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Teach toddlers to count from 1 to 20 in English and Spanish! Watch your little one learn to count in two languages with this photo-filled book of happy puppies, juicy berries, and bouncy balls! Each page reveals a new number and a new collection of bright and colorful objects, making it easy for toddlers to start counting in English and Spanish. Fundamental skills—Prep your toddler for preschool as they practice identifying simple objects and counting from 1 to 20. Education in two languages—Build the foundation for a lifetime of bilingual learning by introducing your child to key vocabulary at an early age. Make learning fun—Bring learning to life for your child with vibrant illustrations and familiar words and items. Give your little learner a head start with this colorful counting book for toddlers.
A large and growing number of students from culturally and linguistically diverse backgrounds in the US and around the world have the potential to develop bilingualism and biliteracy if supported in their immediate environment. At the forefront in focusing exclusively on biliteracy development in early childhood across a variety of languages, this book provides both findings from empirical research with young bilinguals in home and school contexts and practical applications of these findings. Each chapter is structured in a similar format to offer parallel descriptions of the research, including a brief review of related empirical studies, an overview of the methods for data collection and analysis, a description of the main findings, and specific pedagogical implications to support educators’ efforts to construct meaningful, challenging, and dynamic literacy and language learning communities where one or more languages are used for communicating and learning. Pushing the field forward, this book is a valuable resource for helping literacy educators understand and respond to critical issues related to the development of young children’s literate competencies in two languages in home and school contexts.
4,000 words and phrases are organized thematically within 163 topics. Includes English to Spanish translations of vocabulary throughout, and an extensive index in Spanish at the back of the book. A fully integrated vocabulary development program in American English, progressing from essential words to the more complex, delivered in short thematic units. Realistic scenarios and modern artwork are easy to relate to and these, together with story pages and practice exercises, have been applauded for their success in promoting critical thinking skills. Content is fully supported by a range of components (in English only) - including Workbooks, Classroom Activities, Audio and website.
In this comprehensive introduction, Anne-Michelle Tessier examines how we acquire the sounds and sound patterns of language. Analyzing child speech patterns and their analogues among adult languages while also teaching the basics of Optimality Theory, this novel textbook will help students develop a broad grammatical understanding of phonological acquisition. Phonological Acquisition provides - Evidence to support theory from multiple language families, populations and data collection methods - Connections to lexical, morphological and perceptual learning Assuming only a basic knowledge of phonology, this textbook is aimed at students of linguistics, developmental psychology, speech pathology and communication disorders. It will also be of interest to professional psychologists, acquisition researchers, clinicians, and anyone concerned with child speech development.
Now in a fourth edition, this bestselling introductory textbook remains the cornerstone volume for the study of second language acquisition (SLA). Its chapters have been fully updated, and reorganized where appropriate, to provide a comprehensive yet accessible overview of the field and its related disciplines. To reflect current developments, new sections on using learner corpora, semantics and morphosyntax (within formal approaches to SLA), sociocultural approaches, gesture, priming research, and chaos theory have been added. Students will also find expanded discussions of heritage language learning, bilingualism, pragmatics, and much more. The redesigned fourth edition of Second Language Acquisition retains the features that students found useful in the current edition but also provides new pedagogical tools that encourage students to reflect upon the experiences of second language learners. As with previous editions, discussion questions and problems at the end of each chapter help students apply their knowledge, and a glossary defines and reinforces must-know terminology. This clearly-written, comprehensive, and current textbook, by expert Sue Gass, is the ideal textbook for the introductory SLA course in second language studies, applied linguistics, linguistics, TESOL, and language education programs.
Distance Language Education: The “Bilingual People, English-Spanish” dictionary contains one book with six language units. Unit 1- Words classified by topics contains more than 700 words classified by topics. 200 of these words were selected because of the similar spelling making them easy to remember. Unit 2- Conversation Practice introduces the most common everyday expressions allowing you to practice daily while at your office, or traveling abroad. Unit 3- Entertaining Readings Learn about the necessary ingredients you need in life to become successful, healthy and happy. Unit 4- Similarities of the English and Spanish Languages Unit 5- Major differences of the English Language Unit 6- Major differences of the Spanish Language The last three units are designed to help adult language learners grasp both, the Parts of Speech and the grammatical structures of English and Spanish. -------------- Landa Marik is owner of copyrights for the following books: USA copyrights, 2006, Maya Latin and Caribbean Routes, travel discount book. Canada copyrights, 2006, The Key to English Grammar as a second language. USA copyrights, 1986, Bilingual People English/Spanish Adult language kit. Sounds Performance Arts, 1987, Bilingual English and Spanish Audio CD’s. USA copyrights, 1986, “Eternal Life” (Vida Eterna) fiction short stories, and poems. 2007, Publisher of the “Bilingual People Kit”, for language Distance Education of English, and Spanish; containing one book and 3 audio CD's. 2007, Publisher of the “Key to English Grammar”, English as a second language. 2006, Author of the Travel Book, “The Maya Latin and Caribbean Routes”; edited in English/Spanish and French, “International spots of Belize, Central America, and the Southeast States of Mexico (Peninsula de Yucatan and Quintana Roo). 2004, Duke Cross Foundation, President Founder, British Columbia, Language Distance Education Research. 1986-2003, Publisher of the Maya Route Magazine, and the INTERANET Newspaper.
Professor Albert Costa (1970-2018) was one of the most influential scholars in the fields of psycholinguistics and bilingualism. This book provides a faithful look at the most relevant lines of research in which he worked during his academic career. Written by some of his close collaborators and friends, the book presents a coherent summary of the most relevant psycholinguistic theories on language processing and bilingualism, including critical reviews to current models of lexical access, the representation of cognate words, neurolinguistic models of bilingualism, cross-linguistic effects in bimodal bilinguals (sign language), prediction processes and linguistic alignment in bilinguals, the influence of foreign-language effects in social cognition and the effects of bilingualism in emotion and decision making processing. This volume is a tribute to Prof. Costa and his work, and is born from a deep love and respect for his way of approaching the science of multilingualism from a psycholinguistic perspective.
In the context of an increasingly internationalized agri-food sector, this volume explores existing and new tools developed to help professionals with writing, interpreting and translating. Centered on the English-Spanish language pair, the contributions address a variety of terminology issues, the importance of intercultural understanding, the use of corpora, as well as the possibilities offered by automatic translation.
How do children develop bilingual competence? Do bilingual children develop language in the same way as monolinguals? Set in the context of findings on language development, this book examines the acquisition of English and Spanish by two brothers in the first six years of their lives. Based on in-depth and meticulous analyses of naturalistic data, it explores how the systems of both languages affect each other as the children develop, and how different levels of exposure to each language influence the nature of acquisition. The author demonstrates that the children's grammars and lexicons follow a developmental path similar to that of monolinguals, but that cross-linguistic interactions affecting lexical, semantic and discourse-pragmatic aspects arise in Spanish when exposure to it diminishes around the age of four. The first of its kind, this original study is a must-read for students and researchers in bilingualism, child development, language acquisition and language contact.

Literacy

United States. Congress. House. Committee on Education and the Workforce

Published: 1999

Total Pages: 616


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This document presents the transcript of Congressional hearings to gather information as to why children cannot read. Current federal programs were reviewed as well. After opening statements of the Hon. Bill Goodling and the Hon. Tim Roemer, the transcript for the hearing held on July 10, 1997 on why children cannot read includes the texts of oral statements and prepared statements by the following individuals or organizations: Richard Venezky, Reid Lyon, Robert E. Slavin, Catherine Snow, Vivian L. Gadsden, Janet Nicholas, Barbara Ruggles, Margaret Doughty, the Hon. Bill Clay, and Carolyn McCarthy. The transcript for the hearing held on July 31, 1997 on a review of current federal programs on literacy includes the texts of oral statements and prepared statements by the following individuals or organizations: the Hon. Bill Clay, the Hon. Lamar Smith, Maris A. Vinovskis, Herbert Walberg, Joseph Johnson, Jr., Cheryl Wilhoyte, and Andrew Hayes. After an opening statement of the Hon. Bill Goodling, the transcript for the hearing held on September 3, 1997 on teachers as the key to helping America learn to read includes the texts of oral statements and prepared statements by the following individuals or organizations: Ann W. Mintz, Debra Wakefield, Kimberly Wilson, Laura D. Fredrick, Beth S. Check, Louisa C. Moats, Nancy Thompson, and materials submitted by the Hon. Bobby Scott. (RS)