These representative examples of books by Department of Linguistics faculty members reflect the broad scope of scholarly inquiry that our curriculum inspires.
In a new book, French professor and linguistics graduate faculty member Eric Louis Russell shows that neo-positive masculinity combines elements of dominance, normativity, and androcentrism. This book examines the linguistic and discursive mechanisms that realize the mythological American Alpha Male. Providing an in-depth dissection of corpora from an online sociocommercial community, a pop-psychology guru, and fictional gay erotica, it unravels the ways language, gender, and hegemony play out in this ideological figure of neopositive, essentialist masculinity.
In this book, Professor Almerindo Ojeda offers a unique perspective on linguistics by discussing developing computer programs that will assign particular sounds to particular meanings and, conversely, particular meanings to particular sounds.
In this book, Professor John A. Hawkins argues that major patterns of variation across languages are structured by general principles of efficiency in language use and communication. Evidence for these comes from languages permitting structural options from which selections are made in performance, e.g.
UC Davis linguists and Department of Linguistics alumni feature prominently in The Oxford Handbook of Sociolinguistics. UC Davis faculty members Janet Shibamoto-Smith (Anthropology), Karen Watson-Gegeo (Education), Eric Russell Webb (French), and Robert Bayley (Linguistics) contributed chapters, as did Ph.D.
The role of language in our collective construction of ‘normal’ bodies is explored critically in this book. Addressing a range of concerns linked with visible and invisible, chronic and terminal conditions, the volume probes issues in and around patient and caregiver accounts.
This book by Professor Julia Menard-Warwick brings the voices of teachers into the fierce debates about language ideologies and cultural pedagogies in English language teaching. Through interviews and classroom observations in Chile and California, this study compares the controversies around English as a global language with the similar cultural tensions in programs for immigrants.
