This influential and widely used book has been extensively revised and includes a new chapter on linguistic discrimination on the basis of class, race and ethnicity.
This influential and widely used book has now been extensively revised to include a new chapter on linguistic discrimination on the basis of class, race and ethnicity.
Show up on time, work hard, do well, and rise up the corporate ladder? Maybe. Oral communication is the most crucial ingredient in advancement on the job. In Power Talk, Sarah Myers McGinty analyzes the social and psychological elements of speech in the workplace, helping readers hear who's in charge and talk their way ahead. Fast trackers match the right speaking style to the situation and develop a corporate voice that comes across loud and clear. From the voice mail message that gets a call back to navigating a department meeting, listeners will learn how to become their own best spokesperson and advocate.
How does a country find itself 'at war' over spelling? This book focuses on a crucial juncture in the post-communist history of the Czech Republic, when an orthographic commission with a moderate reformist agenda found itself the focus of enormous public controversy. Delving back into history, Bermel explores the Czech nation's long tradition of intervention and its association with the purity of the language, and how in the twentieth century an ascendant linguistic school - Prague Functionalism - developed into a progressive but centralizing ideology whose power base was inextricably linked to the communist regime. Bermel looks closely at the reforms of the 1990s and the heated public reaction to them. On the part of language regulators, he examines the ideology that underlay the reforms and the tactics employed on all sides to gain linguistic authority, while in dissecting the public reaction, he looks both at conscious arguments marshaled in favor of and against reform and at the use, conscious and subconscious, of metaphors about language. Of interest to faculty and students working in the area of language, cultural studies, and history, especially that of transitional and post-communist states, this volume is also relevant for those with a more general interest in language planning and language reform. The book is awarded with the "The George Blazyca Prize in East European Studies 2008".
Authority in Language explores the perennially topical and controversial notion of correct and incorrect language. James and Lesley Milroy cover the long-running debate over the teaching of Standard English in Britain and compare the language ideologies in Britain and the USA, involving a discussion of the English-Only movement and the Ebonics controversy. They consider the historical process of standardisation and its social consequences, in particular discrimination against low-status and ethnic minority groups on the basis of their language traits. This Routledge Linguistics Classic is here reissued with a new foreword and a new afterword in which the authors broaden their earlier concept of language ideology. Authority in Language is indispensable reading for educationalists, teachers and linguists and a long-standing text for courses in sociolinguistics, modern English grammar, history of English and language ideology.
The Open Access version of this book, available at https://www.taylorfrancis.com/books/9781138125124, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. This volume addresses a crucial, yet largely unaddressed dimension of minority language standardization, namely how social actors engage with, support, negotiate, resist and even reject such processes. The focus is on social actors rather than language as a means for analysing the complexity and tensions inherent in contemporary standardization processes. By considering the perspectives and actions of people who participate in or are affected by minority language politics, the contributors aim to provide a comparative and nuanced analysis of the complexity and tensions inherent in minority language standardisation processes. Echoing Fasold (1984), this involves a shift in focus from a sociolinguistics of language to a sociolinguistics of people. The book addresses tensions that are born of the renewed or continued need to standardize ‘language’ in the early 21st century across the world. It proposes to go beyond the traditional macro/micro dichotomy by foregrounding the role of actors as they position themselves as users of standard forms of language, oral or written, across sociolinguistic scales. Language policy processes can be seen as practices and ideologies in action and this volume therefore investigates how social actors in a wide range of geographical settings embrace, contribute to, resist and also reject (aspects of) minority language standardization.
Diana Spencer, known for her scholarly focus on how ancient Romans conceptualized themselves as a people and how they responded to and helped shape the world they lived in, brings her expertise to an examination of the Roman scholar Varro and his treatise De Lingua Latina. This commentary on the origin and relationships of Latin words is an intriguing, but often puzzling, fragmentary work for classicists. Since Varro was engaged in defining how Romans saw themselves and how they talked about their world, Spencer reads along with Varro, following his themes and arcs, his poetic sparks, his political and cultural seams. Few scholars have accepted the challenge of tackling Varro and his work, and in this pioneering volume, Spencer provides a roadmap for considering these topics more thoroughly.
This book examines scriptural authority and its textual and visual instruments, asking how words and images interacted to represent and by representing to constitute authority, both sacred and secular, in Northern Europe between 1400 and 1700.
First published in 1959, Authority, Responsibility and Education focuses on the philosophy of education and is concerned with the question of moral education. It was originally based on talks delivered mainly on the Home Service and Third Programme of the BBC between April 1956 and January 1959 but, due to its wide appeal and popularity, it was revised to include work from a further 10 years of the author’s teaching and experience in the subject. The book is written in three parts on authority, responsibility, and education, and uses several theories, including those by Marx and Freud, to achieve his aims. Although originally published some time ago, the book considers many questions that are still relevant to us today.
This book is not a conventional political narrative of Carolingian history shaped by narrative sources, capitularies, and charter material. It is structured, instead, by numismatic, diplomatic, liturgical, and iconographic sources and deals with political signs, images, and fixed formulas in them as interconnected elements in a symbolic language that was used in the indirect negotiation and maintenance of Carolingian authority. Building on the comprehensive analysis of royal liturgy, intitulature, iconography, and graphic signs and responding to recent interpretations of early medieval politics, this book offers a fresh view of Carolingian political culture and of corresponding roles that royal/imperial courts, larger monasteries, and human agents played there.