Geordie Stylizations is a short-focused research work which builds on the renovated interest on the nexus between accent-identity-prestige-prejudice, offering an analysis of celebrities' use of the Geordie variety in a series of public performances as a reflection instrument for scholars, but also for neophyte readers with an interest in Sociolinguistics, Pragmatics, Celebrity Studies, Cultural Studies, Anthropology, Sociology and Gender Studies. Of interest are the individual instances of Geordieness performed on specific occasions, i.e. the ways in which people construct their unique and constantly evolving language repertoires sometimes appropriating some, other times distancing themselves from, linguistic traits that would characterize them as members of specific communities in other people's perceptions. The material investigated is provided by the artistic world: engaging with the arts and culture, and in particular with music, is not just a solitary event, but also a participatory one which many people feel is worthwhile sharing through ordinary conversation and interaction via social networks every day.

This book argues that Shakespeare and various cultures of celebrity have enjoyed a ceaselessly adaptive, symbiotic relationship since the final decade of the sixteenth century, through which each entity has contributed to the vitality and adaptability of the other. In five chapters, Jennifer Holl explores the early modern culture of theatrical celebrity and its resonances in print and performance, especially in Shakespeare’s interrogations of this emerging phenomenon in sonnets and histories, before moving on to examine the ways that shifting cultures of stage, film, and digital celebrity have perpetually recreated the Shakespeare, or even the #shakespeare, with whom audiences continue to interact. Situated at an intersection of multiple critical conversations, this book will be of great interest to scholars and graduate students of Shakespeare and Shakespearean appropriations, early modern theater, and celebrity studies.

The book sets out to examine the concept of 'chav', providing a review of its origins, its characterological figures, the process of enregisterment whereby it has come to be recognized in public discourse, and the traits associated with it in traditional media representations. The author then discusses the 'chav' label in light of recent re-appropriations in social network activity (particularly through the video-sharing app TikTok) and subsequent commentary in the public sphere. She traces the evolution of the term from its use during the first decade of the twenty-first century to make sense of class, status and cultural capital, to its resurgence and the ways in which it is still associated with appearance in gendered and classed ways. She then draws on recent developments in linguistic anthropology and embodied sociocultural linguistics to argue that social media users draw on communicative resources to perform identities that are both situated in specific contexts of discourse and dynamically changing, challenging the idea that geo-sociocultural varieties and mannerisms are the sole way of indexing membership of a community. This volume contends that equating 'chav' with 'underclass' in the most recent uses of the concept on social networks may not be the whole story, and the book will be of interest to sociocultural linguistics and identity researchers, as well as readers in anthropology, sociology, British studies, cultural studies, identity studies, digital humanities, and sociolinguistics.

This book analyses the representation of North-East England in film and television. It is a response to the way a number of important British films and programmes—for example, Get Carter (1971), Whatever Happened to the Likely Lads (1973-74), Our Friends in the North (1996) and Billy Elliot (2000)—have used this particular setting to explore questions of class, identity and history. It argues for the significance and coherence of a North-East corpus of film and television through a series of case studies relating to specific eras or types of representation. These include regional writers working for television in the 1970s, the achievements of the workshop movement in the 1980s and works produced within the genres of documentary, crime drama, comedy, period drama and reality television. The book discusses how the communities and landscapes of the region have been used to explore processes of cultural change, and legacies of de-industrialisation.

Content and language integrated learning (CLIL) is an increasingly popular educational approach given its dual focus on enabling learners to acquire subject-matter through an additional language, while learning this second language in tandem with content. This Handbook provides a comprehensive overview of recent CLIL developments, illustrating how CLIL has been uniquely conceptualised and practised across educational and geographical contexts. Divided into six sections, covering language and language teaching, core topics and issues, contexts and learners, CLIL in practice, CLIL around the world, and a final section looking forward to future research directions, every chapter provides a balanced discussion of the benefits, challenges and implications of this approach. Representing the same diversity and intercultural understanding that CLIL features, the chapters are authored by established as well as early-career academics based around the world. The Routledge Handbook of Content and Language Integrated Learning is the essential guide to CLIL for advanced students and researchers of applied linguistics, education and TESOL.

This volume explores how television has been a significant conduit for the public consumption of changing ideas about children, childhood, and national identity, via a critical examination of programs that prominently feature children and youth in international television. The chapters connect relevant cultural attitudes within their respective countries to an analysis of children and/or childhood in international children’s programming. The collection addresses how international children’s programming in global and local context informs changing ideas about children and childhood, including notions of individual and citizen identity formation. Offering new insights into childhood and television studies, this book will be of great interest to graduate students, scholars, and professionals in television studies, childhood studies, media studies, cultural studies, popular culture studies, and American studies.

Accent on Privilege looks at the complexities of immigration, asking how native and immigrant construct race, gender, class and national identity. Katharine Jones investigates how white English immigrants live in the United States and how they use their status as privileged foreigners to gain the upper hand with Americans. Their privilege, she finds, is created by both American Anglophilia and the ways they perform their identities as "proper" English women and men in their host country. Jones looks at the cultural aspects of this performance: how English people play up their accents, "stiff upper lip," sense of humor and fashion - even the way they drink beer. The political and cultural ties between England and the US act as a backdrop for the identity negotiations of these English people, many of whom do not even consider themselves to be immigrants. This unique exploration of the workings of white privilege offers an important new understanding of the paradoxes of how class, gender, and race are formed in the US and, by implication, in the UK. Author note: Katharine W. Jones is Assistant Professor of Sociology at Philadelphia University.

As a business leader with a track record of success, Cox stood against the political establishment to run for Governor of California. What he learned is that the system—consisting of both parties, as well as the media/big business axis that props up cronies of the political establishment—is fully rigged to prevent independent-minded candidates from gaining traction. Hear the People is the organization he’s launched to promote real electoral reform, that will empower regular people to have unprecedented influence on, and access to, the electoral process—all while working within the existing framework of the U.S. Constitution. There is general agreement among voters that our electoral system suffers from the Four Plagues: special interest influence; big media control; negative campaigning; and extreme partisan voices. The huge media driven campaigns required by today’s increasingly large population districts are the primary reason for the Four Plagues. Cox proposes a bold, far reaching, effective reform that would make all campaigns for the U.S. House of Representatives personal, not driven by media or money. This reform can be legally implemented and will empower the people, making the House of Representatives truly the People’s House as our Founders intended. As we celebrate the 250th birthday of America, a rebirth of our democracy is just what we need. This book is Cox’s manifesto for reform. Equal parts passion and remarkably practical, Hear the People will usher in a new phase of America’s political life, giving voice to the millions of citizens crying out for meaningful change.

This volume showcases innovative research on dialectal, vernacular, and other forms of “oral,” speech-like writing in digital spaces. The shift from a predominantly print culture to a digital culture is shaping people's identities and relationships to one another in important ways. Using examples from distinct international contexts and language varieties (kiAmu, Lebanese, Ettounsi, Shanghai Wu, Welsh English, and varieties of American English) the authors examine how people use unexpected codes, scripts, and spellings to say something about who they are or aspire to be. This book will be of particular interest to students and scholars interested in the impact of social media on language use, style, and orthography, as well as those with a broader interest in literacy, communication, language contact, and language change.

This is an open access book. The 5th Sriwijaya University Learning and Education International Conference (5th SULE-IC 2022) was held on October 5, 2022 in Palembang, South Sumatera, Indonesia. Palembang is a historic city located on the island of Sumatera. It was the capital of the Empire of Sriwijaya. During the glory of the Empire, it was one of the major learning centers in Asia. To continue the legacy of the Empire’s spirit of learning, the conference will, once more, be the gathering for academicians and professionals from education and related fields all over the world, to share ideas and innovations. The main goal of the 2022 SULE-IC is to provide and opportunity for academicians and professional from various education related field from all over the world to come together and learn from each other. Furthermore, the additional goal is to provide a place for academicians and professionals with disciplinary interests related to education to meet and interact with members inside and outside their own particular disciplines.