This book explores a domain of discourse processing referred to as 'interactive grammar', based on an analysis of grammatical descriptions of over 100 languages spoken across the world. While much previous work has treated interactive grammar as a fairly marginal part of language, Bernd Heine describes it here as a distinct category that contrasts with sentence grammar both in its functions and its structural behavior. He identifies ten types of interactives - i.e. extra-clausal expressions of linguistic discourse: attention signals, directives, discourse markers, evaluatives, ideophones, interjections, response elicitors, response signals, social formulae, and vocatives. The analysis reveals that speakers make use of two contrasting modes for structuring their discourses, both of which are needed for successful communication: one is sentence grammar, which has a propositional format and analytic organization; the other is interactive grammar, which has a holophrastic organization and a focus on social communication. While the argument structure of sentence grammar is shaped by the propositional format of sentences, that of interactive grammar is shaped by the indexical nature of the situation of discourse. This distinction shows interesting correlations both with findings from neurolinguistic studies on differential activity in the two hemispheres of the human brain, and with observations from social psychology on the differences between systems of reasoning and judgment.

This book addresses two critical calls pertaining to language education. Firstly, for attention to be paid to the transdisciplinary nature and complexity of learner identity and interaction in the classroom and secondly, for the need to attend to conceptualizations of and approaches to manifestations of (in)equity in the sociohistorical contexts in which they occur. Collectively, the chapters envision classrooms and educational institutions as sites both shaping and shaped by larger (trans)communal negotiations of being and belonging, in which individuals affirm and/or problematize essentialized and idealized nativeness and community membership. The volume, comprised of chapters contributed by a diverse array of researcher-practitioners living, working and/or studying around the globe, is intended to inform, empower and inspire stakeholders in language education to explore, potentially reimagine, and ultimately critically and practically transform, the communities in which they live, work and/or study.

"The Primary Grammar Handbook, third edition, is an essential reference book to English grammar, punctuation and usage. It provides primary students, their parents and teachers with an accessible guide to basic grammatical concepts and correct spoken and written English. The handbook contains sections on all levels of traditional grammar and demonstrates the function of grammar in a broad range of text types, providing a comprehensive handbook of the language system and how it works. This new edition builds on the strengths of the previous edition and incorporates the most recent developments in English syllabus documents." -back cover.

In the Mind of a Game provides a core set of historical, theoretical, and critical writings on computer game studies. The topics it incorporates span the academic and industrial spectra and furnish more than a simple anthology of critical essays. It can serve as a valuable resource for professional game developers, and it furnishes a ready asset for teachers and students involved in game development or literary, film, and game criticism; professional and academic critical writers; and students in the arts and humanities who seek computer games as a topic of critical writing. It provides philosophical, anthropological, and sociological views of computer games, and it incorporates topics from discourse theory and cognitive psychology to provide perspectives on the culture of computer game playing and game development. Coverage includes discussion of the development, use, marketing, financing, criticism, and consumption of computer games. Two chapters offer a personalized account of the author's direct experience developing a computer game.