This is a provocative contribution to the current debate about the best delimitation of semantics and pragmatics. Is 'What is said' determined by linguistic conventions, or is it an aspect of 'speaker's meaning'? Do we need pragmatics to fix truth-conditions? What is 'literal meaning'? To what extent is semantic composition a creative process? How pervasive is context-sensitivity? Recanati provides an original and insightful defence of 'contextualism', and offers an informed survey of the spectrum of positions held by linguists and philosophers working at the semantics/pragmatics interface.

In today's theatre, productions of plays that originated in another language are frequently distinguished by two characteristics: the authorship of the English text by a well-known local theatre specialist, and the absence of the term 'translation'-generally in favour of 'adaptation' or 'version'. The Translator on Stage investigates the creative processes that bring translated plays to the mainstream stage, exploring the commissioning, translation and development procedures that end with a performed play. Through a sample of eight plays that span two thousand years and six languages-including Festen, Don Carlos, Hedda Gabler and The UN Inspector-and that were all staged within a three-month period, Geraldine Brodie brings in a wide range of theatre practitioners to discuss their roles in the translation process and the motivations that govern London theatre translation activities. The Translator on Stage is informed by specially conducted interviews with the productions' producers, artistic directors, directors, literary managers, playwrights and specialist translators, including Michael Grandage, Rufus Norris, David Eldridge, Juan Mayorga, David Johnston and Mike Poulton. It sheds new light not only on theatrical translation procedures, but also on the place of translation in society today.

The phenomenon known as metaphor is an extremely complex mental event - we cannot capture its complexity if we tie ourselves to existing standard views on metaphor. This book offers fresh insight into metaphor, updating an established theory, conceptual metaphor theory (CMT), in the context of current cognitive linguistic theory, and clarifying many of the issues that researchers in the study of metaphor have raised against conceptual metaphor theory. Starting with an introduction to CMT, the subsequent chapters set out propositions for Extended Conceptual Metaphor Theory, including a discussion on whether literal language exists at all, whether conceptual metaphors are both conceptual and contextual, and whether they are both offline and online. Providing a fresh take on a constantly developing field, this study will enrich the work of researchers in areas ranging from metaphorical cognition to literary studies.

How can busy teachers successfully manage the complex task of assessing their students' reading comprehension? This invaluable book--the first stand-alone guide on the topic--presents reliable, research-supported guidelines and procedures for K-6 teachers to use in the classroom. Through practical tips and realistic examples, the book demonstrates time-saving ways to implement and adapt a wide range of existing assessments, rather than creating new ones. Also covered are strategies for conducting multiliteracy assessments, using classroom assessment to complement standardized testing, accommodating response-to-intervention mandates, and linking assessment to content-area instruction.