This article, based on a French oral corpus, discusses the standing and the interpretation of some vocalic false starts. It recaps the characteristics of false starts and presents the spoken data on which this study is grounded. It details the false starts in the corpus that begin with a vowel in order to draw some conclusions about their form, focusing on the differences between what would be expected and a few discrepancies. The analysis starts from the auditors' perception and proposes an interpretation of the effects of morphophonological constraints.

On parity views of mere addition if someone (or a group of people) is added to the world at a range of well-being levels – or ‘neutral range’ – leaving existing people unaffected, addition is on a par with the initial situation. Two distinct parity views – ‘rough equality’ and fitting-attitudes views – defend the ‘intuition of neutrality’. The first can be interpreted or adjusted so that it can rebut John Broome's objection that the neutral range is wide. The two views respond in distinct ways to two of Broome's other objections. Both views can, nonetheless, be plausibly defended against these objections.

In cognitive linguistics, motion metaphors of time (e.g. Christmas is approaching, We left the crisis behind) have been actively studied during the last decades. In addition to motion verbs, prepositional expressions are an important element in such metaphors. This work combines insights from Cognitive Grammar and Conceptual Metaphor Theory to account for uses of English path prepositions in motion metaphors of time. It is argued that such expressions conceptualize time as a path where amover is advancing. The nature of themover varies: it can be an individual entity metaphorically in motion (e.g. We wentTHROUGHa hard winter), an extended period of time (e.g. The period of Daylight Saving Time goes onPASTSeptember), or the temporal profile of a process (e.g. I sleptTHROUGHthe afternoon). The nature of themover correlates with the grammatical function of the path expression, which alternates between a complement of a motion verb and a free modifier. Accordingly, the time path can relate with figurative (motion-related) or veridical (duration-related) conceptualizations of time. While a spatial path is direction-neutral, a time path can, with few exceptions, only be scrutinized in the earlier $\rightarrow$ later direction.

This paper argues that capitalist social relations do not presuppose wage-labour. The paper defends a functional definition of the capitalist relations of production, in terms of what Marx calls the ’subsumption of labour by capital’. I argue that there are at least four modes of subsumption, one transitional to and one transitional from the capitalist mode of production. Unlike the capitalist mode of production, capitalist relations of production are compatible with the absence of a labour market, and even with the absence of workplace authority relations. The ambit of capitalist domination is therefore broader than typically thought.

Teaching English for academic purposes (EAP) and for specific purposes (ESP) are demanding areas in which to work. Teaching in these areas typically includes a range of tasks, such as investigating learner needs and specialist discourse, developing courses and materials in addition to classroom teaching. Therefore, teachers face a range of tasks which often require additional knowledge and skills. To date, the literature in EAP and ESP has tended to foreground the needs of learners and background the learning and knowledge needs of teachers. This plenary reviews themes in the literature on teacher education in ESP and reports on two research studies that investigated the practices and perspectives of experienced ESP and EAP teachers. Findings from the studies are discussed in relation to teacher education needs in this field.

The provision of standardized hearing aids is now considered to be a crucial part of the UK National Health Service. Yet this is only explicable through reference to the career of a woman who has, until now, been entirely forgotten. Dr Phyllis Margaret Tookey Kerridge (1901–1940) was an authoritative figure in a variety of fields: medicine, physiology, otology and the construction of scientific apparatus. The astounding breadth of her professional qualifications allowed her to combine features of these fields and, later in her career, to position herself as a specialist to shape the discipline of audiometry. Rather than framing Kerridge in the classic ‘heroic-woman’ narrative, in this article we draw out the complexities of her career by focusing on her pursuit of standardization of hearing tests. Collaboration afforded her the necessary networks to explore the intricacies of accuracy in the measurement of hearing acuity, but her influence was enhanced by her ownership of Britain's first Western Electric (pure-tone) audiometer, which she placed in a specially designed and unique ‘silence room’. The room became the centre of Kerridge's hearing aid clinic that, for the first time, allowed people to access free and impartial advice on hearing aid prescription. In becoming the guardian expert and advocate of the audiometer, Kerridge achieved an objectively quantified approach to hearing loss that eventually made the latter an object of technocratic intervention.

Although the Convention on the Rights of Persons with Disabilities (CRPD) proclaims the right to inclusive education, and much attention is being given to the goal of inclusive education in debates on human rights, there are doubts as to whether this right has led to a new direction in policy-making. The under-researched question is: why is there so much opposition to the implementation of the right to inclusive education? This paper examines the question by distinguishing between both the concept and practice of inclusive education. Using a specific interdisciplinary approach in order to critically analyse a legal norm, the paper looks into the very meaning of inclusive education by utilising some central conclusions from disability studies to appraise the ideal of inclusive education, and seeks to resolve related challenges by drawing upon political philosophy to investigate pragmatic solutions to the obstacles to inclusive education. This paper claims that it is thereby possible to incorporate the element of actual achievability into such an ideal.

After outlining why a systematic review of research in English medium instruction (EMI) in higher education (HE) is urgently required, we briefly situate the rapidly growing EMI phenomenon in the broader field of research in which content and language have been considered and compare HE research outputs with those from other phases of education. An in-depth review of 83 studies in HE documents the growth of EMI in different geographical areas. We describe studies which have investigated university teachers’ beliefs and those of students before attempting to synthesise the evidence on whether teaching academic subjects through the medium of English as a second language (L2) is of benefit to developing English proficiency without a detrimental effect on content learning. We conclude that key stakeholders have serious concerns regarding the introduction and implementation of EMI despite sometimes recognising its inevitability. We also conclude that the research evidence to date is insufficient to assert that EMI benefits language learning nor that it is clearly detrimental to content learning. There are also insufficient studies demonstrating, through the classroom discourse, the kind of practice which may lead to beneficial outcomes. This insufficiency, we argue, is partly due to research methodology problems both at the micro and macro level.

Perhaps the greatest challenge to creating a research timeline on teaching and learning collocation is deciding how wide to cast the net in the search for relevant publications. For one thing, the term ‘collocation’ does not have the same meaning for all (applied) linguists and practitioners (Barfield & Gyllstad 2009) (see timeline). For another, items that are labelled as collocations in one study may be called something else in another study (Wray 2000: 465).

Roughly 30 years ago researchers in the second language acquisition (SLA) field started to take a focused interest in the study of inner speech (IS) and private speech (PS) processes in second language (L2) learning and use. The purpose of this review is to assess the status of current research and the progress made during the last ten years on the development and experience of covertly using a language other than the first. The review begins with a critical discussion of the challenges involved in defining and conceptualizing IS and PS. To conduct the search of relevant sources, a broad understanding of IS as ‘silent speech for oneself’ and PS as ‘externalized speech for oneself’ was adopted. After a brief synopsis of past research on L2 IS and PS, recent (2005–2015) work is discussed both from a generic-language stance and an L2, bilingual, and multilingual perspective. The review then takes a critical look at the difficult methodological issue of data collection on IS and PS, highlighting strengths and limitations in recent research. Pedagogical implications derived from the research reviewed and suggestions for future studies are discussed.

When I look back over my career as a teacher-trainer and researcher, I can see two themes that run through my work. The first theme is my concern for the practical issues of teaching English as a foreign language (EFL), with the strong proviso that practice must be based as far as possible in research. For me this represents the applied in applied linguistics. The second theme is a concern for seeing what the parts are that make up the whole. I think underlying this concern is the desire to see the principles governing the way the parts go together, and underlying this is a tendency to want to see what is simple and rule-based. Knowledge needs to be communicated to others and this is best done if we are aware of the important basic principles and components, and can present them as simply as possible.

The Editor, Publishers, and Board of Language Teaching would like to thank the following readers who have generously assisted with their time and expertise reviewing manuscripts in the preparation of volume 50. Reviewers are absolutely critical to the functioning of any peer reviewed journal, and we are very much in their debt.

The growing interest in identity and language education over the past two decades, coupled with increased interest in digital technology and transnationalism, has resulted in a rich body of work that has informed language learning, teaching, and research. To keep abreast of these developments in identity research, the authors propose a series of research tasks arising from this changing landscape. To frame the discussion, they first examine how theories of identity have developed, and present a theoretical toolkit that might help scholars negotiate the fast evolving research area. In the second section, they present three broad and interrelated research questions relevant to identity in language learning and teaching, and describe nine research tasks that arise from the questions outlined. In the final section, they provide readers with a methodology toolkit to help carry out the research tasks discussed in the second section. By framing the nine proposed research tasks in relation to current theoretical and methodological developments, they provide a contemporary guide to research on identity in language learning and teaching. In doing so, the authors hope to contribute to a trajectory of vibrant and productive research in language education and applied linguistics.

Drawing on thirty freedom suits from nineteenth-century eastern Cuba, this article explores how some slaves redefined slaveholders' oral promises of manumissions by grace from philanthropic acts into contracts providing a deferred wage payout. Manumissions by grace tended to reward affective labor (loyalty, affection) and to be granted to domestic slaves. Across Cuba, as in other slave societies of Spanish America, through self-purchase, slaves made sustained efforts to monetize the labor that they did by virtue of their ascribed status. The monetization of affective work stands out amongst such efforts. Freedom litigants involved in conflicts over manumissions by grace emphasized the market logics in domestic slavery, revealing that slavery was a fundamentally economic institution even in such instances where it appeared to be intertwined with kinship and domesticity. Through this move, they challenged the assumption that slaves toiled loyally for masters out of a natural commitment to an unchanging master-slave hierarchy. By the 1880s, through court litigation and extra-judicial violence, slave litigants and insurgents would turn oral promises of manumission by grace into a blueprint for general emancipation. Through their legal actions, enslaved people, especially women, revealed the significance and transactional nature of care work, a notion familiar to us today.

This article documents novel uses of the noun heaps in New Zealand English, namely as quantifier and intensifier, by means of quantitative and qualitative analyses of corpus data. Closely following in the footsteps of lots, heaps is the second most frequent size noun in New Zealand English. On the basis of exhaustive coding of four corpora of New Zealand English (spoken and written), the article describes and exemplifies the various uses of heaps in this English variety. Results show heaps is preferred in speech compared to writing, and that its most common use is as a quantifier, followed by an extension to an intensifying use, which has received comparatively less attention in the literature (and never specifically in the context of New Zealand English). An examination of early New Zealand English in the ONZE Corpus testifies to this incoming change, with heaps grammaticalizing into an adverb and bearing the semantic role of intensifier. Multivariate statistical tests show that innovative uses of heaps are largely driven by younger speakers.