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Reaching out into the rural English teaching and learning environment led to compiling these chapters that exemplify the possibilities and achievements of teachers worldwide. Often with overly large classes, isolation, and few resources, English instruction leads to extrinsic success for their students with future educational, professional, and economic outcomes. In other instances, the fruits of teachers’ labor become intrinsic motivators for learners who value learning and critical thinking. English in the international curriculum has perceived value for developing human and social capital, as indicated in these authors’ personal and professional journeys.

This volume was originally begun by Paul Chamness Iida, who sadly passed away in June 2021. The editors have done their best to complete this project as he envisioned and share this work in his honor.

Contributors are: Mary Frances Agnello, Md. Al Amin, Naoko Araki, Monica A. Baker, Xingtan Cao, Mary Coady, Florent Domenach, Lee E. Friederich, Arely Romero García, Maribel Villegas Greene, Janinka Greenwood, Dongni Guo, Paul Chamness Iida (deceased), Irham Irham, Munchuree Kaosayapandhu, Wuri P. Kusumastuti, Di Liang, Carla Meskill, Erin Mikulec, Piotr Romanowski, Leticia Araceli Salas Serrano, Fang Wang, Emilia Wąsikiewicz-Firlej, Jing Yixuan, Jing Zhiyuan and Dai Chang Zhi.
Volume Editors: and
The development of teaching and learning materials is an essential component of endangered language revitalisation, yet there is very little academic research on this crucial topic. Our volume seeks to address this imbalance by examining endangered language pedagogical materials from around the world including traditional resources such as grammars, dictionaries, and textbooks, as well as new media such as online courses, apps, video games, etc. Chapters provide theoretical and applied perspectives, and consider Indigenous and other threatened languages from various regions of the world including the Americas, Australia, Europe, the Indian subcontinent, and Southeast Asia. This volume is the first in the FEL Yearbook Series.
A Study in Historical Dialectology and Linguistic Classification
The Aeolic dialects of Ancient Greek (Lesbian, Thessalian, and Boeotian) are characterised by a small bundle of commonly shared innovations, yet at the same time they exhibit remarkable linguistic diversity. While traditionally classified together in modern scholarship since the nineteenth century, in recent decades doubt has been cast on whether they form a coherent dialectal subgroup of Ancient Greek. In this monograph Matthew Scarborough outlines the history of problem of Aeolic classification from antiquity to the present day, collects and analyses the primary evidence for the linguistic innovations that unite and divide the group, and contributes an innovative new statistical methodology for evaluating highly contested genetic subgroupings in dialectology, ultimately arguing in support of the traditional classification.
Author:
This book presents an empirically based examination of language patterns found among the Israeli Druze community, which is profiled against that of the Arabs in Israel. The results document the emergence of a mixed language previously undescribed and provides a socio-political analysis.
This study intends thus to make a contribution to the debate on "mixed languages", introducing a model that facilitates the analysis of the link bewteen codeswitching and sociopolitical identity. Special attention is paid to the assessment of language and identity issues of Golan Heights Druze and Israeli Druze, taking into exam two major political debates within these communities, regarding the Israeli Nation-state Law and the so-called ‘Syrian–Israeli secret Golan deal’ speculation.
Language revitalisation continues to gain importance as communities across the world seek to protect and revitalise languages under pressure from histories of colonisation, imperialism and globalisation. Language revitalisation practices and outcomes also provide researchers with new perspectives on language at many levels because of the deliberate and politicised engagement participants have in the process.

Language Revitalisation and Language Development explores a range of issues connected to language revitalisation from a community- and speaker-centred perspective with a particular focus on investigating relationships among a variety of social factors identified by language users, who are significant drivers of decision-making. This allows researchers to identify patterns of influence, decision-making, authority and aesthetics that on a daily basis lead to the re-emerging forms of revitalised languages. Books in this series also report on the analysis of language revitalisation data to address key questions within the field across areas such as sociolinguistics, language change, language contact, language variation, and acquisition.

This is a peer-reviewed series; the editors will work with authors to ensure high standards.
A Synchronic, Diachronic, and Sociolinguistic Analysis
When I entered her shop, my friend turned to me and said: «Arà, che si dice?» (‘Hey there, how you doing?’). This was not a full-fledged sentence in Italian, as she had thrown a little Sicilian word in – arà. It was a greeting, of course, but also a way of expressing her surprise at seeing me there, and a way of prompting me to start our conversation. The fact she used Sicilian had a clear meaning too: the vernacular indicates a shared social identity.
In a nutshell, this book analyses the cases of Sicilian arà and mentri to understand the complexity of discourse markers: what functions they perform, how they evolve historically, and what their social meaning is in a bilingual speech community.