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Editor:
Since 1974, the French Literature Series publishes essays in conjunction with the theme of the bi-annual French Literature Conference, sponsored by the Department of Languages, Literatures, and Cultures of the University of South Carolina, Columbia, South Carolina, USA. In addition to the scholarly papers selected for publication by the Editorial Board, it also accepts notes on the conference topic. Contributors should note that FLS does not publish conference proceedings. Rather, submissions must be revised for publication and undergo blind peer review.
All communications concerning the French Literature Series should be addressed to the Editor, Jeanne Garane, garanej@mailbox.sc.edu
The French Literature Series is published by BRILL | Rodopi. For communications concerning standing orders or back volumes, please check the series’ website at www.brill.com/fls
This series has been closed in 2020.
All communications concerning the French Literature Series should be addressed to the Editor, Jeanne Garane, garanej@mailbox.sc.edu
The French Literature Series is published by BRILL | Rodopi. For communications concerning standing orders or back volumes, please check the series’ website at www.brill.com/fls
This series has been closed in 2020.
Series:
Studies in Writing, Volume: 40
This book takes a fresh look at the challenge of setting up educational writing intervention studies in authentic class contexts. In four sections, the book offers innovative approaches on how to conceptualize, design, implement, and evaluate writing interventions for research purposes. Hot topics in the field such as professional development for scaling up writing interventions, building research practice partnerships, implementation variation and fidelity, and response to intervention are addressed. To illustrate the proposed approaches for writing promotion, the book showcases a wide variety of writing interventions from around the world, ranging from single-participant designs to large-scale intervention studies in writing.
Series:
Studies in Writing, Volume: 40
This book takes a fresh look at the challenge of setting up educational writing intervention studies in authentic class contexts. In four sections, the book offers innovative approaches on how to conceptualize, design, implement, and evaluate writing interventions for research purposes. Hot topics in the field such as professional development for scaling up writing interventions, building research practice partnerships, implementation variation and fidelity, and response to intervention are addressed. To illustrate the proposed approaches for writing promotion, the book showcases a wide variety of writing interventions from around the world, ranging from single-participant designs to large-scale intervention studies in writing.
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.
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.
The electronic version of the Utrecht Studies in Language and Communication series.
The Utrecht Studies in Language and Communication series publishes monographs as well as edited volumes on research on communication and language use. The series focuses on language use in specific social and cultural settings, expressly including the pragmatics of multilingualism, investigating the relation between discourse characteristics and the effectivity of the communication.
Research draws upon a cooperation between such diverse disciplines as text linguistics, discourse analysis, ethnography of communication, speech act theory, functional pragmatics, cognitive linguistics, educational linguistics, cognitive psychology and anthropology.
Published volumes report developments in academic and applied research on:
• the functional quality of texts and text features in view of the specific goals and the addressees of professional and educational institutions
• the relationship between discourse, identity and context in specific and changing social and cultural settings, including different modes of multilingual and multicultural interactions (e.g. lingua franca, lingua receptiva or code-switching)
• the acquisition of second, third and foreign languages in educational settings, specifically paying attention to the pragmatics in a multilingual society
• the cognitive basis of discourse processing in continuously changing contexts, and the skills underlying goal-directed language use in familiar as well as novel situations
The Utrecht Studies in Language and Communication series publishes monographs as well as edited volumes on research on communication and language use. The series focuses on language use in specific social and cultural settings, expressly including the pragmatics of multilingualism, investigating the relation between discourse characteristics and the effectivity of the communication.
Research draws upon a cooperation between such diverse disciplines as text linguistics, discourse analysis, ethnography of communication, speech act theory, functional pragmatics, cognitive linguistics, educational linguistics, cognitive psychology and anthropology.
Published volumes report developments in academic and applied research on:
• the functional quality of texts and text features in view of the specific goals and the addressees of professional and educational institutions
• the relationship between discourse, identity and context in specific and changing social and cultural settings, including different modes of multilingual and multicultural interactions (e.g. lingua franca, lingua receptiva or code-switching)
• the acquisition of second, third and foreign languages in educational settings, specifically paying attention to the pragmatics in a multilingual society
• the cognitive basis of discourse processing in continuously changing contexts, and the skills underlying goal-directed language use in familiar as well as novel situations
Bringing the Language Back, or Bringing It Forward?
Author:
This book deals with the tension between a strategy of language maintenance (protecting and reinforcing the language where it is still spoken by community members) and a strategy of language revitalization (opening up access to the language to all interested people and encouraging new domains of its use). The case study presented concerns a grammar school in Upper Lusatia, which hosts the coexistence of a community of Upper Sorbian-speakers and a group of German native speakers who are learning Upper Sorbian at school. The tensions between these two groups studying at the same school are presented in this book against the background of various language strategies, practices and ideologies. The conflict of interests between the “traditional” community which perceives itself as the “guardians” of the minority language and its potential new speakers is played off on different levels by policy-makers and may be read through different levels of language policy and planning.
Bringing the Language Back, or Bringing It Forward?
Author:
This book deals with the tension between a strategy of language maintenance (protecting and reinforcing the language where it is still spoken by community members) and a strategy of language revitalization (opening up access to the language to all interested people and encouraging new domains of its use). The case study presented concerns a grammar school in Upper Lusatia, which hosts the coexistence of a community of Upper Sorbian-speakers and a group of German native speakers who are learning Upper Sorbian at school. The tensions between these two groups studying at the same school are presented in this book against the background of various language strategies, practices and ideologies. The conflict of interests between the “traditional” community which perceives itself as the “guardians” of the minority language and its potential new speakers is played off on different levels by policy-makers and may be read through different levels of language policy and planning.
Volume 1: Interactive, Contrastive, and Cultural Representational Approaches
How do you react to an intercultural situation that you do not understand? There are four options. You wait until it’s over. You adjust your behavior and “do as the natives do.” You blame the other as strange and stupid. Or you start to wonder by thinking about yourself and the other(s). This last option is called a Rich Point. This book provides an overview of research into intercultural communication. It is not a handbook, but offers nine studies that illustrate the reflection process from different scholarly perspectives. The approaches in this volume are the interaction approach, contrastive approach and cultural representational approach.
Volume 2 offers nine additional chapters exemplifying the multilingualism approach and transfer approach including research into intercultural competences. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Volume 2 offers nine additional chapters exemplifying the multilingualism approach and transfer approach including research into intercultural competences. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Volume 1: Interactive, Contrastive, and Cultural Representational Approaches
How do you react to an intercultural situation that you do not understand? There are four options. You wait until it’s over. You adjust your behavior and “do as the natives do.” You blame the other as strange and stupid. Or you start to wonder by thinking about yourself and the other(s). This last option is called a Rich Point. This book provides an overview of research into intercultural communication. It is not a handbook, but offers nine studies that illustrate the reflection process from different scholarly perspectives. The approaches in this volume are the interaction approach, contrastive approach and cultural representational approach.
Volume 2 offers nine additional chapters exemplifying the multilingualism approach and transfer approach including research into intercultural competences. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Volume 2 offers nine additional chapters exemplifying the multilingualism approach and transfer approach including research into intercultural competences. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Volume 2: Multilingual and Intercultural Competences Approaches
How do you react to an intercultural situation that you do not understand? There are four options. You wait until it's over. You adjust your behavior and “do as the natives do.” You blame the other as strange and stupid. Or you start to wonder by thinking about yourself and the other(s). This last option is called a Rich Point. This book provides an overview of research into intercultural communication. It is not a handbook but offers nine studies that illustrate the reflection process from different scholarly perspectives. The approaches in this volume are the multilingualism approach and transfer approach including research into intercultural competences. Volume 1 offers nine additional chapters exemplifying the interaction approach, contrastive approach, and cultural representational approach. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Volume 2: Multilingual and Intercultural Competences Approaches
How do you react to an intercultural situation that you do not understand? There are four options. You wait until it's over. You adjust your behavior and “do as the natives do.” You blame the other as strange and stupid. Or you start to wonder by thinking about yourself and the other(s). This last option is called a Rich Point. This book provides an overview of research into intercultural communication. It is not a handbook but offers nine studies that illustrate the reflection process from different scholarly perspectives. The approaches in this volume are the multilingualism approach and transfer approach including research into intercultural competences. Volume 1 offers nine additional chapters exemplifying the interaction approach, contrastive approach, and cultural representational approach. Together, the chapters illustrate the essence of the essentialism and non-essentialism debate regarding diversity and inclusion.
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
Have you ever found yourself in an intercultural situation you did not understand? How did you react? Did you wonder if you could have reacted differently? What have you learnt that could support you in similar future occasions? Test your knowledge of Intercultural Communication with this quiz!
link
This volume focuses on the different challenges of language policy in the Southern African Development Community (SADC). Each of the seventeen chapters follows the same structure, ensuring readability and accessibility, and describes the unique aspects of each country. The work as a whole reveals the complex and reciprocal relations between multiple indigenous African languages, Creole languages and former colonial languages and it constitutes an opportunity to notice recurring patterns as well as distinctive characteristics.
Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.
Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.
This volume focuses on the different challenges of language policy in the Southern African Development Community (SADC). Each of the seventeen chapters follows the same structure, ensuring readability and accessibility, and describes the unique aspects of each country. The work as a whole reveals the complex and reciprocal relations between multiple indigenous African languages, Creole languages and former colonial languages and it constitutes an opportunity to notice recurring patterns as well as distinctive characteristics.
Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.
Therefore, everyone involved in language policy, education, economics and development, geography, development or area studies and African studies will benefit from such a holistic and innovative overview.
Author:
Digital discourse has become a widespread way of communicating worldwide, WhatsApp being one of the most popular Instant Messaging tools. This book offers a critical state-of-the-art review of WhatsApp linguistic studies. After evaluating a wide range of sources, seeking to identify relevant works, two major thematic domains were found. On the one hand, references addressing WhatsApp linguistic characteristics: status notifications, multimodal elements such as emojis or memes, language variation, among others. On the other, the volume offers an overview of references describing the use of WhatsApp to learn English as a foreign or second language (EFL/ESL). The author provides a broad critical review of previous works to date, which has enabled her to detect areas of research still unexplored.