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.

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 serves as an in-depth investigation of the diversity of means and practices that constitute (dis)identification and identity construction in social media. Given the increasing prevalence of social media in everyday life and the subsequent growing diversity in the types of participants and forms of participation, the book makes the case for a rigorous analysis of social media discourses and digital literacy practices to demonstrate the range of semiotic resources used in online communication that form the foundation of (dis)identification processes. Divided into two major sections, delineating between the (dis)identification of the self across various social categories and the (dis)identification of the self in relation to the "other", the book employs a discourse-ethnographic approach to highlight the value of this type of theoretical framework in providing nuanced descriptions of identity construction in social media and illuminating their larger, long-term societal and cultural implications. This volume is a key resource for researchers, and students in sociolinguistics, discourse studies, computer-mediated communication, and cultural studies.

The concept of authenticity has received some attention in recent academic discourse, yet it has often been left under-defined from a sociolinguistic perspective. This volume presents the contributions of a wide range of scholars who exchanged their views on the topic at a conference in Freiburg, Germany, in November 2011. The authors address three leading questions: What are the local meanings of authenticity embedded in large cultural and social structures? What is the meaning of linguistic authenticity in delocalised and/or deterritorialised settings? How is authenticity indexed in other contexts of language expression (e.g. in writing or in political discourse)? These questions are tackled by recognised experts in the fields of sociolinguistics, linguistic anthropology, and contact linguistics. While by no means exhaustive, the volume offers a large array of case studies that contribute significantly to our understanding of the meaning of authenticity in language production and perception.

"This marvelous book offers a fresh perspective on class formations in the 21st century. Originally a derogatory epithet for a British underclass, the term Chav was to become the moniker for a gradiently inhabitable social identity, performable and negotiable through the behaviors that make Chav personae identifiable, and eventually to undergo ever-changing forms of reanalysis and regrouping in the lives of British citizens. By carefully tracing these developments through the last two decades, this book shows that any attempt to reify class formations-by criteria of disposable income, and the like-fails utterly to account for the manner in which class identities are created and transformed through the discursive interactions in which they live." -Asif Agha, University of Pennsylvania, USA 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. Emilia Di Martino is an associate professor at the Suor Orsola Benincasa University of Naples, Italy. She is interested in a wide variety of topics, mostly focusing on the nexus between identity, language, and power. She has presented at many local and international conferences, and has published extensively, including the book Celebrity Accents and Public Identity Construction: Analyzing Geordie Stylizations (2019).