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Entitlement Claims and the Critique of Empathy
Amy Shuman examines the social relations embedded in stories and the complex ethical and social tensions that surround their telling. Drawing on innovative research and contemporary theory, she describes what happens when one person's story becomes another person's source of inspiration, or when entitlement and empathy collide. The resulting analyses are wonderfully diverse, integrating narrative studies, sociolinguistics, communications, folklore, and ethnographic studies to examine the everyday, conversational stories told by cultural groups including Latinas, Jews, African Americans, Italians, and Puerto Ricans. Shuman offers a nuanced and clear theoretical perspective while making narrative inquiry accessible to a broad population.
Linguistic and Literary
The Philippines is one of the most significant and most interesting English-using societies in Asia, where there has been a general awareness and recognition of a localized variety of English characterized by its own distinct lexicon, accent, and variations in grammar.
Language Use in Deaf Communities
The Sociolinguistics in Deaf Communities Series continues its detailed exploration of language dynamics among deaf people in the fourth entry, Pinky Extension and Eye Gaze: Language Use in Deaf Communities. This volume’s ten meticulously prepared chapters reflect the refinements of research in six major sociolinguistics areas. Rob Hoopes’ work, “A Preliminary Examination of Pinky Extension: Suggestions Regarding Its Occurrence, Constraints, and Function,” commences Part One: Variation with a sound explanation of this American Sign Language (ASL) phonological characteristic. Part Two: Languages in Contact includes findings by Jean Ann on contact between Taiwanese Sign Language and written Taiwanese. Priscilla Shannon Gutierrez considers the relationship of educational policy with language and cognition in deaf children in Part Three: Language in Education, and in Part Four: Discourse Analysis, Melanie Metzger discusses eye gaze and pronominal reference in ASL. Part Five: Second-Language Learning presents the single chapter “An Acculturation Model for ASL Learners,” by Mike Kemp. Sarah E. Burns defines Irish Sign Language as Ireland’s second minority language after Gaelic, in Part Six: Language Attitudes, the final area of concentration in this rigorously researched volume. These studies and the others by the respected scholars featured in Pinky Extension and Eye Gaze make it an outstanding and eminently valuable addition to this series.
A Study of Six Languages
Is it possible to identify sign languages by their prosody, that is, the rhythm and stress of their meaning, then determine if they are related to each other or other sign languages? If so, reasoned authors Donna Jo Napoli, Mark Mai, and Nicholas Gaw, perhaps they could offer such identification as a new way to typologize, or categorize sign languages by their structural features. Their new collaboration Primary Movement in Sign Languages: A Study of Six Languages traces the process and findings from this unique investigation. Resolving on the direction of movement as the prosodic factor to track, they began their research by comparing five sign languages: American Sign Language (ASL), British Sign Language (BSL), Italian Sign Language (LIS), French Sign Language (LSF), and Australian Sign Language (Auslan). They soon discovered that the languages in their study clustered with respect to several characteristics along genetic lines, with BSL and Auslan contrasting with LSF, LIS, and ASL. They learned that sign languages with the same geographic origin evolved differently when relocated, and they isolated differences in each individual sign language. They compared these established sign languages with the newly emerging Nicaraguan Sign Language (NSL), with the exception of ASL due to their past close contact, thereby validating their work as the first study to identify sign language relationships without depending on grammar.
Collaboration between Academics and Practitioners
This book presents ten studies of communication practices in a variety of professional contexts. By drawing on diverse methodologies from fields such as conversation analysis, intercultural communication, and organizational studies, the essays here examine how language is constructed, managed, and consumed in various professional situations, ranging from academic settings to business negotiations.
A Systematic Approach for Converting Russian Spelling to Sound
This book presents a systematic approach to the spelling and pronunciation of Contemporary Standard Russian. Beginning with the standard orthography, three transcriptions are derived: the first is appropriate for grammatical (morphological) analysis, the second and third for phonology and phonetics. Students start with what they know—the spelling—and, by using ordered sets of rules, they learn to rewrite Russian words in a way that shows the details of their actual pronunciation. The principles reflected in the rules are valid for all Russian words and are worth knowing in their own right; at the same time, students become familiar with many of the notational devices and technical terms that are commonly used in linguistic description, in addition to many basic grammatical principles of the Russian language. This book may be used by students with one year of Russian and is suitable also for advanced classes.
Literacies and Legitimacy in the Postmodern Academy
Christopher Schroeder spends almost no time disputing David Bartholomae's famous essay, but throughout ReInventing the University, he elaborates an approach to teaching composition that is at odds with the tradition that essay has come to represent.
On the other hand, his approach is also at odds with elements of the pedagogies of such theorists as Berlin, Bizzell, and Shor. Schroeder argues that, for students, postmodern instability in literacy and meaning has become a question of the legitimacy of current discourse of education. Schroeder is committed, then, to constructing literacies jointly with students and by so doing to bringing students to engage more deeply with education and society.