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It can be done! You can successfully learn a new language if three conditions are met: 1. You live where the new language is spoken. 2. You are motivated to learn the new language. 3. You know how to proceed with language learning, step-by-step and day-by-day. This manual assumes that the first and second conditions are met. It is a simple guide planned to help you, the learner, proceed without boredom or frustration, through manageable steps, so that you can become proficient in your new language. The objective of this manual is to help guide you in your daily activities of language learning. - Preface.
This accessible book is written by teachers of modern languages and tackles the specifics of the discipline while situating it within the literature on teaching Modern Languages in Higher Education.
This book deals with the phenomenon of third language (L3) acquisition. As a research field, L3 acquisition is established as a branch of multilingualism that is concerned with how multilinguals learn additional languages and the role that their multilingual background plays in the process of language learning. The volume points out some current directions in this particular research area with a number of studies that reveal the complexity of multilingual language learning and its typical variation and dynamics. The eight studies gathered in the book represent a wide range of theoretical positions and offer empirical evidence from learners belonging to different age groups, and with varying levels of proficiency in the target language, as well as in other non-native languages belonging to the learner’s repertoire. Diverse linguistic phenomena and language combinations are viewed from a perspective where all previously acquired languages have a potential role to play in the process of learning a new language. In the six empirical studies, contexts of language learning in school or at university level constitute the main outlet for data collection. These studies involve several language backgrounds and language combinations and focus on various linguistic features. The specific target languages in the empirical studies are English, French and Italian. The volume also includes two theoretical chapters. The first one conceptualizes and describes the different types of multilingual language learning investigated in the volume: i) third or additional language learning by learners who are bilinguals from an early age, and ii) third or additional language learning by people who have previous experience of one or more non-native languages learned after the critical period. In particular, issues related to the roles played by age and proficiency in multilingual acquisition are discussed. The other theoretical chapter conceptualizes the grammatical category of aspect, reviewing previous studies on second and third language acquisition of aspect. Different models for L3 learning and their relevance and implications for representations of aspect and for potential differences in the processing of second and third language acquisition are also examined in this chapter. As a whole, the book presents current research into third or additional language learning by young learners or adults, considering some of the most important factors for the complex process of multilingual language learning: the age of onset of the additional language and that of previously acquired languages, social and affective factors, instruction, language proficiency and literacy, the typology of the background languages and the role they play in shaping syntax, lexicon, and other components of a L3. The idea for this book emanates from the symposium Multilingualism, language proficiency and age, organized by Camilla Bardel and Laura Sánchez at Stockholm University, Department of Language Education, in December 2016.
"This timely book is exactly what modern schools need, blending Fullan′s theoretical genius about change with practical strategies that can work in any school. Readers will discover that it is practical, easy to use, and empowering for educators, with lots of room for personal choices at the school level." -Lyn Sharratt, Superintendent of Curriculum and Instructional Services, York Region District School Board, North Toronto, ON, Canada "This book is an easy read and provides a well developed idea of framing the school context for student achievement. The author provides excellent resources, worksheets, templates, walk-through and reflection ideas, and additional support materials." -Rosemarie Young, Past President, National Association of Elementary School Principals Encourage sustainable reform practices that foster development for the entire school community! Need an inspiring approach to school change? Need staying power for school improvement initiatives? Organized to make learning contagious throughout the school, this user-friendly guide helps create a culture of learning that promotes the simultaneous development of students, teachers, and parents—addressing specific ways to maximize study groups, student data, classroom walk-throughs, and more. The interactive self-assessment protocols focus on: Achieving a sense of purpose Facilitating program coherence Invigorating classroom teaching Supporting the professional development of teachers Developing wider circles of leadership Issuing a call to action for all educational communities, this easy-to-use manual offers a visionary yet grounded approach to revitalize educators and reenergize their efforts for meaningful, lasting reform.
This book is a collection of papers that explores the notion of learner autonomy and the problem of helping language learners to manage their learning effectively. The first part of the book deals with issues of definition: what is the cognitive base for autonomous learning behaviour and how is this mediated by social and cultural expectations of a learner's role? The second part reports on experiences of working with learners and with teachers to promote learner autonomy. In working with learners, the focus is on language learning strategies and how strategic learning might be developed through strategy training, materials design, reflection and counselling. In working with teachers, the focus is on bringing about change in traditional perspectives on the roles of learners and teachers within education systems.
“Essays from staff on 15 farms . . . illustrate the trials, tribulations and sheer joys of establishing and maintaining such enterprises.” —USA Today Originally published in 2011, Fields of Learning remains the single best resource for students, faculty, and administrators involved in starting or supporting campus farms. Featuring detailed profiles of fifteen diverse student farms on college and university campuses across North America, the book also serves as a history of the student farm movement, showing how the idea of campus farms has come in and out of fashion over the past century and how the tenacious work of students, faculty, and other campus community members has upheld and reimagined the objectives of student farming over time. Ranging in size from less than an acre to hundreds of acres, supplying food to campus dining halls or community food banks, and hosting scientific research projects or youth education programs, student farms highlight the interdisciplinary richness and multifunctionality of agriculture, supporting academic work across a range of fields while simultaneously building community engagement and stimulating critical conversations about environmental and social justice. As institutions of higher learning face new challenges linked to the global climate crisis and public health emergency, this book holds continued relevance for readers in North America and beyond. “A timely and hopeful book.” —Jason Peters, editor of Wendell Berry: Life and Work “The opportunity for students to spend time learning on campus farms is not just a good idea—it should be mandatory.” —Gary Hirshberg, President & CEO, Stonyfield Farm “An excellent book, useful for anyone interested in the past, or the future, of the student farm movement.” —Journal of Agricultural & Food Information
NATIONAL BESTSELLER • For anyone who wants to learn a foreign language, this is the method that will finally make the words stick. “A brilliant and thoroughly modern guide to learning new languages.”—Gary Marcus, cognitive psychologist and author of the New York Times bestseller Guitar Zero At thirty years old, Gabriel Wyner speaks six languages fluently. He didn’t learn them in school—who does? Rather, he learned them in the past few years, working on his own and practicing on the subway, using simple techniques and free online resources—and here he wants to show others what he’s discovered. Starting with pronunciation, you’ll learn how to rewire your ears and turn foreign sounds into familiar sounds. You’ll retrain your tongue to produce those sounds accurately, using tricks from opera singers and actors. Next, you’ll begin to tackle words, and connect sounds and spellings to imagery rather than translations, which will enable you to think in a foreign language. And with the help of sophisticated spaced-repetition techniques, you’ll be able to memorize hundreds of words a month in minutes every day. This is brain hacking at its most exciting, taking what we know about neuroscience and linguistics and using it to create the most efficient and enjoyable way to learn a foreign language in the spare minutes of your day.
This collection brings together cutting-edge research and theoretical discussions on the linguistic, cultural, and political forces that shape multilingual Colombia, highlighting the country’s unique sociolinguistic landscape and offering new insights into multilingualism in the Global South. The volume outlines the changing dynamics of multilingualism in Colombia, where Spanish, Spanish-based and English-based Creoles, the linguistic and cultural heritages of Indigenous communities and migrant groups, and the prevalence of English in language education policy intersect. The chapters explore the implications of policy making on language policy discourse and especially on language teacher education for those working on the margins in urban and rural areas. They also explore existing understandings of interculturality and the work of academics and local communities in minority language revitalization efforts. Problematizing essentialized views of language and culture and raising awareness around the complex relationship between language, identity, and interculturality in the Global South, this book will be of interest to scholars in multilingualism, sociolinguistics, language education, teacher education, and applied linguistics.
Understanding Language includes major sections on the noun and verb systems of the classical languages.