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Adult Esl: Politics, Pedagogy, and Participation in Classroom and Community Programs
by Trudy SmokeThe essays in this book focus on political strategies, pedagogical models, and community programs that enable adult ESL learners to become vital members of North American society. This is particularly important in our present time of contraction and downsizing in the education of non-native speakers. The authors represent a broad range of programs and perspectives, but they all have in common the goal of enabling both faculty and students to become full participants in our society and thereby to gain control over their futures. Readers of this book will develop an understanding of the ways in which innovative educators are creating strategies for maintaining language programs and services.
Aspekte erzählender Prosa: Eine Einführung in Erzähltechnik und Romantheorie (wv studium)
by Jochen VogtDie seit vielen Jahren in Studium und Schule bewährte Einführung "Aspekte erzählender Prosa" liegt mit dieser Ausgabe in aktualisierter und erweiterter Fassung vor. Der Autor vermittelt die grundlegenden Bedingungen, Strategien und Techniken literarischen Erzählens sowie die Terminologie und die Kategorien der Erzählforschung anhand zahlreicher Beispieltexte aus der deutschen und internationalen Literatur. Diskutiert werden ferner die historische Dimension und die Entwicklung verschiedener Erzählstrukturen und -techniken sowie die Beziehung zwischen Romanform und moderner Gesellschaft. Der Leser erhält mit diesem Band ein leichtverständliches Instrumentarium für die selbständige Analyse von Erzähltexten aller Art.
A Bordo: Get Ready for Spanish
by Spanish Course TeamIdeal for near beginners, A bordo takes learners up to the equivalent of GCSE level Spanish. The course is accompanied by three audio-cassettes which include drama and dialogue. Features include:* focus on both Spanish and Latin-American culture* emphasis on communicating in everyday situations* varied exercises, with answer key and progress resumé at the end of each unit.A bordo is the preparatory course for En rumbo, also devised by the Open University Spanish team (see below).
A Bordo: Get Ready for Spanish
by Spanish Course TeamIdeal for near beginners, A bordo takes learners up to the equivalent of GCSE level Spanish. The course is accompanied by three audio-cassettes which include drama and dialogue. Features include:* focus on both Spanish and Latin-American culture* emphasis on communicating in everyday situations* varied exercises, with answer key and progress resumé at the end of each unit.A bordo is the preparatory course for En rumbo, also devised by the Open University Spanish team (see below).
The Cambridge French-English Thesaurus (PDF)
by Marie-Noklle Lamy Richard TowellThis is the first ever bilingual thesaurus of its kind. The book is aimed at all English-speaking learners and users of French at an intermediate to advanced level, and is structured in a uniquely helpful way. The book is arranged thematically rather than alphabetically, with fifteen part titles subdivided into a total of 142 subheadings which are further subdivided into topic categories. In each category learners will find synonyms and related French words and phrases of use for writing or speaking about the topic, as well as sayings, metaphors, proverbs, famous quotations or usage notes connected with the topic. Every word, phrase and example has an English translation. Illustrations provide additional help, and there is a special section on conversational gambits. Two alphabetical indexes of more than 8,000 words each, one listing English vocabulary and the other French, help readers find what they're looking for easily.
Cambridge Latin Course Book 1
by Cambridge School Classics Project StaffThe leading Latin course worldwide Book I begins in the city of Pompeii shortly before the eruption of Vesuvius. Book I is full colour throughout, with a clear layout of stories and language notes. Featuring a glossary for quick reference and comprehension questions, the book also includes a full explanation of language points and grammar practice exercises.
Cambridge Latin Course Book 1 (PDF)
by Cambridge School Classics Project StaffThe leading Latin course worldwide Book I begins in the city of Pompeii shortly before the eruption of Vesuvius. Book I is full colour throughout, with a clear layout of stories and language notes. Featuring a glossary for quick reference and comprehension questions, the book also includes a full explanation of language points and grammar practice exercises.
Classical Greek Prose: A Basic Vocabulary (PDF)
by Malcolm CampbellThis handbook contains a classified list, with English equivalents, of 1500 words in common use among classical Greek historians, orators and philosophers. One hundred of these are dealt with at greater length in a supplement, which also focuses on a number of crucial idioms. The aim of the book is that learners drilled in these words over the course of a semester or two should find that they can read the texts of such authors as Thucydides, Plato and Demosthenes with a high degree of fluency. An alphabetical index is provided.
Einführung in die französische Sprachwissenschaft (Sammlung Metzler)
by Achim SteinDas Buch führt am Beispiel des Französischen in die Grundbegriffe der Linguistik ein.
Electronic Literacies: Language, Culture, and Power in Online Education
by Mark WarschauerElectronic Literacies is an insightful study of the challenges and contradictions that arise as culturally and linguistically diverse learners engage in new language and literacy practices in online environments. The role of the Internet in changing literacy and education has been a topic of much speculation, but very little concrete research. This book is one of the first attempts to document the role of the Internet and other new digital technologies in the development of language and literacy. Warschauer looks at how the nature of reading and writing is changing, and how those changes are being addressed in the classroom. His focus is on the experiences of culturally and linguistically diverse learners who are at special risk of being marginalized from the information society. Based on a two-year ethnographic study of the uses of the Internet in four language and writing classrooms in the state of Hawai'i--a Hawaiian language class of Native Hawaiian students seeking to revitalize their language and culture; an ESL class of students from Pacific Island and Latin American countries; an ESL class of students from Asian countries; and an English composition class of working-class students from diverse ethnic backgrounds--the book includes data from interviews with students and teachers, classroom observations, and analysis of student texts. This rich ethnographic data is combined with theories from a broad range of disciplines to develop conclusions about the relationship of technology to language, literacy, education, and culture. Central to Warschauer's discussion and conclusions is how contradictions of language, culture, and class affect the impact of Internet-based education. While Hawai'i is a special place, the issues confronted here are similar in many ways to those that exist throughout the United States and many other countries: How to provide culturally and linguistically diverse students traditionally on the educational and technological margins with the literacies they need to fully participate in public, community, and economic life in the 21st century.
Electronic Literacies: Language, Culture, and Power in Online Education
by Mark WarschauerElectronic Literacies is an insightful study of the challenges and contradictions that arise as culturally and linguistically diverse learners engage in new language and literacy practices in online environments. The role of the Internet in changing literacy and education has been a topic of much speculation, but very little concrete research. This book is one of the first attempts to document the role of the Internet and other new digital technologies in the development of language and literacy. Warschauer looks at how the nature of reading and writing is changing, and how those changes are being addressed in the classroom. His focus is on the experiences of culturally and linguistically diverse learners who are at special risk of being marginalized from the information society. Based on a two-year ethnographic study of the uses of the Internet in four language and writing classrooms in the state of Hawai'i--a Hawaiian language class of Native Hawaiian students seeking to revitalize their language and culture; an ESL class of students from Pacific Island and Latin American countries; an ESL class of students from Asian countries; and an English composition class of working-class students from diverse ethnic backgrounds--the book includes data from interviews with students and teachers, classroom observations, and analysis of student texts. This rich ethnographic data is combined with theories from a broad range of disciplines to develop conclusions about the relationship of technology to language, literacy, education, and culture. Central to Warschauer's discussion and conclusions is how contradictions of language, culture, and class affect the impact of Internet-based education. While Hawai'i is a special place, the issues confronted here are similar in many ways to those that exist throughout the United States and many other countries: How to provide culturally and linguistically diverse students traditionally on the educational and technological margins with the literacies they need to fully participate in public, community, and economic life in the 21st century.
España a tu alcance: Spanish Skills for Intermediate Students
by Peter Furnborough Concha Pérez Valle Michael TrumanEspaña a tu alcance provides intermediate students with a genuine insight into Spanish culture via a range of practical activities and exercises. The course 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.
España a tu alcance: Spanish Skills for Intermediate Students
by Peter Furnborough Concha Pérez Valle Michael TrumanEspaña a tu alcance provides intermediate students with a genuine insight into Spanish culture via a range of practical activities and exercises. The course 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.
French Grammar 11-14 Pupil Book
by Rosi McnabFrench Grammar 11-14 helps Key Stage 3 pupils gain an understanding of grammar from the beginning of their course. The explanations are simple and there are lots of practice exercises to allow for progression. The book uses familiar vocabulary to minimize the barriers to understanding.
French Grammar 11-14 Pupil Book
by Rosi McnabFrench Grammar 11-14 helps Key Stage 3 pupils gain an understanding of grammar from the beginning of their course. The explanations are simple and there are lots of practice exercises to allow for progression. The book uses familiar vocabulary to minimize the barriers to understanding.
German Grammar 11-14
by Oliver Grey Trevor StevensGerman Grammar 11-14 is a flexible resource which enables pupils to gain a real understanding of grammar early on. The book can be used alongside any major German course while simple explanations in English and lots of practice exercises also make it ideal for independent study. Covers all the essential grammar for the early years of language learning. Stepped activities provide opportunities for progression. Use of familiar vocabulary minimises barriers to understanding. Self-standing chapters enable a flexible approach. Comprehensive revision section allows students to revise grammar through fresh activities.
German Grammar 11-14
by Oliver Grey Trevor StevensGerman Grammar 11-14 is a flexible resource which enables pupils to gain a real understanding of grammar early on. The book can be used alongside any major German course while simple explanations in English and lots of practice exercises also make it ideal for independent study. Covers all the essential grammar for the early years of language learning. Stepped activities provide opportunities for progression. Use of familiar vocabulary minimises barriers to understanding. Self-standing chapters enable a flexible approach. Comprehensive revision section allows students to revise grammar through fresh activities.
German Grammar You Really Need To Know: Teach Yourself Ebook (Teach Yourself Language Reference)
by Jenny RussComprehensive and clear explanations of key grammar patterns and structures are reinforced and contextualized through authentic materials. You will not only learn how to construct grammar correctly, but when and where to use it so you sound natural and appropriate. German Grammar You Really Need to Know will help you gain the intuition you need to become a confident communicator in your new language.
Grundriss der deutschen Grammatik: Band 1: Das Wort
by Peter EisenbergDer vorliegende Band gibt eine umfassende Einführung in die Wortgrammatik des Deutschen - Phonetik, Phonologie, Flexions- und Wortbildungslehre, Orthographie. Mit über 200 Arbeitsaufgaben zum Selbststudium.
Language and Politics in the United States and Canada: Myths and Realities
by Thomas K. Ricento Barbara BurnabyThis volume critically analyzes and explains the goals, processes, and effects of language policies in the United States and Canada from historical and contemporary perspectives. The focus of this book is to explore parallel and divergent developments in language policy and language rights in the two countries, especially in the past four decades, as a basis for reflection on what can be learned from one country's experience by the other. Effects of language policies and practices on majority and minority individuals and groups are evaluated. Differences in national and regional language situations in the U.S. and Canada are traced to historical and sociological, demographic, and legal factors which have sometimes been inappropriately generalized or ignored by ideologues. The point is to show that certain general principles of economics and sociology apply to the situations in both countries, but that differing notions of sovereignty, state and nation, ethnicity, pluralism, and multiculturalism have shaped attitudes and policies in significant ways. Understanding the bases for these varying attitudes and policies provides a clearer understanding of the idiosyncratic as well as more universal factors that contribute to tensions between groups and to outcomes, many of which are unintended. The volume makes clear that language matters always involve issues of culture, economics, politics, individual and group identities, and local and national histories. The chapters provide detailed analyses on a wide range of issues at the national, state/provincial, and local levels in both countries. The chapter authors come from a variety of academic disciplines (education, geography, journalism, law, linguistics, political science, and sociology), and the findings, taken together, contribute to an evolving, interdisciplinary theory of language policy.
Language and Politics in the United States and Canada: Myths and Realities
by Thomas Ricento Barbara BurnabyThis volume critically analyzes and explains the goals, processes, and effects of language policies in the United States and Canada from historical and contemporary perspectives. The focus of this book is to explore parallel and divergent developments in language policy and language rights in the two countries, especially in the past four decades, as a basis for reflection on what can be learned from one country's experience by the other. Effects of language policies and practices on majority and minority individuals and groups are evaluated. Differences in national and regional language situations in the U.S. and Canada are traced to historical and sociological, demographic, and legal factors which have sometimes been inappropriately generalized or ignored by ideologues. The point is to show that certain general principles of economics and sociology apply to the situations in both countries, but that differing notions of sovereignty, state and nation, ethnicity, pluralism, and multiculturalism have shaped attitudes and policies in significant ways. Understanding the bases for these varying attitudes and policies provides a clearer understanding of the idiosyncratic as well as more universal factors that contribute to tensions between groups and to outcomes, many of which are unintended. The volume makes clear that language matters always involve issues of culture, economics, politics, individual and group identities, and local and national histories. The chapters provide detailed analyses on a wide range of issues at the national, state/provincial, and local levels in both countries. The chapter authors come from a variety of academic disciplines (education, geography, journalism, law, linguistics, political science, and sociology), and the findings, taken together, contribute to an evolving, interdisciplinary theory of language policy.
Language Policy in Schools: A Resource for Teachers and Administrators
by David CorsonLanguage Policy in Schools provides school administrators and teachers a practical approach for designing a language policy for their school and for dealing with the language issues that confront schools, particularly those operating in settings of linguistic and cultural diversity. It can be used as a text in teacher and administrator preparation programs, graduate programs, and in-service and professional development programs. Special features include: * a clear, jargon-free writing style that invites careful reading; * abundant examples that students of education everywhere can learn from--including samples of school language policies developed for real schools by real teacher-researchers; * questions at the end of each chapter to highlight key points and stimulate informed discussion among pre-service and experienced teachers and administrators; and * an up-to-date international and cross-cultural biography.
Language Policy in Schools: A Resource for Teachers and Administrators
by David CorsonLanguage Policy in Schools provides school administrators and teachers a practical approach for designing a language policy for their school and for dealing with the language issues that confront schools, particularly those operating in settings of linguistic and cultural diversity. It can be used as a text in teacher and administrator preparation programs, graduate programs, and in-service and professional development programs. Special features include: * a clear, jargon-free writing style that invites careful reading; * abundant examples that students of education everywhere can learn from--including samples of school language policies developed for real schools by real teacher-researchers; * questions at the end of each chapter to highlight key points and stimulate informed discussion among pre-service and experienced teachers and administrators; and * an up-to-date international and cross-cultural biography.
Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures
by Vivian Zamel Ruth SpackNegotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsiders the current debate about the nature of academic literacies. In this volume, the term academic literacies denotes multiple approaches to knowledge, including reading and writing critically. College classrooms have become sites where a number of languages and cultures intersect. This is the case not only for students who are in the process of acquiring English, but for all learners who find themselves in an academic situation that exposes them to a new set of expectations. This book is a contribution to the effort to discover ways of supporting learning across languages and cultures--and to transform views about what it means to teach and learn, to read and write, and to think and know. Unique to this volume is the inclusion of the perspectives of writers as well as those of teachers and researchers. Furthermore, the contributors reveal their own struggles and accomplishments as they themselves have attempted to negotiate academic literacies. The chronological ordering of articles provides a historical perspective, demonstrating ways in which issues related to teaching and learning across cultures have been addressed over time. The readings have consistency in terms of quality, depth, and passion; they raise important philosophical questions even as they consider practical classroom applications. The editors provide a series of questions that enable the reader to engage in a generative and exciting process of reflection and inquiry. This book is both a reference for teachers who work or plan to work with diverse learners, and a text for graduate-level courses, primarily in bilingual and ESL studies, composition studies, English education, and literacy studies.
Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures
by Vivian Zamel Ruth SpackNegotiating Academic Literacies: Teaching and Learning Across Languages and Cultures is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsiders the current debate about the nature of academic literacies. In this volume, the term academic literacies denotes multiple approaches to knowledge, including reading and writing critically. College classrooms have become sites where a number of languages and cultures intersect. This is the case not only for students who are in the process of acquiring English, but for all learners who find themselves in an academic situation that exposes them to a new set of expectations. This book is a contribution to the effort to discover ways of supporting learning across languages and cultures--and to transform views about what it means to teach and learn, to read and write, and to think and know. Unique to this volume is the inclusion of the perspectives of writers as well as those of teachers and researchers. Furthermore, the contributors reveal their own struggles and accomplishments as they themselves have attempted to negotiate academic literacies. The chronological ordering of articles provides a historical perspective, demonstrating ways in which issues related to teaching and learning across cultures have been addressed over time. The readings have consistency in terms of quality, depth, and passion; they raise important philosophical questions even as they consider practical classroom applications. The editors provide a series of questions that enable the reader to engage in a generative and exciting process of reflection and inquiry. This book is both a reference for teachers who work or plan to work with diverse learners, and a text for graduate-level courses, primarily in bilingual and ESL studies, composition studies, English education, and literacy studies.