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The Spanish Golden Age
In this volume, editor Cynthia B. Roy presents a stellar cast of cognitive linguists, sociolinguists, and discourse analysts to discover and demonstrate how sign language users make sense of what is going on within their social and cultural contexts in face-to-face interactions. In the first chapter, Paul Dudis presents an innovative perspective on depiction in discourse. Mary Thumann follows with her observations on constructed dialogue and constructed action. Jack Hoza delineates the discourse and politeness functions of HEY and WELL in ASL as examples of discourse markers in the third chapter. Laurie Swabey investigates reference in ASL discourse in the fourth chapter. In Chapter 5, Christopher Stone offers insights on register related to genre in British Sign Language discourse, and Daniel Roush addresses in Chapter 6 the “conduit” metaphor in English and ASL. Jeffrey Davis completes this collection by mapping out the nature of discourse in Plains Indian Sign Language, a previously unstudied language. The major thread that ties together the work of these varying linguists is their common focus on the forms and functions of sign languages used by people in actual situations. They each provide new keys to answering how thoughts expressed in one setting with one term or one utterance may mean something totally different when expressed in a different setting with different participants and different purposes.
The essays in this volume examine the discourses of Cultural China from a glocalization perspective, and attempt to understand contemporary Cultural China by recording, describing and explaining its current discourses.
Morphemes for Morris Halle
Literacy Education in Multicultural Institutions
Conflicts surrounding linguistic diversity are central to Diverse by Design, an institutional case study of an Hispanic-Serving Institution—in fact, the most ethnically diverse university in the midwest—situated within a metropolitan area shaped by immigration and migration. Christopher Schroeder examines the interactions of the institution and individuals, highlighting a cohort of Latino students enrolled in a special admissions program. He analyzes the ways that institutional language policies and literacy philosophies shape student experience within this institution, where ethnolinguistic diversity is framed as an educational obstacle to overcome rather than an intellectual opportunity to exploit.
Decoding the Jargon, Slang, and Bluster of American Political Speech
To the amusement of the pundits and the regret of the electorate, our modern political jargon has become even more brazenly two-faced and obfuscatory than ever. Where once we had Muckrakers, now we have Bed-Wetters. Where Blue Dogs once slept peaceably in the sun, Attack Dogs now roam the land. During election season—a near constant these days—the coded rhetoric of candidates and their spin doctors, and the deliberately meaningless but toxic semiotics of the wing nuts and backbenchers, reach near-Orwellian levels of self-satisfaction, vitriol, and deceit. The average NPR or talk radio listener, MSNBC or Fox News viewer, or blameless New York Times or Wall Street Journal reader is likely to be perplexed, nonplussed, and lulled into a state of apathetic resignation and civic somnolence by the rapid-fire incomprehensibility of political pronouncement and commentary—which is, frankly, putting us exactly where the pundits want us.
Dog Whistles, Walk-Backs, and Washington Handshakes is a tonic and a corrective. It is a reference and field guide to the language of politics by two veteran observers that not only defines terms and phrases but also explains their history and etymology, describes who uses them against whom, and why, and reveals the most telling, infamous, amusing, and shocking examples of their recent use. It is a handbook of lexicography for the Wonkette and This Town generation, a sleeker, more modern Safire’s Political Dictionary, and a concise, pointed, bipartisan guide to the lies, obfuscations, and helical constructions of modern American political language, as practiced by real-life versions of the characters on House of Cards.
El espanol en contacto con otras lenguas is the first comprehensive historical, social, and linguistic overview of Spanish in contact with other languages in all of its major contexts in Spain, the United States, and Latin America. In this significant contribution to the field of Hispanic linguistics, Carol A. Klee and Andrew Lynch explore the historical and social factors that have shaped contact varieties of the Spanish language, synthesizing the principle arguments and theories about language contact, and examining linguistic changes in Spanish phonology, morphology and syntax, and pragmatics. Individual chapters analyze particular contact situations: in Spain, contact with Basque, Catalan, Valencian, and Galician; in Mexico, Central, and South America, contact with Nahuatl, Maya, Quechua, Aimara, and Guarani; in the Southern Cone, contact with other principle European languages such as Portuguese, Italian, English, German, and Danish; in the United States, contact with English. A separate chapter explores issues of creolization in the Philippines and the Americas and highlights the historical influence of African languages on Spanish, primarily in the Caribbean and Equatorial Guinea. Written in Spanish, this detailed synthesis of wide-ranging research will be a valuable resource for scholars of Hispanic linguistics, language contact, and sociolinguistics.
A Multilingual Model
The lingua franca role of English, coupled with its status as the official language of ASEAN, has important implications for language policy and language education. These include the relationship between English, the respective national languages of ASEAN and thousands of local languages. How can the demand for English be balanced against the need for people to acquire their national language and mother tongue? While many will also need a regional lingua franca, they are learning English as the first foreign language from primary school in all ASEAN countries. Might not this early introduction of English threaten local languages and children’s ability to learn? Or can English be introduced and taught in such a way that it can complement local languages rather than replace them? The aim of this book is to explore questions such as these and then make recommendations on language policy and language education for regional policymakers. The book will be important for regional policymakers and language education professionals. It should also benefit language teachers, especially, but by no means exclusively, English language teachers. The book will be of interest to all who are interested in the development of English as an international language and the possible implications of this upon local languages and cultures.