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Crosslinguistic Influence in L3 Acquisition: Bilingual Heritage Speakers in Germany (Routledge Studies in Applied Linguistics)
by Eliane LorenzThis book explores crosslinguistic influence in third language acquisition, drawing insights from a study of young bilingual secondary school students in Germany to unpack the importance of different variables in the acquisition and use of English as an additional language. Lorenz draws on data from a learner corpus of written and spoken picture descriptions toward analyzing sources of crosslinguistic influence in L3 acquisition in bilingual heritage speakers with unbalanced proficiency in heritage versus majority languages as compared with their monolingual German peers. This unique approach allows for a clearer understanding of the extent of influence of access to heritage languages, the impact of being a "balanced" vs "unbalanced" bilingual speaker, and the importance of extra-linguistic variables, such as age, gender, socio-economic status, and type of school. The final two chapters highlight practical considerations for the English language classroom and the implications of the study for future directions for research on third language acquisition. With its detailed overview of L2 and L3 acquisition and contribution toward ongoing debates on the advantages of being bilingual and multilingual, this book will be of interest to students and scholars in applied linguistics, foreign language acquisition, foreign language teaching, and learner corpus research.
Crosslinguistic Influence and Second Language Learning (Cognitive Science and Second Language Acquisition Series)
by Kevin McManusCrosslinguistic Influence and Second Language Learning provides a comprehensive overview of what is currently known about prior language knowledge and experience in second language learning. Three bodies of research are critically reviewed to achieve this goal: (i) theories of language learning that attribute critical roles to prior experience in explaining second language development, (ii) empirical studies of second language learning that have investigated roles for crosslinguistic influence, and (iii) instructional studies that have supported second language learning by addressing the negative effects of crosslinguistic influence. Using this foundation, new research directions and theorization in the field of second language acquisition are proposed. This book will serve as an excellent resource for students and scholars with interests in (instructed) second language learning, applied linguistics, cognitive psychology, psycholinguistics, and language education.
Crossing the Line: Racial Passing in Twentieth-Century U.S. Literature and Culture
by Gayle WaldAs W. E. B. DuBois famously prophesied in The Souls of Black Folk, the fiction of the color line has been of urgent concern in defining a certain twentieth-century U. S. racial "order. " Yet the very arbitrariness of this line also gives rise to opportunities for racial "passing," a practice through which subjects appropriate the terms of racial discourse. To erode race's authority, Gayle Wald argues, we must understand how race defines and yet fails to represent identity. She thus uses cultural narratives of passing to illuminate both the contradictions of race and the deployment of such contradictions for a variety of needs, interests, and desires. Wald begins her reading of twentieth-century passing narratives by analyzing works by African American writers James Weldon Johnson, Jessie Fauset, and Nella Larsen, showing how they use the "passing plot" to explore the negotiation of identity, agency, and freedom within the context of their protagonists' restricted choices. She then examines the 1946 autobiography Really the Blues, which details the transformation of Milton Mesirow, middle-class son of Russian-Jewish immigrants, into Mezz Mezzrow, jazz musician and self-described "voluntary Negro. " Turning to the 1949 films Pinky and Lost Boundaries, which imagine African American citizenship within class-specific protocols of race and gender, she interrogates the complicated representation of racial passing in a visual medium. Her investigation of "post-passing" testimonials in postwar African American magazines, which strove to foster black consumerism while constructing "positive" images of black achievement and affluence in the postwar years, focuses on neglected texts within the archives of black popular culture. Finally, after a look at liberal contradictions of John Howard Griffin's 1961 auto-ethnography Black Like Me, Wald concludes with an epilogue that considers the idea of passing in the context of the recent discourse of "color blindness. " Wald's analysis of the moral, political, and theoretical dimensions of racial passing makes Crossing the Line important reading as we approach the twenty-first century. Her engaging and dynamic book will be of particular interest to scholars of American studies, African American studies, cultural studies, and literary criticism.
Crossing the Line: Early Creole Novels and Anglophone Caribbean Culture in the Age of Emancipation (New World Studies)
by Candace WardCrossing the Line examines a group of early nineteenth-century novels by white creoles, writers whose identities and perspectives were shaped by their experiences in Britain’s Caribbean colonies. Colonial subjects residing in the West Indian colonies "beyond the line," these writers were perceived by their metropolitan contemporaries as far removed—geographically and morally—from Britain and "true" Britons. Routinely portrayed as single-minded in their pursuit of money and irredeemably corrupted by their investment in slavery, white creoles faced a considerable challenge in showing they were driven by more than a desire for power and profit. Crossing the Line explores the integral role early creole novels played in this cultural labor. The emancipation-era novels that anchor this study of Britain's Caribbean colonies question categories of genre, historiography, politics, class, race, and identity. Revealing the contradictions embedded in the texts’ constructions of the Caribbean "realities" they seek to dramatize, Candace Ward shows how these white creole authors gave birth to characters and enlivened settings and situations in ways that shed light on the many sociopolitical fictions that shaped life in the anglophone Atlantic.
Crossing the Curriculum: Multilingual Learners in College Classrooms
by Vivian Zamel Ruth SpackAs college classrooms have become more linguistically diverse, the work of ESOL professionals has expanded to include research on the experiences of multilingual learners not only in ESOL courses but also in courses across the curriculum. At the same time that ESOL professionals are trying to understand the academic challenges that learners face beyond ESOL courses, faculty across the disciplines are trying to meet the challenge of teaching students of differing linguistic backgrounds. Crossing the Curriculum: Multilingual Learners in College Classrooms responds to these issues and concerns by capturing the complex and content-specific nature of students' and teachers' experiences and providing a nuanced understanding of how multilingual students' learning can be fostered and sustained. Crossing the Curriculum: Multilingual Learners in College Classrooms is unique in bringing together the perspectives of researchers, students, and teachers. These multiple lenses allow for a richly layered picture of how students and teachers actually experience college classrooms. Common themes and pedagogical principles resonate across the three distinct sections of the book:*Part One, "Investigating Students' Experiences Across the Curriculum: Through the Eyes of Classroom Researchers," consists of chapters written by ESOL and composition researchers who have investigated multilingual students' experiences in undergraduate courses across the curriculum.*Part Two, "Learning Across the Curriculum: Through Students' Eyes," consists of chapters written by two multilingual learners who chronicled their experiences as they crossed the curriculum over time.*Part Three, "Engaging Students in Learning: Through the Eyes of Faculty Across the Curriculum," consists of chapters written by faculty from several academic fields--Anthropology, Philosophy, Nursing, Literature, Sociology, and Asian American Studies--who discuss their own attempts to address the needs of multilingual learners in their classrooms.
Crossing the Creek: The Literary Friendship of Zora Neale Hurston and Marjorie Kinnan Rawlings
by Anna LilliosOne of the twentieth century's most intriguing and complicated literary friendships was that between Zora Neale Hurston and Marjorie Kinnan Rawlings. In death, their reputations have reversed, but in the early 1940s Rawlings had already achieved wild success with her best-selling and Pulitzer Prize-winning novel, The Yearling, while Hurston had published Their Eyes Were Watching God to unfavorable critical reviews.When they met, both were at the height of their literary powers. Hurston appears to have sought out Rawlings as a writer who could understand her talent and as a potential patron and champion. Rawlings did become an advocate for Hurston, and by all accounts a warm friendship developed between the two. Yet at every turn, Rawlings's own racism and the societal norms of the Jim Crow South loomed on the horizon, until her friendship with Hurston transformed Rawlings's views on the subject and made her an advocate for racial equality.Anna Lillios's Crossing the Creek is the first book to examine the productive and complex relationship between these two major figures. Is there truth to the story that Hurston offered to work as Rawlings's maid? Why did Rawlings host a tea for Hurston in St. Augustine? In what ways did each write the friendship into their novels? Using interviews with individuals who knew both women, as well as incisive readings of surviving letters, Lillios examines these questions and many others in this remarkable book.
Crossing the Border: On the Quadruple-Evidence Method
by Li Yang Shuxian YeThis book is the first monograph of its kind in the academic world which comprehensively expounds the new methodology of humanities. The quadruple-evidence method is one which integrates quadruple-evidences to open up new horizon for interpretation of ancient culture in the three-dimensional manner. The first layer of evidence refers to documents passed down from the past; the second layer of evidence refers to local written materials; the third layer of evidence includes oral legends of anthropology and folklore and etiquette in the living folk customs; the fourth layer of evidence refers to those ancient objects and images either unearthed in archaeological excavations or handed down from the past. The book consists of theoretical explorations and their applications in individual cases. While the first part studies the academic evolution, theory and methodological value of the quadruple-evidence method, the second part, in using the method in different cases, explores different historical and cultural phenomena in the history of China, attempting to extend the frontier of the origin of civilization from the approach of mythological study
Crossing Sex and Gender in Latin America
by Vek LewisSignifying 'others' or signs of life? This book critically examines the ways in which crossing sex and gender is imagined in key cultural texts from contemporary Latin America.
Crossing Over: Teaching Meaning-centered Secondary English Language Arts
by Harold M. FosterThis text for secondary preservice and in-service English language arts teachers offers a rationale for meaning-centered English language arts teaching and practical strategies for application. Its goal is to provide readers with an understanding of the issues involved in English teaching and specific examples of how to apply this understanding to classrooms. Teaching strategies are presented through a series of stories depicting teachers from a variety of settings practicing their craft with secondary students. Features: *A solid introduction and interesting personal narratives introduce the issues and ideas involved in English language arts teaching. *Case studies based on actual teachers and students realistically illustrate methods that can be used in secondary English classes. *Lessons are described in sufficient detail to be converted to teaching models. *Multicultural emphasis prepares teachers for the contemporary classroom. *Chapters and sections incorporate the new literacies of TV, film, and computers in the English language arts class. *Pedagogical aids include end-of-chapter questions and activities, reproducible charts and worksheets; an updated listing of young adult novels; and annotated recommended readings. *An appendix on writing a personal narrative helps students develop as writers. New in the Second Edition: *Updates. All chapters, the bibliographies, and the references are thoroughly updated to reflect changes since the first edition was published. Chapters 1 and 2 have been totally rewritten. *Standards/Benchmarks. The IRA/NCTE Standards for the English Language Arts are incorporated into the text. Benchmarks and Performance Assessment Measures are included in all the pedagogical chapters to address proficiency concerns. A section on helping students prepare for state proficiency tests has been added. *Computers. More is included on the use of technology, both as a content to learn and as a process for learning. *New Sample Unit Plans. Sections based on the instructional stories offer examples to help readers prepare for teaching. *Literature response questions. These are now provided in Chapter 4 for use in journaling and discussions. *Glossary. A chapter on important terms and useful strategies for the English language arts classroom has been added.
Crossing Ocean Parkway
by Marianna De Marco TorgovnickGrowing up an Italian-American in the Bensonhurst neighborhood of New York city, Marianna De Marco longed for college, culture, and upward mobility. Her daydreams circled around WASP (White Anglo Saxon Protestant) heroes on television—like Robin Hood and the Cartwright family—but in Brooklyn she never encountered any. So she associated moving up with Ocean Parkway, a street that divides the working-class Italian neighborhood where she was born from the middle-class Jewish neighborhood into which she married. This book is Torgovnick's unflinching account of crossing cultural boundaries in American life, of what it means to be an Italian American woman who became a scholar and literary critic. Included are autobiographical moments interwoven with engrossing interpretations of American cultural icons from Dr. Dolittle to Lionel Trilling, The Godfather to Camille Paglia. Her experiences allow her to probe the cultural tensions in America caused by competing ideas of individuality and community, upward mobility and ethnic loyalty, acquisitiveness and spirituality.
Crossing Ocean Parkway: With a New Afterword
by Marianna De Marco TorgovnickGrowing up an Italian-American in the Bensonhurst neighborhood of New York city, Marianna De Marco longed for college, culture, and upward mobility. Her daydreams circled around WASP (White Anglo Saxon Protestant) heroes on television—like Robin Hood and the Cartwright family—but in Brooklyn she never encountered any. So she associated moving up with Ocean Parkway, a street that divides the working-class Italian neighborhood where she was born from the middle-class Jewish neighborhood into which she married. This book is Torgovnick's unflinching account of crossing cultural boundaries in American life, of what it means to be an Italian American woman who became a scholar and literary critic. Included are autobiographical moments interwoven with engrossing interpretations of American cultural icons from Dr. Dolittle to Lionel Trilling, The Godfather to Camille Paglia. Her experiences allow her to probe the cultural tensions in America caused by competing ideas of individuality and community, upward mobility and ethnic loyalty, acquisitiveness and spirituality.
Crossing Ocean Parkway
by Marianna D. TorgovnickGrowing up an Italian-American in the Bensonhurst neighborhood of New York city, Marianna De Marco longed for college, culture, and upward mobility. Her daydreams circled around WASP (White Anglo Saxon Protestant) heroes on television--like Robin Hood and the Cartwright family--but in Brooklyn she never encountered any. So she associated moving up with Ocean Parkway, a street that divides the working-class Italian neighborhood where she was born from the middle-class Jewish neighborhood into which she married. This book is Torgovnick's unflinching account of crossing cultural boundaries in American life, of what it means to be an Italian American woman who became a scholar and literary critic. Included are autobiographical moments interwoven with engrossing interpretations of American cultural icons from Dr. Dolittle to Lionel Trilling, The Godfather to Camille Paglia. Her experiences allow her to probe the cultural tensions in America caused by competing ideas of individuality and community, upward mobility and ethnic loyalty, acquisitiveness and spirituality.
Crossing Into America: The New Literature of Immigration
by Louis Mendoza S. ShankarThis outstanding collection captures the diverse voices of the new literature of American immigration. Bringing together beautiful writing from celebrated authors such as Sandra Cisneros, Jamaica Kincaid, Maxine Hong Kingston, and Chang-Rae Lee, Crossing into America fills the literary void in public discussion about immigration. Since the immigration reforms of 1965 removed many of the racial barriers in American immigration laws, a new wave of immigrants has visibly transformed a society that has long prided itself on being a nation of immigrants. Crossing into America includes stories and memoirs of writers born in Mexico, Kashmir, the Philippines, South Africa, and Romania, as well as poignant reflections on the immigrant experience by the children of immigrants. This book follows these newest arrivals--from their home countries through their engagement with America--and also includes an accessible history of immigration policy, cartoons, newspaper stories, and a section of conversations with activists, journalists, and scholars working on the front lines of our immigration battles.
Crossing Gender in Shakespeare: Feminist Psychoanalysis and the Difference Within (Routledge Studies In Shakespeare Ser. #3)
by James W. StoneIn this book, Stone effects a return to gender, after many years of neglect by Twenty-First-Century critics, via a methodology of close reading that foregrounds moments of sexual decentering and disequilibrium within the text and in the interstices of the dialogue between Shakespeare and his critics. Issues addressed range from the cross dressing of Viola and Imogen to the cross gartering of Malvolio, the sound of "un" and the uncanny lyric narcissism of Richard II, Hamlet’s misogyny, androgyny, and the poison of marital/political "union," Othello’s fears of impotence, rumors of Antony’s emasculation versus the militant yet nurturing triumphalism of Cleopatra’s suicide, and Posthumus’s hysterical reaction to the "woman’s part" in himself and his compensatory fantasies of parthenogenesis. Stone unpacks ideologically powerful but unsustainable male claims to self-identity and sameness, set over against man’s type-gendering of women as the origin of divisive sexual difference, discord, and the dissolution of marriage. Men who blame women for the difference that divides and weakens their sense of unity and sameness to oneself are unconscious that the uncanny feminine is not outside the masculine, its reassuring canny opposite; it is inside the masculine, its uncanny difference from itself.
Crossing Divides: Exploring Translingual Writing Pedagogies and Programs
by Bruce Horner and Laura TetreaultTranslingualism perceives the boundaries between languages as unstable and permeable; this creates a complex challenge for writing pedagogy. Writers shift actively among rhetorical strategies from multiple languages, sometimes importing lexical or discoursal tropes from one language into another to introduce an effect, solve a problem, or construct an identity. How to accommodate this reality while answering the charge to teach the conventions of one language can be a vexing problem for teachers. Crossing Divides offers diverse perspectives from leading scholars on the design and implementation of translingual writing pedagogies and programs. The volume is divided into four parts. Part 1 outlines methods of theorizing translinguality in writing and teaching. Part 2 offers three accounts of translingual approaches to the teaching of writing in private and public colleges and universities in China, Korea, and the United States. In Part 3, contributors from four US institutions describe the challenges and strategies involved in designing and implementing a writing curriculum with a translingual approach. Finally, in Part 4, three scholars respond to the case studies and arguments of the preceding chapters and suggest ways in which writing teachers, scholars, and program administrators can develop translingual approaches within their own pedagogical settings. Illustrated with concrete examples of teachers’ and program directors’ efforts in a variety of settings, as well as nuanced responses to these initiatives from eminent scholars of language difference in writing, Crossing Divides offers groundbreaking insight into translingual writing theory, practice, and reflection. Contributors: Sara Alvarez, Patricia Bizzell, Suresh Canagarajah, Dylan Dryer, Chris Gallagher, Juan Guerra, Asao B. Inoue, William Lalicker, Thomas Lavelle, Eunjeong Lee, Jerry Lee, Katie Malcolm, Kate Mangelsdorf, Paige Mitchell, Matt Noonan, Shakil Rabbi, Ann Shivers-McNair, Christine M. Tardy
Crossing Cultures In The Language Classroom, Second Edition
by Andrea DeCapua Ann WintergerstCrossing Cultures in the Language Classroom attempts to balance theory and practice for pre-service and in-service teachers in general education programs or in ESL/EFL, bilingual, and foreign language teacher training programs, as well as cross-cultural awareness workshops. This book is unique in that it combines theory with a wide range of experiential activities and projects designed to actively engage users in the process of understanding different aspects of cross-cultural awareness. The goals of the book are to help readers: expand cultural awareness of one’s own culture and that of others achieve a deeper understanding of what culture is and the relationship between culture and language acquire the ability to observe behaviors in order to draw conclusions based on observation rather than preconceptions understand and implement observations of cultural similarities and differences develop an attitude of tolerance toward cultural differences and move away from the “single story.” The new edition has been thoroughly updated and includes a Suggested Projects section in each chapter. This section provides opportunities for users of the text to explore in greater depth an area and topic of interest. It also includes even more Critical Incidents--brief descriptions of events that depict some element or elements of cultural differences, miscommunication, or culture clash. Critical Incidents develop users’ ability to analyze and understand how multiple perspectives of the same situation are rooted in differing culturally influenced beliefs, behaviors, norms of interaction, and worldviews.
Crossing Central Europe: Continuities and Transformations, 1900-2000
by Helga Mitterbauer Carrie Smith-PreiCrossing Central Europe is a pioneering volume that focuses on the complex networks of transcultural interrelations in Central Europe from 1900 to 2000. Scholars from Canada, the United States, and Europe identify the motifs, topics, and ways of artistic creation that define this cross-cultural region. This interdisciplinary volume is divided into two historical periods and includes analyses of literature, film, music, architecture, and media. By focusing first on the interrelations in the nineteenth and early twentieth-century, the contributors reveal a complex trans-ethnic network at play that disseminated aesthetic ideals. This network continued to be a force of aesthetic influence leading into the twenty-first century despite globalization and the influence of mass media. Helga Mitterbauer and Carrie Smith-Prei have embarked on a study of the overlapping artistic influences that have outlasted both the National Socialist regime and the Cold War.
Crossing Boundaries in Researching, Understanding, and Improving Language Education: Essays in Honor of G. Richard Tucker (Educational Linguistics #58)
by Dongbo Zhang Ryan T. MillerThis volume brings together original papers from language education scholars from around the world to explore, exemplify, and discuss the multiplicity of boundary crossing in language education. It emphasizes the potential of boundary crossing for expansive learning, and aims to generate new insights, through boundary crossing, into the complexity of language education and approaches to innovative practices. This volume also underscores the important role of expert boundary crossers. In particular, it aims to honor G. Richard Tucker, Paul Mellon University Professor Emeritus of Applied Linguistics at Carnegie Mellon University, celebrating his distinguished scholarship on language education and paying tribute to the inspiration and mentorship he has given to the contributors of this volume to cross boundaries academically and professionally. This volume is organized into four sections, namely, language learning and development; teachers and instructional processes; program innovation, implementation, and evaluation; and language-in-education policy and planning. These sections or themes, which are necessarily cross-cutting, also represent the major areas of scholarship where Prof. Tucker has made distinguished contributions for over half a century.
Crossing Borders, Drawing Boundaries: The Rhetoric of Lines across America
by Barbara Couture & Patti WojahnWith growing anxiety about American identity fueling debates about the nation’s borders, ethnicities, and languages, Crossing Borders, Drawing Boundaries provides a timely and important rhetorical exploration of divisionary bounds that divide an Us from a Them. The concept of “border” calls for attention, and the authors in this collection respond by describing it, challenging it, confounding it, and, at times, erasing it. Motivating us to see anew the many lines that unite, divide, and define us, the essays in this volume highlight how discourse at borders and boundaries can create or thwart conditions for establishing identity and admitting difference. Each chapter analyzes how public discourse at the site of physical or metaphorical borders presents or confounds these conditions and, consequently, effective participation—a key criterion for a modern democracy. The settings are various, encompassing vast public spaces such as cities and areas within them; the rhetorical spaces of history books, museum displays, activist events, and media outlets; and the intimate settings of community and classroom conversations. Crossing Borders, Drawing Boundaries shows how rich communication can be when diverse cultures intersect and create new opportunities for human connection, even while different populations, cultures, age groups, and political parties adopt irreconcilable positions. It will be of interest to scholars in rhetoric and literacy studies and students in rhetorical analysis and public discourse. Contributors include Andrea Alden, Cori Brewster, Robert Brooke, Randolph Cauthen, Jennifer Clifton, Barbara Couture, Vanessa Cozza, Anita C. Hernández, Roberta J. Herter, Judy Holiday, Elenore Long, José A. Montelongo, Karen P. Peirce, Jonathan P. Rossing, Susan A. Schiller, Christopher Schroeder, Tricia C. Serviss, Mónica Torres, Kathryn Valentine, Victor Villanueva, and Patti Wojahn.
Crossing Borders
by Sahar AmerGiven Christianity's valuation of celibacy and its persistent association of sexuality with the Fall and of women with sin, Western medieval attitudes toward the erotic could not help but be vexed. In contrast, eroticism is explicitly celebrated in a large number of theological, scientific, and literary texts of the medieval Arab Islamicate tradition, where sexuality was positioned at the very heart of religious piety.In Crossing Borders, Sahar Amer turns to the rich body of Arabic sexological writings to focus, in particular, on their open attitude toward erotic love between women. By juxtaposing these Arabic texts with French works, she reveals a medieval French literary discourse on same-sex desire and sexual practices that has gone all but unnoticed. The Arabic tradition on eroticism breaks through into French literary writings on gender and sexuality in often surprising ways, she argues, and she demonstrates how strategies of gender representation deployed in Arabic texts came to be models to imitate, contest, subvert, and at times censor in the West.Amer's analysis reveals Western literary representations of gender in the Middle Ages as cross-cultural, hybrid discourses as she reexamines borders--cultural, linguistic, historical, geographic--not as elements of separation and division but as fluid spaces of cultural exchange, adaptation, and collaboration. Crossing these borders, she salvages key Arabic and French writings on alternative sexual practices from oblivion to give voice to a group that has long been silenced.
Crossing Borders: Stories and Essays about Translation
by Lynne Sharon SchwartzIn Joyce Carol Oates’s story “The Translation,” a traveler to an Eastern European country falls in love with a woman he gets to know through an interpreter. In Lydia Davis’s “French Lesson I: Le Meurtre,” what begins as a lesson in beginner’s French takes a sinister turn. In the essay “On Translating and Being Translated,” Primo Levi addresses the joys and difficulties awaiting the translator. Lynne Sharon Schwartz’s Crossing Borders: Stories and Essays About Translation gathers together thirteen stories and five essays that explore the compromises, misunderstandings, traumas, and reconciliations we act out and embody through the art of translation. Guiding her selection is Schwartz’s marvelous eye for finding hidden gems, bringing together Levi, Davis, and Oates with the likes of Michael Scammell, Harry Mathews, Chana Bloch, and so many other fine and intriguing voices.
Crossing: Language and Ethnicity Among Adolescents (Routledge Linguistics Classics Ser.)
by Ben RamptonVolume 5 This is a new and enlarged edition of Ben Rampton's ground-breaking study of sociolinguistic processes in urban youth culture. It focuses on language crossing - the use of Panjabi by adolescents of African-Caribbean and Anglo descent, the use of Creole by adolescents with Panjabi and Anglo backgrounds, and the use of stylized Indian English. Its central question is: how far and in what ways do these intricate processes of language sharing and exchange help to overcome race stratification and contribute to a new sense of mixed youth, class and neighbourhood community? Ben Rampton produces detailed ethnographic and interactional analyses of spontaneous speech data, and integrates the discussion of particular incidents with theories of discourse, code-switching, social movements, resistance and ritual drawn from sociolinguistics, sociology, anthropology and cultural studies. Vivid descriptions of adolescent life in youth clubs and school playgrounds provide an important insight into the ways in which young people manage to 'live with difference', and full consideration is given to crossing's critical implications for education policy.
Crossing: Language and Ethnicity among Adolescents (Routledge Linguistics Classics)
by Ben RamptonFocusing on urban youth culture and language crossing, this foundational volume by Ben Rampton has played a pivotal role in the shaping of language and ethnic identity as a domain of study. It focuses on language crossing - the use of Panjabi by adolescents of African-Caribbean and Anglo descent, the use of Creole by adolescents with Panjabi and Anglo backgrounds, and the use of stylized Indian English. Crossing’s central question is: how far and in what ways do these intricate processes of language sharing and exchange help to overcome race stratification and contribute to a new sense of mixed youth, class and neighbourhood community? Ben Rampton produces detailed ethnographic and interactional analyses of spontaneous speech data, and integrates the discussion of particular incidents with theories of discourse, code-switching, social movements, resistance and ritual drawn from sociolinguistics, sociology, anthropology and cultural studies. Now a Routledge Linguistics Classic with a new preface which sets the work in its current context, this book remains key reading for all those working in the areas of applied linguistics, sociolinguistics and linguistic anthropology.
Crosscultural Transgressions: Research Models in Translation: v. 2: Historical and Ideological Issues
by Theo HermansCrosscultural Transgressions offers explorations and critical assessments of research methods and models in translation studies, and points up new questions and directions. Ranging from epistemological questions of description and historiography to the politics of language, including the language of translation research, the book tackles issues of research design and methodology, and goes on to examine the kind of disciplinary knowledge produced in translation studies, who produces it, and whose interests the dominant paradigms serve. The focus is on historical and ideological problems, but the crisis of representation that has affected all the human sciences in recent decades has left its mark. As the essays in this collection explore the transgressive nature of crosscultural representation, whether in translations or in the study of translation, they remain attentive to institutional contexts and develop a self-reflexive stance. They also chart new territory, taking their cue from ethnography, semiotics, sociology and cultural studies, and tackling Meso-American iconic scripts, Bourdieu's constructivism, translation between philosophical paradigms, and the complexities of translation concepts in multicultural societies.
The Crosscultural, Language, and Academic Development Handbook: A Complete K--12 Reference Guide (Fifth Edition)
by Lynne T. Diaz-RicoAn up-to-date edition of a bestseller, The Crosscultural, Language, and Academic Development Handbook, 5/e guides educators in promoting academic success for the culturally and linguistically diverse learners in today's classrooms. Designed specifically for mainstream classroom teachers, the book shows clearly how second-language acquisition affects learning, and presents an excellent treatment of cultural diversity and learning styles. Included is coverage of new applications for mobile learning; the Common Core Standards; Response to Intervention; English learners with autism; educating undocumented immigrants; involving family and the community to increase academic success; adapting for English learners with special needs; and more.