2025 collection (published to date)

This monograph offers a cultural-cognitive approach to the study of identity construction at a cultural group level and how it patterns language, exemplified with Hong Kong English. For this, cultural values, political ideology, language models, and reported self- and other-perception as constitutive elements of the speech community’s cultural cognition are explored for the understanding of the cultural model of the SELF. Rooted in the disciplinary synthesis of Cultural Linguistics and World Englishes and its corpus-based approach, this book offers new applications and methodological extensions in the study of the acculturation processes of Englishes around the world and the cognitive substrates that inform them. The present study showcases that human experience is fundamentally cultural. Hence, this book will enlighten anyone interested in the workings of cognition as connected to language and culture, i.e., researchers and students working in the fields of Cultural Linguistics, Cognitive Linguistics, World Englishes, (linguistic) anthropology, critical discourse analysis, social science, sociolinguistics, cultural studies, and political science.

In recent years, child-centered research has garnered increasing attention among scholars working with children. However, it remains under-explored within the field of applied linguistics. This gap is partly attributable to the conceptual complexity of the notion itself; “child-centered research” encompasses multiple interpretations, and each significantly shapes research design and implementation. This edited volume offers a collection of reflective essays by leading scholars in the field of additional language learning and teaching with children. The contributors draw on their own research experiences to explore the complexities, ethical dilemmas, and methodological challenges they have encountered. They also propose future directions for the field, emphasizing the importance of engaging more deeply with child-centered approaches. By bringing together voices from diverse research traditions, this book aims to provoke critical discussion and inspire new thinking about research ethics and methodologies among researchers, teacher educators, and postgraduate students alike.

The second volume of A Comparative Literary History of Modern Slavery: The Atlantic world and beyond explores literary memory of enslavement in post-slavery societies on four continents (North- and South America, Africa and Europe). The twenty-two contributors to this volume relate the memory work of literature to central questions of cultural memory, testimony, and the formation of archives. ‘Literature’ here, as in the other volumes of this series, is understood in the broadest sense as textual, visual, auditory, cinematic, and performative genres. The volume asks: What are the central metaphors, storylines and topoi of literary representations of slavery? What kind of identities and political realities are created or enabled by the texts? What are the performative effects of literary language? Post-slavery literature is caught in a double endeavor: vivifying the past, making identification possible while acknowledging the moral distance, and the difficulties of remembering that past. The volume is divided into six sections that take up different aspects and problems of literary memory of slavery: counter-memories/memories of resistance, the body as material archive, fictionality of history writing, the bricolage of history, authorship/authenticity, and the necessity of creative approaches to a history that is troublesome and full of accumulated erasures. A previous volume, Vol. 1, explored slavery and the emotions. The next volume, Vol. 3, will explore authorship and literary culture in relation to slavery.