29.3360, Review: Applied Linguistics: Bloch-Rozmej, Demirci, Drabikowska, Gitsaki, Gobert, Jule, Ramière, Lafuente-Millán, Lorés-Sanz, Mur-Dueñas, Varshney (2016)
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LINGUIST List: Vol-29-3360. Fri Aug 31 2018. ISSN: 1069 - 4875.
Subject: 29.3360, Review: Applied Linguistics: Bloch-Rozmej, Demirci, Drabikowska, Gitsaki, Gobert, Jule, Ramière, Lafuente-Millán, Lorés-Sanz, Mur-Dueñas, Varshney (2016)
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Date: Fri, 31 Aug 2018 11:16:51
From: Marga Stander [margastander at gmail.com]
Subject: The Cambridge Scholars Publishing Applied Linguistics Collection
Discuss this message:
http://linguistlist.org/pubs/reviews/get-review.cfm?subid=36331558
Book announced at http://linguistlist.org/issues/27/27-4865.html
EDITOR: Rosa Lorés-Sanz
EDITOR: Pilar Mur-Dueñas
EDITOR: Enrique Lafuente-Millán
EDITOR: Christina Gitsaki
EDITOR: Melanie Gobert
EDITOR: Helene Demirci
EDITOR: Nathalie Ramière
EDITOR: Rachel Varshney
EDITOR: Allyson Jule
EDITOR: Anna Bloch-Rozmej
EDITOR: Karolina Drabikowska
TITLE: The Cambridge Scholars Publishing Applied Linguistics Collection
PUBLISHER: Cambridge Scholars Publishing
YEAR: 2016
REVIEWER: Marga Stander, Sol Plaatje University
SUMMARY
The Cambridge Scholars Publishing Applied Linguistics Collection consists of
15 books, all published by Cambridge Scholars Publishing: Newcastle upon Tyne,
UK. This collection covers an enormous range of topics and is extremely
valuable collection in university language and linguistics departments, and
libraries. Below is a short summary of each book in the collection .
BOOK 1
Chen, Honglin & Ken Cruickshank (Eds). 2009. Making a Difference: Challenges
for Applied Linguistics.
This book consists of 23 articles with a wide range of topics on the field of
Applied Linguistics, ranging from language teaching and learning, language and
policy development, discourse analysis, language assessment and development,
and bilingualism. The book is a result of the 2007 conference held in
Wollongong by the Applied Linguistics Association of Australia, and reports on
studies done in various countries in Asia, Australia and the UK. The main
focus of the book is how research in Applied Linguistics can make a difference
in language learning and use, education, materials development and policy
making. A number of challenges and opportunities for research in Applied
Linguistics are created with the increase in migration and asylum seeking, as
well as changes in media, technology, politics and economics, locally and
internationally.
BOOK 2
Lorés-Sanz, Rosa, Pilar Mur-Dueñas & Enrique Lafuente-Millán (Eds). 2010.
Constructing Interpersonality; Multiple Perspectives on Written Academic
Genres.
This book has 18 contributions focussing on interpersonal interaction in texts
and how it is manifested in various academic genres. This book is the result
of the 2008 international conference on Interpersonality in Written Academic
Discourse: Perspectives across Languages and Cultures, at the Universidad de
Zaragoza, Jaca, Spain. Although all the articles focus on interpersonality,
the articles analyse different genres and adopt different analytical
perspectives and methodological approaches. The book is divided into four
main sections, namely, an overview of research done on written academic
discourse; a report on academic abstracts and book reviews; a focus on the
research article, the key genre in academic communication; and an overview of
referee reports, (electronic) popularizations, academic weblogs, student
essays and conference handouts.
BOOK 3
Chodkiewicz, Halina & Magdalena Trepczyńska (Eds). 2014. Language Skills:
Traditions, Transitions and Ways Forward.
This book fits well into the area of Applied Linguistics. Although this book
focuses mainly on language skills, it also gives attention to the many aspects
of language-skilled behaviour in language use and its development from the
perception of speech sounds to discourse production. The 27 chapters of the
book are divided into six sections, namely, fundamental background issues,
spoken interaction, perception of speech sounds and production skills, reading
contexts and purposes, writing challenges for advanced learners, and
technology and language skills. The contributions cover a wide range of
themes, such as, the development of L2 skills, teaching specific skills, and
the use of modern technology in skill acquisition. It addresses different age
groups, educational and social contexts, and instructional activities.
BOOK 4
Rodríguez-Puente, Paula, Teresa Fanego, Evelyn Gandón-Chapela, Sara María
Riveiro-Outeiral & María Luisa Roca-Varela (Eds). 2014. Current Research in
Applied Linguistics: Issues on Language and Cognition.
This book is the result of papers presented at the 3rd ELC International
Postgraduate Conference on Language and Cognition (ELCs), held in 2012 at the
University of Santiago de Compostela, Spain. The theme of the book is based
on research in Applied Linguistics, contributed by postgraduate students in
various areas. There are eleven case studies, which are organised into four
parts, namely: syntactic studies (get-constructions in Indian English, the use
of verbs with/without an object in contemporary English, if-clauses in British
and American English); morphology and semantic studies (word-formation
patterns, motion expressions in English and Spanish); second language
acquisition (Spanish students learning English, Japanese learners of English,
production of English past tense forms); and discourse analysis and
psycholinguistics (sentiment detection and analysis, perspectives in
language, cognition and interaction, emotional valence on disambiguation
processes).
BOOK 5
Jule, Allyson (Ed). 2015. Shifting Visions: Gender and Discourses.
The contributions in this book are a result of papers presented at the 8th
Biennial International Gender and Language Association (IGALA) conference held
in 2014 in Vancouver, Canada. The broad theme of the book is gender,
sexuality, discourse and language. This book accommodates a wide range of
research topics over twelve chapters, such as gender and language studies,
embodiment, religion, power, grammatical gender, ethics, heteronormativity,
politics, terrorism, magazines, media and news coverage, equality and
diversity, and education in various parts of the world such as Britain,
Europe, Scandinavia, Canada, the US, Asia and Africa. It offers an
interdisciplinary and global approach and investigates the unexplored areas
where more can be learned about the relationships between gender and language.
BOOK 6
Stracke, Elke (Ed). 2014. Intersections: Applied Linguistics as a Meeting
Place.
The 2nd Combined Conference of the Applied Linguistics Associations of
Australia and New Zealand in 2011, in Canberra, Australia, with the theme
Applied Linguistics as a Meeting Place, resulted in this book with 16
excellent contributions on Applied Linguistics. This book makes connections
between Applied Linguistics and other disciplines as well as the many
sub-disciplines and specialisations in its own field. The 16 chapters are
divided into three main parts, highlighting the role and contribution of
Applied Linguistics: Part I focuses on different workplaces where language
and cultural differences are very sensitive issues among language users. Part
II focuses on educational contexts, language learning, teaching and language
as a subject matter. Part III is concerned with endangered languages and
protecting the rights of language minorities.
BOOK 7
Singh, Navin Kumar. 2013. Multilingual Trends in a Globalized World:
Prospects and Challenges.
In this book, Singh is looking at evolving language education and practices in
an ever growing multilingual world and shares his perspectives on mother
tongue education, multilingualism and cultural pluralism. He includes examples
and case studies from around the world and especially from South East Asia.
The book consists of nine chapters ranging from globalisation through
linguistic and cultural lenses; language forms and functions; mother-tongue
education; L1 influence on L2 acquisition; changing trends in language
education; globalisation of language and culture; diglossia and languages of
instruction; bilingualism and multilingualism; code-switching; and changing
parental perceptions of multilingualism. The book is also written from a
sociolinguistic and psycholinguistic perspective with a focus on language
policy and language teaching and learning.
BOOK 8
Ramière, Nathalie and Rachl Varshney (Eds). 2006. Rhizomes: Connecting
Languages, Cultures and Literatures to Mental Acts.
This book is a collection of research studies based on interdisciplinary work
in language and culture studies within the Humanities and Social Sciences.
This collection was compiled from presentations given at the 2005 conference
held at the School of Languages and Comparative Cultural Studies, University
of Queensland, Australia. The term ‘rhizome’ was chosen as a metaphor for
multi-and interdisciplinarity, meaning ‘it has no beginning or end, between
things or inter-being’ and this reflects the diversity of the papers in this
collection, which makes it difficult to group together essays under a common
heading. The topics in the book are divided into four general themes based
their major argument or methodological approach. The book covers a wide
range of topics from language studies, sociolinguistics and Applied
Linguistics, film, music and cultural studies and questions mainly existing
boundaries between disciplines.
BOOK 9
Mahboob, Ahmar and Caroline Lipovsky (Eds). 2009. Studies in Applied
Linguistics and Language Learning.
Research and studies from various scholars are put together in 18 chapters,
divided into three parts, namely, critical Applied Linguistics, language
policy and practice, and language learning and teaching. The idea for this
book followed the 2008 Applied Linguistics Association of Australia (ALAA)
Conference. The editors of the book handle chapter one by looking at
identities, policies and practices in Applied Linguistics. Part I looks at
language in society, such as the construction of a national identity, language
and justice, racial and identity in English language teaching, and language in
business discourse. Part II handles issues around an Aboriginal language
policy, language policies in school, language learning in tertiary education
and language attitudes and language maintenance strategies. Part III focuses
on language learning and teaching, with special attention to the role of
parents in literacy learning, multiple script literacy, L2 reading, teaching
and teachers of English, foreign language learners and oral communication
strategies.
BOOK 10
Kuzio, Anna. 2014. Exploitation of Schemata in Persuasive and Manipulative
Discourse in English, Polish and Russian.
The first part of the book discusses culture as a dynamic process and
investigates communication and interaction between people from different
cultural backgrounds. The second part of the book specifically focuses on how
difficult messages are conveyed from one culture to another. It also focuses
on the notions of schemata, frames, scenarios and cultural scripts, examining
the work of various authors in this regard. This part also includes a
discussion on decision making and ‘what action to take and what choice to
make’. The third part looks at socio-political attitudes, power relations and
persuasive communication in both text and speech. The last part is an
analysis of various discourses in everyday conversations, such as
complimenting and political discourse.
BOOK 11
Gitsaki, Christina and Richard B. Baldauf Jr. (Eds). 2012. Future Directions
in Applied Linguistics: Local and Global Perspectives.
The twenty-six papers in this volume are divided in two main groups:
educational studies and language teaching; and social issues related to
language. The first group is further divided into papers on second and
foreign language teaching; English language teacher education and second
language acquisition. The second group deals with issues in language use;
bilingualism and multilingualism; and language planning and policy. The part
in group one is concerned with issues in academic writing, orality and
international students, pronunciation, translation, and computer assisted
language teaching and learning. The second part focuses specifically on ELT
pre-service teacher education. The part on second language acquisition
focusses on L2 writing, ESL context, terms of address and the role of L1 as a
learning strategy. In the second group, the first part deals with the use of
conjunctions, academic writing, ideology in texts, reporting in news stories,
and verbal systems of ‘old’ and ‘new’ Englishes. The second part looks at
translating the news, social interaction, multilingualism as social capital
and student views on bilingualism. The last part focuses on local and global
perspectives on English, language and literacy in education, language policy
and communicative language teaching.
BOOK 12
Bloch-Rozmej, Anna and Karolina Drabikowska (Eds). 2015. Within Language,
Beyond Theories (Volume II): Studies in Applied Linguistics.
This is the second volume of three books in a series called Within Language,
Beyond Theories. The book consists of eighteen chapters written by various
authors and is divided into three parts, which covers a range of issues in
Applied Linguistics. Part I deals with language learning and teaching and
includes discussions on the teaching of phonetics, instruction in language
learning, language learning strategies, language testing, conversational
convergence, pragmatics, bilingual education and content and language
integrated learning. Part II is concerned with psycho- and sociolinguistics,
looking at language acquisition and conjugational patterns, psycholinguistic
perspectives on onomatopoeia, the link between physical attractiveness and
foreign accent, and endangered languages. Part III looks into lexicography
and translation studies, especially on dictionaries and current issues in
translation.
BOOK 13
Mauranen, Anna and Elina Ranta (Eds). 2009. English as a Lingua Franca:
Studies and Findings.
The focus of this book is on English as a lingua franca (ELF), which has
become a popular topic in English and applied linguistic studies. The book
covers three parts, namely, basic issues of ELF, its use in different
communities, and its features in interactive discourse. Each part has five
papers written by various authors. The papers in the first part deal with
fundamental issues in ELF, such as attitudes, approaches, conceptualisation,
universality and comprehensibility. In the second part, the focus is on ELF
interaction in institutional settings such as business and education; and the
third part looks at the different sides of ELF in interactive dialogues, based
on authentic transcribed recordings of ELT speech. Several issues related to
ELT are addressed as well, such as phonological and syntactic features,
language in use, methodological approaches, interaction and communication,
pragmatic strategies, metaphors and idioms, fluency, correctness and
effectiveness and the role of code-switching as an ELF strategy.
BOOK 14
Pietilä, Päivi, Katalin Doró and Renata Pípalová (Eds). 2015. Lexical Issues
in L2 Writing.
The papers in this book, written by different authors, investigates various
lexical issues around second language acquisition. This collection is the
result of the 2014 European Society for the Study of English Conference in
Slovakia. There are nine chapters written over three parts, namely, influences
and strategies, disciplinary differences, and collocations and lexical
bundles. The individual papers cover vocabulary in L2 writing, vocabulary
knowledge and written production in English, lexical measures (EFL) and
lexical richness (L3 French) in students’ written essays, lexical diversity in
L2 academic writing, reporting verbs in academic discourse, academic
vocabulary and readability, recurrent word combinations in English L2 writing,
and a lexical analysis of EFL teaching portfolios.
BOOK 15
Gitsaki, Christina, Melanie Gobert and Helene Demirci (Eds). 2014. Current
Issues in Reading, Writing and Visual Literacy.
This volume is the result of papers presented at the 2014 World Congress of
the International Association of Applied Linguistics held in Brisbane,
Australia. The collection basically focuses on reading, writing and visual
literacy, mainly in English as a second language. The part on reading literacy
has eight chapters which look specifically at the development of reading
literacy. In this part, issues such as reading strategies, reading literacy,
different approaches to reading instruction, vocabulary learning, reading in a
foreign language (Chinese) and finally, the English Reference Word List in
Taiwan, are investigated. The second part on writing literacy, focuses on
collocations in advanced L2 writing, formulaic sequences in the written work
of Japanese EFL students, interactive and interactional strategies in L2
doctoral writers, academic writing skills in argumentation essays of Chinese
learners, and written corrective feedback on the postgraduate level. The
three chapters in part three on visual literacy, deal with the higher-order
inference-orientated schema transfer in interlanguage comprehension
development of Japanese learners, the influence of television on American
vocabulary acquisition, and digital curation as a new literacy (information on
the Web).
EVALUATION
This is an excellent and valuable collection for all students, undergraduate
and postgraduate, researchers, scholars (Book 4), and language practitioners
in the field of Applied Linguistics (Books 9 and 13), since it covers a
comprehensive range of topics which surely provides for diverse interests. The
vast range of topics in this collection will also be of special interest to
teachers and educators who are involved with language education, especially
second and foreign language teaching (Books 1, 3, 4, 6). This collection will
be equally valuable to translators, proofreaders, reviewers and editors who
are interested in discourse analysis and academic writing and who are working
with the research publication process (Book 2). Book 5 will be appreciated by
researchers and students who are interested in the areas of sociolinguistics,
sociology, gender and women’s studies and education. Students and scholars
interested in specific areas of Applied Linguistics, such as sociolinguistics,
psycholinguistics, bilingual and multicultural education, second and foreign
language education, lexicography and translation, will find Books 7, 8, 11 and
12 very insightful. Those who are working in the area of intercultural
communication, will be interested in Book 10. Books 13, 14 and 15 will
benefit those working with English as a lingua franca, and also reading,
writing and visual literacy in a L2.
ABOUT THE REVIEWER
MARGA STANDER, Ph.D. in Applied Linguistics is a senior lecturer in the
Department of English at the Sol Plaatje University in Kimberley, South
Africa. Her research interests include L2 acquisition, L2 teaching and
learning, sociolinguistics, aspects of applied linguistics, translation, sign
language linguistics and culture. She specializes in L2 learning and the
problems students encounter in academic writing. She has taught linguistics
and applied linguistics in English and Afrikaans, as well as academic literacy
courses. She has done several translations from English to Afrikaans of
academic and religious texts. She also does regular proofreading and editing
of scholarly articles and essays.
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