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In this commentary, we discuss common pitfalls associated with the study of race and language, focusing specifically on the recent emergence of raciolinguistics as a frame for these efforts. We examine how raciolinguistics can be taken up in ways that silo discussions of race from the rest of linguistics—as something that the "raciolinguists" do—such that careful study of issues including colonialism, power, and societal hierarchies is perpetually pushed to the margins of the field. We also consider how the nominalization of raciolinguistics can suggest that race and language are agreed upon objects in ways that reproduce troublesome essentializations. We show how a raciolinguistic perspective can resist such tendencies by continually interrogating the colonial reproduction and transformation of modern knowledge projects and lifeways across societal contexts, as well as by continually examining the fundamental nature of language, race, and power. We end with what we see as the implications of a raciolinguistic perspective for all of linguistics. [ABSTRACT FROM AUTHOR]

Abstract: In this commentary on “Memory and Common Ground Processes in Language Use,” I draw attention to relevant work on mindreading. The concerns of research on common ground and mindreading have significant overlap, but these literatures have worked in relative isolation of each other. I attempt an assimilation, pointing out shared and distinctive concerns and mutually informative results. [ABSTRACT FROM AUTHOR]

This paper reports on a study of a teacher development project informed by systemic functional linguistics and its impact on student writing in math and science. The study was conducted with 41 teachers from urban and rural schools enrolled in the project at a university in the US. Data, in the form of survey, interview, instructional planning, classroom observation, and student writing at different stages of teacher development, were analyzed to show impact of the teacher development. The findings indicate that teachers need a functional linguistic perspective to improve their pedagogical practice for teaching writing. A functional approach to teacher development makes an impact on not only development of teachers' knowledge and skills but also students' writing performance in the areas of math and science. [ABSTRACT FROM AUTHOR]

Scholars working in different areas of literary studies have recently developed an interest in how literature deals with the 'deep', evolutionary history of humankind. Cross-fertilizing this line of enquiry with accounts of consciousness representation in cognitive narrative theory, my essay explores literary figurations of prehistoric mentalities and their interpretive ramifications. Through two case studies, Jack London's Before Adam (1906) and William Golding's The Inheritors (1955), I examine how fictional texts may convey the difference between modern-day cognition and the psychological life of our hominid ancestors. By investigating the narrative strategies employed by London (first-person narration, embedded narrative) and Golding (internal focalization), I advance hypotheses about how such devices may guide readers' engagements with the two novellas' protagonists and shape their interpretations. I argue that, while London renders the cognitive specificity of proto-humans in purely negative terms - that is, by subtracting capacities that we tend to associate with Homo sapiens - Golding stages a complex trade-off between archaic and modern mentalities. In different ways, both London's and Golding's novellas can prompt reflection on the cognitive evolution of the Homo genus, potentially involving readers in the challenges of thinking about evolutionary phenomena. [ABSTRACT FROM AUTHOR]

This paper presents findings from a gendered analysis of resident responses to the 2009 Black Saturday bushfires (wildfires) in Victoria, Australia. One hundred and seventy-three people lost their lives in the bushfires and more than 2000 houses were destroyed. Previous research on Black Saturday has largely focused on issues of resident preparedness and response, with limited consideration of the role of gender in household decisions and actions. This paper examines the gendered dimensions of risk awareness, preparedness and response among households affected by the bushfires. Data were collected through in-depth interviews with over 600 survivors and a questionnaire of 1314 households in fire-affected areas. Analysis revealed that women more often wanted to leave than men, who more often wanted to stay and defend property against the bushfires. Nevertheless, findings suggest that broad-brush characterisations of staying to defend as a masculine response and leaving as a feminine response are misguided. Although some women expressed a strong desire to leave, others were resolute on staying to defend. Equally, while some men were determined to stay and defend, others had never considered it an option. Despite this, the research identified numerous instances where disagreement had arisen as a result of differing intentions. Conflict most often stemmed from men's reluctance to leave, and was most apparent where households had not adequately planned or discussed their intended responses. The paper concludes by considering the degree to which the findings are consistent with other research on gender and bushfire, and the implications for bushfire safety policy and practice. [ABSTRACT FROM AUTHOR]

We examined how social cues (the conversational partner's viewpoint) and representational ones (the intrinsic structure of a spatial layout) jointly shape people's spatial memory representations and their subsequent descriptions. In 24 pairs, Directors studied an array with a symmetrical structure while either knowing their Matcher's subsequent viewpoint or not. During the subsequent description of the array, the array's intrinsic structure was aligned with the Director, the Matcher, or neither partner. According to memory tests preceding descriptions, Directors who had studied the array while aligned with its structure were more likely to use its orientation as an organizing direction. Directors who had studied the array while misaligned with its structure used its orientation more frequently as an organizing orientation when knowing that the Matcher would be aligned with it, but used their own viewpoint more frequently as an organizing direction when not knowing the Matcher's viewpoint. Directors also adapted their descriptions strategically, using more egocentric expressions when aligned with the intrinsic structure and more partner-centered expressions when their Matchers were the ones aligned with the structure, even when this information wasn't available in advance. These findings suggest that speakers are guided by converging social and representational cues to adapt flexibly the organization of their memories and the perspectives of their descriptions. [ABSTRACT FROM AUTHOR]