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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: Teaching Multimodal and Digital Literacy in L2 Settings: New Literacies, New Basics, New Pedagogies
Author: Heather Lotherington
Homepage: http://www.monash.edu.au/ling/hl.htm
Institution: Monash University
Author: Jennifer Jenson
Linguistic Field: Applied Linguistics; Language Acquisition
Abstract: Globalization and digitization have reshaped the communication landscape, affecting how and with whom we communicate, and deeply altering the terrain of language and literacy education. As children in urban contexts become socialized into communities of increasing cultural and communicational connectivity, complexity, and convergence (Jenkins, 2004), and funding for specialist second language (L2) support declines, classrooms have become linguistically heterogeneous spaces where every teacher is a teacher of L2 learners.
This article has two purposes: The first is to give an overview of the concept of multimodal literacies, which utilize diverse media to represent visual, audio, gestural, spatial, and tactile dimensions of communication in addition to traditional written and oral forms (Cope & Kalantzis, 2009a). Since the New London Group's manifesto on multiliteracies in 1996, which merged language and literacy education agendas in L2 teaching, language arts, media literacy, and cultural studies, new basics have developed that apply to all classrooms and all learners. Second, this article reviews and reports on innovative pedagogical approaches to multimodal literacies involving L2 learners. These are grounded theoretically (Cope & Kalantzis, 2009a, 2009b; Kress, 2003, 2010; New London Group, 1996) and epistemologically (de Castell & Jenson, 2003; Gee, 2009, 2010; Kellner, 2004; Lankshear & Knobel, 2003, 2006).

CUP AT LINGUIST

This article appears IN Annual Review of Applied Linguistics Vol. 31, Issue 1, which you can READ on Cambridge's site or on LINGUIST .



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