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Words in Time and Place: Exploring Language Through the Historical Thesaurus of the Oxford English Dictionary

By David Crystal

Offers a unique view of the English language and its development, and includes witty commentary and anecdotes along the way.


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The Indo-European Controversy: Facts and Fallacies in Historical Linguistics

By Asya Pereltsvaig and Martin W. Lewis

This book "asserts that the origin and spread of languages must be examined primarily through the time-tested techniques of linguistic analysis, rather than those of evolutionary biology" and "defends traditional practices in historical linguistics while remaining open to new techniques, including computational methods" and "will appeal to readers interested in world history and world geography."


Academic Paper


Title: Language Learning and Teaching as Discursive Practice
Paper URL: http://linguistlist.org/pubs/books/get-book.cfm?BookID=30946
Author: Richard F Young
Email: click here TO access email
Homepage: http://www.wisc.edu/english/rfyoung
Institution: University of Wisconsin Madison
Linguistic Field: Applied Linguistics
Abstract: The contributors to this book discuss how language is used in educational contexts both in and out of classrooms, and they describe how language learners do social actions, reflect on their own identities, and mediate their own learning. In this concluding chapter, I take the opportunity to reflect on the theoretical positions that the other contributors to this book espouse, respond to some of their narratives, and attempt to recast their diverse approaches to language learning and teaching as a coherent approach to language and social action, which I call Discursive Practice. I argue that integrating diverse approaches into a coherent framework provides greater insights into language learning and teaching, and I begin by examining the relationship between language and context and argue that it is mutually reflexive. In this vein, I continue by expanding the notion of context to include self-identities of participants in social interaction. Such a broader view of context nudges linguistic phenomena from center stage, and I complain that by a historical focus on language we have ignored important nonverbal semiotic systems that make significant contributions to the social dynamic of interaction.
Type: Individual Paper
Status: Completed
Publication Info: In Language learning and teaching as social inter-action, edited by Z. Hua, P. Seedhouse, L. Wei, & V. Cook (pp. 251-271). Basingstoke, UK & New York: Palgrave Macmillan
URL: http://linguistlist.org/pubs/books/get-book.cfm?BookID=30946


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