This edited book addresses ways in which "bodies" conceived broadly get languaged, and ways in which ideas of "normalcy" and "normal" bodies are held in place and reproduced. The articles show how it is through this medium that people with ailments or "unusual" bodies get positioned and slotted in certain ways. Calling attention to a host of discourses biomedical, societal, poststructuralist the chapters pierce the general veil of silence that we have collectively drawn regarding how some of our most intimate body (dis)functions impact our everyday living and sense of "normalcy."

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Why do questions about idioms often leave us "tongue-tied" in our classrooms? This book takes a look at learning and teaching idioms from two perspectives. First is a survey of recent work on learning and teaching idioms from diverse perspectives in the linguistics and educational research literature. The survey includes definitions of idioms from theoretical and pedagogical literature, focusing in particular on cognitive, cross-linguistic, and socialconstructionist research. Second is a summary and critique of idiomtextbooks and classroom practices from around the world.