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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.
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.
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.
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.

Abstract

Today, digital discourse has become a mode of communication that is both widespread and global, WhatsApp being one of the most popular Instant Messaging tools. WhatsApp-supported communication is thus gradually attracting the attention of researchers. The present volume seeks to contribute to this field of linguistics by providing a critical review of the state-of-the-art of WhatsApp studies. With this aim in mind, different types of sources were evaluated and the retrieved documents were classified into two main thematic domains. On the one hand, references that focused on WhatsApp linguistic characteristics were included: status notifications, multimodal elements such as emojis or memes and language variations, among others. On the other, works that described the use of WhatsApp to learn English as a foreign or second language (EFL/ESL) were reviewed. Based on this critical literature review, it was possible to detect relevant lines of future research.

In: A Linguistic Overview of WhatsApp Communication
Studies in Digital Linguistics
The new-media revolution has led to a comprehensive digitization of our textual universe and the pervasive incorporation of the media into our everyday lives (from mobile telephony to social media). This calls for a concerted research effort uniting linguistics and other disciplines involved in language-related research. The massive growth in the amount, diversity and availability of textual and multimodal language data for many of the world’s languages poses several challenges. In terms of theory and methods, it forces us to rethink traditional notions of what linguistic corpora are and what role they play in linguistic description. Established corpus-linguistic methods such as concordancing and textual statistics are increasingly being complemented by visualization and geolocation of digital language data. Empirically, there is a growing need to document and analyse what people do with language in the increasingly technologized communicative ecology of the 21st century.

Language and Computers - Studies in Digital Linguistics invites contributions which
- explore innovative, intelligent and creative ways of using digital language data, resources and infrastructure for linguistic description
- contribute to the development and refinement of usage-based models in linguistics, using both quantitative and qualitative methods
- analyse all aspects of digitally mediated communication, from orthography to pragmatics and sociolinguistics
Studies in Writing aims for multiple perspectives of writing, education and texts. The series provides a collection of theoretical and empirical insights into the foundations of writing, and learning and teaching processes in written composition. The series aims to cover theoretical issues, supported by both quantitative and qualitative empirical research and representing a wide range of nationalities. Studies in Writing provides a forum for research from established researchers, as well as contributions from young scholars. Fields of research covered are cognitive, socio-cognitive and developmental psychology, psycholinguistics, text linguistics, curriculum development and instructional science. The series was founded by Gert Rijlaarsdam and Eric Espéret in 1994. It was pursued by Gert Rijlaarsdam until 2014, becoming a reference in the field of writing research.

In: The Year’s Work in Modern Language Studies