Defining A Linguistic Area

The contributors to this collection address issues of definition and theory of linguistic areas, analyze the process of convergence, and introduce methods to assess the impact of language contact across geographical zones. New case studies are accompanied by discussions that revisit some of the more well-established linguistic areas.

From linguistic areas to areal linguistics explores language description and typology in terms of areal background, presenting case studies in areal linguistics. Some concern well-established linguistic areas such as the Balkan, other regions such as East Nusantara (Indonesia) and the Guapore-Mamore (Amazon) regions have never before been studied in an areal perspective, and yet other areas are involved in current debates. The insight has gained ground that languages owe many of their characteristics to the languages they are in contact with over time. Yet the nature of these areal influences remains a matter of debate. Furthermore, areas are often hard to define. Hence the title: a shift from linguistic areas as concrete and circumscribed objects to a new way of doing linguistics: areally. New findings include the observation that there may be many more language areas than previously recognized. The book is primarily directed at linguists working in descriptive, comparative, historical and typological linguistics. Since it covers linguistic areas from four continents, it will have a wide appeal.

Providing a contemporary and comprehensive look at the topical area of areal linguistics, this book looks systematically at different regions of the world whilst presenting a focussed and informed overview of the theory behind research into areal linguistics and language contact. The topicality of areal linguistics is thoroughly documented by a wealth of case studies from all major regions of the world and, with chapters from scholars with a broad spectrum of language expertise, it offers insights into the mechanisms of external language change. With no book currently like this on the market, The Cambridge Handbook of Areal Linguistics will be welcomed by students and scholars working on the history of language families, documentation and classification, and will help readers to understand the key area of areal linguistics within a broader linguistic context.

The contributors to this collection address issues of definition and theory of linguistic areas, analyze the process of convergence, and introduce methods to assess the impact of language contact across geographical zones. New case studies are accompanied by discussions that revisit some of the more well-established linguistic areas.

Professor Sapir analyzes, for student and common reader, the elements of language. Among these are the units of language, grammatical concepts and their origins, how languages differ and resemble each other, and the history of the growth of representative languages--Cover.

The United States is formally represented around the world by approximately 14,000 Foreign Service officers and other personnel in the U.S. Department of State. Roughly one-third of them are required to be proficient in the local languages of the countries to which they are posted. To achieve this language proficiency for its staff, the State Department's Foreign Service Institute (FSI) provides intensive language instruction and assesses the proficiency of personnel before they are posted to a foreign country. The requirement for language proficiency is established in law and is incorporated in personnel decisions related to job placement, promotion, retention, and pay. A Principled Approach to Language Assessment: Considerations for the U.S. Foreign Service Institute evaluates the different approaches that exist to assess foreign language proficiency that FSI could potentially use. This report considers the key assessment approaches in the research literature that are appropriate for language testing, including, but not limited to, assessments that use task-based or performance-based approaches, adaptive online test administration, and portfolios.

Bringing together theory, research, and practice to dismantle Anti-Black Linguistic Racism and white linguistic supremacy, this book provides ethnographic snapshots of how Black students navigate and negotiate their linguistic and racial identities across multiple contexts. By highlighting the counterstories of Black students, Baker-Bell demonstrates how traditional approaches to language education do not account for the emotional harm, internalized linguistic racism, or consequences these approaches have on Black students' sense of self and identity. This book presents Anti-Black Linguistic Racism as a framework that explicitly names and richly captures the linguistic violence, persecution, dehumanization, and marginalization Black Language-speakers endure when using their language in schools and in everyday life. To move toward Black linguistic liberation, Baker-Bell introduces a new way forward through Antiracist Black Language Pedagogy, a pedagogical approach that intentionally and unapologetically centers the linguistic, cultural, racial, intellectual, and self-confidence needs of Black students. This volume captures what Antiracist Black Language Pedagogy looks like in classrooms while simultaneously illustrating how theory, research, and practice can operate in tandem in pursuit of linguistic and racial justice. A crucial resource for educators, researchers, professors, and graduate students in language and literacy education, writing studies, sociology of education, sociolinguistics, and critical pedagogy, this book features a range of multimodal examples and practices through instructional maps, charts, artwork, and stories that reflect the urgent need for antiracist language pedagogies in our current social and political climate.

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