[EDLING:755] Recent Books from Multilingual Matters

[Francis M. Hult]

SPELLING TROUBLE?
Language, Ideology and the Reform of German Orthography
Sally Johnson (University of Leeds)

Description
Spelling Trouble? explores the linguistic, cultural and political issues
underpinning the public disputes surrounding the 1996 reform of German
orthography. Sally Johnson’s book will be of interest to speakers and students
of German as well as sociolinguists with an interest in language politics,
language planning and language ideology

Contents
Acknowledgements
1. Introduction to the 1996 Reform of German Orthography
2.  Historical Background
3. Linguistic Details
4. The Constitutional Challenge
5. The 1996 Reform as Language Ideological Debate
6. The Trouble with Spelling? Discussion and Conclusions

7 March 2005	format 210 x 148mm	 216pp
Hbk ISBN 1-85359-785-6	£49.95/ US$89.95/ CAN$124.95
Pbk ISBN 1-85359-784-8	£19.95/ US$39.95/ CAN$49.95			
	
Ebook ISBN 1-85359-786-4	£49.95/ US$89.95/ CAN$124.95

For further information and to order at 20% discount, click on the following
link:
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INTERPRETATION
Techniques and Exercises
James Nolan

Description
This book provides a structured syllabus and an overview of interpretation
accompanied by exercises in the main aspects of the art.  It is meant as a
practical guide for interpreters and as a complement to interpreter training
programmes, particularly for students preparing for conference interpreting in
international governmental and business settings.

Contents
Introduction / Frequently Asked Questions
 1. Speaking; 2. Preparation / Anticipating The Speaker;  3. Complex Syntax /
Compression;  4. Word Order / Clusters;  5. General Adverbial Clauses;  6.
Untranslatability;  7.Figures Of Speech;  8. Argumentation;  9. Diction /
Register;  10. Formal Style; 11. A Policy Address; 12. Quotations /
Allusions / Transposition;  13. Political Discourse; 14. Economic Discourse;
15. Humor;  16.	Latinisms; 17. Numbers; 18. Note-Taking
Bibliography

Bibliographic information
Professional Interpreting in the Real World
7 March 2005	format 210 x 148mm 	328pp
Hbk ISBN 1-85359-791-0	£64.95 / US$119.95/ CAN$149.95
Pbk ISBN 1-85359-790-2	£24.95/ US$44.95/   CAN$59.95			
	
Ebook ISBN 1-85359-792-9	£64.95/US$119.95/CAN$149.95

For further information and to order at 20% discount, click on the following
link:
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DISTANCE EDUCATION AND LANGUAGES
Evolution and Change

Edited by Börje Holmberg (FernUniversität, Germany), Monica Shelley (Open
University, UK) and Cynthia White (Massey University, NZ)

Description
This edited book is the first collection of studies to be published dealing
specifically with the teaching of languages at a distance.  It contains
contributions from language teaching professionals working all over the world,
and covers a variety of languages.  Based on practical experience and
research, it includes work on learner autonomy and support, the development of
intercultural competence, methodology and course design, learning environments
and language teacher education.

Contents
Preface B. Holmberg; Editorial M. Shelley and C. White
I. Learner autonomy: 1. Autonomy and the Distance Language Learner S. Hurd
(Open University); 2. Critical Reflection and Autonomy L. Murphy (Open
University); 3. Theoretical and practical issues in the promotion of
collaborative learner autonomy in a virtual self-access centre A. Ding
(University of Nottingham) II. Learner perspectives and support: 4. Towards a
Learner-based Theory of Distance Language Learning  C. White; 5. Feedback in
Distance Language Learning C. Ros i Solé & M. Truman (Open University) 6. A
Framework for Supporting Students Studying English via a Mixed-Mode Delivery
System C. Dreyer (University of Potchefstroom, South Africa) N. Bangeni
(University of the Transkei, South Africa) & C. Nel (University of
Potchefstroom); III Development of intercultural competence: 7. Assessing
intercultural competence gain in a German distance learning course for adults
M. Shelley & U. Baumann (Open University); 8.Developing Professional
Intercultural Communicative Competence R. Fay (University of Manchester) & L.
Davcheva (British Council in Bulgaria)  IV. Methodology and course design;  9.
Teaching foreign-language skills by distance education methods  B.Holmberg;
10. Course Design for the Distance Learner of Spanish  C. Garrido (Open
University); V. Learning environments: 11. Learner Autonomy and Course
Management Software D.Weasenforth (Collin County Community College, USA),
C.F.Meloni (George Washington University) & S. Biesenbach-Lucas (American
Univ. of Washington); 12. Negotiating Conversation at a Distance V. Tudini
(Univ. of South Australia); 13.Making Online Students Connect A. Schramm
(Hamline University, USA); 14. Fostering Creative and Authentic Language Use
with Online Tools J. Milton (University of Science & Technology, Hong Kong);
15. The Challenges of Implementing Online Tuition in Distance Language Courses
M. Hauck & R. Hampel (Open University); VI. Language teacher development: 16.
Compensatory Strategies in Distance Language Education H. Hansson (Umeå Univ.,
Sweden ) & E. Wennö (Karlstad Univ., Sweden); 17.Primary Language Teacher
Education F. Poppi, M. Bondi (University of Modena and Reggio Emilia, Italy) &
L. Low (University of Sterling); 18. Exploring Zones of Interactivity in
Foreign Language and Bilingual Teacher Education D. Coyle (University of
Nottingham)


New Perspectives on Language and Education
14 March 2005		210 x 148mm			360p
Hbk 1-85359-776-7		£74.95/ US$149.95/ CAN$189.95
Pbk 1-85359-775-9		£29.95/ US$59.95/ CAN$74.95

For further information and to order at 20% discount, click on the following
link:
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EBONICS: The Urban Education Debate
(2nd Edition)
Edited by David Ramirez, Terrence G. Wiley, Gerda de Klerk, Enid Lee, Wayne E.
Wright

This collection of papers, comments, and documents traces the distant and
recent history of the Ebonics debate in the USA. The book examines how,
despite increasing access to public education over the past century, schools
continue to impose language standards and expectations on children that
methodically privileges some, while disadvantaging others.

Contents
Acknowledgements/ Introduction
PART I: EBONICS IN THE URBAN EDUCATION DEBATE
1. Ebonics: Background to the Current Policy Debate Terrence G. Wiley (Arizona
State University)
2. Using the Vernacular to Teach the Standard John R. Rickford (Stanford
University)
3. Educational Implications of Ebonics John Baugh (Stanford University)
4. Black Language and the Education of Black Children: One Mo Once Geneva
Smitherman (Michigan State University)
5. Ebonics and Education in the Context of Culture Subira Kifano (Rivers Run
Deep Institute, Los Angeles, CA), Ernie A. Smith and Charles R. Drew
(University of Medicine and Science, Los Angeles)
6. Language Varieties in the School Curriculum Carolyn Temple Adger (Center
for Applied Linguistics)
PART II:  BACKGROUND TO THE EBONICS DEBATE
Introduction
7. Oakland Unified School District’s Resolution
8. Examples of Legislative Reaction
9. Legal Background
10. Linguists’ Reactions
11. Organizational Responses
Recommended Readings on Ebonics


New Perspectives on Language and Education
22 March 2005	format 210 x 148mm		224pp
Hbk ISBN 1-85359-797-X	£49.95/ US$89.95 / CAN$109.95
Pbk ISBN 1-85359-796-1	£21.95/ US$39.95/ CAN$54.95
Ebook ISBN 1-85359-798-8	£49.95/ US$89.95 / CAN$109.95		
		

For further information and to order at 20% discount, click on the following
link:
http://www.multilingual-matters.com/multi/display.asp?isb=1853597961


POLITENESS IN EUROPE

Edited by Leo Hickey (University of Salford)
and Miranda Stewart (University of Strathclyde)

This truly unique work is a must-have for anyone involved in politeness
research for at least three reasons: it provides a never before attempted
overview of European politeness practices; it charts the terrain of European
politeness research; and through the juxtaposition of viewpoints informed by
the socio-political and historical particularities of distinct languages and
countries, lays the foundations for a more integrated understanding of
politeness. Gino Eelen, independent researcher to the International Pragmatics
Association's 'IPrA Research Center' at the University of Antwerp, Belgium

Key Features
-	Study of linguistic politeness has undergone an explosion of interest
since the late 1980s
-	Contributes to the development of politeness theory and theories
-	Provides a broad picture of politeness across 22 European countries
-	Each chapter gives an empirical snapshot of the issues and practices
in its society

Description
Politeness as practised across 22 European societies, firmly set within
critical debates developed over recent decades, is here presented in ways
related to concrete situations in which language-users interact with one
another to achieve their goals. Areas covered include types of politeness,
forms of address, negotiation and “small-talk” in various contexts.

Contents
Introduction L Hickey and M Stewart
WESTERN EUROPE 1. Germany: politeness in Germany? J House (University of
Hamburg); 2. France: how to buy bread politely C. Kerbrat-Orecchioni (Lumière
University); 3. Belgium: face, distance and sincerity in service-exchange
rituals E Danblon (Université Libre de Bruxelles) B. de Clerck (University of
Ghent) & J-P. van Noppen (Université Libre de Bruxelles); 4. Luxemburg:
greetings from foreign parts J. Kramer (University of Trier); 5. Netherlands:
indirect requests R. le Pair (University of Nijmegen); 6. Austria: politeness
and impoliteness S. Haumann, U. Koch & K. Sornig (University of Graz); 7.
Switzerland: between respect and acceptance G Manno (University of Zurich); 8.
Britain “It’s only a suggestion
” M. Stewart; 9. Ireland: “
in Ireland, it’s
done without being said” J. L. Kallen (Trinity College, Dublin).
NORTHERN EUROPE 10. Norway: how can you be polite and sincere? T Fretheim
(University of Trondheim); 11.  Denmark: getting to the point E Fredsted
(University of Flensburg); 12. Sweden: parliamentary forms of address C Ilie
(Örebro University); 13. Finland: evasion at all costs V Yli-Vakkuri
(University of Turku)
EASTERN EUROPE 14. Estonia: a matter-of-fact style L Keevallik (Tartu
University); 15.Poland: from “titlemania” to grammaticalised honorifics R
Huszcza (Warsaw University); 16. Hungary: uncertainty in a changing society L
Bencze (Apor Vilmos Catholic College, Zsámbék); 17 The Czech Republic:
distance levels, management and intercultural contact J Neustupný (Obirin
University, Tokyo) and J Nekvapil (Charles University, Prague)
SOUTHERN EUROPE 18. Politeness in Greece: The politeness of  involvement M
Sifianou and E Antonopoulou (University of Athens); 19. Cyprus: a coffee or a
small coffee? M Terkourafi (British School at Athens and University of
Cambridge); 20.  Italy: polite requests G Held (University of Salzburg); 21.
Portugal: how to address others M H Araújo Carreira (Université de Paris); 22.
Spain: thanks but no “thanks” L Hickey

Multilingual Matters 127
24 March 2005	format: 210 x 148mm	330 pp
Hbk ISBN 1-85359-738-4	£59.95 / US$99.95/ CAN$129.95
Pbk ISBN 1-85359-737-6	£24.95/ US$44.95/ CAN$59.95			
	

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THIRD LANGUAGE LEARNERS
Pragmatic Production and Awareness

Maria Pilar Safont Jordà
(Universitat Jaume I in Castelló, Spain)

"This volume makes a valuable contribution for both experts and beginners in
the fields of interlanguage pragmatics and third language acquisition"
Stephen van Vlack, Sookmyung Women's University, South Korea

“Third Language Learners is an important and timely book at the intersection
of interlanguage pragmatics and third language acquisition. The book focuses
on two crucial facets of the acquisition of English as a third language by
mono- and bilingual learners: pragmatic competence and pragmatic awareness. It
presents original research, which not only enriches our knowledge of the
benefits of pragmatic instruction, but is also eminently useful for language
educators around the world. Professor Juliane House, University of Hamburg,
Germany

The book aims to provide a bridge between two applied linguistics subfields,
namely those of interlanguage pragmatics and third language acquisition. It
examines the production and identification of request acts formulas on the
part of bilingual learners of English in the Valencian Community (Spain).
Previous to the empirical study itself, we present an overview of the
theoretical background and the sociolinguistic context where the experiment
was conducted.

Contents
Introduction
PART 1. THEORETICAL BACKGROUND
1. Third language acquisition
2.  Pragmatic competence and foreign language learning
3.  The sociolinguistic context: language learning and use in the Valencian
community
PART II. THE STUDY
4.  The Method
5. The Role of Pragmatic Instruction in Developing Foreign Language Learners'
Pragmatic Competence
6. Proficiency-level Effects on Pragmatic Production
7. Task-effects on Pragmatic Production
8. The Role of Bilingualism in Meta-pragmatic Awareness
9. Pragmatic production and awareness of third language learners. Summarising
the findings
References


Second Language Acquisition
6 April 2005 210 x 148mm	200pp
Hbk ISBN 1-85359-803-8	£49.95/ US$89.95/ CAN$124.95
Pbk ISBN 1-85359-802-X	£19.95/ US$39.95/ CAN$49.95	

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CULTURAL AND LINGUISTIC POLICY ABROAD
The Italian Experience
Mariella Totaro-Genevois

Mariella Totaro-Genevois explores for the first time the interaction between
Italy's promotion of Italian language and culture abroad, its support for
emigrants' language maintenance, the immigrant group's own maintenance
policies, and the migration country's response to its multiculturalism. This
interaction has led to Italian being one of the most widely studied languages
in Australian schools. The study will provide a model for similar research on
other languages.
Professor Michael Clyne, Department of Linguistics and Applied Linguistics and
Research Unit for Multilingualism and Cross Cultural Communication University
of Melbourne, Australia

Key Features
-	Emigration is useful in the study of social phenomena
-	Aims to formulate a hypothesis about the specific Italian experience
in language and cultural policies abroad

Description
This book investigates Italian foreign cultural policy from the 1947
Constitution to the present. How has Italy conveyed its language and culture
to the outside world? Where does the Italian experience fit into a wider
international context? Finally, what can be learned from the answers to such
questions in relation to the Italian experience in Australia?

Contents
PART 1 Italian Language and Culture Diffusion Abroad: its Place and Status in
Italian International Politics
1.  Culture, cultural relations and cultural policy; 2. The Italian
Constitution and the development of Italian society; 3. Democracy on trial:
the first twenty years of the Italian Constitution; 4. Italian legislation and
the diffusion of language and culture abroad; 5. Who’s in charge?; 6. Memory
and history: the living testimonies to Italian language diffusion policies
abroad
PART 2 Italian Language and Culture Policies in Context
7. Language policy development in Australia 1948- 1998; 8. Italian language
and culture at the altro polo
Conclusion; References

Multilingual Matters	
6 April 2005		Format: 210x148mm		288pp
Hbk 1-85359-800-3		£64.95 / US$119.95/ CAN$149.95
Pbk 1-85359-799-6		 £24.95/ US$44.95 / CAN$59.95
Elect: 1-85359-801-1		£64.95 / US$119.95/ CAN$149.95

For further information and to order at 20% discount, click on the following
link:
http://www.multilingual-matters.com/multi/display.asp?isb=1853597996