Incorporating more than one linguistic code or mode of expression in literary and artistic productions has quickly grown over the last two decades. This volume pays special attention to the dynamic rise of code-switching especially in literature and performative arts, and explores strategies used by contemporary artists to compose their multilingual narratives as well as moves beyond the linguistic level in the direction of multimodality. The innovative frameworks and descriptions intend to highlight the different ways in which art, unlike ordinary language use, manifests language mixing and switching. Besides the papers by both young and established scholars, the volume includes a section of valuable contributions from multilingual authors and artists to bridge the gap between academic approaches and creative professional practices.

This is an open access book.The 4th International Conference on Literature, Art and Human Development (ICLAHD 2022) was successfully held on October 28th-30th, 2022 in Xi’an, China (virtual conference). ICLAHD 2022 brought together academics and experts in the field of Literature, Art and Human Development research to a common forum, promoting research and developmental activities in related fields as well as scientific information interchange between researchers, developers, and engineers working all around the world.We were honored to have Assoc. Prof. Chew Fong Peng from University of Malaya, Malaysia to serve as our Conference Chair. The conference covered keynote speeches, oral presentations, and online Q&A discussion, attracting over 300 individuals. Firstly, keynote speakers were each allocated 30-45 minutes to hold their speeches. Then in the oral presentations, the excellent papers selected were presented by their authors in sequence.

This book features effective artistic practices to improve literacy and language skills for emergent bilinguals in PreK-12 schools. Including insights from key voices from the field, this book highlights how artistic practices can increase proficiency in emergent language learners and students with limited access to academic English. Challenging current prescriptions for teaching English to language learners, the arts-integrated framework in this book is grounded in a sense of student and teacher agency and offers key pedagogical tools to build upon students’ sociocultural knowledge and improve language competence and confidence. Offering rich and diverse examples of using the arts as a way of talking, this volume invites teacher educators, teachers, artists, and researchers to reconsider how to fully engage students in their own learning and best use the resources within their own multilingual educational settings and communities.

This book presents an empirically grounded argument for a new approach of teaching writing to diverse students in the English language arts classroom. Responding to advocates of the "code-switching" approach, four uniquely qualified authors make the case for "code-meshing"--allowing students to use standard English, African American English, and other Englishes in formal academic writing and classroom discussions. This practical resource translates theory into a concrete roadmap for pre-and in-service teachers who wish to use code-meshing in the classroom to extend students' abilities as writers and thinkers and to foster inclusiveness and creativity. The text provides activities and examples from middle and high schools as well as college and addresses the question of how to advocate for code-meshing with skeptical administrators, parents, and students.

Romance is a fertile ground for linguistic research. Instead of limiting their studies to one specialised area, some Romance scholars have managed to combine different aspects of the broad field of Romance linguistics in an impressive way. This volume is dedicated to the multifaceted research interests of Guido Mensching: Part 1 focusses on different aspects of the architecture of grammar and linguistic theory, covering Italian, Portuguese, French, Sardinian and Romance. The focus of Part 2 is on historical linguistics, discussing Old Occitan lexicography and Romance in Hebrew scripts. Part 3 is dedicated to aspects relating to plurilingualism, language contact and sociolinguistics. Part 4 explores research arguments that go beyond Romance philology but are nonetheless intertwined with it.

The complex linguistic situation of earlier multilingual Britain has led to numerous contact-induced changes in the history of English. However, bi- and multilingual texts, which are attested in a large variety of text types, are still an underresearched aspect of earlier linguistic contact. Such texts, which switch between Latin, English and French, have increasingly been recognized as instances of written code-switching and as highly relevant evidence for the linguistic strategies which medieval and early modern multilingual speakers used for different purposes. The contributions in this volume approach this phenomenon of mixed-language texts from the point of view of code-switching, an important mechanism of linguistic change. Based on a variety of text types and genres from the medieval and Early Modern English periods, the individual papers present detailed linguistic analyses of a large number of texts, addressing a variety of issues, including methodological questions as well as functional, pragmatic, syntactic and lexical aspects of language mixing. The very specific nature of language mixing in some text types also raises important theoretical questions such as the distinction between borrowing and switching, the existence of discrete linguistic codes in earlier multilingual Britain and, more generally, the possible limits of the code-switching paradigm for the analysis of these mixed texts from the early history of English. Thus the volume is of particular interest not only for historical linguists, medievalists and students of the history of English, but also for sociolinguists, psycholinguists, language theorists and typologists.

Featuring in-depth interviews of attorneys, judges, and seasoned forensic experts from multiple disciplines including psychology, medicine, economics, history, and neuropsychology, The Art and Science of Expert Witness Testimony highlights and offers bridges for the areas where the needs and expectations of the courtroom collide with experts’ communication habits developed over years of academic and professional training. Rather than seeing testimony as a one-way download from expert to jurors, The Art and Science of Expert Witness Testimony focuses on the direct, dynamic, unique communication relationship that develops as each juror’s lived experience interacts with the words of experts on the stand. This book expands the academic tradition of "methods-centered credibility" to also include "person-centered credibility," where warmth, confidence, and relentless attention to detail build trust with jurors. Seasoned forensic experts share what they actually say on the stand: their best strategies and techniques for disrupting traditional academic communication and creating access to science and professional opinions with vivid, clear language and strong visuals. The difficult but necessary emotional work of the courtroom is addressed with specific techniques to regulate emotions in order to maintain person-centered credibility and keep the needs of jurors front and center through cross-examination. This innovative compilation of research is essential reading for professionals and practitioners, such as physicians, engineers, accountants, and scientists, that may find themselves experts in a courtroom. The Art and Science of Expert Witness Testimony provides a unique experience for readers, akin to being personally mentored by over eighty-five attorneys, judges, and seasoned experts as they share their observations, insights, and strategies—not to "win" as a defense, prosecution, or plaintiff expert, but to be productive in helping jurors and other triers of fact do their difficult intellectual job in deciding a case.

Art, Observation, and an Anthropology of Illustration examines the role of sketches, drawings and other artworks in our understanding of human cultures of the past. Bringing together art historians and anthropologists, it presents a selection of detailed case studies of various bodies of work produced by non-Western and Western artists from different world regions and from different time periods (from Native North America, Cameroon, and Nepal, to Italy, Solomon Islands, and Mexico) to explore the contemporary relevance and challenges implicit in artistic renditions of past peoples and places. In an age when identities are partially constructed on the basis of existing visual records, the book asks important questions about the nature of observation and the inclusion of culturally-relevant information in artistic representations. How reliable are watercolours, paintings, or sketches for the understanding of past ways of life? How do old images of bygone peoples relate to art historical and anthropological canons? How have these images and technologies of representation been used to describe, illustrate, or explain unknown realities? The book is an essential tool for art historians, anthropologists, and anyone who wants to understand how the observation of different realities has impacted upon the production of art and visual cultures. Incorporating current methodological and theoretical tools, the 10 chapters collected here expand the area of connection between the disciplines of art history and anthropology, bringing into sharp focus the multiple intersections of objectivity, evidence, and artistic licence.

When this book was first published in 1982, there were approximately eleven million Spanish-speaking people in the United States. This volume constitutes a comprehensive and accessible set of readings on the Spanish spoken in the United States. The authors examine various aspects of language structure and language use by the American Chicano, Puerto Rican and Cuban populations. Chapters include descriptions of language variation, reports of language contact and language change and analyses of the ethnography of language use in bilingual communities with particular emphasis on code-switching. Several chapters explore the educational implications of language structure and language use. This collection will be of interest to a wide range of linguists, anthropologists and sociologists. Bilingual educators and language planners in bilingual communities will find it of particular value and students of sociolinguistics will discover in it the main trends of sociolinguistic analysis usefully exemplified.

Teaching Middle School Language Arts is the first book on teaching middle school language arts for multiple intelligences and related 21st century literacies in technologically and ethnically diverse communities. More than 670,000 middle school teachers (grades six through eight) are responsible for educating nearly 13 million students in public and private schools. Thousands more teachers join these ranks annually, especially in the South and West, where ethnic populations are ballooning. Teachers and administrators seek practical, time-efficient ways of teaching language arts to 21st century adolescents in increasingly multicultural, technologically diverse, socially networked communities. They seek sound understanding, practical advice, and proven strategies for connecting diverse literature to 21st century societies while meeting state and professional standards. Teaching Middle School Language Arts provides strategies and resources that work. Roseboro's book provides an entire academic year of inspiring theory and instruction in multimedia reading, writing, and speaking for the 21st century literacies that are increasingly required in the United States and Canada. An appendix includes supplementary documents to adapt or adopt, and a companion web site is designed to continue communication with readers.