In the European tradition, parliaments are central political institutions that play a crucial role in the development of democratic societies. No other institution regularly offers a public arena for open deliberation and dissent, for discussing opposite points of view and for reaching compromise solutions between political adversaries. However, in spite of the growing visibility of modern parliaments, the study of parliamentary language use, interaction practices and discourse strategies has long been under-researched. Based on extensive parliamentary data, this book integrates a rich variety of innovative analytical approaches that explore the far-reaching impacts of parliamentary practices and linguistic strategies on current political action and interaction. Individual chapters problematise and re-evaluate the discourse-shaped identities and roles of Members of Parliament, the structure and functions of parliamentary discourse genres, interpersonal behaviour and intertextual meaning co-construction in post-Communist parliaments. They offer broad cross-cultural perspectives on parliamentary discursive psychology and argumentation. The book provides essential reading for scholars and students of language and linguistics, rhetoric, political and social sciences, as well as for anyone interested in language and politics.

Parliaments are basically adversarial settings that instantiate the polarization of political power. In debating the pros and cons of available alternatives, parliamentarians are supposed to observe convention-based institutional norms and regulations. However, in critical moments these rules are strategically violated to achieve political goals. Gender-related asymmetries in parliamentary power balance tend to emerge in disorderly parliamentary behaviour and/or disruptive discourse practices. This article focuses on the way in which the rules, procedures and practices of parliamentary interaction are being transgressed in mixed-gender encounters. The results indicate that a range of five context-specific master suppression techniques1 are used by both female and male MPs to enact and reinforce their own power position and, at the same time, to challenge and undermine the opponent's authority and credibility. A micro-level analysis of gender-related disruptive discourse practices in the UK Parliament and the Swedish Riksdag shows how different parliaments, with different rhetorical styles and traditions, often exhibit different forms and manifestations of rule violation, on the one hand, and different reactions to disorderly discursive behaviour, on the other.

In many communities of practice, there is growing awareness about the interdependence between organisational outcomes and the impact of leadership discourses (Putnam and Fairhurst 2001; Clifton 2012). Echoes of the trait perspective on leadership can still be felt when the success or failure of a company is stereotypically being assessed in terms of its leader’s rhetorical performance and personal charisma (Bass 1985). While questioning this perspective, the approach in this chapter envisages leadership as an interactive and relational process that occurs in the culture-specific context of an organisation and is marked by the capacity of leaders to deal with global challenges and opportunity-creating changes (Beerel 2009). The focus of the present study is on the discursively articulated performance of leadership during competition-driven organisational change. Drawing on CEO letters to employees of two multi-national companies, Nokia (Finland) and Ericsson (Sweden), a comparative analysis of the challenges of leadership discourse practices is carried out in a discourse-analytical and pragma-rhetorical perspective. Both companies are known to have a strong link to national identity, but over time they have often displayed different leadership strategies in the national and international context . Nokia is part of the modernisation process of Finnish society and related to a strong national narrative of catching up, while Ericsson represents the continuation of a proud industrial tradition where Swedes for decades have been a most advanced nation (Lindén 2012). This comparative study exposes stereotypes and counter-stereotypes that underlie the discursive construction and reconstruction of leadership aimed at ensuring consistent interconnectedness between a company’s values and its competitive performance qualities.

This multidisciplinary volume brings together wide-ranging empirical research that goes behind the scenes of diverse organizations dealing with business, politics, law, media, education, and sports to unravel stereotypes of discursive leadership practices as they unfold in situ. It includes contributions that explore how leadership discourse is impacted by increasing pressures of “glocalization” (the need to communicate across cultures and languages), “mediatization” (leaving ubiquitous digital traces), standardization (with quality management programmes negotiating organizational procedures), mobility (endless fast-paced long distance synchronization) and acceleration (permanent co-adaption and change). The discussion of purposefully chosen case studies moves beyond questions of who is a leader and what leaders do, to how leadership stereotypes are being challenged in various communities of practice, and thereby making change possible. Cross-cultural and interdisciplinary approaches are used to get deeper insights into the competing, multi-voiced, controversial and complex identities and relationships enacted in leadership discourse practices. 

While a wide range of studies have analysed and discussed mainly different types and characteristics of leadership, the aim of this book is to explore the contributions made by multidimensional and integrative theories that focus on leadership discourses as leadership-impacting and leadership-impacted practices. A particular focus is on empirical investigations that emphasise the role of language in doing leadership, by showing how leadership emerges from the dynamics of everyday contextually embedded discursive interactions and communication processes that involve multiple and interdependent organisational agents. Against this backdrop are briefly presented the cross-cultural and interdisciplinary approaches used in individual chapters that provide deeper insights into the competing, multi-voiced, controversial and complex identities and relationship s enacted in the performance of leadership discourse practices. The end goal is to provide an enhanced understanding of how leadership is discursively constructed, deconstructed and reconstructed in a variety of formal and informal leadership activities in the fields of business , politics , law, media , education, and sports .

MUCH: THE MALMÖ UNIVERSITY-CHALMERS CORPUS OF ACADEMIC WRITING AS A PROCESS Andreas Eriksson, Chalmers University of Technology, Gothenburg; Damian Finnegan, Asko Kauppinen, Maria Wiktorsson, Anna Wärnsby, Malmö University, Malmö; Peter Withers, Max Planck Institute for Psycholinguistics, Nijmegen This poster introduces a recently-launched corpus project which aims to compile and monitor various text drafts involved in the writing process of EFL students in higher education. The corpus material will consist of three drafts of undergraduate, master or PhD student texts. Additionally, the corpus will contain a collection of self-reflective papers. Papers will be collected from approximately 400 students per year over a three-year period. In addition to parts-of-speech tagging, the corpus will include peer comments between the first and second drafts and teacher comments between the second and third drafts, as well as annotations of information structure and rhetorical structures. Upon its completion, the corpus will consist of about 500,000 words, excluding the metadata and peer and teacher comments. The corpus is primarily an academic writing research corpus, but also a pedagogic and linguistic corpus, and it is the combination of these perspectives that we would like to emphasise. One important aim of the project is to narrow the gap between writing pedagogy and the use of corpora for teaching and learning purposes. In writing pedagogy, the focus has been on issues such as writing as social action (Miller 1984), feedback processes (Hyland & Hyland 2006) and the development of academic literacy (Lea & Street 1998, Lillis & Scott 2007, Street 2004), whereas there has been a tendency in corpus-driven and corpus-based pedagogy to focus on linguistic aspects of language learning, such as vocabulary, grammar and phraseology. This tendency is, for instance, evidenced in Flowerdew’s (2010) comprehensive overview of how corpora have been used in writing instruction. There are obviously notable exceptions to this somewhat sweeping description (see e.g. Charles 2007 and Flowerdew 2008). However, a lot more can be done to merge these two perspectives. We believe that a corpus containing drafts tagged for information structure, rhetorical structures, and linguistic structures as well as peer and teacher feedback is an important step in such a process. In this poster, we will establish the rationale for the project by exemplifying how the corpus can be used for research purposes as well as teaching and learning purposes. We will show how the corpus can be employed in the study of: 1) peer and teacher comments; 2) thesis statements and how these are formed, located and realised in students’ writing processes; and 3) linguistic structures, such as elements recurring in thesis statements. References: Charles, M. 2007. Reconciling top-down and bottom-up approaches to graduate writing: Using a corpus to teach rhetorical functions. Journal of English for Specific Purposes 6: 289-302. Flowerdew, L. 2008. Corpus linguistics for academic literacies mediated through discussion activities. In D. Belcher & A. Hirvela (eds), The Oral-Literate Connection: Perspectives on L2, speaking, writing and other media interactions. Ann Arbor: University of Michigan Press, p. 268-287 Flowerdew, L. 2010. Using a corpus for writing instruction. In O’Keeffe, Anne & McCarthy, Michael (eds.). The Routledge Handbook of Corpus Linguistics. London/New York: Routledge, pp. 444-457. Hyland, K. & Hyland, F. (eds.). 2006. Feedback in Second Language Writing: Contexts and Issues. Cambridge: Cambridge University Press. Miller, C. R. 1984. Genre as social action. Quarterly Journal of Speech, 70:151-167. Lea, M. R. and Street, B. (1998) Student writing in higher education: an academic literacies approach. Studies in Higher Education 23(2): 157–172. Lillis, T. & Scott, M. 2007. Defining Academic Literacies Research: Issues of epistemology, ideology and strategy. Journal of Applied Linguistics, 4(1): 5-32. Street, B. (2004) Academic Literacies and the ‘new orders’: implications for research and practice in student writing in higher education. Learning and Teaching in the Social Sciences, 1(1): 9–20.

Corpora have been used for pedagogical purposes for more than two decades but empirical studies are relatively rare, particularly in the context of grammar teaching. The present study focuses on students’ attitudes towards grammar and how these attitudes are affected by the introduction of concordancing. The principal aims of the project were to increase the students’ motivation by showing them that English grammar is more than a set of rules in a book and to enable them to assume more responsibility for their own learning. The idea was to introduce the use of language corpora into the curriculum for first-semester English at Växjö University in Sweden, as a complement to grammar textbooks and ordinary exercise materials. Between classes, the students worked with problem-solving assignments that involved formulating their own grammar rules based on the examples they found in the corpus. In the classroom, a system of peer teaching was applied, where the students took turns at explaining grammatical rules to each other. Besides presenting a new way of working with grammar, we also provided the students with a tool for checking questions of usage when writing English texts in the future, since the corpus we use is free of charge and available to all. The work with corpora and peer teaching was evaluated by means of questionnaires and interviews. This article describes and evaluates this initiative and presents insights gained in the process. One important conclusion is that using corpora with students requires a large amount of introduction and support. It takes time and practice to get students to become independent corpus users, knowing how to formulate relevant corpus queries and interpret the results. Working with corpora is a method that some students appreciate while others, especially weak students, find it difficult or boring. Several of the students did not find corpora very useful for learning about grammatical rules, but realized the potential of using corpora when writing texts in English.

Damian Finnegan (damian.finnegan@mah.se) Asko Kauppinen (asko.kauppinen@mah.se) Anna Wärnsby (anna.warnsby@mah.se) On the Importance of Teaching Academic Writing to Teacher Trainees Many EFL learners struggle with issues pertaining to grammar, style and idiomaticity, and, traditionally, language teachers spend a lot of time addressing these mechanical errors (Zamel 1985). This corrective practice seems to shape learner and teacher expectations of the type of feedback that is most effective or useful to learners (Hedgcock and Lefkowitz 1996). In the context of teaching academic writing, this may easily pose a problem for allocating teacher resources away from teaching writing as a process to taking care of the learner language issues. In the new Swedish school curriculum for English, however, the ability to write for different purposes and audiences and the familiarity with different text types is made prominent (Lgr11). Therefore, the teachers’ ability to reflect on the writing process as such and not only on the mechanical learner errors is crucial for the pupils’ achievement of the learning outcomes specified in the curriculum. At Malmö University, we facilitated systematic instruction to teacher trainees, amongst others, through the creation of courses in academic writing in English across the curriculum (WAC). The design of our courses is explicitly based on the general model of information processing, which assumes that “complex behavior builds on simple processes” (McLaughlin and Heredia, 1996, p. 213). The focus of all learning activities is on acquisition of procedural knowledge geared towards comprehension and production (see Anderson 1983, 2009). Specifically, we gear our courses to equip teacher trainees with tools that can later aid them in their reflection on elements of the writing process other than those that are traditionally addressed in the language classroom. In this paper, we address particularly the increased ability in teacher trainees to reflect upon their own and their peers’ writing. We look at their ability to identify core elements of the writing process, for example, purpose, audience, genre, structure, critical thinking, and meta-cognitive analysis. These data have been compiled in the form of self-reflective papers produced by teacher trainees upon completion of our course. References Anderson, J. R. 2009. Cognitive Psychology and Its Implications. 7th edition. New York: Worth Publishers. Anderson, J. R. 1983. The Architecture of Cognition. Cambridge: Harvard University Press. Hall, Jonathan. 2009. “WAC/WID in the Next America: Redefining Professional Identity in the Age of the Multilingual Majority.” The WAC Journal. Vol. 20, November. 33-49. Hedgcock, J. and Lefkowitz, N. 1996. Some Input on Input: Two Analyses of Student Response to Expert Feedback in L2 Writing. The Modern Language Journal, vol. 80, no. 3, 287-308. McLaughlin, B. and Hereda, J. L. C. 1996. “Information-processing Approaches to Research on Second Language Acquisition and Use.” In Ritchie, W. C. and Bhatia, T. K. (eds.), Handbook of Second Language Acquisition. San Diego: Academic Press, 213-228. Preto-Bay, Ana Maria and Kristine Hansen. 2006. “Preparing for the Tipping Point: Designing Writing Programs to Meet the Needs of the Changing Population.” WPA: Writing Program Administration, Vol. 30, Nos. 1-2, Fall. 37-57.

The chapter explores the formative relationship between perceptions of macro-politics and everyday micro-politics in the Republic of Georgia. “Politics” in the Georgian context, I suggest, may be understood as a grey zone that is simultaneously, in emic terms, considered highly uncertain, immoral, and external to ordinary life and yet, analytically speaking, formative of everyday concerns and micro-political interactions. I discuss different aspects of perceptions of politics as opaque and inaccessible and the consequences this bear for people’s engagement and disengagement with their socio-political surroundings. I argue that due to a profound lack of trust in public institutions and political personae everyday social and economic security is pursued ‘invisibly’ through personal networks, connections and informal transactions. ‘Invisibly’, in the sense that these connections are often known only to the people involved – at least as characterized by the perceived outsider. Finally, I propose that everyday responses to political opacity and uncertainty, in the end, contribute to their reproduction in perception and experience. That is, the idea of public macro-politics as being opaque and uncertain, and the ways in which citizens appropriate and act towards this idea, in the end, produces and reproduces political practice as such. Micro-politics – maintaining and relying on informal networks and connections – is simultaneously a response to an uncertain macro-political reality and the continuing production and confirmation of this reality across socio-political scale.

In contemporary Georgia and beyond, nostalgia for the Soviet past is often ridiculed and dismissed as a reactionary wish to turn back time. In this article, however, I explore generational nostalgia as temporal displacement of present political struggles. Drawing on life story interviews with middle-aged and elderly people in the provincial town of Gori, I argue that nostalgic longings may be understood as active attempts to presence personal pasts and futures that have publicly been rendered absent by an official rhetoric and practice that explicitly rejects the Soviet past. From this perspective, post-Soviet generational nostalgia temporally connects several dimensions of absence: the experience of one’s personal past being publicly cast as void; a perceived lack of social security, influence, and significance in the present; and a dynamic whereby these two dimensions render former dreams and visions for the future obsolete.

Georgian Portraits chronicles everyday life in the Republic of Georgia in the decade that followed the Rose Revolution of 2003. Recent anthropological developments argue for the use of “afterlives” as an analytical notion through which to understand processes of socio-political change. Based on a series of portraits, Martin Demant Frederiksen and Katrine Bendtsen Gotfredsen employ the theory of social afterlives to examine the role of revolution in the formation of a modern Georgia. The book contributes to a deeper understanding of life in the aftermath of political reform, depicting the hopefulness of the Georgian population, but also the subsequent return to political disillusionment which lead them to a revolution in the first place.

Individual users of English as a first or second language are assumed to possess or aspire to a monolithic grammar, an internally consistent set of rules which represents the idealized norms or conventions of native speakers. This position reflects a deficit view of L2 learning and usage, and is at odds with usage-based approaches to language development and research findings on idiolectal variation. This study problematizes the assumption of monolithic ontologies of grammar for TESOL by exploring a fragment of genre-specific lexico-grammatical knowledge (the can you/could you V construction alternation in requests) in a single non-native user of English, post-instruction. A corpus sample of the individual's output was compared with the input he was exposed to and broader norms for the genre. The analysis confirms findings in usage-based linguistics which demonstrate that an individual's lexico-grammatical knowledge constitutes an inventory of constructions shaped in large part by distributional patterns in the input. But it also provides evidence for idiosyncratic preferences resulting from exemplar-based inertia in production, suggesting that input is not the sole factor. Results are discussed in the context of a "plurilithic" ontology of grammar and the challenges this represents for pedagogy and teacher development.

Tracing the international career of the 1776 Virginia Declaration of Rights to Sweden via France, this article is a study in the translation of politics and the politics of translation. Specifically, it shows how the Swedish translator, physician and publisher Lorents Münter Philipson (1765–1851) reached for it in 1792 to add to domestic arguments against hereditary office, the purpose of which, the article argues, was to revive and legitimise a more indigenous but by now slumbering rights revolution. The article first outlines the reception of America in Sweden and the ways in which Sweden figured in American debates. It then provides a detailed analysis of the trial that ensued as a response to the Swedish translation of the Virginia Declaration. Having reconstructed the process of transmission and the trial, during which the translator was charged with attacking Sweden's monarchical constitution by means of ‘wrongly’ translating the term ‘magistrate’, the article places the translation of the declaration in political context. The contextual analysis shows that translating the declaration at this particular point in time makes most sense against the background of the events unfolding in revolutionary France, which the translator hoped would influence political developments in Sweden and which the authorities sought to suppress.

The significantly increased production of Circassian content on the Internet could be labelled as a form of virtual re-territorialisation of Circassia – especially considering the strong focus on identity and history. I apply the label ‘iCircassia’ as an addition to the classical understanding of the Circassian World as consisting of Circassians of the homeland and the diaspora. I suggest to apply the term ‘digital capitalism’ as an update of the terms ‘print capitalism’ and ‘electronic capitalism’ used by Benedict Anderson and Arjun Appadurai, respectively, to assign earlier periods of mediated mobilisation among nationalities – with or without a nation-state. In the case of the Circassians this is not just exemplified by the many different Circassian websites but also by the Circassian’ use of social media such as YouTube, Facebook and Twitter (Web 2. 0) – transnational and (partly) interactive by definition. A concrete empowerment of Circassian actors through the Internet is taking place. This illustrated how the development of ‘digital capitalism’ has both quantitatively and qualitatively new implications for a dispersed people such as the Circassians compared to earlier periods.

This paper illustrates how a mega-sports event such as the Sochi Olympics can generate renewed spaces for production of knowledge and counter-branding for marginalized groups. As the indigenous people of the area, the Circassians in different ways, locally and transnationally, used the 2014 Sochi Olympics to promote greater knowledge of local Circassian history. Such knowledge was for many decades suppressed, during the Soviet period as well as afterwards, in the Russian Federation. This paper discusses cases of Circassian counter-branding of local history that were observed in connection with the Sochi Olympics and in opposition to the Russian Olympics project. The paper contends that the processes of counter-branding made visible local indigenous knowledge that even the authorities in Sochi have gradually come to accept.

Många studenter med svenska som modersmål väljer att studera kurser med undervisning på engelska. I vårt bidrag diskuterar vi studenternas språkval och utifrån detta vilka eventuella negativa effekter som kan uppstå vid studier på engelska. Diskussionen sker mot bakgrund av en komparativ studie av svenska studenters uppsatsskrivande på engelska och svenska som vi genomför vid Malmö högskola, där ett flertal grundutbildningar erbjuds parallellt på svenska och engelska. En central fråga som institutionen måste ställa sig är: Varför har vi kurser med undervisning på engelska? Institutionens motivering för detta kan vara att kursen eller programmet har en utpräglat internationell inriktning, att utbildningen bedöms vara attraktiv för utländska studenter eller att man menar att ett kursutbud på engelska bidrar till institutionens internationalisering. En annan grundläggande fråga är: Vilken verklighet är det vi utbildar studenterna för? Då vi diskuterar effekterna av undervisning på engelska är det viktigt att ha ett helhetsperspektiv och se till både studentens lärandeperiod och den följande yrkesverksamheten. Man bör överväga vad som är positivt och negativt utifrån ett övergripande perspektiv. För att identifiera negativa effekter behöver vi analysera fenomenet "undervisning på engelska" ur flera olika perspektiv. I vår presentation diskuterar vi frågan utifrån institutions-, lärar- och studentperspektiv. Vi belyser en rad punkter som man bör ta hänsyn till i samband med att institutionen bygger upp sitt utbud av kurser på engelska.

The paper discusses etymology of some stems, among them, kh-ev-a ‘to sound, to talk aloud, to recite’, m-kh-i-ar-ul-i ‘cheerful’, sa-kh-el-i ‘name’. In this paper, it is supposed that these stems are derived from the root -kh-. The same root occurs in verbs kh-ed-v-a ‘to see’, kh-eb-a ‘to touch’. The original meaning of the root -kh- must have been expression of physical contact. The similar shared etymology of different perception verbs is attested in wide range of languages and has been examined in lexical typology.

The monograph is a study of clause structure in the closely related Circassian languages, Adyghe and Kabardian, two minority languages spoken in Northern Caucasus. The Circassian languages exhibit ergative patterns in both case marking and the alignment of personal prefixes in the verb. Both these domains of grammar are studied extensively in the book, as are issues relating to ergative/absolutive marking in clauses with different types of verb (intransitive, transitive, labile, inversive). Another topic is ergative marking in complex constructions, including coordination and subordination. The monograph is the result of joint research conducted in Russia and Sweden. The basis for this research has been the project ‘Ergativity in the Circassian languages’ (with support from the Royal Swedish Academy of Sciences). The institutions involved are the Institute of Linguistics at the Russian Academy of Sciences in Moscow, Lund University and the School of International Migration and Ethnic Relations (IMER) at Malmö University.

In this presentation we will report and discuss experiences from the process of designing a sustainable organisation for a digital learning environment for Malmo University as a whole. With pedagogy as a starting point the aim has been to create an intentional community of practice with a focus on learning and digital media. Malmö University aims to be at the pedagogical forefront by using information technology and the possibilities afforded by new media, in order to create a more efficient learning process and a mutual exchange of knowledge. But how can this strategy be realized? New forms of teaching and learning in higher education require new spaces for teaching and learning. We also know that teachers in higher education need support, training, learning resources and infrastructure in order to create those new learning spaces and to develop their scholarship of teaching and learning with a focus on digital media (cf Allen et. al 2012 a,b; Bebell & O ́Dwyer, 2010; Holcomb, 2009). Our solution to this challenge is to create a multi- institutional research based hub for learning with digital media. The idea stems from the Lave & Wenger (1991; Wenger, 1998) concept “community of practice” with the addition of technology stewarding as a way to cultivate digital learning processes. At Malmo University this hub goes under the working title “the media workshop” and has both a physical and a virtual form.

This study discusses an adverbial pattern which has so far been largely over- looked, namely ADV1 and ADV1, as in again and again, on and on and over and over. The paper is primarily based on the Corpus of Historical American English (COHA) and the Corpus of Contemporary American English (COCA). The data show that these patterns follow typical paths of change, such as a movement towards more abstract meanings (metaphorization; over and over increasingly referring to repetition rather than to physical motion), lexicaliza- tion (e.g. up and up being used as a noun with idiosyncratic meaning in on the up and up), subjectification (e.g. on and on expressing negative connotations), iconic variation (again and again and again referring to multiple repetitions), simplification (loss of again after over and over), and the development of dis- course functions (and on and on meaning “and so on”)

With the realization that introspection and the use of dictionaries constitute a precarious foundation for studies of metaphor and metonymy, corpora have in recent years been used increasingly in the endeavour to explore the authentic use of figurative language (see, e.g. Deignan 2005; Stefanowitsch and Gries 2006). Similarly, investigations of phraseology (e.g. Moon 1998) have come to rely heavily on modern large-scale corpora, while analyses of evaluative lexis in the tradition of John Sinclair (e.g. Sinclair passim; Hunston and Thompson 1999; Stubbs 2001) have a theoretical commitment to the corpus as an indispensable tool. The present paper brings together these theoretical strands. It is commonplace in cognitive linguistics that human cognition is embodied (cf. Lakoff and Johnson 1980; Langacker 1987, 1991; Kövecses and Szabó 1996; Gibbs and Wilson 2002; Gibbs et al. 2004). Therefore it is no surprise that many phraseological sequences are built up around words related to the body, and in this corpus-based case study we have chosen to focus on the evaluative functions of metonymic and metaphorical sequences containing the noun nose. In comparison with other body parts, such as the hand and the mouth, the nose is fairly restricted in its use. Whereas in some cultures, like Maori and Inuit, the nose has an additional social importance as it is used for greeting, in western societies the nose seems to have predominantly negative or humorous connotations (cf. Gogol’s The Nose). One can only speculate about the reasons for this: perhaps it is the predominance of bad smells, or the association with snoring and the excretion of mucus. Some sequences containing nose also imply that the agent is behaving like an animal. As an example of the latter type of connotations, consider (1) to (3) with the metonymic sequence stick one’s nose somewhere. This sequence is most frequently negative, as in (1), sometimes slightly ironic, as in (2), and occasionally positive, as in (3) (see further section 4.1.1). (1) The Steinbrenner we remember was always sticking his nose in where it’s not wanted. (NYT 1996) (2) As soon as it’s nice enough to stick your nose outside, this place is packed (…) (Ind 2000) (3) Stick your nose in it. Grind it out. You can’t be turning the other cheek all the time. (NYT 1990) In contrast to most studies of evaluative language we will consider both instances where speakers express their opinions about other people’s activities and cases where the disapproval is on the part of the agent in the clause without the speakers conveying their opinions of this.

Review of Marianne Hundt, Nadja Nesselhauf and Carolin Biewer (eds.): Corpus linguistics and the web. Amsterdam/New York: Rodopi. 2007. ISBN 978-90-420-2128-0.

Recension av: Ute Römer: Progressives, patterns, pedagogy. A corpus-driven approach to English progressive forms, functions and didactics. Amsterdam : Benjamin, 2005. ISBN 90-272-2289-4

I den Forskningspolitiska propositionen Kunskap i samverkan – för samhällets utmaningar och stärkt konkurrenskraft 2016 meddelade regeringen att Malmö högskola ska benämnas Malmö universitet från och med den 1 januari 2018. Detta fördjupade underlag ger en bild av väsentliga delar Malmö högskolas historia, beskriver och analyserar dagens verksamhet och redogör för lärosätets ambitioner och planer för framtiden. Sex tematiska ”trådar” löper genom texten och även genom Malmö högskolas historia: Breddat deltagande, Samhällsengagemang, Samverkan, samproduktion och innovation, Flervetenskap, Kvalitetstänkande och Globalt engagemang. Det framgår tydligt att den ursprungliga inriktning som fanns vid högskolans bildande 1998 lever vidare och att en gedigen grund har skapats för att Malmö universitet ska kunna verka som ett nyskapande och framåtsyftande lärosäte i det svenska och globala universitetslandskapet och skapa, dela och nyttiggöra kunskap som kan bidra till en hållbar samhällsutveckling lokalt och globalt. Förutom till regeringen vänder sig denna skrift till utbildningspolitiker, den svenska högskole- och universitetsvärlden, Malmö högskolas/universitets samarbetspartner, medarbetare vid Malmö högskola/ universitet och en intresserad allmänhet.

In the second half of the twentieth century, a new type of adverb, viewpoint adverbs formed with the suffix -wise, appeared in English. This article traces the diffusion and development of viewpoint -wise adverbs using American and British newspaper corpora, the spoken component of the British National Corpus, and the Longman Spoken American Corpus. It is shown that the adverbs are at least twice as frequent in the spoken corpora as in the written, that they are increasing in both American and British English, and that the originally American adverb type is now more frequent in British English. Its spread seems to be motivated by both functional and social factors. In newspapers, a high proportion occurs in represented speech, and the major domains are sports, art and entertainment, and “living.” It has extended its range of bases from nouns to noun phrases and, to some extent, generalized to adjectives and adverbs.

Vad vet vi om dagens myndighetstexter? Är de svåra eller lätta att läsa och förstå? Vad tycker läsarna? Och hur går skrivarbetet till på myndigheter? I Myndigheterna har ordet presenteras undersökningar av texter och skrivande. Vem skriver, vem ansvarar för innehållet och hur används textmallar? Med hjälp av exempel från några stora myndigheter får vi en inblick i förutsättningarna för skrivande och i hur arbetet går till. Olika textgenrer analyseras och vi får veta hur mottagarna uppfattar dessa texter. Boken ger en bild av myndigheters skriftliga kommunikation av i dag jämfört med för tio år sedan. Exempelvis får vi veta att många texter är multimodala (innehåller, bilder, kartor osv.), att texterna har blivit längre medan meningslängden minskat och att du-tilltal är helt etablerat. Dessutom diskuteras dagens och morgondagens klarspråksarbete vid myndigheter. Boken vänder sig främst till skribenter på myndigheter, i kommuner och andra offentliga organ men också till språkforskare och andra som ur ett vetenskapligt perspektiv är intresserade av myndigheters kommunikation.

In this article we discuss the effects of the Sochi Olympics on the indigenous Circassian population in North Caucasus. The Circassian situation was paradoxical in the sense that whereas this indigenous group fiercely opposed the organization of the Winter Games in Sochi, the Games themselves denoted a rare opportunity for them to make their voices heard internationally. During the run-up to the Olympics they all of a sudden had a global audience for their claims for recognition of their cause. This was quite simply their ‘fifteen minutes of fame’, a rare and short-lived period of celebrity and worldwide attention. The paper will look into whether the anti-Sochi activism helped to unite Circassians in the diaspora and abroad around common claims, and to what extent the Circassians managed to use media attention to make their cause more widely known by international society.

The 2014 Winter Olympic Games in Sochi, Russia, were during the preparations and run-up phase intensely followed by the global community and were generally associated with a vast array of problems: political, democratic, economic, ecological and securityrelated. When the hosting of a mega-event such as the Olympic Games has been awarded to a site in an authoritarian state, the global community has moral responsibilities to live up to. There is a need and an obligation to raise one’s voice and criticize where criticism is due also after the Games are concluded. For Sochi, as for sites of all major sports events, continued critical attention is therefore warranted also after the competitions. It is essential to try to gauge the extent to which predicted problems materialized, what happened afterwards, and what have been the more long-term consequences and local effects. This is the general perspective that brought the authors of this special issue together.

Härmed överlämnar IMER/Malmö högskola den fjärde rapporten i utvärderingen av Nationellt exempel/storstadssatsningen i Rosengård avseende perioden september 2000 till och med september 2001. Utvärderingen inriktar sig på insatserna inom de fyra programområden som urskiljs i det reviderade programförslaget för storstadssatsningen (september 2000): Arbetsmarknadsåtgärder, Förskola, Skola och Lokalt utvecklingsarbete. Enligt uppdraget ska utvärderingen omfatta såväl effekter som processer inom de olika programområdena.

In contempory Russian autobiography that documents the eventful twentieth century, violence is ubiquitously represented in reports from war, state terror and incarceration. In contrast, reports of abusive relationships within families are much less frequent. High rates of violence in society affects the emotional and intimate relationships between individuals, but the willingness to report their effects vary considerably. It would be reasonable to assume that autobiographic texts bear trace of abusive intimate relationships, even though the issue is not explicitely dealt with. One such trace is expressions of disgust: when the boundaries of the self are violated, this feeling serves as protection, as a means to sustain distinctions that are fundamental to the sense of self identity. This paper investigates contemporary Russian autobiography with the aim of tracing such vestiges of abusive relationships within families. It poses questions about boundaries erected and violated, boundaries for personal, corporeal integrity; social and national identity.

The chapter presents a study of complementation in the Nakh (Northeast Caucasian) language Tsova-tush, or Bats. (in Russian)

As part of the internationalization of higher education, more and more European university courses are being taught in English. Exchanges between universities have grown, and students from different parts of the world now often study together. What does this international environment look like in linguistic terms? Do students and teaching staff speak only the course language English, or are other languages also used, and if so, in what situations and contexts? These questions are discussed on the basis of an ethnographic study of an English-medium university course in Sweden. Extended examples of interaction show that participants adapt their use of languages to place-bound needs and conditions, giving rise to local norms. The national language Swedish holds a special position, as the first language of the majority and the lecturer. The course language English is dominant as a de facto lingua franca, but local social and linguistic needs and conditions leave room for other languages as well. Overall, course participants orient to three competing principles of language use: (a) English as a lingua franca, (b) the speaker's orientation to her or his own language and (c) the special position of Swedish, as the first language of the majority and the lecturer.

Our aim is to investigate which verbs show the highest textual frequencies in the Kartvelian language Megrelian. The general assumption is that unmarked verbs represent lexical core concepts and that they will emerge among the verbs with the highest text frequencies, showing crosslinguistic similarities.

President Vladimir Putin’s claim and policies to resurrect Russia as a great power have been a cornerstone for the construction of the hegemonic position of power that he has for so long successfully exerted and upheld. This paper discusses the Russian great power ambitions in relation to national identity and popular appeal, and puts them in relation to the upcoming Winter Games in Sochi in 2014. The paper examines how this mega-event is discursively constructed as a manifestation of Russia’s return to great power status, and as such is meant to convey certain messages internally as well as externally. The successful carrying out of the Games would no doubt constitute an important component in the undergirding of the – otherwise visibly dwindling - legitimacy of President Putin. They would be an important display window for manifesting the prowess of the Russian great power, and the location of the Games to the Caucasian city of Sochi in the Russian South would have a deeply symbolical aspect. If the Games can be successfully carried out in a region that has for so long been experienced as volatile and unruly, then it must surely mean that internal order has been restored in the Russian great power. However, it is argued in the article that there are several potential tripwires on the way towards achieving these symbolically important goals. Problems of security, terrorism, geopolitical volatility, large-scale corruption and inter-ethnic tension loom large, and may all turn out to be formidable obstacles and render the hosting of the Games a counter-productive enterprise. The paper puts official discourse (as in official speeches, media interviews, et cetera) in relation to scholarly analyses of the problems and potentialities of the Sochi Olympics, all in the general framework of Russia’s self-image and identity as a great power.

For a variety of political, climatic, ecological, security-related and other reasons, the Russian summer resort of Sochi by the Black Sea would seem a most unlikely candidate for the Olympic Winter Games. Despite this, the Games will be held there in February 2014, and the Russian leaders regard the Games as a highly prestigious project underlining Russia’s return to a status of great power in the contemporary world. This book conducts a thorough inventory of the contexts, characteristics and challenges facing the Sochi Games. It deals with the problems from Russian, Georgian, Abkhazian and Circassian perspectives and makes in-depth analyses of profound challenges related to matters such as identity, security, and ethnic relations. The book brings together an international group of eminent scholars representing different disciplinary perspectives, including political science, sports science, ethics, ethnology, and Caucasian studies.

This paper describes a corpus of writing as a process (MUCH), comprising English as a Foreign Language (EFL) student texts. The corpus will contain a large number of richly annotated papers in several versions from students of different performance levels. It will also include peer and instructor feedback, as well as tools for visualising the revision process, and for analysing the writing process and the peer and instructor feedback. MUCH will make it possible to study how texts develop and change in the course of the writing process and how feedback impacts the process.