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Vowel Length From Latin to Romance

By Michele Loporcaro

This book "draws on extensive empirical data, including from lesser known varieties" and "puts forward a new account of a well-known diachronic phenomenon."


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Letter Writing and Language Change

Edited By Anita Auer, Daniel Schreier, and Richard J. Watts

This book "challenges the assumption that there is only one 'legitimate' and homogenous form of English or of any other language" and "supports the view of different/alternative histories of the English language and will appeal to readers who are skeptical of 'standard' language ideology."


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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