A transnational history of the performance, reception, translation, adaptation and appropriation of Bizet's Carmen from 1875 to 1945. This volume explores how Bizet's opera swiftly travelled the globe, and how the story, the music, the staging and the singers appealed to audiences in diverse contexts.

Bizet's Carmen Uncovered exposes the myths and stereotypes that so often surround this much loved opera by exploring its first staging, and the particularly Spanish contexts in which the opera was conceived, written, and staged.

"Qu'est-ce que c'est?" (What is it?) mezzo-soprano Celestine Galli-Marie asked when offered the title role in the 1875 premier of Bizet's new opera, Carmen. She was only the first in a long line of performers to ask. In the 140+ years since, each singer has crafted her own portrayal of the inscrutable Gypsy. The famous soprano Geraldine Farrar wrote: "Each one of us probably sees something that the others have not seen--or thinks she does--and that 'something' is her individual Carmen." This book explores the history of operatic portrayals of Bizet's elusive enchantress, tracing the development of vocal and dramatic interpretations from generation to generation around the globe.

Carmen in Diaspora is a cultural history of Carmen adaptations set in African diasporic contexts. Beginning with Prosper Mérimée's novella and Georges Bizet's opera and continuing through twentieth- and twentieth-first century interpretations in literature, film, and musical theatre, the book explores how opera's most famous character has exceeded the 19th-century French context in which she was created and taken on a life of her own. Through this transformation, the Carmen figure has sparked important conversations not only about French culture and canonical opera but also about Black womanhood, community, and self-determination.

New quantitative methodology and the development of corpus and experimental linguistics tools have recently made researching lexical comprehension and production more accessible. While several tools and data sets are available in English (Coh-metrix, CELEX) and a few other languages, the development of resources and empirical research is still lacking in Spanish. This volume brings together original empirical research and theoretical perspectives that examine lexical development in Spanish L1, L2 and L3, with a focus on different teaching approaches and textbook coverage of Spanish lexicon in L2 curricula and the use of corpus linguistics in methodological investigations. Some questions addressed include the role of lexical development in mapping grammatical acquisition phases, the potential transfers of L1 to L2 lexical abilities, the effect of explicit vocabulary learning techniques in L2, how affective meaning modulates L2 acquisition, or how a typological understanding of lexical organization can help in teaching more effectively the lexicon of a language, among many others. The book offers an overview of what is currently being done in the field of Spanish lexical acquisition through a myriad of approaches and topics.

This book contains a wide spectrum of topics organized within a relatively fixed framework of Applied Linguistics theory and practice, revolving around the concepts of stability and variability that capture the dynamic nature of the phenomena characterizing language, learning and teaching. The primary strength of individual chapters lies in the fact that the vast majority report original empirical studies carried out in diverse second/foreign language learning contexts – investigating interesting issues across various nationalities, ages, educational and professional groups of language learners, and teachers. The issues under scrutiny entail the ‘classic’ recurrent topics related to language learning and teaching, such as communicative competence, input, orality and literacy, learner characteristics and strategies, and teacher development – to mention just a few. In addition, ‘recent arrivals,’ to borrow a marketing metaphor, are also present, as the authors consider learning and teaching implications resulting from the status of English as a language of international communication, and discuss related concepts of intercultural competence along with language learners’ identity and creativity. The multilingual and multicultural contributors to the present volume are researchers – foreign and second language learners and teachers themselves – who offer the reader a range of methodological designs that have been successfully used in Applied Linguistics research. The framework of stability and variability suggests that changes leading to progress and development derive from stable foundations that account for the sense of continuity and belonging in applied linguists’ communities of practice.

This publication constitutes essential reading for academics, teachers and language policy makers wanting to understand, plan, and implement an educational language program involving learner mobility. The book provides data and analyses from a long-term program of research on study abroad (the SALA Project), which looked into the short and long-term effects of instructional and mobility contexts on language and cultural development from two perspectives: the participants’ language acquisition development over 2,5 years, and the practitioners’ perspective in relation to the design and implementation of a mobility program. The book is innovative in the longitudinal data it offers, the light it sheds on (i) an array of language skills, both productive and receptive, oral and written, tapping into phonology, lexis, grammar and discourse, (ii) the role of individual differences (including attitudes, motivation, beliefs, and intercultural awareness), and (iii) the insights on the effects of length of stay. In sum, this book represents a welcome addition to previous research on the outcomes of mobility policies to promote L2 learners’ linguistic development and the individual and educational conditions that appear to facilitate success in study abroad programs.

The goal of this Special Issue is to bring together state-of-the art articles on applied linguistics which reflect investigation carried out by researchers from different parts of the world. By bringing together papers from different perspectives, we hope to be able to gain a better understanding of the field. Hence, this Special Issue intends to address the study of language in its different dimensions and within the framework of multiple methodologies and formal accounts as used by researchers in the field. This Special Issue is dedicated to research in any area related to applied linguistics, including language acquisition and language learning; language teaching and curriculum design; language for specific purposes; psychology of language, child language and psycholinguistics; sociolinguistics; pragmatics; discourse analysis; corpus linguistics, computational linguistics and language engineering; lexicology and lexicography; and translation and interpretation.

The Routledge Handbook of Study Abroad Research and Practice is an authoritative overview of study abroad and immersive context research specifically situated within applied linguistics and Second Language Acquisition (SLA) for graduate students and researchers in these fields. Featuring contributions from established scholars from around the world, this volume provides in-depth coverage of the theoretical approaches and methodologies used in study abroad and applied linguistics research, and examines their practical implications on program implementation. The Handbook is organized around core areas of research and practice: language development and personal growth; study abroad settings; individual differences of learners; and applications concerning the preparation of students, teachers, and administrators for study abroad, the role of study abroad in foreign language curricula, and future directions. This handbook is the ideal resource for graduate students, researchers, and administrators interested in learning more about linguistic and personal development during study abroad.

Popular Music in Spanish Cinema analyses the aesthetics and stylistic development of soundtracks from national productions, considering how political instability and cultural diversity in Spain determined the ways of making art and managing culture. As a pioneering study in this field, the chronologically structured approach of this book provides readers with a complete overview of Spanish music and connects it to the complex historical events that conditioned Spanish culture throughout the 20th century to the present day, from the Second Republic, the Spanish Civil war, and the dictatorship through to democracy. The book enables an understanding of the relationships between the recording and film production industries, the construction of collective imagination, the formulation of new stereotypes, semiotic meanings within film music and the musical exchanges between national and international cinema. This volume is an essential read for students and academics in the field of musicology, ethnomusicology and history as well as those interested in the study of diverse musical styles such as copla, zarzuela, flamenco, jazz, foxtrot, pop and rock and how they have been used in Spanish films throughout history.