This Element presents an account of forensic linguistics in Australia since the first expert linguistic evidence in 1959, through early work in the 1970s-1980s, the defining of the discipline in the 1990s, and into the current era. It starts with a consideration of some widespread misconceptions about language that affect the field and some problematic ideologies in the law, which underly much of the discussion throughout the Element. The authors' report of forensic linguists' work is structured in terms of the linguistic, interactional and sociocultural contexts of the language data being analysed, whether in expert evidence, in research, or in practical applications of linguistics in a range of legal settings. The Element concludes by highlighting mutual engagement between forensic linguistic practitioners and both the judiciary and legal scholars, and outlines some of the key factors which support a critical forensic linguistics approach in much of the work in the authors' country.
Researching Forensic Linguistics is an informative, hands-on guide to conducting research in forensic linguistics that can underpin legal and justice practices and address social justice problems involving language. Georgina Heydon takes readers step by step through the research process using case studies that draw on different types of forensic and legal language data such as police interviews, anonymous reports of sexual assault, threatening letters and justice stakeholder interviews. Each chapter is framed by a language problem arising from either forensic linguistic case work or a key issue in language and the law. Up-to-date research methods in forensic linguistics are presented, including authorship attribution using online corpora, practice-based linguistic analysis and experimental techniques. This is an ideal companion for linguists who want to apply their skills to a forensic setting, practitioners in the legal and justice fields seeking to understand how linguistic analysis can support their work, and any student undertaking research in forensic linguistics within English language, linguistics, applied linguistics and legal studies.
This unique volume provides a detailed analysis of Australia’s 300 war crimes trials of principally Japanese accused conducted in the immediate aftermath of the Second World War. Part I contains contextual essays explaining why Australia established military courts to conduct these trials and thematic essays considering various legal issues in, and historical perspectives on, the trials. Part II offers a comprehensive collection of eight location essays, one each for the physical locations where the trials were held. In Part III post-trial issues are reviewed, such as the operation of compounds for war criminals; the repatriation of convicted Japanese war criminals to serve the remainder of their sentences; and reflections of some of those convicted on their experience of the trials. In the final essay, a contemporary reflection on the fairness of the trials is provided, not on the basis of a twenty-first century critique of contemporary minimum standards of fair trial expected in the prosecution of war crimes, but by reviewing approaches taken in the trials themselves as well as from reactions to the trials by those associated with them. The essays are supported by a large collection of unique historical photographs, maps and statistical materials. There has been no systematic and comprehensive analysis of these trials so far, which has meant that they are virtually precluded from consideration as judicial precedent. This volume fills that gap, and offers scholars and practitioners an important and groundbreaking resource.
The teaching of the arts and literacy in schools is often at odds with one another. The desire for schools to improve results on high-stakes testing can lead to a narrow view of literacy rather than one that acknowledges the unique and distinct literacies that exist in other curriculum areas including the arts. With methods of communication becoming increasingly complex, it will be more and more important for students to be able to utilise all semiotic modes. Developing Literacy and the Arts in Schools investigates this key issue in education and offers a solution to the negative relationship between the arts and literacy. Drawing on interview data and evidence from diverse classrooms, it explores the pedagogies of effective arts practitioners and teachers, and how they relate to theoretical frameworks, to unpack the key elements of effective practice related to literacy and the arts. A model of arts-literacies is provided to assist arts and literacy educators in developing a common language that acknowledges and values these distinct arts-literacies. Themes of multimodality, diversity, aesthetics and reflection in relation to the arts and literacy are foregrounded throughout. This book will be of great value to postgraduate students of Education specialising in arts and literacy, education academics, teacher educators, and classroom and preservice teachers.
Dallas Durango fled her stuffy Boston girls' school for the wild West. The runaway heiress dressed as a boy and signed on the Pony Express until virile Quint Randolph rode into the scene. His handsome arrogant manner made Dallas want to shuck her disguise in favor of his steamy glances and hungry lips.
Language and the Law: Global Perspectives in Forensic Linguistics from Africa and beyond is the third volume in a series of books designed to contribute and respond to growing interest in forensic linguistics or language and the law on the African continent. Drawing mostly on contexts where traditional African laws and Western laws are practised side-by-side, and where there are discontinuities between local knowledge systems, belief systems and language practices on the one hand, and official languages of law discourse, conceptualisation and jurisprudence documentation on the other, the chapters in this volume problematise, among other issues, the mediation practices (or lack thereof) of language and legal processes, discourse strategies and complexities in (mis)interpretations in second language court contexts and the miscarriage of justice that these may entail.
This Element presents an account of forensic linguistics in Australia since the first expert linguistic evidence in 1959, through early work in the 1970s-1980s, the defining of the discipline in the 1990s, and into the current era. It starts with a consideration of some widespread misconceptions about language that affect the field and some problematic ideologies in the law, which underly much of the discussion throughout the Element. The authors' report of forensic linguists' work is structured in terms of the linguistic, interactional and sociocultural contexts of the language data being analysed, whether in expert evidence, in research, or in practical applications of linguistics in a range of legal settings. The Element concludes by highlighting mutual engagement between forensic linguistic practitioners and both the judiciary and legal scholars, and outlines some of the key factors which support a critical forensic linguistics approach in much of the work in the authors' country.
Police interviewing is a critical part of the justice process, and more attention is now being paid to training in interview techniques. This new study uses tools drawn from interactional sociolinguistics and conversation analysis for a detailed study of some police questioning of adult suspects, and work undertaken in the training of police in interviewing children. Critical discourse analytic techniques are used in interpreting the outcome and the implications for training are explored.
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