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SLIFE: What Every Teacher Needs to Know

SLIFE: What Every Teacher Needs to Know helps readers deepen their understanding of Students with Limited or Interrupted Formal Education (SLIFE). Because of their limited, greatly interrupted, or sometimes nonexistent participation in formal education, SLIFE face challenges in the classroom that go beyond language and content. Often SLIFE need to develop basic literacy skills and foundational subject-area knowledge, as well as to learn how to engage in the discourse and practices of formal educational settings. So what can teachers do to help these students succeed and to recognize and honor their knowledge, skills, and cultural capital? SLIFE: What Every Teacher Needs to Know centers around four guidelines for teaching SLIFE: question assumptions, foster two-way communication, explicitly teach school tasks and academic ways of thinking, and promote project-based learning. Discussion of the Mutually Adaptive Learning Paradigm (MALP), is also included.

Slovene: A Comprehensive Grammar (Routledge Comprehensive Grammars)

Slovene: A Comprehensive Grammar is the most complete reference guide to the contemporary language. Key features of this new edition include: updated examples reflecting current usage, expanded discussions of particular areas of difficulty, a brief history of the language, dialects and register, clear distinction between written and spoken usage, new tables and charts for quick reference. The Grammar provides a jargon-free and systematic description of all parts of speech promoting an in-depth understanding of the Slovene language. Slovene: A Comprehensive Grammar is a key resource for linguists and students of Slovene at intermediate and advanced levels.

Slovene: A Comprehensive Grammar (Routledge Comprehensive Grammars)

Slovene: A Comprehensive Grammar is the most complete reference guide to the contemporary language. Key features of this new edition include: updated examples reflecting current usage, expanded discussions of particular areas of difficulty, a brief history of the language, dialects and register, clear distinction between written and spoken usage, new tables and charts for quick reference. The Grammar provides a jargon-free and systematic description of all parts of speech promoting an in-depth understanding of the Slovene language. Slovene: A Comprehensive Grammar is a key resource for linguists and students of Slovene at intermediate and advanced levels.

Small Talk: Politics Business Small Talk: 50 Key Expressions And Business Idioms; Wortschatz Und Redewendungen Fur Wirtschaftsenglisch Und Small Talk (Collins Business Skills and Communication)

Build key business relationships

Small Talk auf Englisch für Dummies (Für Dummies)

Sie kommunizieren in Ihrem Beruf mit Geschäftspartnern aus anderen Ländern? Sie reisen viel und wollen ein paar Sätze parat haben, um mit Menschen auf Englisch in Kontakt zu treten? Das Pocketbuch »Small Talk auf Englisch für Dummies« hilft Geschäftsleuten und Reisenden, Small Talk auf Englisch über verschiedene Themen zu betreiben und dabei Kommunikationsklippen gekonnt zu umschiffen. Lars M. Blöhdorn und Denise Hodgson-Möckel bieten Ihnen verständlich formulierte Hinweise, praxisorientierte Beispiele und nützliche Hintergrundinformationen - damit wird Small Talk auf Englisch zum Kinderspiel.

Small Talk auf Spanisch für Dummies (Für Dummies)

Bei Tapas und einem guten Rioja entspannt ins Gespräch kommen? Im Beruf durch nette Plauderei eine entspannte Atmosphäre schaffen? Bei einer Einladung die richtigen Begrüßungsworte finden? Mit diesem Buch gelingt es Ihnen! Lernen Sie spanische Vokabeln und Redewendungen für den Small Talk kennen. Erfahren Sie, welche Themen in Spanien oder Lateinamerika small-talk-tauglich sind und welche nicht. Lassen Sie sich Techniken zeigen, mit denen Sie ein Gespräch beginnen, aufrechterhalten und beenden. Und haben Sie vor allem eines: jede Menge Spaß beim Small Talk!

So You Really Want to Learn French Book 1 (PDF)

A clear and simple introduction to learning a language.This first French book takes a no-nonsense approach to the elementary stages of French with clear, grammatical explanations and challenging exercises.nbsp;

So You Really Want to Learn Latin: Book 1 (PDF)

This is the first part of a no-nonsense, grammatically based Latin course which has proved immensely popular with schools since its publication in 1999. Ideal for pupils of all abilities, Book I introduces pupils to regular verbs in all six active tenses, nouns of the first three declensions, sum, adjectives of the 1st/2nd declension, prepositions, numerals and the history of Rome from Aeneas to Cloelia.

So You Really Want to Learn Latin: Book II (PDF)

Book II takes pupils through 3rd declension adjectives, personal and demonstrative pronouns, relative clauses, 4th and 5th declension nouns, the passive voice, the comparison of adjectives and adverbs, irregular verbs and the history of Rome from Coriolanus to the 2nd Punic War. A thorough grounding for pupils attempting Level 2 of Common Entrance, this book completes the essential preliminary groundwork for the GCSE course

So You Really Want to Learn Latin: Book III (PDF)

The third in this three part series takes pupils through all the major syntactical constructions in a thorough, systematic way, with clear explanations and suitable pasSAGE Publishings for translation. The book concludes with an introduction to the complexities of Latin scansion. Vital as a hand-book for pupils taking GCSE or preparing for Common Entrance or scholarship exams at 13+

So You Really Want To Learn Latin Book II Answer Book (So You Really Want To Learn Latin)

The Social and Political History of Southern Africa's Languages

This book is the first to offer an interdisciplinary and comprehensive reference work on the often-marginalised languages of southern Africa. The authors analyse a range of different concepts and questions, including language and sociality, social and political history, multilingual government, and educational policies. In doing so, they present significant original research, ensuring that the work will remain a key reference point for the subject. This ambitious and wide-ranging edited collection will appeal to students and scholars of southern African languages, sociolinguistics, history and politics.

Social Justice, Decoloniality, and Southern Epistemologies within Language Education: Theories, Knowledges, and Practices on TESOL from Brazil (Global South Perspectives on TESOL)

With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives. The chapters showcase the work of teachers and teacher educators in confronting sociopolitical issues in Brazil, including in the domains of democracy, language education, and knowledge production, as well as prevailing issues within TESOL itself. Contributions stem from an eclectic range of analytical orientations that reflect ontological and epistemological diversity while demonstrating why, where, and how TESOL is done in Brazil. In doing so, this volume also establishes a place for Southern voices to be heard in the move toward challenging complex and long-standing issues of representation, marginalization, and exclusion that have traditionally characterised North-South relations in TESOL as a field. This volume seeks to promote Southern-based conversations about decoloniality and social justice in TESOL and will be of direct relevance to graduate students, researchers, and scholars in the field of TESOL and foreign language education.

Social Justice, Decoloniality, and Southern Epistemologies within Language Education: Theories, Knowledges, and Practices on TESOL from Brazil (Global South Perspectives on TESOL)

With a strong focus on decoloniality and social justice, this volume brings together critical theories, concepts, and practices on TESOL from multiple Brazilian perspectives. The chapters showcase the work of teachers and teacher educators in confronting sociopolitical issues in Brazil, including in the domains of democracy, language education, and knowledge production, as well as prevailing issues within TESOL itself. Contributions stem from an eclectic range of analytical orientations that reflect ontological and epistemological diversity while demonstrating why, where, and how TESOL is done in Brazil. In doing so, this volume also establishes a place for Southern voices to be heard in the move toward challenging complex and long-standing issues of representation, marginalization, and exclusion that have traditionally characterised North-South relations in TESOL as a field. This volume seeks to promote Southern-based conversations about decoloniality and social justice in TESOL and will be of direct relevance to graduate students, researchers, and scholars in the field of TESOL and foreign language education.

Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity (Multiliteracies and Second Language Education)

Social Justice through Pedagogies of Multiliteracies explores the ways in which pedagogies of multiliteracies can be used to promote and achieve situated forms of social justice, especially for minoritized L2 learners.This edited collection focuses on pedagogies of multiliteracies that seek to develop and strengthen L2 learner identity and agency within and outside formal educational contexts in bilingual, multilingual, multimodal, community, language, and teacher education. The volume contextualizes agency and identity around questions, ideologies, and issues related to language, gender, sex, sexuality, body, race, and ethnicity. Contributions illustrate the design and implementation of pedagogies of multiliteracies through a diverse range of modalities and settings: linguistic landscapes, graphic novels, picturebooks, photovoice, text, and imagery through instructor- and student-developed materials. The volume acknowledges, enacts, and builds upon the responsibility of L2 educators to develop pedagogies of multiliteracies that reflect the life experiences, identities, and needs of minoritized L2 individuals in the curriculum in order to realize the social justice aim of L2 education.Social Justice through Pedagogies of Multiliteracies will be of interest to L2 researchers, teachers, and teacher educators.

Social Justice through Pedagogies of Multiliteracies: Developing and Strengthening L2 Learner Agency and Identity (Multiliteracies and Second Language Education)

Social Justice through Pedagogies of Multiliteracies explores the ways in which pedagogies of multiliteracies can be used to promote and achieve situated forms of social justice, especially for minoritized L2 learners.This edited collection focuses on pedagogies of multiliteracies that seek to develop and strengthen L2 learner identity and agency within and outside formal educational contexts in bilingual, multilingual, multimodal, community, language, and teacher education. The volume contextualizes agency and identity around questions, ideologies, and issues related to language, gender, sex, sexuality, body, race, and ethnicity. Contributions illustrate the design and implementation of pedagogies of multiliteracies through a diverse range of modalities and settings: linguistic landscapes, graphic novels, picturebooks, photovoice, text, and imagery through instructor- and student-developed materials. The volume acknowledges, enacts, and builds upon the responsibility of L2 educators to develop pedagogies of multiliteracies that reflect the life experiences, identities, and needs of minoritized L2 individuals in the curriculum in order to realize the social justice aim of L2 education.Social Justice through Pedagogies of Multiliteracies will be of interest to L2 researchers, teachers, and teacher educators.

Social Theory for English for Academic Purposes: Foundations and Perspectives (New Perspectives for English for Academic Purposes)

This book, written by pioneering architects of original social theory in educational/linguistic fields as well as expert practitioners, systematically exposes the sociological commitments of mainstream ideas and theories in English for Academic Purposes (EAP), commitments which are very often not fully examined by the discipline, but nonetheless shape practitioners' ideas and their praxis.The initial chapters outline what social theory is; the normative, critical, descriptive, social and generative purposes it serves; the scope and limits of social theory, and tracing the major historical traditions and recent currents. This mapping of social theory is followed by a detailed argument that makes the case for the centrality of social theory for EAP practitioners and praxis and the need to develop a sociological imagination to enhance knowledge and agency of practitioners. The contributions reveal the sociological foundations and commitments that underpin established theories in EAP, such as genre theories, systemic functional linguistics, and academic literacies. Each of these three major research streams in EAP is subject to critical analysis, linking each of these streams to the sociological commitments that underpin them. Finally, the book explores the social theories and approaches that have yet to make a full or significant impact on EAP research and practice, but would enable practitioners and researchers to understand educational contexts, texts, structures, culture(s), knowledge production and producers, and social agents with greater sociological clarity and sophistication. Topics covered include: social realism, legitimation code theory, critical realism, ethnography, feminism and Bourdieusian concepts for EAP. The overarching aim of this volume is to position social theory much more centrally to frameworks and conceptions of the (unstable and contested) knowledge-base for EAP practitioners and to promote a 'sociological imagination' among and for EAP practitioners.

Social Theory for English for Academic Purposes: Foundations and Perspectives (New Perspectives for English for Academic Purposes)

This book, written by pioneering architects of original social theory in educational/linguistic fields as well as expert practitioners, systematically exposes the sociological commitments of mainstream ideas and theories in English for Academic Purposes (EAP), commitments which are very often not fully examined by the discipline, but nonetheless shape practitioners' ideas and their praxis.The initial chapters outline what social theory is; the normative, critical, descriptive, social and generative purposes it serves; the scope and limits of social theory, and tracing the major historical traditions and recent currents. This mapping of social theory is followed by a detailed argument that makes the case for the centrality of social theory for EAP practitioners and praxis and the need to develop a sociological imagination to enhance knowledge and agency of practitioners. The contributions reveal the sociological foundations and commitments that underpin established theories in EAP, such as genre theories, systemic functional linguistics, and academic literacies. Each of these three major research streams in EAP is subject to critical analysis, linking each of these streams to the sociological commitments that underpin them. Finally, the book explores the social theories and approaches that have yet to make a full or significant impact on EAP research and practice, but would enable practitioners and researchers to understand educational contexts, texts, structures, culture(s), knowledge production and producers, and social agents with greater sociological clarity and sophistication. Topics covered include: social realism, legitimation code theory, critical realism, ethnography, feminism and Bourdieusian concepts for EAP. The overarching aim of this volume is to position social theory much more centrally to frameworks and conceptions of the (unstable and contested) knowledge-base for EAP practitioners and to promote a 'sociological imagination' among and for EAP practitioners.

Sociocultural Contexts of Language and Literacy

Sociocultural Contexts of Language and Literacy, Second Edition engages prospective and in-service teachers in learning about linguistically and culturally diverse students, and in using this knowledge to enrich literacy learning in classrooms and communities. The text is grounded in current research and theory that integrate sociocultural and constructivist concepts and perspectives and provide a framework teachers can use to develop strategies for teaching reading, writing, and thinking to diverse students. The focus on English literacy development does not imply advocacy for "English only" or ESL as the primary mode of literacy instruction. Rather, the authors take the position that learners need to develop literacy in their native language and that the concepts and skills learned in developing the native language create a foundation of strength from which students can develop English literacy. Part I introduces relevant research and language learning theories. Part II provides research reviews and information about literacy learning within specific culturally and linguistically diverse communities. The chapters in Part III challenge the reader to view the multiple social, intellectual, cultural, and language differences children bring to the classroom as an opportunity for learning and building on the diversity among students. Activities and suggested readings at the end of each chapter involve readers in reflection, observation, meaning making, and the construction of application processes for their new understandings. New in the Second Edition:*updated research and theory on multilingual and second language literacy;*a focus on the interpretation of these research findings to make them useful for teachers and teacher educators in understanding and articulating the research bases for literacy practices; *attention to current intensely debated issues, such as standards, the phonics movement, and high-stakes testing; and*new activities and suggested readings.

Sociocultural Contexts of Language and Literacy

Sociocultural Contexts of Language and Literacy, Second Edition engages prospective and in-service teachers in learning about linguistically and culturally diverse students, and in using this knowledge to enrich literacy learning in classrooms and communities. The text is grounded in current research and theory that integrate sociocultural and constructivist concepts and perspectives and provide a framework teachers can use to develop strategies for teaching reading, writing, and thinking to diverse students. The focus on English literacy development does not imply advocacy for "English only" or ESL as the primary mode of literacy instruction. Rather, the authors take the position that learners need to develop literacy in their native language and that the concepts and skills learned in developing the native language create a foundation of strength from which students can develop English literacy. Part I introduces relevant research and language learning theories. Part II provides research reviews and information about literacy learning within specific culturally and linguistically diverse communities. The chapters in Part III challenge the reader to view the multiple social, intellectual, cultural, and language differences children bring to the classroom as an opportunity for learning and building on the diversity among students. Activities and suggested readings at the end of each chapter involve readers in reflection, observation, meaning making, and the construction of application processes for their new understandings. New in the Second Edition:*updated research and theory on multilingual and second language literacy;*a focus on the interpretation of these research findings to make them useful for teachers and teacher educators in understanding and articulating the research bases for literacy practices; *attention to current intensely debated issues, such as standards, the phonics movement, and high-stakes testing; and*new activities and suggested readings.

Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis and the Research/Practice Divide (ESL & Applied Linguistics Professional Series)

Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning—a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching. This approach is based on Vygotsky’s sociocultural theory, according to which the two activities are inherently connected so that each is necessarily rooted in the other; practice is the research laboratory where the theory is tested. From the perspective of language education, this is what is meant by the ‘pedagogical imperative.’ Sociocultural Theory and the Pedagogical Imperative in L2 Education• Elaborates a new approach to dealing with the relationship between theory and practice—an approach grounded in praxis—the dialectical unity of theory and practice• Presents an analysis of empirical research illustrating praxis-based principles in real language classrooms • Brings together cognitive linguistics and sociocultural theory ─ the former provides the theoretical knowledge of language required of praxis and the latter furnishes the theoretical principles of learning and development also called for in a praxis approach• Offers recommendations for redesigning teacher education programs Its timely focus on the theory-practice gap in language education and its original approach to bridging it put this book at the cutting edge of thinking about Vygotskian sociocultural theory in applied linguistics and SLA.

Sociocultural Theory and the Pedagogical Imperative in L2 Education: Vygotskian Praxis and the Research/Practice Divide (ESL & Applied Linguistics Professional Series)

Explicating clearly and concisely the full implication of a praxis-oriented language pedagogy, this book argues for an approach to language teaching grounded in a significant scientific theory of human learning—a stance that rejects the consumer approach to theory and the dichotomy between theory and practice that dominates SLA and language teaching. This approach is based on Vygotsky’s sociocultural theory, according to which the two activities are inherently connected so that each is necessarily rooted in the other; practice is the research laboratory where the theory is tested. From the perspective of language education, this is what is meant by the ‘pedagogical imperative.’ Sociocultural Theory and the Pedagogical Imperative in L2 Education• Elaborates a new approach to dealing with the relationship between theory and practice—an approach grounded in praxis—the dialectical unity of theory and practice• Presents an analysis of empirical research illustrating praxis-based principles in real language classrooms • Brings together cognitive linguistics and sociocultural theory ─ the former provides the theoretical knowledge of language required of praxis and the latter furnishes the theoretical principles of learning and development also called for in a praxis approach• Offers recommendations for redesigning teacher education programs Its timely focus on the theory-practice gap in language education and its original approach to bridging it put this book at the cutting edge of thinking about Vygotskian sociocultural theory in applied linguistics and SLA.

Sociolinguistic Approaches to Sibilant Variation in Spanish (Routledge Studies in Hispanic and Lusophone Linguistics)

Social processes and the nature of language variation have driven sibilant variation across the Spanish-speaking world. This book explores the current state of Spanish sibilants and their dialectal variations. Focusing on different processes undergone by sibilants in Spanish (e.g., voicing, devoicing, weakening, aspiration, elision) in various geographical areas and language contact situations, each chapter offers an analysis on a unique sociolinguistic case from different formal, experimental, and data-based approaches. The opening chapter orients the reader with an overview of sibilant system’s evolution, which serves as an anchor to the other chapters and facilitates understanding for readers new to the topic. The volume is organized around three thematic sections: part one, Spain; part two, United States; and part three, Central and South America. The collection includes research on dialects in both Peninsular and Trans-Atlantic Spanish such as Jerezano, Caribbean Spanish in Boston and New York City, Cuban Spanish in Miami, Colombia-Barranquilla Spanish, northern Buenos Aires Argentine Spanish, and USA heritage Spanish, among other case studies. This volume offers an original and concise approach to one of the most studied variables in Spanish phonetics, taking into account geographically-based phonetic variation, sociolinguistic factors, and various Spanish language contact situations. Written in English, this detailed synthesis of the wide-ranging geolinguistic features of Spanish sibilants provides a valuable resource for scholars in Hispanic studies, linguistics, Spanish dialectology and sociolinguistics.

Sociolinguistic Approaches to Sibilant Variation in Spanish (Routledge Studies in Hispanic and Lusophone Linguistics)

Social processes and the nature of language variation have driven sibilant variation across the Spanish-speaking world. This book explores the current state of Spanish sibilants and their dialectal variations. Focusing on different processes undergone by sibilants in Spanish (e.g., voicing, devoicing, weakening, aspiration, elision) in various geographical areas and language contact situations, each chapter offers an analysis on a unique sociolinguistic case from different formal, experimental, and data-based approaches. The opening chapter orients the reader with an overview of sibilant system’s evolution, which serves as an anchor to the other chapters and facilitates understanding for readers new to the topic. The volume is organized around three thematic sections: part one, Spain; part two, United States; and part three, Central and South America. The collection includes research on dialects in both Peninsular and Trans-Atlantic Spanish such as Jerezano, Caribbean Spanish in Boston and New York City, Cuban Spanish in Miami, Colombia-Barranquilla Spanish, northern Buenos Aires Argentine Spanish, and USA heritage Spanish, among other case studies. This volume offers an original and concise approach to one of the most studied variables in Spanish phonetics, taking into account geographically-based phonetic variation, sociolinguistic factors, and various Spanish language contact situations. Written in English, this detailed synthesis of the wide-ranging geolinguistic features of Spanish sibilants provides a valuable resource for scholars in Hispanic studies, linguistics, Spanish dialectology and sociolinguistics.

A Sociolinguistic History Of Parisian French (PDF)

Paris mushroomed in the thirteenth century to become the largest city in the Western world, largely through in-migration from rural areas. The resulting dialect-mixture led to the formation of new, specifically urban modes of speech. From the time of the Renaissance social stratification became sharper as the elites distanced themselves from the Parisian 'Cockney' of the masses. Nineteenth-century urbanisation transformed the situation yet again with the arrival of huge numbers of immigrants from far-flung corners of France, levelling dialect-differences and exposing ever larger sections of the population to standardising influences. At the same time, a working-class vernacular emerged which was distinguished from the upper-class standard not only in grammar and pronunciation but most markedly in vocabulary (slang). This book examines the interlinked history of Parisian speech and the Parisian population through these various phases of in-migration, dialect-mixing and social stratification from medieval times to the present day.