Poet Veronica Golos has created a conundrum--a vocabulary of silence that acts as a kind of Zen koan for the reader: a negative space, an echo chamber, a mirror. Witnessing from afar the continuing wars in Iraq and Afghanistan conducted by the country in which she lives, the poet also witnesses herself, and struggles to find words to carry the weight of her felt responsibility. Ms. Golos then empties her beautifully wrought poems into the vast silence, filling it with the names of the dead and the living.

Connor is sure his best friend, Branwell, couldn't have hurt Branwell's baby half sister, Nikki. But Nikki lies in a coma, and Branwell is in a juvenile behavioral center, suspected of a horrible crime and unable to utter the words to tell what really happened. Connor is the only one who might be able to break through Branwell's wall of silence. But how can he prove Branwell didn't commit the unspeakable act of which he's accused — when Branwell can't speak for himself?

Silence is a key pedagogical issue in language education. Seen by some as a space for thinking and reflection during the learning process, for others silence represents a threat, inhibiting target language interaction which is so vital during second language acquisition. This book eschews stereotypes and generalisations about why so many learners from East Asia seem either reluctant or unable to speak in English by providing a state-of-the art account of current research into the complex and ambiguous issue of silence in language education. The innovative research included in this volume focuses on silence both as a barrier to successful learning and as a resource that may in some cases facilitate language acquisition. The book offers a fresh perspective on ways to facilitate classroom interaction while also embracing silence and it touches on key pedagogical concepts such as teacher cognition, the role of task features, classroom interactional approaches, pedagogical intervention and socialisation, willingness to communicate, as well as psychological and sociocultural factors. Each of the book’s chapters include self-reflection and discussion tasks, as well as annotated bibliographies for further reading.

This book is a selection of the papers presented at an international conference on “Meaning as Production: The Role of the 'Unwritten'”, held in Singapore in 1995. It takes textual analysis beyond the traditional boundaries of literary studies, into a more culturally dynamic field of social semiotics, rhetorical studies, hermeneutics and theories of interpretation. There are also essays that explore the issues with reference to canonical literary texts or authors.

The result of a dialogue between poets and scholars on the meaning and making of the sacred, this book endeavours to determine how the sacred emerges in sacred script as well as in poetic discourse. It ranges through scholarship in areas as apparently disparate as postmodernism and Buddhism. The perspectives developed are various and without closure, locating the sacred in modes as diverse as patristic traditions, feminist retranslations of biblical texts, and oral and written versions of documents from the world’s religions. The essays cohere in their preoccupation with the crucial role language plays in the creation of the sacred, particularly in the relation that language bears to silence. In their interplay, language does not silence silence by, rather, calls the other as sacred into articulate existence.