Innovations and Challenges in Grammar traces the history of common understandings of what grammar is and where it came from to demonstrate how ‘rules’ are anything but fixed and immutable. In doing so, it deconstructs the notion of ‘correctness’ to show how grammar changes over time thereby exposing the social and historical forces that mould and change usage. The questions that this book grapples with are: Can we separate grammar from the other features of the language system and get a handle on it as an independent entity? Why should there be strikingly different notions and models of grammar? Are they (in)compatible? Which one or ones fit(s) best the needs of applied linguists if we assume that applied linguists address real-world problems through the lens of language? And which one(s) could make most sense to non-specialists? If grammar is not a fixed entity but a set of usage norms in constant flux, how can we persuade other professionals and the general public that this is a positive observation rather than a threat to civilised behaviour? This book draws upon both historical and modern grammars from across the globe to provide a multi-layered picture of world grammar. It will be useful to teachers and researchers of English as a first and second language, though the inclusion of examples from and occasional references to other languages (French, Spanish, Malay, Swedish, Russian, Welsh, Burmese, Japanese) is intended to broaden the appeal to teachers and researchers of other languages. It will be of use to final-year undergraduate, postgraduate and doctoral students as well as secondary and tertiary level teachers and researchers in applied linguistics, second language acquisition and grammar pedagogy.

The influential Italian thinker offers three essays in the political philosophy of language. Multitude between Innovation and Negation by Paolo Virno translated by James Cascaito. The publication of Paolo Virno's first book in English, Grammar of the Multitude, by Semiotext(e) in 2004 was an event within the field of radical political thought and introduced post-'68 currents in Italy to American readers. Multitude between Innovation and Negation, written several years later, offers three essays that take the reader on a journey through the political philosophy of language. “Wit and Innovative Action” explores the ambivalence inevitably arising when the semiotic and the semantic, grammar and experience, rule and regularity, and right and fact intersect. Virno unravels the infinite potential and wonders of everyday linguistic praxis and ambiguity. Wit, he argues, is a public performance, and its modus operandi characterizes human action in a state of emergency; it is a reaction, an articulate response, and a possible solution to a state of crisis. “Mirror Neurons, Linguistic Negation, and Mutual Recognition” examines the relationship of language and intersubjective empathy: without language, would human beings be able to recognize other members of their species? And finally, in “Multitude and Evil,” Virno challenges the distinction between the state of nature and civil society and argues for a political institution that resembles language in its ability to be at once nature and history. Few thinkers take the risks required by innovation. Like a philosophical entrepreneur, Virno is engaged in no less than rewriting the dictionary of political theory, an urgent and ambitious project when language, caught in a permanent state of emergency impossible to sustain, desperately needs to articulate and enact new practices of freedom for the multitude. Paolo Virno is the author of several books, including A Grammar of the Multitude (Semiotext(e), 2004).

English language teaching methods and language learning styles have changed dramatically over the past decade in Asia and the surrounding regions. Huge efforts are being made by teachers from the K-12 system, as well as at the tertiary level, to move away from the traditional Grammar-Translation Method towards more communicative approaches to teaching and learning, including the use of project – and task-based learning and technology-enhanced language learning, just to name a few of the more frequently used methodologies. In this book, the authors shed light on the changes in ELT in Asia and the region over the past 10 years or so as seen in the wider context of language policy, which puts greater value on the acquisition of English and the new directions in learner-centered classrooms which encourage student autonomy and voice and place students as active decision-makers in the learning process.With the title of “Departing from Tradition: Innovations in English Language Teaching and Learning”, this book showcases some of the innovations in ELT that are currently happening in this rapidly growing field. Given the growing importance of English and the enormous energy and enthusiasm in the region for learning the language in both formal and informal contexts, ELT will continue to flourish. This volume will offer insights into the tremendous changes that have been made in secondary and university English language classrooms across the region.

This handbook provides academics and students with a comprehensive and holistic understanding of the phenomenon of innovation.

It is well known that British and American English differ substantially in their pronunciation and vocabulary - but differences in their grammar have largely been underestimated. This volume focuses on British–American differences in the structure of words and sentences and supports them with computer-aided studies of large text collections. Present-day as well as earlier forms of the two varieties are included in the analyses. This makes it the first book-length treatment of British and American English grammar in contrast, with topics ranging from compound verbs to word order differences and tag questions. The authors explore some of the better-known contrasts, as well as a great variety of innovative themes that have so far received little or no consideration. Bringing together the work of a team of leading scholars in the field, this book will be of interest to those working within the fields of English historical linguistics, language variation and change, and dialectology.

This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of ‘team’ to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.

Managing Evaluation and Innovation in Language Teaching focuses on the connections to be made between evaluation and change in language education with a specific focus on English Language Teaching. The book demonstrates the central importance of evaluation in relation to language projects and programmes, the management of change and innovation, and in improving language teacher development. The introductory chapter provides an overview of the present trends in evaluation as well as offering examples of recent evaluation projects. Subsequent chapters identify contemporary issues in evaluation and their relevance to language teaching, covering a number of cultural and ethnographic studies in evaluation management in different world-wide contexts, as well as drawing insights from other related disciplines. The editors seek to draw attention to the possibilities of inter-disciplinary exchange to inform the reader of current practice, and highlight emerging issues in the expanding field of evaluation in language teaching, especially in ELT. The contemporary nature of the studies presented here will be relevant to both post graduate students following language education programmes as well as to professionals involved in language teaching. It will be of particular interest to those involved in the management of innovation and the evaluation of projects and programmes, such as curriculum developers, Director of Studies, and professionals with a special responsibility for bringing about change in language teaching contexts.

This is an open access book. This proceeding consists of research presented in ICOSI UMY, on 20-21 July 2022 at Universitas Muhammadiyah Yogyakarta. The conference covers the topic of governance, international relations, law, education, humanities, and social sciences. The COVID-19 pandemic first time that occurred in 2019, has brought many changes that constrain all countries to adapt quickly. The crisis has shown vulnerabilities and gaps in several primary systems, including healthcare, social protection, education, value chains, production networks, financial markets, and the ecosystem. One of the efforts that each country can take to rise from the COVID-19 pandemic is through strengthening multilateralism, international solidarity, and global partnerships. Hence, this conference raises the central theme “Strengthening Global Partnership for Resilience.” This theme covers sub-themes that allow prospective scholars to submit their papers for ‘Virtual Conferences’ presentation under the following scopes: Social Sciences, Humanities, Educations, and Religious Studies. Presented papers will also get a chance to be published in our remarkable partner publishers. Through the International Symposium on Social, Humanities, Education, and Religious Studies (ISSHERS) and Asian Conference on Comparative Laws (Asian-COL), we hope that participants will express their innovative and creative ideas to provide benefits and contribute knowledge to strengthen global partnerships among countries. Finally, all 75 papers published in this proceedings are expected not only as research output but can be developed further into prototypes or evidence for policy making.

In our current world, questions of the transnational, location, land, and identity confront us with a particular insistence. The Grammar of Identity is a lively and wide-ranging study of twentieth-century fiction that examines how writers across nearly a hundred years have confronted these issues. Circumventing the divisions of conventional categories, the book examines writers from both the colonial and postcolonial, the modern and postmodern eras, putting together writers who might not normally inhabit the same critical space: Joseph Conrad, Caryl Phillips, Salman Rushdie, Charlotte Brontë, Jean Rhys, Anne Michaels, W. G. Sebald, Nadine Gordimer, and J. M. Coetzee. In this guise, the book itself becomes a journey of discovery, exploring the transnational not so much as a literal crossing of boundaries but as a way of being and seeing. In fictional terms this also means that it concerns a set of related forms: ways of approaching time and space; constructions of the self by way of combination and constellation; versions of navigation that at once have to do with the foundations of language as well as our pathways through the world. From Conrad's waterways of the earth, to Sebald's endless horizons of connection and accountability, to Gordimer's and Coetzee's meditations on the key sites of village, Empire, and desert, the book recovers the centrality of fiction to our understanding of the world. At the heart of it all is the grammar of identity, how we assemble and undertake our versions of self at the core of our forms of being and seeing.