ABSTRACT:Global language communication has always been a topic of great interest. How and why majority languages evolved is an intriguing topic that has evolved over the centuries. Evidence has been rapidly mounting that suggest that there are only a handful of spoken languages that receive more utility than that of the thousands available today. Indeed, there are a remarkable 6,912 world languages in existence today spoken in approximately 245 countries, including territories and disputed lands by over 6.7 billion people. However, for as many languages as there exist today, there are numerous languages that go unused or are only spoken by a few people and are headed for extinction.
Prototype: Design and Craft in the 21st Century is an edited collection of 13 essays by a diverse, cross-disciplinary body of international scholars and practitioners, which for the first time, brings together critical and speculative thinking on the role the prototype can, and should, play within design, craft and beyond. The range of authors and pioneers is carefully selected and purposefully diverse so as to reflect, extend and lead current debates on the subject. This book offers an alternative way to question design and craft. It also seeks to raise awareness and understanding of design and craft within disciplines where they are not traditionally referenced. This new change of mindset - which emphasises process over product - may well question the disciplinary focus of approach to solving complex problems. As Einstein suggests, if we are to make progress and resolve the problems of our time, we need to change our mindsets from the ones that created the problems in the first place.
This book sheds light on the array of transformative literacies in the Global South, which English language teachers and educators seek to integrate within their pedagogical practices. In English language teaching (ELT), there is an increasing need for a shift away from dominant literacy thinking, knowledge and practices that originate in the Global North. This collection brings together contemporary research and practice on how literacies are theorized, challenged, embedded and enacted in ELT practice in the Global South. It showcases research that focuses on the intersections of multiple literacies and English language pedagogy, and how these fuse with the social, cultural, historical and political realities of contexts where English is a foreign, second or additional language. The authors provide insightful examples of pedagogical research and practice that reinvigorate a wide range of literacies often invisible or silenced in both the 'North' and 'South'. These include multicultural literacy, critical environmental literacy, digital multimodal literacy, the interplay of visual literacy and local culture, multiple literacies in ELT racializing practices, multiliteracies pedagogies for teacher agency and social justice. With a focus on the diverse contexts of South America and Africa, some chapters in this volume leverage their unique socio-cultural and socio-political contexts to foreground the literacies experiences and practices of students, teachers and educators in ELT settings that contribute to improved language learning experiences.
English fulfils important intra- and international functions in 21st century India. However, the country's size in terms of area, population, and linguistic diversity means that completely uniform developments in Indian English (IndE) are unlikely. Using sophisticated corpus-linguistic and statistical methods, this Element explores the unity and diversity of IndE by providing studies of selected lexical and morphosyntactic features that characterise Indian English(es) in the 21st century. The findings indicate a degree of incipient 'supralocalisation', i.e. a spread of features beyond their place of origin, cutting through the typological Indo-Aryan vs. Dravidian divide.
This book addresses the most significant and recent issues of infant and child psychiatry, examining topics from clinical care and research perspectives as well as from the perspectives of policies and programs. The first book in the Mentor Series of the International Association for Child and Adolescent Psychiatry and Allied Professions, it is written and edited by the foremost authorities in the field. Presented with clarity in a thorough and well-organized fashion to professionals caring for children across the world, this book refines the most significant current knowledge concerning infants to aid infants and families from the immediate care giving of a mother to the policy decisions concerning children by a government.
This book is the result of the cooperation between Cambridge Scholars Press and the Centre for Applied Linguistics of the Ministry of Science, Technology and the Environment of Santiago de Cuba. The present volume is a peer-reviewed selection from the papers written in English that were presented at the 9th International Symposium on Social Communication (Santiago de Cuba, January 24-28, 2005). The symposia are held by the Santiago-based institution every two years. Since their inception in 1987, these meetings have provided an excellent opportunity for scientific exchange among scholars from all continents, through the presentation of papers, keynote speeches, and workshops focusing on the most current and recent results of linguistics and other related disciplines that are also invited to the event. This volume includes 34 papers subdivided in eight sections: General Linguistics (8), Phonetics (5), Lexicology (3), Corpus Linguistics (2), Natural Language Processing (9), Foreign Languages (3), Mass Media (2) and Art, Ethnology and Folklore (2). These articles provide an excellent overview of the current state of research from around the world. Scholars came from Australia, Austria, Belgium, Canada, China, Cuba, Spain, United States, France, Greek, Holland, Hungary, Italy, Japan, Malaysia, Mexico, New Zealand, Portugal and the United Kingdom. It is important to highlight the presence in this book of papers by some of the world’s leading researchers in linguistics, including Prof. Dr. Anton Nijholt, from Twente University, Enschede, The Netherlands; Prof. Dr. Nicoletta Calzolari, director of the prestigious Institute of Computational Linguistics of Pisa, Italy; Prof. Dr. Michael Zock, from the Scientific Research Center of France; Prof. Dr. Dieter Fensel, from the Digital Enterprise Research Institute of Leopold-Franzens University, Innsbruck, Austria; Prof Dr. Gloria Corpas Pastor from the University of Malaga, Spain; and the doctors Iñaki Alegria, Xabier Arregi and Xabier Artola, from the IXA Group of the Basque Country University.
The ongoing discussions about globalization, American hegemony and September 11 and its aftermath have moved the debate about the export of American culture and cultural anti-Americanism to center stage of world politics. At such a time, it is crucial to understand the process of culture transfer and its effects on local societies and their attitudes toward the United States. This volume presents Germany as a case study of the impact of American culture throughout a period characterized by a totalitarian system, two unusually destructive wars, massive ethnic cleansing, and economic disaster. Drawing on examples from history, culture studies, film, radio, and the arts, the authors explore the political and cultural parameters of Americanization and anti-Americanism, as reflected in the reception and rejection of American popular culture and, more generally, in European-American relations in the "American Century." Alexander Stephan is Professor of German, Ohio Eminent Scholar, and Senior Fellow of the Mershon Center for the Study of International Security and Public Policy at Ohio State University, where he directs a project on American culture and anti-Americanism in Europe and the world.
Undoubtedly, teachers of this century should empower themselves both pedagogically and technologically to be able to teach more efficiently and enable efficient learning. Although there is extensive research on the way language should be taught, research on the use of technological pedagogical and content knowledge (TPACK) by teachers of English as a foreign language is still in need of more scientific support. English as a Foreign Language Teachers' TPACK: Emerging Research and Opportunities is an essential reference source that discusses the concept of TPACK and its related concepts to the knowledge base of teaching English as a foreign language (TEFL). Featuring research on topics such as computer-assisted language learning, the role of teachers, and teacher knowledge base, this book is ideally designed for educators, TEFL teachers, professionals, academicians, researchers, and students seeking coverage on more practical and research-based instructional designs for language classrooms.
The current volume is a collection of papers representing the most recent developments in linguistics, specifically in the fields of language, discourse and translation studies. It includes papers representative of traditionally distinguished linguistic subdisciplines such as phonetics and phonology, morphology and syntax, historical linguistics, pragmatics, discourse analysis and sociolinguistics, as well as translation. Since the contributions contained in the book touch upon such a variety of disciplines and do so from both more traditional and more innovative perspectives, it will be an important point of reference for scholars, graduate students and lecturers teaching courses in linguistics.
