John Benjamins Publishing Company Research Articles

BOOK REVIEW: TEACHER DEVELOPMENT FOR IMMERSION AND CONTENT-BASED INSTRUCTION

This review provides a concise overview of the book "Teacher Development for Immersion and Content-Based Instruction” by Laurent Cammarata and T. J. Ó Ceallaigh, published in 2020 by John Benjamins Publishing Company. The review highlights its significant contributions to the understanding of global language immersion programs. The book, which features significant input from respected scholars, focuses on filling the knowledge gaps regarding teacher development in the context of language immersion and content-based training. The book consists of seven chapters that address various subjects, including teacher language awareness, the development of professional identity, and the difficulties encountered by immersion educators. The review acknowledges the book's thorough approach but points out a possible omission in distinguishing between Content-Based Instruction and Content and Language Integrated Learning The review suggests that the book is a great resource for educators, academics, and policymakers. The extensive examination of both theory and practice renders it an invaluable resource for individuals engaged in language instruction and research.

Conceptualizing Corpus-Based Genre Pedagogy as Usage-Inspired Second Language Instruction

Abstract Corpus-based genre pedagogy (CBGP), the instructional integration of discourse-based rhetorical analysis and corpus-based linguistic analysis of diverse genres, has gained attention from English for Academic Purposes (EAP) researchers and practitioners aiming to cultivate the academic writing skills of second language (L2) learners. This has led to a need for the continuous conceptualization of CBGP (Lu, Xiaofei, J. Casal Elliott, and Yingying Liu. 2021. “Towards the Synergy of Genre- and Corpus-Based Approaches to Academic Writing Research and Pedagogy.” International Journal of Computer-Assisted Language Learning and Teaching 11 (1): 59–71). Additionally, usage-based approaches to L2 acquisition (U-SLA), a collection of cognitive and potentially sociocognitive theoretical approaches to language and language acquisition (Ellis, Nick C., Ute Römer, and Matthew Brook O’Donnell. 2016. Usage-Based Approaches to Language Acquisition and Processing: Cognitive and Corpus Investigations. Malden: Wiley-Blackwell; Wulff, Stepanie, and Nick C. Ellis. 2018. “Usage-Based Approaches to Second Language Acquisition.” In Bilingual Cognition and Language: The State of the Science across its Subfields, edited by D. Miller, F. Bayram, J. Rothman, and L. Serratrice, 37–56. Amsterdam: John Benjamins Publishing Company), have called for more pedagogically oriented research informed by usage-based principles (e.g., Tyler, Andrea E., Hae In Park, Mariko Uno, and Lourdes Ortega, eds. 2018. Usage-inspired L2 Instruction: Researched Pedagogy. Amsterdam: John Benjamins Publishing Company). Responding to such calls, we argue for conceptualizing CBGP as usage-inspired instruction given its intersections with key U-SLA instructional tenets. We first systematically review empirical studies on CBGP. Then, we introduce relevant U-SLA instructional tenets and interpret the CBGP studies to illuminate the extent to which CBGP resonates with different aspects of the U-SLA tenets. Eventually, we argue that CBGP can potentially unify the “social” and the “cognitive” in U-SLA’s accounts of L2 teaching and learning, making it a feasible way to materialize usage-inspired L2 instruction in actual classroom practice. Finally, we discuss future research and practical directions.

Chinese synthetic verbs: a further challenge to manner/result complementarity on the basis of lexical root meaning analysis

Abstract This paper introduces Chinese synthetic verbs and analyses their contributions to debates in manner/result complementarity studies and cognitive typology studies. Chinese synthetic verbs simultaneously express manner information and path/result information, but encode them into separate root slots under Beavers and Koontz-Garboden’s (2012. Manner and result in the roots of verbal meaning. Linguistic Inquiry 43(3). 331–369) scopal modifier test, so they differ from English “manner+result verbs” and further challenge the manner/result complementarity hypothesis. Synthetic verbs followed by redundant path/result verbs constitute double-framing structures that twice encode the framing information, and the non-motion case, i.e., the “synthetic verb+result verb” structure, supplements Croft et al.’s (2010. Revising Talmy’s typological classification of complex event constructions. In Hans C. Boas (ed.), Contrastive studies in construction grammar, vol. 10, 201–235. Amsterdam & Philadelphia: John Benjamins Publishing Company) classification that only includes the motion case, so that Chinese synthetic verbs complement the discussion on double-framing structures. This paper thereby further falsifies the manner/result complementarity hypothesis and provides an overall illustration of the double-framing structure in cognitive typology. This paper also illustrates the diachronic changes of manner, which might be universal and await further investigation.

Dynamic variation in second language acquisition: A language processing perspective, Bronwen Patricia Dyson, John Benjamins Publishing Company (2021). 274

Arguably, second language acquisition has always been an interesting topic to discuss, proven by many existing theories that play an essential role and contribute to this field's advancement and proliferation. Among many are Processability Theory (PT), a prominent theory of L2 development and processing theory that predicts well-ordered, cross-linguistically valid stages in second language acquisition and provides language-specific predictions covering developmental and variational stages dimensions (Pienemann, 1998, 2005, 2015). It accounts for explicit prediction of the language elements in which L2 learners learn to process different morphological and syntactical structures productively regardless of their backgrounds.

Austronesian Undressed: How and Why Languages Become Isolating ed. by David Gil and Antoinette Schapper

Reviewed by: Austronesian Undressed: How and Why Languages Become Isolating ed. by David Gil and Antoinette Schapper Jiang WU David Gil and Antoinette Schapper (eds.) 2020. Austronesian Undressed: How and Why Languages Become Isolating (Typological Studies in Language 129). Amsterdam: John Benjamins Publishing Company. ix + 510 pp. isbn 978-90-272-0790-6 (HB), 978-90-272-6053-6 (E-Book). The book under review is an edited volume with the goal of addressing the question posed in its title: how and why Austronesian languages become isolating. More specifically, it concerns the Austronesian languages in an area which David Gil describes as a crescent, stretching from Hainan Island in the north, along coastal Mainland Southeast Asia into most of the Malay/ Indonesian archipelago, with the other tip of the crescent at the Bird's Head of New Guinea. The question posed by this book is of great interest and significance to both Austronesianists and a wider audience in fields such as historical linguistics, language contact, creolistics, and typology, for at least two reasons. For one, within the Austronesian family there is a tendency of simplification from Formosan and Philippine languages, which exhibit a considerably higher degree of morphosyntactic complexity, to those currently found in the so-called Isolating Crescent. Such a trend roughly correlates with the direction of the Austronesian dispersal, hence the study undertaken here is a probe into the history of Austronesian languages and their speakers as a whole. In addition, isolating languages appear to be the anomalies on a worldwide scale. The study of isolating Austronesian languages therefore relates to a broader inquiry into whether there is any common driving force behind the simplification processes of languages in general. This volume contains ten main chapters dealing with a wide range of Austronesian languages, including Cham, Riau Indonesian, Minangkabau, Javanese, Central Flores languages, Alorese and its close relative Lamaholot, Tetun Dili, and the languages of eastern Timor. Also included in the volume is an introduction which sets the scene for the book with a concise summary for each chapter, as well as a concluding chapter by John McWhorter (who introduced the metaphor of languages "undressing") with a critical review on much of the content. Chapter 1 by David Gil opens with the question of what it means to be an isolating language. Traditionally, the isolating nature of a language is associated with a low morpheme per word ratio, but it is notoriously difficult to properly define wordhood, upon which the notion of isolating rests crucially (Dixon and Aikhenvald 2002; Haspelmath 2011). Here, Gil defines word as a structural unit characterized by the convergence of a set of language-specific properties, and proposes a novel definition of isolating language as one that lacks a robust [End Page 791] structural unit of word. As Gil then demonstrates, a language like Riau Indonesian has few properties that can converge to define this unit of word, which means that Riau Indonesian has little morphological structure, and is therefore isolating. This chapter evokes some insightful thinking on morphological complexity and illuminates it with an elaborated and thorough case study. However, since the potential sources of evidence for wordhood are language specific, the question remains as to whether this view on morphological typology is readily applicable to other languages on a practical level, with crosslinguistically comparable results. Notably, while Gil intends to lay the groundwork for the remainder of the volume, his definition of isolating languages is not adopted in other chapters (except for an additional chapter on Riau Indonesian by Gil himself). The subsequent chapters present a range of rich and original data on how and to what extent the Austronesian languages in the Isolating Crescent display isolating structures, and many of them also emphasize the question of why. As is argued in most chapters, morphological loss and isolating traits can often be ascribed to language contact, but exactly what kind of contact scenario led to simplification remains a question that is subject to different interpretations. Much of the discussion in this volume centers around the debate between two views: a pre-Austronesian substratum or insufficient adult acquisition. I shall summarize and evaluate these two views in turn. Three chapters endorse the idea...

Politics, ethnicity, and the postcolonial nation: A critical analysis of political discourse in the Caribbean, by EleonoraEsposito. John Benjamins Publishing Company, 2021, ix‐205 pp, £149.00 (hardcover). ISBN: 9789027259981, https://doi.org/10.1075/dapsac.93

Journal of Community & Applied Social PsychologyVolume 33, Issue 1 p. 174-176 BOOK REVIEW Politics, ethnicity, and the postcolonial nation: A critical analysis of political discourse in the Caribbean, by Eleonora Esposito. John Benjamins Publishing Company, 2021, ix-205 pp, £149.00 (hardcover). ISBN: 9789027259981, https://doi.org/10.1075/dapsac.93 Nadya Inda Syartanti, Corresponding Author Nadya Inda Syartanti [email protected] orcid.org/0000-0001-6281-6169 Language & Literature Department, Universitas Brawijaya, Malang, Indonesia Correspondence Nadya Inda Syartanti, Language & Literature Department, Universitas Brawijaya, Malang, Indonesia. Email: [email protected]Search for more papers by this authorRika Widawati, Rika Widawati orcid.org/0000-0003-3793-5697 Indonesian Language Department, Universitas Pendidikan Indonesia, Bandung, IndonesiaSearch for more papers by this author Cartono, Cartono orcid.org/0000-0002-1639-9170 Islamic Communication & Broadcasting Department, IAIN Sheikh Nurjati Cirebon, Cirebon, IndonesiaSearch for more papers by this author Nadya Inda Syartanti, Corresponding Author Nadya Inda Syartanti [email protected] orcid.org/0000-0001-6281-6169 Language & Literature Department, Universitas Brawijaya, Malang, Indonesia Correspondence Nadya Inda Syartanti, Language & Literature Department, Universitas Brawijaya, Malang, Indonesia. Email: [email protected]Search for more papers by this authorRika Widawati, Rika Widawati orcid.org/0000-0003-3793-5697 Indonesian Language Department, Universitas Pendidikan Indonesia, Bandung, IndonesiaSearch for more papers by this author Cartono, Cartono orcid.org/0000-0002-1639-9170 Islamic Communication & Broadcasting Department, IAIN Sheikh Nurjati Cirebon, Cirebon, IndonesiaSearch for more papers by this author First published: 21 September 2022 https://doi.org/10.1002/casp.2649 Funding information: Lembaga Pengelola Dana Pendidikan Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume33, Issue1January/February 2023Pages 174-176 RelatedInformation

Hybrid Indo-Trinidadian identities and tasty food: a multimodal critical discourse analysis of ‘Doubles with Slight Pepper’

Abstract The purpose of the proposed paper – which places itself within the field of Postcolonial Critical Discourse Studies (see Esposito, E. (2021). Politics, ethnicity and the postcolonial nation – a critical analysis of political discourse in the Caribbean. John Benjamins Publishing Company) – is to analyse the multi-semiotic practices contributing to the characterisation of the protagonist of Trinidadian short-film “Doubles with Slight Pepper” as a cinematic portrayal of the hybrid Indo-Trinidadian identity. By way of a Multimodal Critical Discourse Analysis (Kress, G. and van Leeuwen, T. (1996). Reading images: the grammar of visual design. Routledge, London, Kress, G. and van Leeuwen, T. (2001). Multimodal discourse. The modes and media of contemporary communications discourse. Hodder Educations, London, Kress, G. and van Leeuwen, T. (2006). Reading images: the grammar of visual design, 2nd ed. London: Routledge; O’Halloran, K.L. (2004). Multimodal discourse analysis. Continuum, London), the study aims to cast light on the strategies exploited by the filmmaker (1) to depict the protagonist (Dhani) as an in-betweener whose ambitions are inhibited by his social status stemming from generations of subjugation and misuse by colonialists; and (2) to promote Indo-Trinidadian cultural specificities. Following an introduction to the key concept of individual and collective identity with a focus on Trinidad and Tobago, and an outline of diasporic cinema as applied to the Indo-Trinidadian community, the Multimodal Critical Discourse Analysis is carried out on the verbal, non-verbal, and visual sub-corpora gathered up in sequences according to the main three identitarian traits exhibited in the short-film: ‘religion/folklore’, ‘food’, and ‘lineage’.

Review of Filipi, A., & Markee, N. (Eds.). (2018). Conversation analysis and language alternation, capturing transitions in the classroom. John Benjamins Publishing Company.

Review of Filipi, A., & Markee, N. (Eds.). (2018). Conversation analysis and language alternation, capturing transitions in the classroom. John Benjamins Publishing Company.

Risako Ide & Kaori Hata (Eds.)Bonding through Context: Language and Interactional Alignment in Japanese Situated Discourse. John Benjamins Publishing Company. 2020

Risako Ide &amp; Kaori Hata (Eds.)<i>Bonding through Context: Language and Interactional Alignment in Japanese Situated Discourse</i>. John Benjamins Publishing Company. 2020

Ranzato, Irene and Zanotti, Serenella (2018): Reassessing Dubbing: Historical Approaches and Current Trends. Amsterdam: John Benjamins Publishing Company. 287 p.

Ranzato, Irene and Zanotti, Serenella (2018): Reassessing Dubbing: Historical Approaches and Current Trends. Amsterdam: John Benjamins Publishing Company. 287 p.. An article from journal Meta (Volume 67, Number 2, August 2022, pp. 251-496), on Érudit.

Book Review. A New Contribution to the Treasury of Translation Theory

Book Review. A New Contribution to the Treasury of Translation Theory

Rao, Rajiv, editor. Spanish Phonetics and Phonology in Contact: Studies from Africa, the Americas, and Spain. John Benjamins Publishing Company, 2020. 452 pages

Rao, Rajiv, editor. Spanish Phonetics and Phonology in Contact: Studies from Africa, the Americas, and Spain. John Benjamins Publishing Company, 2020. 452 pages

Notícias

Notícias

What triggers explicit awareness in implicit sequence learning? Implications from theories of consciousness.

This article aims to continue the debate on how explicit, conscious knowledge can arise in an implicit learning situation. We review hitherto existing theoretical views and evaluate their compatibility with two current, successful scientific concepts of consciousness: The Global Workspace Theory and Higher-Order Thought Theories. In this context, we introduce the Unexpected Event Hypothesis (Frensch et al., Attention and implicit learning, John Benjamins Publishing Company, 2003) in an elaborated form and discuss its advantage in explaining the emergence of conscious knowledge in an implicit learning situation.

William COWAN, Michael K. FOSTER, and Konrad KOERNER, New Perspectives in Language, Culture, and Personality: Proceedings of the Edward Sapir Centenary Conference (Ottawa, 1-3 October, 1984). 1986 John Benjamins Publishing Company, Amsterdam/Philadelphia, 627 pages

William COWAN, Michael K. FOSTER, and Konrad KOERNER, New Perspectives in Language, Culture, and Personality: Proceedings of the Edward Sapir Centenary Conference (Ottawa, 1-3 October, 1984). 1986 John Benjamins Publishing Company, Amsterdam/Philadelphia, 627 pages. An article from journal Culture (Volume 7, Number 2, 1987, pp. 3-79), on Érudit.

Review of Teacher development for immersion and content-based instruction; Editors: Laurent Cammarata, T.J. Ó Ceallaigh; Publisher: John Benjamins Publishing Company, 2018; ISBN: 97890272074877; Pages: 201

Searching for ways to expand the spectrum of methods of teaching and learning foreign languages triggers valuable initiatives and offers support for both students and teachers. Programs such as French immersion in Canada, content-based instruction (CBI), and content and language integrated learning (CLIL) have become popular across the world (Harrop, 2012), which is rapidly becoming a global village where the role of languages is crucial. In an integrated world, teaching content through language is viewed as a modern form of educational delivery; therefore, as the editors emphasize “teacher preparation and professional development endeavors are key drivers of successful I/B and CBI programs across a variety of models” (p. 3). Teacher Development for Immersion and Content-Based Instruction is a key contribution to the field, which offers valuable insights into the complexity of teacher preparation as well as further professional development in the case of immersion/bilingual contexts.

Current Issues in Intercultural Pragmatics Istvan Kecskes and Stavros Assimakopoulos (Eds.) John Benjamins Publishing Company (2017)

Current Issues in Intercultural Pragmatics Istvan Kecskes and Stavros Assimakopoulos (Eds.) John Benjamins Publishing Company (2017)

«ЕНЦИКЛОПЕДІЯ ПЕРЕКЛАДОЗНАВСТВА» УКРАЇНСЬКОЮ МОВОЮ: РЕЦЕНЗІЯ ТА ІСТОРИЧНИЙ ШТРИХ ЇЇ ПУБЛІКАЦІЇ

In late 2020 Ukrainian translation studies faced an extraordinary event when two volumes of “Entsyklopediia perekladoznavstva” were published. This is a Ukrainian translation from the “Handbook of Translation Studies” written in English which is one of the most outstanding works in theory of translation globally. Originally it was published in four volumes by John Benjamins Publishing Company, a leading company which works in the market of translation books, and edited by Franco-Belgian translation scholar Yves Gambier who now works at the University of Turku (Finland) and Luc van Doorslaer, Chair Professor of Translation Studies at University of Tartu (Estonia).

The syntax and semantics of Swedish copular sentences: a comparative perspective

This paper investigates the (recent) case alternation in Swedish equative and predicational copular sentences (‘Cicero is Tully’, ‘Cicero is a nice guy’). A central contribution of the paper is showing that this alternation is an LF-phenomenon, contra Sigurðsson (in: Hartmann, Molnárfi (eds) Comparative studies in Germanic syntax: from Afrikaans to Zurich German. John Benjamins Publishing Company, Amsterdam, 2006) who conjectures that Swedish is changing in the direction of English and Danish, where all postcopular DPs receive Accusative case, regardless of interpretation. The Swedish alternation is shown to track the same semantic dimension that conditions the choice of predicate case in languages like Polish, Russian and Dutch, namely the distinction between stage and individual level predication. Interestingly, the Swedish alternation is also shown to share distributional properties with the predicate case alternations in these languages. To account for these observations, I propose that the morphological and semantic contrasts between the two alternants are mediated by a structural difference, such that Nominative case involves a biclausal structure, and Accusative a monoclausal structure. This paper further adds to the typological picture, showing that Swedish patterns like Polish, Russian and Dutch, but unlike English and Danish, not just in terms of equative and predicational sentences, but also in specificational copular sentences (‘The fastest runner here is Lisa’). I argue that a particular kind of predicate inversion analysis is required to account for the Swedish type of specification.

Review of Taguchi, N., &amp; Kim, Y. (Eds.). (2018). Task-based approaches to teaching and assessing pragmatics. John Benjamins Publishing Company.

Book review: Taguchi, N., &amp; Kim, Y. (Eds.). (2018). Task-based approaches to teaching and assessing pragmatics. John Benjamins Publishing Company. https://doi.org/10.1075/tblt.10