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190924 ||| eng |
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|a 9783030261399
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|a Dovchin, Sender
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| 245 |
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|a Language, Social Media and Ideologies
|h Elektronische Ressource
|b Translingual Englishes, Facebook and Authenticities
|c by Sender Dovchin
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| 250 |
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|a 1st ed. 2020
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| 260 |
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|a Cham
|b Springer International Publishing
|c 2020, 2020
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| 300 |
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|a X, 83 p. 25 illus., 10 illus. in color
|b online resource
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|a Chapter 1. Peripheralized Englishes, Social Media and (in) Authenticity -- Chapter 2. Translingual Englishes and the Global Spread of Authenticity -- Chapter 3. Synchronous and Asynchronous Participants of Facebook -- Chapter 4. African American Vernacular English, Hip-hop and ‘keepin’ it real’ -- Chapter 5. Heavy Englishes and the Enactment of Authentic Self -- Chapter 6. Inverted Englishes, ‘in-group’ Talks and Authenticity -- Chapter 7. ‘Ghost Englishes’, Realness, Native Speakerism, and Authenticities -- Chapter 8. Idiomatic Englishes, Onomatopes, Authenticities -- Chapter 9. Translingual Englishes, Social Media, Language Ideologies, Critical Pedagogy
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| 653 |
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|a Global and International Culture
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| 653 |
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|a Media Sociology
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| 653 |
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|a Mass media
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| 653 |
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|a Culture
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| 653 |
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|a Social media
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| 653 |
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|a Multilingualism
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| 653 |
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|a Sociolinguistics
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| 653 |
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|a Science, Technology and Society
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| 653 |
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|a Social Media
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| 653 |
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|a Technology / Sociological aspects
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| 041 |
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|a eng
|2 ISO 639-2
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| 989 |
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|b Springer
|a Springer eBooks 2005-
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| 490 |
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|a SpringerBriefs in Linguistics
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| 028 |
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|a 10.1007/978-3-030-26139-9
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| 856 |
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|u https://doi.org/10.1007/978-3-030-26139-9?nosfx=y
|x Verlag
|3 Volltext
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|a 306.44
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| 520 |
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|a This book seeks to contribute to the critical applied linguistics by investigating the dynamic role of English on social media, focusing on EFL university students in East Asia – Mongolia and Japan. Drawing on sets of Facebook data, the book primarily emphasizes that the presence of English on social media should be understood as ‘translingual’ not only due to its multiple recombinations of resources, genres, modes, styles, and repertories but also due to its direct connections with a broader socio-cultural, historical and ideological meanings. Secondly, EFL university students metalinguistically claim multiple ideologies of linguistic authenticities in terms of their usage of ‘translingual Englishes’ on social media as opposed to other colliding language ideologies such as linguistic purity and linguistic dystopia. The question of how they reclaim the notion of linguistic authenticity, however, profoundly differs, depending on their own often-diverse criteria, identities, beliefs, andideas. This shows that mixing and mingling at its very core, the existence of ‘translingual Englishes’ on social media provides us with a significant view to accommodate the multiple co-existence and multiple origins of authenticity in the increasingly interconnected world. The book concludes the possibility of applying the ideas of ‘translingual Englishes’ on social media in critical EFL classroom settings, in their careful re-assessment of the complexity of contemporary linguistic experiences and beliefs of their EFL learners
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