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Who Gets Believed?: When the Truth Isn’t Enough
by Dina NayeriThe prizewinning author of The Ungrateful Refugee asks who is believed in our society, who is not - and why?'Ambitious and moving... it will cement Nayeri's position as a master storyteller of the refugee experience' Guardian Dina Nayeri's wide-ranging, groundbreaking new book combines deep reportage with her own life experience to examine what constitutes believability in our society. Intent on exploring ideas of persuasion and performance, Nayeri takes us behind the scenes in emergency rooms, corporate boardrooms, asylum interviews and into her own family, to ask - where lies the difference between being believed and being dismissed? What does this mean for our culture?As personal as it is profound in its reflections on language, history, morality and compassion, Who Gets Believed? investigates the unspoken social codes that determine how we relate to one another.'An important, courageous, brilliant book' Robert Macfarlane, bestselling author of Underland'Dina Nayeri asks an incredibly important question, and the answers she finds are crucial for all of us' Oliver Bullough, bestselling author of Butler to the World'I was hugely moved by this book. Who Gets Believed? is essential reading, an extraordinary labour of love and hope that is destined to become indispensable in the continuing struggle for justice' John Burnside, winner of the David Cohen Prize for Literature 2023
Street Naming and the Politics of Greek-Cypriot Identity: The Case of Nicosia (Lefkosia), 1878–1975
by Stella TheocharousThis book is the first to explore street names and street-naming in the formation of a Greek-Cypriot identity in the cityscape of Nicosia between 1878 and 1975. Rather than treating toponymy as a direct linguistic act of spatial orientation, the book approaches street-naming as a contested practice involving those shared symbols and representations used to depict official history and collective identity as part of a political process. It considers how street names are part of the symbolic politics of space, and how authorities transformed the streets of Nicosia into arenas of struggle for the control of symbolic and material space. It documents historical efforts over the course of a century to impose a ‘geography of forgetting’ to buttress national identity and to cast out the ‘other’ from space — both literally and symbolically — so as to achieve territorial dominance and political legitimacy. The book is another step towards the development of a global perspective on the critical study of street-naming, thereby refining and expanding our knowledge of the political dynamics involved in the process. In their commemorative capacity, street names belong to the politics of public memory and identity.
Modernekritik und Fortschrittsskepsis bei Robert Musil: Freuds Triebtheorie im Typologiekreis der Wiener Moderne
by Gernot WimmerWenngleich der Forschungsstand, wenn es sich um die intendierte Textaussage des Musil’schen Œuvre handelt, durch das Fehlen einer Opinio communis gekennzeichnet ist, tritt die vorliegende Studie den Beweis an, dass eine ebensolche freizulegen ist. In Musils Opus magnum laufen die konzeptionellen Fäden zusammen, die bereits in seinem ersten Roman angelegt sind. In seiner trieb-teleologischen Skepsis beschäftigte ihn die Realisierbarkeit eines neuen Menschentypus – eines Mannes ohne Eigenschaften –, dessen Zweck darin bestanden hätte, dem Zueilen auf den großen Weltuntergang etwas von seiner Dynamik zu nehmen und möglichen Großkonflikten so vorzubeugen. Denn die Freud’sche Triebskepsis, die Musil früh zu eigen war, wurde zu seinem treuen weltanschaulichen Begleiter und gewann von Werk zu Werk an geschichtlicher Schärfe.
Investigating Foreign Language Anxiety: Lessons for Research into Individual Differences (Second Language Learning and Teaching)
by Katalin PinielThe introduction and a theoretical summary of language anxiety research (Chapter 1) are followed by four chapters: Chapter 2 presents a meta-analysis of the widely used Foreign Language Classroom Anxiety Scale’s (Horwitz, et al., 1986) factorial structure; Chapter 3 reports on a validation study of the Hungarian version of MacIntyre and Gardner’s (1994) Input, Process, and Output Anxiety Scales; Chapter 4 presents the development of a skills-based anxiety questionnaire through a three-phased study consisting of an exploratory qualitative phase as well as two quantitative phases using Rasch analysis; and Chapter 5 focuses on empirical approaches available for tapping into the dynamic change of this emotion, including the idiodynamic method and quantitative analyses such as latent growth curve modeling and dynamic cluster analysis.
The Making of Felony Procedure in Middle English Literature (Law and Literature)
by Elise WangThe Making of Felony Procedure in Middle English Literature explores the literary inheritance of criminal procedure in thirteenth to fifteenth century English law, focusing on felony, the gravest common law offense. Most scholarship in medieval law and literature has focused on statute and theory, drawing from the instantiating texts of English law: acts of Parliament, judicial treatises, the Magna Carta. But those whose job it was to write about the law rarely wrote about felony. Its definition was left to its practice--from investigation to conviction--and that procedure fell to local communities who were generally untrained in the law. Left with many practical and ethical questions and few legal answers, they turned to cultural ones, archived in sermons they had heard, plays they had seen, and poetry they knew. This book reads the documents of criminal procedure--coroners' reports, plea rolls, and gaol delivery records--alongside literary scenes of investigation, interrogation, and witnessing to tell a new intellectual history of criminal procedure's beginnings. The chapters of The Making of Felony Procedure guide the reader through the steps of a felony prosecution, from act to conviction, examining the questions local communities faced at each step. What evidence should be prioritized in a death investigation? Should the accused consider narrative satisfaction when building his plea? What are the dangers of a witnessing system that depends so heavily on a few "oathworthy" men? What can a jury do if the accused's guilt seems partial or complex? And what if the defendant-for whatever reason--refuses to participate in this new, still--delicate system of justice? The book argues that answers they found, and the sources that informed them, created the system that became modern criminal procedure. The epilogue offers some thoughts about the resilience and incoherence of the concept of felony, from the start of the jury trial to the present day.
The Phonics Playbook: How to Differentiate Instruction So Students Succeed
by Alison RyanA guide for K-3 educators who need to teach phonics at different levels in diverse classrooms—without burning out The Phonics Playbook is the one phonics-focused resource that offers a solution for phonics instruction in real-world K-3 classrooms. Understanding phonics instruction in theory is one thing, but actually integrating it into daily classroom life—in a way that meets the needs of diverse students—is another. This book offers simplified instruction and practical guidance for differentiating instruction using three models: whole group instruction with elements of differentiation, phonics-focused small group instruction, and small group reading instruction that also incorporates phonics. You will learn to assess student needs, choose the model that’s right for you, and make data-based adjustments as time goes on. In addition to guidance on differentiation, this book also weaves in best practices in phonics instruction and effective strategies for teaching phonics skills, which is especially helpful for newer teachers. The Phonics Playbook guides you from start to finish and helps you develop a positive, effective mindset around differentiation. Confront the problem of “so many needs and so little time” in a productive, sustainable way and avoid burnout with this excellent guide. Review the basics of phonics instruction and learn three different methods for differentiating instruction in K-3 classrooms Help students progress with their reading, even when you have many different reading levels in class Reduce the workload necessary to provide differentiated instruction in phonics and reading Find practical ways of implementing phonics instruction in real-world classrooms with real-world challengesNew and experienced K-3 educators, principals, and literacy coaches, as well as homeschool educators and parents, will appreciate the no-nonsense approach in The Phonics Playbook.
The Phonics Playbook: How to Differentiate Instruction So Students Succeed
by Alison RyanA guide for K-3 educators who need to teach phonics at different levels in diverse classrooms—without burning out The Phonics Playbook is the one phonics-focused resource that offers a solution for phonics instruction in real-world K-3 classrooms. Understanding phonics instruction in theory is one thing, but actually integrating it into daily classroom life—in a way that meets the needs of diverse students—is another. This book offers simplified instruction and practical guidance for differentiating instruction using three models: whole group instruction with elements of differentiation, phonics-focused small group instruction, and small group reading instruction that also incorporates phonics. You will learn to assess student needs, choose the model that’s right for you, and make data-based adjustments as time goes on. In addition to guidance on differentiation, this book also weaves in best practices in phonics instruction and effective strategies for teaching phonics skills, which is especially helpful for newer teachers. The Phonics Playbook guides you from start to finish and helps you develop a positive, effective mindset around differentiation. Confront the problem of “so many needs and so little time” in a productive, sustainable way and avoid burnout with this excellent guide. Review the basics of phonics instruction and learn three different methods for differentiating instruction in K-3 classrooms Help students progress with their reading, even when you have many different reading levels in class Reduce the workload necessary to provide differentiated instruction in phonics and reading Find practical ways of implementing phonics instruction in real-world classrooms with real-world challengesNew and experienced K-3 educators, principals, and literacy coaches, as well as homeschool educators and parents, will appreciate the no-nonsense approach in The Phonics Playbook.
The Blue Period: Black Writing in the Early Cold War (Thinking Literature)
by Jesse McCarthyAddresses the political and aesthetic evolution of African American literature and its authors during the Cold War, an era McCarthy calls “the Blue Period.” In the years after World War II, to be a black writer was to face a stark predicament. The contest between the Soviet Union and the United States was a global one—an ideological battle that dominated almost every aspect of the cultural agenda. On the one hand was the Soviet Union, espousing revolutionary communism that promised egalitarianism while being hostile to conceptions of personal freedom. On the other hand was the United States, a country steeped in racial prejudice and the policies of Jim Crow. Black writers of this time were equally alienated from the left and the right, Jesse McCarthy argues, and they channeled that alienation into remarkable experiments in literary form. Embracing racial affect and interiority, they forged an aesthetic resistance premised on fierce dissent from both US racial liberalism and Soviet communism. From the end of World War II to the rise of the Black Power movement in the 1960s, authors such as Richard Wright, James Baldwin, Gwendolyn Brooks, and Paule Marshall defined a distinctive moment in American literary culture that McCarthy terms the Blue Period. In McCarthy’s hands, this notion of the Blue Period provides a fresh critical framework that challenges long-held disciplinary and archival assumptions. Black writers in the early Cold War went underground, McCarthy argues, not to depoliticize or liberalize their work, but to make it more radical—keeping alive affective commitments for a future time.
The Blue Period: Black Writing in the Early Cold War (Thinking Literature)
by Jesse McCarthyAddresses the political and aesthetic evolution of African American literature and its authors during the Cold War, an era McCarthy calls “the Blue Period.” In the years after World War II, to be a black writer was to face a stark predicament. The contest between the Soviet Union and the United States was a global one—an ideological battle that dominated almost every aspect of the cultural agenda. On the one hand was the Soviet Union, espousing revolutionary communism that promised egalitarianism while being hostile to conceptions of personal freedom. On the other hand was the United States, a country steeped in racial prejudice and the policies of Jim Crow. Black writers of this time were equally alienated from the left and the right, Jesse McCarthy argues, and they channeled that alienation into remarkable experiments in literary form. Embracing racial affect and interiority, they forged an aesthetic resistance premised on fierce dissent from both US racial liberalism and Soviet communism. From the end of World War II to the rise of the Black Power movement in the 1960s, authors such as Richard Wright, James Baldwin, Gwendolyn Brooks, and Paule Marshall defined a distinctive moment in American literary culture that McCarthy terms the Blue Period. In McCarthy’s hands, this notion of the Blue Period provides a fresh critical framework that challenges long-held disciplinary and archival assumptions. Black writers in the early Cold War went underground, McCarthy argues, not to depoliticize or liberalize their work, but to make it more radical—keeping alive affective commitments for a future time.
Disavowing Authority in the Shakespeare Classroom (Elements in Shakespeare and Pedagogy)
by null Huw GriffithsBased on real experiences of teaching Shakespeare in diverse classrooms and outreach programmes, this Element questions the role of authority in Shakespeare teaching. It connects an understanding of how Shakespearean texts function with critical thinking about teaching, especially derived from the work of Jaques Rancière. Certain elements of the Shakespearean text - notably how it was intended to teach its first readers, the actors, and its uses of dramatic irony - are revealed as already containing possibilities for more decentred forms of knowledge production.
Content and Language Integrated Learning in South America (Multilingual Education #46)
by Yolanda Ruiz de Zarobe Darío Luis BanegasCLIL is a pedagogical approach which has gained traction in different educational and geographical contexts as a key tool in language learning and teaching. After more than 25 years of implementation, we can assert that we have learned a great deal about what CLIL entails. However, it is also true that we still need to contextualise the approach in order to clearly delimit what CLIL has to offer in each setting. This is precisely the aim of this book. This volume focuses on CLIL in South American contexts. It identifies, clarifies and offers insights into issues related to its characterisation and implementation, as well as teacher education. With contributions from a prestigious array of scholars and practitioners from various parts of South America, it also highlights some of the achievements and challenges in the process of implementing CLIL in the region. Against the backdrop of South American contexts, this book aims to provide a useful and innovative lens through which policy makers, researchers and teachers will find significant implications for the development of CLIL.
Working as a Professional Translator (Routledge Introductions to Translation and Interpreting)
by JC PenetWhat does it take to be a professional translator in the 21st century? What are the opportunities and challenges of a career in translation? How do you find that first job? How do you ensure that work remains sustainable over time? Combining industry insights, the latest research in the field of translation studies and a career coaching approach, this textbook takes aspiring translators on an explorative journey that helps them answer these questions for themselves so they can become the professional translators they aspire to be.Each chapter of this hands-on guide opens with key questions that budding translators might typically ask themselves and encourages them to reflect on their relevance for their own situation through regular discussion points and ‘Topics for discussion and assignments’. Targeted suggestions for further reading at the end of each chapter guide users in deepening their knowledge. Written primarily for students on translation courses, the accessible language, tone and design of this book will appeal to anyone who is thinking of embarking upon a career in translation. Additional resources are available on the Routledge Translation Studies Portal.
Working as a Professional Translator (Routledge Introductions to Translation and Interpreting)
by JC PenetWhat does it take to be a professional translator in the 21st century? What are the opportunities and challenges of a career in translation? How do you find that first job? How do you ensure that work remains sustainable over time? Combining industry insights, the latest research in the field of translation studies and a career coaching approach, this textbook takes aspiring translators on an explorative journey that helps them answer these questions for themselves so they can become the professional translators they aspire to be.Each chapter of this hands-on guide opens with key questions that budding translators might typically ask themselves and encourages them to reflect on their relevance for their own situation through regular discussion points and ‘Topics for discussion and assignments’. Targeted suggestions for further reading at the end of each chapter guide users in deepening their knowledge. Written primarily for students on translation courses, the accessible language, tone and design of this book will appeal to anyone who is thinking of embarking upon a career in translation. Additional resources are available on the Routledge Translation Studies Portal.
George Herbert and the Business of Practical Piety: Nudging Towards God
by Ceri SullivanContemporary nudge theory points out that people make good choices over issues where they have had past experience of similar circumstances, where there is reliable, substantial, and relevant information about the situation, and where they will get prompt feedback about the effect of their decision. Yet none of these conditions apply to the most vital choice of action facing early modern Protestants: how can they be saved? In George Herbert and the Business of Practical Piety, Ceri Sullivan uses nudge theory to show how practical divinity disregards the doleful conclusions of predestination--that salvation cannot be earned--to supply readers with suggestions on how to prepare to act, regardless of their final destiny. Such texts create cognitive niches to support cheerful, godly thought and action, in a way which is far from being despairing or compulsive. Their nudges were repeatedly put into practice by Herbert's friends, the Ferrars, who tried to form an ideal religious community at Little Gidding. These prescriptions and examples illustrate how George Herbert's The Temple (1633) is a compendium of the techniques of choice architecture. Herbert's poems are full of the humour emerging from a life of faith which is willing to guard high ideals by low cunning, stooping to use the least little things to change a self. George Herbert and the Business of Practical Piety initially calls on theories of the extended mind to ask what sort of minor physical and social structures scaffold decisions, then examines a selection of nudges used by Herbert: contracts with the self, building a mind, cleaning a heart, conversing with God, making to-do lists, and working on working well.
Language, History, Ideology: The Use and Misuse of Historical-Comparative Linguistics
This volume presents twelve in-depth case studies that critically examine the ways in which historical linguistics and language change interact with ideology. These varying interactions have been present since the birth of historical-comparative linguistics as a field of study. Work in historical linguistics may be appropriated or rejected for ideological reasons, most notably in the debates surrounding the Indo-European homeland; it can also by influenced by ideological biases, as in the 'alternative' histories that have been proposed for Moldovan and Maltese. The development of linguistically-defined nation states may itself fuel linguistic change, for instance through the suppression of minority languages or the division of existing languages to mirror political divisions, as occurred in the Balkans; or it may lead to the formulation of pseudo-histories designed to give a nation a more prestigious past. The book will be of interest not only to historical linguists but also to anthropologists, historians, and all those interested in language policy.
Approaching the Interval in the Early Modern Theatre: The Significance of the 'Act-Time' (Elements in Shakespeare Performance)
by null Mark HutchingsIn requiring artificial light, the early modern indoor theatre had to interrupt the action so that the candles could be attended to, if necessary. The origin of the five-act, four-interval play was not classical drama but candle technology. This Element explores the implications of this aspect of playmaking. Drawing on evidence in surviving texts it explores how the interval affected composition and stagecraft, how it provided opportunities for stage-sitters, and how amphitheatre plays were converted for indoor performance (and vice versa). Recovering the interval yields new insights into familiar texts and brings into the foreground interesting examples of how the interval functioned in lesser-known plays. This Element concludes with a discussion of how this aspect of theatre might feed into the debate over the King's Men's repertory management in its Globe-Blackfriars years and sets out the wider implications for both the modern theatre and the academy.
Translation as Advocacy: Perspectives on Practice, Performance and Publishing (Language Acts and Worldmaking)
by VariousWhat does it mean to advocate - in translation, for translation, through translation? What does advocacy look like, for those who do the translating or for those whose work is translated? To what extent is translation itself a form of advocacy? These 'what' questions are the driving force behind this collection.Translation as Advocacy highlights the innovative ways in which translator-academics in seven different fields discuss their practice in relation to their understanding of advocacy. The book aims to encourage people to think about translators as active agents bringing new work into the receiving culture, advocating for the writers they translate, for ideas, for practices. As such, the book asserts that the act of translation is a mode of cultural production and a political intervention through which the translator, as advocate, claims a significant position in intercultural dialogue.Featuring seven interrelated chapters, the book covers themes of judgement, spaces for translation, classroom practice, collaboration, intercultural position, textuality, and voice. Each chapter explores the specific demands of different types of translation work, the specific role of each stage of the process and what advocacy means at each of these stages, for example: choosing what is translated; mediating between author and receiving culture; pitching to publishers; social interactions; framing the translation for different audiences; teaching; creating new canons; gatekeepers and prizes; dissemination; marketing and reception. This book repositions the role of the translator-academic as an activist who uses their knowledge and understanding to bring agency to the complex processes of understanding across time and space. Moving critically through the different stages that the translator-academic occupies, using the spaces for research, performance and classroom teaching as springboards for active engagement with the key preoccupations of our times, this book will highlight translation as advocacy for students, educators, audiences for translation and the translation industry.Like all the volumes in the Language Acts and Worldmaking series, the overall aim is two-fold: to challenge widely-held views about language learning as a neutral instrument of globalisation and to innovate and transform language research, teaching and learning, together with Modern Languages as an academic discipline, by foregrounding its unique form of cognition and critical engagement.Specific aims are to:· propose new ways of bridging the gaps between those who teach and research languages and those who learn and use them in everyday contexts from the professional to the personal· put research into the hands of wider audiences· share a philosophy, policy and practice of language teaching and learning which turns research into action· provide the research, experience and data to enable informed debates on current issues and attitudes in language learning, teaching and research· share knowledge across and within all levels and experiences of language learning and teaching· showcase exciting new work that derives from different types of community activity and is of practical relevance to its audiences· disseminate new research in languages that engages with diverse communities of language practitioners.
Staging Revolutions and the Many Faces of Modernism: Performing Politics in Irish and Egyptian Theatre (Transdisciplinary Souths)
by Amina ElHalawaniThe book explores how theatre, with its performative capacity, has the power to engage with and affect the politics of its day. It sets the stage for the reader to discover the revolutionary traditions of Egyptian and Irish theatre, very distinct in their histories and cultures, and understand their enduring relevance in today’s world. The volume takes Ireland as a case study of the interplay between cultural nationalism and politically engaged theatre and compares it to the role of the theatre in Egypt during its Golden era in the 1960s.Through a selection of Egyptian plays by Tawfiq al-Hakim, Mikhail Roman, Yusuf Idris, and Salah Abdul-Saboor, alongside Irish plays by Brian Friel, Frank McGuinness, Christina Reid, and Samuel Beckett, it maps the political aesthetics of unsteady times and seemingly disparate places to reflect on the dynamics of revolt as a staged act in and of itself. Further, the book examines how playwrights from both nations have engaged with theatre as a medium, focusing on how their contemplations, hesitations, frustrations, and protest have been translated onto the stage in their various plays, and comprehends the transformative role the theatre has always played in politics in shaping history across time and space.Bridging together discussions on transnational modernisms with nuanced cultural histories of protest, this critical work will be of great interest to scholars and researchers of literary studies, identity politics, cultural studies, theatre and performance studies, and political studies.
Staging Revolutions and the Many Faces of Modernism: Performing Politics in Irish and Egyptian Theatre (Transdisciplinary Souths)
by Amina ElHalawaniThe book explores how theatre, with its performative capacity, has the power to engage with and affect the politics of its day. It sets the stage for the reader to discover the revolutionary traditions of Egyptian and Irish theatre, very distinct in their histories and cultures, and understand their enduring relevance in today’s world. The volume takes Ireland as a case study of the interplay between cultural nationalism and politically engaged theatre and compares it to the role of the theatre in Egypt during its Golden era in the 1960s.Through a selection of Egyptian plays by Tawfiq al-Hakim, Mikhail Roman, Yusuf Idris, and Salah Abdul-Saboor, alongside Irish plays by Brian Friel, Frank McGuinness, Christina Reid, and Samuel Beckett, it maps the political aesthetics of unsteady times and seemingly disparate places to reflect on the dynamics of revolt as a staged act in and of itself. Further, the book examines how playwrights from both nations have engaged with theatre as a medium, focusing on how their contemplations, hesitations, frustrations, and protest have been translated onto the stage in their various plays, and comprehends the transformative role the theatre has always played in politics in shaping history across time and space.Bridging together discussions on transnational modernisms with nuanced cultural histories of protest, this critical work will be of great interest to scholars and researchers of literary studies, identity politics, cultural studies, theatre and performance studies, and political studies.
Innovations in Journalism: Comparative Research in Five European Countries (Routledge Research in Journalism)
by Klaus Meier Jose A. García-Avilés Andy Kaltenbrunner Colin Porlezza Vinzenz Wyss Renée Lugschitz Korbinian KlinghardtThis volume explores innovations in journalism: the goals and expectations associated with them, promoting and hindering framework conditions, and their social and industrial impact.Drawing on an international research project conducted in Germany, Austria, Switzerland, Spain, and the United Kingdom, the book takes a complex approach, considering media policy preconditions and the social impact of journalistic innovation from a comparative perspective. The key findings are examined and presented on different levels: theoretical, methodological, and – as the focus – empirical.Having identified the most relevant innovations in each of the five countries, a total of 100 case studies are examined to explore the influence of these innovations on the quality of journalism and its normative role in democratic societies and to analyze which preconditions support or inhibit the development and implementation of the innovations in news organizations. The interdependencies between journalistic innovations and their media policy preconditions are compared in a system-analytical way – concluding with the lessons that can be learned from the macrolevel (policies) and the mesolevel (organizations).This insightful and truly international volume will interest professionals, scholars and students of journalism, media and communication studies, media industry studies, and related fields.
Innovations in Journalism: Comparative Research in Five European Countries (Routledge Research in Journalism)
This volume explores innovations in journalism: the goals and expectations associated with them, promoting and hindering framework conditions, and their social and industrial impact.Drawing on an international research project conducted in Germany, Austria, Switzerland, Spain, and the United Kingdom, the book takes a complex approach, considering media policy preconditions and the social impact of journalistic innovation from a comparative perspective. The key findings are examined and presented on different levels: theoretical, methodological, and – as the focus – empirical.Having identified the most relevant innovations in each of the five countries, a total of 100 case studies are examined to explore the influence of these innovations on the quality of journalism and its normative role in democratic societies and to analyze which preconditions support or inhibit the development and implementation of the innovations in news organizations. The interdependencies between journalistic innovations and their media policy preconditions are compared in a system-analytical way – concluding with the lessons that can be learned from the macrolevel (policies) and the mesolevel (organizations).This insightful and truly international volume will interest professionals, scholars and students of journalism, media and communication studies, media industry studies, and related fields.
Legal-Lay Discourse and Procedural Justice in Family and County Courts (Elements in Forensic Linguistics)
by null Tatiana GrieshoferFocusing on adversarial legal settings, this Element explores discursive practices in court proceedings which often involve unrepresented parties – private family proceedings and small claims cases. Such proceedings present the main caseload of county and family courts, but pose immense challenges when it comes to legal-lay communication. Drawing on court observations, alongside textual and interview data, the Element pursues three aims: (1) developing the methodological and theoretical framework for exploring discursive practices in legal settings; (2) establishing the link between legal-lay discourse and procedural justice; (3) presenting and contextualising linguistic phenomena as an inherent part of court research and practice. The Element illustrates how linguistic input can contribute to procedural changes and court reforms across different adversarial and non-adversarial legal settings. The exploration of discursive practices embedded in court processes and procedures consolidates and advances the existing court research conducted within the fields of socio-legal studies and forensic linguistics. This title is also available as Open Access on Cambridge Core.
Word Perfect: Etymological Entertainment For Every Day of the Year
by Susie Dent'Susie Dent is a one-off. She breathes life and fun into words and language' Pam Ayres'Susie Dent is a national treasure' Richard OsmanWelcome to a year of wonder with Susie Dent, lexicographer, logophile, and longtime queen of Countdown's Dictionary Corner.From the real Jack the Lad to the theatrically literal story behind stealing someone's thunder, from tartle (forgetting someone's name at the very moment you need it) to snaccident (the unintentional eating of an entire packet of biscuits), WORD PERFECT is a brilliant linguistic almanac full of unforgettable stories, fascinating facts, and surprising etymologies tied to every day of the year. You'll never be lost for words again.
The Composition Commons: Writing a New Idea of the University
by Jessica YoodThe Composition Commons delivers a timely take on invigorating higher education, illustrating how college composition courses can be dynamic sites for producing a democratic, just, and generally educated public. Jessica Yood traces the century-long origins of a writing-centered idea of the American university and tracks the resurgence of this idea today. Drawing on archival and classroom evidence from public colleges and universities and written in a lively autoethnographic voice, Yood names “genres of the commons”: intimate, informal writing activities that create peer-to-peer knowledge networks. She shows how these unique genres create collectivity—an academic commons—and calls on scholars to invest in composition as a course cultivating reflective, emergent, shared knowledge. Yood departs from movements that divest from the first-year composition classroom and details how an increasingly diverse student population composes complex, evolving cultural literacies that forge social bonds and forward innovation and intellectual and civic engagement. The Composition Commons reclaims the commons as critical idea and writing classroom activities as essential practices for remaking higher education in the United States.
Representation in Children′s Literature: Reflecting Realities in the classroom
by CLPEThe under-representation of characters of colour in children′s literature in the UK is quantified in the CLPE′s award winning Reflecting Realities research.Through this research, the CLPE actively disrupts the demand-and-supply chain and holds the children′s publishing industry to account, encouraging it to do better. This book: * explores what Reflecting Realities teaches us; * empowers teachers to take positive to ensure classroom libraries are truly representative; * takes time to reflect on the research; * enables teachers to explore what constitutes quality representation; * includes practical support on how to translate this thinking into positive change in the classroom; * provides guidance for curating literature for young readers; * highlights how engagement with inclusive literature positively impacts school reading cultures and wider teaching and learning.