In many recent debates on the political theory of immigration, conflicts between immigrants and citizens of host societies are explored along identity lines. In this essay, I defend the relevance of social class. I focus on two types of conflict—distributive and cultural—and show how class boundaries play a crucial role in each. In contrast to both defenders and critics of freedom of movement, I argue that borders have always been (and will continue to be) open for some and closed for others. The same applies to barriers on integration and civic participation. It is time to revive the connection between immigration and social class and to start carving political solutions that begin with the recognition of class injustice as a fundamental democratic concern.

Threats of armed force are frequently employed in international affairs, yet they have received little ethical scrutiny in their own right. This article addresses that deficit by examining how threats, taken as a speech act, require a moral assessment that is distinctive vis-à-vis the actual use of armed force. This is done first by classifying threats within the framework of speech act theory. Then, applying standard just war criteria, we analyze conditional threats of harm under Thomas Schelling's twofold distinction of compellence and deterrence. We aim to show how threats of armed attack, while subject to many of the same evaluative principles as the corresponding use of force, nevertheless have distinctive characteristics of their own. These are outlined under the headings of just cause, ad bellum proportionality, legitimate authority, and right intention. The overall aim is to explain how threats in the international sphere represent a special category that warrants a just war analysis.

In the last decade, several states have increasingly tried to ‘un-sign’ to their humanitarian obligations by seeking ways to circumvent European or international law. Through an analysis of a recently passed act in Australia on the management of asylum seekers, this paper examines how the practice of ‘un-signing’ can be seen as a symptomatic instance of reconfiguring asylum in late modernity. We focus on the proliferation of ‘legal pragmatics’ in the management of refugees. By ‘legal pragmatics’, we refer to the processual ways in which the state attempts to hollow out international refugee law and in which courts respond by reinstating it. Normative consequences are the criminalisation and the juridification of refugees. We argue that the proliferation of ‘legal pragmatics’ illuminates not only the ever-expanding reach of neoliberal changes in domestic legislation, but also the limitations of human rights to adequately respond to the neoliberal vicissitudes of humanitarian government.

The national affiliation of composer-pianist Percy Grainger (1882–1961) is a complex matter. While often claimed today to have been Australian or American, he was a ‘naturally born British subject’ for the first 36 years of his life. Thereafter, he was a naturalized American. Drawing on Grainger’s letters, essays, scores and memorabilia, this article investigates the reasons behind Grainger’s adoption of American citizenship during the final months of the First World War, and the subsequent national traits within his manner of living as well as his social attitudes, musical approach and style. His contributions to instrumentation, scoring and texture, as well as to music education, are seen from this analysis to have strong American traits, and subsequent influence, while his compositional style remained essentially English, although built upon a technical base established while a teenage student in Germany.

In later life, Grainger was ambivalent about remaining an American citizen and resident, not just because of an implied disloyalty to his ‘native land’, Australia, but also because of his lack of empathy with evolving American values. To a Yale University audience in 1921, he confessed to being ‘a cosmopolitan from first to last’. This article analyses Grainger’s thinking about cosmopolitanism, nationalism and universalism in the following decades, against the backdrop of his growing commitment to the racialist, later racist, cause of Nordicism. It focuses particularly upon Grainger’s series of articles about ‘Grieg: Nationalist and Cosmopolitan’ from 1943, before investigating the relationship between racial and national thinking in Grainger’s final years. This culminates in his last statement of musical ‘creed’, published in a Norwegian magazine in 1955: musically to support the ‘unity’ of the Nordic race, and to bring ‘honor and fame’ to his native land, Australia. Yet, Grainger died, in 1961, in America, and still an American citizen.

Between 1905 and 1908 Percy Grainger made a major contribution to the corpus of British folk-song, collecting melodies and words of ballads, shanties and work songs, and devoting himself not just to the faithful capture of pitch and rhythm, but also the nuances of performance, with his pioneering use of the phonograph. These folk-songs became for Grainger a wellspring of compositional inspiration to which he returned time and time again. Yet while he was still a student in Frankfurt, Grainger had been making settings of British traditional tunes sourced from published collections. This article contends that these early arrangements hold the key to a deeper understanding of his later persistence in folk-song arranging and collecting, and that they prefigure the recurrent textual themes in the songs he later chose to arrange. It is argued that Grainger’s attraction to folk-song was textual and musical, tied to notions of purity, freedom and an unorthodox spirituality inspired by nature and shaped by the writings of Whitman, whereby Grainger perceived folk-song as a universal utterance. For Grainger, British folk-song was not simply a source of profound melody for appropriation; the window into a nation’s soul became a door into the souls of all humanity.

This review essay examines three important new contributions to the water governance literature, which provide important overviews of the changing water governance structures over time, and advance the call for a new water ethic. Furthering this work, I suggest that the need for a water ethic is globally important, but it is particularly urgent for indigenous communities. Settler expansion, fixed political boundaries, and subsequent colonial framings of land and water ownership have affected indigenous communities throughout the world and have led to severe environmental and social justice disparities. Although the books under consideration provide examples of indigenous rights associated with water protection, the theme is largely underdeveloped. Thus, I suggest that insights from indigenous communities’ more holistic and long-term relationship with water could help define and move forward the adoption of a new global water ethic. These insights are gleaned from work with indigenous communities throughout North America, particularly those in the Salish Sea and the Great Lakes regions. A new water ethic could incorporate three precepts: (1) treat water as sacred; (2) consider rights and responsibilities together; and (3) practice hydrophilia (love and know your waterways).

By claiming that “just war is just war,” critics suggest that just war theory both distracts from and sanitizes the horror of modern warfare by dressing it up in the language of moral principles. However, the phrase can also be taken as a reminder of why we need just war theory in the first place. It is precisely because just war is just war, with all that this implies, that we must think so carefully and so judiciously about it. Of course, one could argue that the rump of just war scholarship over the past decade has been characterized by disinterest regarding the material realities of warfare. But is this still the case? This essay examines a series of benchmark books on the ethics of war published over the past year. All three exemplify an effort to grapple with the hard facts of modern violent conflict, and they all skillfully bring diverse traditions of just war thinking into conversation with one another.

Social inequalities can only be understood through the interaction of their multiple dimensions. In this essay, we show that the economic and environmental impacts of natural resource extraction exacerbate gendered disparities through the intensification and devaluation of care work. A chikungunya epidemic in the refinery city of Esmeraldas, Ecuador, serves to highlight the embodied and structural violence of unhealthy conditions. Despite its promises of development, the extraction-based economy in Esmeraldas has not increased its vulnerable populations’ opportunities. It has, instead, deepened class and gendered hierarchies. In this context, the most severe effects of chikungunya are experienced by women, who bear the burden of social reproduction and sustaining lives under constant threat.

An important issue in second language (L2) teaching is transfer of learning. Transfer occurs ‘when learning in one context or with one set of materials impacts on performance in another context or with another set of materials’ (Perkins & Salomon 1994: 6452). For example, knowing how to play guitar may help a person who is learning to play the piano, or experience playing team sports may help a person who has a job that involves teamwork, or having learned math in school may help a person who is shopping. Questions about whether and how learning is applied in different contexts are central to an understanding of human behavior, and answers to such questions are of practical value to educators. It is not surprising, then, that for over a century, transfer has been ‘among the most challenging, contentious, and important issues for both psychology and education’ (Day & Goldstone 2012: 153).

Although English-medium instruction (EMI) courses are burgeoning at university level on a global scale, there is a scarcity of pedagogical guidelines about how to implement effective courses, while most higher education institutions rarely offer courses aimed at helping EMI teachers tackle this new teaching context. An additional concern has to do with the fact that content EMI lecturers tend to avoid language aspects, a weakness that could be overcome by boosting team teaching, that is, the collaboration between language and content teachers. Previous research reveals that team teaching improves undergraduates’ learning and can also be a gratifying experience for the teaching staff involved, who usually highlight the motivational boost it gives them because it stimulates reflection on their pedagogical knowledge and practices. In this paper I put forward research tasks with a view to enticing researchers to embark on projects focused on this uncharted territory, as team teaching is a research field in which much remains to be done.

Interaction is an indispensable component in second language acquisition (SLA). This review surveys the instructed SLA research, both classroom and laboratory-based, that has been conducted primarily within the interactionist approach, beginning with the core constructs of interaction, namely input, negotiation for meaning, and output. The review continues with an overview of specific areas of interaction research. The first investigates interlocutor characteristics, including (a) first language (L1) status, (b) peer interaction, (c) participation structure, (d) second language (L2) proficiency, and (e) individual differences. The second topic is task characteristics, such as task conditions (e.g. information distribution, task goals), task complexity (i.e. simple or complex), and task participation structure (i.e. whole class, small groups or dyads). Next, the review considers various linguistic features that have been researched in relation to interaction and L2 learning. The review then continues with interactional contexts, focusing especially on research into computer-mediated interaction. The review ends with a consideration of methodological issues in interaction research, such as the merits of classroom and lab-based studies, and the various methods for measuring the noticing of linguistic forms during interaction. In sum, research has found interaction to be effective in promoting L2 development; however, there are numerous factors that impact its efficacy.

The view that language should be divided into four skills – reading, writing, listening, speaking – has dominated second language (L2) teaching and learning for some time; perspectives have emerged that conceptualize language as holistic or skills as integrated. This construct of language is evident in language assessments, with an increase in ‘integrated skills’ tasks appearing in tests of writing or speaking. Integrated skills assessments have been defined in several ways (Knoch & Sitajalabhorn 2013) such as reading-into-writing performance with the reading content included in the writing or as tasks that use input, textual or visual, as stimulus for writing under the integrated umbrella (Plakans 2013). Even with these multiple interpretations questions arise: ‘Is that all?’ ‘Is there more to integration?’

The ability to communicate in English is now essential to academic success for many students and researchers. Not only has the language established a fairly firm grip in higher education, particularly in the lives of postgraduate students, but also in academic research, where careers are increasingly tied to an ability to publish in international journals in English. Countless students and academics around the world, therefore, must now gain fluency in the conventions of relatively ‘standardized’ versions of academic writing in English to understand their disciplines, to establish their careers or to successfully navigate their learning (e.g. Hyland 2009). English for Academic Purposes (EAP), and the teaching of academic writing in particular, has emerged to support this process (Hyland & Shaw 2016; Hyland 2017a). However, EAP, and its relationship to English language education more generally, is seen from a number of different perspectives, not all of which flatter the field. Among the more critical are that it is complicit in the relentless expansion of English which threatens indigenous academic registers (e.g. Phillipson 1992; Canagarajah 1999), that it is a remedial ‘service activity’ on the periphery of university life (Spack 1988), and that it imposes an imprisoning conformity to disciplinary values and native norms on second language writers (e.g. Benesch 2001).