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I present two U.S. court cases in which I participated as a linguistic anthropological "expert" to show how language ideologies of the law both influence legal outcomes and conflict with "scientific" ideas about language. One case was the murder trial of a young Mixtec‐speaking Indian from Oaxaca; the other was a civil suit brought by four Hispanic women dismissed from an elder‐care center for speaking Spanish on the job. I identify in the linguistic ideologies of both cases a principle of "referential transparency" that takes the essential business of words, regardless of the linguistic code, to be communicating propositional information. In the second case, 1 describe a further notion of "linguistic paranoia" in which speaking a language other than English is taken as inherently insulting or threatening. I relate these implicit ideological threads to the legal outcomes, to the restricted notions of potential "language rights" that might emerge from such ideologies, and to the clash between theoretical and judicial perspectives on language. [Keywords: U.S. law, language rights, linguistic ideology, expert witnesses, linguistic anthropology]

This paper outlines the history of language-in-education policy in Zambia from 1964 to 2014. It examines some of the major factors which informed language-in-education policy formulation and implementation in the country in relation to four landmark phases: the 1966 proclamation of English as sole official language at national level and as language of classroom instruction from Grade One to the highest level of education; the 1977 education reforms recommendations; the 1996 language-in-education policy; and, finally, the 2014 declaration and implementation of the policy prescribing the use of familiar languages for instruction in initial literacy and numeracy from Grade One to Grade Four. The paper concludes that though English has remained the sole official language at national level over the years, there has been increasing recognition of the role of local languages as languages of classroom instruction. As a result, the early top-down and monolingual approach to language-in-education policy formulation and implementation, premised on the principle of languages in competition, has since given way to the bottom-up and multilingual approach, guided by the principle of languages in complementation. In order to consolidate the gains scored over the years, the paper argues for a comprehensive operationalisation of the current language-in-education policy through formulation of a comprehensive language development plan and the production of sociolinguistic surveys at both national and community level to aid teachers in determining which language or languages to use as media of classroom instruction in a given locality.

Language contact - the linguistic and social outcomes of two or more languages coming into contact with each other - has been pervasive in human history. However, where histories of language contact are comparable, experiences of migrant populations have been only similar, not identical. Given this, how does language contact work? With contributions from an international team of scholars, this Handbook - the first in a two-volume set - delves into this question from multiple perspectives and provides state-of-the-art research on population movement and language contact and change. It begins with an overview of how language contact as a research area has evolved since the late 19th century. The chapters then cover various processes and theoretical issues associated with population movement and language contact worldwide. It is essential reading for anybody interested in the dynamics of social interactions in diverse contact settings and how the changing ecologies influence the linguistic outcomes.

This volume examines the sociocultural factors that influence language choices and uses in the multilingual country of Luxembourg. Patterns of language use within and across communities are viewed in terms of interrelationships among language policy intent, implementation, and experience. The study considers the ways in which the language and social experiences within low socioeconomic communities differ from school expectations and how these differences affect achievement of both individual and government goals. A history of past language policies and practices sets the background for recent policy formation and current language uses and values. An investigation of the roles of reading, writing and speaking within school settings illustrates policy implementation and individual usage. The ways in which policy is experienced is described in terms of the number and extent of language functions within communities. The nature of language experience is reflected in ethnographic descriptions of the roles language and literacy abilities play in social life. These descriptions are presented in terms of patterns of language use across socioeconomic groups and through composite case studies of three families representing upper, middle and lower class backgrounds. Community and school language behaviors are then compared across socioeconomic groups through an analysis of the degree of congruence between reading, writing, and speaking functions outside of the school and the in-school norms and methods of language instruction. The study further explores the practical and theoretical implications of the relationships among policy intent, implementation, and experience in the context of socioeconomic transitions in modern multilingual nations.

Cover -- Half Title -- Title -- Copyright -- Contents -- Contributors -- Acknowledgements -- Introduction -- 1 EXPLORING THE LANGUAGE AND RHETORIC OF ECONOMICS -- Part I Rhetoric and critical theory -- 2 TWO PHILOSOPHIES OF THE RHETORIC OF ECONOMICS -- 3 THE SIGNIFICANCE OF INTERPRETATION IN ECONOMICS -- 4 DECANONIZING DISCOURSES: TEXTUAL ANALYSIS AND THE HISTORY OF ECONOMIC THOUGHT -- 5 MEANING IN THE CONTEXT OF BARGAINING GAMES - NARRATIVES IN OPPOSITION -- Part II Controversy and hedging in economics -- 6 THE DEBATE OVER MILTON FRIEDMAN'S THEORETICAL FRAMEWORK: AN ECONOMIST'S VIEW -- 7 THE DEBATE OVER MILTON FRIEDMAN'S THEORETICAL FRAMEWORK: AN APPLIED LINGUIST'S VIEW -- 8 HOW ECONOMISTS MODIFY PROPOSITIONS -- Part III Language and the history of economic thought -- 9 MONEY TALKS: THE RHETORICAL PROJECT OF THE WEALTH OF NATIONS -- 10 THE PROBLEM OF EDGEWORTH'S STYLE -- 11 THE PARADOX OF VALUE: SIX TREATMENTS IN SEARCH OF THE READER -- Index

In 1995, M. Billig's "Banal Nationalism" was published for the first time. This pioneering work initiated a new way of studying "nation" and "nationalism". Somewhat later, the concept of "Banal nationalism" was clarified and supplemented by the concept of "Everyday Nationality", that together compose "Everyday Nationalism's" research.
The study, which is directly based on M. Billig's "Banal nationalism", examines how elites mobilize elite (state) symbols, nationalist discourses, and other material and immaterial elements that form the usual landscape and semiosphere of the territory. Instead of this, "Everyday Nationhood" try to show, how people reinterpret elite symbols and nationalist discourses or create their own versions of nationhood enacted as everyday practices.
Actually, among the elements that serve as a daily reminder of people's place in the "world of nations" are language and language practices, as well as small deictic words ("domestic policy" / "foreign policy", "us" / "them", "here" / "there", etc.), which are used by mass media and other services that we read, listen, watch, etc. Finally, ideas, that seem banal to us, turn out to be ideological constructs of nationalism.
The idea of "language" should also be considered a historical construct of nationalism. The concept of "language", at least in the sense that it seems obvious to "us", is an "invented permanency" created in the era of the nation-state. Language does not create nationalism as nationalism creates language; or, rather, nationalism creates "our" common view, that there are "natural" and indisputable things called "languages" we speak.

Uses the Canadian case as an example of how constitutions containing appropriate language rights for minorities can help to generate constitutional patriotism on the part of different sectors of the population. Special attention is given to the link between political life, culture, language, & identity in multicultural/multilingual democratic societies & ways in which increasing multiculturalism & globalization have forced political theorists to rethink political association. Questions related to minority language rights are explored from the normative perspective of Jurgen Habermas's (1998) theory of constitutional patriotism. Three main versions of the intrinsic/instrumental argument for the relation of language & political community are described. Canadian census policies prior to 1981 are reviewed to highlight tension between the census's symmetrical assumptions & the asymmetrical reality of language/identity in Canada. It is contended that the language policy of a civic nation-state should focus on "operationalizing the constitutive effect of language as communicative power." The Official Languages Act in Canada illustrates a communicative approach that is sensitive to the community's political culture, its historical contingencies, & practical possibilities. J. Lindroth

"What are the most widely spoken non-English languages in the USA? How did they reach the USA? Who speaks them, to whom, and for what purposes? What changes do these languages undergo as they come into contact with English? This book investigates the linguistic diversity of the USA by profiling the twelve most commonly used languages other than English. Each chapter paints a portrait of the history, current demographics, community characteristics, economic status, and language maintenance of each language group, and looks ahead to the future of each language. The book challenges myths about the 'official' language of the USA, explores the degree to which today's immigrants are learning English and assimilating into the mainstream, and discusses the relationship between linguistic diversity and national unity. Written in a coherent and structured style, Language Diversity in the USA is essential reading for advanced students and researchers in sociolinguistics, bilingualism, and education"--

The implementation of language laws in multilingual territories often leads to acrimonious political conflicts, as demonstrated by the recent experiences of Quebec, Estonia, Moldova and Slovakia, to name but a few. The pattern of such conflicts is remarkably similar. First, one group (generally, but not necessarily, the demographic majority) claims ancestry on a territory which it considers its "homeland"; then it succeeds in proclaiming its language (the main marker of group identity) the sole official language in the "public domain" of the given territory. This action triggers organized protest from the other linguistic group (generally the demographic minority), which feels aggrieved over such fundamental issues as group status, equal opportunity for upward mobility, and educational rights.

Abstract
Text analysis is increasingly used for consumer and marketing insight. But while work has shed light on what firms should say to customers, when to say those things (e.g., within an advertisement or sales interaction) is less clear. Service employees, for example, could adopt a certain speaking style at a conversation's start, end, or throughout. When might specific language features be beneficial? This article introduces a novel approach to address this question. To demonstrate its potential, we apply it to warm and competent language. Prior research suggests that an affective (i.e., warm) speaking approach leads customers to think employees are less competent, so a cognitive (competent) style should be prioritized. In contrast, our theorizing, analysis of hundreds of real service conversations from two firms across thousands of conversational moments (N = 23,958), and four experiments (total N = 1,589) offer a more nuanced perspective. Customers are more satisfied when employees use both cognitive and affective language but at separate, specific times. Ancillary analyses show how this method can be applied to other language features. Taken together, this work offers a method to explore when language matters, sheds new light on the warmth/competence trade-off, and highlights ways to improve the customer experience.

Bibliography: pages 70-80. ; Language planning and language policy are currently being debated by both politicians and educationists. Language policy is seen by both Afrikaner nationalists and some progressive educationists as the key to political and economic power. This dissertation argues that language policy-making alone cannot achieve political goals. It also proposes that the most successful and most democratic policies are those which are "facilitatory and enabling rather than compulsory and punitive" (Fishman, 1991: 82) and which are differentiated to take account of existing sociolinguistic contexts. Chapter 1 begins by looking at definitions of language planning and language policy. Following this, it examines some of the terms that people use to speak about language and languages in language planning. The concern here is not with establishing fixed meanings but with how the use of these terms constructs certain "realities", for example relationships amongst languages. This chapter also looks at some of the proposed relations between language and "reality". Chapter 2 briefly outlines the history of language planning in South Africa, focusing on language medium of instruction in education. It examines the Nationalists' and the ANC's language policy positions. A postscript discusses the agreement reached in November 1993. Chapter 3 looks at the role of various non-governmental associations in the language policy debate. It also examines the phenomenon of white advocacy of increased status for African languages. Chapter 4 deals with the process of language planning. Who decides on language goals and through what mechanisms are goals promoted? Chapter 5 asks questions about what bilingual or multilingual medium of instruction models would mean in terms of classroom practice and underlines the lack of consensus in bilingual education research about universally applicable solutions. Chapter 6 summarises the main arguments covered in the dissertation and makes some general recommendations about language-in-education policy.

This book presents an extended account of the language of dystopia, exploring the creativity and style of dystopian narratives and mapping the development of the genre from its early origins through to contemporary practice. Drawing upon stylistic, cognitive-poetic and narratological approaches, the work proposes a stylistic profile of dystopia, arguing for a reader-led discussion of genre that takes into account reader subjectivity and personal conceptualisations of prototypicality. In examining and identifying those aspects of language that characterise dystopian narratives and the experience of reading dystopian fictions, the work discusses in particular the manipulation and construction of dystopian languages, the conceptualisation of dystopian worlds, the reading of dystopian minds, the projection of dystopian ethics, the unreliability of dystopian refraction, and the evolution and hybridity of the dystopian genre. Jessica Norledge is part of the Applied English Team at the University of Nottingham, UK, where she teaches across Literary Linguistics and Applied Linguistics. She specialises in the cognitive poetics of emotion and the language of dystopia, having published on the dystopian short story, dystopian epistolary, dystopian minds, and the experience of reading dystopian fiction.