This book explores the dynamic intersections where cultures, languages and spaces converge, shaping identities and creating new forms of expression. The authors attempt to unravel the complexity of narrative and imaginative spaces by examining cultural identities in global contexts. The essays on literary representations consider abstract border crossings through rewriting and reappropriation in various genres, while also looking at immigrant fiction, post-Anthropocene narratives and hybrid spaces through a postcolonial lens. The essays on history and politics critically examine identity conflicts in the United States, while the contributions on applied linguistics and language pedagogy offer insights into online teaching experiences during COVID-19, sociocultural aspects of language use and the formation of bilingual identities. Employing innovative methods in reinterpreting literary works, political narratives and different types of discourse, past and present, this collection contributes to ongoing scholarly dialogues on the multifaceted challenges associated with identity construction through border crossings.

In an age when national identities are a subject of popular debate, along with issues of place in relation to immigration, displacement and mobility, it is particularly important that educators are supported in their reflections on how best to respond to such pertinent issues in their daily practice. This book accessibly and sensitively explores the ways in which teachers can work with places and identities in English and related expressive arts to create a rich experience for students in schools and beyond. A team of carefully selected contributors present practical ideas and critically examine diverse contexts and viewpoints. Exploring the significance of identity and place in education, the central notion is that language and arts are vital to enhancing understanding and empathy. The book provides an approach that offers teachers and other professionals ways to engage critically with these themes, as well as practical strategies for opening up debate and creative work in a broad range of curriculum areas. This insightful book will be of interest to teachers, teacher educators, training teachers and researchers in education.

In Lucy Hutchinson and the English Revolution, Claire Gheeraert-Graffeuille explores Lucy Hutchinson's historical writings and the Memoirs of the Life of Colonel Hutchinson, which, although composed between 1664 and 1667, were first published in 1806. The Memoirs were a best-seller in the nineteenth century, but largely fell into oblivion in the twentieth century. They were rediscovered in the late 1980s by historians and literary scholars interested in women's writing, the emerging culture of republicanism, and dissent. By approaching the Memoirs through the prism of history and form, this book challenges the widely-held assumption that early modern women did not - and could not - write the history of wars, a field that was supposedly gendered as masculine. On the contrary, Gheeraert-Graffeuille shows that Lucy Hutchinson, a reader of ancient history and an outstanding Latinist, was a historian of the English Revolution, to be ranked alongside Richard Baxter, Edmund Ludlow, and Edward Hyde.

This book investigates different ways in which neoliberal language and teaching policies have influenced the English language in global south countries across Asia, Africa and Latin America. Through the three main sub themes covered by the book, namely Neoliberalism and English Language Teaching Policies, Neoliberalism Ideology as in English Language Teaching Materials, and Experiences of Neoliberal Subjects, it investigates various aspects and means through which neoliberalism is realized in a variety of contexts. Through the first subtheme the volume covers the English language education policies of Chile, Bangladesh, India, and Morocco. The second sub theme concerns how different neoliberal values such as consumerism, entrepreneurship, and individualism are localized and constructed in the locally developed English language materials of Thailand, Taiwan, Malaysia, and Vietnam. The third sub theme includes studies on the impact of neoliberalization of English in relation to Colombian, Brazilian, and Pakistani stakeholders. This book is a valuable resource for academics, postgraduate students, researchers, policy makers, educators, and practitioners who are interested in neoliberalism in English language.

This collection examines and uses discourse to promote a better understanding of culture and identity, with the primary goal of advancing an understanding of how discourse can be used to examine social and linguistic issues. Many of the contributions explore how the formation of culture and identity is shaped by national and transnational issues, such as migration, immigration, technology, and language policy. The collection contributes to a better understanding of the process of intercultural communication research, as each author takes a different theoretical or methodological approach to examining discourse. Although different aspects of discourse are analyzed in this collection, each contribution examines issues and concepts that are central to understanding and carrying out intercultural communication research (e.g., structure and agency, static and dynamic cultural constructs, sociolinguistic scales, power and discourse, othering and alienness, native and non-native). This book was originally published as a special issue of Language and Intercultural Communication.

Doctoral Thesis / Dissertation from the year 2022 in the subject English Language and Literature Studies - Linguistics, University of Baghdad, language: English, abstract: The study of identity within a given discourse is one of the significant topics in the field of critical discourse analysis. Iraqi Christian identity has undergone various political and social changes during different historical periods leading to the emergence of the Christian identity as a minority in society. The present study investigates the representation of the identity of Iraqi Christian minority in the narrative discourse of selected English and Arabic novels. More precisely, the present study is a critical discourse analysis of the Christian identity as a minority in selected English and Arabic novels, namely; the English novel “Abducted in Iraq” by Saa’d Hanna (2017), and the Arabic Novel “الحفيدة الامريكية” (The American Granddaughter) by Inaa’m Kachachi (2009). The study aims at: first, identifying the identity representation of Iraqi Christian minority in the narrative discourse of selected English and Arabic novels before and after 2003 war; second, investigating the textual resources and their role in the identity construction of Iraqi Christian minority in the narrative discourse of selected English and Arabic novels before and after 2003 war; third, identifying the discursive resources and their role in the identity construction of Iraqi Christian minority in the narrative discourse of selected English and Arabic novels before and after 2003 war; fourth, examining the social resources and their role in the identity construction of Iraqi Christian minority in the narrative discourse of selected English and Arabic novels before and after 2003 war. That is, it examines the role played by power and social dynamisms in the identity construction under analysis; and fifth, investigating similarities and differences in the identity construction of Iraqi Christian minority in the narrative discourse of selected English and Arabic novels before and after 2003 war at the textual, discursive and social levels of analysis. For achieving the afore-mentioned aims, a purposive sampling technique is used to choose the most representative data from the selected English and Arabic novels. The data is analysed according to a synthesised theoretical framework based on Wodak et al. (2009), Fairclough (2015), Wortham (2001), and Graumann (1999). The data are analysed both qualitatively and quantitatively.

Accessible yet theoretically rich, this text introduces key concepts and issues in critical discourse analysis and situates these within the field of educational research. Beyond providing a useful overview, it contextualizes CDA theories and methods in accounts of discourse in classroom and other settings.

Languages are inseparable from their contexts of use. They are not only congruent with, but also involved in the configuration of the worldviews and value systems manifested in cultures and embodied in texts. The spread of English worldwide foregrounds the issue of textual dynamics in intercultural settings. The production/reception of texts in English facilitates international contacts and exchanges, yet it also triggers hegemonic practices. The volume aims to investigate the representations and negotiations of sociocognitive identities in intercultural settings relevant for 'good practice'. Contributions explore 'languaging' strategies (verbal, visual, multimodal; English monolingual, bilingual, multilingual) through a range of methodological perspectives wherein the respect for sociocultural differences is a constitutive value.

This book offers a close look at the discourse of and around three socially marginalised and vulnerable groups – Irish Travellers, Squatters and Homeless people – in order to understand more about how individuals within them position themselves vis-à-vis mainstream society. It investigates the groups' diverse and provisional relationship with space that challenges mainstream society's spatial logic. Given that the relationship between mobility, space and identity has been explored in migrant contexts, Roberta Piazza proposes a reconsideration of this relationship beyond people's movement from one place to another. Investigating the space-identity nexus among the three groups, she highlights how mobility is not solely a cross-country phenomenon, but a no-less crucial and dramatic reality within an individual nation. Based on close linguistic analysis of interviews collected over many years, Piazza investigates how the participants construct their social and personal identities when talking about themselves and the sites they inhabit, drawing on the concepts of 'heterotopia' and non-sexual desire.

The use of academic discourse in today’s educational environment has the potential to improve education for students from all backgrounds. To achieve this, further study on the best practices, challenges, and future opportunities is required. Cultivating Critical Discourse in the Classroom shares the benefits of empowering and engaging students at all levels of education through the use of academic discourse. The book also provides insights for educators to become more knowledgeable, and therefore better equipped, to create spaces through discourse where cultural competence is cultivated. Covering key topics such as identity, linguistics, student autonomy, and language, this premier reference source is ideal for administrators, policymakers, industry professionals, researchers, academicians, scholars, practitioners, instructors, and students.