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Second Language Writers' Text: Linguistic and Rhetorical Features (ESL & Applied Linguistics Professional Series)
by Eli HinkelThis comprehensive and detailed analysis of second language writers' text identifies explicitly and quantifiably where their text differs from that of native speakers of English. The book is based on the results of a large-scale study of university-level native-speaker and non-native-speaker essays written in response to six prompts. Specifically, the research investigates the frequencies of uses of 68 linguistic (syntactic and lexical) and rhetorical features in essays written by advanced non-native speakers compared with those in the essays of native speakers enrolled in first-year composition courses. The selection of features for inclusion in this analysis is based on their textual functions and meanings, as identified in earlier research on English language grammar and lexis. Such analysis is valuable because it can inform the teaching of grammar and lexis, as well as discourse, and serve as a basis for second language curriculum and course design; and provide valuable insight for second language pedagogical applications of the study's findings.
Second Language Writers' Text: Linguistic and Rhetorical Features (ESL & Applied Linguistics Professional Series)
by Eli HinkelThis comprehensive and detailed analysis of second language writers' text identifies explicitly and quantifiably where their text differs from that of native speakers of English. The book is based on the results of a large-scale study of university-level native-speaker and non-native-speaker essays written in response to six prompts. Specifically, the research investigates the frequencies of uses of 68 linguistic (syntactic and lexical) and rhetorical features in essays written by advanced non-native speakers compared with those in the essays of native speakers enrolled in first-year composition courses. The selection of features for inclusion in this analysis is based on their textual functions and meanings, as identified in earlier research on English language grammar and lexis. Such analysis is valuable because it can inform the teaching of grammar and lexis, as well as discourse, and serve as a basis for second language curriculum and course design; and provide valuable insight for second language pedagogical applications of the study's findings.
Spanish Culture and Society: The Essential Glossary
by Barry JordanFirst published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Spanish Culture and Society: The Essential Glossary (The\essential Glossary Ser.)
by Barry JordanFirst published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.
Syllables In Tashlhiyt Berber And In Moroccan Arabic (International Handbooks of Linguistics #2)
by F. Dell M. ElmedlaouiThis book is intended primarily as an original contribution to the investi gation of the phonology of the two main languages spoken in Morocco. Its central topic is syllable structure. Our theoretical outlook is that of generative phonology. Most of the book deals with Tashlhiyt Berber. This language has a syllable structure with properties which are highly unusual, as seen from the vantage point of better-studied languages on which most theorizing about syllabification is based. On the one hand, complex consonant sequences are a common occurrence in the surface representations. On the other hand, syllable structure is very simple: only one distinctive feature bundle (phoneme) may occur in the onset, the nucleus or the coda. The way these two conflicting demands are reconciled is by allowing vowelless sylla bies . Any consonant may act as a syllable nucleus. When astring is syllabified, nuclear status is preferentially assigned to the segments with a higher degree of sonority than their neighbours. Consider for instance the expression below, which is a complete sentence meaning 'remove it (m) and eat it (m)': /kks=t t-ss-t=t/ [k. st. s . t:"] . k. k~t. t. s. . slt. The sentence must be pronounced voiceless throughout, as indicated by the IPA transcription between square brackets ; the syllabic parse given after the IPA transcription indicates that the sentence comprises four syllables (syllable nuclei are underlined). The differences between the dialects of Berber have to do primarily with the phonology and the lexicon.
Teaching and Learning in a Multilingual School: Choices, Risks, and Dilemmas (Language, Culture, and Teaching Series)
by Tara Goldstein Gordon Pon Timothy Chiu Judith NganTeaching and Learning in a Multilingual School: Choices, Risks, and Dilemmas is for teachers and teacher educators working in communities that educate children who do not speak English as a first language. At the center of the book are findings from a four-year critical ethnographic case study of a Canadian high school with a large number of emigrant students from Hong Kong and rich descriptions of the multitude of ways teachers and students thought about, responded to, and negotiated the issues and dilemmas that arose. The solutions and insights they derived from their experiences of working across linguistic, cultural, and racial differences will be extremely valuable to educators in other locales that have become home to large numbers of immigrant families. The book is designed to help readers think about how the issues and dilemmas in the case study manifest themselves in their own communities and how to apply the insights they gain to their own teaching and learning contexts: * Each chapter includes four components: an excerpt from the ethnographic study; an analytic commentary on the ethnographic text drawn from a variety of theoretical perspectives and academic disciplines (including interactionist sociolinguistics, language minority education, English as a Second Language education, critical literacy, anti-racist education, and critical teacher education); a pedagogical discussion; and suggestions for further reflection and discussion. * The book features the use of ethnographic play writing to engage readers with the issues that arise in multicultural/multilingual schools. The author's play Hong Kong, Canada is included in its entirety and is used to stimulate further discussion of the issues raised in each of the chapters. * Although it is organized around two different kinds of schooling dilemmas--dilemmas of speech and silence, and dilemmas of discrimination--everyday dilemmas of curriculum and assessment are also discussed throughout the book. * A methodological discussion of the choices the author made while designing, conducting, and writing up the critical ethnographic case study makes the book useful in qualitative research methodology courses. * A set of strategies and activities is provided for helping students develop English oral presentation skills.
Teaching and Learning in a Multilingual School: Choices, Risks, and Dilemmas (Language, Culture, and Teaching Series)
by Tara Goldstein Gordon Pon Timothy Chiu Judith NganTeaching and Learning in a Multilingual School: Choices, Risks, and Dilemmas is for teachers and teacher educators working in communities that educate children who do not speak English as a first language. At the center of the book are findings from a four-year critical ethnographic case study of a Canadian high school with a large number of emigrant students from Hong Kong and rich descriptions of the multitude of ways teachers and students thought about, responded to, and negotiated the issues and dilemmas that arose. The solutions and insights they derived from their experiences of working across linguistic, cultural, and racial differences will be extremely valuable to educators in other locales that have become home to large numbers of immigrant families. The book is designed to help readers think about how the issues and dilemmas in the case study manifest themselves in their own communities and how to apply the insights they gain to their own teaching and learning contexts: * Each chapter includes four components: an excerpt from the ethnographic study; an analytic commentary on the ethnographic text drawn from a variety of theoretical perspectives and academic disciplines (including interactionist sociolinguistics, language minority education, English as a Second Language education, critical literacy, anti-racist education, and critical teacher education); a pedagogical discussion; and suggestions for further reflection and discussion. * The book features the use of ethnographic play writing to engage readers with the issues that arise in multicultural/multilingual schools. The author's play Hong Kong, Canada is included in its entirety and is used to stimulate further discussion of the issues raised in each of the chapters. * Although it is organized around two different kinds of schooling dilemmas--dilemmas of speech and silence, and dilemmas of discrimination--everyday dilemmas of curriculum and assessment are also discussed throughout the book. * A methodological discussion of the choices the author made while designing, conducting, and writing up the critical ethnographic case study makes the book useful in qualitative research methodology courses. * A set of strategies and activities is provided for helping students develop English oral presentation skills.
Themes in Arabic and Hebrew Syntax (Studies in Natural Language and Linguistic Theory #53)
by JAMAL OUHALLA and UR SHLONSKYThe aim of this enterprise is to assemble together in one volume works on various syntactic aspects of Arabic and Hebrew, in the hope that it will spur further comparative work within the Semitic family at the level of richness achieved in other language families such as Germanic and Romance. Although a substantial amount of work on the syntax of Arabic and Hebrew already exists in various forms, volumes of the type we have attempted are still practically non-existent. Moreover, apart from some notable exceptions, existing studies rarely take a systematic within-family comparative stance towards the phenomena they discuss, although cross-references between studies on Arabic and Hebrew are not uncommon. Obviously, we would ideally have preferred the volume to include papers on numerous other Semitic languages, including the languages of the Ethio Semitic branch as well as numerous spoken varieties of Arabic that have yet to be explored. Unfortunately, this was not possible due to circumstances beyond our control. We very much hope that the existence of this volume will make more inclusive volumes on the syntax of the Semitic languages only a matter of time.
Thinking French Translation: A Course In Translation Method-french To English (Thinking Translation Series (PDF))
by Sándor Hervey Ian HigginsThe new edition of this popular course in translation from French into English offers a challenging practical approach to the acquisition of translation skills, with clear explanations of the theoretical issues involved. A variety of translation issues are considered including: *cultural differences *register and dialect *genre *revision and editing. The course now covers texts from a wide range of sources, including: *journalism and literature *commercial, legal and technical texts *songs and recorded interviews. This is essential reading for advanced undergraduates and postgraduate students of French on translation courses. The book will also appeal to wide range of language students and tutors. A tutors' handbook offering invaluable guidance on how to use the text is available for free download at http://www.routledge.com/cw/thinkingtranslation/
Values in English Language Teaching
by Bill JohnstonThis book offers a new perspective on language teaching by placing moral issues--that is, questions of values--at the core of what it is to be a teacher. The teacher-student relation is central to this view, rather than the concept of language teaching as merely a technical matter of managing students' acquisition of language. The message is that all language teaching involves an interplay of deeply held values, but in each teaching situation these values are played out in different ways. Johnston does not tell readers what to think, but only suggests what to think about. Values in English Language Teaching explores the complex and often contradictory moral landscape of the language classroom, gradually revealing how teaching is not a matter of clear-cut choices but of wrestling with dilemmas and making difficult decisions in situations often riven with conflict. It examines the underlying values that teachers hold as individuals and as members of their profession, and demonstrates how those values are played out in the real world of language classrooms. Matters addressed include connections between the moral and political dimensions in English language teaching, and between values and religious beliefs; relationship(s) between teacher identity and values; the meaning of professionalism and how it is associated with morality and values; the ways in which teacher development is a moral issue; and the marginality of English language teaching. All the examples are taken from real-life teaching situations--the complexity and messiness of these situations is always acknowledged, including both individual influences and broader social, cultural, and political forces at play in English language classrooms. By using actual situations as the starting point for analysis, Johnston offers a philosophy based in practice, and recognizes the primacy of lived experience as a basis for moral analysis. Examples come from teaching contexts around the world, including Brazil, Thailand, Poland, Japan, Central African Republic, Turkey, and Taiwan, as well as various settings in the United States. This book will change the way teachers see language classrooms--their own or those of others. It is a valuable resource for teachers of ESL and EFL and all those who work with them, especially teacher educators, researchers, and administrators.
Values in English Language Teaching
by Bill JohnstonThis book offers a new perspective on language teaching by placing moral issues--that is, questions of values--at the core of what it is to be a teacher. The teacher-student relation is central to this view, rather than the concept of language teaching as merely a technical matter of managing students' acquisition of language. The message is that all language teaching involves an interplay of deeply held values, but in each teaching situation these values are played out in different ways. Johnston does not tell readers what to think, but only suggests what to think about. Values in English Language Teaching explores the complex and often contradictory moral landscape of the language classroom, gradually revealing how teaching is not a matter of clear-cut choices but of wrestling with dilemmas and making difficult decisions in situations often riven with conflict. It examines the underlying values that teachers hold as individuals and as members of their profession, and demonstrates how those values are played out in the real world of language classrooms. Matters addressed include connections between the moral and political dimensions in English language teaching, and between values and religious beliefs; relationship(s) between teacher identity and values; the meaning of professionalism and how it is associated with morality and values; the ways in which teacher development is a moral issue; and the marginality of English language teaching. All the examples are taken from real-life teaching situations--the complexity and messiness of these situations is always acknowledged, including both individual influences and broader social, cultural, and political forces at play in English language classrooms. By using actual situations as the starting point for analysis, Johnston offers a philosophy based in practice, and recognizes the primacy of lived experience as a basis for moral analysis. Examples come from teaching contexts around the world, including Brazil, Thailand, Poland, Japan, Central African Republic, Turkey, and Taiwan, as well as various settings in the United States. This book will change the way teachers see language classrooms--their own or those of others. It is a valuable resource for teachers of ESL and EFL and all those who work with them, especially teacher educators, researchers, and administrators.
The Alfonsine Tables of Toledo (Archimedes #8)
by José Chabás B.R. GoldsteinThe Alfonsine Tables of Toledo is for historians working in the fields of astronomy, science, the Middle Ages, Spanish and other Romance languages. It is also of interest to scholars interested in the history of Castile, in Castilian-French relations in the Middle Ages and in the history of patronage. It explores the Castilian canons of the Alfonsine Tables and offers a study of their context, language, astronomical content, and diffusion. The Alfonsine Tables of Toledo is unique in that it: includes an edition of a crucial text in history of science; provides an explanation of astronomy as it was practiced in the Middle Ages; presents abundant material on early scientific language in Castilian; presents new material on the diffusion of Alfonsine astronomy in Europe; describes the role of royal patronage of science in a medieval context.
Asi somos los espanoles: Spanish Skills for Advanced Students
by Peter Furnborough Concha Pérez Valle Michael TrumanAsí somos los españoles provides advanced students with a genuine insight into Spanish culture via a range of practical activities and exercises. The courses includes many unscripted recordings of interviews with Spaniards from a variety of geographical areas. Students explore these recordings through activities designed to develop listening, speaking, reading and writing skills.This course suitable for classroom use or independent learning.
Asi somos los espanoles: Spanish Skills for Advanced Students
by Peter Furnborough Concha Pérez Valle Michael TrumanAsí somos los españoles provides advanced students with a genuine insight into Spanish culture via a range of practical activities and exercises. The courses includes many unscripted recordings of interviews with Spaniards from a variety of geographical areas. Students explore these recordings through activities designed to develop listening, speaking, reading and writing skills.This course suitable for classroom use or independent learning.
Avance: Framework French
by Anneli Mclachlan Colin Christie Eleanor MayesAvance is an exciting new French course that makes teaching with the Key Stage 3 Languages Framework straightforward and enjoyable. Written by a very experienced team of teachers, Avance 1 provides a perfect start for learners of French of all abilities.
Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education
by Bertha PerezThis book describes the development process and dynamics of change in the course of implementing a two-way bilingual immersion education program in two school communities. The focus is on the language and literacy learning of elementary-school students and on how it is influenced by parents, teachers, and policymakers. Pérez provides rich, highly detailed descriptions, both quantitative and qualitative, of the change process at the two schools involved, including student language and achievement data for five years of program implementation that were used to test the basic two-way bilingual theory, the specific school interventions, and the particular classroom instructional practices. The contribution of Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education is to provide a comprehensive description of contextual and instructional factors that might help or hinder the attainment of successful literacy and student outcomes in both languages. The study has broad theoretical, policy, and practical instructional relevance for the many other U.S. school districts with large student populations of non-native speakers of English. This volume is highly relevant for researchers, teacher educators, and graduate students in bilingual and ESL education, language policy, linguistics, and language education, and as a text for master's- and doctoral-level classes in these areas.
Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education
by Bertha PerezThis book describes the development process and dynamics of change in the course of implementing a two-way bilingual immersion education program in two school communities. The focus is on the language and literacy learning of elementary-school students and on how it is influenced by parents, teachers, and policymakers. Pérez provides rich, highly detailed descriptions, both quantitative and qualitative, of the change process at the two schools involved, including student language and achievement data for five years of program implementation that were used to test the basic two-way bilingual theory, the specific school interventions, and the particular classroom instructional practices. The contribution of Becoming Biliterate: A Study of Two-Way Bilingual Immersion Education is to provide a comprehensive description of contextual and instructional factors that might help or hinder the attainment of successful literacy and student outcomes in both languages. The study has broad theoretical, policy, and practical instructional relevance for the many other U.S. school districts with large student populations of non-native speakers of English. This volume is highly relevant for researchers, teacher educators, and graduate students in bilingual and ESL education, language policy, linguistics, and language education, and as a text for master's- and doctoral-level classes in these areas.
Camino Al Español (PDF): A Comprehensive Course In Spanish
by Anthony Trippett Consuelo de Andrés Martínez Eugenia Ariza Bruce Isabel Díez-Bonet Christine CookThis intensive course is expressly designed to lead the adult beginner to a comprehensive knowledge of Spanish. The course gives balanced attention to the four key language skills: the development of listening comprehension and speaking skills is supported by quality audio materials recorded by native speakers, while answer keys support written work and grammar-acquisition exercises, and facilitate independent study. Authentic written materials develop important receptive skills and encourage the transition to independent reading. Based on a style of Spanish easily understood by most speakers, thoughtful explanations make clear the main differences between peninsular and Latin American forms and usage Features an abundance of pair and group work activities ideal for classroom use Authentic materials and website references foster cultural awareness Clear, attractive layout with lively illustrations to reinforce learning Extensive reference features including a grammar guide, verb tables and vocabulary lists Teachers' guidelines promote practical application in the classroom.
Caminos 2 Segunda Edicion Student's Book (PDF)
by Niobe O'Connor Amanda Rainger Audrey Butler Neil JonesCaminos is a Spanish course for beginners. Caminos Segunda Edicion has been fully revised and updated. Caminos Segunda Edicion 1 and 2 cover the QCA Scheme of Work for Spanish.
Children as Pawns: The Politics of Educational Reform
by Timothy A. HacsiHead Start. Bilingual education. Small class size. Social promotion. School funding. Virtually every school system in America has had to face these issues over the past thirty years. Advocates and dissenters have declared confidently that "the research" is on their side. But is it? In the first book to bring together the recent history of educational policy and politics with the research evidence, Timothy Hacsi presents the illuminating, often-forgotten stories of these five controversial topics. He sifts through the complicated evaluation research literature and compares the policies that have been adopted to the best evidence about what actually works. He lucidly explains what the major studies show, what they don't, and how they have been misunderstood and misrepresented. Hacsi shows how rarely educational policies are based on solid research evidence, and how programs that sound plausible simply do not satisfy the complex needs of real children.
COBUILD English Grammar (Collins COBUILD Grammar)
by Collins CobuildThis new edition of the Collins COBUILD English Grammar is a modern, global and learner-focussed grammar reference, aimed at learners and teachers of English.
Colloquial Danish
by Kirsten Gade W. Glyn JonesColloquial Danish provides a step-by-step course in Danish as it is written and spoken today. Combining a user-friendly approach with a thorough treatment of the language, it equips learners with the essential skills needed to communicate confidently and effectively in Danish in a broad range of situations. No prior knowledge of the language is required. Key features include: • progressive coverage of speaking, listening, reading and writing skills • structured, jargon-free explanations of grammar • an extensive range of focused and stimulating exercises • realistic and entertaining dialogues covering a broad variety of scenarios • useful vocabulary lists throughout the text • additional resources available at the back of the book, including a full answer key, a grammar summary and bilingual glossaries Balanced, comprehensive and rewarding, Colloquial Danish will be an indispensable resource both for independent learners and students taking courses in Danish. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.
Colloquial Danish: The Complete Course For Beginners (Colloquial Ser.)
by Kirsten Gade W. Glyn JonesColloquial Danish provides a step-by-step course in Danish as it is written and spoken today. Combining a user-friendly approach with a thorough treatment of the language, it equips learners with the essential skills needed to communicate confidently and effectively in Danish in a broad range of situations. No prior knowledge of the language is required. Key features include: • progressive coverage of speaking, listening, reading and writing skills • structured, jargon-free explanations of grammar • an extensive range of focused and stimulating exercises • realistic and entertaining dialogues covering a broad variety of scenarios • useful vocabulary lists throughout the text • additional resources available at the back of the book, including a full answer key, a grammar summary and bilingual glossaries Balanced, comprehensive and rewarding, Colloquial Danish will be an indispensable resource both for independent learners and students taking courses in Danish. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.
Colloquial Spanish 2: The Next Step in Language Learning
by Untza Otaola AldayDo you know Spanish already and want to go a stage further? If you're planning a visit to Spain, need to brush up your Spanish for work, or are simply doing a course, Colloquial Spanish 2 is the ideal way to refresh your knowledge of the language and to extend your skills.Colloquial Spanish 2 is designed to help those involved in self-study. Structured to give you the opportunity to listen to and read lots of modern, everyday Spanish, it has also been developed to work systematically on reinforcing and extending your grasp of Spanish grammar and vocabulary.Key features of Colloquial Spanish 2 include: Revision material to help consolidate and build up your basics A wide range of contemporary authentic documents, both written and audio Lots of spoken and written exercises in each unit Highlighted key structures and phrases, a grammar reference and detailed answer keys A broad range of everyday situations, focusing on mainland Spain. Audio material to accompany the course is available to download free in MP3 format from www.routledge.com/cw/colloquials. Recorded by native speakers, the audio material features the dialogues and texts from the book and will help develop your listening and pronunciation skills.
The Companion to Latin American Studies
by Philip SwansonWhat is 'Latin American Studies'? This companion gives a concise and accessible overview of the discipline. Covering a wide range of topics, from colonial cultures and identity to US Latino culture and issues of race, gender and sexuality, this book goes beyond conventional literary companions and situates Latin America in its historical, social, political, literary and cultural context. This essential book provides the key introductory information on the subject and will be especially useful for students taking or considering taking courses in Hispanic or Latin American Studies. Written by an international team of experts, each chapter supplies the necessary basic information and a sound introduction to central ideas, issues and debates. In addition to 12 chapters on the main topics in Latin American Studies, the companion includes an introduction, time chart, glossary and suggestions for further reading.