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This paper explores the semantic change of the polysemous Japanese wordatofrom the perspective of metonymy. In order to define how metonymy contributed toato’s semantic development, I employ Peirce’s conception of the sign. I argue that the rise ofato’s meanings reflects the relations between the components of Peirce’s semiotic model; that is,representamen,objectandinterpretant. This account challenges a major previous study by Heine, Claudi and Hünnemeyer that approaches semantic change from the perspective of the conceptual notion “metaphor from metonymy”, putting two aspects, namely family resemblance and unidirectionality, to the fore. While I concur with Panther, who identifies metonymy as an indexical (pointing-to) operation, it will be shown that the crucial factor inato’s semantic change is that indexicality operates in a triadic fashion facilitated by various cognitive processes. That is, Peirce’s “thirdness”, the concept that a sign mediates between theinterpretantand itsobject, is the key to an account ofato’s semantic change.

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standard is upheld, and a monolingual norm is maintained (Ch. 7); cultures are often essentialized and the students are ethinicized (Ch. 8); and finally, while the students stage various forms of resistance, the author cautions that this can further contribute to their failure in school and serve to maintain an unequal socioeconomic order in the long run. Ch. 10 concludes the book. All educators and researchers who are concerned with how inequality is constructed through classroom interaction will benefit from this book.