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Text und Zeittiefe
(1994)
This volume, translated into French from the Russian [Jazyk drevnejsej irlandskoj poezii] by Yves Le Berre and edited by Hildegard L. C. Tristram is the only analysis and discussion to date of the language, style and metrics of the earliest Old Irish poetry. This poetry is oral-derived and reflects the poetic practices of the pre-christian and therefore preliterate period of Irish culture. Much of it is related by Kalyguine to the magical understanding of shaman- like poetic practices.
This volume offers a coherent and detailed picture of the diachronic development of verbal categories of Old English, Old High German, and other Germanic languages. Starting from the observation that German and English show diverging paths in the development of verbal categories, even though they descended from a common ancestor language, the contributions present in-depth, empirically founded studies on the stages and directions of these changes combining historical comparative methods with grammaticalisation theory. This collection of papers provides the reader with an indispensable source of information on the early traces of distinct developments, thus laying the foundation for a broad-scale scenario of the grammaticalisation of verbal categories. The volume will be of particular interest to scholars of language change, grammaticalisation, and diachronic sociolinguistics; it offers important new insights for typologists and for everybody interested in the make-up of verbal categories.
The decolonizing pen : cultural diversity and the transnational imaginary in Rushdieïs fiction
(2001)
The Celtic Englishes II
(2000)
Mediale Textvielfalt und Handlungskompetenz im Fremdsprachenunterricht : zu Ehren Wilfried Gienows
(1999)
Tim McNamara’s work has had a fundamental impact on language testing. This volume brings together over 20 leading scholars in language assessment whose work has been influenced by Tim McNamara. Their papers cover issues of the social impact of language tests, such as fairness and justice of test use and language testing in the context of migration. They also address testing of interaction, and teachers’ and students’ views of language tests. The volume concludes with papers discussing the future of language testing in the face of contested concepts of validity, the rise of social media, and lingua franca language use.
Postcolonial Justice' addresses a major issue in current postcolonial theory and beyond, namely, the question of how to reconcile an ethics grounded in the reciprocal acknowledgment of diversity and difference with the normative, if not universal thrust that appears to energize any notion of justice. The concept of postcolonial justice shared by the essays in this volume carries an unwavering commitment to difference within and beyond Europe, while equally rejecting radical cultural essentialisms, which refuse to engage in "utopian ideals" of convivial exchange across a plurality of subject positions. Such utopian ideals can no longer claim universal validity, as in the tradition of the European enlightenment; instead they are bound to local frames of speaking from which they project world.