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Strengthening the Cognitive Capacity of a Standard–Literary Language—the Semiotic Aspect
Strengthening the cognitiveCognitive potential of a standard-literary languageStandard-literary language (in Polish calls...
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New Realities and Representations of Homelessness in Chinese Children’s Literature in an Era of Urbanization
In the social context of China’s rural–urban migration, a varied set of forces has increasingly challenged the conventional assumptions used to...
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The Dispositif of Age: Dispositif, the Concept of Youth, and Temporalization
This chapter presents the concept of the dispositif of age treated as a model of the analysis of the power of youth discourse and, in a broader...
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The Observing We in Literary Representations of Neglect and Social Alienation: Types of Narrator Involvement in Janice Galloway’s ‘Scenes from the Life No. 26: The Community and the Senior Citizen’ and Jon McGregor’s Even the Dogs
This chapter examines the use of different types of we-narration in two literary stories that portray the theme of neglect and alienation in modern...
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Come and Get Your Love: Starsky & Hutch, Disidentification, and US Masculinities in the 1970s
This chapter focuses on the TV series Starsky and Hutch...
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Introspective Verbal Reports: Think-Alouds and Stimulated Recall
Verbal reports (think-alouds and stimulated recalls) have been used in first and second language research for decades by researchers of various...
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Creativity and Education
The chapter explores the uneasy relationship between institutional education and creativity, contrasting the prevailing ethos of educational control...
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How the Financial Crisis Changed Hip-hop
In the years leading up to the 2008 financial crisis, hip-hop appeared to celebrate financial success and material wealth. When the financial crisis...
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Literal and Figurative
This chapter investigates another commonly-held critical opinion: that Jane Austen is distrustful of figurative language and prefers literal forms....
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Digital Speech Corpora
The history of speech corpus generation is comparatively short, slow and shady in comparison to text corpus generation. In fact, the diversity...
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Where is the Love? White Nationalist Discourse on Hip-hop
Influenced by a professional interest in political hip-hop, expressions of nationalism and sociolinguistic constructions of otherness, this chapter...
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Transglossia: From Translanguaging to Transglossia
This chapter introduces the key idea of transglossia, which underpins the overall analytic framework used throughout this book. Through some initial...
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The Feminist Agenda Spectrum
This chapter uses the perspective of the ‘feminist agenda spectrum’ to argue that liberal feminism has a significant role in sha** the writing of...
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Morality and Vulgarity
This chapter examines a commonplace in Austen criticism: the association between the correct use of language and moral worth. While those characters...
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CDA/CDS and Its Interdisciplinary Connections
This chapter clarifies and underscores the importance of interdisciplinarity in CDA/CDS research, and then provides an overview of its salient and...
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“I Write to Frighten Myself”: Catherine Storr and the Development of Children’s Literature Studies in Britain
In Britain, children’s literature studies emerged in the late 1960s, largely through the activities of what is now the Graduate School of Education...
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Portraits of Children of Alcoholics: Stories that Add Hope to Hope
This literary analysis examines the emergence of children of alcoholics narratives and their growth from “resource” texts to literary subgenre. While...
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Appraisal Analysis
This chapter reports results of the analysis of attitude values. We are primarily concerned with the quantitative patterns of the use of attitude...
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Cultural and Textual Encounters in Gavin Bishop’s The House that Jack Built, a New Zealand Picture Book
The House that Jack Built by multi-award winning author-illustrator, Gavin Bishop, is one of New Zealand’s most sophisticated picture books for...
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Spoken English on the EMI Campus
The English language learning and use histories that students bring with them on an EMI campus may or may not include authentic, meaningful and...