Language plays a central role in human life. However, the term "language" as defined in the language sciences of the 20th century and the traditions these have drawn on, have arguably limited our thinking about what language is and does. The two inter-linked volumes of Thibault’s study articulate crucially important aspects of an emerging new perspective shift on language—the Distributed Language view—that is now receiving more and more attention internationally. Rejecting the classical view that the fundamental architecture of language can be localised as a number of inter-related levels of formal linguistic organisation that function as the coded inputs and outputs to each other, the distributed language view argues that languaging behaviour is a bio-cultural organiation of process that is embodied, multimodal, and integrated across multiple space-time scales. Thibault argues that we need to think of human languaging as the distinctively human mode of our becoming and being selves in the extended human ecology and the kinds of experiencing that this makes possible. Paradoxically, this also means thinking about language in non-linguistic ways that break the grip of the conventional meta-languages for thinking about human languaging. Thibault’s book grounds languaging in process theory: languaging and the forms of experience it actualises is always an event, not a thing that we "use". In taking a distinctively interdisciplinary approach, the book relates dialogical theories of human sense-making to the distributed view of human cognition, to recent thinking about distributed language, to ecological psychology, and to languaging as inter-individual affective dynamics grounded in the subjective lives of selves. In taking this approach, the book considers the coordination of selves in social encounters, the emergent forms of self-reflexivity that characterise these encounters, and the implications for how we think of and live our human sociality, not as something that is mediated by over-arching codes and systems, but as emerging from the endogenous subjectivities of selves when they seek to coordinate with other selves and with the situations, artefacts, social institutions, and technologies that populate the extended human ecology. The two volumes aim to bring our understanding of human languaging closer to human embodiment, experience, and feeling while also showing how languaging enables humans to transcend local circumstances and thus to dialogue with cultural tradition. Volume I focuses on the shorter timescales of bodily dynamics in languaging activity. Volume II integrates the shorter timescales of body dynamics to the longer cultural–historical timescales of the linguistic and cultural norms and patterns to which bodily dynamics are integrated.

Language plays a central role in human life. However, the term ‘language’ as defined in the language sciences of the 20th century and the traditions these have drawn on, have arguably, limited our thinking about what language is and does. The two inter-linked volumes of Thibault’s study articulate crucially important aspects of an emerging new perspective shift on language - the Distributed Language view – that is now receiving more and more attention internationally. Rejecting the classical view that the fundamental architecture of language can be localized as a number of inter-related levels of formal linguistic organization that function as the coded inputs and outputs to each other, the distributed language view argues that languaging behaviour is a bio-cultural organisation of process that is embodied, multimodal, and integrated across multiple space-time scales. Thibault argues that we need to think of human languaging as the distinctively human mode of our becoming and being selves in the extended human ecology and the kinds of experiencing that this makes possible. Paradoxically, this also means thinking about language in non-linguistic ways that break the grip of the conventional meta-languages for thinking about human languaging. Thibault’s book grounds languaging in process theory: languaging and the forms of experience it actualizes is always an event, not a thing that we ‘use’. In taking a distinctively interdisciplinary approach, the book relates dialogical theories of human sense-making to the distributed view of human cognition, to recent thinking about distributed language, to ecological psychology, and to languaging as inter-individual affective dynamics grounded in the subjective lives of selves. In taking this approach, the book considers the coordination of selves in social encounters, the emergent forms of self-reflexivity that characterise these encounters, and the implications for how we think of and live our human sociality, not as something that is mediated by over-arching codes and systems, but as emerging from the endogenous subjectivities of selves when they seek to coordinate with other selves and with the situations, artefacts, social institutions, and technologies that populate the extended human ecology. The two volumes aim to bring our understanding of human languaging closer to human embodiment, experience, and feeling while also showing how languaging enables humans to transcend local circumstances and thus to dialogue with cultural tradition. Volume 1 focuses on the shorter timescales of bodily dynamics in languaging activity. Volume II integrates the shorter timescales of body dynamics to the longer cultural-historical timescales of the linguistic and cultural norms and patterns to which bodily dynamics are integrated.

Exploring the nature of possible relationships between Integrational Linguistics and Southern Epistemologies, this volume examines various ways in which Integrational Linguistics can be used to support the decolonizing interests of Southern Epistemologies, particularly the lay-oriented nature of Integrational Linguistics that Southern Epistemologies find productive as a ‘positive counter-discourse.’ As both an anti-elitist and antiestablishment way of thinking, these chapters consider how Integrational Linguistics can be consistent with the decolonial aspirations of Southern Epistemologies. They argue that the relationship between Southern Epistemologies and Integrational Linguistics is complicated by the fact that, while Integrational Linguistics is critical of what it calls a segregationist view of language, i.e., ‘the language myth,’ Southern Epistemologies in language policy and planning and minority language movements find the language myth helpful in order to facilitate social transformation. And yet, both Integrational Linguistics and Southern Epistemologies are critical of approaches to multilingualism that are founded on notions of ‘named’ languages. They are also both critical of linguistics as a decontextualized, and institutionalized extension of ordinary metalinguistic practices, which at times influence the prejudices, preconceptions and ideologies of dominant western cultures. This book will prove to be an essential resource for scholars and students not only within the field of integrational linguistics, but also in other language and communication fields, in particular the dialogic, distributed, and ecological-enactive approaches, wherein integrational linguistics has been subjected to scrutiny and criticism.

This book is a collective volume bringing together scholars who share an interest in linguistics from an integrational point of view and in developing new directions for future scholarship. Integrational linguistics invites us to rethink the theoretical and methodological premises of general linguistics by drawing on a different conception of the sign and by recognizing the creativity that human communication requires. Some chapters are concerned with concepts like the sign, contextualization, activity, and integration. Although being core concepts developed by the founder of integrational linguistics, Roy Harris, they have arguably remained underdeveloped in Harris’ writings and thus call for further clarification and investigation. Other chapters are concerned with the notions of the self and the social, experience and interaction, with questions about individual agency and will, and human sociality and social organization, which all occupy a central position in integrational theory. Finally, remaining chapters focus on how scriptism and the language myth have influenced our way of thinking about communication in a broad sense. This edited collection will be of interest to a multidisciplinary readership comprising those engaged in study, teaching, and research in the humanities and social sciences, including anthropology, the arts, education, linguistics, literary studies, philosophy, psychology, and semiotics.

The two inter-linked volumes in this series are dedicated to the development of analysis and theorisation of learning and teaching in higher education. The two volumes focus on the multi-scalar ecological inter-connectedness of learners with teachers, with artefacts, with cultural patterns and resources, with places, with social activities and practices, with social institutions, with time and temporality, and with technologies. Learning reflects inter-individual dynamics that are shaped by biology and culture. Against prevailing orthodoxies that view learning in higher education in terms of "information transmission" and "content delivery," the contributors articulate leading developments in distributed cognition, distributed language, ecological psychology, enactivist and embodied-embedded cognitive science, interactivity, and multimodal event analysis. They also extend several earlier traditions such as American pragmatism, embodied curriculum theory, and Vygotsky's latter day anti-dualist Spinozan turn. Through detailed empirical analysis of in vivo episodes of learning using multimodal event analysis, cognitive event analysis, and cutting-edge theory, the authors show how and why learning is not adequately explainable as internal mental processes per se. Instead, sophisticated empirical analysis and innovative theory are put to work to reveal the emergence of learning in the interactivity of learners and teachers with the affordances of a distributed brain-body-environment learning system. Volume 1 is an edited collection of seven chapters written by internationally renowned researchers together with an Introduction and an Afterword written by King and Thibault. Volume 1 (and its successor Volume 2) will serve as valuable reading for educationalists and researchers in the cognitive, communication, learning, and language sciences who are looking for new multidimensional tools for thinking about, and new empirical tools for analysing, learning, and teaching as multi-scalar interactive processes in radical embodied ecologies of learning and teaching.

Moving beyond a more traditional view of language as a discrete sociocultural and cognitive entity that distorts our understanding of surrounding ecologies, this book argues that the starting point for ecolinguistics is an appreciation of language as not just about nature, but of nature. Exploring this conceptual change in the field, the book presents a process view in which language is substituted by languaging, emphasising the bioecologies that we cohabit with numerous other species. It puts forward this perspective by looking at the theoretical considerations behind the understanding of languaging as bioecological, and through examining languaging in various contexts and places. Drawing on examples from across the world, it addresses topics such as climate catastrophes, corporate narratives, questions of ecological leadership, the bioecological implications of the COVID pandemic, and relational landscapes. It also makes use of data from across multiple bioecological settings, including the dairy and agricultural industries.

This volume offers an approach to language and literacy instruction that brings together theoretical concepts of multiliteracies and second language acquisition. This approach is illustrated through examples of innovative teacher-generated action research conducted in Indigenous and English, dual language and immersion classrooms, all situated in the context of language and cultural maintenance and revitalization. These examples of praxis help to bridge the gap between theory and practice in Indigenous language and literacy teaching. The volume draws on critical theories of praxis and the concept of multiliteracies and multimodalities, with specific attention to the design cycle as a way to conceptualize and engage in praxis through research and pedagogy. The authors trace teacher trajectories relating to (language) teaching and their positionalities in language revitalization and maintenance efforts by using a participatory teacher action research approach. The final chapter brings together Indigenous and western onto-epistemological and methodological perspectives in a conversation among two western and an Indigenous scholar, who have been working together with the teacher-researchers whose stories are presented in this volume. This volume is of interest to scholars, graduate students, educational practitioners and educational leaders interested in multiliteracies, multimodalities, teacher action research, and Indigenous pedagogies.

What do we mean by semiotic perception? Why should the concepts of perception and expressivity be reinterpreted within the encompassing framework of a dynamic theory of semiotic fields and forms? Can we redeploy the concept of form in such a way as to make explicit such a native solidarity (‘chiasmatic’ would have said Merleau-Ponty) between perception, praxis and expression -- and first and foremost in the activity of language, right to the heart of the life of the social and speaking animal that we are? What then would be the epistemological and ontological consequences, and how might this affect the way we describe semiolinguistic forms? This book aims to provide answers to these questions by opening up avenues of research on how to understand the linguistic and semiotic dimensions at work in the constitution of experience, both individual and collective.

This book presents a collection of studies on political interviews in a variety of broadcast media worldwide. Following the growing scholarly interest in media talk as a dominant form of political communication in contemporary society, a number of eminent international scholars analyze empirical material from the discourse of public figures and interviewer–journalists to address questions related to the characteristics, conduct, and potential effects of political interviews. Chapters span a varied array of cultural contexts: the U.S.A., U.K., Israel, Japan, Italy, Turkey, Greece, Australia, Philippines, Finland, Brazil, Malaysia, Spain, Venezuela, Montenegro, and the European Community, enabling a comparison of the different structures and contents of political interviews in societies from West to East. Authors bring an interest in discourse and conversation analysis, as well as in rhetorical techniques and strategies used by both interviewers and interviewees, from different disciplinary viewpoints including linguistic, political, cultural, sociological, and social–psychological. In doing so, the book develops a framework to assess the extent to which media political interviews and talk shows, and regular news programs, play a central role in transmitting accurate and genuine political information to the general public, and how audiences can make sense of these programs’ output.

Cognition is usually associated with brain activity. Undoubtedly, some brain activity is necessary for it to function. However, the last thirty years have revolutionized the way we intend and think about cognition. These developments allow us to think of cognition as distributed in the sense that it needs tools, artifacts, objects, and other external entities to allow the brain to operate properly. Organizational Cognition: The Theory of Social Organizing takes this perspective and applies it to the organization by introducing a model that defines the elements that allow cognition to work. This model shows that cognition needs the combined and simultaneous presence of micro aspects—i.e. the biological individual—and macro super-structural elements—e.g. organizational climate, culture, norms, values, rules. These two become practice of cognition as they materialize in a meso domain—this is any action that allows individuals to perform their daily duties. Due to the micro-meso-macro interactions, this has been called the 3M Model. Most of what happens in the meso domain relates to exchanges between two or more people, i.e. it is a social activity. This is usually mentioned in the perspectives above, but it is rarely explored. By bringing meso activities to the center of cognition, the book develops and presents the Theory of Social Organizing. Not only this is useful to organizational scholars, but it also opens a new path for cognition research.