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Accurately differentiate between errors that are related to second-language influence or are due to a communication disorder. Is your student having difficulty because they have an impairment or because they are learning a second language? Improve instructional targets for culturally and linguistically diverse students in the general education classroom as well as make gains and improve referrals for special education. The framework used in this book makes it easy for any education professional to distinguish between language differences and language disorders regardless of your own language background.
Once a predominantly African-American city, South Vista opened the twenty-first century with a large Latino/a majority and a significant population of Pacific Islanders. Using an innovative blend of critical ethnography and social language methodologies, Paris offers the voices and experiences of South Vista youth as a window into how today's young people challenge and reinforce ethnic and linguistic difference in demographically changing urban schools and communities. The ways African-American language, Spanish and Samoan are used within and across ethnicity in social and academic interactions, text messages and youth-authored rap lyrics show urban young people enacting both new and old visions of pluralist cultural spaces. Paris illustrates how understanding youth communication, ethnicity and identities in changing urban landscapes like South Vista offers crucial avenues for researchers and educators to push for more equitable schools and a more equitable society.
Language is a sensitive issue in the developing world, because language choice and behaviour are integral to the social, economic and political stability of multicultural societies. To what extent does this argument hold? Does language make a difference when it comes to development, and is there a perceptible difference in development between countries that is attributable to their choice of language? This book sets out to answer these questions by investigating how language has been and is being used in four countries of the Greater Mekong Sub-region (i.e. Cambodia, the Lao PDR, Myanmar and Viet Nam), especially in the critical areas of education, health, the economy and governance.
This eleventh edition was developed during the encyclopaedia's transition from a British to an American publication. Some of its articles were written by the best-known scholars of the time and it is considered to be a landmark encyclopaedia for scholarship and literary style.
An important study of how signs and sign relations create social and linguistic differences - and unities.
This volume is a collection of nine original papers exploring dimensions of individual difference in language learning from narrative and biographical perspectives. This volume is a collection of nine original papers exploring dimensions of individual difference in language learning from narrative and biographical perspectives. Topics covered include motivation, emotion, age, learning strategies and beliefs, identity and the influence of classroom, distance and self-instructional settings. The authors use a variety of research methods to investigate learners' experiences of these aspects of the learning process. Among the countries represented in the research are Australia, Bahrain, China, Japan, Taiwan, Thailand, New Zealand, Peru, the United Kingdom and the United States. The studies will be of interest to teachers, teachers-in-preparation, teacher educators and researchers.
The New York Times bestseller now in paperback. One of the preeminent linguists of our time examines the realms of language that are considered shocking and taboo in order to understand what imbues curse words with such power--and why we love them so much. Profanity has always been a deliciously vibrant part of our lexicon, an integral part of being human. In fact, our ability to curse comes from a different part of the brain than other parts of speech--the urgency with which we say "f&*k!" is instead related to the instinct that tells us to flee from danger. Language evolves with time, and so does what we consider profane or unspeakable. Nine Nasty Words is a rollicking examination of profanity, explored from every angle: historical, sociological, political, linguistic. In a particularly coarse moment, when the public discourse is shaped in part by once-shocking words, nothing could be timelier.
Written in a detailed and fascinating manner, this book is ideal for general readers interested in the English language.
`I love the warmth and wit in this book, but I say this in no way to detract from the seriousness of its subject matter and its incisive treatment by Mary Crawford... this is a great book and an important book which articulates current critical thinking about research around gender and language. Mary Crawford writes brilliantly, powerfully and lucidly... I thoroughly recommend it' - British Psychological Society Psychology of Women Section Newsletter This refreshing re-evaluation of current wisdom - both academic and popular - about men's and women's language critically assesses the abundant social science research of recent years and its representation in the mass media. Exploring a wide range of topics, from
In this volume, Mark Waldo argues that writing across the curriculum (WAC) programs should be housed in writing centers and explains an innovative approach to enhancing their effectiveness: focus WAC on the writing agendas of the disciplines. He asserts that WAC operation should reflect an academy characterized by multiple language communities--each with contextualized values, purposes, and forms for writing, and no single community's values superior to another's. Starting off with an examination of the core issue, that WAC should be promoting learning to write in the disciplines instead of writing to learn, Waldo proposes: *housing WAC in comprehensive writing centers independent of any other department; *using dialogue and inquiry rather than prescriptive techniques in the WAC program's interaction with faculty in other disciplines; and *phasing out writing assessment that depends on one test measuring the writing abilities of students from all disciplines. In the process of making his case, Waldo discusses tutor training, faculty consultancy, and multilayered assessment programs. In addition to presenting the theoretical and practical advantages of discipline-based WAC programs, he also offers clear and compelling evidence from his own institution that supports the success of this approach to writing instruction. Demythologizing Language Difference in the Academy: Establishing Discipline-Based Writing Programs will be of interest to writing program and WAC administrators; writing center administrators; graduate students studying composition; and educators and graduate students involved in WAC initiatives, research, and study.