicature are examined with a view of highlighting the amalgamation of grammar and communication in learning to compute and produce them. In tackling definiteness and specificity in the L2, we discuss the ways adults learn to refer to objects known or unknown to speaker or hearer. Deixis, or calculating reference based on the here and now, is a relatively underresearched area of pragmatic competence. At the syntax-discourse interface, we examine the acquisition of information structure, or topic and focus marking. The chapter finishes with a call for extending the research enquiry to all context-dependent aspects of meaning encoding and decoding.

The Coda outlines ways that actors in the Democratic Republic of Congo have continued with the work of preventing disability through polio vaccinations campaigns and promoting disability rights since the end of the primary fieldwork undertaken for this book. Remarkable progress has been reported in the fight against polio, while news from the disability rights front has been momentous, with a national law on disability rights passed on 3 May 2022. My interlocutors were hopeful about these developments, while expressing vigilance on the potential disadvantages of articles in the law that could be used to discourage, prohibit or punish the informal livelihoods described in this book.

Complex fluids can be found all around us, from molten plastics to mayonnaise, and understanding their highly nonlinear dynamics is the subject of much research.

This text introduces a common theoretical framework for understanding and predicting the flow behavior of complex fluids. This framework allows for results including a qualitative understanding of the relationship between a fluid’s behavior at the microscale of particles or macromolecules, and its macroscopic, viscoelastic properties. The author uses a microstructural approach to derive constitutive theories that remain simple enough to allow computational predictions of complicated macroscale flows.

Readers develop their intuition to learn how to approach the description of materials not covered in the book, as well as limits such as higher concentrations that require computational methods for microstructural analysis.

This monograph’s unique breadth and depth make it a valuable resource for researchers and graduate students in fluid mechanics.

This chapter takes ideas from Vainikka and Young-Scholten’s chapter in the Handbook’s first edition (2013) on stages in the acquisition of L2 morphosyntax. Complementing this second edition chapter is Chapter 16, with its focus on the development of reading and writing by adult migrants with little or no literacy in their home language(s). This chapter applies ideas presented in the 2013 chapter to research on non-/low-literate adults to explore whether literacy influences their acquisition of morphosyntax. It provides an overview of key studies, of the L2 acquisition of migrant adults, both cross-sectional and longitudinal, over the decades that such research was prevalent. The focus of the chapter is application of two stage-based theories of L2 morphosyntax development, Organic Grammar and the Basic Variety. With these theories in mind, we discuss analyses of oral production data from adult migrants acquiring English and Italian, respectively. The results reveal learners’ use of unanalyzed chunks which rather than implicating literacy seems to implicate developmental stage.

Feng shui, or geomancy, is the art of selecting auspicious sites for buildings and graves in order to tap the earth’s energies to procure wealth, health, and good fortune for the individual and the community. It is rooted in correlative cosmology, and the geomancer, who is literate, usually learns his craft from his father or uncle. In North China and parts of Sichuan, the functions of the geomancer are partly fulfilled by yin-yang masters, who are more akin to household Daoists, in that they provide a wide range of ritual services. The chapter points to the surprisingly large amount of building that went on in the Mao era, often offending feng shui principles and provoking local opposition. It was not until the Socialist Education Movement in the mid 1960s that feng shui came under ideological attack, but many officials appear to have thought that geomancy was not ‘feudal superstition’, since it did not involve communication with spirits. During the Cultural Revolution, geomancers had their manuals and compasses seized, and a few were subjected to public confession, but the practice continued warily.

This chapter reviews recent research on identity and second language (L2) learning. It begins with an introduction that highlights identity as fluid, complex and intersectional. It then outlines conceptual frameworks commonly adopted in this line of inquiry, including poststructuralism and sociocultural and critical approaches. The chapter then identifies categories in L2 learning, including heritage and multilingual learners, gender and sexual identities, racialized identities and socioeconomic class. In the review of heritage and multilingual learners, we highlight recent research on translanguaging that illustrates linguistic hybridity and complexities, as well as the works that challenge Eurocentric tendencies by focusing on multilingualism in the periphery. The section on gender and sexual identities discusses research on gender nonconformative L2 learners and sexual minorities. The review of the research on racialized identities provides an analysis of racism and coloniality as apparatuses and conditions of L2 learning. Finally, through our overview of the works on social class, we reflect on class not just as an external condition of language learning, but as an identity that shapes and is shaped by language learning. This chapter concludes with a discussion of future research directions for identity and L2 learning.