This volume suggests a novel treatment of context in the analysis of everyday interaction. On a theoretical level, it advocates a switch of focus from 'context' as a preestablished, monolithic category which constringes co-participants' verbal and nonverbal behaviour, to an active notion of 'contextualization' in order to make oneself understood, participants have to establish and maintain those shared contextual frames which in turn are relevant to the local interpretation of their verbal and nonverbal activities. On an empirical level, the volume contains exemplary analyses that show how participants employ 'contextualization cues' of prosodic (rhythm, intonation, tempo, etc.) or nonverbal (gaze, gesture, etc.) nature in order to 'achieve context'.The volume is also an appraisal of the theory of contextualization developed by John Gumperz. In their contributions, researchers from various schools of research, such as conversation analysis, micro-ethnography, phonetics/phonology and metapragmatics, relate their work to this theory.

The last decade has seen a fundamental rethinking of the concept of context. Rather than functioning solely as a constraint on linguistic performance, context is now also analysed as a product of language use. In this new perspective, language and context are seen as interactively achieved phenomena, rather than predefined sets of forms and contents. The essays in this collection, written by many of the leading figures in the social sciences, critically reexamine the concept of context from a variety of different angles and propose new ways of thinking about it with reference to specific human activities such as face-to-face interaction, radio talk, medical diagnosis, political encounters and socialisation practices. Each essay is prefaced by an introduction by the editors which provides relevant theoretical and methodological background and demonstrates its relation to other essays in the volume. The editors' general introduction provides a lucid overview of the issues currently debated. Rethinking Context will be required reading for everyone working within the fields of linguistic anthropology, sociolinguistics, discourse analysis, pragmatics, conversation analysis and the sociology of language.

Language Intervention for School-Age Students is your working manual for helping children with language learning disabilities (LLD) gain the tools they need to succeed in school. Going beyond the common approach to language disorders in school-age populations, this innovative resource supplements a theoretical understanding of language intervention with a wealth of practical application strategies you can use to improve learning outcomes for children and adolescents with LLD. Well-referenced discussions with real-life examples promote evidence-based practice. Case histories and treatment strategies help you better understand student challenges and develop reliable methods to help them achieve their learning goals. Unique application-based focus combines the conceptual and practical frameworks to better help students achieve academic success. Questions in each chapter encourage critical analysis of intervention methods for a deeper understanding of the beliefs behind them. In-depth coverage of controversial topics challenges your understanding and debunks common myths. Realistic examples and case studies help you bridge theory to practice and apply intervention principles. Margin notes highlight important facts, questions, and vocabulary for quick reference. Key Questions in each chapter put concepts into an appropriate context and help you focus on essential content. Summary Statement and Introductory Thoughts sections provide succinct overviews of chapter content for quick familiarization with complex topics.

Contextualizing Translation Theories: Aspects of Arabic–English Interlingual Communication provides critical readings of available strategies of translating, ranging from the familiar concept of equivalence, to strategies of modulation, domestication, foreignization and mores of translation. As such, this volume demonstrates to the reader the pros and cons of each of these strategies within a theoretical context that is augmented by translational tasks and examples, most derived from actual textual data.

This volume suggests a novel treatment of context in the analysis of everyday interaction. On a theoretical level, it advocates a switch of focus from 'context' as a preestablished, monolithic category which constringes co-participants' verbal and nonverbal behaviour, to an active notion of 'contextualization': in order to make oneself understood, participants have to establish and maintain those shared contextual frames which in turn are relevant to the local interpretation of their verbal and nonverbal activities. On an empirical level, the volume contains exemplary analyses that show how participants employ 'contextualization cues' of prosodic (rhythm, intonation, tempo, etc.) or nonverbal (gaze, gesture, etc.) nature in order to 'achieve context'.The volume is also an appraisal of the theory of contextualization developed by John Gumperz. In their contributions, researchers from various schools of research, such as conversation analysis, micro-ethnography, phonetics/phonology and metapragmatics, relate their work to this theory.

The volume will be of central interest to anyone concerned with communication in the fields of interethnic or industrial relations.