The demands of today’s society for greater specialization have brought about a profound transformation in the humanities, which are not immune to the competitive pressure to meet new challenges that are present in other sectors. Thus, lecturers and researchers in modern languages and applied linguistics departments have made great efforts to design syllabi and materials more attuned to the competences and requirements of potential working environments. At the same time, linguists have attempted to apply their expertise in wider areas, creating research institutes that focus on applying language and linguistics in different contexts and offering linguistic services to society as a whole. This book attempts to provide a global view of the multiple voices involved in interdisciplinary research and innovative proposals in teaching specialized languages while offering contributions that attempt to fill the demands of a varied scope of disciplines such as the sciences, professions, or educational settings. The chapters in this book are made up of current research on these themes: discourse analysis in academic and professional genres, specialized translation, lexicology and terminology, and ICT research and teaching of specialized languages.

Establishing Scientific Classroom Discourse Communities: Multiple Voices of Teaching and Learning Research is designed to encourage discussion of issues surrounding the reform of classroom science discourse among teachers, teacher educators, and researchers. The contributors--some of the top educational researchers, linguists, and science educators in the world--represent a variety of perspectives pertaining to teaching, assessment, research, learning, and reform. As a whole the book explores the variety, complexity, and interconnectivity of issues associated with changing classroom learning communities and transforming science classroom discourse to be more representative of the discourse of scientific communities. The intent is to expand debate among educators regarding what constitutes exemplary scientific speaking, thinking, and acting. This book is unparalleled in discussing current reform issues from sociolinguistic and sociocultural perspectives. The need for a revised perspective on enduring science teaching and learning issues is established and a theoretical framework and methodology for interpreting the critique of classroom and science discourses is presented. To model and scaffold this ongoing debate, each chapter is followed by a "metalogue" in which the chapter authors and volume editors critique the issues traversed in the chapter by opening up the neatly argued issues. These "metalogues" challenge, extend, and deepen the arguments made. Central questions addressed include: *Why is a sociolinguistic interpretation essential in examining science education reform? *What are key similarities and differences between classroom and scientific communities? *How can the utility of common knowledge and existing classroom discourse be balanced toward alternative outcomes? *What curricular issues are associated with transforming classroom talk? *What other perspectives can assist in creating multiple access to science through redefining classroom discourse? Whether this volume improves readers' science teaching, assists their research, or helps them to better prepare tomorrow's science teachers, the goal is to engage them in considering the challenges faced by educators as they navigate the seas of reform and strive to improve science education for all.

This book explores how the voices of authors and other researchers are manifested in academic discourse, and how the author handles the polyphonic interaction between these various parties. It represents a unique study of academic discourse in that it takes a doubly contrastive approach, focusing on the two factors of discipline and language at the same time. It is based on a large electronic corpus of 450 research articles from three disciplines (economics, linguistics and medicine) in three languages (English, French and Norwegian). The book investigates whether disciplines and languages may be said to represent different cultures with regard to person manifestation in the texts. What is being studied is thus cultural identities as tendencies in linguistic practices. For the majority of the features focused on (e.g. metatext and bibliographical references), the discipline factor turns out to contribute more strongly to the variation observed than the language factor. However, for some of the features (e.g. pronouns and negation), the language factor is also quite strong. Additional background information on the investigations reported in this book can be found at www.uib.no/kiap/.

Using a wide range of examples, this book examines the discourse of professional writing and its important role in society.

Stance and Voice in Written Academic Genres brings together a range of perspectives on two of the most important and contested concepts in applied linguistics: stance and voice. International experts provide an accessible, yet authoritative introduction to key issues and debates surrounding these terms.

The Bloomsbury Companion to Lexicography offers the definitive guide to a key area of linguistic study. Each companion is a comprehensive reference resource featuring an overview of key topics, research areas, new directions and a manageable guide to beginning or developing research in the field. Lexicography, as the practice of compiling dictionaries, has a long tradition that has been, for much of the time, largely independent of linguistics. The direct influence of linguistics on lexicography goes back around 50 years, though longer in the case of learners' dictionaries. The present volume aims to reflect on the research that has been and is being done in lexicography and to point the way forward. It tackles, among other topics, the critique of dictionaries in the electronic medium, the future of historical lexicography in the electronic mode with special reference to the online Oxford English Dictionary, and e-lexicography in general.

This book explores the structure and use of academic and professional discourse through the lens of corpus linguistics. The goal of this book is to show how insights from corpus linguistic analyses can help us better understand how we use academic and professional language and help us find ways to better train newcomers to the genres used in various professional contexts. The contributions to this book show that specialized corpora of specific genres from a variety of fields allow us to make more relevant observations about the function and use of language for particular purposes. The specialized corpora examined include written and spoken academic genres, written and spoken business and legal genres, and written philanthropic genres. The book showcases a variety of approaches to analyzing the discourse of specialized corpora, and each chapter concludes with a reflection on the practical and pedagogical implications of the analysis.