This volume offers spatial theories of the emergent based on a careful close reading of the complete works of nineteenth-century writer and mathematician Lewis Carroll—from his nonsense fiction, to his work on logic and geometry, including his two short pamphlets on architecture. Drawing on selected key moments in our philosophical tradition, including phenomenology and sociospatial theories, Caroline Dionne interrogates the relationship between words and spaces, highlighting the crucial role of language in processes of placemaking. Through an interdisciplinary method that relates literary and language theories to theories of space and placemaking, with emphasis on the social and political experience of architectural spaces, Dionne investigates Carroll’s most famous children’s books, Alice’s Adventures in Wonderland and Through the Looking-Glass and What Alice Found There, in relation to his lesser-known publications on geometry and architecture. The book will be of interest to scholars working in design theory, design history, architecture, and literary theory and criticism.

The aim of the following dissertation is an analysis of Lewis Carroll’s Alice in Wonderland and Through the Looking-Glass in regard to the uncanny and its relation to language. For the purpose of the study on the psychoanalytical concept of the uncanny in connection with linguistic theory, the most important theories have been evaluated in the first chapter of the dissertation, titled “The Concept of the Uncanny and its Relation to Language”. Afterwards the chapter “The Uncanny and Language in Lewis Carroll’s Alice in Wonderland and Through the Looking-Glass” applies the acquired theoretical framework to the two selected texts in order to understand the different ways in which Carroll manipulates language in order to create an uncanny atmosphere.

We live in an age that is witnessing a growing interest in narrative studies, cognitive neuroscientific tools, mind studies and artificial intelligence hypotheses. This book therefore aims to expand the exegesis of Carroll's "Alice" books, aligning them with the current intellectual environment. The theoretical force of this volume lies in the successful encounter between a great book (and all its polysemous ramifications) and a new interpretative point of view, powerful enough to provide a new original contribution, but well grounded enough not to distort the text itself. Moreover, this book is one of the first to offer a complete, thorough analysis of one single text through the theoretical lens of cognitive narratology, and not just as a series of brief examples embedded within a more general discussion. It emphasises in a more direct, effective way the actual novelty and usefulness of the dialogue established between narrative theory and the cognitive sciences. It links specific concepts elaborated in the theory of cognitive narratology with the analysis of the "Alice" books, helping in this way to discuss, question and extend the concepts themselves, opening up new interpretations and practical methods.

This work presents a collection of some 130 contributions covering a wide range of topics of interest to historical, theoretical and applied linguistics alike. A major theme is the development of English which is examined on several levels in the light of recent linguistic theory in various papers. The geographical dimension is also treated extensively with papers on controversial aspects of a variety of studies, as are topical linguistic matters from a more general perspective.

Wordplay involving several linguistic codes is an important modality of ludic language. This volume offers a multidisciplinary approach to the topic, discussing examples from different epochs, genres, and communicative situations. The contributions illustrate the multi-dimensionality, linguistic make-up, and the special interactive potential of wordplay across linguistic and cultural boundaries, including the challenging practice of translation.

In The Everyday Language of White Racism, Jane H. Hillprovides an incisive analysis of everyday language to reveal theunderlying racist stereotypes that continue to circulate inAmerican culture. provides a detailed background on the theory of race andracism reveals how racializing discourse—talk and text thatproduces and reproduces ideas about races and assigns people tothem—facilitates a victim-blaming logic integrates a broad and interdisciplinary range of literaturefrom sociology, social psychology, justice studies, critical legalstudies, philosophy, literature, and other disciplines that havestudied racism, as well as material from anthropology andsociolinguistics Part of the ahref="http://eu.wiley.com/WileyCDA/Section/id-410785.html"target="_blank"Blackwell Studies in Discourse and CultureSeries/a

This book examines both classic and current studies that trace the development of human language from before birth to the early childhood years. By focusing on areas of language development in which a unified set of theoretical issues has been explored, the book presents a theoretically and empirically more coherent approach to language development than other books in this discipline. The book also considers the theoretical questions that drive language scientists to pursue these studies: What are the biological underpinnings of language? Why has it proven so difficult to build a computer that learns language? Is language learning like or unlike learning of other abilities such as math or music? How should we best characterize developmental language disorders? This book is aimed at the junior and senior undergraduates and the graduate students enrolled in Language Development across psychology, linguistics, and communication disorders. For practitioners engaged in working with language development/disorders, this is the perfect book to “stay up-to-date.” Each chapter in this book includes valuable highlights of “thought questions” to help students ponder the content of the chapter. Lucid narration of contents has been significantly augmented by ample usage of tables and illustrations.