Buchbesprechungen • Rezensionsartikel 137 46 (2017) • Heft 1 einer Reflexion der beiden Teile zur Theorie und Empirie, welche noch einmal den hohen Anspruch auf ein forschungsmethodisch einwandfreies Vorgehen unterstreicht. In der Summe handelt es sich bei der Dissertationsschrift um ein sehr lesenswertes Werk, das vor allem durch seine inhaltliche Tiefe in Bezug auf die beschriebenen Konzepte, die Multiperspektivität sowie die hohe Reflexivität hinsichtlich der Forschungsmethodik positiv auffällt, wenngleich m.E. der Aspekt des Sprachenvergleichs im Rahmen der Auffassungen zum Mehrsprachigkeitsbegriff (in Theorie und Empirie) zu kurz kommt und redundante Wiederholungen in den Kapiteln 5 und 6 durch einen Rückbezug der lehrer- und schülerseitigen Aussagen an die Theorie bereits in Kapitel 5 hätten vermieden werden können. Wuppertal M ARCUS B ÄR Barbara P IZZICONI , Miriam A. L OCHER (eds.): Teaching and Learning (Im)Politeness. Berlin and Boston: de Gruyter Mouton 2015, 272 Seiten [€ 99,95]. Over the last few decades, discourse and conversation analysis, ethnomethodology, foreign language teaching and learning and pragmatics have all seen a notable proliferation of research taking a particular perspective on language-in-performance. What all their academic endeavours show is a clear shift from Aristotelian-Leibnizian ways of meaning-making in language to an understanding of meaning in natural language seen primarily as an analogical system, constituted and characterised by culture-specific social practices, activities, morality, beliefs, values, identities, and ideologies of communities of practice. Seminal moments in the theoretical development have included G OFFMAN ’s conception of ‘negative’ and ‘positive face’ and its sociopragmatic elaboration by B ROWN and L EVINSON that excited tremendous interest. It is not surprising, therefore, that in addressing these issues, typically covered by the folk term ‘politeness’, the editors in the collective volume under review give it centre stage. In exploring ways of indexing and regulating social relations in a community and in contemplating teaching and learning these, they put ‘politeness’ onto a sound basis as an empirical science, and all the papers in the volume under review here are exemplary. In the following, I will provide very brief synopses of the nine contributions included, thus not really doing justice to the intricacies and complexities of some of the papers, but I will also try to highlight some of the issues raised and conclude with a very brief overview and evaluation. The contributions in the collective volume clearly address the specialist, but the articles are also written at a level suitable for postgraduates with sufficient prior exposure to discourse analysis or conversation analysis and politeness theory. The contributions discuss topics relevant in a number of (sometimes) divergent disciplines such as language acquisition, language pedagogy and (interpersonal) pragmatics, thus illustrating why the most exciting work in the language sciences today is conducted across disciplinary boundaries. Following an instructive introduction, the volume is split into two sections: (i) (im)politeness in L2 instructional contexts and (ii) ‘teaching’ and ‘learning’ (about) (im)politeness in L1 and L2. The introduction provides the reader with brief information on current research in politeness theory, bridging the gap to aspects of cultural transmission and acculturation in many diverse contexts via a very broad definition of instructional learning and teaching as flexible and adaptive processes in the language classroom. It is both the understanding of language and “(im)politeness as socially disputed, situationally emergent, dialogic and indexical concept” (p. 10), coupled with ways of sensitising the language learner to cultural variability (via awareness-raising Lizenziert für Narr Francke Attempto Verlag GmbH + Co. KG am 27.01.2022 um 08: 06 Uhr Narr Francke Attempto Verlag GmbH + Co. KG 138 Buchbesprechungen • Rezensionsartikel 46 (2017) • Heft 1 techniques or form-focused instruction, for example) that constitute the gist of this volume. Section (i) starts out with a paper by B ELLA , S IFIANOU and T ZANNE entitled “Teaching politeness? ” and is mainly concerned with new ways of teaching politeness in the context of foreign languages. The paper draws on an impressive array of theoretical and practical frameworks, turning the entire endeavour into an eclectic enterprise. With the Common European Framework of Reference for Languages (CEFR 2001, see also below) and B ROWN and L EVINSON ’s rule-, maximand strategy-based approach as cornerstones, ‘politeness’ is grasped as an emergent property of interaction, and this insight leads to a number of suggestions for addressing politeness in the foreign language classroom (i.e. introduction of speech acts as minimal units of discourse, focus on situated discourse with corpus data ‘refined’ for instructional purposes, techniques of awareness-raising, focus on teaching solidarity devices, etc.). The article by G YOGI on “Voices from the Japanese language classroom: Honorifics do far more than politeness” highlights the indexical properties of honorifics in everyday and classroom language, with intermediate learners of Japanese struggling to contribute to the construction of social identities in a ‘proper’ way; learners in this paper are construed as speakers in their own right rather than being viewed as deficient native speakers of Japanese. The paper by R IEGER (“(Im)politeness and L2 socialization: Using reactions from online fora to a world leader’s ‘impolite’ behaviour”) focuses on the teaching and learning of (im)politeness, exemplified by German classes at North American colleges and universities with the aim of enhancing awareness of the socio-cultural and socio-pragmatic situatedness of relational work in particular ‘communities of practice’. P IZZICONI ’s “Teaching and learning (im)politeness: A look at the CEFR and pedagogical research” aims to show that the CEFR (see above) is, at least in its descriptive scheme, sufficiently comprehensive, but evidently unable to grasp all the ‘polite’ subtleties evolving from the interactants’ relational work in intercultural and intracultural encounters. Section (ii) outlines current research into different contexts of use in which (im)politeness manifestations do not constitute learning outcomes in instructional settings, but in which (im)politeness manifestations may give rise to discussions of norms and expectations, and possibly (im)proper exploitations. M APSON ’s “Paths to politeness: Exploring how professional interpreters develop an understanding of politeness norms in British Sign Language and English” introduces concepts such as ‘signed language’, ‘bimodal bilinguals’, ‘code-blending’ or ‘blended transfer’, thus drawing a boundary line between the aural/ oral modality of English and the visual/ spatial one of British Sign Language. Given the fact that meaning construction in dialogue and social interaction, shared attention, cooperative activity and shared cognition are key to meaningful and polite language use in all communities of practice, the paper is able to show that different socialisation paths of deaf sign users and non-deaf language users contribute to different perceptions of norms and expectations. In the paper “”After all, the last thing I wanted to be rude”: Raising of pragmatic awareness through reflective writing”, L OCHER emphasises the need for reflective writing as an established professional practice, both in medical education and elsewhere. She maps out an interdisciplinary research field that encompasses much more than the study of ordinary ‘polite’ forms in doctor-patient communication in that she explores students’ metapragmatic comments (as techniques of meta-pragmatic awareness raising) on face and rapport management, including comments on the transactional, interpersonal and non-verbal dimensions involved. B URDELSKI ’s paper on “Children instructing kin and peers in politeness routines in Japanese” expands the scope of the papers found in this section, dealing with verbal and non-verbal ways of Japanese-speaking children informally socialising other children to politeness, i.e. non-honorific expressions used especially among in-group members. The author explains some ways in which audiovisual recordings of naturally occurring interaction can enrich, sup- Lizenziert für Narr Francke Attempto Verlag GmbH + Co. KG am 27.01.2022 um 08: 06 Uhr Narr Francke Attempto Verlag GmbH + Co. KG Buchbesprechungen • Rezensionsartikel 139 46 (2017) • Heft 1 plement, and provide a framework for future research in interaction studies. In the final paper of the volume (“Epilogue: Impoliteness in learning and teaching”), H OUSE turns specifically to issues in interlanguage pragmatics and pragmatics in language learning and teaching; her focus in this paper is on her integrated multilevel model of (im)politeness, claiming that impoliteness in particular is an important form of social practice that deserves proper treatment in foreign language classrooms. Working at the intersection of theoretical, experimental and data-based and data-driven approaches, the research presented in this volume inspires the reader to look beyond disciplinary boundaries and to observe language-in-use from angles well-established in pragmatics, sociology, foreign language teaching and learning, interlanguage pragmatics, etc., simultaneously marking the maturity of the research field. The synthesis of different viewpoints is one of the strengths of the volume, leading to processes of cross-fertilisation on the part of the reader and the scholar. The volume isolates several helpful insights from different disciplines and suggests areas for future research, either implicitly or explicitly. On the whole, well-readable papers predominate in the volume; but this is also to say that not all contributions are appealing to the novice or the expert to the very same degree. Everybody who has edited a collection of papers knows how difficult it is to bring different viewpoints and methodologies into a reasonable structure; the editors of this volume have succeeded well in this respect. Given that so many papers share the ‘politeness’ modifier in their titles, one might fall under the impression that there is a consistent model of politeness that unites all the contributions in the volume. Unfortunately, a couple of ‘polite’ approaches to interaction often draw inconsistently and ambiguously from a range of first and second-generation ‘politeness’ models and weld them together, thereby retaining such ill-conceived distinctions as between ‘linguistic politeness’ and ‘non-linguistic politeness’, or should it rather be ‘face work’, ‘face management’ or ‘rapport management’? The inconsistent employment of different ‘politeness’ terms and frameworks, however, does not brush aside the important and laudable advances made in the fields covered in the volume. Hannover R AINER S CHULZE Claudia S CHLAAK : Fremdsprachendidaktik und Inklusionspädagogik. Herausforderungen im Kontext von Migration und Mehrsprachigkeit. Stuttgart: Ibidem 2015 (Reihe: Romanische Sprachen und ihre Didaktik, Band 55), 154 Seiten [€ 24,90] Claudia Schlaak appelliert in der vorliegenden Arbeit dafür, Inklusion nicht nur auf Lernende mit Behinderung jeglicher Art zu beziehen, wie es ihrer Aussage nach aufgrund der Verbindung zur UN-Behindertenrechtskonvention noch oft geschehe, sondern auch auf mehrsprachige Lernende mit Migrationshintergrund. Hintergrund dieses Appells ist die Überzeugung, dass Inklusion in der Schule die Toleranz und Anerkennung von Verschiedenartigkeit innerhalb der Gesamtgesellschaft fördert. Dies sei derzeit besonders bedeutsam, da vor dem Hintergrund kriegerischer Handlungen z.B. in Syrien, im Irak und Afghanistan die nach Deutschland geflüchteten Kinder und Jugendliche beschult werden müssen. Eine gemeinsame Beschulung dieser Kinder stellt eine erhebliche Herausforderung für das deutsche Bildungs- und Schulsystem dar (S. 10). Die Studie ist in drei Teile gegliedert: In Teil I beschäftigt sich Schlaak zunächst mit theoretischen Grundlagen von Inklusion sowie Mehrsprachigkeit und Migration. In Teil II werden Umsetzungs- und Gestaltungsmöglichkeiten einer inklusiven Mehrsprachigkeits- und Fremd- Lizenziert für Narr Francke Attempto Verlag GmbH + Co. KG am 27.01.2022 um 08: 06 Uhr Narr Francke Attempto Verlag GmbH + Co. KG