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The aim of this book is to investigate and attain new insights on how and to what extent the wider sociolinguistic context of language use and contact impinges on formal grammatical structures. The papers contained in the book approach this important problem from various points of view by focusing on language evolution and change, on multilingualism, language mixing and dialect variation, on spoken language, and on creole languages. Given the theoretical perspectives, methodological focus, and analyses, the book will be of interest to theoretical linguists as well as sociolinguists, from undergraduate students to researchers.
Provides detailed tourist information with practical tips on accommodations, restaurants, and sightseeing in Oslo, Sorlandet, Bergen, the interior, fjord country, Trondheim, and the north
Until about two decades ago, the study of writing systems and their relationship to literacy acquisition was sparse and generally modeled after studies of English language learners. This situation is now changing. As the worldwide demand for literacy continues to grow, researchers from different countries with different language backgrounds have begun examining the connection between their writing systems and literacy acquisition. This text, which derives from a NATO sponsored conference on orthography and literacy, brings together the research of seventy scholars from across the world--the largest assemblage of such experts to date. Their findings are grouped into three parts, as follows: Part I, Literacy Acquisition in Different Writing Systems, describes the relationship between orthography and literacy in twenty-five orthographic systems. This section serves as a handy reference source for understanding the orthographies of languages as diverse as Arabic, Chinese, English, Icelandic, Kannada, and Kishwahili. Part II, Literacy Acquisition From a Cross-Linguistic Perspective, makes direct comparisons of literacy acquisition in English and other orthographic systems. The overall conclusion that emerges from these eight chapters is that the depth of an orthographic system does influence literacy acquisition primarily by slowing down the acquisition of reading skills. Even so, studies show that dyslexic readers can be found across all orthographic systems whether shallow or deep, which shows that dyslexia also has internal cognitive and biological components. Part III, Literacy Acquisition: Instructional Perspectives, explores literacy acquisition from developmental and instructional perspectives and ends with a look into the future of literacy research. This Handbook is appropriate for scholars, researchers, and graduate students in such diverse fields as cognitive psychology, psycholinguistics, literacy education, English as a second language, and communication disorders.
This book constitutes the refereed proceedings of the 14th International Conference on Text, Speech and Dialogue, TSD 2011, held in Pilsen, Czech Republic, in September 2011. The 53 papers presented together with 2 invited talks were carefully reviewed and selected from 110 submissions. The main topic of this year's conference was "integrating modern Web with speech and language technologies". This year the Third International Workshop on Balto-Slavonic Natural Language was affiliated to TSD. The present book contains 8 contributions from this workshop.
This volume contains the revised texts of talks and posters given at the Nordic Prosody X conference, held at the University of Helsinki, in August 2008. The contributions by Scandinavian and other researchers cover a wide range of prosody-related topics from various theoretical and methodological points of view. Although the history of the conference series is Nordic and Scandinavian, the current volume presents studies that are of mainly Baltic origin in the sense that of the eight languages presented in the proceedings only English is not natively spoken around the Baltic Sea. Research issues addressed in the 25 articles include various aspects of speech prosody, their regional variation within and across languages as well as social and idiolectal variation. Speech technology and modelling of prosody are also addressed in more than one article.
This book is a study of the relation between theatre art and ideology in the Chinese experimentations with new selfhood as a result of Ibsen’s impact. It also explores Ibsenian notions of self, women and gender in China and provides an illuminating study of Chinese theatre as a public sphere in the dissemination of radical ideas. Ibsen is the major source of modern Chinese selfhood which carries notions of personal and social liberation and has exerted great impacts on Chinese revolutions since the beginning of the twentieth century. Ibsen’s idea of the self as an individual has led to various experimentations in theatre, film and fiction to project new notions of selfhood, in particular women’s selfhood, throughout the history of modern China. Even today, China is experimenting with Ibsen’s notions of gender, power, individualism and self. Kwok-kan Tam is Chair Professor of English and Dean of Humanities and Social Science at the Hang Seng University of Hong Kong. He was Head (2012-18) and is currently a member of the International Ibsen Committee, University of Oslo. He is a Foundation Fellow of the Hong Kong Academy of the Humanities. He has held teaching, research and administrative positions in various institutions, including the East-West Center, the Chinese University of Hong Kong and the Open University of Hong Kong. He has published numerous books and articles on Ibsen, Gao Xingjian, modern drama, Chinese film, postcolonial literature, and world Englishes. His recent books include Ibsen, Power and the Self: Postsocialist Experimentations in Stage Performance and Film (2019), The Englishized Subject: Postcolonial Writings in Hong Kong, Singapore and Malaysia (2019), and a co-edited volume Fate and Prognostication in the Chinese Literary Imagination (2019).
Readings in Multicultural Practice features a wellspring of seminal research studies critical to understanding the complex issues surrounding mental health care and diversity. Providing a wealth of in-depth research into delivering culturally competent care, this rich anthology examines general issues in multicultural counseling competence training; ethnic minority intervention and treatment research; and sociocultural diversities.