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"Linguistic change Cross-cultural studies."
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Metaphor and Metonymy across Time and Cultures
This volume offers new insights into figurative language and its pervasive role as a factor of linguistic change. The case studies included in this book explore some of the different ways new metaphoric and metonymic expressions emerge and spread among speech communities, and how these changes can be related to the need to encode ongoing social and cultural processes in the language. They cover a wide series of languages and historical stages.
eBook
A Corpus-Driven Approach to Language Contact
This series offers a wide forum for work on contact linguistics, using an integrated approach to both diachronic and synchronic manifestations of contact, ranging from social and individual aspects to structural-typological issues. Topics covered by the series include child and adult bilingualism and multilingualism, contact languages, borrowing and contact-induced typological change, code switching in conversation, societal multilingualism, bilingual language processing, and various other topics related to language contact. The series does not have a fixed theoretical orientation, and includes contributions from a variety of approaches.
eBook
Discourse functions at the left and right periphery : crosslinguistic investigations of language use and language change
This volume tests the hypothesis that elements at the left periphery of discourse units have mainly subjective and discourse-structuring functions, whereas at the right periphery, such elements play an intersubjective or modalising role.
eBook
Linguo-Conceptual and Linguocultural Analysis of the Concept \Memory\: Semantic Typology of Kazakh-Russian-English Phraseology
The present study is devoted to the linguo-conceptual and linguo-cultural analysis of the phraseological representation of the concept memory based on the material of Kazakh, Russian, and English languages. The trilingual language policy and approach in Kazakhstan promotes proficiency in Kazakh as the state language, Russian as the language of interethnic communication, and English as the language of international integration. The object of analysis is phraseological units that form the phraseosemantic macrofield memory within the structure of the intellectual conceptual sphere of the aforementioned linguocultures. The research is based on a comprehensive methodological approach, which includes etymological, componential, structural-semantic, comparative methods, and modeling. The scientific novelty of the study lies in the development of a semantic typology of phraseological units representing the concept memory, as well as in the identification of its cognitive structure, which includes three microfields: processes of memory consolidation, forgetting, and reproduction of previously acquired information. In addition, an analysis of linguocultural connotations and evaluative components was carried out, reflecting cultural values, archetypes, and mental model's characteristic of each of the examined language systems. The results obtained broaden the understanding of the ways memory is conceptualized as a cognitive and cultural phenomenon, contribute to the theoretical foundation of anthropocentric linguistics, and have practical applications in intercultural communication, translation studies, linguoculturology, and foreign language teaching.
Journal Article
D-PLACE: A Global Database of Cultural, Linguistic and Environmental Diversity
From the foods we eat and the houses we construct, to our religious practices and political organization, to who we can marry and the types of games we teach our children, the diversity of cultural practices in the world is astounding. Yet, our ability to visualize and understand this diversity is limited by the ways it has been documented and shared: on a culture-by-culture basis, in locally-told stories or difficult-to-access repositories. In this paper we introduce D-PLACE, the Database of Places, Language, Culture, and Environment. This expandable and open-access database (accessible at https://d-place.org) brings together a dispersed corpus of information on the geography, language, culture, and environment of over 1400 human societies. We aim to enable researchers to investigate the extent to which patterns in cultural diversity are shaped by different forces, including shared history, demographics, migration/diffusion, cultural innovations, and environmental and ecological conditions. We detail how D-PLACE helps to overcome four common barriers to understanding these forces: i) location of relevant cultural data, (ii) linking data from distinct sources using diverse ethnonyms, (iii) variable time and place foci for data, and (iv) spatial and historical dependencies among cultural groups that present challenges for analysis. D-PLACE facilitates the visualisation of relationships among cultural groups and between people and their environments, with results downloadable as tables, on a map, or on a linguistic tree. We also describe how D-PLACE can be used for exploratory, predictive, and evolutionary analyses of cultural diversity by a range of users, from members of the worldwide public interested in contrasting their own cultural practices with those of other societies, to researchers using large-scale computational phylogenetic analyses to study cultural evolution. In summary, we hope that D-PLACE will enable new lines of investigation into the major drivers of cultural change and global patterns of cultural diversity.
Journal Article
KEY CONCEPTS IN APPLIED LINGUISTICS
Today, public spaces are increasingly dominated by visual information, and there is a great density of signs in shopping streets, commercial and industrial areas, and along roads, particularly near urban centers. Almost all these signs incorporate some form of language in textual form on shops, advertisements, posters, notices, warnings, and street name signs. The study of linguistic landscapes is recognized as one of the most dynamic and rapidly expanding fields within applied linguistics and sociolinguistics. A growing number of researchers are focusing on analyzing 'language on signs' in public spaces, predominantly in urban environments. While the analysis of signs has a long tradition in semiotics and advertising, academic research into linguistic landscapes is a relatively recent development. Its origins can be traced back to the 1970s, but the most substantial advancements have occurred in recent decades. Linguistic landscape has evolved into a unique field of study, offering novel and distinct insights into a wide array of phenomena related to languages in public spaces.
Journal Article
Cultural Diversity in Spanish Educational Policy (1970–2025): From Assimilation to Intercultural Inclusion
Spanish educational legislation on cultural diversity has shifted in five decades from homogenizing frameworks to an explicit commitment to inclusion and interculturality. This article reports a qualitative documentary analysis of state laws and Royal Decrees from the Ley 14/1970 General de Educación to the Ley Orgánica 3/2020, de 29 de diciembre, por la que se modifica la Ley Orgánica 2/2006, de Educación to examine how cultural and linguistic diversity is conceptualized, how it is embedded in a competence-based curriculum, and which tools are provided for its implementation. The analysis addresses three dimensions: (a) policy conceptions of diversity, (b) curricular instruments (competences, learning situations, assessment), and (c) implementation mechanisms (resources, teacher development, equity monitoring). Results indicate a move from compensatory and assimilationist logics to rights-based, competence-based formulations, with clearer references to dialogue, mediation, and non-discrimination, but also a persistent gap between legal texts and school realities. The study concludes that the current framework enables more observable and assessable intercultural aims, while its impact depends on concrete support for school and teachers. This diachronic perspective on a medium-sized European system offers transferable insights for other countries seeking to embed intercultural competences and equity in curriculum assessment and teacher development.
Journal Article