This book is a multidisciplinary analysis of the meaning and dynamics of multilingualism from the perspectives of multilingual societies and language communities in the margins, who are trapped in a vicious circle of disadvantage. It analyses the social, psychological and sociolinguistic processes of linguistic dominance and hierarchical relationships among languages, discrimination, marginalisation and assertive maintenance in multilingualism characterised by a Double Divide, and shows the relationship between educational neglect of languages, capability deprivation and poverty, and loss of linguistic diversity. Its comparative analysis of language-in-education policies and practices and applications of multilingual education (MLE) in diverse contexts shows some promises and challenges in the education of indigenous/tribal/minority children. This book will be of interest to students, researchers, educators and practitioners in sociolinguistics, educational linguistics, psycholinguistics, multilingualism and bilingual/multilingual education.

This book is a multidisciplinary analysis of the meaning and dynamics of multilingualism from the perspectives of multilingual communities in the margins. Its comparative analysis of language-in-education policies and applications of multilingual education in diverse contexts shows some promises and challenges in the education of minority children.

This book is a multidisciplinary analysis of the meaning and dynamics of multilingualism from the perspectives of multilingual societies and language communities in the margins, who are trapped in a vicious circle of disadvantage. It analyses the social, psychological and sociolinguistic processes of linguistic dominance and hierarchical relationships among languages, discrimination, marginalisation and assertive maintenance in multilingualism characterised by a Double Divide, and shows the relationship between educational neglect of languages, capability deprivation and poverty, and loss of linguistic diversity. Its comparative analysis of language-in-education policies and practices and applications of multilingual education (MLE) in diverse contexts shows some promises and challenges in the education of indigenous/tribal/minority children. This book will be of interest to students, researchers, educators and practitioners in sociolinguistics, educational linguistics, psycholinguistics, multilingualism and bilingual/multilingual education.

Responding to the growing interest in the role of language in international business, this book presents language as a critical management challenge for the internationalizing firm. Several perspectives are explored, including the individual, the firm

A fascinating examination of how we are both played by language and made by language: the science underlying the bugs and features of humankind’s greatest invention. Language is said to be humankind’s greatest accomplishment. But what is language actually good for? It performs poorly at representing reality. It is a constant source of distraction, misdirection, and overshadowing. In fact, N. J. Enfield notes, language is far better at persuasion than it is at objectively capturing the facts of experience. Language cannot create or change physical reality, but it can do the next best thing: reframe and invert our view of the world. In Language vs. Reality, Enfield explains why language is bad for scientists (who are bound by reality) but good for lawyers (who want to win their cases), why it can be dangerous when it falls into the wrong hands, and why it deserves our deepest respect. Enfield offers a lively exploration of the science underlying the bugs and features of language. He examines the tenuous relationship between language and reality; details the array of effects language has on our memory, attention, and reasoning; and describes how these varied effects power narratives and storytelling as well as political spin and conspiracy theories. Why should we care what language is good for? Enfield, who has spent twenty years at the cutting edge of language research, argues that understanding how language works is crucial to tackling our most pressing challenges, including human cognitive bias, media spin, the “post-truth” problem, persuasion, the role of words in our thinking, and much more.

Whether in family life, social interactions, or business negotiations, half the people in the world speak more than one language every day. Yet many myths persist about bilingualism and bilinguals. In a lively and entertaining book, an international authority on bilingualism explores the many facets of life with two or more languages.

This book brings together visions and realities of multilingual schools throughout the world so as to examine the pedagogical, socioeducational and sociopolitical issues that impact on their development and success. It considers issues of multilingual schooling in different countries and for diverse populations.

What is language? How does it relate to the world? How does it relate to the mind? Should our view of language influence our view of the world? These are among the central issues covered in this spirited and unusually clear introduction to the philosophy of language. Making no pretense of neutrality, Michael Devitt and Kim Sterelny take a definite theoretical stance. Central to that stance is naturalism--that is, they treat a philosophical theory of language as an empirical theory like any other and see people as nothing but complex parts of the physical world. This leads them, controversially, to a deflationary view of the significance of the study of language: they dismiss the idea that the philosophy of language should be preeminent in philosophy. This highly successful textbook has been extensively rewritten for the second edition to reflect recent developments in the field.

Thomas Sattig's book develops a comprehensive framework for doing philosophy of time. He brings together a variety of different perspectives, linking our ordinary conception of time with the physicist's conception, and linking questions about time addressed in metaphysics with questions addressed in the philosophy of language. Within this framework, Sattig explores the temporal dimension of the material world in relation to the temporal dimension of our ordinary discourse about theworld.The discussion is centred around the dispute between three-dimensionalists and four-dimensionalists about whether the temporal profile of ordinary objects mirrors their spatial profile. Are ordinary objects extended in time in the same way in which they are extended in space? Do they have temporal as well as spatial parts? Four-dimensionalists say 'yes', three-dimensionalists say 'no'. Sattig develops an original three-dimensionalist picture of the material world, and argues that this pictureis preferable to its four-dimensionalists rivals if ordinary thought and talk are taken seriously. Among the issues that Sattig discusses are the metaphysics of persistence, change, composition, location, coincidence, and relativity; the ontology of past, present, and future; and the semantics ofpredication, tense, temporal modifiers, and sortal terms.

This book addresses the multilingual reality of study abroad across a variety of national contexts and target languages. The chapters examine multilingual socialization and translanguaging; how the target language is entwined in global, local and historical contexts; and how students use local and global varieties of English.