In the last decades, the research paradigm of World Englishes has experienced a proliferation of detailed studies of different aspects of Englishes across the world. These descriptions have largely focused on phonological, lexical, morphosyntactic, and, more recently, also pragmatic characteristics of World Englishes. However, the field of figurative language use, as manifest e.g. in conceptual metaphors and idioms, has largely been neglected so far. The English language and its worldwide diversification provides rich potential for looking into aspects of variation in conceptual and linguistic metaphor, and for exploring how the culturally specific settings of the many Englishes may determine some of that variation. Thus, research on metaphor in World Englishes addresses the nexus of language and culture and is therefore a truly interdisciplinary research field located at the interface of Cognitive Linguistics and Conceptual Metaphor Theory, Cultural Linguistics, and World Englishes.

In this seminar, we will first deal with Conceptual Metaphor Theory as a major strand within Cognitive Linguistics and then address recent developments in Cognitive Sociolinguistics and Cultural Linguistics before reviewing the merging research on metaphor in World Englishes. The following main questions will be discussed:

­To what extent are electronic corpora viable sources of data to examine metaphor and figurative language in World Englishes, and what are state-of-the-art approaches to the identification and retrieval of metaphorical expressions and idioms from corpus data?

­What source and target domains can be identified as fruitful for the study of metaphor and idioms in World Englishes (e.g. the conceptualization of emotions, FOOD / EATING as source domains)?

­Can certain types of figurative language serve as markers of nativization / indigenization in World Englishes?

­How do metaphors and idioms relate to underlying differences in cultural conceptualizations in World Englishes?

Required preparatory reading for this class:
Kövecses, Z. (2010), Metaphor. A Practical Introduction. 2nd edition. Oxford: Oxford University Press. Chapters 1 and 14.

This is an advanced course in Linguistic Fieldwork Methods, with a hands-on module in which each students will devise their own fieldwork plan and perform elicitation with a speaker of Zulu. Furthermore, we will discuss some basic theoretical and methodological concepts of linguistic fieldwork: I will introduce the students into a critical approach to fieldwork, based on self-reflection, group discussion and guided readings. Also, we will practice phonetic transcription in several languages using the International Phonetic Alphabet (IPA), and learn the basics of ELAN, a software for linguistic analysis of primary data.
At the end of the course, the student will have acquired:
• General understanding on how to device a fieldwork plan
• Critical reflection on some basic linguistic concepts such as “field”, “speaker”, “language
• Insights into possible methodologies to gather linguistic data
• Hands-on experience in linguistic elicitation with a speaker of Zulu (5 days)
• Basic knowledge of the software ELAN and practice in linguistic transcription in IPA
• Insights into the ethical issues relevant to linguistic fieldwork

In the last decades, the research paradigm of World Englishes has experienced a proliferation of detailed studies of different aspects of Englishes across the world. These descriptions have largely focused on phonological, lexical, morphosyntactic, and, more recently, also pragmatic and cultural-cognitive aspects of World Englishes.

In this seminar we will review recent trends and current research topics and methods in the field (e.g. model formation, lexico-grammatical variation and innovation, pragmatics, and metaphor and idioms). Students will then develop and work on corpus-based empirical research projects in which they examine selected aspects of World Englishes.

Obligatory preparatory reading for this seminar:
Jenkins, Jennifer (2015). Global Englishes. A resource book for students. 3rd edition. London and New York: Routledge. Section A (pp. 1-56)

Language and Cognition (for both BA and MA levels)
How do we produce and interpret language? By human brains. This means that for any enterprise that enhances human comprehension and knowledge, what goes on inside individuals’ heads must be a prime concern.
In this course, we will draw on sights and tools from cognitive science, cognitive linguistics, and cognitive psychology to explore the links between language, cognitive, and social/political action. Among the topics we will discuss are frame semantics, conceptual metaphor theory, conceptual binding and neural reuse, relevance theory, the discourse-knowledge interface, systems of the human mind, categorization, moral-political reasoning, cognitive grammar, contextualization, mental models of events, discourse (language use) and gender, power abuse and manipulation, and identity construction.
Here, the term 'language' is extended to include, not just words and sentences, but all forms of symbolic interaction (gesture, sign language, art, architecture, dance, music, etc.).