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This volume comprises 17 papers that are dealing with European pluricentric languages where there are some issues of contact and conflict. An overview about all European languages and of those that are pluricentric is also provided. Central topics are human rights for non-dominant varieties, and conflicts in pluricentric languages on the Iberian peninsula and on the British Isles. Several papers also deal with languages from a different point of view, with languages where the status of pluricentricity is disputed (Albanian, Post-Yougoslav-languages). For the first time the pluricentricity of Finno-Ugric languages is dealt with alongside papers about the pluricentricity of Russian. This is the seventh volume that is published by the'International Working Group on non-dominant varieties of pluricentric languages'.

This book is a collection of articles covering the theme of interaction. Interaction combines two crucial elements: the intrapersonal and the interpersonal. Accordingly, the authors approach this issue from two complementary perspectives: from the internal and external or cognitive and social perspective. The papers that take the former perspective focus on cognitive bases of interaction, on the representation of motion, on metaphor and metonymy, or gestures, perception and cognition. The topic that dominates the papers that take the social stance towards the topic of interaction is identity. By applying a variety of new analytical tools and concepts, the authors show how we build images of ourselves through language, how society and institutions mould us into different categories, and how we negotiate our membership of these categories.

This book intends to introduce recent studies on Turkish linguistics to a wide scientific readership of graduate students and scholars maximizing interdisciplinary contributions to the literature. The primary aim is to familiarise readers with useful and applicable approaches of theoretical and applied linguistics focusing on Turkish. Since linguistics is an interdisciplinary field, students and scholars from various disciplines like interactional sociolinguistics, translation studies, education, foreign language teaching, linguistic anthropology, cultural studies, psychology might also be interested in the content. This project is mainly research based, therefore suitable as a source book rather than a course book; however, it offers a better potential for insertion into interdisciplinary graduate courses like “readings in linguistics” or seminar modules in various social sciences. The book is structured on the basis of the diversity in 21st-century linguistics, taking into consideration large thematic blocks including micro and macro approaches to linguistics, focusing on Turkish.

This book, part of the series'Synergy: Translation Studies, Literature, Linguistics', intends to gather new perspectives in the field of linguistics. It particularly deals with the cross-cultural aspects of language focusing on the themes such as intercultural communication, intercultural pragmatics, critical discourse analysis, corpus linguistics and second language acquisition. The research covered in this edited book mainly centres on Turkish and English languages benefiting from qualitative, quantitative or mixed methodologies. Our utmost aim is to present various points of view from different areas of linguistics and offer new insights for researchers and scholars in the field.

Sprachliche Kommunikation heißt gemeinhin, dass Menschen mittels konventionalisierter Symbolfolgen Informationen austauschen. Aber wie weit reicht der Symbolbegriff, was sind Informationen genau, und müssen es wirklich immer Menschen sein? Bei genauerer Betrachtung ist die Sprache ein Objekt mit unscharfer Abgrenzung zum Nicht-Sprachlichen. Die Beiträge des vorliegenden Bandes erkunden sieben solcher Ränder der Sprache und zeigen ihre Vielfalt und Bedeutung auf: 1) Sprachgebrauch jenseits der Darstellungsfunktion, 2) Sprachspielereien, 3) Sprechen und andere Lautäußerungen, 4) Lautsprache und nonverbale Kommunikation, 5) Kommunikation mit nicht-menschlichen Partnern, 6) Das Unsagbare sagen (Sprechen über Emotionen, Farben, Gerüche, Musik, Kunst), 7) Funktionen von Atmen und Schweigen.

This book offers a variety of theoretical and empirical foundations regarding the development of plurilingual literacy practices in primary school contexts around Europe. It presents a range of concepts related to multilingual education and multilingual teacher education, such as pluriliteracy, identity, the pluralistic approaches (namely intercomprehension and «éveil aux langues») and translanguaging in pedagogy. From an empirical perspective, the authors present and discuss suggestions regarding the integration of multilingual activities in the classroom and in teaching education programs.

This book analyzes events and narratives from the points of view of literature, grammar, discourse, and semantics. The contributors explore the issues related to the ways of portraying stories and their events within a cultural and literary framework. They also examine the role of prefixes in construing events and asymmetries that exist in time-creating event markers from a contrastive perspective. The contributions focus on narrativity as a semantic category, and on how events are described in signed languages. They place the event and narrative categories at the center of interest and their specific goals are pursued by applying different, both qualitative and quantitative, research methods.

The central focus of the book is the identification of the ways people engage in communicative encounters to (re)constitute personal and social identities. Its aim is to identify some principal themes that have emerged from the ample research on identity in a variety of contexts. A common thread of the articles is the role of language in the construction and performance of identities. It embraces an exploration of the sociocultural environments in which human communication takes place, the interplay between these environments, and the construction and display of identities through our communicative performances. Research located in a range of literary, sociological, psychological and linguistic perspectives is used to illustrate the potential of communication in establishing a sense of identity.

Diese Festschrift für Rudolf de Cillia entstand auf Initiative und unter Herausgeberschaft seiner ehemaligen DissertantInnen. Der Sammelband vereint daher ausschließlich Beiträge von ForscherInnen, deren wissenschaftliche Laufbahn durch den Geehrten so positiv geprägt wurde. Den Ausgangspunkt aller Beiträge stellt jeweils eine von Rudi de Cillia betreute Dissertation dar, wobei die AutorInnen eine der folgenden Perspektiven aufgreifen: Sie reflektieren sich selbst als Forschende, rekapitulieren das Thema ihrer Dissertation in Hinblick auf den aktuellen Forschungsdiskurs oder stellen Bezüge zwischen einer aktuellen Forschungsfrage und ihrer jeweiligen Dissertation her.

Content and Language Integrated Learning (CLIL) is an established approach to support multilingualism in Europe by teaching various school subjects in an additional language. The practices used, however, vary considerably. Our book considers this diversity by looking at CLIL scenarios, defined as learning environments supporting content learning, language learning and skill development in task-based learning settings, with a strong focus on interaction in different curricular contexts (primary and secondary school and CLIL teacher education at university) and at various levels of proficiency (primary, secondary, tertiary). CLIL by Interaction is understood here both as negotiation of meaning and form as well as discourse to empower CLIL learners to participate in social interaction.

«This collection of articles is a sociolinguistic response to the recent explosion of scholarly interest in issues of identity. Identity is central to all human beings as we are all concerned with how to conceive of ourselves, present ourselves and comprehend our relationships with others. The book tackles the problem of how personal identity is made visible and intelligible to others through language, and how this may be constrained. Part One, Emblematic identities, focuses on the construction of self-definitions based on various forms of group identities, including national and ethnic ones. Part Two, Multicultural Identities, looks at negotiation of identities in multicultural contexts involving relations of power, drawing on examples from Europe and the Americas. Finally, Part Three, Emergent Identities, collects empirical studies based on a close reading of texts in which identities are being articulated and negotiated.» (Hanna Pulaczewska, University of Regensburg)