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Jost Gippert: Our Featured Linguist!

"Buenos dias", "buenas noches" -- this was the first words in a foreign language I heard in my life, as a three-year old boy growing up in developing post-war Western Germany, where the first gastarbeiters had arrived from Spain. Fascinated by the strange sounds, I tried to get to know some more languages, the only opportunity being TV courses of English and French -- there was no foreign language education for pre-teen school children in Germany yet in those days. Read more



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What is English? And Why Should We Care?

By: Tim William Machan

To find some answers Tim Machan explores the language's present and past, and looks ahead to its futures among the one and a half billion people who speak it. His search is fascinating and important, for definitions of English have influenced education and law in many countries and helped shape the identities of those who live in them.


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Medical Writing in Early Modern English

Edited by Irma Taavitsainen and Paivi Pahta

This volume provides a new perspective on the evolution of the special language of medicine, based on the electronic corpus of Early Modern English Medical Texts, containing over two million words of medical writing from 1500 to 1700.


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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