The book explores the change over time in language-society relations in a multilingual periphery of Egypt. It examines the role of language ideologies in the construction and negotiation of social identities in the processes of contact, maintenance and shift typical of multilingualism. Based on extensive fieldwork and interviews, it is the first of its kind to portray the inventory of linguistic and accompanying non-linguistic behaviors observed within and between different ethnolinguistic groups in the Siwa Oasis. It provides first-hand information about the linguistic habits of Siwan women, an aspect which is generally difficult to access in this gender-segregated community. The book sheds light on Berber-Arabic contact at the core of the Arab world and at a critical time when individual linguistic repertoires are expanding and Arabic is emerging as a powerful resource.

Focussing on nationalist discourse before, during and after the revolution of 2011, Reem Bassiouney explores the two-way relationship between language in Egyptian public discourse and Egyptian identity. Her sources include newspaper articles, caricatures,

This book explores the use of English within otherwise local-language conversations by two continental European social media communities. The analysis of these communities serves not only as a comparison of online language practices, but also as a close look at how globalization phenomena and ‘international English’ play out in the practices of everyday life in different non-English-speaking countries. The author concludes that the root of the distinctive practices in the two communities studied is the disparity between their language ideologies. She argues that community participants draw on their respective national language ideologies, which have developed over centuries, but also reach beyond any static forms of those ideologies to negotiate, contest, and re-evaluate them. This book will be of interest to linguists and other social scientists interested in social media, youth language and the real-world linguistic consequences of globalization.

The first systematic survey of the language planning and language policy discourse of major Arabic language academies.

This volume offers a comprehensive and up-to-date overview of applied research efforts in the Middle East and North Africa (MENA). This region has not received due attention in the literature and this publication provides a much-needed contribution to the existing body of knowledge. The editor recruited a number of renowned scholars who either work in the MENA countries or have experience doing research in this region to contribute to this project. The selection of chapters ensured representation of applied linguistics efforts in North Africa, the Levant, and the Gulf. The book looks into language research within social and educational MENA contexts. The final part of the book provides a forward-looking perspective about applied linguistics research and practices in the Middle East and North Africa. The book is primarily written for those interested in applied linguistics, particularly researchers, graduate students, and language professionals in the MNEA region.

This book is a thoroughly revised version of the 1999 edition, which was welcomed at the time as a classic. It now extends the period of coverage to 2012 and includes an entirely new chapter on current developments, making this updated edition an essentia

Throughout the pharaonic period, hieroglyphs served both practical and aesthetic purposes. Carved on stelae, statues, and temple walls, hieroglyphic inscriptions were one of the most prominent and distinctive features of ancient Egyptian visual culture. For both the literate minority of Egyptians and the vast illiterate majority of the population, hieroglyphs possessed a potent symbolic value that went beyond their capacity to render language visible. For nearly three thousand years, the hieroglyphic script remained closely bound to indigenous notions of religious and cultural identity. By the late antique period, literacy in hieroglyphs had been almost entirely lost. However, the monumental temples and tombs that marked the Egyptian landscape, together with the hieroglyphic inscriptions that adorned them, still stood as inescapable reminders that Christianity was a relatively new arrival to the ancient land of the pharaohs. In Egyptian Hieroglyphs in the Late Antique Imagination, Jennifer Westerfeld argues that depictions of hieroglyphic inscriptions in late antique Christian texts reflect the authors' attitudes toward Egypt's pharaonic past. Whether hieroglyphs were condemned as idolatrous images or valued as a source of mystical knowledge, control over the representation and interpretation of hieroglyphic texts constituted an important source of Christian authority. Westerfeld examines the ways in which hieroglyphs are deployed in the works of Eusebius and Augustine, to debate biblical chronology; in Greek, Roman, and patristic sources, to claim that hieroglyphs encoded the mysteries of the Egyptian priesthood; and in a polemical sermon by the fifth-century monastic leader Shenoute of Atripe, to argue that hieroglyphs should be destroyed lest they promote a return to idolatry. She argues that, in the absence of any genuine understanding of hieroglyphic writing, late antique Christian authors were able to take this powerful symbol of Egyptian identity and manipulate it to serve their particular theological and ideological ends.

This book examines the contribution that petitioning and litigation made to the maintenance of the social order in Roman Egypt between 30 BC and AD 284. Through the analysis of the many hundreds of documents surviving on papyrus, especially petitions, reports of court proceedings, and letters, Kelly focuses on how the legal system achieved its formal goals (that is, the resolution of disputes through judgments), and discusses in detail the contribution made by the litigation process to informal methods of social control. With particular emphasis on the roles that this process played in the transmission of political ideologies, in the maintenance of family solidarity, and in the fostering of 'private' mechanisms of dispute resolution, the book argues that although the legal system was less than successful when judged by its formal aims, it did have a real social impact by contributing indirectly to some of the informal mechanisms that ensured order in this province of the Roman Empire. However, arguing that, on occasion, one can also see petitioning and litigation being abused for the pursuit of feud and vengeance, Kelly also recognizes that the social impacts of petitioning and litigation were multifaceted, and in some senses even contradictory.

This richly interdisciplinary volume explores the goals and benefits of the Cultures and Languages Across the Curriculum (CLAC) programs by drawing together noteworthy insights from educators, administrators, researchers, and students who have been directly involved in the CLAC programs at colleges and universities in the United States. Using autoethnographic methods, the authors analyze their personal experiences of CLAC to highlight best practices in establishing CLAC models and showcase ways to integrate languages and cultures into instruction and research across disciplines and contexts. Particular attention is given to the ways in which CLAC can support institutional internationalization and global objectives to enhance intercultural competence, world citizenship, and social justice in the community. The book is separated into three sections, with expertise from a wide range of culturally and linguistically diverse experts who represent different disciplines. Section I describes the development of new CLAC programs into existing institutional structures and provides the reader with first-hand accounts of the transformative impact of CLAC on individuals. Section II demonstrates the different collaborative forms that have been created between CLAC programs and various other disciplines, and Section III reflects on authors' experiences with disruptions to the power structures, hegemonic practices, and ideological assumptions often embedded in education. This timely volume will be of interest to academics, researchers, and post-graduate students in the fields of Multicultural Education, Culture and Language Studies, Curriculum Studies, and Higher Education. This book would also greatly appeal to graduate students and scholars in education development.

This is a systematic and critical appraisal of the variety of ways in which people's attitudes to language have been researched internationally over recent decades. The authors explain this complex field through clear reviews and commentary on previous work, while also offering a demonstration of language attitude research in one specific and important context, the English language in Wales. In addition to discussing different ways of expressing attitudes, from teenagers' and teachers' attitudes to regional and subcultural variation in attitudes, the book also considers issues such as degrees of authentic Welshness, the impact of rapid social change in Wales.