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This book is about American English, a textbook meant to be a relatively brief, highly teachable volume designed for undergraduate courses in the area. The Emergence and Development of American English ( EDAE ) is meant to be an all-in-one volume, and so it includes introductory treatment of basic terms and concepts for language study in the first two Appendices. EDAE takes a historical perspective in that it offers a set of chapters that bring readers from the origins of English up to the present day in America. It also has chapters that flesh out the modern situation for American English: regions, social groups including a separate chapter on African American English, heritage languages, and Standard American English. The book is meant for undergraduates who lack training in English language studies or training in linguistics but of course can also be used by people who have more training. EDAE is designed for global readers, with an awareness throughout of the global reach of American English. There is a strong demand for new approaches suitable for a wide range of faculty with some training in language studies who want more comprehensive modern coverage. These teachers will benefit from the structure of chapters, modeled after the structure in the Cambridge Introductions to the English Language series (CIEL). This book is a companion for The Emergence and Development of English in CIEL, a brief but general coverage of history of the English language, and EDAE provides more audio and computer opportunities for teachers and students. The key challenge for students and instructors in EDAE will be the incorporation of the science of complex systems into the mainstream coverage of American English. The book pursues a narrative thread throughout the chapters on “ emergence. ” Emergence is the key term from the study of complex systems, a new (literally only a few decades old) science currently useful in physics, genetics, evolutionary biology, and economics, but also a perfect fit for the humanities. The science of complexity describes how massive numbers of random interactions can give rise to order, self-organization of regularities that “ emerge ” from the interactions without specific causes. The drive of twentieth-century linguistics to make the study of language more scientific by means of grammatical and exceptionless “ rules ” has never been as successful as linguists might have hoped. The reason is that speech, language in use, is a complex system, as demonstrated from first principles and copious evidence in the author ’ s The Linguistics of Speech (2009) and Language and Complex Systems (2015), foundational books in the field. Exploring Linguistic Science (Burkette and Kretzschmar 2018) is a complete textbook meant to offer an easy introduction to complexity science and linguistics. Emergence in American English is not once-and-done; it continues in every place where Americans talk or write, in every locality and in every kind of conversation or text. Thus, in this book, while the text will apply the common terms and concepts of contemporary language study and linguistics, the story of the language will be about continual emergence and re-emergence of lexical, phonological, grammatical, and discourse forms of English out of the interaction of its speakers and the contingencies of their history. Complex systems are adaptable and so this method predicts linguistic change. The central aim of EDAE is to produce a compelling account of American English that does not leave out the people in favor of paradigms and rules, and that casts the important facts of the language as regularities that exist within a matrix of variation, subject to continual change. Of course, this book may be taught without engaging with complex systems if an instructor wishes to do so. The subject of complex systems is explained briefly and non-technically in Chapter 2 ; additional aspects of complex systems will be introduced in later chapters, but nowhere are students and their instructors subjected to heavily mathematical or otherwise technical discussion. Complex systems can describe the process by which we perceive our language behavior to be associated with our communities and practices; thus, the study of speech as a complex system addresses language as an aspect of culture that emerges from human interaction. The key point about the nonlinear A-curve and the property of scaling (see Chapter 2 ), signs that a complex system has operated in a speech community, is that these are understandable on a conceptual basis. Moreover, the book cannot replace normal linguistic terminology because the complex systems approach leads to discussion of emergence, and exactly what has emerged in the language must be described in linguistic terms, introduced in basic terms and concepts in Appendix 1 and Appendix 2 for those who have not encountered them. These discussions are quite compressed, and so they provide a framework for teachers to explain using their own backgrounds, not a comprehensive resource about linguistics. A more thorough and detailed approach to complex systems in relation to linguistic terms and concepts can be found in Exploring Linguistic Science (Burkette and Kretzschmar 2018). The point to emphasize about EDAE is that the theme of emergence will not throw the baby out with the bath water. This book is unique in its historical approach, and covers the same linguistic ground as other American English textbooks, but through emergence it does a much better job than other texts of talking about natural and inevitable change in the language, and about the fact that English is different in different places and social situations even while we can still talk about it as one language. Emergence provides an improved quantitative model for sociolinguistic analysis of language in communities (see Chapter 10 ), so that sociolinguists might reconsider some findings in a new light. Emergence also offers historical linguists an improved way to think about evident variation in the historical record. Complex systems does not replace sociolinguistics and historical linguistics, but instead stands beside them with the chance of improving our understanding of social and historical change. Complexity science tells us what change really means in quantitative terms, rather than the qualitative view of structural change often applied in linguistics. While some students (and teachers) may think originally that EDAE as a title refers to the progressive march of English towards its contemporary institutional standard, they will learn that the complex system of speech offers instead a richer description of our language in which the institutional standard is only a part. Appendix 3 is different in that it explains how to use data from the Linguistic Atlas Project (LAP). LAP is the oldest and largest survey research project on American English. It has collected information about Americans ’ everyday words, pronunciations, and grammatical choices in thousands of interviews across the country. Most of these interviews are concentrated east of the Mississippi River, in America ’ s area of highest population density. The LAP website provides a great deal of this data, in text, audio, and images. The website has different parts, a Data Download Center and the LICHEN user interface, to provide the data to users. Appendix 3 describes access to these sections. It also provides detailed instructions about using Excel (or similar programs) to access all the data provided in spreadsheet form. These instructions will also enable readers to create their own spreadsheets and analyze them, based on their experience with LAP data. Students can test their skills on a series of exercises, enough that instructors can assign one exercise per chapter as students progress through the full text. The Computer Exercises in Appendix 3 take students from introductory exploration of the LAP website in the earlier exercises, to the opportunity to do their own research on data from the site. While each individual student ’ s findings may be unpredictable, use of the structured exercises by the author in classes over many years has shown that, in a class of students, their overall findings always go along with the teaching in the text. Appendix 3 thus does for linguistic analysis what is meant by the old saying, “ if you give someone a fish you feed them today, but if you teach someone to fish you feed them for a lifetime. ” Appendix 3 looks forward to students and teachers doing their own research through instruction about spreadsheets based on LAP. My own experience teaching American English with LAP data is that students really enjoy the chance to look at primary data, and to make their own maps and tables. Each chapter in EDAE is provided with Exercises (according to the CIEL pattern). The volume is also provided with online audio supplements (available at www.cambridge.org/williamakretzschmar ) in addition to its instruction in the use of the online LAP resource. A special section at the end of every chapter offers students a chance to listen to relevant short audio passages. As referenced in the text of the volume, readers and teachers can access many audio samples from Jess Bessinger and Diane Bornstein, A History of the English Language (1973), from Cabell Greet ’ s 1928 recordings, from a 1967 NCTE album that illustrates American speech, and from various LAP projects, in the Cambridge University Press online companion to this volume.