Arte y deporte en Hispanoamérica: La cultura deportiva en la literatura y el cine

Edited by Bruno Nowendsztern, Arizona State University and Ana Silvia Cervantes, Arizona State University

El deporte ha sido visto como una de las prácticas más importantes dentro de la constitución de muchas sociedades modernas. Así, tanto la práctica deportiva como la expectación generada en torno al deporte han derivado en dinámicas diversas que han conformado las identidades individuales y sociales. Dentro del mundo de habla hispana, específicamente, algunas narrativas ligadas a deportes han trascendido hasta construir identidades que tocan desde el plano social y político hasta el de la condición de género y las masculinidades. En este libro, titulado 'Arte y deporte en Hispanoamérica: La cultura deportiva en la literatura y el cine,' la meta es atender a los distintos espacios sobre la práctica y utilización del deporte dentro de las narrativas como la ficción literaria o el cine. Los trabajos de los investigadores que integran este volumen tienen como objetivo ofrecer un panorama contemporáneo sobre distintos aspectos de prácticas deportivas a lo largo de todo el mundo hispano: desde la literatura de fútbol en Sudamérica y la península española hasta los deportes y espectáculos de combate que forman parte de Norte y Centroamérica. Brevemente, las partes que componen el libro son la relación del fútbol con la identidad nacional, la relación del deporte con la creación de la identidad individual femenina y de inmigración, el análisis de personajes de ficción literaria que indagan en los pormenores del éxito y el fracaso personal dentro del deporte y, finalmente, algunos de los aspectos que trascienden más allá de lo que es la práctica o espectáculo deportivo, así como los recursos creativos que el lenguaje deportivo puede ofrecer a la literatura.

Queer Representation in Literature and Popular Culture

Edited by Dhishna Pannikot, National Institute of Technology Karnataka, India and Tanupriya, CHRIST (Deemed to be University), Delhi NCR

'Queer Representation in Literature and Culture' offers a timely and critical exploration of how queerness is depicted, negotiated, and resisted across diverse literary and cultural texts. Bringing together interdisciplinary perspectives, the volume examines queer identities, desires, and politics through the lenses of decoloniality, and intersectionality. With contributions that span literature, cinema, digital media, and popular culture, this book foregrounds voices and narratives that challenge heteronormative, and patriarchal frameworks. Accessible yet scholarly, it is an essential resource for those interested in the intersections of gender, sexuality, culture, and power in contemporary discourse.

Mysteries and Dreams: the French in Oceania

Edited by Sylvie Largeaud-Ortega, University of French Polynesia, Tahiti, French Polynesia and Lorenz Gonschor, University of the South Pacific, Fiji

Oceania has been the source of mysteries and dreams from the first contact with Europe onwards, both for Indigenous Oceanians and outsiders. 'Mysteries and Dreams: The French in Oceania' is a collection of cross-disciplinary essays that explore the mysteries, allures and questionings raised by Indigenous Oceanians and French people about their mutually different worldviews, as well as their dreams, aspirations or disillusions as they navigate their relationships. With a strong focus on reciprocity, this original project analyzes diverse forms of French association with Oceania and the responses engendered by Indigenous communities, authors and artists as they reshape French narratives. Organized along three lines – history, literature and arts – this innovative lens offers unprecedented examinations of hitherto unexplored Oceanian and French figures involved in Oceania, bringing to the fore Marist missionary Xavier Montrouzier, influential politicians Charles de Varigny and Auguste Marques, playwrights and artists Pierre Gope and Greg Semu, and filmmakers Sima Urale and Édouard Deluc. It also offers fresh postcolonial approaches to better-known figures such as Paris Communard convicts Louis Michel and Henri Rochefort, prominent authors like Titaua Peu, Selina Tusitala Marsh, Teresia Teaiwa, Vilsoni Hereniko and Édouard Glissant, and widely-discussed artists like Yuki Kihara. It also critically engages individuals representing the colonial gaze, such as Pierre Loti, Allan Hughan and Paul Gauguin. Spanning across Oceania, from the Solomon Islands to Rapa Nui, Hawai‘i to Aotearoa-New Zealand, Tahiti and Kanaky-New Caledonia, it shows the wide impacts of the French on this vast region. Bridging together Anglophone and Francophone Oceania, this volume is an authoritative and enlightening reference to scholars and students in postcolonial Pacific Island studies, to Indigenous and non-Indigenous Oceanians wishing to discover interactive processes of change in their region’s past and present, and, more generally, to all outsiders who might, some day, have felt inclined to fall under the spell of an imaginary Oceania.

Estudios de (des)cortesía verbal en la historia del español: Actos de habla, modulación del discurso y formas de tratamiento

Edited by Andrzej Zieliński, Universidad de Szczecin, Polonia and Silvia Iglesias Recuero, Universidad Complutense de Madrid / Instituto Universitario Seminario Menéndez Pidal

Esta monografía colectiva profundiza en diferentes estrategias lingüísticas de (des)cortesía verbal documentadas en los períodos evolutivos tradicionalmente considerados en historia de la lengua española. Los diez capítulos que constituyen el libro, cuyos autores son especialistas en la materia, ofrecen novedosas aportaciones sobre el funcionamiento de diferentes actos de habla, formas de tratamientos o modulaciones del discurso, abordados desde diferentes enfoques y aplicados en diferentes modalidades del español. De esta manera, hace una notable aportación a la reconstrucción de la historia de la (des)cortesía en español -y en italiano, puesto que hay un capítulo dedicado al análisis histórico contrastivo- y de las construcciones lingüísticas empleadas en la interacción a lo largo de los siglos, pues el arco temporal abarcado cubre desde los siglos XII al XXI. En las perspectivas de análisis diacrónico adoptadas resultan cruciales la recontextualización sociocultural de la (des)cortesía de cada época y la consideración de los géneros discursivos empleados como corpus, de modo que cobran especial relevancia para el estudio de la pragmática la organización secuencial de las interacciones orales y escritas, la tradicionalidad discursiva de las construcciones analizadas y las funciones interpersonales y de gestión de la interacción a las que sirven. Esta perspectiva sociocultural y discursiva, propia de los estudios actuales en pragmática y (des)cortesía permite un análisis esclarecedor de los fenómenos lingüísticos y discursivos abordados.

La traducción como herramienta de empoderamiento: Hacia una gramaticalización de lo no binario en lengua española

Javier Arroyo Bretaño, Universidad Rey Juan Carlos, España

El contexto sociohistórico contemporáneo, gracias a los feminismos de tercera y cuarta ola y al progreso de las teorías ‘queer’, ha favorecido la puesta en duda del binarismo sexo-género. Esto, junto a la revolución comunicativa de las dinámicas de web 2.0, ha provocado que proliferen identidades al margen de lo masculino y lo femenino, englobadas bajo el concepto de lo no binario. De la mano de estas identidades ha llegado su representación dentro y fuera del ámbito de la ficción, así como el debate en torno a su expresión gramatical. En ese sentido, mientras que en lengua inglesa existen entidades académicas como el diccionario ‘Merriam-Webster’ o el ‘Cambridge Dictionary’, que las aceptan y definen, la Real Academia Española se muestra contraria a recogerlas. El conflicto surge, pues, a la hora de traducir esas realidades identitarias al español, pues no hay consenso en torno a su representación lingüística. De esta manera, dado que diversos estudios avalan tanto la capacidad de la traducción para favorecer cambios sociológicos como la relación que esto guarda con el género, la traducción se nos presenta como una herramienta poderosa a la hora de favorecer la implementación de una gramática de lo no binario: dado que hay que traducirlas, urge debatir cómo representar estas identidades emergentes. Por tanto, a través de la importación de sus narrativas, la traducción puede favorecer la instauración de las identidades no binarias en lengua española.

The Insides of the Outsider: Women and the Poetics of Space and Place

Edited by Mariangela Ugarelli

When asked if being a woman had a negative impact on her ability to succeed as a writer, Argentine poet Alejandra Pizarnik stated that, even if not a physical impediment, being a woman in a patriarchal society is ‘a tragedy’ in itself. She followed this comment by saying: ‘What matters is what we do with our own tragedies’. Beyond sex assigned at birth, feminized bodies around the world share a similar phenomenological experience, which is dictated by a complicated relationship to space. Before setting pen to paper, the woman writer, a monster herself within patriarchal discourse, must confront the role society has set for her. For a writer in a feminized body, thus, the act of writing never begins with a tabula rasa but with a refusal and a challenge, an ushering out of the supposed ‘eden’ of the domestic. The question of the women-writer’s space is further exacerbated when considering matters of intersectionality. The poetics of space and place change within the confines of different geopolitical structures and their relations amongst each other. How do they shift when the center becomes de-centered and writing stems not from a place of political power but from the quieted voices of minor literature, queer and racialized bodies or subalternized latitudes? This volume will attempt to address these questions with input from a diverse group of scholars dealing with an equally diverse corpus. North and Latin America converse with Europe while ‘genre’ literature, minor literature and ‘gendered’ literatures take center stage. By taking into account a wide array of cultural objects, from poetry and children’s literature to Gothic tales and television shows, this collection of articles reveals the profound link between space and the female experience through the lens of art and literature.

Artificial Knowledge of Language

A Linguist's Perspective on Its Nature, Origins and Use

Edited by José-Luis Mendívil-Giró, University of Zaragoza, Spain

The central question that this volume seeks to answer is: What are the similarities and differences between how human beings know language and how artificial intelligence knows language? The recent development and popularization of artificial intelligence systems called Large Language Models (such as ChatGPT) have led to a proliferation of opinions regarding the relevance of these systems beyond the practical purposes for which they were designed. It is not uncommon to find statements in social networks and popular magazines, as well as in academic publications, to the effect that these language models have solved the problems that sciences such as linguistics aim to solve, that their success in generating text can be seen as a refutation of some particularly influential theories of language, or that Language Models are actually scientific theories of language. These statements seem to be based on the premise that the linguistic knowledge acquired by these systems is comparable to that developed by humans. This book aims to evaluate whether this assumption is warranted. To this end, the opinions of renowned linguists and other cognitive scientists have been gathered to answer questions such as what kind of language knowledge these artificial systems have, to what extent they are faithful models of natural language knowledge, and what we can learn about the human language faculty by examining their inner workings. Anyone interested in the nature of human language and mind and in artificial intelligence can follow the eight chapters of the book without being an expert in linguistics or computer science. This is the first comprehensive work to present the views of experts in linguistic theory on the relevant questions mentioned above, and to provide an accessible presentation of current research on the nature of artificial knowledge of language.

Redacción académica en la carrera de literatura

Manual de escritura para estudiantes de letras y futuros críticos literarios

Alan Estefan Gutiérrez, Purdue University

Este es uno de los pocos manuales en español enfocados, de principio a fin, en la escritura sobre literatura a nivel universitario, si no es que quizá el único, hasta el momento de su publicación. Influido por el movimiento Writing in the Disciplines (WID), plantea que la escritura sobre literatura es distinta a la de otras carreras, incluso de las humanísticas (p. ej., historia o filosofía), por lo que un estudiante de literatura necesita familiarizarse con las prácticas propias de su campo. Escrito en un lenguaje claro, expone en detalle los temas que un estudiante debe conocer para escribir crítica literaria en español: desde ortografía y gramática hasta los géneros más comunes que los profesores piden en clase, pasando por procesos de escritura, tipos de evidencia en la crítica literaria y los usos y lineamientos del formato MLA en español. Su tesis básica es simple: para escribir en los estudios literarios, debemos leer, pensar y escribir como críticos literarios. Compuesto por trece capítulos, el libro está diseñado para acompañar al estudiante en todo momento de sus estudios: desde los primeros semestres de la licenciatura hasta la tesis doctoral, si es que decide convertirse en académico profesional. El manual está pensado para estudiantes de distintos niveles (pregrado y posgrado), tanto hablantes nativos como no nativos. Parte del hecho de que existen diversos manuales de teoría literaria que enseñan distintos enfoques para leer literatura, pero pocos enseñan a escribir sobre literatura en español. Con una perspectiva interdisciplinaria, este libro explora el punto de convergencia de tres actividades interrelacionadas —la escritura, la lectura y la crítica literaria— para producir textos. Además, argumenta que nuestras emociones —como la ansiedad o el bloqueo del escritor— influyen en nuestra habilidad para escribir, por lo que ofrece estrategias generales para lidiar con ellas y con la procrastinación. Todo esto con el fin de compartir con los estudiantes del siglo XXI el mayor número posible de herramientas para escribir en los fascinantes pero exigentes estudios literarios y hacerlo con éxito.

Dante the Heretic: An Exploration of Cathar Beliefs in the Divine Comedy

Edited by Caterina Soresina Stoppani

The purpose of this book is to demonstrate that Cathar doctrine is the main source of Dante's poem and to encourage readers to approach this work with fresh eyes, beyond the interpretative frameworks that are often worn. With detailed references to Dante's text, persuasive arguments, lucid and concrete exposition, and a direct and easy-to-follow style, Maria Soresina progressively presents the links between the ‘Divine Comedy’ and Catharism, which she has been investigating since the end of the last century. The text analyzes Cathar characters with respect to the doctrine. The Cathars were Christians, but their beliefs were very different from those of the Catholic Church. The author analyzes their philosophy, followed by verses of Dante that demonstrate agreement with it and distance from the Catholic Church. In addition to the great doctrinal questions, there are many Cathar beliefs and customs, all of which, such as their being vegetarians, find precise confirmation in the verses of the ‘Divine Comedy’. The Cathars had only one sacrament, the ‘consolamentum’. A long chapter is dedicated to demonstrating that Dante's journey through Purgatory corresponds to the various phases of this sacrament, within which the figure of Beatrice has a particular meaning, a woman whom Dante probably never met and never loved. This text offers non-Italian-speaking readers the chance to engage with these interpretive theories, destabilizing the canonical criticism and forcing a re-examination of sources and historical context.

Recovering Lost Voices: Nineteenth-Century British Literature

Edited by Michaela George and Elizabeth Drummey

'Recovering Lost Voices' explores what recovery work looks like in the twenty-first century and why its continued practice is necessary. This collection is concerned with the volume of lost British texts and authors of the nineteenth century and offers a practical and personal approach to the act of recovery and the continued practice of re-recovery. Spanning the course of the nineteenth century, the included recovered works provide glimpses into the forgotten lives of poets, playwrights, and authors, enriching the working understanding we hold of this period. Our contributors explain their unique and original personal methods and experiences of discovering their lost work and detail the process of re-recovery. This volume ultimately functions as guidance for university students and early career scholars interested in uncovering what recovery and re-recovery work entails through personal accounts. The included contributions approach recovery in archives, street markets, digital access, and manual transcribing. Re-recovery takes the form of applied lenses of analysis, such as queer, post-colonial, gender, disability, and trauma studies.

El amor como condición personal: Una reflexión desde el personalismo de Julián Marías

María de Lourdes Cabrera Vargas, Universidad Anáhuac México

El amor personal, como realidad profundamente humana, ha sido poco explorado filosóficamente, pese a su centralidad en la existencia personal. No basta comprenderlo como pasión o sentimiento, sino como condición esencial que integra todas las dimensiones de la persona. En esta línea, Julián Marías, uno de los grandes filósofos españoles del siglo XX, ofrece una reflexión original y rigurosa sobre el amor como fundamento de la vida personal. Su pensamiento, enmarcado en la tradición personalista, permite comprender el amor como acto propio del ser personal, raíz de la plenitud, la ilusión y la felicidad humanas. A lo largo de su extensa obra, Marías aborda el amor como eje transversal de su antropología. Para él, la cuestión amorosa está vinculada a los grandes interrogantes del ser humano: “¿Quién soy yo?”, “¿Qué va a ser de mí?”, “¿Hay algo más allá de esta vida?”. De ahí que el amor revele la verdad profunda de la persona, su ser como “quién” capaz de amar y proyectarse. El presente estudio busca sistematizar esta categoría dentro del pensamiento mariasiano, articulando tres niveles de análisis: la estructura analítica de la vida, la estructura empírica y, finalmente, la vida personal. En todos ellos, el amor aparece como principio de sentido, proyecto y donación. Marías concibe la condición amorosa como una instalación vectorial que orienta la existencia hacia la plenitud y la trascendencia. Esta investigación pretende mostrar que, para Marías, el amor no es un tema accesorio, sino el núcleo que otorga consistencia a la persona y sentido a la vida. Desde una perspectiva personalista, su reflexión constituye una vía fecunda para comprender el amor como experiencia radical, fundamento de la autenticidad, la felicidad y la esperanza humanas.

Teaching and Learning Classics at the University Level Vol. 1

Languages, Linguistics & Teacher Training

Edited by Alberto Regagliolo, UKSW University

'Teaching and Learning Classics at the University Level, Vol. 1' focuses on the teaching of Greek and Latin, with a particular emphasis on language, linguistics, and teacher training. The 13 chapters examine the approaches to teaching Greek and Latin for beginners and advanced students, including metrics, historical and descriptive grammar, linguistic typology, translation, and prose composition, as well as the role of Latin in the Humanities and in specialized fields such as medical terminology. The volume also addresses the training of teachers and lecturers in Classics, exploring how linguistic expertise and pedagogical practice are developed within the university context. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in classical language pedagogy and the future of Greek and Latin instruction in higher education.

Teaching and Learning Classics at the University Level Vol. 2

Society, Religion & Culture

Edited by Alberto Regagliolo, UKSW University

‘Teaching and Learning Classics at the University Level, Vol. 2’ focuses on the teaching of social, cultural, and religious aspects of Greek and Roman antiquity. The 11 chapters examine the approaches to teaching key themes in ancient society including ethnography, the human condition and the afterlife, Roman religion, violence, sacrifice, slavery, love, and medicine, as well as aspects of daily life such as play, sport, and bathing culture. The volume also addresses the place of social and cultural history within the Humanities, highlighting how these topics contribute to a broader understanding of antiquity and its relevance today. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in classical civilization, ancient history, and the cultural and religious dimensions of Greek and Roman studies in higher education.

Teaching and Learning Classics at the University Level Vol. 3

Mythology, Arts & Archaeology

Edited by Alberto Regagliolo, UKSW University

‘Teaching and Learning Classics at the University Level, Vol. 3’ focuses on the teaching of mythology, arts, and archaeology in Greek and Roman antiquity, with a particular emphasis on cultural expression, visual and material culture, and interdisciplinary approaches. The 9 chapters examine the approaches to teaching key topics including Greco-Roman astrology, classical and comparative mythology, Greek art, numismatics, experimental archaeology, and the study of ancient topography and landscapes, as well as performance and reception through the ancient dramatic chorus and Greek tragedy. The volume also addresses the role of artistic, archaeological, and comparative perspectives within the Humanities, highlighting how visual, material, and performative sources contribute to a broader understanding of antiquity and its reception. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in mythology, art in its broader sense, archaeology, and the reception of Classical antiquity in higher education.

Teaching and Learning Classics at the University Level Vol. 4

Texts, Scholarship & Research

Edited by Alberto Regagliolo, UKSW University

'Teaching and Learning Classics at the University Level, Vol. 4' focuses on the teaching of literature, digital approaches, and research methodologies in Greek and Roman antiquity. The 14 chapters examine the approaches to teaching key topics, including Digital Humanities, the use of digital tools in the study of antiquity, academic research in ancient history, ancient philosophy and rhetoric, as well as palaeography, codicology, papyrology, and textual criticism. They also explore the teaching of major literary traditions, including Homer, Roman epic poetry, Late Antique Latin literature, and Medieval and Modern Latin drama, as well as innovative approaches such as mapping and employability within Classics. Presenting teaching as a reflective and research-informed activity, this volume is intended for university lecturers, teacher trainers, and graduate students interested in classical literature, digital humanities, and research-based approaches to the study of antiquity in higher education.

Cultural differences in conceptualization of loss and grief as expressed by Americans and Poles

Kamila Midor

How do people put into words the experience of losing someone they love? This book offers a systematic, cross-cultural linguistic analysis of how loss and grief are conceptualized in American and Polish contexts, revealing both shared human patterns and culturally specific ways of expressing and processing bereavement. Drawing on qualitative data from nearly eighty participants who had lost a loved one up to five years before participating in the study, the study examines the metaphors and conceptual blends through which individuals articulate their experiences of grief. Using the frameworks of conceptual metaphor theory and conceptual integration theory, the book identifies recurrent conceptual structures—such as absence, emptiness, pain, inanimate physical object, and journey—that speakers draw on to make sense of profound emotional disruption. While many of these schemas appear across both cultural groups, the analysis reveals important differences in their subtypes, linguistic realizations, and cultural meanings. Notably, some patterns challenge the dominant view of grief as exclusively negative, including personifications such as grief as a guest in American narratives and grief as a teacher in the Polish data. The book fills a significant interdisciplinary gap between linguistic research on metaphor and psychological scholarship on grief. It is the first work to develop empirically grounded conceptual models of loss and grief for American and Polish speakers based on qualitative linguistic data, offering a novel, culturally sensitive perspective on bereavement. Accessible yet theoretically rigorous, the book will be valuable as a research reference, a methodological model for qualitative metaphor analysis, and a resource for classroom use. It will appeal to scholars and students in cognitive linguistics, cultural studies, psycholinguistics, and cross-cultural communication, as well as to psychologists, therapists, counselors, social workers, and others working professionally with grief and loss.

Beyond Linguistic Sign

Embodiment and the Recovery of Resonance

Agata Walek, Brno University of Technology, Czech Republic

This monograph examines ‘Only Revolutions’ (2006) by Mark Z. Danielewski and ‘Becoming Animal‘ (2010) by David Abram to ask whether contemporary literature can articulate a viable alternative to the radical pluralism and fragmentation associated with postmodern aesthetics. What was once described as the postmodern condition—decentred subjectivity, proliferating interpretations, the dispersal of grand narratives—has intensified in the twenty-first century into algorithmic hyperreality, digital abstraction, and ecological disconnection. Within this landscape, reading and thinking risk dissolving into endless circulation without orientation. Positioned at the intersection of post-structuralism, phenomenology, and embodied cognition, the study proposes not a return to unity but a re-materialization of experience through resonance. It develops an interdisciplinary framework drawing on phonosemantics, conceptual metaphor theory, and sound studies in order to foreground dimensions often marginal in literary criticism: rhythm, vibration, and embodied perception. Language is approached not as a merely representational system but as materially expressive and affectively generative. In a final chapter, the memoir of David Goggins is read alongside these literary and philosophical analyses to explore how discipline, pain, and self-formation enact a comparable structure of re-attunement. Across literary experimentation, ecological phenomenology, and embodied practice, the book argues that meaning does not simply signify—it resounds. By reconceptualizing language as resonant and ontologically expressive, the study offers a constructive response to postmodern fragmentation and contributes to debates in contemporary literary theory, continental philosophy, and embodied cognition. It will be of interest to researchers in literary and cultural studies, philosophy of language, affect theory, and ecophenomenology, and may serve as a methodological resource for interdisciplinary work on materiality, sound, and subjectivity.

Exploring the Dynamics of Speaking and Learning Spanish in Western Canada

Angela George, University of Calgary

This monograph provides a comprehensive exploration of the experiences of Spanish speakers and learners in Western Canada, where Spanish is a minority language. Drawing on eight years of mixed-methods research, including surveys, interviews, and virtual exchanges, it investigates student motivations, instructional strategies, and the diverse identities of Spanish speakers, including heritage speakers, first-language speakers, and second-language learners. Structured across eight chapters, the book begins with a contextual overview of Canada’s multilingual landscape and the growing relevance of Spanish (Chapter 1). It then explores student motivations for learning Spanish (Chapter 2), the pedagogical methods employed by instructors (Chapter 3), and how classroom diversity influences student awareness and learning dynamics (Chapter 4). Chapter 5 examines communication practices and students’ comfort with speaking Spanish, particularly in relation to virtual exchanges. Chapter 6 focuses on student perceptions of Spanish-speaking cultures, while Chapter 7 presents the views of Spanish-speaking immigrants regarding language use, identity, and linguistic discrimination. The final chapter (Chapter 8) synthesizes the key findings of the book and outlines practical implications for educators, researchers, and policymakers, offering forward-looking recommendations to support inclusive Spanish language education and linguistic diversity in Western Canada. By emphasizing the cultural, educational, and social dimensions of Spanish in an English-dominant context, this work contributes to broader conversations on language education, multiculturalism, and linguistic policy. It is intended for language instructors; scholars of applied linguistics, multilingualism, and education; heritage language advocates; institutional stakeholders; and policymakers committed to supporting diverse learners, promoting inclusive curriculum design, and fostering linguistic diversity in Canada and beyond.

Poetic Inquiry Atlas

Vol 2: A Survey of Ecopoetics

Edited by Lee Beavington, Kwantlen Polytechnic University and Adam Vincent, Capilano University; The University of British Columbia, Canada

This second volume of 'Poetic Inquiry Atlas' continues the mapping of the first edition by bringing together a collection that represents some of the diverse uses of ecopoetics across various fields and poetry as environmental geography. With chapters from scholars in Canada, the United States, Scotland and Australia, this book highlights both generative and epistemological uses of poetic inquiry. Suitable for researchers, educators, poets, ecologists and those who wish to better understand the connection between humans and the world that we live in, this book adds to what is known about poetic inquiry and about lived experiences from both non-Indigenous and Indigenous poets and scholars.

Italian as a Foreign Language

Teaching and Acquisition in Higher Education. Vol. 2

Edited by Alberto Regagliolo, UKSW University

'Italian as a Foreign Language: Teaching and Acquisition in Higher Education. Vol. 2' brings together twelve chapters written by scholars and university lecturers, all focusing on the teaching of Italian through a wide range of approaches. These range from inclusive and multisensory pedagogies to corpus-based learning, from grammar through use to debate-based teaching and content-focused courses (politics, ecology, food, health, culture, and identity). The book values plurality and dialogue, showing how different pedagogical perspectives can respond to diverse learning contexts and heterogeneous student profiles. What makes this volume distinctive is its strong connection between theory and practice. Each contribution is grounded in current research in applied linguistics and language pedagogy, while remaining firmly rooted in real university classrooms. Practical examples, teaching ideas, and reflections on course design make the book particularly useful for university instructors, teacher educators, and advanced students. At the same time, the volume can be read as a source of inspiration, as a methodological guide, or as a reference text for developing inclusive and meaningful Italian language courses in higher education.