Böcker i Language and Linguistics-serien

According to international statistics, the world is currently undergoing one of the largest refugee catastrophes in modern history. This humanitarian crisis has stimulated the mobilization of countless private and public rescue and relief efforts. Yet, deep-seated concerns over potential breaches of national security and wide-spread fears over uncontrolled mass immigration have prompted many policy-makers to caution against the unregulated entry of foreigners with little or no identity documentation. In an effort to strike a balance between addressing the needs of these two competing sets of concerns, an increasing number of governments have instituted policies and procedures for identity verification. In this multi-authored work, the focus is placed upon the widespread governmental use of language analyses to investigate displaced persons' registered origins. This dynamic collection of writings provides readers with a thought-provoking, politically-stimulating, intellectually challenging examination of the pitfalls and promise of these practices across differing sociopolitical, legal, linguistic, and geographical contexts. This contextual diversity reflects the unique strength of this reference work. Unlike so many other publications on the market that focus rigidly upon a single vantage point, this work offers a dynamic exploration of the theory and practice of language analysis for governmentally-mandated identification procedures. From the linguistic scholar to the human rights activist, the agency worker to the asylum-seeking applicant, this collection offers a complex and rich cross-section of professional and personal experiences. The multiplicity of perspectives is powerfully complemented by the heterogeneity of disciplines represented in this work. From sociology, psychology, demography, and language policy to linguistics, ethics, international affairs, government and politics, this work will satisfy a wide variety of readers' scholarly interests and commensurately serves as an excellent reference work for researchers and practitioners as well as a valuable teaching resource for graduate and undergraduate courses.

Postmonolingualism, as formulated by Yildiz, can be understood to be a resistance to the demands of institutions that seek to enforce a monolingual standard. Complex identities, social practices, and cultural products are increasingly required to conform to the expectancies of a norm that for many is no longer considered reasonable. Thus, in this postmonolingual age, it is essential that the approaches and initiatives used to counter these demands aim not only to understand these hyper-diverse societies but also to deminoritize underprivileged communities. 'Translating and Interpreting Justice in a Postmonolingual Age' is an attempt to expand the limits of postmonolingualism as a framework for exploring the possibilities of translation and interpreting in mediating between the myriad of sociocultural communities that coexist today. Challenging assumptions about the role of translation and interpreting, the contributions gathered in this volume focus on intercultural and intergroup understanding as a process and as a requisite for social justice and ethical progress. From different but complementary approaches, practical experiences and existing legal and policy frameworks are scrutinized to highlight the need for translation and interpreting policies in legal and institutional contexts in multicultural societies. Researchers and policymakers in the fields of translation and interpreting studies, multiculturalism and education, and language and diversity policies will find inspiring perspectives on how legal and institutional translation and interpreting can help pursue the goals of democratic societies.

The human element of our work has never been more important. As Robert Yagelski explains in Writing as a Way of Being (2011), the ideological and social pressures of our institutions put us under increasing pressure to sacrifice our humanity in the interest of efficiency. These problems only grow when we artificially separate self/world and mind/body in our teaching and everyday experiences. Following Yagelski and others, Writing as a Way of Staying Human in a Time that Isn't proposes that intentional acts of writing can awaken us to our interconnectedness and to ways in which we-as individuals and in writing communities-might address the social and environmental challenges of our present and future world. Featuring essays drawn from a range of contexts, including college composition and developmental reading and writing, professional and legal writing, middle school English, dissertation projects, academic conferences, and an online writing group, the collection outlines three ways writing can help us stay human: caring for ourselves and others; honoring the times and spaces of writing; and promoting justice. Each essay describes specific strategies for using writing as a means for staying human in inhuman times. The authors integrate personal stories, descriptions of classroom assignments and activities, and current research in writing studies. Their work shows that writing can contribute to personal, social, and political transformation by nurturing vulnerability, compassion, and empathy among students and instructors alike.

Religiously, God is the creator of everything seen and unseen; thus, one can ascribe to Him the names of His creation as well, at least in their primordial form. In the mentality of ancient Semitic peoples, naming a place or a person meant determining the role or fate of the named entity, as names were considered to be mysteriously connected with the reality they designated. Subsequently, God gave people the freedom to name persons, objects, and places. However, people carried out this act (precisely) in relation to the divinity, either by remaining devoted to the sacred or by growing estranged from it, an attitude that generated profane names. The sacred/profane dichotomy occurs in all the branches of onomastics, such as anthroponymy, toponymy, and ergonymy. It is circumscribed to complex and interdisciplinary analysis which does not rely on language sciences exclusively, but also on theology, ethnology, sociology, psychology, philosophy, anthropology, geography, history and other connected fields, as well as culture in general. Despite the contributors' cultural diversity (29 researchers from 16 countries - England, Finland, Germany, Hungary, Italy, Japan, Jordan, Kenya, Nigeria, Poland, Romania, Russia, South Africa, Spain, U.S.A., and Zimbabwe - on four continents) and their adherence to different religions and faiths, the studies in Onomastics between Sacred and Profane share a common goal that consist of the analysis of names that reveal a person's identity and behavior, or the existence, configuration and symbolic nature of a place or an object. One can state that names are tightly connected to the surrounding reality, be it profane or religious, in every geographical area and every historical period, and this phenomenon can still be observed today. The particularity of this book lies in the multicultural and multidisciplinary approach in theory and praxis.

This edited volume provides state of the art research on developing areas of Spanish in contact with other languages. This manuscript is unique in its broad yet coherent approach to the study of Spanish in bilingual contexts by investigating current issues in the field through well-designed research and innovative analyses. In addition, this book concludes with research on how languages in contact are reflected in individuals in educational settings as well as insights on how to teach bilinguals raised in contact with English and Spanish.This manuscript is divided into three major themes that focus on the overall issues of Spanish in bilingual contexts:1. The first section, titled "Language and Identity," is composed of four chapters that focus on the connection between language and identity in unique settings.2. The second section of the manuscript is titled "Language and Dialectal Contact" and is composed of six chapters that analyze the dialectal and linguistic changes in languages in contact in a variety of settings.3. The final section is titled "Language in Educational Settings" and consists of four chapters with a focus on heritage speakers and second language students of Spanish in different classroom settings as well as abroad.This volume contributes original research in these areas in a way so as to fill valuable gaps in the current knowledge in the field especially in the innovative ways of approaching areas such as teaching heritage learners, understanding diachronic and synchronic dialectal and linguistic changes as well as innovations in language use, and how language contributes to the formation of identity.