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Languaging in and across Communities: New Voices, New Identities

Studies in Honour of Giuseppina Cortese


Sandra Campagna, Elana Ochse, Virginia Pulcini and Martin Solly

The title of this volume intentionally echoes that of a landmark issue of Textus on «Languaging» in and across Human Groups, edited by Giuseppina Cortese and Dell Hymes in 2001, since the notion of ‘languaging’ seems to capture most effectively the essence and the continuity in the life and work of Giuseppina Cortese, to whom the book is dedicated. It brings together contributions by a number of distinguished scholars that shed new light on current developments in this dynamic area of discourse analysis, especially taking into account recent research and emerging insights on speech communities and communities of practice.
The sections in the volume are designed as main threads of a new investigation into ‘languaging’. The first, entitled Languaging Awareness, deals with recent findings in applied linguistics, exploring key topics in language acquisition, language learning and teaching and the changing role of the media. The second section, Languaging Identity, prioritizes the theme of the construction of identity in text and talk within a linguistic and languaging framework. The third section, Languaging Community, explores the notion of community, of the lifeworld and the textworld emanating from a variety of domains, closely inspecting contemporary events and showing, on a continuum with Cortese’s approach, how memory of the past gives depth of meaning to a discourse analysis that is geared to linguistic and textual awareness.
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From the Screen to the Learner-Viewer. Exploring Audiovisual Contexts of Second Language Acquisition


1.   Introduction

In recent years research on second language acquisition (SLA) has become more closely concerned with the different contexts in which language learning occurs, focussing on the input learners receive outside the language classroom when they study abroad, surf the Internet or are taught subject matters through Content and Language Integrated Learning (CLIL) (cf. Nunan/Richards 2014). Within this research perspective, the investigation of audiovisual contexts deserves special attention for the pervasive impact of audiovisual media in everyday life. In many countries viewers regularly access telecinematic products in a second language (L2) via subtitled translations, whereas globally films and television fiction in several different languages are easily available through the Internet, DVDs and satellite television. Besides being a source of entertainment, audiovisual products can thus become precious resources to promote literacy, multilingualism and foreign language learning (cf. Díaz Cintas 2008; Caruana et al. 2014).

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