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Language and Gender
This is an up-to-date textbook in the area of language and gender. Mary Talbot examines the language used by women and men in a variety of speech situations and genres.
Clinton, New Terrorism and the Origins of the War on Terror
A frequent assumption of the American-led ‘war on terror’ and its accompanying discourse originated largely with the George W. Bush Administration, and that there was a counterterrorism policy revolution in the U.S. political arena. Challenging these assumptions, through a genealogical analysis of U.S. terrorism and counterterrorism discourses, this book demonstrates a distinct continuity (and lack of change) of U.S. counterterrorism policy, from Ronald Reagan, to Bill Clinton, and through to George W. Bush. The book focuses on President Clinton’s discursive construction of ‘new terrorism’, or ‘catastrophic terrorism’, and the counterterrorism practices implemented by the Clint...
Culture, Crisis and America's War on Terror
Since the infamous events of 9/11, the fear of terrorism and the determination to strike back against it has become a topic of enormous public debate. The 'war on terror' discourse has developed not only through American politics but via other channels including the media, the church, music, novels, films and television, and therefore permeates many aspects of American life. Stuart Croft suggests that the process of this production of knowledge has created a very particular form of common sense which shapes relationships, jokes and even forms of tattoos. Understanding how a social process of crisis can be mapped out and how that process creates assumptions allows policy-making in America's war on terror to be examined from new perspectives. Using IR approaches together with insights from cultural studies, this book develops a dynamic model of crisis which seeks to understand the war on terror as a cultural phenomenon.
Handbook of Research in Second Language Teaching and Learning
This landmark volume provides a broad-based, comprehensive, state-of-the-art overview of current knowledge and research into second language teaching and learning. All authors are leading authorities in their areas of expertise. The chapters, all completely new for Volume 2, are organized in eight thematic sections: Social Contexts in Research on Second Language Teaching and Learning Second Language Research Methods Second Language Research and Applied Linguistics Research in Second Language Processes and Development Methods and Instruction in Second Language Teaching Second Language Assessment Ideology, Identity, Culture, and Critical Pedagogy in Second Language Teaching and Learning Language Planning and Policy. Changes in Volume 2: captures new and ongoing developments, research, and trends in the field surveys prominent areas of research that were not covered in Volume 1 includes new authors from Asia, Australia, Europe, and North America to broaden the Handbook’s international scope. Volume 2 is an essential resource for researchers, faculty, teachers, and students in MA-TESL and applied linguistics programs, as well as curriculum and material developers.
The Oxford Handbook of Language Policy and Planning
In 35 chapters by leading scholars in language policy and planning (LPP), this Handbook critically examines current theoretical and methodological transformations taking place in LPP. Sections on LPP theory, nation-states and communities, and late modernity, plus an integrative summary, offer a state-of-the-art profile of LPP and directions for future research.
Imagined Communities and Educational Possibilities
Imagined Communities and Educational Possibilities focuses on three main themes: imaged communities expand the range of possible selves, technological advances in the last two decades have had a significant impact on what is possible to imagine, and imagination at even the most personal level is related to social ideologies and hegemonies. The diverse studies in this issue demonstrate convincingly that learners and teachers are capable of imagining the world as different from prevailing realities. Moreover, time and energy can be invested to strive for the realization of alternative visions of the future. Research in this special issue suggests that investment in such imagined communities offers intriguing possibilities for social and educational change.
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