{"product_id":"multiple-voices-isbn-9780631219378","title":"Multiple Voices","description":"\u003cp\u003e\u003cb\u003e\u003ci\u003eMultiple Voices: An Introduction to Bilingualism\u003c\/i\u003e provides a comprehensive overview of all major features of bilingualism, including grammatical, cognitive, and social aspects.\u003c\/b\u003e\u003c\/p\u003e \u003cul\u003e \u003cli\u003eexamines bilingualism as a socio-political phenomenon and emphasizes languages in contact, language maintenance and shift, language policy, and bilingual education\u003c\/li\u003e \u003cli\u003eincludes many detailed examples from all over the world\u003c\/li\u003e \u003cli\u003ewritten accessibly for students with little or no background in linguistics by a prominent bilingualism researcher\u003c\/li\u003e \u003c\/ul\u003e \u003cp\u003ePreface x\u003c\/p\u003e \u003cp\u003eAcknowledgments xii\u003c\/p\u003e \u003cp\u003e\u003cb\u003e1 Introduction 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from China 1\u003c\/p\u003e \u003cp\u003e1.1 Introduction 2\u003c\/p\u003e \u003cp\u003e1.2 Bilinguals and their languages 3\u003c\/p\u003e \u003cp\u003e1.3 Views about bilinguals 3\u003c\/p\u003e \u003cp\u003e1.4 Learning a second language 4\u003c\/p\u003e \u003cp\u003e1.5 Where did bilingualism come from? 5\u003c\/p\u003e \u003cp\u003e1.6 Linguists: What they know and don’t know 6\u003c\/p\u003e \u003cp\u003e1.7 Why so many languages? 7\u003c\/p\u003e \u003cp\u003e1.8 The rationale for many languages today 8\u003c\/p\u003e \u003cp\u003e1.9 Attitudes about language 10\u003c\/p\u003e \u003cp\u003e1.10 Linguistics and bilingualism 11\u003c\/p\u003e \u003cp\u003e1.11 Why bilingualism matters to you 12\u003c\/p\u003e \u003cp\u003e1.12 Bilingualism: Practical considerations 13\u003c\/p\u003e \u003cp\u003e1.13 How the book is organized 13\u003c\/p\u003e \u003cp\u003e1.14 Words and phrases to remember 15\u003c\/p\u003e \u003cp\u003e\u003cb\u003e2 What’s a Language? What’s a Dialect? What “Social Work” do they do? 16\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Italy 16\u003c\/p\u003e \u003cp\u003e2.1 Introduction 16\u003c\/p\u003e \u003cp\u003e2.2 What counts as a language? 17\u003c\/p\u003e \u003cp\u003e2.3 Problems with mutual intelligibility 22\u003c\/p\u003e \u003cp\u003e2.4 Dialects as groupings under a language 23\u003c\/p\u003e \u003cp\u003e2.5 The written language and dialects 24\u003c\/p\u003e \u003cp\u003e2.6 Identifying the standard dialect 25\u003c\/p\u003e \u003cp\u003e2.7 Who speaks a dialect? 26\u003c\/p\u003e \u003cp\u003e2.8 Summing up 33\u003c\/p\u003e \u003cp\u003e2.9 Words and phrases to remember 34\u003c\/p\u003e \u003cp\u003e\u003cb\u003e3 Who is a Bilingual? What Factors Promote Bilingualism? 35\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Ecuador 35\u003c\/p\u003e \u003cp\u003e3.1 Introduction 36\u003c\/p\u003e \u003cp\u003e3.2 Who is a bilingual? 38\u003c\/p\u003e \u003cp\u003e3.3 Defining bilingualism 44\u003c\/p\u003e \u003cp\u003e3.4 Factors promoting bilingualism 45\u003c\/p\u003e \u003cp\u003e3.5 Conditions of displacement 53\u003c\/p\u003e \u003cp\u003e3.6 Summing up 65\u003c\/p\u003e \u003cp\u003e3.7 Words and phrases to remember 66\u003c\/p\u003e \u003cp\u003e\u003cb\u003e4 Language Maintenance and Shift 67\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Algerians in France 67\u003c\/p\u003e \u003cp\u003e4.1 Introduction 68\u003c\/p\u003e \u003cp\u003e4.2 Three useful models of community organization 70\u003c\/p\u003e \u003cp\u003e4.3 Allocation of varieties 76\u003c\/p\u003e \u003cp\u003e4.4 Diglossia and domains 76\u003c\/p\u003e \u003cp\u003e4.5 Maintenance or shift? 89\u003c\/p\u003e \u003cp\u003e4.6 Representative case studies 91\u003c\/p\u003e \u003cp\u003e4.7 The younger generation and bilingualism 100\u003c\/p\u003e \u003cp\u003e4.8 Separating language maintenance from cultural maintenance 102\u003c\/p\u003e \u003cp\u003e4.9 Summary on language maintenance and shift 103\u003c\/p\u003e \u003cp\u003e4.10 Summing up 105\u003c\/p\u003e \u003cp\u003e4.11 Words and phrases to remember 106\u003c\/p\u003e \u003cp\u003e\u003cb\u003e5 Ideologies and Attitudes 107\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Papua New Guinea 107\u003c\/p\u003e \u003cp\u003e5.1 Introduction 108\u003c\/p\u003e \u003cp\u003e5.2 Language attitudes vs. language ideologies 109\u003c\/p\u003e \u003cp\u003e5.3 Power and the economy of language 114\u003c\/p\u003e \u003cp\u003e5.4 How languages identify groups 115\u003c\/p\u003e \u003cp\u003e5.5 Language attitudes 120\u003c\/p\u003e \u003cp\u003e5.6 Theoretical models and the expression of attitudes 124\u003c\/p\u003e \u003cp\u003e5.7 Language ideology 135\u003c\/p\u003e \u003cp\u003e5.8 Summing up 140\u003c\/p\u003e \u003cp\u003e5.9 Words and phrases to remember 141\u003c\/p\u003e \u003cp\u003e\u003cb\u003e6 The Social Motivations for Language Use in Interpersonal Interactions 142\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Turks in the Netherlands 142\u003c\/p\u003e \u003cp\u003e6.1 Introduction 143\u003c\/p\u003e \u003cp\u003e6.2 Linguistic varieties as social indices 145\u003c\/p\u003e \u003cp\u003e6.3 More than meets the ear 146\u003c\/p\u003e \u003cp\u003e6.4 Language varieties absorb meanings from situations 149\u003c\/p\u003e \u003cp\u003e6.5 Speakers have their own motivations for choices, too 150\u003c\/p\u003e \u003cp\u003e6.6 Models to explain conversational choices 153\u003c\/p\u003e \u003cp\u003e6.7 What accommodation means 155\u003c\/p\u003e \u003cp\u003e6.8 Markedness Model: Another model of social motivations 158\u003c\/p\u003e \u003cp\u003e6.9 Code choices within a Conversation Analysis approach 170\u003c\/p\u003e \u003cp\u003e6.10 Summary on explaining bilingual conversations 172\u003c\/p\u003e \u003cp\u003e6.11 Summing up 174\u003c\/p\u003e \u003cp\u003e6.12 Words and phrases to remember 174\u003c\/p\u003e \u003cp\u003e\u003cb\u003e7 Inter-cultural Communication 175\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Indians in England 175\u003c\/p\u003e \u003cp\u003e7.1 Introduction 175\u003c\/p\u003e \u003cp\u003e7.2 Languages are different and so are cultures 177\u003c\/p\u003e \u003cp\u003e7.3 Dividing up societies as individualistic or collectivistic 179\u003c\/p\u003e \u003cp\u003e7.4 High- and low-context messages 182\u003c\/p\u003e \u003cp\u003e7.5 Five areas of potential differences 186\u003c\/p\u003e \u003cp\u003e7.6 Is silence golden? 186\u003c\/p\u003e \u003cp\u003e7.7 Ideas about “good” conversational routines differ 188\u003c\/p\u003e \u003cp\u003e7.8 The faces of politeness 193\u003c\/p\u003e \u003cp\u003e7.9 How to ask for something in different cultures 196\u003c\/p\u003e \u003cp\u003e7.10 Cross-cultural ideas about power differentials 199\u003c\/p\u003e \u003cp\u003e7.11 Managing cross-cultural conflicts 204\u003c\/p\u003e \u003cp\u003e7.12 Summing up 206\u003c\/p\u003e \u003cp\u003e7.13 Words and phrases to remember 207\u003c\/p\u003e \u003cp\u003e\u003cb\u003e8 Lexical Borrowing 208\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Kenya 208\u003c\/p\u003e \u003cp\u003e8.1 Introduction 209\u003c\/p\u003e \u003cp\u003e8.2 Lexical borrowing 210\u003c\/p\u003e \u003cp\u003e8.3 Cultural and core borrowings 212\u003c\/p\u003e \u003cp\u003e8.4 Core borrowings 215\u003c\/p\u003e \u003cp\u003e8.5 Less direct borrowings 218\u003c\/p\u003e \u003cp\u003e8.6 How borrowed words are integrated 219\u003c\/p\u003e \u003cp\u003e8.7 Morphological integration 224\u003c\/p\u003e \u003cp\u003e8.8 Nouns vs. other categories 226\u003c\/p\u003e \u003cp\u003e8.9 What borrowings can tell us 230\u003c\/p\u003e \u003cp\u003e8.10 Summing up 231\u003c\/p\u003e \u003cp\u003e8.11 Words and phrases to remember 232\u003c\/p\u003e \u003cp\u003e\u003cb\u003e9 What Happens to Grammars in Bilingual Contacts 233\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Palestinians in the US 233\u003c\/p\u003e \u003cp\u003e9.1 Introduction 233\u003c\/p\u003e \u003cp\u003e9.2 Codeswitching 239\u003c\/p\u003e \u003cp\u003e9.3 A model for classic codeswitching 241\u003c\/p\u003e \u003cp\u003e9.4 How other approaches to codeswitching differ from the MLF model 250\u003c\/p\u003e \u003cp\u003e9.5 Singly occurring words as borrowings or codeswitches? 253\u003c\/p\u003e \u003cp\u003e9.6 Conclusions on singly occurring words in codeswitching 257\u003c\/p\u003e \u003cp\u003e9.7 Characterizing larger Embedded Language phrases in Matrix Language frames 260\u003c\/p\u003e \u003cp\u003e9.8 The 4-M model 267\u003c\/p\u003e \u003cp\u003e9.9 Convergence and attrition 271\u003c\/p\u003e \u003cp\u003e9.10 Creation of pidgins and creoles 278\u003c\/p\u003e \u003cp\u003e9.11 Pidgins 278\u003c\/p\u003e \u003cp\u003e9.12 Creoles 280\u003c\/p\u003e \u003cp\u003e9.13 Summing up 287\u003c\/p\u003e \u003cp\u003e9.14 Words and phrases to remember 287\u003c\/p\u003e \u003cp\u003e\u003cb\u003e10 Pyscholinguistics and Bilingualism 288\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Hungary 288\u003c\/p\u003e \u003cp\u003e10.1 Introduction 288\u003c\/p\u003e \u003cp\u003e10.2 Themes in psycholinguistics and bilingualism 292\u003c\/p\u003e \u003cp\u003e10.3 Classifying bilinguals 293\u003c\/p\u003e \u003cp\u003e10.4 Validity and experimental methodologies 294\u003c\/p\u003e \u003cp\u003e10.5 The mental lexicon 296\u003c\/p\u003e \u003cp\u003e10.6 Levels of activation 299\u003c\/p\u003e \u003cp\u003e10.7 Testing for selective access 301\u003c\/p\u003e \u003cp\u003e10.8 Summary on experiments 305\u003c\/p\u003e \u003cp\u003e10.9 Models of language production 306\u003c\/p\u003e \u003cp\u003e10.10 Memory 310\u003c\/p\u003e \u003cp\u003e10.11 Bilingualism, the brain, and aphasia 317\u003c\/p\u003e \u003cp\u003e10.12 Summing up 322\u003c\/p\u003e \u003cp\u003e10.13 Words and phrases to remember 322\u003c\/p\u003e \u003cp\u003e\u003cb\u003e11 Age of Acquisition and Success with a Second Language 323\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: Croatian-Australians in Australia 323\u003c\/p\u003e \u003cp\u003e11.1 Introduction 323\u003c\/p\u003e \u003cp\u003e11.2 Introducing child bilingualism 325\u003c\/p\u003e \u003cp\u003e11.3 Successes in child bilingualism studies 331\u003c\/p\u003e \u003cp\u003e11.4 But is bilingualism an advantage or a disadvantage? 337\u003c\/p\u003e \u003cp\u003e11.5 Does early acquisition affect some systems the most? 340\u003c\/p\u003e \u003cp\u003e11.6 Learning a second language later 344\u003c\/p\u003e \u003cp\u003e11.7 Age-related issues and the brain 350\u003c\/p\u003e \u003cp\u003e11.8 Second language acquisition (SLA) as formal instruction 354\u003c\/p\u003e \u003cp\u003e11.9 Summing up 366\u003c\/p\u003e \u003cp\u003e11.10 Words and phrases to remember 367\u003c\/p\u003e \u003cp\u003e\u003cb\u003e12 Language Policies and Globalization 369\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from an American in Norway 369\u003c\/p\u003e \u003cp\u003e12.1 Introduction 369\u003c\/p\u003e \u003cp\u003e12.2 What are the parts of language planning? 378\u003c\/p\u003e \u003cp\u003e12.3 Status planning 379\u003c\/p\u003e \u003cp\u003e12.4 Corpus planning 392\u003c\/p\u003e \u003cp\u003e12.5 Acquisition planning 395\u003c\/p\u003e \u003cp\u003e12.6 English in the world 405\u003c\/p\u003e \u003cp\u003e12.7 The European Union and Europe’s new industry: Translating 409\u003c\/p\u003e \u003cp\u003e12.8 Summing up 410\u003c\/p\u003e \u003cp\u003e12.9 Words and phrases to remember 411\u003c\/p\u003e \u003cp\u003e\u003cb\u003e13 Conclusions 412\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMultiple voices: The word from Haitians in New York 412\u003c\/p\u003e \u003cp\u003e13.1 Some themes to remember 412\u003c\/p\u003e \u003cp\u003e13.2 Guidelines for understanding speakers in relation to their languages 414\u003c\/p\u003e \u003cp\u003eReferences 415\u003c\/p\u003e \u003cp\u003eIndex of Authors 440\u003c\/p\u003e \u003cp\u003eIndex of Languages 446\u003c\/p\u003e \u003cp\u003eIndex of Subjects 449\u003c\/p\u003e  \"It's been hard to find a good textbook in bilingualism for undergraduate students in such diverse fields as psycholinguistics, sociolinguistics, and language policy; but Myers-Scotton, a leading scholar in the area, has met the need. Topics covered include language maintenance, language ideology, inter-cultural communication, lexical and grammatical borrowing, and language globalization. Numerous case studies from nations as far-flung as Italy, China, and Kenya, and from immigrant communities such as Turks in the Netherlands and Haitians in New York, make this a most attractive volume.\" \u003cbr\u003e \u003ci\u003eWilliam Bright, Editor Emeritus, Language in Society \u003c!--end--\u003e\u003c\/i\u003e \u003cbr\u003e \u003cp\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"\u003ci\u003eMultiple Voices\u003c\/i\u003e accomplishes a rare feat – it is both an accessible introduction to the study of bilingualism and a comprehensive treatment of research in the field. This is an ideal textbook for courses on language contact.\" \u003ci\u003eJanet Fuller, Southern Illinois University\u003c\/i\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003e\"This introduction is not a simple synthesis of research and theory, but also a compendium of a lifetime of dedication to understanding bilingualism.\"\u003cbr\u003e \u003ci\u003eMultilingua\u003c\/i\u003e\u003c\/p\u003e \u003cb\u003eCarol Myers-Scotton\u003c\/b\u003e is Carolina Distinguished Professor Emerita in the Linguistics Program and Department of English at the University of South Carolina. Her numerous publications include \u003ci\u003eContact Linguistics: Bilingual Encounters and Grammatical Outcomes\u003c\/i\u003e (2002) and \u003ci\u003eSocial Motivations for Codeswitching: Evidence from Africa\u003c\/i\u003e (1993).  \u003ci\u003eMultiple Voices: An Introduction to Bilingualism\u003c\/i\u003e provides a comprehensive overview of all major aspects of bilingualism. It is primarily concerned with bilingualism as a socio-political phenomenon in the world and, as such, emphasizes languages in contact, language maintenance and shift, language policy (including educational policies), and language as a social identity marker. Other topics discussed include the grammatical or cognitive aspects of bilingualism, such as codeswitching and convergence, how bilingualism appears to be organized in the brain, and how child bilingualism differs from bilingualism acquired at a later age.\u003cbr\u003e \u003cp\u003e\u003cbr\u003e \u003c\/p\u003e \u003cp\u003eDesigned for upper-level undergraduate or beginning graduate students, this textbook includes many detailed examples from all over the world and is written accessibly by a prominent bilingualism researcher.\u003c\/p\u003e","brand":"Wiley-Blackwell","offers":[{"title":"Default Title","offer_id":47989662875877,"sku":"NP9780631219378","price":49.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780631219378.jpg?v=1761785007","url":"https:\/\/k12savings.com\/es\/products\/multiple-voices-isbn-9780631219378","provider":"K12savings","version":"1.0","type":"link"}