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Books on the topic 'Linguistic reform'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

Educational Resources Information Center (U.S.), ed. Linguistic diversity and reform: Can practices be identified? National Clearinghouse for Bilingual Education, 1997.

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2

Alen, André. Federal Belgium after the fourth state reform of 1993. Ministry of Foreign Affairs, External Trade and Development Cooperation, 1994.

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3

Educational Resources Information Center (U.S.), ed. School reform and student diversity: Case studies of exemplary practices for LEP students. Institute for Policy Analysis and Research in collaboration with the National Center for Research on Cultural Diversity and Second Language Learning, 1995.

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4

Ozo-mekuri, Ndimele, Ikekeonwu Clara, Mbah B. M, and Linguistic Association of Nigeria. Conference, eds. Language & economic reforms in Nigeria. M & J Grand Orbit Communications Ltd. & Emhai Press, 2006.

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5

(Turkey), Dil Derneği, ed. Türkçenin kullanımında karşılaşılan sorunlar ve çözümleri: Kurultay bildirileri, 25-26 Eylül 2001. Dil Derneği, 2002.

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6

R, Howatt Anthony P., and Smith Richard C. 1961-, eds. Modern language teaching: The Reform Movement. Routledge, 2002.

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7

National Clearinghouse for ESL Literacy Education. and Center for Applied Linguistics, eds. Literacy, work, and education reform: Summary of a symposium marking the 35th anniversary of the Center for Applied Linguistics. National Clearinghouse for ESL Literacy Education, 1995.

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8

Jiani, He. Ruling the Mongols of Manchuria. Amsterdam University Press, 2025. https://doi.org/10.5117/9789463727075.

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At the turn of the twentieth century, the Jirim League witnessed a linguistic struggle between Manchu, Mongol, Chinese, Japanese, and Russian powers. The Qing Empire envisioned a trilingual educational system, with the aim of improving the Jirim Mongols’ ability to read Chinese, Manchu, and Mongolian. Through this policy, the Qing sought to transform loyal imperial subjects into modern patriotic nationals and incorporate them into an integrated and united China under a Manchu constitutional monarchy. The late Qing’s language policy and strategy for ruling the Mongols of Manchuria was an attemp

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9

Wright, Roger. El tratado de Cabreros (1206): Estudio sociofilológico de una reforma ortográfica. Department of Hispanic Studies, Queen Mary and Westfield College, 2000.

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10

Wright, Roger. El Tratado de Cabreros (1206): Estudio sociofilológico de una reforma ortográfica. Department of Hispanic Studies, Queen Mary and Westfield College, 2000.

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11

P, Liferov A., ред. Rossii︠a︡ i Armenii︠a︡: Nauchno-obrazovatelʹnye i istoriko-kulʹturnye svi︠a︡zi mezhdunarodnyĭ nauchnyĭ alʹmanakh. RID, 2008.

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12

Willis, Arlette Ingram. Reading comprehension research and testing in the U.S.: Undercurrents of race, class, and power in the struggle for meaning. Lawrence Erlbaum Associates, 2008.

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13

Ueda, Atsuko. Language, Nation, Race: Linguistic Reform in Meiji Japan. University of California Press, 2021.

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14

Ueda, Atsuko. Language, Nation, Race: Linguistic Reform in Meiji Japan. University of California Press, 2021.

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15

Howatt, Anthony. Linguistic Foundations: Volume One, Modern Language Teaching: The Reform Movement (Logos Studies in Language and Linguistics). Routledge, 2002.

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16

School reform and student diversity. Institute for Policy Analysis and Research in collaboration with the National Center for Research on Cultural Diversity and Second Language Learning, 1995.

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17

Language minority students in school reform: The role of collaboration. ERIC Clearinghouse on Languages and Linguistics, Center for Applied Linguistics, 1996.

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18

Language Activism: The Role of Scholars in Linguistic Reform and Social Change. Cambridge University Press, 2024.

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19

Greynolds, Darrin. Neuro-Linguistic Programming : an Out Look That Links the World of Judaism with Day to Day Life: Reform Judaism. Independently Published, 2021.

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20

Kreutz, Michael. Renaissance of the Levant: Arabic and Greek Discourses of Reform in the Age of Nationalism. De Gruyter, Inc., 2019.

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21

Kreutz, Michael. Renaissance of the Levant: Arabic and Greek Discourses of Reform in the Age of Nationalism. de Gruyter GmbH, Walter, 2020.

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22

Kreutz, Michael. Renaissance of the Levant: Arabic and Greek Discourses of Reform in the Age of Nationalism. de Gruyter GmbH, Walter, 2019.

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23

Kreutz, Michael. Renaissance of the Levant: Arabic and Greek Discourses of Reform in the Age of Nationalism. de Gruyter GmbH, Walter, 2019.

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24

Jenset, Gard B., and Barbara McGillivray. (Re)using resources for historical languages. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198718178.003.0005.

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Chapter 5 covers the topic of language resources in historical linguistics. It explains the relationship between historical corpora and language resources in a data-driven framework, and refers to valency lexicons as an example. The chapter also points to resources external to the linguistics community, and shows how these can enrich the research process in historical linguistics. We explain the basic concepts of linked data, and argue for a more extensive linking of linguistic resources with other types of resources, including gazetteers and prosopographical data. We provide a worked example

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25

Lewis, Geoffrey. The Turkish Language Reform: A Catastrophic Success (Oxford Linguistics). Oxford University Press, USA, 2002.

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26

Fitzsimmons, Michael P. The Académie and Its Dictionary from the Beginning of the Revolution until the End of the Monarchy. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644536.003.0003.

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The French Revolution ushered in a remarkable change in language, with both neologisms and new meanings for existing words. Supporters and critics of the Revolution often utilized a dictionary format for new or existing words to portray it in either a favorable or a pejorative manner. Provisionally funded in 1790, the Académie, rooted in the traditional high French of the court and elite, ignored the linguistic innovations, leading François-Urbain Domergue to attempt to form a body that would codify Revolutionary language, although it never came to fruition. Ultimately, partially because of it

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27

Mallinson, Christine. Language and Its Everyday Revolutionary Potential. Edited by Holly J. McCammon, Verta Taylor, Jo Reger, and Rachel L. Einwohner. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190204204.013.38.

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Centering on the English language reform movement, this chapter describes three main strategies through which feminists have targeted language, both as an object to reform and a platform for revolution. First, it describes the strategy of challenging man-made language forms, exemplified in debates over masculine generics. Second, it discusses the strategy of creating and institutionalizing egalitarian naming practices in order to reclaim the power to name and define. By tracing such forms as Ms., it becomes evident that even small shifts in language use can contribute to cultural change. Third

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28

Baalbaki, Ramzi. Arabic Linguistic Tradition I. Edited by Jonathan Owens. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199764136.013.0005.

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The Arabic linguistic tradition (also termed Arabic grammatical tradition) is the most extensive among the Arabic linguistic sciences. This article focuses on the two major branches of the grammatical tradition: nahw (which refers to grammar in general but more specifically to syntax); and sarf (morphology). Sections of the article cover early grammar and the origins of the grammatical theory, early works and Sibawayhi’s Kitaab, grammar from the 3rd/9th century onward, and the study of morphology in the Arabic linguistic tradition.

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29

Jaspers, Jürgen. Language Education Policy and Sociolinguistics. Edited by James W. Tollefson and Miguel Pérez-Milans. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190458898.013.31.

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Language education policies are pivotal in nation-states’ negotiation of a globalizing economy and a diversifying population. But certainly in urban, non-elite schools, where pupils’ linguistic diversity is pronounced, the fixation on language separation and multi-monolingualism produces salient sites of linguistic friction. Much scholarly work has successfully problematized this friction, producing an avalanche of criticism and ample calls for changes in schools’ approach to pupils’ primary linguistic skills and mixed language use. This chapter argues that while such calls are pedagogically e

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30

Breaking the mold of education for culturally and linguistically diverse students: Innovative and successful practices for the twenty-first century. R&L Education, 2012.

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31

Language & economic reforms in Nigeria. M & J Grand Orbit Communications Ltd. & Emhai Press, 2006.

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32

Howatt, Anthony. Modern Language Teaching: The Reform Movement (Logos Studies in Language & Linguistics). Routledge, 2002.

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33

Howatt, Anthony. Early Years of Reform: Volume Two, Modern Language Teaching: The Reform Movement (Logos Studies in Language and Linguistics). Routledge, 2002.

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34

de Ponte, María, and Kepa Korta, eds. Reference and Representation in Thought and Language. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198714217.001.0001.

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The chapters in this volume deal with our devices for singular reference and singular representation, taking them in different ways. The precise relation between using a linguistic expression to refer to an object and our mental representation of it has always been, and still is, one of the key topics of debate in philosophy of language, linguistics, and the cognitive sciences. Most essays focus specifically on singular terms, that is, linguistic expressions that, at least prima facie, are used to refer to particular objects, persons, places, and so on. They include proper names (“Mary,” “John

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35

Filppula, Markku, Juhani Klemola, and Devyani Sharma. Introduction. Edited by Markku Filppula, Juhani Klemola, and Devyani Sharma. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199777716.013.38.

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This volume brings together thirty-six chapters on World Englishes, which are here understood to refer to the full range of Englishes, both where English dominates as a native language and not. The collection is designed to offer a mutually constructive engagement with current linguistic theories, methods, questions, and hypotheses. With this primary theoretical orientation in sight, the chapters in the volume are divided into four thematic parts: Foundations, World Englishes and Linguistic Theory, Areal Profiles, and Case Studies. This arrangement offers balanced coverage of detailed accounts

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36

Robbeets, Martine, and Alexander Savelyev, eds. The Oxford Guide to the Transeurasian Languages. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198804628.001.0001.

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This book provides a comprehensive account of the Transeurasian languages, and is the first major reference work in the field since 1965. The term ‘Transeurasian’ refers to a large group of geographically adjacent languages that includes five uncontroversial linguistic families: Japonic, Koreanic, Tungusic, Mongolic, and Turkic. The historical connection between these languages, however, constitutes one of the most debated issues in historical comparative linguistics. In the present book, a team of leading international scholars in the field take a balanced approach to this controversy, integr

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37

Sprache und Schrift für alle: Zur Linguistik und Soziologie der Reformprozesse im China des 20. Jahrhunderts. P. Lang, 1997.

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38

Yu, Ning. The Moral Metaphor System. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192866325.001.0001.

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Abstract This book presents a study of moral metaphors in English and Chinese, applying cognitive linguistics’ conceptual metaphor theory (CMT) to a comparative study of linguistic manifestation of the moral metaphor system rooted in the domains of bodily and physical experience. It intends to shed light on the metaphorical nature of moral cognition and how it is systematically manifested in language. The study sets out with the central goal to contribute to the discovery of potential commonalities that define moral cognition in general as well as the detection of possible differences that cha

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39

Khan, Geoffrey. Judaeo-Arabic and Judaeo-Persian. Edited by Martin Goodman. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780199280322.013.0024.

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The term ‘Judaeo-Arabic’ refers to a type of Arabic that was used by Jews and was distinct in some way from other types of Arabic. The Arabic language was used by Jews in Arabia before the rise of Islam. From the point of view of linguistic form, the following characteristic features of written Judaeo-Arabic can be identified: it is written in Hebrew script; it exhibits deviations from Classical Arabic; and it contains Hebrew and Aramaic elements. ‘Judaeo-Persian’ refers to Persian used by Jews. Like Judaeo-Arabic, Judaeo-Persian is not a uniform linguistic entity. The term is used to refer to

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40

Li Jinxi xian sheng yu yan si xiang yan jiu. Zhongguo she hui ke xue chu ban she, 2013.

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41

Michalak-Pikulska, Barbara, Marek Piela, and Tomasz Majtczak, eds. Oriental Languages and Civilizations. Wydawnictwo Uniwersytetu Jagiellońskiego, 2021. http://dx.doi.org/10.4467/k7127.92/20.20.15519.

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The volume consists of six parts devoted to literature, languages, history, culture, science, religions and philosophy of the Eastern World. Its aim is to portray the present-day state of oriental studies, which are here understood predominantly as philologies of Asia and Africa, but also as a field of study including other, adjacent disciplines of the humanities, not neglecting the history of oriental research. The book’s multidisciplinary content reflects the multi- and often interdisciplinary nature of oriental studies today. Part 1 (Literature) offers new insights into belles-lettres writt

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42

Bueno-Hansen, Pascha. Finding Each Other’s Hearts. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252039423.003.0006.

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This chapter examines how DEMUS wove interculturality into its feminist human rights work as it sought to address the challenges involved in cases of sexual violence during the internal armed conflict. When the Peruvian Truth and Reconciliation Committee (PTRC) finished its mandate to research the causes and consequences of the internal armed conflict, it submitted the final report with recommendations for reform and reparations to Peruvian President Alejandro Toledo and passed forty-seven human rights cases to the state prosecutor. Women who decided to pursue their cases through Peru's judici

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43

Professional Development: Volume Six, Modern Language Teaching: The Reform Movement (Logos Studies in Language and Linguistics). Routledge, 2002.

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44

Howatt, Anthony. Germany and France: Volume Three, Modern Language Teaching: The Reform Movement (Logos Studies in Language and Linguistics). Routledge, 2002.

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45

Howatt, Anthony. Britain and Scandinavia: Volume Four, Modern Language Teaching: The Reform Movement (Logos Studies in Language and Linguistics). Routledge, 2002.

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46

Howatt, Anthony. Bibliographies and Overviews: Volume Five, Modern Language Teaching: The Reform Movement (Logos Studies in Language and Linguistics). Routledge, 2002.

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47

Núñez, Rafael, and Tyler Marghetis. Cognitive Linguistics and the Concept(s) of Number. Edited by Roi Cohen Kadosh and Ann Dowker. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199642342.013.023.

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What is a ‘number,’ as studied within numerical cognition? The term is highly polysemous, and can refer to numerals, numerosity, and a diverse collection of mathematical objects, from natural numbers to infinitesimals. However, numerical cognition has focused primarily on prototypical counting numbers (PCNs) – numbers used regularly to count small collections of objects. Even these simple numbers are far more complex than apparent pre-conditions for numerical abilities like subitizing and approximate discrimination of large numerosity, which we share with other animals. We argue that the leap

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48

Davis, Christina P. The Struggle for a Multilingual Future. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190947484.001.0001.

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The Struggle for a Multilingual Future examines the tension between the ethnic conflict and multilingual education policy in the linguistic and social practices of Sri Lankan Tamil and Muslim girls in Kandy, a city in central Sri Lanka. Postindependence language and education policies were part of the complex and multifaceted causes of the Sri Lankan civil war (1983 to 2009). However, in the last two decades the government has sought to promote interethnic integration by instituting trilingual language policies in the nation’s co-official languages, Sinhala and Tamil, as well as English, in go

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49

Gundel, Jeanette, and Barbara Abbott, eds. The Oxford Handbook of Reference. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780199687305.001.0001.

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Reference, the ability to refer to and pick out entities, is essential to human language and thought/cognition. The chapters in this volume attempt to provide a state of the art overview of this ability. The book is divided into two sections. The chapters in Part I, Foundations, are concerned with basic questions related to different types of referring expression and their interpretation. They address questions about the role of the speaker (including speaker intentions) and of the addressee, as well as the contribution of (the semantics of) the linguistic forms themselves, in establishing ref

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50

Howatt, Anthony P. R., and Smith Richard C. Modern Language Teaching: The Reform Movement. Taylor & Francis Group, 2016.

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