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Contains over 4,900 definitions. Includes a guide to pronunciation, stresses, and tone changes as well as useful phrases and proverbs.
This Hmong-centric book introduces 250+ useful pictures and words in English, White Hmong and Hmong Leng for your bilingual learner. There are over 20 themes, including family members, animals, household objects, food and much more! This resource was created for pre-readers, beginning readers, and those learning English or Hmong. The vibrant illustrations are clearly labeled and designed to invite conversation, inspire and expand learners' language development and vocabulary.
Outstanding Book Award, Conference on College Composition and Communication "We are only beginning to recognize the global forces that have long shaped literacy in the United States. What we need now is a book that demonstrates how to theorize U.S. literacy with regard to globalization’s complex legacy. Writing from These Roots satisfies this need, and then some. Duffy’s careful representation of Hmong literacy narratives is a remarkable accomplishment in its own right, not least for the respect he shows the women and men whose stories enable him to delineate personal, cultural, and national pathways to literacy. In also documenting Hmong people’s transnational pathway to literacy in the United States, Duffy expertly details the rhetorical means by which literacy can make legible the self-fashioning of distinct identities against a historical backdrop bleached by generations of assimilationist public policy and racist discourse. Duffy’s insistence that we think rhetorically about literacy is a call that will resonate in literacy scholarship for years to come." —Peter Mortensen, University of Illinois at Urbana-Champaign "Writing from These Roots is without doubt a major, original, and important work. Fittingly, for a book that conceptualizes its topics and themes globally and comparatively, it will attract an international audience." —Harvey J. Graff, The Ohio State University "This is a fascinating and important study that is rich in theoretical insight about literacy and has an informed and detailed account of the Hmong experience in Laos and the United States." —Franklin Ng, California State University, Fresno Writing from These Roots documents the historical development of literacy in a Midwestern American community of Laotian Hmong, a people who came to the United States as refugees from the Vietnam War and whose language had no widely accepted written form until one created by missionary-linguists was adopted in the late twentieth century by Hmong in Laos and, later, the U.S. and other Western nations. As such, the Hmong have often been described as "preliterates," "nonliterates," or members of an "oral culture." Although such terms are problematic, it is nevertheless true that the majority of Hmong did not read or write in any language when they arrived in the U.S. For this reason, the Hmong provide a unique opportunity to study the forces that influence the development of reading and writing abilities in cultures in which writing is not widespread and to do so within the context of the political, economic, religious, military, and migratory upheavals classified broadly as "globalization."
Bringing together a team of renowned international scholars, this volume provides a wide-ranging collection of historical and state-of-the-art perspectives on language regard, particularly in the context of language variation and language change, and importantly, highlights the range of new methodologies being used by linguists to explore and evaluate it. The importance of language regard to the inquiry of language variation and change in the field of sociolinguistics is increasingly being recognized, yet misunderstandings about its nature and importance continue to exist. This volume provides scholars and students of sociolinguistics, with the tools and theory to pursue such inquiry. Contributions and research come from Europe, North America, and Asia, and language varieties such as Spanish, Dutch, Danish, and American Sign Language are discussed.
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.