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The purpose of this paper is to find Batak Toba society’s local wisdom of mutual cooperation in Toba Lake area: a linguistic anthropology study.

This research employed qualitative paradigm. As a qualitative research, it employed four methods of data collection, namely in-depth open-ended interview, direct participatory observation, focus group discussion which is often abbreviated as FGD, and written documents. In-depth and open-ended interviews were applied to obtain data from the informants who understand the local wisdom of mutual cooperation, the traditional expressions as the collective memory of mutual cooperation, and the terms of mutual cooperation in Batak Toba society.

Based on the research findings, Batak Toba society has terms for gotong royong (mutual cooperation). They are marsirimpa or marsirumpa (cohesive, in unison, and together). It means that the basic rule of gotong royong (mutual cooperation) in Batak Toba society is the cohesion, synchrony, and togetherness. In other words, gotong royong (mutual cooperation) in Batak Toba society is working cohesively, in unison, and together, which is practiced in the life cycles, livelihood cycles, and public works.

This paper presents a new and significant contribution to the social and economic activity, especially socio-anthropology. People do not consider the implementation of mutual cooperation anymore. They forget that marsirimpa (the local term for mutual cooperation) can be used as a non-material capital to improve the socio-economic development. Marsirimpa can improve the social activity because its main principles are based on the “solidarity” and “harmony.” This research gives contribution economically to the people in the research area (Tippang village) compared to the neighboring area (Bakkara village). People in Tippang village get better income because they believe that many works, for instances, irrigating, paddy planting, until paddy cutting should be done together; they do not need to spend money for workers. Each clan has its own representative to manage irrigation. The activities of land digging and paddy cutting are collectively done. In relation to social anthropology, the tradition around the research area is still maintained because it makes people value the social interaction.

Librarians increasingly encounter decisions related to the use and/or purchase of an expanding body of bibliographic databases. This article examines the coverage of anthropology literatures in major academic indexes widely available in electronic format. Eight databases were selected for comparison, including three subject‐specific indexes, two multidisciplinary social sciences indexes, and three general academic indexes. Indexes were compared for their coverage of a core list of 135 anthropology journals as well as journals relevant to anthropology in other social science disciplines. In addition to journal coverage, several index characteristics were also compared: years of coverage; timeliness; extent of indexing; record structure; search software; and availability of controlled vocabulary, abstracts and full text. It is concluded that each database has relative merits and weaknesses and that these multiple factors must be considered within the context of local conditions in order to determine which database products are appropriate for meeting local information needs.

This paper examines the relationship between linguistic profiling and English language teachers’ career development.

This paper collected data from 20 participants using a qualitative approach. Semi-structured interview guides were used to collect qualitative data on this topic.

After collecting and analyzing the data, the results showed that linguistic profiling results in demotivation and low self-esteem and can spur career development among non-native English teachers.

This paper advances scientific knowledge by providing empirical evidence showing that while linguistic profiling has some negative influences, it can spur career development among non-native English teachers.

The purpose of this chapter is to examine everyday multilingual peer play interactions through their implications for the development of friendships among immigrant children.

Bringing together linguistic anthropology and conversation analysis as methodological approaches, this chapter explores friendship processes among Moroccan immigrant girls in Spain, specifically by analyzing the structure and composition of one such peer group, as well as their multilingual and multimodal interactions.

The main findings are that the multi-age, mixed-expertise composition of this peer group, as well as the semiotically flexible forms of participation and interaction that it encourages, are conducive to remarkably inclusive groups and strong friendships among a diverse group of Moroccan immigrant girls (including, younger and older girls, girls with disabilities and girls with very different immigration histories). Solid inclusive friendships are cemented in this peer interactional environment first because being able to interchangeably negotiate expert/novice participation roles in game interactions affirms feelings of social competence among all the girls, and second because achieving shared understandings in play entails successfully negotiating rules and expectations, which promotes trust and collaboration, while minimizing conflict. The inclusive nature of these girls’ peer-groups contrasts with the exclusion they encounter in other social settings and relationships.

In this sense, this chapter has important implications for understanding immigrant children’s abilities to respond to forms of social exclusion by forming diverse peer groups and strong friendships of their own. These friendships offer them a path to combat the marginalization they experience in other domains of social life.

Applying brand names to international markets remains a challenge to multinational corporations. Consumers’ sociolinguistic backgrounds shape their responses to brand names. This paper uses a sociolinguistic approach as a conceptual framework in understanding brand naming and translating in the Chinese market. The approach promotes that sociolinguistics a) recognizes linguistic competence, b) advances symbolic values imbedded in linguistic forms, and c) renders attached social valence to cultural scrutiny. Three brand‐naming cases in China are presented for discussion, which may benefit multinational corporations on brand decisions involving Chinese consumers.

Purpose – This chapter presents an analysis of a researcher-led follow-up activity during an early childhood reading lesson that was aligned with a gradual release of responsibility (GRR) model. Particularly, the authors seek to understand how students used their language(s) in this lesson, how they described particular linguistic decisions, and how language could be further conceptualized in such events.

Design/Methodology/Approach – The authors develop a telling case (Mitchell, 1984) from the guided instruction portion of a lesson to make salient theoretical connections between metacognitive strategies taught in early literacy and metalinguistic knowledge theorized from the field of linguistic anthropology. The lesson was video recorded for interactional analysis. The video recording was also used to stimulate recall and allow students to reflect on their own language use.

Findings –Through the telling case, the authors use language socialization as a lens to understand the way students represent story retell with physical objects. Though some students do not use the school-based conventionalized form of retelling, they do engage in retelling by using a variety of other forms. The authors highlight through the case that the metacognitive strategy of story retell is distinct from the abstract linear, left-to-right representation of sequencing of events.

Research Limitations/Implications – This study suggests that further attention is needed to theorize the relationship between reading strategies and forms of representation in multilingual preschool contexts. In particular, the very notions of literacy and language need to be nuanced through conversations among multiple disciplines.

Practical Implications – Practitioners are encouraged to attend to the differences between metacognitive strategies that are useful for reading comprehension and the expected styles of representation. Teachers can consider leveraging the communicative repertoires of emergent bilingual students as they accomplish early literacy activities, thereby, potentially offering further scaffolds for learning reading strategies.

Originality/Value of Paper – This chapter brings nuance to the GRR model by demonstrating that there is a difference between the GRR of metacognitive strategies in reading instruction and the way they are represented through diverse semiotic repertoires.

This chapter will examine ideological debates currently taking place in academics. Anthropologists – and all academic workers – are at a crossroads. They must determine what it means to “green the academy” in an era of permanent war, “green capitalism,” and the neoliberal university (Sullivan, 2010). As Victor Wallis makes clear, “no serious observer now denies the severity of the environmental crisis, but it is still not widely recognized as a capitalist crisis, that is, as a crisis arising from and perpetuated by the rule of capital, and hence incapable of resolution within the capitalist framework.”