The Introduction is a chapter-length outline of the of the book which does more than simply summarise. Though not exhaustive, it includes both explanation and discussion of the historical context of Brexit and Brexitspeak, combined with a description of the linguistic tools of analysis. The starting point is that without language politics could not happen, so it is essential to understand how language works in general and how it is strategically deployed by politicians. In this chapter populism is discussed as an unwritten ideology best characterised by its demagogic appeal to an idea of ‘the people’ within a nationalist notion of ‘the British people’, at the same time promoting a friend-foe antithesis, stirring up emotion and avoiding reasoned argument. Demagoguery is a little used term in political science but highly relevant to the present state of democracy. Indeed, demagoguery exploits and undermines democracy. It is both an effect and a cause of post-truth politics, where truthfulness and facts are overridden. The final section takes a closer look at the fundamentals of language and language use that are at issue in examining the discourse of Brexit.

Children learn to distinguish registers for different roles: talk as child versus as adult, as girl versus boy, as parent versus child, as teacher, as doctor, marking each “voice” with intonation, vocabulary, and speech acts. They learn to mark gender and status with each role; what counts as polite, how to address different people, how to mark membership in a speech community (e.g., family, school, tennis players, chess players), and how to convey specific goals in conversation. They reply on experts for new word meanings and identify some adults as reliable sources of such information. They mark information as reliable or as second-hand, through use of evidentials. They adapt their speech to each addressee and take into account the common ground relevant to each from as young as 1;6 on. They keep track of what is given and what new, making use of articles (a versus the), and moving from definite noun phrases (new) to pronouns (given). They learn to be persuasive, and persistent, bargaining in their negotiations. They give stage directions in pretend play. And they start to use figurative language. They learn how questions work at school. And they learn how to tell stories.

As children learn more about language, they use it more effectively to achieve their conversational goals. They choose appropriate speech acts, establish joint attention, contribute new information, take up information from others, and take turns. They learn how to enter an exchange among others from as young as age two. Their intrusions in ongoing exchanges typically contain new information. Planning an utterance takes time, and children learn to plan what to say so as to take turns on time. This can be tracked in their answers to yes/no and wh- questions, where they get faster with age. They plan pretend play, assigning roles, assigning actions, and also utterances for each character enacted. They track common ground and design referring expressions for their addressees, and they repeat new words to mark uptake. They distinguish requests from offers, and, on occasion, persist in making repeated requests themselves. They clarify what they mean when asked and offer spontaneous repairs as well. In all this, they track what the others in the exchange say and choose when to enter the exchange themselves.

This chapter discusses a language component that has not received sufficient research attention, that is, pragmatics. The chapter answers socially oriented questions such as How can I make this request politely? and What’s the best way to address this person? The chapter explains how pragmatics knowledge helps learners be aware of the requirements of the larger social context surrounding the language, and understand which grammatical and lexical forms are appropriate and helpful in different social contexts. Different pragmatic knowledge is discussed, that is, sociopragmatics (i.e., knowledge about the context) and pragmalinguistics (i.e., knowledge about specific linguistic forms). In addition, the chapter discusses speech acts, such as requests and compliments, which are used to achieve goals in our daily life by using language appropriately and effectively. The chapter then explains how pragmatics is embedded in our society by discussing illocutionary force and intercultural communicative competence. Finally, the chapter explores different ways of teaching pragmatics.

This chapter traces the fortunes of our modern understanding of ‘belief’ which is deeply informed by its original uses in a religious context. It begins with an account of faith/belief (Greek: pistis) in early Christianity, showing how the primary meanings of the term related to trust rather than intellectual assent. In the medieval period, this social component of faith/belief was formalised in the conception of ‘implicit faith’, which enabled lay believers to affirm abstruse theological doctrines without the requirement of a full intellectual comprehension of what was being affirmed. While it is possible to speak of the propositional content of belief during this period, the identity of the faithful was established more by liturgical practice than assent to doctrinal propositions.

Chapter 9 examines how speech acts associated with ritual can be examined in a replicable way. The chapter makes an argument against ‘identifying’ new so-called ‘ritual speech acts’ ad libitum because such a procedure shuts the door on studying speech acts through which ritual is realised in a replicable way. Instead, it is a more productive practice to identify and describe one’ subject of analysis with the aid of a finite typology of speech acts. The next task is to consider how this speech act is realised in a particular ritual frame. Chapter 9 provides a case study of the ritual phenomenon of ‘admonishing’ in a corpus of ancient Chinese texts. Admonishing represents a ritual realisation type of the Attitudinal speech act category Suggest (do-x)/(not-to-do-x).

Chapter 15 focuses on how language learners develop pragmatic competence in a new language and target culture(s). Through presenting a variety of real-life examples, the authors highlight the importance of teaching language learners what sorts of communication styles they might encounter outside of the classroom and what interactional approachs may be more or less appropriate given these social situations. Both receptive and productive practices for teaching pragmatics are shared at the conclusion of the chapter.

This chapter begins with more historical discussion, in which we sketch the prehistory of the study of the pragmatics and trace a route in the development of expressive meaning from the eighteenth to the twenty-first century. Following an expression coined by Nerlich and Clark, we use the term ‘proto-pragmatics’ to refer to those thinkers who were the first to take the role of context and emotion in language use seriously. The point of so doing is to show that our attempt to introduce affect into the centre of theories of utterance interpretation is actually an act of reintroduction, rather than an original move. The sidelining of affect by theories of communication has not happened in the absence of opposition. We also suggest parallels between the work of Charles Bally of the Geneva school and the work of those involved in the so-called ‘Ordinary Language Approach to Philosophy’ going on in the 1940s at Oxford, whose adherents committed themselves to the study of natural language use rather than the logical formulae of formal languages

This opening chapter first discusses the important position politeness research holds in pragmatics. Four areas of research are selected for the purpose: speech acts, discourse analysis, conversation analysis, and interaction on the Internet, with the overarching aim to show that politeness offers insights for how meaning is made and transmitted in each of these areas. The second part of the chapter is devoted to the discussion on the important role Chinese politeness plays in politeness research in general. Since the notion of Chinese face is a pillar of Brown and Levinson’s notion of face, an in-depth understanding of Chinese face and, subsequently, Chinese politeness, stands to benefit the understanding of Brown and Levinson’s thinking in their theory. In addition, research on Chinese face has been drawing an increasing amount of attention from scholars of politeness in recent decades, accumulating a literature the size of which few other languages can parallel and offering insights to the understanding of politeness that are unique and significant, a thorough exploration of Chinese politeness can inform the field about politeness theorizing.

The chapter investigates the factors motivating the choice of mood in Early Latin indirect questions. Under what conditions would the speaker use the indicative rather than the subjunctive? subjunctive? Some factors have already been identified, such as exclamatory-style phrases, the degree of detachment of the indirect question, the head verb’s meaning and its mood. The present study submits that variation in mood can be motivated by (literary) register and the social identity of speaker and addressee. The question is addressed first by building a complete corpus of indirect questions in Early Latin drama, with each form tagged with the relevant markers (metrical context, status of speaker and addressee, etc.); from this corpus of data, instances in which indicative is most definitely retained as a rule are excluded, and instances are examined in which either mood was in principle allowable, with a view to identifying patterns. Attention is paid to style, metre, character type, and genre. This methodology enables a sociolinguistic approach to the question and considerations about the developments in usage over time.

Over thirty years ago, Frank Klink and I wrote a paper on anarchy, authority, and rule—the first of its kind and a touchstone for subsequent theorizing about states and their relations. We sought to rebut prevailing claims about anarchy as the absence of authority and replace these concepts with a scheme centered on conditions of rule in every society. We identified three forms of rule: hegemony (inspired by Gramsci), hierarchy (drawing on Weber), and heteronomy (inspired by Kant, drawing on liberal theory). We argued that the relations of states exhibit elements of all three forms of rule to the abiding advantage of some few states. There is today a great deal of interest in rule in international relations but less interest in our three-part conceptual scheme. Looking back, I believe it holds up in its own terms but works even better when situated in an overarching framework linking three types of speech acts, derivative types of rules, and correlative forms of rule. I erected this framework in World of Our Making (1989) and reprise it here. I conclude by showing how modernity has reinvigorated status to support sovereign equality, thereby conjoining hegemony and hierarchy in a durably heteronomous world.

Contrary to a view of the Linguistic Landscape (LL) as a collection of road and traffic signs, commercial signage, graffiti inscriptions, and other physical objects, this chapter treats the LL as discourse. In this approach, a visible unit of the LL is understood to mediate between a sign instigator and a sign viewer. The sign viewer is often a passing stranger whom the sign instigator will try to engage as an interlocutor. While the sign viewer’s reply is usually not articulated linguistically, it can be understood in light of the viewer’s subsequent behaviour, understanding, affect, or other modes of reply. The LL unit is seen as a performance which displays text in particular ways that are shaped by the pragmatic intentions of the sign instigator, discourse framing, and LL genre. This perspective argues against the restriction of the LL to written units. Urban diversity in the LL is thus understood in terms of a set of separate but interrelated discourses. In addition to examples of conversational maxims and speech acts at work, the chapter examines the overseas Irish pub as a complex LL genre, using data from New York, Chicago, Montreal, Liverpool, and Vienna.

Chapter 8 presents a case study of an important Type of Talk, namely Opening Talk. The chapter illustrates why the acquisition of speech acts and related Types of Talk is often challenging for learners of English. We report on experiments conducted with Chinese learners of English.

This stage of the journey moves to ‘things speakers do with language’ in communication, covering a broad area from the literal-non-literal distinction and approaches to metaphor, through speech acts, ending with the ‘crossroads’ with ethical and social debates, such as those to do with negotiation and joint construction of meaning, questions of accountability and commitment (also in the case of lying and misleading), as well as politeness and appropriateness, including the use of taboo and offensive language. It offers a glimpse of how these topics benefit from an interdisciplinary manner of research and pauses with ample ‘food for thought’ questions on the way.