2025 collection (published to date)
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2025 collection (published to date)
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Collection Contents
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English across Borders
More LessThis book presents an account of English in the communicative repertoires of anglophone West-Africans living in Southwestern Germany. Adopting an ethnographically grounded perspective, it analyzes how participants perceive and utilize English as well as other linguistic resources at their disposal in an environment where linguistic competence is routinely under scrutiny. The book traces how linguistic practices participate in the construction of socially meaningful spaces and images of personhood and how discourse about language enables participants to position themselves in relation to these constructions. In the process, notions of languages and varieties themselves are used in surprising and sometimes conflicting ways. While these are at odds with descriptive linguistic terminology, the book takes them seriously as expressing local understandings of the relationship among ways of speaking and social positions. At the theoretical level, the book advances a shift in World Englishes research towards a reflexive approach grounded in linguistic anthropological perspectives.
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Eyes on Text
More LessEyes on Text presents a contemporary overview of research on eye movements in reading and language processing by spinning around the heptagon of cognitive science, which consists of linguistics, neuroscience, philosophy, anthropology, artificial intelligence, education in its corners. The book consists of four parts: basics, methodology, perspectives, and bridging the gaps. After introducing the basic terminology in the first two chapters, the book introduces the methodology of the research on eyes on text, focusing on factors that shape experiment designs and data analysis. The book then introduces modeling perspectives (models of human text processing and eye movement control), empirical perspectives (eyes on text at various levels of language processing), and reader-oriented perspectives (children, elderly readers, reading disorders, and nonnative reading processes) to the study of eyes on text. The final chapters of the book discuss the diversity of the current approaches and introduce several frontiers that allow bridging the gaps between the domains that conduct studies on eyes on text. It emphasizes the incorporation of the Human-in-the-Loop (HitL) paradigm into Natural Language Processing (NLP) applications as a promising approach to bridge the gaps between the domains, also allowing designing personalized interfaces.
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Evaluative Discourse Metaphor in Online Communities
More LessThis monograph introduces the Evaluative Discourse Metaphor model, which argues that participants in public and semi-public online discourse (re)use evaluative metaphors to construct and maintain communities. We explore how such metaphors trigger others with similar forms, though not necessarily the same evaluative targets, generating discourse spaces unified by a shared evaluative ethos. The model draws on a discourse-based view of metaphor, Hallidayan metafunctions, Du Bois’s stance triangle, and insights from computer-mediated communication, with a focus on affordances and community-building. We define or redefine key concepts including single evaluative metaphors, metaphorical complexes, triggers, bondicons, and chains. Rather than departing from existing literature, we integrate it into a framework valuable to scholars in metaphor studies, digital ethnography, discourse analysis, and online communication.
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Early Language Education in Instructed Contexts
More LessThis volume presents state-of-the-art research in early foreign language (L2) education in instructed contexts with a special focus on primary school (ages 5-12). Over the past two decades, early language teaching has become an important factor in both academic inquiry and education policy. Studies have attested to the value of early L2 learning but also revealed specific features and challenges, which highlights the need for more high-quality empirical research. This book addresses this need by presenting current international research on early L2 teaching and learning in regular and CLIL contexts in the primary school setting. Uniting insights from 12 countries, the studies shed light on current issues such as teaching and assessment practice, emerging L2 literacy instruction, teaching materials, and teachers’, parents’ and learners’ perspectives. The volume thus contributes significantly to the advancement of early language education and is an essential resource for researchers and educators in the field.
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