This collection of original research highlights the legacy of Michael Toolan’s pioneering contributions to the field of stylistics and in so doing provides a critical overview of the ways in which language, text, and context are analyzed in the field and its related disciplines. Featuring work from an international range of contributors, the book illustrates how the field of stylistics has evolved in the 25 years since the publication of Toolan’s seminal Language, Text and Context, which laid the foundation for the analysis of the language and style in literary texts. The volume demonstrates how technological innovations and the development of new interdisciplinary methodologies, including those from corpus, cognitive, and multimodal stylistics, point to the greater degree of interplay between language, text, and context exemplified in current research and how this dynamic relationship can be understood by featuring examples from a variety of texts and media. Underscoring the significance of Michael Toolan’s extensive work in the field in the evolution of literary linguistic research, this volume is key reading for students and researchers in stylistics, discourse studies, corpus linguistics, and interdisciplinary literary studies.

The last decade has seen a fundamental rethinking of the concept of context. Rather than functioning solely as a constraint on linguistic performance, context is now also analysed as a product of language use. In this new perspective, language and context are seen as interactively achieved phenomena, rather than predefined sets of forms and contents. The essays in this collection, written by many of the leading figures in the social sciences, critically reexamine the concept of context from a variety of different angles and propose new ways of thinking about it with reference to specific human activities such as face-to-face interaction, radio talk, medical diagnosis, political encounters and socialisation practices. Each essay is prefaced by an introduction by the editors which provides relevant theoretical and methodological background and demonstrates its relation to other essays in the volume. The editors' general introduction provides a lucid overview of the issues currently debated. Rethinking Context will be required reading for everyone working within the fields of linguistic anthropology, sociolinguistics, discourse analysis, pragmatics, conversation analysis and the sociology of language.

Rethinking Language and Gender Research is the first book focusing on language and gender to explicitly challenge the dichotomy of female and male use of language. It represents a turning point in language and gender studies, addressing the political and social consequences of popular beliefs about women's language and men's language and proposing new ways of looking at language and gender. The essays take a fresh approach to the study of subjects such as language and sex and the use of language to produce and maintain power and prestige. Topics explored in this text include sex and the brain; the language of a rape hearing; teenage language; radio talk show exchanges; discourse strategies of African American women; political implications for language and gender studies; the relationship between sex and gender and the construction of identity through language. A useful introductory chapter sets the articles in context, explaining the relationships that exist between them, and full cross-referencing between articles and an extensive index allow for easy access to information. The interdisciplinary approach of the text, the wide-range of methodologies presented, and the comprehensive review of the current literature will make this book invaluable reading for all upper-level undergraduate students, postgraduate students and researchers in the fields of linguistics, sociolinguistics, gender and cultural studies.

First published in 1992, this wide-ranging collection of essays focuses on the principle of contextualisation as it applies to the interpretation, description, theorising and reading of literary and non-literary texts. The collection aims to reveal the interdependencies between theory, analysis, text and context by challenging the myth that stylistics entails a fundamental separation of text from context, linguistic description from descriptive interpretation, or language from situation. The essays cover a historically diverse set of texts, from Puttenham to Colemanballs, and a number of language-sensitive topics such as post-modernism, irony, newspaper representations, gender and narrative.

In this collection of articles, teachers bring students' home languages into their classrooms-from powerful bilingual social justice curriculum to strategies for honoring students' languages in schools that do not have bilingual programs. Bilingual educators and advocates share how they work to keep equity at the center and build solidarity between diverse communities. Teachers and students speak to the tragedy of languages loss, but also about inspiring work to defend and expand bilingual programs. Book jacket.

This practical book grows out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. Here, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. Teachers gain the latest knowledge about how students learn to comprehend texts and what can be done to improve the quality of instruction in this essential domain. From leading literacy scholars, the book explains research-based ways to: *Plan effective instruction for students at all grade levels *Meet the comprehension needs of English-language learners *Promote adolescents' comprehension of subject-area texts *Understand the complexities of comprehension assessment *Get optimal benefits from instructional technologies *And much more!

This book calls for critical adaptations when theories of bilingual education, based on practices in the North, are applied to the countries of the global South. For example, it challenges the assumption that transitional models necessarily lead to language shift and cultural assimilation. Taking an ethnographically-based narrative on the purpose and value of bilingual education in Mozambique as a starting point, it shows how, in certain contexts, even a transitional model may strengthen the vitality of local languages and associated cultures, instead of weakening them. The analysis is based on the view that communicative practices in the classroom influence and are influenced by institutional, local and societal processes. Within this framework, the book shows how education in low-status languages can play a role in social and cultural transformation, especially where post-colonial contexts are concerned.

The contributors to this volume consider whether it is possible to establish carefully tailored hate speech policies that are cognizant of the varying traditions, histories and values of different countries. Throughout, there is a strong comparative emphasis, with examples (and authors) drawn from around the world. All the authors explore whether or when different cultural and historical settings justify different substantive rules given that such cultural relativism can be used to justify content-based restrictions and so endanger freedom of expression. Essays address the following questions, among others: is hate speech in fact so dangerous or harmful to vulnerable minorities or communities as to justify a lower standard of constitutional protection? What harms and benefits accrue from laws that criminalize hate speech in particular contexts? Are there circumstances in which everyone would agree that hate speech should be criminally punished? What lessons can be learned from international case law?

The Russian critic M. M. Bakhtin has recently become a major figure in contemporary theory beyond his traditional influence in Slavic literary studies. Bakhtin in Contexts explores the revolutionary impact Bakhtin's ideas have carried in contemporary discussion of language, art, culture, and social science in recent years. The contributors represent a broad range of disciplines in the humanities and social sciences, epitomizing the views of Russian and American specialists in those fields Bakhtin often referred to as "the human sciences." The diversity of perspective and flexibility of approach make this a unique contribution to Bakhtin studies and to the ongoing dialogue between Western and Russian theorists.

This volume deals with contemporary issues in the field of English studies in order to exchange ideas and experiences across the fields of English language and literary studies, with particular emphasis on cross-disciplinary and interdisciplinary issues raised in the fields of culture, linguistics, translation studies and applied linguistics. By juxtaposing traditionalism and contemporaneity as starting points for presentation of research results, the collection critically evaluates the advantages and disadvantages of both and proposes new theoretical and critical paradigms. The specificity of the book lies in its focusing on the practical criticism and the study of particular linguistic, literary, and cultural phenomena. Insightful, thought-provoking and original chapters raise awareness of the existence of a variety of fresh scholarly research practices in the field of the English language and in literary studies on the whole.