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In this article I examine ways in which emotional distance is narrated in autobiographical accounts of language learning and then I suggest how these insights might inform the pedagogic goal of integrating creativity and emotion in language teaching. Citing extracts from autobiographical interviews (with British adults who had learnt French or German) I show how learners valorize the language learning experience, both linguistically (through ludic engagement with new semiotic resources) and culturally (through self-positioning as cosmopolitan outsiders). My claim is that this type of narrative

Psycholinguistics --- Pragmatics --- Language and emotions --- Historical linguistics --- Language and emotions. --- Emotive (Linguistics) --- Emotions and cognition.

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In this article I examine ways in which emotional distance is narrated in autobiographical accounts of language learning and then I suggest how these insights might inform the pedagogic goal of integrating creativity and emotion in language teaching. Citing extracts from autobiographical interviews (with British adults who had learnt French or German) I show how learners valorize the language learning experience, both linguistically (through ludic engagement with new semiotic resources) and culturally (through self-positioning as cosmopolitan outsiders). My claim is that this type of narrative

Language and emotions. --- Emotive (Linguistics) --- Emotions and cognition. --- Cognition and emotions --- Cognition --- Affective meaning (Linguistics) --- Emotive meaning (Linguistics) --- Semantics --- Connotation (Linguistics) --- Emotions and language --- Emotions --- Psycholinguistics

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This book is open access under a CC BY 4.0 license and reports on research carried out as part of the European Union co-funded C.O.N.T.A.C.T. project which targeted hate speech and hate crime across a number of EU member states. It showcases the bearing that discourse analytic research can have on our understanding of this phenomenon that is a growing global cause for concern. Although ‘hate speech’ is often incorporated in legal and policy documents, there is no universally accepted definition, which in itself warrants research into how hatred is both expressed and perceived. The research project synthesises discourse analytic and corpus linguistics techniques, and presents its key findings here. The focus is especially on online comments posted in reaction to news items that could trigger discrimination, as well as on the folk perception of online hate speech as revealed through semi-structured interviews with young individuals across the various partner countries.

Linguistics. --- Social media. --- Discourse analysis. --- Corpora (Linguistics). --- Social justice. --- Human rights. --- Discourse Analysis. --- Corpus Linguistics. --- Social Media. --- Social Justice, Equality and Human Rights. --- Basic rights --- Civil rights (International law) --- Human rights --- Rights, Human --- Rights of man --- Human security --- Transitional justice --- Truth commissions --- Equality --- Justice --- Corpus-based analysis (Linguistics) --- Corpus linguistics --- Linguistic analysis (Linguistics) --- Discourse grammar --- Text grammar --- Semantics --- Semiotics --- User-generated media --- Communication --- User-generated content --- Linguistic science --- Science of language --- Language and languages --- Law and legislation --- corpus linguistics methods --- discourse analytic research --- hate speech research --- C.O.N.T.A.C.T. project European Union --- hate speech in reaction to news --- discourse analysis of social media --- racism in online comments forum