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AbstractUnderstanding symbols requires going beyond what they literally are, and figuring out what they're intended to communicate. For example, a drawing of a bird (or the word bird) could refer to a particular bird, a species, etc… The interpreter must decide between these intended meanings. We ask how children go beyond the literal meanings of communicative acts (i.e., compute pragmatic inferences), and whether these inferences are domain‐general. We tested 443 US 2‐ to 6‐year‐olds' inferences about the referential interpretation of ambiguous symbols. We manipulated the domain (e.g., word or a drawing) and task (interpret vs. create the communicative act). Children robustly identified the referents of ambiguous symbols and chose from among alternatives during linguistic and non‐linguistic communication tasks. There were no effects of age or domain on performance. These data provide some of the earliest evidence of children's computations of pragmatic inferences, and provide exciting evidence that pragmatic inferences may extend beyond the domain of language.

Contents -- Foreword -- Acknowledgements -- The Contributors -- Chapter 1: Spain's Multilingual Make-up: Beyond, Within and Across Babel -- Chapter 2: The Catalan-speaking Communities -- Chapter 3: The Basque-speaking Communities -- Chapter 4: The Galician Speech Community -- Chapter 5: The Occitan Speech Community of the Aran Valley -- Chapter 6: The Asturian Speech Community -- Chapter 7: The Sign Language Communities -- Chapter 8: The Gitano Communities -- Chapter 9: The Jewish Communities -- Chapter 10: The Brazilian Community -- Chapter 11: The Cape Verdean Community -- Chapter 12: The Chinese Community -- Chapter 13: The Italian Community -- Chapter 14: The Maghrebi Communities -- Chapter 15: The Portuguese Community -- Chapter 16: The UK Community -- Chapter 17: The US American Speech Community

I: Representation and Language -- II: A Mentalistic Theory -- III: Rules -- IV: Translation and Theories -- V: Explanation and Truth -- VI: The Protosemantics of Basic Claims -- VII: The Protosemantics of Complex Claims -- VIII: Representation and Man -- Appendix I. Notes -- Appendix II. Bibliography -- Index of Names -- Index of Subjects.

Abstract
Fake news texts often show clear signs of the deceptive nature; still, they are shared by many users on Facebook. What could be the reason for this? The paper tries to answer the question by collecting the linguistic and non-linguistic characteristics of fake news. Linguistic characteristics include among others the exaggerating, sensational title, the eye-catching, tabloid-style text, the correct or incorrect use of terms, and the fake URLs imitating real websites; non-linguistic characteristics are expressive pictures often featuring celebrities, the use of all caps, excessive punctuation, and spelling mistakes. The corpus was compiled using snowball sampling: manipulative news not originating from big news portals were collected from the social networking website Facebook. The aim of the study is to identify the characteristics of Hungarian fake news in comparison to the English ones and to elaborate a system of aspects which help identify fake news.

Abstract
The concept of muda has recently been used to name the specific biographical junctures where individuals enact significant changes in their linguistic repertoire. Given that the use of different linguistic varieties constitutes a resource to construct social categories and to evaluate an actor's claims to specific social identities, those who change their repertoire must deal with all the potential implications, namely how their social position to date may be affected. In this article, I explain how the notion of muda originated and how it has developed, and discuss how I believe that it can contribute to expand the purview of sociolinguistic research on multilingualism. I argue first that they provide an interesting angle from which to explore forms of agency through language. Secondly, I contend that muda makes time more visible in sociolinguistic processes. Finally, I show that these two aspects of mudes yield specific insights to address issues of linguistic legitimacy and their social consequences, particularly how linguistic capital participates in the construction of social difference and inequalities and, therefore, in the structuration of symbolic and economic markets.

Mobility, growing urbanization and increasingly complex ways of communication in today's world urge language teachers to develop an understanding of language as semiotic practice in social life and question the ideological underpinnings of language use in multilingual contexts. The article discusses how linguistic landscape research can help pre-service English language teachers engage in reflection on their own multi/plurilingual ecologies, challenge monolingual/monocultural language education policies and potentially move towards more inclusive pedagogical practices in their future teaching contexts. The article reports on the findings attained from a linguistic landscape research, comprising İstanbul-based photographic corpora of 300 visuals from the lens of 72 Turkish-speaking prospective teachers of English, their written reflections on self-gathered data and 7-hour audio recording of focus group interviews where the student teachers engaged in evidence-based and identity-sensitive discussion on the multilingual ecology of İstanbul. The paper concludes with a discussion of if, and to what extent self-reflection and dialogic engagement among prospective English language teachers on societal multilingualism, as anchored by critical reflexivity, contribute to professional identity development and offer future directions for linguistic landscape research in teacher education. ; Mobilität, zunehmende Urbanisierung und immer komplexer werdende Wege der Kommunikation in der heutigen Welt fordern Fremdsprachenlehrkrӓfte auf, ein Verständnis der Sprache als eine semiotische Gestaltung des sozialen Lebens zu entwickeln und die ideologischen Grundlagen des Sprachgebrauchs in mehrsprachigen Kontexten in Frage zu stellen. Der Artikel beschreibt, wie sprachliche Landschaftsforschung dazu beitragen kann, dass angehende Englischlehrkrӓfte über ihre eigenen mehr- bzw. vielsprachigen Wechselbeziehungen nachdenken und durch diesen Denkprozess die vorherrschende einsprachige bzw. monokulturelle Sprachenpolitik in Frage stellen, um in ihrem zukünftigen Unterrichtskontext integrativere pӓdagogische Praktiken zu entwickeln. Der Korpus der Untersuchung besteht aus 300 Fotografien, die die sprachliche Vielfalt der Stadt Istanbul visuell reprӓsentieren. Hierfür haben im Rahmen der sprachlichen Landschaftsforschung 72 angehende türkische Englischlehrkrӓfte Straßen- und Ladenschilder, Plakate, Leuchtreklamen usw. fotografiert und den Versuch unternommen, ihren Blick auf Sprache widerzuspiegeln. Dieser Korpus wurde zusätzlich durch die schriftlichen Reflexionen zu den Fotografien und einer 7-stündigen Audioaufnahme eines Fokusgruppeninterviews erweitert, in dem die Lehramtsstudierenden eine evidenzbasierte und identitätssensible Diskussion über die mehrsprachige Vielfalt der Stadt Istanbul führen. Abschließend wird in der Arbeit diskutiert, ob und inwieweit Selbstreflexion und dialogisches Engagement von angehenden Englischlehrkrӓften zur gesellschaftlichen Mehrsprachigkeit, die durch kritische Reflexivität verankert ist, zur beruflichen Identitätsentwicklung beitragen und zukünftige Richtungen für Arbeiten im Bereich der Sprachlandschaft in der Ausbildung von Fremdsprachenlehrkrӓften bieten kann. ; Peer Reviewed

This paper focuses on exploring the Hong Kong"s Linguistic Nationalism and localist linguistics movements, including First "Chinese" Movement from 1967 to 1970, Second "Chinese" Movement in 1978 in Hong Kong British- Colonial Governance and Anti-Putonghua, and Pro-Cantonese Movement from 2008 in HKSAR governance.