EuroSLA 2018 in Münster

This year’s annual EuroSLA conference took place earlier this month in the historical cathedral city of Münster in Germany. As usual, it was a very lively conference with a packed academic and social programme, providing plenty of opportunities for discussion, conversation, sharing ideas and meeting with delegates, both familiar and new.

Laura at the MM Stand
Laura at the MM Stand

Books in our SLA series are always popular with the delegates and this year I was really pleased to have the brand-new book Mind Matters in SLA (edited by Clare Wright, Thorsten Piske and Martha Young-Scholten) on the stand.  Many thanks to Sarah, our Head of Production, and Short Run Press, the printer, for getting copies to the office in time for me to bring to EuroSLA in my suitcase! As the book has not yet arrived at our warehouse it is not yet officially published, so delegates (and contributors to the book) were excited to be holding the book ahead of the official publication date!

Other popular books at the conference were Rod Ellis’ new volume Reflections on Task-Based Language Teaching, Edward Zhisheng Wen’s book Working Memory and Second Language Learning and titles on early language learning, such as those edited by Maria Pilar Garcia Mayo (Learning Foreign Languages in Primary School) and Janet Enever & Eva Lindgren (Early Language Learning).

Münster town centre
Münster town centre

During the quiet moments between breaks I was able to attend a number of sessions and some of the keynotes. A notable highlight for me was Raphaele Berthele’s keynote speech, titled ‘Policy recommendations for language learning: Linguists’ contributions between scholarly debates and pseudoscience’. It was an extremely engaging talk during which he skilfully used humour and personal examples to discuss the important questions surrounding the role of researchers in policy recommendations; the kind of research that can potentially inform policy and what researchers should know before they give recommendations.

That keynote was followed by the opening conference drinks reception which took place in the festival hall within the city’s town hall. As well as enjoying refreshments in the historic building, we were also able to visit the Friedenssaal (Peace hall), where treaties were signed to end the Thirty Years’ War and Eighty Years’ War in 1648. I enjoyed hearing the stories surrounding some of the engravings in the hall including one about a captured village where the captors permitted the women of the village to flee, carrying their one most important belonging. What they didn’t realise was what the women would choose…the engraving showed women carrying their husband prisoners from the village!

There was also a lively conference dinner beside Münster’s city lake and I enjoyed spending my afternoon off before travelling home pottering around the large biweekly farmers’ market on the city square, visiting the city museum and wandering round the cobbled streets, as well as sampling local food and drink of course!

Laura

Peer Review Week 2018

This week is Peer Review Week, an event which aims to promote the vital importance of good peer review in scholarly communications. Peer review is central to what we do as academic publishers, and over the years we’ve written about this topic on the blog a number of times. In celebration of Peer Review Week, here are three of our top blog posts on the subject…

The Worthwhile Challenge of Peer Review

A post giving an overview of what peer review is and why we need it, and how the peer review process works here at Channel View/Multilingual Matters.

Peer Review Guidelines

Peer review is central to academic publishing, yet many academics receive no training on how to do it. In this post our Editorial Director, Anna, offers some guidance on the whats, hows, dos and don’ts of peer review.

Peer Review and the Research Excellence Framework (REF)

A post by one of the editors of our Aspects of Tourism series, Chris Cooper, in which he discusses why scholarly peer review is so important when assessing research.

For more information about Peer Review Week, check out the website here.

International Literacy Day 2018

8th September is International Literacy Day, a day which is celebrated annually worldwide as an occasion to promote literacy for both children and adults and highlight its importance to individuals, communities and societies. To mark it, we reflect on our own memories of learning to read…

Laura

Growing up, bedtime stories were a highlight of every evening. My sister and I had very different tastes in books and so had a complicated rota for whose turn it was to choose the story and in whose bed the story would be read! I don’t really remember when we started reading ourselves rather than being read to but I do have clear memories of having the chicken pox when I was 7 and working my way through every single Famous Five book!

Flo

Before I could actually read, I memorised Peter Rabbit and would recite the whole thing, turning the pages in a pretty convincing imitation of reading! The first books I properly read on my own were the Josie Smith books by Magdalen Nabb. I loved these so much that my mum wrote a letter to the author and actually received a handwritten reply! Magdalen was particularly taken with my name as she was living in Florence at the time – “The City of Flowers”, which she lamented was increasingly more populated by cars than flowers…

Elinor

I don’t remember the first book that I read completely on my own but I do remember the first books that I read together with my parents. We had several books from the Puddle Lane series which had a simple sentence on one page for me to read and then a more detailed paragraph on the opposite page for my mum or dad to read. They were great as I felt like I was reading on my own but still getting a full story. I also enjoyed reading books by Shirley Hughes, particularly the Alfie stories and the book Dogger. Another favourite was Burglar Bill, which I can still quote lines from now and which I look forward to reading with my son when he’s a bit older. I loved reading books (or being read to) from a young age and always looked forward to bedtime stories.

Anna

I have always loved books, but one of my main motivations when learning to read was so I could decipher the very glamorous – and not very feminist – women’s magazines that were stuffed down the legs of my mum’s leather boots in the wardrobe in my parent’s bedroom, all red lipstick and impossibly large hair. In fact I always wanted to read things I probably shouldn’t: I can remember being fascinated by Shirley Conran’s Super Woman for quite some time; most of the text meant very little to me, but here was a book entirely about grown-up, real knowledge, to be read when no-one was looking.

Tommi

Reading has always been a very important part of family life for me, and the house I grew up in and my grandparents’ house were always full of books with shelves occupying most available wall space. We would have books regularly sent over from Finland for birthday and Christmas presents, and Mum, Dad, Naini, Mummi and Vaari, along with anyone else that could be cajoled, would read to us at bedtime. Our summer holidays driving across Europe to Finland always started a week or so before departure with a visit to George’s bookshop in Bristol, so we could select the books to keep us occupied in the back seat. I’ve written about Muumipeikko ja Pyrstötähti (Comet in Moominland) being one of the first books I remember reading on my own for a post on World Book Day so I won’t say any more about that here. The first book that I remember getting in “trouble” for reading was JRR Tolkien’s The Hobbit. It was the classic story of a young child not realising that his parents could see the hunched shape and the torchlight visible through the blanket that seems so funny in hindsight. Dad later admitted that he would always let me “get away with it” for half an hour or so before telling me it was really time for lights out… I cannot imagine a life without the pleasure of reading, and a love of books must surely be one of the greatest gifts you can give any child.

Find out more about International Literacy Day on UNESCO’s website.

Destination Dawlish: A Change of Location for our Head of Production

It’s all change in the MM/CVP office as Sarah, our Head of Production and Commissioning Editor of Channel View titles, is about to move back to her beloved hometown of Dawlish and will be working mostly from home from now on, with monthly visits to the office. We will really miss her and are very sad not to be seeing her on a daily basis. In this post we find out how she’s feeling about the big move…

What will you miss most about coming into the office every day?

My super wonderful colleagues/work family! 😊 We have a lot of fun in the office – I will miss Fridays especially when everyone is in with cakes/doughnuts and Spotify playlists. But will try to come up to Bristol for at least one Friday a month. I’ve worked with everyone (some longer than others!) for a number of years so I’m trying to prepare myself not to see their faces every day – it will be strange and not a welcome thought!

What will you miss about living in Bristol?

It’s a great city to live in – and I will miss many things about city life (including Uber and Deliveroo!) But for Bristol the street art and balloons will be missed. Just lucky I still get to visit regularly.

What are you most looking forward to about moving to Dawlish?

Being back with my crazy-big family will be lovely – and living by the sea again will be ace. I’ve missed it!

What do you think will be the biggest difference working mostly from home?

Well, there will be no-one forced to listen to my wittering apart from me so I will be monitoring sanity levels regularly 😊 I guess just the feeling of togetherness. Thankful for instant messaging though – should make it easier to stay in touch with colleagues and ask quick questions when necessary. Looking forward to sometimes working in my PJs if I feel like it – never felt it was appropriate in the office 🙂

Will you be bringing us scones on a monthly basis?

Of course! But you really have to put jam on first (even though it’s the Cornish way) and pronounce ‘scone’ properly.

Dawlish

We wish Sarah the best of luck with the move and are already looking forward to our first away day in Dawlish!

What is the Role of Teachers in the US Struggle over Mexican and Central American Immigration?

This month we published Teacher Leadership for Social Change in Bilingual and Bicultural Education by Deborah K. Palmer. In this post she explains how teachers give her hope during the political struggle over immigration along the US southern border. 

I believe that in the United States we will look back upon these years as a dark time in our history. The political struggle over immigration along our southern border has led to more and more direct and blatant attacks on human rights, not only from angry reactionary citizens but from the government and its institutions. Since 2016 there has been an uptick in scapegoating of immigrants, Muslims, Latinas/os, and people of color. At this point, documented neo-Nazis and White Supremacists occupy official roles in the Trump White House and are running for public office in the upcoming election, and President Trump’s appointed attorney general Jeff Sessions – the official charged with protecting civil rights – has a long history of racist stances.

At the same time, for many years US foreign policy in Mexico and Central America has contributed to increases in gang- and drug-related violence, which in turn continues to drive more and more people – often unaccompanied youth and families with young children – to seek safety in the United States. Mr. Sessions and the Trump administration have moved toward a “zero tolerance” policy toward these immigrants and refugees.

I find this concept, “zero tolerance”, to be emblematic of Trump’s era in our country. Why would so many Americans, most of whose ancestors came into the country as religious or economic refugees, embrace an ideology of intolerance?

As a teacher educator and former bilingual teacher, I constantly ask myself what is the role of teachers – particularly bilingual teachers – in the face of “zero tolerance”? In truth, elementary bilingual education and ESL teachers offer me hope. These are professionals on the front lines of our immigration crisis, working every day with the children and families who are the target of the worst attacks. Critically conscious teachers engaging in culturally sustaining pedagogies, give their students a safe and welcoming space every day where they can learn and grow, where they are not merely “tolerated” but fully embraced and welcomed in the United States.

Teachers have long inspired me. Whenever I am concerned about the state of the world, I turn to critically-engaged teachers, and draw inspiration from their work. The work of teachers is complex and multi-faceted; teaching well, and teaching diverse multilingual communities of children, requires a wide range of skills and dispositions. In my work with experienced teachers seeking their master’s degrees, I’ve begun to notice some patterns: teachers who are successful at creating and enacting curriculum that will support diverse students’ identities and build their academic skills all seem to share at least the following characteristics: they are willing to take risks and take stands; they are deeply reflective and aware of larger systems of oppression and the tools to counter oppression; and they network and connect with other teachers, families and communities to find the resources they need.

For example, a pair of fourth grade teachers in Austin, Texas developed a curricular unit on the topic of immigration that integrates high quality multilingual/multicultural children’s literature with their students’ own families’ stories to engage students and their families in a month-long exploration of history/language arts/geography. One of these teachers, working with her school librarian, has developed a webpage offering resources for locating and using culturally-relevant literature for the elementary classroom. Another former pre-kindergarten teacher from Austin has moved into full-time activism as a union organizer and has organized resources to put on periodic citizenship drives for the immigrant community. A team of dual language bilingual teacher coaches from Round Rock, Texas (outside Austin) worked together within the leadership structures of their traditionally English-dominant school district to offer all their growing population of Spanish-speaking students – and many of their English-speaking students too – a strong, enriching dual language bilingual education program.

Teachers are so often the ones who build systems both within and beyond their classrooms to ensure their students can adapt and grow in their new homes. Bilingual teachers in particular are bridges; they are advocates for their immigrant students, and they are among our best ambassadors.

For more information about this book please see our website. If you found this interesting, you might also like Restrictive Language Policy in Practice by Amy J. Heineke.

The ‘Hotel Rat’: Personal Identity, Social Relationships and Hotel Space

This month we published Histories, Meanings and Representations of the Modern Hotel by Kevin J. James. In this post Kevin explains what first sparked his interest in hotel history.

Until I read the report in the pages of an 1833 newspaper, the story seemed to belong only to the madcap antics in one of the most memorable episodes of the John Cleese television classic ‘Fawlty Towers’. A German baron, ‘about 35 or 36 years of age, of slender make, with light hair, and sandy moustachios’, speaking imperfect English, arrived in a hotel near Berkeley Square. The baron impressed the management with impeccable credentials, including letters of introduction to Foreign Ministers, and ‘one of the principal embassies’. He declared that he was undertaking crucial diplomatic business. In the conduct of those important affairs, he hired ‘a dashing cabriolet and livery servants’, ordered a number of luxurious hand-crafted goods, and entertained lavishly. Only when the keeper of a hotel at which he had previously stayed paid a visit to the keeper of the smart establishment was the swindler – and the extent of his fraud – revealed. The single trunk with which he travelled was discovered to be completely empty, and the names under which he had commissioned expensive craft work were false!

This story played out many times, and drew my interest: yes, these cases were especially sensational (and the press knew that). But they also raised profound questions about personal identity, social relationships, and hotel space. Under what pretences could people identify themselves as guests? What systems of surveillance operated in the public and private spaces of the hotel? How were agents of the law involved in hotels? How, in an age before credit card authorisations, when people still travelled long distances for business and pleasure, was risk addressed by keepers of grand hotels keen to fill their rooms with the best sort of guest, and thereby accrue prestige? No place seemed immune from the designs of the figure who became known as the ‘hotel rat’ – a man or woman who appeared well dressed and respectable, and insinuated themselves into the spaces of, and exploited, the hotels which accepted them, and their credit, at face value.  No place was immune from the seductions of high rank: The Evening Telegraph in 1883 reported that a ‘spurious Duke of Richmond’ travelling in New York had ‘traded rather unscrupulously on the veneration which many people in that democratic capital feel for a title’. In a world in which the petty nobility of the continent boasted a range of lofty-sounding titles almost unfathomable in number, the ease with which a swindler could claim aristocratic birth and a swift place in the high society of a foreign city, including access to its finest hotels, is sometimes shocking to the modern reader.

Thus began my quest to understand more about the nature of ‘modern hotel life’, and how other historians have handled it. In researching and writing about hotels, I have encountered cases of adultery, and of thefts of hotel articles as mundane as towels monogrammed with the initials of a railway hotel. I have also discovered reports of spies operating under the cloak of anonymity in restaurants and lobbies of an institution – the hotel – so complex and compelling that it demands as close attention from today’s readers as the press accorded the most notorious imposters who savoured the hotel’s splendour, and then failed to pay their bills.

For more information about this book please see our website. If you found this interesting, you might also like Histories of Tourism edited by John K. Walton.

 

Update Your Foreign Language Classroom

This month we published Multilingual Computer Assisted Language Learning edited by Judith Buendgens-Kosten and Daniela Elsner. In this post Daniela reflects on the relationship between technology and language learning.

Something Old, Something New, Something Borrowed, Something Blue, a Silver Sixpence in Her Shoe.

It’s a long-standing wedding tradition that brides wear something old, something new, something borrowed and something blue on their wedding day for good luck. As technology and language learning have become an inseparable couple – at least in language education theory – I would like to donate some old, some new, some borrowed and some “blue” thoughts to support this relationship.

Something Old

In her book The Importance of Media in the Classroom (2003), Donna Walker Tilestone offers a collection of good reasons for “why” media should be an essential element of classrooms. Some of them are:

  • Media in the classroom engage students in learning and provide a richer experience.
  • The great majority of learners prefer visual and tactile ways of learning.
  • The integration of media has a positive impact on behavior management.
  • Interactive learning that includes the use of various media requires little intrinsic motivation.

15 years later these arguments still hold true, yet we have certainly overcome the question “if” technology / media should play a role in classrooms. As Alice Armstrong explains in an article (Armstrong, Alice Technology in the Classroom: It’s Not a Matter of ‘If,’ but ‘When’ and ‘How’. Education Digest, Vol. 79, No. 5, Jan. 2014, pp. 39-46) it’s now more the question of “when” and “how” to integrate technology in the classroom.

Something Borrowed

The latest KIM Study (2016) of the German Medienpädagogischer Forschungsverbund Südwest (MPFS, or Pedagogical Media Research Center, Southwest) on the meaning of media and technology in the everyday life of children aged 6 to 13 shows that technology plays a significant role in the children’s private lives, however not yet in school contexts:

  • Every child has a television at home, 98% have access to a smartphone or mobile phone, 97% have a computer (desktop or laptop) at home and have access to the internet.
  • The majority of the children in this age group uses the available media at home at least once or twice a week, 42% of children say that they use a smartphone or mobile phone on a daily basis.
  • Their main activities online are: searching the internet for information; texting via WhatsApp; watching YouTube videos; visiting websites for kids or simply surfing the internet.
  • Yet, only 31% of children go online when they are in school.

Something New

In order to find out, if, how and why/why not primary school foreign language teachers make use of technology in their classrooms, the author of this blog article interviewed 12 German primary school teachers, all of them teaching English as a Foreign Language in classes 3 and 4.

Here are their answers:

Which kind of technology do you use most often in your language classrooms?

CDs; DVDs; Reading Pens (e.g., Ting or tiptoi)

Which media would you like to integrate more often into your classroom?

Smartboard, CD-Rom, iPad

Why?

Assumption that students will be more motivated to participate, autonomous learning, differentiation/individualized learning; method change

What hinders you from using these media more often?

Lack of knowledge with regard to how to integrate iPads, Smartboard, internet properly into the class; preparation time; technology doesn’t always work; lack of knowledge with regard to suitable apps or computer games/activities for language training.

Something Blue

According to Jennifer Bourn, owner and author of the creative blog Bourn Creative, blue is, among other things, associated with open spaces, freedom and inspiration. It also represents meanings of depth, wisdom, confidence, and intelligence. (Jennifer Bourn, 15 January 2011) https://www.bourncreative.com/meaning-of-the-color-blue/

Reading the endorsements of my newest book Multilingual Computer Assisted Language Learning, I believe that my colleague Judith Buendgens-Kosten and I have produced something blue – even though its cover is green and yellow – that will inspire and inform those who are searching for new ways of using technology in diverse language classrooms:

“This inspiring volume sets the stage for a radical shift in language learning pedagogy…” Janet Enever, University of Reading, UK; Umeå University, Sweden

“This inspirational and timely volume demonstrates that we have finally reached a tipping point with respect to the impact of digital technologies on education….” Jim Cummins, University of Toronto, Canada

(The) Sky(pe) is (not) the limit.

Daniela Elsner

For more information about this book please see our website. If you found this interesting, you might also like The Multilingual Turn in Languages Education edited by Jean Conteh and Gabriela Meier.

Top 10 Tips for Filling in Your Author Questionnaire

Anyone that publishes with us will be asked to submit an important document along with their final manuscript – the author questionnaire. In this post we share our top 10 tips for filling it in. 

We look at your AQ in our monthly marketing meeting and use it as a basis for your book’s marketing plan

Your author questionnaire is the place to include all information about your book, including key selling points, ideas for marketing and any marketing contacts you might already have. It’s the starting point for creating our marketing plan for your book so the more information you can provide, the more we can do to promote your book.

  1. Contact details. Please including postal and email addresses for yourself and your co-authors and co-editors. We need to contact you and your co-authors throughout the process and it is helpful to have all your details at the start.
  2. Unique selling points. These help us to focus on what booksellers and customers will find interesting about your book and what makes it different from existing titles. The more points you can provide, the more attractive your book will be.
  3. Readership. Please provide detailed information about the subject interests and level of readers for your book, for example, undergraduate students of sociolinguistics, postgraduate students working in cultural studies or academic researchers interested in tourism and religion. We are looking for information on the main target audience so please don’t include the general reader unless your book is likely to have a large mainstream audience.
  4. Keywords. Think about the sort of search terms people might use when looking for your book. These terms are entered into our database and they are sent out in our data feed to booksellers and retailers.
  5. Conferences. If you’re going to be speaking at or attending a conference, please let us know. We will always try to arrange for publicity for your book to be sent to relevant conferences, particularly if you are giving a talk. It is helpful for us to have as much notice as possible to organise this as it can sometimes take a while to ship books and publicity materials to international conferences.
  6. Social networks. Your own contacts and networks are an invaluable resource. You can post about your book on Facebook, Twitter or other social media sites so that your friends and colleagues know that your book is coming out soon. A few months before publication we will send you a special discount code for preorders so you can encourage people to order the book.
  7. Personal contacts. Please let us know if you have any specific contacts in any national or international media (newspapers, magazines, radio etc) who are likely to review or feature your book. This may not be relevant for all books, but if your book is related to a topic that is often covered in the news then it might be picked up. Similarly, please list any details of relevant organisations, groups or societies which might be interested in your book.
  8. Book prizes. If your book is eligible for any prizes or awards, please let us know. We are always happy to enter your book providing it meets all the entry criteria.
  9. Complimentary copies. We are happy to send up to 5 hard copies and 5 ebooks of your book to people of your choice. We usually suggest that you list influential people in your field who will be interested in your work and may help promote it, but really the choice is yours!
  10. Any other marketing ideas? If you have any other ideas for marketing your book, we are always happy to work with you on these. Just provide any suggestions you might have along with relevant details on the questionnaire and we’ll do our best to make it happen!

If you have any other queries about your author questionnaire, please contact your commissioning editor.

 

We Speak Up: Firsthand Experiences of Gendered Language

This month we were very excited to publish Speaking Up by Allyson Jule – a book that looks at how language use and related ideas about gender play out in the home, workplace and online. In this post the MM team considers their own experiences with language and gender.

Elinor

One of the most frustrating thing about sexist language is that it is so ingrained in people’s everyday speech that they are often completely unaware of the significance and implications of the words they use. One word that particularly infuriates me is that of ‘manning’ a stand. As we attend conferences a lot and the majority of our staff is female I really take objection when people use the verb ‘to man.’ While many people wouldn’t necessarily be offended by it, I feel that it is very easy to use the word ‘staffing’ instead which removes the gender connotation completely.

Another issue that I often face is that of titles. Frequently, I am asked whether I’m ‘Miss’ or ‘Mrs’ and when I reply ‘neither’ people are sometimes confused. I’m glad that the term ‘Ms’ exists in English so that I have an alternative to Miss and Mrs but I really don’t see why women should be forced to use a title to denote their marital status when men do not. As a married woman who hasn’t taken my husband’s name, neither Miss or Mrs is correct but I still find Ms is not an option that is always available or that everyone even understands. I would be happy if we did away with titles completely as in my mind it only confuses people and creates an impression of inequality between the sexes.

Tommi

The recent publication of Speaking Up has given me a few moments to pause and reflect on my own use of language in my professional life, and how this might be seen by other people. One of the habits that I have been trying to train myself out of for years has been referring to my female colleagues collectively as “the girls”….

The term arose years ago when we had a larger office, and the majority of the staff and directors were tending closer to retirement age. We had a new intake of younger staff members, who happened to be women. Often my mum, Marjukka Grover, then editorial director, would say something like “are the girls coming to lunch?”. The term stuck, and was a lighthearted way of referring to a group of colleagues and distinguishing the younger ones from the older ones.

Fast forward 15 years, and those “girls” are now Editorial Director, Head of Production and Head of Marketing themselves, and have been joined by another two extremely capable women. They all know very well that I have the utmost respect for them, and that without them this business would be in desperate trouble. I manage mostly to refer to them outside the office as “my colleagues”, but every now and again, usually when we are talking about something social rather than business related, I’ll call them “the girls” and I’ll kick myself for doing it. Will I ever be able to train myself completely out of this habit? I doubt it, although I am getting better, and since one of my colleagues recently commented that she really hates that term, I will try even harder in the future. If any of you catch me using the term, please feel free to challenge me!

Anna

At 20 weeks pregnant with my elder daughter, I’d just found out at a scan that everything was ok with the baby, and that she was a girl. I decided to buy some baby clothes to mark the occasion, and so I took myself to Mothercare to buy some vests and sleepsuits. It was like stepping into another world – the baby clothes were rigidly divided by gender, pink for girls and blue for boys (my mum bought a set of blue sleepsuits with penguins on them for my daughter to the absolute horror of the shop assistant, who kept trying to tell her she was making a mistake). The ‘boy’ clothes encouraged boys to do things – drive tractors, fly planes, run fast – or be the boss. The ‘girl’ clothes encouraged baby girls to aspire to be princesses or defined them in relation to other people or how they looked: there were racks and racks of ‘Daddy’s Little Cutie’ vests, or ‘I’m so Pretty’ tops. Having lived up to that point in a feminist bubble, it was a rude awakening to discover that messages about gender equality are still something you have to work hard to instil in your children, in the face of prevailing culture.

My daughter is now nearly 7, and it’s clear that some of her contemporaries, brought up on these messages, have internalised and now believe them. One of her friends was told recently by a classmate that she wasn’t a proper girl as she prefers shorts to summer dresses and enjoys sports. The gradual drip, drip of these judgements hurts both girls and boys, men and women, and it turns out that the stereotyping starts at birth, if not before.

Flo

In our office I’m usually the one who answers the phone when it rings and I’m happy to be gatekeeper if needs be. However, we’ve noticed that when answering a cold call, I am often assumed to be a receptionist (I was even referred to as “just the receptionist” by one cold caller), with no authority, knowledge of the business, or decision-making power. Not only is this very insulting to genuine receptionists (surely it’s a mistake to get off on the wrong foot with the person who has access to the entire company), but as we’ve noticed that when Tommi (or for that matter, a male intern) happens to be the one who answers the phone, he is never taken for a receptionist, it could be argued that it’s an assumption based on my voice being identifiable as a young woman’s. Where I would be fielding question after question about who is in charge of accounts or how do I know my boss isn’t interested (I can see him from my desk waving his arms ‘no’), callers generally seem to accept being dismissed in the first instance by a man.

For more information about Speaking Up please see our website

Speaking Up: Understanding Language and Gender

Are the debates about gender/identity really about language? Why are women’s language and voices policed so much more than men’s? Do women really talk any more than men do?

The language women use (and the language used about them) is as controversial as it has ever been. With the rise of the #MeToo movement, the world is becoming increasingly aware of feminism and gender issues.

This month we published our first book for a general audience, Speaking Up by gender studies expert Allyson Jule, which uses current academic research to tackle the most pressing issues facing feminism today including how language use and related ideas about gender play out in the home, workplace and online.

Covering language and gender use in the media, in education, in the workplace, in religion and in relationships, the book engages with current debates about gender and identity and debunks many myths about women’s language.

Allyson Jule

The book aims to provide readers with an accessible introduction to language and gender with real facts rather than opinions and anecdotes. It examines language use through the lens of gendered expectations and raises many questions such as why women’s language is scrutinised so much more than men’s and why many widely held ideas about language and gender are more complicated than they first appear.

Reviews

“Fascinating and hugely informative, Allyson Jule will make you realise just how powerful language is in creating the gender norms that many of us are trying to battle against. This is a brilliant way to understand how language has shaped women’s experience in a patriarchal world. Timely, rigorous, and so important, Jule’s research gives substance and weight to the current feminist conversation.”

Marisa Bate, contributing editor at The Pool and author of The Periodic Table of Feminism

“A highly accessible beginner’s guide for the era of #MeToo and LGBTQ+, but also of neoliberalism and Trump. It will be a welcome addition to the field of gender and language.”

Mary Talbot, author of Language and Gender

“Reading [this book], we feel that [the author] has studied everything that has ever been said on gendered linguistics; she references Foucault and the Kardashians with equal rigour.”

Florence Holmes, The Bookbag

For more information about this book or to buy a copy please see our website.