Designed for students attending fashion university courses, this book provides an introduction to the language(s) of fashion from a linguistic and cultural point of view. Starting from a corpus-based enquiry of lexical, syntactic and textual features of English for fashion, the first part helps students learn the peculiarities of this technical language which they should master in order to communicate in their professional filed. On the other hand, the cultural analysis of the language(s) that clothing speaks is aimed at 'unpicking' the notions of fashion and communication to see how they are constructed and put together. In so doing, the book examines what sorts of statements clothing makes, what kinds of communication are involved in and of what kind or model of culture or stereotype, fashion and clothing are cultural phenomena, through a bata-based analysis of the most persuading means of communication: fashion advertising. The second part looks like a glossary of clothing terminology, full of images of various basic garments and parts of them, together with their corresponding name and detailed description. Each garment is analysed as follows: a brief introduction to it following a linguistic, socio-cultural and historical approach, then for each style of the outfit under question (i.e. basic, elegant, casual, and trendy) a detailed terminology is provided which also comprises the different names of lines, fabrics, patterns and colours, details and accessories an item can be made of or embellished with. The third part which is a more practical section acts as a 'zip' by coming back into fashion(able) wor(l)d through activities and exercises designed to help students learn and increase the efficiency of their communication on international stages.

Based on our experience of teaching English to undergraduate students in Primary Education at the University of Bari, this paper aims to explore PPETs’ understanding of the use of such authentic material as fiction, non-fiction, folktales, fairy tales which can lead teachers in general to deconstruct most of the stereotypes on major vs minor ethnic groups, white vs black people(s) that have frequently been passed down from generation to generation as a result of ignorance and misunderstanding. Specifically, we propose a wider range of options based on the importance of using literature in the classroom – that portrays a variety of cultures, themes and views – as one of the most powerful didactic strategies to shape good practices in teaching English for primary school children.