Redefining The Hypernym Mensch In In German

Redefining the Hypernym Mensch: in in German: Gender, Sexuality, and Personhood examines how the verbalization of 'human' in gender normative terms results in implicit exclusion. Taking the German hypernym "Mensch" as its point of departure, this book critiques the supremacy of heteronormative language about gender, identity, and sexual practices.

"Redefining the Hypernym Mensch:in in German: Gender, Sexuality, and Personhood examines how the verbalization of 'human' in gender normative terms results in implicit exclusion. Taking the German hypernym "Mensch" as its point of departure, this book critiques the supremacy of heteronormative language about gender, identity, and sexual practices"

In French Immersion Ideologies in Canada, Sylvie Roy gives voice to people who have experiences with French immersion programs in Alberta, Canada. Using a sociolinguistics for change approach, she interprets questions related to language ideologies, as well as reasons people learn French as an additional language and why some students are asked to learn English first. She also reflects on what it means to become or to be bilingual or multilingual in a globalized world. Roy discusses teachers’ and learners’ linguistic and cultural practices and examines transculturality for the future. By questioning concepts that recur in participants’ narratives, this book explores how power is reproduced, who is marginalized in the process, and what can be done to deconstruct ideologies about learning and teaching French in Canada and in the world. Roy demonstrates complex issues related to the French language and their consequences for learners, parents, teachers, and administrators.

Urban Multilingualism in East-Central Europe: The Polish Dialect of Late-Habsburg Lviv makes the case for a two-pronged approach to past urban multilingualism in East-Central Europe, one that considers both historical and linguistic features. Based on archival materials from late-Habsburg Lemberg––now Lviv in western Ukraine––the author examines its workings in day-to-day life in the streets, shops, and homes of the city in the late nineteenth and early twentieth centuries. The places where the city’s Polish-Ukrainian-Yiddish-German encounters took place produced a distinct urban dialect. A variety of south-eastern “borderland” Polish, it was subject to strong ongoing Ukrainian as well as Yiddish and German influence. Jan Fellerer analyzes its main morpho-syntactic features with reference to diverse written and recorded sources of the time. This approach represents a departure from many other studies that focus on the phonetics and inflectional morphology of Slavic dialects. Fellerer argues that contact-induced linguistic change is contingent on the historical specifics of the contact setting. The close-knit urban community of historical Lviv and its dialect provide a rich interdisciplinary case study.

People speak different languages, and always have. The Ancient Greeks took no notice of anything unless it was said in Greek; the Romans made everyone speak Latin; and in India, people learned their neighbours' languages - as did many ordinary Europeans in times past. But today, we all use translation to cope with the diversity of languages. Without translation there would be no world news, not much of a reading list in any subject at college, no repair manuals for cars or planes, and we wouldn't even be able to put together flat pack furniture. Is That a Fish in Your Ear? ranges across the whole of human experience, from foreign films to philosophy, to show why translation is at the heart of what we do and who we are. What's the difference between translating unprepared natural speech, and translating Madame Bovary? How do you translate a joke? What's the difference between a native tongue and a learned one? Can you translate between any pair of languages, or only between some? What really goes on when world leaders speak at the UN? Can machines ever replace human translators, and if not, why? The biggest question is how do we ever really know that we've grasped what anybody else says - in our own language or in another? Surprising, witty and written with great joie de vivre, this book is all about us, and how we understand each other.

Teaching and Learning Chinese as a Second or Foreign Language, edited by Ko-Yin Sung, addresses three emerging themes in the field of Chinese language teaching and learning. (1) Increasingly ubiquitous in all language learning and teaching, and for the learning of Chinese as a second language in particular, information and communication technology (ICT) can serve as an important and effective tool. Several chapters focus on how certain emerging ICT tools are applied in teaching and learning Chinese as a second language. (2) Due to China’s economic and political influence, the number of students of all ages studying Chinese as a second language—but especially young learners—has increased in many parts of the world. Despite this, the research into teaching Chinese to young learners has lagged behind. Several chapters investigate young learners’ motivations and effective methods for assisting them to master the Chinese language. (3) The writing system of the Chinese language poses many challenges for learners, especially those more familiar with alphabetical languages. In light of this difficulty in learning Chinese characters, some of the chapters identify effective teaching and learning strategies to master the Chinese language.

Anna Odrowąż-Coates shows that English, as a language of European integration and communication, has become an element of social status. In privileged social groups, its position has changed from a foreign language to a second language, which demonstrates a linguistic shift with long-term consequences. Socio-educational Factors and Soft Power of Language critically examines the cultural and individual implications of this phenomenon in the context of field study in Poland and Portugal. Odrowąż-Coates uses institutional ethnography with a combination of theoretical constructs, including “soft power” and “positioning theory,” to examine evidence of English as a new tool for social stratification and its effect on language policies as well as the ways in which it impacts people's lives and their opportunities. Whilst critical of the neoliberal, neo-colonial, and imperialistic dimensions of English language hegemony, Odrowąż-Coates argues for a gendered perspective of English as a language of opportunity, inclusion, and empowerment. She focuses on discourses that are shown to be products of and the makers of the material aspects of language. Using an ethical imperative not only to question, but also to participate in the existing power structures in order to change the power dynamic, Odrowąż-Coates argues that language choices are not necessarily individually driven but are instead institutionally driven.

The dual number in Slavic has always puzzled linguists. While some Slavic languages, such as Slovenian, have three distinct categories of number--singular (1), dual (2), and plural (3 or more) –other Slavic languages, such as Russian, have no dual number. Considering that all Slavic languages have evolved from a common Proto Slavic language, it is puzzling that there is such a difference in the category of number. In The Evolution of the Slavic Dual: A Biolinguistic Perspective, with the aid of tools from biolinguistics, Tatyana G. Slobodchikoff develops a new theory of Morphosyntactic Feature Economy within the distributed morphology framework. Using newly digitized corpora of Old East Slavic, Old Slovenian, and Old Sorbian manuscripts spanning from the eleventh century through the present time, this book presents a thorough analysis of the evolution of dual number in Slavic languages.