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This book responds to a growing body of work in sociolinguistics and applied linguistics that places an emphasis on situated descriptions of language education practices and illuminates how these descriptions are enmeshed with local, institutional and wider social forces. It engages with new ways of understanding language that expand its meaning by including other semiotic resources and meaning-making practices and bring to the fore its messiness and unpredictability. The chapters illustrate how a translingual and transcultural orientation to language and language pedagogy can provide a point of entry to reimagining what language education might look like under conditions of heightened linguistic and cultural diversity and increased linguistic and social inequalities. The book unites an international group of contributors, presenting state-of-the-art empirical studies drawing on a wide range of local contexts and spaces, from linguistically and culturally heterogeneous mainstream and HE classrooms to complementary (community) school and informal language learning contexts.

"Multimodal Signs of Learning" proposes a methodology to uncover evidence of learning in students' multimodal compositions. Informed by social semiotic theory, the book tracks representation of subject content from physical and embodied teaching resources to students' handmade artefacts and physical presentations. Using materials from secondary school history and science classrooms, multimodal realizations of specific representational processes are tracked from the input of resources through to the students' multimodal compositions -- their posters, models and physical presentations. Through tracking semiosis, the book exposes the epistemologies inherent in the representational choices articulated in the students' multimodal designs. These, it is argued, are to be valued as signs of learning. Learning is thus characterized as 'design' and the transformation of subject content through representation in different modes shown not only to promote learning, but also to contain evidence for its recognition. The book raises important questions about what constitutes multimodal learning and how it can be applied. It contributes to the growing body of research into the changing dynamics of classrooms and assessment practices and will be of great interest to researchers, and academics in the fields of education research, multimodality, semiotics and communication.

With increasing mobility of people across the world, there is a pressing need to develop evidence-based teaching practices that lead to high-quality education, which serves the needs of inclusive societies and social and epistemic justice. This book presents cutting-edge qualitative case-study research across a range of educational contexts, research-method contributions and theory-oriented chapters by distinguished multilingual education scholars. These take stock of the field of translanguaging in relation to the education of multilingual individuals in today's globalized world. The volume breaks new ground in that all chapters share a focus on teachers as 'knowledge generators' and many on teacher-researcher collaboration. Together, the chapters provide comprehensive and up-to-date applications of the concept of pedagogical translanguaging and present recent research in educational contexts that have hitherto received scant attention, namely secondary-level education, education for adult immigrants and the school-wide introduction of pedagogical translanguaging in primary school.

This book studies learning as a social enterprise, contextually situated, organized and assessed. It gives a broad theoretic grounding for an understanding of learning which goes beyond a common reductionist approach. The book discusses four related approaches to learning which share a social perspective: social semiotics and multimodality; a design-theoretic approach to learning; a socio-cultural perspective; and a perspective of mimetic learning. Contributing authors consider the theoretical question of how to understand educational systems, learning and social communication as historically situated practices. The chapters in this book analyze key working practices including: (1) analyzing what learning, remembering and cognitive work is like in a practice involving different kinds of expertise; (2) problem-solving and engaging through collaboration; (3) learning and teaching in different formal, semi- and non-formal environments; (4) a design-theoretic approach to learning; (5) social semiotic perspectives on learning; (6) the mimetic and ritual dimension of learning; (7) how social learning can be organized to support students; and (8) how learning has been conceptualized in psychology and neighbouring research areas. This book will be of great interest to students and researchers interested in learning and meaning-making, multimodal representations and communication, designs for learning, education and teaching, and social achievement in different formal and non-formal contexts.

This volume contains papers submitted to the 12th Annual International Conference of the Bulgarian Comparative Education Society (BCES), held in Sofia and Nessebar, Bulgaria, in June 2014, and papers submitted to the 2nd International Partner Conference, organized by the International Research Centre 'Scientific Cooperation,' Rostov-on-Don, Russia. The volume also includes papers submitted to the International Symposium on Comparative Sciences, organized by the Bulgarian Comparative Education Society in Sofia, in October 2013. The 12th BCES Conference theme is "Education's Role in Preparing Globally Competent Citizens." The 2nd Partner Conference theme is "Contemporary Science and Education: New Challenges -- New Decisions." The book consists of 103 papers, written by 167 authors and co-authors, and grouped into 7 parts. Parts 1-4 comprise papers submitted to the 12th BCES Conference, and Parts 5-7 comprise papers submitted to the 2nd Partner Conference. The 103 papers are divided into the following parts: (1) Comparative Education & History of Education; (2) Pre-service and In-service Teacher Training & Learning and Teaching Styles; (3) Education Policy, Reforms and School Leadership; (4) Higher Education, Lifelong Learning and Social Inclusion; (5) Educational Development Strategies in Different Countries and Regions of the World: National, Regional and Global Levels; (6) Key Directions and Characteristics of Research Organization in Contemporary World; and (7) International Scientific and Educational Cooperation for the Solution of Contemporary Global Issues: From Global Competition to World Integration.

Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content--whether in reading, discussing, or writing--and how increasingly multilingual higher education campuses open up the possibility for students to exploit their multilingual repertoires in and around reading/writing for academic purposes. Chapters range from cases of informal student use of different written languages, to pedagogical, institutional, and disciplinary strategies leveraging multilingual resources to develop biliteracy. They are ordered according to two dominant themes. The first includes accounts of diverse multilingual contexts where biliteracy practices emerge in response to the demands of academic reading and writing. The second theme focuses on more deliberate attempts to teach biliteracy or to teach in a way that supports biliteracy. The collection will be of interest to researchers, higher education practitioners, and students of multilingual higher education and academic literacy. Chapters include: (1) Introduction: Biliteracies in Higher Education (David M. Palfreyman and Christa van der Walt); (2) 'No Way, I Could Never Write My Essays in Cantonese. I Only Know How to Do It in English': Understanding Undergraduate Students' Languages and Literacies at a Hong King University (Tracey Costley); (3) Academic Biliteracy in College: Borderland Undergraduate Engineering Students' Mobilization of Semiotic Resources (Alberto Esquinca, Erika Mein, Elsa Q. Villa, and Angélica Monárrez); (4) Translanguaging in University Literary Practice: Bilingual Collaboration Around English Texts (Catherine M. Mazak, A.J. Rivera, and Lauren Pérez Mangonéz); (5) Surfacing and Valuing Students' Linguistic Resources in an English-Dominant University (Ellen Hurst, Mbulungeni Madiba, and Shannon Morreira); (6) Translation Narratives: Engaging Multilingual Learners in Translingual Writing Practices (Julia E. Kiernan); (7) Affirming the Biliteracy of University Students: Provision of Multilingual Lecture Resources at the University of the Western Cape, South Africa (Bassey E. Antia and Charlyn Dyers); (8) Creative Collaboration in Higher Education: A "Coleg Cymraeg Cenedlaethol" Case-Study (Gwawr Ifan and Rhian Hodges); (9) Bilingual Research Literacy for Chinese Language Teachers (Danping Wang); (10) Biliteracy as Policy in Academic Institutions (Beverly Baker, David M. Palfreyman, Gwenn Hiller, Wilson Poha, and Zina Manu); and (11) Afterword: Moving Forward with Academic Biliteracy Research (Guillaume Gentil).

This book represents the first collection of studies on Content and Language Integrated Learning (CLIL) which brings together a range of perspectives through which CLIL has been investigated within Applied Linguistics. The book aims to show how the four perspectives of Second Language Acquisition (SLA), Systemic Functional Linguistics (SFL), Discourse Analysis, and Sociolinguistics highlight different important aspects of CLIL as a context for second language development. Each of the four sections in the book opens with an overview of one of the perspectives written by a leading scholar in the field, and is then followed by three empirical studies which focus on specific aspects of CLIL seen from this perspective. Topics covered include motivation, the use of tasks, pragmatic development, speech functions in spoken interaction, the use of evaluative language in expressing content knowledge in writing, multimodal interaction, assessment for learning, L1 use in the classroom, English-medium instruction in universities, and CLIL teachers' professional identities.

This book is the product of a forum titled New Research Directions and Paradigms, held at the Congress of the International Association for the Scientific Study of Mental Deficiency in Australia in August 1992. The book presents 13 chapters, all written within a critical paradigm for disability research which critiques the reification of disability entrenched through a positivist theory of knowledge and focuses on the social, economic, political, and legal construction of disability. This paradigm sees disability as socially constructed rather than an inherent and fixed feature of a person and examines disability research questions through the lens of human rights and ethics. The following chapters are included: (1) "New Research Directions and Paradigms: Disability Is Not Measles" (Marcia H. Rioux); (2) "Intellectual Disability and the Heritage of Modernity" (John P. Radford); (3) "What Matters Most: Disability, Research and Empowerment" (Linda Ward and Margaret Flynn); (4) "Towards Inclusion: The Role of People with Disabilities in Policy and Research Issues in the United States--A Historical and Political Analysis" (Irving Kenneth Zola); (5) "Towards a Concept of Equality of Well-Being: Overcoming the Social and Legal Construction of Inequality" (Marcia H. Rioux); (6) "Voluntary Disabilities and Everyday Illnesses" (Jerome E. Bickenbach); (7) "Quality of Life: Questioning the Vantage Points for Research" (Michael Bach); (8) "Naming and Renaming Persons with Intellectual Disabilities" (Fred E. Stockholder); (9) "Knowing about Knowing: Margin Notes on Disability Research" (Aileen Wight Felske); (10) "The Social Semiotics of Disability" (Gary Woodill); (11) "Setting One Agenda for Empowering Persons with a Disadvantage within the Research Process" (Paul Ramcharan and Gordon Grant); (12) "Theoretical Framework for What Persons with Severe and Profound Multiple Intellectual Disabilities Do in Context" (John J. Gleason); and (13) "The Politics of Care-Giving" (Robyn Munford). Most chapters contain reference notes. (DB)

Articles included in this compilation represent functional approaches to literary analysis. Most of these papers were presented at the Sixteenth International Systemics Congress held in Helsinki, Finland, in 1989. The aim of the congress was to establish dialogue between various functional approaches to the theoretical study of language, to educational linguistics, as well as to the study of literary language. The literary analysis papers included in this compilation range from discussions of literary pragmatics, to detailed systemic-functional analyses of literary texts. Papers included are: "Literary Genre and History: Questions from a Literary Pragmaticist for Socio-Semioticians" (Roger D. Sell); "Prose Dialogue and Discourse" (Karen Malcolm); "Dialogue and Discourse in a Nigerian English Discourse" (Femi Akindele); "Semantic Options in the Transitivity System: An Example of Textual Analysis" (Julia Lavid); "Variation in Narrative Structure: A Simple Text vs. an Innovative Work of Art" (Martina Bjorklund and Tuija Virtanen); "Phonological Meanings in Literary Prose Texts and their Translations" (Eija Ventola). (JL)

"Second-language Discourse in the Digital World" illustrates a new, practice-driven approach to technology in second-language (L2) learning that begins with what L2 users do when they connect with others online. With its rich set of examples from a number of different languages and a variety of digital platforms, in and beyond the classroom, this book provides a structured account of L2 computer-mediated discourse. The book is divided into four sections. Section I considers how new media have changed language learning. Section II is about L2 participation in digital forms and practices in online communities. Sections III centers around L2 linguistic and other semiotic practices, including the use of multimodal and multilingual resources while section IV analyzes social practices to explore how networked L2 users build, maintain and challenge relationships. Written in accessible style, the volume will be an important read to anyone interested in L2 use and learning in Web 2.0.

Winner of the 2015-16 Kenneth W. Mildenberger Prize awarded by the Modern Language Association Many educators aim to engage students in deeply meaningful learning in the language classroom, often facing challenges to connect the students with the culture of the language they are learning. This book aims to demonstrate that substantial intercultural learning can and does occur in the modern language classroom, and explores the features of the classroom that support meaningful culture-in-language-learning. The author argues that transformative modern language education is intimately tied to a view of language learning as an engagement in meaning-making activity, or semiotic practice. The empirical evidence presented is analyzed and then linked to both the theorizing of culture-inlanguage-teaching and to practical concerns of teaching.

Multimodal Pedagogies in Diverse Classrooms examines how the classroom can become a democratic space founded on the integration of different histories, modes of representation, feelings, languages and discourses, and is essential reading for anyone interested in the connection between multimodality, pedagogy, democracy and social justice in diverse classrooms. Pippa Stein combines theory with material taken from post-apartheid classrooms in South Africa where students from different language and cultural backgrounds negotiate the ongoing tensions between tradition and modernity, Western and African intellectual thought, as well as the apartheid-past of their parents, and their own aspirations for the future. This insightful book argues that classrooms can become "transformative" sites in which students can develop curricula and pedagogies which speak to the diversity of global societies, and looks at: (1) How multimodality can be used to promote social justice and democracy in diverse classrooms; (2) The forms of representation through which students make meaning in classrooms; (3) How those forms contribute to the building of democratic cultures; (4) The cultural resources available to students, and how they are used for learning; and (5) Difference as a productive energy for learning. Dealing with issues such as democracy, politics of difference, diversity, multicultural and multilingual classrooms, this book is as pertinent to readers across the globe as it is to those in South Africa, and will be invaluable and fascinating reading for anyone working or interested in this field.

"Code-switching," or the alternation of languages by bilinguals, has attracted an enormous amount of attention from researchers. However, most research has focused on spoken language, and the resultant theoretical frameworks have been based on spoken code-switching. This volume presents a collection of new work on the alternation of languages in written form. Written language alternation has existed since ancient times. It is present today in a great deal of traditional media, and also exists in newer, less regulated forms such as email, SMS messages, and blogs. Chapters in this volume cover both historical and contemporary language-mixing practices in a large range of language pairs and multilingual communities. The research collected here explores diverse approaches, including corpus linguistics, Critical Discourse Analysis, literacy studies, ethnography, and analyses of the visual/textual aspects of written data. Each chapter, based on empirical research of multilingual writing, presents methodological approaches as models for other researchers. New perspectives developed in this book include: analysis specific to written, rather than spoken, discourse; approaches from the new literacy studies, treating mixed-language literacy from a practice perspective; a focus on both "traditional" and "new" media types; and the semiotics of both text and the visual environment. Contents of this book include: (1) Researching and Theorising Multilingual Texts (Mark Sebba); (2) Literacy, Multilingualism and Code-Switching in Early English Written Texts (Herbert Schendl); (3) Multilingual Practices in Women's English Correspondence 1400-1800 (Paivi Pahta and Arja Nurm); (4) Code-Switching in U.S Latino Novels (Cecilia Montes-Alcala); (5) Writing Switching in British (Creole Mark Sebba); (6) Multilingual Web Discussion Forums: Theoretical, Practical and Methodological Issues (Samu Kytola); (7) Multilingual Texts on Web 2.0: The Case of Flickr.com (Carmen Lee and David Barton); (8) Analyzing Multilingual Text-Messaging in Senegal--An Approach for the Study of Mixed Language SMS (Kristin Vold Lexander); (9) Vernacular Literacy Practices in Present-Day Mali: Combining Ethnography and Textual Analysis to Understand Multilingual Texts (Aissatou Mbodj-Pouye and Cecile Van Den Avenne); (10) Repertoires and Resources: Accounting for Code Mixing in the Media (Shahrzad Mahootian); (11) Making Silenced Voices Heard: Code-Switching in Multilingual Literary Texts in Sweden (Carla Jonsson); (12) Linguistic and Generic Hybridity in Web Writing: The Case of Fan Fiction (Sirpa Leppanen); and (13) Bilingualism Meets Digraphia: Script Alternation and Hybridity in Russian-American Writing and Beyond (Philipp Angermeyer).

This highly readable text demystifies the qualitative research process--and helps readers conceptualize their own studies--by organizing the different research paradigms and traditions into coherent clusters. Real-world examples and firsthand perspectives illustrate the research process; instructive exercises and activities build on each other so readers can develop their own proposals or reports as they work through the book. Provided are strategies for selecting a research topic, entering and exiting sites, and navigating the complexities of ethical issues and the researcher's role. Readers learn how to use a range of data collection methods--including observational strategies, interviewing, focus groups, email and chat rooms, and arts-based media--and to manage, analyze, and report the resulting data. Useful pedagogical features include: (1) In-class and field activities to apply qualitative concepts; (2) Discussion questions, proposal development exercises, and reflexive journal activities; (3) Exemplary qualitative studies and two sample proposals; (4) Cautionary notes, or "Wild Cards," about possible research pitfalls; and (5) Tables that summarize concepts and present helpful tips.

Supported by critical theoretical frameworks, this book is a purposeful engagement with bodies of knowledge rooted in popular culture, yet routinely excluded from "common sense" visions of curriculum. Aimed at teachers as well as teacher-educators, the book examines areas such as Disney, African American stand-up comedy, intersections of film/disability and race, as well as video games. Going beyond an engagement with theory, through the use of these alternative curricular epistemologies the authors provide sample lesson plans that clearly illustrate the possibilities of a more critical yet permeable outlook on curriculum, with the ultimate aim of fragmenting the mythical dichotomy between the world of academics and the lived reality of youth. Following a foreword by Peter McLaren, the following chapters are contained in this book: (1) Disney-fying Language: The Good, the Bad and the Foreign; (2) Struggles in the Semiotic Landscapes; Reading between the Images; (3) "I Ain't Scared of You": Stand-up Comedy as a Space of Linguistic and Political Resistance; (4) Symbolic Colonizations: Intersections of "Blackness"and Dis/ability as Negative Ontology in Film; (5) Planned Disruptions: Rethinking Knowledge and Power. An index is included. (Contains 1 figure.)

With contributions from leading scholars, this compelling volume offers fresh insights into literacy teaching and learning--and the changing nature of literacy itself--in today's K-12 classrooms. The focus is on varied technologies and literacies such as social networking sites, text messaging, and online communities. Cutting-edge approaches to integrating technology into traditional, print-centered reading and writing instruction are described. Also discussed are ways to teach the new skills and strategies that students need to engage effectively with digital texts. The book is unique in examining new literacies through multiple theoretical lenses, including behavioral, semiotic, cognitive, sociocultural, critical, and feminist perspectives. Following a foreword by Donald J. Leu, the book includes: (1) Theoretical Perspectives and Literacy Studies: An Exploration of Roles and Insights (Elizabeth A. Baker, P. David Pearson, and Mary S. Rozendal); (2) Reading Proficiency, the Struggling Reader, and the Role of Technology (Ted S. Hasselbring); (3) Can Behaviorist and Constructivist Applications Coexist in the New Literacies? (Michael C. McKenna and Kristin E. Conradi); (4) A Multiliteracies Perspective on the New Literacies (Mary Kalantzis, Bill Cope, and Anne Cloonan); (5) Traversing the "Literacies" Landscape: A Semiotic Perspective on Early Literacy Acquisition and Digital Literacies Instruction (Linda D. Labbo and Tammy Ryan); (6) Cognitive Processing Perspectives on the New Literacies (Diane H. Tracey, Alex W. Storer, and Sohrob Kazerounian); (7) From Print to Pixels: The Evolution of Cognitive Conceptions of Reading Comprehension (Douglas K. Hartman, Paul Mark Morsink, and Jinjie Zheng); (8) A Situated-Sociocultural Approach to Literacy and Technology (James Paul Gee); (9) Screens and Scrapbooking: Sociocultural Perspectives on the New Literacies (Kelly Chandler-Olcott and Elizabeth Carol Lewis); (10) An Examination of Workplace Literacy Research from New Literacies and Sociocultural Perspectives (Larry Mikulecky); (11) Feminist Perspectives on the New Literacies: Practices and Research (Barbara J. Guzzetti); (12) From the Personal to the Worldwide Web: Moving Teachers into Positions of Critical Interrogation (Vivian Vasquez, Jerome C. Harste, and Peggy Albers); and (13) New Literacies, New Insights: An Exploration of Traditional and New Perspectives (Elizabeth A. Baker). An index is included.

"Competencies in Organizational E-Learning: Concepts and Tools" provides a comprehensive view of the way competencies can be used to drive organizational e-learning, including the main conceptual elements, competency gap analysis, advanced related computing topics, the application of semantic Web technologies, and the integration of competencies with current e-learning standards. "Competencies in Organizational E-Learning: Concepts and Tools" is the first book to address competencies as a key observable workplace behavior, driving learning and knowledge dissemination processes inside organizations. This book works as a guide for implementing or improving competency-based approaches to e-learning. Chapters of this book include: (1) Competencies and Organizational Learning (Miguel-Angel Sicilia and Ambjorn Naeve); (2) Competency Management Systems and Technologies (Shantha Liyanage); (3) A Survey of Competency Management Software Information Systems in the Framework of Human Resources management (Alfonso Urquiza); (4) Competency Management Using the Competence Performance Approach (Tobias Ley, Dietrich Albert, and Stefanie Lindstaedt); (5) Competencies Management (Miltiadis Lytras, Maria Mantziou, and Maria Pontikaki); (6) An Organizational Memory Tool for E-Learning (Marie-Helene Abel); (7) An Ontological Representation of Competencies as Codified Knowledge (Salvador Sanchez-Alonso and Dirk Frosch-Wilke); (8) Ontology-Based Approach to Formalization of Competencies (April Ng and Marek Hatala); (9) Linking E-Government with Organizational Memory through Individual Competencies (Juan Cegarra-Navarro); (10) Designing and Implementing Views on Competencies (Marcel van der Klink, Kathleen Schlusmans, and Jo Boon); (11) Ten-Competence (Rob Koper and Marcus Specht); (12) An Ontology-Based Competence Management Model to Support Collaborative Working and Organisational Learning (Jose Braga de Vasconcelos and Chris Kimble); (13) Integrated Semantic-Based Composition of Skills and Learning Needs in Knowledge-Intensive Organisations (Simona Colucci, Tommaso Di Noia, Eugenio Di Sciascio, Francesco Donini, and Azzurra Ragone); (14) Semantic Web Technologies in the Recruitmant Domain (Ralf Heese, Malgorzata Mochol, and Radoslaw Oldakowski); (15) Ontology-Based Competency Management for Corporate E-Learning (Fotis Draganidis and Gregoris Mentzas); and (16) Applying Semantic Web in Competence Management (Mikko Maukkanen and Heikki Helin).

In the context of Knowledge Society, the convergence of knowledge and learning management is a critical milestone. "Intelligent Learning Infrastructure for Knowledge Intensive Organizations: A Semantic Web Perspective" provides state-of-the art knowledge through a balanced theoretical and technological discussion. The semantic web perspective helps reader to understand the new era of intelligent learning infrastructures in knowledge intensive organizations. Knowledge management, learning management, e-collaboration, intelligent tutoring and learning systems, ontologies, semantic web technologies, corporate learning, integrative knowledge portals, distributed knowledge and learning repositories, peer-to-peer technologies are discussed in a holistic way providing a reference book for the research area. Chapters of this book include: (1) The Corporate Learning Environment (Jerry Klein and Deniz Eseryel); (2) Enabling Technologies for the Semantic Web (Kevin Parker); (3) Knowledge Management Technologies for E-Learning (Jinwei Cao and Dongsong Zhang); (4) From Knowledge Management System to E-Learning Tool (Tang-Ho Le, Chadia Moghrabi, John Tivendell, Johanne Hachey, and Jean Roy); (5) Knowledge Management and Knowledge Management Systems (Deniz Eseryel, U. Eseryel, and W. Allyn); (6) Building Integrative Enterprise Knowledge Portals with Semantic Web Technologies (Torsten Priebe); (7) Knowledge Agents (Achilleas Anagnostopoulos, Nikolaos Lampropoulos, and Sotiris Michalakos); (8) Intelligent Tutoring Systems for the New Learning Infrastructure (Marko Rosic, Vlado Glavinic, and Slavomir Stankov); (9) Classroom for the Semantic Web (Goran Shimic, Dragan Gasevic, and Vladan Devedzic); (10) Toward an Integrated E-Collaboration Framework for Learning Purposes (Nikos Karacapilidis); (11) Ontology-Based Competency Management (Miguel-Angel Sicilia); (12) From Knowledge Repository to Knowledge Space (Martin Dzbor, Enrico Motta, and Arthur Stutt); (13) Ontologies and E-Learning (Matteo Cristani); (14) A Case Study in Supporting Distributed, Loosely-Controlled and Evolving Engineering Iconologies (York Sure, Christoph Tempich, Sofia Pinto, and Steffen Staab); (15) Collaboration and Pervasiveness (Kazuhiko Shibuya); and (16) Case Study (Lesley Shneier).

One of the most significant issues in art education today is the discourse surrounding visual culture: what it is, where it is located, how it is accessed, and its significance to art education. The development of new visual genres and technological innovations for creating and accessing them, have multiplied the forms of information that are available. Culture?s visually transmitted, ideological and electronic messages can easily cross borders that, in the past, were tightly controlled by geographic location, financial wealth, and language. This book is one attempt at communal conversation about significance and meaning through semiotic lenses. No one author has the RIGHT or the ONLY take on a sign, but they do take you on a journey through their meaning systems to enrich your understanding of the signs they invite you to consider. Readers should use their own collateral experience to add to the signification of the objects, artifacts, and other signifiers the authors bring to the conversation. After an introduction, the chapters in this book include: (1) "What's Your Sign? Searching for the Semiotic Self" (Deborah L. Smith-Shank); (2) "A Postmodern Visual Culture Art Teacher: Finding Peace in My Opposing Roles" (Christine Woywod); (3) "Meanings About Mona" (Carol S. Jeffers); (4) "Art Educators Road Show: How Collecting Stuff Can Enhance Art Education Practice" (Enid Zimmerman, Adele Flood, Kit Grauer, and Rita Irwin); (5) "Steal this Sign: A Semiotic Expedition into Dynamite Museum's Public Pedagogy" (Sara Wilson McKay and Karen Keifer-Boyd); (6) "When It Reigns It Pours: Selling Art in Advertising" (Julie McGuire); (7) "Taking Down the Yellow Police Tape: Controversial Content in P-12 Classrooms" (Dennis Fehr, Mary Cain Fehr, and Alice Pennisi); (8) "Anarchy in the Art Classroom: A Proposal for Meaningful Art Education" (Kimberly J. Cosier); (9) "A Postmodern Semiotic View of the 'Carnivalesque' in a Masquerade Parade" (Mary Stokrocki); (10) "Metaphor in A,Learning" (Julia Marshall); (11) "Text, Image, and Bodily Semiotics: Repositioning African American Identity in Visual Culture" (James Haywood Rolling, Jr.); (12) "Feminist Semiotics in the Art of Hung Liu and Carolee Schneeman" (Mary Wyrick); (13) "Learning About Culture Through Visual Signs" (Jacqueline Chanda); (14) "'Boys' Love,' 'Yaoi,' and Art Education: Issues of Power and Pedagogy" (Brent Wilson and Masami Toku); (15) "Semiotic Process, Doubt, and Pedagogy" (Jessie L. Whitehead); (16) "Art Education and Semiotic Readings of Mass Media" (Paul Duncum); (17) "Resuscitating the Critical Eye: Teaching Visual Culture in Higher Education" (Shei-Chau Wang and ShiPu Wang); (18) "Semiotic Redefinition of Art in a Digital Age" (Mel Alexenberg); (19) "Art, Education, and the Sign(ification) of the Self" (Richard Carp); (20) "Lacan's Innovation of Semiotics: Psychoanalysis as a Methodology for Art Education as Visual Cultural Studies" (jan jagodzinski); (21) Glossary; and (22) Author Biographies.

Building on the author's groundbreaking work in "Building Superheroes," this book traces the influence of a wide-ranging set of "textual toys" from children's lives--church and hip-hop songs, rap music, movies, TV, traditional jump-rope rhymes, the words of professional sports announcers and radio deejays--upon school learning and writing. The book uses rich portraits of five African American first graders to demonstrate how children's imaginative use of wider cultural symbols enriches their school learning. Featuring vignettes of children who are often left behind by the educational system, the book: provides a detailed view of written language development from inside a particular childhood culture; shows that children bring a rich folk culture to school and demonstrate how they"remix" their cultural references to accommodate school tasks such as writing; turns the traditional educational view inside out by starting from inside a child's culture and looking out toward the demands of school, rather than starting on the outside of the child and looking in; and provides concrete examples of how children's cultural literacy practices translate into classroom practices and, in turn, into practices of academic success. Includes a glossary and a media bibliography. (Contains approximately 200 references.) (NKA)

This guide, with 1,039 annotated listings, covers the reference literature on linguistics beginning with the year 1957 and extending coverage through 1998. A few works published early in 1999 have also been added, and most of the Web sites cited were last checked in early 1999. This new edition has about 500 new entries added since the last edition in 1991. Part 1: "General Linguistics," encompasses the traditional areas of general or theoretical linguistics: historical and comparative linguistics, morphology, phonetics, phonology, semantics, and syntax. Part 2: "Allied Areas," deals with some areas closely allied to linguistics--applied linguistics, mathematical and computational linguistics, psycholinguistics, semiotics, and sociolinguistics. Part 3: "Languages," encompasses works covering many languages as well as those devoted to an individual language or a particular language group. Includes author, title, and subject indexes. (AEF)

This book seeks to introduce readers to the concept of multicultural education. The book explains the inevitability of multicultural education in today's world, looks for its possibilities, and shows its advantages and limitations. Its text is first of all aimed at university students, but it should also be of general interest. The book is the result of a project financially and organizationally supported by the Jan Hus Educational Foundation, aimed at building foundations for multicultural education in Slovakia, and carried out with the cooperation of the University of Oulu in Finland. Chapters are in both Slovak and English. Following an introduction, chapters in the book are: (1) "What Is Culture?"; (2) "Functions of Culture"; (3) "Stratification of Culture"; (4) "Cultural Tradition"; (5) "Cultural Identity"; (6) "Semiotic Systems in Culture"; (7) "What Is Multicultural Education?"; (8) "Philosophical Approaches to Multicultural Education"; (9) "Multicultural Education as a Synthesis"; (10) "A Role of Art in Multicultural Education"; (11) "Multicultural Education and European Dimension"; and (12) "Preparation of Teachers for Multicultural Education." Supplements to the main chapters are: "Main Characteristics of the Selected Alternative Cultures" (Erich Mistrik; Roman Jazudek); "External Influences and a Character of Culture" (Erich Mistrik); and "International Teacher Education in Oulu as an Attempt to Educate Interculturally Competent Teachers" (Rauni Rasanen). Contains 311 references. (BT)

Foreign language teachers should exploit the American affinity for television and movies by using foreign language feature films and shorts in the classroom. Social and political history and literary trends illustrated in the films may be discussed and absorbed along with the language. The author teaches such a course in the Department of Italian at UCLA, for which shorts and features were obtained from the Italian Consulate and the Instituto Italiano di Cultura, often free of charge. The discipline of semiotics analyzes the communicative value of signs and classifies them as arbitrary (as in written language), iconic (in visual language), or indexic (qualified iconic signs). The instructor may use the iconic and indexic signs in a film to teach the arbitrary signs, or vocabulary, of the foreign language. The second section of this paper deals with the teaching of film as literature. Methods of stylistic analysis used for written literature may be applied to film to increase understanding and research into this art form. (CK)

Designed to serve as a forum for the exchange of ideas concerning international and intercultural communication, this annual volume contains articles that cover a variety of topics. The first half of the volume contains seven articles discussing the following: (1) a pragmatic approach to mass media development in three models of developing nations; (2) criticism and research of the cultural impact of American television abroad; (3) semiotics of cross-cultural communication in a Japanese film; (4) a communication perspective of the Osage Little-People; (5) conceptual comparisons between attraction and communication style of blacks and whites as determinants of interpersonal relationships; (6) critical issues for language planning in bilingual education; and (7) developing an elementary school curriculum with a global perspective. The second half of the volume contains reviews of several books on intercultural communication subjects, including the management of intercultural relations in international business, communication in the rural Third World, and the dynamics of folklore. (HTH)

This collection of papers on semantics and cohesion is organized into two sections: Meaning and Semantics, and Textual Cohesion. Titles and authors are as follows: "Functional Text Semantics, Idioms, and Variability" (Jan-Ola Ostman); "On the Degree of Motivation in Signs Used in Metaphors Involving Plant Symbolism" (Ralf Norrman); "'Hence'--An Iconoclastic Study on Logic, Language and Argumentation" (Johan Van der Auwera); "Montague Grammar and the Aims of Linguistics and Logic" (Bengt-Olof Qvarnstrom); "Coherence, Pseudo-Coherence, and Non-Coherence" (Nils Erik Enkvist); "An Analysis of Textual Cohesion in a Passage from Maria Gripe's 'Hugo och Josefin'" (Erik Andersson); "Some Aspects of Discourse and Cohesion" (Liisa Korpimies); "Some Observations on Cohesion and Coherence in Simplified Texts" (Liisa Lautamatti); and "Felicity Conditions, Preferred Interpretations, and Disambiguations of Pronominal Reference in Reported Speech" (Nils Erik Enkvist). (MSE)

Pragmatics, often defined as the study of language use and language users, sets out to explain what people wish to achieve and how they go about achieving it using language. The thirteen chapters in this volume show how translation (skill, art, process, and product) is affected by pragmatic factors such as the acts performed by people when they use language; how writers try to be polite, relevant, and cooperative; the distinctions writers make between what their readers may already know and what is likely to be new to them; what is presupposed and what is openly affirmed; time and space; how writers refer to things and make their discourse coherent; and how issues may be hedged or attempts made to produce in readers of the translation effects equivalent to those stimulated in readers of the original. Particular attention is paid to legal, political, humorous, poetic, and other literary texts. Chapter titles include the following: "Speech Acts and Illocutionary Function in Translation Methodology" (Sandor G. J. Hervey); Cooperation and Literary Translation" (Kirsten Malmkjaer); "Pragmatic Aspects of Translation: Some Relevance-Theory Observations" (Ernst-August Gutt); "Politeness and Translation" (Juliane House); "Text Politeness: A Semiotic Regime for More Interactive Pragmatics" (Basil Hatim); "'New' versus 'Old'" (Frank Knowles); "Presupposition and Translation" (Peter Fawcett); "Deictic Features and the Translator" (Bill Richardson); "Verb Substitution and Predicate Reference" (Palma Zlateva); "Discourse Connectives, Ellipsis, and Markedness" (Ian Mason);"Hedges in Political Texts: A Translational Perspective" (Christina Schaffner); "Translating the Pragmatics of Verse in 'Andormaque'" (Ian Higgins); and "Perlocutionary Equivalence: Marking, Exegesis, and Recontextualization" (Leo Hickey). An index is included. Each chapter contains references. (KFT)

Reviews Thomas A. Sebeok's "Signs: An Introduction to Semiotics." This book teaches the reader to use terms like "sign,""icon,""index," and "symbol" with greater precision and effect. Sebeok's work spans more than three decades and strongly contributes to a number of related disciplines, especially to the world of biology. (nine references) (CK)

The introduction to systemic functional linguistics explores the social semiotic approach to language most closely associated with the work of Michael Halliday and his colleagues. An approach that views language as a strategic, meaning-making resource, systemic linguistics focuses on the analysis of authentic, everyday texts and asks both how people use language to make meanings and how language itself is organized to enable those meanings to be made. The book offers both an overview of systemic theory and illustrations of how systemic techniques can be applied in analysis of everyday texts. It begins with a technical exploration of language in the context of culture, looking at techniques of generic description. Chapter 3 deals with register and the dimensions of the register variables. Chapter 4 explores the nature of text, introducing the notion of cohesion and techniques for the discourse-semantic analyses of reference, conjunction, and lexical relations. Chapters 5-9 develop description of the lexico-grammar, covering the three grammatical systems of mood, transitivity, and theme. Chapter 10 looks at how to go about text analysis. (Contains 145 references.) (MSE)

This book is designed to provide a foundation for independent research in the phonetic study of speech. Eight sections address the following: (1) introductory ideas, semiotics, the relationship between phonetics and phonology, and the concepts of accent, dialect, and language; (2) the phonetic analysis of speech and the architecture of phonetic classification; (3) airstream mechanisms and phonation; (4) linear segmental analysis, including stop, fricative, resonant, and multiple articulations; (5) articulatory coordination and phonetic settings; (6) temporal, prosodic, and metrical analysis; (7) principles of transcription; and (8) the evaluation of general phonetic theory. Two appendixes provide the phonetic alphabet of the International Phonetic Association and an index of languages. (Contains approximately 1,180 references.) (MDM)

The author reviews "Symbolic Transformation: The Mind in Movement Through Culture and Society," an important first book in a new series that aimed at understanding the myriad ways "social representation processes operate in one's everyday feeling, thinking and acting." The book consists of a series of chapters brought together to develop a rich understanding of symbols--both their function in human interactions and the essential role they play in how humans understand our world. Taken together, these chapters embolden the claim Wagoner makes in the introduction, namely, that the human mind is embedded in culture and society and that symbols are the intermediary connecting the two. For the purposes of this review, the author provides an overview of the organization of the book, its conceptual orientation, and how the chapters work together to build a cohesive argument regarding the importance of symbolic processes in people's daily lives.

This bibliography, prepared and stored on a computer, is intended to aid in locating works on the semantics of human language. As a reference bibliography, it presents as many different places and modes of publication as possible, and includes as wide a range of subjects as possible. It is intended to cover all of linguistic semantics, with decreasing contributions from logic, computer science, philosophy, psycholinguistics, semiotics, cognitive psychology, cognitive anthropology, and artificial intelligence. Entries are listed according to author, title, collation, and post-collation where appropriate. Appendices contain full format information, names of cities which are not common in English or French, and useful abbreviations, including journal names. (Author/AM)

This collection of 14 papers and articles by Roman Jakobson contains works written and published between 1931 and 1970 which deal either with global aspects of language or with specific grammatical issues. The collection emphasizes Jakobson's concern for finding the links between form and meaning in language. The text is entirely in German with articles 2, 4, 6, 8, 9 and 11-14 having been translated from the English. The volume consists of the following articles: 1) Sign and System of Language (1959), 2) Quest for the Essence of Language (1966), 3) The Work of the So-Called "Prague School" (1936), 4) Shifters, Verbal Categories, and the Russian Verb (1957), 5) On the Structure of the Russian Verb (1931), 6) Boas' View of Grammatical Meaning, 7) Contribution to General Case Theory (Global Meaning of Russian Case) (1935), 8) Morphological Inquiry into Slavic Declension (Structure of Russian Case Forms) (Summary), 9) On the Rumanian Neuter (1958/62), 10) The Zero Sign (1939), 11) Linguistic Glosses to Goldstein's 'Wortbegriff' (1959), 12) The Phonemic and Grammatical Aspects of Language in Their Interrelations (1948), 13) On Linguistic Aspects of Translation (1966), 14) Language in Relation to Other Communication Systems (1970). A short epilogue concludes the volume. (TL)

This book is intended for researchers and teachers interested in literacy and concerned about classrooms as a context for literacy activity and learning. The book contains the following chapters: (1) "What It Means to be Literate about Classrooms" (Lyn Corno); (2) "Beyond Access: An Ethnographic Study of Reading and Writing in a Seventh Grade Classroom" (David Bloome); (3) "Reading Ability Groups as Literacy Communities" (Hilda Borko and Margaret Eisenhart); (4) "Sociality and Cognition in Collaborative Computer Writing" (James L. Heap); (5) "Describing Classroom Storybook Reading" (William H. Teale and others); (6) "Text Comprehension in Functional Task Domains" (Carl Frederiksen); (7) "Giving Formal Definitions: An Oral Language Correlate of School Literacy" (Catherine Snow and others); (8) "Exploring the Cognitive Consequences of Variations in the Social Fabric of Classroom Literacy Events" (Robert J. Tierney and Theresa Rogers); (9) "The Acquisition of Literacy in Religious and Secular Schools" (Thomas Eisemon and Martin Hallett); (10) "Social Semiotics: A New Model for Literacy Education" (Jay L. Lemke); and (11) "Literacy as Conversation: Classroom Talk as Text Building" (Patricia Stock and Jay Robinson). (MS)

Exploring many possible relationships among language, thought processes, and education, this book is designed to synthesize modern views of language and linguistics, literature and semiotics, and thinking and knowing that are pertinent to education. It develops theoretical positions about language and thinking in school, proposes practical instructional applications for both beginning and experienced teachers, and provides practical means for building and assessing curricula and instruction. Throughout the book, a view of a dual curriculum based on language and thinking is explicated which reflects new theoretical understandings of how and why both written and oral language develop. Respectively, chapters discuss (1) language, thinking, and learning: focal points of a dual curriculum; (2) language: why and how; (3) language development; (4) language development in social and historical contexts; (5) coming to know; (6) development of thought with language; (7) structuring in thought: meaning; (8) language structuring: grammar; (9) composing letters to the world; (10) reading and writing: a psycholinguistic view; (11) literacy before school; (12) learning and teaching reading: strategies for comprehension; (13) learning and teaching writing: strategies for presentation; (14) children, literature, and the arts, including a special bibliography of children's books; (15) language and thinking: strategies in teaching; (16) teaching tactics and strategies; and (17) building whole-language programs. (JD)

In this volume, physicists and social scientists challenge the bedrock of scientific thinking whose applications can prove destructive to existing social systems, and shift the debate to the need for a radical change of direction that would replace traditional "value-free" inquiry and research with a knowledge model that incorporates social responsibility, democratic principles, and comprehensive ethical standards. Presented in this book is a form of inquiry--reconstructive knowledge--concerned with the assumptions and practices of modern science and the politics of scientific discipline. Essays included are: (1) "Reconstruction and Its Knowledge Method" (Marcus Raskin); (2) "Idols of Modern Science and the Reconstruction of Knowledge" (Herbert Bernstein); (3) "Toward a Reconstructive Political Science" (Raskin, Bernstein); (4) "Exchanges on Reconstructive Knowledge" (Noam Chomsky, Raskin); (5) "Ending the Faustian Bargain (Raskin); (6) "The Human Meaning of the Information Revolution" (Michael Goldhaber); (7) "The Selling of Market Economics" (Edward Herman); (8) "Semiotic Boundaries and the Politics of Meaning: Modernity on Tour--A Village in Transition" (Susan Buck-Morss); (9) "Seizing Power/Grasping Truth" (Joseph Turner); and (10) "Conclusion: A Manifesto of Reconstructive Knowledge" (Raskin). The themes of the social construction of reality, the social sciences' ability to determine fates and fortunes, the linkage between the realms of knowledge generation and of political direction, and that economics as a discipline is a rule of human organization (not nature), are included. (KR)

Contemporary society is an "information society" where much of the information has a visual nature. This text uses semiotic and psychological concepts to help students gain understanding of how meaning is found in visual phenomena and how minds process images. Focus is upon mass media and popular culture. Theoretical discussions are followed by exercises and applications requiring students to apply learning to practical projects. Following the introduction, "Image and Imagination," the book is organized in seven chapters: (1) "Seeing is Believing"; (2) "Elements of Visual Communication"; (3) "Photography: The Captured Moment"; (4) "Film: The Moving Image"; (5) "Television: The Ever-Changing Mosaic"; (6) "Comics and Cartoons"; (7) "Typography and Graphic Design"; (8) "Computers and Graphics: Wonders from the Image-Maker." A glossary, selected bibliography, credits, and index conclude the text. (MM)

This handbook of Colombian and U.S. gestures was prepared originally as an aid to English teachers in Colombia. The Colombian gestures were collected via personal observations and interviews with Colombian informants. Approximately 20 informants from various regions of the United States were also interviewed. To this orginal collection, published in 1962 as the first edition, additional gestures collected through observation and the response of readers have been added to form the second edition. The study focuses on gestures that: (1) seem discrete, (2) are easily recognizable by an untrained observer, and (3) are, primarily, adult gestures recognizable by informants as message carriers or verbal message accompaniers. Gestures are given semantic labels, which range from the very general (anger) to the specific (thief), are illustrated, and are described in nontechnical language, frequently with sample accompanying phrases. The gestures are further labelled in the text to indicate similarities and differences between Colombian and U.S. gestures. An index lists the semantic labels and other content words from the descriptions. A bibliography is also included. (KM)

This manual discusses recent research in the field of semantics. It was prepared as part of a series of books to be used in connection with a course of advanced study for experienced philologists and teachers. The Introduction and Part One are based mainly on the 1971-1972 course of lectures on Meaning Equivalence by Akhmanova, and discuss the notion that sentences are to be interpreted semantically through "deep structures" which are realized by their superficial "semantic equivalents." Part One is entitled "Meaning Equivalence on Utterance Level" and is divided into three chapters: "Meaning as a Linguistic Category"; "Purport, Interpretability, Meaning, and Definitions"; and "The Word as a Dialectical Unity of Content and Expression." Part Two, "Meaning Equivalence on the Level of Words," contains the findings of Marcenko's research in the field of synonymy, and is divided into the following chapters: "The Meaning Equivalence of Words as a Fact of Language"; "The Functional Approach to Meaning Equivalence"; and "Meaning Equivalence and Lexicography." (Author/AM)