Search

In this position paper, we argue that second language (L2) pragmatic research needs to explore new avenues for integrating speech acts and interaction, by proposing a radically minimal, finite and interactional typology of speech acts. While we will introduce what we mean by integrating speech acts and interaction in detail below, the following argument helps us to summarise the issue we consider in this study: When we describe language behaviour, we sometimes use terms such as ‘suggest’, ‘request’ and so on, which roughly indicate illocutionary values, and sometimes terms such as ‘agree’, ‘accept’, ‘contradict’, ‘turn down’, ‘refuse’, which are more indicative of the significance of the utterance relative to a preceding one. What we need to do is to distinguish between these two aspects of a communicative act – the illocutionary and the interactional. (Edmondson et al., 2023, pp. 25–26)

This article positions braille as a writing system worthy of study in its own right and on its own terms. We begin with a discussion of the role of braille in the lives of those who read and write it and a call for more attention to braille in the reading sciences. We then give an overview of the history and development of braille, focusing on its formal characteristics as a writing system, in order to acquaint sighted print readers with the basics of braille and to spark further interest among reading researchers. We then explore how print-centric assumptions and sight-centric motivations have potentially negative consequences, not only for braille users but also for the types of questions researchers think to pursue. We conclude with recommendations for conducting responsible and informed research about braille. We affirm that blindness is most equitably understood as but one of the many diverse ways humans experience the world. Researching braille literacy from an equity and diversity perspective provides positive, fruitful insights into perception and cognition, contributes to the typologically oriented work on the world’s writing systems, and contributes to equity by centering the perspectives and literacy of the people who read and write braille.

The history and influence of the School of Salamanca is attracting the attention of researchers from very different branches of knowledge and from a very wide variety of countries around the world. Broaching this subject invites one to reflect on both the unity of knowledge and the important role that theology plays in a secularized world. In this short essay, I discuss four recently published works that show the global scope of interest in Spanish Scholasticism in general and the School of Salamanca in particular. The first, The School of Salamanca: A Case of Global Knowledge, was edited by Thomas Duve, Jose Luis Egío, and Christiane Birr in coordination of the Max Planck Institute (2021). The second work, ¿Qué es la Escuela de Salamanca?, was edited by Simona Langella and Rafael Ramis-Barceló (2021). The third work is a recent thematic compendium on Spanish Scholasticism edited by Harald E. Braun, Erik De Bom, and Paolo Astorri (2022). Finally, I discuss David Lantigua’s monograph, Infidels and Empires in a New World Order: Early Modern Spanish Contributions to International Legal Thought (2020).